Kelly WaltersEDU 617 Artifact

All instructor slides have a yellow background.

All student slides have ablue background.

This presentation will illustrate how this collection of artifacts will assist the class in discussing and developing a language of respect.

This presentation will focus on the following elements to help develop a language of cognitive respect.

• Use of friendship language•Walking in the student’s shoes•Supplement oral language with visual structures

No Talking By Andrew Clements

Class Set of Books

No Talking By Andrew Clements

Audio Book Version

Multimedia Presentation

Video Clip

Graphic Organizers&

Visual Note-Taking

A video clip summarizing the book will be shown at the beginning of the unit to generate interest and initiate a discussion of the language of respect.

http://teachertube.com/members/viewVideo.php?video_id=116800&title=No_Talking_by_Andrew_Clements&ref

Click the link below to view a video review of the book.

Using Friendship LanguageAfter the video use the questions on the student page to foster a discussion of how language fosters or discourages friendship.•Guide the discussion with further questions to help students examine the faculty’s language towards the fifth grade and Dave’s language toward Lindsay.• Help students determine if using that language would help the teachers and students work together in school or in class.•Expand the discussion to examine ways that the faculty and Dave could change their language to reflect a friendlier tone.

1. Do you believe that the term “unshushables” that the teachers use to describe Dave’s class is a friendly term?

2. Dave says that if Lindsay had to be quiet her head would explode like a volcano. Would this comment help Dave learn to work respectfully with Lindsay? Why or Why not?

Using Friendship Language

Preview the Book• Preview the events in the book by viewing the sample visual notes slide. Explain that this is a method for taking notes that help to visualize the events and concepts in the book.• Read the first few chapters aloud.•As your read solicit ideas for events or concepts that can be drawn and labeled to create visual notes.•Draw the notes on chart paper, so that students will have a model. •Ask students to read the next chapter and create their own visual notes.

Use language of visualization

CD’s or Mp3’s will be available as an option to help students that feel they could benefit from listening to the audio version of the text.

No Talking - Part 1

Chapters 1-9

No Talking - Part 2

Chapters 10-14

No Talking - Part 2

Chapters 15-20

Click on the gold speaker to hear the audio version of this book.

Walking in Student’s Shoes1. After reading the first few chapters discuss how

Dave responds to Lindsay in the cafeteria. Use the questions to guide students towards the concept of walking in someone else’s shoes.

2. Continue the discussion by examining other ways language is used in the book or in class. Have students describe what the situation feels like from another’s perspective.

Walking in Student’s Shoes1. Have you ever felt annoyed by excessive talking?

Have you ever responded the way Dave responded? How did it feel?

2. Has anyone ever been annoyed with you? Has anyone ever responded to you the way Dave responded to Lindsay? How did it feel?

3. How could you or the other person have responded differently?

1. Begin by discussing the guiding questions. 2. Demonstrate a language of respect by allowing

students the choice to work by themselves or in a group.

3. Students are also given a choice of creating their project from the sample items given or the freedom to create their own representation.

4. Conduct a class meeting explaining the resource materials in which students have access to that could assist them with their projects (make sure to include classmates as a part of that resource list).

Guiding Questions

1. How does the game in the book develop a language of respect among the fifth grade students and the faculty?

2. At the end of the game is friendship language used more frequently?

3. Did Mrs. Hiatt exhibit the concept of walking in someone else’s shoes when she considered making changes to the school so that Dave’s idea was incorporated as a part of the daily routine?

Children’s Books By LISA VON DRASEK

Published: June 17, 2007

Creating Visual StructuresKeeping the guiding questions in mind, create a visual representation of the game and it’s effects.

You may work alone or with others hint: smaller groups –no more than three or four will be easier to manage

Sample visual representations could include: Drawing a cartoonActing out the gamewriting a song creating a comedy skit about the game,creating a posterCreate a multimedia presentationCreate a graphic organizer describing the gameUse your imagination and come up with your own way

Children’s Books By LISA VON DRASEK\ Published: June 17, 2007 (retrieved from:

http://www.nytimes.com/2007/06/17/books/review/Von-Drasek-t.html on July 12, 2009.

Retrieved from:

www.coverbrowser.com/covers/bestsellers-2007/59 on July 12, 2009.

Sound files from: purchased and downloaded from www.audiobookcorner.com.Clements, A. (2007) No talking. Simon & Schuster. Audio book.

All other clipart from Microsoft clipart collection