Final creative narrative essay
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Students will write a creative narrative essay describing their expectations for future technology over the next 10-20 years. They should include a setting, description of the technology, characters using it, and how it impacts life. A graphic organizer guides students to include an introduction, details on the technology's advancement, and a conclusion on how life has changed. The assignment will be due in four days with feedback, and class time is provided with homework expected to complete unfinished portions.
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Final creative narrative essay
Students will write a creative narrative essay describing their expectations for future technology over the next 10-20 years. They should include a setting, description of the technology, how it is created, who uses it, and how it positively or negatively impacts life. Students have class time to write and any unfinished portion will be homework. The essay is due in four days and will be graded with feedback.
Final creative narrative essay
The document provides guidance for students to write a creative narrative essay about future technology. Students will describe an imagined future setting and new technology. They will explain how the technology was created and who uses it. Students will also describe how this technology has positively or negatively impacted life. The essay should have a clear introduction, body, and conclusion. Students have class time to write and can finish as homework over the weekend. The teacher will provide feedback on the essays within four days.
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T.H.I.E.V.E.S is a mnemonic device that provides a strategy for previewing textbooks before reading. It stands for Title, Headings, Introductions, Every first sentence of paragraphs, Visuals and Vocabulary, End of chapter questions, and Summary. The strategy encourages students to "sneak" into the chapter and "steal" information by surveying these elements to gain an understanding of what will be covered before reading. T.H.I.E.V.E.S has been shown to help students engage more meaningfully with textbooks from elementary school through college by providing context and direction for their reading.
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Final creative narrative essay
Students will write a creative narrative essay describing their expectations for future technology over the next 10-20 years. They should include a setting, description of the technology, how it is created, who uses it, and how it positively or negatively impacts life. Students have class time to write and any unfinished portion will be homework. The essay is due in four days and will be graded with feedback.
Final creative narrative essay
The document provides guidance for students to write a creative narrative essay about future technology. Students will describe an imagined future setting and new technology. They will explain how the technology was created and who uses it. Students will also describe how this technology has positively or negatively impacted life. The essay should have a clear introduction, body, and conclusion. Students have class time to write and can finish as homework over the weekend. The teacher will provide feedback on the essays within four days.
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2 points4 points6 points 8 points10 points APA format.docx
2 points
4 points
6 points
8 points
10 points
APA format
Failure to conform to APA style basics (font, margins, cover page); organization is poor
Some conformity to APA style but several errors; organization is present but perhaps flawed
Some conformity to APA format but there are some errors present. Subheadings could help with organization.
Conformity to APA is adhered. Organization is good with a few errors.
Full conformity to APA style and format. Organization is perfect.
Citations
References are not cited.
Some references are not cited. Student uses too many direct quotes.
All references are cited but student does not follow APA format or uses too many direct quotes.
All references are cited, minor errors in format.
All references are cited and student follows APA format perfectly.
5-7 peer reviewed resources
Student does not include any references.
Student includes 1-2 references, not peer-reviewed.
Student includes 3-4 peer-reviewed references. Some may not be appropriate to topic.
Student includes 5-6 peer-reviewed references but some may not be appropriate for topic.
Student includes 7 peer-reviewed sources that are appropriate to topic.
Spelling and Grammar
Numerous spelling and grammar errors
Some spelling and grammar errors. Needs significant improvement.
A few spelling and grammar errors present with only mild impairment of reading
(< 2 errors). Very easy to read and understand.
No errors that impede reading. Near perfect
Selected appropriate social issue or research topic
Student did not select a social issue or research topic in psychology.
Social issue or research topic was not appropriate for paper.
Discussion of social issue or research topic needs work.
Social issue or research topic was appropriate for paper. Shows good understanding of issue.
Social issue or research topic was appropriate for paper. Shows excellent understanding of issue.
Applied two historical perspectives
Student did not apply historical perspectives.
Poor application of the historical perspectives.
Average application of the historical perspectives. Needs some work.
Good application of the historical perspectives.
Excellent application of the historical perspectives.
Conclusion
Student did not include conclusion.
Conclusion shows no evidence of critical thinking.
Conclusion shows some evidence of critical thinking.
Conclusion shows good evidence of critical thinking.
Conclusion shows excellent evidence of critical thinking.
Scientific writing style
Uses “I”, “we”, does not write in third person. Writes in a conversational way.
Writes in a conversational way.
Shows some evidence of scientific writing.
Demonstrates good evidence of scientific writing.
Demonstrates excellent evidence of scientific writing.
Introductory paragraph grabs reader’s attention
Intro paragraph is not interesting. Jumps right into studies with no introduction of topic.
Intro paragraph needs significant work.
Intro parag.
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1) Using 5 sentence passages to discuss literal and inferential questions.
2) Implementing reciprocal reading strategies like predicting, questioning, clarifying, and summarizing.
3) Having students predict what a text will be about from images, titles, or headings.
4) Generating questions about a text that can be answered from what was read.
5) Summarizing texts in various word counts or formats like reviews.
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Annotating a text
This document discusses strategies for annotating text, including connecting the text to one's own experiences and knowledge, asking questions, making inferences, writing comments and thoughts, and noting significant parts. Annotating helps develop understanding and prepare for discussion. Some suggested techniques are making connections between the text and oneself, other texts, or real world events; posing questions about confusing parts; and making educated guesses based on clues in the text and one's own background knowledge.
Monitoring Comprehension
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Guidelines for composition writing
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2 points4 points6 points 8 points10 points APA format.docx
2 points
4 points
6 points
8 points
10 points
APA format
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Some conformity to APA format but there are some errors present. Subheadings could help with organization.
Conformity to APA is adhered. Organization is good with a few errors.
Full conformity to APA style and format. Organization is perfect.
Citations
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Selected appropriate social issue or research topic
Student did not select a social issue or research topic in psychology.
Social issue or research topic was not appropriate for paper.
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Social issue or research topic was appropriate for paper. Shows good understanding of issue.
Social issue or research topic was appropriate for paper. Shows excellent understanding of issue.
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Student did not apply historical perspectives.
Poor application of the historical perspectives.
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Conclusion
Student did not include conclusion.
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Conclusion shows good evidence of critical thinking.
Conclusion shows excellent evidence of critical thinking.
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Intro paragraph is not interesting. Jumps right into studies with no introduction of topic.
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Summative creative narrative essay
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This document contains 4 posts by a student in an online discussion board for an education course on digital storytelling (DS).
In the first post, the student discusses how oral storytelling is an important precursor to DS. They found the section on bringing in a professional storyteller to teach key elements of storytelling particularly insightful.
In the second post, the student discusses how DS allows them to teach literacy skills in an engaging way for younger students. They also note the time-consuming nature of DS projects.
In the third post, the student cites their favorite quote about only amplifying weak stories with technology. They emphasize planning enough time for the DS process.
In the fourth post, the student
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The document outlines Abel Galvez Benito's presentation on assessment in a digital world from April 2013. The presentation covered defining assessment, background terms like formative and summative assessment, using rubrics, assessing digital projects, and examples of assessing speaking and writing. It emphasized creating reliable and valid assessment tools to help students understand their strengths and weaknesses. The document provided resources on rubric creation and examples of assessing student presentations and stories using rubrics.
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This document provides guidance for teaching students how to improve their writing skills, particularly for writing responses on the Baccalaureate exam. It discusses common problems in student writing like not addressing the prompt fully or lacking supporting evidence. It then reviews different writing styles like narrative, descriptive, expository, and argumentative. While the Baccalaureate questions may use language from different styles, students need to understand they require an argumentative approach. The document emphasizes the importance of unpacking the prompt and brainstorming to ensure a clear and complete response is provided.
Running head KUD LESSON PLAN 1 KUD Lesson P.docx
Running head: KUD LESSON PLAN 1
KUD Lesson Plan
Lori Sanchez
Instructor Shelly Mize
EDU 352 Foundations of Educational Technology
Date 05/08/2020
KUD LESSON PLAN 2
KUD Lesson Planning Template
The following represents a lesson plan that will help students improve on their literature in the
first grade. The students will understand the Ugly Duckling and other books based on the
illustrations and how they relate to the story. This template is based on the core standards to
make sure that students learn what is illuystration and how it is part of the story. The lesson plan
is prepared as a guide to the teacher on how best to offer instruction for achievement of the set
goals.
Grade Level
This lesson plan is designed for the first grade students and it will help add on to their previous
knpowldge on literature and particularly the Ugly Duckling. The students will be introduced to
the role of illustrations and how they fit inot the story. The students will understand the
contribution of illustrations as well as learn how to arrange them accordingly.
Instructional Model
Explicit/Teacher Modelling
The students will be invited to recall their knowlge on the Ugly Duckling and the book. The
studetns at the same time will be introduced to the concepts of the lesson as well as their
objective. It is important fr the students to know what is expcetd of them so that they can
devcelop individual goals in the class.
Guided Practice
The teacher will guide the students by explaining to them what they can do while you read the
students. In this case, the students are required to point to the pictures as one goes the student.
There will also be guided instruction through learning how to use the cards sheets. At the same
time, the teacher will show them how to point to the illustrations during the reading. The
teacher will also watch to check whether students have learned how to indicate to the correct
illustrations.
Independent Working Time
KUD LESSON PLAN 3
The students will be asked to use the sequencing boxes to match the illustrations which are
corresponding with the text. The independent working will be at the end of the story. At the
same time, the students will be asked various questions to show if they have understood what
illustrations are and how to arrange them properly.
Standards
CCSS.ELA-LITERACY.RI.2.1
Ask and answer questions: who, what, where, when, why, and how to demonstrate
understanding of key details in a text.
CCSS.ELA-LITERACY.RI.2.2
Identify the main topic of a text as well as the focus of specific paragraphs within the
text.
CCSS.ELA-LITERACY.RI.2.3
Describe the connection between a series of historical events, scientific ideas or
concepts, or
steps in technical procedures in a text.
Objectives
Students will KNOW
• What illustrations are and their role in stories.
• How to arrange illustrations sequentia.
ENG 130- Literature and Comp Literary Response for Setting.docx
ENG 130- Literature and Comp
Literary Response for Setting as a Device
Essay ENG 130: Literary Response for Setting
This assignment focuses on your ability to: learn how to interpret the literary device of
setting and how it affects all of the elements of the story.
The purpose of completing this assignment is: as a student, in your career, and
individual lives, you will often need to look beyond the plot and summary of what you are
reading, and put a different spin on it. An example of this might be interpreting data and the
varying components of how that data was created, as well as what to do with the data as you
move forward.
______________________________________________________________
Prompt (What are you writing about?):
How does Setting affect/contribute to the plot of your chosen story?
Note: Remember that Setting is not only the place in which a story occurs. It is also mood,
weather, time, and atmosphere. These things drive other parts of the story.
Instructions (how to get it done):
Read through all of the instructions of this assignment.
Read all of the unit resources.
Select one of the short stories to write about.
Your audience for this essay is people who have read the stories.
Decide in what three ways the setting contributes to the plot of your chosen story.
Formulate a thesis about setting and these three areas.
Your essay prompt is: How does Setting affect/contribute to the plot of your chosen story?
Your essay will have the following components:
o A title page
o An Introduction
o A thesis at the end of the introduction that clearly states how setting affects the story
o Supporting sections that defend your thesis/focus of the essay
o Text support with properly cited in-text citations
o A concluding paragraph
o A reference page
Requirements:
Length and format: 2-3 pages.
The title page and reference page are also required, but they should not be factored into the
2-3 page length of the essay.
It should also be double spaced, written in Times New Roman, in 12 point font and with 1 inch
margins. Essay should conform to APA formatting and citation style.
Use the third-person, objective voice, avoiding personal pronouns such as “I,” “you,” “we,” etc.
Please use the short story sources and any outside sources you need to create a properly-
formatted APA reference page.
Use APA format for in-text citations and references when using outside sources and textual
evidence.
Skills to be assessed with this assignment: creating effective thesis statements, incorporating
text, responding to literature.
Please be cautious about plagiarism. Make sure to use in-text citations for direct quotes,
paraphrases, and new information.
Sources: Choose one of the stories that you read in Unit 2/Setting Unit
“To Build a Fire” by Jack London
“The Storm” by Kate Chopin
“The Cask of Amontillado” b ...
App7 rathores 1
1) The document discusses strategies for creating a literate classroom environment, including getting to know students, assessing their reading levels, exposing them to print, reading aloud, and selecting materials based on student interests.
2) Examples are provided of selecting engaging texts at different levels, including considering factors like readability, length, visual support, and structure. Online texts and interactive lessons are also discussed.
3) Strategies are outlined for promoting interactive, critical, and response perspectives in literacy instruction, such as guided reading, book talks, and journal writing. Sample lesson plans integrating these perspectives are described.
part3ExcursionsintoRussianandAmericanHistory.doc
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- 1. Objective: Students will be able to analyze and creatively write a creative narrative essay that describes an experience with future technology. CCSS.ELA-Literacy.W.9-10.3: Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences. Directions: Students will be able to analyze and creatively write a creative narrative essay that describes an expectation of future technology. Students will incorporate a creative setting for where the technology will be developed and how it will be created. Students will explain the type of technology and those who can use it. Students will explain how life has been altered in a positive or negative way by thus technology. Students will incorporate a strong closing sentence. Next, the teacher will advise students they have the rest of class to complete the essay and whatever they do not finish will be homework over the weekend. The essays will be due Monday and returned back to students with a grade and feedback within four days. Creative Writing Prompt: What do you think the world of technology will look like in ten-twenty years? Additional questions to think about: What kind of computers, phones, and other devices will we use? Will technology improve travel, health care, or living? What do you expect to see and what would you like to see? Do you think some technology will not exist anymore? Additional Graphic Organizer: Name: Beginning Introduction of Topic: -Describe the setting -Explain the technology/situation -Introduce the characters who will be using them Middle Technology/Middle: -Describe the advancement/creation -Use transition words: Before, Meanwhile, Suddenly… End Ending/Way of living: -Explain how life has been affected -Explain the characters -Closing sentence
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