Schoolfy advertising creating a logo design
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The document provides instructions for students to design a logo for an imaginary company. It recommends that students consider the history of logos, their target demographic, the core values of the company including any social causes, how the company will portray reliability, and how color choices can affect moods. Students are directed to incorporate these elements into their logo design and be prepared to share their logo with the class.
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Here is the balanced net ionic equation for the reaction between lead(II) nitrate and sulfuric acid:
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This document outlines an agenda for an instructional leadership meeting focusing on developing critical thinking, communication, collaboration, and creativity skills through intentional teaching practices. The agenda includes refocusing on the 4 C's, sharing teaching artifacts, exploring how the artifacts relate to four instructional domains, learning criteria for selecting content-rich texts, exploring online educational resources in small groups, and sharing new skills and resources. The document provides information on various online tools and frameworks to support instruction aligned with the common core standards.
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This document provides an overview and agenda for a presentation on the Smarter Balanced Digital Library and Performance Assessment Resource Bank. The presentation aims to connect the resources to the four domains framework and Common Core instructional shifts. It will demonstrate how to use the Digital Library and Resource Bank, highlighting that the Digital Library contains lesson plans for formative assessment while the Resource Bank houses summative performance tasks. Guest logins are provided for participants to access the Digital Library during the demonstration. The document also clarifies what the Resource Bank is and is not, and compares it to the Digital Library.
Ilc fresno sbac digital library 2015.pptx
This document provides an overview of resources available from the Smarter Balanced Assessment Consortium (SBAC) to support instruction aligned with the Common Core State Standards, including the SBAC Digital Library and interim assessments. It discusses the four domains of effective professional development and curriculum design: students, pedagogy and instruction, content knowledge, and assessment and claims. The presentation provides links to the SBAC interim assessments, digital library, and additional online Common Core resources from organizations like CTA, Teaching Channel, and Inside Mathematics.
Ilc day 2 feb. 19th sba digital library 2015
This document summarizes a presentation about formative assessment resources, including the Smarter Balanced Digital Library. It discusses the key components of formative assessments according to Smarter Balanced: informational text, evidence from text, text complexity, and rigor. It also provides strategies for facilitating academic conversations and making learning visible. The presentation concludes with taking questions and comments, and includes evaluation forms. Login information is provided for the Smarter Balanced Digital Library guest accounts.
Stopping by Woods
The poem describes a traveler stopping in the woods on a snowy evening to watch the snow fill the woods. His horse finds it strange to stop without a nearby farmhouse between the dark woods and frozen lake on the darkest night of the year. The only sounds are the jingling of the horse's harness bells and the sweep of the wind and falling snow. Though the woods are lovely, dark, and deep, the traveler has promises to keep and miles left to travel before resting for the night.
Outsiders newspaper specifications
A newspaper article summarizes a rumble between rival gangs in an empty lot from The Outsiders. The article describes how 10 "juvenile delinquents" were confronted by 10 "well known honorable young men" and a fight broke out. An injured 17-year-old boy was found by police with blood stains and madras shirt. He asked if "we won the rumble." An eyewitness, Randy, claims the gang was attacked by "Greasers" and mentioned a blue Mustang. Cherry Valiance also witnessed her boyfriend and friends going to the rumble against her advice.
Point of view review worksheet
The document discusses different points of view in writing. It describes three main points of view: first person, where the narrator uses pronouns like "I" and "me"; second person, where the narrator addresses the reader as "you"; and third person, where the narrator is not part of the story and uses pronouns like "he", "she", and "they". It then provides examples of different types of third person point of view and an activity identifying point of view in short passages.
Euphemisms
The document discusses the use of euphemisms in Lois Lowry's novel The Giver. Euphemisms are words or phrases that substitute for words or phrases that may be considered offensive or unpleasant. In The Giver, the community uses euphemistic language like "Uncertain" instead of words that directly describe negative concepts. The document provides examples of euphemisms from the novel and asks the reader to consider both benefits and disadvantages of using euphemistic language.
Hyperbole examples
The document provides examples of hyperbole from literature and instructs students to identify the key words or phrases that create a hyperbolic effect in each example. It then asks students to draw a cartoon using hyperbole about school or sports, highlighting the hyperbolic portion in a different color.
Identifying similes and metaphors
This document provides instructions for an assignment asking students to identify similes and metaphors in sentences. It includes 10 sentences for students to label as containing either a simile or metaphor. Students are then asked to write down the words being compared in each sentence and the meaning based on context. The document provides answers to the first part. It also includes examples of converting a simile to a metaphor and vice versa. Finally, students are instructed to create their own similes and metaphors on a piece of paper divided into four sections.
Literary devices and figurative language
Literary devices and figurative language are defined and explained in the document. Examples are provided for similes, metaphors, personification, hyperbole, and idioms. The document also notes that examples from texts could be provided along with an explanation of the device used and a commentary on its use.
Part of speech extra credit
The document provides instructions for an extra credit part-of-speech assignment. Students are to list 10 nouns, then add an adjective for the first noun, a verb, an adverb, a preposition, an article, another noun to complete the sentence, and any other necessary parts of speech. They must then label the added parts of speech. Completing all steps for each noun is required to receive credit.
Personification activity
The document defines personification as giving non-human objects human characteristics in speech or writing. It provides 10 examples of objects being personified, such as leaves singing and daffodils nodding. Students are instructed to write personifications of their own for 10 given words by describing them with human attributes in full sentences.
Rubric Historically Accurate Amusement Parks
The document outlines the requirements for an oral presentation on designing a historically accurate amusement park, including:
- An aerial view of the park showing at least 10 features
- Examples of traditional clothing, historically accurate food, attractions, merchandise, advertising, and public art from the time period
- An original soundtrack
Students will be evaluated on punctuality, poise, voice projection, eye contact, comprehensiveness, and presenting the information in an interesting way. Higher scores are given for meeting more of the requirements.
Propaganda and cartoons wwii worksheet
The document discusses propaganda cartoons from WWII that negatively portrayed Germans and Japanese. It includes two videos showing stereotypes used, such as depicting Germans as hungry wolves and Japanese as having buck teeth, to represent them as untrustworthy and unrefined. The document asks how these groups were depicted, which propaganda techniques were used like appealing to fear and prejudice, and why the US used propaganda to slander the enemy. It questions how German and Japanese Americans felt about the slander and if it was justified.
Propaganda
Propaganda is information used to influence opinions and behaviors in order to advance a political cause or agenda. It can be used by governments, companies, religious groups, and others to promote their interests. Common propaganda techniques include emotional appeals, name-calling of opponents, associating ideas with positive or negative attributes, using testimonials from famous people, and repetition to make claims seem true. Throughout history, propaganda has been used during wars to generate public support and demonize enemies.
Chart paper how to
This document provides instructions for an activity called "Ken Klieman Chart Paper" where students blog about content on large pieces of chart paper provided by the teacher. It allows students to reflect on and discuss the content in three stages: first individually writing responses, then responding to peers, and finally discussing in pairs. This activity promotes dialogue, checks understanding, and provides insight into students' thinking across multiple learning modalities in about 15 minutes.
Create learning communities quote exchange
This activity involves students sharing quotes with each other to get to know different perspectives on an upcoming unit of study. The teacher hands out quote strips for students to read and think about how it relates to the unit. Students then walk around and exchange quotes with at least five other classmates within five minutes. The teacher participates as well to model engagement and ensure all students are on task. Tips are provided for redirecting reluctant students, such as asking to see their quote, suggesting who to talk to first, and practicing what they will say about the quote. The goal is for students to learn from multiple perspectives of their peers.
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Schoolfy advertising creating a logo design
- 1. Schoolfy Advertising Creating a Logo Design Ken Klieman As we have been talking about in class already, logos are central to conveying the key elements of your company in a simple image. The goal for today is for you to please draw a logo for your imaginary company. Before you start, please consider the following: Know the history of logos – Please read up on the history of logos through: http://en.wikipedia.org/wiki/Logo Empathy – What is your target demographic? Who is the logo designed to appeal to? Values – What are the top 3 central values for your company above and beyond making money. Specifically does your company focus on improving a social cause? Does your company value charity? Does your company value sports or some other social unifying enterprise? How will your company portray its reliability? Please incorporate these deeper meanings into your company. An excellent example is Nike. More than making sports apparel, Nike values action – notice the upward movement of the “swoosh”. Additionally, Nike wants to be seen as a classical everlasting company – that is why they chose the Greek god of victory. Color choices - Color affects our moods. Please see the PBS video https://www.youtube.com/watch?v=nX0DHd5QNS8 As you create your own logo design, please follow along the YouTube video below: https://www.youtube.com/watch?v=-mclNj9m5QU As always have fun and be ready to share with the rest of the class.