MEdia Assignment

MEdia

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Make sure that you take this survey


Broadway High School Survey

Blog 2: What is reading; who I am; my history as a reader.

Class 2. New Class, New World

This picture comes for the Hadron Super Collider.

Is a new class a collision?

Class 2. Agenda:

1. Blogs ~ create and produce your first entry.
2. In the blog, you will need to have an email, set permissions, design and name your blog space, and then create your first entry.
   
3. First entry: Is a new class a collision? How? Explain what you expect and why. Why are you taking the class? Give some explanation about how it might fit with your goals.
4. Syllabus explanation
   

House Cleaning

Journal:

In detail, describe how you will prepare fro your final reading test. You should include things like eating, sleeping, scheduling, and study habits.

Agenda:

Hand in test

Do class readings

Show slideshows

Look at portfolio examples

 

Next class:

 

Test prep

Portfolio & Class Objectives

 

Welcome Page

 

Your objectives

Students in this course will learn the academic and life-long reading strategies needed for success in technical programs and many associate of arts majors. They will learn how to master technical and academic vocabulary. They will learn how to understand and remember more of what they read. They will learn how to follow complex directions and use reference manuals. This class includes a computer lab component. 

1. Vocabulary Improvement
   
2. Understanding and Following Complex Directions
   
3. Previewing and Questioning
   
4. Identifying topics and main ideas
   
5. Organizational Patterns
   
6. Making Inferences and Drawing Conclusions
   
7. Study Reading
   
8. Understanding and Answering Objective Test Questions
   
9. Life-Long Reading
   

Objectives of the Course: 

Upon successful completion of this course, students will be able:

To develop flexible reading rates for different purposes or reading difficulty levels

Student will develop analytical, comparative skills in the reading of literary (and other) texts concerning the individual and community.

To develop vocabulary, literal, and critical comprehension skills

Understand the different genre in texts

 

 

 

 

 

 

Reading Autobiography (Chapter Heading) ….. . . . . . . . . ………………….3

Peer Review Process

Reflection

 

 

Poetry ……………………………………………………………………………….

    Walt Whitman

 

    Still I Rise

 

    House on Mango Street

 

    Girl

 

 

 

 

Reading Autobiography (CHAPTER Heading gets erased)

 

 

Assignment description:

 

 

 

 

 

 

 

 

Objectives met:

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Plug in peer review worksheets

 

 

 

Survey links

http://s.education.umn.edu/COST/TakeSurvey.asp?SurveyID=9JI6p3LJ5p4LI7

http://s.education.umn.edu/COST/TakeSurvey.asp?SurveyID=50K883LJ48mKG2

Class 21 Bring it all together

Journal:
Bring it all together:
How have you changed in regard to feelings about school and your ability to be successful?

Agenda:

Hurston Test
Slideshows
Poetry--choose a poem that you like, search for secondary sources that will help you to understand the author, the time, and the subject.
Choose a poem to interpret--Click me

These are some Poet’s Cues:
Poetic form: Recognizable structures (e.g., sonnets, ballads, haiku, limericks) cue the
reader as to how the poem should be read. Poems written in “free verse” require the
reader to use their own language instincts to find rhythm and pace.
Poetic structure: The structure or placement of words on a page cue the reader as to
how the poem should be read.
Stanza: The space between stanzas is a cue to the reader to pause.
Rhythm: The poem’s sounds (e.g., ordered and predictable, conversational) cue the
reader as to how to pace the reading of the poem.
Rhyme: Lines ending in words that rhyme cue the reader to emphasize the rhyming
sound to create rhythm and connection.
Repetition: Repetition of words or lines cues the reader that these lines are important to
the meaning of the poem and should be given their own unique and predictable sound.
Punctuation: Punctuation cues the reader as to how long to pause or how to control the
voice.
Line breaks: The length of a line will affect the time and attention the line’s words are
given.
Enjambment: One line continuing into another is a cue to make the pause between
lines short.
Language: Formal language cues the reader to use an academic or historic voice.
Dialect: A poem in dialect provides important cues to the reader for rhythm, pace, and
sound.
Alliteration: Repeated consonant sounds at the beginning of words cue the reader for
rhythm.
Assonance: Repeated consonant sounds in a line or stanza cue the reader to soften
the sounds.
Consonance: Repeated consonant sounds in a line or stanza cue the reader to stress
the sounds.
Imagery: Words that together form an image cue the reader to read these words
together.
Onomatopoeia: Sound words cue the reader to read with animation.
White space: Blank spaces cue the reader to create significant silences.

Coming up:
Get ready for test practice
Mock test just around the corner

The Home Stretch!

Journal: Peanut Butter!

We have now covered study reading, reading as a process, outlining, and the composition process.

What are some of the things you now know about reading?

Agenda:

Inventories online:
Perceptions
Reading

Discuss Hurston:

• Questions and guided reading
• How can questions help with the reading process?
• How can they help with outlining and essay writing?
• Discuss Paper

Test on Hurston Reading

Next Wednesday:

Write one page about how you feel about being tested on what you read?

• Make this a Before and After style of paper.
• How you felt before, how you feel now about being tested.