Graphic organzer
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The document provides a creative writing prompt asking students to imagine what technology may look like in 10-20 years. It includes additional questions for students to consider about future computers, phones, healthcare, travel and whether some current technologies may cease to exist. Students are instructed to complete a concept map by adding a topic and six details about expected technological advances. The assignment is due on July 31st.
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Graphic Organzer
The document provides a creative writing prompt asking students to imagine what technology may be like in 10-20 years. It includes directions for students to fill out a concept map with a topic in the center and details in each of the six connected sections describing expectations for future technological advances. The assignment is to be completed independently based on research of possible technological changes and will be due on July 31st. It provides a scoring guide for the concept map assignment.
Graphic organzer
The document provides a creative writing prompt asking students to imagine and describe the state of technology in 10-20 years. It includes directions for students to complete a concept map by filling in the center topic and providing one detail sentence for each of six connected areas, drawing from examples of possible technological advances. The assignment is to be completed independently in class or as homework and will be scored based on choosing a creative topic, including six well-chosen details, following the prompt, developing realistic expectations of future technology, and using the correct concept map format.
Graphic organzer
The document provides a creative writing prompt asking students to imagine what technology may look like in 10-20 years. It includes questions about future computers, phones, devices, and how technology could impact travel, healthcare, and living. Students are instructed to fill out a graphic organizer with a topic in the center and details in each section to develop a narrative essay describing expectations of future technology. An example is provided with the topic of "Technological Advances" and details like driverless cars and changes to phones, newspapers, education, and computers.
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The document is a portfolio for William Flood, a 14-year-old student, that lists his experience with various programs and software, courses he has taken, and skills he has learned related to digital literacy, applications software, business communications, and information and communication technology issues. It also outlines his career interests, strengths, areas for improvement, and inspirations.
From legacy to mobile app developer
This document summarizes the journey of a programmer from the 1980s to present day as a mobile app developer. It describes how he started programming in college using Basic and created accounting programs. In 1995, he began programming professionally but took a break to farm before returning to create a web app in 2010. He tried building Android apps but found iOS development easier due to its stable and secure platform. After learning Xcode, he ported his existing system into an iOS app. His journey came full circle from programming on 1980s Apple clones to now building mobile apps on Apple devices 35 years later.
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Graphic Organzer
The document provides a creative writing prompt asking students to imagine what technology may be like in 10-20 years. It includes directions for students to fill out a concept map with a topic in the center and details in each of the six connected sections describing expectations for future technological advances. The assignment is to be completed independently based on research of possible technological changes and will be due on July 31st. It provides a scoring guide for the concept map assignment.
Graphic organzer
The document provides a creative writing prompt asking students to imagine and describe the state of technology in 10-20 years. It includes directions for students to complete a concept map by filling in the center topic and providing one detail sentence for each of six connected areas, drawing from examples of possible technological advances. The assignment is to be completed independently in class or as homework and will be scored based on choosing a creative topic, including six well-chosen details, following the prompt, developing realistic expectations of future technology, and using the correct concept map format.
Graphic organzer
The document provides a creative writing prompt asking students to imagine what technology may look like in 10-20 years. It includes questions about future computers, phones, devices, and how technology could impact travel, healthcare, and living. Students are instructed to fill out a graphic organizer with a topic in the center and details in each section to develop a narrative essay describing expectations of future technology. An example is provided with the topic of "Technological Advances" and details like driverless cars and changes to phones, newspapers, education, and computers.
Designing iOS apps that rock!
This post is about the lessons we learned about designing iOS business apps. The same concepts can also be used for building mobile apps in other platforms.
Electronic portfolio
The document is a portfolio for William Flood, a 14-year-old student, that lists his experience with various programs and software, courses he has taken, and skills he has learned related to digital literacy, applications software, business communications, and information and communication technology issues. It also outlines his career interests, strengths, areas for improvement, and inspirations.
From legacy to mobile app developer
This document summarizes the journey of a programmer from the 1980s to present day as a mobile app developer. It describes how he started programming in college using Basic and created accounting programs. In 1995, he began programming professionally but took a break to farm before returning to create a web app in 2010. He tried building Android apps but found iOS development easier due to its stable and secure platform. After learning Xcode, he ported his existing system into an iOS app. His journey came full circle from programming on 1980s Apple clones to now building mobile apps on Apple devices 35 years later.
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Summative creative narrative essay
Students will write a five paragraph creative narrative essay describing an expectation of future technology. They will describe the setting where the technology is developed and how it is created. They will explain the type of technology and who can use it, and how life has been altered positively or negatively by this technology, incorporating a strong closing sentence. The prompt asks students to imagine what technology, such as computers, phones, and devices, will be like in 10-20 years and whether it will improve areas like travel, healthcare, or living.
Summative creative narrative essay
Students will write a five paragraph creative narrative essay describing an expectation of future technology. They will describe the setting where the technology is developed and how it is created. They will explain the type of technology and who can use it, and how life has been altered positively or negatively by this technology, incorporating a strong closing sentence. The prompt asks students to imagine what technology, such as computers, phones, and devices, will be like in 10-20 years and how it may improve travel, healthcare, or living.
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This document provides an overview of a presentation on integrating technology and digital literacy for ESOL learners. The presentation covers reasons for including technology in teaching, guidelines for planning technology integration, examples of social media tools like QR codes, Twitter, Facebook and Pinterest, and a process for creating a technology integration action plan. Attendees are guided through an assessment of basic computer skills and shown various online resources for developing students' digital literacy.
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This document provides an overview of learning modules for empowerment technologies at MINDANAO MISSION ACADEMY. It includes icons that indicate different types of learning activities, such as lessons, self-tests, and performance tasks. The document outlines the content and performance standards for two lessons on information and communication technology (ICT) and applied productivity tools. It then provides details on the first lesson about ICT, including definitions of ICT, its growth in the Philippines, the evolution of the web from static Web 1.0 pages to dynamic Web 2.0 pages that allow user participation, and emerging trends in ICT like convergence and social media.
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The document is a portfolio for William Flood, a 14-year-old student, that lists his experience with various programs and software, courses he has taken, and skills learned. It also outlines his interests, strengths, areas for improvement, and goal of becoming a computer software engineer, inspired by his cousin's husband who designs websites. The portfolio provides details of William's qualifications and background for his preferred future career.
Electronic portfolio
The document is a portfolio for William Flood, a 14-year-old student, that lists his experience with various programs and software, courses he has taken, and skills learned. It also outlines his interests, strengths, areas for improvement, and goal of becoming a computer software engineer, inspired by his cousin's husband who designs websites. The portfolio provides details of William's qualifications and background for his preferred future career.
Agenda digital storytelling day 1 revised
- The document outlines an agenda for a workshop on digital storytelling for teachers. It introduces the concept of digital storytelling and how it can empower students to tell their own stories.
- The workshop covers defining digital storytelling, its elements, educational theory, examples, and media sources. It includes small group discussions to help teachers develop digital storytelling lessons for their classes.
- Resources are provided to help teachers implement digital storytelling projects, including websites, manuals, and materials for different grade levels and subjects.
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This document provides guidance for students taking an exam on critical perspectives in media. It outlines the structure and requirements of Section A, which involves a theoretical evaluation of the student's production work. Question 1(a) requires students to describe and evaluate their skills development over different production units, focusing on specific production practices like digital technology, creativity, research and planning, and post-production. Question 1(b) requires students to evaluate one of their productions in relation to a media concept like genre or representation. Marking criteria and example questions are also provided.
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This document provides guidance for students taking an exam on critical perspectives in media. It outlines the structure and requirements of Section A, which involves a theoretical evaluation of the student's production work. Question 1(a) requires students to describe and evaluate their skills development over different production units, focusing on specific production practices like digital technology, creativity, research and planning, and post-production. Question 1(b) requires students to evaluate one of their productions in relation to a media concept like genre or representation. Marking criteria and example questions are also provided.
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Digital storytelling can be used to promote understanding in the classroom by having students create digital stories using media like video, sound, and images. The document provides examples of how digital storytelling aligns with state technology standards and 21st century skills. It also lists many websites that provide resources and examples of digital stories.
Digital final pres
Digital storytelling can be used to promote understanding in the classroom by having students create digital stories using media like video, sound, and images. The document provides examples of how digital storytelling aligns with state technology standards and 21st century skills. It also lists many websites that provide resources and examples of digital stories.
Digital Text
Digital Text:
Introduction:
When we think about the text, we have some ideas in our minds
that text is any piece of writing in printed form. The text may be in
the form of papers, slogans and in canvass form.
But when we think about digital text, we say that firstly it is a
technology based written material. It is in coded form. It is a piece
of writing written in coded form found in computer, laptop, mobile
devices and other technological devices.
Definition of Digital Text:
Electronic versions of a written text or words or images that make up
that text is called digital text.(IGI- Global Dictionary).Continue:
Digital Text is delivered on a computer or another electronic devices
to meet the students and teachers’ need .
Now the world has become a global village . It is because of
technology. With the help of technology, we can be in touch with
one another and get communicated using ICT –Information and
communication Technology. Technology has provided us not only a
platform of business communication, but also pedagogical learning
and teaching platform for teachers and students respectively.
Technology has provided us innovation in every field of life. it is in
medical field, pedagogical, etc.
Thus the technology has revolutionized the world. Features of Digital Text:
Text features are parts of text that draw your attention to important
information. Text features in a book may include titles or headings,
subtitles, bold print, bullets, quotations, pictures, maps or diagrams,
captions, and sidebars.
You may see these types of text features in digital text, but you will
also see digital text features.
Digital text features include, hyperlinks, audio, video, interactive
images (photo galleries, maps, diagrams, simulations), pop ups,
interactive questions, and comment/note options.
Continued:
• Hyperlink:
A hyperlink points the reader to additional information in the form of a website or file.
Hyperlinks are usually indicated with a different color or underline.
• Sidebar:
Additional information found on the side or bottom of an article or webpage.
• Pop up:
A pop up is a window that gives the reader more information. In this example, the
pop up defines a word in the text.
Democratization of Technology
A lesson to teach students how to EXPLAIN democratization of technology, EXPLORE ideas on how technology will continue to democratize, and CREATE an infographic that explains how a current technology product has become more accessible.
Slideshareppt
The document discusses how to effectively teach students who have grown up with new technologies and provides examples of technology integration in the classroom. It highlights background information on a project to provide teachers with technology tools, describes how teachers plan to use new projectors, and defines technology integration as the seamless use of technology to enhance learning through worthwhile lessons and engaging activities.
MITx: 11.132x Design and Development of Educational Technology, Assignment 1
The document discusses and compares two educational technologies: the Raspberry Pi and building a self-assembled PC. The Raspberry Pi was designed specifically for educational use, allowing independent or classroom learning through projects and tutorials. It promotes open-ended, creative learning. In contrast, building a PC provided unintentional educational benefits through hands-on learning, but required guidance and had a narrower scope. Both apply constructivist learning theories and benefited the author by increasing technical understanding and confidence in working with technology.
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This document provides an overview of integrating technology and project-based learning into the English Language Arts classroom. It begins with some questions about barriers that may have prevented teachers from incorporating technology. It then discusses the importance of technology in engaging students and developing 21st century skills. The bulk of the document outlines the key aspects of designing and implementing a project-based learning unit, including establishing an essential driving question, planning assessments and resources, providing reflection opportunities for students, and ensuring the project addresses standards. Examples of various technologies and online tools that can be used to support project-based learning are also provided. The document emphasizes that effective technology integration requires careful planning and understanding how technology can enhance learning rather than simply having students complete assignments online.
Authentic learning project
Students will complete an assignment where they read a short story and identify the main idea. They will post the main idea to the social networking site Edmodo and respond to two other classmates' posts. Next, students will create a concept map using Popplet to demonstrate their understanding of the main idea and supporting details from the story. Finally, they will post the concept map to Edmodo and review one other student's concept map. The goal is for students to learn how to appropriately communicate and collaborate online.
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Sharing & Scaling The Language Of Digital Learning
Embedding Digital Citizenship, Computer Science and Makerspaces across your district provides amazing opportunities for students and teachers but it also requires that everyone is on the same page in terms of academic vocabulary related to educational technology. The presentation will detail the process the North Reading Digital Learning Team uses K-12 to scale a broader understanding of key digital learning terms into shared co-teaching lesson plans, digital learning curriculum sequence development and scaling teacher's knowledge base in the areas of digital learning and innovative teaching. Strategies for sequencing digital learning lessons based on refining key student vocabulary will be discussed.
Digital unit plan template
This digital unit plan is for a 9th grade creative writing unit. The unit goals are for students to develop creative writing skills through short stories, journal entries, and essays. Assessments include a group PowerPoint presentation, online journal entries, and a final creative writing essay. The unit consists of 3 lessons: the first has students collaborating on a story PowerPoint, the second uses an online journaling site, and the third focuses on writing a narrative essay about the future of technology.
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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Math220 project-infographics
This document provides instructions for a statistics course assignment to create an infographic presenting survey data on mobile phone usage. Students are asked to visualize survey results about how and where Americans use their phones through tools like Piktochart or Google Charts. They will present their infographic to the class in a 5 minute presentation for a total optional assignment worth 20% extra credit. The survey data provided concerns mobile phone usage in bathrooms and what devices people use.
Summative creative narrative essay
Students will write a five paragraph creative narrative essay describing an expectation of future technology. They will describe the setting where the technology is developed and how it is created. They will explain the type of technology and who can use it, and how life has been altered positively or negatively by this technology, incorporating a strong closing sentence. The prompt asks students to imagine what technology, such as computers, phones, and devices, will be like in 10-20 years and whether it will improve areas like travel, healthcare, or living.
Summative creative narrative essay
Students will write a five paragraph creative narrative essay describing an expectation of future technology. They will describe the setting where the technology is developed and how it is created. They will explain the type of technology and who can use it, and how life has been altered positively or negatively by this technology, incorporating a strong closing sentence. The prompt asks students to imagine what technology, such as computers, phones, and devices, will be like in 10-20 years and how it may improve travel, healthcare, or living.
Integrating technologies and digital literacy in ESOL
This document provides an overview of a presentation on integrating technology and digital literacy for ESOL learners. The presentation covers reasons for including technology in teaching, guidelines for planning technology integration, examples of social media tools like QR codes, Twitter, Facebook and Pinterest, and a process for creating a technology integration action plan. Attendees are guided through an assessment of basic computer skills and shown various online resources for developing students' digital literacy.
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This document provides an overview of learning modules for empowerment technologies at MINDANAO MISSION ACADEMY. It includes icons that indicate different types of learning activities, such as lessons, self-tests, and performance tasks. The document outlines the content and performance standards for two lessons on information and communication technology (ICT) and applied productivity tools. It then provides details on the first lesson about ICT, including definitions of ICT, its growth in the Philippines, the evolution of the web from static Web 1.0 pages to dynamic Web 2.0 pages that allow user participation, and emerging trends in ICT like convergence and social media.
Electronic portfolio
The document is a portfolio for William Flood, a 14-year-old student, that lists his experience with various programs and software, courses he has taken, and skills learned. It also outlines his interests, strengths, areas for improvement, and goal of becoming a computer software engineer, inspired by his cousin's husband who designs websites. The portfolio provides details of William's qualifications and background for his preferred future career.
Electronic portfolio
The document is a portfolio for William Flood, a 14-year-old student, that lists his experience with various programs and software, courses he has taken, and skills learned. It also outlines his interests, strengths, areas for improvement, and goal of becoming a computer software engineer, inspired by his cousin's husband who designs websites. The portfolio provides details of William's qualifications and background for his preferred future career.
Agenda digital storytelling day 1 revised
- The document outlines an agenda for a workshop on digital storytelling for teachers. It introduces the concept of digital storytelling and how it can empower students to tell their own stories.
- The workshop covers defining digital storytelling, its elements, educational theory, examples, and media sources. It includes small group discussions to help teachers develop digital storytelling lessons for their classes.
- Resources are provided to help teachers implement digital storytelling projects, including websites, manuals, and materials for different grade levels and subjects.
Cp exam sectiona
This document provides guidance for students taking an exam on critical perspectives in media. It outlines the structure and requirements of Section A, which involves a theoretical evaluation of the student's production work. Question 1(a) requires students to describe and evaluate their skills development over different production units, focusing on specific production practices like digital technology, creativity, research and planning, and post-production. Question 1(b) requires students to evaluate one of their productions in relation to a media concept like genre or representation. Marking criteria and example questions are also provided.
OCR Media Studies A2 Section A
This document provides guidance for students taking an exam on critical perspectives in media. It outlines the structure and requirements of Section A, which involves a theoretical evaluation of the student's production work. Question 1(a) requires students to describe and evaluate their skills development over different production units, focusing on specific production practices like digital technology, creativity, research and planning, and post-production. Question 1(b) requires students to evaluate one of their productions in relation to a media concept like genre or representation. Marking criteria and example questions are also provided.
Digital final pres
Digital storytelling can be used to promote understanding in the classroom by having students create digital stories using media like video, sound, and images. The document provides examples of how digital storytelling aligns with state technology standards and 21st century skills. It also lists many websites that provide resources and examples of digital stories.
Digital final pres
Digital storytelling can be used to promote understanding in the classroom by having students create digital stories using media like video, sound, and images. The document provides examples of how digital storytelling aligns with state technology standards and 21st century skills. It also lists many websites that provide resources and examples of digital stories.
Digital Text
Digital Text:
Introduction:
When we think about the text, we have some ideas in our minds
that text is any piece of writing in printed form. The text may be in
the form of papers, slogans and in canvass form.
But when we think about digital text, we say that firstly it is a
technology based written material. It is in coded form. It is a piece
of writing written in coded form found in computer, laptop, mobile
devices and other technological devices.
Definition of Digital Text:
Electronic versions of a written text or words or images that make up
that text is called digital text.(IGI- Global Dictionary).Continue:
Digital Text is delivered on a computer or another electronic devices
to meet the students and teachers’ need .
Now the world has become a global village . It is because of
technology. With the help of technology, we can be in touch with
one another and get communicated using ICT –Information and
communication Technology. Technology has provided us not only a
platform of business communication, but also pedagogical learning
and teaching platform for teachers and students respectively.
Technology has provided us innovation in every field of life. it is in
medical field, pedagogical, etc.
Thus the technology has revolutionized the world. Features of Digital Text:
Text features are parts of text that draw your attention to important
information. Text features in a book may include titles or headings,
subtitles, bold print, bullets, quotations, pictures, maps or diagrams,
captions, and sidebars.
You may see these types of text features in digital text, but you will
also see digital text features.
Digital text features include, hyperlinks, audio, video, interactive
images (photo galleries, maps, diagrams, simulations), pop ups,
interactive questions, and comment/note options.
Continued:
• Hyperlink:
A hyperlink points the reader to additional information in the form of a website or file.
Hyperlinks are usually indicated with a different color or underline.
• Sidebar:
Additional information found on the side or bottom of an article or webpage.
• Pop up:
A pop up is a window that gives the reader more information. In this example, the
pop up defines a word in the text.
Democratization of Technology
A lesson to teach students how to EXPLAIN democratization of technology, EXPLORE ideas on how technology will continue to democratize, and CREATE an infographic that explains how a current technology product has become more accessible.
Slideshareppt
The document discusses how to effectively teach students who have grown up with new technologies and provides examples of technology integration in the classroom. It highlights background information on a project to provide teachers with technology tools, describes how teachers plan to use new projectors, and defines technology integration as the seamless use of technology to enhance learning through worthwhile lessons and engaging activities.
MITx: 11.132x Design and Development of Educational Technology, Assignment 1
The document discusses and compares two educational technologies: the Raspberry Pi and building a self-assembled PC. The Raspberry Pi was designed specifically for educational use, allowing independent or classroom learning through projects and tutorials. It promotes open-ended, creative learning. In contrast, building a PC provided unintentional educational benefits through hands-on learning, but required guidance and had a narrower scope. Both apply constructivist learning theories and benefited the author by increasing technical understanding and confidence in working with technology.
Technology and Project-Based Learning in the ELA classroom (2)
This document provides an overview of integrating technology and project-based learning into the English Language Arts classroom. It begins with some questions about barriers that may have prevented teachers from incorporating technology. It then discusses the importance of technology in engaging students and developing 21st century skills. The bulk of the document outlines the key aspects of designing and implementing a project-based learning unit, including establishing an essential driving question, planning assessments and resources, providing reflection opportunities for students, and ensuring the project addresses standards. Examples of various technologies and online tools that can be used to support project-based learning are also provided. The document emphasizes that effective technology integration requires careful planning and understanding how technology can enhance learning rather than simply having students complete assignments online.
Authentic learning project
Students will complete an assignment where they read a short story and identify the main idea. They will post the main idea to the social networking site Edmodo and respond to two other classmates' posts. Next, students will create a concept map using Popplet to demonstrate their understanding of the main idea and supporting details from the story. Finally, they will post the concept map to Edmodo and review one other student's concept map. The goal is for students to learn how to appropriately communicate and collaborate online.
Design and sketching
This 5-week unit plan for an 8th grade technology class focuses on design and sketching. Students will learn to identify needs and opportunities for technical solutions, generate alternative solutions, develop plans and construct models. Assessments include formative and summative assessments. Students will apply measurement and sketching skills to real world problems. The teacher found that students understood measurement better but needed more practice with advanced sketching. Changes for next year include starting content immediately and spreading measurement across the entire semester.
Sharing & Scaling The Language Of Digital Learning
Embedding Digital Citizenship, Computer Science and Makerspaces across your district provides amazing opportunities for students and teachers but it also requires that everyone is on the same page in terms of academic vocabulary related to educational technology. The presentation will detail the process the North Reading Digital Learning Team uses K-12 to scale a broader understanding of key digital learning terms into shared co-teaching lesson plans, digital learning curriculum sequence development and scaling teacher's knowledge base in the areas of digital learning and innovative teaching. Strategies for sequencing digital learning lessons based on refining key student vocabulary will be discussed.
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More from jamiejanelback2
Digital unit plan template
This digital unit plan is for a 9th grade creative writing unit. The unit goals are for students to develop creative writing skills through short stories, journal entries, and essays. Assessments include a group PowerPoint presentation, online journal entries, and a final creative writing essay. The unit consists of 3 lessons: the first has students collaborating on a story PowerPoint, the second uses an online journaling site, and the third focuses on writing a narrative essay about the future of technology.
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.
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
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.
Final creative narrative essay
This document provides guidance for students to write a creative narrative essay about future technology. It includes the objective, Common Core standard, directions, writing prompt, and graphic organizer. The directions ask students to imagine and describe a piece of future technology, including where and how it would be developed. They should explain how this technology alters life and include a strong concluding sentence. The teacher will allow class time to work and assign any unfinished essays as homework to be completed over the weekend.
Assessment plan
This assessment plan uses formative and summative assessments to evaluate students' creative writing skills. Formative assessments include class discussions, group presentations, quizzes, and journal entries to gauge prior knowledge and provide feedback. Summative assessments consist of a concept map, narrative essay in response to a prompt, and final exam to evaluate learning at the end of the unit.
Assessment plan
This assessment plan uses formative and summative assessments to evaluate students' creative writing skills. Formative assessments include class discussions, group presentations, quizzes, and journal entries to gauge prior knowledge and provide feedback. A final summative assessment is a creative narrative essay to demonstrate learned skills at the end of the unit.
Literary devices to improve your creative writing style
This document discusses using rational, discriminating, and judicious judgment when writing. It advises that writers must first evaluate their own ideas and choose the most important one to control each sentence. Without making a clear choice, writing will lack style. The document provides examples of unclear sentences and rewrites them to have a dominant idea. It also discusses using parallel structures when ideas are equally important to show their equality. Overall, the document encourages writers to thoughtfully evaluate and structure their ideas for better style.
Lesson 1 creative writing
This document outlines a lesson plan for teaching creative writing skills to 9th grade students. The lesson includes a teacher lecture on what creative writing is and examples of topics that can be written about creatively. Students will then form groups to create a multimedia PowerPoint presentation telling an original narrative based on real or imagined experiences. The presentation should include descriptive details and images. At the end, students will review different types of creative writing and have the option to write and present an original poem for extra credit.
Webercise
This document provides information about various types and styles of creative writing such as journals, diaries, essays, vignettes, storytelling, poetry, and blogging. It discusses the differences between fiction and nonfiction, agreeing with three of Stephen King's rules for writing and disagreeing with two. It analyzes the short story "The Golden Egg" and its moral. It evaluates true/false statements about creative writing and has the reader complete writing exercises on other sites.
Guided notes for creative writing
The document discusses creative writing and provides guidance for a creative writing group project. It explains that the project involves creating a 5-7 slide PowerPoint presentation telling an original story with details like characters, plot, setting and ending. It also notes the presentation should include an introduction slide, pictures, and follow grammar rules. Additionally, it prompts students to draw an image and have a classmate write a 2-3 sentence creative caption to describe the image.
Lesson 1 creative writing
This document outlines a lesson plan for teaching creative writing skills to 9th grade students. The lesson includes a teacher lecture on what creative writing is and examples of styles. Students will then work collaboratively in groups to create a multimedia PowerPoint presentation on a narrative story. They will develop story ideas and organize their thoughts using a graphic organizer. Finally, students will review concepts like figurative language and have the option to write and present an original poem for extra credit.
Guided notes for creative writing
The document provides guidance for creating a creative writing PowerPoint presentation, including suggesting including an introduction, topic, setting description, characters, plot, vocabulary, images, proper grammar and an ending. It also prompts drawing an image and having a classmate write a 2-3 sentence creative caption to describe the image.
Lesson 1 creative writing
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Literary devices to improve your creative writing style
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Syllabus
Chapter-1
Introduction to objective, scope and outcome the subject
Chapter 2
Introduction: Scope and Specialization of Civil Engineering, Role of civil Engineer in Society, Impact of infrastructural development on economy of country.
Chapter 3
Surveying: Object Principles & Types of Surveying; Site Plans, Plans & Maps; Scales & Unit of different Measurements.
Linear Measurements: Instruments used. Linear Measurement by Tape, Ranging out Survey Lines and overcoming Obstructions; Measurements on sloping ground; Tape corrections, conventional symbols. Angular Measurements: Instruments used; Introduction to Compass Surveying, Bearings and Longitude & Latitude of a Line, Introduction to total station.
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Chapter 4
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Chapter 5
Transportation: Introduction to Transportation Engineering; Traffic and Road Safety: Types and Characteristics of Various Modes of Transportation; Various Road Traffic Signs, Causes of Accidents and Road Safety Measures.
Chapter 6
Environmental Engineering: Environmental Pollution, Environmental Acts and Regulations, Functional Concepts of Ecology, Basics of Species, Biodiversity, Ecosystem, Hydrological Cycle; Chemical Cycles: Carbon, Nitrogen & Phosphorus; Energy Flow in Ecosystems.
Water Pollution: Water Quality standards, Introduction to Treatment & Disposal of Waste Water. Reuse and Saving of Water, Rain Water Harvesting. Solid Waste Management: Classification of Solid Waste, Collection, Transportation and Disposal of Solid. Recycling of Solid Waste: Energy Recovery, Sanitary Landfill, On-Site Sanitation. Air & Noise Pollution: Primary and Secondary air pollutants, Harmful effects of Air Pollution, Control of Air Pollution. . Noise Pollution Harmful Effects of noise pollution, control of noise pollution, Global warming & Climate Change, Ozone depletion, Greenhouse effect
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Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
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Graphic organzer
- 1. Name: 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? Directions: Fill in the center of the web with the topic of your narrative paper. Then add one well-chosen detail sentence to each of the six connected web pieces, that tell more about the topic of your paper. Refer to the Literary Devices to Improve Your Creative Writing Style PDF for creative writing tips and example sentences. Also, refer to the Technology Will Change website for real or imagined ideas of how technology might advance. The assignment is due July 31st, whatever is not finished in class today will be homework. Group reading is allowed. Please fill in the graphic organizer independently. Based on the student’s graphic organizer, students will be able to analyze and creatively write a creative narrative essay that describes an expectation of future technology. Topic: Detail: Detail: Detail: Detail: Detail: Detail:
- 2. Scoring Guide: Content Total possible Points Earned Comments Creative Topic 1 Six Well Chosen Creative Details 6 Following the Creative Writing Prompt 2 Developing Real or Imagined Technological expectations 3 Follows Format of Concept Map 1 TOTAL POINTS 13 GRADE A
- 3. Teacher example: Topic: Technological Advances Detail: The creation of driver-less vehicles and freeway lanes. Detail: Holographic phones will be the new norm. Detail: IPhone will not be a popular phone anymore. Detail: Newspapers will only exist as fully online articles. Detail: Students will still be taught with hands on lessons and paper books. Detail: Virtual touch screen computers at school.
- 4. TEACHER EXAMPLE Scoring Guide: Content Total possible Points Earned Comments Creative Topic 1 1 Six Well Chosen Creative Details 6 6 Great details and variety of technology. Following the Creative Writing Prompt 2 2 Developing Real or Imagined Technological expectations 3 3 Follows Format of Concept Map 1 1 TOTAL POINTS 13 13 GRADE A A