Writers in the classroom engage in various writing activities throughout the week, including analyzing videos, trying different writing techniques, and sharing their work with peers. The document outlines the daily schedule, learning targets, and sharing structures for different writing exercises, such as musical chairs shares, chair shares, and family shares. Students are encouraged to freely write without worrying about typical conventions in order to generate and develop ideas.
This document provides information about the FCAT Writing Test to help parents understand what is tested and strategies they can use at home to help their children. It discusses that the FCAT Writing requires students to write an essay in response to a prompt and will be scored in areas like focus, organization, support, and conventions. Specific techniques are outlined like using transitions, developing ideas through "magnified moments," and ending the essay effectively. The goal is for parents to work with their children to strengthen writing skills.
At the 10/15/2014 Parent Ed talk, Principal Heather Swanson Johnson gave a fascinating presentation about Catharine Blaine's Writer's Workshop. Her talk reminded me how fortunate we are to have passionate educators like her and Ms. Lily in our children's lives.
Even if you missed Heather's dynamic delivery of this PPT, you'll see her main takeaways from her talk about Writer's Workshop. Hope to see you at the next Parent Ed night!
This document provides instructions and guidelines for writing a descriptive paragraph. It explains that a descriptive paragraph uses descriptions and sensory details to help readers visualize the subject. It should have 3 parts: a topic sentence, supporting details, and a concluding sentence. An example descriptive paragraph is given that describes a messy study room. Guidelines are provided for choosing a subject, forming an impression, using specific descriptive words, and writing a concluding sentence. The document ends by providing potential topics and instructing the reader to write their own descriptive paragraph.
Here are some possible showing sentences that could replace the telling sentence:
- The man stared at a photo of his late wife, tears welling in his eyes.
- With downcast eyes and slumped shoulders, the man shuffled down the street alone after visiting her grave.
- As the rain fell outside, the man sat by the window with a faraway look, lost in memories of happier times.
The showing sentences provide more vivid details and imagery to convey the man's sadness rather than just stating he was sad. They help the reader visualize and feel what the character is experiencing through sensory details.
This document provides several strategies for helping students generate ideas for creative writing assignments. It discusses having students brainstorm narrative elements like characters, problems, events and resolutions. Students can then combine these elements randomly or use provided grids to inspire stories. The document also suggests having students annotate pictures to spark story ideas or modify existing stories and plots using techniques like BAR and SCAMPER to develop new variations. The goal is to expose students to many potential ideas so they have options to critically evaluate which makes the best story to write.
This document outlines the requirements for a group speech assessment. Students must work in groups of up to 4 people to write and present an interview between a media presenter and characters from the novel "The Outsiders". Each student must speak for at least 1 minute. The presentation will be assessed on the use of oral techniques, voice, language, and coherence. The document provides guidance on roles, content, language techniques, and delivery skills to include in the presentation.
Katherine bailey lesson plan 2_edn 340_10-2-11Kate Bailey
This lesson plan teaches 5th grade students about similes. It begins with engaging the class by reading a simile from a poem. The teacher then explains what a simile is and provides examples. Students brainstorm words that could be used to create similes, which are added to a chart. The teacher models creating similes using words from the chart. Students then independently write their own similes using words from the chart, drawing on personal experiences. They share their work in groups to give each other feedback. Finally, the class discusses the importance of authors using similes in writing.
Kate provided a model lesson on the short story "An Island Like You" in three parts:
1) Students partner read and took notes on the story. They asked each other questions about the text.
2) Students analyzed quotes from the story and created a visual representation of the grandmother character, Abuela.
3) Students took on advocacy roles to write paragraphs justifying either Abuela or the granddaughter's perspectives based on evidence from the text.
The lesson modeled active reading strategies, visual learning, and perspective-taking to analyze a literary work. Student engagement and interaction were key aspects of the lesson.
This document provides information about the FCAT Writing Test to help parents understand what is tested and strategies they can use at home to help their children. It discusses that the FCAT Writing requires students to write an essay in response to a prompt and will be scored in areas like focus, organization, support, and conventions. Specific techniques are outlined like using transitions, developing ideas through "magnified moments," and ending the essay effectively. The goal is for parents to work with their children to strengthen writing skills.
At the 10/15/2014 Parent Ed talk, Principal Heather Swanson Johnson gave a fascinating presentation about Catharine Blaine's Writer's Workshop. Her talk reminded me how fortunate we are to have passionate educators like her and Ms. Lily in our children's lives.
Even if you missed Heather's dynamic delivery of this PPT, you'll see her main takeaways from her talk about Writer's Workshop. Hope to see you at the next Parent Ed night!
This document provides instructions and guidelines for writing a descriptive paragraph. It explains that a descriptive paragraph uses descriptions and sensory details to help readers visualize the subject. It should have 3 parts: a topic sentence, supporting details, and a concluding sentence. An example descriptive paragraph is given that describes a messy study room. Guidelines are provided for choosing a subject, forming an impression, using specific descriptive words, and writing a concluding sentence. The document ends by providing potential topics and instructing the reader to write their own descriptive paragraph.
Here are some possible showing sentences that could replace the telling sentence:
- The man stared at a photo of his late wife, tears welling in his eyes.
- With downcast eyes and slumped shoulders, the man shuffled down the street alone after visiting her grave.
- As the rain fell outside, the man sat by the window with a faraway look, lost in memories of happier times.
The showing sentences provide more vivid details and imagery to convey the man's sadness rather than just stating he was sad. They help the reader visualize and feel what the character is experiencing through sensory details.
This document provides several strategies for helping students generate ideas for creative writing assignments. It discusses having students brainstorm narrative elements like characters, problems, events and resolutions. Students can then combine these elements randomly or use provided grids to inspire stories. The document also suggests having students annotate pictures to spark story ideas or modify existing stories and plots using techniques like BAR and SCAMPER to develop new variations. The goal is to expose students to many potential ideas so they have options to critically evaluate which makes the best story to write.
This document outlines the requirements for a group speech assessment. Students must work in groups of up to 4 people to write and present an interview between a media presenter and characters from the novel "The Outsiders". Each student must speak for at least 1 minute. The presentation will be assessed on the use of oral techniques, voice, language, and coherence. The document provides guidance on roles, content, language techniques, and delivery skills to include in the presentation.
Katherine bailey lesson plan 2_edn 340_10-2-11Kate Bailey
This lesson plan teaches 5th grade students about similes. It begins with engaging the class by reading a simile from a poem. The teacher then explains what a simile is and provides examples. Students brainstorm words that could be used to create similes, which are added to a chart. The teacher models creating similes using words from the chart. Students then independently write their own similes using words from the chart, drawing on personal experiences. They share their work in groups to give each other feedback. Finally, the class discusses the importance of authors using similes in writing.
Kate provided a model lesson on the short story "An Island Like You" in three parts:
1) Students partner read and took notes on the story. They asked each other questions about the text.
2) Students analyzed quotes from the story and created a visual representation of the grandmother character, Abuela.
3) Students took on advocacy roles to write paragraphs justifying either Abuela or the granddaughter's perspectives based on evidence from the text.
The lesson modeled active reading strategies, visual learning, and perspective-taking to analyze a literary work. Student engagement and interaction were key aspects of the lesson.
This document provides guidance for students on writing a community profile essay assignment. It discusses choosing a subject and angle for the profile, includes examples of both. It also outlines the key components that must be included in the essay such as background information, descriptions using sensory details, dialogue, anecdotes, and examples of community impact. The document provides tips on conducting research, pre-writing through outlining and brainstorming, writing drafts, conducting a peer review, and revising and editing the essay.
This document provides instruction for students on writing a community profile essay assignment for an English 111 class. It outlines the requirements for the essay, including using background information, sensory details, examples, dialogue, and anecdotes. It also discusses choosing a subject and angle for the profile. Students are advised to brainstorm, outline, write a draft, conduct a peer review, revise, edit, and finally publish their essay. The deadline for the final draft is November 2nd.
The blog post discusses the concept of "teenage love" and whether it is meaningful. The writer is skeptical of most teenage relationships, seeing them as brief and often ending messily. However, the writer acknowledges that some teenage dating can be positive. Readers are asked to share their own views on whether serious teenage relationships are worthwhile or if teens should just focus on fun and non-serious dating during high school years.
A second blog post discusses what it means to be considered "well-read." The writer reflects on changing reading habits over time and questions whether volume of books read or types of books matter more. While reading classics can be impressive, the writer believes understanding and finding meaning is more important than titles alone.
This lesson plan teaches students about creative writing through writing stories about animals. It begins with introducing the writing process and defining creative writing. Students are then divided into groups and each group is assigned an animal category to write a 100-word story about. They then present their stories to the class. As an individual activity, students write short essays about their favorite pets following the writing process. Their essays are exchanged and reviewed by peers. The lesson concludes with a discussion of what was learned about creative writing.
- This document provides learning materials for a film analysis project on the movie Little Miss Sunshine. It includes learning intentions, success criteria, character analyses, plot details, film techniques used in the movie, themes, and symbols. Students are asked to complete tasks analyzing different aspects of the film.
- Students are expected to demonstrate critical thinking, collaboration, creativity, responsibility and ICT literacy skills. They will analyze characters, relationships, plot events, themes and symbols in the film and relate them to their own lives. They will create blog posts to share their work.
- The document outlines the key tasks students must complete to demonstrate their understanding of the film and develop various skills, including creating a film presentation, character analyses, essays
This document provides information and exercises to help adults improve their handwriting. It is divided into three sections: getting ready for writing, practice makes perfect, and quick fixes. The first section covers warming up exercises, choosing a pen, and proper hand positioning. The second section focuses on practicing letter formation, writing words and sentences. The third section discusses what makes good handwriting and how to address common problems. The overall goal is to help adults who want to improve their handwriting skills and develop a style they feel comfortable with.
Workshop outlining exercises that equip English teachers with tools to help students write more creatively for exams. Also useful for creative writing tutors of people of all ages
This document outlines a lesson on descriptive writing. It contains two key objectives: 1) explore ways to make writing descriptive through techniques like pre-modified nouns, verbs, and vocabulary; and 2) have students practice descriptive writing. The lesson provides examples of descriptive language techniques and prompts students to practice using these techniques in their own writing, such as describing a chocolate bar or a lonely character. It concludes by assigning a homework of finishing a descriptive paragraph.
A comprehensive view of teaching a creative writing unit to third grade students by utilizing many different technology platforms within the classroom.
We all know the importance of public speaking and communication skills. Many of us even know the basics of speaking well.
That’s the easy part. The tough part?
How do you get kids to do it?
More importantly, how do you get kids to WANT to do it?
This is my answer. The Speak Up course has run within schools and privately for the past four years. This is an excerpt from the accompanying booklet. Will
The student enjoyed art and cultural studies but found it annoying when the teacher had to repeat things. Their favorite activity was a koi carp sketch because they liked how it turned out. They would have liked to add more color to their koi carp. They disliked a wire sculpture activity because they kept pricking themselves. Overall, they felt they put in a good effort in their work.
This document provides 10 tips for effective writing conferencing:
1) Teachers should do some writing themselves to better teach writing.
2) Conferences should be a dialogue where writers discuss their topic, process, next steps, and struggles.
3) There are multiple structures for conferences beyond "Research, Decide, Teach".
This document discusses the use of drama in education. It defines drama as role-playing situations that aim to create discovery through pretending rather than focusing on characters. Drama puts students in active roles where they can develop communication skills and test their understanding through improvisation. The document contrasts drama with theatre, noting that drama is student-centered and focuses on the learning process rather than a final product. It emphasizes that drama allows students to employ their life experiences and work together to understand concepts on a deeper level.
The document provides guidance on writing effective narrative, descriptive, and sensory essays. It discusses including concrete details that appeal to the senses to help readers visualize the story or description. It also provides tips on choosing a topic, using vivid language, appealing to sight, sound, smell, touch and taste, and showing rather than telling to create a clear picture for the reader.
Descriptive writing uses sensory details to describe a person, place, thing or event. Sensory details include details that appeal to the five senses of sight, sound, smell, taste and touch. Choosing an interesting topic and arranging descriptive details are important for an effective descriptive paragraph. The document provides guidance on how to write descriptive paragraphs, including focusing on significant details about a person or place and presenting ideas in a clear order.
The document provides guidance on writing a descriptive essay. It explains that a descriptive essay aims to inform readers about a place, event, object or subject using strong sensory details. It should have a main topic and supporting details organized clearly. The essay can describe an event, place, subject or teach about something using accurate notes and details to engage readers. Writers should present their ideas in a logical order and set a mood to help readers visualize the topic. The steps are to choose a topic, research it, take notes, write drafts focused on the topic, and rehearse before sharing. Optional ideas include dressing up or using visual aids related to the topic.
Express yourself portrait 2021 version 2 grade 6 JulietteWegdam1
This document provides instructions for a Year 6 art unit on portraits. It outlines various activities for students to explore different portrait drawing techniques including observational drawing, continuous line drawing, and using shading to create 3D effects. Students will take self-portraits from different angles and experiment with materials like charcoal and pastels. They will analyze famous portraits, create portraits in styles inspired by artists like Tim Burton, and reflect on their learning through a final self-portrait. The goal is for students to express themselves through portraiture while learning key art elements and techniques.
The executive director of Banfill-Locke Center for the Arts writes to encourage friends of the center to get involved through membership, volunteering, classes and donations. She highlights the quality programming including upcoming shows, readings and fall courses. The courses cover a wide range of mediums and skills levels including writing, visual arts and literary arts. The director invites readers to visit the center and get involved in the vibrant art community.
Línea del tiempo de la educación a distancia.
(Garcia Aretio ( Bases, mediaciones y futuro de la Educación a distancia en la sociedad digital)
https://www.youtube.com/watch?v=6-c_eLWiq2E
This document provides guidance for students on writing a community profile essay assignment. It discusses choosing a subject and angle for the profile, includes examples of both. It also outlines the key components that must be included in the essay such as background information, descriptions using sensory details, dialogue, anecdotes, and examples of community impact. The document provides tips on conducting research, pre-writing through outlining and brainstorming, writing drafts, conducting a peer review, and revising and editing the essay.
This document provides instruction for students on writing a community profile essay assignment for an English 111 class. It outlines the requirements for the essay, including using background information, sensory details, examples, dialogue, and anecdotes. It also discusses choosing a subject and angle for the profile. Students are advised to brainstorm, outline, write a draft, conduct a peer review, revise, edit, and finally publish their essay. The deadline for the final draft is November 2nd.
The blog post discusses the concept of "teenage love" and whether it is meaningful. The writer is skeptical of most teenage relationships, seeing them as brief and often ending messily. However, the writer acknowledges that some teenage dating can be positive. Readers are asked to share their own views on whether serious teenage relationships are worthwhile or if teens should just focus on fun and non-serious dating during high school years.
A second blog post discusses what it means to be considered "well-read." The writer reflects on changing reading habits over time and questions whether volume of books read or types of books matter more. While reading classics can be impressive, the writer believes understanding and finding meaning is more important than titles alone.
This lesson plan teaches students about creative writing through writing stories about animals. It begins with introducing the writing process and defining creative writing. Students are then divided into groups and each group is assigned an animal category to write a 100-word story about. They then present their stories to the class. As an individual activity, students write short essays about their favorite pets following the writing process. Their essays are exchanged and reviewed by peers. The lesson concludes with a discussion of what was learned about creative writing.
- This document provides learning materials for a film analysis project on the movie Little Miss Sunshine. It includes learning intentions, success criteria, character analyses, plot details, film techniques used in the movie, themes, and symbols. Students are asked to complete tasks analyzing different aspects of the film.
- Students are expected to demonstrate critical thinking, collaboration, creativity, responsibility and ICT literacy skills. They will analyze characters, relationships, plot events, themes and symbols in the film and relate them to their own lives. They will create blog posts to share their work.
- The document outlines the key tasks students must complete to demonstrate their understanding of the film and develop various skills, including creating a film presentation, character analyses, essays
This document provides information and exercises to help adults improve their handwriting. It is divided into three sections: getting ready for writing, practice makes perfect, and quick fixes. The first section covers warming up exercises, choosing a pen, and proper hand positioning. The second section focuses on practicing letter formation, writing words and sentences. The third section discusses what makes good handwriting and how to address common problems. The overall goal is to help adults who want to improve their handwriting skills and develop a style they feel comfortable with.
Workshop outlining exercises that equip English teachers with tools to help students write more creatively for exams. Also useful for creative writing tutors of people of all ages
This document outlines a lesson on descriptive writing. It contains two key objectives: 1) explore ways to make writing descriptive through techniques like pre-modified nouns, verbs, and vocabulary; and 2) have students practice descriptive writing. The lesson provides examples of descriptive language techniques and prompts students to practice using these techniques in their own writing, such as describing a chocolate bar or a lonely character. It concludes by assigning a homework of finishing a descriptive paragraph.
A comprehensive view of teaching a creative writing unit to third grade students by utilizing many different technology platforms within the classroom.
We all know the importance of public speaking and communication skills. Many of us even know the basics of speaking well.
That’s the easy part. The tough part?
How do you get kids to do it?
More importantly, how do you get kids to WANT to do it?
This is my answer. The Speak Up course has run within schools and privately for the past four years. This is an excerpt from the accompanying booklet. Will
The student enjoyed art and cultural studies but found it annoying when the teacher had to repeat things. Their favorite activity was a koi carp sketch because they liked how it turned out. They would have liked to add more color to their koi carp. They disliked a wire sculpture activity because they kept pricking themselves. Overall, they felt they put in a good effort in their work.
This document provides 10 tips for effective writing conferencing:
1) Teachers should do some writing themselves to better teach writing.
2) Conferences should be a dialogue where writers discuss their topic, process, next steps, and struggles.
3) There are multiple structures for conferences beyond "Research, Decide, Teach".
This document discusses the use of drama in education. It defines drama as role-playing situations that aim to create discovery through pretending rather than focusing on characters. Drama puts students in active roles where they can develop communication skills and test their understanding through improvisation. The document contrasts drama with theatre, noting that drama is student-centered and focuses on the learning process rather than a final product. It emphasizes that drama allows students to employ their life experiences and work together to understand concepts on a deeper level.
The document provides guidance on writing effective narrative, descriptive, and sensory essays. It discusses including concrete details that appeal to the senses to help readers visualize the story or description. It also provides tips on choosing a topic, using vivid language, appealing to sight, sound, smell, touch and taste, and showing rather than telling to create a clear picture for the reader.
Descriptive writing uses sensory details to describe a person, place, thing or event. Sensory details include details that appeal to the five senses of sight, sound, smell, taste and touch. Choosing an interesting topic and arranging descriptive details are important for an effective descriptive paragraph. The document provides guidance on how to write descriptive paragraphs, including focusing on significant details about a person or place and presenting ideas in a clear order.
The document provides guidance on writing a descriptive essay. It explains that a descriptive essay aims to inform readers about a place, event, object or subject using strong sensory details. It should have a main topic and supporting details organized clearly. The essay can describe an event, place, subject or teach about something using accurate notes and details to engage readers. Writers should present their ideas in a logical order and set a mood to help readers visualize the topic. The steps are to choose a topic, research it, take notes, write drafts focused on the topic, and rehearse before sharing. Optional ideas include dressing up or using visual aids related to the topic.
Express yourself portrait 2021 version 2 grade 6 JulietteWegdam1
This document provides instructions for a Year 6 art unit on portraits. It outlines various activities for students to explore different portrait drawing techniques including observational drawing, continuous line drawing, and using shading to create 3D effects. Students will take self-portraits from different angles and experiment with materials like charcoal and pastels. They will analyze famous portraits, create portraits in styles inspired by artists like Tim Burton, and reflect on their learning through a final self-portrait. The goal is for students to express themselves through portraiture while learning key art elements and techniques.
The executive director of Banfill-Locke Center for the Arts writes to encourage friends of the center to get involved through membership, volunteering, classes and donations. She highlights the quality programming including upcoming shows, readings and fall courses. The courses cover a wide range of mediums and skills levels including writing, visual arts and literary arts. The director invites readers to visit the center and get involved in the vibrant art community.
Línea del tiempo de la educación a distancia.
(Garcia Aretio ( Bases, mediaciones y futuro de la Educación a distancia en la sociedad digital)
https://www.youtube.com/watch?v=6-c_eLWiq2E
This one sentence document does not provide enough context or information to create an accurate 3 sentence summary. The document contains only one word - "Lorem" - which is not meaningful on its own.
Este documento presenta el procedimiento para la creación de usuarios en el Departamento de Tecnología de la Información y Comunicación de la Universidad Tecnológica de Santiago. El procedimiento comienza cuando un empleado solicita la creación de un usuario a través del sistema de tickets SpiceWork. Luego, la Gerencia de Seguridad verifica la solicitud y determina si se requiere crear, eliminar o cambiar un usuario, o realizar otras tareas como respaldos de datos o instalaciones de software. Finalmente, una vez completada la solicitud, el ticket
Este documento presenta un decálogo para el uso de las tecnologías de la información y la comunicación (TIC) en el aula de primaria. Sus principales puntos son que lo más importante es el aprendizaje educativo y no la tecnología en sí; que las TIC no generan automáticamente innovación sino que depende del método didáctico; y que las TIC deben usarse para que los estudiantes aprendan haciendo tareas como buscar datos e información, comunicarse y resolver problemas.
Este proyecto analiza el manual de responsabilidades, políticas y objetivos del sistema de gestión de seguridad y salud en el trabajo en la empresa ETEC S.A. de Cartagena. El objetivo es identificar fallas en el manual a través de un análisis descriptivo e implementar mejoras. El proyecto está a cargo de dos estudiantes y busca fortalecer la gestión de seguridad y salud ocupacional en la empresa.
This document provides information about Fabri-Tek Equipments Private Limited, an ISO 9001-2008 certified company located in Pune, India that manufactures and supplies flow elements, process equipment, piping components, and custom fabricated parts for various industries. It establishes that the company was founded in 2010 and has since grown significantly, serving many renowned domestic and international clients in sectors like oil and gas, petrochemicals, cement, and power.
Teoria del aprendizaje social de Albert BanduraAlex Melendres
Albert Bandura fue un psicólogo canadiense que desarrolló la teoría del aprendizaje social. Bandura argumentó que el aprendizaje ocurre a través de la observación de modelos conductuales y sus consecuencias. Realizó experimentos que mostraron que los niños aprenden conductas agresivas a través de la observación de otros, incluso cuando no reciben refuerzo directo. Su teoría explica que el aprendizaje ocurre a través de procesos como la atención, la retención y la reproducción de comportamientos observados.
This document contains a variety of educational content including:
- Questions about painting pictures and wearing special clothes when painting
- Daily proofreading practice with sentences about going to a movie
- A rhyming poem about how Patrick paints a cat
- Lists of high frequency words and syllable patterns
- Examples of words fitting the VCCV syllable pattern
- A chart about author's purpose and examples of writing for different purposes like telling a story or teaching facts
Persuasive Texts: The language of persuasion by Jeni MawterJeni Mawter
Children's and Young Adult Author and Writing Teacher Jeni Mawter shares her knowledge and insights in persuasive writing techniques.
Suitable for NAPLAN students.
36 lessons, multi level for teaching English. + "lesson printables" for each lesson, video to supplement the lesson and teacher "helpers" galore. Each lesson contains instructions. Purchase helps support the EFL Classroom resource community. https://eflclassroom.com/store/products/teach-learn-techbook/
The document discusses the benefits of incorporating humor into the English as a second language (ESL) classroom. It outlines how humor can lower students' anxiety, increase motivation and self-confidence, and create a positive learning environment. Some examples of humor used in teaching include jokes, stories, cartoons, roleplaying games, and puns. The document provides guidelines for teachers on how to appropriately use humor, such as being spontaneous and relating material to students' lives.
Conferring Tips in Writing Workshop, Shana FrazinLanny Ball
This document provides 10 tips for effective writing conferring:
1) Teachers should do writing themselves to better teach writing.
2) Conferences should be a dialogue where writers discuss their topic, process, next steps, and challenges.
3) There are multiple structures for conferences beyond "Research, Decide, Teach".
This document provides an overview and instructions for the first unit of a textbook on English. The unit is about love and includes readings, listening, writing, and speaking activities. It introduces exercises to help students learn about expressing feelings, writing love letters, listening to songs, and discussing relationships. It previews vocabulary related to love and feelings. The document outlines the structure of the unit and lessons within, including the learning objectives, text types, and grammar and language points that will be covered.
This document provides an overview of the topics, language skills, cognitive skills, and activities covered in each unit of an English language course. The units progress from basic personal information and numbers in the early units to more advanced topics like fractions, maps, and sports later on. Each unit focuses on new vocabulary like clothing items, animals, or places. It also recycles previously learned vocabulary. A variety of language and cognitive skills are practiced each unit, like reading, writing, listening, speaking, categorizing words, sentence building, and following instructions. Activities include stories, songs, games, projects and evaluations to practice the target language and skills.
This document provides tips for giving a good presentation. It recommends planning with the audience in mind, sticking to topics you are experienced in, making each point instructional, structuring the presentation like a story with an introduction, climax and resolution, including a memorable "star moment", practicing well, timing the talk, telling stories to illustrate points, focusing on one main point, providing an overview at the start, creating a hashtag for audience feedback, using engaging visuals rather than bullet points on each slide, speaking conversationally while making eye contact, showing passion through emotion and body language, keeping the audience engaged, and concluding by summarizing key points and thanking the audience.
This document provides an overview of 6-Trait Writing Instruction and Assessment. It discusses the six traits of good writing: Ideas, Organization, Voice, Word Choice, Sentence Fluency, and Conventions. For each trait, it defines what the trait means, provides examples from authors, and discusses strategies for teaching students to improve in that trait. It also discusses how the six traits approach provides a common language for teachers to assess writing and give feedback to students.
This document provides an overview of 6-Trait Writing Instruction and Assessment. It discusses the six traits of good writing: ideas, organization, voice, word choice, sentence fluency, and conventions. For each trait, it defines what the trait means, provides examples from literature, and discusses strategies for teaching students to improve in that area. The goal is to teach students specific skills and provide a common language for students and teachers to use to strengthen writing.
This document provides guidance for writing a personal narrative essay. It discusses the key elements of a narrative, including having a clear thesis or purpose for telling the story. The narrative should recount a personal experience or event from one day that had lasting impacts. Students are instructed to brainstorm potential story ideas and outline their narratives using the ABDCE structure of introducing Action, providing Background, developing the story, including a Climax, and concluding with an End. Details and descriptions should be used selectively to engage the reader. The assignment requires 500-800 words on a well-organized story that follows the given formatting guidelines.
Writing For Acceptance in Abstracts, Posters & Presentationsdreeders
Slides for a skills workshop on conceptual and technical skills for writing non-fiction generally and abstracts for conference papers in particular. Activities and presenter notes are available.
Lesson 3 and 4 Free Writing PowerPoint presentationCynthiaPinyuhan1
This document provides guidance on free writing and storytelling activities that can be used in the classroom to help students improve their writing skills. It discusses free writing as a way to increase idea flow without censoring. It then outlines a 5-step process for free writing that includes listing ideas, selecting a topic, outlining, drafting, and revising. The document also provides ideas for developing story characters, plots, settings and resolutions. It suggests activities like story balls and anecdotal storytelling to engage students in oral storytelling.
The document provides instructions and an agenda for the first week of an English class. It includes directions for icebreaker activities to help students get to know each other, as well as assignments explaining the format of journal entries and a friendly letter for homework. Students are also given information on making inferences from clues and a gallery walk activity where they observe the classroom and write predictions about what the class will entail. Group work and presentations follow to discuss their observations. The document outlines the materials needed for the class and schedules a review of the syllabus.
This document provides an overview of the 6 Traits writing model for instruction and assessment. The 6 Traits include Ideas, Organization, Voice, Word Choice, Sentence Fluency, and Conventions. Each trait is defined and sample teaching strategies are outlined. Using the 6 Traits approach provides students and teachers with a common language for writing, consistency in assessment, and a framework to focus instruction and revision. It links assessment to teaching writing skills and develops the areas evaluated in standardized writing assessments.
This document provides suggestions for encouraging students to speak formally in the classroom by using "thought stems" or sentence starters for different subjects. It recommends displaying the thought stems around the room and directing students to use them when expressing ideas verbally. Examples of thought stems are provided for subjects like English, French, math, and history. Teachers are also encouraged to create their own thought stems tailored for their specific subjects. Differentiating the thought stems for different ability levels is discussed as a way to challenge students' ideas.
This document discusses the connection between reading and writing. It provides examples of reading activities that can be used to spark writing ideas, such as shared storybook reading, listening to text snippets, and using popular books as writing prompts. It also describes a partner activity where one student writes a sentence and their partner responds with a question to continue building the story. The document emphasizes that exposing students to rich literacy experiences through reading helps strengthen their writing abilities in various genres. It concludes by sharing the author's favorite book and recommending that students discuss their favorite books with partners.
The document provides guidance on teaching creative writing to students. It discusses various strategies teachers can use, including:
1) Having students engage in warm-up writing tasks like describing something they created from clay to get them thinking creatively.
2) Explaining the writing process and different stages of writing that students progress through.
3) Discussing how to develop writing skills through task-based activities that have context, purpose, and involve student thinking.
4) Describing approaches like parallel writing, modeled writing, and process writing that teachers can take.
5) Suggesting specific creative writing strategies and exercises teachers can use in the classroom, such as transformation, brainstorming,
Strategies for Effective Upskilling is a presentation by Chinwendu Peace in a Your Skill Boost Masterclass organisation by the Excellence Foundation for South Sudan on 08th and 09th June 2024 from 1 PM to 3 PM on each day.
LAND USE LAND COVER AND NDVI OF MIRZAPUR DISTRICT, UPRAHUL
This Dissertation explores the particular circumstances of Mirzapur, a region located in the
core of India. Mirzapur, with its varied terrains and abundant biodiversity, offers an optimal
environment for investigating the changes in vegetation cover dynamics. Our study utilizes
advanced technologies such as GIS (Geographic Information Systems) and Remote sensing to
analyze the transformations that have taken place over the course of a decade.
The complex relationship between human activities and the environment has been the focus
of extensive research and worry. As the global community grapples with swift urbanization,
population expansion, and economic progress, the effects on natural ecosystems are becoming
more evident. A crucial element of this impact is the alteration of vegetation cover, which plays a
significant role in maintaining the ecological equilibrium of our planet.Land serves as the foundation for all human activities and provides the necessary materials for
these activities. As the most crucial natural resource, its utilization by humans results in different
'Land uses,' which are determined by both human activities and the physical characteristics of the
land.
The utilization of land is impacted by human needs and environmental factors. In countries
like India, rapid population growth and the emphasis on extensive resource exploitation can lead
to significant land degradation, adversely affecting the region's land cover.
Therefore, human intervention has significantly influenced land use patterns over many
centuries, evolving its structure over time and space. In the present era, these changes have
accelerated due to factors such as agriculture and urbanization. Information regarding land use and
cover is essential for various planning and management tasks related to the Earth's surface,
providing crucial environmental data for scientific, resource management, policy purposes, and
diverse human activities.
Accurate understanding of land use and cover is imperative for the development planning
of any area. Consequently, a wide range of professionals, including earth system scientists, land
and water managers, and urban planners, are interested in obtaining data on land use and cover
changes, conversion trends, and other related patterns. The spatial dimensions of land use and
cover support policymakers and scientists in making well-informed decisions, as alterations in
these patterns indicate shifts in economic and social conditions. Monitoring such changes with the
help of Advanced technologies like Remote Sensing and Geographic Information Systems is
crucial for coordinated efforts across different administrative levels. Advanced technologies like
Remote Sensing and Geographic Information Systems
9
Changes in vegetation cover refer to variations in the distribution, composition, and overall
structure of plant communities across different temporal and spatial scales. These changes can
occur natural.
This presentation was provided by Steph Pollock of The American Psychological Association’s Journals Program, and Damita Snow, of The American Society of Civil Engineers (ASCE), for the initial session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session One: 'Setting Expectations: a DEIA Primer,' was held June 6, 2024.
How to Manage Your Lost Opportunities in Odoo 17 CRMCeline George
Odoo 17 CRM allows us to track why we lose sales opportunities with "Lost Reasons." This helps analyze our sales process and identify areas for improvement. Here's how to configure lost reasons in Odoo 17 CRM
ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...PECB
Denis is a dynamic and results-driven Chief Information Officer (CIO) with a distinguished career spanning information systems analysis and technical project management. With a proven track record of spearheading the design and delivery of cutting-edge Information Management solutions, he has consistently elevated business operations, streamlined reporting functions, and maximized process efficiency.
Certified as an ISO/IEC 27001: Information Security Management Systems (ISMS) Lead Implementer, Data Protection Officer, and Cyber Risks Analyst, Denis brings a heightened focus on data security, privacy, and cyber resilience to every endeavor.
His expertise extends across a diverse spectrum of reporting, database, and web development applications, underpinned by an exceptional grasp of data storage and virtualization technologies. His proficiency in application testing, database administration, and data cleansing ensures seamless execution of complex projects.
What sets Denis apart is his comprehensive understanding of Business and Systems Analysis technologies, honed through involvement in all phases of the Software Development Lifecycle (SDLC). From meticulous requirements gathering to precise analysis, innovative design, rigorous development, thorough testing, and successful implementation, he has consistently delivered exceptional results.
Throughout his career, he has taken on multifaceted roles, from leading technical project management teams to owning solutions that drive operational excellence. His conscientious and proactive approach is unwavering, whether he is working independently or collaboratively within a team. His ability to connect with colleagues on a personal level underscores his commitment to fostering a harmonious and productive workplace environment.
Date: May 29, 2024
Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
-------------------------------------------------------------------------------
Find out more about ISO training and certification services
Training: ISO/IEC 27001 Information Security Management System - EN | PECB
ISO/IEC 42001 Artificial Intelligence Management System - EN | PECB
General Data Protection Regulation (GDPR) - Training Courses - EN | PECB
Webinars: https://pecb.com/webinars
Article: https://pecb.com/article
-------------------------------------------------------------------------------
For more information about PECB:
Website: https://pecb.com/
LinkedIn: https://www.linkedin.com/company/pecb/
Facebook: https://www.facebook.com/PECBInternational/
Slideshare: http://www.slideshare.net/PECBCERTIFICATION
This document provides an overview of wound healing, its functions, stages, mechanisms, factors affecting it, and complications.
A wound is a break in the integrity of the skin or tissues, which may be associated with disruption of the structure and function.
Healing is the body’s response to injury in an attempt to restore normal structure and functions.
Healing can occur in two ways: Regeneration and Repair
There are 4 phases of wound healing: hemostasis, inflammation, proliferation, and remodeling. This document also describes the mechanism of wound healing. Factors that affect healing include infection, uncontrolled diabetes, poor nutrition, age, anemia, the presence of foreign bodies, etc.
Complications of wound healing like infection, hyperpigmentation of scar, contractures, and keloid formation.
Leveraging Generative AI to Drive Nonprofit InnovationTechSoup
In this webinar, participants learned how to utilize Generative AI to streamline operations and elevate member engagement. Amazon Web Service experts provided a customer specific use cases and dived into low/no-code tools that are quick and easy to deploy through Amazon Web Service (AWS.)
Walmart Business+ and Spark Good for Nonprofits.pdfTechSoup
"Learn about all the ways Walmart supports nonprofit organizations.
You will hear from Liz Willett, the Head of Nonprofits, and hear about what Walmart is doing to help nonprofits, including Walmart Business and Spark Good. Walmart Business+ is a new offer for nonprofits that offers discounts and also streamlines nonprofits order and expense tracking, saving time and money.
The webinar may also give some examples on how nonprofits can best leverage Walmart Business+.
The event will cover the following::
Walmart Business + (https://business.walmart.com/plus) is a new shopping experience for nonprofits, schools, and local business customers that connects an exclusive online shopping experience to stores. Benefits include free delivery and shipping, a 'Spend Analytics” feature, special discounts, deals and tax-exempt shopping.
Special TechSoup offer for a free 180 days membership, and up to $150 in discounts on eligible orders.
Spark Good (walmart.com/sparkgood) is a charitable platform that enables nonprofits to receive donations directly from customers and associates.
Answers about how you can do more with Walmart!"
1. Mini Clip Monday
Where: Assigned Seat
With: Pen/Pencil and Writing
Journal
Noise Level:
Learning Target: Writers analyze
videos to get ideas for their writing. Share: Musical Chair Share
Possible Writing Starters
-This video made me think of...
-I wonder why...
-This person/topic reminds me of...
2. Musical Chairs Share
Santa: Here is what I wrote today ….
Rudolph: Wow, big guy, that’s fantastic!
Listen to what I wrote...
Santa: Oh, you talented little red nose. You saved the day
when you wrote ...
3. Your Thoughts Thursday
Where: Assigned Seat
With: Pen/Pencil and Writing
Journal
Noise Level:
Learning Target: Writers analyze
text to build writing skills.
In these classrooms, fidgeting, moving
around and bouncing are encouraged
Share: Family Share
Read the short article.
What do you think?
4. Try-It Tuesday
Where: Assigned Seat
With: Pen/Pencil and Writing
Journal
Noise Level:
Learning Target: Writers try out
different writing craft to enhance their
writing.
“She looked like art, and art wasn't
supposed to look nice; it was supposed to
make you feel something.” ― Rainbow
Rowell, Eleanor & Park
She looked like ______, and _______ wasn't
supposed to look ________; it was supposed
to make you _________ something.
Share: Whip Around Share
5. She looked like ______, and
_______ wasn't supposed to look
________; it was supposed to
make you _________ something.
“She looked like art, and art wasn't supposed to look nice; it was
supposed to make you feel something.”
6. 1. Everyone Shares
2. You only talk when it is your turn.
3. Look at the person who is talking.
-Choose ONE Sentence to Share-
Whip Around Share
7. Mini Clip Monday
Where: Assigned Seat
With: Pen/Pencil and Writing
Journal
Noise Level:
Learning Target: Writers analyze
videos to get ideas for their writing. Share: Sole Partner Share
Possible Writing Starters
-This video made me think of...
-I wonder why...
-This person/topic reminds me of...
8. Musical Chairs Share
Chips: Here’s what I wrote today ….
Salsa: Wow! You are so talented at ...
Listen to what I wrote...
Chips: Very impressive! You really nailed it when you...
9. Informative Writing Week:
Thesis Throwdown
Where: Assigned Seat
With: Pen/Pencil and Writing
Journal
Noise Level:
Learning Target: Writers focus their
ideas with good introductions
Share: Whole Group Share
At your table, write one strong
thesis statement answering one
of our two essential questions
from The Outsiders.
10. Word Wednesday
Where: Assigned Seat
With: Pen/Pencil and Writing
Journal
Noise Level:
Learning Target: Writers learn
academic vocabulary to enhance their
reading and writing.
Share: Chair Share
Word: Allusion
Example: “Chocolate was her Achilles'
heel.”
Prediction:
Definition:
Response: Write a passage using
the word or concept.
11. Mini Clip Monday
Where: Assigned Seat
With: Pen/Pencil and Writing
Journal
Noise Level:
Learning Target: Writers analyze
videos to get ideas for their writing. Share: Musical Chair Share
You try it!
12. Musical Chairs Share
Jedi: Here is what I wrote today ….
Sith: Impressive. Listen to what I wrote...
Jedi: The Force is with you when...
13. Think Tank Thursday
Where: Assigned Seat
With: Pen/Pencil and Writing
Journal
Noise Level:
Learning Target: Writers analyze
visual text to get ideas for their writing.
To Do:
I notice…
I infer that…
(what you “guess” to be true)
I wonder...
Share: Chair Share
14.
15. Mini Clip Monday
Where: Assigned Seat
With: Pen/Pencil and Writing
Journal
Noise Level:
Learning Target: Writers analyze
videos to get ideas for their writing. Share: Musical Chair Share
Possible Writing Starters
-This video made me think of...
-I wonder why...
-This person/topic reminds me of...
16. Musical Chairs Share
Batman: Here is what I wrote today ….
Robin: Holy manuscript! That’s some explosive writing!
Listen to what I wrote...
Batman: Your words define you when ...
17. Word Wednesday
Where: Assigned Seat
With: Pen/Pencil and Writing
Journal
Noise Level:
Learning Target: Writers learn
academic vocabulary to enhance their
reading and writing.
Share: Family Share
Word: Symbol
Example: The sorting hat in HP: “[T]rying on the hat was
a lot better than having to do a spell, but he did wish
they could have tried it on without everyone watching.
The hat seemed to be asking rather a lot; Harry didn't
feel brave or quick-witted or any of it at the moment.”
Prediction:
Definition:
Response: Write a nonfiction or
fiction passage using the word.
18. Mini Clip Monday
Where: Assigned Seat
With: Pen/Pencil and Writing
Journal
Noise Level:
Learning Target: Writers analyze
videos to get ideas for their writing. Share: Sole Partner Share
Possible Writing Starters
-This video made me think of...
-I wonder why...
-This person/topic reminds me of...
19. “_______ years on ________and you
can _______ a lot. But all the wrong
things, not the things you want to
_______. . __________on
_______and you can_________. But
all the wrong ______, not the things you
want _________.”
20. Punctuate it Tuesday
Where: Assigned Seat
With: Pen/Pencil and Writing
Journal
Noise Level:
Learning Target: Writers use correct
punctuation..
Share: Volunteer Whole Class Share
Listen to the song and with your
group, correctly punctuate it as if
you were telling a story.
Punctuate this!
21. Mini Clip Monday
Where: Assigned Seat
With: Pen/Pencil and Writing
Journal
Noise Level:
Learning Target: Writers analyze
videos to get ideas for their writing. Share: Musical Chair Share
Possible Writing Starters
-This video made me think of...
-I wonder why...
-This person/topic reminds me of...
22. Musical Chairs Share
Ethan: Here’s what I wrote today ….
Grayson: I need a tish! Your writing is goals when ...
Listen to what I wrote...
Ethan: Dang! You slayed when you...
23. Magnify it Tuesday
Where: Assigned Seat
With: Pen/Pencil and Writing
Journal
Noise Level:
Learning Target: Writers use
descriptive details.
Share: Volunteer Family Share
“A dense yet bright, grey mist
blanketed the sky. Ropes of
glittering white swung down from
the rooftops like vines. A string of
white dollops atop apartment
house trash cans looked like an
unclasped strand of pearls. The tall
evergreens stood still and silent,
their branches fattening with the
frosting of a cold, winter treat.”
In other words, it was snowing.
Add more details to your
sentence, like this:
24. Sacred Writing Monday
Where: Assigned Seat
With: Pen/Pencil and Writing
Journal
Noise Level:
Learning Target: Writers explore
ideas by brainstorming
It’s time to use those techniques
you’ve learned about suspense
stories to write your own
suspenseful narrative!
Your narrative should include:
a plot with a beginning,
middle, and end
a clear setting
characters and dialogue
a suspenseful theme
My example
25. Beginnings Week: Thursday
Where: Assigned Seat
With: Pen/Pencil and Writing
Journal
Noise Level:
Learning Target: Writers explore
ideas by brainstorming
Share: Volunteer Family Share
Dialogue: Start with a
conversation of two or
more of your characters.
Make sure it has
something to do with
the story. It should move
the plot.
26. Beginnings Week: Wednesday
Where: Assigned Seat
With: Pen/Pencil and Writing
Journal
Noise Level:
Learning Target: Writers explore
ideas by brainstorming
Share: Volunteer
Family Share
ACTION! Put your reader right in
the middle of the action. Either
start at the most exciting part
(you can flashback right after), or
have your first scene be one of
serious suspense. Remember to
write as much detail as possible
using the 5 senses:
● See
● Hear
● Smell
● Taste
● Feel
27. Beginnings Week: Tuesday
Where: Assigned Seat
With: Pen/Pencil and Writing
Journal
Noise Level:
Learning Target: Writers explore
ideas by brainstorming
Share: Volunteer Family Share
Imagine the beginning scene.
Where and when is it taking
place? Write as much detail as
possible. Paint a picture using
the 5 senses:
● See
● Hear
● Smell
● Taste
● Feel
28. Musical Chairs Share
Mustard: Here’s what I wrote today ….
Ketchup: Hot Diggety, dagnabbit! You are so talented at ...
Listen to what I wrote...
Mustard: Holy jumping weasel critters on a hot cross bun!!
You really nailed it when you...
29. Mini Clip Monday
Where: Assigned Seat
With: Pen/Pencil and Writing
Journal
Noise Level:
Learning Target: Writers analyze
videos to get ideas for their writing. Share: Musical Chair Share
Possible Writing Starters
-This video made me think of...
-I wonder why...
-This person/topic reminds me of...
30. Setting Thursday
Where: Assigned Seat
With: Pen/Pencil and Writing
Journal
Noise Level:
Learning Target: Writers develop
setting.
Share: Family Share
Where is your story
taking place? Write as
much detail as possible.
Imagine a movie camera
that starts with a tight
shot (really small), then
gradually widens so you
can see the big picture.
31. Character Wednesday
Where: Assigned Seat
With: Pen/Pencil and Writing
Journal
Noise Level:
Learning Target: Writers develop
character
Share: Volunteer Family Share
Time to think about
the protagonist of
your story. Describe
your character in as
much detail as
possible. Use these
these questions to
help.
32. Suspense Tuesday
Where: Assigned Seat
With: Pen/Pencil and Writing
Journal
Noise Level:
Learning Target: Writers explore
ideas by brainstorming
Share: Volunteer Share
Think of an ordinary event that
you wouldn’t consider
suspenseful. It might be waiting
for the school bus, walking your
dog, or visiting your
grandparents. Create a situation
in which this every day situation
becomes incredibly suspenseful.
33. Mini Clip Monday
Where: Assigned Seat
With: Pen/Pencil and Writing
Journal
Noise Level:
Learning Target: Writers analyze
videos to get ideas for their writing. Share: Volunteer Share
Possible Writing Starters
-This video made me think of...
-I wonder why...
-This person/topic reminds me of...
34.
35. Think Tank Thursday
Where: Assigned Seat
With: Pen/Pencil and Writing
Journal
Noise Level:
Learning Target: Writers analyze
visual text to get ideas for their writing.
To Do:
I notice…
I infer that…
(what you “guess” to be true)
I wonder...
Share: Chair Share
36. Word Wednesday
Where: Assigned Seat
With: Pen/Pencil and Writing
Journal
Noise Level:
Learning Target: Writers learn
academic vocabulary to enhance their
reading and writing.
Share: Family Share
Word: talisman
In context: Her husband drew the talisman
from his pocket and then all three burst into
laughter as the sergeant-major, with a look of
alarm on his face, caught him by the arm. --The
Monkey’s Paw
Definition:
Response: Write a passage using
the word.
37. Try-It Tuesday
Where: Assigned Seat
With: Pen/Pencil and Writing
Journal
Noise Level:
Learning Target: Writers try out
different writing craft to enhance their
writing.
“His hair was permed and gelled
like a New Jersey girl's on
homecoming night.”― Rick Riordan, The
Lightning Thief
________ hair was _________
and ________, like a
___________ on
_____________.
Share: Whip Around Share
38. ________ hair was _________ and
________, like a ___________ on
_____________.
39. Musical Chairs Share
Bread: Here’s what I wrote today ….
Butter: Holy heck! You are so talented at ...
Listen to what I wrote...
Bread: Bless your heart! You really nailed it when you...
40. Mini Clip Monday
Where: Assigned Seat
With: Pen/Pencil and Writing
Journal
Noise Level:
Learning Target: Writers analyze
videos to get ideas for their writing. Share: Musical Chairs Share
Possible Writing Starters
-This video made me think of...
-I wonder why...
-This person/topic reminds me of...
41. Word Wednesday
Where: Assigned Seat
With: Pen/Pencil and Writing
Journal
Noise Level:
Learning Target: Writers learn
academic vocabulary to enhance their
reading and writing.
Share: Family Share
Word: protagonist
In context: Brian Robeson, the
protagonist in Hatchet, must learn
how to survive with nothing but his
hatchet.
Prediction:
Definition:
Response: Write a passage using
the word.
42. Try-It Tuesday
Where: Assigned Seat
With: Pen/Pencil and Writing
Journal
Noise Level:
Learning Target: Writers try out
different writing craft to enhance their
writing.
“Aunt Petunia often said that
Dudley looked like a baby angel
— Harry often said that Dudley
looked like a pig in a wig.” --
J.K.Rowling-- Harry Potter and the Sorcerer’s Stone
________often said that ______ looked
(name)
(name)
like __________— _______ often said
(positive) (name)
that _________ looked like a _______.
(name)
(negative)
Share: Whip Around Share
43. ________often said that ______ looked
(name) (name)
like __________— _______ often said
(positive) (name)
that _________ looked like a _______.
(name)
(negative)
44. Mini Clip Monday
Where: Assigned Seat
With: Pen/Pencil and Writing
Journal
Noise Level:
Learning Target: Writers analyze
videos to get ideas for their writing. Share: Musical Chairs Share
Possible Writing Starters
-This video made me think of...
-I wonder why...
-This person/topic reminds me of...
45. Musical Chairs Share
Pancakes: Here’s what I wrote today ….
Syrup: My goodness! You are so talented at ...
Listen to what I wrote...
Pancakes: That’s brilliant! You really nailed it when you...
46. Think Tank Thursday
Where: Assigned Seat
With: Pen/Pencil and Writing
Journal
Noise Level:
Learning Target: Writers analyze
visual text to get ideas for their writing.
To Do:
I notice…
I infer that…
(what you “guess” to be true)
I wonder...
Share: Chair Share
47.
48. Word Wednesday
Where: Assigned Seat
With: Pen/Pencil and Writing
Journal
Noise Level:
Learning Target: Writers learn
academic vocabulary to enhance their
reading and writing.
Share: Family Share
Word: Resignation
In context: Fear didn't dictate her mood—it was a
sense of resignation and total helplessness.
Prediction:
Definition:
Response: Write a nonfiction or
fiction passage using resignation.
the acceptance of something
undesirable but inevitable
49. Mini Clip Monday Tuesday
Where: Assigned Seat
With: Pen/Pencil and Writing
Journal
Noise Level:
Learning Target: Writers analyze
videos to get ideas for their writing.
Share: Musical Chairs Share
Possible Writing Starters
-This video made me think of...
-I wonder why...
-This person/topic reminds me of...
50. Musical Chairs Share
PB: Here’s what I wrote today ….
Jelly: Wow! You are so talented at ...
Listen to what I wrote...
PB: Very impressive! You really nailed it when you...
51. Finish that Thought Friday
Where: Assigned Seat
With: Pen/Pencil and Writing
Journal
Noise Level:
Learning Target: Writers collect real
or imagined experiences to develop into
published pieces.
Share: Author’s Chair
To Do: Go back through your
writing. Pick one piece,
sentence or phrase and
elaborate to make it better.
52. Finish that Thought Friday
Where: Assigned Seat
With: Pen/Pencil and Writing
Journal
Noise Level:
Learning Target: Writers collect real
or imagined experiences to develop into
published pieces.
Share: Author’s Chair
“The way I figure it,
everyone gets a
miracle.”
(John Green, Paper Towns)
53. Think Tank Thursday
Where: Assigned Seat
With: Pen/Pencil and Writing
Journal
Noise Level:
Learning Target: Writers analyze
visual text to get ideas for their writing.
To Do:
I notice…
I infer that…
(what you “guess” to be true)
I wonder...
Share: Chair Share
54. Writing Rules
+ Keep your hand
moving.
+ Be specific.
+ Don’t think.
+ Don’t worry about
punctuation, grammar
and spelling.
+ You are free to write
the worst junk in
America.
+ Go for the jugular.
+ If you can’t think of
anything to write,
write the prompt over
and over until you do.
56. Chair Share!
- Volunteer Share
- Stand on Your Chair (or next to your chair)
- Read one sentence then sit-down
57. Monday, August 22
Where: Assigned Seat
With: Pen/Pencil and Writing
Journal
Noise Level:
Learning Target: Students
reflect to develop
experiences through
writing
To Do: Write a six word memoir.
What can you say about yourself
in EXACTLY six words?
See example.
Share: Sole Mates