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ComicEd Workshop Resources - 2015. Untitled. Literature » Grade 9-10. The CCR anchor standards and high school grade-specific standards work in tandem to define college and career readiness expectations—the former providing broad standards, the latter providing additional specificity.

Literature » Grade 9-10

Key Ideas and Details: CCSS.ELA-Literacy.RL.9-10.1Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. CCSS.ELA-Literacy.RL.9-10.2Determine 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. CCSS.ELA-Literacy.RL.9-10.3Analyze how complex characters (e.g., those with multiple or conflicting motivations) develop over the course of a text, interact with other characters, and advance the plot or develop the theme. NCTE Annual Convention.

Ncte.eventpedia. NCTE 2015: Connecting, Constructing, and Disrupting. Access this page and all of our resources for today!

NCTE 2015: Connecting, Constructing, and Disrupting

To access the convention wifi, choose the "NCTE" network. Password: NCTE2015 Our Agenda for Today's Session: (Presentation) Some context: What does real innovation look like? (Discussion) What kinds of obstacles would you anticipate in trying to innovate in your school? Dr. Liz Slides: What Does Innovation Look Like? What Does Real Innovation Look Like? Access or follow along with my slides, embedded here.

I differentiate between what I hear (lots of talk about student-centered learning, blended learning, personalized learning, project-based learning) and what I see (eyes trained to the front of the classroom, whole-class assignments, and very little curriculum guided by student inquiry). One Team's Innovative Approach: Two Teachers Transforming Instruction Connecting, Constructing & Disrupting Boston Latin Academy 7th Grade Symposium Timeline, 2009-2015 The Symposium: A Student's Journey. Why death should be discussed in school — and how teachers should handle it. (iStock) How do you explain to hundreds of grade school children that a beloved kindergarten teacher with breast cancer is dying?

Why death should be discussed in school — and how teachers should handle it

That’s the start of the following post, which takes up the rarely discussed subject of why it is important that teachers be equipped to discuss death with students who are confronted with the loss of a family member or friend and come to school trying to make sense of it. This was written by Kelly Michelson, associate professor of Pediatrics at Northwestern University, attending physician in the pediatric intensive care unit at Ann & Robert H. Lurie Children’s Hospital of Chicago, and editor of the Greater Illinois Pediatric Palliative Care Coalition newsletter.

She is a member of the OpEd Project Public Voices Fellowship.” By Kelly Michelson. Kelly Gallagher Takes on the "Killing of Reading" By: Art Peterson Date: February 16, 2011 Summary: Kelly Gallagher, a former co-director of the South Basin Writing Project, will address the 2011 NWP Spring Meeting on how testing, limited reading experience, and the over-teaching of literature have made students commit "readicide.

Kelly Gallagher Takes on the "Killing of Reading"

" Kelly Gallagher knew he was in trouble when one of his students asked an earnest question, "Who is this guy al-Qaeda? " This was a few years ago, at about the time the United States launched a troop surge in Iraq. A full-time English teacher at Magnolia High School in Anaheim, California, and a former co-director of the South Basin Writing Project, Gallagher had presented his students—who were reading All Quiet on the Western Front—with pro and con editorial articles focused on the Iraq War.

He saw this particular student's information gap as one more piece of evidence of a condition he has labeled "readicide," which he defines in his book Readicide: How Schools Are Killing Reading and What You Can Do About It. P21. Carol Dweck: The power of believing that you can improve. Edutopia. You know the hardest thing about teaching with project-based learning?


Explaining it to someone. It seems to me that whenever I asked someone the definition of PBL, the description was always so complicated that my eyes would begin to glaze over immediately. So to help you in your own musings, I've devised an elevator speech to help you clearly see what's it all about. PBL: The Elevator Speech An elevator speech is a brief, one- or two-sentence response you could give someone in the amount of time it takes to go from the first floor to the second floor in an apartment building. So the elevator opens up, a guy walks in and out of the blue asks you, "What the heck is project-based learning anyway? " You respond accordingly: "PBL is the act of learning through identifying a real-world problem and developing its solution.

"That's it? " "Well, no," you reply. After all, if we just look at that definition, it doesn't state certain trends in PBL. A More Elaborate Response.