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U.S.A English Work
This document provides an overview of American culture, traditions, and history. It discusses elements of American culture like language, holidays, sports, and important cultural symbols. It also profiles some historically important American political and entertainment figures like Barack Obama, Michael Jackson, and Steven Spielberg. Additionally, it highlights aspects of American cuisine such as Coca-Cola and cupcakes. In general, the document aims to introduce readers to various aspects that shape American culture and traditions.
Compare & Contrast Writing
ENG100 at LEHIGH CARBON COMMUNITY COLLEGE.
From The Writer's World, Paragraphs & Essays 3rd edition.
Living through challenging times with AI
Jeanie Cockell, Joan McArthur-Blair, Philippe Bailleur
Presentation at the #2012waic Conference - Ghent, Belgium
Comparison contrast paragraph ver2
Here are some key differences between Abu Dhabi City and Al Ain:
- Size - Abu Dhabi City is much larger in terms of population and area. Al Ain is considered more of a town.
- Climate - Abu Dhabi City has a hot desert climate while Al Ain's climate is slightly cooler and dry due to its location inland.
- Economy - Abu Dhabi City is the economic center of the UAE with a very diverse economy focused on oil/gas, finance, tourism. Al Ain has a more traditional economy centered around agriculture.
- Culture - Abu Dhabi City has a cosmopolitan, global culture due to its size and role as the capital
Compare contrast mini lesson
This document provides instructions for a reading lesson to teach students how to compare and contrast elements in texts. The lesson involves: 1) creating a Venn diagram and summary with the teacher using an example, 2) doing it as a class for another example, 3) having students work individually or in groups on another example, and 4) doing an individual assessment comparing elements from stories read in class. The goal is for students to learn the skill through these scaffolded examples and practices.
Comparison and contrast paragraph
The document discusses comparison and contrast in writing. It defines comparison as looking at similarities between two things and contrast as looking at differences. It provides examples of block and point-by-point organization structures for comparison/contrast paragraphs. It also lists different types of sentence connectors that can be used for comparison and contrast, including coordinating conjunctions, subordinating conjunctions, and paired conjunctions.
Compare and contrast_ppt
This document provides information on how to compare and contrast two or more things. It explains that when comparing, you identify what is the same, using words like "both" or "alike." When contrasting, you identify what is different, using words like "unlike" or "different." A Venn diagram is introduced as a useful tool to organize thoughts when comparing and contrasting, with similarities listed in the middle and differences on the sides. Examples of comparing oranges and bananas are given. The document concludes by suggesting topics that can be compared and contrasted and reviewing the key concepts.
PARAGRAPH WRITING: COMPARISON & CONTRAST
PARAGRAPH WRITING: COMPARISON & CONTRAST
English language learners: This is a four-slide presentation to help you revisit information on paragraph writing, so you can build proper sentences. (Created by Rita Zuba Prokopetz / G&R Languages – August, 2013).
Recommended
U.S.A English Work
This document provides an overview of American culture, traditions, and history. It discusses elements of American culture like language, holidays, sports, and important cultural symbols. It also profiles some historically important American political and entertainment figures like Barack Obama, Michael Jackson, and Steven Spielberg. Additionally, it highlights aspects of American cuisine such as Coca-Cola and cupcakes. In general, the document aims to introduce readers to various aspects that shape American culture and traditions.
Compare & Contrast Writing
ENG100 at LEHIGH CARBON COMMUNITY COLLEGE.
From The Writer's World, Paragraphs & Essays 3rd edition.
Living through challenging times with AI
Jeanie Cockell, Joan McArthur-Blair, Philippe Bailleur
Presentation at the #2012waic Conference - Ghent, Belgium
Comparison contrast paragraph ver2
Here are some key differences between Abu Dhabi City and Al Ain:
- Size - Abu Dhabi City is much larger in terms of population and area. Al Ain is considered more of a town.
- Climate - Abu Dhabi City has a hot desert climate while Al Ain's climate is slightly cooler and dry due to its location inland.
- Economy - Abu Dhabi City is the economic center of the UAE with a very diverse economy focused on oil/gas, finance, tourism. Al Ain has a more traditional economy centered around agriculture.
- Culture - Abu Dhabi City has a cosmopolitan, global culture due to its size and role as the capital
Compare contrast mini lesson
This document provides instructions for a reading lesson to teach students how to compare and contrast elements in texts. The lesson involves: 1) creating a Venn diagram and summary with the teacher using an example, 2) doing it as a class for another example, 3) having students work individually or in groups on another example, and 4) doing an individual assessment comparing elements from stories read in class. The goal is for students to learn the skill through these scaffolded examples and practices.
Comparison and contrast paragraph
The document discusses comparison and contrast in writing. It defines comparison as looking at similarities between two things and contrast as looking at differences. It provides examples of block and point-by-point organization structures for comparison/contrast paragraphs. It also lists different types of sentence connectors that can be used for comparison and contrast, including coordinating conjunctions, subordinating conjunctions, and paired conjunctions.
Compare and contrast_ppt
This document provides information on how to compare and contrast two or more things. It explains that when comparing, you identify what is the same, using words like "both" or "alike." When contrasting, you identify what is different, using words like "unlike" or "different." A Venn diagram is introduced as a useful tool to organize thoughts when comparing and contrasting, with similarities listed in the middle and differences on the sides. Examples of comparing oranges and bananas are given. The document concludes by suggesting topics that can be compared and contrasted and reviewing the key concepts.
PARAGRAPH WRITING: COMPARISON & CONTRAST
PARAGRAPH WRITING: COMPARISON & CONTRAST
English language learners: This is a four-slide presentation to help you revisit information on paragraph writing, so you can build proper sentences. (Created by Rita Zuba Prokopetz / G&R Languages – August, 2013).
Compare and Contrast Essay
The document compares and contrasts the ancient Roman civilization and the Cherokee Native American tribe.
The Romans and Cherokee had distinct styles of dress. The Romans wore tunics and togas, while the Cherokee women wore deer skin dresses and the men wore breechcloths and shirts. Both groups wore cloaks and moccasins.
Their religious beliefs also differed greatly. The Romans practiced polytheism with many gods and goddesses, while the Cherokee believed in medicine men and sacred numbers.
Their ways of life were different as well. The Romans communicated through public speeches and had gender roles where women stayed home. The Cherokee participated communally in hunting, farming
Compare and-Contrast Essay Writing
The document provides an introduction to expository writing and comparison-contrast essays. It defines expository writing as writing that explains or shares information by revealing facts to a reader assumed to have no prior knowledge of the topic. It then defines a comparison-contrast essay as one that analyzes two subjects by comparing similarities, contrasting differences, or both, using factual details. Finally, it notes that transitional words and a clear structure are important to make the logical relationships between ideas in a comparison-contrast essay flow smoothly.
Compare and contrast essay
The document provides information on how to write a compare and contrast essay, including its structure and components. It discusses the introduction with a general statement and thesis, body paragraphs organized by point with topic sentences, and a conclusion restating the thesis. Examples are given for comparing beaches and mountains, and fresh vs canned foods. The key elements are introducing what will be compared, organizing points by topic in separate paragraphs, and concluding with a wrap-up.
comparison & contrast paragraph
This document provides instruction and examples for writing comparison and contrast paragraphs. It discusses two common patterns for organizing comparison/contrast paragraphs: point-by-point and block. The point-by-point pattern discusses each subject point-by-point, while the block pattern discusses all aspects of one subject before moving to the other subject. The document also provides examples of topic sentences, transition words to use, and sample outlines for organizing comparison/contrast paragraphs in both patterns.
Comparison and contrast essay
This document provides instructions for writing a comparison and contrast essay. It explains that a comparison and contrast essay analyzes the similarities and differences between two topics. It recommends including an introduction with background on the topics, a thesis statement describing the purpose of the comparison, supporting details and examples, and a conclusion summarizing the main ideas. The document also describes two methods for organizing the essay: point-by-point organization, where each paragraph addresses one point of comparison; and block organization, where similarities are discussed together in one section and differences in another.
Compare and contrast powerpoint
This document discusses comparison and contrast as a writing technique. It provides examples of comparing trivial topics like food choices as well as more complex comparisons of legal systems or sports. The document outlines two basic patterns for organizing a comparison/contrast paper: block pattern and alternating pattern. The block pattern discusses one subject at a time in separate sections while the alternating pattern discusses points about both subjects together. Key elements to compare like audience, purpose, and outcomes are given. Finally, common transition words for comparing and contrasting are listed.
Example of compare & contrast paragraphs(1)
The paragraph compares and contrasts the weather in Chicago and Miami. It notes that Chicago has four distinct seasons while Miami only has two - a mild winter and long, hot summer. It also points out that Chicago's worst weather is in the winter when temperatures are around 32 degrees, while Miami's main weather problem is hurricanes in the summer when temperatures reach 95 degrees. Finally, it states that Chicagoans' biggest fear is blizzards, while Miamians worry most about hurricanes.
Self-reflection on post-it notes
This document provides an overview of assessment objectives for GCSE English Language exams. It outlines four assessment objectives, including understanding how language works, summarizing and synthesizing ideas from a text, analyzing language use and structure, and evaluating different views expressed in a text. The document provides descriptors for candidates who partially or fully meet the objectives, noting abilities like recognizing language techniques, making references to language features, and conveying and justifying ideas about a text.
Hunger games Year 7 Nearpod report
This document is a post-session report from a presentation on "The Hunger Games" that included a quiz. It provides details on student participation, quiz scores, and responses to multiple choice and open-ended questions about events and characters in the first three chapters of the book. The report lists the 14 students who participated, their responses to 10 multiple choice questions, and one open-ended question asking why they felt most sympathy for a particular character. Overall student participation was high at 98% and the average quiz score was 88%.
Weekly lesson evaluations 23rd - 27th may
This document contains weekly lesson evaluations and reflections from a teacher. Key points include:
- The teacher felt a Year 7 lesson on monologues went well but realized they need to distinguish between stage and film monologues.
- A Year 8 assessment preparation lesson helped students plan responses, while a Year 9 reading of Act Three engaged students in discussion.
- The teacher recognized they need to provide clearer instructions and learning objectives in some lessons to improve student understanding.
- Overall reflections show an emphasis on continual improvement, such as balancing praise and feedback to motivate students.
Weekly lesson evaluations 16th - 20th may
This document contains a teacher's weekly lesson evaluations and reflections for lessons taught between the 16th and 20th of May 2016. The teacher targeted using more independent learning strategies and a more literary approach in lessons. For year 8, a "Quote Quest" game engaged students in identifying quotes from Shakespeare that matched different themes, and students learned to choose appropriate quotes for writing. However, a year 8 lesson on assessment feedback was disrupted by poor behavior, rushing the second half. Overall, most year 7-9 lessons focused on annotating texts were successful, while a year 10 library lesson had some disruption that was addressed.
Weekly lesson evaluations 2nd - 6th may
This document contains weekly lesson evaluations and reflections for Years 7-10 over the week of May 2nd-6th, 2016. Key points include:
- Lessons for Year 7 focused on comparing life in District 12 and the Capitol from the book being read and students were able to extract evidence and discuss differences.
- Feedback was provided to Year 8 students on their assessment drafts and a library lesson went smoothly.
- Year 9 received feedback on assessment questions and worked on improving their PEE paragraphs through analysis of vocabulary in a text.
- The formal observation of a Year 9 lesson on Mrs. Birling's character went well with feedback to incorporate more independent learning and role-playing activities.
Weekly lesson evaluations 25th - 29nd apr
This document contains weekly lesson evaluations and reflections for years 7, 8, and 9. For year 7, students compared Theseus and the Minotaur to Katniss Everdeen from The Hunger Games, engaging with historical implications. Students also designed their own tributes. In year 8, a lesson using a primary source newspaper article went well though there were some behavior issues. Providing an event sheet and model helped with understanding. For year 9, the teacher was absent but later used roleplaying to help students empathize with characters from Gerald & Sheila in preparation for an assessment.
Weekly lesson evaluations 9th - 13th May
The document contains weekly lesson evaluations and reflections from a teacher over the course of one week. The teacher taught multiple year groups and subjects. Some key reflections included needing more preparation when using new technology like Nearpod and ensuring clear expectations are set when using iPads. Setting ground rules and modeling appropriate discussion techniques could have improved a forum theatre lesson with one class. Overall, the teacher aimed to implement more independent learning and develop a more literary approach in future lessons.
A level questions for alex
This document contains linguistic terminology questions asking for definitions and examples of pre-modifying adjectives, implicature, discourse markers, orthography, sociolects, head words, register, third person possessive pronouns, exclamative utterances, and asydentic listing, as well as the difference between connotation and denotation.
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Compare and Contrast Essay
The document compares and contrasts the ancient Roman civilization and the Cherokee Native American tribe.
The Romans and Cherokee had distinct styles of dress. The Romans wore tunics and togas, while the Cherokee women wore deer skin dresses and the men wore breechcloths and shirts. Both groups wore cloaks and moccasins.
Their religious beliefs also differed greatly. The Romans practiced polytheism with many gods and goddesses, while the Cherokee believed in medicine men and sacred numbers.
Their ways of life were different as well. The Romans communicated through public speeches and had gender roles where women stayed home. The Cherokee participated communally in hunting, farming
Compare and-Contrast Essay Writing
The document provides an introduction to expository writing and comparison-contrast essays. It defines expository writing as writing that explains or shares information by revealing facts to a reader assumed to have no prior knowledge of the topic. It then defines a comparison-contrast essay as one that analyzes two subjects by comparing similarities, contrasting differences, or both, using factual details. Finally, it notes that transitional words and a clear structure are important to make the logical relationships between ideas in a comparison-contrast essay flow smoothly.
Compare and contrast essay
The document provides information on how to write a compare and contrast essay, including its structure and components. It discusses the introduction with a general statement and thesis, body paragraphs organized by point with topic sentences, and a conclusion restating the thesis. Examples are given for comparing beaches and mountains, and fresh vs canned foods. The key elements are introducing what will be compared, organizing points by topic in separate paragraphs, and concluding with a wrap-up.
comparison & contrast paragraph
This document provides instruction and examples for writing comparison and contrast paragraphs. It discusses two common patterns for organizing comparison/contrast paragraphs: point-by-point and block. The point-by-point pattern discusses each subject point-by-point, while the block pattern discusses all aspects of one subject before moving to the other subject. The document also provides examples of topic sentences, transition words to use, and sample outlines for organizing comparison/contrast paragraphs in both patterns.
Comparison and contrast essay
This document provides instructions for writing a comparison and contrast essay. It explains that a comparison and contrast essay analyzes the similarities and differences between two topics. It recommends including an introduction with background on the topics, a thesis statement describing the purpose of the comparison, supporting details and examples, and a conclusion summarizing the main ideas. The document also describes two methods for organizing the essay: point-by-point organization, where each paragraph addresses one point of comparison; and block organization, where similarities are discussed together in one section and differences in another.
Compare and contrast powerpoint
This document discusses comparison and contrast as a writing technique. It provides examples of comparing trivial topics like food choices as well as more complex comparisons of legal systems or sports. The document outlines two basic patterns for organizing a comparison/contrast paper: block pattern and alternating pattern. The block pattern discusses one subject at a time in separate sections while the alternating pattern discusses points about both subjects together. Key elements to compare like audience, purpose, and outcomes are given. Finally, common transition words for comparing and contrasting are listed.
Example of compare & contrast paragraphs(1)
The paragraph compares and contrasts the weather in Chicago and Miami. It notes that Chicago has four distinct seasons while Miami only has two - a mild winter and long, hot summer. It also points out that Chicago's worst weather is in the winter when temperatures are around 32 degrees, while Miami's main weather problem is hurricanes in the summer when temperatures reach 95 degrees. Finally, it states that Chicagoans' biggest fear is blizzards, while Miamians worry most about hurricanes.
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Self-reflection on post-it notes
This document provides an overview of assessment objectives for GCSE English Language exams. It outlines four assessment objectives, including understanding how language works, summarizing and synthesizing ideas from a text, analyzing language use and structure, and evaluating different views expressed in a text. The document provides descriptors for candidates who partially or fully meet the objectives, noting abilities like recognizing language techniques, making references to language features, and conveying and justifying ideas about a text.
Hunger games Year 7 Nearpod report
This document is a post-session report from a presentation on "The Hunger Games" that included a quiz. It provides details on student participation, quiz scores, and responses to multiple choice and open-ended questions about events and characters in the first three chapters of the book. The report lists the 14 students who participated, their responses to 10 multiple choice questions, and one open-ended question asking why they felt most sympathy for a particular character. Overall student participation was high at 98% and the average quiz score was 88%.
Weekly lesson evaluations 23rd - 27th may
This document contains weekly lesson evaluations and reflections from a teacher. Key points include:
- The teacher felt a Year 7 lesson on monologues went well but realized they need to distinguish between stage and film monologues.
- A Year 8 assessment preparation lesson helped students plan responses, while a Year 9 reading of Act Three engaged students in discussion.
- The teacher recognized they need to provide clearer instructions and learning objectives in some lessons to improve student understanding.
- Overall reflections show an emphasis on continual improvement, such as balancing praise and feedback to motivate students.
Weekly lesson evaluations 16th - 20th may
This document contains a teacher's weekly lesson evaluations and reflections for lessons taught between the 16th and 20th of May 2016. The teacher targeted using more independent learning strategies and a more literary approach in lessons. For year 8, a "Quote Quest" game engaged students in identifying quotes from Shakespeare that matched different themes, and students learned to choose appropriate quotes for writing. However, a year 8 lesson on assessment feedback was disrupted by poor behavior, rushing the second half. Overall, most year 7-9 lessons focused on annotating texts were successful, while a year 10 library lesson had some disruption that was addressed.
Weekly lesson evaluations 2nd - 6th may
This document contains weekly lesson evaluations and reflections for Years 7-10 over the week of May 2nd-6th, 2016. Key points include:
- Lessons for Year 7 focused on comparing life in District 12 and the Capitol from the book being read and students were able to extract evidence and discuss differences.
- Feedback was provided to Year 8 students on their assessment drafts and a library lesson went smoothly.
- Year 9 received feedback on assessment questions and worked on improving their PEE paragraphs through analysis of vocabulary in a text.
- The formal observation of a Year 9 lesson on Mrs. Birling's character went well with feedback to incorporate more independent learning and role-playing activities.
Weekly lesson evaluations 25th - 29nd apr
This document contains weekly lesson evaluations and reflections for years 7, 8, and 9. For year 7, students compared Theseus and the Minotaur to Katniss Everdeen from The Hunger Games, engaging with historical implications. Students also designed their own tributes. In year 8, a lesson using a primary source newspaper article went well though there were some behavior issues. Providing an event sheet and model helped with understanding. For year 9, the teacher was absent but later used roleplaying to help students empathize with characters from Gerald & Sheila in preparation for an assessment.
Weekly lesson evaluations 9th - 13th May
The document contains weekly lesson evaluations and reflections from a teacher over the course of one week. The teacher taught multiple year groups and subjects. Some key reflections included needing more preparation when using new technology like Nearpod and ensuring clear expectations are set when using iPads. Setting ground rules and modeling appropriate discussion techniques could have improved a forum theatre lesson with one class. Overall, the teacher aimed to implement more independent learning and develop a more literary approach in future lessons.
A level questions for alex
This document contains linguistic terminology questions asking for definitions and examples of pre-modifying adjectives, implicature, discourse markers, orthography, sociolects, head words, register, third person possessive pronouns, exclamative utterances, and asydentic listing, as well as the difference between connotation and denotation.
9AS Responsibility Essay Katie
The document is a dense passage written in an unfamiliar language or code using unusual punctuation and symbols. It discusses various topics ranging from nature, technology, science, and philosophy. Specific people, places, events or overall meaning cannot be understood from the text alone due to the unconventional writing style and lack of context.
Scheme of Work - Hunger Games
This document provides an overview of a 7-week unit plan for teaching Suzanne Collins' novel The Hunger Games in a KS3 English class. Key elements of the unit include:
- Using the novel to spark discussions on morality and relationships through its dystopian themes.
- Developing reading comprehension through strategies like reciprocal reading and close analysis of quotes.
- Creative writing assignments like diary entries, monologues, and designing fictional tributes for the games.
- Comparing the novel's world to reality television and examining how tension is built in the opening paragraphs.
- Having students summarize chapters, compare characters to mythological heroes, and work to understand different perspectives.
The unit
Hunger Games PPT
Katniss volunteers as tribute to replace her sister Prim at the reaping. She is taken to the Capitol to prepare for the Hunger Games. Upon arriving, she is overwhelmed by the extreme differences between the impoverished District 12 and the excessively luxurious Capitol.
7NE Hunger Games L10
This lesson plan is for a 7th grade mixed-ability English class about The Hunger Games. The learning goals are for students to select relevant evidence from the text and analyze the text by comparing District 12 and the Capitol. Students will engage in starter, formative, and summative assessments including drawing a mockingjay, filling in a comparison table, and discussing similarities between the Capitol and modern society. The teacher provides scaffolding like a differentiated worksheet and plans for collaborative work. Students are expected to finish designing their own tribute for homework.
7NE Hunger Games L9 plan
This lesson plan is for a Year 7 class studying The Hunger Games. The objectives are for students to understand the start of Chapter 3 and empathize with the main characters. Students will listen to an audio recording of Chapter 3, participate in a hot-seating activity where they ask questions of characters Prim, Katniss, and their mother, and write a paragraph summarizing the characters' feelings and which one they empathize with most. The teacher will help students who have difficulty writing the summary paragraph.
8NE Newspaper article 5.5.2016
This lesson plan is for an 8th grade mixed ability English class on Romeo and Juliet. The learning objective is for students to write a draft of their newspaper article assessment on Romeo and Juliet. During the lesson, students will be given a sample article to analyze, asked questions to scaffold their understanding, and time to write a draft of their own assessment. The teacher will formatively assess students during these activities and provide feedback to support writing their drafts.
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