What It Takes to be Great

By Srey

  • Guidelines For a Safe Learning Environment

    Guidelines For a Safe Learning Environment
    What it takes to be a 'great' digital citizen?
    Day 1- A student in small groups will view the "Digital Citizenship" video while others read and take notes on "9 elements of digital citizenship."
    Day 2- A student in small groups will view the "Cyber Safety" video while others read and take notes on "Homeland Security" article.
    Day 4- Students access the "Interactive Netiquette Quiz" on the digital poster.
    (https://magic.piktochart.com/output/15173231-cyber-tips-digital-citizenship-poster)

  • Getting Ready to Read

    Getting Ready to Read
    Prereading activities:
    Day 1- Quickwrite 1 to introduce students to the text.
    Day 2- Quickwrite 2 explores video clips of 'great' people & Determine how 'greatness' is achieved
    Activity 1-3 Google Slides

  • Reading with the Grain

    Reading with the Grain
    Prereading activities:
    Day 3- Introduce students to the concept research by front loading academic vocabulary.
    Day 4- Discuss ​text titles, text features, and publication sources and make predictions about the text.
    Day 5: Introducing and Assessing Key Vocabulary from the text.
    Graphic Organizer1 Reading Strategy -Activity 7&8

  • Geoff Colvin's "What It Takes to be Great" [Adapted]

    Geoff Colvin's "What It Takes to be Great" [Adapted]
    Students annotate the online article using DOC Hubs.
    From "Fortune" magazine, October 20, 2006

  • Reading Against the Grain

    Reading Against the Grain
    ​Approximately a week activity:
    Activity 9 &10- Revisit predictions and "Activity 8 Chart-Vocabulary Self-Assessment Chart" by completing the "During/After Reading" columns.
    Activity 11- Reread the text and annotate the text using DocsHub.
    Activity 12 -Analyze text structure in Geoff Colvin's article.

  • Post-Reading Activity & Collaborative Writing

    Post-Reading Activity & Collaborative Writing
    Activity 13- The teacher assigns a question to a small group. A recorder will type out the peers' responses on Google Docs. Members of the groups may view and edit the document. A presenter read aloud the answer to the class. Other groups must listen attentively to record the best answer in order to complete the worksheet and submit it to the Google Classroom.
    Collaborative Writing​

  • Revisiting Key Vocabulary

    Revisiting Key Vocabulary
    Students are assigned a word from Activity 14 to create a Concept Map and share their maps in front of the class.
    Activity 14 Word Bank: concludes, consistently, critical, deliberate, disciplined, elite, evidence, fields, innate, irrelevant, mindset, observations, obsessive, practice, researchers, sporadic.
    Graphic ​Organizer2-Concept Map

  • Writing Rhetorically

    Writing Rhetorically
    Approximately 2 weeks:
    Students write a summary with various scaffolding aides. The process of revising and editing will be done in small groups with Google Docs by sharing their docs with their peers. As for the final assessment, students are expected to provide a speech about the topic of 'greatness.'
    Graphic Organizer3- Speech Outline

  • Reflection on the Unit

    Reflection on the Unit
    To complete the unit, students will revisit the statements about 'greatness.' Students share out their response to the class on online.
    Reflection