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Classroom discussion and activity

Assignment delivery. Research, aids, online texts. Student work and teacher feedback. Classroom discussion and activity. Collaborative, stored note-taking. Discussion. Quizzes and reading checks. Assignment delivery. Assignment delivery. Student work and teacher feedback.

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Classroom discussion and activity

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  1. Assignment delivery Research, aids, online texts Student work and teacher feedback Classroom discussion and activity Collaborative, stored note-taking Discussion Quizzes and reading checks

  2. Assignment delivery Assignment delivery Student work and teacher feedback Research, aids, online texts Student work and teacher feedback Discussion Quizzes and reading checks Collaborative, stored note-taking Collaborative, stored note-taking Discussion Research, aids, online texts Quizzes and reading checks Cool Toys

  3. Assignment delivery Email Web Site Student work and teacher feedback Word (with track changes) PowerPoint PhotoStory ComicLife Discussion ning Quizzes and reading checks classmarker surveymonkey Collaborative, stored note-taking wikis Tablet PC Google docs email Research, aids, online texts Google Scholar wordle Second Life Cool Toys Youtube quizlet shutterfly

  4. Comic Life Individual work: reading / reflection Word: track changes Powerpoint Movies Individual / group work: writing Photostory Student literacy nings Group work: discussion / reflection wikis Group work: product Voice recording software (oral response)

  5. Online Discussion Model 1: The Forum Post numerous topics for discussion Students respond a set number of times Students have time to read responses In class: three topics given as writing prompts, students choose one Students return to forum to post reflections

  6. Online Discussion Model 2: The Electronic Conversation Teacher Task Student Task Help students create a list of topics Choose a topic (groups) Find evidence for the topic Respond to group discussions Discuss topic online Post group discussions and evidence Synthesize discussion Compose individual products Grade / respond to products

  7. Allison: but, the time was not come yet; and every time that wind blew over france shook the rags of the scarecrows in vein, for the birds fine of song and feather, took no worning. book 1, ch 5 Jenny: ok…what does that mean? Caitlin: the scarecrows are the aristocracy Lucy: once again the birds are dirty Caitlin: i think Jenny: wait a seec Lucy: no,no,the wind is the scary mean people and the scarccrow are the porr people fighting the revolution Allison: yeah lucy that’s what I was sayin Lucy: and rthe poor are scarred away until the revolution comes Jenny: I think that there were so many times the thwe revolution could have occurred that (wind in vien) that when it actually cam the rich had no idea it was coming

  8. Although the barbaric human is often mentioned, we feel that the most important thematic issue within animal imagery is how the poor people are referred to as dogs and pigs. But social class differences are also illustrated symbolically by other images, such as the description of the ragged scarecrows (symbolizing the poor), while birds symbolize the upper class.

  9. In addition to the obvious use of imagery as a way of categorizing social groups, Dickens uses such symbolic language to foreshadow the coming revolution. In portraying the broken wine cask early in the book, he offers a general statement of “warning” for the reader that is wholly missed by the aristocracy, who, like “birds fine of song and feather,” go about their usual business heedless of the coming turmoil.

  10. wikis wikispaces pbwiki Choose Your Owns Summaries Note-Sharing Group Discussion

  11. Barry Gilmore bgilmore@lausanneschool.com www.barrygilmore.wikispaces.com

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