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Instagram Example and Non-Example Activity

Instagram Example and Non-Example Activity
Instagram Example and Non-Example Activity
Instagram Example and Non-Example Activity
Instagram Example and Non-Example Activity
Instagram Example and Non-Example Activity
Instagram Example and Non-Example Activity
Product Description
This activity is formatted for any classroom as an activity for students distinguish between examples and non-examples. The directions are general to fit any topic the class might be studying. To give an example, the second page is a reference page with the topic, influential leaders. This is to help clarify the purpose of the assignment. The third page is a blank template that can serve as the final draft handout that can either be done with or without access to a computer. Students have been engaged in this activity and enjoy the creative aspect of finding pictures, creating hashtags, and sharing ideas

This assignment asks students to focus on a relevant topic, then take or find pictures that show two examples of the topic, and two non-examples of the topic. Having students find pictures of examples and non-examples forces them to understand the concept, and distinguish the correct perspectives from the contrasting perspectives. This assignment allows students to form a better understanding of the topic through the use of images and creative writing.

The use of "hashtags" to describe or "tag" the pictures for the topic forces students to create creative and specific words or phrases to title the image. Using hashtags also requires that students make connections between the ideals and the image showing the relationship between the image, hashtag, and description.

This activity can be adapted to any content that asks students to distinguish an example from non-example. This could include character traits, leadership traits, vocabulary definitions/concepts, scientific process/reactions, etc.

The first page includes the directions, the second is a reference sheet for students and the third can be used as a handout for students to complete.

To support the Common Core State Standards, you can also require students to use evidence in their description to support the example without sounding too formal. Some of the CCSS that this assignment addresses are listed below:


CCSS.ELA-Literacy.W.8.1.a
Introduce claim(s), acknowledge and distinguish the claim(s) from alternate or opposing claims, and organize the reasons and evidence logically.

CCSS.ELA-Literacy.W.8.1.b
Support claim(s) with logical reasoning and relevant evidence, using accurate, credible sources and demonstrating an understanding of the topic or text.

CCSS.ELA-Literacy.W.8.1.c
Use words, phrases, and clauses to create cohesion and clarify the relationships among claim(s), counterclaims, reasons, and evidence.

CCSS.ELA-Literacy.W.8.2.b
Develop the topic with relevant, well-chosen facts, definitions, concrete details, quotations, or other information and examples.

CCSS.ELA-Literacy.W.8.2.d
Use precise language and domain-specific vocabulary to inform about or explain the topic.

CCSS.ELA-Literacy.W.8.3d Use precise words and phrases, relevant descriptive details, and sensory language to capture the action and convey experiences and events.

CCSS.ELA-Literacy.W.8.4
Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1-3 above.)

CCSS.ELA-Literacy.W.8.6
Use technology, including the Internet, to produce and publish writing and present the relationships between information and ideas efficiently as well as to interact and collaborate with others.

CCSS.ELA-Literacy.W.8.8
Gather relevant information from multiple print and digital sources, using search terms effectively; assess the credibility and accuracy of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a standard format for citation.

CCSS.ELA-Literacy.W.8.10 Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.

CCSS.ELA-Literacy.WHST.6-8.1.b
Support claim(s) with logical reasoning and relevant, accurate data and evidence that demonstrate an understanding of the topic or text, using credible sources.

CCSS.ELA-Literacy.WHST.6-8.2.d
Use precise language and domain-specific vocabulary to inform about or explain the topic.

CCSS.ELA-Literacy.WHST.6-8.6
Use technology, including the Internet, to produce and publish writing and present the relationships between information and ideas clearly and efficiently.
Total Pages
3 pages
Answer Key
N/A
Teaching Duration
N/A
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