Peer editing ensues, including a feedback sheet tailored specifically for the assignment for students to fill out for the author’s benefit, leading to a revised typed final draft. The teacher is available throughout the process for further personal consultation. Essay, Poem, and Visual Text analysis Students read many brief essays and shorter pieces of writing in this course. Poems are included to detect and measure style, tone, and meaning. Visual text is included in the form of editorial cartoons and photos as well.
Whole class – students discuss and debate document analysis. 3. Individual – students produce analytic essay responding to inquiry question. How will you assess what student learned during this lesson? – Student essays will be assessed for accurate representation of prior learning and primary source analysis.
Second, is the Text meaning maker, this allows the student to ask what does the text mean to me? Third part of the model is Text user who asks, What do I do with this text? And finally, Text analyst which is where students are asked what does the text do to me? This essay will outline in greater detail only two of the four models, those being Text code breaker and Text user. This essay will look at these models and how they can be used in a classroom situation to assist students’ learning.
Students will be required to study the text and to develop the ability to prepare and construct a response to the text, using appropriate language in their discussion. Students should be able to identify and discuss key aspects of the set text, including how the writer constructs meaning and the ways in which social and cultural values are conveyed. Area of Study 2 Creating and presenting Students will be expected to read a range of texts relevant to the theme ‘Conflict’, including the play ‘The Crucible’, songs of Paul Kelly and the film, ’Kite Runner’. Drawing on the knowledge gained from these texts, they will create written texts. Area of Study 3 Using language to persuade The focus of this area is on the use of language in the presentation of a point of view.
CALENDAR NOTE: Readings must be read prior to the class period for which they are assigned. Writing assignments are due on the date indicated. "RW" refers to the Rules for Writers and “BB” to course Blackboard site. You are responsible for bringing your textbook and/or copies of the Blackboard readings with you to class. Be sure to bring a copy of the most recent draft of the latest essay with you to every class for in-class peer review/revision work.
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
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
English 105: Introduction to Literature Course Information Spring 2011 Instructor Contact Information Instructor: Jay Keith Office Location: 5-528 E-Mail: jkeith@monroecc.edu Voice Mail/Phone: 292-3281 Office Hours: MWF 9-10; TR 8:30-9:30 and by appointment Course Description An introduction to reading and analyzing these primary genres of literature: fiction, poetry, and drama. The course may also include creative nonfiction. Students will respond critically to readings of different historical and cultural contexts through class discussion and written work. These contexts may include different world views, politics, classes, ethnicity, races, genders, and sexual orientations. Course Learning Outcomes • Demonstrate an ability to recognize and explain the differences among the
The Sniper Directions: Complete a close reading of the story with students. Discuss literary elements found throughout the text. Review as a class the elements of the five paragraph essay and then provide the possible thesis statement to the class. Divide students by body paragraph and ask each to review the text and generate an effective body paragraph for their section to be shared in class tomorrow. Students should pay close attention to their major supports and minor details.
Using Microsoft Word and the information you gained about the Academic Tutoring and Success Center while completing this week's Learning Activities, prepare a document that answers the following questions by typing each question and answering it using several sentences: * Name three types of services or help offered by the Academic Tutoring and Success Center. * Which service do you think will be most helpful to your success as an online student? Access the Smarthinking Home page by the following instructions provided in this week's Learning Activities. * Take a screenshot of the Smarthinking Home page*. * Paste the screenshot into the same Microsoft Word document used to answer the ATSC questions.