ELA+Tool+Showcase

=ELA Tool Showcase=

Scroll down to find an empty space between the horizontal lines for each of the tools you have explored. Post a working URL or insert embeddable code for //**at leas**//t 3 tools. //Be prepared to://
 * Provide a brief description of an instructional activity you have designed using a Web 2.0 tool/resource to enhance your students’ learning in ELA in your 1:1 classroom.
 * Include NCSCOS learner objectives, sequence of instructional activity, related text, teacher actions, student actions, associated questions, anticipated informative assessment, or anything else necessary to illuminate the essence of the activity.

Please provide your **name** by your entry.

Wordle
Jenny Jarem media type="custom" key="6549061" Annette Brinson []

media type="custom" key="6547827"

Becky Steele: I would use this wordle to introduce Hamlet's "To be or not to be" soliloquy. I would have the students predict what's important about the soliloquy and I would most definitely explain that in this context "bears" is a verb, not the noun!

Laura Carson: We are implementing our 1:1 program this August! I used information from our laptop introduction. Notice the largest word: STUDENTS!!

media type="custom" key="6547867" align="center"

Misty McGraw: "The Hollow Men" media type="custom" key="6547891"

Carmen - I used this wordle as an opening slide for a presentation to make the paticipants aware of topics we would discuss

media type="custom" key="6547925"

A. Whitley: //The Odyssey//media type="custom" key="6548061"

Karen: Romeo's Soliloquy media type="custom" key="6548089"

Chandra: "Who Will Cry for the Little Boy?" by Antwone Fisher. This will help lead into a found poem assignment. media type="custom" key="6548095"

Becky Austin: Act I of Taming of the Shrew media type="custom" key="6548115"

Tina Webster: Vision and Mission statements for our 1:1 laptop initiative

media type="custom" key="6551457"

Penzu
[]- Becky Austin: This is for Chapter One of Night journal entries.

[] Annette Brinson

[] Karen Guseilo //To Kill a Mockingbird// discussion questions journal entries.

https://penzu.com/p/ebc4c390 Jenny Jarem


 * Becky Steele - This seems fairly simple, but I would use Penzu to have students rewrite Hamlet's "To be or not to be" soliloquy in the style of another writer, or in the student's unique voice. I realize they could do this with pen and paper, but I believe they'll be more engaged using the technology of Penzu. They can also, obviously, choose to illustrate their version.**
 * NCSCOS:**
 * 1.03** Demonstrate the ability to read, listen to and view a variety of increasingly complex print and non-print expressive texts appropriate to grade level and course literary focus, by:
 * selecting, monitoring, and modifying as necessary reading strategies appropriate to readers' purpose.
 * demonstrating comprehension of main idea and supporting details.
 * summarizing key events and/or points from text.
 * analyzing and evaluating the effects of author's craft and style.
 * analyzing and evaluating the connections or relationships between and among ideas, concepts, characters and/or experiences.
 * identifying and analyzing elements of expressive environment found in text in light of purpose, audience, and context.

Misty McGraw: Poetry Analysis/Student Notes [|"The Hollow Men"]

Voki
Chandra's Voki: The sample is for a peer editing mini lesson for a reflective essay. This can be used to give students a sample of specific feedback. They could also use it for unique peer editing or I could use it for some conferencing. media type="custom" key="6547911"

Carmen: Class yearbook page - My students used language they were able to use to describe themselves, their classes, and their families

[|Quien soy yo?]

Laura Carson media type="custom" key="6548103"

media type="custom" key="6548113" Becky Steele

Tina Webster: This is a fun way to introduce my glogster I made for my 21st century PD tools.

media type="custom" key="6551539"

Carmen's students
My students used glogster to express their contact with Spanish and to personalize the language learning experience []

[]

[]

Karen's //Romeo and Juliet// "Collage" Project: At the end of //Romeo and Juliet//, I ask my students to create a collage of images and words that they can relate to literary terms or major issues of the play to promote discussion. This is a brief teacher example. []

Chandra's Reflective Unit Assignment: 6 word memoir becomes a 6 "found media" glog media type="custom" key="6548085"

Misty McGraw: Meet the Teacher (Work in Progress) media type="custom" key="6549219"

Tina Webster: This is the glogster I have started. It is a work in progress!!

media type="custom" key="6551663"

http://fido.fi.ncsu.edu/view_video.php?viewkey=3eee609d05b90c14222f

Image Copyright Information
[]