Creative Teaching & Learning

The Birth of the Modern Olympics Text (Word doc)

A question-led text covering the founding of the modern Olympics, the first Olympic Games and Coubertin’s vision for the future. For the pdf version, see 'Project Plan: The Olympics'.

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      string(463) "Activity 1 InstructionsThe OlympicsActivity 1: Reading the textDescriptionThis activity encourages active thinking and reading through close examination of the text ,‘The Birth of the Modern Olympics’. Students are trained in the four reading behaviours – clarifying, questioning, summarising and predicting. Curriculum FocusCommunication – Reading, speaking and listening, note taking.Thinking Skills – Form ..."
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      string(5711) "Activity 1 InstructionsThe OlympicsActivity 1: Reading the textDescriptionThis activity encourages active thinking and reading through close examination of the text ,‘The Birth of the Modern Olympics’. Students are trained in the four reading behaviours – clarifying, questioning, summarising and predicting. Curriculum FocusCommunication – Reading, speaking and listening, note taking.Thinking Skills – Form considered opinions and make informed decisions, suggest how to find relevant information and ideas, ask questions that build on responses to earlier questions. Materials‘The Birth of the Modern Olympics’ textIncluded in this packActivity sheet 1a: Reading roles record sheetActivity sheet 1b: Reading roles cardsActivity sheet 1c: Working Out Words (WOW)The resources in this pack have been improved since publication of this project. Because of this, you may notice minor discrepancies between the information in this pack and the plans featured in the magazine. GroupingsFour or five (Preferably four) ProcedureEach pupil is allocated a reading role, and they read the text from that perspective contributing to the recording sheet (Activity sheet 1a). Teacher’s NotePupils need to be trained in the roles. This can be done as a class. The pupils work collaboratively and independently, and will need these notes for later activities. If there are five pupils in a group then one needs to take on the role of group director to ensure that all roles are undertaken conscientiously. The group role cards (Activity sheet 1b) need to be cut out and folded over so the cards stand like place names. The tabs on the top and bottom can be folded inwards to help the cards stand up better.The roles are:· SUMMARISER – Think beyond what actually happens in the text. Identify the three most important events/details. Why are they important? Are they connected in any way?· QUESTIONER – Pose at least three questions which look in depth at the text. Try to ask open, challenging questions that will encourage thought and provoke discussion. Address confusions.· CLARIFIER – Make a note of any words or phrases that will need to be checked. Are there any ideas or issues that need to be clarified to make the reading clear and easy? To help to clarify, can you think of any ways that this section links with other sections and what you already know?· PREDICTOR – Identify at least three text-related predictions, based on how your response to the text is developing. This will aim to help your group to articulate what will happen next.The pupils also have a WOW worksheet (Activity sheet 1c) to use as they come across new vocabulary. This helps to reinforce the meanings of words. The Fabulous Four –Working TogetherMeet the Amazing Reciprocal Teaching TeamWhat we say:THE SUMMARISER What we say:THE CLARIFIERWhat we say:THE QUESTIONER What we say:THE PREDICTORWORDS I NEED TO WORK OUTINFERRED MEANING –What I worked outTEXT CLUES –What I used to help meLEARNING SENTENCE –This will help me toremember the wordThe Summariser:Put the chunk of text into your own words.What are the most important ideas or events?Reduce (a summary should not be as long as the original text)Consider:What does the author want me to remember or learn from this passage?What is the most important information in this passage?What kind of ‘teacher’ question can I ask about the main idea?In my own words, this is about …The main point was…The author wanted me to remember…The Questioner:Is there anything that you do not understand? Anything that does not make sense?Questioning can also be used to help your group review and process the information–create questions that might show up on an exam or quiz.Two types of questions:Above the Surface: fact-based questions with one right answer. The answer can be pointed to in the text. Typically, these are the multiple choice and objective questions on a test. Question words: Who, what, where, when, whyBelow the Surface: opinion-based questions with multiple possibilities. The answer is not in the book, but rather in your own reflection. Typically, these are the subjective, short answer & essay questions on a test. Question words: How, would, could, should, do you think?Consider:One question I had about what I read was….What were you thinking about as you were reading?What question(s) can you ask about what you read?I’m curious about…The Clarifier:Answer the questions from group mates.Do external research, including looking a word or a concept up in a dictionary, an encyclopaedia, or online.Consider:One of the words I wasn’t sure about was…What other words do we know that we can use in place of…?What words or ideas need clarifying for you?This is confusing to me. I need to ________ (strategy – e.g. look up in a dictionary) to try to figure out this word.The Predictor:Based on what you’ve read and what you know, what might happen next? Be logical.Be sure to use any and all clues the author may have given (including any examples of foreshadowing).Consider:I can look at the title and all the visual clues on the page. 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Creative Teaching & Learning

Activity 1 Resource Pack: Reading the text

30 Jan 2014

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      string(253) "A detailed outline of the events leading up to the crowning of King Richard III and the disappearance of his young nephews, the Princes in the Tower. For the pdf version, please see ''Project plan: The Princes in the Tower - A historical investigation'."
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      string(5614) "Text – The Mystery of the Princes in the TowerIn 1483, the two sons of Edward IV and his queen, Elizabeth Woodville – Edward V, King of England and Richard of Shrewsbury, Duke of York – were confined in the Tower of London. They were aged 12 and nine. The two young princes were forcibly removed from public view shortly after the sudden death of their father, King Edward IV. In fact, Edward was no longer a royal prince, but a king in waiting. These two children of Edward IV and Elizabeth Woodville were the highest ranking in the realm. Edward, Prince of Wales, was heir to the throne while his brother was heir presumptive. They were to secure the York dynasty begun by their father.The disappearance of the princes in the tower is shrouded in mystery and controversy. Historians still fiercely disagree as to who is responsible for the demise of the princes, and whether one or both of the princes might have, in fact, survived. It is a mystery that has impacted on the reputation of a number of people.But what were the events that led to the disappearance of these two young boys?Before the death of King Edward IVOn 2 November 1470, Elizabeth Woodville, Queen of England, gave birth to Edward IV’s first son. The child, also named Edward, was heir to the house of York. He was born in Westminster Abbey during his father’sexile in Burgundy. Elizabeth Woodville had been forced to claim sanctuary there as Henry VI reclaimed the throne for the House of Lancaster. Henry VI was a pious man and would never break sanctuary once it had been claimed.In April 1471, however, ambitious Edward IV reclaimed the throne once again for the House of York, following the defeat of the Lancastrians at the Battle of Barnet.In June 1471, young Edward was made Prince of Wales by his father and, following tradition, his royal house was established at Ludlow in 1473. Edward’s education was left in the hands of the queen’s brother, Anthony Woodville, Earl Rivers.Richard of Shrewsbury, Duke of York was born on 17 August 1473 at Shrewsbury. He was the second son of Edward IV and Elizabeth Woodville. As such, Richard was heir presumptive to the throne of England, until his brother, the future Edward V, had sons of his own to continue the York dynasty.Edward V is proclaimed kingEdward IV was taken ill and died suddenly on 9 April 1483. He was surrounded by most of his family and friends. His court, which consisted of the most important people in the realm, was present at his death in Westminster. Edward IV’s close friend, William 1st Baron Hastings, whom the King had made Lord Chamberlain, was also present at Edward’s death, as was John Morton, Bishop of Ely, and young Prince Richard.One of the few people not present when Edward IV died was his own brother, Richard, Duke of Gloucester. He was over 200 miles away at Middleham, his home in Yorkshire. Edward, Prince of Wales and future King of England, was also not present, as he was living with his maternal family in Ludlow.Two days later, on 11 April, the young prince was proclaimed King Edward V. Elizabeth Woodville had already sent messengers to Ludlow to inform her son of his father’s demise. Elizabeth ordered her brother, Earl Rivers, to bring Edward to London for his coronation, which was to be held on 4 May, 1483. William Hastings also sent a message to the earl, requesting that King Edward V be brought to London for his coronation.Earl Rivers received the message on 14 April. He had already made arrangements to celebrate St George’s Day at Ludlow and, as he wished to continue with this arrangement and he needed time to raise the 2,000 men asked for as the king’s escort, he did not leave Ludlow until the 24 April.Although Hastings was a staunch supporter of the House of York, he was no friend of the Woodvilles. If the king’s escort was seen as too large a force, it would be seen as a Woodville attempt to seize power. Before the king left Ludlow, Hastings threatened to retire to Calais where he was governor.The coup beginsRichard of Gloucester, Edward IV’s brother, was at his home in Yorkshire when news of the King’s death reached him around 17 April.As with Hastings, Gloucester was worried about the possibility of a Woodville takeover of power. He arranged that Henry Stafford, Duke of Buckingham, also of royal blood with a hatred for the Woodvilles (despite the fact he was married to one), would raise a force of 300 men and meet Gloucester at Northampton, with the intention of intercepting the king and his maternal uncle, Earl Rivers, as they journeyed south to London.Gloucester began to gather his own forces. He left Middleham with 300 men and arrived in York on 21 April. Richard of Gloucester, the Duke of Buckingham and Earl Rivers had agreed to meet along the way to London, in order to make the king’s entry to the city as magnificent as possible.On 29 April, Gloucester and Buckingham met at Northampton, while Rivers, the king and a small household stopped at Stony Stratford. The majority of the king’s household had been sent further along the route, so they were closer to London. This was to ensure there would be space for Gloucester and his attendants when he arrived.There appeared to be a misunderstanding over the arrangements as Gloucester and Buckingham remained in Northampton, where Rivers joined them for an evening meal. The three men spent an enjoyable and friendly evening together, with Rivers spending the night afterwards.The following morning however, Rivers was arrested on Gloucester’s orders. Richard Grey, Elizabeth Woodville’s"
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Creative Teaching & Learning

The Mystery of the Princes in the Tower Text (Word doc)

14 Feb 2014

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      string(378) "... skills – form considered opinions and make informed decisions;suggest how to find relevant information and ideas; ask questions that buildon responses to earlier questions.Resources: Text: ‘The Birth of the Modern Olympics’Activity Sheets 1a, 1bGroupings: The pupils work in groups of four or five. (Preferably four)Procedure: Each pupil ..."
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      string(5686) "idea of a modernOlympics at a conference he had organised at theSorbonne, which was also the jubilee of the FrenchUnion of Athletics. Coubertin talked about the historyof sports and the possibility of renewing the OlympicGames. He made his famous proposal: “Let usexport rowers, runners, and fencers; there is thefree trade of the future, and on the day when it isintroduced within the walls of old Europe the causeof peace will have received a new mighty stay. Thisis enough to encourage your servant to dream nowabout the second part of his program: he hopes thatyou will help him as you have helped him hitherto,and that with you he will be able to continue andcomplete, on a basis suited to the conditions ofmodern life, this grandiose and salutary task, therestoration of the Olympic Games.” Unfortunatelythe French did not support his ideals.Coubertin was not a man to give up easily. Hearranged for another conference at the Sorbonnein June 1894. He invited 79 delegates from 12countries. Together they discussed how they wouldrevive the Olympic Games. The delegates votedto restore the Olympic Games as an internationalsporting festival. The festival would begin in Athens,where the Olympics had originally been held in 1896and would take place every four years.The conference of 1894 also saw the formation ofthe International Olympic Committee. Coubertin feltthat it was important that the chairman of the IOCshould reside in the host country. The first person totake up this post was Demetrios Vikelas. The 1900games were due to take place in Paris, Coubertin’shome country. Coubertin, therefore took over aspresident in 1896, when the Greek games finished,and remained the president until he resigned in 1925,some 29 years later.What was the contextfor the first OlympicGames?The decision to hold the firstmodern Olympic Games inAthens, at the site of theancient games, was symbolic.Unfortunately Greece wasembroiled in political andfinancial troubles, but the countryovercame these to host thefirst games. Funds were raisedto mount the games. The firstmodern Olympic Games began on5th April, 1896. They lasted for tendays, and included events such asThe Olympic Games held in Chipping CamdenDemetrios VikelasThe International Olympic CommitteeThe OLYMPICS Cross CurriCulum ProjeCt Plan69Volume3.2nCreativeTeaching&Learninglawn tennis, diving, swimming, bicycle races, footraces, fencing, rowing and a yacht race.At the time the games was the largest internationalsports event that had ever been held. The totalnumber of athletes at this first Modern OlympicGames was 241, and no women were allowed tocompete. The first modern day marathon, was metwith great anticipation, and was run from Marathonto Athens (it was historically over a distance of 22-26miles), and watched by more than 10,000 people. Itwas won by a Greek runner, Spiridion Louis.King George I of Greece gave each winner a crownmade from wild olive plucked from the trees atOlympia, second prize winners were given a laurelwreath. All prize winners were given diplomas andmedals. On April 16th the New York Times describedthe closing ceremony. In a headline story called‘America won most crowns’ it was reported that 44athletes received crowns ‘… of whom eleven wereAmericans, ten Greeks, seven Germans, five French,three English, two Hungarians, one Dane and oneSwiss.’The Greek officials tried to monopolise the gamesand its organisation. However, Coubertin wasdetermined to move the games around the world.The IOC agreed with the second games taking placein Paris, and allowing women to compete for the firsttime.What were Coubertin’s ideals andlegacy?Pierre de Coubertin had established the modernOlympic Games. Although the following two gamesheld in Paris and St Louis respectively, were littlemore than world fairs, the games held in Stockholmin 1912 saw a return to the ideals of Pierre deCoubertin.Pierre de Coubertin felt that the Olympic Gamesshould be filled with pageantry as well as athletics.The opening ceremonies, parades and fireworks arevery much part of Coubertin’s ideals and his legacy.Today the games are held on a scale far granderthan anything that Coubertin could possibly haveenvisaged, and yet the games instill national prideand cooperation in the competing athletes, whilepromoting peace and the prevention of conflict.Discus in 1896 Swimming in 1896100m in 1896Atheletics in 1896The OLYMPICS Cross CurriCulum ProjeCt Plan70Volume3.2nCreativeTeaching&LearningActivity 1: Reading the textPurpose: To encourage active readers and train children in the four reading behaviours:clarifying, questioning, summarising and predicting.Curriculum focus: Communication – reading, speaking and listening; note takingThinking skills – form considered opinions and make informed decisions;suggest how to find relevant information and ideas; ask questions that buildon responses to earlier questions.Resources: Text: ‘The Birth of the Modern Olympics’Activity Sheets 1a, 1bGroupings: The pupils work in groups of four or five. (Preferably four)Procedure: Each pupil is allocated a reading role, and they read the text from thatperspective, contributing to the recording sheet.Teacher’s note: Pupils need to be trained in the roles. This can be done as a class. The pupilswork collaboratively and independently. The pupils will need their notes forlater activities.If there are five pupils in a group then one needs to take on the role of groupdirector to ensure that all roles are undertaken conscientiously.The roles are (see activity sheets 1a for details of each"
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Creative Teaching & Learning

Project Plan: The Olympics

17 Jul 2012

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      string(366) "... on the street and in the shops.“We’re going on aprint hunt!”33Volume5.2nCreativeTeaching&LearningCreativeApproachesNo one would disagree that literacy is essential in our modern world.This has been acknowledged in all articulations of the purpose ofeducation since mass formal schooling was first introduced in the1870s. It can be ..."
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      string(5652) "CreativeApproaches32Volume5.2nCreativeTeaching&LearningInspiring young children to take an interest in literacy, Sue Lyleleads a class of four-year-olds on a hunt for signs, symbols andwriting in the classroom, on the street and in the shops.“We’re going on aprint hunt!”33Volume5.2nCreativeTeaching&LearningCreativeApproachesNo one would disagree that literacy is essential in our modern world.This has been acknowledged in all articulations of the purpose ofeducation since mass formal schooling was first introduced in the1870s. It can be argued that the fundamental purpose of schools isto produce literate adults.We have moved a long way since the introduction of schooling emphasisedthe importance of the 3Rs, yet governments still talk about ‘the basics’ – studyof which should equip young people with the functional literacy skills to carryout everyday tasks. Today’s children, however, will need tobe able to do far more that simply decode and encode script.This raises a question – is teaching functional literacyenough? We know that the functionally illiterate are seriouslydisadvantaged in our society, but in the 21st century, there areother aspects of literacy that need to be planned for. What issometimes referred to as cultural literacy – that is the ability tounderstand text and its socio-cultural context – is a vital partof literacy. So is critical literacy – the ability to critique whatone reads.When exposed to text on the internet, children will quicklyhave to make a cultural appraisal of what information is usefuland relevant in the context of their research – they will have tomake an informed choice about what to pay attention to andwhat to ignore. They will also need their critical faculties todecide whether the information is reliable or not. Cultural andcritical literacy are very important in the development of a 21stcentury literate person and should be taken into account fromthe very beginning of schooling.Understanding cultural contextOur focus in this article will be on four-year-olds – those juststarting out in our schools. Too often, young children are seen asblank slates as far as literacy is concerned. This attitude fails totake into account the fact that children arriving in our classroomsare already shaped by the many people, communities andhistories they have been exposed to in their lives, and that thisexperience will influence how they respond to the opportunitiesoffered to them.Our best understanding of the four-year-old, coming fromcognitive psychology and sociology, is that of an active meaningmaker. Since birth, each child is engaged in active constructionof meaning as they seek to interpret the worlds in which theyfind themselves in unique and individual ways.As teachers, we have to further take into consideration thatthe children entering our schools come from culturally diversefamilies and bring complexity to their interpretation of theirschool experiences. Our classrooms are populated by individualswho are not like each other, and every teacher is responsiblefor giving each one the opportunity to show who they are andwho they want to be. How then do these considerations helpus plan for the development of literacy?We know a lot about factors that support children in thejourney to becoming functionally, culturally and criticallyliterate. We know, for example, that a literacy-rich environmentcombined with frequent play has a significant influence onchildren’s literacy learning. We also know that from birth, allchildren growing up in the UK are immersed in environmentalCreativeApproaches34Volume5.2nCreativeTeaching&Learningprint such as shop signs, print on household product packaging, print oncomputers, iPads or phones. As children walk or travel around in cars and buses,they see street signs and symbols and learn what these mean. When they visitthe doctor, the dentist or the vet, they enter a literate environment. Even a visitto the park involves exposure to environmental print. Print is a ubiquitous partof everyday life for young children growing up in an advanced post-industrialdemocracy and plays an important role in their literacy development that beginslong before they arrive at school.In a highly literate society like ours, whether in or out of school, young childrenfrequently witness the people around them engaging with printed material andprint on screens, and want to join in. Anyone who has seen a baby grab a mobilephone and start pressing the keys or a two-year-old playing with an iPad, knowsthat babies and young children have a strong desire to use the communicativetools of their social worlds. They want to do all the things the grownups do andjoin in the socio-cultural practices of their culture. It is therefore natural for themto want to explore the symbolic representation that is all around them – print ofall kinds, symbols, logos, drawings, words.We also know that signs and symbols mean different things in differentcultural contexts. For example, to our Chinese and Indian children, the colourred signifies good fortune while the colour white is likely to be associated withfunerals. Children bring such cultural knowledge to their understanding of signsand may be puzzled that in western culture, we use red to signify danger andwhite to celebrate births and weddings. We need to be aware that children’sinterpretation of signs will be influenced by their cultural experiences.35Volume5.2nCreativeTeaching&LearningCreativeApproachesThe importance of playWe live in a time dominated by the standards movement, with its"
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Creative Teaching & Learning

"We're going on a print hunt!"

18 Dec 2014