Asking the questions that lead to and recognizing elaboration
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This document outlines an elaboration module containing a series of lessons on elaborating writing. The lessons cover defining elaboration, asking questions that lead to elaboration, recognizing elaboration, showing versus telling, using specific details, elaborating within and across sentences, and criteria for assessing elaboration. Sample slides demonstrate how elaboration can answer readers' questions by providing examples, anecdotes, statistics and definitions.
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This document provides an agenda and learning targets for a history lesson on the Reformation. It discusses key figures who pushed for reform of the Catholic Church in the 15th century, including John Wycliffe and Desiderius Erasmus. It also explains the Catholic Church's doctrine of purgatory and indulgences, which were criticized. Finally, it summarizes how Henry VIII broke from the Catholic Church in 1534 and established the Church of England to gain an annulment from the pope.
20191202
The class will be starting a unit on the Renaissance by reading about how and why it began in Italy, discussing who ruled the city-states and how they gained power, and taking notes on a worksheet about new ways of thinking that emerged between 1350-1650 CE, such as interests in ancient Greek and Roman culture and beliefs that people could improve themselves and the world through human efforts rather than religion alone. Students will answer an exit ticket question by writing a paragraph citing evidence from the text about how Renaissance ideas changed life in Italy.
20190917b
The document outlines the agenda for a business class on September 17th, 2018. It includes:
- Looking at a lesson on making business decisions and completing an accompanying worksheet due on September 19th.
- Doing chapter review questions for an upcoming test on September 20th.
- Correcting a previous worksheet and turning in an assignment.
- Continuing a lesson on investing and the stock market, with an independent worksheet on investment terms due on September 24th.
20190913b
The document outlines an agenda for the day that includes three parts: 1) Correcting a worksheet for Lesson 17.1, 2) Beginning Lesson 3 on growing wealth by watching videos and taking notes in chunks, and 3) Having time to work on completing Lesson 2 and its worksheet, which are both due on Tuesday.
20191127a
Students are instructed to finish their textbook reading for section 19.5 of the class, which focuses on how the rise of strong governments led to increased trade, banking, and business, influencing architecture and education. They will also analyze the relationship between conformity and the Inquisition. The agenda for the day includes completing a worksheet for section 19.4 due on December 2nd, watching a Charlie Brown Thanksgiving, and checking grades and catching up on missing assignments. The schedule lists the times for the students' six class periods.
20191121b
First, students will continue independent research on their Flip or Flop project roles as they prepare to collaborate in groups next week, with packets due December 5th and final projects due December 13th. Second, the class will watch an episode of Flip or Flop to see home renovations. Third, students will check on their stock portfolios for the Investopedia Stock Market Challenge.
20191122b
This document provides instructions for a class on the last day of a video series on macroeconomics. Students are told to get their Chromebooks ready to take notes on the final video of the series. After the video, they will take a five question comprehension quiz in Skyward. If there is extra time, students should continue working on their Flip or Flop research and project.
20191122a
The document provides an agenda for a history class on November 22nd, 2019. The class will finish the section on Joan of Arc, the Hundred Years War, and the Reconquista by looking at videos and completing a worksheet on the topics. The worksheet is due on Monday. The class will meet during periods 1st through 6th to cover the material and complete the assignment.
20191125
Strong central governments in Medieval Europe led to growth in trade, banking, and business, which supported new buildings and learning. Students have a history and computer book test on Monday and will analyze how the Inquisition enforced religious conformity. Their agenda for the day includes a lesson on culture and the church with note-taking and discussion, followed by working on a worksheet due on December 2nd.
20191118
The document announces that the class will finish discussing the Magna Carta and then discuss the Crusades. It provides the daily schedule, noting that the class will analyze why the Magna Carta was needed and explain the causes and effects of the Crusades. It also states that students have a worksheet due on November 20th to work on in class.
20191113
The document outlines the day's lesson plan which includes examining the Magna Carta and King John's role in establishing universal rights. Students will watch videos, take notes during a lecture, and complete a bubble map about King John and an acrostic poem about the Magna Carta. The lesson focuses on analyzing why the Magna Carta was needed and the significance of King John in necessitating it, as well as the universal rights it codified.
20191112b
The document outlines the schedule for a class which includes a boardroom simulation, turning in and working on assignments from chapter 19, discussing progress in a stock market challenge, and having a test on chapter 19 on Friday. Students are asked to finish assignment 19.4 which is due on Thursday and study for the chapter 19 test.
20191108b
The document outlines tasks for a class, including continuing research for an upcoming Netflix boardroom simulation, working on 19.3 and 19.4 packets, and discussing progress in a stock market challenge. Students' 19.3 and 19.4 worksheets are due on Tuesday and Thursday. The schedule provides times for class periods and lists using the work time to finish Netflix boardroom research and the 19.3 and 19.4 assignments.
20191108a
Students will participate in a gallery walk of their classmates' Islamic project presentations to observe, appreciate, and learn new ideas about the Prophet Muhammad, the spread of Islam, and the Golden Age of Islamic civilization. They are assigned to finish worksheets on learning targets 19.1 and 19.2 which are due on Tuesday and Wednesday. The schedule for the school day is provided, with the highlight being an Islamic project gallery walk where students can observe and record what they see and learn.
20191112
Students will finish sharing their Islam projects, then be introduced to an assignment on feudal hierarchy where they will create analogies to demonstrate their understanding of the social classes in feudalism and how they worked together. They will have class time to work on these analogies which are due on Friday.
20191106
The document outlines the agenda for a World History class. Students will watch a video on the Franks from Clovis to Charlemagne, do a quick write on Charlemagne, and take notes while reading about the feudal system. They will also work on projects about the spread of Islam that are due the following day. The feudal system developed in Europe after Charlemagne's empire fell, with nobles governing territories and protecting people in exchange for service.
20191029b
Students will finish their Amazon marketing projects and present them to simulated Amazon executives to make the company more socially responsible. They will focus on logical and engaging speaking when presenting their projects, which are to be shared with their teacher by email. The presentations will take place during 6th period from 12:50 to 2:30 pm.
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إضغ بين إيديكم من أقوى الملازم التي صممتها
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#فهم_ماكو_درخ
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5- الملزمة تشرح نفسها ب نفسها بس تكلك تعال اقراني
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Asking the questions that lead to and recognizing elaboration
- 1. Elaboration Module Series of Lessons • • • • • • • • Defining Elaboration Asking the Questions that Lead to Elaboration Recognizing Elaboration Show, Don't Tell Specific, Concrete Details versus General Language Elaboration within Sentences Layering -- Elaboration Using Multiple Sentences Criteria for Assessment
- 2. ASKING QUESTIONS THAT LEAD TO ELABORATION Lesson 2
- 3. Elaboration answers questions for the reader. What problems? Teenagers have problems. Lesson 2
- 4. Elaboration answers questions for the reader. • Teenagers have problems. For example, teens don’t always have enough money to buy what they want. Hmmm . . .what do teenagers want to buy? Lesson 2
- 5. Elaboration answers questions for the reader. • Teenagers have problems. For example, 80% of teens don’t always have enough money to buy CD’s, food for after school, and the kind of clothes they want, according to Teen Journal. Oh…now I understand. Teens want money for CDs, food, and clothes. Lesson 2
- 6. Elaboration answers questions for the reader. Turn to your partner and add even more elaboration to the previous slide. Discuss what kind of CDs, food, and clothes teens may want to buy. Think about who will read what you write. What information will help them understand your idea/argument more clearly? Lesson 2
- 7. Elaboration answers questions for the reader. Perhaps your samples sounded like this. Teenagers have problems. For example, 80% of teens don’t always have enough money to buy CD’s, like the new CD from Clutch, snack and junk food for after school, and the kind of clothes they want like expensive jeans from Abercrombie and Fitch, according to Teen Journal. Lesson 2
- 8. Elaboration Module Series of Lessons • • • • • • • • Defining Elaboration Asking the Questions that Lead to Elaboration Recognizing Elaboration Show, Don't Tell Specific, Concrete Details versus General Language Elaboration within Sentences Layering -- Elaboration Using Multiple Sentences Criteria for Assessment
- 10. Where is the elaboration? The main reason I love Halloween is the candy. Oh my gosh, it’s like heaven—even for big kids. What I’m trying to say is that my mom lets me collect and eat all the mini candy bars, fruity treats, and sour chewies that I can. When I get to heaven, it will have all those kinds of candy. Last year, I was running out the door at 5:30, pillowcase in hand, hitting the houses in my neighborhood with my friend Steven. You might not believe it, but I got 237 individual servings of candy, and it was my highest record yet. I figure at 20 pieces a day it will take me 12 days to polish it all off. There’s nothing better than candy if you’re a kid. Lesson 3
- 11. Where is the elaboration? • What I’m trying to say is that my mom lets me collect and eat all the mini candy bars, fruity treats, and sour chewies that I can. – DEFINE The writer is attempting to define how getting candy on Halloween is like heaven. Lesson 3
- 12. Where is the elaboration? • Last year, I was running out the door at 5:30, pillowcase in hand, hitting the houses in my neighborhood with my friend Steven. - ANECDOTE The writer is including a bit of a narrative story with personal experience to make his point about how he was going to get candy. Lesson 3
- 13. Where is the elaboration? • You might not believe it but I got 237 individual servings of candy, and it was my highest record yet. I figure at 20 pieces a day it will take me 12 days to polish it all off. – STATISTICS – The writer is making up or remembering statistics that make his point about getting a large amount of candy. Lesson 3
- 14. Recognizing Elaboration • If you can find elaboration strategies in someone else’s writing, you become more aware of them. • If you are more aware of them, you will become more thoughtful about threading it into your writing to. . . TELL THE READER MORE. Lesson 3