Week 5

Week 5 Tasks ( February 6 – February 12, 2012)

  1. Task 1 – I’ve Got it Covered-Creating Magazine Covers to Summarize Texts
  2. Task 2 – Using Plays to teach about characters, plots, setting and conflict in Dramatic Tragedy
  3. Cool Extra Idea  – Publish your ebook
    1. Online resources for educators
  4. VERY IMPORTANT – Session Evaluation
    1. Help Desk
  5. Completion Checklist

For the task number 1 – here are some ideas:

Resources by Topic


Week5 – Task 1 – I’ve Got it Covered-Creating Magazine Covers to Summarize Texts

This is my Magazine Cover, created with the help of : http://bighugelabs.com/magazine.php.

Cover is made for the article Five Steps for Implementing a Successful 1:1 Environment by Andrew Marcinek (2011), that found it’s place in the online digital magazine: Digital Learning Day: Resource Roundup, provided by  http://www.edutopia.org/digital-learning-technology-resources 

The first annual Digital Learning Day was on February 1, 2012. and here is a compilation of some useful resources on digital learning.

Blogger Andy Marcinek outlines the conditions that need to be in place for a successful 1:1 implementation, and here is my cover for his article:


Week5 – Task2  – Using Plays to teach about characters, plots, setting and conflict in Dramatic Tragedy

Lesson plan
CLASS LEVEL High school students – 17 years
TIME FRAME Two 45-minute classes—first  for the initial analyzing  Drama map based on Shakespeare’s Romeo and Julietta, using http://www.readwritethink.org/files/resources/interactives/dramamap/ and creating a script based on the proposed change of the original drama.   The second class will be used for student’s reflections upon the behavior and possible reasons of, acting them, and recording them.
LESSON GOAL By the end of the sessions, learners will have:

  • Created a script about the imagined and changed story (Romeo, Romeo!“) based on the Shakespeare’s drama “Romeo and Julietta”
  • Familiarized with the web-tool Readwritethink and stimulated to use other web tools (e.g. – for video-recording and presenting prepared materials)
  • Improved their imagination
  • Analyzed verbal and nonverbal behavior of some specific emotional states
  • Summarized their earlier knowledge about motivation, dealing with stress, defense mechanisms, bonds between emotions and cognition, solving life problems.
STEPS First class –

  • First of all, by this specific moment, students should already have read the original Shakespeare’s drama “Romeo and Julietta”.
  • Now, using the Drama map, that teacher have already made (maps, given in the addition) should be projected on the board with projector), they have to consider (with the help of the teacher) of possible change of the drama with, maybe, actual context – Julietta is a fat young girl (nutrition disorders – anorexia, bulimia; oral fixation – Sigmund Freud), with many complexes based on the fact that she is unwilling (emotions). Just one kiss of Romeo awakens her urge to be loved, (motivation, needs, instinct). Constantly rejected, she behaves in opposite to the expected (defense mechanism – Sigmund Freud – REACTIONAL FORMATION, consciousness towards unconsciousness). After unsuccessful, overreacted period to attract Romeo’s attention (hysteric behavior), she decides to change her life plan (dealing with stress, positive realistic solutions, cognitive reaction on the emotion). She starts with a diet and body exercises (improving self-confidence, changing emotions by changing cognition, rising activity), and finally falling in love to another man (understanding that a love should be a matter of two persons, of exchange).
  • After the verbal (oral) analyzing, students should write the story stressing the verbal and underlying nonverbal behavior of Julietta.

Second class –

  • Students will act some specific moments of the changed drama, using the stories they have written during the previous class (meanwhile, teacher had selected parts that are to be acted and groups of students that will act)
  • After every acted part, the hall class should discuss about recognized specific verbal and nonverbal behaviors that stress already mentioned psychological moments.
  • During both first and the second class a pair of students record important moments using camera. As a home work, they should make a textual-audio-video presentation about what they have recorded (Power point, Prezi, www.knovio.com..). Presentations should be uploaded on the school blog or site, or somewhere else in the cloud.
  1. The teacher should encourage students to make their own scripts and to take part in the acting.
  2. The teacher should take care that devices are correctly prepared for the projection
Addition Drama maps – 1-4, Plot diagram.

Drama Map 1

Drama Map 2

Drama Map 3

Drama Map 4

Plot Diagram


Week5 – Task3  – My e-book


or the next link:


The following link leads to a video about blind person and the meaning and importance of a right words!


Week5 – Task 4 – Session Evaluation

I must say I am extremely satisfied with what I’ve learnt here, on EVO course. Such a treasure of different tools that could be used in the classroom I couldn’t even imagine gathered in one place. Most of them are totally new to me, since I’ve been familiar only with Word, Power Point Presentations and Moodle environment (teaching platform) for on-line teaching. Of course, Internet was also familiar to me. It was only a surface of an ocean of possibilities for incorporating IKT in school, and after this course I feel like I’ve jumped in it with my head in front! This is a big e-step forward for me!

In this particular moment, until everything is still fresh, there is, I’d say, a confusion about what exactly should I use in my class, which comes out of a huge number of different tools, but, in time, everything is gonna find it’s place and use!!

Moderators were very good, helpful, reacted and commented in time, and considering of a number of participants (more that 500), this is a real accomplishment! I hope some of you, moderators, will read this, so I’ll take advantage of this opportunity to thank you for everything.

And, finally, think about what does it mean to climb to the top? This pic is made with help of a Bighugelabs!

Climbing to the top


7 коментара (+додајте свој?)

  1. catherine boissier
    феб 11, 2012 @ 08:59:33

    wow! great work! I’ve really enjoyed looking through it all. The blind man was very touching. Congratulations!


  2. Cheryl Oakes
    феб 11, 2012 @ 21:12:19

    Excellent! I loved your reflection and evaluation of this EVO course. I am a moderator focused on Week 5. I am happy to still be participating in this wonderful organization! This is my 7th year and still growing in my skills and collaboration! Please come back and join us next year. Cheryl


    • simonidinpsihoblog
      феб 12, 2012 @ 00:28:04

      Now, when I discovered Evo, I am sure to be part of it every year! I feel like I dived into the ocean of digital knowledge! And from this point I understand why you are participating in it for 7 years. I’ve heard about EVO from my colleague few days before it started this year, and wasn’t sure should I get involved into it, because of the lack of my time. But, I never regret. On the contrary! I’ll contact you by mail in, about, 2 or 3 weeks, and – why – it’s a surprise:)) Thank you, Cheryl!


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