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THE WRITTEN VOICES

Unit Portfolio Presentation. THE WRITTEN VOICES. The students will study and discuss the elements of a good paragraph and select some articles that they will be

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THE WRITTEN VOICES

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  1. Unit Portfolio Presentation THE WRITTEN VOICES

  2. The students will study and discuss the elements of a good paragraph and select some articles that they will be able to evaluate its characteristics and learn how to create their own persuasive paragraphs. After a series of reading and conducting a variety of assessments on how a good paragraph works, the students will select top three main issues in their generation that their interested to study to. For the project, they will select one issue in their generation that they are interested to study and create their own magazine for a teenage campaign for a well lived life. The highlight is that, they are going to use the effectiveness of their articles and documentation to bring transformative message to their co-students and other teenagers. UNIT SUMMARY

  3. Essential Question How does your idea impact others? Unit Questions How can we identify a good paragraph? How can a paragraph influence its audience? Content Questions What are the characteristics of a good paragraph? What are the different kinds of paragraph? How can we achieve unity and coherence in a paragraph? CFQ’s

  4. Benefits of Using Project Approaches, Ongoing Assessment, and CFQs in My Unit • Students use their writing skills to write about something important to them— • their school, their peers and teenage • issues. • Their writing has a real audience— • new students to the school. • Students collaborate with peers to • collect information about the school. • They learn writing and thinking skills while they are working on the project. • Throughout the project they give and receive feedback on their work.

  5. By Using Project Approaches, Ongoing Assessment, and CFQs My Students Will: • Experience writing for a real audience and use technology to enhance their learning • Gain self-assessment and self-direction skills that they will use and build on all year long

  6. Gauging Student Needs Assessment • I will use my Essential and Unit Questions to: • Find out what students think about what good writing is and how good writers work • Gather information on higher-order thinking and 21st century skills: • By answering how good writers write, students will show their metacognitive awareness of writing strategies • By taking on different perspectives and predicting their needs, students will anticipate what people want to know about the present generation.

  7. Gauging Student Needs Assessment • What I will learn from the assessment • What my students think good writing is so I know what to teach them • What writing process my students use • What my students will gain from the assessment • An articulation of their thoughts about good writing • A chance to set writing goals for the unit

  8. My Goals • Learn about different • kinds of technology that • will motivate mystudents • Find ways to get my students to do more higher-order thinking • Learn some strategies for helping students do projects from other teachers

  9. LETYOUR VOICE BE HEARD on YOUR Written piece

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