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Common Craft Videos: Revolutions in Plain English

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Common Craft Videos: Revolutions in Plain English

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After researching and collaborating, time lining and identifying turning points and key figures, students created a multimedia video explaining the historical significance of their revolution.

Kelsey and Judy:
http://isbtube.isb.bj.edu.cn/video/Chinese-Proletarian-Cultural-Revolution-/c917dddcbc367741ee4753d29d0f1e98

Ryan, Yinwah, and Austin:
http://isbtube.isb.bj.edu.cn/video/American-revolution-Ryan-Yinwah-Austin/85028763e2e53d2731da68319392b084

Juun, Kenny, and Mell:
http://isbtube.isb.bj.edu.cn/video/The-Iranian-Revolution-in-Plain-English/af289368c148c599067700057a7bfd83

Siri and Serene: Here

Alex, Jacob, and Jay:
http://isbtube.isb.bj.edu.cn/video/The-Great-Chinese-Proletarian-Cultural-Revolution-In-Somewhat-Plain-English/069e195835399acc584954dfd2aa02cc

Devin and Samantha:
http://isbtube.isb.bj.edu.cn/video/American-Revolution-common-craft/b5893ee608a156ad93a67029d1cc7556

Joanne and Alexandra:
http://isbtube.isb.bj.edu.cn/video/The-Iranian-Revolution-In-Plain-English/c08174e787c757f069b2d6f23933c1a1

Vita and Jenny:
http://isbtube.isb.bj.edu.cn/category/video/French-Revolution-in-Simplified-English-Common-Craft-Video/f57639ef4fb0154b7174cc328c236c7d/15

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Wrapping up narrative stories can be a tough task.  With an author's focus on the variety of ways to finish and connect to readers, students chose powerful endings to wrap up their exceptional narratives.

https://padlet.com/steven_sostak/conclusions82

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After researching historical turning points, context, key figures, and perspectives, students brainstormed and planned through the elements of fiction to create a pitch to Small Fortune Publishing Company.

https://app.letsrecap.com/public/r/43447ce730b729cacb3fb1c65d44fff1

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On exit tickets, students shared areas where they felt compelled to reach out for writing advice.  Following this activity and with feedback, we looked for trends in our class writing needs as well as individual goals for our own development.

https://padlet.com/steven_sostak/conference82

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Leads can make or break a piece of writing.  Here, students consider their intentional choices for the beginnings of their historical fiction pieces.

https://padlet.com/steven_sostak/82lead

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Vivid Verbs, Figurative Language, and Literary Devices in Independent Writing

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Vivid Verbs, Figurative Language, and Literary Devices in Independent Writing

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Within the historical fiction pieces, students shed light upon their finest work with literary techniques that add to the richness of their descriptive writing.

https://padlet.com/steven_sostak/wordchoice

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Students identified their own use of characterization techniques and reflected upon their effectiveness.

https://padlet.com/steven_sostak/82characterization

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As a piece of mentoring, students discussed and noted the crucial role of digital citizenship in an ever increasing world of social media, privacy issues, and cyberbullying.

https://padlet.com/matthewjd_schroeder/digfoot82

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Process Oriented and Metacognitive Thinking

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Process Oriented and Metacognitive Thinking

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As part of preparing for Student-Led Conferences, students were asked to independently consider the research and writing process involved in a long term, publishable piece.  Our goal being to transfer these skills into independent work in high school and beyond:

https://padlet.com/matthewjd_schroeder/tjtgldnk75p4

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Using Animal Farm as an allegory to corruption and power, students set forth to analyze themes, symbolism, and relevance to today in this poignant book.

https://padlet.com/steven_sostak/animalfarm89

https://padlet.com/steven_sostak/95xpmswbvlz9

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During our revolutions' seminars, students studying the Chinese Cultural Revolution interviewed local professor and expert Liu Baocheng:

https://padlet.com/steven_sostak/culturalrevolution2017

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Students examined written documents and commented on their worth and limitations:

https://app.letsrecap.com/public/r/59bb94f75ad9ee7356e5b7da99751ee7