Tag Archives: creation

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English Language Arts General Outcomes 10, 20, 30(2003)

Students will listen, speak, read, write, view, and represent to:
1. Explore thoughts, ideas, feelings, and experiences

  • discover possibilities
    • form tentative understandings, interpretations, and positions
    • experiment with language, image, and structure
  • extend awareness
    • consider new perspectives
    • express preferences, and expand interests
    • set personal goals for language growth

2. Comprehend literature and other texts in oral, print, visual, and multimedia forms, and respond personally, critically, and creatively.

  • respond to a variety of print and nonprint texts
    • connect self, text, culture, milieu
    • evaluate the verisimilitude, appropriateness, and significance of print and nonprint texts
    • appreciate the effectiveness and artistry of print and nonprint texts
  • construct meaning form text and context
    • discern and analyze context
    • understand and interpret content
    • engage prior knowledge
    • use reference strategies and reference technologies
  • understand and appreciate textual forms, elements, and techniques
    • relate form, structure, and medium to purpose, audience, and content
    • relate elements, devices, and techniques to created effects

3. Manage ideas and information

  • determine inquiry or research requirements
    • focus on purpose and presentation form
    • plan inquiry or research, and identify information needs and sources
  • follow a plan of inquiry
    • select, record, and organize information
    • evaluate sources, and assess information
    • form generalizations and conclusions
    • review inquiry or research process and findings

4. Create oral, print, visual, and multimedia texts, and enhance the clarity and artistry of communication

  • develop and present a variety of print and nonprint texts
    • assess text creation content
    • consider and address form, structure, and medium
    • develop content
    • use production, publication, and presentation strategies and technologies consistent with context
  • improve thoughtfulness, effectiveness, and enhance the clarity and artistry of communication
    • enhance thought and understanding and support and detail
    • enhance organization
    • consider and address matters of choice
    • edit text for matters of correctness

5. Respect, support, and collaborate with others

  • respect others and strengthen community
    • use language and image to show respect and consideration
    • appreciate diversity of expression, opinion, and perspective
    • recognize accomplishments and events
  • work within a group
    • cooperate with others and contribute to group processes
    • understand and evaluate group processes

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View English Language Arts Curriculum PDF(ELA10-1, ELA10-2, ELA20-1, ELA20-2, ELA30-1, ELA30-2)

Bloggiest start to the bloggiest year ever.

What a funny word, “bloggiest”. Should I say it is a “most bloggy” start to the year? Does correct English matter in a blog?

All students I teach have begun a blog, of sorts. For the most part, I’ve insisted the content of the blog must be school or course related, the myriad responses to Macbeth fit this category. Other responses are more like “snowflakes”, snowflakes is my term to describe the phenomena of no two responses to the same prompt being identical.

I aggregate(not related to the term aggravate) RSS feeds from each class to aid in tracking down assigned work. Each student has a spreadsheet I term the Data Collector that averages rubric scores and totals moderated comment feeds, too. I then collect the Data Collectors periodically to determine scores to enter into GradeLogic. The data collectors serve a dual purpose, a foundation to build a grade obviously, but a powerful device to bring a landslide of peer pressure and collaborative assistance on the lazy, slower, or reluctant bloggers. Those that finish first have always shown a willingness to “share their secrets” with others.

Students are also instructed to collect and deposit appropriate comments on each other’s blogs, too. It is proving to be a fine art to learn to comment. Last year I found the aspect of commenting to be more valuable than the creation of the posts. Comments must contain evidence of critical thinking, I said, not simply “gladhanding”. If you troll the blogs you’ll notice the biggest difference right now between a veteran blogger and a newbie is the quality/quantity of appropriate comments. Students complete work earlier to benefit from positive/any attention from peer “commentors”. Any student who doesn’t get their blog post done on time, gets punished by receiving low or no rubric scores from their peers. However, unlike class discussions, the very nature of blogging allows anyone to catch up at any time. The students themselves seem to have an unofficial pecking order for who writes the best comments. They have internalized their own standards for what they will accept as a comment on their blog and are very persuasive at convincing each other to measure up. A few students are positively verbose and comment on all they can. Others choose fewer responses yet measure their words very carefully. Those that finish writing a post early, are left to hustle remaining students.

The grade 10s are shifting their attention to Keyboarding modules for a while, although I keep prodding them about “Turing Tests”. iGod is our most recent fascination.

The grade 9s get their prompts from Mrs. Fraser’s class then I help them become a bit more tech savvy.

The Grade 11s are in the midst of Macbeth and may see no reprieve for at least 2 more weeks, I figure. The more traditional assignments I’ve used for the last 14 years are as appropriate in a blog as they have ever been in my class. Doing it with blogs is just so cool!