Interactive Dialectical Journal

Interactive Dialectical Journal		English Grades 9-10 Best assigned mid-text

Overview Students will participate in a community dialectical journal to record reactions and analysis of a text and Talk About Each Other’s Thinking (Student Vital Action from the Card). This lesson could easily be adaptable to classroom grades 6-12. Objectives By the end of this lesson, students will be able to Collaborate on a Google Doc Identify important quotes and provide in-depth analysis Provide impactful peer feedback Activities Starting the dialectical journal works best when students have already been reading the text for a bit. The teacher should model the format for the first chapter or two, explicitly choosing quotes that focus on analyzing character, structure, language, and plot development. Teacher posts a shared Google Doc to Google Classroom giving permission to all to edit. The Doc has 3 columns: Quote, Analysis, and Comments. Students add quotes they find interesting, revealing, or important. They also add their own reactions and analysis. Once a quote is used, it may not be repeated by another student. However, other students may make comments on both the quotes and the students’ analysis in the Comment cells. Teachers may assign the dialectical journal based on the text as whole or to divide the assignment up by chapters. Allow students to use the dialectical journal as a way to start in-class discussions about the text. Adaptations Students could be put into groups and work with texts of different complexities.  The teacher could create minimum participation levels or varying participation levels for differentiation. Evaluation Students will be evaluated on their level of participation or completion of requirements and the content of their responses (think quantity and quality). A quick rubric could be used with the categories Content, Depth of Thought, Completion of Requirements, Mechanics.

Materials Access to Google Classroom and Google Docs Any text of your choosing (if you have many students, choose a text with substantial length) Other Resources This lesson does not just have to be applied to fiction. Non-fiction texts such as memoirs, essays, speeches, historical documents, etc. would work just as well. CCSS CCSS.ELA-LITERACY.RL.9-10.1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. CCSS.ELA-LITERACY.RL.9-10.4 Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language evokes a sense of time and place; how it sets a formal or informal tone). CCSS.ELA-LITERACY.RL.9-10.5 Analyze how an author's choices concerning how to structure a text, order events within it (e.g., parallel plots), and manipulate time (e.g., pacing, flashbacks) create such effects as mystery, tension, or surprise. CCSS.ELA-LITERACY.SL.9-10.1.A Come to discussions prepared, having read and researched material under study; explicitly draw on that preparation by referring to evidence from texts and other research on the topic or issue to stimulate a thoughtful, well-reasoned exchange of ideas.

Marnie Davis 2017

Using Google Slides to review a story

This lesson can be adapted to apply to multiple classroom situations. For the purposes of the sample lesson plan, students will create a Google Slide that explains the most important plot points of a story, while including links to their sources to practice responsible digital citizenship. This lesson plan is flexible enough that it can be adapted to have students explain historical events or scientific processes.

Reviewing a story using a Google Slide

Google Maps to Show Learning

This lesson came from Sandra Ritvo, a 3rd grade teacher at White Oak, but it is adaptable for any grade.

Each of Sandra's students will be using a personalized Google My Map all year long. They will be adding placemarks (pins) to their maps for all the locations they learn about. These could include places in the news that they discuss, locations mentioned in social studies reading, settings from books, novels, and poems, and places from the students' own writing. Each pin will be customized with a description written by the student and an image or images of the location or what happened there.

The getting started doc is available here for you to copy and modify for your own use:
https://docs.google.com/document/d/1eVrMKHNXe40bK3Q2En3HgjSq6mSQh35kNQ23OWP3oYU/edit?usp=sharing

Hinduism Project

This is a lesson made by Megan Holman and Carissa Shaw to help students research about Hinduism and the key beliefs of this religion. The goal is to have students learn while researching and creating this project. They will look at the 3 main deities in Hinduism, the cycle of rebirth ( dharma, karma & samsara) and how this relates to the caste system. 


https://docs.google.com/a/lvusd.org/document/d/1OHDGLRRP6bD7xn9TD0tzukWlFc_pp_dNEzt27fsU3y4/edit?usp=sharing

California Regions Project

California Regions Project

Students can use a variety of multi-media presentation sources to demonstrate an understanding of a concept or skill. Here is an idea for a project for students to use Google Slides to demonstrate an understanding about the California Regions.

Student sample

Attachments on new Google Sites

The new Google Sites are much easier to use than the old version, although they are still in a bare bones stage. One issue we have run into occurs when teachers want to add a file, usually a Word document, to their website. Here's what typically happens. The teacher uploads the file from their computer to the site.
  They check in Preview mode and everything looks great.


They publish their site and someone complains because they can't see the document.
This happens because, by default, uploaded documents are shared only with the editors of the site. They are not viewable by the general public. The file needs to be shared, just like something you add from Drive, but this isn't immediately obvious. Here's the fix. Click on the document to select it. You will see the editing box appear; click the pop-out icon.

 

 Click the 3 dots (which always give you more options in the Googleverse) and choose Share.
 

Share the document either with Anyone with the link OR make it Public on the web. (You may have to click Advanced to see these options). Be sure to save your choice.

 The document is now viewable by anyone with access to view the site.
 

Based on a post on coffeenancy.com.

Digital Portfolios

Several of the 3rd grade classes at Chaparral have been creating digital portfolios as a way for students to publish and reflect on their work.

Here are some examples:

Aaron Anya

Lesson resources can be found here: Folder
To use them, make a copy and assign to your students, editing first if desired.

Need help getting started? Contact one of the media specialists!