Insert Witty Title Here: Fanfiction's Place in Fandom (Presentation & Discuss...Meredith Sweet
Ā
What is fanfiction's place in fandom, anyway? Whether you're a veteran fanfic reader/writer or someone who has no clue what fanfiction even is, here's a presentation for you!
This presentation includes an introduction to the speaker's own discovery of fandom and fanfiction, as well as a short look on some reasons why people write (and read!) fanfiction.
We talk about "connecting with the source" material--and answering the question "Does fanfiction REALLY exist?" And who gets to judge whether something is canon--and is all canon necessarily "good" or not?
No one should be ashamed of fanfiction--not its existence, not for reading it, and not by writing it. But there's no denying some of fanfiction's worst elements: the prevalence of Mary Sues being one of them. How do you identify and avoid these nefarious "characters" in your own stories?
How do you deal with fandom and your fellow fans, especially when they're not so nice?
Why do humans connect over stories? Can fanfiction help people connect the same way other media do?
I think so, and so I offer my own storytelling tips and tricks, and encourage you to modify or scrap them as needed. Find fanfiction: read it, write it, and read some more!
Then, exercise your creative juices with a tantalizing question posed to you by the Space-Time Witch herself, and follow-up with some interesting resources, including apps, generator websites, fanfiction directories, and our very own blog!
Purpose: Teaching with Effective Learning Targets and Success CriteriaDr. Marci Shepard
Ā
In this all-day session, we were developing a common understanding of Purpose, a dimension in our instructional framework (5 Dimensions of Teaching and Learning). We were learning that effective learning targets and success criteria are written for one lesson, linked to previous and future lessons, based on knowledge of standards and students, transferable and relevant beyond the lesson, accessible and understood by all students, embedded throughout instruction, measurable, aligned with the task and used for student self-assessment.
Insert Witty Title Here: Fanfiction's Place in Fandom (Presentation & Discuss...Meredith Sweet
Ā
What is fanfiction's place in fandom, anyway? Whether you're a veteran fanfic reader/writer or someone who has no clue what fanfiction even is, here's a presentation for you!
This presentation includes an introduction to the speaker's own discovery of fandom and fanfiction, as well as a short look on some reasons why people write (and read!) fanfiction.
We talk about "connecting with the source" material--and answering the question "Does fanfiction REALLY exist?" And who gets to judge whether something is canon--and is all canon necessarily "good" or not?
No one should be ashamed of fanfiction--not its existence, not for reading it, and not by writing it. But there's no denying some of fanfiction's worst elements: the prevalence of Mary Sues being one of them. How do you identify and avoid these nefarious "characters" in your own stories?
How do you deal with fandom and your fellow fans, especially when they're not so nice?
Why do humans connect over stories? Can fanfiction help people connect the same way other media do?
I think so, and so I offer my own storytelling tips and tricks, and encourage you to modify or scrap them as needed. Find fanfiction: read it, write it, and read some more!
Then, exercise your creative juices with a tantalizing question posed to you by the Space-Time Witch herself, and follow-up with some interesting resources, including apps, generator websites, fanfiction directories, and our very own blog!
Purpose: Teaching with Effective Learning Targets and Success CriteriaDr. Marci Shepard
Ā
In this all-day session, we were developing a common understanding of Purpose, a dimension in our instructional framework (5 Dimensions of Teaching and Learning). We were learning that effective learning targets and success criteria are written for one lesson, linked to previous and future lessons, based on knowledge of standards and students, transferable and relevant beyond the lesson, accessible and understood by all students, embedded throughout instruction, measurable, aligned with the task and used for student self-assessment.
An Architect As A Future Career
My Philosophy Of Teaching And Learning
Reflection Paper
Short Story
Essay
When I Respect Research Paper
My Greatest Challenges In Life
800 Word Essay
The Star Wars Trilogy Essays
My Childhood Memories
Synthesis Essay On Global Warming
Descriptive Essay About My Neighborhood
The Great Gatsby
Reflective Reflection Essay
Examples Of Ambition In Life
Interpersonal Communication Essay
Personal Narrative Essay
Professional Writing Essay
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
Ā
This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
We all have good and bad thoughts from time to time and situation to situation. We are bombarded daily with spiraling thoughts(both negative and positive) creating all-consuming feel , making us difficult to manage with associated suffering. Good thoughts are like our Mob Signal (Positive thought) amidst noise(negative thought) in the atmosphere. Negative thoughts like noise outweigh positive thoughts. These thoughts often create unwanted confusion, trouble, stress and frustration in our mind as well as chaos in our physical world. Negative thoughts are also known as ādistorted thinkingā.
How to Make a Field invisible in Odoo 17Celine George
Ā
It is possible to hide or invisible some fields in odoo. Commonly using āinvisibleā attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
Ā
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasnāt one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
Ā
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
Operation āBlue Starā is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
Cambridge International AS A Level Biology Coursebook - EBook (MaryFosbery J...
Ā
Y8 hg obs inference
1. Starter: What can you tell me about
this shoe?
What might
the owner
have spent
time doing?
How old
might it be?
Who might it
have
belonged to?
Where might
it have been
found?
2. Learning Objective
To be able to make inferences from a
text, selecting appropriate supporting
evidence
proof
or
reasons
guesses or
assumptions
suitable
3. Learning Outcomes
Before... Today... Next...
Understanding
the rules of
dystopian fiction.
Chapter 1.
1. Know what
āinferenceā means
2. Understand how
to make
inferences
3. To be able to
use appropriate
evidence to
support your own
inferences
Exploring how the
author makes the
reader feel.
Chapter 2.
4. Success Criteria
To gain a
level 5,
across a range
of reading:
ļ· I can explain inferred meanings using more than one
piece of evidence from the text ā I can read between
the lines.
ļ· I can infer meaning, clearly using a range of
evidence from the text.
To gain a
level 4,
across a range
of reading:
ļ· I can infer /guess meanings using evidence from
different parts of a text, for example, saying how a
character feels.
ļ· Often I can infer meaning and I try to use evidence
from the text.
To gain a
level 3,
in most reading:
ļ· I can infer (work out) the basic meaning of a text and
show the part of the text that gave me the clues.
ļ· I can explain what I mean but often repeat the quote.
5. Inference
When you infer, you use clues to
come to your own conclusions.
Good Readers are ādetectivesā who
are always looking out for clues to
help them better understand stories
and pictures.
6. How do you make an inference?
Story clues
(what you
have read or
seen)
What you
already KNOW
(prior
knowledge and
personal
experience)
Your
INFERENCE
(conclusion,
prediction,
judgment)
Character
Events
Setting
Plot
7. What did you tell me about this
shoe? Why?
What might
the owner
have spent
time doing?
How old
might it be?
Who might it
have
belonged to?
Where might
it have been
found?
8. Spot the inference...
If a sign outside a house says āFOR SALEā, you can infer that:
a) The house is no good to live in.
b) The house comes with furniture inside.
c) The house is brand new.
d) The owners of the house want to move somewhere else.
If a cat is standing by its food bowl, you can infer that:
a) The cat loves you.
b) The cat is sick.
c) The cat is hungry.
d) The cat needs to use the bathroom.
D
C
9. Learning Objective: To be able to make inferences
from a text, selecting appropriate supporting evidence
1. Know what
āinferenceā
means.
3. To be able to use
appropriate
evidence to support
your inferences
2. To understand
how to make
inferences
Steps to Success
10. Tonight. After the reaping, everyone is supposed to celebrate. And a
lot of people do, out of relief that their children have been spared for
another year. But at least two families will pull their shutters, lock
their doors, and try to figure out how they will survive the painful
weeks to come.
Story clue What we already know We might infer...
āAt least two
families...try to figure
out how they will survive
the painful weeks to
comeā.
Other parents at the
reaping are relieved
that their children have
survived.
āPull their shutters, lock
their doorsā
People often hide away
when they are upset, as
they donāt want to talk
about it.
11. We walk toward the Seam in silence. I
donāt like that Gale took a dig at Madge,
but heās right, of course. The reaping
system is unfair, with the poor getting
the worst of it.
On other days, deep in the
woods, Iāve listened to him rant about
how the tesserae are just another tool
to cause misery in our district. A way
to plant hatred between the starving
workers of the Seam and those who can
generally count on supper and thereby
ensure we will never trust one another.
āItās to the Capitolās advantage to have
us divided among ourselves,ā he might
say if there were no ears to hear but
mine.
I let him yell though. Better
he does it in the woods than in the
district.
I know that people
walk in silence when...
Therefore I can infer
that...
I know that people rant
when...
Therefore I can infer
that...
I know that people
worry about people
overhearing them if...
Therefore I can infer
that...
Challenge:
12. Come up with questions you could ask to
help a primary school pupil make
inferences from this picture.
Extension
13. Learning Objective: To be able to make inferences
from a text, selecting appropriate supporting evidence
1. Know what
āinferenceā
means.
3. To be able to use
appropriate
evidence to support
your inferences
2. To understand
how to make
inferences
Steps to Success
14. A tub of warm water waits for me. I scrub off the dirt and sweat from the
woods and even wash my hair. To my surprise, my mother has laid out one of
her own lovely dresses for me. A soft blue thing with matching shoes.
āAre you sure?ā I ask. Iām trying to get past rejecting offers of help from her.
For a while, I was so angry, I wouldnāt allow her to do anything for me. And this
is something special. Her clothes from her past are very precious to her.
The writer suggests.................................................................
when she says ā..........................................................................
....................................................................................................ā
This makes the reader think .................................................
.......................................................................................................
The word .................................... makes me think of ............
.......................................................................................................
.......................................................................................................
15. Self-assessment
Making Inferences Literacy
In my writing, I have:
Used capital letters to start sentences
and for proper nouns (names, places).
Used full stops to end sentences.
Used connectives to link my ideas and
sentences together.
Used the correct tense (past, present,
future).
Checked the spelling of key words.
In my writing, I have:
Made an inference:
Explained my inference:
Used evidence from the text
to help me to explain:
Picked one key word and
explained why it is important:
I get it! Iām getting there! I need more help!
16. Create your own piece of writing that might lead
someone to make these inferences:
- Katniss loves her sister, Prim.
- Katniss doesnāt know what will happen to her
when she joins the Hunger Games
- Katnissā mother is worried about her daughter.
Remember; you must make the reader think these
things, rather than just telling them.
Extension
17. Learning Objective: To be able to make inferences
from a text, selecting appropriate supporting evidence
1. Know what
āinferenceā
means.
3. To be able to use
appropriate
evidence to support
your inferences
2. To understand
how to make
inferences
Steps to Success
18. Review
What are the key
learning points from
todayās lesson?
What questions do you
have about todayās
learning?