Classroom

discussion and activity

Assignment delivery

Student work and teacher

feedback

Discussion

Quizzes and reading checks

Collaborative, stored note-

taking

Research, aids, online

texts

Assignment delivery

Student work and teacher

feedback

Discussion

Quizzes and reading checks

Collaborative, stored note-

taking

Research, aids, online

texts

Assignment delivery

Student work and teacher

feedback

Discussion

Quizzes and reading checks

Collaborative, stored note-

taking

Research, aids, online texts

Cool Toys

Assignment delivery

Student work and teacher

feedback

Discussion

Quizzes and reading checks

Collaborative, stored note-

taking

Research, aids, online texts

Email Web Site

Word (with track

changes)

PowerPoint

ComicLifePhotoStory

ning

classmarker

wikis Tablet PC

email

Google Scholar

Cool Toyswordle Second Life

Youtubequizlet

surveymonkey

Google docs

shutterfly

Powerpoint Movies

Photostory

Comic Life

nings

wikis

Individual work:

reading / reflection

Group work: discussion /

reflection

Group work: product

Word: track changes

Student literacy

Individual / group work:

writing

Voice recording software (oral

response)

Online Discussion Model 1: The Forum

Post numerous topics for

discussion

Students respond a set number of

times

Students have time to read responses

In class: three topics given as writing prompts, students choose one

Students return to forum to post reflections

Online Discussion Model 2: The Electronic Conversation

Student TaskTeacher Task

Help students create a list of

topics

Choose a topic (groups)

Find evidence for the topic

Discuss topic online

Respond to group discussions

Post group discussions and

evidence

Synthesize discussion

Compose individual products

Grade / respond to products

Allison: but, the time was not come yet; and every time that wind blew over france shook the rags of the scarecrows in vein, for the birds fine of song and feather, took no worning. book 1, ch 5Jenny: ok…what does that mean?Caitlin: the scarecrows are the aristocracyLucy: once again the birds are dirtyCaitlin: i thinkJenny: wait a seecLucy: no,no,the wind is the scary mean people and the scarccrow are the porr people fighting the revolutionAllison: yeah lucy that’s what I was sayinLucy: and rthe poor are scarred away until the revolution comesJenny: I think that there were so many times the thwe revolution could have occurred that (wind in vien) that when it actually cam the rich had no idea it was coming

Although the barbaric human is often mentioned, we feel that the most important thematic issue within animal imagery is how the poor people are referred to as dogs and pigs. But social class differences are also illustrated symbolically by other images, such as the description of the ragged scarecrows (symbolizing the poor), while birds symbolize the upper class.

In addition to the obvious use of imagery as a way of categorizing social groups, Dickens uses such symbolic language to foreshadow the coming revolution. In portraying the broken wine cask early in the book, he offers a general statement of “warning” for the reader that is wholly missed by the aristocracy, who, like “birds fine of song and feather,” go about their usual business heedless of the coming turmoil.

wikis

wikispaces pbwiki

Choose Your Owns

Summaries

Note-Sharing

Group Discussion

Barry Gilmore

bgilmore@lausanneschool.com

www.barrygilmore.wikispaces.com