Assign leveled books for informational writing. The students will read an assigned biographical text in Epic Books. In SeeSaw, the students would respond to questions about biographical research. The students will use technology for research and response.
Students will demonstrate learning by designing a slide using a collaborative presentation tool, such as Google Slides. Students may choose to use words, images, GIFS, or a combination of these in order to showcase their understanding of a given topic
Students are introduced to the seven standards of quality journalism and their description.
SPARK follows Scott Snibbe at work on an installation piece Blow Up at the Yerba Buena Center for the Arts in San Francisco, and through his studio as he discusses his installation, interactive, and net art projects and some of the ideas underlying them. This Educator Guide is about the digital and new media art and the historic interplay between art and science and technology.
Investigates relationships between the two media, including film adaptations as well as works linked by genre, topic, and style. Explores how artworks challenge and cross cultural, political, and aesthetic boundaries. Topic for Fall: Shakespeare, Film, and Media. Meets with CMS.840, but assignments differ. Filmed Shakespeare began in 1899, with Sir Herbert Beerbohm Tree performing the death scene from King John for the camera. Sarah Bernhardt, who had played Hamlet a number of times in her long career, filmed the duel scene for the Paris Exposition of 1900. In the era of silent film (1895-1929) several hundred Shakespeare films were made in England, France Germany and the United States, Even without the spoken word, Shakespeare was popular in the new medium. The first half-century of sound included many of the most highly regarded Shakespeare films, among them -- Laurence Olivier's Hamlet and Henry V, Orson Welles' Othello and Chimes at Midnight, Kurosawa's Throne of Blood, Polanski's Macbeth and Zeffirelli's Romeo and Juliet. We are now in the midst of an extremely rich and varied period for Shakespeare on film which began with the release of Kenneth Branagh's Henry V in 1989 and includes such films as Richard Loncraine's Richard III, Julie Taymor's Titus, Zeffirelli and Almereyda's Hamlet films, Baz Luhrmann's William Shakespeare's Romeo + Juliet, and Shakespeare in Love. The phenomenon of filmed Shakespeare raises many questions for literary and media studies about adaptation, authorship, the status of "classic" texts and their variant forms, the role of Shakespeare in youth and popular culture, and the transition from manuscript, book and stage to the modern medium of film and its recent digitally inflected forms. Most of our work will involve individual and group analysis of the "film text" -- that is, of specific sequences in the films, aided by videotape, DVD, the Shakespeare Electronic Archive (http://shea.mit.edu), and some of the software tools for video annoatation developed by the MIT Shakespeare Project under the MIT-Microsoft iCampus Initiative. We will study the films as works of art in their own right, and try to understand the means -- literary, dramatic, performative, cinematic -- by which they engage audiences and create meaning. With Shakespeare film as example, we will discuss how stories cross time, culture and media, and reflect on the benefits as well as the limitations of such migration. The class will be conducted as a structured discussion, punctuated by student presentations and "mini-lectures" by the instructor. Students will introduce discussions, prepare clips and examples, and the major "written" work will take the form of presentations to the class and multimedia annotations as well as conventional short essays. The methodological bias of the class is close "reading" of both text and film. This is a class in which your insights will form a major part of the work and will be the basis of a large fraction of class discussion. You will need to read carefully, to watch and listen to the films carefully, and develop effective ways of conveying your ideas to the class.
Recorded history in China begins with the Shang dynasty. Scholars today argue about when the dynasty began, with opinions ranging from the mid-18th to the mid-16th century B.C.E. Regardless of the dates, one event more than any other signaled the advent of the Shang dynasty the Bronze Age.
The crisis of the 1780s was most intense in the rural and relatively newly settled areas of central and western Massachusetts. Many farmers in this area suffered from high debt as they tried to start new farms. Unlike many other state legislatures in the 1780s, the Massachusetts government didn't respond to the economic crisis by passing pro-debtor laws (like forgiving debt and printing more paper money). As a result local sheriffs seized many farms and some farmers who couldn't pay their debts were put in prison.
This video is part of the Learn and Grow with WHRO TV series. Watch Alystra Barefoot teach about character traits.
Students listen to a story and brainstorm character traits. After teacher modeling, students practice identifying character traits in their journals.
In this lesson students will read to understand how Black and Brown men are currently incarcerated in America at a much higher level than any other demographic. Students will evaluate the relationship between slavery and the current criminal-justice system. They will close read two anchor texts from the New York Times 's 1619 Project, i.e., an excerpt from the article “Slavery Gave America…” and an excerpt from the article "The Idea of America." Using these texts, other visuals, and a video as their background knowledge resource bank, students will write to make and support a claim about mass incarceration and the ways in which this practice, much like slavery, significantly conflicts with America’s foundational ideas such as “all men are created equal.”
This course is designed to teach individuals to perform marketing and management functions and tasks associated with owning and operating a small business. Students will develop a business plan, learn appropriate customer service and human relation skills and demonstrate positive work habits.
The "small wonders" to which our course will attend are moments of present time, depicted in the verbal and visual media of the modern age: newspapers, novels and stories, poems, photographs, films, etc. We will move between visual and verbal media across a considerable span of time, from eighteenth-century poetry and prose fiction to twenty-first century social networking and microblogging sites, and from sculpture to photography, film, and digital visual media. With help from philosophers, contemporary cultural historians, and others, we will begin to think about a media practice largely taken for granted in our own moment.
This course closely examines a coherent set of short texts and/or visual works. The selections may be the shorter works of one or more authors (poems, short stories or novellas), or short films and other visual media. Additionally, we will focus on formal issues and thematic meditations around the title of the course "Staying Alive." Content varies from semester to semester.
Second grade students in Boston, MA created a professional-quality music video as a culmination of an interdisciplinary study of snakes. Their song, based on Lady Gaga’s hit “Born This Way,” was written by students, and the video became a viral phenomenon. This film features the video and gives the backstory of the video through an interview with the teacher. It focuses on two themes: how students overcome their fears, and how standards can be joined to discovery, joy, and beautiful work. Illuminates CCSS ELA standards W.2.7, W.2.1, W.2.2, W.2.3, W.2.5, W.2.8, W.2.6, (All of CCSS for Writing for second grade).
Students will explore social issues that plague our society and the world to find an issue they are passionate about or are interested in learning more about.Through a process of questioning, students will develop research questions that they will seek the answers to by conducting research of a variety of sources both in print and digital.Students will create a blog site to share their research findings and write 8 blog posts, each focusing on answering a different question or aspect of their social issue, using evidence from credible sources. Their blogs will be published and shared with an authentic audience.
This course is a graduate reading seminar, in which historical and contemporary studies are used to explore the interaction of technology with social and political values. Emphasis is on how technological devices, structures, and systems influence the organization of society and the behavior of its members. Examples are drawn from the technologies of war, transportation, communication, production, and reproduction.
Liberty, republicanism, and independence are powerful causes. The patriots tenaciously asserted American rights and brought the Revolution. The Revolution brought myriad consequences to the American social fabric. There was no Reign of Terror as in the French Revolution. There was no replacement of the ruling class by workers' groups as in revolutionary Russia. How then could the American Revolution be described as radical? Nearly every aspect of American life was somehow touched by the revolutionary spirit. From slavery to women's rights, from religious life to voting, American attitudes would be forever changed.
¡Aprende las preposiciones (sobre, debajo, al lado, arriba y alrededor) mientras cantas rancheras con Sofía y Sr. Perico!
Los espectadores cantan y bailan junto con Sofía mientras aprenden las preposiciones demostradas po Sr. Perico: sobre el sombrero, debajo del sombrero, al lado del sombrero, arriba del sombrero y alrededor del sombrero.
Objetivo de Aprendizaje:
Entender y usar las siguientes partes del habla en el contexto de leer, escribir y hablar (con ayuda de un adulto): preposiciones y frases preposicionales simples de manera apropiada al hablar o escribir (por ejemplo: en, sobre, debajo, arriba).
This lesson unit is intended to help teachers assess how well students are able to identify and use geometrical knowledge to solve a problem. In particular, this unit aims to identify and help students who have difficulty in: making a mathematical model of a geometrical situation; drawing diagrams to help with solving a problem; identifying similar triangles and using their properties to solve problems; and tracking and reviewing strategic decisions when problem-solving.
The following sound recording analysis worksheet was designed and developed by the Education Staff of the National Archives and Records Administration. You may find this worksheet useful as you introduce sound recordings as primary sources of historical, social and cultural importance.
In this lesson. students will read statements from Black Lives Matter and watch a clip from CNN's Soundtracks to explore the significance of the movement and the music made in response to the issues they rally behind. Students will also analyze clips from the music videos of artists Kendrick Lamar and Beyonce Knowles-Carter to understand music's relation to the Black Lives Matter movement.