“Telling the Tales of The People: Chinese and Indian Folklore”
Instructor: Pia Villanueva-Pulido
COURSE DESCRIPTION:
Through a study of of various oral tradition stories from folktales around the world (in particular Chinese and Indian folktales such as “One Grain of Rice” by Demi, etc.), participants will investigate everyday human qualities and characteristics that influence society. As students discover that each culture from around the globe has a unique response made richer by details and stories from its society, participants will understand that there are still many common elements that connect human beings with each other, in spite of their multicultural differences.
Whatever the messages or moral of the stories convey, folktales have been told and cherished for countless generations that fire our own imaginations. As students hear different folktales, they as young writers, are encouraged to ask themselves: What do I think is true, or fair, or good, or beautiful? How would I tell my story? Participants will write an original folktale using the writing process, and then illustrate their tale and create a storybook.
INSTRUCTIONAL GOALS:
At the end of the 6-week session, students will be able to:
Listen to folktales read aloud by the instructor
Discover the elements of a folktale genre
Learn how to analyze literary narrative (plot, character, moral of the story)
Practice descriptive writing skills and dialogue
Create and write an original folktale using the writing process
Enhance and foster creativity through literary arts
Friday, September 9, 2011
Literary Arts Classes Available from Pia Villanueva-Pulido
Writing Reflections: Inspirations from the Harlem Renaissance”
Instructor: Pia Villanueva-Pulido
COURSE DESCRIPTION:
Exploring the vibrant literary techniques of Harlem Renaissance writers (Langston Hughes, Countee Cullen, Anne Spencer, Zora Neale Hurston, Paul Laurence Dunbar, etc) participants will discover the purpose of poetry and prose to convey the prevalent social themes of this particular time period. Understanding that poetry comes in many forms (narrative, lyrical, sonnets, ballads), students will write poems and short narratives to help them deliver in-class lyrical reading performances, articulate poetry interpretation, and participate in group discussions. Harlem Renaissance artists, musicians, and writers will give participants the visual/auditory imagery and inspiration to compare and contrast the present social issues within their own experiences in their communities.
INSTRUCTIONAL GOALS:
At the end of the 6-week session, students will be able to:
Develop an appreciation for poetry
Understand different poetic forms and poetry writing skills
Interpret, compare, describe, and analyze poetry
Become acquainted with the works of various Harlem Renaissance writers
Become familiar with lyrical poetry and recognize the personal nature of the lyric
Enhance and foster creativity through literary arts
Instructor: Pia Villanueva-Pulido
COURSE DESCRIPTION:
Exploring the vibrant literary techniques of Harlem Renaissance writers (Langston Hughes, Countee Cullen, Anne Spencer, Zora Neale Hurston, Paul Laurence Dunbar, etc) participants will discover the purpose of poetry and prose to convey the prevalent social themes of this particular time period. Understanding that poetry comes in many forms (narrative, lyrical, sonnets, ballads), students will write poems and short narratives to help them deliver in-class lyrical reading performances, articulate poetry interpretation, and participate in group discussions. Harlem Renaissance artists, musicians, and writers will give participants the visual/auditory imagery and inspiration to compare and contrast the present social issues within their own experiences in their communities.
INSTRUCTIONAL GOALS:
At the end of the 6-week session, students will be able to:
Develop an appreciation for poetry
Understand different poetic forms and poetry writing skills
Interpret, compare, describe, and analyze poetry
Become acquainted with the works of various Harlem Renaissance writers
Become familiar with lyrical poetry and recognize the personal nature of the lyric
Enhance and foster creativity through literary arts
Thursday, July 7, 2011
What is Academic Language Therapy?
Academic Language Therapy follows an intensive reading intervention program designed to meet the needs of those with learning differences and other reading-related issues. There are times when children are in need of additional written language instruction, and academic language therapy can benefit children and adults who have been diagnosed with dyslexia (and/or related disorders such as dysgraphia, dyscalculia, dyspraxia, or ADD). Dyslexia stems from a problem with neurological wiring in the brain that makes it more difficult to learn to read, write, spell, and speak. With treatment, dyslexics will achieve success in all areas of their lives.
Language therapists use multi-sensory teaching techniques appropriate for all language learners, even individuals who do not have dyslexia. Children who have difficulty acquiring basic literacy skills, but are not dyslexic, also benefit from academic language therapy.
Mrs. Pia Villanueva-Pulido is currently under training and learning how to become an academic language therapist with the guidance of McKinney Christian Academy's new Directed Studies Program for Multisensory Teacher Training and Language Therapy. Following the direction of her qualified instructors at McKinney Christian Academy, Mrs. Pulido uses the Texas Scottish Rite Hospital's Take Flight Program, a comprehensive intervention for students with dyslexia, which offers one on one private or small group sessions for elementary and junior high students with written language weaknesses.
In addition to reading and writing intervention, Mrs. Pulido is also available in providing middle school students with writing and/or organizational skills. She takes pride in report writing and regular communication with parents and teachers, and inviting others to take the opportunity to learn more about the Multi-sensory Orton-Gillingham based Language Skills Program. Mrs. Pulido offers language therapy either individually or with very small groups. Benchmark measures and mastery checks are used to continually assess student progress. Results of the benchmark measures are used to make instructional decisions based on each student's individual needs. For more information, please email piav_pulido@yahoo.com.
Language therapists use multi-sensory teaching techniques appropriate for all language learners, even individuals who do not have dyslexia. Children who have difficulty acquiring basic literacy skills, but are not dyslexic, also benefit from academic language therapy.
Mrs. Pia Villanueva-Pulido is currently under training and learning how to become an academic language therapist with the guidance of McKinney Christian Academy's new Directed Studies Program for Multisensory Teacher Training and Language Therapy. Following the direction of her qualified instructors at McKinney Christian Academy, Mrs. Pulido uses the Texas Scottish Rite Hospital's Take Flight Program, a comprehensive intervention for students with dyslexia, which offers one on one private or small group sessions for elementary and junior high students with written language weaknesses.
In addition to reading and writing intervention, Mrs. Pulido is also available in providing middle school students with writing and/or organizational skills. She takes pride in report writing and regular communication with parents and teachers, and inviting others to take the opportunity to learn more about the Multi-sensory Orton-Gillingham based Language Skills Program. Mrs. Pulido offers language therapy either individually or with very small groups. Benchmark measures and mastery checks are used to continually assess student progress. Results of the benchmark measures are used to make instructional decisions based on each student's individual needs. For more information, please email piav_pulido@yahoo.com.
Saturday, June 18, 2011
Reading Facts: The Impact of Literacy
Don't have time to read? Be grateful you can! Take the time to understand these facts and read to your kids. Take the time and teach them how to read.
-- 2.3 million Americans lack the reading and writing ability to handle the demands of daily life.
-- 237 billion dollars a year, in unrealized earnings, is lost by a person lacking basic academic skills.
--60 to 80% of illiterate people move outside the law because they cannot find legitimate work.
-- We spend 6.6 billion dollars yearly to keep 750,000 illiterate people in jail.
-- Aspirin bottle instructions are written at a 10th grade level.
-- Understanding an insurance policy requires a 12th grade reading ability.
-- An 8th grade reading level is needed to follow directions on a frozen TV dinner.
Source: North Carolina ACLD August 1983
Southwest Multisensory Training Center
-- 2.3 million Americans lack the reading and writing ability to handle the demands of daily life.
-- 237 billion dollars a year, in unrealized earnings, is lost by a person lacking basic academic skills.
--60 to 80% of illiterate people move outside the law because they cannot find legitimate work.
-- We spend 6.6 billion dollars yearly to keep 750,000 illiterate people in jail.
-- Aspirin bottle instructions are written at a 10th grade level.
-- Understanding an insurance policy requires a 12th grade reading ability.
-- An 8th grade reading level is needed to follow directions on a frozen TV dinner.
Source: North Carolina ACLD August 1983
Southwest Multisensory Training Center
Monday, March 8, 2010
Some Helpful Instructional Tips for Teaching Adult Literacy ESL
Dear ESL Volunteer Teachers,
Here are some helpful instructional strategies for teaching your adult literacy ESL Class:
1. "Too Many Words" Vocabulary is an important component of reading, writing, speaking, and comprehension skills. It's a tedious task to teach a huge chunk of words in such a short amount of time, but teaching vocabulary does not necessarily mean having to translate every English word for your students.
Instead: Try teaching vocabulary-building strategies and independent learning. You can still keep your momentum and cover the basics with good techniques.
Quick Vocabulary Building Strategies:
A. encourage your students to bring Spanish/or other native language/-English dictionaries to class. During breaks or beginning of each class, they can be working on looking up words and how they translate in their native language (this allows them ownership of their learning). You can also grab a copy from Half Price Books and bring it with you as part of your own classroom materials to share with your students, if you wish.
B. Teach Phonemic Awareness (the ability to hear and identify sounds in spoken words) by allowing students time in class to pronounce the vocabulary words in small group practices. Allow students to break away from the whole-group classroom and break them up for at least 15 to 20 minutes during your 2 hour class. This gives all students a chance to speak (especially those who are typically shy or uncomfortable speaking in a larger group). Walk around, monitor their conversations, sit with them, and practice the activities with them.
2. "Classroom Interaction - Don't Depend on the Book to Liven It Up"
In a good classroom environment, the textbook will not be the center of classroom interaction. Textbooks are typically dry, but they are designed to meet the assessment and the standards of the curriculum. They do little to help liven up the classroom, but they still remain one of the most important tools to meet the standards. Don't depend on the textbook to be creative or lively.
Instead: Adopt the principles of collaborative learning. In this type of learning, the teacher designs a learning problem or a task (this is where you as volunteer teachers can get creative outside of the book), and then assigns small groups of students to address the problem collaboratively (I can give you specific examples for each lesson if you want). The purpose of collaborative learning is to enhance learning and achievement by peer-to-peer interaction with careful guidance from the teacher.
3. "Pick Up the Pace" - Since a huge part of the Level 1 course is designed to build vocabulary to the ESL learners, the classes can be a bit redundant. Don't despair! Change the pace of the lessons by breaking things up a bit and move away from doing one activity straight after another.
Instead: Allow time for something different (pronunciation work, brainstorm sessions, creating a chart, practicing conversation, etc). Also - "wake them up" by giving them a short quiz (oral or written) on last week's vocabulary. See how well they do!
Thank you for allowing me the opportunity to share my passion in teaching! Teaching ESL is not just about teaching a language, but more so about teaching others how to learn in a manner that is meaningful and relevant to their lives. Remember that you are all doing something that makes a lasting impact.
Here are some helpful instructional strategies for teaching your adult literacy ESL Class:
1. "Too Many Words" Vocabulary is an important component of reading, writing, speaking, and comprehension skills. It's a tedious task to teach a huge chunk of words in such a short amount of time, but teaching vocabulary does not necessarily mean having to translate every English word for your students.
Instead: Try teaching vocabulary-building strategies and independent learning. You can still keep your momentum and cover the basics with good techniques.
Quick Vocabulary Building Strategies:
A. encourage your students to bring Spanish/or other native language/-English dictionaries to class. During breaks or beginning of each class, they can be working on looking up words and how they translate in their native language (this allows them ownership of their learning). You can also grab a copy from Half Price Books and bring it with you as part of your own classroom materials to share with your students, if you wish.
B. Teach Phonemic Awareness (the ability to hear and identify sounds in spoken words) by allowing students time in class to pronounce the vocabulary words in small group practices. Allow students to break away from the whole-group classroom and break them up for at least 15 to 20 minutes during your 2 hour class. This gives all students a chance to speak (especially those who are typically shy or uncomfortable speaking in a larger group). Walk around, monitor their conversations, sit with them, and practice the activities with them.
2. "Classroom Interaction - Don't Depend on the Book to Liven It Up"
In a good classroom environment, the textbook will not be the center of classroom interaction. Textbooks are typically dry, but they are designed to meet the assessment and the standards of the curriculum. They do little to help liven up the classroom, but they still remain one of the most important tools to meet the standards. Don't depend on the textbook to be creative or lively.
Instead: Adopt the principles of collaborative learning. In this type of learning, the teacher designs a learning problem or a task (this is where you as volunteer teachers can get creative outside of the book), and then assigns small groups of students to address the problem collaboratively (I can give you specific examples for each lesson if you want). The purpose of collaborative learning is to enhance learning and achievement by peer-to-peer interaction with careful guidance from the teacher.
3. "Pick Up the Pace" - Since a huge part of the Level 1 course is designed to build vocabulary to the ESL learners, the classes can be a bit redundant. Don't despair! Change the pace of the lessons by breaking things up a bit and move away from doing one activity straight after another.
Instead: Allow time for something different (pronunciation work, brainstorm sessions, creating a chart, practicing conversation, etc). Also - "wake them up" by giving them a short quiz (oral or written) on last week's vocabulary. See how well they do!
Thank you for allowing me the opportunity to share my passion in teaching! Teaching ESL is not just about teaching a language, but more so about teaching others how to learn in a manner that is meaningful and relevant to their lives. Remember that you are all doing something that makes a lasting impact.
Friday, January 1, 2010
The Quirkiest (and Most Fun) NYE Traditions I've Experienced Around The World
I've been fortunate enough to have had enough memorable New Years Eve experiences in three different continents with different people. This means I've thrown coins all over the living room while wearing red underwear and gobbling 12 grapes at the countdown, sporting my polka dotted outfit on New Year's Eve.
People are so quirky with their superstitions, you know? But when in Rome...or Manila, Barcelona, or Irving - celebrate with the people!
(ASIA) PHILIPPINES
Traditionally, most households stage a dinner party named Media Noche in their homes. My mom used to do this and her typical dishes included pancit, lumpia, and hamon (jamon in Spanish, ham in English). If we celebrated in Manila, we would have lechon, which is roasted pig, and it is usually considered as the centerpiece of the dinner table.
Barbecued food is also an integral part of the menu. Most Filipinos follow a set of traditions that are typically observed during New Year's Eve.
Included among these traditions is the customary habit of wearing clothes with circular patterns like polka dots.
This signifies the belief that circles attract money and fortune or other colorful clothing to show enthusiasm for the coming year. Throwing coins at the stroke of midnight is said to increase wealth that year. Filipino children were also told to jump 12 times at the stroke of midnight to increase their height. Yeah, that never really worked out for me because I'm barely 5 ft tall.
(EUROPE) SPAIN
It is traditional to eat twelve grapes, one on each chime of the clock before midnight. After spending NYE 1999 in Barcelona with my sister and brother-in-law, I've kept this tradition with my own family.
Additionally, the Mexicans also follow similar traditions, but Michael and his family never did this. They pretty much followed the same American traditions.
Anyway, when I asked the Spaniards why they did that, I think they were too busy drinking and partying to explain the whole history to me, so I had to look up the following information on Google:
This tradition has its origins in 1909, when grape growers in Alicante thought of it as a way to cut down on the large production surplus they had had that year. Nowadays, the tradition is followed by almost every Spaniard, and the twelve grapes have become synonymous with the New Year. After the clock has finished striking twelve, people greet each other and toast with sparkling wine such as cava or champagne, or alternatively with cider.
They also wear red underwear for New Year's Eve. I was given a brand new pair as a gift when I was celebrating in Barcelona. I remember asking why they do this, but I don't remember what they said.
Perhaps it was the vino....but anyway, once again, I looked it up and here is why: wearing red underwear dates back to the Middle Ages when it was not allowed to wear red garments. The color was associated with blood, evil, and witchcraft.
However, people wore red anyway because in the dark
winter, red was a symbol of life. They wore red undergarments to avoid the major punishment of wearing red – the gallows! Plus, I think red is a sexy color!
(NORTH AMERICA) USA
When I was ten years old, I got to spend NYE in Times Square with my whole family. It was crowded, scary, and fun! That was my first taste of the American New Year's Eve tradition!
Now eating black eyed peas is my taste of the American New Year's Eve tradition, and it's supposed to bring good luck, too, right?I guess their shapes look like coins, which symbolized gaining wealth.
CHINESE NEW YEAR
Last year, I got to celebrate Chinese New Year in Manila, which included lots of percussionists on the streets wearing their Dragon costumes and just dancing and being wild on the streets. The dragon dancing was pretty cool, and the red envelopes or packets they gave contain money of even numbers, usually given from the elder to the younger. I think I remember getting a red envelope last year, but I don't remember getting any money! HA! But that was a fun experience.
IRVING, TEXAS NEW YEAR
Tonight the Pulidos are honoring our multicultural traditions by doing a little bit of everything. We ate some black eyed peas, we got our twelve grapes prepared, we're going to throw coins, and we're wearing red or red-like undergarments. We're going to watch the ball drop and then pass out into the New Year. T
he kids will play some Nerf wars and make a zombie video, and Mommy and Daddy will drink their Mommy and Daddy juice. Let's hope 2010 brings all of us a year of peace, prosperity, blessings, and much love!
Happy New Year, Maligayang Bagong Taon, y Feliz Ano Nuevo to all ya'll!
People are so quirky with their superstitions, you know? But when in Rome...or Manila, Barcelona, or Irving - celebrate with the people!
(ASIA) PHILIPPINES
Traditionally, most households stage a dinner party named Media Noche in their homes. My mom used to do this and her typical dishes included pancit, lumpia, and hamon (jamon in Spanish, ham in English). If we celebrated in Manila, we would have lechon, which is roasted pig, and it is usually considered as the centerpiece of the dinner table.
Barbecued food is also an integral part of the menu. Most Filipinos follow a set of traditions that are typically observed during New Year's Eve.
Included among these traditions is the customary habit of wearing clothes with circular patterns like polka dots.
This signifies the belief that circles attract money and fortune or other colorful clothing to show enthusiasm for the coming year. Throwing coins at the stroke of midnight is said to increase wealth that year. Filipino children were also told to jump 12 times at the stroke of midnight to increase their height. Yeah, that never really worked out for me because I'm barely 5 ft tall.
 |
| The Filipinos always "make it rain" on New Year's Eve with coins! |
 |
| Wear Polka Dots to get RICH! Totally makes sense. |
(EUROPE) SPAIN
It is traditional to eat twelve grapes, one on each chime of the clock before midnight. After spending NYE 1999 in Barcelona with my sister and brother-in-law, I've kept this tradition with my own family.
Additionally, the Mexicans also follow similar traditions, but Michael and his family never did this. They pretty much followed the same American traditions.
Anyway, when I asked the Spaniards why they did that, I think they were too busy drinking and partying to explain the whole history to me, so I had to look up the following information on Google:
 |
| Just gobble up the grapes in twelve seconds! GO! |
This tradition has its origins in 1909, when grape growers in Alicante thought of it as a way to cut down on the large production surplus they had had that year. Nowadays, the tradition is followed by almost every Spaniard, and the twelve grapes have become synonymous with the New Year. After the clock has finished striking twelve, people greet each other and toast with sparkling wine such as cava or champagne, or alternatively with cider.
They also wear red underwear for New Year's Eve. I was given a brand new pair as a gift when I was celebrating in Barcelona. I remember asking why they do this, but I don't remember what they said.
Perhaps it was the vino....but anyway, once again, I looked it up and here is why: wearing red underwear dates back to the Middle Ages when it was not allowed to wear red garments. The color was associated with blood, evil, and witchcraft.
However, people wore red anyway because in the dark
winter, red was a symbol of life. They wore red undergarments to avoid the major punishment of wearing red – the gallows! Plus, I think red is a sexy color!
(NORTH AMERICA) USA
When I was ten years old, I got to spend NYE in Times Square with my whole family. It was crowded, scary, and fun! That was my first taste of the American New Year's Eve tradition!
Now eating black eyed peas is my taste of the American New Year's Eve tradition, and it's supposed to bring good luck, too, right?I guess their shapes look like coins, which symbolized gaining wealth.
 |
| The food, not the band |
CHINESE NEW YEAR
Last year, I got to celebrate Chinese New Year in Manila, which included lots of percussionists on the streets wearing their Dragon costumes and just dancing and being wild on the streets. The dragon dancing was pretty cool, and the red envelopes or packets they gave contain money of even numbers, usually given from the elder to the younger. I think I remember getting a red envelope last year, but I don't remember getting any money! HA! But that was a fun experience.
 |
| You can buy these at your neighborhood Asian store! They are so much fun!!! |
IRVING, TEXAS NEW YEAR
Tonight the Pulidos are honoring our multicultural traditions by doing a little bit of everything. We ate some black eyed peas, we got our twelve grapes prepared, we're going to throw coins, and we're wearing red or red-like undergarments. We're going to watch the ball drop and then pass out into the New Year. T
he kids will play some Nerf wars and make a zombie video, and Mommy and Daddy will drink their Mommy and Daddy juice. Let's hope 2010 brings all of us a year of peace, prosperity, blessings, and much love!
Happy New Year, Maligayang Bagong Taon, y Feliz Ano Nuevo to all ya'll!
Wednesday, November 25, 2009
"Galaxies Away" from I've Had Enough of This: A Collection of Short Stories by me!
Prodded by her powerful desire for fame and fortune, she typed away at her manuscript through the brink of dawn. It felt lonely knowing something or nothing might come of this, but like someone standing at the edge of a cliff waiting to jump, she inhaled deeply and let the thrill of the unknown get to her.
Breathe deep, mama, breathe deep and take it in. Now let GO!
The room spun around her, galaxies rotated on their axis while the stars moved in their millennial ruts overhead. A car horn beeped outside, and the fall wind rustled the leaves, sending the curtains eerily swirling into the room, but she didn’t even notice.
Two hours later, or maybe it was a mere two minutes, she lost track of it, her hands slowed on the keyboard like a fading song. Blinking several times before looking around, she shook herself off the seductive trance and looked at the screen. It started with the desire for fame and fortune, from the hungry writer eager for the next commission, racing furiously to get to the finish line. A marathon. But now? Now it was a masterpiece. It was real. She sat there with content, staring lovingly at the work of art that has come to life and clicked on ‘save.’ She stood up, stretched, yawned, and crawled into bed, smiling as she drifted off in her peaceful slumber.
* * * * *
I’m really looking for a new client,” Anthony said matter-of-factly. Two years ago, he launched his independent record label that reached moderate success last year. He already had three major accounts in place, but the retainer fees still hadn’t come through, and it was already Thanksgiving week. “If Dave can’t close the deal with Tracks Recording by end of day today, then I’m definitely not going to get my commission before the end of the year.”
His jaws tightened as he glanced at the alarm clock, his nemesis. He even wrote a song for it that a little-known pop singer had sung into an independent label one hit wonder, and aptly named it “Reality is an Alarm Clock.” It was a good song, upbeat and catchy, but it didn’t quite deliver well with the public. Sometimes, he explained, even with the perfect packaging of a singer’s looks and talent, a producer’s skills and musical arrangements, and a kick-ass marketing platform, there was always that one little quirk, like a performer’s cheesy dance moves, that would nearly kill the entire album. So he was always busy looking for the next big thing.
”6:15, crap. We’re going to be late. The children’s book launch meeting is at 7:30.” He jerked up from the bed, and she missed him by a hair when she leaned closer to his side of the bed for her kiss. Ugh, why does he have to be such a mood killer? She pulled up the covers and shunned away any form of light in an attempt to recapture her writer’s high.
She refused to get sucked into this big ball of stress. She was lonely again. Or maybe she was longing for something else. Forget that, she thought. Just focus on you. Don’t let him get to you. As she recalled her intergalactic writing experience in her office, she realized with a smile that she had the power to rid herself of that solitary feeling. Each scattered idea flitting through her mind was a friend, a lover, a companion. Each was a moment that she wanted the world to share with her. Each bridged the space between the desire to create and its fulfillment.
“Shana, you need to get ready for your meeting. I can’t do this by myself because I’m not the one who wrote this book. You did!” His tone was harsh, like he was reprimanding a child who didn’t do her homework. She rolled her eyes at his unmistakable sense of urgency.
“We have plenty of time, Tony.”
“Yeah, if you don’t do that Picasso thing on your face with the make-up, then maybe we’ll make it on time!”
“Whatever, I’ll be quick.”
Where did my galaxies go? I need to get away. Far away from here.
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