THE STORYTELLER PODCAST IN MANDARIN CAPTURES THE LOCAL TALES DISCOVERED AND INVESTIGATED BY THE CHINESE LANGUAGE FPR JOURNALISTS AND LANGUAGE STUDENTS.
By the end of today's workshop, you will have:
A Unit framework and daily plan for integrating FPR immediately into your class
hands-on Use of multimedia tools create an authentic FPR output
Understanding of potential assessment and empowerment strategies for diverse learners
Actual student experience and teacher perspective on an action project experience
A framework for building professional quality stories, grounded in empathy, curiosity, and knowledge.
What curiosities arise from this diagram and data?
"THE GLOBAL MALL" SIMULATION
How can an activity like this build and spark empathy and awareness?
ABLE AND ACT
WORKSHOP PARTICIPANTS BECOME THE STUDENTS:
Daily plans in the FPR workshop follow a path of: SDG/Global Context --> Disciplinary Content Objective --> Language Objective --> Embedded SIOP Strategies --> Formative Assessment Identification
TODAY'S LESSON PLAN:
1 No poverty
8 Decent Work and Economic Growth
10 Reduced Inequalities
Why might the SDGs be a solid foundation for authentic action?
Global Context (MYP):
Fairness and Development
How can global contexts support the identified SDG(s) or stand alone as a guiding principle in a class, department, division, or school?
Content Objective (NGSS / ELA / Chinese Language Standards):
Students will use data to create an argument to make others aware or act differently to reduce income inequality
Sharing your content objective with students in friendly language and prior to your mini-lesson, inquiry, or project workshop can be a powerful way to help students grasp the big picture and also in self-reflection.
Ask and answer questions to collect data, using the information to develop an argument.
We are all language teachers and should be proficient in developing clear language objectives for our plans and to share with our students as they enter the workshop.
Mini-Lesson and Workshop:
Students will use the planner to collaborate and create an action plan. Students will use Futures Public Radio tech tools to create an output that convinces others to act in a way that reduces income inequality.
- Students will create a part of a story, clip, video, podcast that informs others about income inequality and will then justify (explain your intentionality) how this action could be used in a larger social action project or unit.
The FPR story planner allows for students to develop a range of intentional choices related to all forms of literacy, especially through media. This excellent resource from Youth Radio in Oakland, California helps students understand ways of approaching different interviewees.
EAL WIDA Speaking Interpretive Rubric
What formative assessment rubric would be the focus of your conference with your students or your exit ticket?
Where can an FPR piece or project fit into your plans? At a daily, unit, or whole year level? As a stand alone teacher, in grade level teams, or as a department?