Animation is the process of making the illusion of motion and the illusion of change by means of the rapid succession of sequential images that minimally differ from. This 26 slide interactive powerpoint takes the three parts of Authors purpose to inform, to entertain, and to persuade and turns them into a fun interactive quiz. Do you really believe in magic Learning outcomes. Activities For Fantasy And Realism Powerpoint' title='Activities For Fantasy And Realism Powerpoint' />1 I celebrate myself, and sing myself, And what I assume you shall assume, For every atom belonging to me as good belongs to you. I loafe and invite my soul. Our Anthology, practice book, leveled reader books, and parent connections all can be accessed online Please use this great resource to help your child at home BibMe Free Bibliography Citation Maker MLA, APA, Chicago, Harvard. Activities For Fantasy And Realism Powerpoint' title='Activities For Fantasy And Realism Powerpoint' />Students will identify differences between magical realism and other genres to which they have already been introduced. Teacher planning. Time required for lesson. Materialsresources. Background information on Gabriel Garcia Marquez as well as magical realism and its origins. In addition to using this Magical Realism Power Point presentation, the teacher may wish to conduct research on the Internet or using other media, if clarification is needed. Copies of the short story, A Very Old Man with Enormous Wings from text or photocopies. Song Do You Believe in Magic by the Lovin Spoonful on audio tape or CD. The Temple of the Golden Pavilion Kinkakuji a temple and villa dating back to the 14th Century and the 3rd Shogun of Ashikaga. HGTL Sept 1998 This. A meaningful, accurate evaluation system achieves a number of important purposes. As in any field, evaluations provide those managing the organization a clearer sense. Web link to the British Librarys Medieval Realms resources. Very useful and a wealth of information. General Mark A. Milley, the US Army Chief of Staff, is a tough guy. If youve ever seen him speak, you probably know two things about him He loves Boston sports. Lyrics are optional. Video clip from movie Harry Potter and the Sorcerers Stone scene at zoo when snake and Harry talk. White or beige construction paper, colored pencils, crayons andor markers for extra credit assignment. Technology resources. Tape player or CD player. The Battle For Middle Earth 1 03 Patch Ita'>The Battle For Middle Earth 1 03 Patch Ita. TVVCR setup. Pre activities. No specific activities necessary however, students will need to be familiar with other genres such as science fiction, fantasy, romance, historical fiction, etc. Activities. Day 1 9. Warm Up. Play song Do You Believe in MagicProvide students if possible with a copy of the lyrics to follow along lyrics can be found on liner notes of album or through Internet search. After listening to song, have students highlight, underline, or otherwise mark instances of magic referred to in song. Elicit from students their thoughts on the magical elements of the song. Teacher Directed Mini Lecture. Present background information on magical realism, Gabriel Garcia Marquez, Luis Borges, and Gunter Grass using slides 1 7 of Magical Realism Power. Point presentation. If access to necessary technology is not available, information in the Power. Point presentation can still be used as slides on an overhead, or in poster form. Students should read along on the Magical Realism Background Chart during the lecture. Guided Practice with Partners. Students should work with a partner selected or assigned. Have students use the Magical Realism Background Chart and Handout on Science Fiction or notes on different genre to create a Venn Diagram comparing Magical Realism to Science Fiction or other genre. As a class, discuss similarities and differences the students have discovered. Individual Practice. Students will write in their journals. Give students the title, A Very Old Man with Enormous Wings, on the board or overhead. Have the students respond to the title in their journals for 5 minutes. They may make predictions, ask questions, make up a story, etc. Day 2 9. 0 minute block classWarm Up. Show Harry Potter video clip of scene early in the movie where Harry is at the zoo in the snake area and speaks with the snake. Tesco Staff Handbook. Have students respond in their journals to the magical realism elements that are in the video clip. Elicit from students discussion of the magical realistic elements of this part of the Harry Potter story, using the information they learned from yesterdays lecture and their journal responses. Teacher Directed Reading Provide students with copy of A Very Old Man with Enormous Wings from text or photocopy. If possible, have students number the paragraphs of the story. Vmware 6 0 Keygen Torrent'>Vmware 6 0 Keygen Torrent. Have students read story, a section at a time, stopping to askanswer questions, discuss events, make predictions, and highlight magical realism elements this will require the teacher to read the story ahead of time, mark sections, and note information to discuss during reading. Provide students with reading comprehension questions and have them work with a partner selected or assigned to answer. Bring whole class back together for a discussion of magical realism elements in the story. Use the last part of the Magical Realism Power Point presentation slides 8 1. Students should insert examples from the story in the examples section of Magical Realism Background Chart. Day 3 9. 0 minute blockWarm Up character conversationsHave students work with a partner. Assign each partner pair a set of characters from the story. Vary the paring of characters for interest and variety. Each student is to assume the persona of one of the assigned characters. Each pair will create a conversation on paper using the assigned personas. Each student writes a statement or question at the top of a piece of paper. They then trade papers with their partners and respond to what the partner wrote. Have students continue trading and responding for 5 minutes. When finished, each pair will have created 2 conversations between characters from the story. Guided Practice Partners. Have each pair read both conversations created and select 1 of the conversations to use in an impromptu interpretive drama. Students then have 1. They should make notes about what they plan to do, as they will need these notes on day 4. They should try to use appropriate gestures to convey emotions and ideas. Extra Credit students may create a drawing that is related to their interpretive drama or the story. Student Presentations. Each pair of students will present impromptu interpretive drama to the class in 2 3 minutes. When not presenting, students should be observing, preparing to discuss different interpretations. Day 4 9. 0 minute blockWarm UpFinish impromptu interpretive dramas, if necessary. Teacher Directed Mini Lesson. Review or teach use of quotation marks in dialog. Use any necessary overheads, handouts or mini worksheets to facilitate this. Review or teach use of colorful dialog verbs when creating conversation between characters in narration. Use any necessary overheads, handouts or mini worksheets to facilitate this. Guided Practice Partners. Students should get back with partner for interpretive drama. Partner pairs will need to use notes from character conversation and interpretive drama. Partner pairs will convert impromptu interpretive drama into narrative, paragraph form using quotation marks and colorful dialog verbs for dialog portion of narrative. Time LeftStudents may use time left to finish extra credit drawing of impromptu interpretive drama or story. Assessment. Teacher may use any or all of the following, as well as additional relevent assessments. Magical Realism Background Chart in notebook or collected. Venn Diagram comparing magical realism to science fiction or other genre from each student or student partner pairs. Journal entry based in title of story. Journal entry of Harry Potter video clip. Reading comprehension questions from each student or partner pairs. Impromptu Interpretive Drama Rubric. Impromptu Interpretive Drama character conversations and notes. Narrative paragraphs based on Impromptu Interpretive Drama. A Narrative from Interpretive Drama Rubric is provided. Supplemental information. Magical realism is not a frequently taught genre, but teachers should be able to effectively teach the concept for the purpose of understanding the story A Very Old Man with Enormous Wings. Related websites. The Modern World contains biographical material about Gabriel Garcia Marquez. Modifications. Pair ELL with strong student for Interpretive Drama notes and performance. Provide ELL with Character Table. Provide ELL with simplified definitions of Elements on Magic Realism Elements and Examples Chart. If ELLs first language is Spanish, you can make a copy of A Very Old Man with Enormous Wings available to himher in the original Spanish. ELL may use native language English dictionary.