After 18 months teaching exclusively online what pieces of advice, if any, would I have to share with my fellow language teachers? Here are some of the things I already knew and needed to put into practice and others I had to learn the hard way:
Equipment is key – a decent notebook or computer with a good camera and microphone. My older computer had a lousy camera – six months into the pandemic with a grainy image I had to upgrade it. Add to the equipment the necessary microphone and headset (preferably with a cord to avoid interference and power surges). Also a ring light helps your professional image. Initially I thought it was just one extra unnecessary fluffy item, … but after my sweetheart gave me one, I can’t imagine going online without proper lighting. A second screen also helps a lot. Bear in mind, I didn’t say top of the line equipment – decent quality is good enough. No need to break the bank for the top brands.
Camera positioning – try to show yourself from the shoulders up, prop up the notebook with one or two dictionaries (they’re the perfect size), a box, or a proper laptop stand but the right height will make the difference on how you will be seen. Since we’re talking about cameras – remember to look into the camera – don’t focus on the screen – the camera will give you eye contact with your audience.
Dress properly – no top hat and tuxedo are necessary but sleeveless shirts are a ‘no-no’ for men (and women in some cultures). No need to hide your tattoos, if any, but keep a clean look … very few people can get away with a disheveled appearance and you probably are not one of them. Heard many times of people connecting wearing their pajama bottoms or none (chuckles) but my advice is: put on some pants, please. Getting dressed will help you feel like you’re doing something other than eating cereal for dinner in bed.
Check your internet connection – Wifi is ok if the only option available (but preferably connect through your cable – more stable connection). Check your camera, microphone and headset before the session begins. I use Zoom for 95% of my sessions and occasionally it automatically changes my default settings for microphone and headset. Lovely, huh? More than once I’ve found myself without voice or hearing. So… once again… check it BEFORE the session starts.
Prepare and Improvise – have your lesson and presentation ready, but be aware that things may change, remember that “student-centered lessons” are not just a cliché.
Be careful when you share your screen – close all tabs and apps you don’t think your students would like to see or know about. TMI is still applicable online. That will make you look and sound more professional. Hey, I’m human, too. Sometimes I forget to close my tabs on the browser and there’s Twitter, and Facebook, and YouTube open – nothing wrong with that – but none of my students’ business. Do I need to say anything about porn tabs?
Teaching online can be a rewarding experience or a nightmare depending much on how you prepare for it.
This year ( 15 months, 7 days, 9 hours and 46 minutes into the covid-19 pandemic – yes, I refuse to capitalize you) I went back to the classroom (remotely, how else?). I needed to brush up my conference interpreting skills in this brave new world (no pun intended) of remote simultaneous interpreting (RSI – as it is professionally abbreviated by those in the know).
I knew that Zoom and other video conferencing services had an add-on feature that would/might allow for simultaneous interpreting, but now I’ve discovered that there are whole sets of platforms operating along with them. In other words, the challenge to the interpreter has risen from just knowing the vocab and terminology and having mind agility to listening in one language and blurting out in a second or third language to becoming an IT and Sound engineer – more than doubling our checklist before even uttering the first sound.
I’ll write later about interpreting – now the focus is on remote learning.
Again the very respected interpreting and translation institution, Alumni, like make other educational structures, just transferred the onsite sessions to the online environment – same teachers, same methods, same length of sessions, same coffee breaks. Any changes necessary?
The flipped classroom format is ubiquitous – the school will send you an email with your assignments and agenda for the forthcoming class and woe is you if you don’t go over them carefully. Fine.
But they take some things for granted. In yesterday’s session, our very good trainer said – “Ok – during the interpreting practice remember to record your voices”.
Ok. Questions in my mind: “Did he tell us which app to use? how should we proceed?” It’s not intuitive.
I asked a boothmate and she told me she was using the Windows recorder. Ah ok.
Instructor: “After today’s session send me your recorded audio”.
My brain: “how? email? WhatsApp? a web platform? I don’t have his number or email address. Did I miss his instructions again?”
These are just simple examples for us teachers. We can’t just assume our students know what to do on their own (you know the old saying, right? “When you assume you make an ass of you and me”). Whatever happened to show and tell? Show me how you do it and then tell me to do it.
TAKEAWAY: If simple and clear instructions and directions were essential in the in-person environment they are crucial now in the remote classroom.
This past weekend, Thiago, an English learner messaged me asking: “What’s right to say: “That’s he singing” or “That’s him singing”
And he added a compliment😋: “Hello, you know you are the wisest one to answer to me this question Which of this two sentences are right? Is right?”
My first inclination was to answer: “Well, firstly, let us learn the difference between THIS and THESE”. LOL… but, actually I sent him the following answer:
“[It is + nominative pronoun/subject pronoun] is generally regarded nowadays as hyperformal, and its use, even in written English, tends to be restricted to cases where the pronoun is followed by a relative clause, as in:
It is I who am to blame.
contrasting with informal
(*)It’s me that’s to blame.
You are unlikely to be criticized by anybody – except the most ardent, dyed-in-the-wool purist – for saying, or even writing, “It’s me” rather than “It’s I”. Indeed the juxtaposition of inherently informal contraction it’s with formal ‘I’ would even strike most speakers as rather ludicrous! – so stick with “that’s him” 🤪
Thiago replied: “I said this and a girl from US told me it’s not correct”🤔
Moacir Sena: “And … who cares? – do you know everything about the Portuguese language just because you’re Brazilian ?! Native speakers mostly never know how their language functions – they just use it 😋 – I’m never a stickler for details …” Thiago: Hahahaha. So I also wasn’t wrong?🤔
Again I was tempted to correct him say: “Wasn’t I wrong?!” but let it pass.
Moacir Sena: Wrong is such a strong word. 🤔There is no Academy of the English Language to dictate what’s right or wrong and if there were such an institution people would disregard it – so in language matters better focus on:
Usage: what do people use or say?
Clarity: can others understand what I’m saying?
Taste: do I like it?
Register: it depends on the place, time and public to receive the message. Thiago replied: “Interesting. Wise words. I (sic) gonna say as they say. Even if it is grammarly (sic) weird hahaha.”
My advice to Thiago: Read, my friend. Read a lot. Read good books and articles from good magazines and serious newspapers. Observe the way the phrases are written and flow. Watch lectures and good documentaries where you will have a clear exposure to the language. And keep on learning.
Since March 2020 most of us have been thrown into the digital world of online classes – no matter if we were ready or not. Some of us were already teaching using FaceTime, or Skype for example – I usually used online classes when traveling accompanying my sweetheart on her business trips. But all of us had ALL our classes moved to the online environment overnight. And that was good, considering that the option to online classes would be no classes at all and consequent unemployment.
We started watching tutorials on how to share screens, take notes, set up students in virtual classrooms, play videos and other audio practices while “the plane was up in the air” as the cliché accurately portrays it.
During this year I’ve learned some things about dealing with online classes and trying to control /avoid the so-called Zoom Fatigue.
We’ve all already felt the effects on us of extended spells of online classes – headaches, tiredness, red eyes, backache, tired legs, etc. Here I outline 5 ways to combat Zoom fatigue:
Don’t multitask during the sessions – I know it’s tempting to google up something, check Whatsapp, etc while something else is happening, but it will take a toll on your mind.
Alternate speaker view and gallery view.
Turn your video off sometimes (when showing a video, for example).
Take breaks. Yes… I know we do a great job making students feel they are the only “special” ones – but actually we have more than one student and back-to-back classes will cause you stress – if necessary end your class 2-3 minutes earlier and start the next class 2-3 minutes later (punctuality will suffer but your body and mind will thank you for that; and your students too – a teacher who’s feeling well will be conducive to the wellbeing of their students).
Make sure your “class” space feels different than your “relaxing” space. Get up and go to the bathroom, get a cup of herbal tea (coffee is not the best option but if it helps you who am I to deny you this comfort drink), drink water (keep yourself hydrated). Look out the window. If possible, relax somewhere else.
Of course, there will be days you will get more tired than others but by following these simple tips you may prevent burnout.
First I would like to define in-company teaching: teaching of a specific course or program inside a company. It can be fully paid for and sponsored by the company itself. In my case, usually one VP or senior director would get in touch with HR and request English languages courses for himself or someone in their team. Then other VPs or directors would start requesting the same benefit and it would become part of a company’s benefit policies.
Other times, the company would allow teaching within its premises but the costs would be paid partly or in full by the students themselves.
Ideally a company would hire a language consultant/language school to assess the language level of the students and set up a language program with frequent evaluations in order to gauge the progress and the return on the investment.
In practical terms, many companies, for different reasons, would start the language teaching program in a more serious way, but gradually they would flex up their controls, and language classes would be considered one more benefit like lunch vouchers, for instance – the company does not want to know how or what the employees use their vouchers for. Are they eating healthily or only eating junk food? Are they selling their vouchers out for cash at a discounted price or passing them on to someone they know?
In order to give students a sense of control, companies would set a time limit. For example, those selected to attend English classes will have, let us say, a 2 year limit for English lessons. After that they would automatically lose their benefit so that another team member could start with classes.
Of course, there have been students who applied themselves and would make progress in their language learning process, I had students who started at intermediate level (B1) and ended up at C1/C2 levels.
But quite often there would be those students who would not take their learning seriously. They wanted the “benefit” but wouldn’t benefit from it. Lots of class cancellations (work-related or not); no commitment to studying outside the classroom; no motivation to have a class but rather a moment to chit chat and shoot the breeze in the midst of their busy schedule.
The material mostly included a business English course book. I personally liked Business Class and Market Leader especially Upper-Intermediate and Advanced programs. Intelligent Business is pathetic with typos in almost every unit. Shoddy quality. In the late 1980s and early 1990s I enjoyed using We Mean Business.
Of course, if the teacher had some business experience – he had lived across an office building, for example (just kidding – sort of) he or she would be a plus in the school’s in-company teaching program.
Now with Covid-19 and the Pandemic, in-company teaching has all, but disappeared, at least physically. None of my corporate clients in IT, Manufacturing, Banking or Law Firms are open to service providers. The requirements and expenses of frequently testing their staff wouldn’t warrant additional costs testing teachers as well. I half-heartedly joke with my now online students that “pigs will be flying wearing masks” before I get access to their companies’ facilities. So, online we stay.
Will it prosper online? Will companies prefer local language schools or schools located anywhere cheaper? Will language progress be effectively assessed? Will employees be allowed to have their lessons during their working hours? Will they be held accountable for their learning and the investment the company has placed on them?
We tend to like lists so I decided to present my adapted commandments (from https://www.shiftelearning.com/blog/bid/297719/The-Ten-eLearning-Commandments-Infographic) from what I’ve been learning as an online/remote teacher of English as a Foreign Language. Until 3 years ago, my wife and I used to travel a lot (she on business and I as a great travel companion) so I got used early on to teaching online using especially FaceTime – let’s say 5 or 6 years ago. Now with the pandemic, of course, both teacher and learners lost their choice of face to face or online classes. Of course, choice is still out there. One student moved from face to face to telephone-only classes. A few others decided that to pay for online classes would be a waste of time and money – like paying for a virtual sandwich – you can see it, even see its creation step by step, but not taste it, chuckles) – and they had Netflix and YouTube. Dump the teacher.
These commandments are nothing new but still relevant and mean to remind my students and I of what we are doing, the benefits of following them and the risks of breaking a single one of them.
Commandment #1: Thou Shalt NOT Put the Learner On a Pedestal
Now, that doesn’t mean learners are not important – without them – you cannot teach, right?
Ensure that your learner feels in control and well-oriented. The learner has to know what, why, and where learning is taking place.
So this is commandment #1. Make sure the learner experience is put first and foremost, but remember they’re paying you to be a teacher not their pal or confidant. For that they’d have to pay much, much more.
Commandment #2: Thou shalt not multitask
Thou shalt not multitask. Modern technology makes it easy to do many things at once, but that doesn’t always mean you should. If you’re communicating with others, focus on them, and them alone. Minimize the other tabs on your screen, silence your phone, and never eat or go to the bathroom during a call (unless it’s an emergency). Being on mute or having your camera turned off is not an excuse. You can wait. If you’re desperate or the meeting is running long, ask for a 5-minute break.
Commandment #3: Thou Shalt Plan, Plan, and be ready to throw the plan out of the window
Behind every successful man there is a woman, or so the saying goes. And behind every successful eLearning project, is a well-devised and detailed plan.
Beautiful idea but in practical terms the learner is not interested in whatever time and plans you have. It is THEIR agenda. Have your plan but rest assured that more often than not you won’t be able to implement it.
Commandment #4: Thou Shalt Respect Thy Learner and Thy Teacher
“R-E-S-P-E-C-T. Don’t know what it means to me” – Aretha Franklin
Ms. Franklin was right. Relationships require respect.
You’ve got to respect your learner’s intelligence and respond to their needs. Make sure you understand their background, how they like to learn, and what style of learning appeals to them. If you hit the wrong tone, your learners may feel demeaned and even insulted.
Commandment #5: Thou Shalt Not Rely Only On Technology
Yes, you read it right. You’re working with another human being. Focus on their needs not the equipment and tricks.
In today’s multi-screen world, it’s easy to think of learning in different platforms, with desktops, tablets, and smartphones each with different compatibilities and operating systems. Elearning has to change. It has to be responsive, multi-format, and look good on whatever device it’s used on.
Commandment #6: Thou Shalt Use an Agenda
When hosting or participating in a meeting, respect the attendees’ time and other obligations as much as possible.
eLearning is a practice of restraint and balance. Remember to use useful design, not decoration, and give breathing room. Just like in photography, negative space can sometimes make all the difference; there’s no need to fill every little space.
Commandment #7: Thou Shalt Focus on Competence, Not Grades
Competency-based learning lets learners move through a course at their own pace. This is a more valuable approach; the focus isn’t on completing a training program within a specific time, it’s about doing it slow, and doing it right. Competency-based training doesn’t randomly “dump” tons of knowledge on the learner, it lets the learner choose. They know when to move on, and when they’ve absorbed the material. This makes learning more effective than the “dump and run” model and the learner feels more satisfied and leaves no gaps in their skill set.
Commandment #8: Thou Shalt Show, Not Tell.
We’ve all been there. Bored in a presentation or taking an eLearning course. Checking the time every few seconds, wondering when it’s going to end.
Why do we feel this way? Usually because eLearning is designed as just conveying information, just telling. Just being spoken at.
This is one of the least effective ways to share information. If you want your audience to remember your content, you need to show, not tell. This means you should tell more stories in your course, give examples, create scenarios, you have to give the audience something they can relate to, and help them find connections between the learning content and their roles.
In a nutshell, this is how to do it: less exposition, more action. You’ll see how your learners react in a completely different way.
Commandment #9: Thou Shalt Be Respectful of Time
eLearning has to be more sociable, but Never assume you are anyone’s highest priority. Be flexible when possible but always remember that TIME IS MONEY. When you’re remote, you must be intentional about keeping a time frame.
Commandment #10: Thou Shalt Plan for Sprints, Not marathons.
I know, this sounds counter-intuitive. But hear me out. Nowadays, learners struggle with information overload. We have stuff coming at us from mobile phones, email, the web, and good ol’ fashioned verbal communication.
Learners have too much going on already – if you bombard them with information they’re going to tune out quickly. They might retain scraps, a key word here and there, or they might retain nothing. Don’t risk it. Organize your content into small, bite-sized ‘sprints’.
Now over 70 days into my Quarantine – (since March 17) – what can I say? With the announcement that within the next two weeks some of the restrictions will /may /might (choose one or all three) be lifted or at least there could begin an easing out of the quarantine, some people are starting to think about their mid- to long-term plans.
Considering that I had already been teaching f2f lessons at home prior to the Quarantine measures “enforced” in São Paulo where I’m based – I already had an office – simple but convenient and comfortable – the only inconvenience is that my back is to the window – so the camera faces the window (gotta keep window and blinds closed) Feel free to suggest a different layout for my desk in my office.
Before the pandemic I had to get up to answer the door, other times I would go out and teach somewhere else. Now I stay in front of a screen – time goes by faster and more slowly at the same time (hard to explain it) – you feel more tired – you have no distractions or too many distractions. See what I mean?
A great risk while working with your computer is that you can be distracted or look for distractions even with the best of intentions. For example, a student mentions a song – I immediately go to YouTube and look up the song (with lyrics, of course) to use during the class. This multitasking may sound cool or imply how efficient I am, but actually it causes distractions, and energy spent on something that could have waited.
Never ignore the importance of drinking water (hydration is king), and stretching every 60 minutes of so. Don’t deceive yourself that teaching classes sequentially back to back will do you good. They won’t. Allow breaks between classes so you can breathe, exercise (even if going to the bathroom) and stand up – to bring more oxygen to your brain.
Business in the pandemic
This week alone, two new people looked me up to ask about classes – one has already seen my work and decided to start classes as of next Monday. The other one is a 19-year-old 1st semester International Affairs college student – daughter of a former student of mine – I remember him, but not that he had once been my student – guess I’m growing old. Considering that for two months not even the phone had rung with prospective students – 2 calls in one week show resumption (hopefully) of business.
Braz-Tesol has been making available a wide range of webinars which are a boon to teachers everywhere offering a great lifeline and bringing a sense that things are starting to happen again. Check out their YouTube channel: https://www.youtube.com/channel/
“2020 looks like it will be a great year” – or so I thought back on January 01 – unaware that the world would grind to a halt and be turned upside down.
New year, new students signing up on the professional level and 25th year wedding anniversary celebration scheduled for April with a lovely reception scheduled to take place by a lake shore with over 1 year bookings and preparations.
Well, … Covid-19 happened.
Right after Carnival (of course, nothing should get in the way of the beer, drugs and sex event) we learned that the virus was here brought by a traveler returning from Italy – or so that’s how it was officially labeled. Today, June 01, there are half a million Brazilians infected with the coronavirus, and 30,000 Covid-19 related deaths.
In early March we found out they were starting to restrict access to some office buildings – including where I used to teach some of my business students.
March 16 – I told wife, “I’ve just cancelled my classes for the day – let us go take a walk on the beach before it’s too late”. Lovely. A sunny Monday on the beach.
The following day we knew quarantine was coming and since March 17 we’ve been in Quarantine. No malls, no schools, no churches, no coffee shops, no restaurants, no museums, no parks – even if totally in the open air – that reminded me of last year’s closures of many parks in the city of São Paulo because of yellow fever mosquitoes. Confusing information:
Don’t wear masks. Wear masks. Don’t drive. Drive. Stay indoors. Go outdoors. Hydroxychloriquine. No hydroxychloroquine.
One constant was the advice to stay home and leave it only if you’re part of the “essential workers” in-crowd. Of course, education and entertainment are not part of that crowd. But that’s fodder for another blog post.
Well, everybody thinks I’m doing fine financially because I’ve migrated my f2f classes to online.
Easy there with your assumptions. I already had a few students having classes exclusively online but 80% of them were face to face students.
When I told them of the “temporary” migration, some 70% agreed and started having classes right away, or at least were willing to try the online classes.
Is teaching online similar or different from face to face lessons? Yes! Of course the body language is different, the physical energy is missing but on the other hand the same content can be used both ways – different approaches at times, but… with the same goals.
However, 30% of my clients said they were not interested in having online classes. The lessons wouldn’t be the same, so they said. One elderly learner said she wouldn’t know how to connect with Zoom and was not willing to try to learn. Another student – a highly respected economist at an International Bank – said he doesn’t like that “sort of class” – without even trying – and he would rather wait for the end of the quarantine.
Another Student had a 30% cut in her pay, so in order to keep her on I agreed to a 50% cut. Another was so stressed dealing with her work that she decided to take some time off since she wouldn’t find any time to have lessons (in normal times she already didn’t have time – always feeling tired and stressed). Student A still had 2 classes that he had paid in advance so he made sure to have those lessons online and then, Hasta la vista, baby. Take care of yourself.
I’m used to losing students who have a family emergency or lose their jobs – that happens, life throws you lemons while you’re not even looking… but I still felt a little hurt when the students who claimed they loved my classes were so quick to drop me off at the first corner.
But, thank God I still kept some of my students- the well hasn’t dried up totally. Yet. (Touch wood). But my income has been down by 30% so far this year. Tightening belt ? yes.
All my life I’ve gotten students by word of mouth and observation. By that I mean every time I walked into a company, people were watching me. They saw that X, or Z were having classes with a private teacher and they would ask for references and my phone/email contact.
Now, I am clueless about how to get students online. Yes, I’m visible on Twitter and Instagram and YouTube – but I can’t compete with teachers charging peanuts for the “same” class I charge premium. Of course my students know I’m an excellent and knowledgeable teacher, highly qualified and experienced both in Brazil and abroad. But how will I convey that online? One way to do that is by specializing in a segment or segments -beyond “business English” – such as Exam preparation, writing etc.
We are living in unprecedented times … April 2020 – we are going through a virus pandemic that no one (doctors, scientists, politicians, business leaders) cannot guarantee what the world will look like in one month’s time, let alone in one year’s time. At times my imagination travels as if there is a green, noxious miasma outside ready to grab anyone who ventures out.
Schools have been suspended, offices and malls closed. People told to stay home and safe. Actually, “Stay Safe” has become the most popular leave-taking expression of the year in English – forget about “goodbye”, “farewell”, “see you later”, or even “take care”.
We must stay home and be distant socially, but not socially isolated – we can communicate with our loved ones online, on the phone, shouting from the window (if they live next door or in the apartment block across the street).
Teachers worldwide have been told to stay home and start teaching their lessons online – some record their video sessions, others go live using Zoom, Skype or their institution’s choice, while others still have to do both.
But from the get-go, the problems started to arise – of schools and education authorities are not interested in how the teacher will do it… They just MUST do it.
Some frequent problems:
equipment – old cellphones, no computer, no access to broadband, prepaid services (which are way more expensive)
Wifi – poor or no wifi access
digital skills – many teachers may use their mobile phones for passive consumption of social media, WhatsApp and make the odd phone call. But to upload their lesson plan?!
lack of confidence – I’m not good with gadgets. I don’t know where to start.
fixed mindset – see some of the excuses above.
complexity – come on… some teachers can’t adjust the clocks on their microwave ovens – do you think they’re gonna be willing to learn something new?
That leads me to a quote I read last week – don’t remember the author (too lazy to try to find out) but still true: “teachers don’t like to learn”.
What’s the solution?No magic bullets but, as teachers we must develop more tolerance for ambiguity, and willingness to learn.
Grow in self-awareness, self-management, and problem-solving.
Our online classes will not likely be ready to be shown on national educational TV programming but they will make the difference to our students.
Kobe Bryant’s Dear Basketball: a love letter to a sport that is now a poignant epitaph
The NBA star’s Oscar-winning short film, in which he mused on his post-basketball future, now has a new layer of sadness and irony. May his soul and of the others in that fatal accident rest in peace.
Watch and read Bryant’s letter:
From the moment I started rolling my dad’s tube socks And shooting imaginary Game-winning shots In the Great Western Forum I knew one thing was real:
I fell in love with you.
A love so deep I gave you my all — From my mind & body To my spirit & soul.
As a six-year-old boy Deeply in love with you I never saw the end of the tunnel. I only saw myself Running out of one.
And so I ran. I ran up and down every court After every loose ball for you. You asked for my hustle I gave you my heart Because it came with so much more.
I played through the sweat and hurt Not because challenge called me But because YOU called me. I did everything for YOU Because that’s what you do When someone makes you feel as Alive as you’ve made me feel.
You gave a six-year-old boy his Laker dream And I’ll always love you for it. But I can’t love you obsessively for much longer. This season is all I have left to give. My heart can take the pounding My mind can handle the grind But my body knows it’s time to say goodbye.
And that’s OK. I’m ready to let you go. I want you to know now So we both can savor every moment we have left together. The good and the bad. We have given each other All that we have.
And we both know, no matter what I do next I’ll always be that kid With the rolled up socks Garbage can in the corner :05 seconds on the clock Ball in my hands. 5 … 4 … 3 … 2 … 1
Love you always, Kobe
Oscar for Kobe – Complete with the verbs in the right form. You will have to use some of the verbs more than once:
WORK CREATE BE TELL USE ANNOUNCE WRITE WIN EARN RETIRE FALL
In a 20-year career in the NBA, Kobe Bryant (1) _____________ five championships with the Los Angeles Lakers, (2)___________league MVP in 2008 and (3) _____________All-Star honors 18 times. In 2018 he (4) _______________ another honor: an Academy Award for (5) ___________ the year’s best animated short film. At the 2018’s Academy Awards ceremony, Bryant (6) ____________ the coveted gold Oscar statue for “Dear Basketball,” a movie based on a poem he (7) _____________ when he (8) ___________ he (9) ________________ from the NBA. After (10) _____________ an Oscar for his very first film, Bryant said “I feel better than (11) ____________ a championship, to be honest with you.” The movie (12) ____________how Bryant (13) _____________ in love with the game and (14) _____________ hard to achieve success and greatness. He created it with Disney animation artist Glen Keane. The “Dear Basketball” movie (15) _____________ art to help tell a story.
Oscar for Kobe (answer key)
In a 20-year career in the NBA, Kobe Bryant (1) WON five championships with the Los Angeles Lakers, (2) WASleague MVP in 2008 and (3) EARNED All-Star honors 18 times. In 2018 he (4)EARNED another honor: an Academy Award for (5) CREATING the year’s best animated short film. At the 2018’s Academy Awards ceremony, Bryant (6) EARNED the coveted gold Oscar statue for “Dear Basketball,” a movie based on a poem he (7) WROTE when he (8) ANNOUNCED he (9) WAS RETIRING from the NBA. After (10) WINNINGan Oscar for his very first film, Bryant said “I feel better than (11) WINNING a championship, to be honest with you.” The movie (12) TELLS how Bryant (13) FELL in love with the game and (14) WORKED hard to achieve success and greatness. He created it with Disney animation artist Glen Keane. The “Dear Basketball” movie (15) USES art to help tell a story.
In the newspaper or online, find and closely read a story that interests you. Use what you read to create three drawings that could illustrate key facts or events in the story. Share with the class.
Common Core State Standards: Using drawings or visual displays when appropriate to enhance the development of main ideas or points; reading closely what a text says explicitly and to make logical inferences from it.