Title of Activity: Retelling The Last Quest of Gilgamesh

Reference Section:

Swanson, L. (1996-7). Eternal Life! By Michal C. Retrieved Oct. 1, 2006 from http://www.askforkids.com/fr?u=http%3A%2F%2Fwww.internet-at-work.com%2Fhos_mcgrane%2Fcreation%2Fcsgilgamsh.html&bu=http%3A%2F%2Fwww.askforkids.com%2Fweb%3Fq%3Dgilgamesh%26dm%3Dlang%26page%3D1&q=gilgamesh&o=0&l=dir&s=k&dm=lang&qt=0

Zeman, L. (1995). The Last Quest of Gilgamesh. Montreal, QU: Tundra Books.

Grade Level: 4

Subject: Language Arts

Brief Description of Activity:

In a previous class the teacher read the story The Last Quest of Gilgamesh aloud to the class and they were instructed to write down the “Main Events” in the story in their workbooks as it was being read. Their job was to identify the main events in the story, and to examine the connections between the main events.

Now the class will start by accessing another version of the story told by Michal C., a grade 6 student whose work is posted on an online source. After reading this version, and comparing it with their notes, they will begin the process of retelling the story in their own words as they create a Power Point presentation.

In their Art class, the students have also had the opportunity to draw, colour, and paint pictures relating to the “Main Events” that the identified in the story. These pictures have been scanned and made available to the students in the lab. Students will also be able to use “paint” and “draw” tools to enhance their slide presentations.

The students will use captions to retell the story in their own words, using one slide for every “Main Event” that they identified in the story. They will also be able to insert their own original artwork to aid them in retelling their story.

General Learner Outcome:

• Students will listen, read, write, view and represent to comprehend and respond personally and critically to oral, print, and other media texts.

Specific Learner Outcomes:

• Identify the main events in oral, print and other media texts; explain their causes, and describe how they influence subsequent events
• Retell events of stories in another form or medium: create a digital representation of the story as they understand it.

ICT Outcomes:

C.1.2.1 Students will access, use, and communicate information from a variety of technologies. This information will be retrieved from an electric inquiry and it will be retold

P.1.2.2 Students will compose, revise and edit text. Students will learn to edit their sentences in the text boxes of Power Point.

P.3.2.1 Students will communicate through multimedia. The clip art the students access will be drawn from their own artwork that has been scanned, and they can supplement it using the draw and paint programs on the computers.

P.4.2.2 Students will integrate various applications. Together, the text and graphics will retell the story of Gilgamesh and the text and placement of the text will have to be manipulated to make the presentation appealing to look at and read.

Rationale for Computer Integration:

Computers have been integrated into the assignment as a way for them to “retell” the story of Gilgamesh in their own words and images that they have created. It also opens the students’ eyes to the many different ways this story has been told in the past and how these sources can be found on the internet. This exercise allows students to strengthen their reading, writing, and comprehension skills while at the same time being able to use technology as a tool to express their work. By integrating their stories into a Power Point presentation this also allows the students the ability to share their work with their class in a dynamic fashion.

this is who i am

I am a husband, a student, a brother, and a son
I am a sojourner whose journey has only begun
I am the northern prairies of my childhood home
I am a view of the Rockies and Calgary’s Saddledome

I am a magnifying glass focusing sunshine rays
I am a study break clearing heads that are dazed
I am a hammock swinging between shady trees
I am a prayer of faith whispered in the breeze

I am a footnote dangling below the text
I am the curious voice wondering, “What comes next?”
I am a buzzing string on the bridge of a guitar
I am a letter from a friend who has journeyed afar

I am the crest of a wave breaking on the Great Lakes’ shore
I am a skeptic’s question continuously searching for more
I am a yellow highlighter running across the page
I am a message delivered from a podium on a stage

I am the blade of a plow turning once hardened soil
I am a late night study session burning midnight oil
I am a stiff cup of coffee, steaming and hot
I am the product of reason from which I was wrought

I am a coolie on the bank of the Old Man River
I am a teacher in training learning to deliver
I am a husband, a student, a brother, and a son
I am a sojourner whose journey has only begun

learning with blogs

A friend of mine said to me a couple of years ago, “You have to check out my blog!” I thought he had lost his mind until I typed in the URL, and then I realized what he was talking about. A short time later I created my own personal blog and I have been posting regularly ever since. Personally, my blog has been a great way to keep in touch with old friends through links to their blogs and it has become a means of looking back on days gone by, but there is also so much potential for blogging when it comes to the classroom and learning.

First, online journals of every imaginable variety have already become a significant part of student life outside the classroom. When teachers have the opportunity to combine formal learning exercises with activities that students are already passionate about there is enormous potential for growth. As expressed in this video, students have a tendency to work much harder when they are excited about their work. A student is more likely to put in extra effort when she or he knows their work is going to be opened up to a global audience. Allowing students to post their work in an online setting is one way of fostering that kind of passion. On a personal note, I have posted several history papers that have written onto my blog with the hope that someone else other than my professor might take the time to read something I put so much work into completing.

Blogging also fosters a genuinely interactive environment. Through blogging students are able to read their work of their peers, post comments, and assist one another more effectively in their learning. Posting a writing assignment on a blog opens doors for students to express themselves who might be hesitant to express themselves vocally in a classroom discussion. One point I had never considered, which was highlighted in the video, is the possibility of mentor collaboration. When students are able to get feedback from established authors, journalists, and other scholars in a variety of fields the boundaries of the classroom are expanded tremendously.

The interactive nature of blogs makes them effective administrative tools. With a single post teachers can communicate instructions, due dates, and class grades. In some cases a blog might be more effective communication tool than email, because the interaction between students and teachers is in the public domain. If one student has a question, the whole class gets to benefit from the teacher’s response.

There are also many inherent dangers involving students and the internet that must be addressed. Acceptable Use Policies (AUPs) must be clearly explained and closely monitored. Not only are there public threats, but there is also potential for bullying and peer intimidation when weblogs are used. As stated by teaching today, teachers must also be careful to get the appropriate parental permission before using blogs in a participatory manner, and teachers who have personal blogs should also be aware that their students have the ability to access that information as well. This consideration will play heavily into the content that I post on my personal blog in the future.

introduction

First, I should take a moment to introduce myself. My name is Jason and I can finally say that I am officially a part of the Faculty of Education. My background is in theological studies, in which I have a theology degree, the start of a graduate degree, and about five years of experience in pastoral ministry. My current fields of study are History and German, but generally, I love to learn and I am excited for the opportunity to invest that same passion into the lives of young people.

More specifically, in this little niche of the blogosphere I will be discussing various subjects relating to the link between technology and education, thus techno-pedagogy. In no way am I an expert when in comes to the subject of technology, but I would say I have a "working familiarity" with most technological things. Thinking about technology in a classroom setting, however, has never really entered the scope of my imagination and I am looking forward to exploring some of the creative ways that technology and learning can be utilized together.