Visual text is included in the form of editorial cartoons and photos as well. In each case, the intent is to have students explore the deeper meanings of the words or images to form conclusions or connections with course themes, current issues, or other assignments by understanding an author’s purpose, intention, and audience. Students write short responses such as rhetorical précis, have guided classroom discussion, or work in partners or in small groups with guided questions from the teacher to stimulate their interaction.
• Review homework assignments and help your child organize a plan for completing assignments. • Discuss events - the school day, local and world news. This will help your child acquire a wide-range of knowledge. Discuss
Vocabulary helps students apply meaning to the words they read and aid in comprehension. All components work together to provide students the necessary skills to read well. Put Reading First: The Research Building Blocks of Reading Instruction describes the NRP’s findings of scientifically-based reading research and provides a framework for using the findings in the classroom. Twelve key concepts from the NRP’s report concerning the first two components, phonemic awareness and phonics instructions, are discussed below. Phonemic awareness can be taught and learned.
Biographical Research and Writing Unit Outline All of the units designed to align with the Common Core English Language Arts Standards Grade 9-10, Common Core Reading Standards for Literacy in History/Social Studies Grade 9-10, and English Language Learner (ELL) Proficiency Standards Stage V Grade 9 -12 – Level: Basic Component 1: Overview 1. Abstract: In this unit, students will plan, organize, and produce a researched biographical report accompanied by a multi-media presentation. To meet this goal, students will use the steps of the writing process while focusing on writing guiding questions, paraphrasing information, and accurately crediting sources. The students will focus their research on an individually chosen historical figure
Class Discussion After reviewing the information relate to student expectations in this course, participate in the class discussion. This discussion focuses on what is expected of you as a student. Please respond to all of the following prompts in the class discussion section of your online course by typing in the question and then answering it using several sentences: 1. Discuss two of the student expectations or concepts from the reading and tell how they will help you be successful in completing this course. One of the student expectations or concepts for the reading that I think would be successful for myself in this course is that in order to do well in my classes are that I have to have access to the internet, and the second
Next, the teacher will hand out the math notes, so the students can follow along. Having math notes that students can keep in a binder and refer back to is real helpful in math. Next the teacher will ask the students to think about how many problems are on their normal math test, this number will be the bottom of the fraction. Then the teacher will ask the students for a number to put in the numerator place. Now that we have a fraction the teacher will show them how to find the percent by making an equivalent fraction.
Some students made need help with basic math facts while other students are ready to do some enrichment problem solving with their mathematics. Whole class instruction will take place throughout the year but primarily at the beginning of the year, when explicit instruction is taking place on the use and expectations of the iPads. The use of a document camera will be integral in leading the students in initially using their devices. Additionally, throughout the year whole group instruction will be a part of our daily routine and curriculum. Share how the iPads would be incorporated in reading, writing, math, science, and social
Blueprints 2, Houghton Mifflin Company, 2003. Grading: Grades will be determined by the following combination: • Class Participation (20%): attending class regularly, completing homework and all other assignments on time, speaking about the daily subject, listening carefully to others, and cooperating in class activities • Homework (20%): Homework may or may not be collected and graded and will generally be reviewed during the following class session • Grammar quizzes (20%): Quizzes will be given approximately every other week. Each quiz will be mostly about new grammar, but some questions will cover grammar we studied earlier. • Weekly writing assignments (20%): Writing assignments will be given throughout the course according to the various styles being taught at that moment. • A final writing exam (10%) • A final grammar exam (10%) A 70 or above is a passing score.
The objective “Analyze symbolic meaning in visual and print based texts”, was graded through an informal assessment of class discussion. It was also met in a formal assessment of evaluating the summative analysis of the students Voice Thread project, which uses a rubric based on the students’ use of visual aid, colors, expressions, and connectivity to the text. The teachers second and third objectives to, “Evaluate the analyses of their peers” and “Use new media tools to participate in digital conversations”, are tied to the same assessment of whether or not the students provided feedback to their peers that explored different perspectives and promoted questions and if they responded digitally through the website
4. Study your completed guide so that you are familiar with the article content, questions, and answers because: * You may be required to use the guide in an open-note unscheduled in-class assignment such as a quiz, essay, or other exercise. * Questions from the guide will appear on the next test in the form of multiple-choice