![]() Exploring Author's Voice Using Jane Addams Award-Winning Books.These narratives are peer reviewed and can be published as a class magazine or a website. After choosing a family member to interview, students create questions, interview their relative, and write a personal narrative that describes not only the answers to their questions but their own reactions to these responses. Students access their own life experiences and then discuss family stories they have heard. In this lesson, students are encouraged to explore the idea of memory in both large- and small-group settings. King's model and use the punctuation mark in their own writing. They then apply what they have learned by searching for ways to follow Dr. King's use of semicolons and their rhetorical significance. In this minilesson, students first explore Dr. ![]() Every Punctuation Mark Matters: A Minilesson on Semicolons.Students read Martin Luther King Jr.'s "I Have a Dream" speech in conjunction with Nikki Giovanni's poem "The Funeral of Martin Luther King, Jr." in order to better understand the speech and the impact it had both on observers like Giovanni during the Civil Rights Movement and on Americans today. Entering History: Nikki Giovanni and Martin Luther King, Jr.Compare and Contrast Electronic Text With Traditionally Printed Text -ĭuring this lesson, students compare and contrast the characteristics of electronic text with the characteristics of traditionally printed text, gaining a deeper understanding of how to navigate and comprehend information found on the Internet.Students explore a range of resources on fair use and copyright then design their own audio public service announcements (PSAs), to be broadcast over the schools public address system. Who owns what you compose? Who controls what happens with the words, images, music, sounds, videos that you create? What rights do you have to use other peoples compositions? This unit plan focuses on helping students find answers to these questions. Campaigning for Fair Use: Public Service Announcements on Copyright Awareness.The writings are then peer-reviewed by the group, published to the Web, and hyperlinked back to the group's book review. Each student writes about his or her topic, including bibliographic information. Students research their topics, taking notes. Students then decide which parts of their review they wish to annotate, with each student in the group responsible for one topic. Next, each group works together to write a review of their book and use Web-authoring tools to publish the review onto a Web page. They look at sample book reviews and discuss the common elements of book reviews. After reading, each group goes through their notes on the book, marking items they want to include in a book review. Students work in groups to read and discuss a book, keeping track of their feelings and opinions about the book, as well as facts and quotations, as they read. ![]()
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