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This is one reason for technology integration training and ongoing mentoring.',0,'1','Mozilla/5.0 (Windows; U; Windows NT 6.0; en-US; rv:1.9.0.4) Gecko/2008102920 Firefox/3.0.4 (.NET CLR 3.5.30729)','',0,0),(7,56,'Nicole Zumpano','nmzumpano@cps.edu','','98.96.216.230','2009-07-18 11:07:00','2009-07-18 16:07:00','Hi Lindsay.  Your blog post was well organized and was easy to read. I especially liked your first point, looking at the purpose of websites.  All too often I don’t think educators or students think about the purpose of the site.  In many instances the search revolves around the content; if the content matches the topic the search is done.  We do a good job of teaching author’s purpose in regards to literature, but what about in regards to the Internet?  This is a great way to tap into what students already know.  They know the Internet, yet we don’t teach them to apply many of the skills taught in language arts to the web.  In terms of websites reflecting current events, I agree with you.  More emphasis needs to be placed on reminding students to look for “last updated” information to see if what they are reading is still accurate.  This in turn can lead back to the author’s intent.  Too often students take what is on the web at face value.  We need to teach them how to determine if a site is fiction or nonfiction.  Your student rubric is a great place to begin.  Thanks for posting it.',0,'1','Mozilla/4.0 (compatible; MSIE 8.0; Windows NT 5.1; Trident/4.0; FunWebProducts; Mozilla/4.0 (compatible; MSIE 6.0; Windows NT 5.1; SV1) ; InfoPath.2; .NET CLR 1.1.4322; .NET CLR 2.0.50727; .NET CLR 3.0.04506.30; .NET CLR 3.0.04506.648)','',0,0),(8,70,'Tracey','','','99.50.101.188','2009-07-22 18:40:14','2009-07-22 23:40:14','Ok, so this website is amazing!!! The fact that she has things alphabetized and then in chart form was just fabulous. Another great advantage was that she had her files saved in several formats. Needless to say this site will be making my \"hotlist\" &amp; my presentation next week. Thanks for the hook-up',0,'1','Mozilla/5.0 (Macintosh; U; Intel Mac OS X 10.5; en-US; rv:1.9.0.12) Gecko/2009070609 Firefox/3.0.12','',0,0),(13,56,'srnorman','srnorman@cps.edu','','209.175.45.206','2009-08-08 10:32:28','2009-08-08 15:32:28','Hey Lindsay,\r\nI appreciate the part of your blog post about Pam Berger\'s student friendly rubric for evaluating good web sites. I find it somewhat second nature to evaluate web sites but as we know, this is something that students must be taught, like I was taught to evaluate sources back when I had to write research papers using books and articles in the LIBRARY back in high school and college. I plan to share the student friendly rubric with students and colleagues. Thanks!\r\nStella',0,'1','Mozilla/5.0 (Macintosh; U; Intel Mac OS X 10.5; en-US; rv:1.9.0.13) Gecko/2009073021 Firefox/3.0.13','',0,144),(10,70,'Jim','jd@gocatgo.com','','66.167.103.197','2009-08-02 18:42:26','2009-08-02 23:42:26','One thing about the web is it continually reminds you (i.e. me) that no matter how many websites you (i.e. me) have seen, there are still more out there, and really good ones, too.\r\n\r\nA couple of things to remember for my website criteria that I see on this one: \r\n\r\n-- it continues to be updated, and informs the visitor of what is new.\r\n-- it allows others to share their great ideas, multiplying the sites usefulness.\r\n-- agree with how easy the site is to navigate! Not cluttered, very clean design. It doesn\'t tire me out to visit it like many sites do.\r\n-- nice way to keep up with her doings via her Contact page.\r\n\r\nNice find -- thanks for posting this.\r\n\r\njd',0,'1','Mozilla/5.0 (Macintosh; U; Intel Mac OS X 10.5; en-US; rv:1.9.0.12) Gecko/2009070609 Firefox/3.0.12','',0,0),(286,6,'personal finance software','chuoexie9124@gmail.com','http://www.financepersonalsoftware.com/','218.6.9.140','2010-08-11 14:12:59','2010-08-11 19:12:59','Thank you for your great \r\n\r\ncontent.',0,'spam','Mozilla/4.0 (compatible; MSIE 6.0; Windows NT 5.1; SV1; MRA 4.6 (build 01425); MRSPUTNIK 1, 5, 0, 19 SW)','',0,0),(285,6,'Wholesale shoes','23232sss23@gmail.com','http://www.21tctrade.com','218.6.9.140','2010-07-30 09:11:04','2010-07-30 14:11:04','great information you write it very clean. I am very lucky to get this tips from you.',0,'spam','Mozilla/4.0 (compatible; MSIE 7.0b; Windows NT 6.0)','',0,0),(287,6,'free personal finance software','chuoexie9124@gmail.com','http://www.financepersonalsoftware.com/','218.6.9.140','2010-08-12 19:57:43','2010-08-13 00:57:43','i have enjoyed reading thank for sharing your story Greeting.',0,'spam','Opera/9.00 (Windows NT 4.0; U; en)','',0,0);

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INSERT INTO `wp_18_posts` (`ID`, `post_author`, `post_date`, `post_date_gmt`, `post_content`, `post_title`, `post_category`, `post_excerpt`, `post_status`, `comment_status`, `ping_status`, `post_password`, `post_name`, `to_ping`, `pinged`, `post_modified`, `post_modified_gmt`, `post_content_filtered`, `post_parent`, `guid`, `menu_order`, `post_type`, `post_mime_type`, `comment_count`) VALUES (2,23,'2009-06-05 12:51:59','2009-06-05 17:51:59','This is an example of a WordPress page, you could edit this to put information about yourself or your site so readers know where you are coming from. You can create as many pages like this one or sub-pages as you like and manage all of your content inside of WordPress.','About',0,'','publish','open','open','','about','','','2009-06-05 12:51:59','2009-06-05 17:51:59','',0,'',0,'page','',0),(36,23,'2009-06-05 22:32:07','2009-06-06 03:32:07','Our school-wide word of the week blog, DTA WOW! in Action (see right) has been up and running since Sept. Initially we had a small handful of students willingly participate. Then, to gain initiaive, I started a contest with a pizza party as a prize to the classroom with the highest percentage of students blogging.\r\n\r\nWell that certainly ensured a LOT more participation.\r\n\r\nBut after the contest was over, it went back to a mild level of participation. The website was posted in the computer lab and media center, and those teachers were notified to remind their students to hop on if they finish their work early. But what else can be done to keep interest going on long-term blogs?','Keeping Interest Going',0,'','publish','open','open','','keeping-interest-going','','','2009-06-15 22:45:00','2009-06-16 03:45:00','',0,'http://bloggingintheclassroom.cuipblogs.org/?p=36',0,'post','',0),(37,23,'2009-05-02 16:43:32','2009-05-02 22:43:32','The purpose of this blog is to document my experience as an educator blogging with students. The posts reflect a school-wide blogging project: <a href=\"http://dumaswowinaction.cuipblogs.org/\">Dumas WOW! In Action Blog</a> and a small group blogging project: <a href=\"http://dumasayv.cuipblogs.org/\">DTA Adobe Youth Voices Blog</a>.\n\nThis blog will document my successes and challenges blogging with students to impact future implementation of blogs.','Welcome!',0,'','publish','open','open','','hello-world-2','','','2009-05-02 16:43:32','2009-05-02 22:43:32','',0,'http://bloggingintheclassroom.cuipblogs.net/?p=37',0,'post','',0),(29,23,'2009-05-10 17:45:27','2009-05-10 23:45:27','I used this <a href=\"http://commoncraft.com/blogs\">Common Craft Video</a> to explain what blogging is. Do you have any other resources for students to introduce the concept of blogging to students?\n\n<a href=\"http://bloggingintheclassroom.cuipblogs.net/files/2009/06/cc_logo.png\"><img class=\"aligncenter size-medium wp-image-33\" src=\"http://bloggingintheclassroom.cuipblogs.net/files/2009/06/cc_logo.png\" alt=\"\" width=\"178\" height=\"74\" /></a>','Introducing Blogging to Students',0,'','publish','open','open','','introducing-blogging-to-students','','','2009-05-10 17:45:27','2009-05-10 23:45:27','',0,'http://bloggingintheclassroom.cuipblogs.org/?p=29',0,'post','',0),(20,23,'2009-05-25 16:33:04','2009-05-25 22:33:04','The first step of starting a blog with students is to outline rules of safely participating on a blog on the internet. Rules we discussed:\n\n1. No last names. We need to discourage strangers searching for us on the internet.\n\n2. No email addresses. Again, contact from strangers is unnecessary.\n\n3. All comments should be written in complete sentences. Blogging should be considered another form of writing. No less formal, or less important.\n\n \n\nAre there any other rules you use for your educational blogs?','Rules of Blogging',0,'','publish','open','open','','rules-of-blogging','','','2009-05-25 16:33:04','2009-05-25 22:33:04','',0,'http://bloggingintheclassroom.cuipblogs.org/?p=20',0,'post','',0),(6,23,'2009-05-29 16:21:37','2009-05-29 22:21:37','One issue that I encountered was receiving limited, choppy sentences from my 8th grade students in their comments. Two comments received by my students really bothered me. The question asked was, \"1. If you didn\'t attend the final presentation, why? 2. How do you think the students did without you?\" The student wrote, \"1. i was busy. 2. i think they did great.\"\n\n \n\nThis nonchalance seemed like complete disregard for a project we worked on for two solid months. I decided to speak privately to discuss this with the student. As it turns out, the student and his mother had to take an emergency trip to the hospital for his grandmother and he didn\'t feel comfortable sharing this in a blog. To me this showed foresight and an understanding of public versus private thoughts.','Getting Students to Elaborate',0,'','publish','open','open','','getting-kids-to-elaborate','','','2009-05-29 16:21:37','2009-05-29 22:21:37','',0,'http://bloggingintheclassroom.cuipblogs.org/?p=6',0,'post','',0),(38,23,'2009-06-02 16:43:32','2009-06-02 21:43:32','The purpose of this blog is to document my experience as an educator blogging with students. This blog will document my successes and challenges blogging with students to impact future implementation of blogs. If you are an educator, blogger, or interested in how technology can be integrated in education, please feel free to post comments and suggestions about how to blog with students.','About',0,'','publish','open','open','','about-2','','','2009-06-02 16:43:32','2009-06-02 21:43:32','',0,'http://bloggingintheclassroom.cuipblogs.net/?page_id=38',0,'page','',0),(39,23,'2009-06-02 16:43:32','2009-06-02 21:43:32','Welcome to <a href=\"http://cuipblogs.org/\">CUIP educational web logging site</a>. This is your first post. Edit or delete it, then start blogging!','Hello world!',0,'','inherit','open','open','','1-revision','','','2009-06-02 16:43:32','2009-06-02 21:43:32','',37,'http://bloggingintheclassroom.cuipblogs.org/2009/06/02/1-revision/',0,'revision','',0),(5,23,'2009-06-02 16:01:40','2009-06-02 22:01:40','Welcome to <a href=\"http://cuipblogs.org/\">CUIP educational web logging site</a>. This is your first post. Edit or delete it, then start blogging!','Welcome!',0,'','inherit','open','open','','1-revision-2','','','2009-06-02 16:01:40','2009-06-02 22:01:40','',37,'http://bloggingintheclassroom.cuipblogs.org/2009/06/02/1-revision-2/',0,'revision','',0),(4,23,'2009-06-02 16:10:42','2009-06-02 22:10:42','The purpose of this blog is to document my experience as an educator blogging with students. The posts reflect a school-wide blogging project: <a href=\"http://dumaswowinaction.cuipblogs.org/\">Dumas WOW! In Action Blog</a> and a small group blogging project: <a href=\"http://dumasayv.cuipblogs.org/\">DTA Adobe Youth Voices Blog</a>.\n\nThis blog will document my successes and challenges blogging with students to impact future implementation of blogs.','Welcome!',0,'','inherit','open','open','','1-autosave','','','2009-06-02 16:10:42','2009-06-02 22:10:42','',37,'http://bloggingintheclassroom.cuipblogs.org/2009/06/02/1-autosave/',0,'revision','',0),(10,23,'2009-06-02 16:12:13','2009-06-02 22:12:13','The purpose of this blog is to document my experience as an educator blogging with students. The posts reflect a school-wide blogging project: <a href=\"http://dumaswowinaction.cuipblogs.org/\">Dumas WOW! In Action Blog</a> and a small group blogging project: <a href=\"http://dumasayv.cuipblogs.org/\">DTA Adobe Youth Voices Blog</a>.\n\nThis blog will document my successes and challenges blogging with students to impact future implementation of blogs.','Welcome!',0,'','inherit','open','open','','1-revision-3','','','2009-06-02 16:12:13','2009-06-02 22:12:13','',37,'http://bloggingintheclassroom.cuipblogs.org/2009/06/02/1-revision-3/',0,'revision','',0),(7,23,'2009-06-02 16:21:32','2009-06-02 22:21:32','One issue that I encountered was receiving limited, choppy sentences from my 8th grade students in their comments. Two comments received by my students really bothered me. The questio','Getting Kids to Elaborate',0,'','inherit','open','open','','6-revision','','','2009-06-02 16:21:32','2009-06-02 22:21:32','',6,'http://bloggingintheclassroom.cuipblogs.org/2009/06/02/6-revision/',0,'revision','',0),(9,23,'2009-06-02 16:21:37','2009-06-02 22:21:37','One issue that I encountered was receiving limited, choppy sentences from my 8th grade students in their comments. Two comments received by my students really bothered me. The question asked was','Getting Kids to Elaborate',0,'','inherit','open','open','','6-revision-2','','','2009-06-02 16:21:37','2009-06-02 22:21:37','',6,'http://bloggingintheclassroom.cuipblogs.org/2009/06/02/6-revision-2/',0,'revision','',0),(11,23,'2009-06-02 16:24:01','2009-06-02 22:24:01','One issue that I encountered was receiving limited, choppy sentences from my 8th grade students in their comments. Two comments received by my students really bothered me. The question asked was, \"1. If you didn\'t attend the final presentation, why? 2. How do you think the students did without you?\" The student wrote, \"1. i was busy. 2. i think they did great.\"\n\n \n\nThis nonchalance seemed like complete disregard for a project we worked on for two solid months. I decided to speak privately to discuss this with the student.','Getting Kids to Elaborate',0,'','inherit','open','open','','6-revision-3','','','2009-06-02 16:24:01','2009-06-02 22:24:01','',6,'http://bloggingintheclassroom.cuipblogs.org/2009/06/02/6-revision-3/',0,'revision','',0),(12,23,'2009-06-02 16:25:20','2009-06-02 22:25:20','One issue that I encountered was receiving limited, choppy sentences from my 8th grade students in their comments. Two comments received by my students really bothered me. The question asked was, \"1. If you didn\'t attend the final presentation, why? 2. How do you think the students did without you?\" The student wrote, \"1. i was busy. 2. i think they did great.\"\n\n \n\nThis nonchalance seemed like complete disregard for a project we worked on for two solid months. I decided to speak privately to discuss this with the student.','Getting Students to Elaborate',0,'','inherit','open','open','','6-revision-4','','','2009-06-02 16:25:20','2009-06-02 22:25:20','',6,'http://bloggingintheclassroom.cuipblogs.org/2009/06/02/6-revision-4/',0,'revision','',0),(13,23,'2009-06-02 16:26:57','2009-06-02 22:26:57','One issue that I encountered was receiving limited, choppy sentences from my 8th grade students in their comments. Two comments received by my students really bothered me. The question asked was, \"1. If you didn\'t attend the final presentation, why? 2. How do you think the students did without you?\" The student wrote, \"1. i was busy. 2. i think they did great.\"\n\n \n\nThis nonchalance seemed like complete disregard for a project we worked on for two solid months. I decided to speak privately to discuss this with the student. As it turns out, the student and his mother had to take an emergency trip to the hospital for his grandmother and he didn\'t feel comfortable sharing this in a blog. To me this showed foresight and an understanding of','Getting Students to Elaborate',0,'','inherit','open','open','','6-revision-5','','','2009-06-02 16:26:57','2009-06-02 22:26:57','',6,'http://bloggingintheclassroom.cuipblogs.org/2009/06/02/6-revision-5/',0,'revision','',0),(8,23,'2009-06-02 16:27:58','2009-06-02 22:27:58','One issue that I encountered was receiving limited, choppy sentences from my 8th grade students in their comments. Two comments received by my students really bothered me. The question asked was, \"1. If you didn\'t attend the final presentation, why? 2. How do you think the students did without you?\" The student wrote, \"1. i was busy. 2. i think they did great.\"\n\n \n\nThis nonchalance seemed like complete disregard for a project we worked on for two solid months. I decided to speak privately to discuss this with the student. As it turns out, the student and his mother had to take an emergency trip to the hospital for his grandmother and he didn\'t feel comfortable sharing this in a blog. To me this showed foresight and an understanding of','Getting Students to Elaborate',0,'','inherit','open','open','','6-autosave','','','2009-06-02 16:27:58','2009-06-02 22:27:58','',6,'http://bloggingintheclassroom.cuipblogs.org/2009/06/02/6-autosave/',0,'revision','',0),(15,23,'2009-06-02 16:28:24','2009-06-02 22:28:24','One issue that I encountered was receiving limited, choppy sentences from my 8th grade students in their comments. Two comments received by my students really bothered me. The question asked was, \"1. If you didn\'t attend the final presentation, why? 2. How do you think the students did without you?\" The student wrote, \"1. i was busy. 2. i think they did great.\"\n\n \n\nThis nonchalance seemed like complete disregard for a project we worked on for two solid months. I decided to speak privately to discuss this with the student. As it turns out, the student and his mother had to take an emergency trip to the hospital for his grandmother and he didn\'t feel comfortable sharing this in a blog. To me this showed foresight and an understanding of public versus private thoughts.','Getting Students to Elaborate',0,'','inherit','open','open','','6-revision-6','','','2009-06-02 16:28:24','2009-06-02 22:28:24','',6,'http://bloggingintheclassroom.cuipblogs.org/2009/06/02/6-revision-6/',0,'revision','',0),(16,23,'2009-06-02 16:29:11','2009-06-02 22:29:11','','Yes, We Must Blog AGAIN',0,'','inherit','open','open','','14-revision','','','2009-06-02 16:29:11','2009-06-02 22:29:11','',14,'http://bloggingintheclassroom.cuipblogs.org/2009/06/02/14-revision/',0,'revision','',0),(14,23,'2009-06-02 16:30:06','2009-06-02 22:30:06','Students who are participating in my AYV blog (see right bar) are required to regularly post reflections after major milestones of our media-making process. Sometimes I find getting the students to post to the blog is like pulling teeth. Even though the questions change, I regularly encounter eye rolling and sighing. I wonder if this is because they are struggling writers, are tired of the AYV project, or I am challenging them too much/too little.\n\n \n\nI lean towards thinking that the students are not fond of writing to begin with, and that they don\'t yet equate blogging to \"real\" writing. I find that students are not putting as much effort into their comments as they would to a paper-and-pencil reflection. Their responses are always short, very informal, and needing to be rewritten. I try to include pictures in my posts to make the assignments more interesting, but does anyone have suggestions to get students less resistant to continua, long-term blogging?','Yes, We Must Blog AGAIN',0,'','publish','open','open','','yes-we-must-blog-again','','','2009-06-02 16:30:06','2009-06-02 22:30:06','',0,'http://bloggingintheclassroom.cuipblogs.org/?p=14',0,'post','',1),(18,23,'2009-06-02 16:30:47','2009-06-02 22:30:47','Sometimes getting the students to post to the blog is like pulling teeth. Even though the questions change, I regularly encounter eye rolling and sighing.','Yes, We Must Blog AGAIN',0,'','inherit','open','open','','14-revision-3','','','2009-06-02 16:30:47','2009-06-02 22:30:47','',14,'http://bloggingintheclassroom.cuipblogs.org/2009/06/02/14-revision-3/',0,'revision','',0),(19,23,'2009-06-02 16:31:48','2009-06-02 22:31:48','Sometimes getting the students to post to the blog is like pulling teeth. Even though the questions change, I regularly encounter eye rolling and sighing. I wonder if this is because they are stuggling writers, they are tired of the AYV project, or I am challenging them too much/too little.','Yes, We Must Blog AGAIN',0,'','inherit','open','open','','14-revision-4','','','2009-06-02 16:31:48','2009-06-02 22:31:48','',14,'http://bloggingintheclassroom.cuipblogs.org/2009/06/02/14-revision-4/',0,'revision','',0),(27,23,'2009-06-02 16:32:12','2009-06-02 22:32:12','Sometimes getting the students to post to the blog is like pulling teeth. Even though the questions change, I regularly encounter eye rolling and sighing. I wonder if this is because they are struggling writers, they are tired of the AYV project, or I am challenging them too much/too little.','Yes, We Must Blog AGAIN',0,'','inherit','open','open','','14-revision-5','','','2009-06-02 16:32:12','2009-06-02 22:32:12','',14,'http://bloggingintheclassroom.cuipblogs.org/2009/06/02/14-revision-5/',0,'revision','',0),(21,23,'2009-06-02 16:34:05','2009-06-02 22:34:05','The first step of starting a blog with students is to outline rules of safely participating on a blog on the internet. Rules we discussed:','Rules of Blogging',0,'','inherit','open','open','','20-revision','','','2009-06-02 16:34:05','2009-06-02 22:34:05','',20,'http://bloggingintheclassroom.cuipblogs.org/2009/06/02/20-revision/',0,'revision','',0),(23,23,'2009-06-02 16:34:36','2009-06-02 22:34:36','The first step of starting a blog with students is to outline rules of safely participating on a blog on the internet. Rules we discussed:\n\n1. No last names.\n\n2. No email addresses.\n\n3. Complete sentences.','Rules of Blogging',0,'','inherit','open','open','','20-revision-2','','','2009-06-02 16:34:36','2009-06-02 22:34:36','',20,'http://bloggingintheclassroom.cuipblogs.org/2009/06/02/20-revision-2/',0,'revision','',0),(28,23,'2009-06-02 16:36:34','2009-06-02 22:36:34','The first step of starting a blog with students is to outline rules of safely participating on a blog on the internet. Rules we discussed:\n\n1. No last names. We need to discourage strangers searching for us on the internet.\n\n2. No email addresses. Again, contact from strangers is unnecessary.\n\n3. All comments should be written in complete sentences. Blogging should be considered another form of writing. No less formal, or less important.','Rules of Blogging',0,'','inherit','open','open','','20-revision-3','','','2009-06-02 16:36:34','2009-06-02 22:36:34','',20,'http://bloggingintheclassroom.cuipblogs.org/2009/06/02/20-revision-3/',0,'revision','',0),(24,23,'2009-06-02 16:57:14','2009-06-02 22:57:14','The purpose of this blog is to document my experience as an educator blogging with students. This blog will document my successes and challenges blogging with students to impact future implementation of blogs. If you are an educator, blogger, or interested in how technology can be integrated in education, please feel free to post comments and suggestions about how to blog with students.','About',0,'','inherit','open','open','','2-autosave','','','2009-06-02 16:57:14','2009-06-02 22:57:14','',38,'http://bloggingintheclassroom.cuipblogs.org/2009/06/02/2-autosave/',0,'revision','',0),(26,23,'2009-06-02 17:26:07','2009-06-02 23:26:07','Students who are participating in my AYV blog (see right bar) are required to regularly post reflections after major milestones of our media-making process. Sometimes I find getting the students to post to the blog is like pulling teeth. Even though the questions change, I regularly encounter eye rolling and sighing. I wonder if this is because they are struggling writers, are tired of the AYV project, or I am challenging them too much/too little.\n\n \n\nI lean towards thinking that the students are not fond of writing to begin with, and that they don\'t yet equate blogging to \"real\" writing. I find that students are not putting as much effort into their comments as they would to a paper-and-pencil reflection. Their responses are always short, very informal, and needing to be rewritten. I try to include pictures in my posts to make the assignments more interesting, but does anyone have suggestions to get students less resistant to continua, long-term blogging?','Yes, We Must Blog AGAIN',0,'','inherit','open','open','','14-autosave','','','2009-06-02 17:26:07','2009-06-02 23:26:07','',14,'http://bloggingintheclassroom.cuipblogs.org/2009/06/02/14-autosave/',0,'revision','',0),(22,23,'2009-06-02 17:35:53','2009-06-02 23:35:53','The first step of starting a blog with students is to outline rules of safely participating on a blog on the internet. Rules we discussed:\n\n1. No last names. We need to discourage strangers searching for us on the internet.\n\n2. No email addresses. Again, contact from strangers is unnecessary.\n\n3. All comments should be written in complete sentences. Blogging should be considered another form of writing. No less formal, or less important.\n\nAre there any other rules you in','Rules of Blogging',0,'','inherit','open','open','','20-autosave','','','2009-06-02 17:35:53','2009-06-02 23:35:53','',20,'http://bloggingintheclassroom.cuipblogs.org/2009/06/02/20-autosave/',0,'revision','',0),(30,23,'2009-06-02 17:41:31','2009-06-02 23:41:31','I used this Common Craft Video to explain what blogging is:\n\nhttp://commoncraft.com/blogs','Introducing Blogging to Students',0,'','inherit','open','open','','29-revision','','','2009-06-02 17:41:31','2009-06-02 23:41:31','',29,'http://bloggingintheclassroom.cuipblogs.org/2009/06/02/29-revision/',0,'revision','',0),(31,23,'2009-06-02 17:45:27','2009-06-02 23:45:27','I used this Common Craft Video to explain what blogging is:\n\nhttp://commoncraft.com/blogs\n\nDo you have any other resources for students to introduce the concept of blogging to students?','Introducing Blogging to Students',0,'','inherit','open','open','','29-revision-2','','','2009-06-02 17:45:27','2009-06-02 23:45:27','',29,'http://bloggingintheclassroom.cuipblogs.org/2009/06/02/29-revision-2/',0,'revision','',0),(32,23,'2009-06-02 17:45:50','2009-06-02 23:45:50','I used this Common Craft Video to explain what blogging is:\n\nhttp://commoncraft.com/blogs\n\nDo you have any other resources for students to introduce the concept of blogging to students?','Introducing Blogging to Students',0,'','inherit','open','open','','29-revision-3','','','2009-06-02 17:45:50','2009-06-02 23:45:50','',29,'http://bloggingintheclassroom.cuipblogs.org/2009/06/02/29-revision-3/',0,'revision','',0),(34,23,'2009-06-02 17:46:39','2009-06-02 23:46:39','I used this <a href=\"http://commoncraft.com/blogs\">Common Craft Video</a> to explain what blogging is. Do you have any other resources for students to introduce the concept of blogging to students?','Introducing Blogging to Students',0,'','inherit','open','open','','29-revision-4','','','2009-06-02 17:46:39','2009-06-02 23:46:39','',29,'http://bloggingintheclassroom.cuipblogs.org/2009/06/02/29-revision-4/',0,'revision','',0),(33,23,'2009-06-02 17:47:30','2009-06-02 23:47:30','','cc_logo',0,'','inherit','open','open','','cc_logo','','','2009-06-02 17:47:30','2009-06-02 23:47:30','',29,'http://bloggingintheclassroom.cuipblogs.net/files/2009/06/cc_logo.png',0,'attachment','image/png',0),(35,23,'2009-06-02 17:49:00','2009-06-02 23:49:00','I used this <a href=\"http://commoncraft.com/blogs\">Common Craft Video</a> to explain what blogging is. Do you have any other resources for students to introduce the concept of blogging to students?\n\n<a href=\"http://bloggingintheclassroom.cuipblogs.net/files/2009/06/cc_logo.png\"><img class=\"aligncenter size-medium wp-image-33\" src=\"http://bloggingintheclassroom.cuipblogs.net/files/2009/06/cc_logo.png\" alt=\"\" width=\"178\" height=\"74\" /></a>','Introducing Blogging to Students',0,'','inherit','open','open','','29-autosave','','','2009-06-02 17:49:00','2009-06-02 23:49:00','',29,'http://bloggingintheclassroom.cuipblogs.org/2009/06/02/29-autosave/',0,'revision','',0),(40,23,'2009-06-15 22:44:23','2009-06-16 03:44:23','Our school-wide word of the week blog, DTA WOW! in Action (see right) has been up and running since Sept. Initially we had a small handful of students willingly participate. Then, to gain initiaive, I started a contest with a pizza party as a prize to the classroom with the highest percentage of students blogging.\n\nWell that certainly ensured a LOT more participation.\n\nBut after the contest was over, it went back to a mild level of participation. The website was posted in the computer lab and media center, and those teachers were notified to remind their students to hop on if they','Keeping Interest Going',0,'','inherit','open','closed','','36-revision','','','2009-06-15 22:44:23','2009-06-16 03:44:23','',36,'http://bloggingintheclassroom.cuipblogs.net/?p=40',0,'revision','',0),(41,23,'2009-07-07 21:03:55','2009-07-08 02:03:55','As valuable as you make it.\r\n\r\nThat question reminds me of how television and movies were used in the classroom.  When I was in school, teachers would try to find a movie on the topic of a subject we were studying in class.  They would play the movie during class time, uninterrupted and encourage us to take notes (which we never did) to talk about at the end of the movie (which was usually three days later and we rarely did).  This was not the best use of time, or technology. It would have been more valuable if you start and stop the movie for thoughtful discussions, and not have a video babysit the students.\r\n\r\n<img src=\"/DOCUME~1/Owner/LOCALS~1/Temp/moz-screenshot.jpg\" alt=\"\" /><img src=\"/DOCUME~1/Owner/LOCALS~1/Temp/moz-screenshot-1.jpg\" alt=\"\" />\r\n\r\n<img class=\"alignnone size-full wp-image-53\" src=\"http://bloggingintheclassroom.cuipblogs.net/files/2009/07/tv_babysitter.jpg\" alt=\"tv_babysitter\" width=\"184\" height=\"139\" /> (ha ha)\r\n\r\nEven back then, educators saw potential in new media, but weren\'t educated on how to best use the technology.\r\n\r\nSame goes for the current use of websites in our curriculum. Providing students a web address to go to without any purspose or directions is similarly a waste of time and technology.  At best, poor website integration becomes a newer version of media babysitting our students.  At worst, our students become confused and frustrated and navigate to a less educational site like disney.com.\r\n\r\nInternet resources are valuable when educators put in the legwork necessary for students to gain understanding from the materials. Below are a bulleted list of things a teacher will need to do before introducing a website to her or his students:\r\n\r\n- First, thoroughly research the appropriate site. Look for appropriate content of the material. Questions to consider: Is this reinforcing what we are studying in class? What new perspective does this have to add?\r\n\r\n-Also, consider the ability levels of your students. And the website should have something to offer for all reading abilities in your classroom. If not, an alternate needs to be found for your exceeding and below achieving students.\r\n\r\n-Additionally, teachers must develop accountability measures to ensure students are learning what needs to be learned. Questions to consider: How am I sure students are using their time wisely? Should I create graphic organizers for students to complete? Will I grade those? Will I have students orally share to their peers what they learned from the website?\r\n\r\nAnd finally, as always, teachers should use NETS standards when evaluating the reason they are introducing a new website to begin with.  NETS are still so new, and there are relatively so few, I sometimes think we should blow it up to poster-size and either keep in common teacher-resource areas or in classrooms near the computers.\r\n\r\nBottom line, the internet can be a \"babysitter\" or a truly valuable educational resource. It is what the teacher makes it.','TIE 542_Q1: How Valuable are Internet Resources?',0,'','publish','open','closed','','how-valuable-are-internet-resources','','','2009-07-07 23:22:55','2009-07-08 04:22:55','',0,'http://bloggingintheclassroom.cuipblogs.net/?p=41',0,'post','',1),(42,23,'2009-07-07 19:48:45','2009-07-08 00:48:45','As valuable as you make it.\n\nThat question reminds me of TV, movies. Not so long ago, when I was in school, teachers would try to find a movie on the topic of a subject we were studying in class.','How Valuable are Internet Resources?',0,'','inherit','open','closed','','41-revision','','','2009-07-07 19:48:45','2009-07-08 00:48:45','',41,'http://bloggingintheclassroom.cuipblogs.net/?p=42',0,'revision','',0),(43,23,'2009-07-07 23:19:59','2009-07-08 04:19:59','As valuable as you make it.\n\nThat question reminds me of how television and movies were used in the classroom.  When I was in school, teachers would try to find a movie on the topic of a subject we were studying in class.  They would play the movie during class time, uninterrupted and encourage us to take notes (which we never did) to talk about at the end of the movie (which was usually three days later).  This was not the best use of time, or technology. It would have been more valuable if you start and stop the movie for thoughtful discussions, and not have a video babysit the students.\n\n<img src=\"/DOCUME~1/Owner/LOCALS~1/Temp/moz-screenshot.jpg\" alt=\"\" /><img src=\"/DOCUME~1/Owner/LOCALS~1/Temp/moz-screenshot-1.jpg\" alt=\"\" />\n\n<img class=\"alignnone size-full wp-image-53\" src=\"http://bloggingintheclassroom.cuipblogs.net/files/2009/07/tv_babysitter.jpg\" alt=\"tv_babysitter\" width=\"184\" height=\"139\" /> (ha ha)\n\nEven back then, educators saw potential in new media, but weren\'t educated on how to best use the technology.\n\nSame goes for the current use of websites in our curriculum. Providing students a web address to go to without any purspose or directions is similarly a waste of time and technology.  At best, poor website integration becomes a newer version of media babysitting our students.  At worst, our students become confused and frustrated and navigate to a less educational site like disney.com.\n\nInternet resources are valuable when educators put in the legwork necessary for students to gain understanding from the materials. Below are a bulleted list of things a teacher will need to do before introducing a website to her or his students:\n\n- First, thoroughly research the appropriate site. Look for appropriate content of the material. Questions to consider: Is this reinforcing what we are studying in class? What new perspective does this have to add?\n\n-Also, consider the ability levels of your students. And the website should have something to offer for all reading abilities in your classroom. If not, an alternate needs to be found for your exceeding and below achieving students.\n\n-Additionally, teachers must develop accountability measures to ensure students are learning what needs to be learned. Questions to consider: How am I sure students are using their time wisely? Should I create graphic organizers for students to complete? Will I grade those? Will I have students orally share to their peers what they learned from the website?\n\nAnd finally, as always, teachers should use NETS standards when evaluating the reason they are introducing a new website to begin with.  NETS are still so new, and there are relatively so few, I sometimes think we should blow it up to poster-size and either keep in common teacher-resource areas or in classrooms near the computers.\n\nBottom line, the internet can be a \"babysitter\" or a truly valuable educational resource. It is what the teacher makes it.','TIE 542_Q1: How Valuable are Internet Resources?',0,'','inherit','open','closed','','41-autosave','','','2009-07-07 23:19:59','2009-07-08 04:19:59','',41,'http://bloggingintheclassroom.cuipblogs.net/?p=43',0,'revision','',0),(44,23,'2009-07-07 21:03:55','2009-07-08 02:03:55','As valuable as you make it.\r\n\r\nThat question reminds me of TV, movies. Not so long ago, when I was in school, teachers would try to find a movie on the topic of a subject we were studying in class.','How Valuable are Internet Resources?',0,'','inherit','open','closed','','41-revision-2','','','2009-07-07 21:03:55','2009-07-08 02:03:55','',41,'http://bloggingintheclassroom.cuipblogs.net/?p=44',0,'revision','',0),(45,23,'2009-07-07 21:12:35','2009-07-08 02:12:35','As valuable as you make it.\r\n\r\nThat question reminds me of TV, movies. Not so long ago, when I was in school, teachers would try to find a movie on the topic of a subject we were studying in class. This can be valuable if you start and stop the movie for thoughtful discussions, and not have a video babysit the students.\r\n\r\nSame goes for websites. Providing students a web address to go to without any purspose or directions becomes a newer version of technology babysitting our students.','How Valuable are Internet Resources?',0,'','inherit','open','closed','','41-revision-3','','','2009-07-07 21:12:35','2009-07-08 02:12:35','',41,'http://bloggingintheclassroom.cuipblogs.net/?p=45',0,'revision','',0),(46,23,'2009-07-07 21:39:44','2009-07-08 02:39:44','As valuable as you make it.\r\n\r\nThat question reminds me of how television and movies were used in the classroom in the nineties.  When I was in school, high school and college too, teachers would try to find a movie on the topic of a subject we were studying in class.  They would play the movie during class time, uninterrupted and encourage us to take notes (which we never did) to talk about at the end of the movie (which was usually three days later).  This can be valuable if you start and stop the movie for thoughtful discussions, and not have a video babysit the students.\r\n\r\nSame goes for websites. Providing students a web address to go to without any purspose or directions becomes a newer version of technology babysitting our students.','How Valuable are Internet Resources?',0,'','inherit','open','closed','','41-revision-4','','','2009-07-07 21:39:44','2009-07-08 02:39:44','',41,'http://bloggingintheclassroom.cuipblogs.net/?p=46',0,'revision','',0),(47,23,'2009-07-07 22:24:10','2009-07-08 03:24:10','As valuable as you make it.\r\n\r\nThat question reminds me of how television and movies were used in the classroom in the nineties.  When I was in school, high school and college too, teachers would try to find a movie on the topic of a subject we were studying in class.  They would play the movie during class time, uninterrupted and encourage us to take notes (which we never did) to talk about at the end of the movie (which was usually three days later).  This was not the best use of time, or technology. It would have been more valuable if you start and stop the movie for thoughtful discussions, and not have a video babysit the students.\r\n\r\nEven back then, educators saw potential in new media, but weren\'t educated on how to best use the technology.\r\n\r\nSame goes for the current use of websites in our curriculum. Providing students a web address to go to without any purspose or directions becomes a newer version of media babysitting our students.','How Valuable are Internet Resources?',0,'','inherit','open','closed','','41-revision-5','','','2009-07-07 22:24:10','2009-07-08 03:24:10','',41,'http://bloggingintheclassroom.cuipblogs.net/?p=47',0,'revision','',0),(48,23,'2009-07-07 22:24:37','2009-07-08 03:24:37','As valuable as you make it.\r\n\r\nThat question reminds me of how television and movies were used in the classroom in the nineties.  When I was in school, high school and college too, teachers would try to find a movie on the topic of a subject we were studying in class.  They would play the movie during class time, uninterrupted and encourage us to take notes (which we never did) to talk about at the end of the movie (which was usually three days later).  This was not the best use of time, or technology. It would have been more valuable if you start and stop the movie for thoughtful discussions, and not have a video babysit the students.\r\n\r\nEven back then, educators saw potential in new media, but weren\'t educated on how to best use the technology.\r\n\r\nSame goes for the current use of websites in our curriculum. Providing students a web address to go to without any purspose or directions becomes a newer version of media babysitting our students. Or worse,','How Valuable are Internet Resources?',0,'','inherit','open','closed','','41-revision-6','','','2009-07-07 22:24:37','2009-07-08 03:24:37','',41,'http://bloggingintheclassroom.cuipblogs.net/?p=48',0,'revision','',0),(49,23,'2009-07-07 22:34:08','2009-07-08 03:34:08','As valuable as you make it.\r\n\r\nThat question reminds me of how television and movies were used in the classroom in the nineties.  When I was in school, high school and college too, teachers would try to find a movie on the topic of a subject we were studying in class.  They would play the movie during class time, uninterrupted and encourage us to take notes (which we never did) to talk about at the end of the movie (which was usually three days later).  This was not the best use of time, or technology. It would have been more valuable if you start and stop the movie for thoughtful discussions, and not have a video babysit the students.\r\n\r\nEven back then, educators saw potential in new media, but weren\'t educated on how to best use the technology.\r\n\r\nSame goes for the current use of websites in our curriculum. Providing students a web address to go to without any purspose or directions is similarly a waste of time and technology.  At best, poor website integration becomes a newer version of media babysitting our students.  At worst, our students become confused and frustrated and navigate to a less educational site like disney.com.\r\n\r\nInternet resources are valuable when educators put in the legwork necessary to gain understanding from the materials. Below are a bulleted list of things a teacher will need to do before introducing a website to her or his students:\r\n\r\n- thoroughly research the appropriate sites based on the content of the material, the ability levels of their students\r\n\r\n-develop accountability measures to ensure students are learning what needs to be learned\r\n\r\n-create (if needed) graphic organizers\r\n\r\n-have students orally share what they learned','How Valuable are Internet Resources?',0,'','inherit','open','closed','','41-revision-7','','','2009-07-07 22:34:08','2009-07-08 03:34:08','',41,'http://bloggingintheclassroom.cuipblogs.net/?p=49',0,'revision','',0),(50,23,'2009-07-07 22:45:04','2009-07-08 03:45:04','As valuable as you make it.\r\n\r\nThat question reminds me of how television and movies were used in the classroom in the nineties.  When I was in school, high school and college too, teachers would try to find a movie on the topic of a subject we were studying in class.  They would play the movie during class time, uninterrupted and encourage us to take notes (which we never did) to talk about at the end of the movie (which was usually three days later).  This was not the best use of time, or technology. It would have been more valuable if you start and stop the movie for thoughtful discussions, and not have a video babysit the students.\r\n\r\nEven back then, educators saw potential in new media, but weren\'t educated on how to best use the technology.\r\n\r\nSame goes for the current use of websites in our curriculum. Providing students a web address to go to without any purspose or directions is similarly a waste of time and technology.  At best, poor website integration becomes a newer version of media babysitting our students.  At worst, our students become confused and frustrated and navigate to a less educational site like disney.com.\r\n\r\nInternet resources are valuable when educators put in the legwork necessary to gain understanding from the materials. Below are a bulleted list of things a teacher will need to do before introducing a website to her or his students:\r\n\r\n- First, thoroughly research the appropriate site. Look for appropriate content of the material. Questions to consider: Is this reinforcing what we are studying in class? What new perspective does this have to add?\r\n\r\n-Also, consider the ability levels of your students. And the website should have something to offer for all reading abilities in your classroom. If not, an alternate needs to be found for your exceeding and below achieving students.\r\n\r\n-Additionally, teachers must develop accountability measures to ensure students are learning what needs to be learned. Questions to consider: How am I sure students are using their time wisely? Should I create graphic organizers for students to complete? Will I grade those? Will I have students orally share what they learned from the website?\r\n\r\nAnd finally, as always, teachers should use NETS standards when evaluating the reason they are introducing a new website to begin with.  NETS are still so new, and there are relatively so few, I sometimes think we should blow it up to poster-size and either keep in common teacher-resource areas or in classrooms near the computers.\r\n\r\nBottom line, the internet can be a \"babysitter\" or a truly valuable educational resource. It is what the teacher makes it.','How Valuable are Internet Resources?',0,'','inherit','open','closed','','41-revision-8','','','2009-07-07 22:45:04','2009-07-08 03:45:04','',41,'http://bloggingintheclassroom.cuipblogs.net/?p=50',0,'revision','',0),(51,23,'2009-07-07 22:45:42','2009-07-08 03:45:42','As valuable as you make it.\r\n\r\nThat question reminds me of how television and movies were used in the classroom in the nineties.  When I was in school, high school and college too, teachers would try to find a movie on the topic of a subject we were studying in class.  They would play the movie during class time, uninterrupted and encourage us to take notes (which we never did) to talk about at the end of the movie (which was usually three days later).  This was not the best use of time, or technology. It would have been more valuable if you start and stop the movie for thoughtful discussions, and not have a video babysit the students.\r\n\r\nEven back then, educators saw potential in new media, but weren\'t educated on how to best use the technology.\r\n\r\nSame goes for the current use of websites in our curriculum. Providing students a web address to go to without any purspose or directions is similarly a waste of time and technology.  At best, poor website integration becomes a newer version of media babysitting our students.  At worst, our students become confused and frustrated and navigate to a less educational site like disney.com.\r\n\r\nInternet resources are valuable when educators put in the legwork necessary to gain understanding from the materials. Below are a bulleted list of things a teacher will need to do before introducing a website to her or his students:\r\n\r\n- First, thoroughly research the appropriate site. Look for appropriate content of the material. Questions to consider: Is this reinforcing what we are studying in class? What new perspective does this have to add?\r\n\r\n-Also, consider the ability levels of your students. And the website should have something to offer for all reading abilities in your classroom. If not, an alternate needs to be found for your exceeding and below achieving students.\r\n\r\n-Additionally, teachers must develop accountability measures to ensure students are learning what needs to be learned. Questions to consider: How am I sure students are using their time wisely? Should I create graphic organizers for students to complete? Will I grade those? Will I have students orally share what they learned from the website?\r\n\r\nAnd finally, as always, teachers should use NETS standards when evaluating the reason they are introducing a new website to begin with.  NETS are still so new, and there are relatively so few, I sometimes think we should blow it up to poster-size and either keep in common teacher-resource areas or in classrooms near the computers.\r\n\r\nBottom line, the internet can be a \"babysitter\" or a truly valuable educational resource. It is what the teacher makes it.','TIE 542_Q1: How Valuable are Internet Resources?',0,'','inherit','open','closed','','41-revision-9','','','2009-07-07 22:45:42','2009-07-08 03:45:42','',41,'http://bloggingintheclassroom.cuipblogs.net/?p=51',0,'revision','',0),(52,23,'2009-07-07 22:46:17','2009-07-08 03:46:17','As valuable as you make it.\r\n\r\nThat question reminds me of how television and movies were used in the classroom.  When I was in school, teachers would try to find a movie on the topic of a subject we were studying in class.  They would play the movie during class time, uninterrupted and encourage us to take notes (which we never did) to talk about at the end of the movie (which was usually three days later).  This was not the best use of time, or technology. It would have been more valuable if you start and stop the movie for thoughtful discussions, and not have a video babysit the students.\r\n\r\nEven back then, educators saw potential in new media, but weren\'t educated on how to best use the technology.\r\n\r\nSame goes for the current use of websites in our curriculum. Providing students a web address to go to without any purspose or directions is similarly a waste of time and technology.  At best, poor website integration becomes a newer version of media babysitting our students.  At worst, our students become confused and frustrated and navigate to a less educational site like disney.com.\r\n\r\nInternet resources are valuable when educators put in the legwork necessary to gain understanding from the materials. Below are a bulleted list of things a teacher will need to do before introducing a website to her or his students:\r\n\r\n- First, thoroughly research the appropriate site. Look for appropriate content of the material. Questions to consider: Is this reinforcing what we are studying in class? What new perspective does this have to add?\r\n\r\n-Also, consider the ability levels of your students. And the website should have something to offer for all reading abilities in your classroom. If not, an alternate needs to be found for your exceeding and below achieving students.\r\n\r\n-Additionally, teachers must develop accountability measures to ensure students are learning what needs to be learned. Questions to consider: How am I sure students are using their time wisely? Should I create graphic organizers for students to complete? Will I grade those? Will I have students orally share what they learned from the website?\r\n\r\nAnd finally, as always, teachers should use NETS standards when evaluating the reason they are introducing a new website to begin with.  NETS are still so new, and there are relatively so few, I sometimes think we should blow it up to poster-size and either keep in common teacher-resource areas or in classrooms near the computers.\r\n\r\nBottom line, the internet can be a \"babysitter\" or a truly valuable educational resource. It is what the teacher makes it.','TIE 542_Q1: How Valuable are Internet Resources?',0,'','inherit','open','closed','','41-revision-10','','','2009-07-07 22:46:17','2009-07-08 03:46:17','',41,'http://bloggingintheclassroom.cuipblogs.net/?p=52',0,'revision','',0),(53,23,'2009-07-07 23:18:39','2009-07-08 04:18:39','','tv_babysitter',0,'','inherit','open','closed','','tv_babysitter','','','2009-07-07 23:18:39','2009-07-08 04:18:39','',41,'http://bloggingintheclassroom.cuipblogs.net/files/2009/07/tv_babysitter.jpg',0,'attachment','image/jpeg',0),(54,23,'2009-07-07 22:49:23','2009-07-08 03:49:23','As valuable as you make it.\r\n\r\nThat question reminds me of how television and movies were used in the classroom.  When I was in school, teachers would try to find a movie on the topic of a subject we were studying in class.  They would play the movie during class time, uninterrupted and encourage us to take notes (which we never did) to talk about at the end of the movie (which was usually three days later).  This was not the best use of time, or technology. It would have been more valuable if you start and stop the movie for thoughtful discussions, and not have a video babysit the students.\r\n\r\nEven back then, educators saw potential in new media, but weren\'t educated on how to best use the technology.\r\n\r\nSame goes for the current use of websites in our curriculum. Providing students a web address to go to without any purspose or directions is similarly a waste of time and technology.  At best, poor website integration becomes a newer version of media babysitting our students.  At worst, our students become confused and frustrated and navigate to a less educational site like disney.com.\r\n\r\nInternet resources are valuable when educators put in the legwork necessary for students to gain understanding from the materials. Below are a bulleted list of things a teacher will need to do before introducing a website to her or his students:\r\n\r\n- First, thoroughly research the appropriate site. Look for appropriate content of the material. Questions to consider: Is this reinforcing what we are studying in class? What new perspective does this have to add?\r\n\r\n-Also, consider the ability levels of your students. And the website should have something to offer for all reading abilities in your classroom. If not, an alternate needs to be found for your exceeding and below achieving students.\r\n\r\n-Additionally, teachers must develop accountability measures to ensure students are learning what needs to be learned. Questions to consider: How am I sure students are using their time wisely? Should I create graphic organizers for students to complete? Will I grade those? Will I have students orally share to their peers what they learned from the website?\r\n\r\nAnd finally, as always, teachers should use NETS standards when evaluating the reason they are introducing a new website to begin with.  NETS are still so new, and there are relatively so few, I sometimes think we should blow it up to poster-size and either keep in common teacher-resource areas or in classrooms near the computers.\r\n\r\nBottom line, the internet can be a \"babysitter\" or a truly valuable educational resource. It is what the teacher makes it.','TIE 542_Q1: How Valuable are Internet Resources?',0,'','inherit','open','closed','','41-revision-11','','','2009-07-07 22:49:23','2009-07-08 03:49:23','',41,'http://bloggingintheclassroom.cuipblogs.net/?p=54',0,'revision','',0),(55,23,'2009-07-07 23:22:19','2009-07-08 04:22:19','As valuable as you make it.\r\n\r\nThat question reminds me of how television and movies were used in the classroom.  When I was in school, teachers would try to find a movie on the topic of a subject we were studying in class.  They would play the movie during class time, uninterrupted and encourage us to take notes (which we never did) to talk about at the end of the movie (which was usually three days later).  This was not the best use of time, or technology. It would have been more valuable if you start and stop the movie for thoughtful discussions, and not have a video babysit the students.\r\n\r\n<img src=\"/DOCUME~1/Owner/LOCALS~1/Temp/moz-screenshot.jpg\" alt=\"\" /><img src=\"/DOCUME~1/Owner/LOCALS~1/Temp/moz-screenshot-1.jpg\" alt=\"\" />\r\n\r\n<img class=\"alignnone size-full wp-image-53\" src=\"http://bloggingintheclassroom.cuipblogs.net/files/2009/07/tv_babysitter.jpg\" alt=\"tv_babysitter\" width=\"184\" height=\"139\" /> (ha ha)\r\n\r\nEven back then, educators saw potential in new media, but weren\'t educated on how to best use the technology.\r\n\r\nSame goes for the current use of websites in our curriculum. Providing students a web address to go to without any purspose or directions is similarly a waste of time and technology.  At best, poor website integration becomes a newer version of media babysitting our students.  At worst, our students become confused and frustrated and navigate to a less educational site like disney.com.\r\n\r\nInternet resources are valuable when educators put in the legwork necessary for students to gain understanding from the materials. Below are a bulleted list of things a teacher will need to do before introducing a website to her or his students:\r\n\r\n- First, thoroughly research the appropriate site. Look for appropriate content of the material. Questions to consider: Is this reinforcing what we are studying in class? What new perspective does this have to add?\r\n\r\n-Also, consider the ability levels of your students. And the website should have something to offer for all reading abilities in your classroom. If not, an alternate needs to be found for your exceeding and below achieving students.\r\n\r\n-Additionally, teachers must develop accountability measures to ensure students are learning what needs to be learned. Questions to consider: How am I sure students are using their time wisely? Should I create graphic organizers for students to complete? Will I grade those? Will I have students orally share to their peers what they learned from the website?\r\n\r\nAnd finally, as always, teachers should use NETS standards when evaluating the reason they are introducing a new website to begin with.  NETS are still so new, and there are relatively so few, I sometimes think we should blow it up to poster-size and either keep in common teacher-resource areas or in classrooms near the computers.\r\n\r\nBottom line, the internet can be a \"babysitter\" or a truly valuable educational resource. It is what the teacher makes it.','TIE 542_Q1: How Valuable are Internet Resources?',0,'','inherit','open','closed','','41-revision-12','','','2009-07-07 23:22:19','2009-07-08 04:22:19','',41,'http://bloggingintheclassroom.cuipblogs.net/?p=55',0,'revision','',0),(56,23,'2009-07-16 08:45:46','2009-07-16 13:45:46','After doing some research on how to find the best internet sites for classroom purposes, I found that the same key points kept popping up.  The following are what we should look for to determine if this is a quality website to use with our students:\r\n\r\n<strong>1. What is the website\'s purpose?</strong>\r\n\r\n<strong>Purpose </strong>of the website is similar to author\'s intent, something we teach our students during reading instruction. Is the purpose of the site to sell something, propaganda, is it objective, is it personal, or is it pure entertainment?\r\n\r\n<strong>2. Is this appropriate to use?</strong>\r\n\r\n<strong>Appropriateness </strong>is directly related to if the site relates to the content taught in the classroom. Does this reinforce something taught in the classroom, or supplement by showing a new perspective of something taught in the classroom?\r\n\r\n<strong>3. Is this information current?</strong>\r\n\r\n<strong>Currency </strong>addresses whether this information is considered up to date enough. Oftentimes, sites are not updated to reflect current news. For example, when pluto was changed from a planet to a moon, every time a book about planets was read aloud with incorrect information, it became the teacher\'s duty to add the current events.\r\n\r\nAlso, when sites aren\'t updated regularly, there are sometimes dead links that no longer go to any site and the dreaded 404 page appears.\r\n\r\n<strong>4. Is this information presented in a clear manner?\r\n</strong>\r\n\r\n<strong>Clarity </strong>addresses the presentation and organization of a website. When flash and graphics and colors and too many buttons get in the way, the content becomes lost as the site is less easily to navigate. Clear, organized websites are easier for the students to use, and to gain knowledge from.\r\n\r\n<strong>Pam Berger</strong>, a school librarian and blogger at <a href=\"http://infosearcher.typepad.com/\">http://infosearcher.typepad.com/ </a>has developed a student-friendly rubric for evaluating good websites. The ready-to-print PDF can be found <a href=\"http://kathyschrock.net/abceval/5ws.pdf\" target=\"_blank\">here</a>. The student friendly version is simplified to the Five Ws; who, what, where, when, and why.\r\n\r\n<strong>Who </strong>addresses the purpose of the site. Who wrote it and are they an expert?\r\n\r\n<strong>What </strong>also addresses the purpose of the site. Why did they create this site? What is the message?\r\n<strong></strong>\r\n\r\n<strong>When </strong>addresses the currency of the site. How up to date is the information?\r\n\r\n<strong>Where </strong>addresses the currency too. Where are the author\'s sources? What makes this information valid?\r\n\r\nFinally, <strong>Why </strong>addresses the appropriateness of the site. Why use this site rather than another? What makes this site most relateble to the content I am learning in class?\r\n\r\nPam Berger did an excellent job of condensing this into student-friendly rubric. Her site looks like a great resource for teachers.','TIE 542_Q2: Criteria for Evaluating Web-based Materials',0,'','publish','open','closed','','tie-542_q2-criteria-for-the-evaluation-of-web-based-materials','','','2009-07-16 11:11:43','2009-07-16 16:11:43','',0,'http://bloggingintheclassroom.cuipblogs.net/?p=56',0,'post','',2),(58,23,'2009-07-16 11:07:13','2009-07-16 16:07:13','After doing some research on how to find the best internet sites for classroom purposes, I found that the same key points kept popping up.  The following are what we should look for to determine if this is a quality website to use with our students:\n\n<strong>1. What is the website\'s purpose?</strong>\n\n<strong>Purpose </strong>of the website is similar to author\'s intent, something we teach our students during reading instruction. Is the purpose of the site to sell something, propaganda, is it objective, is it personal, or is it pure entertainment?\n\n<strong>2. Is this appropriate to use?</strong>\n\n<strong>Appropriateness </strong>is directly related to if the site relates to the content taught in the classroom. Does this reinforce something taught in the classroom, or supplement by showing a new perspective of something taught in the classroom?\n\n<strong>3. Is this information current?</strong>\n\n<strong>Currency </strong>addresses whether this information is considered up to date enough. Oftentimes, sites are not updated to reflect current news. For example, when pluto was changed from a planet to a moon, every time a book about planets was read aloud with incorrect information, it became the teacher\'s duty to add the current events.\n\nAlso, when sites aren\'t updated regularly, there are sometimes dead links that no longer go to any site and the dreaded 404 page appears.\n\n<strong>4. Is this information presented in a clear manner?\n</strong>\n\n<strong>Clarity </strong>addresses the presentation and organization of a website. When flash and graphics and colors and too many buttons get in the way, the content becomes lost as the site is less easily to navigate. Clear, organized websites are easier for the students to use, and to gain knowledge from.\n\n<strong>Pam Berger</strong>, a school librarian and blogger at <a href=\"http://infosearcher.typepad.com/\">http://infosearcher.typepad.com/ </a>has developed a student-friendly rubric for evaluating good websites. The ready-to-print PDF can be found <a href=\"http://kathyschrock.net/abceval/5ws.pdf\" target=\"_blank\">here</a>. The student friendly version is simplified to the Five Ws; who, what, where, when, and why.\n\n<strong>Who </strong>addresses the purpose of the site. Who wrote it and are they an expert?\n\n<strong>What </strong>also addresses the purpose of the site. Why did they create this site? What is the message?\n<strong></strong>\n\n<strong>When </strong>addresses the currency of the site. How up to date is the information?\n\n<strong>Where </strong>addresses the currency too. Where are the author\'s sources? What makes this information valid?\n\nFinally, <strong>Why </strong>addresses the appropriateness of the site. Why use this site rather than another? What makes this site most relateble to the content I am learning in class?\n\nPam Berger did an excellent job of condensing this into student-friendly rubric. Her site looks like a great resource for teachers.','TIE 542_Q2: Criteria for Evaluating Web-based Materials',0,'','inherit','open','closed','','56-autosave','','','2009-07-16 11:07:13','2009-07-16 16:07:13','',56,'http://bloggingintheclassroom.cuipblogs.net/?p=58',0,'revision','',0),(57,23,'2009-07-16 08:44:46','2009-07-16 13:44:46','After doing some reserach on how to find the best internet sites for classroom purposes, I found that the same key points kept popping up.  The following 8 points are what we should look for to determine if this is a quality website to use with our students.\n<ul>\n	<li class=\"nonunderlinedlink\">Purpose</li>\n	<li class=\"nonunderlinedlink\">Authority</li>\n	<li class=\"nonunderlinedlink\">Objectivity</li>\n	<li class=\"nonunderlinedlink\">Appropriateness</li>\n	<li class=\"nonunderlinedlink\">Currency</li>\n	<li class=\"nonunderlinedlink\">Responsibility</li>\n	<li class=\"nonunderlinedlink\">Clarity</li>\n	<li class=\"nonunderlinedlink\">Accessibility</li>\n</ul>','TIE 542_Q2: Criteria for the Evaluation of Web-based Materials',0,'','inherit','open','closed','','56-revision','','','2009-07-16 08:44:46','2009-07-16 13:44:46','',56,'http://bloggingintheclassroom.cuipblogs.net/?p=57',0,'revision','',0),(59,23,'2009-07-16 08:45:46','2009-07-16 13:45:46','After doing some research on how to find the best internet sites for classroom purposes, I found that the same key points kept popping up.  The following 8 points are what we should look for to determine if this is a quality website to use with our students.\r\n\r\n1. Purpose\r\n\r\n2. Authority\r\n\r\n3. Objectivity\r\n\r\n4. Appropriateness\r\n\r\n5. Currency\r\n\r\n6. Responsibility\r\n\r\n7. Clarity\r\n\r\n8. Accessibility','TIE 542_Q2: Criteria for the Evaluation of Web-based Materials',0,'','inherit','open','closed','','56-revision-2','','','2009-07-16 08:45:46','2009-07-16 13:45:46','',56,'http://bloggingintheclassroom.cuipblogs.net/?p=59',0,'revision','',0),(60,23,'2009-07-16 08:47:38','2009-07-16 13:47:38','After doing some research on how to find the best internet sites for classroom purposes, I found that the same key points kept popping up.  The following6 points are what we should look for to determine if this is a quality website to use with our students.\r\n\r\n1. Purpose\r\n\r\n2. Appropriateness\r\n\r\n3. Currency\r\n\r\n4. Responsibility\r\n\r\n5. Clarity\r\n\r\n6. Accessibility\r\n\r\nPurpose of the website is similar to author\'s intent, something we teach our students during reading instruction.','TIE 542_Q2: Criteria for Evaluating Web-based Materials',0,'','inherit','open','closed','','56-revision-3','','','2009-07-16 08:47:38','2009-07-16 13:47:38','',56,'http://bloggingintheclassroom.cuipblogs.net/?p=60',0,'revision','',0),(61,23,'2009-07-16 08:51:36','2009-07-16 13:51:36','After doing some research on how to find the best internet sites for classroom purposes, I found that the same key points kept popping up.  The following6 points are what we should look for to determine if this is a quality website to use with our students.\r\n\r\n1. Purpose\r\n\r\n2. Appropriateness\r\n\r\n3. Currency\r\n\r\n4. Responsibility\r\n\r\n5. Clarity\r\n\r\n6. Accessibility\r\n\r\n<strong>Purpose </strong>of the website is similar to author\'s intent, something we teach our students during reading instruction. Is the purpose of the site to sell something, propaganda, is it objective, is it personal, or is it pure entertainment?\r\n\r\n<strong>Appropriateness </strong>is directly related to if the site relates to the content taught in the classroom. Does this reinforce something taught in the classroom, or supplement by showing a new perspective of something taught in the classroom?','TIE 542_Q2: Criteria for Evaluating Web-based Materials',0,'','inherit','open','closed','','56-revision-4','','','2009-07-16 08:51:36','2009-07-16 13:51:36','',56,'http://bloggingintheclassroom.cuipblogs.net/?p=61',0,'revision','',0),(62,23,'2009-07-16 08:59:45','2009-07-16 13:59:45','After doing some research on how to find the best internet sites for classroom purposes, I found that the same key points kept popping up.  The following6 points are what we should look for to determine if this is a quality website to use with our students.\r\n\r\n<strong>1. What is the website\'s purpose?</strong>\r\n\r\n<strong>Purpose </strong>of the website is similar to author\'s intent, something we teach our students during reading instruction. Is the purpose of the site to sell something, propaganda, is it objective, is it personal, or is it pure entertainment?\r\n\r\n<strong>2. Is this appropriate to use?</strong>\r\n\r\n<strong>Appropriateness </strong>is directly related to if the site relates to the content taught in the classroom. Does this reinforce something taught in the classroom, or supplement by showing a new perspective of something taught in the classroom?\r\n\r\n<strong>3. Is this information current?</strong>\r\n\r\n<strong>Currency </strong>addresses whether this information is considered up to date enough.\r\n\r\n4. Responsibility\r\n\r\n5. Clarity\r\n\r\n6. Accessibility','TIE 542_Q2: Criteria for Evaluating Web-based Materials',0,'','inherit','open','closed','','56-revision-5','','','2009-07-16 08:59:45','2009-07-16 13:59:45','',56,'http://bloggingintheclassroom.cuipblogs.net/?p=62',0,'revision','',0),(63,23,'2009-07-16 10:32:08','2009-07-16 15:32:08','After doing some research on how to find the best internet sites for classroom purposes, I found that the same key points kept popping up.  The following 5 points are what we should look for to determine if this is a quality website to use with our students.\r\n\r\n<strong>1. What is the website\'s purpose?</strong>\r\n\r\n<strong>Purpose </strong>of the website is similar to author\'s intent, something we teach our students during reading instruction. Is the purpose of the site to sell something, propaganda, is it objective, is it personal, or is it pure entertainment?\r\n\r\n<strong>2. Is this appropriate to use?</strong>\r\n\r\n<strong>Appropriateness </strong>is directly related to if the site relates to the content taught in the classroom. Does this reinforce something taught in the classroom, or supplement by showing a new perspective of something taught in the classroom?\r\n\r\n<strong>3. Is this information current?</strong>\r\n\r\n<strong>Currency </strong>addresses whether this information is considered up to date enough. Oftentimes, sites are not updated to reflect current news. For example, when pluto was changed from a planet to a moon, every time a book about planets was read aloud with incorrect information, it became the teacher\'s duty to add the current events.\r\n\r\nAlso, when sites aren\'t updated regularly, there are sometimes dead links that no longer go to any site and the dreaded 404 page appears.\r\n\r\n4. Clarity\r\n\r\nIs the information clearly presented and organized in an understandable manner? When flash and graphics and colors and too many buttons get in the way, the content becomes lost as the site is less easily to navigate. Clear, organized websites are easier for the students to use, and to gain knowledge from.\r\n\r\n5. Accessibility','TIE 542_Q2: Criteria for Evaluating Web-based Materials',0,'','inherit','open','closed','','56-revision-6','','','2009-07-16 10:32:08','2009-07-16 15:32:08','',56,'http://bloggingintheclassroom.cuipblogs.net/?p=63',0,'revision','',0),(64,23,'2009-07-16 10:54:04','2009-07-16 15:54:04','','5ws',0,'','inherit','open','closed','','5ws','','','2009-07-16 10:54:04','2009-07-16 15:54:04','',56,'http://bloggingintheclassroom.cuipblogs.net/files/2009/07/5ws.pdf',1,'attachment','application/pdf',0),(65,23,'2009-07-16 10:36:36','2009-07-16 15:36:36','After doing some research on how to find the best internet sites for classroom purposes, I found that the same key points kept popping up.  The following 4 points are what we should look for to determine if this is a quality website to use with our students.\r\n\r\n<strong>1. What is the website\'s purpose?</strong>\r\n\r\n<strong>Purpose </strong>of the website is similar to author\'s intent, something we teach our students during reading instruction. Is the purpose of the site to sell something, propaganda, is it objective, is it personal, or is it pure entertainment?\r\n\r\n<strong>2. Is this appropriate to use?</strong>\r\n\r\n<strong>Appropriateness </strong>is directly related to if the site relates to the content taught in the classroom. Does this reinforce something taught in the classroom, or supplement by showing a new perspective of something taught in the classroom?\r\n\r\n<strong>3. Is this information current?</strong>\r\n\r\n<strong>Currency </strong>addresses whether this information is considered up to date enough. Oftentimes, sites are not updated to reflect current news. For example, when pluto was changed from a planet to a moon, every time a book about planets was read aloud with incorrect information, it became the teacher\'s duty to add the current events.\r\n\r\nAlso, when sites aren\'t updated regularly, there are sometimes dead links that no longer go to any site and the dreaded 404 page appears.\r\n\r\n<strong>4. Clarity</strong>\r\n\r\nIs the information clearly presented and organized in an understandable manner? When flash and graphics and colors and too many buttons get in the way, the content becomes lost as the site is less easily to navigate. Clear, organized websites are easier for the students to use, and to gain knowledge from.','TIE 542_Q2: Criteria for Evaluating Web-based Materials',0,'','inherit','open','closed','','56-revision-7','','','2009-07-16 10:36:36','2009-07-16 15:36:36','',56,'http://bloggingintheclassroom.cuipblogs.net/?p=65',0,'revision','',0),(66,23,'2009-07-16 10:54:18','2009-07-16 15:54:18','After doing some research on how to find the best internet sites for classroom purposes, I found that the same key points kept popping up.  The following 4 points are what we should look for to determine if this is a quality website to use with our students.\r\n\r\n<strong>1. What is the website\'s purpose?</strong>\r\n\r\n<strong>Purpose </strong>of the website is similar to author\'s intent, something we teach our students during reading instruction. Is the purpose of the site to sell something, propaganda, is it objective, is it personal, or is it pure entertainment?\r\n\r\n<strong>2. Is this appropriate to use?</strong>\r\n\r\n<strong>Appropriateness </strong>is directly related to if the site relates to the content taught in the classroom. Does this reinforce something taught in the classroom, or supplement by showing a new perspective of something taught in the classroom?\r\n\r\n<strong>3. Is this information current?</strong>\r\n\r\n<strong>Currency </strong>addresses whether this information is considered up to date enough. Oftentimes, sites are not updated to reflect current news. For example, when pluto was changed from a planet to a moon, every time a book about planets was read aloud with incorrect information, it became the teacher\'s duty to add the current events.\r\n\r\nAlso, when sites aren\'t updated regularly, there are sometimes dead links that no longer go to any site and the dreaded 404 page appears.\r\n\r\n<strong>4. Clarity</strong>\r\n\r\nIs the information clearly presented and organized in an understandable manner? When flash and graphics and colors and too many buttons get in the way, the content becomes lost as the site is less easily to navigate. Clear, organized websites are easier for the students to use, and to gain knowledge from.\r\n\r\nPam Berger, a school librarian and blogger at http://infosearcher.typepad.com/ has developed a student-friendly rubric for evaluating good websites. This PDF can be found 5ws.','TIE 542_Q2: Criteria for Evaluating Web-based Materials',0,'','inherit','open','closed','','56-revision-8','','','2009-07-16 10:54:18','2009-07-16 15:54:18','',56,'http://bloggingintheclassroom.cuipblogs.net/?p=66',0,'revision','',0),(67,23,'2009-07-16 10:56:15','2009-07-16 15:56:15','After doing some research on how to find the best internet sites for classroom purposes, I found that the same key points kept popping up.  The following 4 points are what we should look for to determine if this is a quality website to use with our students.\r\n\r\n<strong>1. What is the website\'s purpose?</strong>\r\n\r\n<strong>Purpose </strong>of the website is similar to author\'s intent, something we teach our students during reading instruction. Is the purpose of the site to sell something, propaganda, is it objective, is it personal, or is it pure entertainment?\r\n\r\n<strong>2. Is this appropriate to use?</strong>\r\n\r\n<strong>Appropriateness </strong>is directly related to if the site relates to the content taught in the classroom. Does this reinforce something taught in the classroom, or supplement by showing a new perspective of something taught in the classroom?\r\n\r\n<strong>3. Is this information current?</strong>\r\n\r\n<strong>Currency </strong>addresses whether this information is considered up to date enough. Oftentimes, sites are not updated to reflect current news. For example, when pluto was changed from a planet to a moon, every time a book about planets was read aloud with incorrect information, it became the teacher\'s duty to add the current events.\r\n\r\nAlso, when sites aren\'t updated regularly, there are sometimes dead links that no longer go to any site and the dreaded 404 page appears.\r\n\r\n<strong>4. Clarity</strong>\r\n\r\nIs the information clearly presented and organized in an understandable manner? When flash and graphics and colors and too many buttons get in the way, the content becomes lost as the site is less easily to navigate. Clear, organized websites are easier for the students to use, and to gain knowledge from.\r\n\r\nPam Berger, a school librarian and blogger at http://infosearcher.typepad.com/ has developed a student-friendly rubric for evaluating good websites. The ready-to-print PDF can be found <a href=\"http://kathyschrock.net/abceval/5ws.pdf\" target=\"_blank\">here</a>.','TIE 542_Q2: Criteria for Evaluating Web-based Materials',0,'','inherit','open','closed','','56-revision-9','','','2009-07-16 10:56:15','2009-07-16 15:56:15','',56,'http://bloggingintheclassroom.cuipblogs.net/?p=67',0,'revision','',0),(68,23,'2009-07-16 11:05:34','2009-07-16 16:05:34','After doing some research on how to find the best internet sites for classroom purposes, I found that the same key points kept popping up.  The following are what we should look for to determine if this is a quality website to use with our students:\r\n\r\n<strong>1. What is the website\'s purpose?</strong>\r\n\r\n<strong>Purpose </strong>of the website is similar to author\'s intent, something we teach our students during reading instruction. Is the purpose of the site to sell something, propaganda, is it objective, is it personal, or is it pure entertainment?\r\n\r\n<strong>2. Is this appropriate to use?</strong>\r\n\r\n<strong>Appropriateness </strong>is directly related to if the site relates to the content taught in the classroom. Does this reinforce something taught in the classroom, or supplement by showing a new perspective of something taught in the classroom?\r\n\r\n<strong>3. Is this information current?</strong>\r\n\r\n<strong>Currency </strong>addresses whether this information is considered up to date enough. Oftentimes, sites are not updated to reflect current news. For example, when pluto was changed from a planet to a moon, every time a book about planets was read aloud with incorrect information, it became the teacher\'s duty to add the current events.\r\n\r\nAlso, when sites aren\'t updated regularly, there are sometimes dead links that no longer go to any site and the dreaded 404 page appears.\r\n\r\n<strong>4. Is this information presented in a clear manner?\r\n</strong>\r\n\r\n<strong>Clarity </strong>addresses the presentation and organization of a website. When flash and graphics and colors and too many buttons get in the way, the content becomes lost as the site is less easily to navigate. Clear, organized websites are easier for the students to use, and to gain knowledge from.\r\n\r\n<strong>Pam Berger</strong>, a school librarian and blogger at <a href=\"http://infosearcher.typepad.com/\">http://infosearcher.typepad.com/ </a>has developed a student-friendly rubric for evaluating good websites. The ready-to-print PDF can be found <a href=\"http://kathyschrock.net/abceval/5ws.pdf\" target=\"_blank\">here</a>. The student friendly version is simplified to the Five Ws; who, what, where, when, and why.\r\n\r\n<strong>Who </strong>addresses the purpose of the site. Who wrote it and are they an expert?\r\n\r\n<strong>What </strong>also addresses the purpose of the site. Why did they create this site? What is the message?\r\n<strong>When </strong>addresses the currency of the site. How up to date is the information?\r\n\r\n<strong>Where </strong>addresses the currency too. Where are the author\'s sources? What makes this information valid?\r\n\r\nFinally, <strong>Why </strong>addresses the appropriateness of the site. Why use this site rather than another? What makes this site most relateble to the content I am learning in class?\r\n\r\nPam Berger did an excellent job of condensing this into student-friendly rubric. Her site looks like a great resource for teachers.','TIE 542_Q2: Criteria for Evaluating Web-based Materials',0,'','inherit','open','closed','','56-revision-10','','','2009-07-16 11:05:34','2009-07-16 16:05:34','',56,'http://bloggingintheclassroom.cuipblogs.net/?p=68',0,'revision','',0),(69,23,'2009-07-16 11:06:10','2009-07-16 16:06:10','After doing some research on how to find the best internet sites for classroom purposes, I found that the same key points kept popping up.  The following are what we should look for to determine if this is a quality website to use with our students:\r\n\r\n<strong>1. What is the website\'s purpose?</strong>\r\n\r\n<strong>Purpose </strong>of the website is similar to author\'s intent, something we teach our students during reading instruction. Is the purpose of the site to sell something, propaganda, is it objective, is it personal, or is it pure entertainment?\r\n\r\n<strong>2. Is this appropriate to use?</strong>\r\n\r\n<strong>Appropriateness </strong>is directly related to if the site relates to the content taught in the classroom. Does this reinforce something taught in the classroom, or supplement by showing a new perspective of something taught in the classroom?\r\n\r\n<strong>3. Is this information current?</strong>\r\n\r\n<strong>Currency </strong>addresses whether this information is considered up to date enough. Oftentimes, sites are not updated to reflect current news. For example, when pluto was changed from a planet to a moon, every time a book about planets was read aloud with incorrect information, it became the teacher\'s duty to add the current events.\r\n\r\nAlso, when sites aren\'t updated regularly, there are sometimes dead links that no longer go to any site and the dreaded 404 page appears.\r\n\r\n<strong>4. Is this information presented in a clear manner?\r\n</strong>\r\n\r\n<strong>Clarity </strong>addresses the presentation and organization of a website. When flash and graphics and colors and too many buttons get in the way, the content becomes lost as the site is less easily to navigate. Clear, organized websites are easier for the students to use, and to gain knowledge from.\r\n\r\n<strong>Pam Berger</strong>, a school librarian and blogger at <a href=\"http://infosearcher.typepad.com/\">http://infosearcher.typepad.com/ </a>has developed a student-friendly rubric for evaluating good websites. The ready-to-print PDF can be found <a href=\"http://kathyschrock.net/abceval/5ws.pdf\" target=\"_blank\">here</a>. The student friendly version is simplified to the Five Ws; who, what, where, when, and why.\r\n\r\n<strong>Who </strong>addresses the purpose of the site. Who wrote it and are they an expert?\r\n\r\n<strong>What </strong>also addresses the purpose of the site. Why did they create this site? What is the message?\r\n<strong></strong>\r\n\r\n<strong>When </strong>addresses the currency of the site. How up to date is the information?\r\n\r\n<strong>Where </strong>addresses the currency too. Where are the author\'s sources? What makes this information valid?\r\n\r\nFinally, <strong>Why </strong>addresses the appropriateness of the site. Why use this site rather than another? What makes this site most relateble to the content I am learning in class?\r\n\r\nPam Berger did an excellent job of condensing this into student-friendly rubric. Her site looks like a great resource for teachers.','TIE 542_Q2: Criteria for Evaluating Web-based Materials',0,'','inherit','open','closed','','56-revision-11','','','2009-07-16 11:06:10','2009-07-16 16:06:10','',56,'http://bloggingintheclassroom.cuipblogs.net/?p=69',0,'revision','',0),(70,23,'2009-07-20 19:21:43','2009-07-21 00:21:43','If you haven\'t been to <a href=\"http://www.jmeacham.com/\">Ms. Meacham\'s classroom website</a>, then you have never been a struggling teacher hungry for help!\r\n\r\n<img class=\"aligncenter size-medium wp-image-90\" src=\"http://bloggingintheclassroom.cuipblogs.net/files/2009/07/Picture-2-300x187.png\" alt=\"Picture 2\" width=\"300\" height=\"187\" />\r\n\r\nMy first year as a teacher in CPS, I was thrown into a disorganized, disorderly working environment. And while I know this is was probably my experience alone and no other first year teachers can relate to this (ha, ha), I was desperate for direction.\r\n\r\n \r\n\r\nEnter the World Wide Web. Seek and ye shall find.\r\n\r\n \r\n\r\nMrs. Meacham is an elementary teacher in Wisconsin with twelve years of experience. She lists her hobbies as \"website building and organizing STUFF\". Well doesn\'t that sound like just the thing our teachers at our Tech Academies would be interested in?\r\n\r\n \r\n\r\nThis teacher has not only documented her schedules and routines for every year and grade level she has taught (kindergarten through 5th grade), but she has detailed descriptions about every feature of her instruction. She is a teacher\'s teacher.\r\n\r\n \r\n\r\nOn her homepage is the alphabet, with topics organized underneath.  Need help figuring out exactly what your Calendar routine should consist of? That\'s under C. What about beginning the year with Name Games? Uner N or course! Yes, there are more than five links on the homepage, but Meacham\'s mainpage is <em>very</em> easy to navigate.','TIE 542_Q3: Resource Depository',0,'','publish','open','closed','','tie-542_q3-resource-depository','','','2009-08-03 09:56:17','2009-08-03 14:56:17','',0,'http://bloggingintheclassroom.cuipblogs.net/?p=70',0,'post','',2),(72,23,'2009-08-03 09:57:19','2009-08-03 14:57:19','If you haven\'t been to <a href=\"http://www.jmeacham.com/\">Ms. Meacham\'s classroom website</a>, then you have never been a struggling teacher hungry for help!\n\n<img class=\"aligncenter size-medium wp-image-90\" src=\"http://bloggingintheclassroom.cuipblogs.net/files/2009/07/Picture-2-300x187.png\" alt=\"Picture 2\" width=\"300\" height=\"187\" />\n\nMy first year as a teacher in CPS, I was thrown into a disorganized, disorderly working environment. And while I know this is was probably my experience alone and no other first year teachers can relate to this (ha, ha), I was desperate for direction.\n\n \n\nEnter the World Wide Web. Seek and ye shall find.\n\n \n\nMrs. Meacham is an elementary teacher in Wisconsin with twelve years of experience. She lists her hobbies as \"website building and organizing STUFF\". Well doesn\'t that sound like just the thing our teachers at our Tech Academies would be interested in?\n\n \n\nThis teacher has not only documented her schedules and routines for every year and grade level she has taught (kindergarten through 5th grade), but she has detailed descriptions about every feature of her instruction. She is a teacher\'s teacher.\n\n \n\nOn her homepage is the alphabet, with topics organized underneath.  Need help figuring out exactly what your Calendar routine should consist of? That\'s under C. What about beginning the year with Name Games? Uner N or course! Yes, there are more than five links on the homepage, but Meacham\'s mainpage is <em>very</em> easy to navigate.','TIE 542_Q3: Resource Depository',0,'','inherit','open','closed','','70-autosave','','','2009-08-03 09:57:19','2009-08-03 14:57:19','',70,'http://bloggingintheclassroom.cuipblogs.net/?p=72',0,'revision','',0),(71,23,'2009-07-20 19:17:17','2009-07-21 00:17:17','description of one or more resource depositories or lists with materials relevant to the candidate\'s interests;','TIE 542_Q3: Resource Depository',0,'','inherit','open','closed','','70-revision','','','2009-07-20 19:17:17','2009-07-21 00:17:17','',70,'http://bloggingintheclassroom.cuipblogs.net/?p=71',0,'revision','',0),(73,23,'2009-07-20 19:21:43','2009-07-21 00:21:43','','TIE 542_Q3: Resource Depository',0,'','inherit','open','closed','','70-revision-2','','','2009-07-20 19:21:43','2009-07-21 00:21:43','',70,'http://bloggingintheclassroom.cuipblogs.net/?p=73',0,'revision','',0),(74,23,'2009-07-20 19:30:42','2009-07-21 00:30:42','If you haven\'t been to Ms. Meacham\'s classroom website, then you have never been a struggling teacher hungry for help!\r\n\r\n \r\n\r\nMy first year as a teacher in CPS, I was thrown into a disorganized, disorderly working environment. And while I know this is was probably my experience alone, and no other first year teachers can relate to this (ha, ha), I was desperate for direction.\r\n\r\nEnter the World Wide Web. Seek and ye shall find.','TIE 542_Q3: Resource Depository',0,'','inherit','open','closed','','70-revision-3','','','2009-07-20 19:30:42','2009-07-21 00:30:42','',70,'http://bloggingintheclassroom.cuipblogs.net/?p=74',0,'revision','',0),(75,23,'2009-07-20 19:44:21','2009-07-21 00:44:21','If you haven\'t been to <a href=\"http://www.jmeacham.com/\">Ms. Meacham\'s classroom website</a>, then you have never been a struggling teacher hungry for help!\r\n\r\n \r\n\r\nMy first year as a teacher in CPS, I was thrown into a disorganized, disorderly working environment. And while I know this is was probably my experience alone and no other first year teachers can relate to this (ha, ha), I was desperate for direction.\r\n\r\nEnter the World Wide Web. Seek and ye shall find.\r\n\r\n \r\n\r\nMrs. Meacham is an elementary teacher in Wisconsin with twelve years of experience. She lists her hobbies as \"website building and organizing STUFF\". Well doesn\'t that sound like just the thing our teachers at our Tech Academies would be interested in?\r\n\r\n \r\n\r\nThis teacher has not only documented her schedules and routines for every year and grade level she has taught (kindergarten through 5th grade), but she has detailed descriptions about every feature of her instruction. She is a teacher\'s teacher.','TIE 542_Q3: Resource Depository',0,'','inherit','open','closed','','70-revision-4','','','2009-07-20 19:44:21','2009-07-21 00:44:21','',70,'http://bloggingintheclassroom.cuipblogs.net/?p=75',0,'revision','',0),(76,23,'2009-07-20 19:44:36','2009-07-21 00:44:36','If you haven\'t been to <a href=\"http://www.jmeacham.com/\">Ms. Meacham\'s classroom website</a>, then you have never been a struggling teacher hungry for help!\r\n\r\n \r\n\r\nMy first year as a teacher in CPS, I was thrown into a disorganized, disorderly working environment. And while I know this is was probably my experience alone and no other first year teachers can relate to this (ha, ha), I was desperate for direction.\r\n\r\n \r\n\r\nEnter the World Wide Web. Seek and ye shall find.\r\n\r\n \r\n\r\nMrs. Meacham is an elementary teacher in Wisconsin with twelve years of experience. She lists her hobbies as \"website building and organizing STUFF\". Well doesn\'t that sound like just the thing our teachers at our Tech Academies would be interested in?\r\n\r\n \r\n\r\nThis teacher has not only documented her schedules and routines for every year and grade level she has taught (kindergarten through 5th grade), but she has detailed descriptions about every feature of her instruction. She is a teacher\'s teacher.','TIE 542_Q3: Resource Depository',0,'','inherit','open','closed','','70-revision-5','','','2009-07-20 19:44:36','2009-07-21 00:44:36','',70,'http://bloggingintheclassroom.cuipblogs.net/?p=76',0,'revision','',0),(77,23,'2009-07-20 19:55:20','2009-07-21 00:55:20','If you haven\'t been to <a href=\"http://www.jmeacham.com/\">Ms. Meacham\'s classroom website</a>, then you have never been a struggling teacher hungry for help!\r\n\r\n \r\n\r\nMy first year as a teacher in CPS, I was thrown into a disorganized, disorderly working environment. And while I know this is was probably my experience alone and no other first year teachers can relate to this (ha, ha), I was desperate for direction.\r\n\r\n \r\n\r\nEnter the World Wide Web. Seek and ye shall find.\r\n\r\n \r\n\r\nMrs. Meacham is an elementary teacher in Wisconsin with twelve years of experience. She lists her hobbies as \"website building and organizing STUFF\". Well doesn\'t that sound like just the thing our teachers at our Tech Academies would be interested in?\r\n\r\n \r\n\r\nThis teacher has not only documented her schedules and routines for every year and grade level she has taught (kindergarten through 5th grade), but she has detailed descriptions about every feature of her instruction. She is a teacher\'s teacher.\r\n\r\n \r\n\r\nOn her homepage is the alphabet, with topics organized underneath.  Need help figuring out exactly what your Calendar routine should consist of? That\'s under C. What about beginning the year with Name Games? Uner N or course! Yes, there are more than five links on the homepage, but Meacham\'s mainpage is <em>very</em> easy to navigate.','TIE 542_Q3: Resource Depository',0,'','inherit','open','closed','','70-revision-6','','','2009-07-20 19:55:20','2009-07-21 00:55:20','',70,'http://bloggingintheclassroom.cuipblogs.net/?p=77',0,'revision','',0),(78,23,'2009-08-02 22:03:04','2009-08-03 03:03:04','One major topic our seventh and eighth graders cover in Social Studies is the US Constitution. This past year, students were challenged to fully comprehend the difficult subject and teachers were challenged with teaching the content in an interesting and innovative way.\r\n\r\nWebQuests have the potential to be an interesting alternative to teaching the basics of the US Constitution and Illinois State Law. I decided to find an existing WebQuest to evaluate it\'s effectiveness and determine if it would be a reliable resource to use in this upcoming school year.\r\n\r\nWhen evaluating this site I will use the questions I posed in an earlier blog post: \r\n\r\n1. What is the site\'s purpose?\r\n\r\n2. Is it appropriate to use?\r\n\r\n3. Is the information current?\r\n\r\n4. Is the information presented in a clear manner?\r\n\r\n<img class=\"aligncenter size-medium wp-image-88\" src=\"http://bloggingintheclassroom.cuipblogs.net/files/2009/08/Picture-1-300x187.png\" alt=\"Picture 1\" width=\"300\" height=\"187\" />\r\n\r\n<a href=\"http://www.lesdwebquests.org/conindex.html\" target=\"_blank\">United States Consitution Webquest</a> was created by some Arizona educational organization, although that information is not very clear. The task of the quest is for students to imagine themselves as journalists in 1787 who research and understand the final draft of the constitution in order to write a newspaper article on the details.\r\n\r\n1. The purpose of this site is to direct students to resources where they will gain information about the purpose and history of the US Constitution. Students essentially are summarizing main events, answering questions, and creating a visual aid (presumably to be presented in class to their peers) to showcase their knowledge.\r\n\r\n2. The site is appropriate to use. Almost all of the links included are to reputable sites (.gov, .edu) and include correct information. The creation of a newspaper will allow students to synthesize new information and apply it to a purposeful product. This has the potential to engage students and encourage collaboration. \r\n\r\nOne concern to consider is the reading level of the resource links. Many of the sites use vocabulary that may be hard for our under-performing students to understand. If a teacher chose to use this webquest, they may have to modify for students at lower reading levels by grouping mixed-ability or offering alternative sites.\r\n\r\n3. The welcome page was updated in 2002, and subsequent pages range from last edited in 2001 to 2007. Concerns that may be raised: Is the information incorrect? Do all the links work? After checking, all of the links do still work. There are books listed for further research, but it should be noted that they were all published between 1992 and 2000, and may not be as easily found as more current publications.\r\n\r\n4. The site is presented in a clear manner, with six navigation links appearing to the left of the page. The type is large and easy to read, the background image looks like weathered  paper, and there are paintings and flags that enhance (and not distract from) the site.\r\n\r\nIn all, I think this is a good resource for our school to use in the upcoming year, but teachers should be prepared to differentiate for students who may not be able to read the text.','TIE 542_Q4: Description &amp; Evaluation of WebQuest',0,'','publish','open','closed','','tie-542_q4-description-evaluation-of-webquest','','','2009-08-03 09:54:33','2009-08-03 14:54:33','',0,'http://bloggingintheclassroom.cuipblogs.net/?p=78',0,'post','',0),(79,23,'2009-08-02 22:02:28','2009-08-03 03:02:28','One major topic in seventh and eighth grade is the US Constitution test. Students were challenged with the difficult subject and teachers were challenged with teaching the content in an interesting and innovative way.\n\nWebQuests have the potential to be an interesting alternative to teaching basics of the US Constitution and Illinois State Law. I decided to research several existing WebQuests to evaluate their effectiveness and determine if they woudl\n\n<a href=\"http://www.lesdwebquests.org/conindex.html\" target=\"_blank\">Lesd Webquests</a> is','TIE 542_Q4: Description &amp; Evaluation of WebQuest',0,'','inherit','open','closed','','78-revision','','','2009-08-02 22:02:28','2009-08-03 03:02:28','',78,'http://bloggingintheclassroom.cuipblogs.net/?p=79',0,'revision','',0),(80,23,'2009-08-03 09:53:07','2009-08-03 14:53:07','One major topic our seventh and eighth graders cover in Social Studies is the US Constitution. This past year, students were challenged to fully comprehend the difficult subject and teachers were challenged with teaching the content in an interesting and innovative way.\n\nWebQuests have the potential to be an interesting alternative to teaching the basics of the US Constitution and Illinois State Law. I decided to find an existing WebQuest to evaluate it\'s effectiveness and determine if it would be a reliable resource to use in this upcoming school year.\n\nWhen evaluating this site I will use the questions I posed in an earlier blog post: \n\n1. What is the site\'s purpose?\n\n2. Is it appropriate to use?\n\n3. Is the information current?\n\n4. Is the information presented in a clear manner?\n\n \n\n<a href=\"http://www.lesdwebquests.org/conindex.html\" target=\"_blank\">United States Consitution Webquest</a> was created by some Arizona educational organization, although that information is not very clear. The task of the quest is for students to imagine themselves as journalists in 1787 who research and understand the final draft of the constitution in order to write a newspaper article on the details.\n\n1. The purpose of this site is to direct students to resources where they will gain information about the purpose and history of the US Constitution. Students essentially are summarizing main events, answering questions, and creating a visual aid (presumably to be presented in class to their peers) to showcase their knowledge.\n\n2. The site is appropriate to use. Almost all of the links included are to reputable sites (.gov, .edu) and include correct information. The creation of a newspaper will allow students to synthesize new information and apply it to a purposeful product. This has the potential to engage students and encourage collaboration. \n\nOne concern to consider is the reading level of the resource links. Many of the sites use vocabulary that may be hard for our under-performing students to understand. If a teacher chose to use this webquest, they may have to modify for students at lower reading levels by grouping mixed-ability or offering alternative sites.\n\n3. The welcome page was updated in 2002, and subsequent pages range from last edited in 2001 to 2007. Concerns that may be raised: Is the information incorrect? Do all the links work? After checking, all of the links do still work. There are books listed for further research, but it should be noted that they were all published between 1992 and 2000, and may not be as easily found as more current publications.\n\n4. The site is presented in a clear manner, with six navigation links appearing to the left of the page. The type is large and easy to read, the background image looks like weathered  paper, and there are paintings and flags that enhance (and not distract from) the site.\n\nIn all, I think this is a good resource for our school to use in the upcoming year, but teachers should be prepared to differentiate for students who may not be able to read the text.','TIE 542_Q4: Description &amp; Evaluation of WebQuest',0,'','inherit','open','closed','','78-autosave','','','2009-08-03 09:53:07','2009-08-03 14:53:07','',78,'http://bloggingintheclassroom.cuipblogs.net/?p=80',0,'revision','',0),(82,23,'2009-08-02 22:14:56','2009-08-03 03:14:56','One major topic in seventh and eighth grade is the US Constitution test. Students were challenged with the difficult subject and teachers were challenged with teaching the content in an interesting and innovative way.\r\n\r\nWebQuests have the potential to be an interesting alternative to teaching basics of the US Constitution and Illinois State Law. I decided to research several existing WebQuests to evaluate their effectiveness and determine if they would be a reliable resource to use in this upcoming school year.\r\n\r\nWhen evaluating these potential sites, I will use the questions I posed in an earlier blog post: \r\n\r\n1. What is the site\'s purpose?\r\n\r\n2. Is it appropriate to use?\r\n\r\n3. Is the information current?\r\n\r\n4. Is the information presented in a clear manner?\r\n\r\nThe first site was <a href=\"http://www.lesdwebquests.org/conindex.html\" target=\"_blank\">Lesd Webquests</a> organized by some Arizona educational organization, although that information is not very clear.','TIE 542_Q4: Description &amp; Evaluation of WebQuest',0,'','inherit','open','closed','','78-revision-3','','','2009-08-02 22:14:56','2009-08-03 03:14:56','',78,'http://bloggingintheclassroom.cuipblogs.net/?p=82',0,'revision','',0),(81,23,'2009-08-02 22:03:04','2009-08-03 03:03:04','One major topic in seventh and eighth grade is the US Constitution test. Students were challenged with the difficult subject and teachers were challenged with teaching the content in an interesting and innovative way.\r\n\r\nWebQuests have the potential to be an interesting alternative to teaching basics of the US Constitution and Illinois State Law. I decided to research several existing WebQuests to evaluate their effectiveness and determine if they would be a reliable resource to use in this upcoming school year.\r\n\r\nThe first site was <a href=\"http://www.lesdwebquests.org/conindex.html\" target=\"_blank\">Lesd Webquests</a>.','TIE 542_Q4: Description &amp; Evaluation of WebQuest',0,'','inherit','open','closed','','78-revision-2','','','2009-08-02 22:03:04','2009-08-03 03:03:04','',78,'http://bloggingintheclassroom.cuipblogs.net/?p=81',0,'revision','',0),(83,23,'2009-08-02 22:38:57','2009-08-03 03:38:57','One major topic in seventh and eighth grade is the US Constitution test. Students were challenged with the difficult subject and teachers were challenged with teaching the content in an interesting and innovative way.\r\n\r\nWebQuests have the potential to be an interesting alternative to teaching basics of the US Constitution and Illinois State Law. I decided to research several existing WebQuests to evaluate their effectiveness and determine if they would be a reliable resource to use in this upcoming school year.\r\n\r\nWhen evaluating these potential sites, I will use the questions I posed in an earlier blog post: \r\n\r\n1. What is the site\'s purpose?\r\n\r\n2. Is it appropriate to use?\r\n\r\n3. Is the information current?\r\n\r\n4. Is the information presented in a clear manner?\r\n\r\n<a href=\"http://www.lesdwebquests.org/conindex.html\" target=\"_blank\">The First Site</a> was organized by some Arizona educational organization, although that information is not very clear.\r\n\r\n3. The welcome page was updated in 2002, and subsequent pages range from last edited in 2001 to 2007. Concerns that may be raised: Is the information incorrect? Do all the links work? After','TIE 542_Q4: Description &amp; Evaluation of WebQuest',0,'','inherit','open','closed','','78-revision-4','','','2009-08-02 22:38:57','2009-08-03 03:38:57','',78,'http://bloggingintheclassroom.cuipblogs.net/?p=83',0,'revision','',0),(84,23,'2009-08-02 22:42:07','2009-08-03 03:42:07','One major topic in seventh and eighth grade is the US Constitution test. Students were challenged with the difficult subject and teachers were challenged with teaching the content in an interesting and innovative way.\r\n\r\nWebQuests have the potential to be an interesting alternative to teaching basics of the US Constitution and Illinois State Law. I decided to research several existing WebQuests to evaluate their effectiveness and determine if they would be a reliable resource to use in this upcoming school year.\r\n\r\nWhen evaluating these potential sites, I will use the questions I posed in an earlier blog post: \r\n\r\n1. What is the site\'s purpose?\r\n\r\n2. Is it appropriate to use?\r\n\r\n3. Is the information current?\r\n\r\n4. Is the information presented in a clear manner?\r\n\r\n<a href=\"http://www.lesdwebquests.org/conindex.html\" target=\"_blank\">The First Site</a> was organized by some Arizona educational organization, although that information is not very clear. The task of the quest is for students to imagine themselves as journalists in 1787 who research and understand the final draft of the constitution in order to write a newspaper article on the details.\r\n\r\n1. The purpose of this site is to direct students in\r\n\r\n3. The welcome page was updated in 2002, and subsequent pages range from last edited in 2001 to 2007. Concerns that may be raised: Is the information incorrect? Do all the links work? After','TIE 542_Q4: Description &amp; Evaluation of WebQuest',0,'','inherit','open','closed','','78-revision-5','','','2009-08-02 22:42:07','2009-08-03 03:42:07','',78,'http://bloggingintheclassroom.cuipblogs.net/?p=84',0,'revision','',0),(85,23,'2009-08-02 22:52:47','2009-08-03 03:52:47','One major topic in seventh and eighth grade is the US Constitution test. Students were challenged with the difficult subject and teachers were challenged with teaching the content in an interesting and innovative way.\r\n\r\nWebQuests have the potential to be an interesting alternative to teaching basics of the US Constitution and Illinois State Law. I decided to research several existing WebQuests to evaluate their effectiveness and determine if they would be a reliable resource to use in this upcoming school year.\r\n\r\nWhen evaluating these potential sites, I will use the questions I posed in an earlier blog post: \r\n\r\n1. What is the site\'s purpose?\r\n\r\n2. Is it appropriate to use?\r\n\r\n3. Is the information current?\r\n\r\n4. Is the information presented in a clear manner?\r\n\r\n<a href=\"http://www.lesdwebquests.org/conindex.html\" target=\"_blank\">The First Site</a> was organized by some Arizona educational organization, although that information is not very clear. The task of the quest is for students to imagine themselves as journalists in 1787 who research and understand the final draft of the constitution in order to write a newspaper article on the details.\r\n\r\n1. The purpose of this site is to direct students to resources where they will gain information about the purpose and history of the US Constitution. Students essentially are summarizing main events, answering questions, and creating a visual aid (presumably to be presented in class to their peers) to showcase their knowledge.\r\n\r\n2. The site is appropriate to use. Almost all of the links included are to reputable sites (.gov, .edu) and include correct information. The creation of a newspaper will allow students to synthesize new information and apply it to a purposeful product. This has the potential to engage students and encourage collaboration. \r\n\r\nOne concern to consider is the reading level of the resource links. Many of the sites use vocabulary that may be hard for our under-performing students to understand. If a teacher chose to use this webquest, they may have to modify for students at lower reading levels by grouping mixed-ability or offering alternative sites.\r\n\r\n3. The welcome page was updated in 2002, and subsequent pages range from last edited in 2001 to 2007. Concerns that may be raised: Is the information incorrect? Do all the links work? After checking, all of the links do still work. There are books listed for further research, but it should be noted that they were all published between 1992 and 2000, and may not be as easily found as more current publications.','TIE 542_Q4: Description &amp; Evaluation of WebQuest',0,'','inherit','open','closed','','78-revision-6','','','2009-08-02 22:52:47','2009-08-03 03:52:47','',78,'http://bloggingintheclassroom.cuipblogs.net/?p=85',0,'revision','',0),(86,23,'2009-08-02 22:55:27','2009-08-03 03:55:27','One major topic our seventh and eighth graders cover in Social Studies is the US Constitution. This past year, students were challenged to fully comprehend the difficult subject and teachers were challenged with teaching the content in an interesting and innovative way.\r\n\r\nWebQuests have the potential to be an interesting alternative to teaching the basics of the US Constitution and Illinois State Law. I decided to find an existing WebQuest to evaluate it\'s effectiveness and determine if it would be a reliable resource to use in this upcoming school year.\r\n\r\nWhen evaluating this site I will use the questions I posed in an earlier blog post: \r\n\r\n1. What is the site\'s purpose?\r\n\r\n2. Is it appropriate to use?\r\n\r\n3. Is the information current?\r\n\r\n4. Is the information presented in a clear manner?\r\n\r\n<a href=\"http://www.lesdwebquests.org/conindex.html\" target=\"_blank\">United States Consitution Webquest</a> was created by some Arizona educational organization, although that information is not very clear. The task of the quest is for students to imagine themselves as journalists in 1787 who research and understand the final draft of the constitution in order to write a newspaper article on the details.\r\n\r\n1. The purpose of this site is to direct students to resources where they will gain information about the purpose and history of the US Constitution. Students essentially are summarizing main events, answering questions, and creating a visual aid (presumably to be presented in class to their peers) to showcase their knowledge.\r\n\r\n2. The site is appropriate to use. Almost all of the links included are to reputable sites (.gov, .edu) and include correct information. The creation of a newspaper will allow students to synthesize new information and apply it to a purposeful product. This has the potential to engage students and encourage collaboration. \r\n\r\nOne concern to consider is the reading level of the resource links. Many of the sites use vocabulary that may be hard for our under-performing students to understand. If a teacher chose to use this webquest, they may have to modify for students at lower reading levels by grouping mixed-ability or offering alternative sites.\r\n\r\n3. The welcome page was updated in 2002, and subsequent pages range from last edited in 2001 to 2007. Concerns that may be raised: Is the information incorrect? Do all the links work? After checking, all of the links do still work. There are books listed for further research, but it should be noted that they were all published between 1992 and 2000, and may not be as easily found as more current publications.','TIE 542_Q4: Description &amp; Evaluation of WebQuest',0,'','inherit','open','closed','','78-revision-7','','','2009-08-02 22:55:27','2009-08-03 03:55:27','',78,'http://bloggingintheclassroom.cuipblogs.net/?p=86',0,'revision','',0),(87,23,'2009-08-02 23:00:29','2009-08-03 04:00:29','One major topic our seventh and eighth graders cover in Social Studies is the US Constitution. This past year, students were challenged to fully comprehend the difficult subject and teachers were challenged with teaching the content in an interesting and innovative way.\r\n\r\nWebQuests have the potential to be an interesting alternative to teaching the basics of the US Constitution and Illinois State Law. I decided to find an existing WebQuest to evaluate it\'s effectiveness and determine if it would be a reliable resource to use in this upcoming school year.\r\n\r\nWhen evaluating this site I will use the questions I posed in an earlier blog post: \r\n\r\n1. What is the site\'s purpose?\r\n\r\n2. Is it appropriate to use?\r\n\r\n3. Is the information current?\r\n\r\n4. Is the information presented in a clear manner?\r\n\r\n<a href=\"http://www.lesdwebquests.org/conindex.html\" target=\"_blank\">United States Consitution Webquest</a> was created by some Arizona educational organization, although that information is not very clear. The task of the quest is for students to imagine themselves as journalists in 1787 who research and understand the final draft of the constitution in order to write a newspaper article on the details.\r\n\r\n1. The purpose of this site is to direct students to resources where they will gain information about the purpose and history of the US Constitution. Students essentially are summarizing main events, answering questions, and creating a visual aid (presumably to be presented in class to their peers) to showcase their knowledge.\r\n\r\n2. The site is appropriate to use. Almost all of the links included are to reputable sites (.gov, .edu) and include correct information. The creation of a newspaper will allow students to synthesize new information and apply it to a purposeful product. This has the potential to engage students and encourage collaboration. \r\n\r\nOne concern to consider is the reading level of the resource links. Many of the sites use vocabulary that may be hard for our under-performing students to understand. If a teacher chose to use this webquest, they may have to modify for students at lower reading levels by grouping mixed-ability or offering alternative sites.\r\n\r\n3. The welcome page was updated in 2002, and subsequent pages range from last edited in 2001 to 2007. Concerns that may be raised: Is the information incorrect? Do all the links work? After checking, all of the links do still work. There are books listed for further research, but it should be noted that they were all published between 1992 and 2000, and may not be as easily found as more current publications.\r\n\r\n4. The site is presented in a clear manner, with six navigation links appearing to the left of the page. The type is large and easy to read, the background image looks like weathered  paper, and there are paintings and flags that enhance (and not distract from) the site.\r\n\r\nIn all, I think this is a good resource for our school to use in the upcoming year, but teachers should be prepared to differentiate for students who may not be able to read the text.','TIE 542_Q4: Description &amp; Evaluation of WebQuest',0,'','inherit','open','closed','','78-revision-8','','','2009-08-02 23:00:29','2009-08-03 04:00:29','',78,'http://bloggingintheclassroom.cuipblogs.net/?p=87',0,'revision','',0),(88,23,'2009-08-03 09:54:09','2009-08-03 14:54:09','','Picture 1',0,'','inherit','open','closed','','picture-1','','','2009-08-03 09:54:09','2009-08-03 14:54:09','',78,'http://bloggingintheclassroom.cuipblogs.net/files/2009/08/Picture-1.png',0,'attachment','image/png',0),(89,23,'2009-08-02 23:05:03','2009-08-03 04:05:03','One major topic our seventh and eighth graders cover in Social Studies is the US Constitution. This past year, students were challenged to fully comprehend the difficult subject and teachers were challenged with teaching the content in an interesting and innovative way.\r\n\r\nWebQuests have the potential to be an interesting alternative to teaching the basics of the US Constitution and Illinois State Law. I decided to find an existing WebQuest to evaluate it\'s effectiveness and determine if it would be a reliable resource to use in this upcoming school year.\r\n\r\nWhen evaluating this site I will use the questions I posed in an earlier blog post: \r\n\r\n1. What is the site\'s purpose?\r\n\r\n2. Is it appropriate to use?\r\n\r\n3. Is the information current?\r\n\r\n4. Is the information presented in a clear manner?\r\n\r\n<a href=\"http://www.lesdwebquests.org/conindex.html\" target=\"_blank\">United States Consitution Webquest</a> was created by some Arizona educational organization, although that information is not very clear. The task of the quest is for students to imagine themselves as journalists in 1787 who research and understand the final draft of the constitution in order to write a newspaper article on the details.\r\n\r\n1. The purpose of this site is to direct students to resources where they will gain information about the purpose and history of the US Constitution. Students essentially are summarizing main events, answering questions, and creating a visual aid (presumably to be presented in class to their peers) to showcase their knowledge.\r\n\r\n2. The site is appropriate to use. Almost all of the links included are to reputable sites (.gov, .edu) and include correct information. The creation of a newspaper will allow students to synthesize new information and apply it to a purposeful product. This has the potential to engage students and encourage collaboration. \r\n\r\nOne concern to consider is the reading level of the resource links. Many of the sites use vocabulary that may be hard for our under-performing students to understand. If a teacher chose to use this webquest, they may have to modify for students at lower reading levels by grouping mixed-ability or offering alternative sites.\r\n\r\n3. The welcome page was updated in 2002, and subsequent pages range from last edited in 2001 to 2007. Concerns that may be raised: Is the information incorrect? Do all the links work? After checking, all of the links do still work. There are books listed for further research, but it should be noted that they were all published between 1992 and 2000, and may not be as easily found as more current publications.\r\n\r\n4. The site is presented in a clear manner, with six navigation links appearing to the left of the page. The type is large and easy to read, the background image looks like weathered  paper, and there are paintings and flags that enhance (and not distract from) the site.\r\n\r\nIn all, I think this is a good resource for our school to use in the upcoming year, but teachers should be prepared to differentiate for students who may not be able to read the text.','TIE 542_Q4: Description &amp; Evaluation of WebQuest',0,'','inherit','open','closed','','78-revision-9','','','2009-08-02 23:05:03','2009-08-03 04:05:03','',78,'http://bloggingintheclassroom.cuipblogs.net/?p=89',0,'revision','',0),(90,23,'2009-08-03 09:56:04','2009-08-03 14:56:04','','Picture 2',0,'','inherit','open','closed','','picture-2','','','2009-08-03 09:56:04','2009-08-03 14:56:04','',70,'http://bloggingintheclassroom.cuipblogs.net/files/2009/07/Picture-2.png',0,'attachment','image/png',0),(91,23,'2009-07-20 19:56:26','2009-07-21 00:56:26','If you haven\'t been to <a href=\"http://www.jmeacham.com/\">Ms. Meacham\'s classroom website</a>, then you have never been a struggling teacher hungry for help!\r\n\r\n \r\n\r\nMy first year as a teacher in CPS, I was thrown into a disorganized, disorderly working environment. And while I know this is was probably my experience alone and no other first year teachers can relate to this (ha, ha), I was desperate for direction.\r\n\r\n \r\n\r\nEnter the World Wide Web. Seek and ye shall find.\r\n\r\n \r\n\r\nMrs. Meacham is an elementary teacher in Wisconsin with twelve years of experience. She lists her hobbies as \"website building and organizing STUFF\". Well doesn\'t that sound like just the thing our teachers at our Tech Academies would be interested in?\r\n\r\n \r\n\r\nThis teacher has not only documented her schedules and routines for every year and grade level she has taught (kindergarten through 5th grade), but she has detailed descriptions about every feature of her instruction. She is a teacher\'s teacher.\r\n\r\n \r\n\r\nOn her homepage is the alphabet, with topics organized underneath.  Need help figuring out exactly what your Calendar routine should consist of? That\'s under C. What about beginning the year with Name Games? Uner N or course! Yes, there are more than five links on the homepage, but Meacham\'s mainpage is <em>very</em> easy to navigate.','TIE 542_Q3: Resource Depository',0,'','inherit','open','closed','','70-revision-7','','','2009-07-20 19:56:26','2009-07-21 00:56:26','',70,'http://bloggingintheclassroom.cuipblogs.net/?p=91',0,'revision','',0),(92,23,'2009-08-05 21:21:04','2009-08-06 02:21:04','<a href=\"http://nlutie.com/ljohnson/final_project/WebQuest/index.htm\" target=\"_blank\">My project is finally complete</a>. Hooray! While I am quite proud of the finished product, it honestly wasn\'t the easiest thing I have done. Back in the day, I would bookmark sites and call that a \"WebQuest,\" but I hardly thought through a concrete task and process I wanted the students to go through. I am glad that I had the opportunity to actually create an authentic Quest.\r\n\r\nOne thing that I was stuck on was the idea. How to create an \"essential question\" ala our Understanding by Design class, that would challenge our students to think for themselves. I needed a topic that was open-ended, arguable, that wasn\'t leading or had a right or wrong answer. I also challenged myself to find something current and relatable to my students, as the WebQuests I liked the most were very valid and current. So the issue I had the toughest time with was choosing the topic.\r\n\r\nAlso, my teaching background is in the primary grades, first and second grade. Currently as a Lead Tech Teacher I work with middle school students. Planning a lesson for a group of students that I don\'t explicitly teach core subjects to was also a challenge. I had to really pour through a lot of resources to find ones that I thought would be easy for a 13 year old to comprehend.\r\n\r\nFinally, I\'ll admit that the evaluation was the last thing I worked on, when I know full well that looking at the standards and creating an evaluation should be one of the first things done.\r\n\r\nOn the plus side, the actual making of the website was fun for me. I\'ve taken design classes in the past, so making things aesthetically pleasing is always a rousing good time!\r\n\r\nWhat does the future of WebQuests look like for me? Well, I definitely plan on sharing this with my teachers. I know that another co-worker in my school has just learned how to create WebQuests too, so together we can help teachers form inquiry-based units.\r\n\r\nI also noticed that Mandy did her Quest on a Wiki. Smart! I did not purchase Dreamweaver, therefore my software will shortly be expiring. But Wikis are free and we can easily design them well and link to other sites, so I will recommend my teachers to use Wikispaces to create their own Quests.\r\n\r\nMy final project sure was a lot of work, but I am glad I had this opportunity and gave it my all.','TIE 542_Q6: Final Project Reflection',0,'','publish','open','closed','','tie-542_q6-final-project-reflection','','','2009-08-05 22:10:55','2009-08-06 03:10:55','',0,'http://bloggingintheclassroom.cuipblogs.net/?p=92',0,'post','',0),(93,23,'2009-08-05 21:20:40','2009-08-06 02:20:40','','TIE 542_Q4: Description &amp; Evaluation of WebQuest',0,'','inherit','open','closed','','92-revision','','','2009-08-05 21:20:40','2009-08-06 02:20:40','',92,'http://bloggingintheclassroom.cuipblogs.net/?p=93',0,'revision','',0),(94,23,'2009-08-05 22:10:48','2009-08-06 03:10:48','<a href=\"http://nlutie.com/ljohnson/final_project/WebQuest/index.htm\" target=\"_blank\">My project is finally complete</a>. Hooray! While I am quite proud of the finished product, it honestly wasn\'t the easiest thing I have done. Back in the day, I would bookmark sites and call that a \"WebQuest,\" but I hardly thought through a concrete task and process I wanted the students to go through. I am glad that I had the opportunity to actually create an authentic Quest.\n\nOne thing that I was stuck on was the idea. How to create an \"essential question\" ala our Understanding by Design class, that would challenge our students to think for themselves. I needed a topic that was open-ended, arguable, that wasn\'t leading or had a right or wrong answer. I also challenged myself to find something current and relatable to my students, as the WebQuests I liked the most were very valid and current. So the issue I had the toughest time with was choosing the topic.\n\nAlso, my teaching background is in the primary grades, first and second grade. Currently as a Lead Tech Teacher I work with middle school students. Planning a lesson for a group of students that I don\'t explicitly teach core subjects to was also a challenge. I had to really pour through a lot of resources to find ones that I thought would be easy for a 13 year old to comprehend.\n\nFinally, I\'ll admit that the evaluation was the last thing I worked on, when I know full well that looking at the standards and creating an evaluation should be one of the first things done.\n\nOn the plus side, the actual making of the website was fun for me. I\'ve taken design classes in the past, so making things aesthetically pleasing is always a rousing good time!\n\nWhat does the future of WebQuests look like for me? Well, I definitely plan on sharing this with my teachers. I know that another co-worker in my school has just learned how to create WebQuests too, so together we can help teachers form inquiry-based units.\n\nI also noticed that Mandy did her Quest on a Wiki. Smart! I did not purchase Dreamweaver, therefore my software will shortly be expiring. But Wikis are free and we can easily design them well and link to other sites, so I will recommend my teachers to use Wikispaces to create their own Quests.\n\nMy final project sure was a lot of work, but I am glad I had this opportunity and gave it my all.','TIE 542_Q6: Final Project Reflection',0,'','inherit','open','closed','','92-autosave','','','2009-08-05 22:10:48','2009-08-06 03:10:48','',92,'http://bloggingintheclassroom.cuipblogs.net/?p=94',0,'revision','',0),(95,23,'2009-08-05 21:21:04','2009-08-06 02:21:04','','TIE 542_Q6: Final Project Reflection',0,'','inherit','open','closed','','92-revision-2','','','2009-08-05 21:21:04','2009-08-06 02:21:04','',92,'http://bloggingintheclassroom.cuipblogs.net/?p=95',0,'revision','',0),(96,23,'2009-08-05 21:29:17','2009-08-06 02:29:17','One thing that I was stuck on was the idea. How to create an \"essential question\" ala our Understanding by Design class, that would challenge our students to think for themselves. I needed a topic that was open-ended, arguable, that wasn\'t leading or had a right or wrong answer. I also challenged myself to find something current and relatable to my students, as the WebQuests I liked the most were very valid and current.\r\n\r\nSo as I ramble and reflect, the issue that I ran into while making my quest was choosing the topic.\r\n\r\nAlso, my teaching background was in the primary grades, but as a Lead Tech Teacher I work with middle school students. Planning a lesson for a group of students that I don\'t explicitly teach core subjects to was also difficult for me. I had to really pour through a lot of resources to find ones that I thought would be easy for a 13 year old to comprehend.','TIE 542_Q6: Final Project Reflection',0,'','inherit','open','closed','','92-revision-3','','','2009-08-05 21:29:17','2009-08-06 02:29:17','',92,'http://bloggingintheclassroom.cuipblogs.net/?p=96',0,'revision','',0),(97,23,'2009-08-05 21:32:40','2009-08-06 02:32:40','One thing that I was stuck on was the idea. How to create an \"essential question\" ala our Understanding by Design class, that would challenge our students to think for themselves. I needed a topic that was open-ended, arguable, that wasn\'t leading or had a right or wrong answer. I also challenged myself to find something current and relatable to my students, as the WebQuests I liked the most were very valid and current.\r\n\r\nSo as I ramble and reflect, the issue that I ran into while making my quest was choosing the topic.\r\n\r\nAlso, my teaching background was in the primary grades, but as a Lead Tech Teacher I work with middle school students. Planning a lesson for a group of students that I don\'t explicitly teach core subjects to was also difficult for me. I had to really pour through a lot of resources to find ones that I thought would be easy for a 13 year old to comprehend.','TIE 542_Q6: Final Project Reflection',0,'','inherit','open','closed','','92-revision-4','','','2009-08-05 21:32:40','2009-08-06 02:32:40','',92,'http://bloggingintheclassroom.cuipblogs.net/?p=97',0,'revision','',0),(98,23,'2009-08-05 21:34:27','2009-08-06 02:34:27','One thing that I was stuck on was the idea. How to create an \"essential question\" ala our Understanding by Design class, that would challenge our students to think for themselves. I needed a topic that was open-ended, arguable, that wasn\'t leading or had a right or wrong answer. I also challenged myself to find something current and relatable to my students, as the WebQuests I liked the most were very valid and current.\r\n\r\nSo as I ramble and reflect, the issue that I ran into while making my quest was choosing the topic.\r\n\r\nAlso, my teaching background was in the primary grades, but as a Lead Tech Teacher I work with middle school students. Planning a lesson for a group of students that I don\'t explicitly teach core subjects to was also difficult for me. I had to really pour through a lot of resources to find ones that I thought would be easy for a 13 year old to comprehend.\r\n\r\nI\'ll admit that the evaluation was the last thing I worked on, when I know full well that looking at the standards and creating an evaluation should be one of the first things done.\r\n\r\nThe actual making of the website was fun for me. I\'ve taken design classes in the past, so making things aesthetically pleasing is always a rousing good time!','TIE 542_Q6: Final Project Reflection',0,'','inherit','open','closed','','92-revision-5','','','2009-08-05 21:34:27','2009-08-06 02:34:27','',92,'http://bloggingintheclassroom.cuipblogs.net/?p=98',0,'revision','',0),(99,23,'2009-08-05 21:38:55','2009-08-06 02:38:55','One thing that I was stuck on was the idea. How to create an \"essential question\" ala our Understanding by Design class, that would challenge our students to think for themselves. I needed a topic that was open-ended, arguable, that wasn\'t leading or had a right or wrong answer. I also challenged myself to find something current and relatable to my students, as the WebQuests I liked the most were very valid and current.\r\n\r\nSo as I ramble and reflect, the issue that I ran into while making my quest was choosing the topic.\r\n\r\nAlso, my teaching background was in the primary grades, but as a Lead Tech Teacher I work with middle school students. Planning a lesson for a group of students that I don\'t explicitly teach core subjects to was also difficult for me. I had to really pour through a lot of resources to find ones that I thought would be easy for a 13 year old to comprehend.\r\n\r\nI\'ll admit that the evaluation was the last thing I worked on, when I know full well that looking at the standards and creating an evaluation should be one of the first things done.\r\n\r\nThe actual making of the website was fun for me. I\'ve taken design classes in the past, so making things aesthetically pleasing is always a rousing good time!\r\n\r\nWhat does the future of WebQuests look like for me? Well, I definitely plan on sharing this with my teachers. I know that another co-worker in my school has just learned how to create WebQuests too, so together we can help teachers form inquiry-based units.\r\n\r\nI also noticed Mandy did her Quest on a Wiki. Smart! I did not purchase Dreamweaver, and therefore my software will shortly be expiring. But Wikis are free and we can easily design them well and link to other sites, so I will recommend my teachers to use Wikispaces to create their own Quests.','TIE 542_Q6: Final Project Reflection',0,'','inherit','open','closed','','92-revision-6','','','2009-08-05 21:38:55','2009-08-06 02:38:55','',92,'http://bloggingintheclassroom.cuipblogs.net/?p=99',0,'revision','',0),(100,23,'2009-08-05 21:41:20','2009-08-06 02:41:20','My project is finally complete. Hooray! While I am quite proud of the finished product, it honestly wasn\'t the easiest thing I have done. Back in the day, I would bookmark sites and call that a \"WebQuest,\" but I hardly thought through a concrete task and process I wanted the students to go through. I am glad that I had the opportunity to actually create an authentic Quest.\r\n\r\nOne thing that I was stuck on was the idea. How to create an \"essential question\" ala our Understanding by Design class, that would challenge our students to think for themselves. I needed a topic that was open-ended, arguable, that wasn\'t leading or had a right or wrong answer. I also challenged myself to find something current and relatable to my students, as the WebQuests I liked the most were very valid and current. So the issue that I ran into while making my quest was choosing the topic.\r\n\r\nAlso, my teaching background was in the primary grades, but as a Lead Tech Teacher I work with middle school students. Planning a lesson for a group of students that I don\'t explicitly teach core subjects to was also difficult for me. I had to really pour through a lot of resources to find ones that I thought would be easy for a 13 year old to comprehend.\r\n\r\nI\'ll admit that the evaluation was the last thing I worked on, when I know full well that looking at the standards and creating an evaluation should be one of the first things done.\r\n\r\nThe actual making of the website was fun for me. I\'ve taken design classes in the past, so making things aesthetically pleasing is always a rousing good time!\r\n\r\nWhat does the future of WebQuests look like for me? Well, I definitely plan on sharing this with my teachers. I know that another co-worker in my school has just learned how to create WebQuests too, so together we can help teachers form inquiry-based units.\r\n\r\nI also noticed Mandy did her Quest on a Wiki. Smart! I did not purchase Dreamweaver, and therefore my software will shortly be expiring. But Wikis are free and we can easily design them well and link to other sites, so I will recommend my teachers to use Wikispaces to create their own Quests.','TIE 542_Q6: Final Project Reflection',0,'','inherit','open','closed','','92-revision-7','','','2009-08-05 21:41:20','2009-08-06 02:41:20','',92,'http://bloggingintheclassroom.cuipblogs.net/?p=100',0,'revision','',0),(101,23,'2009-08-05 21:44:56','2009-08-06 02:44:56','My project is finally complete. Hooray! While I am quite proud of the finished product, it honestly wasn\'t the easiest thing I have done. Back in the day, I would bookmark sites and call that a \"WebQuest,\" but I hardly thought through a concrete task and process I wanted the students to go through. I am glad that I had the opportunity to actually create an authentic Quest.\r\n\r\nOne thing that I was stuck on was the idea. How to create an \"essential question\" ala our Understanding by Design class, that would challenge our students to think for themselves. I needed a topic that was open-ended, arguable, that wasn\'t leading or had a right or wrong answer. I also challenged myself to find something current and relatable to my students, as the WebQuests I liked the most were very valid and current. So the issue I had the toughest time with was choosing the topic.\r\n\r\nAlso, my teaching background is in the primary grades, first and second grade. Currently as a Lead Tech Teacher I work with middle school students. Planning a lesson for a group of students that I don\'t explicitly teach core subjects to was also a challenge. I had to really pour through a lot of resources to find ones that I thought would be easy for a 13 year old to comprehend.\r\n\r\nFinally, I\'ll admit that the evaluation was the last thing I worked on, when I know full well that looking at the standards and creating an evaluation should be one of the first things done.\r\n\r\nOn the plus side, the actual making of the website was fun for me. I\'ve taken design classes in the past, so making things aesthetically pleasing is always a rousing good time!\r\n\r\nWhat does the future of WebQuests look like for me? Well, I definitely plan on sharing this with my teachers. I know that another co-worker in my school has just learned how to create WebQuests too, so together we can help teachers form inquiry-based units.\r\n\r\nI also noticed that Mandy did her Quest on a Wiki. Smart! I did not purchase Dreamweaver, therefore my software will shortly be expiring. But Wikis are free and we can easily design them well and link to other sites, so I will recommend my teachers to use Wikispaces to create their own Quests.\r\n\r\nMy final project sure was a lot of work, but I am glad I had this opportunity and gave it my all.','TIE 542_Q6: Final Project Reflection',0,'','inherit','open','closed','','92-revision-8','','','2009-08-05 21:44:56','2009-08-06 02:44:56','',92,'http://bloggingintheclassroom.cuipblogs.net/?p=101',0,'revision','',0),(102,23,'2009-08-05 22:09:46','2009-08-06 03:09:46','<a href=\"http://nlutie.com/ljohnson/final_project/WebQuest/index.htm\" target=\"_blank\">My project is finally complete</a>. Hooray! While I am quite proud of the finished product, it honestly wasn\'t the easiest thing I have done. Back in the day, I would bookmark sites and call that a \"WebQuest,\" but I hardly thought through a concrete task and process I wanted the students to go through. I am glad that I had the opportunity to actually create an authentic Quest.\r\n\r\nOne thing that I was stuck on was the idea. How to create an \"essential question\" ala our Understanding by Design class, that would challenge our students to think for themselves. I needed a topic that was open-ended, arguable, that wasn\'t leading or had a right or wrong answer. I also challenged myself to find something current and relatable to my students, as the WebQuests I liked the most were very valid and current. So the issue I had the toughest time with was choosing the topic.\r\n\r\nAlso, my teaching background is in the primary grades, first and second grade. Currently as a Lead Tech Teacher I work with middle school students. Planning a lesson for a group of students that I don\'t explicitly teach core subjects to was also a challenge. I had to really pour through a lot of resources to find ones that I thought would be easy for a 13 year old to comprehend.\r\n\r\nFinally, I\'ll admit that the evaluation was the last thing I worked on, when I know full well that looking at the standards and creating an evaluation should be one of the first things done.\r\n\r\nOn the plus side, the actual making of the website was fun for me. I\'ve taken design classes in the past, so making things aesthetically pleasing is always a rousing good time!\r\n\r\nWhat does the future of WebQuests look like for me? Well, I definitely plan on sharing this with my teachers. I know that another co-worker in my school has just learned how to create WebQuests too, so together we can help teachers form inquiry-based units.\r\n\r\nI also noticed that Mandy did her Quest on a Wiki. Smart! I did not purchase Dreamweaver, therefore my software will shortly be expiring. But Wikis are free and we can easily design them well and link to other sites, so I will recommend my teachers to use Wikispaces to create their own Quests.\r\n\r\nMy final project sure was a lot of work, but I am glad I had this opportunity and gave it my all.','TIE 542_Q6: Final Project Reflection',0,'','inherit','open','closed','','92-revision-9','','','2009-08-05 22:09:46','2009-08-06 03:09:46','',92,'http://bloggingintheclassroom.cuipblogs.net/?p=102',0,'revision','',0);

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You can create as many pages like this one or sub-pages as you like and manage all of your content inside of WordPress.','About','','publish','open','open','','about','','','2009-10-07 08:49:11','2009-10-07 13:49:11','',0,'',0,'page','',0),(3,184,'2009-10-07 10:40:52','0000-00-00 00:00:00','Here are some helpful websites for Kindergarten students:\r\n\r\nStarfalls   <a href=\"http://www.starfall.com/\">http://www.starfall.com/</a>\r\n\r\n<strong>Beginning Sounds\r\n</strong>\r\n\r\n<strong> </strong>','Kindergarten','','draft','open','closed','','','','','2009-10-07 10:40:52','2009-10-07 15:40:52','',0,'http://harte205.cuipblogs.net/?page_id=3',0,'page','',0),(4,184,'2009-10-07 10:35:49','2009-10-07 15:35:49','','Kindergarden','','inherit','open','closed','','3-revision','','','2009-10-07 10:35:49','2009-10-07 15:35:49','',3,'http://harte205.cuipblogs.net/?p=4',0,'revision','',0),(5,184,'2009-10-07 10:39:31','2009-10-07 15:39:31','Here are some helpful websites for Kindergarten students:\n\nStarfalls   <a href=\"http://www.starfall.com/\">http://www.starfall.com/</a>\n\n<strong>Beginning Sounds\nalphabet goob</strong>\n\n<strong> </strong>','Kindergarten','','inherit','open','closed','','3-revision-2','','','2009-10-07 10:39:31','2009-10-07 15:39:31','',3,'http://harte205.cuipblogs.net/?p=5',0,'revision','',0),(14,184,'2009-10-21 09:16:55','2009-10-21 14:16:55','','E','','inherit','open','closed','','13-revision','','','2009-10-21 09:16:55','2009-10-21 14:16:55','',13,'http://harte205.cuipblogs.net/?p=14',0,'revision','',0),(6,184,'2009-10-07 10:40:21','2009-10-07 15:40:21','Here are some helpful websites for Kindergarten students:\r\n\r\nStarfalls   <a href=\"http://www.starfall.com/\">http://www.starfall.com/</a>\r\n\r\n<strong>Beginning Sounds\r\n<a class=\"alignleft\" href=\"http://http://www.tvokids.com/framesets/bby.html?game=28&amp;\" target=\"_blank\">alphabet goob</a></strong>\r\n\r\n<strong> </strong>','Kindergarten','','inherit','open','closed','','3-revision-3','','','2009-10-07 10:40:21','2009-10-07 15:40:21','',3,'http://harte205.cuipblogs.net/?p=6',0,'revision','',0),(13,184,'2009-10-21 09:20:53','0000-00-00 00:00:00','Here are some helpful websites that parents and students can access to enhance their literacy skills','“Using Technology to Enhance Literacy Skills”','','draft','open','closed','','','','','2009-10-21 09:20:53','2009-10-21 14:20:53','',0,'http://harte205.cuipblogs.net/?p=13',0,'post','',0),(10,184,'2009-10-14 09:24:12','2009-10-14 14:24:12','<a href=\"http://spreadsheets.google.com/viewform?hl=en&amp;formkey=dHFqS0taQWpLenAyMm51eFRXWlA3NFE6MA\" target=\"_blank\">Click here on this link for your quiz.</a>','Computer Hardware Quiz','','publish','open','closed','','computer-hardware-quiz','','','2009-10-14 09:24:12','2009-10-14 14:24:12','',0,'http://harte205.cuipblogs.net/?p=10',0,'post','',0),(11,184,'2009-10-14 09:23:49','2009-10-14 14:23:49','Click here on this link for your quiz.','Computer Hardware Quiz','','inherit','open','closed','','10-revision','','','2009-10-14 09:23:49','2009-10-14 14:23:49','',10,'http://harte205.cuipblogs.net/?p=11',0,'revision','',0),(12,184,'2009-10-14 09:25:19','2009-10-14 14:25:19','<a href=\"http://spreadsheets.google.com/viewform?hl=en&amp;formkey=dHFqS0taQWpLenAyMm51eFRXWlA3NFE6MA\" target=\"_blank\">Click here on this link for your quiz.</a>','Computer Hardware Quiz','','inherit','open','closed','','10-autosave','','','2009-10-14 09:25:19','2009-10-14 14:25:19','',10,'http://harte205.cuipblogs.net/?p=12',0,'revision','',0),(15,184,'2009-10-21 09:20:08','2009-10-21 14:20:08','','“Using Technology to Enhance Literacy Skills”','','inherit','open','closed','','13-revision-2','','','2009-10-21 09:20:08','2009-10-21 14:20:08','',13,'http://harte205.cuipblogs.net/?p=15',0,'revision','',0),(16,184,'2009-12-04 09:34:33','0000-00-00 00:00:00','','Second Grade','','draft','open','closed','','','','','2009-12-04 09:34:33','0000-00-00 00:00:00','',0,'http://harte205.cuipblogs.net/?page_id=16',0,'page','',0);

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INSERT INTO `wp_191_comments` (`comment_ID`, `comment_post_ID`, `comment_author`, `comment_author_email`, `comment_author_url`, `comment_author_IP`, `comment_date`, `comment_date_gmt`, `comment_content`, `comment_karma`, `comment_approved`, `comment_agent`, `comment_type`, `comment_parent`, `user_id`) VALUES (49,193,'rihanna and chris naked','vitdvlsq@mail.com','http://rihannanaked.typepad.com/blog/rss.xml','217.23.10.190','2010-06-30 07:13:53','2010-06-30 12:13:53','masters degree education sexy rihanna naked for cams rihanna is looking soooo http://rihannanaked.typepad.com/blog damn hot hey with her sexy rihanna naked porn the sexy rihanna pictures skinny and porn are leaked! \r\n<a href=\"http://rihannanaked.typepad.com/blog\" rel=\"nofollow\"> rihanna naked </a> rihanna naked\r\nvanessa hudgens naked is http://digg.com/celebrity/Vanessa_Hudgens_Naked_Yes_This_IS_REAL wallpapers looking like a sexy chick with secondary education celebrity pictures scandal its huge nacked celebrity vanessa hudgens naked images celebrity sex tapes  <a href=\"http://digg.com/celebrity/Vanessa_Hudgens_Naked_Yes_This_IS_REAL\" rel=\"nofollow\"> see vanessa hudgens naked </a> see vanessa hudgens naked',0,'0','Mozilla/4.0 (compatible; MSIE 6.0; Windows NT 5.1; MRA 4.3 (build 01218); .NET CLR 1.1.4322)','',0,0),(5,233,'infiniti ellis','infinitiellis@gmail.com','','99.36.92.165','2009-10-21 21:38:52','2009-10-22 02:38:52','hey ms.barefield i found the web site you will see my work soon',0,'1','Mozilla/4.0 (compatible; MSIE 6.0; Windows NT 5.1; SV1; Mozilla/4.0 (compatible; MSIE 6.0; Windows NT 5.1; SV1) ; .NET CLR 1.1.4322; .NET CLR 2.0.50727; .NET CLR 3.0.4506.2152; .NET CLR 3.5.30729)','',0,0),(11,259,'Darrius','darriuslee80@yahoo.com','http://Yahoo.com','98.206.163.55','2009-12-14 23:36:07','2009-12-15 05:36:07','American football, known in the United States simply as football and often as gridiron or tackle football outside North America, is a competitive team sport known for combining strategy with physical play. The objective of the game is to score points by advancing the ball into the opposing team\'s end zone. The ball can be advanced by carrying it (a running play) or by throwing it to a teammate (a passing play). Points can be scored in a variety of ways, including carrying the ball over the opponent\'s goal line, catching a pass thrown over that goal line, kicking the ball through the goal posts at the opponent\'s end zone, or tackling an opposing ball carrier within his end zone. The winner is the team with the most points when the time expires.\r\nAmerican football is closely related to Canadian football, but with significant differences.[1]\r\nIn the United States, the major forms are high school football, college football and professional football, which are essentially similar but feature slightly different rules.[2]\r\nThere have been numerous major professional football leagues in the U.S., although the only one currently in existence is the National Football League (NFL).\r\nThe sport is also played outside the United States. National professional and collegiate leagues exist in United Kingdom, Germany, Italy,[3] Switzerland,[4] Finland, Sweden,[5] Japan, Mexico, Israel,[6] Spain, Austria,[7] and several Pacific Island nations\r\nPrimitive forms of rugby, then all covered by the name \"football\", were being played in the USA as far back as the 1840s, at Harvard, Yale and Princeton, stemming partly from Americans who had been educated in English schools.[8] The history of American football can be traced to early versions of rugby football and association football (called soccer in the United States). Both games have their origins in varieties of football played in the United Kingdom in the mid-19th century, in which a ball is kicked at a goal and/or run over a line.\r\n \r\n \r\nWalter Camp\r\nAmerican football resulted from several major divergences from rugby football, most notably the rule changes instituted by Walter Camp, considered the \"Father of American Football\". Among these important changes were the introduction of the line of scrimmage and of down-and-distance rules. In the late 19th and early 20th centuries, game play developments by college coaches such as Eddie Cochems, Amos Alonzo Stagg, Knute Rockne, and Glenn \"Pop\" Warner helped take advantage of the newly introduced forward pass.\r\nThe popularity of collegiate football grew as it became the dominant version of the sport for the first half of the twentieth century. Bowl games, a college football tradition, attracted a national audience for collegiate teams. Bolstered by fierce rivalries, college football still holds widespread appeal in the US.[9][10][11]\r\nThe origin of professional football can be traced back to 1892, with William \"Pudge\" Heffelfinger\'s $500 contract to play in a game for the Allegheny Athletic Association against the Pittsburgh Athletic Club. The first Professional \"league\" was the Ohio League, formed in 1903, and the first Professional Football championship game was between the Buffalo Prospects and the Canton Bulldogs in 1919. In 1920, the American Professional Football Association was formed. The first game was played in Dayton, Ohio on October 3, 1920 with the host Triangles defeating the Columbus Panhandles 14–0. The league changed its name to the National Football League (NFL) two years later, and eventually became the major league of American football. Initially a sport of Midwestern industrial towns in the United States, professional football eventually became a national phenomenon. Football\'s increasing popularity is usually traced to the 1958 NFL Championship Game, a contest that has been dubbed the \"Greatest Game Ever Played\". A rival league to the NFL, the American Football League (AFL), began play in 1960; the pressure it put on the senior league led to a merger between the two leagues and the creation of the Super Bowl, which has become the most watched television event in the United States on an annual basis.',0,'0','Mozilla/4.0 (compatible; MSIE 8.0; Windows NT 6.0; Trident/4.0; FunWebProducts; GTB6.3; SLCC1; .NET CLR 2.0.50727; Media Center PC 5.0; .NET CLR 3.5.30729; WinTSI 07.11.2009; .NET CLR 3.0.30729)','',0,0),(12,257,'Darrius','darriuslee80@yahoo.com','http://Yahoo.com','98.206.163.55','2009-12-14 23:39:09','2009-12-15 05:39:09','My Article   American football, known in the United States simply as football and often as gridiron or tackle football outside North America, is a competitive team sport known for combining strategy with physical play. The objective of the game is to score points by advancing the ball into the opposing team\'s end zone. The ball can be advanced by carrying it (a running play) or by throwing it to a teammate (a passing play). Points can be scored in a variety of ways, including carrying the ball over the opponent\'s goal line, catching a pass thrown over that goal line, kicking the ball through the goal posts at the opponent\'s end zone, or tackling an opposing ball carrier within his end zone. The winner is the team with the most points when the time expires.\r\nAmerican football is closely related to Canadian football, but with significant differences.[1]\r\nIn the United States, the major forms are high school football, college football and professional football, which are essentially similar but feature slightly different rules.[2]\r\nThere have been numerous major professional football leagues in the U.S., although the only one currently in existence is the National Football League (NFL).\r\nThe sport is also played outside the United States. National professional and collegiate leagues exist in United Kingdom, Germany, Italy,[3] Switzerland,[4] Finland, Sweden,[5] Japan, Mexico, Israel,[6] Spain, Austria,[7] and several Pacific Island nations\r\nPrimitive forms of rugby, then all covered by the name \"football\", were being played in the USA as far back as the 1840s, at Harvard, Yale and Princeton, stemming partly from Americans who had been educated in English schools.[8] The history of American football can be traced to early versions of rugby football and association football (called soccer in the United States). Both games have their origins in varieties of football played in the United Kingdom in the mid-19th century, in which a ball is kicked at a goal and/or run over a line.\r\n \r\n \r\nWalter Camp\r\nAmerican football resulted from several major divergences from rugby football, most notably the rule changes instituted by Walter Camp, considered the \"Father of American Football\". Among these important changes were the introduction of the line of scrimmage and of down-and-distance rules. In the late 19th and early 20th centuries, game play developments by college coaches such as Eddie Cochems, Amos Alonzo Stagg, Knute Rockne, and Glenn \"Pop\" Warner helped take advantage of the newly introduced forward pass.\r\nThe popularity of collegiate football grew as it became the dominant version of the sport for the first half of the twentieth century. Bowl games, a college football tradition, attracted a national audience for collegiate teams. Bolstered by fierce rivalries, college football still holds widespread appeal in the US.[9][10][11]\r\nThe origin of professional football can be traced back to 1892, with William \"Pudge\" Heffelfinger\'s $500 contract to play in a game for the Allegheny Athletic Association against the Pittsburgh Athletic Club. The first Professional \"league\" was the Ohio League, formed in 1903, and the first Professional Football championship game was between the Buffalo Prospects and the Canton Bulldogs in 1919. In 1920, the American Professional Football Association was formed. The first game was played in Dayton, Ohio on October 3, 1920 with the host Triangles defeating the Columbus Panhandles 14–0. The league changed its name to the National Football League (NFL) two years later, and eventually became the major league of American football. Initially a sport of Midwestern industrial towns in the United States, professional football eventually became a national phenomenon. Football\'s increasing popularity is usually traced to the 1958 NFL Championship Game, a contest that has been dubbed the \"Greatest Game Ever Played\". A rival league to the NFL, the American Football League (AFL), began play in 1960; the pressure it put on the senior league led to a merger between the two leagues and the creation of the Super Bowl, which has become the most watched television event in the United States on an annual basis.',0,'0','Mozilla/4.0 (compatible; MSIE 8.0; Windows NT 6.0; Trident/4.0; FunWebProducts; GTB6.3; SLCC1; .NET CLR 2.0.50727; Media Center PC 5.0; .NET CLR 3.5.30729; WinTSI 07.11.2009; .NET CLR 3.0.30729)','',0,0),(13,257,'Darrius','darriuslee80@yahoo.com','http://Yahoo.com','98.206.163.55','2009-12-15 00:09:15','2009-12-15 06:09:15','•Nothing\'s more important than doing your homework. Don\'t even think about walking into a career fair unprepared. This means knowing the organizations that you\'re interested in. There\'s so much information available at our fingertips that it\'s simply unacceptable to skip the research process. It doesn\'t take much effort to check out a corporate website, especially since the pay-off can be quite significant. \r\n\r\n\r\n•Being well versed in a company\'s background, environment and mission may very well go a long way in demonstrating enthusiasm to a recruiter. Likewise, knowing nothing about a company and admitting that you have absolutely no idea what your strengths and interests are is a prescription for disaster. \r\n\r\n\r\n•Looking, speaking and acting professionally help to make a terrific first impression. Something as simple as a smile--even if you\'re kept waiting longer than you\'d like--goes a long way. \r\n\r\n\r\n•Time spent at a career fair may go down the tubes if you\'re not prepared to follow-up effectively. Even though proper follow-up procedures usually vary among interviewers and companies, there are a few universally acceptable things to keep in mind.',0,'0','Mozilla/4.0 (compatible; MSIE 8.0; Windows NT 6.0; Trident/4.0; FunWebProducts; GTB6.3; SLCC1; .NET CLR 2.0.50727; Media Center PC 5.0; .NET CLR 3.5.30729; WinTSI 07.11.2009; .NET CLR 3.0.30729)','',0,0),(63,233,'watch incept f','wpyuvj22xmq@gmail.com','http://my.speedtv.com/sexyjenny69','75.28.98.121','2010-08-06 06:37:42','2010-08-06 11:37:42','utrdityurtyjk, <a href=\"http://my.speedtv.com/sexyjenny69\" rel=\"nofollow\">watch inception online</a>, gvlliodyuc.',0,'spam','Mozilla/4.0 (compatible; MSIE 5.5; Windows NT 5.0; .NET CLR 1.1.4322)','',0,0),(66,233,'finance personal software','chuoexie9124@gmail.com','http://www.financepersonalsoftware.com/','218.6.9.140','2010-08-11 17:56:08','2010-08-11 22:56:08','Great sharing this.',0,'spam','Mozilla/4.0 (compatible; MSIE 5.5; Windows NT 4.0)','',0,0),(67,233,'home finance software','chuoexie9124@gmail.com','http://www.financepersonalsoftware.com/','218.6.9.140','2010-08-13 01:57:02','2010-08-13 06:57:02','Nice',0,'spam','Mozilla/4.0 (compatible; MSIE 6.0; Windows NT 5.1; Deepnet Explorer 1.5.0; .NET CLR 1.0.3705)','',0,0),(60,193,'hixenlinc','davidmunoz197@gmail.com','http://www.derektrucks.com/blog/kendra-wilkinson-nude','94.102.51.196','2010-08-03 09:10:10','2010-08-03 14:10:10','kendra wilkinson naked boobs  http://www.derektrucks.com/blog/kendra-wilkinson-nude  kendra wilkinson naked on girls next door',0,'spam','Mozilla/4.0 (compatible; MSIE 6.0; Windows NT 5.1; SV1; .NET CLR 1.1.4322) Babya Discoverer  8.0:','',0,0),(61,193,'sandy','margo22@gmail.com','http://greenmorebeer.com','202.108.50.74','2010-08-03 15:31:06','2010-08-03 20:31:06','Ia9bvy http://fgb7s3Ffjsev7yrbvqqcf7.com',0,'spam','Mozilla/4.0 (compatible; MSIE 6.0; Windows NT 5.1; SV1)','',0,0),(62,257,'Leilani Karth','Gasse@gmail.com','http://www.travel2.co.cc','173.246.33.193','2010-08-05 04:09:35','2010-08-05 09:09:35','This is a really good read for me, Must admit that you are one of the best bloggers I ever saw.Thanks for posting this informative article.',0,'spam','Mozilla/5.0 (Windows; U; Windows NT 5.1; de; rv:1.9.1.3) Gecko/20090824 Firefox/3.5.3 (.NET CLR 3.5.30729)','',0,0),(64,257,'Forex','Merceir@gmail.com','http://gilaforex.com','200.135.4.40','2010-08-09 08:42:49','2010-08-09 13:42:49','You might haven\'t intended to do so, but I think you\'ve managed to express the state of mind that lots of people are in. The sense of wanting to assist, but not knowing how or wherever, is something lots of us are going via.',0,'spam','Mozilla/5.0 (Windows; U; Windows NT 5.1; de; rv:1.9.1.3) Gecko/20090824 Firefox/3.5.3 (.NET CLR 3.5.30729)','',0,0),(65,257,'party supplies','Busi44@briskbay.co.uk','http://partyopedia.com','174.34.171.57','2010-08-11 15:23:44','2010-08-11 20:23:44','Great blog! I genuinely love how it is easy on my eyes as well as the details are well written. I am wondering how I might be notified whenever a new post has been made. I have subscribed to your rss feed which need to do the trick! Have a nice day!',0,'spam','Mozilla/5.0 (Windows; U; Windows NT 5.1; en-US; rv:1.9.0.14) Gecko/2009082707 Firefox/3.0.14 (.NET CLR 3.5.30729)','',0,0),(58,233,'Wholesale shoes','23232sss23@gmail.com','http://www.21tctrade.com','218.6.9.140','2010-07-30 13:02:56','2010-07-30 18:02:56','good share, great article, very usefull for us...thanks!',0,'spam','Mozilla/4.0 (compatible; MSIE 5.0; Windows 3.1)','',0,0),(59,193,'agvzga','pimngu@jifgta.com','http://bjtopawoysyg.com/','213.5.69.213','2010-08-02 22:50:03','2010-08-03 03:50:03','8wwhHb  <a href=\"http://ganlgkcshond.com/\" rel=\"nofollow\">ganlgkcshond</a>, [url=http://ukqhukdimqlf.com/]ukqhukdimqlf[/url], [link=http://pfdyycuodofm.com/]pfdyycuodofm[/link], http://tkwzajiqpbgs.com/',0,'spam','Mozilla/4.0 (compatible; MSIE 6.0; Windows NT 5.1; SV1)','',0,0);

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208\n\n7th Period: Planning/Grading/Phone Calls home-Not Available.\n\n8th Period: Freshman Reading in Room 208','Ms. Barefield\'s Class Schedule for 2009-2010','','publish','open','open','','ms-barefields-class-schedule-for-2009-2010','','','2009-09-02 16:00:23','2009-09-02 22:00:23','',0,'http://ldbarefield.cuipblogs.org/?p=118',0,'post','',0),(122,190,'2009-09-08 18:03:39','2009-09-09 00:03:39','Congratulations to all my students who made it to the first day of school.  I\'m glad to be back and I hope you guys are too.  You mne','First Day Congrats','','inherit','open','open','','121-revision','','','2009-09-08 18:03:39','2009-09-09 00:03:39','',121,'http://ldbarefield.cuipblogs.org/2009/09/08/121-revision/',0,'revision','',0),(121,190,'2009-09-08 18:04:22','2009-09-09 00:04:22','Congratulations to all my students who made it to the first day of school.  Everyone who came has earned 20 extra credit points for class participation.  I\'m glad to be back and I hope you guys are too.  KEEP IT UP.  If you were absent you need to fill out an emergency card and a first day survey from me tomorrow.','First Day Congrats','','publish','open','open','','first-day-congrats','','','2009-09-08 18:04:22','2009-09-09 00:04:22','',0,'http://ldbarefield.cuipblogs.org/?p=121',0,'post','',0),(124,190,'2009-09-08 18:04:49','2009-09-09 00:04:49','Congratulations to all my students who made it to the first day of school.  I\'m glad to be back and I hope you guys are too.  KEEP IT UP.  If you were absent you need to fill out an emergency card and a first day survey from me tomorrow.','First Day Congrats','','inherit','open','open','','121-revision-3','','','2009-09-08 18:04:49','2009-09-09 00:04:49','',121,'http://ldbarefield.cuipblogs.org/2009/09/08/121-revision-3/',0,'revision','',0),(126,190,'2009-09-08 18:08:50','2009-09-09 00:08:50','Congratulations to all my students who made it to the first day of school.  Everyone who came has earned 20 extra credit points for class participation.  I\'m glad to be back and I hope you guys are too.  KEEP IT UP.  If you were absent you need to fill out an emergency card and a first day survey from me tomorrow.','First Day Congrats','','inherit','open','open','','121-revision-4','','','2009-09-08 18:08:50','2009-09-09 00:08:50','',121,'http://ldbarefield.cuipblogs.org/2009/09/08/121-revision-4/',0,'revision','',0),(125,190,'2009-09-08 18:09:52','2009-09-09 00:09:52','Congratulations to all my students who made it to the first day of school.  Everyone who came has earned 20 extra credit points for class participation.  I\'m glad to be back and I hope you guys are too.  KEEP IT UP.  If you were absent you need to fill out an emergency card and a first day survey from me tomorrow.','First Day Congrats','','inherit','open','open','','121-autosave','','','2009-09-08 18:09:52','2009-09-09 00:09:52','',121,'http://ldbarefield.cuipblogs.org/2009/09/08/121-autosave/',0,'revision','',0),(128,190,'2009-09-09 16:48:07','2009-09-09 22:48:07','','journalism-syllabus','','inherit','open','open','','journalism-syllabus','','','2009-09-09 16:48:07','2009-09-09 22:48:07','',127,'http://ldbarefield.cuipblogs.net/files/2009/09/journalism-syllabus.doc',0,'attachment','application/msword',0),(129,190,'2009-09-09 16:48:38','2009-09-09 22:48:38','Click here if you ever need another copy fo my\n\n<a href=\"http://ldbarefield.cuipblogs.net/files/2009/09/journalism-syllabus.doc\">journalism-syllabus</a>','Sophomore Journalism Syllabus','','inherit','open','open','','127-revision','','','2009-09-09 16:48:38','2009-09-09 22:48:38','',127,'http://ldbarefield.cuipblogs.org/2009/09/09/127-revision/',0,'revision','',0),(127,190,'2009-09-09 16:49:51','2009-09-09 22:49:51','Click here if you ever need another copy of our syllabus or want to check anything.  Our syllabus can change at anytime.\n\n<a href=\"http://ldbarefield.cuipblogs.net/files/2009/09/journalism-syllabus.doc\">journalism-syllabus</a>','Sophomore Journalism Syllabus','','publish','open','open','','sophomore-journalism-syllabus','','','2009-09-09 16:49:51','2009-09-09 22:49:51','',0,'http://ldbarefield.cuipblogs.org/?p=127',0,'post','',0),(132,190,'2009-09-09 16:50:09','2009-09-09 22:50:09','','Senior World Literature Syllabus','','inherit','open','open','','130-revision','','','2009-09-09 16:50:09','2009-09-09 22:50:09','',130,'http://ldbarefield.cuipblogs.org/2009/09/09/130-revision/',0,'revision','',0),(131,190,'2009-09-09 16:50:49','2009-09-09 22:50:49','','soe-world-literature-syllabus','','inherit','open','open','','soe-world-literature-syllabus','','','2009-09-09 16:50:49','2009-09-09 22:50:49','',130,'http://ldbarefield.cuipblogs.net/files/2009/09/soe-world-literature-syllabus.doc',0,'attachment','application/msword',0),(130,190,'2009-09-09 16:51:18','2009-09-09 22:51:18','Click below for our class syllabus.\n\n<a href=\"http://ldbarefield.cuipblogs.net/files/2009/09/soe-world-literature-syllabus.doc\">soe-world-literature-syllabus</a>','Senior World Literature Syllabus','','publish','open','open','','senior-world-literature-syllabus','','','2009-09-09 16:51:18','2009-09-09 22:51:18','',0,'http://ldbarefield.cuipblogs.org/?p=130',0,'post','',0),(135,190,'2009-09-09 16:51:27','2009-09-09 22:51:27','','Freshman Reading','','inherit','open','open','','133-revision','','','2009-09-09 16:51:27','2009-09-09 22:51:27','',133,'http://ldbarefield.cuipblogs.org/2009/09/09/133-revision/',0,'revision','',0),(134,190,'2009-09-09 16:52:19','2009-09-09 22:52:19','','freshman-reading-syllabus','','inherit','open','open','','freshman-reading-syllabus','','','2009-09-09 16:52:19','2009-09-09 22:52:19','',133,'http://ldbarefield.cuipblogs.net/files/2009/09/freshman-reading-syllabus.doc',0,'attachment','application/msword',0),(133,190,'2009-09-09 16:52:41','2009-09-09 22:52:41','Click below for a copy of our class syllabus.\n\n<a href=\"http://ldbarefield.cuipblogs.net/files/2009/09/freshman-reading-syllabus.doc\">freshman-reading-syllabus</a>','Freshman Reading','','publish','open','open','','freshman-reading','','','2009-09-09 16:52:41','2009-09-09 22:52:41','',0,'http://ldbarefield.cuipblogs.org/?p=133',0,'post','',0),(137,190,'2009-09-11 19:56:23','2009-09-12 01:56:23','','Obama\'s Back to School Speech','','inherit','open','open','','136-revision','','','2009-09-11 19:56:23','2009-09-12 01:56:23','',136,'http://ldbarefield.cuipblogs.org/2009/09/11/136-revision/',0,'revision','',0),(136,190,'2009-09-11 19:57:52','2009-09-12 01:57:52','http://www.whitehouse.gov/MediaResources/PreparedSchoolRemarks/','Obama\'s Back to School Speech','','publish','open','open','','obamas-back-to-school-speech','','','2009-09-11 19:57:52','2009-09-12 01:57:52','',0,'http://ldbarefield.cuipblogs.org/?p=136',0,'post','',0),(140,190,'2009-09-11 19:58:07','2009-09-12 01:58:07','','Class Participation Rubric','','inherit','open','open','','138-revision','','','2009-09-11 19:58:07','2009-09-12 01:58:07','',138,'http://ldbarefield.cuipblogs.org/2009/09/11/138-revision/',0,'revision','',0),(139,190,'2009-09-11 20:00:06','2009-09-12 02:00:06','','class-participation-rubric-09-10','','inherit','open','open','','class-participation-rubric-09-10','','','2009-09-11 20:00:06','2009-09-12 02:00:06','',138,'http://ldbarefield.cuipblogs.net/files/2009/09/class-participation-rubric-09-10.doc',0,'attachment','application/msword',0),(138,190,'2009-09-11 20:00:30','2009-09-12 02:00:30','Click here to see how you can earn up to 100 CP points each week.\n\n<a href=\"http://ldbarefield.cuipblogs.net/files/2009/09/class-participation-rubric-09-10.doc\">class-participation-rubric-09-10</a>','Class Participation Rubric','','publish','open','open','','class-participation-rubric','','','2009-09-11 20:00:30','2009-09-12 02:00:30','',0,'http://ldbarefield.cuipblogs.org/?p=138',0,'post','',0),(143,190,'2009-09-11 20:01:32','2009-09-12 02:01:32','Here are the rules we decided on this for how to effectively communicate with each other.  This sheet must be on your desk whenever we discuss a text as a class.','How to Have a Successful Class Discussion','','inherit','open','open','','141-revision','','','2009-09-11 20:01:32','2009-09-12 02:01:32','',141,'http://ldbarefield.cuipblogs.org/2009/09/11/141-revision/',0,'revision','',0),(142,190,'2009-09-11 20:02:36','2009-09-12 02:02:36','','types-of-discussion-questions','','inherit','open','open','','types-of-discussion-questions','','','2009-09-11 20:02:36','2009-09-12 02:02:36','',141,'http://ldbarefield.cuipblogs.net/files/2009/09/types-of-discussion-questions.doc',0,'attachment','application/msword',0),(141,190,'2009-09-11 20:02:57','2009-09-12 02:02:57','Here are the rules we decided on this week for how to effectively communicate with each other.  This sheet must be on your desk whenever we discuss a text as a class.  It also contains the 5 types of questions we can ask about anything we read.\n\n<a href=\"http://ldbarefield.cuipblogs.net/files/2009/09/types-of-discussion-questions.doc\">types-of-discussion-questions</a>','How to Have a Successful Class Discussion','','publish','open','open','','how-to-have-a-successful-class-discussion','','','2009-09-11 20:02:57','2009-09-12 02:02:57','',0,'http://ldbarefield.cuipblogs.org/?p=141',0,'post','',0),(145,190,'2009-09-11 20:03:58','2009-09-12 02:03:58','Here are the words, classwork and homework for Lesson 1.  It\'s due on Tuesday, Sept 15th.  Quiz will be on Friday, Sept','Vocab Lesson 1','','inherit','open','open','','144-revision','','','2009-09-11 20:03:58','2009-09-12 02:03:58','',144,'http://ldbarefield.cuipblogs.org/2009/09/11/144-revision/',0,'revision','',0),(146,190,'2009-09-12 14:53:00','2009-09-12 20:53:00','','vocab-hmwk-bk2-1','','inherit','open','open','','vocab-hmwk-bk2-1','','','2009-09-12 14:53:00','2009-09-12 20:53:00','',144,'http://ldbarefield.cuipblogs.net/files/2009/09/vocab-hmwk-bk2-1.pdf',0,'attachment','application/pdf',0),(147,190,'2009-09-12 14:53:10','2009-09-12 20:53:10','Here are the words, classwork and homework for Lesson 1.  It\'s due on Tuesday, Sept 15th.  Quiz will be on Friday, Sept 18th.  Welcome back to the meaning of words!\n\n<a href=\"http://ldbarefield.cuipblogs.net/files/2009/09/vocab-hmwk-bk2-1.pdf\">vocab-hmwk-bk2-1</a>','Vocab Lesson 1','','inherit','open','open','','144-revision-2','','','2009-09-12 14:53:10','2009-09-12 20:53:10','',144,'http://ldbarefield.cuipblogs.org/2009/09/12/144-revision-2/',0,'revision','',0),(144,190,'2009-09-12 14:53:12','2009-09-12 20:53:12','Here are the words, classwork and homework for Lesson 1.  It\'s due on Tuesday, Sept 15th.  Quiz will be on Friday, Sept 18th.  Welcome back to the meaning of words!\n\n<a href=\"http://ldbarefield.cuipblogs.net/files/2009/09/vocab-hmwk-bk2-1.pdf\">vocab-hmwk-bk2-1</a>','Vocab Lesson 1','','publish','open','open','','vocab-lesson-1','','','2009-09-12 14:53:12','2009-09-12 20:53:12','',0,'http://ldbarefield.cuipblogs.org/?p=144',0,'post','',0),(148,190,'2009-09-12 14:56:14','2009-09-12 20:56:14','Do not edit this page','Archives','','static','open','open','','archives','','','2009-09-12 14:56:14','2009-09-12 20:56:14','',0,'http://ldbarefield.cuipblogs.net/?p=148',0,'post','',0),(151,190,'2009-09-14 18:03:32','2009-09-15 00:03:32','Click here for the blank format we will use all year for our Article Analysis Assignments.','How to Analyze an Article','','inherit','open','open','','149-revision','','','2009-09-14 18:03:32','2009-09-15 00:03:32','',149,'http://ldbarefield.cuipblogs.org/2009/09/14/149-revision/',0,'revision','',0),(150,190,'2009-09-14 18:04:41','2009-09-15 00:04:41','','analyze-a-media-text-prompt-sheet','','inherit','open','open','','analyze-a-media-text-prompt-sheet','','','2009-09-14 18:04:41','2009-09-15 00:04:41','',149,'http://ldbarefield.cuipblogs.net/files/2009/09/analyze-a-media-text-prompt-sheet.doc',0,'attachment','application/msword',0),(152,190,'2009-09-14 18:05:27','2009-09-15 00:05:27','Click here for the blank format we will use all year for our Article Analysis Assignments.\n\n<a href=\"http://ldbarefield.cuipblogs.net/files/2009/09/analyze-a-media-text-prompt-sheet.doc\">analyze-a-media-text-prompt-sheet</a>','How to Analyze an Article','','inherit','open','open','','149-revision-2','','','2009-09-14 18:05:27','2009-09-15 00:05:27','',149,'http://ldbarefield.cuipblogs.org/2009/09/14/149-revision-2/',0,'revision','',0),(149,190,'2009-09-14 18:05:46','2009-09-15 00:05:46','Click here for the blank format we will use all year for our Article Analysis Assignments.\n\n<a href=\"http://ldbarefield.cuipblogs.net/files/2009/09/analyze-a-media-text-prompt-sheet.doc\">analyze-a-media-text-prompt-sheet</a>','How to Analyze an Article','','publish','open','open','','how-to-analyze-an-article','','','2009-09-14 18:05:46','2009-09-15 00:05:46','',0,'http://ldbarefield.cuipblogs.org/?p=149',0,'post','',0),(154,190,'2009-09-14 18:08:47','2009-09-15 00:08:47','Here is the link to radio story we are working with this week.\n\nhttp://www.wbez.org/Content.aspx?audioID=36599','\"Kids Start School with No Teachers\"','','inherit','open','open','','153-revision','','','2009-09-14 18:08:47','2009-09-15 00:08:47','',153,'http://ldbarefield.cuipblogs.org/2009/09/14/153-revision/',0,'revision','',0),(153,190,'2009-09-14 18:09:05','2009-09-15 00:09:05','Here is the link to radio story we are working with this week.\n\nhttp://www.wbez.org/Content.aspx?audioID=36599','\"Kids Start School with No Teachers\"','','publish','open','open','','kids-start-school-with-no-teachers','','','2009-09-14 18:09:05','2009-09-15 00:09:05','',0,'http://ldbarefield.cuipblogs.org/?p=153',0,'post','',0),(156,190,'2009-09-14 18:12:10','2009-09-15 00:12:10','','fear-essay-prompt','','inherit','open','open','','fear-essay-prompt','','','2009-09-14 18:12:10','2009-09-15 00:12:10','',155,'http://ldbarefield.cuipblogs.net/files/2009/09/fear-essay-prompt.pdf',0,'attachment','application/pdf',0),(157,190,'2009-09-14 18:13:06','2009-09-15 00:13:06','Click on the link below and follow the instructions to complete the essay.  You must turn in evidence of each of the steps.  The final copy can be handwritten, but if it\'s typed, you will receive more extra credit.\n\n<a href=\"http://ldbarefield.cuipblogs.net/files/2009/09/fear-essay-prompt.pdf\">fear-essay-prompt</a>','Extra Credit Essay Prompt 1','','inherit','open','open','','155-revision','','','2009-09-14 18:13:06','2009-09-15 00:13:06','',155,'http://ldbarefield.cuipblogs.org/2009/09/14/155-revision/',0,'revision','',0),(155,190,'2009-09-14 18:13:15','2009-09-15 00:13:15','Click on the link below and follow the instructions to complete the essay.  You must turn in evidence of each of the steps.  The final copy can be handwritten, but if it\'s typed, you will receive more extra credit.\n\n<a href=\"http://ldbarefield.cuipblogs.net/files/2009/09/fear-essay-prompt.pdf\">fear-essay-prompt</a>','Extra Credit Essay Prompt 1','','publish','open','open','','extra-credit-essay-prompt-1','','','2009-09-14 18:13:15','2009-09-15 00:13:15','',0,'http://ldbarefield.cuipblogs.org/?p=155',0,'post','',0),(160,190,'2009-09-14 18:13:50','2009-09-15 00:13:50','','Extra Credit Essay Prompt 2','','inherit','open','open','','158-revision','','','2009-09-14 18:13:50','2009-09-15 00:13:50','',158,'http://ldbarefield.cuipblogs.org/2009/09/14/158-revision/',0,'revision','',0),(159,190,'2009-09-14 18:14:14','2009-09-15 00:14:14','','tv-essay-prompt_0001','','inherit','open','open','','tv-essay-prompt_0001','','','2009-09-14 18:14:14','2009-09-15 00:14:14','',158,'http://ldbarefield.cuipblogs.net/files/2009/09/tv-essay-prompt_0001.pdf',0,'attachment','application/pdf',0),(158,190,'2009-09-14 18:14:32','2009-09-15 00:14:32','Click on the link below and follow the instructions to complete the essay.  You must turn in evidence of each of the steps.  The final copy can be handwritten, but if it\'s typed, you will receive more extra credit.\n\n<a href=\"http://ldbarefield.cuipblogs.net/files/2009/09/tv-essay-prompt_0001.pdf\">tv-essay-prompt_0001</a>','Extra Credit Essay Prompt 2','','publish','open','open','','extra-credit-essay-prompt-2','','','2009-09-14 18:14:32','2009-09-15 00:14:32','',0,'http://ldbarefield.cuipblogs.org/?p=158',0,'post','',0),(163,190,'2009-09-14 18:14:47','2009-09-15 00:14:47','','Extra Credit Essay Prompt 3','','inherit','open','open','','161-revision','','','2009-09-14 18:14:47','2009-09-15 00:14:47','',161,'http://ldbarefield.cuipblogs.org/2009/09/14/161-revision/',0,'revision','',0),(162,190,'2009-09-14 18:15:38','2009-09-15 00:15:38','','good-lit-essay','','inherit','open','open','','good-lit-essay','','','2009-09-14 18:15:38','2009-09-15 00:15:38','',161,'http://ldbarefield.cuipblogs.net/files/2009/09/good-lit-essay.pdf',0,'attachment','application/pdf',0),(161,190,'2009-09-14 18:15:46','2009-09-15 00:15:46','Click on the link below and follow the instructions to complete the essay.  You must turn in evidence of each of the steps.  The final copy can be handwritten, but if it\'s typed, you will receive more extra credit.\n\n<a href=\"http://ldbarefield.cuipblogs.net/files/2009/09/good-lit-essay.pdf\">good-lit-essay</a>','Extra Credit Essay Prompt 3','','publish','open','open','','extra-credit-essay-prompt-3','','','2009-09-14 18:15:46','2009-09-15 00:15:46','',0,'http://ldbarefield.cuipblogs.org/?p=161',0,'post','',0),(166,190,'2009-09-15 17:18:07','2009-09-15 23:18:07','Predict:  Write down what you think might happen next.  If a prediction turns out to be right or wrong later on, make note of it.\n\nVisualize: Use your imagination.  Create picture in your head.  Write down or draw the images that come to mind.\n\nConnect:  Are you the same or different?  Can you relate?  What would you do?\n\nQuestion: Ask why?  What don\'t you understand?  Then I can help.\n\nClarify: Summarize a paragraph in one sentence.  Write down the main idea or theme so far.  Make an inference (draw a conclusion about that culture, time or place).\n\nEvaluate:  Form your own opinion about characters, events, time periods and cultures and express it in a thoughtful and appropriate way.','6 Reading Strategies for World Lit CRJs','','inherit','open','open','','165-revision','','','2009-09-15 17:18:07','2009-09-15 23:18:07','',165,'http://ldbarefield.cuipblogs.org/2009/09/15/165-revision/',0,'revision','',0),(165,190,'2009-09-15 17:18:19','2009-09-15 23:18:19','Predict:  Write down what you think might happen next.  If a prediction turns out to be right or wrong later on, make note of it.\n\nVisualize: Use your imagination.  Create picture in your head.  Write down or draw the images that come to mind.\n\nConnect:  Are you the same or different?  Can you relate?  What would you do?\n\nQuestion: Ask why?  What don\'t you understand?  Then I can help.\n\nClarify: Summarize a paragraph in one sentence.  Write down the main idea or theme so far.  Make an inference (draw a conclusion about that culture, time or place).\n\nEvaluate:  Form your own opinion about characters, events, time periods and cultures and express it in a thoughtful and appropriate way.','6 Reading Strategies for World Lit CRJs','','publish','open','open','','6-reading-strategies-for-world-lit-crjs','','','2009-09-15 17:18:19','2009-09-15 23:18:19','',0,'http://ldbarefield.cuipblogs.org/?p=165',0,'post','',0),(168,190,'2009-09-15 17:26:21','2009-09-15 23:26:21','Sorry Seniors.  I\'m not allowed to scan and post Green Willow because it violates copyright law.  If you missed today\'s lesson, You need to read pages 7-13 in your World Lit textbook during lunch or after school.  I need 6 responses in your critical reading journal using any of the six strategies on page 7 (also posted on here) we learned.','Green Willow','','inherit','open','open','','167-revision','','','2009-09-15 17:26:21','2009-09-15 23:26:21','',167,'http://ldbarefield.cuipblogs.org/2009/09/15/167-revision/',0,'revision','',0),(167,190,'2009-09-15 17:26:45','2009-09-15 23:26:45','Sorry Seniors.  I\'m not allowed to scan and post Green Willow because it violates copyright law.  If you missed today\'s lesson, You need to read pages 7-13 in your World Lit textbook during lunch or after school.  I need 6 responses in your critical reading journal using any of the six strategies on page 7 (also posted on here) we learned.','Green Willow','','publish','open','open','','green-willow','','','2009-09-15 17:26:45','2009-09-15 23:26:45','',0,'http://ldbarefield.cuipblogs.org/?p=167',0,'post','',0),(171,190,'2009-09-15 17:34:09','2009-09-15 23:34:09','When you are reading in class, and using 1 or all of the 6 reading strategies, use this format to help organize your responses.','Senior World Lit CRJ Double Journal Entry','','inherit','open','open','','169-revision','','','2009-09-15 17:34:09','2009-09-15 23:34:09','',169,'http://ldbarefield.cuipblogs.org/2009/09/15/169-revision/',0,'revision','',0),(170,190,'2009-09-15 17:35:11','2009-09-15 23:35:11','','double-journal-go','','inherit','open','open','','double-journal-go','','','2009-09-15 17:35:11','2009-09-15 23:35:11','',169,'http://ldbarefield.cuipblogs.net/files/2009/09/double-journal-go.pdf',0,'attachment','application/pdf',0),(169,190,'2009-09-15 17:35:25','2009-09-15 23:35:25','When you are reading in class, and using 1 or all of the 6 reading strategies, use this format to help organize your responses.  Pick out the part of the text you want to use on one side, and write your response on the other side.\n\n<a href=\"http://ldbarefield.cuipblogs.net/files/2009/09/double-journal-go.pdf\">double-journal-go</a>','Senior World Lit CRJ Double Journal Entry','','publish','open','open','','senior-world-lit-crj-double-journal-entry','','','2009-09-15 17:35:25','2009-09-15 23:35:25','',0,'http://ldbarefield.cuipblogs.org/?p=169',0,'post','',0),(174,190,'2009-09-15 17:43:27','2009-09-15 23:43:27','Click here for directions for your quarter long Independent Reading Projects.  BIG GRADE.  ASK FOR HELP if you need to...','Independent Reading Projects','','inherit','open','open','','172-revision','','','2009-09-15 17:43:27','2009-09-15 23:43:27','',172,'http://ldbarefield.cuipblogs.org/2009/09/15/172-revision/',0,'revision','',0),(173,190,'2009-09-15 17:45:28','2009-09-15 23:45:28','','independent-reading-project','','inherit','open','open','','independent-reading-project','','','2009-09-15 17:45:28','2009-09-15 23:45:28','',172,'http://ldbarefield.cuipblogs.net/files/2009/09/independent-reading-project.doc',0,'attachment','application/msword',0),(172,190,'2009-09-15 17:45:52','2009-09-15 23:45:52','Click here for directions for your quarter long Independent Reading Projects.  BIG GRADE.  ASK FOR HELP if you need to...\n\n<a href=\"http://ldbarefield.cuipblogs.net/files/2009/09/independent-reading-project.doc\">independent-reading-project</a>','Independent Reading Projects','','publish','open','open','','independent-reading-projects','','','2009-09-15 17:45:52','2009-09-15 23:45:52','',0,'http://ldbarefield.cuipblogs.org/?p=172',0,'post','',0),(177,190,'2009-09-15 17:46:02','2009-09-15 23:46:02','','Student Rating Scale','','inherit','open','open','','175-revision','','','2009-09-15 17:46:02','2009-09-15 23:46:02','',175,'http://ldbarefield.cuipblogs.org/2009/09/15/175-revision/',0,'revision','',0),(176,190,'2009-09-15 17:47:52','2009-09-15 23:47:52','','student-rating-scale','','inherit','open','open','','student-rating-scale','','','2009-09-15 17:47:52','2009-09-15 23:47:52','',175,'http://ldbarefield.cuipblogs.net/files/2009/09/student-rating-scale.pdf',0,'attachment','application/pdf',0),(175,190,'2009-09-15 17:48:11','2009-09-15 23:48:11','Here is your scale that we will use every Monday and Thursday to practice FLUENCY.\n\n<a href=\"http://ldbarefield.cuipblogs.net/files/2009/09/student-rating-scale.pdf\">student-rating-scale</a>','Student Rating Scale','','publish','open','open','','student-rating-scale','','','2009-09-15 17:48:11','2009-09-15 23:48:11','',0,'http://ldbarefield.cuipblogs.org/?p=175',0,'post','',0),(179,190,'2009-09-15 17:50:13','2009-09-15 23:50:13','','Libraries Near YOU!','','inherit','open','open','','178-revision','','','2009-09-15 17:50:13','2009-09-15 23:50:13','',178,'http://ldbarefield.cuipblogs.org/2009/09/15/178-revision/',0,'revision','',0),(178,190,'2009-09-15 17:50:40','2009-09-15 23:50:40','<h5>Choose a Library</h5>\n<table class=\"tableborderzero\" border=\"0\" cellspacing=\"0\" cellpadding=\"0\" width=\"95%\">\n<tbody>\n<tr>\n<th class=\"tableborderzero\">Name</th>\n<th class=\"tableborderzero\">Distance</th>\n<th class=\"tableborderzero\">Phone Number</th>\n<th class=\"tableborderzero\">Hours</th>\n</tr>\n<tr>\n<td class=\"tableborderzero\"><a name=\"a\" href=\"http://www.chipublib.org/branch/details/library/south-shore/\">South Shore</a>\n2505 E. 73rd Street\nChicago, IL 60649\n<p><a href=\"http://www.chipublib.org/library/locator/#\">Get Directions »</a></p>\n</td>\n<td class=\"tableborderzero\">.47 miles</td>\n<td class=\"tableborderzero\">(312) 747-5281</td>\n<td class=\"tableborderzero\">Monday: 09:00 AM - 08:00 PM\nTuesday: 09:00 AM - 08:00 PM\nWednesday: 09:00 AM - 08:00 PM\nThursday: 09:00 AM - 08:00 PM\nFriday: 09:00 AM - 05:00 PM\nSaturday: 09:00 AM - 05:00 PM\nSunday: CLOSED</td>\n</tr>\n<tr>\n<td class=\"tableborderzero\"><a name=\"a\" href=\"http://www.chipublib.org/branch/details/library/avalon/\">Avalon</a>\n8148 S. Stony Island Avenue\nChicago, IL 60617\n<p><a href=\"http://www.chipublib.org/library/locator/#\">Get Directions »</a></p>\n</td>\n<td class=\"tableborderzero\">1.44 miles</td>\n<td class=\"tableborderzero\">(312) 747-5234</td>\n<td class=\"tableborderzero\">Monday: 09:00 AM - 09:00 PM\nTuesday: 09:00 AM - 09:00 PM\nWednesday: 09:00 AM - 09:00 PM\nThursday: 09:00 AM - 09:00 PM\nFriday: 09:00 AM - 05:00 PM\nSaturday: 09:00 AM - 05:00 PM\nSunday: CLOSED</td>\n</tr>\n<tr>\n<td class=\"tableborderzero\"><a name=\"a\" href=\"http://www.chipublib.org/branch/details/library/south-chicago/\">South Chicago</a>\n9055 S. Houston Avenue\nChicago, IL 60617\n<p><a href=\"http://www.chipublib.org/library/locator/#\">Get Directions »</a></p>\n</td>\n<td class=\"tableborderzero\">2.52 miles</td>\n<td class=\"tableborderzero\">(312) 747-8065</td>\n<td class=\"tableborderzero\">Monday: 09:00 AM - 08:00 PM\nTuesday: 09:00 AM - 08:00 PM\nWednesday: 09:00 AM - 08:00 PM\nThursday: 09:00 AM - 08:00 PM\nFriday: 09:00 AM - 05:00 PM\nSaturday: 09:00 AM - 05:00 PM\nSunday: CLOSED</td>\n</tr>\n<tr>\n<td class=\"tableborderzero\"><a name=\"a\" href=\"http://www.chipublib.org/branch/details/library/coleman/\">Coleman</a>\n731 E. 63rd Street\nChicago, IL 60637\n<p><a href=\"http://www.chipublib.org/library/locator/#\">Get Directions »</a></p>\n</td>\n<td class=\"tableborderzero\">2.75 miles</td>\n<td class=\"tableborderzero\">(312) 747-7760</td>\n<td class=\"tableborderzero\">Monday: 09:00 AM - 08:00 PM\nTuesday: 09:00 AM - 08:00 PM\nWednesday: 09:00 AM - 08:00 PM\nThursday: 09:00 AM - 08:00 PM\nFriday: 09:00 AM - 05:00 PM\nSaturday: 09:00 AM - 05:00 PM\nSunday: CLOSED</td>\n</tr>\n<tr>\n<td class=\"tableborderzero\"><a name=\"a\" href=\"http://www.chipublib.org/branch/details/library/whitney-m.-young,-jr./\">Whitney M. Young, Jr.</a>\n7901 S. King Drive\nChicago, IL 60619\n<p><a href=\"http://www.chipublib.org/library/locator/#\">Get Directions »</a></p>\n</td>\n<td class=\"tableborderzero\">3.06 miles</td>\n<td class=\"tableborderzero\">(312) 747-0039</td>\n<td class=\"tableborderzero\">Monday: 09:00 AM - 09:00 PM\nTuesday: 09:00 AM - 09:00 PM\nWednesday: 09:00 AM - 09:00 PM\nThursday: 09:00 AM - 09:00 PM\nFriday: 09:00 AM - 05:00 PM\nSaturday: 09:00 AM - 05:00 PM\nSunday: CLOSED</td>\n</tr>\n</tbody></table>','Libraries Near YOU!','','publish','open','open','','libraries-near-you','','','2009-09-15 17:50:40','2009-09-15 23:50:40','',0,'http://ldbarefield.cuipblogs.org/?p=178',0,'post','',0),(182,190,'2009-09-15 17:51:41','2009-09-15 23:51:41','Click below if you lose or need another Fluency Graph.  This tracks your progress ALL YEAR long at how much better a reader you are becoming!','Fluency Chart','','inherit','open','open','','180-revision','','','2009-09-15 17:51:41','2009-09-15 23:51:41','',180,'http://ldbarefield.cuipblogs.org/2009/09/15/180-revision/',0,'revision','',0),(181,190,'2009-09-15 17:52:03','2009-09-15 23:52:03','','fluency-graph','','inherit','open','open','','fluency-graph','','','2009-09-15 17:52:03','2009-09-15 23:52:03','',180,'http://ldbarefield.cuipblogs.net/files/2009/09/fluency-graph.pdf',0,'attachment','application/pdf',0),(180,190,'2009-09-15 17:52:32','2009-09-15 23:52:32','Click below if you lose or need another Fluency Graph.  This tracks your progress ALL YEAR long at how much better a reader you are becoming!\n\n<a href=\"http://ldbarefield.cuipblogs.net/files/2009/09/fluency-graph.pdf\">fluency-graph</a>','Fluency Chart','','publish','open','open','','fluency-chart','','','2009-09-15 17:52:32','2009-09-15 23:52:32','',0,'http://ldbarefield.cuipblogs.org/?p=180',0,'post','',0),(184,190,'2009-09-15 18:01:28','2009-09-16 00:01:28','Here is the article we read on Chris Kelly.  You needed to use this article for your assessment on Friday.','\"Slide Ended in Apparent Suicide\"','','inherit','open','open','','183-revision','','','2009-09-15 18:01:28','2009-09-16 00:01:28','',183,'http://ldbarefield.cuipblogs.org/2009/09/15/183-revision/',0,'revision','',0),(183,190,'2009-09-15 18:02:27','2009-09-16 00:02:27','Here is the article we read on Chris Kelly, former aide to our former governor.\n\nhttp://www.washingtonpost.com/wp-dyn/content/article/2009/09/14/AR2009091403309.html','\"Slide Ended in Apparent Suicide\"','','publish','open','open','','slide-ended-in-apparent-suicide','','','2009-09-15 18:02:27','2009-09-16 00:02:27','',0,'http://ldbarefield.cuipblogs.org/?p=183',0,'post','',0),(186,190,'2009-09-18 19:36:03','2009-09-19 01:36:03','<!--StartFragment-->\n<p class=\"MsoNormal\"><strong><span>Directions: For the rest of class today, your need to take your first steps in writing your college essay.<span> </span>Whether you go to college or not, all seniors must complete this essay.<span> </span>This piece of writing will also go towards your Writing Portfolio grade.<span> </span>It needs to be your very best work, not just practice or class work.<span> </span>Pretend it is what you are going to send away to your first choice college.<span> </span>Think very carefully about what your are going to write and put your best effort in your essay.</span></strong></p>\n<p class=\"MsoNormal\"><strong><span> </span></strong></p>\n<p class=\"MsoNormal\"><em><span>Prompt: Think of time in your life </span></em><em><span>or tell us about a situation where you have not been successful and what you have learned or how you have changed from the experience.</span></em><em><span></span></em></p>\n<p class=\"MsoNormal\"><strong><span> </span></strong></p>\n<p class=\"MsoNormal\"><strong><span>You may want to (but don’t have to) structure your writing like this:</span></strong></p>\n<p class=\"MsoNormal\"><strong><span> </span></strong></p>\n<p class=\"MsoNormal\"><strong><span>First-Describe yourself and what was going in your life at the time.</span></strong></p>\n<p class=\"MsoNormal\"><strong><span>Second-Describe the situation and explain how you were not successful.</span></strong></p>\n<p class=\"MsoNormal\"><strong><span>Third-How you felt afterwards and what you learned from your mistake.</span></strong></p>\n<p class=\"MsoNormal\"><strong><span>Last-How you have changed as a person, with a recent example.</span></strong></p>\n<p class=\"MsoNormal\"><strong><span> </span></strong></p>\n\n<!--EndFragment-->','Essay Practice Prompt 1','','inherit','open','open','','185-revision','','','2009-09-18 19:36:03','2009-09-19 01:36:03','',185,'http://ldbarefield.cuipblogs.org/2009/09/18/185-revision/',0,'revision','',0),(185,190,'2009-09-18 19:36:58','2009-09-19 01:36:58','<!--StartFragment-->\n<p class=\"MsoNormal\"><em><span>Prompt: Think of time in your life </span></em><em><span>or tell us about a situation where you have not been successful and what you have learned or how you have changed from the experience.</span></em></p>\n<p class=\"MsoNormal\"><strong><span> You may want to (but don’t have to) structure your writing like this:</span></strong></p>\n<p class=\"MsoNormal\"></p>\n<p class=\"MsoNormal\"><strong><span> First-Describe yourself and what was going in your life at the time.</span></strong></p>\n<p class=\"MsoNormal\"><strong><span>Second-Describe the situation and explain how you were not successful.</span></strong></p>\n<p class=\"MsoNormal\"><strong><span>Third-How you felt afterwards and what you learned from your mistake.</span></strong></p>\n<p class=\"MsoNormal\"><strong><span>Last-How you have changed as a person, with a recent example.</span></strong></p>\n<p class=\"MsoNormal\"><strong><span> </span></strong></p>\n\n<!--EndFragment-->','Essay Practice Prompt 1','','publish','open','open','','essay-practice-prompt-1','','','2009-09-18 19:36:58','2009-09-19 01:36:58','',0,'http://ldbarefield.cuipblogs.org/?p=185',0,'post','',0),(189,190,'2009-09-20 17:13:28','2009-09-20 23:13:28','Click here for Vocab Lesson 2 homework.  It\'s due on Tuesday Sept 22.  There will be a quiz on Thursday Sept 24.','Vocab Lesson 2','','inherit','open','open','','187-revision','','','2009-09-20 17:13:28','2009-09-20 23:13:28','',187,'http://ldbarefield.cuipblogs.org/2009/09/20/187-revision/',0,'revision','',0),(188,190,'2009-09-20 17:15:35','2009-09-20 23:15:35','','vocab-hmwk-bk2-2','','inherit','open','open','','vocab-hmwk-bk2-2','','','2009-09-20 17:15:35','2009-09-20 23:15:35','',187,'http://ldbarefield.cuipblogs.net/files/2009/09/vocab-hmwk-bk2-2.pdf',0,'attachment','application/pdf',0),(187,190,'2009-09-20 17:15:57','2009-09-20 23:15:57','Click here for Vocab Lesson 2 homework.  It\'s due on Tuesday Sept 22.  There will be a quiz on Thursday Sept 24.\r\n\r\n<a href=\"http://ldbarefield.cuipblogs.net/files/2009/09/vocab-hmwk-bk2-2.pdf\">vocab-hmwk-bk2-2</a>','Senior Vocab 2','','publish','open','open','','vocab-lesson-2','','','2009-10-20 20:08:24','2009-10-21 01:08:24','',0,'http://ldbarefield.cuipblogs.org/?p=187',0,'post','',0),(190,190,'2009-09-26 18:05:37','2009-09-27 00:05:37','Read the chapter and complete the activities on separate paper.\n\n<a href=\"http://ldbarefield.cuipblogs.org/files/readwritepersessay.pdf\">readwritepersessay</a>','Freshman Reading Extra Credit #1','','publish','open','open','','freshman-reading-extra-credit-1','','','2009-09-26 18:05:37','2009-09-27 00:05:37','',0,'http://ldbarefield.cuipblogs.org/?p=190',0,'post','',0),(192,190,'2009-09-26 18:10:43','2009-09-27 00:10:43','Read the chapter and complete the activities on separate paper.','Freshman  Extra Credit #1','','inherit','open','open','','190-revision','','','2009-09-26 18:10:43','2009-09-27 00:10:43','',190,'http://ldbarefield.cuipblogs.org/2009/09/26/190-revision/',0,'revision','',0),(194,190,'2009-09-26 18:17:50','2009-09-27 00:17:50','If you click on the link below, you can read \"The Guest\" by Albert Camus.\n\nYou need to complete a double sided chart on the main character Daru.  On one side write down 12 character actions (things the character does in the story).  For each action, write what you can infer about Daru on the other side of the chart.  Questions you can ask yourself about what you can infer would be:  what does this action tell me about his personality?  his feelings?  his background? his','Classwork on \"The Guest\"','','inherit','open','open','','193-revision','','','2009-09-26 18:17:50','2009-09-27 00:17:50','',193,'http://ldbarefield.cuipblogs.org/2009/09/26/193-revision/',0,'revision','',0),(193,190,'2009-09-26 18:18:32','2009-09-27 00:18:32','If you click on the link below, you can read \"The Guest\" by Albert Camus.\n\nYou need to complete a double sided chart on the main character Daru.  On one side write down 12 character actions (things the character does in the story).  For each action, write what you can infer about Daru on the other side of the chart.  Questions you can ask yourself about what you can infer would be:  what does this action tell me about his personality?  his feelings?  his background? his beliefs?\n\nhttp://www.braungardt.com/Literature/Camus/Guest.htm','Classwork on \"The Guest\"','','publish','open','open','','classwork-on-the-guest','','','2009-09-26 18:18:32','2009-09-27 00:18:32','',0,'http://ldbarefield.cuipblogs.org/?p=193',0,'post','',0),(196,190,'2009-09-26 18:20:22','2009-09-27 00:20:22','','reading-vocab-2','','inherit','open','open','','reading-vocab-2','','','2009-09-26 18:20:22','2009-09-27 00:20:22','',195,'http://ldbarefield.cuipblogs.net/files/2009/09/reading-vocab-2.pdf',0,'attachment','application/pdf',0),(197,190,'2009-09-26 18:20:34','2009-09-27 00:20:34','Click below to access our 2nd week of vocabulary activities.\n\n<a href=\"http://ldbarefield.cuipblogs.net/files/2009/09/reading-vocab-2.pdf\">reading-vocab-2</a>','Reading Vocab Packet 2','','inherit','open','open','','195-revision','','','2009-09-26 18:20:34','2009-09-27 00:20:34','',195,'http://ldbarefield.cuipblogs.org/2009/09/26/195-revision/',0,'revision','',0),(195,190,'2009-09-26 18:20:50','2009-09-27 00:20:50','Click below to access our 2nd week of vocabulary activities.\n\n<a href=\"http://ldbarefield.cuipblogs.net/files/2009/09/reading-vocab-2.pdf\">reading-vocab-2</a>','Reading Vocab Packet 2','','publish','open','open','','reading-vocab-packet-2','','','2009-09-26 18:20:50','2009-09-27 00:20:50','',0,'http://ldbarefield.cuipblogs.org/?p=195',0,'post','',0),(199,190,'2009-09-26 18:31:52','2009-09-27 00:31:52','Click on the link below and look at two different BLOGS that cover news stories about CPS.\n\nhttp://www.chicagonow.com/blogs/district-299/\n\nhttp://ccsr.uchicago.edu/news_docs/184501162007district299.html\n\nWrite a paragraph on how the blogs are similar:  font, pictures, quotes, types of articles, comments, others features and an additional parapgraph on how the blogs are different.','Journalism Extra Credit 1','','inherit','open','open','','198-revision','','','2009-09-26 18:31:52','2009-09-27 00:31:52','',198,'http://ldbarefield.cuipblogs.org/2009/09/26/198-revision/',0,'revision','',0),(198,190,'2009-09-26 18:32:30','2009-09-27 00:32:30','Click on the link below and look at two different BLOGS that cover news stories about CPS.\n\nhttp://www.chicagonow.com/blogs/district-299/\n\nhttp://ccsr.uchicago.edu/news_docs/184501162007district299.html\n\nWrite a paragraph on how the blogs are similar:  font, pictures, quotes, types of articles, comments, others features and an additional paragraph on how the blogs are different.','Journalism Extra Credit 1','','publish','open','open','','journalism-extra-credit-1','','','2009-09-26 18:32:30','2009-09-27 00:32:30','',0,'http://ldbarefield.cuipblogs.org/?p=198',0,'post','',0),(202,190,'2009-09-26 18:33:06','2009-09-27 00:33:06','','Freshman Reading Extra Credit 2','','inherit','open','open','','200-revision','','','2009-09-26 18:33:06','2009-09-27 00:33:06','',200,'http://ldbarefield.cuipblogs.org/2009/09/26/200-revision/',0,'revision','',0),(201,190,'2009-09-26 18:34:30','2009-09-27 00:34:30','','different-w-qs','','inherit','open','open','','different-w-qs','','','2009-09-26 18:34:30','2009-09-27 00:34:30','',0,'http://ldbarefield.cuipblogs.net/files/2009/09/different-w-qs.pdf',0,'attachment','application/pdf',0),(200,190,'2009-09-26 18:34:47','2009-09-27 00:34:47','Read this fluency passage from class and answer the reading questions in complete sentences on a separate sheet of paper.\n\n<a href=\"http://ldbarefield.cuipblogs.net/files/2009/09/different-w-qs.pdf\">different-w-qs</a>','Freshman Reading Extra Credit 2','','publish','open','open','','freshman-reading-extra-credit-2','','','2009-09-26 18:34:47','2009-09-27 00:34:47','',0,'http://ldbarefield.cuipblogs.org/?p=200',0,'post','',0),(204,190,'2009-09-26 18:37:49','2009-09-27 00:37:49','If you are ever absent on a Wednesday, you will need to read for 45 minutes at home out of your independent reading books and complete the TELL ME activity below.  You may do this assignment at any other time for extra credit.\n\n<!--StartFragment-->\n<p class=\"MsoNormal\" align=\"center\"><strong><span>TELL ME: Independent Reading Check</span></strong></p>\n<p class=\"MsoNormal\"><span> 1).<span> </span>Tell me the first thing that occurred in your book when you began reading today.</span></p>\n<p class=\"MsoNormal\"><span> 2).<span> </span>Tell me something unexpected or surprising that happened in your book today.</span></p>\n<p class=\"MsoNormal\"><span> </span></p>\n<p class=\"MsoNormal\"><span> </span></p>\n<p class=\"MsoNormal\"><span>3).<span> </span>Tell one way that you can relate or empathize with something that happened to a character in your book today.</span></p>\n<p class=\"MsoNormal\"><span> </span></p>\n<p class=\"MsoNormal\"><span> </span></p>\n<p class=\"MsoNormal\"><span>4).<span> </span>Tell me the last thing that occurred in your book when you finished reading today.</span></p>\n\n<!--EndFragment-->','Tell Me: Independent Reading Check','','inherit','open','open','','203-revision','','','2009-09-26 18:37:49','2009-09-27 00:37:49','',203,'http://ldbarefield.cuipblogs.org/2009/09/26/203-revision/',0,'revision','',0),(203,190,'2009-09-26 18:38:14','2009-09-27 00:38:14','If you are ever absent on a Wednesday, you will need to read for 45 minutes at home out of your independent reading books and complete the TELL ME activity below.  You may do this assignment at any other time for extra credit.\n\n<!--StartFragment-->\n<p class=\"MsoNormal\" align=\"center\"><strong><span>TELL ME: Independent Reading Check</span></strong></p>\n<p class=\"MsoNormal\"><span> 1).<span> </span>Tell me the first thing that occurred in your book when you began reading today.</span></p>\n<p class=\"MsoNormal\"><span> 2).<span> </span>Tell me something unexpected or surprising that happened in your book today.</span></p>\n<p class=\"MsoNormal\"><span> 3).<span> </span>Tell one way that you can relate or empathize with something that happened to a character in your book today.</span></p>\n<p class=\"MsoNormal\"><span> 4).<span> </span>Tell me the last thing that occurred in your book when you finished reading today.</span></p>\n\n<!--EndFragment-->','Tell Me: Independent Reading Check','','publish','open','open','','tell-me-independent-reading-check','','','2009-09-26 18:38:14','2009-09-27 00:38:14','',0,'http://ldbarefield.cuipblogs.org/?p=203',0,'post','',0),(205,190,'2009-09-26 18:39:15','2009-09-27 00:39:15','Click here to read the stories and answer all questions on a separate sheet of paper.\n\n<a href=\"http://ldbarefield.cuipblogs.net/files/2009/09/bread-say-yes.pdf\">bread-say-yes</a>','Senior Extra Credit Reading Assignment','','publish','open','open','','senior-extra-credit-reading-assignment','','','2009-09-26 18:39:15','2009-09-27 00:39:15','',0,'http://ldbarefield.cuipblogs.org/?p=205',0,'post','',0),(207,190,'2009-09-26 18:40:32','2009-09-27 00:40:32','Click here to read the stories and answer all questions on a separate sheet of paper.','Senior Extra Credit Reading Assignment','','inherit','open','open','','205-revision','','','2009-09-26 18:40:32','2009-09-27 00:40:32','',205,'http://ldbarefield.cuipblogs.org/2009/09/26/205-revision/',0,'revision','',0),(206,190,'2009-09-26 18:41:52','2009-09-27 00:41:52','','bread-say-yes','','inherit','open','open','','bread-say-yes','','','2009-09-26 18:41:52','2009-09-27 00:41:52','',0,'http://ldbarefield.cuipblogs.net/files/2009/09/bread-say-yes.pdf',0,'attachment','application/pdf',0),(210,190,'2009-09-26 18:45:24','2009-09-27 00:45:24','','Service Learning Time Sheet','','inherit','open','open','','208-revision','','','2009-09-26 18:45:24','2009-09-27 00:45:24','',208,'http://ldbarefield.cuipblogs.org/2009/09/26/208-revision/',0,'revision','',0),(209,190,'2009-09-26 18:48:03','2009-09-27 00:48:03','','serv-learning-ts','','inherit','open','open','','serv-learning-ts','','','2009-09-26 18:48:03','2009-09-27 00:48:03','',208,'http://ldbarefield.cuipblogs.net/files/2009/09/serv-learning-ts.pdf',0,'attachment','application/pdf',0),(208,190,'2009-09-26 18:48:40','2009-09-27 00:48:40','Click here to keep track of your service learning hours.  Mr. Kenyatta is in charge of all service learning credit and opportunities.\n\n<a href=\"http://ldbarefield.cuipblogs.net/files/2009/09/serv-learning-ts.pdf\">serv-learning-ts</a>','Service Learning Time Sheet','','publish','open','open','','service-learning-time-sheet','','','2009-09-26 18:48:40','2009-09-27 00:48:40','',0,'http://ldbarefield.cuipblogs.org/?p=208',0,'post','',0),(213,190,'2009-09-26 18:52:42','2009-09-27 00:52:42','Here is the chart we will use preview reading texts and make predictions about the topics of those texts.','Preview/Predict Chart','','inherit','open','open','','211-revision','','','2009-09-26 18:52:42','2009-09-27 00:52:42','',211,'http://ldbarefield.cuipblogs.org/2009/09/26/211-revision/',0,'revision','',0),(212,190,'2009-09-26 18:54:42','2009-09-27 00:54:42','','preview-predict-chart','','inherit','open','open','','preview-predict-chart','','','2009-09-26 18:54:42','2009-09-27 00:54:42','',211,'http://ldbarefield.cuipblogs.net/files/2009/09/preview-predict-chart.doc',0,'attachment','application/msword',0),(211,190,'2009-09-26 18:55:34','2009-09-27 00:55:34','Here is the chart we will use to preview reading texts and make predictions about the topics of those texts.\n\n<a href=\"http://ldbarefield.cuipblogs.net/files/2009/09/preview-predict-chart.doc\">preview-predict-chart</a>','Preview/Predict Chart','','publish','open','open','','previewpredict-chart','','','2009-09-26 18:55:34','2009-09-27 00:55:34','',0,'http://ldbarefield.cuipblogs.org/?p=211',0,'post','',0),(216,190,'2009-09-29 04:58:00','2009-09-29 10:58:00','','Newspaper Activity 3.1','','inherit','open','open','','214-revision','','','2009-09-29 04:58:00','2009-09-29 10:58:00','',214,'http://ldbarefield.cuipblogs.org/2009/09/29/214-revision/',0,'revision','',0),(215,190,'2009-09-29 04:59:04','2009-09-29 10:59:04','','news-3-1','','inherit','open','open','','news-3-1','','','2009-09-29 04:59:04','2009-09-29 10:59:04','',214,'http://ldbarefield.cuipblogs.net/files/2009/09/news-3-1.pdf',0,'attachment','application/pdf',0),(214,190,'2009-09-29 04:59:23','2009-09-29 10:59:23','Click below to access the classwork we completed and discussed on Monday 9/21.\n\n<a href=\"http://ldbarefield.cuipblogs.net/files/2009/09/news-3-1.pdf\">news-3-1</a>','Newspaper Activity 3.1','','publish','open','open','','newspaper-activity-31','','','2009-09-29 04:59:23','2009-09-29 10:59:23','',0,'http://ldbarefield.cuipblogs.org/?p=214',0,'post','',0),(218,190,'2009-09-29 05:01:09','2009-09-29 11:01:09','','news-3-2','','inherit','open','open','','news-3-2','','','2009-09-29 05:01:09','2009-09-29 11:01:09','',217,'http://ldbarefield.cuipblogs.net/files/2009/09/news-3-2.pdf',0,'attachment','application/pdf',0),(219,190,'2009-09-29 05:01:27','2009-09-29 11:01:27','Click here to access the activity we completed in our spirals on Tuesday 9/22.\n\n<a href=\"http://ldbarefield.cuipblogs.net/files/2009/09/news-3-2.pdf\">news-3-2</a>','Newspaper Activity 3.2','','inherit','open','open','','217-revision','','','2009-09-29 05:01:27','2009-09-29 11:01:27','',217,'http://ldbarefield.cuipblogs.org/2009/09/29/217-revision/',0,'revision','',0),(217,190,'2009-09-29 05:01:39','2009-09-29 11:01:39','Click here to access the activity we completed in our spirals on Tuesday 9/22.\n\n<a href=\"http://ldbarefield.cuipblogs.net/files/2009/09/news-3-2.pdf\">news-3-2</a>','Newspaper Activity 3.2','','publish','open','open','','newspaper-activity-32','','','2009-09-29 05:01:39','2009-09-29 11:01:39','',0,'http://ldbarefield.cuipblogs.org/?p=217',0,'post','',0),(221,190,'2009-10-02 04:43:26','2009-10-02 10:43:26','','Writer\'s Workshop Sheet for Revising Essay','','inherit','open','open','','220-revision','','','2009-10-02 04:43:26','2009-10-02 10:43:26','',220,'http://ldbarefield.cuipblogs.org/2009/10/02/220-revision/',0,'revision','',0),(226,190,'2009-10-02 04:46:40','2009-10-02 10:46:40','Use this anytime we do a writer\'s workshop in class.','Writer\'s Workshop Sheet for Revising Essay','','inherit','open','open','','220-revision-2','','','2009-10-02 04:46:40','2009-10-02 10:46:40','',220,'http://ldbarefield.cuipblogs.org/2009/10/02/220-revision-2/',0,'revision','',0),(223,190,'2009-10-02 10:10:27','2009-10-02 16:10:27','-Any sporting event or sports team profile\n\n-Students on the rise: profiles of high achievers or improvers\n\n-Teacher profiles\n\n-Attendance committee\n\n-Combating tardiness to school and class\n\n-Coping with stress\n\n-Cafeteria\n\n-Nutrition:  foods that help you think and learn\n\n-Events calendar\n\n-PBIS\n\n-Student or Staff polls\n\n-Ending youth violence\n\n-After school Activites\n\n-Testing or test scores\n\n-Funding, budget cuts, central office\n\n-Community News\n\n-Pool\n\n-Student Council\n\n-SOE Bucks\n\n-Ele','SOE Newspaper Article Ideas','','inherit','open','open','','222-revision','','','2009-10-02 10:10:27','2009-10-02 16:10:27','',222,'http://ldbarefield.cuipblogs.org/2009/10/02/222-revision/',0,'revision','',0),(222,190,'2009-10-02 10:10:58','2009-10-02 16:10:58','-Any sporting event or sports team profile\n\n-Students on the rise: profiles of high achievers or improvers\n\n-Teacher profiles\n\n-Attendance committee\n\n-Combating tardiness to school and class\n\n-Coping with stress\n\n-Cafeteria\n\n-Nutrition:  foods that help you think and learn\n\n-Events calendar\n\n-PBIS\n\n-Student or Staff polls\n\n-Ending youth violence\n\n-After school Activites\n\n-Testing or test scores\n\n-Funding, budget cuts, central office\n\n-Community News\n\n-Pool\n\n-Student Council\n\n-SOE Bucks\n\n-Elective offerings and special projects','SOE Newspaper Article Ideas','','publish','open','open','','soe-newspaper-article-ideas','','','2009-10-02 10:10:58','2009-10-02 16:10:58','',0,'http://ldbarefield.cuipblogs.org/?p=222',0,'post','',0),(225,190,'2009-10-02 10:15:04','2009-10-02 16:15:04','','college-essay-feedback','','inherit','open','open','','college-essay-feedback','','','2009-10-02 10:15:04','2009-10-02 16:15:04','',220,'http://ldbarefield.cuipblogs.net/files/2009/10/college-essay-feedback.doc',0,'attachment','application/msword',0),(220,190,'2009-10-02 10:15:19','2009-10-02 16:15:19','Use this anytime we do a writer\'s workshop in class.\n\n<a href=\"http://ldbarefield.cuipblogs.net/files/2009/10/college-essay-feedback.doc\">college-essay-feedback</a>','Writer\'s Workshop Sheet for College Essay','','publish','open','open','','writers-workshop-sheet-for-college-essay','','','2009-10-02 10:15:19','2009-10-02 16:15:19','',0,'http://ldbarefield.cuipblogs.org/?p=220',0,'post','',0),(229,190,'2009-10-02 10:16:05','2009-10-02 16:16:05','','Sample College Essays','','inherit','open','open','','227-revision','','','2009-10-02 10:16:05','2009-10-02 16:16:05','',227,'http://ldbarefield.cuipblogs.org/2009/10/02/227-revision/',0,'revision','',0),(228,190,'2009-10-02 10:17:23','2009-10-02 16:17:23','','mistake-essay-sample','','inherit','open','open','','mistake-essay-sample','','','2009-10-02 10:17:23','2009-10-02 16:17:23','',227,'http://ldbarefield.cuipblogs.net/files/2009/10/mistake-essay-sample.doc',0,'attachment','application/msword',0),(227,190,'2009-10-02 10:17:54','2009-10-02 16:17:54','Click here to look at 2 examples of successful college essays.\n\n<a href=\"http://ldbarefield.cuipblogs.net/files/2009/10/mistake-essay-sample.doc\">mistake-essay-sample</a>','Sample College Essays','','publish','open','open','','sample-college-essays','','','2009-10-02 10:17:54','2009-10-02 16:17:54','',0,'http://ldbarefield.cuipblogs.org/?p=227',0,'post','',0),(232,190,'2009-10-06 04:32:41','2009-10-06 10:32:41','Click below to access Vocab Lesson 3, due Tuesday 10/6.  Quiz will be this Friday 10/9.','Senior Vocab 3','','inherit','open','open','','230-revision','','','2009-10-06 04:32:41','2009-10-06 10:32:41','',230,'http://ldbarefield.cuipblogs.org/2009/10/06/230-revision/',0,'revision','',0),(231,190,'2009-10-06 04:33:27','2009-10-06 10:33:27','','vocab-hmwk-bk2-3','','inherit','open','open','','vocab-hmwk-bk2-3','','','2009-10-06 04:33:27','2009-10-06 10:33:27','',230,'http://ldbarefield.cuipblogs.net/files/2009/10/vocab-hmwk-bk2-3.pdf',0,'attachment','application/pdf',0),(230,190,'2009-10-06 04:33:39','2009-10-06 10:33:39','Click below to access Vocab Lesson 3, due Tuesday 10/6.  Quiz will be this Friday 10/9.\r\n\r\n<a href=\"http://ldbarefield.cuipblogs.net/files/2009/10/vocab-hmwk-bk2-3.pdf\">vocab-hmwk-bk2-3</a>','Senior Vocab 3','','publish','open','open','','senior-vocab-3','','','2009-10-20 19:58:11','2009-10-21 00:58:11','',0,'http://ldbarefield.cuipblogs.org/?p=230',0,'post','',0),(234,190,'2009-10-14 09:10:51','2009-10-14 14:10:51','Things Fall Apart-Chapters 2-3\r\n\r\n1. How does Okonkwo display his fierce and warlike nature at important occasions in the village?\r\n2. Give examples illustrating the Igbo people’s vague terror of darkness.\r\n3. Why would the people of Umuofia be beaten in the war with Mbaino if they disobeyed the Oracles of the Hills and Caves?\r\n4. Why is Ikemefuna selected by the people of Mbaino to serve as the peace sacrifice for Umuofia?\r\n5. Okonkwo is very strong and rarely feels tired. How would you describe Okonkwo’s three wives and children?\r\n6).  What effect does night have on the people? What do they fear? How do they deal with their fear of snakes at night?\r\n7).  Why is Unoka, who dies of swelling in the stomach, abandoned and left to die in the Evil Forest?\r\n8).  Why is Nwakibie considered a successful man in Igbo society?\r\n9).  Nwakibie says, “You will have what is good for you and I will have what is good for me. Let the kite perch and let the eagle perch too. If one says no to the other, let his wing break.”  What is the meaning of Nwakibie’s words?\r\n10).  What is the meaning of the proverb “A toad does not run in the daytime for nothing”? (p. 15)','Things Fall Apart Chapter 2-3 Questions','','publish','open','closed','','things-fall-apart-chapter-2-3-questions','','','2009-10-20 19:54:12','2009-10-21 00:54:12','',0,'http://ldbarefield.cuipblogs.net/?p=234',0,'post','',0),(235,190,'2009-10-14 09:10:51','2009-10-14 14:10:51','Things Fall Apart-Chapters 2-3\n\n1. How does Okonkwo display his fierce and warlike nature at important occasions in the village?\n2. Give examples illustrating the Igbo people’s vague terror of darkness. \n3. Why would the people of Umuofia be beaten in the war with Mbaino if they disobeyed the Oracles of the Hills and Caves?\n4. Why is Ikemefuna selected by the people of Mbaino to serve as the peace sacrifice for Umuofia?\n5. Okonkwo is very strong and rarely feels tired. How would you describe Okonkwo’s three wives and children?\n6).  What effect does night have on the people? What do they fear? How do they deal with their fear of snakes at night?\n7).  Why is Unoka, who dies of swelling in the stomach, abandoned and left to die in the Evil Forest?\n8).  Why is Nwakibie considered a successful man in Igbo society?\n9).  Nwakibie says, “You will have what is good for you and I will have what is good for me. Let the kite perch and let the eagle perch too. If one says no to the other, let his wing break.”\n10).  (p. 14) What is the meaning of Nwakibie’s words?\n11).  What is the meaning of the proverb “A toad does not run in the daytime for nothing”? (p. 15)\n','Things Fall Apart Chapter 2-3 Questions','','inherit','open','closed','','234-revision','','','2009-10-14 09:10:51','2009-10-14 14:10:51','',234,'http://ldbarefield.cuipblogs.net/?p=235',0,'revision','',0),(236,190,'2009-10-13 13:38:05','2009-10-13 18:38:05','Things Fall Apart-Chapter One: Answer in your notebooks\n1. Why is Okonkwo’s defeat of Amalinze the Cat such a great achievement?\n2. Describe Okonkwo.\n3. What does Unoka do with his money?\n4. What is the harmattan?\n5. Why does Unoka sing to the kites?\n6. Why does Unoka enjoy playing music for the egwugwu, or the masqueraders who impersonate the ancestral spirits of the village? \n7. What is the meaning of the proverb “He who brings kola brings life”? (p. 5)\n8. Why is Okonkwo ashamed of his father, Unoka?\n9. Compare Okonkwo with his father.\n10. Look at how how the ritual for sharing kola is described without being explained. Why do you think Achebe does this? \n','Things Fall Apart Chpater 1 Questions','','inherit','open','closed','','233-revision','','','2009-10-13 13:38:05','2009-10-13 18:38:05','',233,'http://ldbarefield.cuipblogs.net/?p=236',0,'revision','',0),(237,190,'2009-10-20 19:56:28','2009-10-21 00:56:28','','How to PEE South Shore','','inherit','open','closed','','how-to-pee-south-shore','','','2009-10-20 19:56:28','2009-10-21 00:56:28','',238,'http://ldbarefield.cuipblogs.net/files/2009/10/How-to-PEE-South-Shore.docx',0,'attachment','application/msword',0),(238,190,'2009-10-20 19:56:53','2009-10-21 00:56:53','Click below for how to use Point-Evidence-Explain to answer an assessment question.\r\n\r\n<a href=\"http://ldbarefield.cuipblogs.net/files/2009/10/How-to-PEE-South-Shore.doc\">How to PEE South Shore</a>','How to PEE','','publish','open','closed','','how-to-pee','','','2009-10-30 09:01:17','2009-10-30 14:01:17','',0,'http://ldbarefield.cuipblogs.net/?p=238',0,'post','',0),(239,190,'2009-10-06 04:33:39','2009-10-06 10:33:39','Click below to access Vocab Lesson 3, due Tuesday 10/6.  Quiz will be this Friday 10/9.\n\n<a href=\"http://ldbarefield.cuipblogs.net/files/2009/10/vocab-hmwk-bk2-3.pdf\">vocab-hmwk-bk2-3</a>','Senior Vocab 3','','inherit','open','closed','','230-revision-2','','','2009-10-06 04:33:39','2009-10-06 10:33:39','',230,'http://ldbarefield.cuipblogs.net/?p=239',0,'revision','',0),(240,190,'2009-10-20 20:02:28','2009-10-21 01:02:28','Click here for Lesson 4 vocabulary, homework due Weds 10/14 and quiz on Friday 10/16.\r\n\r\n<a href=\"http://ldbarefield.cuipblogs.net/files/2009/10/Vocab-hmwk-bk2-41.pdf\">Vocab hmwk bk2 4</a>','Senior Vocab 4','','publish','open','closed','','senior-vocab-4','','','2009-10-30 08:58:02','2009-10-30 13:58:02','',0,'http://ldbarefield.cuipblogs.net/?p=240',0,'post','',0),(241,190,'2009-10-20 20:01:42','2009-10-21 01:01:42','','Vocab hmwk bk2 4','','inherit','open','closed','','vocab-hmwk-bk2-4','','','2009-10-20 20:01:42','2009-10-21 01:01:42','',240,'http://ldbarefield.cuipblogs.net/files/2009/10/Vocab-hmwk-bk2-4.pdf',0,'attachment','application/pdf',0),(242,190,'2009-10-20 20:02:20','2009-10-21 01:02:20','Click here for Lesson 4 vocabulary, homework due Weds 10/14 and quiz on Friday 10/16.\n\nVocab hmwk bk2 4','Senior Vocab 4','','inherit','open','closed','','240-revision','','','2009-10-20 20:02:20','2009-10-21 01:02:20','',240,'http://ldbarefield.cuipblogs.net/?p=242',0,'revision','',0),(243,190,'2009-09-20 17:15:57','2009-09-20 23:15:57','Click here for Vocab Lesson 2 homework.  It\'s due on Tuesday Sept 22.  There will be a quiz on Thursday Sept 24.\n\n<a href=\"http://ldbarefield.cuipblogs.net/files/2009/09/vocab-hmwk-bk2-2.pdf\">vocab-hmwk-bk2-2</a>','Vocab Lesson 2','','inherit','open','closed','','187-revision-2','','','2009-09-20 17:15:57','2009-09-20 23:15:57','',187,'http://ldbarefield.cuipblogs.net/?p=243',0,'revision','',0),(244,190,'2009-10-20 20:02:28','2009-10-21 01:02:28','Click here for Lesson 4 vocabulary, homework due Weds 10/14 and quiz on Friday 10/16.\r\n\r\nVocab hmwk bk2 4','Senior Vocab 4','','inherit','open','closed','','240-revision-2','','','2009-10-20 20:02:28','2009-10-21 01:02:28','',240,'http://ldbarefield.cuipblogs.net/?p=244',0,'revision','',0),(245,190,'2009-10-21 08:57:12','2009-10-21 13:57:12','Click here for Lesson 4 vocabulary, homework due Weds 10/14 and quiz on Friday 10/16.\n\nVocab hmwk bk2 4','Senior Vocab 4','','inherit','open','closed','','240-autosave','','','2009-10-21 08:57:12','2009-10-21 13:57:12','',240,'http://ldbarefield.cuipblogs.net/?p=245',0,'revision','',0),(246,190,'2009-10-21 09:01:41','2009-10-21 14:01:41','<span style=\"font-size: 7.5pt;color: black;font-family: Verdana\">Ms. Barefield was born in Chicago and raised in Evanston, IL.  She graduated from Evanston Township High School in 1992.  She spent two years traveling and working before going to college at The University of Colorado at Boulder.  In 1998, she graduated with a Bachelor\'s Degree in English and Film Studies.  After college, she worked in the film and television industry.  In between jobs, she volunteered at different social service agencies around Chicago.  This experience inspired her to leave entertainment and teach full time.  She earned a Master\'s Degree in 2003 from National Louis University in Secondary Education.  Her first four years of teaching were spent in London, England where she taught middle school and high school in both Media Studies and English.  She has been working for Chicago Public Schools since returning from abroad in 2007.  She worked at Northside College Prep High School and then moved to The School of Entrepreneurship at South Shore, where she is currently in her second year.  Ms. Barefield teaches two classes of Freshman Reading, one class of Sophomore Journalism, and two classes of Senior World Literature.  She lives on the north side of the city and writes in her spar</span>','About Ms. Barefield','','inherit','open','closed','','4-autosave','','','2009-10-21 09:01:41','2009-10-21 14:01:41','',4,'http://ldbarefield.cuipblogs.net/?p=246',0,'revision','',0),(247,190,'2008-10-17 10:59:11','2008-10-17 15:59:11','<span style=\"font-size: 7.5pt;color: black;font-family: Verdana\">Ms. Barefield was born in Chicago and raised in Evanston, IL.  She graduated from Evanston Township High School in 1992.  She spent two years traveling and working before going to college at The University of Colorado at Boulder.  In 1998, she graduated with a Bachelor\'s Degree in English and Film Studies.  After college, she worked in the film and television industry.  In between jobs, she volunteered at different social service agencies around Chicago.  This experience inspired her to leave entertainment and teach full time.  She earned a Master\'s Degree in 2003 from National Louis University in Secondary Education.  Her first four years of teaching were spent in London, England where she taught middle school and high school in both Media Studies and English.  She has been working for Chicago Public Schools since returning from abroad in 2007.  She worked at Northside College Prep High School and then moved to The School of Entrepreneurship at South Shore, where she is currently in her second year.  Ms. Barefield teaches two classes of Freshman Reading, one class of Sophomore Journalism, and two classes of Senior World Literature.  She lives on the north side of the city near her family.  She loves to bake, go for walks by the lake and is writing a novel.</span>','About Ms. Barefield','','inherit','open','closed','','4-revision','','','2008-10-17 10:59:11','2008-10-17 15:59:11','',4,'http://ldbarefield.cuipblogs.net/?p=247',0,'revision','',0),(248,190,'2009-10-22 05:47:27','2009-10-22 10:47:27','','Vocab hmwk bk2 4','','inherit','open','closed','','vocab-hmwk-bk2-4-2','','','2009-10-22 05:47:27','2009-10-22 10:47:27','',240,'http://ldbarefield.cuipblogs.net/files/2009/10/Vocab-hmwk-bk2-41.pdf',0,'attachment','application/pdf',0),(249,190,'2009-10-21 08:55:35','2009-10-21 13:55:35','Click here for Lesson 4 vocabulary, homework due Weds 10/14 and quiz on Friday 10/16.\r\n\r\nVocab hmwk bk2 4','Senior Vocab 4','','inherit','open','closed','','240-revision-3','','','2009-10-21 08:55:35','2009-10-21 13:55:35','',240,'http://ldbarefield.cuipblogs.net/?p=249',0,'revision','',0),(250,190,'2009-10-22 05:47:48','2009-10-22 10:47:48','Click here for Lesson 4 vocabulary, homework due Weds 10/14 and quiz on Friday 10/16.\r\n\r\nVocab hmwk bk2 4','Senior Vocab 4','','inherit','open','closed','','240-revision-4','','','2009-10-22 05:47:48','2009-10-22 10:47:48','',240,'http://ldbarefield.cuipblogs.net/?p=250',0,'revision','',0),(251,190,'2009-10-30 09:00:58','2009-10-30 14:00:58','','How to PEE South Shore','','inherit','open','closed','','how-to-pee-south-shore-2','','','2009-10-30 09:00:58','2009-10-30 14:00:58','',238,'http://ldbarefield.cuipblogs.net/files/2009/10/How-to-PEE-South-Shore.doc',0,'attachment','application/msword',0),(252,190,'2009-10-20 19:56:53','2009-10-21 00:56:53','Click below for how to use Point-Evidence-Explain to answer an assessment question.\r\n\r\nHow to PEE South Shore','How to PEE','','inherit','open','closed','','238-revision','','','2009-10-20 19:56:53','2009-10-21 00:56:53','',238,'http://ldbarefield.cuipblogs.net/?p=252',0,'revision','',0),(253,190,'2009-10-30 11:33:55','2009-10-30 16:33:55','','Vocab hmwk bk2 5','','inherit','open','closed','','vocab-hmwk-bk2-5','','','2009-10-30 11:33:55','2009-10-30 16:33:55','',0,'http://ldbarefield.cuipblogs.net/files/2009/10/Vocab-hmwk-bk2-5.jpg',0,'attachment','image/jpeg',0),(254,190,'2009-10-30 11:34:33','2009-10-30 16:34:33','Click on the link below to access Lesson 5 Vocab.  Homework Due Tuesday 10/20, Quiz on Thursday 10/22.','Senior Vocab 5','','publish','open','closed','','senior-vocab-5','','','2009-10-30 11:34:33','2009-10-30 16:34:33','',0,'http://ldbarefield.cuipblogs.net/?p=254',0,'post','',0),(255,190,'2009-10-30 11:35:41','2009-10-30 16:35:41','','Vocab hmwk bk2 6','','inherit','open','closed','','vocab-hmwk-bk2-6','','','2009-10-30 11:35:41','2009-10-30 16:35:41','',0,'http://ldbarefield.cuipblogs.net/files/2009/10/Vocab-hmwk-bk2-6.pdf',0,'attachment','application/pdf',0),(256,190,'2009-10-30 11:35:59','2009-10-30 16:35:59','Click on the link below to access Vocab 6.  Homework Due Tuesday 10/27.  Quiz on Friday 10/30.\r\n\r\n<a href=\"http://ldbarefield.cuipblogs.net/files/2009/10/Vocab-hmwk-bk2-6.pdf\">Vocab hmwk bk2 6</a>','Senior Vocab 6','','publish','open','closed','','senior-vocab-6','','','2009-10-30 11:35:59','2009-10-30 16:35:59','',0,'http://ldbarefield.cuipblogs.net/?p=256',0,'post','',0),(257,190,'2009-11-15 19:19:04','2009-11-16 01:19:04','Here is a list of all of the items you voted on wanting to learn more about or how to do.  If you find an article on one of these topics or skills and complete an article analysis on that article, you can get up to 10 points applied to your article grade average.\r\n\r\n-Death Penalty\r\n\r\n-Youth Violence\r\n\r\n-Police Corruption\r\n\r\n-Chicago Corruption\r\n\r\n-Chicago Public School System\r\n\r\n-Anti American Sentiment\r\n\r\n-Global Warming\r\n\r\n-Health Care Reform\r\n\r\n-The end of the world\r\n\r\n-How to Find a Job\r\n\r\n-Economic Recession\r\n\r\n-Iraq War or Afghan War\r\n\r\n-Cooking or Nutrition\r\n\r\n-Education in other countries\r\n\r\n-Self Esteem\r\n\r\n-Anger Management\r\n\r\n-News from other cities like LA, NY or DC\r\n\r\n-How to Write a News Article\r\n\r\n-How to Interview People\r\n\r\n-How to Quote and put things in your own words\r\n\r\n-How to write a Personal Essay','Extra Credit Sophomore Journalism','','publish','open','closed','','extra-credit-sophomore-journalism','','','2009-11-15 19:19:04','2009-11-16 01:19:04','',0,'http://ldbarefield.cuipblogs.net/?p=257',0,'post','',0),(258,190,'2009-11-15 19:18:51','2009-11-16 01:18:51','Here is a list of all of the items you voted on wanting to learn more about or how to do.  If you find an article on one of these topics or skills and complete an article analysis on that article, you can get up to 10 points applied to your article grade average.\n\n-Death Penalty\n\n-Youth Violence\n\n-Police Corruption\n\n-Chicago Corruption\n\n-Chicago Public School System\n\n-Anti American Sentiment\n\n-Global Warming\n\n-Health Care Reform\n\n-The end of the world\n\n-How to Find a Job\n\n-Economic Recession\n\n-Iraq War or Afghan War\n\n-Cooking or Nutrition\n\n-Education in other countries\n\n-Self Esteem\n\n-Anger Management\n\n-News from other cities like LA, NY or DC\n\n-How to Write a News Article\n\n-How to Interview People\n\n-How to Quote and put things in your own words\n\n-How to write a Personal Essay','Extra Credit Sophomore Journalism','','inherit','open','closed','','257-revision','','','2009-11-15 19:18:51','2009-11-16 01:18:51','',257,'http://ldbarefield.cuipblogs.net/?p=258',0,'revision','',0),(259,190,'2009-12-08 08:25:22','2009-12-08 14:25:22','Complete a \"Revised Article Analysis\" on any of the media articles below that we read and discussed in class.\r\n\r\n1- <a href=\"http://www.npr.org/templates/story/story.php?storyId=120967567\">http://www.npr.org/templates/story/story.php?storyId=120967567</a>\r\n\r\n2- <a href=\"http://blogs.suntimes.com/sweet/2009/12/illinois_guantanamo_prison_ill_1.html\">http://blogs.suntimes.com/sweet/2009/12/illinois_guantanamo_prison_ill_1.html</a>\r\n\r\n3- <a href=\"http://www.chicagotribune.com/news/chi-michael-scott-school-board-dnov17,0,3662371.story\">http://www.chicagotribune.com/news/chi-michael-scott-school-board-dnov17,0,3662371.story</a>','Extra Credit Sophomore Journalism 2','','publish','open','closed','','extra-credit-sophomore-journalism-2','','','2009-12-08 08:39:26','2009-12-08 14:39:26','',0,'http://ldbarefield.cuipblogs.net/?p=259',0,'post','',0),(260,190,'2009-12-08 08:22:51','2009-12-08 14:22:51','Complete a \"Revised Artcile Analysis\" on any of the media articles below that we read and discussed in class.\n\n1- <a href=\"http://www.npr.org/templates/story/story.php?storyId=120967567\">http://www.npr.org/templates/story/story.php?storyId=120967567</a>\n\n2- <a href=\"http://blogs.suntimes.com/sweet/2009/12/illinois_guantanamo_prison_ill_1.html\">http://blogs.suntimes.com/sweet/2009/12/illinois_guantanamo_prison_ill_1.html</a>\n\n3-','Extra Credit Sophomore Journalism 2','','inherit','open','closed','','259-revision','','','2009-12-08 08:22:51','2009-12-08 14:22:51','',259,'http://ldbarefield.cuipblogs.net/?p=260',0,'revision','',0),(261,190,'2009-12-08 08:40:35','2009-12-08 14:40:35','Complete a \"Revised Article Analysis\" on any of the media articles below that we read and discussed in class.\n\n1- <a href=\"http://www.npr.org/templates/story/story.php?storyId=120967567\">http://www.npr.org/templates/story/story.php?storyId=120967567</a>\n\n2- <a href=\"http://blogs.suntimes.com/sweet/2009/12/illinois_guantanamo_prison_ill_1.html\">http://blogs.suntimes.com/sweet/2009/12/illinois_guantanamo_prison_ill_1.html</a>\n\n3- <a href=\"http://www.chicagotribune.com/news/chi-michael-scott-school-board-dnov17,0,3662371.story\">http://www.chicagotribune.com/news/chi-michael-scott-school-board-dnov17,0,3662371.story</a>','Extra Credit Sophomore Journalism 2','','inherit','open','closed','','259-autosave','','','2009-12-08 08:40:35','2009-12-08 14:40:35','',259,'http://ldbarefield.cuipblogs.net/?p=261',0,'revision','',0),(262,190,'2009-12-08 08:25:22','2009-12-08 14:25:22','Complete a \"Revised Artcile Analysis\" on any of the media articles below that we read and discussed in class.\r\n\r\n1- <a href=\"http://www.npr.org/templates/story/story.php?storyId=120967567\">http://www.npr.org/templates/story/story.php?storyId=120967567</a>\r\n\r\n2- <a href=\"http://blogs.suntimes.com/sweet/2009/12/illinois_guantanamo_prison_ill_1.html\">http://blogs.suntimes.com/sweet/2009/12/illinois_guantanamo_prison_ill_1.html</a>\r\n\r\n3- <a href=\"http://www.chicagotribune.com/news/chi-michael-scott-school-board-dnov17,0,3662371.story\">http://www.chicagotribune.com/news/chi-michael-scott-school-board-dnov17,0,3662371.story</a>','Extra Credit Sophomore Journalism 2','','inherit','open','closed','','259-revision-2','','','2009-12-08 08:25:22','2009-12-08 14:25:22','',259,'http://ldbarefield.cuipblogs.net/?p=262',0,'revision','',0);

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