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we were given a choice of which question to answer and then given time to write down our thoughts. Students are them separated into their question's color and asked to turn and talk. We them came together to have class discussion.

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These exercises opened our minds about ourselves and how we have been taught and our personal experiences without us realizing it

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Both of these exercises brought our learning into focus. The Muhammad text and the literary learning activity made us engage and focus as well

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Before students read an excerpt, it's always good to ask them questions about what they think the story is about or why something is the way it is or their opinion on something.

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For this task we broke down different strategies used in short stories. We completed a chart with our partner and discussed what we thought should be included in them.

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Reading a text and seeing what literary elements we can find through our text.

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I enjiyed the story and how we were able to piece together an activity we would postion to our students  

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I enjiyed the story and how we were able to piece together an activity we would postion to our students  

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C

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The professor broke us out into breakout rooms several times to engage with our peers and brainstorm ideas. In addition, the professor helped us by reminding and listing literary terms, etc. to bring out the importance of group discussions and reading passages.

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Didn’t know something as simple as showing students a picture to come with their own statements is literature. It would be
Consider class group work before the students individual work.

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Students should always making connections to stories with their life

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Making your students Interact with what we learned.

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Making your students Interact with what we learned.

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I really enjoyed the activity with everyone trying to figure out the story elements from what we learned it made us reflect to what we learned. And, it was very productive.

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Students are shown pictures and are asked to come up with some statements, questions, exclamation, and commands.

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Pick and read a passage and answer prompts about the key literary terms, what signposts were incorporated, how would you incorporate the text into some writing assignments.

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Students read an article and were asked to share somethings they agreed with, disagreed with, and what they would aspire to do in their future classrooms.

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We broke into groups where we summarized the information and pulled out important vocabulary.

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we were broken up into groups in order to write out own thoughts on each section of the chapter to the class.

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we were broken up into groups in order to write out own thoughts on each section of the chapter to the class.

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We had to think hard about why we agreed or disagreed about certain aspects of reading and literature

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Getting to know the students, where they are at in terms of how far into their education, setting classroom standards for professor and students, creating a comfortable space for everyone to participate in

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As we reviewed the syllabus, we developed our own questions.

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You gave us a prompt to answer, which let us know a little more of each other.

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Checking for understanding , getting constructive feedback and perspectives

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Each group had a seperate reading and they had to write about what took away from a certain chapter about engagment in literacy.

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We were broken up into groups of 2 to read and create our own response to what we read.

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Students worked in pairs to read and analyze parts of the text.

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This was used to share opinions, activate background knowledge, integrated movement and was used to foster classroom discussion.

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Professor used Jamboard to activate prior knowledge and assess prior knowledge.