Embedded Reading

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Archive for the category “Examples of Embedded Reading in English”

Lord of the Flies: Chapter 7

Below are a series of versions of Chapter 7 of the novel Lord of the Flies.  The base reading and versions 2 and 3 also include activities that align with the readings.   Version 4 and the original do not.   If it’s been a while since you’ve read the novel, a peek at this chapter might entice you to pick it back up again!!

 

Lord of the Flies Chap 7 Base reading and questions

 

Lord of the Flies Chap 7 Version 2 and activities

 

Lord of the Flies Chap 7 Version 3 and activities

 

Lord of the Flies Chap 7 Version 4

 

Lord of the Flies Chap 7 Original

 

All content of this website © Embedded Reading 2012-2014 or original authors.  Unauthorized use or distribution of materials without express and written consent of the owners/authors is strictly prohibited.   Examples and  links may be used as long as clear and direct reference to the site and original authors is clearly established.

Careers in Science:ER in English

Below is a reading, in English, about an interesting  career in veterinary science.  There are no activities at this time, but feel free to send them along if you use this piece!!  It is  great reading to work on for a non-fiction piece in English.

 

What is a Veterinary Behaviorist?

 

 

 

All content of this website © Embedded Reading 2012-2014 or original authors.  Unauthorized use or distribution of materials without express and written consent of the owners/authors is strictly prohibited.   Examples and  links may be used as long as clear and direct reference to the site and original authors is clearly established.

First Week of Spanish Embedded Reading!

 

Wow!!!!!  This post highlights a wonderful embedded reading written by Elizabeth Dentlinger for her beginning Spanish students!!  It appears in Spanish and English and her students loved it.  Teacher AND student-approved!!   It doesn’t get any better than that!

Sra Dentinger talks about how this worked with her students .    Find out more about this reading here!!

 

She just posted the slideshare link for the story….Click here..it’s fantastic and very current!!  High school students will love it.  (Since it is about Miley Cyrus Cuidado con the younger ones!)

 

Here is the real beauty of sharing…..not only could you use this story as is, you could adapt it for your own students.   Thanks so much Sra!

 

 

All content of this website © Embedded Reading 2012-2014 or original authors.  Unauthorized use or distribution of materials without express and written consent of the owners/authors is strictly prohibited.   Examples and  links may be used as long as clear and direct reference to the site and original authors is clearly established.

Every Day….in conjunction with Film English

In my travels today, I came across this wonderful site by Kieran Donaghy  :  Film English.  It is a wonderful companion to Movie Talk!

The following is an Embedded Reading to go along with this May 11, 2013 post:

(Spoiler alert!  The last line is important and about 45 seconds before the end the woman appears in a bra…preview before using with non-adult classes)

It’s a lovely piece, and very timely for us at this time of year.  The video, and the reading are in English.   It could absolutely be done without sound and by translating the reading below.

The video, in English, is actually a very cool conversation between a man and a woman.  The reading is directed to the viewer and is directly correlated, using most of the same vocabulary and structures.  It is a bit different than the narration-type readings posted in the past.    See what you think!

Base reading

Imagine……one extra day.   Think about it.  What would you do?

Would you sleep in?

Would you go to the gym?

Would you visit someone?

Would you get things done?

Would you read a book?

Would you sit in the tub?

Would you talk to people?

Would you straighten out your life?

Would you share it with friends?

What would you call this EXTRA day?

Version 2

Imagine that there is one extra day in the week, without responsibilities.   Think about the possibilities.   Would you travel?  You would just have a day.

Would you just sleep in late?   Would you spend time at the gym?  Would you visit someone you don’t get to see?

Would you work and get things done?   Would you curl up with a book?  Would you spend some time in the tub?

Would you tell more people that you like them?  Would you use the time to straighten out your life a bit?

Would it take you a day to decide how to use it?  Would you share it with some friends?

What would you call it?  A name that captures the potential?   Would you just call it the EXTRA day?

Version 3

Imagine that there is one extra day in the week.   Think about the possibilities.  One extra day, without responsibilities?  Would you travel?  It couldn’t be far.  You would only have one day.

Would you just sleep in late and enjoy it?   (Or would that be a waste?)  Would you spend a little extra time at the gym?  ( Do you even like the gym? ) Would you visit someone you care about, but don’t often get to see?

Would you work a few hours and get everything done?   Would you curl up with a book that you love?  Would you spend some time in the tub?

What would you pay more attention to?  Would you take the time to tell more people that you like them?  Would you use the time to get organized and straighten out your life a bit?

Or would it take you the entire day to decide how to use it?  Would you drink a little wine, maybe share it with some friends?

If you had this day…would you want it to have a special name?  A name that captures all of the potential?   Would you call it the EXTRA day?  Or maybe the SPECIAL day?

Version 4

Imagine that there is one extra day in the week.   Think about the possibilities.  One extra day, without responsibilities.  Would you be able to travel?  It couldn’t be far.  You would only have one day.

Would you just sleep in late and enjoy it?  (Or would that be a waste?)  Would you spend time at the gym?   (Do you even like the gym enough to do that?)  Would you visit someone you care about, but don’t often get to see?  Would only one day be enough?

Would you work a few extra hours and for once, get everything done?   Would you curl up with a book that you love, or perhaps one that you haven’t yet read?  Would you spend some time in the tub?

What would you pay more attention to?  Would you take the time to tell more people that you like them?  (Or would that just be weird? ) Would you use the time to get organized, fix things and straighten out your life a bit?  Or would you want to do something better on this extra day?

Or would it take you the entire extra day to decide how you would use it?  Would you find time to taste delicious wine, maybe share it, the wine and the day, with some special friends?

If you had this day, if it existed…what would you call it?   Would you want it to have a special name?  A name that captures all of the potential?  All of the possibilities?  Would you call it the EXTRA day?  Or maybe the UNIQUE day?  What about the SPECIAL day?

Then again…why not just call it….EVERYDAY?

 

All content of this website © Embedded Reading 2012-2014 or original authors.  Unauthorized use or distribution of materials without express and written consent of the owners/authors is strictly prohibited.   Examples and  links may be used as long as clear and direct reference to the site and original authors is clearly established.

“Best Idea Ever” English version

Here is the English version.  Thanks again Tana Krohn for sharing your work and your ideas!  (look for her ideas after the readings!)

English #1:

There is a man. His name is Sir Newton. Sir Newton is under a tree. An apple falls on his head. Sir Newton studies the apple. He studies more apples. He has an idea.

Sir Newton makes pies with the apples. He wants to sell the pies. No one wants the pies. Sir Newton is sad.

There is a bird. The bird poops on Sir Newton. Sir Newton has another idea!

English #2:

In a town there is a man. His name is Sir Newton. Sir Newton is under a tree. He is under a tree when an apple falls on his head. Sir Newton looks at the apple. He looks at the tree. He looks at the apple. He looks at the tree. He looks at the apple and throws it in the air. He studies more apples… and has an idea! He runs to the town with a lot of apples.

Sir Newton makes a lot of pies with the apples. He wants to sell the pies. No onw wants the apple pies. Sir Newton is sad. He throws an pie on the ground. Suddenly, a bird poops on his head. He looks at the bird…. and has another idea!

English #3:

 

There is a town where the weather is good. It’s sunny and cool. It’s fall. In the town there is a man. His name is Sir Newton. Sir Newton is tall and thin and has white hair (truly he has a white wig).

Sir Newton is under a tree. He has a telescope and five books. He is under a tree when an apple falls on his head. Sir Newton is confused. He looks at the apple. He looks at the tree. He looks at the apple. He looks at the tree. He takes the apple ant throws it in the air. He studies more apples. He eats the apple… and has an idea! He runs to the town with a lot of apples.

Sir Newton makes apple pies! He likes apple pies. He makes a lot because he wants to sell the pies. Unfortunately, no one wants the apple pies. Sir Newton is sad. He throws a pie on the ground.

Suddenly, a bird poops on his head. Sir Newton is confused. He looks at the bird… and has another idea! He makes wings in order to fly!

This tied in nicely with the kids’ current physics unit!
In addition to the readings, I also had students complete some of the following activities:
1)  Add their own details to the story based on known vocabulary:  weather, season, colors, physical/personality descriptions of characters, etc.
2)  Write their own True/False statements about the story.
3)  Give them a pre-quiz and “quiz” on the story based on their own true/false statements.
4)  Illustrate a scene from the story. Have the kids exchange drawings and write the a sentence about someone else’s drawing. I had other activities I wanted to do around these drawings…. Have students walk around the room and write sentences about multiple drawings of their choice (each drawing has a number and students write down the numbers of the drawings that hey write about). There is also a fun activity that involves drawing a picture and passing it to the next person who has to write a sentence about the drawing. Then you fold the first drawing down and have the third person illustrate the second person’s sentence. I’ve this at parties, but haven’t tried it in class yet.
Much of the vocabulary in this story (included and omitted) was obviously based on what I know my students know. You will definitely want to tailor it to your own students’ needs!

All content of this website © Embedded Reading 2012-2014 or original authors.  Unauthorized use or distribution of materials without express and written consent of the owners/authors is strictly prohibited.   Examples and  links may be used as long as clear and direct reference to the site and original authors is clearly established.

Embedded Reading in English: SS Common Core

Below is an Embedded Reading in English designed for middle school Social Studies classes.   The activities have not yet been designed, but we’ll add them when they are!!

evolution of grocery bag   (credit:  EngageNY.com)

Here are the base reading and final readings:  Click on the link above to read all of the versions.

Base reading:

Petroski, Henry. “The Evolution of the Grocery Bag.” American Scholar 72.4 (Autumn 2003). (2003)

The supermarket checkout would be even more frustrating were it not for the square-bottomed paper bag.  How paper bags are made is fascinating.  However, there is no such thing as a perfect object. The inventers of the world love to improve things, even bags.

Original version:

Petroski, Henry. “The Evolution of the Grocery Bag.” American Scholar 72.4 (Autumn 2003). (2003)

 

That much-reviled bottleneck known as the American supermarket checkout lane would be an even greater exercise in frustration were it not for several technological advances. The Universal Product Code and the decoding laser scanner, introduced in 1974, tally a shopper’s groceries far more quickly and accurately than the old method of inputting each purchase manually into a cash register. But beeping a large order past the scanner would have led only to a faster pileup of cans and boxes down the line, where the bagger works, had it not been for the introduction, more than a century earlier, of an even greater technological masterpiece: the square-bottomed paper bag.

 

The geometry of paper bags continues to hold a magical appeal for those of us who are fascinated by how ordinary things are designed and made. Originally, grocery bags were created on demand by storekeepers, who cut, folded, and pasted sheets of paper, making versatile containers into which purchases could be loaded for carrying home. The first paper bags manufactured commercially are said to have been made in Bristol, England, in the 1840s. In 1852, a “Machine for Making Bags of Paper” was patented in America by Francis Wolle, of Bethlehem, Pennsylvania. According to Wolle’s own description of the machine’s operation, “pieces of paper of suitable length are given out from a roll of the required width, cut off from the roll and otherwise suitably cut to the required shape, folded, their edges pasted and lapped, and formed into complete and perfect bags.” The “perfect bags” produced at the rate of eighteen hundred per hour by Wolle’s machine were, of course, not perfect, nor was his machine. The history of design has yet to see the development of a perfect object, though it has seen many satisfactory ones and many substantially improved ones. The concept of comparative improvement is embedded in the paradigm for invention, the better mousetrap. No one is ever likely to lay claim to a “best” mousetrap, for that would preclude the inventor himself from coming up with a still better mousetrap without suffering the embarrassment of having previously declared the search complete. As with the mousetrap, so with the bag.

 

Common Core Standards, Appendix B, pg. 98

 

All content of this website © Embedded Reading 2012-2014 or original authors.  Unauthorized use or distribution of materials without express and written consent of the owners/authors is strictly prohibited.   Examples and  links may be used as long as clear and direct reference to the site and original authors is clearly established.

Student-created story from David: In Latin and in English

Here is a message and embedded reading from David Maust who teaches LATIN!!  He and several colleagues have found great success.  We’ll try to post more from them!  Thank you David for sharing this !

I had a lot of fun with this “bottom-up” embedded reading activity today. Wanted to share:

Today I tried an alternative to the regular “PQA-Ask the Story” routine. Instead I used Laurie Clarcq and Michelle Whaley’s “Bottom-Up Embedded Reading” format that they presented at NTPRS. It was very successful. The kids were very engaged for a whole block period (with a couple brain-breaks) and I got high reps on the structures. There was also not too much dead-time or English use that happens sometimes during the “Asking the Story” format because the details were already decided ahead of time (but still all chosen by the students).

I first gave the kids a short English story script the day before with blanks to fill in like a Matava or Tripp script. They did this on pieces of notebook paper. It took about 5 minutes. The story went like this:

_____ and ______made a trip to _______ because they wanted to ________. When they arrived, they said, “______!” They said that because _________. Then they began to ______.

The Key Structures were:

  • -iter fecerunt – made a trip
  • -cum pervenissent – when they arrived
  • -tum coeperunt – then they began…

I also ended up adding the structure convivari – to party, because that was in my final story I chose.

For the block period (100 minutes) I got:

  • 79 reps – iter fecerunt – made a trip
  • 67 reps- cum pervenissent – when they arrived
  • 78 reps – tum coeperunt – then they began…
  • 59 reps – convivari – to party

So after I got the suggestions from the kids, I reviewed them at home and put together a 3 location story script. Then I put each location into a powerpoint slide that would let me add in one sentence at a time.

I asked for the suggestions on Friday before Thanksgiving Break and presented the story on the Monday following the break. I presented it without any PQA; I just put up the first sentence, translated the new words, gave them the ASL signs, had them do the signs and started circling the sentence. It was great and comprehension was high. Then I did the same routine through the first location, taking about 45 min. to do this. I included actors about half-way through and we added a couple details just for fun, but I would actually not do the detail adding again – it was a little distracting. Just keeping to the script was plenty of input by itself.

I also added into my circling some of the other kids’ suggestions orally. This was a good way to use some of the material that didn’t make it into the official written story, but was still funny stuff and supported getting reps on the key structures.

After we had the first location well done and probably about 50 reps on each structure (I checked in with my rep counter), I had the actors sit down and we did a choral translation of the first location.

Then I went through the other two locations more quickly, but still pausing to circle and do comprehension and translation checks. Then we chorally translated each new location, but reading was faster since we had practiced the structures some already. Attention started to wane some on the last location, but this was understandable. Maybe next time I will save the other location(s) for the next day.

The kids gave me positive feedback at the end of the activity and I could tell it was a change of pace that helped hold attention. We’ve done about 5 scripted stories so far this year in addition to mini-stories at the beginning of the year and I felt like they needed a change of routine, especially on the first day back from Thanksgiving break.

Plus, I found that the energy that I needed to deliver in class was less in terms of trying to craft the story on the spot. This was nice for me, especially on the day back from vacation – just having a script there to follow that still had input that kids came up with. And if I did it again, I may only do one or two locations. I found that by the third location attention was starting to wane so it may be better to add in the third location on the following day in an embedded reading instead of doing them all in one day. For a non-block schedule, I think one could easily do one location in one day and still get great reps. I notice I loose a lot of time when you’re asking the story and deciding it, but with this model the asking was done the day before on paper and it only took about 5 min. (but took me about 45 min. at home to put the story together).

My plan for the rest of the week is to present one or two more versions of the base story as embedded readings with added details, titles, dialog, etc. The base story is below.

Laurie and Michelle! Thank you so much! I’m going to do this all the time! – David

STORY:

English version:

Luis and Steve made a trip to Sea World. Luis and Steve wanted to party with the ladies! When they arrived at Sea World, they said, “Woo-woo!” They said that because they saw a lot of ladies. Then Luis and Steve began to play Tactical-Monopoly-Supreme with the ladies.

The next day, Luis and Steve made a trip to Middle Earth. Luis and Steve wanted to party with the Hobbit ladies! When they arrived at Middle Earth, they said, “This is stupid!” They said that because they saw Gandalf bobble-heads. Then Luis and Steve began to play softball with the Hobbit ladies.

The next day, Luis and Steve made a trip to “Build-a-Bear Workshop” with the Hobbit ladies. The Hobbit Ladies said, “We like Build-a-Bear!” When they arrived at Build-a-Bear Workshop, they said, “O.M.G.!” They said that because they saw a stuffed panda with a jar of peanut butter.

Then Luis and Steve and the Hobbit ladies and the stuffed panda with a jar of peanut butter began to make a trip to Middle Earth because everybody wanted to party in Middle Earth.

Latin version:

Luis et Steve ad Sea World iter fecerunt. Luis et Steve cum feminis convivari volebant! cum ad Sea World pervenissent, dixerunt, “Woo-woo!” hoc dixerunt quod multas feminas viderunt! tum, Luis et Steve Tactical-Monopoly-Supreme cum feminis ludere coeperunt.

postridie, Luis et Steve ad Middle Earth iter fecerunt. Luis et Steve cum feminis Hobbitis convivari volebant!!! cum ad Middle Earth pervenissent, dixerunt, “HOC EST STUPIDUM!” hoc dixerunt quod Gandalf Bobble Heads viderunt. tum Luis et Steve cum feminis Hobbitis molipila ludere coeperunt.

postridie, Luis et Steve cum feminis Hobbitis ad Build-A-Bear Workshop iter fecerunt. feminae Hobbitae dixerunt, “Build-A-Bear nobis placet!” cum ad Build-A-Bear Workshop pervenissent, dixerunt, “O.M.G.!!!!” hoc dixerunt quod Stuffed-Panda-cum-Peanut-Butter-Jar viderunt. tum Luis et Steve, et feminae Hobbitae, et Stuffed-Panda-cum-Peanut-Butter-Jarad Middle Earth iter facere coeperunt quod omnes in Middle Earth convivari volebant!

I wanted to clarify one point – the above reading was only the base reading (with the three locations). I was trying to give the kids a format they were familiar with, and that is the typical stories we create from scripts in class, but I just wanted to make it in a different way. And I agree with some of your first impressions: it gave me a chance to use some great ideas from some of the shy kids who never volunteer in class, and it gave me the chance to intentionally use some info from kids who I wanted to engage in a special way by using THEIR details.

So, this was my base reading and then the next day I presented a second embedded reading which I’ve pasted below. When we read this in class I chose the following method:

1. first we read the base reading again and I circled and asked some comprehension and translation questions.

2. I had the kids hold their papers in front of them and said: “We are now going to have a experience much like you might in your English class with Silent Reading, but I am going to be helping you some. I am going to read a paragraph or two out loud and I want you to read silently along and try to create a movie in your heads of what I am reading. You will know most of the words, but there may be a few you don’t recognize. Don’t worry about this. Just keep reading and enjoy the story. After I read a paragraph or two, I will translate them in English. Most of you will not NEED the translation, but if there were any words you were unsure of, the translation will likely clear them up. Just enjoy the reading – I made this reading for you to give you a pleasurable reading experience in Latin, much like you would have when you read an English book.”

So that’s what we did with the second reading and as I read in Latin I noticed that kids actually laughed at appropriate times and seemed to enjoy it. When we were done I asked for some feedback and the kids said that the comprehended a lot and enjoyed it.

Some new elements I added were: title and subtitles, dialogue, Latinized names (the names were Anglicized in the first version, but the Latinized names give me the ability to more accurately inflect them according to how Latin grammar works).

Here’s the second reading below:

English Version:

Alovisius and Stephanus Make a Trip

The Trip to Sea World
One day, Stephanus and Alovisius were in Frances’s Bar. Alovisius said to Stephanus, “Stephanus, it pleases me to make a trip to Sea World. Does this please you?” Stephanus said to Alovisius, “Alovisius, why do you want to make a trip to Sea World? Do you want to see Shamu?” Alovisius said, “No way! Shamu is stupid! It pleases me to party with the ladies in Sea World!” Stephanus said, “Me too!”

And… Alovisius and Stephanus made a trip to Sea World because they wanted to party with the ladies. When they arrived at Sea World they said “Woo-woo!” They said this because the saw a lot of ladies. The ladies were really beautiful and were playing Tactical-Monopoly-Supreme.

“Hello ladies!” said Alovisius and Stephanus. “Hi Alovisius and Stephanus!!! Tee-hee-hee-hee-hee!” said the ladies. Does it please you to play Tactical-Monopoly-Supreme? It’s the best!”

Then, Alovisius and Stephanus began to play Tactical-Monopoly-Supreme with the ladies. They played Tactical-Monopoly-Supreme for seven hours.

The Trip to Middle Earth
The next day, Stephanus said to Alovisius, “It was pleasing to me to party with the ladies in Sea World, but today it pleases me to party with the Hobbit Ladies in Middle Earth!” Alovisius said, “Me too!”

and… Alovisus and Stephanus made a trip to Middle Earth because they wanted to party with the Hobbit ladies. When they arrived at Middle Earth they said, “THIS IS STUPID!” They said this because they saw Gandalf-Bobble-Heads.

The Hobbit Ladies said to Alovisius and Stephanus, “Hello Alovisius and Stephanus!!! Tee-hee-hee-hee-hee! Does it please you to play softball? It’s the best!”

The Gandalf Bobble Heads said to Alovisius and Stephanus, “Bobble-bobble-bobble!” Alovisius and Stephanus said, “STUPID!”

Then Alovisius and Stephanus played softball with the Hobbit Ladies. They played softball for seventy seven hours.

The Trip to Build a Bear
The next day, Alovisius et Stephanus made a trip with the Hobbit Ladies to Build a Bear Workshop. The Hobbit Ladies said, “Build a Bear is the BEST!” When they arrived they said “O.M.G.!” They said this because they saw a Stuffed-Panda-with-a-Peanut-Butter-Jar. The Stuffed-Panda-with-a-Peanut-Butter-Jar was gigantic.

Stuffed-Panda-with-a-Peanut-Butter-Jar said, IT PLEASES ME IN MIDDLE EARTH TO PARTY!!! I WANT TO MAKE A TRIP TO MIDDLE EARTH!!!”

Everyone was afraid of Stuffed-Panda-with-a-Peanut-Butter-Jar. But… Stephaus was brave. Stephanus said, “Stuffed-Panda-with-a-Peanut-Butter-Jar, you may make a trip to Middle Earh. Come with us to Middle Earth!”

Then everyone said, “Hooray!” Everyone was happy.

Then Alovisius and Stephanus and the Hobbit Ladies, and Stuffed-Panda-with-a-Peanut-Butter-Jar made a trip to Middle Earth because everybody wanted to party! In Middle Earth they partied and played Tactical-Monopoly-Supreme for seven hundred seventy seven hours!

Latin Version:

ALOVISIUS ET STEPHANUS ITER FACIUNT
iter ad Sea World
uno die, Stephanus et Alovisius in taberna Francescae erant. Alovisius Stephano dixit, “Stephane, mihi placet ad Sea World iter facere! placetne tibi?” Stephanus Alovisio dixit, “Alovisi, quare tibi ad Sea World iter facere placet? tu vis Shamu videre?” Alovisius dixit, “MINIME! Shamu est stupidus! mihi placet in Sea World cum feminis CONVIVARI!!!” Stephanus dixit, “ego quoque!!!”

et… Alovisius et Stephanus ad Sea World iter fecerunt quod cum feminis convivari volebant! cum ad Sea World pervenissent, dixerunt, “Woo-woo!” hoc dixerunt quod multas feminas viderunt! feminae erant pulcherrimae et Tactical-Monopoly-Supreme ludebant.

“salvete feminae!” dixerunt Alovisius et Stephanus. “avete Alovisi et Stephane!!! Tee-hee-hee-hee-hee!” dixerunt feminae. “placetne vobis Tactical-Monopoly-Supreme ludere? est OPTIMUM!”

tum, Alovisius et Stephanus Tactical-Monopoly-Supreme cum feminis ludere coeperunt. Tactical-Monopoly-Supreme septem horas ludebant!

iter ad Middle Earth
postridie, Stephanus Alovisio dxit, “mihi placebat in Sea World cum feminis convivari, sed hodie mihi placet in Middle Earth cum feminis Hobbitis convivari!!!” Alovisius dixit, “EGO QUOQUE!!!”

et… Alovisius et Stephanus ad Middle Earth iter fecerunt quod cum feminis Hobbitis convivari volebant!!! cum ad Middle Earth pervenissent, dixerunt, “HOC EST STUPIDUM!” hoc dixerunt quod Gandalf-Bobble-Heads viderunt.

feminae Hobbitae Alovisio et Stephano dixerunt, “salvete Alovisi et Stephane!!! Tee-hee-hee-hee-hee! placetne vobis MOLIPILA ludere? est OPTIMUM!”

Gandalf-Bobble-Heads Alovisio et Stephano dixerunt, “BOBBLE-BOBBLE-BOBBLE!” Alovisius et Stepanus, “STUPIDUM!!!” dixerunt.

tum Alovisius et Stephanus cum feminis Hobbitis molipila ludere coeperunt. molipila septuaginta sepetem horas ludebant.

iter ad Build-a-Bear
postridie, Alovisius et Stephanus cum feminis Hobbitis ad Build-A-Bear Workshop iter fecerunt. feminae Hobbitae dixerunt, “Build-A-Bear est OPTIMUM!” cum ad Build-A-Bear Workshop pervenissent, omnes dixerunt, “O.M.G.!!!!” hoc dixerunt quod Stuffed-Panda-with-a-Peanut-Butter-Jar viderunt! Stuffed-Panda-with-a-Peanut-Butter-Jar erat MAXIMUM!

Stuffed-Panda-with-a-Peanut-Butter-Jar dixit, “MIHI PLACET IN MIDDLE EARTH CONVIVARI!!! ITER AD MIDDLE EARTH FACERE VOLO!!!”

omnes Stuffed-Panda-with-a-Peanut-Butter-Jar timebant. sed… Stephanus fortis erat. Stephanus dixit, “Stuffed-Panda-with-a-Peanut-Butter-Jar, licet tibi ad Middle Earth iter facere. veni ad Middle Earth!”

tum omnes dixerunt, “EUGE!!!!!!!!!!” omnes laeti erant.

tum Alovisius et Stephanus, et feminae Hobbitae, et Stuffed-Panda-with-a-Peanut-Butter-Jar ad Middle Earth iter facere coeperunt quod omnes in Middle Earth convivari volebant! in Middle Earth convivabantur et Tactical-Monopoly-Supreme septingenti septuaginta septem horas ludebant!

 

All content of this website © Embedded Reading 2012-2014 or original authors.  Unauthorized use or distribution of materials without express and written consent of the owners/authors is strictly prohibited.   Examples and  links may be used as long as clear and direct reference to the site and original authors is clearly established.

 

 

Version 2 Where (the hell) is Matt? in English

Here is the English translation of the  article that I used with my Spanish classes.  I’m offering alongside the English article because the language, and the perception is different.

Here is the English article: Matt Harding Article

Here is the original Spanish: Matt Harding Spanish

Version 1:

It’s a video that makes us envious.

We would change places with Matt.

Matt was born in Connecticut.

He’s a programmer.

He decided to see the world.

During his travels, he has been dancing.

He has left us this legacy of his lack of rhythm.

Have you see his video?

http://www.youtube.com/watch?v=zlfKdbWwruY&safety_mode=true&persist_safety_mode=1&safe=active  2006

 

 Version 2:

It’s a fun video.  I think that makes us envious and that we would change places with Matt.

Matt is an American born in Connecticut.  He’s a programmer that, one day, decided to see the world.  During his travels throughout seven continents, he has  danced in thirty nine countries.

He has left us this legacy of his lack of rhythm and his fascination with the world.  Have you seen his video?

http://www.youtube.com/watch?v=zlfKdbWwruY&safe=active   2008

 

Version 3:

It’s a very fun video.  I suppose that makes us a little envious and that we would happily change places with Matt.

Matt is a thirty-five year old American. Born in Connecticut, this programmer that, one great day, decided to abandon his work and see the world.  During his travels throughout seven continents, he has  danced  his dance in thirty nine countries.

He has left us this legacy making fun of  his lack of rhythm and his fascination with exploring the world.  Have you seen his video?
 

http://www.youtube.com/watch?v=l4quCAG4eCc&safe=active

(out takes)

Version 4

¿Where is Matt?

This is  a very fun video.  I suppose that makes us all just a little envious and that we would, with great pleasure, change places with Matt.

Matt is a thirty-five year old American born in Connecticut.   He is a videogame programmer that, one great day, decided to abandon his work and see the world.  During his travels throughout seven continents, he has  danced his own unique dance in thirty nine countries.

He has left us this unprecedented legacy making fun of  his lack of rhythm and his great fascination with exploring the world. 

Surely you’ve seen his video, haven’t you?

http://www.youtube.com/watch?v=Pwe-pA6TaZk&safe=active  2012

Adapted from this site: http://frikeando.wordpress.com/category/viajar/

 

All content of this website © Embedded Reading 2012-2014 or original authors.  Unauthorized use or distribution of materials without express and written consent of the owners/authors is strictly prohibited.   Examples and  links may be used as long as clear and direct reference to the site and original authors is clearly established.

Where (the hell) is Matt? English article

This version comes from an English-language article.  It is not a translation of the Spanish version.  If you would like a translation, let me know, I can do that in another post.  I wanted to offer this version from an authentic English source for teachers of English.

Matt Harding

 

Matt Harding’s videos have reached over thirty million viewers.   Matt Harding quit his job and spent his savings on a trip around the world. A friend suggested that he video his terrible dancing in the places that he visited. In 2005, his “Where the Hell is Matt?” video became an internet sensation, and a company began to pay for his travels.

The following year he visited all seven continents to make his second video, which became an even bigger success. Inspired, Matt returned with the idea for a third video where he would invite people in the places he visited to dance. Thousands said yes, and the third video became the most successful one yet. Matt’s videos have been viewed over thirty million times.

Matt’s work has been written about in newspapers around the world.   His video has been shown on many television programs.  He has also made many television appearances.

Matt speaks about becoming “famous,” but his message is about trying the unknown and learning about  joy. He has spoken to students of all ages.

Have you seen his video?  http://www.youtube.com/watch?v=zlfKdbWwruY&safety_mode=true&persist_safety_mode=1&safe=active  2006

Matt Harding

 

Matt Harding’s inspiring videos have reached over thirty million viewers around the globe.

At twenty six, Matt Harding quit his job and spent his savings on a trip around the world. He took a suggestion to perform his terrible dancing in the settings he visited. In 2005, his “Where the Hell is Matt?” video became an internet sensation, which prompted the Stride company to sponsor his travels.

The following year he visited all seven continents to make his second video, which became an even bigger success. Inspired by a visit where he danced with a group of children, Matt returned with the idea for a third video in which he would invite people in every place he visited to dance. Thousands answered the call, and the third video became the most successful one yet. Matt’s videos have been viewed over thirty million times.

Matt’s work has been profiled in newspapers around the world; including the New York Times. His video has been shown on Oprah. He’s made appearances on The Today Show and Good Morning America.

The most unexpected acknowledgement came when NASA chose Matt’s third video as their “Photo of the Day.”

Matt speaks about what it’s like to become “famous on the internet,” but his message is about taking a leap into the unknown and learning to work with unexpected joy. He has brought his talk to Google and Amazon, as well as students of all ages.

Have you ever seen his video?  http://www.youtube.com/watch?v=zlfKdbWwruY&safe=active   2008

Matt Harding

 

Named as TIME magazine’s “#1 Viral Video of 2008,” Matt Harding’s inspiring, appealing videos have reached over thirty million viewers around the globe.

At twenty six, Matt Harding quit his job and spent his life savings on a trip around the world. He took a friend’s suggestion to perform his terrible dancing techniques in the settings he visited. In 2005, his “Where the Hell is Matt?” video became an internet sensation, which prompted Stride, a chewing gum brand, to sponsor his travels.

The following year he visited all seven continents to make his second video, which became an even bigger success. Inspired by a visit to Rwanda where he danced with a group of children, Matt returned with the idea for a third video in which he would recruit people in every place he visited to dance with him. Thousands answered the call, and the third video became the most successful one yet. Matt’s videos have been viewed over thirty million times.

Matt’s work has been profiled in major newspapers around the world; including the New York Times,  and the Chicago Tribune. His video has been shown on Oprah and The Tonight Show with Jay Leno. He’s made appearances on The Ellen Show, The Today Show, Good Morning America, and Jimmy Kimmel Live!.

The most unexpected acknowledgement came from NASA when they chose Matt’s third video as their “Astronomical Photo of the Day.”

Matt speaks about his experiences and what it’s like to become “famous on the internet,” but his message is about taking a leap into the unknown and learning to collaborate with serendipity. He has brought his talk to Google and Amazon, as well as students of all ages.

Have you ever seen one of his videos?  http://www.youtube.com/watch?v=l4quCAG4eCc&safe=active

(out takes)

Matt Harding

 

Recently named as TIME magazine’s “#1 Viral Video of 2008,” Matt Harding’s inspiring, universally appealing videos have reached over thirty million viewers around the globe.

At twenty six, Matt Harding quit his job as a videogame designer and spent his life savings on a trip around the world. He took a friend’s suggestion to perform his terrible dancing techniques in the various exotic settings he visited. In 2005, his “Where the Hell is Matt?” video became an internet sensation, which prompted Stride, a chewing gum brand, to sponsor his continued travels.

The following year he visited all seven continents to make his second video, which became an even bigger success. Inspired by a visit to Rwanda where he danced with a group of children, Matt returned to his sponsor with the idea for a third video in which he would recruit people in every place he visited to join in and dance with him. Thousands answered the call, and the third video became the most successful one yet. Matt’s videos have now been viewed over thirty million times.

Matt’s work has been profiled in dozens of major newspapers around the world; including the New York Times, USA Today, and the Chicago Tribune. His video has been shown on Oprah and The Tonight Show with Jay Leno. He’s made appearances on The Ellen Show, The Today Show, Good Morning America, and Jimmy Kimmel Live!, among many others.

By far the most unexpected acknowledgement came from NASA when they chose Matt’s third video as their “Astronomical Photo of the Day.” It was described as “a dramatic example that humans from all over planet Earth feel a common bond as part of a single species.”

Matt speaks about his travel experiences and what it’s like to become “famous on the internet,” but the core of his message is about taking a wild leap into the unknown and learning to collaborate with serendipity. He has brought his talk to Google, Microsoft, Amazon, and Yahoo!, as well as students of all ages.

If you have not seen his newest video, here it is:

http://www.youtube.com/watch?v=Pwe-pA6TaZk&safe=active  2012

Adapted from:  http://www.caaspeakers.com/matt-harding

English version of The Unforgettable Hurricane

   (Thinking of all of those still struggling to recover…with love, Laurie)

                                                                        1

The Unforgettable Hurricane

 

There was a man.  His name was Peter.  He was living in New Jersey.  He used to play volleyball on the beach.  He also used to surf.  But, in 2012, there was a hurricane.  It was named Sandy.  People had to leave.  Peter was afraid.

 

Hurricane Sandy arrived in New Jersey on October 30, 2012.  It was UNFORGETTABLE! Luckily, Peter left his house…

 

On October 31st, Peter was looking for his house, but he didn’t find it.  Peter was very sad.  He didn’t have a house, he didn’t have his favorite things.  He didn’t have hope.

 

But…help arrived!  Peter also helped.

 

Now Peter has faith.  Peter knows that…there is always hope!

ALWAYS!

 

 

2

The Unforgettable Hurricane

 

There was a man whose name was Peter.  He was living close to the beach in New Jersey.  He loved living there.  He used to play volleyball on the beach with his friends.  He also used to surf.  He was a fantastic surfer.

 

But, in 2012, there was a hurricane.  It was named Sandy.  People had to leave their homes.  Peter was afraid.  He had to leave his home …because it was coming soon.

 

Peter was afraid of the hurricane.  He was afraid of the large waves and the violent winds.  He was afraid of losing electricity.

 

Hurricane Sandy arrived in the town of Sea Bright, New Jersey on October 30, 2012.  It was UNFORGETTABLE! Luckily, Peter left his house…

 

On October 31st, Peter was looking for his house, but he didn’t find it.  He was looking for his family photos, but he didn’t find them.  Peter was very sad.  He didn’t have a house, he didn’t have his favorite things.  He didn’t have hope.

 

But, very soon, a lot of help arrived!  Peter also helped others.

 

Now Peter has faith.  He has faith in other people.  Peter knows that people will work.  Peter knows that…there is always hope!

 

ALWAYS!

3

 

The Unforgettable Hurricane

 

There was a man whose name was Peter.  He was living in a town close to the beach in New Jersey.  He loved living there because he used to swim in the ocean.  He used to play volleyball on the beach with his friends every summer.  He also used to surf.  He was a fantastic surfer.

 

But, in 2012, there was a strong hurricane.  It was a hurricane named Sandy.  All of the people had to leave their homes.  They had to leave their town.  Peter was afraid.  He had to escape the force of the hurricane and  leave his home …because it was coming soon.

 

Peter was afraid of the hurricane.  He was afraid because he was afraid of the large waves and the violent winds.  He was also afraid of losing electricity.

 

Hurricane Sandy landed in the town of Sea Bright, New Jersey on October 30, 2012.  It was UNFORGETTABLE! Luckily, Peter left his house because upon returning…

 

On October 31st, Peter was looking for his house, but he didn’t find it.  He was looking for his photos of family and friends, but he didn’t find them.  Peter was very sad. Now he had a very different life.  He didn’t have a house, he didn’t have his favorite things, he didn’t have electricity.  He didn’t have hope.

 

But, very soon, the National Guard arrived!  A lot of help arrived!  Peter also helped others.

 

Now Peter has faith.  He has faith in other people, in his family and in his friends.  .  Peter knows that people will work together.  Peter knows that…there is always hope!

 

ALWAYS!

                                                                               4

 

The Unforgettable Hurricane

 

There was a fantastic man whose name was Peter.  He was twenty-nine years old.  He was living in a town close to the beach in New Jersey.  He loved living there because he used to swim in the ocean.  He used to swim and play volleyball on the beach with his friends every summer.  He also used to surf.  He was a fantastic surfer.  The ocean waves were perfect.

 

But, in October of 2012, there was a strong hurricane.  It was a destructive hurricane named Sandy.  All of the people had to leave their homes.  They had to leave their town in order to be out of danger.  Peter was very afraid.  He had to escape the force of the hurricane and leave his home …because it was coming ….coming soon.

 

Peter was afraid of the hurricane.  He was afraid because he was afraid of the large waves. He was afraid of the enormous force of the water and the violent winds. He was afraid of a flood. He was also afraid of losing electricity.

 

Hurricane Sandy landed in the town of Sea Bright, New Jersey on October 30, 2012.  It was an UNFORGETTABLE hurricane! Luckily, Peter left his house because upon returning on October 31st…

 

Peter was looking for his house, but he didn’t find it.  He was looking for his computer, but he didn’t find it.  He was looking for his photos of family and friends, but he didn’t find them either.  Peter was very sad.  Now he had a very different life than before.  He didn’t have a house, he didn’t have his favorite things, he didn’t have electricity, nor gasoline.  He didn’t have power.  He didn’t have hope.

 

But, very soon, the National Guard arrived!  Many volunteers arrived.  A lot of help arrived!  Peter also began to help others.

 

Now Peter has faith.  He has faith in other people, in his government, in his family and in his friends.  He has faith in himself!  Peter knows that many people will work together.  Peter knows that…there is always hope!

 

ALWAYS!

 

All content of this website © Embedded Reading 2012-2014 or original authors.  Unauthorized use or distribution of materials without express and written consent of the owners/authors is strictly prohibited.   Examples and  links may be used as long as clear and direct reference to the site and original authors is clearly established.

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