This document provides information and instructions for a social justice picture book presentation. It includes slides on finding inspiring posts from educational experts on Twitter to share, an evaluation form for peers to provide feedback, and discussion questions to consider regarding the presentation. The document also outlines a curriculum continuum activity where students will analyze writing expectations at different grade levels and a discussion on using social media for teacher professional development.
Design Patterns for Creative Educational Program (COINs16) by Hitomi ShimizuTakashi Iba
The presentation slides of Hitomi Shimizu, a member of Iba Lab, for Collaborative Innovation Networks conference (COINs16), Rome, Italy. 8. Jun - 11. Jun 2016
Norihiko Kimura, Hitomi Shimizu, Iroha Ogo, Shuichiro Ando, and Takashi Iba, “Design Patterns for
Creative Educational Program,” Collaborative Innovation Networks conference (COINs16), Rome, Italy, 2016
This presentation examines the necessity of encouraging writing across the curriculum areas. Writing activities have to be engaging, meaningful and help to develop the writing skills of the audience. These slides examine how and why one should teach writing across the curriculum.
Design Patterns for Creative Educational Program (COINs16) by Hitomi ShimizuTakashi Iba
The presentation slides of Hitomi Shimizu, a member of Iba Lab, for Collaborative Innovation Networks conference (COINs16), Rome, Italy. 8. Jun - 11. Jun 2016
Norihiko Kimura, Hitomi Shimizu, Iroha Ogo, Shuichiro Ando, and Takashi Iba, “Design Patterns for
Creative Educational Program,” Collaborative Innovation Networks conference (COINs16), Rome, Italy, 2016
This presentation examines the necessity of encouraging writing across the curriculum areas. Writing activities have to be engaging, meaningful and help to develop the writing skills of the audience. These slides examine how and why one should teach writing across the curriculum.
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
Embracing GenAI - A Strategic ImperativePeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
Palestine last event orientationfvgnh .pptxRaedMohamed3
An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
2. Social Justice Picture
Book Presentation by
Alex
Peer Evaluators: Emily and Virginia
Everyone else: go to twitter and search for one of the following
people:
@fastcrayon (Amy Fast – inspirational VP)
@gcouros (George Couros – innovative educator)
@TopDogTeaching (Kayla Delzer – innovative high-tech
educator)
@trev_mackenzie (Trevor Mackenzie – Inquiry model expert)
Find a post that you find inspiring or insightful to share with the peers
at your table. (You can begin talking and sharing right away)
Presenter:_______ My Name: ________
During this presentation…
I noticed…
I felt…
I learned…
One thing I would like to incorporate into
my teaching from this presentation would be…
3. Social Media as a source of
Professional Development
Traditional sources of PD include staff meetings,
workshops, conferences, AQ courses, and other
formal learning opportunities that connect you with
experts.
Many teachers take on their own informal PD by
reading through Professionally Speaking or other
publications, watching TedTalks, or searching social
media for new and exciting classroom practices.
4. A place to find
inspirational
quotes and ideas
Social Media PD:
6. A place to find
articles, podcasts, videos,
and infographics to learn from
7. A place to find
articles, podcasts, videos,
and infographics to learn from
8. A place to find ideas for the
classroom from other educators
who inspire me to help change the
system of education
9. A place to find ideas for the
classroom from other educators
who inspire me to help change the
system of education
10. PLC Discussions
Sharing your critique of social media resources
related to writing instruction in the JI classroom
11.
12. Curriculum
Continuum Hunt
At your table group, have each peer choose a different
specific expectation from the chart.
Look at that expectation across all grades 4-8.
Gr4 (86), Gr5 (100), Gr6 (114), Gr 7 (130). Gr 8 (144)
Read the specific expectation description and prompts.
(usually in italics)
Record a summary of the grade level expectation on a
sticky note. Place your sticky notes on the chart.
Discuss what you notice with your group members.
13. Comprehension Writing Vs. Curriculum Writing
(according to the Overall Expectations)
*often misinterpreted by parents*
Comprehension
Writing
is marked under
Reading Expectations
as this is focused on
answering questions to
reflect an understanding
of the text that was read.
Curriculum Writing
is marked under
Writing Expectations
as this is focused on a
form of writing with a
specific purpose
intended for a specific
audience.
14. What do we teach students with
respect to writing?
Writing Forms
Writing Process
Writing Traits (6+1)
Complete the puzzles at your table to help you
understand what each of these mean and to see
how they are all connected
We will take this up as a class when you are done
16. Factors to consider:
1. Who are the readers? (age, gender, education,
occupation, economic status, area of residence,
ethnic ties, political/social/religious beliefs, etc.)
2. What level is their level of knowledge on the
subject? (novice, general reader, specialist, or
expert).
3. What opinions, values, prejudices, or bias do
they possess on the subject? (*more important in
older grades, persuasive writing, etc.).
HOW DOES AUDIENCE
GUIDE WRITING FORM
SELECTION
HOW DOES PURPOSE GUIDE
WRITING FORM SELECTION?
A Recap…
18. A Recap…
The WRITING PROCESS refers to
the stages of writing from idea
generation to publishing
19. A Recap…
The WRITING PROCESS
Curriculum Connections
Writing Process
1. Generate, gather, and organize ideas and information to
write for an intended purpose and audience
(Reasoning and Organization)
Pre-writing
Drafting
2. Draft and revise their writing, using a variety of
informational, literary, and graphic forms and stylistic
elements appropriate for the purpose and audience
(Communication)
Drafting
Revision
3. Use editing, proofreading, and publishing skills and
strategies, and knowledge of language conventions, to
correct errors, refine expression, and present their work
effectively
(Language Conventions)
Editing
Publishing
20. A Recap…
6+ 1 Traits of Writing
THE VOCABULARY WRITERS USE TO DESCRIBE
WHAT GOOD WRITING LOOKS LIKE – ANY KIND OF
WRITING!
1. IDEAS
2. ORGANIZATION
3. VOICE
4. WORD CHOICE
5. SENTENCE FLUENCY
6. CONVENTIONS
+ PRESENTATION
“USING THE LANGUAGE OF TRAITS IN OUR
ASSESSMENT GIVES US A SHARED
VOCABULARY FOR SPEAKING ABOUT AND
WORKING WITH TEXTS THAT STUDENTS
CREATE”.
22. A Recap…6+ 1 Traits of Writing
Connections to Curriculum
and the Writing Process
1. IDEAS
2. ORGANIZATION
3. VOICE
4. WORD CHOICE
5. SENTENCE FLUENCY
6. CONVENTIONS
+ PRESENTATION
1. BRAINSTORM
2. DRAFT
3. REVISE
4. EDIT
5. PUBLISH
Good writing traits intersect every step of the writing process!
(Form)
23. A Recap…
CONTENT & CONVENTIONS
Food for Thought
• If we focus too early on conventions, students become
discouraged. Idea generation and celebrating good ideas needs to
be the primary focus.
• BUT… both ideas and conventions are important!
• If you have perfect spelling and punctuation, but nothing
important to say, who cares?
• If you have something great to say, but errors are not letting
you get your message across, what is the point?
• You need strong ideas, good details, and organization AND
you need proper spelling, punctuation, and grammar to help
you say it clearly.
24. Additional Information Slides
you might find helpful to peruse
A Recap…
Writing Forms
Slides: https://docs.google.com/presentation/d/1ScDZzSj7L8
KfMv1huzr6lzEWt-4eue7FjQhwmtvJdQU/edit?usp=sharing
Writing Traits
Slides: https://docs.google.com/presentation/d/1VZIjX9CXZC
WIAg68KEqMr3sNFQit6GoJCvHbxxyiUTo/edit?usp=sharing
Writing Process
Slides: https://docs.google.com/presentation/d/1TUWDZZZnt
7EzGnvnD3h-VYw_voVoicI4hi5u2qQkn4Y/edit?usp=sharing
25. How can we teach writing?
Daily 5 Approach
Writer’s Workshop Approach
Mentor Text Approach
26. No matter the approach, always remember good
teaching practices include
explicit instruction, clear examples,
and opportunities to take risks,
learn from mistakes & celebrate success!
27. One way to teach writing is to
organize your literacy block into
Guided Reading/Writing Sessions,
along with Centered Activities
labeled as the Daily 5
DAILY 5 APPROACH
28. Reading to self
Reading to others
Listening to reading
Writing
Word Work
Students need exposure to good
writing – the more they read, the
more they understand purpose,
sentence structure, word choice,
etc.
Students need practice writing in different
forms, for different purposes and audiences,
and to improve their vocabulary and word
choice. The more they write, the more
proficient they become at getting their
intended message across.
DAILY 5 APPROACH
29. Daily 5 Work on Writing
vs Writer’s Workshop
Daily 5:Work on Writing
Students chose what they want
to write about
Advantages: Students are
engaged in their own interests
Students learn to begin writing
quickly rather than being stuck on
a topic they have been given
Writer’s Workshop
Students apply what has been
taught in a mini lesson
Advantages: Application of
specific strategies for improving
student writing
Focus on working through the
writing process, six traits, criteria
etc.
30. WRITER’S WORKSHOP:
10-15 min – Mini-Lesson
20-30 min – Non-Stop Writing
10-15 min – Sharing Writing
• Each day, a new focused mini-lesson
would be taught and modelled. Students
then work on that skill independently in a
low-risk task.
• Students are not formally assessed on
these tasks. Rather they are encouraged
to take risks and receive feedback.
• Writing forms are often teacher chosen
(topics are sometimes pre-chosen too) so
that all students receive the same task
with varied levels of support/guidance.
WRITER’S
WORKSHOP
31. Mini Lesson Basics
• 5-10 minutes long
• multi-level
• precedes independent writing time
• explicit instruction
• assessment based
• focus on procedures and organization (routines), strategies and processes, skills,
craft and techniques
• composed of four major parts: Connection (teacher puts today's work in the context
of children's ongoing work as writers and explicitly names what they'll be learning
about today); Teach (explicit teaching of one important concept that will make their
writing better, often drawing upon own writing, children's literature or student's
writing); Active Engagement (students talk to a partner or examine their own writing
for evidence of the concept); Link (encouraging students to try out the strategy in
their writing that day or to add it to their toolkit of strategies)
Mini Lesson Challenges
• handling student participation
• keeping mini-lessons brief
• teaching with clarity and purpose
• maintaining student engagement
WRITER’S
WORKSHOP
34. *Possible Mini-Lessons:
(based on Curriculum)
1.2 – developing ideas
1.5 – Organizing ideas (beginning
middle, end sequence)
2.1 – Form (components of
narrative writing)
2.2 – voice (perspective and word
choice)
2.3 – word choice (synonyms,
show don’t tell)
3.4 –punctuation
WRITER’S
WORKSHOP
35. Where writers get ideas:
“Writers get ideas from things they know and care about.” Model where authors get ideas - think aloud and then model
writing about something that you know or care about. This modeling facilitates another connection that your students
can make to authentic writing.
The big idea: “Every story has a big idea.” The big idea (or main idea) is important for students to grasp. Teach this
mini-lesson to help students understand that they must choose a focus for their writing and stick with it. Go back and
revisit several read alouds you have recently read. Talk with your students about the “big idea” in these books. “What
was each one mostly about?” Create a “BIG IDEA” anchor chart together. Guide their thinking to include the following
points: 1) The big idea is what the story is mostly about; 2) Every page should be about the big idea; 3) The title should
match the big idea. Watch for students using this thinking during student conferences so that they can model for the
class in share time.
What is a good beginning? “Our stories need good beginnings so that the readers want to keep reading.” The best
way to help children understand and begin using good beginnings is to demonstrate them with a variety of mentor texts.
Make an anchor chart to reinforce the mini-lessons on good beginnings. A good beginning may include an introduction,
a question, or a descriptive lead (“One hot summer day......”).
What is a good ending? “Our stories need good endings that make the piece feel finished.” The best way to help
children understand and begin using good endings is to demonstrate them with a variety of mentor texts. Create an
anchor chart together and include these ideas for endings: an ending can come from your heart ( I love.....); an ending
can be like the beginning; or an ending can ask the reader a question. The ending may give the reader something to
think about. Share time is an avenue to reinforce good beginnings and endings written by the students.
Using interesting words: “Our stories will be more interesting if we use interesting words. Interesting words are words
that we don’t hear everyday. Choose a mentor text to share that has many interesting words. Point out some of the
words and note that the author could have used “everyday” words but chose to use a more interesting word. Have the
children look and listen for interesting words in mentor texts. With a student’s permission (or use a sample from the
previous year with the name removed), share writing that is “everyday” and have the class suggest more interesting
words.
Examples of mini-lessons that focus on content
36. “We can tell a story with our words.”
Model oral storytelling. Have a student tell a story. Have the students turn and talk with a partner about a story that they can tell.
“We can tell a story with our pictures.”
Show the students a wordless picture book and read the pictures. Model drawing a picture and telling a story.
“Illustrations are drawings that match the words in our stories.”
An illustration is an important part of the story when creating picture books. Our illustrations should be neat and complete. Model
illustrating pages that you write for the students. Stress “neat and complete”. .
“I need a plan for my writing.”
For young children, their picture can serve as the plan. Graphic organizers such as webs and story maps can be taught to the
older primary students.
“I should include details in my writing so that it is interesting to read.”
For our youngest writers to learn to add details to their writing, they must first be taught to add details to both their oral
storytelling and to their drawings. When children tell stories, encourage them to add details by asking them questions during the
story. They will not be able to write a good story if they can not tell a good story. For kindergarten, one sentence with details for
the beginning, one for the middle, and one for the ending should be included. For first grade, encourage two sentences with
details for each and second graders should include at least three details.
“Punctuation directs the reader as to how the text should be read.”
Use mentor texts to demonstrate the ways in which the punctuation helps us, the readers, know how to read the text. Probably
the most important thing to stress to students is that the punctuation tells the reader the manner in which the author wants the
text to be read. Periods, question marks, exclamation marks are stopping marks. Commas direct us to pause in our reading or
commas in a series separate words so that the text makes sense.
“After my piece is finished, I can use the editor’s checklist in my classroom.”
Appropriate skills for the editor’s checklist are taught one at a time. As they are taught, they should be placed on the Editor’s
Checklist anchor chart or pocket chart that is visible to the students and becomes another tool that they can use in the
environment. It may also be included in the writing folder. The Editor’s Checklist grows as instruction occurs in the classroom.
Examples of mini-lessons that focus on process
37. Mentor texts are pieces of literature that you—both teacher and
student—can return to and reread for many different purposes.
They are texts to be studied and imitated...Mentor texts help
students to take risks and be different writers tomorrow than they are
today.
And of course, a mentor text doesn't have to be in the form of a
book—a mentor text might be a poem, a newspaper article, song
lyrics, comic strips, manuals, essays, almost anything.
Source: https://www.nwp.org/cs/public/print/resource/4090
• We use Mentor Texts to show the connection between reading and writing.
• We want Students to see themselves as authors, and learn to be good writers from
mimicking the things good writers do in the texts they read.
• We want students to be exposed to many strong examples of good writing.
MENTOR TEXT APPROACH
38. FINDING MENTOR TEXTS IS EASY – THERE ARE SO MANY COLLECTIONS POSTED
ONLINE VIA GOOGLE SEARCH, PINTEREST, TEACHING BLOGS, AND OTHER
SOURCES.
39. FINDING MENTOR TEXTS IS EASY – THERE ARE SO MANY COLLECTIONS POSTED
ONLINE VIA GOOGLE SEARCH, PINTEREST, TEACHING BLOGS, AND OTHER
SOURCES.
40. FINDING MENTOR TEXTS IS EASY – THERE ARE SO MANY COLLECTIONS POSTED
ONLINE VIA GOOGLE SEARCH, PINTEREST, TEACHING BLOGS, AND OTHER
SOURCES.
42. The Lesson:
Tip #1: It has to be simple
Tip #2: It has to leave an impression
Tip #3: It has to roll off your tongue
Tip #4: It has to be memorable
Creation Tip: Write down everything
you want to say; then trim it down; then
trim it to a single sentence.
How many of these
slogans can you recall?
43. The Lesson:
Tip #1: It has to be simple
Tip #2: It has to leave an impression
Tip #3: It has to roll off your tongue
Tip #4: It has to be memorable
Creation Tip: Write down everything
you want to say; then trim it down; then
trim it to a single sentence.
Evaluate these
anti-bullying slogans:
44. The Lesson:
Tip #1: It has to be simple
Tip #2: It has to leave an impression
Tip #3: It has to roll off your tongue
Tip #4: It has to be memorable
Creation Tip: Write down everything
you want to say; then trim it down; then
trim it to a single sentence.
Evaluate these
anti-bullying slogans:
45. Writing Time: Tip #1: It has to be simple
Tip #2: It has to leave an impression
Tip #3: It has to roll off your tongue
Tip #4: It has to be memorable
Creation Tip: Write down everything
you want to say; then trim it down; then
trim it to a single sentence.
Write a draft of an anti-bullying slogan
that you might use on your poster.
Use the tips above to help you.
Grade 6 W2.2 Voice: Establish a distinctive voice (e.g. use language that
communicates their stance or POV on an issue)
Grade 6 W2.3 Word Choice: Use vivid and/or figurative language and innovative
expressions (e.g. adjectives, adverbs, similes, metaphors, or other rhetorical devices
such as personification or exaggeration)
46. Sharing Time /Consolidation:
Is it simple?
Is it easy to understand?
Does it leave a lasting impression?
Does it roll off your tongue?
Is it catchy?
Is it memorable?
Could it make a difference?
Share your slogan with your peers.
Offer feedback to each other
based on the criteria above.
47. Next Steps:
Writer’s Workshop #2:
The drafting stage of creating posters:
Adding Visuals
Writer’s Workshop #3:
Revising & Editing: The Feedback process
Writer’s Workshop #4:
Publishing Techniques & Tech Support
49. Looking Ahead to Next Week:
Professional Reading + Forum Response on
Meaningful Writing Assignments
PBP by Emily
Writing Part 2 will include: another example of
writing instruction using mentor texts;
examples of writing assessment, and a quick
look at lesson planning!