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Language Arts RWLO library - http://www.ciese.org/pathways/rwlo/langarts.html.html
12 comments:
RWLO Title: News Values: How Editors Determine the News
http://rwlo/users/2551/Journalim%20RWLO%20(Web)/overview.html
Description: How do editors choose the News? In this RWLO students learn the 8 criteria editors use to select news and then students find examples of each type.
The course this could be used in is Visual Communications where students learn about how images and text can influence beliefs values and culture.
This could be used as an individual or group assignment online. I would Candianize the weblinks to Canadian news sources or may mix Canadian and US news sources and additionally ask students if they saw differences in the media presented by Canadian news sources vs US news sources.
Visual Communications deals with Visual Literacy, persuasion and propaganda. An assignment like this could help them to critically analyze Real World examples of news. communication
Category: (Literature)
RWLO Title: Historical Analysis of Shakespeare’s Macbeth
Description: For this RWLO, students will read a historical analysis of Macbeth written by the renowned psychoanalyst Sigmund Freud in 1916 from his book Some Character-types Met With In Psycho-analytical Work and respond to questions based on the reading to understand the importance of knowing a reviewer’s point of view.
Your Course Title: Intro to Shakespeare
Rationale: The discussion of themes in Macbeth
Setting/Delivery: Individual work. I will have students read the article by Freud and the short description of psychoanalytical theory before they answer the questions on the worksheet. They will answer the questions as homework; the answers to the questions will be the input for (a) a small group discussion and, later, (b) a whole-class discussion.
Why did you choose this RWLO?Because we analyze Macbeth in Intro to Shakespeare and because this interpretation contrasts with the socio-political interpretation of why Shakespeare chose to write this play about regicide, fathers and sons, and the lineage of kings.
Category: Language Arts
RWLO Title: Brown vs. Board of Education
RWLO Address:
http://www.rwlo.org/users/3632/Brown%20Case/Brown_versus_Board_of_Education.doc
Description:
This RWLO deals with the Brown v. Board of Education decision and how the decision impacted students who attended school prior to and after Brown as well as the implications for current students.
In a reading course, students will gain background knowledge, apply ability to compare/contrast, and reflect and respond to text they have read.
Your Course: RDG091-College Reading Skills I
Rationale:
Students need to build background knowledge about what they read. Students need to practice critical reading skills on relevant topics. As a shared or cross disciplinary assignment this RWLO provides several other learning opportunities : with an English instructor, students may also apply writing skills or with a Communications instructor, students may apply oral communications skills by reading the play "Now Let Me Fly."
Implementation Plan Worksheet
The Plan will be posted on the RWLO Blog http:///rwlo.blogspot.com Use this worksheet to prepare your posting.
Category: (example - Astronomy, Biology, Chemistry, etc.)
RWLO Title: Using Global Communication in Composing, Sharing and Peer Editing Persuasive Essays
RWLO Address (http://www.rwlo.org/users/3629/global/rwlo.doc
Description: Students will develop persuasive ideas and opinions for the persuasive essay assignment via international internet discussion online correspondence
Your Course: (In what course will use the RWLO)Eng. 1010
Rationale: (What need or requirement does this RWLO meet?) To create another device or stratagem to improve student writing
Setting/Delivery: (How will you implement this RWLO - ex. Online? Lab? Presentation? Group work?, etc. If you plan to modify or adapt this RWLO, please include your ideas.) Presentation
Why did you choose this RWLO? I thought it might work. After this workshop, I’m not so sure.
Implementation Plan Worksheet
The Plan will be posted on the RWLO Blog http:///rwlo.blogspot.com Use this worksheet to prepare your posting.
Category: (example - Astronomy, Biology, Chemistry, etc.)
RWLO Title: Using Global Communication in Composing, Sharing and Peer Editing Persuasive Essays
RWLO Address (http://www.rwlo.org/users/3629/global/rwlo.doc
Description: Students will develop persuasive ideas and opinions for the persuasive essay assignment via international internet discussion online correspondence
Your Course: (In what course will use the RWLO)Eng. 1010
Rationale: (What need or requirement does this RWLO meet?) To create another device or stratagem to improve student writing
Setting/Delivery: (How will you implement this RWLO - ex. Online? Lab? Presentation? Group work?, etc. If you plan to modify or adapt this RWLO, please include your ideas.) Presentation
Why did you choose this RWLO? I thought it might work. After this workshop, I’m not so sure.
Implementation Plan Worksheet
The Plan will be posted on the RWLO Blog http:///rwlo.blogspot.com Use this worksheet to prepare your posting.
Category: Language Arts General
RWLO Title: Discovering Cleveland’s History
RWLO Address http://www.rwlo.org/users/2533/RWLO/overview.html
Description: Identify a neighborhood in Cleveland to research, find interesting facts about and images of the neighborhood or a significant event or person associated with the neighborhood.
Your Course: English 0990 English Fundamentals II
Rationale: Connects to the text The Color of Water in regard to setting in literature to the students in a personal way.
Setting/Delivery: During class in Computer Lab
Why did you choose this RWLO? Integrate the literary element of setting and the students’ own setting—their hometown.
raj mohan
Implementation Plan Worksheet
The Plan will be posted on the RWLO Blog http:///rwlo.blogspot.com Use this worksheet to prepare your posting.
Category: (example - Astronomy, Biology, Chemistry, etc.) Language Arts
RWLO Title: USING REAL-TIME DATA FOR A
COMPARE / CONTRAST WRITING ASSIGNMENT
RWLO Address (http:// http://www.rwlo.org/users/6562/Using%20Real%20Time%20Data/Copy_of_first_RWLO-_template_for_new_ones.doc
Your Course: (In what course will use the RWLO) I use a similar method with different topic for my online courses at Lakeland community college as well as my 1010 class at Cuyahoga Community College.
Rationale: (What need or requirement does this RWLO meet?) : It is an effective way of using technology for a comparison and contrast paper since the students can relate to the topics better.
Anita appreciates this RWLO "Drinking in Coca-Cola Commercials" because it is an excellent method to enlighten students regarding the recognition and use of inferences. This skill is easily transferred to English 0980's course objective of recognizing inferences in written text as well. Rationale: Students become aware of the media, marketing and corporate "tactics" used to influence consumers through the analysis of text (mostly visual in this case). Students learn to recognize inferences/manipulations directed at the reader and /or viewer. http://www.rwlo.org/users/2540/Making%20Inferences%20Through%20the%20Use%20of%20Coke-a-Cola/overview.html
I was just browsing the RWLO in the Language Arts category. I will definitely use the comparing and contrasting rwlo about making a purchase. I have a love for cars and would enjoy this project; I hope my students have the same feeling. I stress graphic organizers in class and would require my students to implement a chart or graph comparing the car data. Glad to learn about blogging, podcasting, rwlos, wikis, and the L.O.C. website from the NECC presenters in Atlanta.
RWLO Title: Drinking in a Coca-Cola Commercial.
Description: For students to think critically regarding the intent of advertisers especially as it relates to cigarette and/or alcohol ads.
Your Course: Do You Buy It (Drug Awareness and Education)
Rationale: To allow students to understand that advertisers are trying to sell products by appealing to our physical and emotional senses.
Setting/Delivery: Whole group classroom guidance.
Why did you choose this RWLO: Bring the point home.
Category: (example - Astronomy, Biology, Chemistry, etc.)
Language Arts
RWLO Title: Writing Focused Paragraphs
RWLO Address: http:// www.rwlo.org/users/2762/Writing%20Focused%20Paragraphs/procedure.html
Description:
Students interview three students in the class and then write a detailed, focused paragraph describing each peson, using the details gained from the interview.
Your Course: English 122
Rationale: (What need or requirement does this RWLO meet?)
This RWLO will serve several purposes. It will serve as an ice breaker; it will require that students use Campus Cruiser to use the email function for the other students in the class; it will give me an assessment tool to see how well students can create successful paragraphs; and it will remind students early in the semester about the criteria of a successful paragraph, the building block of the essay.
Setting/Delivery: (How will you implement this RWLO - ex. Online? Lab? Presentation? Group work?, etc. If you plan to modify or adapt this RWLO, please include your ideas.)
I will implement this RWLO in the first or second class meeting of the semester. I might adapt it by having the students post their paragraphs on the class web site via Campus Cruiser, rather than on a personal blog.
Why did you choose this RWLO?
I use ice breakers in my classes at the beginning of the semester, and this RWLO excites me because it serve that purpose as well as tackling an issue—creating successful paragraphs---that most students need to work on.
Implementation Plan Worksheet
The Plan will be posted on the RWLO Blog http://rwlo.blogspot.com Use this worksheet to prepare your posting.
Category: Language Arts
RWLO Title: Comparison-Contrast of Local and International Coverage of the Same Current Event
RWLO Address: http:// www.ciese.org/pathways/rwlo/search.php?filter=lang&secondary_id=31
Description: A writing exercise that directs students to write a comparison/contrast essay in which they examine similarities and differences of current event coverage by a local paper in New York and a “local paper” that is published across the border in Canada.
Your Course: Composition I
Rationale: In this course, students learn and practice college-level writing in preparation for completing assignments for courses across the curriculum. Often, the Comparison/Contrast mode of development is taught in this class, and students are required to compose an essay in this style.
Setting/Delivery: (How will you implement this RWLO - ex. Online? Lab? Presentation? Group work?, etc. If you plan to modify or adapt this RWLO, please include your ideas.) The designer of this RWLO has provided an excellent blueprint for implementing this learning object in class. Students would begin on the traditional path to studying comparison/contrast: I would lecture on the mode of development; then the learners would read and discuss several model comparison/contrast essays from their course textbook. I would probably have the students discuss/analyze these sample essays in small groups, which would report their findings to the class as a whole. Next, I would introduce the topic for the essay on this unit of study (while I enjoy the irony presented in the original RWLO of how two “local” papers – one in the US and the other in Canada – can view a current event in different ways, I would have the students in my class simply select an article about a current event from a local paper – the Asbury Park Press or the Philadelphia Inquirer – and compare/contrast it to an article on the same current event that appears in a foreign paper – e.g. The London Times.) I would provide students with two articles on a common current event – one national/another international -- to read for homework. When the students returned to class, we would discuss these and ultimately collaboratively brainstorm a list of similarities and differences we noticed between the two writings. Students would work in groups to compose an in-class essay using the information we generated. These would be shared with the class. For homework, students would locate their own articles and compose a rough draft of a Comparison/Contrast essay. The rough draft would be brought to class for a workshop session. After receiving feedback from their peers on their writing, students would be directed to revise and edit their essays. The final draft would be submitted to me for grading.
Why did you choose this RWLO? When given the opportunity to select subjects for a Comparison/Contrast essay, learners do not always choose ones that are especially unique or intellectually stimulating. They focus on examining similarities and differences between familiar objects in order to take the easiest path to demonstrating they have mastered the basics of the mode of development (thesis structure, organizational strategies, etc.). When learners take this approach to the assignment, they do not really understand or practice the kind of critical thinking they might be asked to apply if they were invited to use this mode of development in composing a paper for classes in other subject areas, where they would not necessarily be offered the opportunity to select their own topics.
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