Put Yourself In Their Situation...
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Walk in Their Shoes
Clean water and adequate sanitation are things many children take for granted, yet for some children, these basic needs are hard to come by. A United Nations Development Program report estimates that, on average, people without water in their homes walk about 1 km each way to fetch water.
To experience this reality, we are going to fill buckets with water and have the children walk the 1 km distance.
• What was it like to walk that far with a pail of water?
• How long did it take?
• How many pails of water do they think they would use for your daily needs?
• How would you feel about making 55 trips a day to carry water?
Would this change your water use during a day? If so, how?
To experience this reality, we are going to fill buckets with water and have the children walk the 1 km distance.
• What was it like to walk that far with a pail of water?
• How long did it take?
• How many pails of water do they think they would use for your daily needs?
• How would you feel about making 55 trips a day to carry water?
Would this change your water use during a day? If so, how?
Describe NOT tell!
A short story must immediately pull the reader out of their world and drop them into the world of the story. There’s little time for setup. We begin when everything but the action is over—at the edge of the cliff.
Task: Word bank as many potential 'plot-storyline' ideas for where you think the 'A day in someone else's shoes' story can go.
Task: Revise over our class plot ideas. Pick some ideas which suit your ideas for the story and place these ideas on the planning sheet.
Narrative Paragraph Structure
Keep the momentum up after your strong introduction - an example of a introduction with a new paragraph for dramatic effect.
Economics
A Identifies and explains choices about the use of resources result from the imbalance of limited resources and unlimited wants (i.e. the concept of scarcity)
B Identifies choices about the use of resources result from the imbalance of limited resources and unlimited wants (i.e. the concept of scarcity)
C Lists ideas about scarcity, choices and identifies that choices need to be made about how limited resources are used (e.g. Only using the amount of water that you need to survive)
D makes little attempt to list ideas about scarcity, choices, may mention scarcity but not in the correct context.
A Identifies and explains choices about the use of resources result from the imbalance of limited resources and unlimited wants (i.e. the concept of scarcity)
B Identifies choices about the use of resources result from the imbalance of limited resources and unlimited wants (i.e. the concept of scarcity)
C Lists ideas about scarcity, choices and identifies that choices need to be made about how limited resources are used (e.g. Only using the amount of water that you need to survive)
D makes little attempt to list ideas about scarcity, choices, may mention scarcity but not in the correct context.