They are meat short sorty4/6/2023 ![]() A meat head with an electron plasma brain inside." Do you have any idea what's the life span of meat?" We studied them for several of their life spans, which didn't take long. You know, a carbon-based intelligence that goes through a meat stage." These creatures are the only sentient race in that sector and they're made out of meat." How can meat make a machine? You're asking me to believe in sentient meat." "So who made the machines? That's who we want to contact." "They use the radio waves to talk, but the signals don't come from them. What about the radio signals? The messages to the stars?" We picked up several from different parts of the planet, took them aboard our recon vessels, and probed them all the way through. By explicitly pointing out how personal belief can change when presented with new information, students will have a stronger grasp on this transferable skill."There's no doubt about it. This also provides an opportunity for class discussion which can and should lead students to reconsider their beliefs. This final product will be a very strong demonstration of learning in the Media category.īy creating a media piece, students will have shown if they understand the literally stated understanding of a text, or if they can use the context clues to form a stronger understanding. The paragraph (or just the quotations) should be integrated into the visuals in an engaging way. Students can be challenged to combine their visuals and their paragraph on one 8.5 x 11 sheet of paper. They are to include all required pieces for a strong PEE paragraph. While a sample template has been provided, students should be encouraged to move beyond this formulaic piece if they feel comfortable. Step Four: A PEE Paragraphīuilding upon the quotations students have selected, and their explanations, they are asked to create a PEE paragraph. Through this process, students have used visual depiction to prepare them for written expression. Adapting one’s understanding based on new information is always important. ![]() This understanding may have changed since watching the video, which students should be be told is perfectly fine. They are then asked to explain what those lines made them realize. Scaffolding the learning, students are now asked to provide two sentences, and their corresponding line numbers, that helped them reach that understanding. This is one of the strongest versions, but it lacks the final piece at the end, which I find incredibly important to the story. Students can be challenged to share their images with each other, and then if you’d like you can watch one of the many versions of this story that has been created over the years. As you walk from desk to desk, observing student work, you will discover which students have difficulty moving beyond what is literally communicated, and which ones are picking up on specific clues that get to the centre of this tale. This will present you with a number of different understandings. Once the story has been read, students are asked to draw a picture that represents what exactly is going on. Once they understand that piece, you should be able to move forward with the text.įeel free to ask two students to take on the roles, or to read the text yourself with different voices. ![]() It’s a back and forth conversation between two - well, that would be telling…Įxplain to students how this story is laid out, and ensure that they they understand that there are different voices speaking back and forth to each other. This seems like an obvious step, but one look at this story will point out why it might not be as straight forward as you think. 1.07 – Made out of Meat – Short Story Visualizing and Inferring
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