# data[].attributes.body
Students identify generalizations and evaluate the validity of evidence used in an argument

# data[].attributes.body
This thanking routine allows students to explore how their feelings have changed about an activity or idea after they received instruction or practiced a task.

# data[].attributes.body
See-Think-Wonder

What do you see?

What do you think?

What does it make you wonder?

# data[].attributes.body
Students in a speech class will watch a video of a short speech with four controversial words identified in the material. Students will form groups to discuss their ideas and create an image using Canva showing each word and the problems or issues they discovered with the use of the word in the speech they watched.

-Possible problems they see with the use of the word in the context of the message

- If the word could be offensive to certain cultures or groups

- Identify possible responses or complaints the words or use of the word in the context could initiate a complaint.

# data[].attributes.body
Students in a speech class will review YouTube videos of their first speech and their last speech. Students will be asked to recall how they felt about public speaking during their first speech and their last. Students will create and present a slideshow using Emaze to explain their feelings and how and why they changed during the class. Students will form groups and provide feedback and comments about their experiences.

# data[].attributes.body
Students will be given a topic and be asked to find research from the internet about the topic. Each student will build a list of Pintrest board to keep their list. Students will share each other's boards and pick the articles they think best support the topic. Students will then discuss if the articles are relevant, timely and appropriate for the topic. They will also evaluate the source of the document. Together they will create a list of the best 4 articles.

# data[].attributes.body
ISTE*S. 5.C. - "Students break problems into component parts, extract key information, and develop descriptive models to understand complex systems or facilitate problem-solving".

https://www.iste.org/standards/for-students

CCSS.ELA-LITERACY.W.11-12.2.D
"Use precise language, domain-specific vocabulary, and techniques such as metaphor, simile, and analogy to manage the complexity of the topic".
http://www.corestandards.org/ELA-Literacy/W/11-12/

# data[].attributes.body
ISTE*S. 1.C - "Students use technology to seek feedback that informs and improves their practice and to demonstrate their learning in a variety of ways."
https://www.iste.org/standards/for-students

CCSS.ELA-LITERACY.SL.11-12.1.D
"Respond thoughtfully to diverse perspectives; synthesize comments, claims, and evidence made on all sides of an issue; resolve contradictions when possible; and determine what additional information or research is required to deepen the investigation or complete the task".
http://www.corestandards.org/ELA-Literacy/W/11-12/

# data[].attributes.body
ISTE*S. 3.a - "Students plan and employ effective research strategies to locate information and other resources for their intellectual or creative pursuit".

ISTE*S. 3.b - "Students evaluate the accuracy, perspective, credibility and relevance of information, media, data or other resources.
https://www.iste.org/standards/for-students

CCSS.ELA-LITERACY.W.11-12.2.B
"Develop the topic thoroughly by selecting the most significant and relevant facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience's knowledge of the topic".

CCSS.ELA-LITERACY.SL.11-12.1.D
"Respond thoughtfully to diverse perspectives; synthesize comments, claims, and evidence made on all sides of an issue; resolve contradictions when possible; and determine what additional information or research is required to deepen the investigation or complete the task".
http://www.corestandards.org/ELA-Literacy/W/11-12/