Tuesday, October 3, 2017

Month 2 Week 3

Common Core Standards

Determine a theme or central idea of a text and analyze in detail its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text.

Give this YouTube a watch...   How to find a theme.

Now that you have a better understanding of how to analyze a text and how themes are developed. Discuss and give rational for the theme in one of the stories you have read during month one in either Empathy or Destiny.

Month 2 Week 2

Common Core Standards 

Key Ideas and Details:

Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
What Does It Mean? 
I know citing textual evidence means quoting or paraphrasing informational text to justify an argument or claim. I know when I analyze a text I must provide textual evidence. I know when I infer I use knowledge gained from multiple sources together with clues from the text. I know explicit information and ideas are directly stated in the text. I know implicit information and ideas are not directly stated in the text.

textual evidence

Words like “explicit,” “implicit,” and “inference” sound like a foreign language to most students, yet the Common Core expects students to be able to identify both explicit and implicit information, so they can make inferences about what they read. 
    • Explicit – clearly stated so there is no room for confusion or questions.
    • Implicit – implied or suggested, but not clearly stated.
    • Inference – a conclusion made based on both information/evidence and reasoning.

Movie trailers attempt to balance explicit and implicit information. They reveal enough explicit information to give you a sense of the movie’s premise, yet they rely on implicit information to capture their viewer’s imaginations. If the movie trailer has been successful, the audience will be intrigued enough about the movie to pay to see it.
After making your  inferences, share the explicit and implicit information you generated, then share your inferences.

Thursday, September 21, 2017

Month 2 Week 1 DUE 9/29

  1. On line Protocol and Expectations: Follow these links for an understanding in why we participate in discussion boards. 
  2. 1.  Each student identifies one of the most significant ideas from the reading, illustrated by a quote or excerpt. (Each student should have a back‐up quote/excerpt in case another student has already posted the same quote/excerpt.) 
  3. 2. Each student starts a new thread by posting the quote/excerpt from the text that particularly struck her or him. The student points out where the quote is in the text. In approximately 150 words, the student describes why that quote/excerpt struck her or him. 
  4. 3. Each student may responds to that quote/excerpt and what the original student wrote, using approximately 150 words. The purpose of the response is to expand on the original student's thinking about the topic, to provide a different perspective on the topic, to clarify thinking about the topic, and to question the original student's assumptions about the topic. (Specify a deadline for these posts.) 4. After each student in the group has responded to the original post, the first student has the “final word.” In approximately 150 words, the original student responds to what has been shared by the rest of the group, offering what she or he is now thinking about the topic, and her or his reaction to what the other students have posted. (Specify a deadline for the “final word” post.) 5. This process continues until everyone has had the opportunity to have the “final word.” This means that 4‐5 discussions are happening simultaneously within a particular time-frame (e.g., 1 week), 
  5. Student comments: 
  6. I think that the real value of the discussion boards result from the comments that fellow students post. I also learn from looking at other posts for differing opinions and perspectives. The subject matter of the boards also augment the areas of study and cause us to gain more insight to the subjects. I would recommend that you double check to ensure that your posts actually posted as sometimes they don't get posted and you have to resubmit your comments.
  7. Insights on how discussion boards work, you will read a short passage, and Dr.Chipman will ask the following questions for you to write out and you'll be graded on that weekly. Discussions are worth 10% of your language arts grade.
  8. As we move on and new students take our place. We must teach them the wonderful world of language arts. These discussion boards have given me some information that i never knew. That will help others as well
  9. The discussion board is worth 10% of your language art grade. You will read and answer the questions provided by Dr.Chipman.
  10. Always complete the discussion boards because they are worth 10% of your grade! Dr. Chipman will post a passage or link for you to review and post questions for you to respond to. That's about it. Good luck!
  11. I think that the most important part of these discussion boards are being able to interact with your peers and expressing your thoughts on a certain subject. It will help you view language arts in several different angles and perspectives. - 
  12. To All of You Incoming Freshmen...These discussion boards are very helpful, so do them! And don't just read the info, write just enough for your comments, post them, and be done - work hard, read through the provided information thoroughly, and put thought into your responses! This is like low-pressure practice for college and community discussion boards, so take advantage of what you can learn and review - whether that be literary concepts, proper discussion etiquette, or both.
  13. Also, read other people's comments - it will give you the opportunity to see how other people your age are seeing and responding to this information. Plus, you will be able to learn how to appreciate other points of view and even how to reply respectfully, whether your are agreeing, disagreeing, or a mixture of both!

    Lastly, the great thing about these discussion boards is that they are mobile!! I love to do these on my phone when I'm out and about, waiting somewhere, or in the car. However, you should write them in a separate note (or perhaps an email to yourself) just in case you lose wifi/signal or something unexpected happens with your phone. Just be aware that you will want to be signed into your Google or PYLUSD account when submitting your comment; or else, you can copy and email it to yourself and post it later on a computer. In fact, even if you are writing your comment on your computer, I suggest writing on a separate word document, so that if something happens, then your entire comment is not just lost (that has happened to me, and I've learned my lesson now - it sucks to have to rewrite it all over again)!
  14. 1. It's really important to remember the premises of the questions that are being asked.
    2. Try to elaborate on your answers, and make sure not read other people's comments before replying.
    3. Try to save your answers in another document before submitting and recheck your comments in a few days, to make sure they posted. (I had a problem multiple times when my posts didn't appear, so it's really smart to save them somewhere else).
    4. Ask Dr. Chipman and other students questions when you don't understand something, or if your posts aren't showing up.
    5. Post faithfully and good luck~
An important first step for this blog is that we know who we are.  Here a re a few questions for you to answer which should spark some discussion 
  1. Visit the doctor or the dentist?
  2. Eat broccoli or carrots?
  3. Be a giant rodent or a tiny elephant?
  4. Watch TV or listen to music?
  5. Own a lizard or a snake?
  6. Have a beach holiday or a mountain holiday?
  7. Be an apple or a banana?
  8. Be invisible or be able to read minds?
  9. Be hairy all over or completely bald?
  10. Be the most popular or the smartest person you know?
  11. Make headlines for saving somebody’s life or winning a Nobel Prize?
  12. Go without television or fast food for the rest of your life?
  13. Be handsome/beautiful and dumb or be ugly and really smart?
  14. Always be cold or always be hot?
  15. Not hear or not see?
  16. Eliminate hunger and disease or be able to bring lasting world peace?
  17. Be stranded on a deserted island alone or with someone you don’t like?
  18. See the future or change the past?
  19. Be three inches taller or three inches shorter?
  20. Wrestle a lion or fight a shark?

Month 2 Week 3

Common Core Standards CCSS.ELA-LITERACY.RL.9-10.2 Determine a theme or central idea of a text and analyze in detail its developme...