This shows the rhetorical device of juxtaposition, and the use of juxtaposition impacts the passage by giving Camino's character authenticity in her emotions, as well as by giving a word picture (imagery) to Camino's feelings of shame and vulnerability.

This shows the rhetorical device of repetition, and the use of repetition impacts the passage by giving the reader an insight/establishing connections with the reader into and as to the guilt that Yahaira feels about not telling her mother about her father's second family.

Ms. Sorensen

This line shows juxtaposition. This line juxtaposes Camino's feelings of shame and exposure and "nakedness" with the chicken that has been plucked. This line grows our understanding of the text by showing us more about Camino's relationship with Tia and Tia's assumptions of Camino's own behavior.

Ms. Sorensen

Pens and pencils are both fine - it's up to you and whatever you prefer.

This is new for me, so at the end of the semester, please let me know if you like it or if it made you feel confused.

I'm so glad that you all are in class this semester! This document is also available in Spanish - if you would like the Spanish copy, please let me know.

¡Estoy tan contenta de que todos estén en clase este semestre! Este documento también está disponible en español; si desea la copia en español, hágamelo saber.

I think back to the vastness of the ways that communication shifted during covid and lockdown. These games and game systems, while teaching content, also teach us how to communicate within a world that will forever be changed (and arguably, more virtual) than it ever was before.

I'm taken back to the beginning of Haiken where she talks about the beauty of games being that they are taught to us as a safe place to try, usually fail, and sometimes succeed.

The closest thing we have to something like a media literacy class at our school is communication studies, but I don't think they involve any sort of game or gamification (it's mostly social media and film). It would be really interesting to either do a follow-up class, like Communication Studies: Games and Game Systems, or to look at the curriculum and see where changes need to be made in order to orient games and game systems.

Our school really pushes for college and career readiness, and I want to take this text into them and see how we, as a school, are going to be promoting these ideas for all students. This, combined with Manifesto, really proves the importance of these skills!

This sounds a lot like Jack Mezirow's transformational learning. Students learn new information but them have to apply it in a way that transforms their thinking and makes them different. Not entirely different, but different in small ways. I think framing my own teaching in those terms is so vital - I can teach how to make predictions about a novel based on the cover art, but it's not until we start thinking about making predictions about a situation, a potential partner, a job offer, etc., that students can actually apply that knowledge and see the ways in which they have been changed by that application.

I really like this idea of Multiliteracies as an entire pedagogical approach and not just an idea to be oriented into the classroom here and there. Multiliteracies ties in so nicely with some of the ideas of culturally responsive teaching and pedagogy, which I align closely with, and I almost want to combine the two into something like culturally responsive multiliteracy.

I find the use of the word "differences" here, because it sounds a bit negative depending on how an educator takes that. What I mean by that is you can teach students about differences in ethnicity, race, gender, sexuality, etc. and have it be a very negative, good vs. bad, us vs. them conversation, or you can teach about those differences in a way that is honoring and inclusive. It makes sense that the cited sources here are 1991 and 2007 and I know we've come a long way since then.

Thanks for the menu of choices here!

With the new meaning comes the potential for students to orient in their heart language, which I'm really excited about. This seems like it will provide so many ways for students to show their understanding without having to have the "perfect" language schema.

Excited to think about how I can apply these ideas to my multi language learners, since I co-teach ELA for students learning English.

Love that word usage - cool to phrase things as "potential" because it leaves so much room for exploration!

I appreciate this - we have a huge push for career readiness in our school and I'm hopeful of learning ways to integrate this for students who say "I'm just going into [whatever field] so I don't need all the tech stuff."

I'm a bit bummed that I'm taking this class now vs. before covid hit and we were all online. Not that it would have made pandemic learning any less frustrating, but I think some of these tools we'll be learning about could have at least made learning more... palatable.