Thursday, February 2, 2012
Social culture
Wednesday, February 1, 2012
Infographic Evaluation
1. Need to have title that describes what your infographic is about (ex. If I wanted to explain the Eurocrisis, what would I say?)
2. Information graphics are interesting because they reveal differences. You can show how something works (ex. 3-D movies), the evolution of something (ex. a camera from its origins to today), or a statistical representation of an idea (ex. how much time is spend using technology for the average person during a day).
3. Your topic must pertain to something that is relevant (will actually teach someone something that is meaningful) and is school appropriate.
4. Need to have 10-15 graphics (photos, backgrounds, drawings, illustrations, etc.) that help to promote the main idea for your infographic.
5. You must have statistics or facts (numbers, percentages) be a part of your infographic.
6. You must use words to promote an understanding of your topic (usually, for every photo or image you have - you should have a concise statement to help your audience understand it) – Keep it simple.
7. Do not plagiarize.
8. I will be grading you based on these points in a rubric (given in class).
Evaluation Questions
1. Content or Required Elements- Does it have a main idea or thesis?
2. Content Accuracy - Does the data support the main idea? Are there accurate facts?
3. Graphic Relevance - Do the graphics enhance and support the data?
4. Attractiveness/Layout - Does the layout and design have a purpose; did you organize the graphics and text to communicate your ideas effectively? Does it show Cause and Effect?
5. Use of Classtime – Did you work cooperatively? Did you use your time effectively and efficiently?
6. Mechanics and Grammar – Do you have any unnecessary errors which may detract from the message of the infographic?
Tuesday, January 31, 2012
Activists in Our Midst
Since we are finished our ELA/Religion Inquiry project, "Activists Who Have Followed in the Footsteps of Jesus"it's time to bring it close to home. Who are the activists that you know in our community? Who are the people who faithfully volunteer their time to make a difference in our community? Are they coaches, church volunteers, leaders, builders, organizers? Do they roll up their sleeves and get involved? Are they people that are always willing to lend a hand to those in need? Who are these altruistic, giving people?
As we get ready to prepare for Lent and the Christian Community Service Hours Project *(more information to follow on this blog and to be sent home), you are going to search for those people who volunteer in our community. You are going to interview he or she and find out the answer to our big question, "Why do they volunteer?" In class we will brainstorm a list of questions that stem from this BIG QUESTION, that you will either use in research or in an interview of this person. After researching or interviewing we will present our findings... How we will present our findings will be based on our decision as a class. We can go "Techno-Digital" or more "Hands-on Visual"...
So, start thinking and talking to others about who those volunteers are in our midst! And start thinking about questions that stem from the Big Question, Why do people volunteer?
*About the Christian Community Service Project... During the 40 days of Lent, you will be expected to do a "mini" community service project where you will donate 4 hours of your time (in the minimum) to helping a cause. Your efforts do not have to be monumental or life changing, but little things to help others. After completing your community service (and applicable forms), you will compose a photo essay on "How Your Efforts Made a Difference in the Lives of Those You Helped". (More information to follow).
Monday, January 30, 2012
Old ELA assignments
"The Birdman"
"The Girl Who Cried for Peace"
"I Need to Wake Up" - Question on handout, "Before, During, After..."
"Citizen of the Planet" song - Connections questions...
The Girl Who Cried for Peace... "A Global Village" - reading and viewing questions ...
Paperclips, butterflies and the Holocaust - Viewing Assignment
Igniting One Candle at a Time (Craig and Marc Kielburger) assignment (questions) -
Grade 8 Math Unit 4 Old Assignments
Letters to Zeus
Write a rough draft, keeping the following in mind,
Role – God or Goddess of Olympia
Audience – Zeus
Format – Persuasive Friendly letter
Topic – Persuade Zeus to overthrow the Titans (you may even be in Chronos’ stomach!)
Strong Verb – Persuade!
*** Rough drafts due: Friday!
To guide you in writing your letter see the "Letter Generator" site... http://www.readwritethink.org/files/resources/interactives/letter_generator/
SIGN YOUR LETTER (AS A GOD/GODDESS) IN GREEK - CHECK OUT LETTERS FOR THE GREEK ALPHABET... SOME OF THE LETTERS YOU NEED IN ENGLISH MIGHT NOT BE IN GREEK... JUST TRY ANOTHER LETTER... IT'S JUST FOR FUN!
Friday, January 27, 2012
Connections Response Rubric
Ms. Stewart- Mitchell's Connections Response Rubric | |||||
Response | Support | Sentences & Paragraphs | Mechanics | On-Time / On-Task | |
4 | The response is insightful and well thought out showing superior understanding (many different types of connections) | Effectively uses both direct and indirect support to prove points made – excellent explanation with many examples | All writing is in complete sentences, with vivid vocabulary and a variety of sentence styles. No paragraphing/sentence structure errors. | No errors | Assignment is on- time; student used the class time well. |
3 | The response is well thought out and shows good understanding (uses a couple different types of connections) | Uses some direct and indirect support to prove points made - very good explanation with some examples | Most writing is in complete sentences, with colourful vocabulary and a variety of sentence styles. No paragraphing/sentence structure errors. | Few errors | Assignment is on-time; student used most of class time well. |
2 | The response is at the surface level and shows average understanding (makes a couple connections) | Uses either limited direct or indirect support - little explanation or examples | Some writing is in complete sentences, with fair vocabulary and a variety of sentence styles. A few paragraphing/sentence structure errors. | Some errors (do not impede understanding) | Assignment is a little late; student used most of class time well. |
1 | The response is weak and shows poor understanding (no effort to make connections) | Almost no support made for points - almost no explanation or examples | Little of the writing is in complete sentences. Many paragraphing errors. | Many errors (impedes understanding) | Assignment is late and student did not use the class time well. |
DEAR Rubric
Ms. SM ELA Rubric Uninterrupted Sustained Silent Reading (D.E.A.R.)
Name: | Level 1 | Level 3 | Level 5 |
Time on Task |
Easily distracted by self and others; unfocussed; avoids reading; seldom on task during reading time. |
Maintains own focus, but can be distracted by others' actions or words; returns to text consistently if distracted. |
Able to keep self on task despite others' distractions. Attends to text for entire reading time. |
Preparedness |
Comes to reading time with no reading material selected, or selects inappropriate reading materials for the purpose of this reading time. Books chosen often do not reflect student's reading level. |
Comes to reading time with appropriate DEAR/USSR reading material selected most of the time. Books chosen reflect student' reading level. |
Always comes to reading time with a full-length non-fiction book or novel that sustains their interest throughout DEAR/USSR time. Books chosen reflect student' reading level and student selects a variety of genres. |
Engagement |
Requires teacher prompting and intervention to start and maintain reading focus. |
Usually begins reading independently, and requires minimal teacher prompting to maintain reading focus. |
Begins reading immediately and becomes immersed in reading for entire DEAR time. |
AR Test | Does not have an acceptable number of tests/points completed for expected term. | Has completed a satisfactory number of tests/points within expected term. | Has completed at least 3 tests (or has a minimum of 20 pts for term. Has done very well on all tests. |
Books/Reading Materials Chosen: Comments:
Ms. Stewart-Mitchell Blogging Rubric | ||||
1 | 2 | 3 | 4 | |
Overall Use of Blogs | Blog entries are few and generally simple retellings of personal events. No comments are made on blogs of others. | Almost all required blog entries and comments have been completed. | Five blog entries and five comments are submitted, though not all of them may give evidence of a substantial contribution. | Five blog entries and five comments are submitted, all of which are substantial. Beyond the required five, your blog includes many more reflections. |
Intellectual Engagement with Key Concepts | Blog entries make no reference to issues raised through readings and/or class activities | Blog entries make some reference to issues raised through readings and/or class activities | Blog entries demonstrate awareness of most of the key issues raised through readings and/or class activities | Blog entries demonstrate engagement with the important issues raised through readings and/or class activities |
Personal Response to Key Concepts | Blog entries show no personal response is made to the issues/concepts raised in the readings/activities | Blog entries convey little evidence of a personal response to the issues/concepts raised in the readings/activities | Blog entries convey evidence of a personal response to the issues raised in the readings/ activities, and demonstrate that the author is capable of reflecting on learning, technology, and society. | Blog entries convey extensive evidence of a personal response to the issues raised in the readings/ activities, and demonstrate the author's growth through reflection on learning, technology and society. |
Engaged Writing | Blog entries use incorrect grammar and syntax consistently, making it difficult for others to follow. | Blog entries demonstrate some evidence of correct spelling, grammar, punctuation, etc. Audience will have little trouble reading your blog. | Blog entries show proper sentence structure and very few mechanical errors. No problems for your audience in reading the blog. | Blog entries show excellent sentence structure and almost no mechanical errors. There is some flair and originality in ideas presented in the blog. |
Wednesday, January 25, 2012
Weird Sounds in the News
Strange thing... I woke up to a "grater like" sound the other night... I thought it was a snow plow... and now I think... it still was a snow plow ...
Listen to the video, the professor from the University of Saskatchewan explains it... complicated... I still don't think I understand.... Aurora Borealis... Electro-magnetic fields... I'm far from being a physicist. I need the more simple version!!!
What do you think? Post your thoughts on your kidblog account...
Syria on the Brink
These video links will help give you some background for the Inferencing Questions in your assignment on Syria.
http://www.bbc.co.uk/news/16662892
Zabadani: The town President Assad does not control
http://www.bbc.co.uk/news/world-middle-east-16663264
Monday, January 16, 2012
Elmo Just Makes Me Happy...
Current Events Cartoon Assignment on Kidblog!
Note that the questions to each cartoon are located below each cartoon link… OR…
Even better… Find your own cartoon for an event of 2011, post it with your own questions, with of course, your own answers too!
A. Euro crisis
http://beta.images.theglobeandmail.com/archive/01356/gable-italy_jpg_1356536cl-8.jpg
Check out the link to the editorial cartoon… What is the event related to it? What’s the author’s message? Post your reaction to this post.
B. Gadhafi
http://beta.images.theglobeandmail.com/archive/01356/jenkins-gadhafi_1356549cl-8.jpg
Who is the person in the cartoon? What does the image mean? Why is he holding a turkey?? What’s the political signifance?
C. Election and the polls
http://beta.images.theglobeandmail.com/archive/01356/gable-bloc_jpg_1356532cl-8.jpg
Who are these men in the rain? Why is one singing and looking happy? Who is this person… (Hint takes place in Canada…)
D. Vancouver Riots
http://beta.images.theglobeandmail.com/archive/01356/gable-vancouver_1356545cl-8.jpg
Who are the barbaric men on horses? How is the Canuck’s “fan” video a training video? For who?? Why is this funny? What happened in Vancouver when the Canucks went to the Stanley Cup playoffs?
Tuesday, January 10, 2012
Euro Crisis Infograph Assignment
Read the article, complete the "On the Lines" questions, and the "Between the Lines" question
INFOGRAPH TIME!!!!
Then in a BLOG POST or in a GLOG interactive poster, you are going to create an infograph to show the information contained in the news story. So what's a infograph? It is a diagram that uses pictures rather than words to convey information (although occasionally single words may be used to label elements of the sociogram) and symbols, such as arrows, to show the connections among the facts and details.
A good infograph includes all important points, clearly shows relationship among the different points, and is easy to understand.
In your Infograph, you must include responses to the following questions...
1.What are the causes of the Euro Crisis?
2. What is the Euro Crisis?
3. What are the effects of the Euro Crisis?
This will be due January 20th....
REMEMBER YOU WILL NEED YOUR ACCOUNT FOR EDUGLOGSTER.ORG.
http://edu.glogster.com
You and your partner(s) will choose one of the glog accounts to use for your Infograph, then collaborate
after you GLOG, YOU CAN BOTH EMBED YOUR GLOG INTO YOUR BLOG... No really!!! Maybe even create a link from your glog to your blog... Imagine an endless look of your thoughts on the Euro crisis!
;-)
Stewie
Samples and examples of sociograms...
http://www.mrboll.com/wp-content/uploads/2011/02/transparency.jpg
http://www.coolinfographics.com/
http://dailyinfographic.com/
So what's up with these infographs??
Infographs are a creative pictorial way to display information. You can create an infographic using glogster... check out the infographs below... now think about how you can create an Infograph using glogster... and honestly... glogster rocks for one more reason... imagine you can even create an interactive element to your infograph... video and music!!
To create images for your infograph, use sumo paint...
http://www.sumopaint.com/home/
* Use Sumo paint to create an image on line and save as a jeg in your pictures, then embed in your glogster.
http://en.wikipedia.org/wiki/Information_graphics
Other great sites on Infographics...
https://sites.google.com/a/kathyschrock.net/infographics/links
Check out, "Little Red Riding Hood" Infographic Movie
http://vimeo.com/3514904
I like this one below... (of course!)
