This presentation was given on July 27th, 2017, for the annual Back to School Brunch sponsored by Fundamentals Children's Book Store in Delaware, Ohio. The program was presented by Karen Hildebrand.
This presentation was given on July 27th, 2017, for the annual Back to School Brunch sponsored by Fundamentals Children's Book Store in Delaware, Ohio. The program was presented by Karen Hildebrand.
Reading Challenge: Engage Your Readers Through Technology
Engaging students in meaningful independent reading is often a daunting task. This session will share a reading challenge that uses technology to motivate students to read and respond to their reading. Discussion boards, digital book talks, and multimedia projects are utilized to enhance, inspire, and empower students in this challenge.
Presenter: Erica Preswood - University School - Johnson City, TN
Presentation on a Scholar Dr. Vanessa Irvin MorrisK.C. Boyd
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This slideshow was presented on October 25, 2014 in fulfillment for coursework at Dominican University. Dr. Vanessa Irvin Morris is the leading theorist of the genre of Street Literature and the author of The Reader's Advisory Guide to Street Literature
If you would like to view the three videos that are referenced in this presentation, please visit the following YouTube channel to access the playlist: http://www.youtube.com/playlist?list=PLZBs9Js_I-9CyKnnb71fYgoFaSwjhSqkD
Presents the 2010 winners of the Notable Books for a Global Society 2010 selected by the IRA Children's Literature and Reading Special Interest Group. This presentation was created by Karen Hildebrand.
The 25 award winners selected by the IRA Children's Literature and Reading SIG (Special Interest Group) selection committee for The Notable Books in a Global Society. Books published in 2010.
Reading Challenge: Engage Your Readers Through Technology
Engaging students in meaningful independent reading is often a daunting task. This session will share a reading challenge that uses technology to motivate students to read and respond to their reading. Discussion boards, digital book talks, and multimedia projects are utilized to enhance, inspire, and empower students in this challenge.
Presenter: Erica Preswood - University School - Johnson City, TN
Presentation on a Scholar Dr. Vanessa Irvin MorrisK.C. Boyd
Â
This slideshow was presented on October 25, 2014 in fulfillment for coursework at Dominican University. Dr. Vanessa Irvin Morris is the leading theorist of the genre of Street Literature and the author of The Reader's Advisory Guide to Street Literature
If you would like to view the three videos that are referenced in this presentation, please visit the following YouTube channel to access the playlist: http://www.youtube.com/playlist?list=PLZBs9Js_I-9CyKnnb71fYgoFaSwjhSqkD
Presents the 2010 winners of the Notable Books for a Global Society 2010 selected by the IRA Children's Literature and Reading Special Interest Group. This presentation was created by Karen Hildebrand.
The 25 award winners selected by the IRA Children's Literature and Reading SIG (Special Interest Group) selection committee for The Notable Books in a Global Society. Books published in 2010.
This program can be used for El Dia in April. The history of El Dia is presented and book suggestions for middle school readers using books for global understanding.
These are Laurence Yep nomination materials for the 2015 Astrid Lindgren Memorial Award. In this document you can view Laurence Yep's biography, read about his work, including bibliography, references to translations as well as list of reference material about Mr. Yep.
The Astrid Lindgren Memorial Award is an international award for children's and young adult literature. The award was established by the Swedish government in 2002.
It is presented annually to one or more laureates irrespective of language or nationality to writers, illustrators, storytellers or reading promoters.
The aim of the award is to strengthen and increase interest in literature for children and young adult all over the world. Children's rights globally is the foundation of our work.
http://www.alma.se/
Answer ONE of the following questions after reading Francine Pro.docxnolanalgernon
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Answer ONE of the following questions after reading Francine Prose's "I Know Why the Caged Bird Cannot Read." Your response should be well thought out with very few if any grammatical or sentence errors.  Your response should be 200-300words in length. It is due Thursday before 11:59pm.
#1: Prose is highly critical of the quality of both I Know Why the Caged Bird Sings and To Kill a Mockingbird. If you have read either, write an evaluation of her criticism of the book. Is she setting up this book to be unfairly judged?
-OR-
#2: Prose is skeptical of using literary works to teach values. Write a journal entry in which you support or challenge her position using specific examples to support your position.Â
I Know Why the Caged Bird Cannot Read
How American High School Students Learn to Loathe
Literature
Francine Prose
Francine Prose, who was born in the late 1940s, is a reporter, essayist, critic, and editor. She has also written more than twenty books, includ- ing poetry, fiction, and childrenâs literature. Her novel
Blue
Angel
(2000) was a finalist for the National Book Award, and her nonfiction works
The Lives of the Muses: Nine Women and the Artists They Inspired
(2002) and
Reading
Like
a
Writer:
A
Guide
for
People
Who
Love
Books and
Those
Who
Want
to
Write
Them
(2006) were both national best sellers. Â She has received numerous grants and awards, including
Guggenheim and Fulbright fellowships. She is most recently the author of the satiric novel
My
New
American
Life
(2011). Prose is currently a book reviewer for a num- ber of magazines and periodicals, including the
New
York
Times
Book
Review
and
O
. The following essay, published in
Harperâs
in September 1999, is a critique of the quality of required reading in American high schools.
Books discussed in this essay include:
I Know Why the Caged Bird Sings
by Maya Angelou. Bantam Books, 1983.
To Kill a Mockingbird
by Harper Lee. Warner Books, 1988.
Teaching Values through Teaching Literature
by Margaret Dodson.
Eric/Edinfo Press, 1993.
Teaching the Novel
by Becky Alano. Eric/Edinfo Press, 1989.
Teaching Literature by Women Authors
by Carolyn Smith McGowen.
Eric/Edinfo Press, 1993.
ike most parents who have, against all odds, preserved a lively and still evolv- ing passion for good books, I find myself, each September, increasingly appalled by the dismal lists of texts that my sons are doomed to waste a school year reading. What I get as compensation is a measure of insight into why our society has come to admire Montel Williams and Ricki Lake so much more than Dante and Homer. Given the dreariness with which literature is taught in many American classrooms, it seems miraculous that any sentient teenager would view reading as a source of pleasure. Traditionally, the love of reading has been born and nurtured in high school English class â the last time many students will find themselves in a roomful of people who have all read the sam.
Answer ONE of the following questions after reading Francine Proses.docxYASHU40
Â
Answer ONE of the following questions after reading Francine Prose's "I Know Why the Caged Bird Cannot Read." Your response should be well thought out with very few if any grammatical or sentence errors.  Your response should be 200-300words in length. It is due Thursday before 11:59pm.
#1: Prose is highly critical of the quality of both I Know Why the Caged Bird Sings and To Kill a Mockingbird. If you have read either, write an evaluation of her criticism of the book. Is she setting up this book to be unfairly judged?
-OR-
#2: Prose is skeptical of using literary works to teach values. Write a journal entry in which you support or challenge her position using specific examples to support your position.Â
I Know Why the Caged Bird Cannot Read
How American High School Students Learn to Loathe
Literature
Francine Prose
Francine Prose, who was born in the late 1940s, is a reporter, essayist, critic, and editor. She has also written more than twenty books, includ- ing poetry, fiction, and childrenâs literature. Her novel
Blue
Angel
(2000) was a finalist for the National Book Award, and her nonfiction works
The Lives of the Muses: Nine Women and the Artists They Inspired
(2002) and
Reading
Like
a
Writer:
A
Guide
for
People
Who
Love
Books and
Those
Who
Want
to
Write
Them
(2006) were both national best sellers. Â She has received numerous grants and awards, including
Guggenheim and Fulbright fellowships. She is most recently the author of the satiric novel
My
New
American
Life
(2011). Prose is currently a book reviewer for a num- ber of magazines and periodicals, including the
New
York
Times
Book
Review
and
O
. The following essay, published in
Harperâs
in September 1999, is a critique of the quality of required reading in American high schools.
Books discussed in this essay include:
I Know Why the Caged Bird Sings
by Maya Angelou. Bantam Books, 1983.
To Kill a Mockingbird
by Harper Lee. Warner Books, 1988.
Teaching Values through Teaching Literature
by Margaret Dodson.
Eric/Edinfo Press, 1993.
Teaching the Novel
by Becky Alano. Eric/Edinfo Press, 1989.
Teaching Literature by Women Authors
by Carolyn Smith McGowen.
Eric/Edinfo Press, 1993.
ike most parents who have, against all odds, preserved a lively and still evolv- ing passion for good books, I find myself, each September, increasingly appalled by the dismal lists of texts that my sons are doomed to waste a school year reading. What I get as compensation is a measure of insight into why our society has come to admire Montel Williams and Ricki Lake so much more than Dante and Homer. Given the dreariness with which literature is taught in many American classrooms, it seems miraculous that any sentient teenager would view reading as a source of pleasure. Traditionally, the love of reading has been born and nurtured in high school English class â the last time many students will find themselves in a roomful of people who have all read the sa.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
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http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasnât one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
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Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
âĸ The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
âĸ The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate âany matterâ at âany timeâ under House Rule X.
âĸ The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
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Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
The Roman Empire A Historical Colossus.pdfkaushalkr1407
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The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesarâs dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empireâs birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empireâs society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
Palestine last event orientationfvgnh .pptxRaedMohamed3
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An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
2. +
Welcome
īŽ Jennifer Hanson, Librarian, Primary Source
īŽ What is Primary Source?
īŽ Non profit organization in Watertown, Massachusetts
īŽ Professional development for K-12 teachers
īŽ âEducating for Global Understandingâ
īŽ http://www.primarysource.org
3. +
Primary Source Book Groups
īŽ Audience
īŽ K-12 teachers
īŽ Usually 20 participants.
īŽ Runs during school year
īŽ Meet 5-6 times
īŽ Once per month, October-February or March
īŽ Invite scholars and teachers to facilitate book group
discussions.
īŽ Purpose:To expose teachers to young adult/adult literature
with global themes.
4. +
Thematic Book Groups
īŽ Coming of Age Around the World
The Red Umbrella by Christina Diaz
Gonzalez
Set in Cuba a year or two after the Cuban
Revolution. Tells the story of a brother and
sister and how the Revolution impacts their
lives. When they are sent to the United
States as part of Operation Pedro Pan,
Lucia and Frankie donât know if they will
ever see their parents or Cuba again.
For grades 6 and up.
5. +
Girl in Translation: A Novel by Jean Kwok
Kimberly and her mother immigrate to
Brooklyn in the early 1980s from Hong
Kong. A beautiful story of resilience,
courage, and determination.
For grade 10 to adult.
6. +
Bamboo People: A Novel by Mitali Perkins
Chiko, a bookish boy who has been forced
to be a Burmese soldier, crosses paths with
Tu Reh, a member of the Karenni people,
an ethnic minority group fighting the
Burmese government. When Chiko is
gravely injured, Tu Reh must decide
between life and death. What develops is a
beautiful story of friendship, courage, and
compassion.
For grades 6 and up.
7. +
Ten Things I Hate About Me by Randa Abdel-
Fattah
Lebanese-Australian teenager Jamilah struggles
to determine who she isâJamie or Jamilah?
For grades 8 and up.
8. +
Immigrant and Refugee Stories
This trilogy tells the story of a migrant family from Mexico. The Circuit is a
series of short stories and begins in the 1950s when Francisco is in
elementary school.
For grades 5 and up.
9. +
West of the Jordan: A Novel by Laila
Halaby
Halaby alternates the stories of four
cousins--three living in the United States
and one residing in Jordan.
For grades 10 and up.
10. +
Tangled Threads: A Hmong Girlâs Story by
Pegi Deitz Shea
After ten years in a refugee camp in Thailand,
thirteen-year-old Mai travels to Providence,
Rhode Island, where her Americanized
cousins introduce her to pizza and shopping
while her grandmother and new friends keep
her connected to her Hmong heritage.
For grades 6 and up.
11. +
Family
Brother, Iâm Dying by Edwidge Danticat
Danticat describes the relationship
between her father, Mira, and his older
brother, Joseph, discussing how their
relationship changed from their
childhood in Haiti through their
immigration to America to their
eventual separation.
For grade 12 to adult.
12. +
Climbing the Stairs by Padma
Venkatraman
In India, in 1941, when her father
becomes injured in a non-violent protest
march, fifteen-year-old Vidya and her
family are forced to move in with her
father's extended family and become
accustomed to a totally different way of
life.
For grades 6 and up.
13. +
Genre
īŽ Historical Fiction
īŽ Weedflower by Cynthia Kadohata
īŽ A PlaceWhere Sunflowers Grow by Amy Lee-Tai
īŽ Memoir
īŽ Maoâs Last Dancer by Li Cunxin
īŽ Dancing to Freedom by Li Cunxin, illustrated by Anne Spudvilas
14. +
Suggested Global Themes and
Book Selections for All Ages
īŽ Microfinance
One Hen by Katie Smith Milway
Rickshaw Girl by Mitali Perkins
Banker to the Poor by Muhammad Yunus
15. +
īŽ Peace/War or Violence/Non Violence
Brothers in Hope by Mary
Williams
A Long Walk to Water by Linda Sue Park
God Grew Tired of Us by John Bul Dau
What is the What by Dave Eggers
16. +
ForYour Consideration
īŽ Consider using graphic novels
American Born Chinese by Gene Luan Yang
Nelson Mandela: The Authorized Comic Book
Pride of Baghdad by Brian K. Vaughan
17. +
ForYour Consideration
īŽ Skype with an Author
īŽ http://skypeanauthor.wetpaint.com/
īŽ Book Groups by Region
īŽ Regional diversity
īŽ Cultural diversity
īŽ Geographic diversity
īŽ Male protagonists and/or authors
18. +
Where do I find possible books for
my book group or classroom?
īŽ Book Awards
īŽ http://resources.primarysource.org/globalliterature
īŽ Pura Belpre Awardâhonors Latino writers and illustrators
īŽ Middle East Book Awardâbooks for children and young adults that
contribute meaningfully to an understanding of the Middle East
īŽ Childrenâs Africana Book Awardâbest childrenâs books about
Africa
īŽ Review Websites
īŽ Africa Access Review
http://www.africaaccessreview.org/aar/Database.aspx
īŽ Database of Award-Winning Childrenâs Literature
http://www.dawcl.com/
19. +
īŽ Book Lists
īŽ Notable Social Studies Trade Books (from NCSS)
īŽ Outstanding International Books from USBBY (United States Board
on Books for Young People)