This document is a 10th grade English remedial module that provides exercises to assist students with improving their English skills. It begins with an introduction explaining that the module contains multiple choice exercises and that student participation will be validated by the Puerto Rico Department of Education. The module then defines and provides examples of different literary genres like fiction, non-fiction, poetry, drama, and their distinguishing characteristics. It also explains elements of poetry like imagery, metaphor, and forms like sonnets. The document concludes with a literary genre review quiz.
This document provides a checklist and instructions for student teachers to document their use of various instructional strategies during their field placement. The checklist is designed to ensure student teachers employ a variety of strategies to meet the needs of diverse learners, engage students in multiple ways of learning, and meet teaching standards. Student teachers are instructed to record the date, context, strategy used, and standards addressed for at least 10 lessons. The completed checklist must be included in the student teacher's digital teaching portfolio.
The document provides information about a proposed English I text set that would include various short stories and novels to examine themes related to the human condition. It analyzes several potential texts for the set, including The Great Gatsby by F. Scott Fitzgerald as the anchor text. For The Great Gatsby, it provides a qualitative and quantitative analysis, examining factors such as its complexity, vocabulary, and relevance to the unit themes. It also briefly summarizes and evaluates two short stories - "The Cask of Amontillado" by Edgar Allan Poe and "The Most Dangerous Game" by Richard Connell - that could provide introductory texts to build students' reading stamina.
PRACTICING READING AND WRITING THROUGH NEWSPAPER ARTICLESJANA CIOBANU
This document outlines an approach for using newspaper articles to teach English language skills to newcomers in Canada. It presents three sample news stories that could be used, along with exercises focused on vocabulary, reading comprehension, writing, and integrated language skills. Students would read the news articles, complete comprehension questions, discuss vocabulary, and write summaries or responses. The goal is for students to practice their English reading and writing abilities through engaging with authentic texts on familiar topics from newspapers.
This document describes Session 4 of an essay writing course for students preparing for the 2016 Matura exam. The session covers writing for a specific reader by considering the reader's level of knowledge and tailoring the writing appropriately. It also discusses moving from sentences to paragraphs by using a main idea sentence and supporting sentences to develop one unit of thought within a paragraph. The schedule lists future sessions that will cover additional essay writing elements and techniques.
This document provides a scheme of work for an English class at Sekolah Menengah Kebangsaan Segambut. It outlines 15 weeks of lessons organized by theme, language aspects, educational emphases, and assessment dates. Key themes include likes and dislikes, occupations, inventions, shapes and sizes, saving money, and saving the environment. Lessons incorporate listening, speaking, reading and writing activities focused on vocabulary development, grammar structures, and thinking skills. Formal exams are scheduled for mid-year and end of year, with breaks for major religious holidays.
Shs core 21st century literature from the philippines and the world cgDeb Homillano
This document provides an overview of the curriculum for a course on 21st Century Literature from the Philippines and the World. The course is divided into two quarters. The first quarter focuses on literature from the different regions of the Philippines, examining works from the region where the school is located as well as canonical Filipino authors. Students will analyze and interpret literary texts and adapt works into other creative forms using multimedia. The second quarter covers literature from various parts of the world, including works from Asia, Europe, North America, Latin America, and Africa. Students will continue practicing close analysis of texts and relating them to their historical and cultural contexts.
Shs core 21st century literature from the philippines and the world cgAngelo Ayala
This document provides an overview of the curriculum for a course on 21st Century Literature from the Philippines and the World. The course is divided into two quarters. The first quarter focuses on literature from the different regions of the Philippines, examining works from the region where the school is located as well as canonical Filipino authors. Students will analyze and interpret literary texts through written assignments and multimedia adaptations. The second quarter covers literature from various regions of the world, including Asia, Europe, North America, Latin America, and Africa. Students will continue practicing close analysis of texts and relating texts to their historical and cultural contexts.
This unit plan focuses on concepts of power and authority through comparative readings of Shakespeare's Macbeth and Titus Andronicus, Machiavelli's The Prince, and Lao Tzu's Tao Te Ching. The goal is to improve student argumentative writing skills through practicing components like constructing an argument. Students will complete an extended argumentative essay as a post-assessment. The unit provides differentiation for gifted students through choices in assignments, flexible formats for completing work, and opportunities for higher-level students to support lower-level peers. A variety of individual, paired, and group activities targeting different skills are designed to engage twice-exceptional learners.
This document provides a checklist and instructions for student teachers to document their use of various instructional strategies during their field placement. The checklist is designed to ensure student teachers employ a variety of strategies to meet the needs of diverse learners, engage students in multiple ways of learning, and meet teaching standards. Student teachers are instructed to record the date, context, strategy used, and standards addressed for at least 10 lessons. The completed checklist must be included in the student teacher's digital teaching portfolio.
The document provides information about a proposed English I text set that would include various short stories and novels to examine themes related to the human condition. It analyzes several potential texts for the set, including The Great Gatsby by F. Scott Fitzgerald as the anchor text. For The Great Gatsby, it provides a qualitative and quantitative analysis, examining factors such as its complexity, vocabulary, and relevance to the unit themes. It also briefly summarizes and evaluates two short stories - "The Cask of Amontillado" by Edgar Allan Poe and "The Most Dangerous Game" by Richard Connell - that could provide introductory texts to build students' reading stamina.
PRACTICING READING AND WRITING THROUGH NEWSPAPER ARTICLESJANA CIOBANU
This document outlines an approach for using newspaper articles to teach English language skills to newcomers in Canada. It presents three sample news stories that could be used, along with exercises focused on vocabulary, reading comprehension, writing, and integrated language skills. Students would read the news articles, complete comprehension questions, discuss vocabulary, and write summaries or responses. The goal is for students to practice their English reading and writing abilities through engaging with authentic texts on familiar topics from newspapers.
This document describes Session 4 of an essay writing course for students preparing for the 2016 Matura exam. The session covers writing for a specific reader by considering the reader's level of knowledge and tailoring the writing appropriately. It also discusses moving from sentences to paragraphs by using a main idea sentence and supporting sentences to develop one unit of thought within a paragraph. The schedule lists future sessions that will cover additional essay writing elements and techniques.
This document provides a scheme of work for an English class at Sekolah Menengah Kebangsaan Segambut. It outlines 15 weeks of lessons organized by theme, language aspects, educational emphases, and assessment dates. Key themes include likes and dislikes, occupations, inventions, shapes and sizes, saving money, and saving the environment. Lessons incorporate listening, speaking, reading and writing activities focused on vocabulary development, grammar structures, and thinking skills. Formal exams are scheduled for mid-year and end of year, with breaks for major religious holidays.
Shs core 21st century literature from the philippines and the world cgDeb Homillano
This document provides an overview of the curriculum for a course on 21st Century Literature from the Philippines and the World. The course is divided into two quarters. The first quarter focuses on literature from the different regions of the Philippines, examining works from the region where the school is located as well as canonical Filipino authors. Students will analyze and interpret literary texts and adapt works into other creative forms using multimedia. The second quarter covers literature from various parts of the world, including works from Asia, Europe, North America, Latin America, and Africa. Students will continue practicing close analysis of texts and relating them to their historical and cultural contexts.
Shs core 21st century literature from the philippines and the world cgAngelo Ayala
This document provides an overview of the curriculum for a course on 21st Century Literature from the Philippines and the World. The course is divided into two quarters. The first quarter focuses on literature from the different regions of the Philippines, examining works from the region where the school is located as well as canonical Filipino authors. Students will analyze and interpret literary texts through written assignments and multimedia adaptations. The second quarter covers literature from various regions of the world, including Asia, Europe, North America, Latin America, and Africa. Students will continue practicing close analysis of texts and relating texts to their historical and cultural contexts.
This unit plan focuses on concepts of power and authority through comparative readings of Shakespeare's Macbeth and Titus Andronicus, Machiavelli's The Prince, and Lao Tzu's Tao Te Ching. The goal is to improve student argumentative writing skills through practicing components like constructing an argument. Students will complete an extended argumentative essay as a post-assessment. The unit provides differentiation for gifted students through choices in assignments, flexible formats for completing work, and opportunities for higher-level students to support lower-level peers. A variety of individual, paired, and group activities targeting different skills are designed to engage twice-exceptional learners.
This document provides an introduction and overview for an English learning module on overcoming challenges for Quarter III. It discusses how Asian and African literary pieces reveal how people in those regions respond to the challenges of modernity. The module contains 4 lessons examining the temperaments and psyche of Koreans, Burmese, Arabians/Israelites, and South Africans based on their literature. It introduces focus questions, lesson objectives, and assessments to help students learn about the character and responses to modernity reflected in Asian and African works.
POL 255 Education Specialist / snaptutorial.comMcdonaldRyan160
For more classes visit
www.snaptutorial.com
Theory, Arms Races, and the Prisoner’s Dilemma. Due by Day 7.
Purpose: The primary goal of this weekly summative assignment is to explore some of the most important concepts and paradigms used in the study of international relations (IR). In this first week of class, you will utilize major IR theories along with the Prisoner’s Dilemma paradigm to analyze one of the most long-standing and perplexing international
This document is a syllabus for an English III course at UNIANDES University in Ecuador. It outlines the course objectives, topics, schedule, assignments and assessments. The course aims to improve students' English communication skills to an A2 level according to the CEFR framework. Over 12 topics related to travel, appearance, film/arts, science, technology, tourism and the environment will be covered. Students will complete activities such as discussions, presentations and writing assignments to assess their skills in areas like describing travel, being polite in English and interacting in familiar contexts. The course schedule allocates time for both classroom and independent work over 32 classroom hours and 48 autonomous hours.
This document provides information about Grade 7 English learning packages in the Philippines, including goals, tasks, texts, and lessons. Specifically:
1. The packages aim to help students explore themes and texts, engage with print and non-print resources, enhance grammar awareness and skills, and locate information.
2. Lesson 1 values elders' wisdom through proverbs, having students determine if statements are true/false, recognize similar/opposite words, and classify proverbs.
3. Lesson 2 prepares students to appreciate cultural diversity by identifying ethnic groups, knowing more about groups, and determining if statements about Filipino uniqueness and religion are agreed with.
The passage is a reflection on what it means to be Filipino. It discusses the author's Filipino heritage and the struggles of Filipino ancestors. The author feels a responsibility to honor the past sacrifices made by Filipinos and to work towards a democratic future. The author sees themselves as a product of both Eastern and Western influences and hopes to lead the Philippines towards progress, justice, equality, and freedom.
Here are the questions regarding the text:
1. What does the text reveal about the African concept of deity?
2. According to the text, how do Africans view nature?
3. What are the African beliefs about the composition of man according to the text?
4. What insights does the text provide about the African worldview?
This document outlines content and performance standards for grade 7 English organized by quarter. The standards cover listening comprehension, oral language, reading comprehension, and writing. For listening comprehension, standards focus on determining meaning from verbal and non-verbal cues. Oral language standards include speaking with proper stress, intonation, and pacing. Reading comprehension standards involve understanding texts of increasing complexity. Writing standards emphasize organizing ideas coherently in different text types. The performance standards describe levels of independence for demonstrating the content standards.
Here are the questions regarding the text:
1. What does the text reveal about the African concept of deity?
2. According to the text, how do Africans view nature?
3. What are the African beliefs about the composition of man according to the text?
4. What insights does the text provide about the African worldview?
An oral practice book for advanced students of English aimed at secondary or adult students who are preparing for the Cambridge Proficiency Exam or want to improve their command of spoken English
For and Against, Alexander- Advanced CompositionIhssanBenbouhia
Topics
1 It is foolish to give money to beggars.
2 Duelling is a sensible way of settling an argument.
3 Men are worse gossips than women.
4 Women are only interested in getting married.
5 It is wrong to inherit money.
6 Relations are a nuisance.
7 Christmas should be abolished.
8 Animals should not be kept in captivity.
9 Parents should be sent to school.
10 The good old days were not good enough.
I I Learning to play a musical instrument is a waste of time.
12 Life begins at forty.
13 Crime pays very well.
14 Vegetarians have found the secret of good living.
15 Social change can best be achieved by revolution.
16 We wish the present government many happy returns.
17 It is right to meddle with Nature.
18 The churches and all they stand for are out of touch with modern life.
19 Too much knowledge is a dangerous thing.
20 Each country has the newspapers it deserves.
21 The United States of Europe is a fine ideal.
22 •Manners maketh man.'
23 Men with moustaches have evil intentions.
24 The work done behind the scenes is what counts.
25 Hypocrisy is a virtue.
26 The Classics are boring.
27 The end of the world is at hand.
28 We have too much leisure.
29 We hope teaching-machines will replace teachers.
30 Maintaining an intelligence service is an old-fashioned idea.
Changing lives: Teaching English and literature to ESL students ainur_shahida
This document discusses strategies for teaching English as a Second Language (ESL) students in secondary classrooms. It begins by providing background on the growing population of ESL students in U.S. schools and outlines key principles for effective ESL instruction. These include recognizing the important role of students' first language, building on what students already know, understanding that language acquisition takes time, and promoting interaction and literacy development. The document also describes common ESL program models and the stages of linguistic and cultural development ESL students experience. Throughout, effective instructional activities are suggested to support students at different stages of English proficiency.
This document provides information about an English syllabus for a Tourism and Hospitality major study program at Universidad Estatal de Bolívar in Ecuador. It outlines the course details including credits, prerequisites, instructor information, learning outcomes, units of study, and assessment methods. The course aims to prepare students at a low basic English grammar and conversational level equivalent to B1+ on the Common European Framework of Reference. Over the course of 8 units, students will develop reading, listening, speaking and writing skills through activities involving different topics related to tourism and hospitality. Their skills and knowledge will be assessed through exams and assignments after each unit.
The document discusses connections between Africans and Filipinos. It notes that both groups are proud of their identities and see themselves as gifted. It asks students to identify talents they have that could help the Philippines and notable Filipinos who have brought fame to the country. The document outlines tasks for student groups to perform related to reflecting the message of an included poem about an African child. It provides criteria for scoring the group performances.
This document provides guidance for teaching students how to improve their writing skills, particularly for writing responses on the Baccalaureate exam. It discusses common problems in student writing like not addressing the prompt fully or lacking supporting evidence. It then reviews different writing styles like narrative, descriptive, expository, and argumentative. While the Baccalaureate questions may use language from different styles, students need to understand they require an argumentative approach. The document emphasizes the importance of unpacking the prompt and brainstorming to ensure a clear and complete response is provided.
Learning literature through English Language TeachingIfrad Mahbub
ELT or 'English Language Teaching' indicates to teaching of English to people whose first language is not English. In the process of learning literature, teaching of English comes forward as the most powerful tool in the school bag. The larger portion of people learn English for practical rather than ideological reasons in non-native English speaking nations.
This presentation discusses Depth of Knowledge (DOK) levels and how they relate to standards and assessments. It presents the four DOK levels - recall and reproduction, skills and concepts, short-term strategic thinking, and extended thinking. Examples are provided for each level to illustrate the cognitive demands. The presentation notes how DOK levels can be used to align standards and assessments and provide various ways the levels can be integrated into instructional activities involving art, discussions, simulations, and analyzing multiple perspectives.
This document provides information for an ESL grammar lesson on nouns and articles that will take place in a computer lab. The lesson will use online fairy tales and audio recordings to help 18 adult intermediate ESL students from various countries practice recognizing and using different types of nouns and articles. Students will work in groups to analyze stories for examples of nouns and articles. They will then discuss their findings and write summaries applying what they learned. The teacher anticipates that count vs. non-count nouns may require additional explanation and plans follow-up to address any recurring problems.
Paragraph A discusses how different cultures have their own conventions for what and how students should learn. Paragraph B talks about diversity both between and within cultures, using Britain as an example of how expectations change from primary/secondary school to university. Paragraph C analyzes how writing styles are culture-specific and abilities don't necessarily transfer between languages. Paragraph D argues diversity also exists between academic disciplines in terms of writing standards. Paragraph E summarizes there are three levels of cultural adjustment overseas students face: different learning styles, secondary to tertiary transition, and entry to disciplinary sub-cultures.
The passage discusses cultural differences in learning and education. It states that every culture has its own conventions for what and how people learn. Even within cultures, differences exist, such as between primary/secondary school and university expectations in Britain. The passage also notes that writing and thinking processes are culture-specific. While standards exist across academic disciplines, requirements differ between fields like chemistry and physics. Overall, overseas students must adjust to a new culturally-based learning style, the transition from secondary to tertiary education, and the norms of their specific academic discipline.
The document provides an outline for a unit on "Myself and Others" in the Year 8 English curriculum. It recommends prior knowledge from Year 7 and the first term of Year 8. The general topic is how students develop their language skills to communicate with and understand others. Activities include writing for different purposes and audiences, as well as implicit and explicit reading comprehension. Students will practice speaking, describing, analyzing and discussing. They will write articles, brochures, letters and reports using correct grammar. Close reading of texts will allow understanding of characters through vocabulary and language choices.
015 Essay Example Persuasive Writing For 5th Grade Lesson Plans To .... 50 Free Persuasive Essay Examples (+BEST Topics) ᐅ TemplateLab. How to write a persuasive essay in 5th grade - You are being redirected .... 017 Persuade Essay Writing Persuasive Argumentative Sample 5th Grade .... 014 Essay Example Persuasive Letter Format 5th Grade Save Topics Best .... Example Of A Persuasive Essay For 4th Grade - Essay Writing Top. Persuasive Writing Topics For 5th Grade. Persuasive Writing Prompts 5Th Grade. 018 Essay Example Persuasive Writing For 5th Grade ~ Thatsnotus. ⭐ Persuasive topics for grade 5. A List Of Great Persuasive Essay .... 002 8th Grade Essay Topics Template Entrancing Persuasive Middle School ....
This document is a daily lesson log from Ananias C. Hernandez Memorial National High School in Batangas, Philippines. It summarizes an English lesson on September 1st for Grade 8 students on identifying context clues. The lesson objectives are to determine the types of context clues, differentiate between them, and identify word meanings using context clues. Various types of context clues are defined and examples are provided, including synonym, definition, antonym, explanation, cause-and-effect, comparison, and inference clues. Activities are included where students identify context clues in passages and sentences. The teacher reflects that examples helped students understand the topic well, though some students were shy to participate.
This document provides an introduction and overview for an English learning module on overcoming challenges for Quarter III. It discusses how Asian and African literary pieces reveal how people in those regions respond to the challenges of modernity. The module contains 4 lessons examining the temperaments and psyche of Koreans, Burmese, Arabians/Israelites, and South Africans based on their literature. It introduces focus questions, lesson objectives, and assessments to help students learn about the character and responses to modernity reflected in Asian and African works.
POL 255 Education Specialist / snaptutorial.comMcdonaldRyan160
For more classes visit
www.snaptutorial.com
Theory, Arms Races, and the Prisoner’s Dilemma. Due by Day 7.
Purpose: The primary goal of this weekly summative assignment is to explore some of the most important concepts and paradigms used in the study of international relations (IR). In this first week of class, you will utilize major IR theories along with the Prisoner’s Dilemma paradigm to analyze one of the most long-standing and perplexing international
This document is a syllabus for an English III course at UNIANDES University in Ecuador. It outlines the course objectives, topics, schedule, assignments and assessments. The course aims to improve students' English communication skills to an A2 level according to the CEFR framework. Over 12 topics related to travel, appearance, film/arts, science, technology, tourism and the environment will be covered. Students will complete activities such as discussions, presentations and writing assignments to assess their skills in areas like describing travel, being polite in English and interacting in familiar contexts. The course schedule allocates time for both classroom and independent work over 32 classroom hours and 48 autonomous hours.
This document provides information about Grade 7 English learning packages in the Philippines, including goals, tasks, texts, and lessons. Specifically:
1. The packages aim to help students explore themes and texts, engage with print and non-print resources, enhance grammar awareness and skills, and locate information.
2. Lesson 1 values elders' wisdom through proverbs, having students determine if statements are true/false, recognize similar/opposite words, and classify proverbs.
3. Lesson 2 prepares students to appreciate cultural diversity by identifying ethnic groups, knowing more about groups, and determining if statements about Filipino uniqueness and religion are agreed with.
The passage is a reflection on what it means to be Filipino. It discusses the author's Filipino heritage and the struggles of Filipino ancestors. The author feels a responsibility to honor the past sacrifices made by Filipinos and to work towards a democratic future. The author sees themselves as a product of both Eastern and Western influences and hopes to lead the Philippines towards progress, justice, equality, and freedom.
Here are the questions regarding the text:
1. What does the text reveal about the African concept of deity?
2. According to the text, how do Africans view nature?
3. What are the African beliefs about the composition of man according to the text?
4. What insights does the text provide about the African worldview?
This document outlines content and performance standards for grade 7 English organized by quarter. The standards cover listening comprehension, oral language, reading comprehension, and writing. For listening comprehension, standards focus on determining meaning from verbal and non-verbal cues. Oral language standards include speaking with proper stress, intonation, and pacing. Reading comprehension standards involve understanding texts of increasing complexity. Writing standards emphasize organizing ideas coherently in different text types. The performance standards describe levels of independence for demonstrating the content standards.
Here are the questions regarding the text:
1. What does the text reveal about the African concept of deity?
2. According to the text, how do Africans view nature?
3. What are the African beliefs about the composition of man according to the text?
4. What insights does the text provide about the African worldview?
An oral practice book for advanced students of English aimed at secondary or adult students who are preparing for the Cambridge Proficiency Exam or want to improve their command of spoken English
For and Against, Alexander- Advanced CompositionIhssanBenbouhia
Topics
1 It is foolish to give money to beggars.
2 Duelling is a sensible way of settling an argument.
3 Men are worse gossips than women.
4 Women are only interested in getting married.
5 It is wrong to inherit money.
6 Relations are a nuisance.
7 Christmas should be abolished.
8 Animals should not be kept in captivity.
9 Parents should be sent to school.
10 The good old days were not good enough.
I I Learning to play a musical instrument is a waste of time.
12 Life begins at forty.
13 Crime pays very well.
14 Vegetarians have found the secret of good living.
15 Social change can best be achieved by revolution.
16 We wish the present government many happy returns.
17 It is right to meddle with Nature.
18 The churches and all they stand for are out of touch with modern life.
19 Too much knowledge is a dangerous thing.
20 Each country has the newspapers it deserves.
21 The United States of Europe is a fine ideal.
22 •Manners maketh man.'
23 Men with moustaches have evil intentions.
24 The work done behind the scenes is what counts.
25 Hypocrisy is a virtue.
26 The Classics are boring.
27 The end of the world is at hand.
28 We have too much leisure.
29 We hope teaching-machines will replace teachers.
30 Maintaining an intelligence service is an old-fashioned idea.
Changing lives: Teaching English and literature to ESL students ainur_shahida
This document discusses strategies for teaching English as a Second Language (ESL) students in secondary classrooms. It begins by providing background on the growing population of ESL students in U.S. schools and outlines key principles for effective ESL instruction. These include recognizing the important role of students' first language, building on what students already know, understanding that language acquisition takes time, and promoting interaction and literacy development. The document also describes common ESL program models and the stages of linguistic and cultural development ESL students experience. Throughout, effective instructional activities are suggested to support students at different stages of English proficiency.
This document provides information about an English syllabus for a Tourism and Hospitality major study program at Universidad Estatal de Bolívar in Ecuador. It outlines the course details including credits, prerequisites, instructor information, learning outcomes, units of study, and assessment methods. The course aims to prepare students at a low basic English grammar and conversational level equivalent to B1+ on the Common European Framework of Reference. Over the course of 8 units, students will develop reading, listening, speaking and writing skills through activities involving different topics related to tourism and hospitality. Their skills and knowledge will be assessed through exams and assignments after each unit.
The document discusses connections between Africans and Filipinos. It notes that both groups are proud of their identities and see themselves as gifted. It asks students to identify talents they have that could help the Philippines and notable Filipinos who have brought fame to the country. The document outlines tasks for student groups to perform related to reflecting the message of an included poem about an African child. It provides criteria for scoring the group performances.
This document provides guidance for teaching students how to improve their writing skills, particularly for writing responses on the Baccalaureate exam. It discusses common problems in student writing like not addressing the prompt fully or lacking supporting evidence. It then reviews different writing styles like narrative, descriptive, expository, and argumentative. While the Baccalaureate questions may use language from different styles, students need to understand they require an argumentative approach. The document emphasizes the importance of unpacking the prompt and brainstorming to ensure a clear and complete response is provided.
Learning literature through English Language TeachingIfrad Mahbub
ELT or 'English Language Teaching' indicates to teaching of English to people whose first language is not English. In the process of learning literature, teaching of English comes forward as the most powerful tool in the school bag. The larger portion of people learn English for practical rather than ideological reasons in non-native English speaking nations.
This presentation discusses Depth of Knowledge (DOK) levels and how they relate to standards and assessments. It presents the four DOK levels - recall and reproduction, skills and concepts, short-term strategic thinking, and extended thinking. Examples are provided for each level to illustrate the cognitive demands. The presentation notes how DOK levels can be used to align standards and assessments and provide various ways the levels can be integrated into instructional activities involving art, discussions, simulations, and analyzing multiple perspectives.
This document provides information for an ESL grammar lesson on nouns and articles that will take place in a computer lab. The lesson will use online fairy tales and audio recordings to help 18 adult intermediate ESL students from various countries practice recognizing and using different types of nouns and articles. Students will work in groups to analyze stories for examples of nouns and articles. They will then discuss their findings and write summaries applying what they learned. The teacher anticipates that count vs. non-count nouns may require additional explanation and plans follow-up to address any recurring problems.
Paragraph A discusses how different cultures have their own conventions for what and how students should learn. Paragraph B talks about diversity both between and within cultures, using Britain as an example of how expectations change from primary/secondary school to university. Paragraph C analyzes how writing styles are culture-specific and abilities don't necessarily transfer between languages. Paragraph D argues diversity also exists between academic disciplines in terms of writing standards. Paragraph E summarizes there are three levels of cultural adjustment overseas students face: different learning styles, secondary to tertiary transition, and entry to disciplinary sub-cultures.
The passage discusses cultural differences in learning and education. It states that every culture has its own conventions for what and how people learn. Even within cultures, differences exist, such as between primary/secondary school and university expectations in Britain. The passage also notes that writing and thinking processes are culture-specific. While standards exist across academic disciplines, requirements differ between fields like chemistry and physics. Overall, overseas students must adjust to a new culturally-based learning style, the transition from secondary to tertiary education, and the norms of their specific academic discipline.
The document provides an outline for a unit on "Myself and Others" in the Year 8 English curriculum. It recommends prior knowledge from Year 7 and the first term of Year 8. The general topic is how students develop their language skills to communicate with and understand others. Activities include writing for different purposes and audiences, as well as implicit and explicit reading comprehension. Students will practice speaking, describing, analyzing and discussing. They will write articles, brochures, letters and reports using correct grammar. Close reading of texts will allow understanding of characters through vocabulary and language choices.
015 Essay Example Persuasive Writing For 5th Grade Lesson Plans To .... 50 Free Persuasive Essay Examples (+BEST Topics) ᐅ TemplateLab. How to write a persuasive essay in 5th grade - You are being redirected .... 017 Persuade Essay Writing Persuasive Argumentative Sample 5th Grade .... 014 Essay Example Persuasive Letter Format 5th Grade Save Topics Best .... Example Of A Persuasive Essay For 4th Grade - Essay Writing Top. Persuasive Writing Topics For 5th Grade. Persuasive Writing Prompts 5Th Grade. 018 Essay Example Persuasive Writing For 5th Grade ~ Thatsnotus. ⭐ Persuasive topics for grade 5. A List Of Great Persuasive Essay .... 002 8th Grade Essay Topics Template Entrancing Persuasive Middle School ....
This document is a daily lesson log from Ananias C. Hernandez Memorial National High School in Batangas, Philippines. It summarizes an English lesson on September 1st for Grade 8 students on identifying context clues. The lesson objectives are to determine the types of context clues, differentiate between them, and identify word meanings using context clues. Various types of context clues are defined and examples are provided, including synonym, definition, antonym, explanation, cause-and-effect, comparison, and inference clues. Activities are included where students identify context clues in passages and sentences. The teacher reflects that examples helped students understand the topic well, though some students were shy to participate.
Tesol 2010: Reimagining Differentiated Instruction for Language Objectiveskristenlindahl
This document discusses strategies for differentiated instruction for English language learners. It describes techniques like cubing, tiered activities, and RAFT that engage students in higher-order thinking about content while meeting language objectives. Cubing involves students rolling dice with directions to complete tasks related to content. Tiered activities provide multiple levels of complexity while addressing the same concepts. RAFT assigns students roles to write from different perspectives on a topic. The document emphasizes addressing both content and language objectives to support ELL students' learning.
The document provides information about identifying points of reference in a text through pronouns and possessive adjectives. It lists different pronouns and possessive adjectives for singular and plural persons. It also discusses demonstrative pronouns/adjectives, demonstrative adverbs, and other reference words like "one", "all", and "such". Exercises are included to identify antecedents of reference words in sentences and paragraphs. The exercises assess understanding of how reference words can replace single words, groups of words, or whole sentences.
FREE 9+ College Essay Examples in PDF | Examples - How to write english .... an argument paper with two different types of writing and the same type .... Simple Essay Example – Amat. A Guide to Writing a Winning Scholarship Essay - Reprise Cartouches. How To Write An Essay Examples – Telegraph. 022 Community Essay Sample Service Learning Example Ta Student Essays .... Sample Essay With Quotes. QuotesGram. Thesis Introduction Examples | Examples - How to write a thesis .... College Essay Examples - 13+ in PDF | Examples. Tuition essay writing. How to write a good academic essay.
The document provides information about a module on creative writing for Grade 11/12 students in the Philippines. It includes definitions of creative writing, distinguishes it from other forms of writing, and lists its key traits. The module was developed by the Department of Education Region IX to provide alternative delivery of creative writing lessons during the COVID-19 pandemic. It will help students understand the characteristics and genres of creative writing.
The document provides guidance on how to approach and answer Question 4 on a language comparison exam question. It discusses identifying language devices used in two texts, analyzing the effect of some of these devices, and commenting on similarities and differences between the texts. It provides examples of common linguistic devices and their possible effects. It also includes a sample high-scoring response analyzing the use of statistics, repetition, specialized vocabulary, figurative language, lists, and emotive language in the two texts.
The document provides information about the STAAR writing assessments for English I, II, and III in Texas. It outlines the test design, including that writing is assessed in separate revision and editing sections. It also describes the types of essays students must write, including two one-page essays addressing different genres. Additionally, it discusses the scaffolding used for writing prompts and shares examples of prompts and student responses.
The document provides information about the STAAR writing assessments for English I, II, and III in Texas. It discusses the test design, including that revision and editing are assessed separately. Students write two essays addressing different types of writing. The essays are weighted equally. Writing prompts are scaffolded and contain a stimulus. Trends from previous assessments show students struggled with synthesizing information in prompts and ensuring their writing matched the purpose.
Language Essay | Essay on Language for Students and Children in English .... English Essay Writing Help: free Samples and List of Topics. Essay On Language. essay language | Essay, Essay words, Professional writing.
1. The document outlines the daily lesson log for English classes at Biangan Integrated School for grades 9 and 10 during the second quarter.
2. The lessons focus on analyzing literature to understand values, expressing personal conflicts, and composing persuasive texts.
3. Activities include discussing poems about friendship and greatness, defining greatness, and creating infographics about people who exemplify truly great qualities.
This document contains a daily lesson log for an English teacher covering lessons from November 7-11 for grades 7 and 8. The log details the objectives, content, learning resources, procedures, and reflections for lessons on Anglo-American and world literature. Key topics included analyzing literature to understand values, chamber theatre presentations, persuasive texts, and defining greatness through poems and the works of Martin Luther King Jr. Formative assessments and additional activities like creating infographics were used to evaluate student learning.
800 Word Essay. Please write an 800 word essay on one of the following topics...Angela Dougherty
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Caderno do Aluno Inglês 2 ano vol 1 2014-2017Diogo Santos
Here are some adjectives formed from the verbs and nouns:
Verbs Adjectives Nouns Adjectives
attract attractive danger dangerous
accept acceptable industry industrial
act active use useful
create creative home homeless
2. Complete the sentences with the correct form of the words in parentheses.
a) The film was very __________ (entertain).
b) I didn't find the story very __________ (believe).
c) The characters were quite __________ (develop).
d) The special effects were very __________ (impress).
e) The ending was totally __________ (predict).
3. Match the words with their definitions:
1. Plot ( ) a. The main character
This document provides an overview of teaching grammar and the academic essay. It discusses research showing that traditional grammar instruction has little impact on writing quality and can be harmful. However, grammar can still be taught to expose language ideas and broaden students' language registers and tools for writing. The document also discusses alternatives to traditional essays, such as RAFTS writing. It addresses balancing concerns over correctness with supporting student expression and diversity in language use.
Writing College Level Essays. College Essay Format: Simple Steps to Be FollowedDiana Carroll
The document discusses the challenges of writing a college-level essay, including conducting in-depth research, synthesizing complex information, demonstrating critical thinking and analytical skills, maintaining a formal academic tone, rigorous planning and organization, and adhering to specific assignment guidelines and citation styles. It notes that writing a college-level essay on the topic of "Writing College Level Essays" itself entails navigating these myriad challenges and demands dedication and skill development. Resources that offer support in essay writing can help those seeking assistance with this intricate process.
College Life Essay Example. Online assignment writing service.Tia Williams
This document outlines the steps to request an assignment writing service from HelpWriting.net. It describes registering for an account, completing an order form with instructions and deadline, and reviewing writer bids before authorizing payment after receiving the completed paper. It notes the service provides free revisions and stands by its promise of original, high-quality content with refunds for plagiarism.
Persuasive Essay Topics For High School Students.pdfJessica Spyrakis
31 Persuasive Essay Topics • JournalBuddies.com. 002 Persuasive Essay Topics For High School Example ~ Thatsnotus. Middle School Argumentative Essay Writing Ideas. 017 Qa22px4t9o Persuasive Essay Topics High School ~ Thatsnotus. Persuasive essay for highschool students - writefiction581.web.fc2.com. 10 Fabulous Persuasive Speech Ideas For College Students 2023. 6th Grade Persuasive Writing Prompts. Persuasive Essay - 5+ Examples, Format, Pdf | Examples. Argumentative Essay Prompts for High School Students. Persuasive Essay Topics for Middle School Students | Persuasive essay .... Persuasive Essay Topics For 4th Graders - Shawn Woodard's Reading .... easy essay topics for high school students persuasive handout r .... ARNELANDTEM BLOG. 100 Persuasive Speech Topics for Students. High School Essay - 10+ Examples, Format, Pdf | Examples. Persuasive Essay Prompts for High School Students | Writing a ....
This document is a word search puzzle containing 15 hidden words related to the phrase "After Twenty Years". The puzzle contains a 15x15 grid of random letters within which the 15 words are hidden going horizontally, vertically or diagonally. The words include: COP, WATCHFUL, EARLY, FRIEND, NECKTIE, FUTURE, THE, WEST, GOODBYE, SUCCESSFUL, ALIVE, MEETING, TALL, CORNER, ARREST.
The Puerto Rico Department of Education provides a remedial module for an 11th grade English student. The module contains multiple choice exercises to assist the student in developing their English skills. The student's participation and scores on the exercises will be validated by the Department of Education and added to the student's grades and academic progress report. The Department of Education hopes the exercises will help the student achieve satisfaction upon completing 11th grade.
This document is a remedial English module for 9th grade students containing multiple choice exercises to assist with English skills. It provides definitions and examples of facts versus opinions, different types of informational texts, and examples of reading comprehension questions asking students to identify facts, make inferences, and determine main ideas. The module is meant to help validate student participation and improve their grades.
Peyo Merce is an English teacher in a rural Puerto Rican school who is ordered by the school supervisor Rogelio Escalera to begin teaching English. Peyo reluctantly agrees but has no experience or knowledge teaching the subject in English. In his first English lesson, Peyo struggles to teach the children basic vocabulary like "cock" for rooster using the textbook as a guide. However, the children are confused by the unfamiliar words and cultural references in the textbook that do not reflect their own experiences. Peyo adapts the lesson and has the children repeat words, finding some success but still facing challenges in teaching a subject he has little grasp of using a textbook irrelevant to the students' lives.
1) The narrator and his siblings try to convince their mother to take them to the drive-in movies on Saturday by being on their best behavior and helping with chores around the house.
2) The narrator does many chores like weeding, mowing the lawn, cleaning, and washing the family car in an attempt to earn their mother's approval to go to the movies that night.
3) While washing the car, the narrator and his brother accidentally remove some of the paint by using a sock coated in wax. They work frantically to fix their mistake but are unable to. Their mother is initially upset but ultimately takes the family to the drive-in after washing the car herself.
Reglamento de estudiantes Departamento de Educación de Puerto RIco 2004-2005Jaime R. Gutiérrez
La pandemia de COVID-19 ha tenido un impacto significativo en la economía mundial. Muchos países experimentaron fuertes caídas en el PIB y aumentos en el desempleo debido a los cierres generalizados. Ahora, a medida que se levantan las restricciones, la recuperación económica será gradual a medida que los consumidores y las empresas se readaptan a la nueva normalidad.
Sherlock Holmes is gravely ill and refuses medical treatment from his friend and colleague Dr. Watson. Holmes claims to have contracted a rare and deadly disease from his work on a recent case in Sumatra. He insists that Watson keep his distance to avoid becoming infected. Watson is skeptical of Holmes's story and demands to examine him, but Holmes refuses, claiming Watson lacks experience with tropical diseases. Holmes agrees to allow Watson to summon another doctor to examine him in two hours. As they wait, Holmes falls asleep while Watson keeps watch at his bedside, growing drowsy himself in the dimming light of evening.
Stepping Out With My Baby Critical thinking questions rubric/criteriaJaime R. Gutiérrez
This document contains a rubric for evaluating critical thinking assignment questions from the Unit 11.2 Identity Personal Narrative course. The rubric assesses student responses based on content, analysis, conventions, and format. It provides guidelines for answering each of the 4 critical thinking questions in the assignment in 1-4 complete sentences. The due date for the assignment is December 14, 2017. Students are instructed to write each question and answer separately and responses must be unique - no copying.
Paul Reiser describes taking his infant son out for the first time and experiencing stressful thoughts about being judged by others. While mailing letters, he hears his wife's voice telling him to talk to his son to actually engage with him. Reiser explains to his son how the mailbox works and what the postal system is, perhaps providing too many details. His son seems more interested in chewing on his toy than listening, but Reiser enjoys the activity and bonding time with his child.
El documento resume el diálogo entre Josué y el pueblo de Israel donde Josué los exhorta a servir únicamente a Dios y no a otros dioses. El pueblo renueva su promesa de servir a Dios tres veces a través de intercambios con Josué. Finalmente, Josué establece un pacto formal con el pueblo y erige una piedra como testigo de su compromiso con Dios.
El documento resume tres características de Eliseo durante su llamado al ministerio según 1 Reyes 19:19-21: 1) Esperaba el llamado de Dios sirviendo, 2) fue perceptivo al llamado de Dios, y 3) respondió completamente al llamado de Dios dejando todo para seguir a Elías.
1) A Republican sniper lies on a rooftop in Dublin during a civil war, observing the fighting between Republicans and Free Staters through his field glasses.
2) He comes under fire from an enemy sniper across the street and engages in a gunfight, during which he is wounded in the forearm.
3) That night, he devises a plan to trick the enemy sniper into exposing himself, and successfully shoots and kills his opponent with his revolver. However, the experience leaves him shaken and remorseful about the violence of war.
Este documento presenta un bosquejo de sermón sobre Efesios 4:24. Exhorta a los creyentes a adoptar nuevas conductas que reflejen su nueva vida en Cristo, específicamente en tres áreas: forma de actuar, hablar y pensar. Sugiere que los cristianos se despojen del "viejo hombre" y se vistan del "nuevo hombre" mediante la justicia, humildad, amabilidad y otras virtudes. El objetivo es que los creyentes sean un testimonio vivo de su fe a través de sus acciones, palabras
Este documento describe cuatro características clave de un verdadero varón de Dios según el Salmo 1: 1) no sigue el consejo de los malos, 2) no camina en el camino de los pecadores, 3) no se sienta con los que se burlan, y 4) encuentra delicia en la ley de Dios y la medita día y noche. Al vivir de esta manera, un varón será bendecido y próspero como un árbol plantado junto al agua que da fruto y provee sombra.
Este documento provee instrucciones en 14 pasos para completar ajustes de tiempo y someter una Forma DE-14 Electrónica. Los empleados siguen estos pasos para acceder al sistema, seleccionar la semana relevante, hacer ajustes de tiempo como justificar ausencias, seleccionar códigos de pago y justificaciones, añadir observaciones, adjuntar documentos, y grabar la forma para su revisión.
1) The narrator is turning 11 years old but doesn't feel 11, rather she still feels 10 and encompasses all her past ages from 1 to 11 inside of her.
2) In class, the teacher wrongly accuses her of owning an ugly, old sweater that was left in the lost and found which causes the narrator great embarrassment and shame on her 11th birthday.
3) Humiliated in front of her classmates, the narrator breaks down crying uncontrollably, wishing to be invisible or much older rather than having to experience the humiliation of being 11 years old.
1) Mrs. Mallard is told that her husband has died in a railroad accident. She breaks down with grief but then finds unexpected joy in her newfound freedom and independence without him.
2) She realizes she will have complete control over her life and years ahead without anyone imposing their will on her.
3) However, when her husband suddenly returns home, thinking he is dead, the shock is too much for her weakened heart and she dies from the unexpected joy.
Two sick men shared a hospital room, where one was able to sit by the window for an hour each day to describe the view. The other man grew envious as he was unable to see outside. One night, the man by the window began choking and the other man did nothing to help, allowing him to die. The next morning, after requesting to be moved by the window, the surviving man discovered to his dismay that the window only faced a blank wall.
Este documento describe las diferentes funciones y roles del Espíritu Santo. Explica que el Espíritu Santo es el poder ejecutivo de Dios que lucha contra nosotros para convencernos de nuestros pecados, nos sella como propiedad de Dios, nos santifica para el servicio divino, nos fortalece para el servicio, nos guía, nos enseña, y provee todas nuestras necesidades. El Espíritu Santo realiza los cambios finales en nosotros para completar la obra de Dios. Debemos darle espacio y ob
Temple of Asclepius in Thrace. Excavation resultsKrassimira Luka
The temple and the sanctuary around were dedicated to Asklepios Zmidrenus. This name has been known since 1875 when an inscription dedicated to him was discovered in Rome. The inscription is dated in 227 AD and was left by soldiers originating from the city of Philippopolis (modern Plovdiv).
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How to Make a Field Mandatory in Odoo 17Celine George
In Odoo, making a field required can be done through both Python code and XML views. When you set the required attribute to True in Python code, it makes the field required across all views where it's used. Conversely, when you set the required attribute in XML views, it makes the field required only in the context of that particular view.
How to Setup Warehouse & Location in Odoo 17 InventoryCeline George
In this slide, we'll explore how to set up warehouses and locations in Odoo 17 Inventory. This will help us manage our stock effectively, track inventory levels, and streamline warehouse operations.
Gender and Mental Health - Counselling and Family Therapy Applications and In...PsychoTech Services
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B. Ed Syllabus for babasaheb ambedkar education university.pdf
10mo english(c)
1. REMEDIAL MODULE
English – 10th Grade
PAGE 1
REMEDIAL MODULE
English
10th Grade
January 2020
Student’s Name:
School Name: ______
SIE number:
School code: Municipality: