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Sequence 2ELEMENTARY STORYTELLING: THE ULTIMATE INTERDISCIPLINARY APPROACH by Elise Huneke Stone Elise H1111eke Sto11e's lively… |
Sequence 3painful now, from when roots pulled us into the ground and because our children believe they can fly, an instinct retained… |
Sequence 4and though we listen only haphazardly, with one ear, we will begin our story with the word and And so I want to share with… |
Sequence 5MONTESSORI STORYTELLING Storytelling is identified by Dr. Montessori as the basis of el- ementary work. The five Great… |
Sequence 6this is what we expect the Great Lessons and other stories to do. Stories are essential to the elementary child as a starting… |
Sequence 7Finally, we need to tell stories that arise out of the children's interests. If a child comes in and shares something… |
Sequence 8it was a little different, allowing for repetition with variety, and the children loved it. After the third rehearsal, the… |
Sequence 9needs. And it's a behavior that all rodents share. Can anyone think of any other rodents?" The children listed… |
Sequence 10written for Italian immigrants to Argentina with the hope that they would maintain their connection to the homeland. Dr.… |
Sequence 11Brian Swimme and Thomas Berry noted that stories began in the Paleolithic. This is a nice tidbit to share with the students… |
Sequence 12respond to stories" (113). A recent ad (January 19, 2009) placed in Tl,e New Yorker by Columbia University announces… |
Sequence 13Many decades later, contemporary educators still feel the power of stories to help the children organize their impressions.… |
Sequence 14classroom storytelling as the foundation of literacy. They recognize the necessity of beginning with oral language as the… |
Sequence 15Other researchers also recognize the role of oral language in literacy. In a 1997 book intended as a guide for teachers, Ellin… |
Sequence 16ercise their imaginations when told a story, but they also come to trust the validity of their own images and appreciate the… |
Sequence 17our new experiences, thus creating meaning and understanding. In this way, stories are human truth. Stories are how our brains… |
Sequence 18rienced universe and onto the imagined universe. In elementary storytelling, we supply many parables and metaphors to engage… |
Sequence 19huge ideas therein, to a six-year-old who probably couldn't read about it with the same level of comprehension. Secondly… |
Sequence 20Jn his book Things T!tat Make Us Smart, Don Norman expounds on the way that stories communicate: Stories have the felicitous… |
Sequence 21elementary classroom, social cohesion is built through stories: When the children share something from home, or when we offer… |
Sequence 22(75). They are creating themselves and defining themselves with their self-expression, largely with the human gift of language… |
Sequence 23a time there was a child, and the child asked why, and we told the story of why. And once upon a time there was an adolescent… |
Sequence 24Montessori, Maria. Tlte Cltild, Society a11d tlte World: Unpub- lished Speeches n11d Writings. 1979. Trans. Caroline Juler… |
Sequence 1MONTESSORI APPROACHES TO THE CLASSICS FOR ELEMENTARY STUDY: THE KEEPERS OF ALEXANDRIA by Kathleen Allen Kathleen Allen… |
Sequence 2of study. As I travel through, I'll give you some hints about how we've done it with children. When r asked John… |
Sequence 3Figure 3 shows a reconstruction of the library. This is actually from the Carl Sagan series Cosmos. For the series, they used… |
Sequence 4to keep track of all these scrolls. Each book might have multiple scrolls, and they all had to be numbered and organized.… |
Sequence 5• Claudius Ptolemy • Philip of Macedon • Eratosthenes • Parmenius • Solon • Julius Caesar • Pythagoras • Aeschylus •… |
Sequence 6Latin, the significance of which was prominent when the culture was a literary culture, is not as essential today. [ts… |
Sequence 7There is also a scroll, which we'll see later. There is another book called The Art of History, which travels through the… |
Sequence 8setting, bringing a thousand winters and summers over the land and waters .... Fate left a deathless three-headed dog to… |
Sequence 9l:f you wish to learn of Alexandria and the Scroll and the lighthouse, you too must become their keeper. Along with me, you… |
Sequence 10Figure 5. Illustration of Alexandria, from The Great Tale. is teaching a group of eighteen children in Alexandria how to read… |
Sequence 11to how parts of it worked or didn't work. This approach was very successful because we could tweak it as we went along.… |
Sequence 12Human beings understand that from the brain and only from the brain arise our pleasures, laughter, and I ightheartcdness, as… |
Sequence 13is supposed to be in Coptic and Latin. In the text that the children read, the Coptic is translated into English. For this… |
Sequence 14learn to read a Latin piece and memorize it. The piece Apollonius uses is a section from Virgil's Aeneid, and it is… |
Sequence 15Figure 8. Apollonius in the vulture costume. Figure 9. Apollonius teaching the Latin alphabet. The NAMTA Journal 155 |
Sequence 16had a little pot of red paint and had written the Latin alphabet so that everyone could see it up on the wa II. In the picture… |
Sequence 17work with Latin grammar, they notice that there is no article named. This brings up a discussion on the history of grammatical… |
Sequence 18PHARI GENTES QUfNQUE AETHJ6Prcos v ALOE AMABANT. FAMfLIA ERAT BEATA QU6AD FORT0NA MORTALJBUS RARO CONCEDAT. In the story… |
Sequence 19kind of looks like "population." Or they might see that FAMfLJA, down at the bottom, looks a lot like &… |
Sequence 20For the teacher, this is the syntactical analysis. For each word in that short sentence you have what part of speech it is and… |
Sequence 21Figure 11. Filth-year student using grammar symbols on a Latin text. passage. He asked me if r would write it for him on big… |
Sequence 22Pro1101111s Adverbs Co11ju11ctio11s Sepnrnte se11te11ces to trnnslnte: Latin to English; English to Latin N11111bers:… |
Sequence 23if you ever watched the old Rocky and Bullwinkle cartoons.) The Wayback Machine can take you to old sites. It's a Jot of… |
Sequence 24head slightly titled. Some scientists now believe that Alexander suffered from a disorder called ocular torticollis. It may… |
Sequence 25buried in Alexandria. Eventually the story moves into the Byzantine times, so you have the Emperor Justinian and Empress… |
Sequence 26studying Alexander's symptoms think he may have had malaria or even West Nile virus. Figure 14 represents some of the… |
Sequence 27OTHER COMPONENTS The next component of this work is the model. We do have a miniature environment-pretty big actually, it… |
Sequence 28An important note here is that there is only one building on this model that we kept from year to year, and that is the… |
Sequence 29Figure 17. The Heptastadium. went up to allow ship traffic? Did it just stop the flow of water? How did they do that? So… |
Sequence 30drama. The older children perform it for the younger children, and it became a kind of initiation. You saw Apollonius doing… |
Sequence 31Figure 14. David Kahn, John Wyatt, Kathleen Allen. Alexandria was a center for embalming. Bodies were brought in from all… |
Sequence 32Harry Diakoff 172 The NAMTA Jo11ma/ • Vol. 34. No. 3 • Summer 2009 |
Sequence 1LANGUAGE TOOLS FOR STUDYING THE CLASSICS IN A MONTESSORI ENVIRONMENT by Harry Diakoff The Alpheios Project is a state-of-the… |
Sequence 2adequate tools for facilitating access to these fascinating studies, so that whenever the motivation arises it can be applied… |
Sequence 3run as extensions to the Firefox browser. This provides several ad- vantages. It is relatively easy for us to support versions… |
Sequence 41ill'iS"lt !I.II.In 111.IIX- l!liM*.tlll". l!lilt'f'Jll■ : 111J!JfJJ.. JI!(£ -•*•. ~-T.… |
Sequence 5that our tools should work anywhere on the web where they can find the right HTML format and the proper Unicode encoding of… |
Sequence 6Perseus Project for Greek <www.perseus.tufts.edu/hopper />, this reading tool tries to show all the grammatical… |
Sequence 7C ·- - .. ..- .... • ·-- ....... ....... ... - lr,_,,,..J--r·-·~·k=•'--i-='"~·~·~-~·..c=c-~•-'… |
Sequence 8Arma virumque J:3lia .i:, htora °"" ...... , •rmum, arrnl: Vl SIUJ -· (pL), mu le:,: Wen arm..a… |
Sequence 9Once an alignment has been made, one can also choose an in- terlinear display (Figure 9). Sentence Diagrams Our most… |
Sequence 10such as automatic translation and syntactic parsing. Once we have created a million-word treebank manually, it should be… |
Sequence 11no ambition to really learn Greek, can also benefit from seeing the sentence structure so clearly exhibited, but it is… |
Sequence 12Key to Background Colors Focus word Word that focus word depends on Words that immediately depend on focus word Other words… |
Sequence 131> I O I • - Figure 13. µfJvtv O:Etbt: 8t:a IltJltfiabt:ro Axilf)o; ov1voµtv11v, Sing, 0 pd,thstt, lh• d~strw.tfr• w… |
Sequence 14we would like the application to accommodate a variety of learning preferences, from someone for whom learning is entirely… |
Sequence 15A variety of other kinds of clues could be provided instead of links. For example, the user could be allowed to search for all… |
Sequence 16match a list of specific grammatical constructions-such as the genitive absolute-with highlighted passages in the text. Users… |
Sequence 17Pleue provkle th• following tnformation for ffTO~(t9pov: Pall of SpMcl1: noun Fonn: Tran1tatJon: citadrl the • "… |
Sequence 18nal composition. Either after she has identified the meaning from a parallel translation or directly from the original text,… |
Sequence 19• those who would prefertostudy a language throughreadjng texts of intrinsic interest versus those who want to master the… |
Sequence 20application to the user's special abilities and learning styles. For example, when creating the quizzes and reviews, it… |
Sequence 21We hope that attention to this sort of customization of the tools will make the classical languages much more accessible and… |
Sequence 22APPENDIX Outline: Montessori Elementary's Indirect Preparation for Learning Greek and Latin by Michael Gleason NoTE:… |
Sequence 23B. [Potentially included] New story: "Diversity and Unity of Languages-[n Search of Universal Communication"… |
Sequence 24part of speech amidst plain black text 3rd - Also see self-quiz tool for inflection tables of nouns 2nd b. Articles [(E)… |
Sequence 25part of speech amidst plain black text 3'd - Also see self-quiz tool for inflection tables of adjectives 2nd d. Noun,… |
Sequence 26tive Tables after Completion of Basic Syntax: Reflexive, Adjectival, Reciprocal, Demonstra- tive, Relative, Interrogative,… |
Sequence 27viii. Translating [(G); (L)] See green words in the diagrams of texts in Alpheios' "Learner Mode" 2nd… |
Sequence 28Pronouns, & Verbs (one inflection at a time); and finally crossing out any prepositions thus rendered redundant (… |
Sequence 293) Voices-(d. Introduction and Red Material for conjugating Regular Verbs by Voice) a) Labeling Active and Passive (Introduc… |
Sequence 30c) Identifying Verb Endings by Morpho- logical Label (Person, Number, Tense, Voice, & Mood) [ (E); (G); (L)] d)… |
Sequence 31i. Identifying Forms of Infinitives by Morphologi- cal Label {via Principal Part, Voice) [{E); {G); (L)] and additionally by… |
Sequence 32ii. Dynamic Vocabulary: Conjunction+ (Various Mood(s) 1'1 [(G); (L)] iii. Classifying Conjunctions According to Coordi… |
Sequence 334. Phrases: Nominal "Ad- Verbal Nominal" a. Preposi- Preposi- Comple- tional tional mentary b.… |
Sequence 34a. Simple Sentences [(E) and (G) (L) with endings] i. via Wooden Arrows altered in angle to prepare for tree-diagramming ii… |
Sequence 35pheios' Learning Mode for learning Greek by Diagramming d. Prepared Literature i. Greek 1) Web-casted Instructions on… |
Sequence 1USING PEACE STORIES AND TIMELINES AS FOUNDATIONS FOR INTERDISCIPLINARY WORK WITH UPPER ELEMENTARY AND ADOLESCENT MONTESSORI… |
Sequence 2native peoples, and his leadership helped his state to become a leader in the struggle for American values, for peace,… |
Sequence 3the classroom about independence, interdependence, community, and responsibility out into their larger community. We have… |
Sequence 4For the children in the elementary program (ages six to twelve), Montessori called this phenomenon of peaceful self-… |
Sequence 5• Each member of the community is held accountable for following the rules. As such, the Just Community is a moral laboratory… |
Sequence 6history explains and interprets; it tries to answer the question "Why?" Humans have been excellent… |
Sequence 7Peace Stories in A111ericnn History covers North America, mainly the United States. The stories begin long before Columbus set… |
Sequence 8of power and law affected human rights and human conflict. Stu- dents can use the timeline in conjunction with the peace… |
Sequence 9the role of music in the ending of apartheid and the freeing of Nelson Mandela or create a plan to reduce their carbon… |
Sequence 10111ni11 (which is a great vehicle for talking about family and personal conflict as well). Read The Crucible and learn about… |