PPT-Annotate Anything:

Mixing Media to Engage Students Hope Greenberg Inés Berrizbeitia What w ill w e d o t oday Discuss the pedagogical possibilities and practicalities of using online apps Explore. What, Why, and How. Mrs. McGrath. Annotating. What does it mean to annotate?. Let’s discuss…. What to Annotate. - Words you don’t know . . - Literary devices or techniques . . - Short summary of a section of information. Veronika Vonstein. Fellowship for Interpretation of Genomes. December 2008. Your genome after RAST. SEED genome in RAST. Use Function based . c. omparison . t. ool. Choose genome to compare to. Compare Metabolic Reconstruction of your genome (A) and the SEED genome (B). Page 1 of 6 (Half of the test grade will be based on your annotated text) 1.At the top of the page or on a post-it, mark the important plot events. Every page will not necessarily be marked. 2.Be sur Inside the circle, list everything you have learned about stereotypes and immigration in the past two days. . Outside the circle, list everything you forgot but get from other classmates during our review. . Why does Mary Shelley frame the story with Walton’s letters and journal? What purpose does it serve?. What has teeth but cannot eat?. Gooseberry – The person that doesn’t have a date at a gathering. Six-year-olds are cute, but they're not necessarily the most reliable narrators. How would the novel be different if it were narrated from . Jem's. perspective? Atticus's? Calpurnia's? Or in the third person. Five minutes to study for vocab. 15. How did Dracula come to America?. De-bag – to pants someone. .. Goals – Complete vocab. 15. . Homework – Read and annotate chapter 16,17. Get photo of discussion questions for . Tuesday, 9-5 through Wednesday, 9-6. Warm up. Use at least one SAT vocabulary word to write about the Cinderella story that you know. . “Cinderella” Agenda. Read . Grimms. ’ “Cinderella” and practice annotation. Before we read…. Thinking about our learning goal…. I . can draw evidence from literary and informational texts to support analysis (as related to writing an analysis of . Hamlet. ). Before we read…. Eleanora. E Tate. Standard and EQ. Standards:. 7-RL.1 - Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.. 7-RL.3 - Analyze how particular elements of a story or drama interact (e.g., how setting shapes the characters or plot). . . People have been annotating texts since there have been texts to . annotate.. .. Annotation is . not. . highlighting an entire text.. . . Annotation . slows down the reader . in order to . deepen understanding. : . make thick my blood;. Stop up the access and passage to remorse. Explain the following quote: . unsex . me here,. And fill me from the crown to the toe top-full. Of direst cruelty!. Explain the following quote: . Hope Greenberg. Inés . Berrizbeitia. What . w. ill . w. e . d. o . t. oday?. Discuss. the pedagogical possibilities and practicalities of using online apps.. Explore. examples. . Work. with two or more of these tools and their digital building blocks.. Arrogant . Cunning. Conniving . Sly. Superior . High-class . Egotistical . Well bred . Pathological. Unsympathetic . Haughty . Snobbish . Cultured . Intimidating . Authoritative. Fastidious . Monstrous .