We will be using this blog to be meeting online this week (Feb. 4, 2012).
In addition to what is listed in the syllabus (i.e., posting some childhood favorite books to D2L-Discussion-Childhood favorites and your topic for your Student Treasures book on to D2L-Discussion-Student Treasures book). I would like you to do the following:
1) View the Day 2 video powerpoint (located on this blog)
2) Share a little bit about your favorite childhood book by clicking on the link provided on this blog. Follow the directions listed on the document.
After clicking onto the link you can add to the document as you would any word processor document. This is a google Doc. A Google Doc is an easy to use online word processor that enables you and everyone in the class to create, store and share on the same community document.
3). Comment and give feedback on at least 4 different ideas/topic for the Student Treasures book (4 different people).
For next week (February 11) please read Chapter 6 ("Traditional. . . " pp. 122-145); Chapter 10 ("Reading Aloud" pp. 256-273)
POST: Your favorite beautifully illustrated folk tales and at least one folktale.
Have your thematic plan blog up and ready for review: On your blog please share your thematic focus and traditional literature for your thematic plan.
After clicking onto the link you can add to the document as you would any word processor document. This is a google Doc. A Google Doc is an easy to use online word processor that enables you and everyone in the class to create, store and share on the same community document.
3). Comment and give feedback on at least 4 different ideas/topic for the Student Treasures book (4 different people).
For next week (February 11) please read Chapter 6 ("Traditional. . . " pp. 122-145); Chapter 10 ("Reading Aloud" pp. 256-273)
POST: Your favorite beautifully illustrated folk tales and at least one folktale.
Have your thematic plan blog up and ready for review: On your blog please share your thematic focus and traditional literature for your thematic plan.
