meta-English

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United States - Arizona - Scottsdale
meta-English
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"Learning without thinking is labor lost; thinking without learning is perilous." - Confucius
 
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I use this activity when we are about half way through 1984 to help my students compare 1984's societies to their own while also practicing persuasive, speaking, and listening skills. I assign small groups their topic and subtopic (shown in
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3.9
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I formatted the sparknotes version of Oedipus Rex and Oedipus the King to guide students through the background before beginning Antigone. Students answer reading comprehension questions on the right side of the story and draw simple scene pictures
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15 ratings
3.9
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After reading through several Greek myths together, I split my students into groups of seven in order to cover some of the "minor" myths. This can be modified to work in smaller groups of four as well. Everyone in the group was given a summary of
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4.0
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A reading guide of sorts for the entire story of Antigone. Students choose two characters after each scene (and prologue) and develop their reasoning for their moral decisions, including citing from the text and labeling as logos, ethos, or pathos.
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3.9
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After students are finished reading Antigone, they develop an essay on how a certain character faced an ethical dilemma in the play. The brainstorming sheet provided gives clear direction for developing their ideas and using evidence from the text
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6 ratings
3.8
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These are three different handouts that I give my students to help them response to different vignettes in Cisneros's House on Mango Street. We use these for different discussions and essays throughout our reading of the novella. Usually I read the
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1 rating
3.8
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I use this before Antigone to have students reflect on ethical systems and examine their own morals within those ethical systems, but this can be used as an intro paper for any unit examining morality. It includes brainstorming with examples and an
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3 ratings
4.0
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Students are given nine quotes from Antigone before reading and put the quotes into their own words. This gets students to think about what important quotes mean before starting the reading as well as have them notice significant parts when they are
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3.8
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I lead students through this process (I cover each step and reveal it as I talk them through the sheet in class.) to brainstorm ideas for their own vignette after we finish House on Mango Street. It also provides directions for how to set up their
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1 rating
4.0
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A graphic organizer that helps students contrast what the four ministries tell citizens they do versus what they really do. I have then used this to have make different posters for the ministries - one poster reflecting the side the ministry shows
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4.0
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This is a process I have perfected over my eight years as a journalism adviser. There are handouts (I have students submit online) for each of the steps, from class brainstorming to interview sheets to outline to rubrics. This has really helped my
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4.0
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I usually have student do this after they complete the graphic organizers on the two different perceptions of the ministries in 1984. (This graphic organizer is also available on my teacherspayteachers site.) I split students into groups of three
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This includes a short powerpoint on the three main points of sentence fluency: transitions, sentence beginnings, and sentence structures along with a word document of students notes to follow along with the powerpoint and a list of transitions by
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2 ratings
3.0
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After I hand back students' writing assignments, I take them to the computer lab and have them type in my comments under the appropriate writing category. This can also be amended so they handwrite the comments in. This assures that the students
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A two to three day project where students choose a columnist on whom to focus and study/respond to the writing style and voice they notice and try to mimic the same style and voice.
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4.0
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Used for newspaper/ newsmagazine staffers to show businesses they contacted and the responses.
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A list of online assignments for journalism staffers to choose from and ensure a variety of coverage.
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This sheet prompts student journalists to reflect on the process and end-product of their stories.
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Offers journalism students a variety of assignments ranging from writing and design tasks in which they can choose the tasks in which their interested.
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This is a handout I give to help students practice Bloom's taxonomy levels of questions while ready Antigone, but they can be adapted for any story. I have them post one of each question and respond to someone else's question on a blog as well.
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4.0
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We are two English teachers, both with master's degrees and both National Board Candidates, who have been collaborating together for nine years, creating units and lessons around basic literary theory, grammar, and writing.

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