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Historical twitter lesson plan

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Historical twitter lesson plan

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Historical twitter lesson plan

  1. 1. Historical Twitter Goals: The student will be able to write informative/explanatory texts, including the narration of historicalevents, scientific procedures/experiments, or technical processes. Assignment: You are to put yourself as a person living during a historical time period fromyour World History class. Your task is to send out “Tweets” regarding the general topic or theme that you are currently studying. Follow the steps below to create your “HistoricalTwitter” account! Step1 – Let’s startby creating your character! You can be yourself, create a fictional character or be a real, historicalfigure of the era.  Create Twitter “handle”. ex. YourName@twitter  Includean image of your character  Includeyour location and add a little about your character Step2 – Start Tweeting!  Remember! Tweets should be around 140 characters long. (roughly 2 sentences)  What do you want to share with the world? Please provide commentary about: o Where you live o What your life is like o Events happening around you o What you do to pass the time o Are you participating or involved in any groups?  If responding to a tweet or referring to another person, use @username.  Have Fun!
  2. 2. Common Core Standards LACC.910.WHST.1.2: Writeinformative/explanatory texts, including the narration of historicalevents, scientific procedures/experiments, or technical processes. LACC.910.WHST.2.4: Produceclear and coherent writing in which the development, organization, and style are appropriateto task, purpose, and audience. LACC.910.WHST.2.5: Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is mostsignificant for a specific purposeand audience. LACC.910.WHST.2.6: Usetechnology, including the Internet, to produce, publish, and update individual or shared writing products, taking advantageof technology’s capacity to link to other information and to display information flexibly and dynamically. LACC.910.SL.1.2: Integratemultiple sources of information presented in diverse media or formats (e.g., visually, quantitatively, orally) evaluating the credibility and accuracy of each source. LACC.910.WHST.3.7: Conductshortas well as more sustained research projects to answer a question (including a self-generated question) or solvea problem; narrow or broaden the inquiry when appropriate; synthesizemultiple sources on the subject, demonstrating understanding of the subjectunder investigation. LACC.910.WHST.3.8: Gather relevantinformation frommultiple authoritative print and digital sources, using advanced searches effectively; assess the usefulness of each sourcein answering the research question; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarismand following a standard formatfor citation. LACC.910.WHST.3.9: Draw evidencefrominformationaltexts to supportanalysis, reflection, and research. LACC.910.WHST.4.10: Writeroutinely over extended time frames (time for reflection and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.
  3. 3. Scale High Achieving The student…  Effectively introduces a topic and organizes ideas,concepts, and information to make important connections and distinctions;include formatting (ex. headings),graphics (ex. figures,tables),and multimedia when useful to aidingcomprehension  Consistently develops the topic with well- chosen, relevant, and sufficientfacts,extended definitions,concrete details,quotations,or other information and examples that are appropriateto the topic.  Successfully uses varied transitions and sentence structures to link the major sections of the text, creates cohesion, and clarifies the relationshipsamong ideas and concepts.  Effectively uses precise languageand specific vocabulary to manage the complexity of the topic and convey a style appropriateto the disciplineand context.  Repeatedly establishes and maintains a formal styleand objective tone whileattending to the norms of the disciplinein which they are writing.  Efficiently provides a concludingstatement or section that follows from and supports the information or explanation presented. Accomplished The student…  Introduces a topic and organize ideas, concepts, and information to make important connections and distinctions  Develops the topic with well-chosen, relevant, and sufficient facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the topic.  Uses transitions and sentence structures to link the major sections of the text.  Uses language and vocabulary to managethe topic and convey a style appropriate to the discipline and context.  Establishes and maintains a formal style and objective tone.  Provides a concluding statement or section that follows from and supports the information or explanation presented Developing The student…  Occasionally introduces a topic and organizes ideas, concepts, and information  Often chooses an appropriate topic with relevant facts  From time to time uses transitions and sentence structures to link the major sections of the text.  Sometimes uses language and domain- specific vocabulary  Occasionally maintains a formal style.  Often provides a concluding statement. Ineffective The student…  Attempts to introduce a topic and organize ideas.  Has chosen a topic that is inappropriate or irrelevant.  Does not use transitions and sentence structures  Does not use proper language or specific vocabulary.  Is unable to maintain a formal style.  Does not provide a conclusion statement.

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