{"content":{"sharePage":{"page":0,"digests":[{"id":"37854068","dateCreated":"1303164809","smartDate":"Apr 18, 2011","userCreated":{"username":"pkeene2","url":"https:\/\/www.wikispaces.com\/user\/view\/pkeene2","imageUrl":"https:\/\/www.wikispaces.com\/i\/user_none_lg.jpg"},"monitored":false,"locked":false,"links":{"self":"https:\/\/abuck2.wikispaces.com\/share\/view\/37854068"},"dateDigested":1532145011,"startDate":null,"sharedType":"discussion","title":"Paul Keener - Editing\/Revisions","description":"LP 1 \u2013 An interesting introduction to the unit. I liked the activity of showing the trailer and having students make assumptions and inferences from it.<br \/>\n<br \/>\nFor the purposes of this plan, you may either want to expand upon the lit. circle idea or define it in your presassessment section, just so the untrained eye will be able to comprehend it.<br \/>\n<br \/>\nYou didn\u2019t actually write what assessment two was.<br \/>\n<br \/>\n<br \/>\nLP 2 \u2013 I liked the creative assessment for Objective 4. You should certainly get some interesting responses.<br \/>\n<br \/>\nIt may be beneficial to add a section on vocabulary before the students read. They\u2019ll likely remember it better than if they looked up the word and will also avoid having to stop reading repeatedly.<br \/>\n<br \/>\nConsider adding a bit of introduction in addition to the video. Will you say or do anything to prepare the students before showing it?<br \/>\n<br \/>\n<br \/>\nLP 3 \u2013 I liked the integration of technology and the use of podcasts which I assume are less boring than historical documentaries. This might even be something you could have the students create?<br \/>\n<br \/>\nConsider revising the objectives to include the assessment itself, Ex: SWBAT identify the causes of and characteristics of the Great Depression.in order to analyze the extent to which TKM illustrates these causes.<br \/>\n<br \/>\nAdd an assessment for objective 3. You also might want to revise the reflection for clarity.<br \/>\n<br \/>\n<br \/>\nLP 4 \u2013 I like having the students participate in small groups discussions before convening in a large group to discuss the same topic. <br \/>\n<br \/>\nThis will avoid any errant answers or thoughts being displayed to the entire class.<br \/>\nHaving some students read silently and some reading aloud may be distracting during the lit. circles. Maybe do a whole-class read aloud or sticking to SSR?<br \/>\n<br \/>\nIn your reflection, you may want to consider any specialized racial and cultural aspects of this class and how they may react to the content at hand. It could be a controversial subject if it\u2019s not closely moderated.<br \/>\n<br \/>\nLP 5 \u2013 Having students generate their own assessment is a stroke of brilliance. Fantastic idea.<br \/>\n<br \/>\nWill you read or grade the journal responses?  You might want to expand on the criteria for these responses a bit more explicitly.<br \/>\n<br \/>\nAgain, you incorporate technology very well into this lesson, but you will want to very explicitly explain the process involved in making the video projects required here. I\u2019d definitely go over this in a future lesson.<br \/>\n<br \/>\n<br \/>\nGeneral Note: The assessments and objectives are intended to correlate to one another and are numbered by the date on which they fall. Ex: Objective 3a will be the second objective covered on the third day.","replyPages":[{"page":0,"digests":[],"more":0}]}],"more":false},"comments":[]},"http":{"code":200,"status":"OK"},"redirectUrl":null,"javascript":null,"notices":{"warning":[],"error":[],"info":[],"success":[]}}