Day+1


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Kandiee Campbell || Workshop Title Inspiration in My Classroom ||  Day # 1  || Basic Knowledge of Inspiration Software || Learn how to use key products capabilities and tool View Classroom examples Create a project Learn about resources for learning Consider ways to use what is learned Have fun while learning ||
 * Subject(s) of the day's workshop  To demonstrate to teachers how to use Inspiration sotware to help develop a 5 paragraph essay and improve creative thinking and writing in their students.  ||||||  Prerequisite Knowledge
 * Content (Describe in a paragraph)  Educators can learn how to use visual thinking and learning strategies   to improve student achievement. Educators can tap into visual learning to   help students better analyze, synthesize and improve critical thinking.  ||
 * List the objectives for this lesson Explore Inspiration 8
 * There will be a walk through step by step series of instruction organized into minilessons that teachers will work through together. ||
 * Templates will be used to help students jumpstart projects. Training videos to be used a quick resources to learn featurescurriculum packets available online to help maximize visual learning. Help system that can help with commands and features available while using inspiration. ||


 * CATEGORY || 4 || 3 || 2 || 1 ||
 * Introduction (Organization) || The introduction is inviting, states the main topic and previews the structure of the paper. || The introduction clearly states the main topic and previews the structure of the paper, but is not particularly inviting to the reader. || The introduction states the main topic, but does not adequately preview the structure of the paper nor is it particularly inviting to the reader. || There is no clear introduction of the main topic or structure of the paper. ||
 * Grammar & Spelling (Conventions) || Writer makes no errors in grammar or spelling that distract the reader from the content. || Writer makes 1-2 errors in grammar or spelling that distract the reader from the content. || Writer makes 3-4 errors in grammar or spelling that distract the reader from the content. || Writer makes more than 4 errors in grammar or spelling that distract the reader from the content. ||
 * Capitalization & Punctuation (Conventions) || Writer makes no errors in capitalization or punctuation, so the paper is exceptionally easy to read. || Writer makes 1 or 2 errors in capitalization or punctuation, but the paper is still easy to read. || Writer makes a few errors in capitalization and/or punctuation that catch the reader's attention and interrupt the flow. || Writer makes several errors in capitalization and/or punctuation that catch the reader's attention and greatly interrupt the flow. ||
 * Conclusion (Organization) || The conclusion is strong and leaves the reader with a feeling that they understand what the writer is "getting at." || The conclusion is recognizable and ties up almost all the loose ends. || The conclusion is recognizable, but does not tie up several loose ends. || There is no clear conclusion, the paper just ends. ||