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From pencils to pixels

From pencils to pixels. Technological literacies. 4-syllable word game. Incapable of being done, undertaken, or experienced; incapable of occurring or happening. Syn : unacceptable Im poss i ble. 4-syllable word game.

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From pencils to pixels

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  1. From pencils to pixels Technological literacies

  2. 4-syllable word game • Incapable of being done, undertaken, or experienced; incapable of occurring or happening. Syn: unacceptable • Im poss i ble

  3. 4-syllable word game • A large edible fruit of an African vine. It has a hard green rind and sweet watery pink or reddish flesh. • Water me lon

  4. 4-syllable word game • Any material spread on or worked into soil to increase its capacity to support plant growth. • Fer ti li zer

  5. 4-syllable word game • An optical instrument designed for simultaneous use by both eyes. • Bin o cu lars

  6. 4-syllable word game • To move or act faster. To go, occur, or cause to go or occur more quickly. • Ac ce ler ate

  7. Literacy narratives • Some key things to consider... • Structure • Climax • Significance

  8. Structure • Unlike essays, narratives do not have to have an introduction, argumentation/development and conclusion. • There is no thesis statement. • It, must, though, have a beginning, middle and end, not necessarily in that order.

  9. Sequencing of events Feel free to play with it! From http://www.studyzone.org/testprep/ela4/f/sequencet.cfm

  10. Climax • The climax of the story is the turning point of the story; the moment when the ultimate suspense reaches its peak. • All good fictional stories have a climax.

  11. From http://www.brunswick.k12.me.us/hdwyer/freytags-pyramid/

  12. Significance • Your story must be connected to broader conversations about literacies. • It is not the moral of a story. • It must be relevant to any reader. Readers must be able to identify with your experience.

  13. Reading: discussion • Hoe much does the cost of technology affect people’s literacy development in it? • What are some technologies you use for composing texts? • What kinds of text are produced? • Do you trust information you find on the web? Why (not)?

  14. In-class writing: Using technologies • Bb • Discussions and project submissions • General Class discussion • From pencils to pixels • How does the reading connect/apply to your life?

  15. Character Development • Characters are what they do on the page (ACTION). • Justify the behavior of characters (show their fears, hopes, loves, hates, motivations and how these lead to action). • Multidimensionality • What do they hate? • What is their favorite color? • Are they obsessive about something, and if so what? • What are their favorite expressions and exclamations? • What are they afraid of? • Physical descriptions are vital, but there is no need for gushing!

  16. Character Bio Practice • Access your literacy narrative. • Focus on one character: is he/she well-developed? • Does he/she represent a “real” person, someone who could have existed? • Can readers unfamiliar with this person really visualize them? • Can readers identify with him/her?

  17. Character Bio • What can you remember about him/her? • What were his/her most distinct features? • How did he/she make you feel? • What were his/her habits? • How did he/she act?

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