office_365_applications_tutorial.pptx |
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Attached is a brief visual tutorial for students, focusing on how to access email and OneDrive in the Web. The purpose for providing this tutorial is twofold:
September 1/2 Learning Target #1- Students will review and apply the use of structure in analysis of texts relative to the history of our country. Learning Target #2- Students will demonstrate comprehension of the role of dialogue by writing a fictional narrative using dialogue. Discussion- Reviewed Structure as it relates to analysis Modern Day Application- Memes Activity- Posted Columbus Memes to my Padlet found in itslearning Memes created in spark.adobe.com (after you create it, hit "share" and download it. Then go to the padlet I provided in my class in itslearning. You will see a small pink box in the bottom right hand corner. Click it. This will give you a place to post. Type your first and last name in the "title" and include your period (like 4A). Click on the camera icon and upload your download. :) Make sure your meme is appropriate and that it is about Columbus. Technology Gallery Walk (look at the other memes posted in Padlet) Assimilation- The process by which a person or persons acquire the social and psychological characteristics of a group. Classroom Discussion- Forced Assimilation v. Chosen Assimilation and Tourist v. Someone Wanting to Become a Citizen Discuss world examples. Read- Article on Swiss Assimilation (found in itslearning under "Assimilation") In your journal, answer the following two questions: 1. In what ways are the Swiss views of assimilation similar to early American views of assimilation. Give specific examples from today's reading and our prior texts. 2. Do you agree or disagree with their views? Why or why not? Writing- Poem Analysis "Indian Boy Love Song" - text found in itslearning (poem about assimilation) - Played with the tools to highlight and write on the text. Modeled by composing the analysis as a class. Emphasis on structure, repetition, word choice, and devices used to create theme of poem. Finish Narratives (if not finished)- (Code of Indian Offenses Assignment from Last Class) Pretend you have committed one of the four offenses. You are either writing the exposition, rising action, climax, or falling action and resolution. This was a group write. Share if time.
August 30/31 Learning Target #1- Students will analyze and discuss different structures of literature that provided a voice for Native Americans in the history of America. Learning Target #2- Students will effectively cite textual evidence from historical American documents to support their claims about the purpose and intent of the document. Learning Target #3- Students will determine how these documents provide relevancy in today's society. Text 1- Resolution 331 http://www.senate.gov/reference/resources/pdf/hconres331.pdf Some classes recorded the answers in their journals and some submitted them through Googledocs. 1. What is the purpose of this document? (Cite textual evidence to support your answer.) 2. What does the U.S. government say it will do for Indians? (Cite textual evidence to support your answer.) 3. Is the U.S. government doing what it says it will do in this document? Explain. Discussion of Academic Vocabulary- Parallelism - the repetition of similar words, phrases, sentences, or grammatical structure - shows that ideas are related or equally important - helps to stress a phrase or idea Text 2- "Educating Sons" (a speech by Chief Canasatego in 1744) A student volunteer read the speech. We discussed each question as a class. 1. What is the main idea (message) of this speech? 2. In what way does he use parallelism for emphasis in his speech? Give examples. Text 3- The First Americans (A letter from the Ground Council Fire of American Indians to the mayor of Chicago in 1927) After discussing the background of the letter, students were given two minutes to skim and identify at least three claims that the author makes in regard to content that needs changed in the textbook. Discussion- Structure (academic vocabulary) Identify the structure of each of the documents: legal document, speech, letter What does the structure tell us about the speaker? Group Writing Task- (Narrative) I reviewed the Code of Indian Offenses and students were provided with a copy for reference. Students could choose if they wanted to be a judge, a Native committing a crime, or a witness to the crime. Based on the perspective they chose, they were asked to write a minimum 10 sentence fictional narrative describing the court day. They were asked to use dialogue in their narrative. They could complete this task as a group or as an individual.
August 26/29 Learning Target #1- Through the use of viable primary sources and a graphic organizer, students will take a debatable topic and effectively conduct individual research on both sides of the topic to document and form an educated opinion about the topic. Learning Target #2- Students will redefine what literature is understand the role it plays in defining what has happened and will happen in America. Discussion- Viable Sources & Skewing View- Columbus Videos (consider sources and skewing) Video 1 https://www.youtube.com/watch?v=2wm0EvTk8o4 (Con Video) Video 2 https://www.youtube.com/watch?v=EZEEbQ3hWmU (Pro Video) Research Using their device, students were asked to conduct 20 minutes of independent research in order to complete a t-chart (in their journal) to establish evidence of why Americans should or should not celebrate Columbus Day. They were required to have no less than five pieces of evidence each in favor of and opposed to celebrating Columbus Day. Discussion Student discussion to share findings. Students began modeling proper discussion techniques and offering counters and rebuttals to claims and evidence. Modern Day Application Guiding Question- What is the modern day interaction between Native Americans and Americans today? View Video- Pineridge Indian Reservation (watch first 6 minutes only) https://vimeo.com/47043218 Continuing Application- (Junior Project) Students will be giving a "voice" to a cause they feel strongly about. First semester they will seek out that cause and second semester they will develop their Junior Project around that cause. Exit Ticket- Create a Columbus Day Meme using spark.adobe.com or another platform. August 24/25 Learning Target #1- Students will effectively analyze a historical text by studying the background of the document, the language, and the structure as they deconstruct the Mayflower Compact. Learning Target #2- Students will understand how sensory language creates a more detailed description of events as they create a fictional narrative describing real pictures associated with the Mayflower. Activity- Each student was given a packet that included the following items: 1- Picture associated with the Mayflower 2- Mayflower Compact 3- Packet Instruction Sheet (follow instructions to complete assignment) *Note- Links to the videos that provided background, are also included on the Packet Instruction Sheet.
August 22/23 - Welcome Back/Classroom Expectations - Getting to Know You - Index Card Name/Period/Favorites - Survey (file is attached below) - Device Reminders
1) PPT notes on Romanticism (10 bullets minimum) (PPT attached below) 2) Freewrite (Thoreau quote) 5 minutes- 50-80 words Explain the following quote by Henry David Thoreau: "I went to the woods because I wished to live deliberately, to front only the essential facts of life, and see if I could not learn what it had to teach, and not, when I came to die, discover that I had not lived." Hint: What does it mean to live "deliberately"? Why did he have to go to the woods to do that? What does the last part mean? 3) Thoreau Video Notes (10 take-aways) https://www.youtube.com/watch?v=JhP7PKoRmmY Video about Hendry David Thoreau 4) Word Paragraph They chose a word from the following list: ants, Spartans, railroads, German Confederation, Simplicity. Then they had to find the word in the excerpt from Walden Pond (pg. 255-260), copy the sentence with it in it, and explain or deconstruct the sentence for deeper meaning. They did this in one paragraph that explained the quote. 5) Freewrite (10 minutes- 2 paragraphs) Prompt- How can you change the world? 6) Fill in the following template for paragraph one of Civil Disobedience (pg. 267-268) Title- What do you think the title means? Words- list a few words that stand out to you and why they stand out Figurative Language- list examples Structure- give specific examples Theme- What is the main point/message of this paragraph? 7) Fill in the same template for Dickinson's poem "My Letter to the World" only for theme, explain the theme or message of the poem. 8) Rewrite the poem, "If I Were in Charge of the World" Use the same structure and leave all underlined parts the same. Only change the parts that aren't underlined. (Poem attached below.) 9) 4 Paragraph Poem Analysis of "War is Kind" by Stephen Crane I. Intro a) Clearly state the poem's title and author's full name in the first sentence. b) Build Background c) Thesis (that clearly states your claim declaring the theme of the poem) II. Prove that you are right about the theme/message of the poem a) Topic sentence about the theme b) quote that proves your theme (use a signal phrase to lead into your quote and make sure you indicate the line number of the poem) c) Warrant or explain how your quote proves your theme d) quote (properly sourced) e) warrant f) transition to the stylistic devices he uses to convey the message III. Discuss the tools/stylistic devices he uses to convey his message a) Topic sentence about the theme b) quote that proves your theme (use a signal phrase to lead into your quote and make sure you indicate the line number of the poem) c) Warrant or explain how your quote proves your theme d) quote (properly sourced) e) warrant f) transition conclusion IV. Conclusion a) Strong simple statement b) restate thesis c) Clincher
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Laurie KiesterThis will be my 17th year of teaching English. I Categories |