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Writing
CCR Anchor 4: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
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In this activity, students use the Internet to gather information and take notes for a presentation about a civil rights leader. Students work individually or in pairs to enter information and images on a Google Slideshow (or other slideshow software) template file and make an oral presentation.
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Students view an animated video from Upworthy's YouTube channel, answer questions about it, and then write about, design a slideshow or poster, or summarize another video about a random act of kindness.
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NPR's "All Things Considered" airs its series called "All Tech Considered" which explores the sometimes daunting—always-changing—world of technology. If you are baffled by your cell phone, or your students are wondering what their kids mean when they say they are tweeting on Twitter, All Tech Considered explores many of these areas and could be of help. Try sending your students here to look up information that interests them. Not all stories have an audio component, so look for ones that have "Listen to the Story" or the word "podcast." Podcasts of many of the archived shows are downloadable and the segments are usually under 10 minutes.
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Students have conversation about favorite places, learn about a United States national monument by watching a video and answering questions, and then select a place in the U.S. to research and present on.
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This site offers a world of information about laundry and all types of cleaning tips, understanding products, sustainable cleaning as well as industry priorities. The example website includes a section called Cleaning Tips where you can apply learning to home, school, or work. "Information sheets" found in teacher resources are in a printable format such as PDF. The section on Soaps and Detergents History with a timeline offers another way to organize a lesson.
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Students engage in conversation about the environment, practice listening comprehension by watching a video and answering questions, read an article about the harm of plastics on the environment, brainstorm ways to preserve the natural environment, write a paragraph, and create an inforgraphic based on their ideas.
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In this activity, students are shown a video called “What in the World… History Compressed” and then later asked to write about it. The emphasis is on critical thinking. The Web site contains videos, political cartoons, and pictures that encourage students to think critically.
Screenshot of Working the Web for Education - Tom March - Critical Thinking
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A free online practice test site for the 2014 GED test with the 4 sections of the GED provided by Barrons Educational Series. It includes an explanation for the right answer.
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Intermediate and advanced students learn about ancient and modern wonders of the world using the online information on the Google Arts and Culture site and other Web sites and then and share what they learn in a jigsaw reading/cooperative learning activity. As an optional follow-up, write a paragraph and/or make an oral presentation about a wonder of the world of their choosing (a museum, building, sculpture, statue, bridge, canal, dam, temple, church, cathedral, castle, or natural wonder or a UNESCO World Heritage Site) located in their native countries or elsewhere.
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Beginning-level ESL students will complete sentence frames about themselves and will write the sentences on their assigned slide on a shared Google Slideshow with the purpose of breaking the ice and creating community in the first week of class.
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In this series of video lessons, students learn how to use Google Slides in making a personal introduction presentation to the class.
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Honing their 21st Century Skills of global awareness and teamwork, students work in teams, role-playing international business consultants. Their job is to create a presentation for a group of American business people relocating to another country (students’ native country or a country assigned to them) about business customs and etiquette in that country, especially as they differ from that of the USA.
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Students watch videos and take notes to learn idioms, practice the idioms in conversation and on an online discussion forum (optionally), and then create a "quiz" for their classmates OR select a new idiom from the video channel or other sites, create a presentation to teach the class the idiom(s) by creating a PowerPoint or Google Slideshow presentation, writing and performing a dialog, using Web sites to create digital films or comic strips based on dialogs, making an infographic, or making videos.
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Students will make oral presentations with visual aides to talk about their hometowns. Students practice present and past passive verb forms by talking about their hometowns or birthplaces (It is called..., It is known for..., etc.). For information that is unknown (such as what is produced there), students can use Web sites such as Wikipedia to find the information.
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Students use the Internet to find information about the meaning of their first names, write a paragraph with this information and reflect on the personal connotation of their names, and make an oral class presentation.
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Intermediate and advanced students or students in Citizenship classes learn about national symbols of the United States through jigsaw reading and follow up by writing a paragraph and/or making an oral presentation about national symbols of their native countries (or state/city symbols if the class is relatively homogeneous).
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Use the essays from the NPR Radio program to create speaking/conversation activities, vocabulary learning exercises, listening (main ideas, cloze, details, etc.) activities, and follow up with extension activities in which students speak or write about themselves.
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In this lesson, students will learn ow to pronounce verbs wit the third person singular and use appropriate simple verb in writing, reading, and speaking exercises.
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While learning about urban legends, students practice reading skills, summarizing and paragraphing in speaking and writing, and hone their abilities to view media critically. Students use Snopes, a site dedicated to fact-checking news stories, past events and urban legends, to read and take notes on an urban legends.
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This site has many activities which can be done independently by a student or in a class with a group of students. This will be a writing activity on how to summarize an article or a story. Students will watch the Summarizing video, then they will do the online activities that go along with the video. Finally, the students will practice writing a summary.
The site also offers a wide variety of other topics in video format, many with worksheets or other resources to use. See the More Ways section below.
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In this activity, students answer the VARK Learning Style online questionnaire’s 16 questions to measure their learning style preferences in these areas: Visual (V), Aural/Auditory (A), Reading/Writing (R), and Kinesthetic (K) – see descriptions at VARK Modalities page http://www.vark-learn.com/english/page.asp?p=categories in order to find their preferred learning styles and their weaker study habit. The inventory’s focus is on study habits and skills more than personality traits, and there are “help sheets” that explain to students how to develop their less-preferred learning modalities.
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Civic Action Project (CAP) is a project-based learning model for civics and government courses. It offers a practicum for high school students in effective and engaged citizenship and uses blended learning to engage students in civic activities both in and out of the traditional U.S. government classroom. By using Web-based technology and civics-based instruction and activities, students exercise important 21st-century skills in digital literacy, critical thinking, collaboration, self-direction, and learning to be an engaged and effective citizen in a democracy.
Students also see how the content of a government course can apply to the real world. By taking civic actions, they practice what real citizens do when they go about trying to solve a real policy-related problem. CAP fulfills best practices in service learning with an emphasis on public policy.
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