Lesson 8 Energy

Lesson 8 Energy

Preparation - Checklist telling

• Chairs are arranged in a circle and everyone is seated. Outside the circle there may be tables for writing or clip-boards are used.
• You prepare a story about a time you felt a lot of energy (or less energy) from something you did. You make a list of the various experiences. Then you choose one carefully, taking into account the narrative form you can use to moderate the impact. Keep it simple, not too big in terms of emotions; an average experience colored by details is usually most effective. The form in which you narrate models the participants. Tell precisely and clearly.
• You prepare the connection question-invitation. In this lesson on energy, "Which of you wants to tell about a time when you experienced that you were very energized by something you did?
• Four different types of music.
• Device to play music on.
• Crayons that can be diluted with water to make watercolor.
• Brushes and water.
• Bells or some other instrument that makes sound.
• A black pen for all participants.
• A8-size paper.
• A6-size paper.
• You will prepare A4 sheets (landscape) with a large frame at the top about 20 by 20 cm.
• A4 size cardboard to make covers and three rings to hold the covers and pages together. Of course, you can make your own contribution here, as long as the end result has the character of a booklet to which pages can still be added.
• To get participants to work in varied pairs, you can have participants draw colored papers as they enter or prior to this activity, for example, and then those with the same color form a team together. Another way is to have participants work together with consecutive birthdays. And so on...
• If you also want to create a triptych: come up with some perspectives in advance that fit the topic, which participants will then work with. There may also be themes in used teaching modules that can fit into this.

Checklist telling
Your experience serves as an example for the participants. You can use your own experience to introduce the topic and influence what and how others will tell. Therefore, please pay attention to the following aspects when telling about that experience;

• Start telling directly, without too much introduction.
• Tell precisely and clearly.
• Provide variation in sentence length and word usage.
• Keep an eye on the beginning-middle-end structure.
• Deliberately choose which adjectives you can use to give additional color (information) to the participants.
• If dialogues occur in the experience, you can also include them in your narration.
• Include details in your narrative that will make your experience more imaginative.
• Include one or more sensory observations in the description of your experience.
• Be as complete as possible. For example, tell who and where you were with, what exactly happened, how it happened, how you felt and how others reacted.
• Ask yourself questions such as: What happened? What was I doing? What was I thinking? What did I feel? How did I react? How did others react? What was being said...
• Tell only about an experience that actually happened. Do not set the experience back longer than three months to a year. You can make an exception for a topic such as family, where the experiences may be clearly set in the past.
• Keep an eye on how long you spend narrating.
• Avoid summarizing the story and do not give a conclusion.
• Practice telling your own experience and asking the connection question with a colleague or friend, for example.
• When sharing your own experience, be sure to focus only on disengaging the participants' stories. It is not your intention to impart knowledge at such a time, because it is purely about something you have experienced and about which you talk open-mindedly. You also want the participants to be open-minded about their experiences so that they do not feel judged. It is about equality between the narrators and not about checking their level of knowledge.
• Sometimes - especially if this form of work is still unfamiliar - no one wants to tell. This is not a problem and can be solved by proceeding directly to list. But it is preferable that participants eventually start to feel invited and overcome their diffidence. Participants' confidence grows with the safety thus experienced.
• When the storytelling session stops for a while, it is usually not because of the topic. New stories come naturally. After one or two stories, go into the circle with the next step.

Reading each time a lesson ends and having your own book means that reflection develops naturally.

The page layout on which the final version is written can vary based on the content of the lesson.

In the Better Wording series, a booklet in A4 format was chosen. In the second instance, these lessons can also be expanded to include more knowledge, research and practice, which is why there is a triptych (see examples on the Grunberg Academy in spanish).

Prior

1. Playing
2. Telling & Writing & Drawing
3. Making
4. Presenting
5. Exchanging

What will we do?

Prior - the room

Time: ± 2 minutes

Explanation; the chairs are arranged in a circle. Everyone is seated. 

On the board/ flip chart is the structure of the lesson.
You can also discuss this briefly.

Structure 

Better Wording- Be(come) Yourself:

Start - Dynamics I&II (ochre yellow)

1. Own experience (blue)
2. Knowledge (dark pink)
3. Doing - Presenting (red)

Evaluating (dark green)
Reflecting (dark blue)

The sheet on which the final version is written may vary depending on the form of presentation.

In the Better Wording series, an A4-sized booklet has been chosen. Secondarily, these lessons can also be expanded to include more knowledge, research and practice to create a triptych (see examples on the Grunberg Academy in Spanish).

START I 

5 minuten routine

I. 5 minutes Dona Eden/ Exercise 1-8 start with alternative

Time: ± 5-7 minutes - Individually

Energetic Exercise or Play

Explanation: Everyone stands in a circle. At a fast clockwise pace, starting with you, everyone describes in one word how they feel.
For example: relaxed, tired, happy, lazy, etc. This is followed by the exercises. You show each exercise and everyone follows it. You will find the sequence as a slide show at the end of this lesson.

At the end, you again ask each participant to describe in one word how he or she feels.

If participants are familiar with the routine, they can also take turns leading it. The exercises are also handy to have on hand when a participant's energy level or concentration drops or quiets down.

Alternative to begin

efore the practice sequence of the 5-minute routine, you can make the energetic experience conscious and evaluate it with the participants.
The participants stand in a circle. Counterclockwise, everyone (starting with you, the facilitator) names in quick succession a number from one to ten that refers to their energy level, where one represents no energy and ten represents maximum energy.
Now participants rub their hands together and then place them against each other and try to perceive the energy between their hands. Next, the group begins the "5-minute routine. After the exercises, everyone (starting with you, the facilitator) names in quick succession a number from one to ten that refers to their energy level, with one representing the absence of energy and ten representing the maximum energy.

Effect: Stimulates body and mind, increases concentration, joint vulnerability, reduces tension, creates calm, energy, physical alertness, creates positive group dynamics, relaxation and fun.

START II

II. Energy, music and motion

Time: ± 10 minutes

Physical activity appropriate to the topic

Explanation: You have brought four types of music (for example, classical, hard rock, pop and African music). Participants will move to all types of music and then indicate which type of music gave them the most energy. To move freely to music, you need a sense of rhythm, guts, creativity and physical awareness.

Effect: become aware of "energy," be able to picture this word and get a sense of one's own energy.

Manners

• The person speaking will not be interrupted.

• Questions can be asked after the telling. Questions are asked based on curiosity and about something that is still unclear.
  

• No comments on each other.   
    
  

Prior

Time: ± 2 minutes/ Whole group

Explanation: The participants sit in a circle. You discuss manners if necessary. A first time, it is good to agree on the basic rules of exchange together with the participants based on these three/four suggested ground rules.
Everyone knows the manners:

• When someone speaks, the others listen without interrupting. 
• Never ask questions aimed at knowledge at this moment. It is about the experience.
• No commenting on each other.
  

Depending on the participants, a fourth rule can be added: you stay in your own place.

It is helpful to keep the rules visible to all participants. If you think the use of icons would be helpful to your participants, do so. This makes it easier to indicate what behavior is expected without using words and avoids interrupting the flow of the lesson. Clarity promotes safety.

To tell my story

Share personal experiences

Time: ±3+4 minutes - all participants. You may decide on ±2+5 if that seems better to you.

Explication: You tell a story about a time you felt a lot of energy (or less energy) from something you did. Then questions can be asked.*

If you want to invest time in sharing in the circle ask the connection question-invitation: Which of you would like to tell about a time when you experienced that something you did gave you a lot of energy? If it doesn't work you can also involve the other side: Which of you wants to tell about a time when you experienced that something took a lot of your energy?

You ask the invitation question only when participants have asked enough questions after you have shared your experience story. You can also include this invitation in the assignment to the slide "The Invitation-List-Choice".

You will share your experience with participants, keeping in mind the following:

    Start telling directly, without too much introduction;

• Tell precisely and clearly;
• Keep an eye on how long you are telling;
• Avoid summarizing the story and do not give a conclusion;
• When sharing your own experience, make sure you focus only on disengaging the participants' stories. It is not your intention to impart knowledge at such a time, as it is purely about something you have experienced and about which you talk open-mindedly. You also want the participants to talk open-mindedly about their experiences and not feel judged. It is about equality between the storytellers and not checking their level of knowledge;
• Sometimes - especially if this form of work is unfamiliar - none of the participants wants to narrate. This is not a problem and can be solved by continuing directly with list-making. But it is better that participants eventually start to feel invited and overcome their diffidence. Participants' confidence grows with perceived safety;
• If the storytelling session stops for a while, it is usually not because of the topic. New stories come naturally.
• After one or two stories in the circle, move on to the next step. Or if you have less time you can continue right away with the invitation and list experiences and choose. This lesson is about experiences participants have had with fruit....
• When someone narrates, the others listen until the narrator finishes and then may ask questions about the shared experience.
  

Important*

Provide space for questions about the experience, not questions about knowledge.
You invite participants to ask questions about the related experience about curiosities they have or something that remains unclear.
 

 

Listening and asking questions

Listening and asking questions
Time: depending on the choice you make ±4 or 5 minutes
Explanation: Once you have shared your experience, participants will have the opportunity to ask questions about something they are still unclear about or something they would like to know more about. It is important to indicate that the questions can only be about what you have shared. so not about the basement of shoes or something else like that. If there is opportunity, one of the participants can share an experience of their own that comes up naturally. Even then the others will have the opportunity to ask questions.

Effect: exchanging improves listening and facilitates questioning. 

Participants experience what it is like when others listen attentively to them, what it is like to be asked questions and what they can do with them. This process happens naturally. 

Each time, a storyteller gets better at telling and listeners get sharper at listening.

Passing around materials

A8

Passing around materials

Time: ±2 minutes

Explanation: You are given a stack of papers, take one off for yourself and pass the rest to your neighbor.
You get pens, take one off for yourself and pass the rest on.

The invite - List - Choose

1.

2.

3.

The invite - List - Choose

Time: ±3 minutes

Explanation:

• Write on your piece of paper 1.-2.-3.  See the example on the board.
• Go over with yourself what experiences you have had that you noticed you got more energy from an activity or less energy. Choose three and write down each experience in one word. It is only meant so that you yourself with that word immediately remember what you experienced. This is for yourself and remains private. If you don't have three experiences no problem. If you have more experiences you can expand the list.
• Choose the experience you can and want with to share with the group.
  
• Circle this choice.
• Put the pen away.

Sharing in pairs

Sharing in pairs

Time: ±6-10 minutes

Explanation: Divide the participants into pairs (different ways possible) by giving them a number 1 or number 2. Clearly indicate that the pair will sit so that they can see each other. Then they are instructed to tell their chosen experience, number 1 starts. Number 2 listens and waits until the end to ask questions about things that are unclear or interesting. Then switch roles. Make a sound as an indication that the roles are switching.

Participants experience what it is like when others listen intently to them, what it is like to be asked questions and what they can do with them. This process happens naturally. Each time, a storyteller gets better at telling and listeners get sharper at listening.

Effect: Participants practice attentive listening with the methods of Be(come) Yourself. They experience pleasure when their own experiences get the attention they deserve and in turn can give others this pleasure as well. By listening attentively, participants practice focus and concentration at the same time.

Passing around materials

A6

Passing around materials

Time: ±2 minutes

Explanation: You are given a stack of papers, take one off for yourself and pass the rest to your neighbor.

The pen you put away earlier can now be taken out and used again.

Write your story - 1st version 

Write your story - 1st version

Time: ±5-10 minuten - Individual

Explanation: Now write your story on the A6 paper (use it vertically) as you told it to your teammate. Write it as you told it, not abbreviated or summarized.
You check if you can include in your story the things you told in response to your interlocutor's questions.
If you told at length, you can choose a section to write down.
You are going to write down the first version of your text. If you have any questions, please let me know by raising your hand or coming to me.

Depending on the independence of the group, you can walk around or choose a fixed seat.

If you sit in a fixed spot let the participants join one by one. 

Instruction: If you have questions you can come to me but only if no one else is standing. Don't worry everyone will get their turn.

Writing is done first in the draft. You can choose different ways to edit the draft. You can decide whether the participants write the story in LessonUp or on their sheet.
In the direct form, the participant writes version 1 - draft, checks it, corrects it, and finally writes the final version 2 on the "neat" page for his/her book.

Discussing and editing texts can be done in several ways. In the Better Wording series, the shortest way is usually used, ' Fast in the Net - version 2'. If you want to work in teams you can choose 'Longer in the net - version 2'.

Passing around materials

Final page version

Passing around materials

Time: 2 minuten

Explanation: You get a stack of final version sheets, take one off for yourself and pass the rest on to your neighbor.

You can now take the pen you put away earlier and use it again.

Prepare

•  You prepare A4 sheets (portrait) with a frame at the top of about 10 by 10 cm. Below the frame will be two columns. One for the experience and the other for the eleven words poem of their choice.
  

Fast edit- 2nd version

1. Fast edit- version 2

Independent editing - final version

Time: ±10 minutes

Explanation

instruction: Gently proofread your text for spelling errors. Correct in your draft version 1.
When in doubt, raise your finger and ask a question.

You write the answer on the board for other participants to see, a temporary public dictionary.
General instructions you can prepare on the digi/board or large sheet of paper:

• Check if you started sentences with a capital letter and if you used a period at the end of a sentence.
  
• When rereading, check that you have considered the structure of your story: a beginning - middle - end. If they wish, participants can add sentences to add this structure to their story.
  
• We have already discussed these rules, please re-read your text and check if you have used them. You will provide an overview of the rules for grammar, sentence structure or spelling that are currently known to participants so that participants can check their text accordingly. An overview of these can be provided by you on posters/digiboard. The participants can also have a notebook with rules.
  

You may decide to include a more extensive form of editing. This can be done in several ways:

• Editing in pairs - light                     Time: ± 10 minutes (See slide Longer edit in this lesson plan)
  
• Editing in pairs - more intense                                                Time: ± 20 minutes
  
• Classroom editing                              Time: ± 50 minutes
  
• Editorial office                                   Time: ± 55 minutes

Editing in pairs - light

Explanation:

1. You will make pairs and indicate that the participants in their pairs will exchange their texts.
2. Number one reads the text of number two and vice versa.
3. Take your time, prepare the reading aloud and let your teammate hear his text. Reading aloud makes a text sound and brings it to life. It gives the writer an opportunity to hear back his own words and to listen and experience whether his text is correct in terms of rhythm, sentence structure and content. It stimulates awareness of the effect of the written text and how it is understood by the other person.
4. Participants can now edit their own text based on what they have heard and the instructions of the independent editors. It involves tightening up wording and possibly adding additional information that will make your story clearer.

Editing in pairs - more intense

Explanation:

1. You will make pairs and indicate that the participants in their pairs will exchange their texts.
2. The participants each read the text of the other person from their team and underline the words about which they have doubts. Sometimes the reader doubts something but is correct, that is not a problem. All underlined doubts (spelling, grammar and style) should be formulated as questions as much as possible.
3. The idea is for the participants to go through the texts in conversation. The writer gets their own text back with the underlined words. As a team, participants go through all the questions and try to solve them (dictionaries, Ipads/phones and books for support).

All pairs work independently and can ask you questions if they need an expert.
You write answers about spelling on the board, creating a classroom dictionary.
After the texts are discussed, each owner begins rewriting their own text, final version.

Classroom editing 

Classroom work on texts is done by looking together at a text by one of the participants, called the learning text.
This form of work comes from Language Formation.

Explanation:

1. You and a participant agree to edit the text for the class.
   
2. The other participants are divided into groups of three to five.
   
3. In each group, assign a secretary by giving one of the participants in that group a pen and a strip of paper. The secretary writes down his group's questions.
   
4. The participant who has his text publicly edited, learning text, chooses a group of participants who become his googlers and/or dictionary specialists.
   
5. The participant with the learning text writes their text on the (digi)board.
   
6. The other participants read the text and prepare one to three questions per group about the text: about spelling, grammar, style and wording. The comments they have should be in question form. The secretary writes them down.
   
7. When the group has finished the questions, one of them, not the secretary, comes forward to underline the words to which the questions are linked in the learning text. Different groups can ask a question about the same parts of the text (each group has its own color). Now all groups have the questions indicated in the learning text.
   
8. You can also ask three questions, giving direction to the knowledge she wants to impart. She adds her questions last.
   
9. The owner of the learning text begins reading his text, when he encounters a question, visible by a sign or underline, he stops and asks the group that underlined the question to read the question aloud. The answer to the question may be given by the learning text participant with the teacher and his googlers/wordbook specialists as supporters.

If the participant of the learning text is too shy, take a larger role. The process is focused on learning the text together. Not to point out someone's mistakes. So the questions are addressed one at a time. Thus, different rules of grammar, spelling and style are covered. The facilitator can provide additional explanations as needed and level. The participants take notes. You can provide additional support for important rules that are not yet widely known by keeping them visible in the classroom for a longer period of time.

The choice of the form in which knowledge is offered depends on the level of the participants and the physical possibilities in the learning environment. After the treatment of the learning text, all kinds of points have been discussed with which others can now also start editing/improving their own texts. This can be done in pairs and individually (see Self-editing or Editing in pairs). The points can be on the IWB, on a poster on the wall or in each participant's notebook.

Editorial office     

If the group is advanced, the facilitator can set up an "editing desk." A group of participants check the stories for spelling errors, punctuation and sentence structure. They do not correct the text, but do underline words about which there is a question. They may also write a content question to the writer of the text. Participants rotate so that everyone has a chance to experiment with the role of editor.

Longer edit - 2nd version

2.A.+B. Editing - Longer - version 2

Time: 2x10 minutes

Text pre-final version - 

2.A. Intermediate reading aloud

Time: ± 1x10 minutes

Explanation: In pairs, participants read each other's text. 

The writer can listen attentively and experience whether his text is correct in terms of rhythm, sentence structure and content. 

The reader practices his reading (pronunciation, comprehension and rhythm). 

Then the roles are reversed. In this way, everyone has heard their text, a preparation for editing.

2.B. Text pre-final version - version 2

Time: ± 10 minutes/ Individual

Instruction: Now that you know how to adjust your text so that it can be better understood by a reader write your text again. You write on the answer sheet or on the paper specially distributed.* Now write your text exactly below the box. Include any suggestions for improvements. This is the final version of your text. If you have any questions, please let us know.**

When editing, participants can discuss in their teams. They can also approach you with questions. You will write answers about spelling on the board, creating a classroom dictionary.

General instructions you can prepare on the digi/board or large sheet of paper:
Check that you started sentences with a capital letter and that you used a period at the end of a sentence.
When rereading, check that you have taken into account the structure of your story: a beginning - middle - end. Participants can add sentences if they wish to add this structure to their story.
We have already discussed these rules, reread your text and see if you have used them. You will provide an overview of the rules for grammar, sentence structure or spelling that are currently known to participants so that participants can check their text accordingly. An overview of these can be provided by you on posters/digiboard. Participants can also have a notebook with rules.

Writing a final version is a training in precision: reflecting on the draft, improving words and sentence structure and practicing fine motor skills. It requires concentration on many levels. In this way, writers' stories get the attention they deserve.

After writing their final version, participants proceed to create a picture. You can also choose to postpone this task until a time when the energy of the group calls for rest or relaxation.

* The paper on which the text is written in the net may vary depending on the form of presentation. In the Better Words series, an A4-sized booklet has been chosen. In a second instance, these lessons can also be expanded to include more knowledge, research and practice, for this there is a triptych sheet as a form of presentation (see the examples).

**Depending on the independence of the group, the teacher can walk around or choose a fixed place.

Energy in color

Square
20 by 20

Image - Energy in color

Time: ± 20 minutes - individual

Explanation: On the designed page that accompanies this lesson, participants draw with crayons the energy that the experience has given them.

You create a music list with different energy levels and play it. The teacher can also ask participants to bring in a song and then create a playlist that is played. Or one of the participants compiles a list with all the songs entered.

When the page is finished, participants put it in their booklet.

To prepare

• Chalks that can be diluted with water to form watercolor.
• Brushes and water.
• Device to play music.
• A4 sheets (portrait) with a large square 20 by 20 centimeters centered high.
  

What is energy for you?

What is energy for you?

Tijd: ± 20 minuten - tweetallen

Uitleg: U verdeelt de deelnemers in tweetallen. Praat met jullie twee over hoe je de energie in je leven kunt schrijven?

Maak een lijst van uw ideeën, minimaal drie ideeën. Na 5 minuten laat u ieder tweetal vertellen wat ze hebben bedacht en maakt een lijst op het whiteboard. Als u een digi-bord heeft en de deelnemers een telefoon hebben, kunt u de volgende dia gebruiken.

Iets over energie

Omdat energie altijd in beweging is, kun je het heel goed voelen in je fysieke lichaam. Een borrelende maag, een kriebel in de buik, de neiging tot hoesten, hoofdpijn, het kloppen van het hart, ademhaling, zijn allemaal energie. Als je energetisch uit balans bent, is dit ook voelbaar.

Gedachten en emoties zijn ook energie en hebben een bepaalde vibratie, een golflengte. Iedereen voelt energie, maar als gevoelig mens kun je sneller de regie overnemen, zeker als je heel gefocust bent op je omgeving en daar dus voor openstaat.

Alsjeblieft antwoorden via je telefoon

Wat is energie voor jou?
- in een of meer woorden -

Lezen in de kring

Lezen in de kring

Tijd: ± 15 minuten

Uitleg: De deelnemers lezen één voor één hun tekst voor en laten hun tekening aan de groep zien. Zo ontwikkelen ze beetje bij beetje een gevoel voor presentatie.

U kunt instructies geven zodat ze iets luider of duidelijker lezen en tegelijkertijd hun plaats innemen en naar de anderen kijken. Maar dit moet rustig worden besloten en altijd met respect voor het gevoel van veiligheid.

U kunt aan het einde vragen hoe de deelnemers zich voelen en dit in één woord zeggen.

Lezen en presenteren in de groep en een eigen boek hebben, betekent dat reflectie zich op natuurlijke wijze ontwikkelt.

Terugkijken

Hoe voel je je?
- in één woord of één zin -

Reflectie

Tijd: ± 5-10 minuten

Uitleg: U nodigt alle deelnemers uit om in één woord te zeggen hoe zij zich tijdens het presenteren hebben gevoeld.

Daarnaast vraagt u iedere deelnemer: 

'Wat van deze les kun je in je dagelijkse leven gebruiken?'

Ik neem mee

Wat van deze les kun je in
je dagelijkse leven gebruiken?

Reflectie

Tijd: ± 5-10 minuten

Uitleg: U nodigt alle deelnemers uit om in één woord te zeggen hoe zij zich tijdens het presenteren hebben gevoeld.

Daarnaast vraagt u iedere deelnemer: 

'Wat van deze les kun je in je dagelijkse leven gebruiken?'