Digital Citizenship Education Curriculum Overview The Digital Citizenship and Creative Content program was developed to create awareness of intellectual property rights and foster a better understanding of the rights connected with creative content. Four units comprise the curriculum resources. Each unit consists of standalone yet complementary lesson plans that play off a creative rights scenario presented through a case study. More Four units comprise the curriculum resources. Each unit has 4-6 of these project-oriented activities, one of which serves as the culminating lesson for the unit. Download the free course curriculum outline (.pdf; requires Adobe® Reader ) This program was designed for grades 8-10, but easily adapts for use in grades 6-12. If you are from outside the U.S., you may need to modify these materials slightly to apply to your students. Instructions: Click the title or "show/hide" links to expand and collapse each unit overview. We'd love to hear from you!
HyperGrammar Welcome to HyperGrammar electronic grammar course at the University of Ottawa's Writing Centre. This course covers approximately the same ground as our English department's ENG 1320 Grammar course. The content of HyperGrammar is the result of the collaborative work of the four instructors who were teaching the course in Fall 1993: Heather MacFadyen, David Megginson, Frances Peck, and Dorothy Turner. David Megginson was then responsible for editing the grammar and exercises and for converting them to SGML. This package is designed to allow users a great deal of freedom and creativity as they read about grammar. This package is currently under construction! Please read the Copyright and Terms of Use before you begin using HyperGrammar, and note that we provide NO WARRANTY of the accuracy or fitness for use of the information in this package. * This site uses the Oxford dictionary spelling. We do not offer any writing help by e-mail. No permission is required to link to this site.
OER Commons Literary Appreciation + Literary Analysis: A Course Plan « Classroom as Microcosm Regular commenter Crystal has asked for some more details about my Personal Narrative course, in which I focus less on literary analysis and more on literary appreciation. Here’s some general info on how the course unfolds. Feel free to steal/adapt/query, etc. Module 1: Literary Analysis Review Text: The Glass Castle by Jeannette Walls In the first part of the course, we all read The Glass Castle and discuss the genre of the personal narrative. Module 2: Book Talks Texts: students have a course pack containing copies of the front cover, the back cover or inside flap, and the first chapter of eight book-length memoirs. I assign one book to each student, so each book is read by a group of 4-5 students. Plot summary: this is a challenging topic, because you will need to give a detailed enough summary to intrigue the audience, but you can’t give everything away! Module 3: Comparison Text: each student chooses a second book from the list above. Like this: Like Loading...
CLRN Are you looking for standards-aligned electronic learning resources to help your students? Here, you can find free Open Educational Resources, reviews of Online Courses, and commercial Electronic Learning Resources. OnlineCourse Reviews Online course reviews aligned to content standards and iNACOL's online course standards. Mashups in the Literature Classroom Let me say right away that this post will focus on an exercise I’ve used in my literature classes. I think (and hope) the idea could be useful to folks in other disciplines as well. If you’ve spent much time on the internet (and if you’re here at ProfHacker, I’m guessing you have), then you’re likely familiar with the mashup. A mashup usually refers to a creative work that blends two distinct works into one composition. One of the most famous mashups is Danger Mouse’s The Grey Album, which blends rapper Jay-Z’s The Black Album with The Beatles’ The White Album. The best mashups juxtapose materials deliberately; they make the implicit explicit. In my classes, I’ve experimented with mashups in order to help students think about literary style. Since then, I’ve used versions of this exercise several times, each time to good effect. For those who are curious, here’s one of my students’ Harding Davis/Whitman blends. [Creative Commons licensed photo by Flickr user IMLS DCC.] Return to Top
To Tweet or Not to Tweet Over the past twelve years, I’ve watched my students progress from MySpace to Facebook to Twitter, not to mention the hundreds of other apps-of-the-moment. The one constancy in this trend is that students are online, interacting all day, every day. In fact, most of their social lives are now taking place digitally. Sure, they still meet up for a basketball game or to go to a party, but the days of phone call invites has ended. Instead, they Facebook message or tweet each other. This year, I finally realized that if I wanted to reach these students where they “live,” I was going to have to get with it and embrace the “classroom with no walls.” In January, as I began to outline my lesson plans for Shakespeare’s Hamlet, I realized that I was no longer excited about teaching something that I’d always loved. In an early morning, wait-for-the-alarm-clock moment, it struck me like one of those orange angry birds. Would it meet the benchmark requirements? Why Shakespeare? Why Tweeting? Results?
iPads (or other devices) and Literature Circles – co-starring Edmodo. CC Licensed Literature Circles have been around forever. Done well, the strategy is an effective way of engaging children in reading, while teaching them specific skills and behaviours we use when immersing ourselves in a text. With clear foci during the instructional part of the Literature Circle session, teachers can direct children to use these strategies to improve their comprehension and how they respond to text. One of my main concerns ( and the concerns of many I have worked with in implementing Literature Circles) is monitoring the independent reading and meetings as well as the work done by children in between sessions. Technology can play a big part in this and can also be used to enhance, simply and streamline the whole process. Now that Edmodo’s iPad app has been updated with access to GoogleDocs and the iPad’s camera roll, posting documents on the site is now quite easy. Coveritlive chapter discussion embedded in Edmodo Edmodo.
Step 4: Evaluating Sources - Getting Started Doing Research - LibGuides at University of Maine Farmington Books You can find scholarly books by looking for additional information about the book and the author. Some ways to do that include: 1. Use the author link in an URSUS record to see if there are other books by the author. If the person has published several books in the field, he/she is probably a scholar in that area. 2. 3. 4. 5. Articles Articles come from a variety of publications: peer-reviewed/scholarly journals, trade publications, or popular magazines. 1. 2. 3. 4. 5. 6. Web pages 1. 2. 3. 4. 5. 6. 7. Wizard Tool for Searching This tool is built on Google's Advanced Search and conducts a Google search with the keywords that you fill in for each field. As you type, WATCH as the Wizard builds your query in the search box above. Then click Search. Evaluate the results and revise your keywords to get the best results for your topic! This tool has been tested in the following platforms and browsers: Some of the other browsers and earlier versions of the above browsers may work, but are not tested. top General Search Box Strategy: When you enter something in the search box, see what you get, and continue the process until you find what you are after, you are using the basic Search Box Strategy. Searchers who have refined the Search Box Strategy will think about what they need to find, carefully choose keywords based on that, do a preliminary search, scan the results for clues, and persistently revise search terms until they find what they seek. You can become a power searcher by practicing this strategy! top