This document provides guidance and resources for students to create book trailers. It discusses the purpose and conventions of book reports and trailers. Key aspects covered include interpreting texts, developing storyboards, and examples of effective book trailers created by students and professionals. Students are guided through the process of creating a book trailer, including making a timeline, storyboard, choosing a digital tool to produce the trailer, and including proper credits.
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This is a professional development massive Open Online Course in listening and pronunciation techniques.
MOOC team organisers:
Dr. Nellie Deutsch
Sylvia Guinan
Listening Through Technology by Shelly Terrell.Jason R. Levine
ELT MOOC by Jason R. Levine on WiziQ.
This is a professional development massive Open Online Course in listening and pronunciation techniques.
MOOC team organisers:
Dr. Nellie Deutsch
Sylvia Guinan
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Presentation on creating picture books with an e-twist in the primary classroom. Presented at ULearn Conference in Rotorua, Auckland in October 2011 by Rachel Boyd.
Links are also made to the Feet First Picture Book Competition run by the New Zealand Transport Agency each year.
Prepare for Speech Success - Tips, Tricks and HacksAngela LaGamba
Are you trying to prepare a speech? Here's a handy presentation that will help you brainstorm topics, teach you topic generation techniques, provide you with tips on how to remember your speech, and share some hacks to help you successfully prepare before and after your upcoming speech.
PIcture This - Creating picture books with an e-twistRachel Evans Boyd
Presentation on creating picture books with an e-twist in the primary classroom. Presented at ULearn Conference in Rotorua, Auckland in October 2011 by Rachel Boyd.
Links are also made to the Feet First Picture Book Competition run by the New Zealand Transport Agency each year.
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Join Pepperdine University's Technology and Learning group as we build a course site from the ground up. We will cover topics like course management, setting expectations, chunking, and discussion. We'll explore Site Info, Home, Syllabus, Lessons, and Forums to inform and engage your students. We will wrap up this session with tips/gotchas and look to all participants to share best practices throughout.
Teaching with Sakai CLE from the Ground Up!LandonPhillips
Join Pepperdine University's Technology and Learning group as we build a course site from the ground up. We will cover topics like course management, setting expectations, chunking, and discussion. We'll explore Site Info, Home, Syllabus, Lessons, and Forums to inform and engage your students. We will wrap up this session with tips/gotchas and look to all participants to share best practices throughout.
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.
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Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
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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.
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Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
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unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
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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.
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2. Book Report – Book trailer
Learning Intention Success Criteria
0 To interpret a text
and explain how
language features,
images and
vocabulary are
used to represent
different ideas and
issues in a text
0 To know and
understand the
conventions of a
book report
0 To have begun
story board for the
book trailer
3. Book trailer key vocabulary
0 conventions (what are
some synonyms?)
0 interpret
0 ideas
0 issues
0 story board
0 language features e.g.
sentence structure,
nouns, verbs,
punctuation, etc.
4. GKR - Book Trailer
What does
the title tell
me?
What do I
predict the
text will be
about?
What can
the pictures
tell me?
What do I
already know
about this
topic?
What
words do
I expect
to see?
What
images come
to mind?
What will I
do as I
read?
0 Grab a piece of paper
and fold into quarters
0 Label the quarters –
words, images, sounds,
main ideas
0 Now watch the following
book trailer, recording
what you see and hear
5.
6. Now we are going to look at
some book trailers created by
students …
7. GKR/Hook – Book trailer
Book trailer examples by
students
http://www.booktrailersforr
eaders.com/Home+Student+
Book+Trailers
http://www.youtube.com/w
atch?v=i5i6zWMbfuU
http://www.youtube.com/w
atch?v=Gqox1eYci78
What does
the title tell
me?
What do I
predict the
text will be
about?
What can
the pictures
tell me?
What do I
already know
about this
topic?
What
words do
I expect
to see?
What
images come
to mind?
What will I
do as I
read?
8. Now we are going to look at
some book trailers created by
professionals …
9. GKR/Hook – Book trailer
Book trailer examples by
professionals
Ship breaker
http://www.slimekids.com/book
-trailers/ten-fourteen/ten/ship-breaker.
html
Sense and sensibility
http://www.youtube.com/watch
?v=_jZVE5uF24Q
Matched
http://www.youtube.com/watch
?v=xaeNWL8rlBI
What does
the title tell
me?
What do I
predict the
text will be
about?
What can
the pictures
tell me?
What do I
already know
about this
topic?
What
words do
I expect
to see?
What
images come
to mind?
What will I
do as I
read?
10. GKR - Class Discussion
0What did you like about the book trailers we watched?
0What made a good/bad book trailer?
0What features made you want to read the book?
0What methods were used?
0What language/advertising techniques were used?
0 How are they like/unlike movie trailers?
11. Why do we review books?
One way to share a book you’ve read
To let others know that you enjoyed, or didn’t
enjoy the book, and why
Helps a person to make an informed choice
13. Introduction
Grab the attention of the reader by:
Introducing the main character, setting, etc.
Including a quote from the book
Telling something about the author
• Purpose for writing the book
• Intended audience
• From what point of view the story was written
Telling the genre of the book
• fiction, nonfiction, mystery, romance, etc.
14. Body
Give a summary of the plot.
Include information about the setting and main
characters.
You can include a hint about the ending, but don’t
give away the best part!
Make the book sound as exciting and interesting as
possible!
15. Conclusion
Leave the audience hanging so they feel compelled
to read the book to find out what happens
16. Steps to follow
0 Read book/story
0 Make a timeline of events
0 Convert timeline to a story board plan - condense
information into short, attention grabbing chunks
0 Choose a digital tool e.g. iMovie, Animoto, Movie
Maker
0 Produce media
0 Proofread and edit work – sound, voice over, text, and
images
17. Make a timeline of the story
0 Place the events of the
story in time order
0 Highlight the main
events you want to
include in your book
trailer
20. Other features of a book
trailer
0 Visit our Collaborative
Space in GenEd to
retrieve a list of website
to assist you with the
following:
0 Images
0 Background music
0 Sound effects
21. Credits
0 Don’t forget to
include credits at
the end of your
book trailer
22. Things to remember
0 Aim for an attention grabbing beginning and/or end
0 Ensure the information included is in time order
0 Use images/music/sound effects that compliment the
story
0 Use persuasive/emotive vocabulary
0 Credits at the end
23. What are the some of
the features included
in a book trailer?
What learning
actions did you use
today?
What is your learning
goal for next lesson?
24. When your book
trailer is finished you
will complete a self
evaluation rubric
Editor's Notes
SC? To select evidence from the text to show how events, situations and people can be represented from different viewpoints.
Language features: http://www.australiancurriculum.edu.au/Glossary?a=E&t=language+features