| Los estudiantes son motivados a hablar con claridad y emoción, ya que saben que tendrán una audiencia pública para sus podcasts.Los alumnos de noveno eligieron poemas contemporáneos para grabarlos en podcasts y compartirlos en la comunidad de google plus: Poemas de Jalisco. Después hicieron un |
análisis crítico que tuvo como producto la escritura de diversos prólogos. Los estudiantes son motivados a hablar con claridad y emoción, ya que saben que tendrán una audiencia pública para sus podcasts. Por favor, visite la comunidad y dar comentarios a los estudiantes.
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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.
prepared and practiced their presentation. The AP course designates specific time limits for presentations. Exclusive of the oral defense questions, 8 to 10 minutes is specified
for the Team Multimedia Presentation; and 6 to 8 minutes is specified for the Individual Multimedia Presentation. In order to ensure that all team members have acquired a solid understanding of all research performed by the team, the guidelines also state that during the oral defense, “each team member should be prepared to answer questions about any part of the presentation.” This comprehensive course provides many opportunities for students to use technology. See the previous post for more details.
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.
As a final project for Creative Writing, students worked in teams to create a short film. This project allowed students to apply their learning about narrative time techniques and film script formats and components. Writing a script and producing a short film requires a lot of planning and revision. Students used mind maps to organize their thinking and created a document with the following elements: ● Log line (trama) ● Personajes (personajes) ● Tratamiento (resumen) ● Escaleta (esquema) ● Pitch (promocional) Students continued to develop their characters and plot in their first and second drafts before they finalized their script. Each team created and shared a folder with their teacher with their mind maps, drafts and other resources. The final submission is a teaser trailer for the film, a final script and their finished short film. Students were inspired by the freedom to flex their creative writing muscles to create funny, romantic, and suspenseful films. Enjoy! RAFT assignments encourage students to uncover their own voices and formats for presenting their ideas about content information they are studying. Students learn to respond to writing prompts that require them to think about various perspectives: Role of the Writer, Audience, Format and Topic. For this RAFT assignment, students in Biology created short videos explaining the process of how photosynthesis and cellular respiration are interconnected. Students used critical thinking, creativity, teamwork and problem solving to develop create videos to demonstrate their knowledge of biology. The freedom of expression and structure of RAFT assignments increase student motivation and learning. Learn about light, carbon dioxide, and water in the trailer to Chloroplast High School, coming soon to theaters near you. Or if you prefer learning through music, try the Epic Science Rap Battles of Bio Class. En el Club de Producciones (Production Club) los estudiantes han apoyado algunos eventos como Ciclo de Conferencias, V Congreso de Educación Física y Deportes, Open House, Conferencia de Padres, Family Day y otros. Los alumnos realizan promocionales del evento, kick offs, videos. Durante los eventos ayudan en la parte técnica de audio e Iluminación, además de organizar algunas presentaciones para que sean más fluidas.
Las sesiones y comunicación la realizan por medio de Drive, donde tienen información de los talleres. Hemos invitado a ex-alumnos a que nos compartan su experiencia en publicidad en redes y calendarización de eventos por medio de Google Calendar. En este club los alumnos tienen la gran oportunidad de demostrar sus habilidades y tener nuevas experiencias en otros programas (software) que no conocen y difícilmente tendrán oportunidad de trabajar en ellos.
y universalidad de dicha obra. Por otra parte, los documentales llevaron al siguiente nivel, al realizar análisis con base en los ejes temáticos del programa.
La creación de los vídeos dió a los estudiantes la oportunidad de colaborar y pensar de forma creativa. Los estudiantes buscaron representaciones históricas y recientes de El Quijote para proporcionar vídeos visualmente agradables con música cuidadosamente seleccionada y voz superpuesta. Los estudiantes también utilizan citas MLA para dar el crédito apropiado para el trabajo creativo que utilizaban. Los estudiantes presentaron sus vídeos utilizando un formulario de Google. Ver más videos aqui. 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.
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