A Long Walk to Water: Lesson19 unit2
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The document provides instructions for students to review homework on a two voice poem organizer, look over returned essays and comments, and learn objectives for writing a clear analysis essay on the theme of "A Long Walk to Water" by making a valid claim and supporting it with details and quotes. It also lists major errors to avoid, tips for good writers such as stating the main idea and using examples, and homework which is to finish revising and submitting the final draft of the analysis essay.
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Advice on academic essay writing
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Academic writing advice powerpoint
The document provides guidance on various aspects of academic essay writing such as understanding essay topics, planning and organizing, revising, paragraph structure, introductions and conclusions, and different types of academic writing. Some key points include:
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Blog post and comment week 3
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The writing process
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Essay writing converted
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Presentacion
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Academic essay final version
This document provides advice for writing successful academic essays. It recommends that essays have a clear argument, be organized logically, and use evidence to support points. Essays should be comprised of multiple paragraphs that each focus on one main idea. The introduction should capture the reader's interest and indicate the essay's focus, while the conclusion restates key points and places them in a broader context. Effective paragraphs contain a topic sentence followed by supporting details and analysis to fully develop the central idea. Proper research techniques and outlining help integrate notes and plan an essay's structure.
EduExpertsWing | Tips to Write Great Academic Papers
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Academic Writing Centre Online at NUIG: Teaching academic writing through pee...
Academic Writing Centre Online at NUIG: Teaching academic writing through pee...CONUL Teaching & Learning
The document summarizes an online academic writing collaboration (AWC Online) between students and staff at NUI Galway. It discusses the methodology, which involved students completing writing tasks, editing other students' work, and rating peer feedback. Over 175 students participated in the pilot program. The methodology section outlines the types of writing and editing tasks. Student feedback found that it improved their writing skills by learning to structure arguments and apply different writing techniques. Proposed changes include reducing pressure by extending it over a year and adding variety through other exercise types.Tata kelola jurnal menuju akreditasi online
REGISTER JOURNAL 1979-8903 (PRINTED)- 2503-040X (ONLINE) was published every June and December by IAIN Salatiga, Indonesia and it had been accredited SINTA 2 at 24th October 2018 by Indonesia Ministry of Research, Technology and Higher Education (RistekDikti) of Indonesia.
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Slavery Module: Lesson fifteen
The document provides instructions for a class assignment on Harriet Tubman. Students are asked to take out their homework on Harriet Tubman and use it to complete a 6 question entry task. The document also includes a poem about Harriet Tubman and her efforts to escape slavery and help others do the same. It then provides learning objectives and texts for a poetry analysis lesson, including a poem by Paul Laurence Dunbar about wearing a mask to hide pain from slavery. Students are assigned to read independently and complete an exit ticket with questions about slavery and analyzing poetry.
Slavery Module: Lesson fourteen
The document provides instructions for students to complete tasks analyzing poems about slavery. It includes the poems "Black Woman" and "slaveships" by Lucille Clifton and discusses analyzing rhyme scheme, figurative language, and structure. Students are asked to re-write lines from the poems using different literary devices and provide an exit ticket answering questions about what they learned and their experience analyzing the poems. Homework includes reading and analyzing the poem "Harriet Tubman" and answering accompanying questions.
Slavery Module: Lesson thirteen
1. The document provides learning objectives and instructions for homework and a poem discussion.
2. It summarizes the poem "If We Must Die" and asks questions about poetic tools used in an excerpt from the Narrative of Frederick Douglass.
3. Students are instructed to analyze how Douglass uses poetic tools like metaphor, repetition, and vivid language to describe the change in his mistress's attitudes towards slavery.
Slavery Module: Lesson twelve
The document provides instructions for students to analyze the poem "Introduction to Poetry". It asks students to sketch three images inspired by the poem's title. It then prompts students to consider what the speaker is trying to say in the poem and to take a closer look at it. The poem is then presented, along with learning objectives about identifying poetic devices and finding layers of meaning in poems.
Slavery Module: Lesson eleven
This document provides information and instructions for students on poetry. It includes definitions of poetry, discussions of why poetry endures, and quotes about the power of rhythm in poetry. Students are instructed to analyze poetic devices in a poem excerpt, and are given a poetry toolbox defining common poetic terms like metaphor, simile, rhyme scheme, and others. The document encourages students to add poetic devices to found poems they created, and assigns revising their found poem to incorporate two new devices as homework.
Slavery Module: Lesson ten
This document provides instructions for analyzing an excerpt from Frederick Douglass's Narrative of the Life of Frederick Douglass. It directs students to take out two excerpts from the Narrative, star sentences they find powerful, and discuss them with a partner. It then gives learning objectives and guides students through close reading the second excerpt. It has them determine Douglass's position, analyze the purpose and craft of how he conveys his message, and complete a note-catcher analyzing the excerpt in relation to Douglass's positions on slavery. For homework, students are tasked with creating a found poem about slave living conditions based on excerpt 2.
Slavery Module Lesson nine
This document provides instructions and content for a lesson on Frederick Douglass's Narrative of the Life of Frederick Douglass. It includes activities for students such as taking notes, discussing vocabulary words from the text, answering comprehension questions, and analyzing excerpts in small groups or with partners. The lesson focuses on building understanding of the historical context of slavery and developing reading comprehension and analysis skills.
Slavery Module: Lesson eight
This document provides instruction and content for a lesson on Frederick Douglass's Narrative of the Life of Frederick Douglass. It includes entry tasks on roots, prefixes and suffixes. The learning objectives are to analyze how excerpts from Douglass's narrative convey his position on slavery and use word roots to understand meanings. Students are instructed to reread an excerpt and answer comprehension questions to understand Douglass's story and purpose. They are then asked to explain how the excerpt supports Douglass's two positions on slavery through specific evidence. Homework involves a constructed response using a quote sandwich to fully answer the question.
Slavery Module: Lesson seven
The document provides instructions for a classroom activity where students will place cards on an anchor chart based on categories from Frederick Douglass's Narrative of the Life of Frederick Douglass. The categories include how slavery affects slaves, how it affects slave owners, and the effects of the institution of slavery. The cards contain positions that support or oppose slavery. Students will then compare their placements with a shoulder partner.
Slavery Module: Lesson six
This document provides instructions for a lesson on Frederick Douglass's autobiography Narrative of the Life of Frederick Douglass. It includes directions for students to complete entry tasks using their homework and timeline. It lists learning objectives about explaining Douglass's purpose for writing the narrative. It outlines discussing an excerpt and vocabulary from the text. It discusses Douglass's purpose in distinguishing his views from others' ideas on the effects of slavery on slaves and society. Students work in pairs to match positions on slavery to boxes on a chart. Homework involves analyzing four quotes from the text and determining which box on the chart they fit into.
Slavery Module: Lesson five
The document provides an agenda for a lesson on slavery and abolitionists. It includes instructions for students to add to a historical context chart by discussing homework with a partner. Students will then take a mid-unit assessment by independently reading and answering questions about an excerpt from the Narrative of Frederick Douglass. If finished early, students can read a separate text and answer questions. Homework includes finishing questions on the separate text and selecting a new independent reading book.
Slavery Module: Lesson four
The document provides instructions for a class activity on the topics of slavery and abolition. Students are asked to take out an article on the slave trade from the previous day and write two ideas from it on the "Slavery" section of a historical context anchor chart. They will then view an excerpt from a PBS episode on abolition and answer additional text-dependent questions. Finally, students are assigned homework to add three more ideas to the "Debate over Slavery" section of the anchor chart.
Slavery Module: Lesson three
1. The triangular slave trade involved three main steps: slaves were brought from Africa to the Americas, cash crops like cotton and tobacco grown by slaves in the Americas were traded for manufactured goods in England, and the goods were brought back to Africa to trade for more slaves, completing the triangle.
2. Conditions on slave ships were horrific. Slaves were packed tightly into the ships in inhumane conditions where many died of disease or suffocation before reaching the Americas.
3. Southern slave owners believed blacks were racially inferior and used this belief to justify harsh treatment of slaves and the institution of slavery overall.
Slavery Modle: Lesson Two
This document provides instructions for a lesson on the book "Narrative of the Life of Frederick Douglass." Students are asked to look at images of the book cover and answer questions. They will then learn vocabulary terms and discuss the historical context of the time period through a gallery walk activity. Guiding questions and homework assignments are provided to wrap up the lesson.
Slavery Module: LessonOne
This document provides guidance for teaching a lesson about the short story "The People Could Fly" by Tobias Wolff. It includes discussion questions to analyze the story's themes of slavery and empowerment. Students are instructed to work with partners to discuss the story and complete a note-catcher identifying powerful phrases, images, the overall theme, and how the language and images create meaning. The lesson aims to examine how this folktale gave slaves a tool to cope with their situation and why its message still resonates today.
Lyddie: Unit3 lesson10
The document provides an agenda for a class on the book Lyddie. It includes instructions for students to review their work from the previous day, look over essays on Lyddie, and add their thoughts to essay packets. Students are asked to complete a reflection on working conditions using provided categories and write a book review for Lyddie answering questions and doing an optional crossword puzzle for extra credit.
Lyddie: Unit3 lesson9
The document provides instructions for students to work on creating an e-brochure about a book in the computer lab. Students are told to sit with their partner, work only on the brochure project, and complete their slides that day. They are also assigned 15-20 minutes of independent reading for homework to be finished the next day.
Lyddie: Unit3 lesson8
This document provides instructions for students to complete several tasks related to researching and creating a brochure about working conditions in the garment industry:
- Students will read a passage about working conditions and find the recommended plan of action. They will then discuss this plan with a partner.
- Students will read their research notebooks and star important information to include in the brochure.
- Working with a partner, students will fill out a brochure planning form and get feedback before sketching out the brochure layout.
- Finally, students will discuss what helped their collaboration and what to remember for finishing the brochure the next day. They also have independent reading for homework.
Lyddie: Unit3 lesson7
This document provides instructions for students on the work they will be doing in class. It includes:
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- Learning how to synthesize information from multiple sources.
- Continuing to work on their research project by paraphrasing sources to avoid plagiarism.
- Creating a rubric to evaluate a sample project on consumer advocacy about the iPhone.
Lyddie: Unit3 lesson6
This document provides instructions for students for their research work. It outlines the tasks for the day which include reviewing their research questions and choosing one to focus on, reading their assigned article with a partner and taking notes, and learning how to synthesize information by reviewing a model. Students are directed to use different colored pencils to identify questions and information in their research notebook to focus on for future research. The document reminds students of homework expectations which include continuing their notebook work and independent reading.
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A Long Walk to Water: Lesson19 unit2
- 1. DO NOW Take out homework: Two Voice Poem Organizer Review Essays • Look at your returned essays • Read over my comments • Notice any conventions errors
- 2. A Long Walk to Water Learning Objectives I can write a clear and organized analysis essay that makes a valid claim about the theme of A Long Walk to Water. I can support my claim with details and quotes from the book. I can use quotes correctly.
- 3. A Long Walk to Water Learning Objectives I correct grammar and punctuation errors. I can use feedback from others to revise and improve my essay. I can use new vocabulary appropriately in my essay.
- 4. A Long Walk to Water Essay Writing Major errors for this class:
- 5. Writer’s Tips What can we do? Things Good Writers Do • • • • • • • • • State the main idea in the beginning Give examples to support your topic Make the beginning interesting Match and answer the question Really understand what you are writing Details (quotes) should support a claim. Organize their topics Write formally Create conclusions related to the topic
- 6. A Long Walk to Water Essay Writing Back to the essay today!! • Time to revise your work • Make it as perfect as possible! • Fix mistakes and add information where needed
- 7. A Long Walk to Water Homework Final Draft of Essay Due tomorrow • Must be finished • Will hand in with the draft and planner