Interactive Writing Notebooks
Interactive Writing NotebooksTABLE OF CONTENTSTeacher’s Guidei, ii, iii, ivLesson 1: Dead Words & Dead Verbs, Activity 1 Example1Lesson 1: Dead Words & Dead Verbs, Activity 1 Teacher’s Instructions & Notes2Lesson 1: Dead Words & Dead Verbs, Activity 1 Student Pages3-4Lesson 1: Dead Words & Dead Verbs, Activity 2 Example5Lesson 1: Dead Words & Dead Verbs, Activity 2 Teacher’s Instructions & Notes6Lesson 1: Dead Words & Dead Verbs, Activity 2 Student Pages7-8Lesson 2: Vivid Verbs, Activity 1 Example9Lesson 2: Vivid Verbs, Activity 1 Teacher’s Instructions & Notes10Lesson 2: Vivid Verbs, Activity 1 Student Pages11-13Lesson 2: Vivid Verbs, Activity 2 Example14Lesson 2: Vivid Verbs, Activity 2 Teacher’s Instructions & Notes15Lesson 2: Vivid Verbs, Activity 2 Student Pages16-17Lesson 2: Vivid Verbs, Activity 3 Example18Lesson 2: Vivid Verbs, Activity 3 Teacher’s Instructions & Notes19-20Lesson 2: Vivid Verbs, Activity 3 Student Pages21Lesson 3: Describers Example22Lesson 3: Describers Teacher’s Instructions & Notes23Lesson 3: Describers Student Page24Lesson 4: Good Sentences Example25Lesson 4: Good Sentences Teacher’s Instructions and Notes26-27Lesson 4: Good Sentences Student Pages28-30Lessons 5-8 Explanation31Lesson 5: Action Parts of a Sentence, Activity 1 Example32Lesson 5: Action Parts of a Sentence, Activity 1 Teacher’s Instructions & Notes33-34Lesson 5: Action Parts of a Sentence, Activity 1 Student Pages35-36Lesson 5: Action Parts of a Sentence, Activity 2 Example37 2013 erin cobb imlovinlit.blogspot.com
Interactive Writing NotebooksTABLE OF CONTENTSLesson 5: Action Parts of a Sentence, Activity 2 Teacher’s Instructions & Notes38-40Lesson 5: Action Parts of a Sentence, Activity 2 Student Page41Lesson 6: Better Sentences Example42Lesson 6: Better Sentences Teacher’s Instructions & Notes43Lesson 6: Better Sentences Student Pages44-47Lesson 7: Best Sentences, Activity 1 Example48Lesson 7: Best Sentences, Activity 1 Teacher’s Instructions & Notes49Lesson 7: Best Sentences, Activity 1 Student Pages50-51Lesson 7: Best Sentences, Activity 2 Example52Lesson 7: Best Sentences, Activity 2 Student Pages53-54Lesson 8: Short Response to Literature, Activity 1 Example55Lesson 8: Short Response to Literature, Activity 1 Teacher’s Instructions & Notes56Lesson 8: Short Response to Literature, Activity 1 Student Page57Lesson 8: Short Response to Literature, Activity 2 Teacher’s Instructions & Notes58Lesson 8: Short Response to Literature, Activity 2 Student Pages59-61Lesson 9: Narrative Writing, Activity 1 Example62Lesson 9: Narrative Writing, Activity 1 Teacher’s Instructions & Notes63-64Lesson 9: Narrative Writing, Activity 1 Student Page65Lesson 9: Narrative Writing, Activity 2 Example66Lesson 9: Narrative Writing, Activity 3 Example67Lesson 9: Narrative Writing, Activity 2-3 Teacher’s Instructions & Notes68-69Lesson 9: Narrative Writing, Activity 2-3 Student Pages70-72Lesson 9: Narrative Writing, Activity 4 Teacher’s Instructions & Notes73-74Lesson 10: Transition Words Example75Lesson 10: Transition Words Teacher’s Instructions & Notes76Lesson 10: Transition Words Student Pages77-79Lesson 11: Expository Paragraph Structure, Activity 1 Example80 2013 erin cobb imlovinlit.blogspot.com
Interactive Writing NotebooksTABLE OF CONTENTSLesson 11: Expository Paragraph Structure, Activity 1 Teacher’s Instructions81-83Lesson 11: Expository Paragraph Structure, Activity 1 Student Pages84-87Lesson 11: Expository Paragraph Structure, Activity 2 Example88Lesson 11: Expository Paragraph Structure, Activity 2 Teacher’s Instructions89-90Lesson 11: Expository Paragraph Structure, Activity 2 Student Pages91-92Lesson 11: Expository Paragraph Structure, Activity 3 Example93Lesson 11: Expository Paragraph Structure, Activity 3 Teacher’s Instructions94-95Lesson 11: Expository Paragraph Structure, Activity 3 Student Pages96-98Lesson 12: Write an Expository Paragraph Teacher’s Instructions99Lesson 12: Write an Expository Paragraph Student Page100-101Lesson 13: Descriptive Paragraphs Exemplar Close Reading Teacher’s Instructions102-104Lesson 13: Descriptive Paragraphs Exemplar Close Reading Student Pages105-109Lesson 14: Write a Descriptive Paragraph Teacher’s Instructions & Notes110Lesson 14: Write a Descriptive Paragraph Student Pages111-113Lesson 15: Sequence Paragraphs Close Reading of Exemplar A Example114Lesson 15: Sequence Paragraphs Close Reading of Exemplar A Teacher’s Notes115-116Lesson 15: Sequence Paragraphs Close Reading of Exemplar A Student Pages117-118Lesson 16: Write a Sequence Paragraph A (Procedures) Teacher’s Instructions119Lesson 16: Write a Sequence Paragraph A (Procedures) Student Pages120Lesson 17: Sequence Paragraphs Close Reading of Exemplar B Example121Lesson 17: Sequence Paragraphs Close Reading of Exemplar B Teacher’s Notes122-124Lesson 17: Sequence Paragraphs Close Reading of Exemplar B Student Pages125-126Lesson 18: Write a Sequence Paragraph B (Events) Teacher’s Instructions127-128Lesson 18: Write a Sequence Paragraph B (Events) Student Pages129-130Lesson 19: Compare & Contrast Close Reading of Exemplar Examples131-132Lesson 19: Compare & Contrast Close Reading of Exemplar Teacher’s Notes133-136Lesson 19: Compare & Contrast Close Reading of Exemplar Student Pages137-139Lesson 20: Write a Compare & Contrast Paragraph Teacher’s Notes140 2013 erin cobb imlovinlit.blogspot.com
Interactive Reading Literature NotebooksTABLE OF CONTENTSLesson 20: Write a Compare & Contrast Paragraph Student Page141Lesson 21: Problem & Solution Close Reading of Exemplar Example142Lesson 21: Problem & Solution Close Reading of Exemplar Teacher’s Instructions143-145Lesson 21: Problem & Solution Close Reading of Exemplar Student Pages146-147Lesson 22: Write a Problem & Solution Paragraph Teacher’s Instructions148Lesson 22: Write a Problem & Solution Paragraph Student Page149Lesson 23: Cause & Effect Close Reading of Exemplar Example150Lesson 23: Cause & Effect Close Reading of Exemplar Teacher’s Instructions151-153Lesson 23: Cause & Effect Close Reading of Exemplar Student Pages154-155Lesson 24: Write a Cause & Effect Paragraph Teacher’s Instructions156Lesson 24: Write a Cause & Effect Paragraph Student Page157Lesson 25: Opinion/Argumentative Paragraph Exemplar Example158Lesson 25: Opinion/Argumentative Paragraph Exemplar Teacher’s Instructions159-161Lesson 25: Opinion/Argumentative Paragraph Exemplar Student Pages162-164Lesson 26: Write an Opinion/Argumentative Paragraph Teacher’s Instructions165Lesson 26: Write an Opinion/Argumentative Paragraph Student Page166**NOTES**Included in a separate document in download you will find pages a32-a54, alternate versions ofLessons 5-8 as explained on page 31.The Common Core Alignment for Grades 3-6 can be found at the end of this document.Additional resources are located in the Appendix. 2013 erin cobb imlovinlit.blogspot.com
Interactive Writing NotebooksTe ach er’s G uide / FAQ for G ett ing S tartedWhy should I use interactive notebooks when I’m already struggling to fit everything into my day?Interactive notebooks should not be another thing added to your day on top of what you arealready doing. Instead, change what you are already doing to accommodate interactive notebooks.As a middle school teacher, I was already having my students take notes into their notebooksanytime I taught new content (such as what is included in this packet). Interactive notebookingtook the place of my giving notes. I consider the time it takes my students to construct theirinteractive notes as part of my explicit instruction time. And it is so much more meaningful thana lecture!When students construct these 3D graphic organizers and then put the information they arelearning into them, they are making connections and organizing these topics in their brains in adifferent and more meaningful way than they would be if I were simply lecturing this material orif they were simply taking notes. Furthermore, most of my interactive notes are organized in away that students can study them like flashcards without having to go through the trouble ofwriting out flashcards.Do I have to use composition notebooks?Although teachers have successfully used spiral notebooks for interactive notebooking, compositionbooks are truly better. They are more durable, less likely to fall apart, and the pages are far lesslikely to get torn out.I first decided to use interactive notebooks after a summer workshop when school supplies hadalready been ordered. Since I have about 150 students, my school (mandates that studentspurchase pre-packaged supplies) had already purchased 150 Five Star spiral 3-subject notebooksfor me. No way was I getting composition notebooks on top of that! So I waited for them to go onsale at Wal-Mart and Target for 0.50 each and slowly purchased 150 of them, about 40 at atime. Some were also purchased (in limited quantities) at Big Lots and Walgreens for as low as 0.20.Now, you can still implement interactive 3d graphic organizers without ever putting them into anotebook if this works better for you. One teacher I met makes lapbooks for each of her socialstudies units. After she grades them and shows students their grades, she collects the unitlapbooks and files them. Then, she hands them all back before state testing so that students canstudy. If you’re interested in compiling these into lapbooks, here’s a great tutorial on v t1inXbba3cgi 2013 erin cobb imlovinlit.blogspot.com
Interactive Writing NotebooksTe ach er’s G uide, Pa g e 2Does the type of glue really matter?Absolutely! You definitely need to use Elmer’s school glue when gluing items into your interactivenotebooks. Many students may purchase and use the glue sticks, but these are definitely notrecommended for interactive notebooking. Yes, they’re more convenient and less messy, but theywill not bond the paper permanently. I always tell my students that we use liquid glue because it willstick “forever.”Not only does the type of glue matter, but the method of gluing matters also. Here’s a tip Ilearned at a workshop: NO TOASTER STRUDELING! You know what I’m talking about, and yourkids will LOVE this analogy. I even begin by putting an image of a yummy cream cheese toasterstrudel up on my SmartBoard and asking my students if they’ve ever eaten one. Most of themhave. Do you like putting on the icing? Most students will say it’s their favorite part! Well, you willNOT be toaster strudeling in my classroom! This analogy really works for reminding students ofthe correct method of gluing items into interactive notebooks. Toaster strudeling will result inwavy pages and huge, sticky messes. So what’s the proper way to glue? Use small dots (I call thembaby dots) spread about 1 inch apart. That’s it! The phrases I use with my students are “just adot, not a lot” and “baby dots” and of course “NO toaster strudeling!”How should I organize my interactive notebooks?Before interactive notebooks, my students’ literature notebooks were a nightmare! Now, insteadof students having a hodge-podge spiral notebook that contains many random things (and noteshere and there), they have an organized reference book of everything I’ve taught them thatmakes it easy to study now and easy to save for future reference. During finals last year, I askedone 8th grade girl, “Where is your literature notebook? I told you to make sure it was in classtoday!” She responded “I left it at home. My brother is in 10th grade and he was borrowing it tostudy for his English final.” Needless to say, the girl did not receive the usual 1 point off for nothaving her materials. It is my hope that the interactive notebooks my students take away frommy class can serve as a valuable reference source for them in the high school years ahead (andbeyond!).When you begin using your interactive notebooks, be sure to leave about 3 blank pages at thebeginning for your table of contents. Every time you make another entry, log it in your table ofcontents. What a great real-world lesson on this text feature! Here is an example of what onepage of the table of contents looked like for my 7th grade notebook.ii 2013 erin cobb imlovinlit.blogspot.com
Interactive Writing NotebooksTe ach er’s G uide, Pa g e 3In what order should I teach the conceptsin the Interactive Reading LiteratureNotebooks packet?I have included many lessons and skills that Iteach to my 6th, 7th, and 8th gradeliterature students. The order I presentedthem in this packet is close to the order inwhich I teach these skills. Still, they can betaught in any order or sequence that fitsyour classroom and the skills that youteach! You can skip some skills, dig intoothers more deeply, and mix and matchthem as you see fit. Take what works foryou and modify it to fit your own classroomneeds.Furthermore, if you look closely at thetable of contents, you will see that noteverything in my students’ interactivenotebook is content. I also have studentsglue in their AR goals, records, and eveninstructions that I don’t want them to lose,such as how to access my Quizlet site.You recommend many Youtube video clips, but my school blocks Youtube on our network.There are a couple of ways around that. First, you can create SafeShare.tv links from home byvisiting http://safeshare.tv and entering in the Youtube video link I have provided. This willproduce an ad-free (and comment-free!) video page that many schools allow on their network.The second option and the option I use is http://www.savetube.com. You might be required toupdate your java, but after that you will be able to enter a Youtube video link and then downloada .mp4 file (Mac) or a .wmv file (Windows) that you can bring to school on a flash drive, networkdrive, or stash in your Google drive. I like using this method because I can keep the video clipssaved for next year, but it does require a level of technical proficiency and some users strugglewith it.iii 2013 erin cobb imlovinlit.blogspot.com
Interactive Writing NotebooksTe ach er’s G uide, Pa g e 4Do I need separate composition notebooks for reading literature, reading informational text, and/or writing?NO! My students keep all of their ELA interactive activities in ONE notebook. I can imagine thatusing multiple notebooks would create a nightmare of having the right notebook at the right timeand gluing the wrong template into the wrong notebook. I have come a little close, but I havenever filled an entire composition notebook. If we happened to fill one, I guess we’d just get newnotebooks and start over, keeping the old ones around for reference! As long as we‘re loggingwhat we’re doing in the Table of Contents, it will be easy enough to find what we need, even if itIS all in one notebook.What about Bell Ringers and/or daily writing entries? Do you put those into the interactivenotebook?NO WAY! I never have my students “stick” random things into their precious interactivenotebooks. These notebooks are sacred and no kind of daily work or jargon goes in there.Everything we put into our notebooks is useful in some way. I put things into the notebook thatwe will need to refer back to at some point, to help recall information, and as a record of theconcepts, skills, and strategies we’ve learned. Don’t junk up that notebook! I have another placefor daily activities and free-write stuff.Do you have a pacing guide?In my previous interactive notebook products, many teachers have requested pacing guides. I’vealways been reluctant to set a pacing guide with reading activities since the time spent on eachconcept varies so much by grade level and individual class needs. Since writing is somewhat morestructured I can offer this skeleton of a pacing guide, but please slow down or speed up as yourstudents need. You may also need to bring in additional activities and resources to supplementthose in this product.The instructions for some of the lessons between Lessons 12-24 are somewhat redundant.Yes. All of these are types of paragraphs and follow the same typical pattern. Knowing that youmight choose to teach them in any order, I did not assume that you already knew how to assembleany of the templates, so I included all necessary instructions needed for each lesson for yourconvenience.iv 2013 erin cobb imlovinlit.blogspot.com
Interactive Writing NotebooksS ug g ested Pacing G uide(B ased on 100 M in u tes of Writ ing In struct ion Weekly)WEEKSLESSON11: Dead Words & Dead Verbs12: Vivid Verbs½3: Describers½4: Good Sentences S25: Action Parts of a Sentence16: Better Sentences17: Best Sentences28: Short Response to Literature29: Narrative Writing½10: Transition Words2-311: Expository Paragraph Structure112: Write an Expository Paragraph1-213: Descriptive Paragraphs Exemplar Close Reading114: Write a Descriptive Paragraph115: Sequence Paragraphs (Procedures) Close Reading A116: Write a Sequence Paragraph (Procedures)117: Sequence Paragraphs (Events) Close Reading B118: Write a Sequence Paragraph (Events)119: Compare & Contrast Close Reading of Exemplar120: Write a Compare & Contrast Paragraph121: Problem & Solution Close Reading of Exemplar122: Write a Problem & Solution Paragraph123: Cause & Effect Close Reading of Exemplar124: Write a Cause & Effect Paragraph1-225: Opinion/Argumentative Paragraph Close Reading of Exemplar1-226: Write an Opinion/Argumentative Paragraphv 2013 erin cobb imlovinlit.blogspot.com
Interactive Writing NotebooksLesson 1: Dead Words & Dead Verbs, Activity 1P u r p o se: Identify “dead words” or boring words that should never beused in academic writings.Te c h n olo g y/Reso u rce s: - all included*N OT E* The ideas included in this section are meant to be fun and light.Only you know your students well enough to know if these “deaththemed” activities are appropriate for your students. I’ve never had aclass or a student that I felt might be disturbed by “dead words” or“dead verbs,” but of course, as a teacher and a professional, you knowwhen extenuating circumstances might make this lesson difficult forone of your students who might have recently experienced atragedy.How to:1. Start by cutting out the two separatecoffin pieces and mummies. I prefer toactually construct the coffin (Step 2)before naming the mummies.2. To construct the coffin, first glue downthe top of the open coffin that reads“Dead Words.” When gluing, always use small“baby” dots and NEVER toaster strudel.3. The bottom of the coffin is going to worklike a pocket, so make sure you only putlittle baby dots of glue along the sides andbottom but NOT in the middle or top.4. After constructing the coffin, name themummies and bury them by putting them (glue on back of coffin top)in the coffin, never to be risen from thedead.5. I like to save extra mummies in my students’folders. When we come across a wordthat should be dead, we can quickly name amummy and bury it throughout the year.So me Wo rd s to C o n si d e rBu ry i n g: very, bad, sad, nice,great, good, happy, kid, mad, got,get, lots, so, fun, cool, saw, big,little, smart, dumb(glue on edges of bottom)2 2013 erin cobb imlovinlit.blogspot.com
71D i a lo g u eInt ro d u ce aC h a ra cte rFairy Tal eS ty l e(Setti n ga n d/o rC h a ra cte rs)(glue this section only) Fold along solid vertical lines Cut along dotted lines ONLY (glue this section only)Actio nW he nW he reInteractive Writing NotebooksLesson 9: Narrative Writing, Activity 3Ways to S tart a Narrative 2013 erin cobb imlovinlit.blogspot.com
Interactive Writing NotebooksLesson 13: Descriptive Paragraphs, Close Reading of ExemplarDescriptive Paragraphssightstouch108 2013 erin cobb imlovinlit.blogspot.com
Interactive Writing NotebooksLesson 17: Sequence Paragraphs, Close Reading of Exemplar B ------------------------ (glue this section only) --------------------------- ------------------------ (glue this section only) --------------------------- KEY: Sequence Paragraphs(Events)123 2013 erin cobb imlovinlit.blogspot.com
Interactive Writing NotebooksLesson 19: Compare & Contrast, Close Reading of ExemplarKEY: Compare & Contrast ParagraphsPerson, Place,Thing, or Idea #1Person, Place,Thing, or Idea #2Characteristiccallingconvenienceboth parties mustparticipate atsame timeemotionalconnectionable to hearemotions andfeelings inanother’s tonecan be done inseconds and endedabruptly by notrespondingtime andcommitmentobligated to bepolite, make smalltalk, risk gettingstuck on phoneinformal, lack ofetiquette rules, noneed to worryabout mannersinterpersonalskills requiredand/or practicedmust possess anduse good speakingvoice, appropriateetiquettetex t messagingrecipient can readand respond atany timecold and impersonal,must guess atwriter’s tone usingwords onlyLikenesses:both are common forms of communicationboth evolved because of improving technology136 2013 erin cobb imlovinlit.blogspot.com
Interactive Writing NotebooksCOMMON CORE e5thGrade6thGrade7thGrade8thGrade1: Dead Words & Dead VerbsCCRA.L.1L.3.1L.4.1L.5.1L.6.1L.7.1L.8.12: Vivid VerbsCCRA.L.1L.3.1L.4.1L.5.1L.6.1L.7.1L.8.13: DescribersCCRA.L.1L.3.1L.4.1L.5.1L.6.1L.7.1L.8.14: Good 25: Action Parts of a 6: Better 27: Best 28: Short Response to RL.8.59: Narrative 0: Transition Words11: Expository Paragraph .4.4W.5.2W.5.4W.6.2W.6.4W.7.2W.7.4W.8.2W.8.412: Write an Expository W.5.4W.6.2W.6.4W.7.2W.7.4W.8.2W.8.413: Descriptive Paragraphs Exemplar Close 5.4W.6.2W.6.4W.7.2W.7.4W.8.2W.8.414: Write a Descriptive W.5.4W.6.2W.6.4W.7.2W.7.4W.8.2W.8.4 2013 erin cobb imlovinlit.blogspot.com
Interactive Writing NotebooksCOMMON CORE Grade7thGrade8thGrade15: Sequence Paragraphs (Procedures) Close Reading .6.2W.6.4W.7.2W.7.4W.8.2W.8.416: Write a Sequence Paragraph W.5.2W.5.4W.6.2W.6.4W.7.2W.7.4W.8.2W.8.417: Sequence Paragraphs (Events) Close Reading .6.2W.6.4W.7.2W.7.4W.8.2W.8.418: Write a Sequence Paragraph 2W.5.4W.6.2W.6.4W.7.2W.7.4W.8.2W.8.419: Compare & Contrast Close Reading of 2W.5.4W.6.2W.6.4W.7.2W.7.4W.8.2W.8.420: Write a Compare & Contrast .2W.5.4W.6.2W.6.4W.7.2W.7.4W.8.2W.8.421: Problem & Solution Close Reading of 2W.5.4W.6.2W.6.4W.7.2W.7.4W.8.2W.8.422: Write a Problem & Solution .2W.5.4W.6.2W.6.4W.7.2W.7.4W.8.2W.8.423: Cause & Effect Close Reading of 2W.5.4W.6.2W.6.4W.7.2W.7.4W.8.2W.8.424: Write a Cause & Effect .2W.5.4W.6.2W.6.4W.7.2W.7.4W.8.2W.8.425: Opinion/Argumentative Paragraph Close Reading 1W.4.4W.5.1W.5.4W.6.1W.6.4W.7.1W.7.4W.8.1W.8.426: Write an Opinion/Argumentative .1W.5.4W.6.1W.6.4W.7.1W.7.4W.8.1W.8.4Lesson/Topic 2013 erin cobb imlovinlit.blogspot.com
Interactive Writing NotebooksTEKS AlignmentLesson/Topic4th Grade5th Grade6th Grade7th Grade8th Grade1: Dead Words & Dead 9(A)2: Vivid 6.19(A)ELAR7.19(A)ELAR8.19(A)3: AR8.19(A)4: Good 9ELAR8.195: Action Parts of a ELAR8.196: Better 9ELAR8.197: Best 9ELAR8.198: Short Response to 6.6ELAR7.6ELAR8.69: Narrative ELAR6.17ELAR7.15ELAR7.16ELAR8.15ELAR8.1610: Transition LAR8.17(A)11: Expository Paragraph LAR7.17ELAR8.1712: Write an Expository LAR7.17ELAR8.1713: Descriptive Paragraphs Exemplar 17ELAR7.17ELAR8.1714: Write a Descriptive LAR7.17ELAR8.17 2013 erin cobbimlovinlit.com
Interactive Writing NotebooksTEKS AlignmentLesson/Topic4th Grade5th Grade6th Grade7th Grade8th Grade15: Sequence Paragraphs (Procedures) CloseReading LAR8.1716: Write a Sequence Paragraph 17ELAR7.17ELAR8.1717: Sequence Paragraphs (Events) Close AR7.17ELAR8.1718: Write a Sequence Paragraph AR7.17ELAR8.1719: Compare & Contrast Close Reading ELAR7.17ELAR8.1720: Write a Compare & Contrast LAR7.17ELAR8.1721: Problem & Solution Close Reading ELAR7.17ELAR8.1722: Write a Problem & Solution LAR7.17ELAR8.1723: Cause & Effect Close Reading of AR7.17ELAR8.1724: Write a Cause & Effect LAR7.17ELAR8.1725: Opinion/Argumentative Paragraph CloseReading of 9,20ELAR7.18ELAR8.1826: Write an Opinion/Argumentative 19,20ELAR7.18ELAR8.18 2013 erin cobbimlovinlit.com
Lesson 2: Vivid Verbs, Activity 1 Student Pages 11-13 Lesson 2: Vivid Verbs, Activity 2 Example 14 Lesson 2: Vivid Verbs, Activity 2 Teacher’s Instructions & Notes 15 Lesson 2: Vivid Verbs, Activity 2 Student Pages 16-17 Lesson 2: Vivid Verbs, Activity 3 Example 18 Lesson 2: Vivid Verbs, Activity 3 Teacher’s Instructions & Notes 19-20
interactive notebooks throughout the year. It is an invaluable resource for anyone who wants to begin using this effective tool for skill retention in the classroom. Look for these and other great Carson-Dellosa titles to support standards-based instruction in the classroom. Interactive Notebooks Interactive Notebooks Math Grade 5 CD-104650
Figure 1: From Standard Notebooks to Polyglot Notebooks. 2 BACKGROUND In this section, we introduce different notebook systems as well as polyglot runtime environments. The Jupyter Project. Jupyter notebooks evolved from IPython [7], an interactive Python command shell. These notebooks can consist of code and text cells.
the literature review was the lack of research directly applied to interactive notebooks. Parallels were therefore drawn between other research and the potential application of interactive notebooks. Findings support the use of interactive notebooks in the classroom when appropriate.
Impact of Hands-on Science & Science Interactive Notebooks on Student Achievement Research shows that student understanding and literacy skills improve when students do hands-on minds-on science and use science notebooks to make sense of their science investigations.
162 Bring Learning Alive! Using the Interactive Student Notebook Introduction Student notebooks are an essential part of any social studies course. Unfortunately, they are too often drab repositories of information filled with uninspired, uncon-nected, and poorly understood ideas. Interactive Student Notebooks, however,
released by Howard Gardner also underpins the interactive science notebook (Madden, 2001). Studies have shown that these science notebooks help students correctly develop conceptual understanding (Ruiz-Primo et al, 2004; Butler et al., 2010). Use of Interactive Notebooks can be traced back to the Advancement via Individual
Taccuini Mussoliniani - The Mussolini Notebooks by Yvon De Begnac edited by Francesco Perfetti translated by Adam Victor Published by Il Mulino, 1990 . 2 Mussolini is quoted directly, throughout these Notebooks gathered by Yvon de Begnac
A new capability that lets you create hosted Python notebooks using a Juypter scripting environment that has been built into ArcGIS. . ArcGIS Notebooks includes end-to-end sample notebooks for: Web GIS administration Content management Data Science and Analysis
