As for correctly estimating the price of a rocking horse and small caravan, well, I was hopeless. ‘I don’t know anyone of that name!’ I huffed (being called Diane is my pet hate!) but I was given a shove and soon found myself rushing down the stairs, waving my arms in a wild manner. Actually, that’s a lie – they asked ‘Diane Coke’ to come on down. My first taste of the limelight was when I accompanied friends to a recording of The Price is Right and I was chosen from the audience to ‘come on down’. Believe it or not, I used to be terrified of doing anything in public – it was when I got into comping I realised there were prizes out there that could only be won if you were brave enough to call up a radio DJ or appear on TV. Also, there’s no need to panic – it really isn’t as scary as it looks. When I recorded Ejector Seat I found out they interviewed 3,000 applicants nationwide and 300 of them appeared on the show – that’s a 1-in-10 chance of getting on. I’ve recorded 8 game shows and in this post I’ll share my tips on the application and recording process! Send the book reviews to Marley Dias via the Grassroots Community Foundation.Īlignment to Common Core State Standards/College and Career Readiness Anchor Standards: .1, .2, .7, .3.2, .3.4, .1, .2, .I love TV game shows – if you want to take your comping a step further, there’s no better thrill! And despite what you might think, it’s not that difficult to get on a UK TV game show or quiz show – especially a brand new one.Consider making these reviews available to students in other classes. Students should explain their recommendations using one or two questions from the Reading Diversity Checklist handout. For an extended activity, students can use these tools to compose a book review about why they would or would not recommend a certain book.Have students choose one book from their first handout and follow the notes from their Book Review Graphic Organizer to fill out the Reading Diversity Checklist handout.Based on the prior discussion of identity characteristics, ask students how they are similar to and different from the characters in the stories they read. After each small group of students has read their stories and completed their graphic organizers, bring the full class together to share their findings.Tell them to mark down on the organizer whether they would recommend the book to someone else. Have each student record their observations in their Book Review Graphic Organizer. Give each group three or four books or Student Texts ask the group to read and review them. You can also find free excerpts of diverse stories in our Student Texts library. Visit your school or local library and check out an assortment of illustrated children’s books featuring racially diverse characters.Why is it important to read about how people’s identities are similar and different from our own?.Thinking back on the identity terms discussed earlier, what were some of the things Marley looked for in the books she read?.Show students the NJTV News clip, then discuss these questions:.You can find ideas to help facilitate this warm-up in this Let’s Talk! resource. For instance, being a girl doesn’t necessarily mean you like to play with dolls being a boy doesn’t necessarily mean you like to play sports. Briefly highlight stereotypes and caution against making assumptions or judging people based on a single characteristic. Brainstorm words that identify this person. Pick a well-known character from a book that the class has read recently or a historical or famous figure.Help students define any words they may not be familiar with. List words that help describe a person’s identity such as: gender, race, religion and ability. Talk with your students about their identities and what makes them who they are.( Note: There are many different ways to define the term "race." We provide a working definition, but one of the goals of this lesson is for students to come to individual and collective understandings of the term that make sense to them and satisfy their personal and developmental needs.) Race ( noun) one way to group people, usually based on characteristics like skin color, facial features, hair texture or geographic ancestry Stereotype ( noun) an overly simple, unfair and untrue belief about a group of people Precocious ( adjective) a word used to describe a young person who acts like a grown up or understands grown-up ideas Identity ( noun) the qualities, characteristics or beliefs that make a person who they are Gender ( noun) gender identity refers to a person’s sense of being male, female, neither or both gender expression refers to how a person shows their gender to the world Ability ( noun) capacity, talent or skillĬulture ( noun) a way of living that is passed down through generations-including food, religion, language, family and gender roles, beliefs, etc.Įthnic ( adjective) sharing a unique culture, religion or language
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