Students explore the concept of a sacred place by looking at works of art representing sacred spaces, and studying the California missions. They explore perspective and point of view in both the visual and literary senses. Students create a project poster displaying photos, drawings, and journal writings that incorporate the major themes of California's missions, and use perspective and point of view both visually and in writing.

In this lesson, you will be discussing the different points of view.  The points of view we will be focusing on are 1st person, 2nd person, and 3rd person point of view.  You will be able to identify the point of view in the given text or video and provide evidence supporting the point of view.   StandardsLA 3.1.6.B Identify and describe elements of literary text (e.g. characters, setting, plot, point of view).LA 3.1.6. I Construct and/or answer literal and inferential questions and support answers with specific evidence from the text or addtional sources.

In this seminar, you will be discussing the different points of view.  The points of view we will be focusing on are 1st person, 2nd person, and 3rd person point of view.  You will be able to identify the point of view in the given text or video.   StandardsC.C.1.3.3.D Explain the point of view of the author.

The goal of this activity is for students to develop visual literacy. They learn how images are manipulated for a powerful effect and how a photograph can make the invisible (pollutants that form acid rain) visible (through the damage they cause). The specific objective is to write captions for photographs.

This course explores the properties of non-sequential, multi-linear, and interactive forms of narratives as they have evolved from print to digital media. Works covered in this course range from the Talmud, classics of non-linear novels, experimental literature, early sound and film experiments to recent multi-linear and interactive films and games. The study of the structural properties of narratives that experiment with digression, multiple points of view, disruptions of time, space, and of storyline is complemented by theoretical texts about authorship/readership, plot/story, properties of digital media and hypertext. Questions that will be addressed in this course include: How can we define ‘non-sequentiality/multi-linearity’, ‘interactivity’, ‘narrative’. To what extend are these aspects determined by the text, the reader, the digital format? What are the roles of the reader and the author? What kinds of narratives are especially suited for a non-linear/interactive format? Are there stories that can only be told in a digital format? What can we learn from early non-digital examples of non-linear and interactive story telling?

This Learning Plan was created by Tessie Boudreau as part of the 2020 NDE OER Project. The attached Remote Learning Plan is designed for Grade 6 English Language Arts students. Students will read about different historical events told from various points of view to explore the multicultural perspecitves text can share based on the author's point of view.  Students will write their own opinion essay using evidence to support their claim about the debate of celebrating Christopher Columbus's discovery and heroric status in America by reading and research various text sets. This Remote Learning Plan addresses the following NDE Standard: NE LA It is expected that this Learning Plan will take students 60-90 minutes to complete.  

In this seminar, you will be learning how to defend your own point of view of a topic.  Through the activities in this seminar,  you will consider how you would defend your point of view and the different ways you can back it up.   We will be introducing logical appeals, emotional appeals, and moral appeals.StandardsCC.1.4.5.G Write opinion pieces on topics or texts.