This document describes a two-day lesson plan for a 3rd grade class on adding details to writing. On day one, students brainstorm things they are thankful for and create webs with details. They write rough drafts about three items. On day two, students edit drafts and use computers to type final copies with pictures. Students learn to provide supportive details to describe people and things for which they are thankful.
This document outlines a 4-week lesson plan for 10th grade students to create booktalk podcasts. Students will first select books independently in the library. They will then write 1-2 minute booktalks, editing their writing with peers. Finally, students will record their booktalks as podcasts in the library using audio software. The librarian collaborated with the English teacher on this project to develop students' reading, writing, speaking, and technology skills through an authentic experience of selecting books and sharing recommendations with others through podcasts.
This document outlines a 4-week lesson plan for 10th grade students to create book talk podcasts. Students will first select a book of interest to read. They will then write and record a 1-2 minute book talk as a podcast about their selected book. The librarian will collaborate with the teacher to provide resources and instruction on writing book talks, public speaking, and recording podcasts using technology. Students will visit the library for instruction and to record their podcasts. Their work will be assessed through journals, podcasts, and self-reflection.
This document outlines a pen pal project between 4th grade students and high school cadet teachers. Over the course of 8 weeks, the students and cadet teachers will exchange a minimum of 3 letters to discuss their reading interests. In the first lesson, the cadet teachers will learn about the average 4th grader and how to write their introductory letter. In the second lesson, the cadet teachers will learn how to find book information and make recommendations based on the students' letters. The 4th grade students will then write their first letter sharing what they like to read. Throughout the project, the groups will exchange feedback on their letters to help strengthen their writing skills.
This lesson plan aims to teach lower intermediate students about inventions of computers using simple past tense. It will focus on reading (70%) with integrated writing, listening, and speaking skills (30%). Over the 60 minute lesson, students will discuss what they know about computers, read about the history of computer development, and practice identifying and using simple past tense verbs. The lesson is designed to improve students' reading comprehension, verb conjugation skills, and appreciation for how technology has advanced.
The document provides a lesson plan for a 35-minute English lesson for secondary school students on the topic of grammar (articles). It includes 3 stages: presentation, practice, and production. The lesson plan aims to teach students about articles and their appropriate usage through class discussion, a worksheet, and a group grammar game. It also outlines the learning objectives, materials, and a follow-up activity.
1) The lesson plan is for a Form 1 class and focuses on analyzing the plot of the short story "Flipping Fantastic".
2) Students will participate in group activities to identify events from the story and arrange them in the proper sequence of the plot.
3) The lesson aims to teach students how to recognize elements of a story such as the plot, give sequences of events, and follow the progression of ideas in a narrative.
1. The document outlines a secondary school lesson plan focused on hospitality for a Form 1 class of approximately 30 students at an intermediate proficiency level.
2. The lesson will last 80 minutes and incorporate reading, writing, speaking, and listening skills. Students will respond to questions, use a dictionary to define unfamiliar words, and act out sections of the text.
3. By the end of the lesson, students should be able to respond appropriately, define unfamiliar words, act out a section of text, and answer comprehension questions about the text. The lesson emphasizes thinking skills, values, citizenship, and being helpful.
1. The lesson plan is for a Form 2 class on healthy diets. It involves reading an article about making healthy food choices in the Malaysian context, discussing vocabulary, answering comprehension questions, and presenting on planning healthy breakfast, lunch and dinner.
2. Students will read an article that provides tips for healthy eating such as including a variety of foods, practicing moderation, and maintaining balance. They will then complete worksheet activities and tasks to reinforce comprehension of the content.
3. The lesson aims to help students understand how to incorporate healthy foods into their diets and eating habits. They will discuss the topic and present a meal plan applying what they have learned.
This document outlines a 4-week lesson plan for 10th grade students to create booktalk podcasts. Students will first select books independently in the library. They will then write 1-2 minute booktalks, editing their writing with peers. Finally, students will record their booktalks as podcasts in the library using audio software. The librarian collaborated with the English teacher on this project to develop students' reading, writing, speaking, and technology skills through an authentic experience of selecting books and sharing recommendations with others through podcasts.
This document outlines a 4-week lesson plan for 10th grade students to create book talk podcasts. Students will first select a book of interest to read. They will then write and record a 1-2 minute book talk as a podcast about their selected book. The librarian will collaborate with the teacher to provide resources and instruction on writing book talks, public speaking, and recording podcasts using technology. Students will visit the library for instruction and to record their podcasts. Their work will be assessed through journals, podcasts, and self-reflection.
This document outlines a pen pal project between 4th grade students and high school cadet teachers. Over the course of 8 weeks, the students and cadet teachers will exchange a minimum of 3 letters to discuss their reading interests. In the first lesson, the cadet teachers will learn about the average 4th grader and how to write their introductory letter. In the second lesson, the cadet teachers will learn how to find book information and make recommendations based on the students' letters. The 4th grade students will then write their first letter sharing what they like to read. Throughout the project, the groups will exchange feedback on their letters to help strengthen their writing skills.
This lesson plan aims to teach lower intermediate students about inventions of computers using simple past tense. It will focus on reading (70%) with integrated writing, listening, and speaking skills (30%). Over the 60 minute lesson, students will discuss what they know about computers, read about the history of computer development, and practice identifying and using simple past tense verbs. The lesson is designed to improve students' reading comprehension, verb conjugation skills, and appreciation for how technology has advanced.
The document provides a lesson plan for a 35-minute English lesson for secondary school students on the topic of grammar (articles). It includes 3 stages: presentation, practice, and production. The lesson plan aims to teach students about articles and their appropriate usage through class discussion, a worksheet, and a group grammar game. It also outlines the learning objectives, materials, and a follow-up activity.
1) The lesson plan is for a Form 1 class and focuses on analyzing the plot of the short story "Flipping Fantastic".
2) Students will participate in group activities to identify events from the story and arrange them in the proper sequence of the plot.
3) The lesson aims to teach students how to recognize elements of a story such as the plot, give sequences of events, and follow the progression of ideas in a narrative.
1. The document outlines a secondary school lesson plan focused on hospitality for a Form 1 class of approximately 30 students at an intermediate proficiency level.
2. The lesson will last 80 minutes and incorporate reading, writing, speaking, and listening skills. Students will respond to questions, use a dictionary to define unfamiliar words, and act out sections of the text.
3. By the end of the lesson, students should be able to respond appropriately, define unfamiliar words, act out a section of text, and answer comprehension questions about the text. The lesson emphasizes thinking skills, values, citizenship, and being helpful.
1. The lesson plan is for a Form 2 class on healthy diets. It involves reading an article about making healthy food choices in the Malaysian context, discussing vocabulary, answering comprehension questions, and presenting on planning healthy breakfast, lunch and dinner.
2. Students will read an article that provides tips for healthy eating such as including a variety of foods, practicing moderation, and maintaining balance. They will then complete worksheet activities and tasks to reinforce comprehension of the content.
3. The lesson aims to help students understand how to incorporate healthy foods into their diets and eating habits. They will discuss the topic and present a meal plan applying what they have learned.
The daily lesson plan outlines an English lesson for Form 1 students on the topic of river pollution. The objectives are to raise students' awareness of river pollution and how they can help save rivers. During the induction, the teacher will ask students about their experiences with rivers and how they would feel picnicking by a polluted river. In the development, students will read a textbook passage about river pollution and answer comprehension questions. They will also discuss higher-order thinking questions. An activity will require students to ask each other questions about river pollution. Finally, the closure will have students reflect on what they learned and how they can preserve rivers.
1. The lesson plan is for a Form 1 class on the story "Flipping Fantastic" and focuses on identifying characters and their characteristics through class discussion, group work, and individual worksheets.
2. Students will discuss the main characters, complete a worksheet matching characters to characteristics, answer questions individually about the characters, and act out different characters' traits in groups for others to identify.
3. The lesson aims to help students participate actively in class, correctly answer questions about characters, and demonstrate character traits to their classmates.
This secondary school lesson plan aims to teach students how to write a guided essay in 80 minutes. Students will be divided into groups to write paragraphs based on pictures with guided keywords. They will then link the paragraphs together into a full essay with guidance on using sentence connectors. At the end, students will predict how a story might end by writing their own version. The lesson focuses on developing students' writing, reading, speaking and listening skills through group work and class discussions.
Thematic unit 5 the essay revision in progressmichael_uprh
ย
The thematic unit focuses on teaching writing skills over 15-16 days. Students will explore essay structure by analyzing sample essays. They will define essay parts, develop topics, and write drafts. Lessons include identifying thesis statements, outlining paragraphs, and using vocabulary words. Formative assessments include quizzes, homework, and student presentations on essay components. The final assessment is an outline and draft of an original student essay to be completed at home. The unit aims to develop skills like critical thinking, creativity, leadership, and social transformation through the writing process.
This document summarizes a lesson taught in Mrs. Nelson's 3rd grade class about using story-mapping charts to organize information before writing. The students used a graphic organizer on a PowerPoint presentation to identify the parts of a story. They then worked together to choose a topic, assign sections to groups, write drafts, and illustrate their story. Finally, the students recorded their sections and the teacher compiled the recordings into a movie, allowing the students to see how organizing information can lead to writing a fun story. The PowerPoint and technology engagement helped focus student learning and added value to the lesson.
This unit plan outlines an 8-day unit on expressing individual and collective identities. Students will explore this topic using a jigsaw cooperative learning strategy. They will be divided into expert groups to research one of five topics related to identity. They will then reconvene in home groups to teach their topic to others. Presentation topics will be randomly assigned. The unit utilizes various assessments including checklists, a presentation rubric, and participation scores. Key skills developed include research, collaboration, and presentation.
The following presentation was made for the Illinois Department of Public Health's 2012 Minority Health Conference in Naperville, IL on April 5, 2012. #MHC2012
The document discusses how brands need to be transparent like snow globes in order to build emotional connections with consumers. When shaken up by controversy, great brands will prevail with a clear image when the dust settles. A brand's identity stems from its origins and indicators like its leaders, mission, employees, and tone, which all need examination. To resonate deeply, brands must have soul, heart, and understand the concept of branding, otherwise it is like putting lipstick on a pig.
The Oregon Summer Food Fight Program aims to strengthen funding for the Oregon Summer Food Service Program by having Oregon food brands donate 2% of profits from specially marked products during the school year. The donations would accumulate to support children in the summer when they are not receiving school meals. The program would be promoted through in-store displays, social media, and radio to raise awareness among customers about child hunger and how their purchases support local children. It is intended to provide an easy way for Oregon brands to support their communities and a supplemental donation option.
The document summarizes a study analyzing the Pinterest pins of 10 boys and 10 girls over the course of a week. It found that males pinned more in the Art & Design category, while females pinned more in Clothing. Pins were fairly even between genders for Home, Scenery & Travel, and Food & Drink categories. Males pinned more humor pins and had a higher average daily pin count than females. Motivations for pinning were similar between genders and included sharing inspiration. The study was a "culture clash" as Pinterest skews heavily female and the males used it differently than expected.
This document discusses the influence of social media on public health and provides suggestions for implementing social media strategies. It defines social media, explains why it matters for public health organizations, and offers recommendations on platforms like Facebook, blogging, LinkedIn, YouTube, and Twitter that can be used along with key questions to consider before getting started.
This document provides a lesson plan for teaching broadcast journalism students about proper grammar and script writing. It includes analyzing the learners, justifying the use of Excel spreadsheets as the teaching method, stating objectives aligned with technology standards, selecting Excel as the medium, requiring student participation by taking a quiz and writing a script, and plans for evaluation and reflection. The goal is for students to individually identify correct grammar, differentiate right and wrong writing techniques, and improve from an initial to final quiz. Students will apply what they learn to writing their own script.
This document outlines the course ED 533: Applications and Content Integration II which focuses on integrating mathematics and science. The course goals are to develop students' skills in creating media-rich teaching materials, evaluating technologies, and designing lessons that engage diverse learners. Students will create professional development materials, lessons integrating technology, and assessments. Assignments include developing a website, lessons, and providing feedback on peers' blog posts. Students are assessed using rubrics on the quality of their materials and alignment with course objectives.
This lesson plan aims to teach students about angles. It will cover recognizing, denoting, measuring, and classifying angles as acute, right, or obtuse. Students will use PowerPoint, the internet, interactive worksheets, and a protractor flash program to learn about angles. The lesson is designed to be taught in 40 minutes for a Form 1 mathematics class and incorporates the use of ICT like computers, internet, and software.
The document provides instructions for students to observe a classroom lesson, research online resources that could support teaching that topic, evaluate 5 relevant websites and interactive programs, and reflect on how technology could enhance their teaching skills and the lesson they observed. Students are asked to fill out templates to document the class observation, electronic resources found, and their reflections on using technology in education.
This document outlines 5 effective revision activities:
1. Create a Google Doc outline of key elements of a text like setting, characters, themes, language features, and symbolism.
2. Assign groups an aspect of the text and have them find and record relevant quotes.
3. Have groups research an aspect of the text online and share findings.
4. Assign groups a scene from the text to teach the class about with description, characters, themes, symbols, and quotes.
5. Write an essay introduction as a class, write body paragraphs in pairs, give peer feedback, and self-mark essays using a rubric.
The civil rights movement ppt for itc 1 kj 4hollowaymm
ย
- Teachers from different subject areas planned a cross-curricular unit on the Civil Rights Movement that incorporated English, history, and technology.
- Students were placed into groups to complete assignments at 10 work stations related to important Civil Rights events.
- Each station required students to research a topic, read background information, and create a product using various digital tools.
- The 10 station products would be combined into a final technology-based presentation demonstrating knowledge construction, collaboration, and creative thinking.
This document outlines the tasks, process, and evaluation for a student project to design a city on another planet. Students will be divided into groups to research planets, design livable cities, plan activities and jobs, address environmental factors, and present their designs. They will use suggested online resources and cite any non-original work. Groups will be evaluated on organization, detail, mechanics, internet use, and diagrams/illustrations. The goal is for students to successfully create hypothetical off-world colonies and communities.
The lesson plan provides guidance for teaching second grade students about reading comprehension and writing skills. It includes standards and benchmarks for literary texts, the writing process, writing applications, and a sample lesson. The sample lesson has students work in groups to take photos, write original stories inspired by the photos, and bind their stories and photos into books to share with the class.
The daily lesson plan outlines an English lesson for Form 1 students on the topic of river pollution. The objectives are to raise students' awareness of river pollution and how they can help save rivers. During the induction, the teacher will ask students about their experiences with rivers and how they would feel picnicking by a polluted river. In the development, students will read a textbook passage about river pollution and answer comprehension questions. They will also discuss higher-order thinking questions. An activity will require students to ask each other questions about river pollution. Finally, the closure will have students reflect on what they learned and how they can preserve rivers.
1. The lesson plan is for a Form 1 class on the story "Flipping Fantastic" and focuses on identifying characters and their characteristics through class discussion, group work, and individual worksheets.
2. Students will discuss the main characters, complete a worksheet matching characters to characteristics, answer questions individually about the characters, and act out different characters' traits in groups for others to identify.
3. The lesson aims to help students participate actively in class, correctly answer questions about characters, and demonstrate character traits to their classmates.
This secondary school lesson plan aims to teach students how to write a guided essay in 80 minutes. Students will be divided into groups to write paragraphs based on pictures with guided keywords. They will then link the paragraphs together into a full essay with guidance on using sentence connectors. At the end, students will predict how a story might end by writing their own version. The lesson focuses on developing students' writing, reading, speaking and listening skills through group work and class discussions.
Thematic unit 5 the essay revision in progressmichael_uprh
ย
The thematic unit focuses on teaching writing skills over 15-16 days. Students will explore essay structure by analyzing sample essays. They will define essay parts, develop topics, and write drafts. Lessons include identifying thesis statements, outlining paragraphs, and using vocabulary words. Formative assessments include quizzes, homework, and student presentations on essay components. The final assessment is an outline and draft of an original student essay to be completed at home. The unit aims to develop skills like critical thinking, creativity, leadership, and social transformation through the writing process.
This document summarizes a lesson taught in Mrs. Nelson's 3rd grade class about using story-mapping charts to organize information before writing. The students used a graphic organizer on a PowerPoint presentation to identify the parts of a story. They then worked together to choose a topic, assign sections to groups, write drafts, and illustrate their story. Finally, the students recorded their sections and the teacher compiled the recordings into a movie, allowing the students to see how organizing information can lead to writing a fun story. The PowerPoint and technology engagement helped focus student learning and added value to the lesson.
This unit plan outlines an 8-day unit on expressing individual and collective identities. Students will explore this topic using a jigsaw cooperative learning strategy. They will be divided into expert groups to research one of five topics related to identity. They will then reconvene in home groups to teach their topic to others. Presentation topics will be randomly assigned. The unit utilizes various assessments including checklists, a presentation rubric, and participation scores. Key skills developed include research, collaboration, and presentation.
The following presentation was made for the Illinois Department of Public Health's 2012 Minority Health Conference in Naperville, IL on April 5, 2012. #MHC2012
The document discusses how brands need to be transparent like snow globes in order to build emotional connections with consumers. When shaken up by controversy, great brands will prevail with a clear image when the dust settles. A brand's identity stems from its origins and indicators like its leaders, mission, employees, and tone, which all need examination. To resonate deeply, brands must have soul, heart, and understand the concept of branding, otherwise it is like putting lipstick on a pig.
The Oregon Summer Food Fight Program aims to strengthen funding for the Oregon Summer Food Service Program by having Oregon food brands donate 2% of profits from specially marked products during the school year. The donations would accumulate to support children in the summer when they are not receiving school meals. The program would be promoted through in-store displays, social media, and radio to raise awareness among customers about child hunger and how their purchases support local children. It is intended to provide an easy way for Oregon brands to support their communities and a supplemental donation option.
The document summarizes a study analyzing the Pinterest pins of 10 boys and 10 girls over the course of a week. It found that males pinned more in the Art & Design category, while females pinned more in Clothing. Pins were fairly even between genders for Home, Scenery & Travel, and Food & Drink categories. Males pinned more humor pins and had a higher average daily pin count than females. Motivations for pinning were similar between genders and included sharing inspiration. The study was a "culture clash" as Pinterest skews heavily female and the males used it differently than expected.
This document discusses the influence of social media on public health and provides suggestions for implementing social media strategies. It defines social media, explains why it matters for public health organizations, and offers recommendations on platforms like Facebook, blogging, LinkedIn, YouTube, and Twitter that can be used along with key questions to consider before getting started.
This document provides a lesson plan for teaching broadcast journalism students about proper grammar and script writing. It includes analyzing the learners, justifying the use of Excel spreadsheets as the teaching method, stating objectives aligned with technology standards, selecting Excel as the medium, requiring student participation by taking a quiz and writing a script, and plans for evaluation and reflection. The goal is for students to individually identify correct grammar, differentiate right and wrong writing techniques, and improve from an initial to final quiz. Students will apply what they learn to writing their own script.
This document outlines the course ED 533: Applications and Content Integration II which focuses on integrating mathematics and science. The course goals are to develop students' skills in creating media-rich teaching materials, evaluating technologies, and designing lessons that engage diverse learners. Students will create professional development materials, lessons integrating technology, and assessments. Assignments include developing a website, lessons, and providing feedback on peers' blog posts. Students are assessed using rubrics on the quality of their materials and alignment with course objectives.
This lesson plan aims to teach students about angles. It will cover recognizing, denoting, measuring, and classifying angles as acute, right, or obtuse. Students will use PowerPoint, the internet, interactive worksheets, and a protractor flash program to learn about angles. The lesson is designed to be taught in 40 minutes for a Form 1 mathematics class and incorporates the use of ICT like computers, internet, and software.
The document provides instructions for students to observe a classroom lesson, research online resources that could support teaching that topic, evaluate 5 relevant websites and interactive programs, and reflect on how technology could enhance their teaching skills and the lesson they observed. Students are asked to fill out templates to document the class observation, electronic resources found, and their reflections on using technology in education.
This document outlines 5 effective revision activities:
1. Create a Google Doc outline of key elements of a text like setting, characters, themes, language features, and symbolism.
2. Assign groups an aspect of the text and have them find and record relevant quotes.
3. Have groups research an aspect of the text online and share findings.
4. Assign groups a scene from the text to teach the class about with description, characters, themes, symbols, and quotes.
5. Write an essay introduction as a class, write body paragraphs in pairs, give peer feedback, and self-mark essays using a rubric.
The civil rights movement ppt for itc 1 kj 4hollowaymm
ย
- Teachers from different subject areas planned a cross-curricular unit on the Civil Rights Movement that incorporated English, history, and technology.
- Students were placed into groups to complete assignments at 10 work stations related to important Civil Rights events.
- Each station required students to research a topic, read background information, and create a product using various digital tools.
- The 10 station products would be combined into a final technology-based presentation demonstrating knowledge construction, collaboration, and creative thinking.
This document outlines the tasks, process, and evaluation for a student project to design a city on another planet. Students will be divided into groups to research planets, design livable cities, plan activities and jobs, address environmental factors, and present their designs. They will use suggested online resources and cite any non-original work. Groups will be evaluated on organization, detail, mechanics, internet use, and diagrams/illustrations. The goal is for students to successfully create hypothetical off-world colonies and communities.
The lesson plan provides guidance for teaching second grade students about reading comprehension and writing skills. It includes standards and benchmarks for literary texts, the writing process, writing applications, and a sample lesson. The sample lesson has students work in groups to take photos, write original stories inspired by the photos, and bind their stories and photos into books to share with the class.
This document describes a literature circle unit that incorporates modern technology like podcasts to make discussions of books more authentic and engaging for students. Students are assigned roles like discussion leader or illustrator and discuss books in small groups. They then collaborate to create a podcast sharing their understanding of the book, practicing skills like collaboration, critical thinking, and use of digital tools that are important for school and careers. The goal is to prepare students for the digital world while still promoting meaningful discussion of literature.
This weekly lesson plan focuses on having students locate information about historical figures using informational books and technology. The lesson involves students creating a PowerPoint presentation about a historical figure using facts organized according to a Thinking Map template. The plan provides accommodations for different types of learners and lists resources including videos, websites, and graphic organizers to support students in completing the project. It also includes rubrics to assess students' PowerPoint presentations on accuracy of content, spelling and grammar, sequencing of information, and effectiveness as a study guide.
This unit plan outlines a digital storytelling project for elementary students. The plan is divided into 5 parts:
1. Planning and drafting the story. Students will brainstorm ideas, create storyboards, and write first drafts of their stories in groups.
2. Researching images and music to accompany their stories. Students will find or create visuals and audio to match their narratives.
3. Storyboarding to plan how the multimedia elements will fit together.
4. Producing the digital stories by combining the narrative, images, and music based on their storyboards.
5. Presenting the completed digital stories to an audience such as parents or by posting online. The unit provides detailed
This document provides instructions for a lesson on digital annotation using Diigo. The lesson is intended to improve students' reading skills and last approximately one class period. Students will set up Diigo accounts, read and annotate a text by highlighting important information and adding sticky notes with questions, related knowledge, opinions, and a summary including the author's purpose. Then students will evaluate a classmate's annotations using an evaluation form before returning to improve their own annotations based on the feedback. The teacher can assess the lesson through student completion of peer evaluations or by grading individual student annotations within private accounts or collaborative class groups on Diigo.
This document outlines plans for a professional development session on implementing literacy and technology standards in Bladen County Schools. The session will:
1) Familiarize participants with Common Core literacy standards and North Carolina's technology standards.
2) Have participants collaborate with colleagues on integrating disciplinary literacy and digital literacy into their classrooms.
3) Provide resources and activities for participants to assess their current practices and set goals for the future.
This lesson plan aims to teach 3rd grade students about polar bears and writing expository stories. Over two sessions, students will learn polar bear facts, create an original story using Story Jumper about helping the Rio Grande Zoo, and send their story to the zoo. Students will work in pairs to research polar bears, write their story, and provide peer feedback. The teacher will evaluate students based on their initial knowledge, self-evaluation, and final Story Jumper product. The goal is for students to learn expository writing skills while learning about polar bears.
This document outlines an training session for educators on implementing literacy and technology standards, including an introduction, activities to familiarize teachers with the standards, and resources provided. The goal is for teachers to learn how to integrate literacy and digital skills into their classrooms and content areas. Participants are asked to set goals for incorporating the standards into future lesson planning.
This document outlines an agenda for a professional development workshop on comprehension and analysis of text in a foreign language. The workshop focuses on comprehension strategies, conceptualizing the reading process, and distinguishing abilities like deriving meaning and metacognition. It includes objectives, presentations on topics like the metacognitive view, making text connections, and text complexity. Group activities are also outlined to practice skills like comparing texts and choosing relevant information.
The teacher, Erlyn Fukushima, is creating a 5 week unit on the novel "The Lightning Thief" that incorporates Greek mythology. Students will read the novel and myths, learn about different gods, and create a PowerPoint presentation on a god of their choice. The unit goals are for students to understand Greek mythology in the novel and how the gods impact characters. It will require computers, PowerPoint, and the computer lab. Accommodations include assisting struggling readers and providing additional challenges for gifted students. Standards addressed include English language arts standards on literary analysis and writing, as well as ISTE technology standards.
This document summarizes a math WebQuest for 8th grade students designed by Allison Margevicius. The WebQuest involves students playing math games online to practice their skills, then working in groups to create their own math games covering fractions, decimals, percents, multiplication, division, and probability. Students will explain the rules of their games and include needed materials. Their games will be evaluated based on demonstrated math knowledge, clear rules, creativity, and attractiveness.
LET Reviewer - General Education
- ENGLISH (Study and Thinking Skills, Writing in the Discipline, Speech and Oral Communication, Philippine Literature, Master Works of the World)
- MATHEMATICS (Fundamentals of Math, Plane Geometry, Elementary Algebra, Statistics and Probability)
- SCIENCE (Biological Science -General Biology; Physical Science- with Earth Science)
- SOCIAL SCIENCES (Philippine Government New Constitution with Human Rights; Philippine History; Basic Economics, Taxation, Agrarian Reform; Society, Culture with Family Planning; Rizal and Other Heroes; Philosophy of Man; Arts; General Psychology; Information and Communication Technology)
THE SACRIFICE HOW PRO-PALESTINE PROTESTS STUDENTS ARE SACRIFICING TO CHANGE T...indexPub
ย
The recent surge in pro-Palestine student activism has prompted significant responses from universities, ranging from negotiations and divestment commitments to increased transparency about investments in companies supporting the war on Gaza. This activism has led to the cessation of student encampments but also highlighted the substantial sacrifices made by students, including academic disruptions and personal risks. The primary drivers of these protests are poor university administration, lack of transparency, and inadequate communication between officials and students. This study examines the profound emotional, psychological, and professional impacts on students engaged in pro-Palestine protests, focusing on Generation Z's (Gen-Z) activism dynamics. This paper explores the significant sacrifices made by these students and even the professors supporting the pro-Palestine movement, with a focus on recent global movements. Through an in-depth analysis of printed and electronic media, the study examines the impacts of these sacrifices on the academic and personal lives of those involved. The paper highlights examples from various universities, demonstrating student activism's long-term and short-term effects, including disciplinary actions, social backlash, and career implications. The researchers also explore the broader implications of student sacrifices. The findings reveal that these sacrifices are driven by a profound commitment to justice and human rights, and are influenced by the increasing availability of information, peer interactions, and personal convictions. The study also discusses the broader implications of this activism, comparing it to historical precedents and assessing its potential to influence policy and public opinion. The emotional and psychological toll on student activists is significant, but their sense of purpose and community support mitigates some of these challenges. However, the researchers call for acknowledging the broader Impact of these sacrifices on the future global movement of FreePalestine.
How Barcodes Can Be Leveraged Within Odoo 17Celine George
ย
In this presentation, we will explore how barcodes can be leveraged within Odoo 17 to streamline our manufacturing processes. We will cover the configuration steps, how to utilize barcodes in different manufacturing scenarios, and the overall benefits of implementing this technology.
Chapter wise All Notes of First year Basic Civil Engineering.pptxDenish Jangid
ย
Chapter wise All Notes of First year Basic Civil Engineering
Syllabus
Chapter-1
Introduction to objective, scope and outcome the subject
Chapter 2
Introduction: Scope and Specialization of Civil Engineering, Role of civil Engineer in Society, Impact of infrastructural development on economy of country.
Chapter 3
Surveying: Object Principles & Types of Surveying; Site Plans, Plans & Maps; Scales & Unit of different Measurements.
Linear Measurements: Instruments used. Linear Measurement by Tape, Ranging out Survey Lines and overcoming Obstructions; Measurements on sloping ground; Tape corrections, conventional symbols. Angular Measurements: Instruments used; Introduction to Compass Surveying, Bearings and Longitude & Latitude of a Line, Introduction to total station.
Levelling: Instrument used Object of levelling, Methods of levelling in brief, and Contour maps.
Chapter 4
Buildings: Selection of site for Buildings, Layout of Building Plan, Types of buildings, Plinth area, carpet area, floor space index, Introduction to building byelaws, concept of sun light & ventilation. Components of Buildings & their functions, Basic concept of R.C.C., Introduction to types of foundation
Chapter 5
Transportation: Introduction to Transportation Engineering; Traffic and Road Safety: Types and Characteristics of Various Modes of Transportation; Various Road Traffic Signs, Causes of Accidents and Road Safety Measures.
Chapter 6
Environmental Engineering: Environmental Pollution, Environmental Acts and Regulations, Functional Concepts of Ecology, Basics of Species, Biodiversity, Ecosystem, Hydrological Cycle; Chemical Cycles: Carbon, Nitrogen & Phosphorus; Energy Flow in Ecosystems.
Water Pollution: Water Quality standards, Introduction to Treatment & Disposal of Waste Water. Reuse and Saving of Water, Rain Water Harvesting. Solid Waste Management: Classification of Solid Waste, Collection, Transportation and Disposal of Solid. Recycling of Solid Waste: Energy Recovery, Sanitary Landfill, On-Site Sanitation. Air & Noise Pollution: Primary and Secondary air pollutants, Harmful effects of Air Pollution, Control of Air Pollution. . Noise Pollution Harmful Effects of noise pollution, control of noise pollution, Global warming & Climate Change, Ozone depletion, Greenhouse effect
Text Books:
1. Palancharmy, Basic Civil Engineering, McGraw Hill publishers.
2. Satheesh Gopi, Basic Civil Engineering, Pearson Publishers.
3. Ketki Rangwala Dalal, Essentials of Civil Engineering, Charotar Publishing House.
4. BCP, Surveying volume 1
Temple of Asclepius in Thrace. Excavation resultsKrassimira Luka
ย
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).
Level 3 NCEA - NZ: A Nation In the Making 1872 - 1900 SML.pptHenry Hollis
ย
The History of NZ 1870-1900.
Making of a Nation.
From the NZ Wars to Liberals,
Richard Seddon, George Grey,
Social Laboratory, New Zealand,
Confiscations, Kotahitanga, Kingitanga, Parliament, Suffrage, Repudiation, Economic Change, Agriculture, Gold Mining, Timber, Flax, Sheep, Dairying,
1. Expanding, Describing and Adding Detail to Writing http://livetext.com/doc/2050727?review=1562756&print=1
Expanding, Describing and Adding Detail to Writing
by Lindsay Garner Reviewer: Rachael Waller Reviewed on: 11/30/06 09:53 AM
Reading and Writing Lesson Plan - Field Experience
Topic of Lesson
Adding supporting details to writing.
Grade Level
3rd
Objectives
Your objective is very structured, which gives students an opportunity to be successful.
Students will be able to:
List ideas of things they are thankful for
Create a web
Describe the things they are thankful for with detail
Write what they are thankful for
Write why they are thankful for it
Explanation of Standards Section
The standards are specific towards your objectives, and appropriate for your grade level and for you lesson.
EDITING
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3.3.1. Use proofreading marks to edit written
text for capitalization, punctuation,
spelling, sentence structure, grammar, and
paragraph indentation
3.3.2. Share final copy with peers, teachers,
and/or family members
3.3.1. Select ideas and information to persuade,
entertain, or inform using a specific genre of
writing; i.e., narrative, personal persuasive,
traditional tale, poetry
3.3.2. State and organize prior knowledge and
experience to produce a written text; e.g.,
webbing, listing, gathering information, taking
notes
Standards
IRA.12.2 ...adapt instruction to meet the needs of different learners to accomplish different purposes
IRA.2.14 ...show that goals, instruction, and assessment should be aligned
IRA.9.1 ...teach students planning strategies most appropriate for particular kinds of writing
IRA.9.2 ...teach students to draft, revise, and edit their writing
Teacher Preparation and Materials
This section shows attention to detail in your planning.
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Preparation:
Teacher will have to check out Apple Laptop computers from library in advance for Day Two of this lesson. Teacher will
also have to locate the book, T'was the Night Before Thanksgiving. Worksheet with web will need to be created or
copied.
Materials
* Chart paper
*Markers
*Book: T'was the Night Before Thanksgiving
*Web worksheet (25)
*18 apple computers with Kidpix program
Procedures
Day One:
Motivation: Since this lesson will be taught two days before Thanksgiving the book "T'was the Night Before
Thanksgiving" will be read aloud. After the book the teacher will ask the students what the meaning of Thanksgiving is?
Teacher will explain that it is a day to think about what we are thankful for and even if you do not celebrate this holiday
it is still good to think about the things we are thankful for!
1.) Teacher tells the students that they will be writing about things that they are thankful for and that this project will
take two days.
2.) Teacher explains and writes on chart paper the steps they will take in order to write a good paper on these things.
(5)
* Brainstorm 5 things that you are thankful for
* List these things on a piece of paper
* Now choose 3 of the things you are most thankful for (these will be the things you will be writing
about)
* Create Web
* Begin to write your paper by beginning with "I am thankful for...." on the first line and then "I
am thankful for ______ because...." on the second line.
3.) Model how a web is used giving an example on chart paper. Explain that the lines of the web need to be filled in
with reasons why they are thankful for the item in the circle.
4.) Have students go back to their desks and begin to brainstorm ideas and work on their webs. (20 min)
5.) Have students raise their hands when they are finished with their web. Teacher will check that they have reasons
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listed on their web and give them a lined piece of paper to start their rough draft.
6.) When students are finished with their rough draft they will hand them in to the teacher to be edited.
DAY TWO
1.) Teacher will hand back rough drafts with corrections to be edited.
2.) Students will be given (20 min) to edit the corrections.
3.) Students will then use the Apple laptops to word process their paper and add pictures and clip art using kidpix.(40
min)
4.) Students will print their paper to take home and read on Thanksgiving or for fun!
Assessment
Describe how you will assess student learning. Refer to your Hill, Ruptic and Norwick text for specific tools you will
use. If desired, attach the specific file for the assessment tool. You could also create your own assessment tool/sheet
and attach it. If you'd like to create your own rubric for assessment, see the following section.
Rubric
This assessment is fair and detailed. It allows for the writing to be graded effectively and efficiently. Check the spelling of "complete".
3 (3 pts) 2 (2 pts) 1 (1 pt)
Web (1, 33%) Web is complete with three items you Web is complete with three items you Web is not vomplete with two or less
are thankful for, supportive details are thankful for, some supportive things you are thankful for, only a
and reasons are complete details and reasoning are completed couple of supportive details and
reasoning are completed.
Writing (1, 33%) Paper is error free, Complete Paper is mostly error free, complete Paper has many errors, lacks
sentences and includes a lot of sentences are mostly used, and complete sentences, lacks detail
detail some detail
Final paper Paper is word processed, has Paper is word processed with some Paper is not word processed, has no
(1, 33%) pictures and creative detail to pictures and detail to support text pictures or detail to support text
support text
Accommodations
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Specific accommodations that will need to be made for this lesson are the following:
There is one student that doesn't celebrate Thanksgiving in my classroom. I will make sure to read a book that's
primary focus is not on Thanksgiving. I will also make sure to address the class that this lesson is not just about
Thanksgiving, but its about what we are thankful for. I will also talk to this student before class about the lesson I have
created to make sure he is comfortable with it.
Students' with behavioral disabilities will be placed at the teacher's table for extra help and so they do not disrupt
others.
Students' with learning disabilities will also be able to sit at the teacher's table for extra help. They will also get more
time to work on the assignment if needed.
Follow-up
A follow up lesson that would check for understanding of adding details to writing would be to assign the students a topic
to write about. I would have them write about a hero or someone they look up to. I would then be able to see if they
are adding details to their writing that will provide the reader with the necessary information.
Technology
These turned out great! A seemless integration of technology. I hope that you hung these up in the hallway; you should be proud of
their outstanding work!
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This lesson will use Kidpix to creatively word process and add pictures!
Software
Internet Resources & Tools Description
No resources added.
Reflection
Your reflection is so practical and sounded like typical teaching to me! The day before a break is always interesting, and especially if
there is program practice. Only in teaching would one have to haul computers to a trailer! It sounded like you had a positive, "go with
the flow" attitude and did not get too rustled for your lesson. One trick that I have seen teachers use when using the technology is so
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tell students that this is an oridinary lesson, just like math or reading. It helps eliminate some of the nuance of using the computer.
Nice reflection! I enjoyed reading it.
This lesson started was suppose to happen after lunch because the students were practicing for their music program all
morning, but the teachers realized that there were some technical difficulties that they would need to fix before they
could practice. So I ended up doing my lesson in the morning which was a little earlier than I had planned but I was
prepared and ready to go. I started by reading the story, T'was the night before Thanksgiving. Many students
commented about the word "T'was" and so I had to take about two minutes to explain that it meant "It was." I also
had to take another two minutes to do some explaining because I had a student who doesn't celebrate Thanksgiving so
we talked about how the book was really a funny book about turkeys and that it is okay to learn about different culture's
beliefs and traditions. When I finished the book I asked the students if they liked it. I then asked them to tell me what
Thanksgiving was really about. Many students had something to add about what they thought it was. I then explained
to them that Thanksgiving is a time to give thanks and that was what we will be doing today. I then proceeded to give
them the directions to this writing assignment. Many of them knew how to make and use a web, but I went over it so
that they would have something that they could refer back to if they were struggling. The students first wrote down 5 or
more ideas of things they are thankful for and then circled the top three to five. When they had picked out their three
they raised their hands so I could give them a worksheet with the webs. After each different phase of the assignment
they raised their hands so I could check that they were understanding. At the end of Language Arts most everyone had
a rough draft done for me to correct. The next day I handed back the corrected papers and had them take out a new
piece of paper to make the revisions. They again had to raise their hands when finished and if all revisions were made I
gave them a computer. For each student I opened the kidpix program and told them to type their writing first and then
add pictures that go along with the text. When students were done they printed their page and went to pick them up in
the library. Before I left that day I reminded the students to read their papers on Thanksgiving or just for fun to their
family.
I learned that technology really needs to be planned out ahead of time! I had the cart checked out and knew what
program I was going to use, however my classroom was an outside trailer where the cart could not go! It was already a
chaotic day because it was the day before Thanksgiving break and my teacher left me alone with them prior to the
lesson so I could not go and get the computers! I had to carry 16 computers and their cords down the the trailer which
took at least 15 minutes! I also learned that as a teacher you must be very patient when having students do a project
that includes technology. There are many questions that you have to answer and sometimes even do yourself. I also
learned that student's writing is very diverse with the abilities, creativity, and fluency.
My students learned that when writing, they must use supporting details so that their audience will know the "who, what,
why, how." Many of them had one-on-one help from me when adding these supportive details. I would always have to
prompt them with why, because, how, in order for them to understand that they couldn't just write, " I am thankful for
my family." I know that they learned how to add supportive details because their final papers all had these details in
them! To help students who were not getting the concept I would work one-on-one with them using prompts to question
them. I also had to help a few students to think of things they are thankful for by listing things for them.
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If I taught this same lesson again I would have my students go to the computer lab in the library which would solve the
cart issue. I would also explain more about kidpix and what their task is using the program.
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