Shakespeare: Macbeth Characters - Macbeth | CosmoLearning English Language - 0 views
How to Teach a Novel - 1 views
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How can a teacher best approach the teaching of a novel? This lens will break it down step by step, from the abstract notion of "What's worth teaching in this novel?" to the concrete concerns of "How will students be held accountable for their understanding of this book? In what ways will I assess progress? How will students demonstrate their understandings of story theme, character development, plot, vocabulary, and other story elements?" This lens will provide sample materials, Internet resources, and ideas which have proven successful in many classrooms.
Facebook in the Classroom - sort of! « Ideas For Teachers - 0 views
WritingFix: prompts, lessons, and resources for writing classrooms - 0 views
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Writing Fix (online resource) Here's an interesting free resource for anyone involved in teaching or learning writing skills. This site has been put together by the writers, teachers and students of the Northern Nevada Writing Project to support the development of writing skills with the Six Trait Model. The site hosts an extensive collection of lessons, activities and other resources. (The Writing Fix is one of 190 web sites sponsored by the National Writing Project in the US.) Featured prominently at the Writing Fix are two separate "prompt generators". One is called the "Interactive Instant Plot Creator". You press separate buttons to bring up random suggestions for setting, character, and conflict. To go along with this idea generator, there is a downloadable "pre-writing worksheet" as well as a "rough draft worksheet". The other generator is called the "Random Prompt Generator for Writers". This second prompt generator consists of 470 prompts, each of which begins with a question that is followed by a suggested writing task.
Web 2.0 Storytelling: Emergence of a New Genre (EDUCAUSE Review) | EDUCAUSE - 0 views
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To claim that there is now such a thing as “Web 2.0 storytelling” invites risks. For one, some media reports suggest that this type of storytelling could be either hype or a danger. In addition, trying to pin down such a moving target can result in creating terminology that becomes obsolete in short order. Moreover, claiming that storytelling is happening online and is developing in interesting ways contradicts some current assertions about a decline in reading.Accepting these risks, we suggest there is most certainly a new form of expression that is compelling to educators. Starting from our definitions, we should expect Web 2.0 storytelling to consist of Web 2.0 practices.
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Lonelygirl15 (http://www.lonelygirl15.com/), which started as a series of short videos on YouTube, grew to include a large number of comments, blog posts, wiki pages, parody videos, response videos, and a body of criticism. In each of these cases, the relative ease of creating web content enabled social connections around and to story materials.
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Web 2.0 narratives can follow that timeline, and podcasts in particular must do so. But they can also link in multiple directions. Consider the possibilities facing a reader (or a viewer or a listener) who approaches Postmodern Sass. One timeline follows blog posts in chronological order. Another follows comments to a single post. A third follows links between posts, such as when the author refers to an earlier situation or references an old joke. Web 2.0 creators have many options about the paths to set before their users. Web 2.0 storytelling can be fully hypertextual in its multilinearity.
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