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The Education Portfolio

The Education Portfolio. Of Lamont Bankston. Instructions for exploring the portfolio. 1. Any time you want to go back to the portfolio home page, click on the box in the upper right portion of the slide.

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The Education Portfolio

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  1. The Education Portfolio Of Lamont Bankston

  2. Instructions for exploring the portfolio • 1. Any time you want to go back to the portfolio home page, click on the box in the upper right portion of the slide. • 2. If there is a forward play arrow box in the bottom right corner of any slide, please click on the arrow to continue. (except for the power point activity, use the mouse to continue with the slides) • 3. The project section has numerous sites. Please click on the appointed project number to view all of the projects.

  3. Portfolio Home Page Webquest Teacher Annotated Websites Gradebook Webquest Student Bibliography Power Point Presentation

  4. ShakespeareTeacher Page A WebQuest for 9th & 10th Graders (English) Designed by Lamont Bankstonlamont_bankston@hotmail.com Introduction | Learners | Standards | Process | Resources | Evaluation | Conclusion | Credits | Student Page

  5. Introduction • This WebQuest was developed for Roosevelt University Edu 385 Technology in the Classroom as a study of Shakespeare and the Renaissance. • The WebQuest incorporates language arts, math, science and literature. There are tasks for each of these disciplines and it is intended that a group of four students work together on the project. • Learners • This WebQuest was designed for high school freshman and sophomores. It will be helpful if a student in each group has some prior knowledge of Internet navigation skills. • Curriculum Standards • As a result of this lesson, students will: • Tell at least 3 Historical Facts about Shakespears • Decribe The Globe Theatre • Identify Elizabethian England • Name at least 3 of Shakespears Plays • English Standards Addressed • Read and critique a sample of Shakespears Work • Compare and contract traditional and contemporary works of poets from many cultures. • Literature: • An understanding of Romeo and Juliet. • An understanding of Shakespeare and Renaissance life. • Language Arts: • Develop writing skills. • Develop communication skills.

  6. Process • This WebQuest was designed to be done over a period of a week. There will need to be several Internet sessions in order to gather the information. • The students will need to work in groups of four, with at least one member who has some Internet navigation skills. • Resources Needed • Queen Elizabeth I • http://www.springfield.k12.il.us/schools/.htmlhttp://renaissance-faire.com/Renfaires/Entertainment/Elizibeth-I.htmhttp://www.royal.gov.uk/output/Page1.asp • Language: • http://www.renfaire.com/Language/http://renaissance.dm.net/compendium/home.htmlSongs: • http://www.renfaire.com/Language/songs.html • Historical Figures and Events: • http://www.springfield.k12.il.us/schools/springfield/eliz/elizabethanengland.htmlSports and Entertainment: • http://jan.ucc.nau.edu/~wew/Tattershall-tb/cards.htmlShakespeare’s Life and Times • http://web.uvic.ca/shakespeare/Library/SLT/intro/introsubj.htmlhttp://Shakespeare.eb.com/shakespeare/esa/660006.htmlhttp://www.bardweb.net/man.htmlhttp://shakespeare.palomar.edu/ • Globe Theater: • http://shakespeare.eb.com/shakespeare/ind_globe.htmlhttp://www.rdg.ac.uk/AcaDepts/ln/Globe/siteinfo/faq.htmhttp://www.ualberta.ca/~sreimer/shakespr.htm

  7. http://www.twingroves.district96.k12.il.us/Renaissance/Globe/GlobeTheatre.htmlhttp://www.rdg.ac.uk/globe/oldglobe/oldglobe_index.htmhttp://www.allshakespeare.com/globe/http://www.acslink.aone.net.au/sandhurst/globe/globe.htmhttp://zekscrab.users.50megs.com/Cummings/Shakespeare/globe.html#Globehttp://www.twingroves.district96.k12.il.us/Renaissance/Globe/GlobeTheatre.htmlhttp://www.rdg.ac.uk/globe/oldglobe/oldglobe_index.htmhttp://www.allshakespeare.com/globe/http://www.acslink.aone.net.au/sandhurst/globe/globe.htmhttp://zekscrab.users.50megs.com/Cummings/Shakespeare/globe.html#Globe • Marriage/Family/Childhood: • http://library.thinkquest.org/3588/Renaissance/Town/Children.hthttp://www.warrensburg.k12.mo.us/webquest/shakespeare/http://www.warrensburg.k12.mo.us/webquest/shakespeare/ • Elizabethan England • http://www.springfield.k12.il.us/schools/springfield/eliz/index.htmlhttp://www.renaissance.dm.net/compendium/index.htmlhttp://www.warrensburg.k12.mo.us/webquest/shakespeare/http://www.warrensburg.k12.mo.us/webquest/shakespeare/ • The Elizabethan Stage                                                                 • http://www.dnaco.net/~aleed/corsets/http://www.dnaco.net/~aleed/corsets/makeup.htmlhttp://web.uvic.ca/shakespeare/Library/SLTnoframes/stage/burbage.html

  8. Conclusion • This is a tool that will, hopefully, engage students in the learning process. The author's desire is that each student gain knowledge of Shakespears work as well as develop an understanding of Renaissance life. Just as important is the interpersonal skills that can be developed through the group interaction incorporated into this unit. May this be a fulfilling and worthwhile venture. • Credits & References • Created By Lamont Bankston • Portions taken and modified from • Romeo and Juliet: A Quest Upon The Web • http://www.manteno.k12.il.us/webquest/high/LanguageArts/RomeoandJuliet/mainframe.html • Last updated on August 15, 1999. Based on a template from The WebQuest Page

  9. Week: 1(day 3,4,5) Lamont Bankston Education 485-Technology in the Classroom List of Annotated Websites 11/4/03 Student Websites The Complete Works of Williams Shakespeare, http://the-tech.mit.edu/Shakespeare/ The Complete works of William Shakespeare is exactly what it says, the complete works of William Shakespeare. All of Shakespeare' plays, as well as his poetry all in one place. The plays are broken down scene by scene for easy access. (Lamont Bankston) Shakespeare Online, http://www.shakespeare-online.com/ Shakespeare Online is an all-in-one Shakespeare site. This website has links to his plays and poetry, as well as essays, analysis, plot breakdowns and links to buying Shakespeare books and videos. This is one multifaceted site. (Lamont Bankston) Mr. William Shakespeare and the Internet, http://shakespeare.palomar.edu/ This site gives a biography of William Shakespeare and well as information about the Elizabethan time period. This site also gives a Shakespeare genealogy, timeline, and anecdotes from Shakespeare life. This site is also a source of many links to other Shakespeare websites. (Lamont Bankston) All Shakespeare, http://www.allshakespeare.com/ This site is all about Shakespeare. All Shakespeare not only has Shakespeare’s complete works and a biography, but also links and reviews of every movie made or adapted from Shakespeare’s plays. This website also includes Shakespeare Quotes, and information about Shakespeare’s’ Globe Theatre. (Lamont Bankston)

  10. Shakespeare Resource Center, http://www.bardweb.net/ This website is mostly about discussion of Shakespeare. The Shakespeare Resource Center has various works of Shakespeare and a brief history of the man. This is primarily a site for discussions of plot, analysis, play synopsis, debate and the like. (Lamont Bankston) Teaching Websites Tools for Teaching Shakespeare, http://parallel.park.uga.edu/shaxper This is a very useful site for planning lessons on Shakespeare. Tools for Teaching Shakespeare has materials to teach the plays, exercise for the students for each play and possible student projects. This is an excellent teacher resource. (Lamont Bankston) Shakespeare in Education, http://shakespeare.palomar.edu/educational.htm This is a resource site for teachers. This site includes lesson plans, course materials, links, the complete works, the life and times, analysis. This is the one-stop teachers resource for Shakespeare. (Lamont Bankston)

  11. Shakespeare A WebQuest for 9th & 10th Graders (English) Designed by Lamont Bankston lamont_bankston@hotmail.com Introduction | Task | Process | Evaluation | Conclusion | Credits | Teacher Page Introduction Welcome! You have entered into a hunt for information regarding Shakespeare and the time period he lived in (known as the Elizabethan Age and the Renaissance). This information is vital in gaining an understanding of and appreciation for Shakespeare's great works. The Task For this research project you will: Answer a series of questions. Summarize the setting in the prologue of scene 1 of the play "Romeo and Juliet." Provide a sketch of the Globe Theatre and include the dimensions. Draw a sketch of the clothing that people wore in Shakespearian Times.

  12. Answer the following questions:     Short Answer: What year was William Shakespeare born? Who did Shakespeare marry and when? What is significant about the day of  Shakespeare's death? How many total plays did William Shakespeare write? What type of play is "Romeo and Juliet?" Who were six prominent people in the time of Shakespeare? What was the time period called in Shakespeare's time? What was the date of the opening day of the Globe Theatre in Shakespeare's time and what play was performed? What is significant about the performers in Shakespeare's time? Where did "Ring Around the Rosies" originate? Short Essay: What caused the Globe Theatre to burn?  Give details to back up your answer. What were some of the happenings that occurred in London in the time of William Shakespeare?  Give details. How would you have addressed children, royalty, and serving women in Shakespeare's time? What was the Bubonic Plague and how did it affect Shakespeare's theatre? How many children did Shakespeare have and what did one of them die of at a young age?  Give details.

  13. The Process • Answer the questions listed above.  You must answer the questions in complete sentences.  Your answers must be thorough and detailed, written neatly or typed.  The answers must be answered in the order that they are given. • You will locate the play "Romeo and Juliet."  Then, you will read the Prologue in Act I, Scene I and summarize the setting of the play. • Next, you will sketch a picture of the Global Theatre.  Below the sketch you will provide the dimensions of the Theatre. • Then, you will sketch a picture of the clothing that was worn during Shakespeare's time (men or women). • Finally, you will compile your work in a three-brad folder in the order listed below: • Cover Page including: •            Your Name             Project Name             Class             Date • Answers to project questions • Sketch of the Globe Theatre • Sketch of  Renaissance Clothing

  14. Conclusion By completing this research project, you will have increased your knowledge of the Shakespearian time and broadened your perspective of how the people lived during this era Credits & References Created by Lamont Bankston Major portions used from: Why Shakespeare? http://www.jordan.palo-alto.ca.us/staff/jforte/public/shakesquest/answer.html Searching For Shakespeare http://www.revereps.mec.edu/Schools/GARFIELD/Ms.%20Tinkham's%20Shakespeare%20WebQ/shakespeare.htm Shakespeare Webquest http://www.esc20.k12.tx.us/etprojects/formats/webquests/fall99/Shakespeare/default.html Last updated on August 15, 1999. Based on a template from The WebQuest Page

  15. Lamont M. Bankston Education 385: Technology in the Classroom Bibliography Assignment National Testing Standards in the American School System: Pro and Con References Davis, Don. (2002). Sound Standards for Schools "Unsound." ERIC Journal No. EJ653586. Retrieved September 29,2003 from EBSCOhost.com website: http://ezproxy.roosevelt.edu Criticizes new classroom sound standard proposed by the American National Standards Institute that sets maximum background sound level at 35 decibels (described as "a whisper at 2 meters"). Argues that new standard is too costly for schools to implement, is not recommended by the medical community, and cannot be achieved by construction industry. Calls for ANSI to withdraw proposed standard. Jenkins, Jayne M.; Todorovich, John R. (2002). Inclusion Style of Teaching: A Powerful Relationship with the National Standards. ERIC Journal No. EJ648189. Retrieved September 29,2003 from EBSCOhost.com website: http://ezproxy.roosevelt.edu The power of the inclusion style of teaching is in that learner performance can be assessed from the perspective of standards related to all three of the learning domains. It allows teachers to address diverse students' individual needs, which is particularly important in physical education, where classes have significant discrepancies in abilities between students. Westerlund, Julie F.; West, Sandra S.(2001). The Use of the National Science Education Standards To Critique a Standardized High School Biology Examination.ERIC Journal No. EJ651223. Retrieved September 29,2003 from EBSCOhost.com website: http://ezproxy.roosevelt.edu Presents a brief historical overview of standardized testing in science including its purpose, consequences, characteristics, and evaluation. Provides a critique that is unique in that this study used national science standards to evaluate a state-mandated standardized science test. Gallagher, Ann; Bridgeman, Brent; Cahalan, Cara. (2002). The Effect of Computer-Based Tests on Racial-Ethnic and Gender Groups. ERIC Journal No. EJ651447. Retrieved September 29,2003 from EBSCOhost.com website: http://ezproxy.roosevelt.edu

  16. Examined data from several national testing programs to determine whether the change from paper-based administration to computer-based tests influences group differences in performance. Results from four college and graduate entrance examinations and a professional licensing test show that African Americans and, to a lesser degree, Hispanics, appear to benefit from the shift. Williams, Julian; Ryan, Julie. (2000). National Testing and the Improvement of Classroom Teaching: Can They Coexist? ERIC Journal No. EJ644008. Retrieved September 29,2003 from EBSCOhost.com website: http://ezproxy.roosevelt.edu Describes an analysis of children's performance in the 1997 mathematics test taken by all 7- and 14-year-olds in England and Wales. Identifies and places the correct answers and errors made on the tests on a Rasch scale ranking the children's ability. Includes references. Morrison, Hugh G.; Wylie, E. Caroline (1999). Why National Curriculum Testing Is Founded on a Methodological Thought Disorder. ERIC Journal No. EJ613984. Retrieved September 29,2003 from EBSCOhost.com website: http://ezproxy.roosevelt.edu Makes a case that the architects of national testing posited a measuring scale in which consecutive levels were separated by 2 years of learning under the influence of the "thought disorder" described by J. Michell, who claimed that psychological measurement may be little more than numerical coding. Dorn, Sherman. (1998). The Political Legacy of School Accountability Systems. ERIC Journal No.ED426451. Retrieved September 29,2003 from EBSCOhost.com website: http://ezproxy.roosevelt.edu

  17. Recent battles over proposed national testing programs do not tell the important political story about high-stakes tests. An overview of the politics of school-accountability systems is offered in this World Wide Web journal article. Politically popular, school-accountability systems in many states already revolve around statistical results of testing with high-stakes environments, meaning that the future of high-stakes tests does not depend on what happens in Washington. Rather, the existence of tests depends largely on the political culture of published test results. Most critics of high-stakes testing do not talk about that culture. They typically focus on the "practice legacy" of testing, and the ways in which testing creates perverse incentives against good teaching. More important may be the "political legacy," or how testing defines legitimate discussion about school politics. The consequence of statistical accountability systems will be the narrowing of purpose for schools, impatience with reform, and the continuing erosion of political support for publicly funded schools. Dissent from the high-stakes accountability regime that has developed around standardized testing, including proposals for professionalism and performance assessment, commonly fails to consider these political legacies. Alternatives to

  18. standardized testing that do not also connect schooling with the public at large will be politically unviable. • Dunford, John. (3/28/2003) Someone to watch over you. Times Educational Supplement. Retrieved September 29,2003 from the Internet: http://search.epnet.com/direct.asp?an=9569426&db=tfh • Focuses on the emphasis placed by the government on accountability of schools in Great Britain. Concern over the suffocation of creativity; Citation of government agencies evaluating school performance; Criticism toward the national testing system. • Snow, Catherine E., Jones, Jacqueline. (04/25/2001). Making a Silk Purse... Education Week. Retrieved September 29,2003 from the Internet: http://search.epnet.com/direct.asp?an=4629594&db=tfh • Proposes a national testing system that would maximize the stimulus to educational improvement in the United States. Analysis of President George W. Bush's proposal for a testing system; Use of scores to improve instruction; Data obtained from test scores. • Meadmore, Daphne. (Mar2001). Uniformly Testing Diversity? National testing examined. Asia-Pacific Journal of Teacher Education. Retrieved September 29,2003 from the Internet: http://search.epnet.com/direct.asp?an=4790040&db=tfh • This paper examines the testing program of the National Literacy and Numeracy Plan as a one-size-fits-all approach to assessing numeracy and literacy in Australian primary schools. An initiative of the federal government, the capacity of this testing program to test the diversity of school populations in Years 5 and 7 (with sampling in Year 3) is arguable. Three different theoretical frameworks - namely, critical theory, governmentality and performativity (epistemically in tension) - are used to 'read' these tests and their effects in order to distil an understanding of their rationale and effects. As a point of focus, an example from the most disadvantaged sector of society is used to illustrate concerns about the efficacy of these tests as a fair and just practice for a diverse Australia. • Bigelow, Bill. (Apr99). Why Standardized Tests Threaten Multiculturalism. Educational Leadership. Retrieved September 29,2003 from the Internet: http://search.epnet.com/direct.asp?an=1792607&db=tfh • Examines the impact of standardized national testing on multicultural teaching in the United States. Effect on school curriculum; Standards of education officials; Policy of the Oregon Department of Education

  19. Lewis, Anne C. (Mar99). A Message for The `War Room.'. Phi Delta Kappan. Retrieved September 29,2003 from the Internet: http://search.epnet.com/direct.asp?an=1634871&db=tfh Considers efforts at education reform by the United States government. Proposal of a national testing system; Political and technical problems encountered by such a system; Idea of ending social promotion; Desire to reconstitute consistently-failing schools; Ensuring quality in schools serving low-income or minority children; Dilemma faced by advocates of poor children; How such ideas set back the standards-based reform movement.

  20. A Guide For High School Students Analyzing Shakespeare

  21. When analyzing Shakespeare your goals are to: 1.) Identify unfamiliar language 2.) Translate the Old English to Modern terms 3.) Identify the concepts behind the language.

  22. Objectives • To be able to read any Shakespearian play or sonnet and be able to understand the meaning by the context of the sentence. • Be able to formulate your own opinion of the Authors intent.

  23. Materials and Resources • Shakespeare Play or Sonnet • Notebook • Writing Utensils

  24. Activities 1) Read the play/sonnet 2) Reread the play and identify unfamiliar language 3) Interpret the play/sonnet and put it into language that you can readily understand 4) Get into groups and discuss.

  25. More Activities Research the time period • Try reading out loud or acting out the scenes in the play. Watch a true to text Shakespeare performance

  26. Just For Fun Try holding a conversation using Shakespearian language Write a Shakespearian Sonnet

  27. Assessment At the end of group discussion students will we asked to write ½ a page analyzing and interpreting the play/sonnet.

  28. Reflection What can you do to help sharpen your analyzing skills?

  29. Analyzing Shakespeare A Guide For High School Students

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