FRONTLINE: digital nation: watch the full program
I wanted to wait a bit because it seemed like it'd be more interesting to listen to all of you. There used to be a name for what I was doing, "lurking" -- it dates back to a very different time in the net's history, when usenet and mailing lists were the main forms of communication. It was hard to talk about lurkers then, for the obvious reason that no one knew much about them; it hasn't gotten much easier since. The idea of lurkers has all but vanished now, buried by a succession of ways to try and slice and dice them: "eyeballs," pageviews, users, subscribers, friends, followers, etc, etc. That pessimistic view is closely related to perspective(s) of people who are trying to make money off of lurkers, because "monetizing" (a really ugly word) them and their actions sooner or later requires connecting whatever they're clicking on or reading or whatever to some kind of action -- preferably, some sort of expenditure. That's good and bad. But it definitely has downsides, too. Cheers, Ted
Young Latinos: Born in the U.S.A., carving their own identity
Sep. 14, 2018 / 8:40 AM GMT By Suzanne Gamboa, Sandra Lilley and Sarah Cahlan This report is part of #NBCGenerationLatino, focusing on young Hispanics and their contributions during Hispanic Heritage Month. Jason Mero, 18, headed off to Brown University this fall proudly staking claim to his Latinx heritage, ever mindful that the sacrifices his immigrant parents made opened the doors of the Ivy League to him. Born in Queens, New York, to parents who emigrated from Ecuador 30 years ago, Mero would ruminate with his family growing up about the challenges facing an American with Hispanic roots: how to deal with a more hostile environment against Latinos, and how to assert his U.S. citizenship, his birthright, while staying connected to his community. "My family growing up wanted me to stick with my Hispanic roots, but also did not want me to show those roots to the world outside," Mero told NBC News. Most of these young Latinos have one thing in common — they were born in the United States.
Eng 8A, 9C
You have read a chapter of the book: " The Absolutely True Diary of a Part-Time Indian. Today we are going to read the text together and help each other writing an emotional poem. This is how you do it: 1. Write a Sensory Emotion Poem Work in pairs. When you read the text - what did you think of? Choose one emotion that you think describes the text best. Title (Emotion) (Line 1) (Emotion) is (color) (Line 2) What does the emotion taste like? (Line 3) What does the emotion smell like? (Line 4) What does the emotion feel like? (Line 5) What does the emotion sound like? (Line 6) What does the emotion look like? (Line 7) (Emotion) is _____________(include a metaphor) If you don't remember what a methapor is you can find help here: Metaphor 2. Save your poem and send it to me: sarasv74@gmail.com A few years ago my pupils read The Hunger Games and then a girl wrote an emotional poem like this:
Trait Writing Lesson that uses "The Summer My Father Was Ten" by Pat Brisson
Leslie shared some of her students' samples , and we're inviting other teacher-users of WritingFix to share student samples if they use this lesson too. My Twix Adventure by Sara, fourth grade writer We scuffed our feet through the automatic door of Target. “Do you really want to be here?” “No, not at all.” We followed my mom for about half an hour. “No, not today.” “Why?” “Because I said so.” “Fine.” Emma laughed a little, so I put a candy bar up to my cheek and said, “Want some Twix? In the car, I asked my mom to put down my window. He looked over at me and laughed. (Click here to open/print Sara and three of her classmates' stories.)
"I am Not Your Perfect Mexican Daughter" by Erika L. Sanchez
Writing template – I am
You should write a poem by describing yourself. Start your sentences by using I am. You could either use the template below or come up with your own ideas. We will do this in class. Writing template – I Am I am sharp and focused (two special characteristics) I wonder what the camera really sees (something you are actually curious about) I hear the buzzing bee (an imaginary sound) I see flowers in early morning light (an imaginary sight) I want to stop time in a box (an actual desire) I am sharp and focused (the first line of the poem restated) I pretend to be a statue (something you pretend to do) I feel the shakes inside (a feeling about something imaginary) I touch the shutter button (an imaginary touch) I worry about the blurry result (something that really bothers you) I cry that the moment has forever passed (something that makes you very sad) I am sharp and focused (the first line of the poem repeated)
Teacher Lesson Plans, Printables & Worksheets by Grade or Subject - TeacherVision.com
Engelska förmågor
Embed code Select a size, the embed code changes based on your selection. _abc Powtoon Transcript I engelska ska du utveckla förmågan att förstå och tolka innehållet i talad engelska och i olika slags texter formulera dig och kommunicera i tal och skrift använda språkliga strategier för att förstå och göra dig förstådd vad innebär språkliga strategier??? CC creative commons attribution
