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Wow Teacher's Orientation 1

The document outlines the Experiential World of Work (EWOW) course for 9th and 10th graders in the Humanities stream, which consists of skill and career modules designed to explore various skills and career paths. It includes detailed lesson plans focusing on storytelling across different media, the structure of stories, and the therapeutic power of narratives. The curriculum encourages students to engage with stories through discussions, activities, and reflections to prepare them for informed career choices.

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soserohini11.9d.7.harshit
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13 views44 pages

Wow Teacher's Orientation 1

The document outlines the Experiential World of Work (EWOW) course for 9th and 10th graders in the Humanities stream, which consists of skill and career modules designed to explore various skills and career paths. It includes detailed lesson plans focusing on storytelling across different media, the structure of stories, and the therapeutic power of narratives. The curriculum encourages students to engage with stories through discussions, activities, and reflections to prepare them for informed career choices.

Uploaded by

soserohini11.9d.7.harshit
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PPTX, PDF, TXT or read online on Scribd
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DBSE

WELCOMES
G-9
HUMANITIES
FACILITATORS
INTRODUCTION TO
SPECIALISED SUBJECTS
S&S WOW
▣ SYSTEMS AND WORLD OF WORK
SOCITIES. ▣ TWO MODULES
1)TRANS MEDIA STORY
▣ TWO MODULES TELLING
1)DELHI THROUGH 2)MAPPING
AGES
2) RAILWAYS
WHAT IS WORLD OF WORK?
▣ The Experiential World of Work (EWOW) course aims to
address all the above requirements during the 9 th and
10th grades for the SoSE schools of the Humanities
stream.
▣ The course is designed as a series of 1 month (16
classroom hours) ‘taster’ modules that explore different
skills and careers in the humanities and social sciences.
▣ The modules are designed as a skill module, paired with
career modules. Skill modules address a workplace skill
that has wide applicability across a range of careers. Each
skill module is followed by 2 career modules which are
strongly associated with the skill and which develop
further on the skill. For example, the Transmedia
Storytelling module is followed by Journalism and Content
Creation as career modules.
.
▣ Each module is a 16 hour exploration and
is delivered via discussions, expert guest
speakers (‘masterclasses’), digital
content, field visits, projects and
assignments. These modules are critical
in enabling SoSE students to make
informed choices and prepare in advance
to succeed in their chosen career
pathways.
Overview of the Curriculum
▣ The following table gives the full list of modules that will
run in the World of Work curriculum
Week-1
Week Title: The World of
Stories
Important Concepts

Stories are all around us.


Important Concepts
Stories exist in different forms across
different media like:
Oral
Visual
Digital
Pictorial
Important Concepts

Stories have a:
Beginning
Middle
and
End
Important Concepts

Stories have cathartic


and therapeutic powers.
Important Concepts

All of us tell stories for


different reasons.
What's your reason of telling
stories?
1.I teach through storytelling or roleplaying
Enquiry Questions

Where do stories come from?

What do stories look like?

Why do we story?
Classroom Enquiry Process
Day 1
Where do you stories come from?
(Inquiry question)
1.Activity
Warm up activity/Energizer

Golgappa Dosa Samosa


2. Discussion
Tell another word for story in your home
language.
Name some of your favourite
stories?
.
Where do stories come from?

???
Do you create stories?

For example:

Just for fun?


In some difficult situations?
or
Everyday ?
Does the word story have another
meaning in the digital world today?

For example:

FB story

Instagram story, etc.


What do you think
transmedia stories
are?
Read the handout and know more about it!

https://www.techopedia.com/definition/30425/tran
smedia,https://en.Wikipedia.org/wiki/Transmediast
orytelling
Pre reading questions

Is there any object that


reminds you of a person
who is dear to you?
Look at the given cover page and
answer the following questions:
Pre reading questions

What do you think the storiy


is about?

What's the setting?

Who are the characters?


3. Read aloud

https://drive.google.com/file/d/1hxlYwmMKsiIAdT
QBBQSg4GNmtnZz-Oap/view?usp=drivesdk

Mukand and Riaz


By Nina Sabnani
During reading questions
What do you think about…..?

Had you been in place of………., what would


you do?

How are you feeling at this point?


After Reading questions
This is a true story based on the author’s
experience.
Was the story being told only through the words?
What value do the pictures add to the story?
What do you notice about the colour changing
across the pages? (Reds and Blacks)
Do you have any favourite page in the story?
Why?
What is the cap a symbol of?
Did the story remind you of any other story?
Do you have any questions?
4. Object Story
Sit in pairs.

Each pair will find an object that has some


personal meaning/story for them.

Keep it hidden.

Now present it to your partner and share the


story with him/her.

Who would like to share your story before us?


5. Take home assignment
Read the hand out on Transmedia
Storytelling and complete the 3 tasks given.

Watch Mukand and Riaz on YouTube:

https://youtu.be/Od0G2PLCswI

End of Day 1
SESSION-2
▣ Listening
▣ Observing and Telling stories

▣ Focus – Getting a first-hand experience of


listening to a storytelling live.
▣ Recognising how listening and observing
contributes to creation and telling of
stories.
SESSION-3
▣ Recognising stories across media forms

Focus - Discussing storytelling applications


in career ; Defining Transmedia
Storytelling and how we will use it ;
Demonstrating Exemplary resources
Day-2

- What do stories look like?


LESSON AIMS

Lesson Aims:
1. Explore and enjoy stories across media
with a focus on issues of social justice
(fiction animation, book, non fiction
animation)
2. Identify elements of a story structure
(plot), character, setting
ACTIVITIES
●
reflections
○ Story extension Storytelling in an
advertisement
○ Short film Screening & discussion (20 mins)
○ Elements of a story (group work) (10 mins)
○ Does data have a story to tell?
Activity
Description:
1. Warm up: Begin with an energizer. Can be one of the energizers
from Ankit’s storytelling trainings
2. Reflections: Teacher facilitates a discussion on the task children
were given. Clarify any questions on transmedia stories. Any
examples from India? Compare and contrast the two forms of the
story, Mukand and Riaz
3. Extension: Extending the Mukand-Riaz metaphor, the teacher
could show the Google Ad (link below) which shows a reunion
between two friends thanks to technology. Before the teacher
screens the ad, ask students to pay attention to::
a. What is the story?
b. Whose point of view is it told from?
c. What is the setting(s)?
https://www.youtube.com/watch?v=gHGDN9-oFJE
Activity Description

4.Short film Screening: Invite the class to view another short film, “The
Present”, with you. Before watching, ask students to notice (as they watch)
a. Who are the characters?
b. What is the setting and mood?
c. Whose point of view is it told from?

https://www.youtube.com/watch?v=WjqiU5FgsYc&vl=en

5Elements of a story: Students work in pairs/small groups to complete the story


template shared. They could choose any one of the three story texts discussed in
class so far to attempt the task.
Activity Description

1. Does data have a story to tell: Talk about how


not all stories are ‘fictional’. Documentaries for
example, are films which use factual data to
present important issues/ideas.
Documentaries try to present reality, create a
social consciousness - in other words, they
provoke us to think deeper. Together, watch the
clip from the video on Climate change.What is
the issue being discussed? How is the story
told?
PROMPT QUESTIONS
Prompt Questions:
What does a story look like? What are its elements?
What is the structure of a plot?
Do stories vary across media i.e print, animation,
film? How?
What kinds of stories can different datasets tell?
RESOURCES
Resources:
Whiteboard/projector/laptop
The Reunion ( Google Ad)
https://www.youtube.com/watch?v=gHGDN9-oFJE
The Present (Animation) (disability +inclusion)
https://www.youtube.com/watch?v=WjqiU5FgsYc&vl=en
ASSAR (non fiction animation) (climate change) (till 03:12)
https://www.youtube.com/watch?v=CiCLXYRIIfs
Chuskit goes to School (PDF, AV) (disability +inclusion)
https://storyweaver.org.in/stories/21-chuskit-goes-to-school
Thank you, Mr. Falker (pdf) (disability +inclusion)
https://www.orange.k12.nj.us/cms/lib/NJ01000601/Centricity/D
omain/1020/Thank%20You%20Mr.%20Falker.pdf
DAY-3
Lesson Aims:
1. Recognise the power of stories to heal readers.
2. Create a space for different responses to a single
story .
3. Recognise that each of us is a storyteller - and
that our stories matter.
ACTIVITIES
Activity Title:
1. Group Story Making - Using Book Widgets (30 mins)
2. Film Screening - The Fantastic Flying Books of Mr.
Morris Lessmore (15 mins)
3. Discussion based on the film (15 mins)
4. Story Reading and analysis - Tell it to the Walls (20
mins)
5. Closing - Silent reflection (5 mins)
ACTIVITY DESCRIPTION
1. Group Story Making: divide the class into groups of 3-4 students. Open the
Book widgets Randomness app and assign each group some elements for
their story(https://www.bookwidgets.com/widget-library/randomness)
Recall the elements of a story and remind them their story must have a
problem and resolution. Each group gets about 20 minutes to create their
story and 2 minutes to perform or share their story with the larger group.
2. Film Screening: Watch the film together. This film was later adapted into a
book as well. (https://www.youtube.com/watch?v=Ad3CMri3hOs)
ACTIVITY DESCRIPTION
3.Discussion based on film: Have an open discussion which will draw their
attention to the role of stories in our lives - how they bring us joy, keep us
company, heal and sustain us. Some question prompts:
a. What happens in the story? Who are the characters? What is the setting?
b. How do the books help the man?
c. What is the relationship they come to share?
d. Why do you think people come to him?
e. Why does he share the books with them?
f. How does the story end? What were the photographs on the wall?
g. What do you think will happen next?
4.Story Reading and Analysis - Open the discussion by asking Why do we tell
stories? Invite diverse responses. Prompt them to think about different kinds of
stories.
5. Closing- Encourage the class to close their eyes and focus on breathing. Think
about all the stories you have listened to, read, watched this week. Let them wash
over you. How are you feeling now? Is there a story you’d like to share?
Resources

1. Story Making App (for prompts) -


https://www.bookwidgets.com/widget-library/
randomness

2. Film - The Fantastic Flying Books


3. (
https://www.youtube.com/watch?v=Ad3CMri3h
Os
)
4. Story handout - Tell it to the walls (student facing
material)

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