Prince Harry’s visit to the U.S. Maria Puente, USA Today

ESL Voices Lesson Plan for this post  with Answer Key

There’s no doubt that Americans are fascinated with British Royalty. Especially if the member is His Royal Highness Prince Harry, the third in line to the British throne.

During his visit Prince Harry met with First Lady Michelle Obama, American war Veterans, and children of military families. He also visited New Jersey, and New York. He’s been described by those who meet him as handsome, witty, charming, intelligent, brave, and compassionate.  His visit to the U.S. this past week caused quite a stir…especially among the American females!

His Royal Highness Prince Harry. Photo US Today.

Excerpt:

“Rarely has such squealing been heard in the corridors of the Capitol when the 28-year-old third-in-line to the British throne turned up for a visit Thursday.

Prince Harry (C) is accompanied by US Senator John McCain (R) as he tours an exhibit on landmines in Washington, DC, Photo- Jewel Samad AFP Getty Images

And then more squealing when he appeared at a White House tea party for an unexpected drop-in with a crowd of stunned military moms and grandmoms.  And he topped it off with a glittering, sweltering, intimate gathering of American VIPs at a reception and dinner at the British Embassy. No signs of jet lag but he might feel it early Friday when he pays a somber visit to Arlington National Cemetery.

Prince Harry, Michelle Obama, and Jill Biden. People

Well, surprise! exclaimed first lady Michelle Obama, co-hosted by second lady Jill Biden at the White House party, as tables of women and kids clapped and cheered and Harry blushed and grinned beside her. Harry arrived at Dulles International Airport Thursday afternoon on a commercial flight from London for the first day of a week-long visit to the USA to promote Britain, raise money for charity and cheer on wounded veterans.

The British royal,visits Arlington National Cemetery and Colorado Springs. The Washington Post

He headed first to Capitol Hill to see an exhibit on clearing land mines (a cause dear to heart of his late mother, Princess Diana), accompanied by Sen. John McCain, R-Ariz… McCain was impressed. He told reporters later that Harry was charming, funny and genuinely interested in land mine clearance…The BBC’s Peter Hunt tweeted that Princess Diana would be “so proud” he’s taken up the patronage of the land mines charity, the Halo Trust.

HRH Prince Harry pays respect to the fallen soldier at Arlington National Cemetery. Photo- Valentine Low , The Times UK.

On Friday, Harry will lay a wreath at Arlington, and visit wounded vets at Walter Reed National Military Medical Center…

Prince Harry meets U.S. Army Col. Gregory Gadson at a dinner at the British Embassy.(Photo- Alex Brandon AFP:Getty Images)

He’ll then fly to Colorado to cheer on veterans at the Warrior Games over the weekend in Colorado Springs.

Prince Harry speaks with wounded soldiers undergoing physical therapy during his visit to the Military Advanced Training Center at Walter Reed National Military Medical Center (J. Scott Applewhite : Pool : Getty Images)

Harry and Christie greet first responders in Seaside Heights as they visited the boardwalk which is nearly fully repaired following the storm. Reuters.

New York tour- Prince Harry, right, and Prime Minister David Cameron arrive by New London Bus for an event promoting British business in Manhattan. AP.

Next week he will tour Hurricane Sandy damage in New Jersey with Gov. Chris Christie, promote British tourism and attend a charity fundraiser in New York, and play in a polo match in Greenwich, Conn., to raise money for his African children’s charity.”  Read more…

Prince Harry is a Captain in the Blues & Royals. Photo- Order of Splendor

ESL Voices Lesson Plan for this post

Level: Intermediate -Advanced

Language Skills: Reading, writing, speaking and listening. Vocabulary and grammar activities are included.

Time: Approximately 2 hours.

Materials: Student handouts (from this lesson) access to news article, and video.

Objective: Students will read the article with a focus on improving reading comprehension and learning new vocabulary. At the end of the lesson students will express their personal views on the topic of Price Harry’s U.S. visit, and his role in Britain’s military through discussions, and writing.

I. Pre-Reading Exercises

Analyzing headings and photos

Directions:  Ask students to read the title of the post and of  the article.  Then, have them  examine the photos. Based on these sources,  ask students to create a list of  words and  ideas  that they think might be related to this article.

Stimulating Background Knowledge

KWL Chart

Directions: Have students use the KWL chart to list the information they already know about Prince Harry, British royalty, ( Queen Elizabeth II, Princess Diana, Prince Charles) veterans, Later in the Post- Reading segment of the lesson, students can fill in what they’ve learned about the topic. Have students use this  KWL  chart from Michigan State University  

II. While Reading

Vocabulary

Word Inference

Directions: Students are to infer the meanings of the words in bold taken from the article. They may use a dictionary or thesaurus for assistance. Have the students write sentences using each word.  Students might find this Vocabulary Word Map By Against the Odds  a useful guide.

Sentences

1. Prince Harry, the world’s most eligible royal bachelor, is here.
2. Rarely has such squealing been heard in the corridors of the Capitol.
3. He appeared at a White House tea party for an unexpected drop-in with a crowd of stunned military moms and grandmoms.
4. And he topped it off with an intimate gathering of American VIPs at the British Embassy.
5. Well, surprise! exclaimed first lady Michelle Obama.
6. Harry blushed and grinned beside her.
7. He attended an  intimate gathering of American VIPs at a reception and dinner at the British Embassy.
8. No signs of jet lag but he might feel it early Friday.
9. He headed first to Capitol Hill to see an exhibit on clearing land mines.
10. Sen. John McCain, told reporters later that Harry was charming, funny and genuinely interested in land mine clearance.

Word -Recognition 

Directions: Students are to choose the correct word or phrases from the article.  Have them skim the article to check  their responses.

1. There’s no doubt that Americans are fascinated/fasten with British Royalty.
2. He meet/met with First Lady Michelle Obama,
3. Harry arrived/arrive at Dulles International Airport Thursday afternoon.
4. And then more squealing when he appeared/appearance at a White House tea party.
5. But Thursday was mostly about the festive, and never mind Washington’s typical humanity/humidity.
6. Earlier, he was the one who caused women/woman to feel faint.
7. Prince Harry blushed/bleached and grinned beside her.
8. Prince Harry came to the  USA to provide/promote Britain, raise money for charity and cheer on wounded veterans.
9. Prince Harry want/wanted to be here to personally thank you for your service.
10. He greeted/greet as many as possible before leaving for the reception and dinner.

Reading Comprehension

Unscramble The Events

Directions: Place students in groups and have them place the events in the order that they appear in the article.

1. Next week he will tour Hurricane Sandy damage in New Jersey with Gov. Chris Christie.
2. Every time the crowd outside of the rotunda caught a glimpse of him through the arches, cheers echoed in the space.
3. Harry arrived at Dulles International Airport Thursday afternoon on a commercial flight from London.
4. But Thursday was mostly about the festive, and never mind Washington’s typical humidity.
5. McCain  told reporters later that Harry was charming, funny, and genuinely interested in land mine clearance.
6. He headed first to Capitol Hill to see an exhibit on clearing land mines escorted by senator John McCain.
7. On Friday, Harry will lay a wreath at Arlington, and visit wounded vets at Walter Reed National Military Medical Center.
8. He visited the U.S. to promote Britain, raise money for charity and cheer on wounded veterans.
9. He’ll then fly to Colorado to cheer on veterans at the Warrior Games over the weekend in Colorado Springs.
10. Harry then joined First lady Michelle Obama, and second lady Jill Biden at a party at the White House party to honor of military mothers.

 Grammar Focus

Using Adjectives  to describe pictures    

Directions: Place students in groups, and have them choose a few pictures from this lesson. Each group will  write a descriptive paragraph  about their pictures using adjectives. As a class review the adjectives from each group, then share the paragraphs with the class.

For a review of Adjectives visit ESL Voices Grammar

 III. Post Reading

Reading Comprehension Check

WH-How Questions

Directions: Have students use the  WH-question format to discuss or to write the main points from the article.

Who or What is the article about?

Where does the action/event take place?

When does the action/event take place?

Why did the action/event occur?

How did the action/event occur?

KWL Chart

Directions: Have students fill in the last column of their KWL chart.

Discussion/Writing 

Directions: Place students in groups and have them answer the following questions. After, have the groups share their thoughts as a class. To reinforce the ideas, students can write an essay on one of the topics.

1.  The article states, “ Harry arrived for  a week-long visit to the USA to promote Britain, raise money for charity and cheer on wounded veterans.” Restate this sentence explaining what it means.
2.  Why is Prince Harry very interested in the topic of clearing clearing land mines?
3. Why do you think Americans are so fascinated by British royalty?
4. Can you think of other countries that have royalty?
5.  Would you like to live the life of a royal family member?  Explain why or why not.
6. Choose one member of the British Royal family and write a descriptive essay about that person. Here are some members: Queen Elizabeth II, Princess Diana, Prince Charles, Prince William, and Prince Harry.

IV. Listening Activity   

Video: Prince Harry Interview on Military Service, Las Vegas Incident (1/2013)

Introduction: The 28-year-old royal gave a candid interview after wrapping up a four-month military tour.

Pre-listening 

Listening for New Vocabulary or New Terms

Directions: Here is a list of words and phrases from the video. Have students  find the meanings before they listen to the video.  As students listen, they are to  check off the words and phrases as they hear them. front line,  gunner, Taliban,  to take someone “out of the game”  Prince Harry’s “biggest beef”

While Listening

True  /False/NA statements

Directions: Review the statements with students before the watching the video.  As students listen to the video if  a statement is true they mark it T  if the statement is  false they  mark  it F and provide the correct answer. If there is no information available for a statement then students write NA.

1. Prince Harry explains that his knees get cramped in the helicopter.
2. Harry loves being an Apache pilot.
3. In the military he’s just one of the guys and doesn’t get treated any differently.
4. Harry sleeps and eats with the other men.
5. Harry is a pilot and his job is on the front lines.
6. Harry is referred to as the trigger man or the gunner.
7. The function of Harry’s unit is to hunt down the Taliban.
8. During the interview Prince Harry stated, “ There’s people trying to do bad stuff to our guys, then we’ll take them out of the game”
9. A week after Harry arrived his base was attacked on his birthday
10. One of the concerns of the military is whether or not Prince Harry could be kept safe.
11. Harry missed the announcement of his brother’s (Prince William) and Kate’s pregnancy while he was away.
12. Harry’s big beef was with the press.

Questions for Discussion

Directions:Place students in groups and have them discuss the following questions.

1. After listening to this video has your personal idea of_____changed in any way?   If yes, describe in what way. If no, describe your original opinion.
2.  Did you agree with everything the speaker said? Discuss which comments you agreed with and which ones you tended not to agree with. Explain why.
3. With your group members, make up questions that you would like to ask the speakers.

ANSWER KEY: Prince Harry’s US visit.

Tags: Prince Harry of Britain, U.S. visit

Watch out, bullies: She’s got the band behind her By Rachel Rodriguez, CNN

ESL Voices Lesson Plan for this post with Answer Key.

13-year-old Mano Kolman and her father, Barry. Photo courtesy the Kolman family. CNN.

Pretty 13-year-old Mano Kolman is Autistic. At her school being  bullied by other students was part of her normal day. Many times she sat by herself at lunch, feeling very lonely and isolated.  Then her parents took charge, and  decided to teach Mano how to play the clarinet. With support from her school band  Mano progressed in her studies and in her social life!  The Kolmans explain how they helped their daughter change her life for the better.

Excerpt:

“A few weeks ago, Emmanuela Kolman brought home her middle-school report card. She got an A in band, and her parents couldn’t be prouder.

Any parent would be pleased by an A. But for 13-year-old Emmanuela, who goes by Mano, that A in band is a symbol. It represents eight months of hard work, a collection of new skills, and, most importantly, a complete turnaround in Mano’s social and academic life.

13-year-old Mano Kolman and her father, Barry, prepare to play a clarinet duet together. Photo courtesy the Kolman Family. Photo: W&L.

Mano has high-functioning autism. That means she walks and talks a little differently than other kids, her parents say, and she’s “painfully aware” of these differences. Some students at her Staunton, Virginia, middle school treat her as someone who is not very cool…Mano has few friends and frequently eats lunch by herself. She sometimes comes home crying because of teasing. She also experiences sudden outbursts of anger and frustration.

The dream team- Mano with her dad, a music professor, and mom, a counselor. Photo courtesy the Kolman Family. Kolman site.

Luckily, Mano has the dream team of parents on her side. Barry is a clarinetist and music professor at Washington and Lee University. Her mother, Grace, is a counselor working toward her Ph.D. in counseling and supervision at James Madison University. Last summer they were trying to come up with a strategy to help Mano deal with some of the bullying problems at school and decided to attempt an experiment: Barry would start giving her clarinet lessons…Plus, they both desperately wanted to give Mano a social outlet and help her become part of a group.

Parts of the Clarinet. Photo Clarinet Closet.

The first lesson, they spent 30 minutes just putting the instrument together. With autism, you really need to do one thing at a time,” he said. In music, you usually give about four or five commands per sentence, but for children with autism, you just can’t do that. They kind of freeze; they don’t know what to do first. So I had to kind of slow down.

He learned to speak Mano’s language, too. When she described the different kinds of notes on a page of sheet music as looking like different types of chocolate — dark or white — he went with it.

There are so many things just to get a note, all this coordination, which is very important in Mano’s case,…explaining that it’s sometimes difficult for children with autism to perform several tasks at the same time.

But once she got it, Mano took to the clarinet “like a duck to water.” Her parents noticed changes in her almost right away. It’s been less than a year since she started playing and already, they say, her speech has improved and she’s more focused in school, which has led to better grades.

But by far the biggest change the Kolmans have seen has been the improvement in Mano’s social life.

“Playing music can soothe the pain of isolation and provide a safe space where she is accepted,” said Barry.

Before, Mano wasn’t part of a group. Now she has the band. Her parents can tell from the way she brags about being a member that it’s made a world of difference. Mano’s mother cried as she described how being part of the band has affected Mano — and the whole family.

Clarinet photo from Zazzle.

Barry keeps a journal about the results of teaching Mano clarinet, and he’s posted suggested lesson plans for children with autism on his website. The Kolmans, who have spoken and written about their experience (including on CNN iReport) so that others can benefit, say they’ve received dozens of e-mails from parents of children with autism.” Read more…

ESL Voices Lesson Plan for this post

Level: Intermediate -Advanced

Language Skills: Reading, writing, speaking and listening. Vocabulary and grammar activities are included.

Time: Approximately 2 hours.

Materials: Student handouts (from this lesson) access to news article, and video.

Objective: Students will read the article with a focus on improving reading comprehension and learning new vocabulary. At the end of the lesson students will express their personal views on autism through discussions, and writing.

I. Pre-Reading Tasks

 Predictions

Pre-reading Organizer

Directions:  Ask students to examine the title of the post, and of the actual article they are about to read. Then, have them  examine the photos. Based on these sources,  ask students to write a paragraph describing some issues they think this article will discuss. Have students use this great Prereading Organizer from Scholastic.

KWL Chart 

The K-W-L chart is used to activate students’ background knowledge of a topic in order to enhance their comprehension skills. The K-W-L stands for: What I Know, What I Want to learn, and What I did Learn.

Directions: Have students use the KWL chart from  Michigan State University to list the information they already know about Autism. Later in the Post- Reading segment of the lesson, students can fill in what they’ve learned about the topic.

II. While Reading Tasks

Vocabulary

Word Inference

Directions: Students are to infer the meanings of the words in bold taken from the article. They may use a dictionary or thesaurus for assistance. Have students use the Word organizer from Enchanted Learning to assist them with new vocabulary.

1. It represents eight months of hard work and a complete turnaround in Mano’s social and academic life.
2. Mano has high-functioning autism.
3. She also experiences sudden outbursts of anger and frustration.
4. Last summer they were trying to come up with a strategy to help Mano deal with some of the bullying problems at school.
5. They both desperately wanted to give Mano a social outlet and help her become part of a group.
6. But once she got it, Mano took to the clarinet “like a duck to water.”
7. Neither of Mano’s parents is technically a music therapist.
8. Playing music can soothe the pain of isolation.
9. Her parents can tell from the way she brags about being a member that it’s made a world of difference.
10. I think the way she’s dealing with bullying now is much different.

Reading Comprehension

True / False/ NA

Directions:  The following statements were taken from the article.  If  a statement is true, students write (T) if the information is not available, students write (NA). If  a statement is false they  write (F) and  provide the correct answer from the article.

1. Mano is 13-years old.
2. Mano has high-functioning autism.
3. Mano took clarinet lessons with the band.
4. In the first lesson Mano spent 2 hours learning how to play the clarinet.
5. In music, you usually give about four or five commands per sentence.
6.  Children with autism need fewer instructions.
7. Mano’s dad had to learn her language.
8. Once she understood how things worked, Mano learned the clarinet quickly.
9. Her speech still needs work, and Mano needs to focus more on her studies.
10. The biggest change is that Mano now plays in the school band.

Grammar Focus

Structure and Usage

Directions: The following groups of sentences are from the article. One of the sentences in each group contains a grammatical  error. Students are to identify the sentence (1, 2, or 3 ) from each group that contains the grammatical error.

I.

1. Mano have high-functioning autism.
2. That means she walks and talks a little differently than other kids.
3. She’s “painfully aware” of these differences.

II.

1. Mano has few friends and frequently eats lunch by herself.
2. She sometimes comes home crying because of teasing.
3. She also experiences sudden outbursts on anger and frustration.

III.

1. Luckily, Mano has the dream team of parents on her side.
2. Last summer they were trying to come up with a strategy to help Mano.
3. Barry had taught clarinet to other kid Mano’s age.

III. Post Reading Tasks

Reading Comprehension Check

WH-How Questions

Directions: Have students use the  WH-question format to discuss or to write the main points from the article.

Who or What is the article about?

Where does the action/event take place?

When does the action/event take place?

Why did the action/event occur?

How did the action/event occur?

Discussion/Writing Exercise

Directions: Place students in groups and have them answer the following questions. After, have the groups share their thoughts as a class. To reinforce the ideas, students can write an essay on one of the discussion topics.

Review ESL Voices Modes of Essay Writing.

1. The article states, “When she described the different kinds of notes on a page of sheet music as looking like different types of chocolate — dark or white — he went with it.” Can you look at the sheet music (for clarinet)  below and imagine the notes  as pieces of chocolate?
2. From the article you learn that “Last summer they were trying to come up with a strategy to help Mano deal with some of the bullying problems at school and decided to attempt an experiment: Barry would start giving her clarinet lessons.”  Explain how clairinet lessons helped Mano with bullying issues.
3. Have you ever met or know someone who is autistic? If yes, describe the person, and your experiences with them. If no, how would you feel about meeting an autistic person?

Clarinet Print Vintage Sheet Music by CharlottesArtShop. Esty.

IV. Listening Activity

Video: Tips for Asperger’s / Autism Children – Preventing Meltdowns & Bullying

This is an informative  video with a clear and easy to understand guide providing some tips to prevent meltdowns in your children with Autism or Asperger’s.

Don’t miss the website Autism Parenthood http://autismparenthood.com

Aspergers Society News letter (free) for parents and care givers of children with Autism or Asperger’s.  http://www.AspergersSociety.org/newsl…

Pre-Listening Exercise
Vocabulary
Directions: Have students find the meanings of these words and phrases from the video before viewing:

Asperger syndrome, meltdown, blackout shades,  to fall off the cliff,  to push over the edge,  to push his buttons,  to blow up,  perspective.

While-Listening Exercise

True  /False/NA statements
Directions: Review the statements with students before the watching the video.  As students listen to the video if  a statement is true they mark it T  if the statement is  false they  mark  it F and provide the correct answer. If there is no information available for a statement then students write NA.

1. Children with Autism and Aspergers rarely  have melt downs.
2. A meltdown can be occur if they become overwhelmed at a store, or when playing a game.
3. The first tip to prevent meltdowns is to keep kids away from public places.
4. Children with Autism and Aspergers can become abusive both verbally and physically.
5. Bullying is usually not a problem.
6.  Solving the problem of bullying can be difficult.
7. School officials should be notified if your child is being bullied.
8. Children with Autism  and Aspergers need to exercise on a regular basis.
9. Tip Number Two is to find a safe place for yourself.
10. The safe place should include darkness and quiet.
11. Tip Number 3 involves watching for signs of  a meltdown before it happens.
12. Children with Autism and Aspergers  have difficulty smelling, and hearing.
13. Tip Number 4 is to always try to understand from their perspective what is causing the anger and frustration.

Link for Asperger’s / Autism Children – Preventing Meltdowns & Bullying

Post-Listening 

Questions for Discussion

Directions:Place students in groups and have them discuss the following questions.

1. After listening to this video has your personal idea of Autism changed in any way?   If yes, describe in what way.  If no, describe your original opinion.

2. Did  you  learn any new information about children with Autism and Asperger syndrome ? If so discuss  what you’ve learned.

3.  With your group members, make up questions that you would like to ask the speaker.

V. Group Project

Barry Araújo Kolman, A Lesson for Children with Autism

Directions: Visit Barry Koloman’s website.

Place students in groups and  give each group one or two lessons from Barry’s 7 -step lesson plan.  Each group will list the  advice from each lesson from Barry’s plan for helping children with Autism. Each group will share what they’ve learned with the class.

ANSWER KEY: Autism and Music.

Tags: Aspergers, Autisim, Kolman, Music

Judging ‘Gatsby’ by Its Cover(s) By Julie Bosman, The New York Times

ESL Voices Lesson Plan for this post with Answer Key.

Will changing the art work on the cover of a book entice people to buy the book?  Over the years the literary classic The Great Gatsby (published in 1925)  has had various book covers. The latest edition displays a glitzy photo of  Leonardo DiCaprio who is starring in the film version of the story which is  due out in May. Some booksellers are not certain which version of the book (cover) will attract public attention.  In the following article people share their experiences and opinions concerning the changing art covers for The Great Gatsby.

Leonardo diCaprio and Carey Mulligan in scene from the movie The Great Gatsby. Photo AdR Factory.

Excerpt:

“The Great Gatsby” has united generations of American readers with its crash-and-burn tale of empty elegance and impossible love on Long Island in the 1920s.

The latest cover for the Great Gatsby. Photo Flicks and Bits.

Now the novel is dividing the nation’s booksellers with dueling paperback editions: the enigmatic blue cover of the original and the movie tie-in book that went on sale Tuesday, a brash, flashy version with Leonardo DiCaprio front and center. The new edition is timed with the 3-D film adaptation, directed by Baz Luhrmann and starring Mr. DiCaprio, that will arrive in theaters on May 10.

The original cover by Francis Coradal-Cugat. Photo- New York Times.

The new edition, with its Art Deco glitter, presents a stark choice for readers, as well as retailers who are trying to gauge the tastes of their customers. At stores like Barnes & Noble, with its nearly 700 outlets, both editions will be available. But at Walmart, only the movie tie-in edition will be stocked, a tacit acknowledgment that the discount chain’s customers want books that appear fresh and new (even if they happen to have been released in 1925).  And at independent booksellers like McNally Jackson in SoHo, customers who want “The Great Gatsby” can purchase only the original: not a single copy of the new, cinematic edition will be for sale. It’s just God-awful,” Kevin Cassem, a bookseller at McNally Jackson, said on Tuesday. “ ‘The Great Gatsby’ is a pillar of American literature, and people don’t want it messed with. We’re selling the classic cover and have no intention of selling the new one.”

Older cover.New York Times.

Movie tie-in editions are issued regularly in the book business, but rarely has the contrast between two covers of the same title been so pronounced.

Older cover. Photo:New York Times.

The original art, by Francis Cugat, was completed before the manuscript, according to Scribner, a practice that is common in modern publishing but was rare at the time. The art was initially dismissed as “garish” by *Ernest Hemingway, who wrote in his memoir “A Moveable Feast” that he was “embarrassed by the violence, bad taste and slippery look of it.” It looked the book jacket for a book of bad science fiction,” Hemingway wrote…

Older cover. Photo: New York Times.

While “Gatsby” has been subject to dozens of cover redesigns — and translated into 42 languages, producing covers that read “El Gran Gatsby” and “Gatsby le Magnifique” — it is the original cover that Scribner has kept in print… The tie-in edition is likely to appeal to “the new reader,” said Nan Graham, the publisher of Scribner. “The repeat reader is going to buy the classic cover,” she said in an interview. “A person who is more likely to buy the movie tie-in is reading it for the first time. In Walmart, this is the book you’re going to see.”

Older cover. Photo: New York Times.

Sales history for movie tie-in editions of novels has been mixed. Original covers typically outperform tie-ins because they are on sale longer and because many consumers are reluctant to make a book purchase that appears to be inspired by the local multiplex… As publishers we’re always looking for new readers, and the transformation of a book into a film can exponentially increase consumer awareness…It begins with early press coverage of casting and shooting, and continues through to the film’s prerelease marketing campaign and theatrical run.” Read more…

*Lesson plans for 3 Ernest Hemingway stories.

ESL Voices Lesson Plan for this post

Level: Intermediate -Advanced

Language Skills: Reading, writing, speaking and listening. Vocabulary and grammar activities are included.

Time: Approximately 2 hours.

Materials: Student handouts (from this lesson) access to news article, and video.

Objective: Students will read the article with a focus on improving reading comprehension and learning new vocabulary. At the end of the lesson students will express their personal views on the topic through discussions, and writing.

I. Pre-Reading

 Predictions

Analyzing headings and photos

Directions:  Ask students to read the title of the post and of  the article.  Then, have them  examine the photos of the various redesigns for the book The Great Gatsby. Based on these sources,  ask students to create a list of  words and  ideas  that they think might be related to this article.

II. While Reading

Vocabulary

Word Inference

Directions:Students are to infer the meanings of the words in bold taken from the article. They may use a dictionary or thesaurus for assistance. They might like  to work with this whimsical Vocabulary Organizer by D. Mays!

1. “The Great Gatsby” has united generations of American readers.
2. The enigmatic blue cover of the original and the movie tie-in book that went on sale Tuesday are in conflict.
3. The new edition, with its Art Deco glitter, presents a stark choice for readers.
4. Retailers are trying to gauge the tastes of their customers.
5. But at Walmart, only the movie tie-in edition will be stocked, a tacit acknowledgment that customers want books that appear fresh and new.
6. Rarely has the contrast between two covers of the same title been so pronounced.
7. The original art, by Francis Cugat, was completed before the manuscript, according to Scribner.
8. E-book sales have been skyrocketing.
9.  There are some people who are reading all the time, and there are people who only read selectively.
10. Publishers were trying to reach readers who might be more tuned into what was happening in Hollywood.

Reading Comprehension

True / False/ NA

Directions:  The following statements were taken from the article.  If  a statement is true, students write (T) if the information is not available, students write (NA). If  a statement is false they  write (F) and  provide the correct answer from the article.

1. The Great Gatsby was written in the 1990s.
2. According to the article, the controversy  has to do with the different artists.
3. The new edition has the photo of  F. Scott Fitzgerald on the cover.
4. So far this year, sales of the paperback with the original jacket art  have been extraordinary.
5. At Walmart, both editions of the book will be stocked.
6. Ernest Hemingway, stated that he was “embarrassed” by the current cover.
7. According to the article, the tie-in edition is likely to appeal to the new reader.
8. The Great Gatsby is frequently described as the greatest American novel.
9. Sales history for movie tie-in editions of novels has been mixed.
10. People usually read all of the time.

Grammar Focus

Using Adjectives  to describe pictures

Directions: Place students in groups, and have them choose a picture from this lesson. Each group will  write a descriptive paragraph using adjectives. As a class review the adjectives from each group, then share the paragraphs with the class. For a review of Adjectives visit ESL Voices Grammar

III. Post Reading

Reading Comprehension Check

WH-How Questions Directions: Have students use the  WH-question format to discuss or to write the main points from the article. Who or What is the article about? Where does the action/event take place? When does the action/event take place? Why did the action/event occur? How did the action/event occur?

Discussion/Writing 

Directions: Place students in groups and have them answer the following questions. After, have the groups share their thoughts as a class. To reinforce the ideas, students can write an essay on one of the topics.

1. Based on your personal experience, do you buy a book mainly for the contents or for the artwork on the cover? Explain your reasons.
2. Review all of the covers shown. Which one appeals to you the most? Why?  Would you buy the book based on the cover that you chose?
3. The article states that While “Gatsby” has been subject to dozens of cover redesigns… it is the original cover that Scribner has kept in print.”  Why did the publisher keep the original cover?
4. Looking at the first 2 covers (the new movie tie-in, and the original cover) which age group would most likely buy the new version, and which would buy the original? Provide reasons for your choices.
5. Can you think of other books that have changed their original covers to advertise movies based on the story?

IV. Listening Activity   

Video Clip:  Movie trailer from the “Great Gatsby” with comments from director Baz Luhrmann. The movie is due in Cinemas May 16th 2013.

While Listening 

 Multiple choice Directions: Have students listen to the trailer first, then again answering the questions by choosing  the correct response from the ones provided.

Based on the movie trailer  The Great Gatsby answer the following questions.

1. At the beginning, the man states he got an invitation from___

a. Gatsby

b. Luhrmann

c. Greta

2. Everybody  has their version of the Great Gatsby in their___

a.thoughts

b.ideas

c. minds

3. Gatsby tells the man if there anything you want just___

a. get it.

b. pay for it.

c. ask for it.

4. What does the  phrase “do you want to sit on the sidelines or do you want to play ball?” mean as it’s used in this context?

a. Not do your part

b. just observe and not be actively involved in something

c. Don’t play baseball

5. Baz Luhrmann wanted the movie to feel___

a. classical.

b. old fashioned.

c. contemporary.

6. Baz Luhrmann admits that he drawn to___

a. tragic romances.

b. crime dramas.

c. comedies.

7. Gatsby tells a man that he knows___

a. his life.

b. his strife.

c. his wife.

8. It was said that he threw all those parties hoping that she’d  wander in one night. Who is the “he” the person is referring to?

a.  The brother

b. Gatsby

c. Baz Luhrmann

9. It is stated that the world is so  “lush and so intimate” that viewers feel they’re ___on these people’s lives.

a. eavesdropping

b. ignoring in

c. joining with

10. The movie “The Great Gatsby”  is described as having___

a. joy, violence, and happiness

b. passion violence and love

c. passion, hate, and jealousy

Post Listening Questions

 Directions: Place students in groups and have them discuss the following questions.

1. How would you describe the party scenes from this movie?
2. How would you describe the people?
3. Based on this trailer would you go and see the movie? Provide reasons why or why not.

ANSWER KEY : The Great Gatsby

Related

Teaching The Great Gatsby- The New York Times Learning Network-Provides great ideas for teachers using the book in class.

Using Facial-Recognition Technology to Track Down the Boston Bombers… By Drake Bennett,  Bloomberg Technology

ESL Voices Lesson Plan for this post with Answer Key.

After the bombings on April 15, 2013  during the Boston Marathon, many people are grateful the suspects were caught. Partial credit for securing the suspects was given to eye witnesses at the scene. Credit for the capture also included a form of Facial Recognition Technology (FRT) the FBI and other law enforcement agents used.

Although FRT can be used in apprehending criminals, some feel that this  new surveillance technology is an evasion of privacy, especially when used by law enforcement for surveillance of “public” spaces.

Facial mapping points for recognition software. Photo- Bloomberg Business Technology.

Excerpt:

“It’s still unclear exactly how law enforcement officials zeroed in on the two figures in surveillance footage suspected of carrying out the deadly bomb attack at Monday’s Boston Marathon…But it’s likely that investigators used some form of facial-recognition software as part of their effort. These technologies remain in their infancy, but law enforcement is relying on them more and more. The FBI is rolling out an ambitious, billion-dollar biometric information system that will include iris scans, voice recognition, and facial-recognition software, developed with Lockheed Martin (LMT), IBM (IBM), Accenture (ACN), and BAE Systems (BA/), among others.

How Facial Scanners record identities. Photo- BBC-Biometric Technology.

Law enforcement authorities are uploading mugshots into an image database, which can then be searched against images from crime scenes, like the instantly notorious surveillance camera footage of Boston’s Boylston Street.

The FBI distributes free facial recognition software to law enforcement agencies (2012). Photo- Government Technology.

The program will have 12 million searchable images. The Next Generation Identification (NGI) program won’t be fully operational until next year, and although the images it uses will be mugshots, the software—think of a more powerful version of Facebook (FB) image search—could be used to match any two images. Civil liberties advocates worry it could be used to track people on the street regardless of whether they’re suspected of a crime. The Pentagon’s Defense Advanced Research Projects Agency (Darpa) and the NYPD have also expressed interest in more exotic technologies, including one that analyzes people’s gait for clues as to whether they’re carrying a bomb.

How to Defend yourself against facial recogniion technology. Photo- PBS.org.

Programmers are developing machine vision techniques that can link images of the same person across different video cameras or spot behaviors that are out of the ordinary for a certain setting (e.g., leaving a bag unattended in a public place). As more and more images have made their way onto the Web… millions, of people following the case are all experiencing some form of the same sensation of recognition that those investigators did.

Boston Marathon Photo- WeCanBlaze

People are suggestible, of course, but being able to recognize faces we’ve seen in other settings is something our brains are particularly good at—even when certain details are obscured or distorted. The best algorithms have yet to master that.” Read more…

ESL Voices Lesson Plan for this post

Level: Intermediate -Advanced

Language Skills: Reading, writing, speaking and listening. Vocabulary and grammar activities are included.

Time: Approximately 2 hours.

Materials: Student handouts (from this lesson) access to news article, and video.

Objective: Students will read the article with a focus on improving reading comprehension and learning new vocabulary. At the end of the lesson students will express their personal views on the use of Facial Recognition Technology through discussions, and writing.

I. Pre-Reading

Stimulating background knowledge

Brainstorming

Directions: Place students in groups, ask students to think about what they already know about  the topic.  Next, have students look at the picture(s) in the text and generate ideas or words that may be connected to the article. Debrief as a class and list these ideas on the board. Have students use this color-coded Brainstorming chart from Live It Magazine.

II. While Reading

Vocabulary

Word Inference

Directions: Students are to infer the meanings of the words in bold taken from the article. They may use a dictionary or thesaurus for assistance.  For assistance have students use this great Vocabualry Cluster Chart by Learnnc.org.

 Sentences

1. It’s still unclear exactly how law enforcement officials zeroed in on the two figures in surveillance footage.
2. Two young brothers from a family of Chechen immigrants.
3.  These technologies remain in their infancy, but law enforcement is relying on them more and more.
4. The FBI is rolling out an ambitious, billion-dollar biometric information system.
5. Law enforcement authorities are uploading mugshots into an image database.
6. Civil liberties advocates are worried.
7. The Pentagon,  and the NYPD have also expressed interest in more exotic technologies, including one that analyzes people’s gait.
8. It’s likely that the breakthroughs in the case were made by sharp-eyed investigators.
9. The robbery, and the match, triggered the wild, rolling shootout and manhunt that continues today.
10. Being able to recognize faces we’ve seen in other settings is something our brains are particularly good at—even when certain details are obscured or distorted.

Reading Comprehension

True / False/ NA

Directions:  The following statements were taken from the article.  If  a statement is true, students write (T) if the information is not available, students write (NA). If  a statement is false they  write (F) and  provide the correct answer from the article.

1. Civil liberties advocates worry video technology could be used to track people on the street regardless of whether they’re suspected of a crime.
2. The purpose for analyzing a person’s gait is to get clues as to whether they’re true marathon runners or not.
3. Machine vision techniques can now  link images of the same person across different video cameras or spot behaviors that are out of the ordinary for a certain setting.
4. Major cities in the US now have video cameras in all areas.
5. Current facial-recognition technology can  perform all functions.
6. It’s likely that the breakthroughs in the case were made by sharp-eyed citizens.
7. The suspects in the bombing had signed up for the Boston Marathon a few days earlier.
8. At this point, people are better at  recognizing faces faces better than machines.
9. Video cameras are now installed in all major airports.
10. The ability to instantly recognize the face of an acquaintance, is part of what makes us  a sociable species.

 Grammar Focus

Structure and Usage

Directions: The following groups of sentences are from the article (some may be abbreviated versions). One sentence in each group contains a grammatical  error. Students are to identify the sentence (1, 2, or 3 ) from each group that contains the grammatical error and make the correction.

I. 

1.  It’s still unclear exactly how law enforcement officials zeroed in on the two figures.
2. But it’s likely that investigators used some form of facial-recognition software.
3. These technology remain in their infancy.

II.

1. The FBI is rolling out an ambitious, billion-dollar biometric information system.
2. This systems will include iris scans, voice recognition, and facial-recognition software.
3. Law enforcement authorities are uploading mugshots into an image database.

III.

1. The Next Generation Identification (NGI) program won’t be fully operational until next year.
2. The images it uses will be mugshots.
3. Programmers are developed machine vision techniques.

III. Post Reading

The Main Idea 

Directions:  Have students use this advanced organizer from Enchanted Learning to assist them with  discussing  or writing about  the main points from the article.

Discussion/Writing
Directions: Place students in groups and have them answer the following questions. After, have the groups share their thoughts as a class. To reinforce the ideas, students can write an essay on one of the topics.

1. The article states, “ Civil liberties advocates worry it could be used to track people on the street regardless of whether they’re suspected of a crime.” Restate this comment in your own words, then give an example of  how this type of error might happen.
2. There are several groups like the Civil liberties advaocotes who feel this type of technology is an invasion of personal privacy and infringes on individual rights. On the other hand, several groups feel that video survallence equipment is essential in today’s world. Which group do you agree or disagree with? Provide reasons to support your descision.
3. How do you think people from different ethnic or racial groups feel about public video survallence? For example, do you think some groups would be fearful of *racial profiling?
4. With your group members make a list of the most significant points in this article.

 *Noun-the use of race or ethnicity as grounds for suspecting someone of having committed an offence. Source:  New Oxford American Dictionary

IV. Listening Activity

Video Clip: NEC Facial Recognition Service

Japanese store owners explain the benefits of using the Facial Recognition Technology service from the American company NEC.

While Listening

True  /False/NA statements
Directions: Review the statements with students before the watching the video.  As students listen to the video if  a statement is true they mark it T  if the statement is  false they  mark  it F and provide the correct answer. If there is no information available for a statement then students write NA.

1. The company NEC has developed a Facial Recognition Technology with the ability to estimate customers’ ages, genders, and how often they visit a store.
2. The data includes the marital status of customers.
3. The data is then accumulated and use to analyze trends in customer behavior.
4. The FRT can also distinguish eye and hair color of customers.
5. The equipment required are photos of previous customers and several video cameras.
6. The service can only detect customers who have visited a particular store once.
7. The technology uses a face recognition technology called No Face.
8. Face data is encrypted in real time.
9. There’s always a risk that the store’s face data will be inadvertently disclosed.
10. The service costs 880 dollars per month.

Post-Listening 

Questions for Discussion

Directions:Place students in groups and have them discuss the following questions.

1. After listening to this video has your personal idea of FRT changed in any way?   If yes, describe in what way.  If no, describe your original opinion of FRT.

2. Did  you agree with everything the speaker said?  Discuss which comments  you agreed with and which ones you tended not to agree with.   Explain why.

3.  With your group members, make up questions that you would like to ask the speakers.

ANSWER KEY: Facial  Recognition Technology

Related

BBC Biometric Technology provides a step by step video of how facial scanners work.

Tags: Boston 2013 Marathon, Boston Marathon 2013, Facial Recognition Technology (FRT)

Grading Software Offers Professors a Break By John Markoff, New York Times

ESL Voices Lesson Plan for this post with Answer Key.

Robotic grading is not really new. There are already automated grading systems for multiple-choice and true-false tests  used in schools everywhere in the U.S.  Teachers spending hours correcting written essays is also nothing new. What is different is having essays corrected by an automated software program. The idea of using artificial intelligence in place of teachers to grade essays has not been accepted by everyone, especially those in the teaching profession. Will this type of program benefit teachers and students? The following article offers the pros and cons of robotic essay grading.

Robert Pearce.

Excerpt:

“Imagine taking a college exam, and, instead of handing in a blue book and getting a grade from a professor a few weeks later, clicking the “send” button when you are done and receiving a grade back instantly, your essay scored by a software program. And then, instead of being done with that exam, imagine that the system would immediately let you rewrite the test to try to improve your grade.

EdX, the nonprofit enterprise founded by Harvard and the Massachusetts Institute of Technology to offer courses on the Internet, has just introduced such a system and will make its automated software available free on the Web to any institution that wants to use it. The software uses artificial intelligence to grade student essays and short written answers, freeing professors for other tasks. The new service will bring the educational consortium into a growing conflict over the role of automation in education.

Grading Bot photo- School of Doubt.

Although automated grading systems for multiple-choice and true-false tests are now widespread, the use of artificial intelligence technology to grade essay answers has not yet received widespread endorsement by educators and has many critics.

Anant Agarwal, an electrical engineer who is president of EdX, predicted that the instant-grading software would be a useful pedagogical tool, enabling students to take tests and write essays over and over and improve the quality of their answers…

Photo- Reuters.

But skeptics say the automated system is no match for live teachers. One longtime critic, Les Perelman…a retired director of writing and a current researcher at M.I.T.  has drawn national attention several times for putting together nonsense essays that have fooled software grading programs into giving high marks. He has also been highly critical of studies that purport to show that the software compares well to human graders.

He is among a group of educators who last month began circulating a petition opposing automated assessment software. The group, which calls itself Professionals Against Machine Scoring of Student Essays in High-Stakes Assessment, has collected nearly 2,000 signatures, including some from luminaries like Noam Chomsky…

Avram Noam Chomsky. Photo Wikipedia.

The group’s statement reads in part: “Computers cannot ‘read. Let’s face the realities of automatic essay scoring… They cannot measure the essentials of effective written communication: accuracy, reasoning, adequacy of evidence, good sense, ethical stance, convincing argument, meaningful organization, clarity, and veracity, among others.

Harvard joins MIT in EdX platform. Photo- Inside Higher ED.

But EdX expects its software to be adopted widely by schools and universities. EdX offers free online classes from Harvard, M.I.T. and the University of California, Berkeley; this fall, it will add classes from Wellesley, Georgetown and the University of Texas. In all, 12 universities participate in EdX, which offers certificates for course completion and has said that it plans to continue to expand next year, including adding international schools.

Mark D. Shermis, a professor at the University of Akron in Ohio, supervised the Hewlett Foundation’s contest on automated essay scoring and wrote a paper about the experiment. In his view, the technology — though imperfect — has a place in educational settings. With increasingly large classes, it is impossible for most teachers to give students meaningful feedback on writing assignments.” Read more…

ESL Voices Lesson Plan for this post

Level: Intermediate -Advanced

Language Skills: Reading, writing, speaking and listening. Vocabulary and grammar activities are included.

Time: Approximately 2 hours.

Materials: Student handouts (from this lesson) access to news article, and video.

Objective: Students will read the article with a focus on improving reading comprehension and learning new vocabulary. At the end of the lesson students will express their personal views on the topic of automated grading software through discussions, debates, and writing activities.

I. Pre-Reading

 Predictions

Analyzing headings and photos

Directions:  Place students in groups and ask  each group to read the title of the post and of  the article.  Then, have them  examine the photos. Based on these sources,  ask students to create a list of  words and  ideas  that they think might be related to this article.

II. While Reading

Vocabulary

Synonyms

Directions: have students choose the synonyms (the words closest in meaning) for the  words in bold. Students will find this great Vocabulary Cluster Map By Learnnc.org a useful tool.

1. Imagine taking a college exam and receiving a grade back instantly.

Synonym   ___________.

a. at once

b. later

c. eventually

2. EdX is a  nonprofit enterprise. Synonym   ___________.

a. space ship

b. business

c. prize

3.  The use of artificial intelligence technology to grade essay answers has not yet received widespread endorsement. Synonym   ___________.

a. real

b. synthetic

c.  genuine

4. He said the technology would offer distinct advantages over the traditional classroom system.  Synonym   ___________.

a. latest

b. unestablished

c. long established

5. EdX predicted that the instant-grading software would be a useful pedagogical tool.  Synonym   ___________.

a. game

b. non-teaching

c. teaching

6. But skeptics say the automated system is no match for live teachers.

Synonym   ___________.

a. believers

b. doubters

c. faithful

7. The challenge is that this requires human graders. Synonym___.

a. answer

b. solution

c. problem

8. With increasingly large classes, it is impossible for most teachers to give students meaningful feedback. Synonym   ___________.

a. non-comments

b. silence

c. response

9. Critics of the technology have tended to come from the nation’s best universities. Synonym   ___________.

a. judges

b. contestants

c.  artists

10. They often come from very prestigious institutions. Synonym___.

a. minor

b. distinguished

c. unimportant

Reading Comprehension

True / False

Directions:  The following statements were taken from the article.  If  a statement is true, students write (T) if  a statement is false they  write (F)  and  provide the correct answer from the article.

1. EdX the nonprofit enterprise was founded by Stanford  and Massachusetts Institute of Technology.
2. The software uses artificial intelligence to grade student essays.
3. Automated grading systems for multiple-choice and true-false tests are new in the education system.
4. The use of artificial intelligence technology to grade essay answers has received widespread endorsement.
5. Agarwal Agarwal is a professor and  volunteer at EdX.
6. According to Agarwal,  the technology would offer distinct advantages over the traditional classroom system, where students often wait days or weeks for grades.
7.  Les Perelman is  a retired director of writing and a current researcher at M.I.T. who has  put together nonsense essays that have fooled software grading programs into giving high marks.
8. Perelman’s  greatest objection to the research was that they did not have any robots writing essays.
9. There is now a range of companies offering commercial programs to grade written test answers.
10. According to Mark D. Shermis with increasingly large classes, it is impossible for most teachers to give students meaningful feedback on writing assignments.

 Grammar Focus

Structure and Usage

Directions: The following groups of sentences are from the article (some may be abbreviated versions). One sentence in each group contains a grammatical  error. Students are to identify the sentence (1, 2, or 3) from each group that contains the grammatical error and make the correction.

I. 

1. The software uses artificial intelligence to grade student essays.
2. The new service will brings the educational consortium into a growing conflict.
3. The use of artificial intelligence technology to grade essay answers has not yet received widespread endorsement.

II.

1. The EdX assessment tool requires human teachers,  to first grade 100 essay questions.
2. The software will assign a grade depending on the scoring system created by the teacher.
3. It will also provided general feedback.

III.

1. This is machine learning and there is a long way to go.
2. We found that the quality of the grading is similar to the variation you find from instructors.
3. EdX is not the first to used automated assessment technology.

III. Post Reading

Reading Comprehension Check

WH-How Questions

Directions: Have students use the  WH-question format to discuss or to write the main points from the article.

Who or What is the article about?

Where does the action/event take place?

When does the action/event take place?

Why did the action/event occur?

How did the action/event occur?

Directions:  An option is to have students use this advanced organizer from Enchanted Learning to assist them with  discussing  or writing about  the main points from the article.

Discussion/Writing 

Directions: Place students in groups and have them answer the following questions. After, have the groups share their thoughts as a class. To reinforce the ideas, students can write an essay on one of the topics.

1. Anant Agarwal, stated that “the instant-grading software would be a useful pedagogical tool, enabling students to take tests and write essays over and over and improve the quality of their answers.” Do you think that a machine can “improve” a student’s quality of writing? Explain why or why not.
2. Restate the following comment into your own words. “The EdX assessment tool requires human teachers, or graders, to first grade 100 essays or essay questions. The system then uses a variety of machine-learning techniques to train itself to be able to grade any number of essays or answers automatically and almost instantaneously.”
3. “Computers cannot ‘read.’ They cannot measure the essentials of effective written communication: accuracy, reasoning, or meaningful organization.”  Provide reasons to support or to refute this statement.
4. What are your thoughts on having a computer grade your essay?  Do you think that you gain more by having your teacher grade your writing? Provide reasons for your answers.

 Group Project

Team Debate

Directions: Divide students into  two teams for this debate. Both teams will use the article as their source of information.

Team A will list five reasons for automated essay checking.

Team  B will list  five reasons against automated essay checking.

For organization, have students use this great Pros and Cons Scale organizer  from Freeology .

IV. Listening Activity 

Video Clip: Japanese School Tests Robot Teacher

Students at the Kudan Elementary School in downtown Tokyo were told a special teacher would help them with their science class. They had a big surprise!

 While Listening

True  /False/NA statements

Directions: Review the statements with students before the watching the video.  As students listen to the video if  a statement is true they mark it T  if the statement is  false they  mark  it F and provide the correct answer. If there is no information available for a statement then students write NA.

According to the video:

1. The robot teacher needed 2 men to carry her up to the podium.
2. She was built by a student from Tokyo University of Science.
3. The robot teacher has been used at other Japanese schools.
4. She’s not meant to take jobs away from teachers.
5. The main reason for  building the robot  was to use new technology to teach children about technology.
6. The robot may be able to help in schools where there is  an  abundance of teachers.
7. There are 2 more robots like this one.
8. Scientists want to develop the robot to be controlled remotely to teach these classes.
9. The children liked the robot.
10. The  professor didn’t think that the robot was ready to teach a class.

 Post Listening

Directions:Place students in groups and have them discuss the following questions.

1. Based on the article, your discusions, debate, and this video,  discuss the pros and cons of  providing robot teachers in classrooms.
2. Would you like to experience working with a robot teacher? Provide reasons why or why not.
3. With your group members, make up questions that you would like to ask the  professor (who created the robot),  the students, or the teacher.

ANSWER KEY: Computers Grading Essays

Related:
That Dastardly Computer Gave My Essay a D!  New York Times Opinion Page (4/11/13)

Tags: EdX Grading Robots, Harvard, MIT