How to use graphic organizers to improve your students writing!!
Brochure includes 30 graphic organizers which help aid the construction of an essay.
An overview of the four basic essays(descriptive, informative, narrative, and critical essay.)
The brochure will show you how to interactively use the graphic organizers to better suit you for the lesson of the day. It also can help you improve your students’ abilities to write an essay.
Example, the five squares separates the main points of an essay. If your students are either starting or have just finished Shakespeare’s Hamlet, the questions may pose:
The IPOD graphic organizer. This organizer looks like an ipod and the students will save their information by writing into the IPOD, categorically, just like the bands and songs, as like the standards and the particular lesson.
My Space graphic organizer. Each student will write their comments or questions on their peers My Space Graphic Organizer. The organizer looks like the homepage and has places for students to write their comments on. (This is during peer review and analysis.)
A tombstone graphic organizer (From edgar lee masters.)
Magazine graphic organizers for the journalism unit
Animal graphic organizer, pertaining to animal farm. The animal trait can be written directly into the animal, thus working on characterization.
Desktop organizer. The graph looks like your homepage. You put it in and write it structurally to help you work on your (major story news..)
"Your favorite rock star" organizer.
The packet will have 30 graphic organizers to go, each with a lesson attached to the organizer. Enjoy!!
Night and day
Heaven and hell
Comedy and tragedy
Desert and ocean
Love and hate
War and peace
Forest and city
Play house
Showing posts with label Cutting Edge Lesson Units. Show all posts
Showing posts with label Cutting Edge Lesson Units. Show all posts
Sunday, December 14, 2008
graphic organizers
How to use graphic organizers to improve your students writing!!
Brochure includes 30 graphic organizers which help aid the construction of an essay.
An overview of the four basic essays(descriptive, informative, narrative, and critical essay.)
The brochure will show you how to interactively use the graphic organizers to better suit you for the lesson of the day. It also can help you improve your students’ abilities to write an essay.
Example, the five squares separates the main points of an essay. If your students are either starting or have just finished Shakespeare’s Hamlet, the questions may pose:
The IPOD graphic organizer. This organizer looks like an ipod and the students will save their information by writing into the IPOD, categorically, just like the bands and songs, as like the standards and the particular lesson.
My Space graphic organizer. Each student will write their comments or questions on their peers My Space Graphic Organizer. The organizer looks like the homepage and has places for students to write their comments on. (This is during peer review and analysis.)
A tombstone graphic organizer (From edgar lee masters.)
Magazine graphic organizers for the journalism unit
Animal graphic organizer, pertaining to animal farm. The animal trait can be written directly into the animal, thus working on characterization.
Desktop organizer. The graph looks like your homepage. You put it in and write it structurally to help you work on your (major story news..)
"Your favorite rock star" organizer.
The packet will have 30 graphic organizers to go, each with a lesson attached to the organizer. Enjoy!!
Night and day
Heaven and hell
Comedy and tragedy
Desert and ocean
Love and hate
War and peace
Forest and city
Play house
Brochure includes 30 graphic organizers which help aid the construction of an essay.
An overview of the four basic essays(descriptive, informative, narrative, and critical essay.)
The brochure will show you how to interactively use the graphic organizers to better suit you for the lesson of the day. It also can help you improve your students’ abilities to write an essay.
Example, the five squares separates the main points of an essay. If your students are either starting or have just finished Shakespeare’s Hamlet, the questions may pose:
The IPOD graphic organizer. This organizer looks like an ipod and the students will save their information by writing into the IPOD, categorically, just like the bands and songs, as like the standards and the particular lesson.
My Space graphic organizer. Each student will write their comments or questions on their peers My Space Graphic Organizer. The organizer looks like the homepage and has places for students to write their comments on. (This is during peer review and analysis.)
A tombstone graphic organizer (From edgar lee masters.)
Magazine graphic organizers for the journalism unit
Animal graphic organizer, pertaining to animal farm. The animal trait can be written directly into the animal, thus working on characterization.
Desktop organizer. The graph looks like your homepage. You put it in and write it structurally to help you work on your (major story news..)
"Your favorite rock star" organizer.
The packet will have 30 graphic organizers to go, each with a lesson attached to the organizer. Enjoy!!
Night and day
Heaven and hell
Comedy and tragedy
Desert and ocean
Love and hate
War and peace
Forest and city
Play house
Saturday, December 13, 2008
Dynamical Learning
Introduction to Dynamical Learning!
All of us have one thing in common: we were thrust out of our mother’s womb into a world full of fear and wonder. Our coming out party was full of Imagination. Our first lesson we toyed around deep within our minds, attempted to configure the perplexity of our being. Our infantile thoughts, solely stimulated by the infinite array of colors and shapes, instinctively became a recollection of images that influenced the way we would see the world. Images thus turned into imagination; and inspiration became or barometer of the spiritual world. The physical universe, our playground, was in fact a theater of revolving images transforming our thoughts, embedding them into our senses. Life becomes a snapshot of images while our tiny brains begin to attach those images into abstractions, or the intangible thoughts creating before our minds.
As we age, reason kicks; we slowly suppress our infantile learning mechanisms, unable to synthesize image and thought together, replacing innate learning methods with practical, reasonable assumptions that lead to an undermining conclusion; fact or fiction; reality or illusion; good or bad, and so on. We categorize and file; delete and add; hide and expose our sense of self; radically contrasting what we once were. We departmentalize feelings and rationalize the metaphysical natures of our lives. As children, we need not to; it is already defined for us. We unconsciously live the moment, yet consciously accept the coexistence of image and thought. Basically, we are born bullet proof because we only accept what is true for ourselves, regardless of truths may lie ahead of us. As adults, we adapt to the terrible dysfunction of human nature, losing the primal essence of what we were when thrust into the world. Our experiences slowly turn to faded memories, while our minds begin to lose their childlike luster. As a result, our educational paradigms and modalities of teaching ineffectively portray learning, pushing imagination, awareness, perceptibility, and fancy aside.
Dynamical Learning Methods will try and attempt to reverse those modalities of teaching and create a world of learning that stimulates the suppressed mind into an active, thinking entity. It will attempt to synthesize both image and thought to successfully originate the origin of our beings.
The twenty step guide to dynamical teaching will help foster student awareness, which in turn will improve his/her grasp on language.
All of us have one thing in common: we were thrust out of our mother’s womb into a world full of fear and wonder. Our coming out party was full of Imagination. Our first lesson we toyed around deep within our minds, attempted to configure the perplexity of our being. Our infantile thoughts, solely stimulated by the infinite array of colors and shapes, instinctively became a recollection of images that influenced the way we would see the world. Images thus turned into imagination; and inspiration became or barometer of the spiritual world. The physical universe, our playground, was in fact a theater of revolving images transforming our thoughts, embedding them into our senses. Life becomes a snapshot of images while our tiny brains begin to attach those images into abstractions, or the intangible thoughts creating before our minds.
As we age, reason kicks; we slowly suppress our infantile learning mechanisms, unable to synthesize image and thought together, replacing innate learning methods with practical, reasonable assumptions that lead to an undermining conclusion; fact or fiction; reality or illusion; good or bad, and so on. We categorize and file; delete and add; hide and expose our sense of self; radically contrasting what we once were. We departmentalize feelings and rationalize the metaphysical natures of our lives. As children, we need not to; it is already defined for us. We unconsciously live the moment, yet consciously accept the coexistence of image and thought. Basically, we are born bullet proof because we only accept what is true for ourselves, regardless of truths may lie ahead of us. As adults, we adapt to the terrible dysfunction of human nature, losing the primal essence of what we were when thrust into the world. Our experiences slowly turn to faded memories, while our minds begin to lose their childlike luster. As a result, our educational paradigms and modalities of teaching ineffectively portray learning, pushing imagination, awareness, perceptibility, and fancy aside.
Dynamical Learning Methods will try and attempt to reverse those modalities of teaching and create a world of learning that stimulates the suppressed mind into an active, thinking entity. It will attempt to synthesize both image and thought to successfully originate the origin of our beings.
The twenty step guide to dynamical teaching will help foster student awareness, which in turn will improve his/her grasp on language.
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