This document provides an overview of the Year 11 English course for the upcoming school year. It outlines the two units that will be covered, including the assessment requirements for each outcome. Unit 1 focuses on creative writing, text response, language analysis, and oral presentation. Unit 2 involves comparative analysis of texts and analyzing persuasive language in speeches and writing. The document recommends texts students need to read over the break to prepare and provides details on SACs, grading, and completion requirements for the course.
MDELT- STANDARD FRAMEWORK UNDERLYING THE PRINCIPLE OF MEDIA DEVELOPMENT - CEFRPuspita Wijayati
This power point explains about one of the standard frameworks underlying the principle of Media Development called CEFR. Any opinions or suggestions are welcomed. I hope it can help the other learners. Thank you.
MDELT- STANDARD FRAMEWORK UNDERLYING THE PRINCIPLE OF MEDIA DEVELOPMENT - CEFRPuspita Wijayati
This power point explains about one of the standard frameworks underlying the principle of Media Development called CEFR. Any opinions or suggestions are welcomed. I hope it can help the other learners. Thank you.
Participants will review different lesson-design models and strategies for organizing and delivering instruction. Presenters will share specific examples of techniques that integrate language and content and provide a coherent learning experience for students. Through hands-on activities, participants will examine a variety of instructional sequences that exemplify the components of an effective lesson.
LED 6510 Lesson Plan Peer Review FormTitle of Lesson Plan Revi.docxjesssueann
LED 6510 Lesson Plan Peer Review Form
Title of Lesson Plan Reviewed:
Your Peer’s Name:
Your Name:
Directions: Each student will be assigned 2 peers’ draft of final lesson plan for review on Canvas. Upon completion of reading, do provide your feedback to your peers using the following directions:
1) use the peer-review form to provide overall feedback for the other students' draft of lesson plan; Attach the forms with your feedback to your peers while you have completed peer review activity;
· Per the requirement, each student’ draft of lesson plan should include the following components (The other components are optional depending on each individual’s progress, so you just provide your feedback based on the content in the lesson plan)
· The below section is mandary to be reviewd and provided with feedback using the guided question in this form, highlighted in red in the form
· Language comparison, grammar focus of instruction, and establishment of relevance
· Introductory Statement of Your Language Task
· Structured input activity, structured practice activity and output assessment activity
2) For the grammatical, spelling, mechanic and other suggestions, kindly use the "Review" or "Track changes" button in the student's original word document and post your comment on the right side of the column of the word document, and then return the document to your peers with your comment/feedback.
1. Does the author clearly present the grade level of students, concentration domain, materials and digital tools need and time needed for the lesson?
I’m not sure if the students are in first grade or in middle school. Be more specific.
2. Does the author concisely describe the following aspects in Learners & Learning Environment? How can the author improve in each aspect, if any?
Yes, but it is confusing because there is no header indicating that she is talking about it.
· Language comparison, grammar focus of instruction, and establishment of relevance:
Yes, it is descriptive.
· Introductory Statement of Your Language Task
Yes, it is clear.
· Review of Terminology
Good review of the terminology
· Annotation
The annotations are not highlighted in yellow.
3. Does the author concisely define the following aspects in Standard and Outcomes? How can the author improve in each aspect, if any?
Yes they are clearly outlined. If they were in bullet points it would be easier to read.
4. Does the author understand the concepts of structured input activity, structured practice activity and output/assessment activity clearly and concisely?
The structured input activity is not clearly defined. The output assessment activity should be more descriptive. Also is the instructional practice the structured practice activity? The headers should be more clearly defined.
Does the author demonstrate the structured input activity, structured practice activity and output/assessment activity in a clear and organized way? Does the author provide teaching r.
Implementing a goal setting process can help educators make informed decisions about instruction and intervention for their English Language Learners. These slides cover how to: establish targets for improvement to accelerate student achievement, track student progress to ensure timely intervention, and create a culture of collaboration so that all teachers contribute to success.
A review of the growth of the Israel Genealogy Research Association Database Collection for the last 12 months. Our collection is now passed the 3 million mark and still growing. See which archives have contributed the most. See the different types of records we have, and which years have had records added. You can also see what we have for the future.
Normal Labour/ Stages of Labour/ Mechanism of LabourWasim Ak
Normal labor is also termed spontaneous labor, defined as the natural physiological process through which the fetus, placenta, and membranes are expelled from the uterus through the birth canal at term (37 to 42 weeks
it describes the bony anatomy including the femoral head , acetabulum, labrum . also discusses the capsule , ligaments . muscle that act on the hip joint and the range of motion are outlined. factors affecting hip joint stability and weight transmission through the joint are summarized.
A workshop hosted by the South African Journal of Science aimed at postgraduate students and early career researchers with little or no experience in writing and publishing journal articles.
MATATAG CURRICULUM: ASSESSING THE READINESS OF ELEM. PUBLIC SCHOOL TEACHERS I...NelTorrente
In this research, it concludes that while the readiness of teachers in Caloocan City to implement the MATATAG Curriculum is generally positive, targeted efforts in professional development, resource distribution, support networks, and comprehensive preparation can address the existing gaps and ensure successful curriculum implementation.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
How to Build a Module in Odoo 17 Using the Scaffold MethodCeline George
Odoo provides an option for creating a module by using a single line command. By using this command the user can make a whole structure of a module. It is very easy for a beginner to make a module. There is no need to make each file manually. This slide will show how to create a module using the scaffold method.
2. • Have an ‘overview’ understanding of the Year 11
English course
• Tell your parents you’re pumped about English next year
• Describe Unit 1 & 2 assessment requirements
• Know what you have to do over the break to prepare for
Outcome 1
Learning Intentions
Success Criteria
Yr.11 English StepUP 2018
14. VCE English is made up of a series of ‘Outcomes’
which represent the knowledge and skills you need to
master over a set period of time.
the basics
Yr.11 English StepUP 2018
15. Yr.11 English StepUP 2018
To successfully complete an English
unit you must complete:
16. Yr.11 English StepUP 2018
You must receive an S in every Outcome
to receive an S for the Unit.
You are not eligible to receive your VCE
if do not pass a minimum of three out
of the four Units of VCE English.
17. Yr.11 English StepUP 2018
SACs: What are they?
• Formal assessment tasks.
• Compulsory to complete
You will receive SAC questions prior to sitting
the SAC (unless otherwise advised) and your
teacher will go through the task with you.
18. Yr.11 English StepUP 2018
Unless the SAC Guidelines state otherwise, you are allowed
to bring to the SAC:
19. Yr.11 English StepUP 2018
Read each SAC Guidelines sheet carefully.
No other material is to be used during the SAC.
Paper for planning and writing will be distributed by
your English teacher.
All materials will be collected up at the end of
each session of the SAC.
20. Yr.11 English StepUP 2018
missing a SAC due to illness
MEDICAL CERTIFICATE?
Time arranged for
you to complete SAC
NoYes
Score awarded 0 Score
Time arranged for
you to complete SAC
21. Yr.11 English StepUP 2018
If you receive a ’UG’…
MPSC VCE Redemption Policy…
Your original numerical SAC score will stand,
but pursuing redemption will give you another
chance to receive an S for the Outcome.
22. Year 11 texts
Here are the texts you will be studying
Yr.11 English StepUP 2018
You must read them during the holidays!
24. Yr.11 English StepUP 2018
UNIT 1:
Outcome 1: Reading & Creating texts
• Creative Writing, ‘No Sugar’ by Jack Davis
• Text Response, ‘The Kite Runner’ by Khaled Hosseini
Outcome 2: Analysing and Presenting Argument
• Language Analysis, Analysis and comparison of
the use of 2 persuasive texts
• Oral Presentation, Speech intended to persuade +
Statement of Intention
25. Yr.11 English StepUP 2018
UNIT 2:
Outcome 1: Reading & Comparing texts
• Comparative Analytical Response, ‘Twelve Angry Men’
by Reginald Rose & ‘The Crucible’ by Nicolas Hytner.
Outcome 2: Analysing and Presenting Argument
• Point of View, Written
• Analysis of Persuasive Language, Speech
intended to persuade + Statement of Intention
28. Yr.11 English StepUP 2018
Outcome 1: Reading & Creating texts
‘No Sugar’ by Jack Davis
Students develop creative responses to
texts, explore how purpose and audience
affect the choices they make as writers
in developing ideas and planning work,
and make choices about structure,
conventions, and language to
develop voice and style.
29. Yr.11 English StepUP 2018
Outcome 1: Reading & Creating texts
‘The Kite Runner’ by Khaled Hosseini
Students develop an analytical response
dealing with the ways in which a
text conveys meaning and various
points of view on key concerns. They
include textual evidence to support
their interpretation.
30. Analysis and comparison of the use of 2 persuasive texts
Yr.11 English StepUP 2018
Outcome 2: Analysing & Presenting Arguments
Students analyse the presentation
of argument and the use of
language to position the intended
audience, in two persuasive texts
31. Yr.11 English StepUP 2018
Outcome 2: Analysing & Presenting Arguments
Speech intended to persuade + Statement of Intention
Students craft and present reasoned,
structured and supported arguments
to position audiences. Their speech is
accompanied by a written statement
of intention, articulating the decisions
made in the planning process.
33. Yr.11 English StepUP 2018
Outcome 1: Reading & COMPARING texts
’12 Angry Men’ by Reginald Rose
‘The Crucible’ by Nicholas Hytner
Students compare the presentation
of ideas, issues and themes in two
texts, discussing important
similarities and differences
34. Yr.11 English StepUP 2018
Outcome 2: Analysing & Presenting Argument
Point of View - written
Student create a text which
presents a point of view, and
identify and analyse how
argument and persuasive
language are used in text/s that
attempt to influence an audience
35. Yr.11 English StepUP 2018
Outcome 2: Analysing & Presenting Argument
Analysis of Persuasive Language
Students analyse the presentation
of argument and the use of
language to position the intended
audience, in persuasive texts