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10th grade students finished their interdisciplinary projects during February. As reported in January, the project examines the theme of injustice through the lens of literature (English and Spanish), Geography and History. Throughout the project students used their information and technology skills to produce a piece of art and a reflection. They
used NoodleTools to create an annotated bibliography while researching and synthesizing ideas. They created artwork based on their research and emotional response. They presented their work as a poster with their artwork and artistic response in Spanish or English. Using a tutorial video for assistance, they recorded their written response in the opposite language and created a QR code to place on their poster. Students were engaged throughout this project by investigating across the curriculum.
This project examines the theme of injustice through the lens of literature (English and Spanish), Geography and History. Each students is doing research on a historical personal account and using that to create a multi-media art piece. As part of the process, students are using NoodleTools to create an annotated bibliography to research, evaluate and synthesize ideas for developing the project. NoodleTools allows teachers to give quick and effective feedback while in the formative stages of student thinking.
presented in the auditorium. In addition to the in-class competition, students in 10th grade created videos using meaningful imagery to accompany their recitation. Students were encouraged to use images licensed for re-use and required to cite their sources. Creating the video provided an opportunity to practice and engage with their poems before presenting to the class. Congratulations to all students and teachers who participate in this exciting event.
Seniors in AP English class have recently read the book Grendel by American author John Gardner. It is a retelling of part of the Old English poem Beowulf from the perspective of the antagonist, Grendel. The novel deals with finding meaning in the world, the power of literature and myth, and the nature of good and evil. Students used Glogster to create an interactive poster based on a chapter from the book emphasizing the astrological connections to the characters and themes throughout the book. They identified heroic and philosophical values as well as including sound and video in their posters. See the rubric to learn how this project was assessed or click on the following links to interact with posters from chapter 6 and chapter 2. Students were engaged in learning about analyzing and interpreting text for their interactive posters.
Generation 2016, this years' seniors, recently took photos and wrote reflections from their years at ASFG. This was a formative, in-class assignment connecting the novel the class is reading, Ishiguro's Never Let Me Go, to students' lives. The purpose was to help students see the characters as real people; in the novel, the narrator recounts her time as a student, focusing on different memories of her friends and school. For this assignment, students took a photo of something special about ASFG and then wrote 50 words explaining the significance of the place or person. They submitted their work through Google Classroom, and their teacher copied some of the responses into the document below to share. Students were engaged in taking great photos, connecting to the novel and writing about their life experience.
In AP English Language and Composition students are using NowComment. NowComment allows groups of students to read and have an online "conversation" about a piece of writing. Every week, groups read a magazine or journal article and discuss it among themselves, commenting on the argument(s) and the rhetorical strategies within the piece, focusing on concepts recently studied in class. Students ask each other questions and clarify misunderstandings about the piece, coming to class prepared to discuss, write about, or take a test on the piece. By reading the student comments, their teacher is able to gauge their reading comprehension and see which concepts are giving them difficulty. Below is a screenshot of a recent conversation. NowComment engages students in learning by providing a different way to contribute to class conversations and demonstrate understanding.
In addition to the Cold Coffee bulletin, the Journalism class maintains a Cold Coffee website. The website hosts the weekly video bulletins, club and college information, and more. In fact, under the More tab you will find a link to information about submitting an announcement. That's right; the Cold Coffee staff want your input. Teachers, student clubs and administrators with announcement needs can submit video or a request for Journalism students to create video for a future broadcast.
Students in 12th grade English class have been discussing newspapers and journalism in class. Reading online newspapers, students identified hard news and soft news stories and discussed journalistic styles. Students researched important events from the 19th century, wrote and designed newspapers.
Students collaborated on Google Documents to write and edit their stories. Then they used Pages on iCloud to create the newspapers. Pages allowed students to create sophisticated page layouts to mimic newspapers of the past. Read The St. Louis Daily from November 4, 1856 or The Bravo Times from April 6, 1848 to learn more about how this interdisciplinary project engaged students in learning writing, research, history and technology skills.
Students in Miss Elliot's class read 1984, A Brave New World, Fahrenheit 451, and The Handmaid's Tale. Working in teams, students analyzed their text looking for the characteristics of the dystopian society. They also analyzed the types of control used in the society. Finally, students looked deeper into the conflicts and choices the protagonist faced.
After reading and discussing, students created a presentation or video to explain the dystopia to the rest of the class. Students were required to be conscious of the media they chose to use in their presentations and provide credit to the original creator of the work. Students were assessed by Miss Elliot and their peers using this rubric.