Page 50 - BB_Textbook

9. Will your completion of the story end at day thirty, or day sixty-four, or sometime in between?
10. Should the old man bankrupt the King, or forgive the King’s debt to him?
11. Whose rice is it anyway? Should the old man collect all of the rice to distribute it to the people?
Step Two. As a class, write a script of this fable with the ending upon which your class has agreed.
Step Three. Choose speakers for a Reader’s Theater. Practice. Refine your script. Practice some more.
Step Four. Coordinate timing with other global classrooms to perform a “friendly competition” Reader’s Theater on Zoom. Invite two judges, one each from a rural and urban high school, to assess the performances.
Judge’s Rubric
Know Your Lineage
From Family Trees, to Rivers of Life, to lineage in a country of 96 million, to our place in the galaxy, how big or small is each individual, each country?
Imagine sixty-four levels to your Family Tree. From yourself (square one), to your parents (square two), to your grandparents (square three), to your great-grandparents (square four), and so forth to great-great-great ... grandparents in square sixty-four ... how much do you know of your lineage? Is your lineage all of one ethnicity? Or are there ancestors of different ethnicities? What difference does ethnicity make?
Freewrite for five minutes. What is the significance of each person and generation in nurturing a family?
Next, imagine that each square on the old man’s or the King’s chessboard represents a generation of people in society. Over time, how significant is each generation’s role in building the future?
For instance, if the environmental impact of this generation’s behavior has double the effect for the next generation, and quadruple the effect for the generation after that, then how significant are the steps that people take today to reduce environmental damage?
Freewrite further for five minutes. Share your two freewriting passages with a classmate off-campus. Next class period, your teacher will call on volunteers to share thoughts on lineage and generational responsibilities.
BENDING BAMBOO
High School
AB C
Story Map Calculation
Direction Passion
Step Five. City Mouse and Country Mouse – the rural and urban judge may assess the global classrooms’ Reader’s Theater on the basis of:
1. Story completion. Did the conclusion written by the class have POP? See the criteria above.
2. Correct calculation of rice. Did the class nail the calculation of rice, research well Vietnam’s annual yield, and build this into their storyline?
3. Reading diction. Is English pronunciation clear?
4. Passion. Diction aside, did the actors perform with
feeling and communicate a message?
50 CHAPTER 1 | IDENTITY