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Kelly Walters

EDU 617 Artifact


All instructor slides have All student slides have a
a yellow background. blue 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
No Talking
By Andrew Clements
Audio Book Version
Class Set of Books
Graphic Organizers
&
Visual Note-Taking

Multimedia Video Clip


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

http://teachertube.com/members/viewVideo.php?video_
id=116800&title=No_Talking_by_Andrew_Clements&ref
Using Friendship Language
After 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.
Using Friendship Language
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?
Use language of visualization
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.
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.
Click on the gold speaker to hear the audio version of this book.

No Talking - Part 1
Chapters 1-9

No Talking - Part 2
Chapters 10-14

No Talking - Part 2
Chapters 15-20
Walking in Student’s Shoes
1. 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 Shoes
1. 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
Children’s Books making changes to the school so that Dave’s
By LISA VON DRASEK
Published: June 17, 2007 idea was incorporated as a part of the daily
routine?
Creating Visual Structures
Keeping the guiding Sample visual representations
questions in mind, create a could include:
visual representation of  Drawing a cartoon
Acting out the game
the game and it’s effects.  writing a song
 creating a comedy skit about
 You may work alone or the game,
with others creating a poster
hint: smaller groups –no more than Create a multimedia
three or four will be easier to presentation
manage Create a graphic organizer
describing the game
Use 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.

All other clipart from Microsoft clipart collection

Sound files from: purchased and downloaded from www.audiobookcorner.com.


Clements, A. (2007) No talking. Simon & Schuster. Audio book.

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