by William Shakespeare
At home, create your own storyboard. See link to StoryboardThat in the RESOURCES section below for ideas.
STEP TWO: Complete the tasks above. Use these resources to help guide you in completing the tasks:
CAMBRIDGE UNIVERSITY BLOG (use this for ideas on how to create descriptions for your storyboard).
TED TALKS: SPOKEN WORD (watch great examples of and about spoken word in action).
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).
Use precise language and domain-specific vocabulary to manage the complexity of the topic.
Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences.
Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
Draw evidence from literary or informational texts to support analysis, reflection, and research.
California English Language Development (ELD) Standards:
Reading/viewing closely a) Explain ideas, phenomena, processes, and relationships within and across texts (e.g., compare/contrast, cause/effect, themes, evidence‐based argument) based on close reading of a variety of grade‐appropriate texts, presented in various print and multimedia formats, using increasingly detailed sentences, and an increasing variety of general academic and domain‐specific words.
Composing/Writing Draw, dictate, and write to compose short literary texts (e.g., story) and informational texts (e.g., a description of dogs), collaboratively with an adult (e.g., joint construction of texts), with peers, and with increasing independence.
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More resources on blended learning and the flipped classroom model can be found here.