1) The document provides teaching materials and strategies for using the movie "Night at the Museum" in English language lessons for different student levels.
2) It includes activities, worksheets and discussion questions about the movie's plot, characters, and themes to help students improve their reading comprehension, critical thinking, and language skills.
3) At the advanced level, students are assigned a project to conceptualize their own "Night at the Museum" exhibition focusing on historical figures from Asia to teach visitors about different cultures.
The commercial uses humor and stereotypes to associate the Mercedes Benz car with luxury, status and beauty.
9. How effective was the commercial in
getting its message across using humor
and stereotypes? Justify your answer.
10. Do you think humor and stereotypes
should be used in advertising? Why/Why
not? Justify your answer.
This document provides guidance for analyzing the representation of location and social issues in the film Tsotsi. It includes directions for students to:
1) Recap prior learning about themes of decency, redemption, and the portrayal of the main character as a brutal gang leader.
2) Analyze a key scene where a police officer's reaction signifies the divide between communities.
3) Consider the messages and values about people and places represented in the film's images, and how audiences may respond.
4) Summarize the two main themes in one sentence each, with examples from the text.
5) Complete a homework assignment producing a mind map analyzing locations and social issues in the film.
This document is a daily lesson log for an Arts class taught from March 28-31, 2022. The objectives are to identify Filipino art elements, artists, and characteristics of media-based arts. Learning competencies include discussing Filipino ingenuity, the role of artworks, and using artworks to derive community traditions/history. The procedures outline introducing the lesson, examples, new concepts, skills practice, and assessments. Tasks include presenting movie genres, scripts, and photos taken around school with analysis. The reflection section evaluates student learning and the teacher's strategies.
Here are 5 words I found in the ICT ARTWORD image and their definitions in my own sentences:
1. Application - I submitted my job application to several companies in hopes of finding employment.
2. Process - The baking process takes time as the dough needs to rise before being placed in the oven.
3. Presentation - Her PowerPoint presentation at the conference was very well organized and easy to follow.
4. Production - The movie studio ramped up production to release three films next year.
5. Understanding - Through open communication and listening to different perspectives, understanding was reached.
Content language strategies chart grade levelngss discipRAJU852744
This document provides guidance for a close reading assignment on a photography-based artwork. It outlines the key elements students should analyze in their close reading, including the technical aspects of the photograph, the composition, genres, time, audience, titles, the artist and larger context. It prompts students to closely examine the photograph details and discuss how the creative and technical choices help convey meaning. Students are asked to write a 1-2 page paper analyzing a single photograph in these terms and cite specific evidence from the artwork.
This document discusses various media formats for interpreting literary texts, including audio, images, video, and animation. It defines each format and provides examples of how they can be used to present stories. The document encourages students to choose a format to creatively adapt a literary work in a project. It outlines steps for developing multimedia adaptations, such as understanding the text, drafting a storyboard, scripting, creating raw files, and using tools to produce the final output. Students are assigned to create a podcast interpreting a poem or short story.
This document outlines a project for students to explore identity through art. Students will learn about artistic expression, perceptual skills, and aesthetic valuing. They will create a panel of photographs with writing, advertisements, and letters. The essential questions driving the project are how art tells a story, defines the artist, and brings people together. Students will take on roles like photographer, writer, or curator. The project connects to the real world by creating work for others and learning how museums organize exhibitions. A guest speaker from MOCA will provide guidance and the work will be displayed at an exhibition night. The project incorporates student choice, supports all students, and assesses learning and effort.
This document summarizes an action research project exploring the teaching of visual literacy skills to stage 3 students in Sydney, Australia. The researcher aims to develop students' ability to analyze and interpret visual images through classroom activities and assessments. Over two cycles, the students showed improved skills in discussing the technical elements, messages, and perspectives conveyed in photographs, advertisements, illustrations, and other visual texts. Assessments indicated students could justify their interpretations and understand how visual design constructs meaning.
The commercial uses humor and stereotypes to associate the Mercedes Benz car with luxury, status and beauty.
9. How effective was the commercial in
getting its message across using humor
and stereotypes? Justify your answer.
10. Do you think humor and stereotypes
should be used in advertising? Why/Why
not? Justify your answer.
This document provides guidance for analyzing the representation of location and social issues in the film Tsotsi. It includes directions for students to:
1) Recap prior learning about themes of decency, redemption, and the portrayal of the main character as a brutal gang leader.
2) Analyze a key scene where a police officer's reaction signifies the divide between communities.
3) Consider the messages and values about people and places represented in the film's images, and how audiences may respond.
4) Summarize the two main themes in one sentence each, with examples from the text.
5) Complete a homework assignment producing a mind map analyzing locations and social issues in the film.
This document is a daily lesson log for an Arts class taught from March 28-31, 2022. The objectives are to identify Filipino art elements, artists, and characteristics of media-based arts. Learning competencies include discussing Filipino ingenuity, the role of artworks, and using artworks to derive community traditions/history. The procedures outline introducing the lesson, examples, new concepts, skills practice, and assessments. Tasks include presenting movie genres, scripts, and photos taken around school with analysis. The reflection section evaluates student learning and the teacher's strategies.
Here are 5 words I found in the ICT ARTWORD image and their definitions in my own sentences:
1. Application - I submitted my job application to several companies in hopes of finding employment.
2. Process - The baking process takes time as the dough needs to rise before being placed in the oven.
3. Presentation - Her PowerPoint presentation at the conference was very well organized and easy to follow.
4. Production - The movie studio ramped up production to release three films next year.
5. Understanding - Through open communication and listening to different perspectives, understanding was reached.
Content language strategies chart grade levelngss discipRAJU852744
This document provides guidance for a close reading assignment on a photography-based artwork. It outlines the key elements students should analyze in their close reading, including the technical aspects of the photograph, the composition, genres, time, audience, titles, the artist and larger context. It prompts students to closely examine the photograph details and discuss how the creative and technical choices help convey meaning. Students are asked to write a 1-2 page paper analyzing a single photograph in these terms and cite specific evidence from the artwork.
This document discusses various media formats for interpreting literary texts, including audio, images, video, and animation. It defines each format and provides examples of how they can be used to present stories. The document encourages students to choose a format to creatively adapt a literary work in a project. It outlines steps for developing multimedia adaptations, such as understanding the text, drafting a storyboard, scripting, creating raw files, and using tools to produce the final output. Students are assigned to create a podcast interpreting a poem or short story.
This document outlines a project for students to explore identity through art. Students will learn about artistic expression, perceptual skills, and aesthetic valuing. They will create a panel of photographs with writing, advertisements, and letters. The essential questions driving the project are how art tells a story, defines the artist, and brings people together. Students will take on roles like photographer, writer, or curator. The project connects to the real world by creating work for others and learning how museums organize exhibitions. A guest speaker from MOCA will provide guidance and the work will be displayed at an exhibition night. The project incorporates student choice, supports all students, and assesses learning and effort.
This document summarizes an action research project exploring the teaching of visual literacy skills to stage 3 students in Sydney, Australia. The researcher aims to develop students' ability to analyze and interpret visual images through classroom activities and assessments. Over two cycles, the students showed improved skills in discussing the technical elements, messages, and perspectives conveyed in photographs, advertisements, illustrations, and other visual texts. Assessments indicated students could justify their interpretations and understand how visual design constructs meaning.
The document provides instructions and guidance for students completing an Advanced Portfolio coursework assignment involving researching, planning, shooting, and editing the opening titles and sequence of a new fiction film. Key details include:
- The assignment counts for 50% of the AS grade and 25% of the total A Level mark.
- Students must complete preliminary tasks like storyboarding and a short continuity editing exercise.
- The main task involves producing original opening titles and footage up to 2 minutes for a new thriller film genre, with individual research, planning, shooting, and editing.
- Detailed guidelines are provided on all stages of the process from research and planning deadlines, to shooting protocols, to editing requirements.
This document provides teaching materials for a Cinema Appreciation course, including an introduction, learning activities, and evaluation criteria. The introduction outlines the goals of the course in providing a comprehensive overview of film language, theory, aesthetics, and history. Learning activities include preparing questions, presentations, and a classroom project related to topics like film techniques, script elements, and the structure of cinematography. Students will be evaluated based on their participation in online forums and completion of the guided learning activities.
The document discusses various methods for using films as teaching tools in the classroom. It notes that films can bring realism to lessons, engage students, and serve as a substitute for field trips. However, it also acknowledges some disadvantages, such as the time required to view films and potential distractions from their content. The document then provides nine specific lesson plan ideas for incorporating films into class, such as creating worksheets for students to fill out either during or after viewing and stopping the film periodically for discussion.
This document outlines an exam practice lesson plan for a film studies class. It provides the aims and objectives of reviewing prior learning to develop understanding of texts studied and learn about exam expectations. Students are asked to recap what they have learned about narrative, characters, social issues and location. The main activity asks students to discuss how true it is that a filmmaker's stylistic choices define a film's look and meaning, using the films they have studied. Students are guided through steps to plan, explain examples, and answer the exam question in writing. Homework involves finishing and submitting the exam answer for assessment and continuing exam revision.
This document provides an introduction and overview for a film studies lesson on the film "Tsotsi". It begins with aims and objectives for the lesson, which are to recap prior learning, introduce students to "Tsotsi" as a key text for the exam, discuss themes and issues represented in the film, and analyze it through different critical approaches. Students then complete entrance activities where they summarize how violence was portrayed in previous scenes and discuss its representation and purpose in "Tsotsi". The lesson provides tasks analyzing specific sequences from "Tsotsi" focusing on themes of wealth/poverty and character perspectives. Homework involves research on post-apartheid South Africa and expectations for the film.
The document provides guidance for answering exam questions on media studies. It discusses potential topics that could be covered, including digital technology, creativity, research and planning, and post-production. It also provides examples of questions and suggests how to structure answers. Theorists that could be referenced are mentioned, such as Barthes, Levi-Strauss, and Propp. Examiners' reports are included that address what makes a successful response, such as relating digital technologies used to the development process and final product, including a range of examples, and comparing AS and A2 work.
1) The document outlines a daily lesson log for an English class taught by Teacher Jennifer T. Digan.
2) The lesson objectives are for students to identify different communicative styles, participate actively in group activities, and express themselves in different communicative situations through dialogues and skills.
3) The content of the lesson is on communicative styles by Martin Joos (1967), which includes intimate, casual, consultative, formal, and frozen styles. Students will participate in activities to act out dialogues using different styles and identify examples of each style.
1. The document provides a daily lesson plan for an English class focusing on using multimedia resources to give instructions, provide information, and narrate events.
2. Students will learn about different types of multimedia like text, images, audio, video, and animations. They will practice identifying and choosing the best multimedia for different tasks.
3. Assessment includes activities where students analyze news reports, TV commercials, and complete tasks using different multimedia resources.
This document discusses issues with online entry-level Japanese courses. It outlines greetings and self-introduction projects assigned to students. Students created puppet show videos and wrote reflections for the greetings project. They made self-introduction videos and reflections for the second project. The presenters note how the students improved communication skills and cultural understanding. They reflect on changes for future assignments, like limiting tasks and adding sample projects. The document advocates for a social networking approach to language learning.
This document discusses issues with online entry-level Japanese courses. It describes a presentation given by Machiko Romaine and Reiko Aya on developing such courses. The presentation covered using social networking approaches and tools like VoiceThread to facilitate feedback between students and teachers. It also proposed creating an open learning community on Facebook to continue discussions. Romaine and Aya welcomed feedback on community building and discussed lessons learned regarding communicative and social networking language teaching approaches.
WEEK 1-QUARTER 4-ENGLISH 5 ANALYZING VISUAL AND MULTIMEDIA ELEMENTS.pptxYaniDeSilva1
Analyzing visual and multimedia elements within a narrative context involves dissecting how these components contribute to storytelling, evoke emotions, and engage the audience. Here's a structured approach to such analysis:
Narrative Structure:
Beginning: Examine how visual and multimedia elements establish the setting, characters, and initial conflict. Consider the use of imagery, sound, and text to hook the audience and set the narrative tone.
Middle: Analyze how visual and multimedia elements develop the plot, deepen character relationships, and build tension. Look for shifts in pacing, mood, and visual motifs that advance the storyline.
End: Evaluate the resolution of conflicts, character arcs, and thematic conclusions. Consider how visual and multimedia elements contribute to the climax and denouement, providing closure and leaving a lasting impression.
Characterization:
Visual Representation: Assess how characters are depicted visually through design, expressions, and body language. Analyze the use of color, costume, and symbolism to convey personality traits and emotional states.
Voice and Dialogue: Evaluate how voiceovers, dialogue, and sound effects characterize individuals and drive narrative progression. Consider how tone, inflection, and language choices shape audience perceptions of characters.
Emotional Impact:
Visual Aesthetics: Examine the aesthetic appeal of visual and multimedia elements and their ability to evoke specific emotions. Consider the use of color palettes, lighting, and composition to create atmosphere and mood.
Sound Design: Evaluate the emotional resonance of audio elements such as music, sound effects, and ambient noise. Analyze how these auditory cues enhance immersion, evoke empathy, or heighten tension.
Symbolism and Themes:
Visual Metaphors: Identify recurring visual motifs, symbols, and metaphors that carry thematic significance. Analyze how these elements enrich the narrative subtext and deepen audience interpretation.
Multimedia Allegories: Examine how multimedia elements such as animations, transitions, and interactive features metaphorically reinforce central themes or motifs. Consider their role in conveying abstract concepts or underlying messages.
Audience Engagement:
Narrative Flow: Evaluate the coherence and fluidity of the narrative experience across different visual and multimedia elements. Consider how transitions, pacing, and interactive features maintain audience interest and involvement.
Immersion and Interactivity: Assess the degree to which visual and multimedia elements immerse the audience in the narrative world and empower participation. Analyze how interactive elements prompt exploration, decision-making, or emotional investment.
Technical Execution:
Production Quality: Evaluate the technical craftsmanship of visual and multimedia elements, including animation fluidity, audio clarity, and image resolution. Consider how production values enhance storytelling effectiveness and audie
· Paper need to be 6 pages.· Times New Roman Font (11) Double-sp.docxLynellBull52
The document provides instructions for a 6-page paper addressing 8 questions related to international trade, foreign exchange rates, GDP growth rates, sources of human capital, diminishing returns, and the effects of government spending and taxation. The paper must be in Times New Roman 11pt font, double-spaced, with each question numbered and having at least one reference. Questions 1-4 must be answered on pages 1-3, and questions 5-8 on pages 4-6.
This document contains a daily lesson plan for a 12th grade Introduction to Philosophy of the Human Person class. The lesson plan covers intersubjectivity and focuses on recognizing the talents of persons with disabilities and those from underprivileged sectors of society.
The lesson includes reviewing previous concepts of I-It and I-Thou relationships, presenting examples that demonstrate intersubjectivity through a student showcase of talents, and evaluating student learning through a formative quiz and unit test. The goal is for students to understand and appreciate intersubjectivity, and perform activities that demonstrate acceptance of individuals from disadvantaged backgrounds.
This document outlines a 5-day learning experience about the eruption of Mount Vesuvius. On day 1, students will do a pre-assessment and learn vocabulary related to volcanoes. They will then research the eruption through different sources and discuss their findings. On day 2, students will share their research and take notes from each other. On day 3, they will start writing a narrative about the eruption. Day 4 involves watching a movie and answering questions. Finally, on day 5, students will edit and finalize their narratives. Students will be evaluated on their notes, narrative drafts, and movie comprehension. The goal is for students to understand the eruption's causes and impacts while practicing Latin grammar.
This document provides guidance on effectively discussing pictures during oral examinations. It introduces the BFFT framework, which stands for Background, Focus, Further details, and Takeaway. For the background, students should describe the 5W1H (Who, What, When, Where, Why, How). For the focus, they analyze actions, feelings, and thoughts. Finally, they discuss further details and lessons learned. Using this framework ensures students cover all key details and have a "beefy" discussion to attract higher grades.
This document provides an introduction to a unit on media representations. It introduces key concepts like cinematography, editing, mise-en-scene and sound. It outlines learning objectives around developing skills in analyzing media texts and taking focused notes. It also provides success criteria around organizing notes on micro-level issues and answering questions about still images.
This document contains a daily lesson log for an 8th grade English class. It outlines the objectives, content, learning resources, procedures, and reflection for the week's lessons. The objectives are focused on writing effective paragraphs, listening skills, evaluating literary texts, and employing proper grammatical structures. The content covers topics about Thailand, Malaysia, bibliographies, and idiomatic expressions. Learning resources include textbooks, worksheets, and online materials. The procedures provide step-by-step instructions for classroom activities covering vocabulary, viewing, discussions, group work and assessments. The reflection section allows the teacher to evaluate student performance and determine areas for improvement.
Here are 3 discussion questions for the class based on the article:
1. What are some of the benefits and drawbacks of using full-length movies in the language classroom according to the article?
2. The article outlines several types of activities that can be used before, during, and after viewing a movie clip. Which types of activities do you think would be most effective for your level and age group? Why?
3. The presentation includes an example lesson plan using a movie clip. What are some ways you could modify or expand on this lesson plan for your own classroom context?
I have copied these questions to a separate discussion thread in the forum as well. Please let me know if you need anything else!
Reimagining Your Library Space: How to Increase the Vibes in Your Library No ...Diana Rendina
Librarians are leading the way in creating future-ready citizens – now we need to update our spaces to match. In this session, attendees will get inspiration for transforming their library spaces. You’ll learn how to survey students and patrons, create a focus group, and use design thinking to brainstorm ideas for your space. We’ll discuss budget friendly ways to change your space as well as how to find funding. No matter where you’re at, you’ll find ideas for reimagining your space in this session.
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.
The document provides instructions and guidance for students completing an Advanced Portfolio coursework assignment involving researching, planning, shooting, and editing the opening titles and sequence of a new fiction film. Key details include:
- The assignment counts for 50% of the AS grade and 25% of the total A Level mark.
- Students must complete preliminary tasks like storyboarding and a short continuity editing exercise.
- The main task involves producing original opening titles and footage up to 2 minutes for a new thriller film genre, with individual research, planning, shooting, and editing.
- Detailed guidelines are provided on all stages of the process from research and planning deadlines, to shooting protocols, to editing requirements.
This document provides teaching materials for a Cinema Appreciation course, including an introduction, learning activities, and evaluation criteria. The introduction outlines the goals of the course in providing a comprehensive overview of film language, theory, aesthetics, and history. Learning activities include preparing questions, presentations, and a classroom project related to topics like film techniques, script elements, and the structure of cinematography. Students will be evaluated based on their participation in online forums and completion of the guided learning activities.
The document discusses various methods for using films as teaching tools in the classroom. It notes that films can bring realism to lessons, engage students, and serve as a substitute for field trips. However, it also acknowledges some disadvantages, such as the time required to view films and potential distractions from their content. The document then provides nine specific lesson plan ideas for incorporating films into class, such as creating worksheets for students to fill out either during or after viewing and stopping the film periodically for discussion.
This document outlines an exam practice lesson plan for a film studies class. It provides the aims and objectives of reviewing prior learning to develop understanding of texts studied and learn about exam expectations. Students are asked to recap what they have learned about narrative, characters, social issues and location. The main activity asks students to discuss how true it is that a filmmaker's stylistic choices define a film's look and meaning, using the films they have studied. Students are guided through steps to plan, explain examples, and answer the exam question in writing. Homework involves finishing and submitting the exam answer for assessment and continuing exam revision.
This document provides an introduction and overview for a film studies lesson on the film "Tsotsi". It begins with aims and objectives for the lesson, which are to recap prior learning, introduce students to "Tsotsi" as a key text for the exam, discuss themes and issues represented in the film, and analyze it through different critical approaches. Students then complete entrance activities where they summarize how violence was portrayed in previous scenes and discuss its representation and purpose in "Tsotsi". The lesson provides tasks analyzing specific sequences from "Tsotsi" focusing on themes of wealth/poverty and character perspectives. Homework involves research on post-apartheid South Africa and expectations for the film.
The document provides guidance for answering exam questions on media studies. It discusses potential topics that could be covered, including digital technology, creativity, research and planning, and post-production. It also provides examples of questions and suggests how to structure answers. Theorists that could be referenced are mentioned, such as Barthes, Levi-Strauss, and Propp. Examiners' reports are included that address what makes a successful response, such as relating digital technologies used to the development process and final product, including a range of examples, and comparing AS and A2 work.
1) The document outlines a daily lesson log for an English class taught by Teacher Jennifer T. Digan.
2) The lesson objectives are for students to identify different communicative styles, participate actively in group activities, and express themselves in different communicative situations through dialogues and skills.
3) The content of the lesson is on communicative styles by Martin Joos (1967), which includes intimate, casual, consultative, formal, and frozen styles. Students will participate in activities to act out dialogues using different styles and identify examples of each style.
1. The document provides a daily lesson plan for an English class focusing on using multimedia resources to give instructions, provide information, and narrate events.
2. Students will learn about different types of multimedia like text, images, audio, video, and animations. They will practice identifying and choosing the best multimedia for different tasks.
3. Assessment includes activities where students analyze news reports, TV commercials, and complete tasks using different multimedia resources.
This document discusses issues with online entry-level Japanese courses. It outlines greetings and self-introduction projects assigned to students. Students created puppet show videos and wrote reflections for the greetings project. They made self-introduction videos and reflections for the second project. The presenters note how the students improved communication skills and cultural understanding. They reflect on changes for future assignments, like limiting tasks and adding sample projects. The document advocates for a social networking approach to language learning.
This document discusses issues with online entry-level Japanese courses. It describes a presentation given by Machiko Romaine and Reiko Aya on developing such courses. The presentation covered using social networking approaches and tools like VoiceThread to facilitate feedback between students and teachers. It also proposed creating an open learning community on Facebook to continue discussions. Romaine and Aya welcomed feedback on community building and discussed lessons learned regarding communicative and social networking language teaching approaches.
WEEK 1-QUARTER 4-ENGLISH 5 ANALYZING VISUAL AND MULTIMEDIA ELEMENTS.pptxYaniDeSilva1
Analyzing visual and multimedia elements within a narrative context involves dissecting how these components contribute to storytelling, evoke emotions, and engage the audience. Here's a structured approach to such analysis:
Narrative Structure:
Beginning: Examine how visual and multimedia elements establish the setting, characters, and initial conflict. Consider the use of imagery, sound, and text to hook the audience and set the narrative tone.
Middle: Analyze how visual and multimedia elements develop the plot, deepen character relationships, and build tension. Look for shifts in pacing, mood, and visual motifs that advance the storyline.
End: Evaluate the resolution of conflicts, character arcs, and thematic conclusions. Consider how visual and multimedia elements contribute to the climax and denouement, providing closure and leaving a lasting impression.
Characterization:
Visual Representation: Assess how characters are depicted visually through design, expressions, and body language. Analyze the use of color, costume, and symbolism to convey personality traits and emotional states.
Voice and Dialogue: Evaluate how voiceovers, dialogue, and sound effects characterize individuals and drive narrative progression. Consider how tone, inflection, and language choices shape audience perceptions of characters.
Emotional Impact:
Visual Aesthetics: Examine the aesthetic appeal of visual and multimedia elements and their ability to evoke specific emotions. Consider the use of color palettes, lighting, and composition to create atmosphere and mood.
Sound Design: Evaluate the emotional resonance of audio elements such as music, sound effects, and ambient noise. Analyze how these auditory cues enhance immersion, evoke empathy, or heighten tension.
Symbolism and Themes:
Visual Metaphors: Identify recurring visual motifs, symbols, and metaphors that carry thematic significance. Analyze how these elements enrich the narrative subtext and deepen audience interpretation.
Multimedia Allegories: Examine how multimedia elements such as animations, transitions, and interactive features metaphorically reinforce central themes or motifs. Consider their role in conveying abstract concepts or underlying messages.
Audience Engagement:
Narrative Flow: Evaluate the coherence and fluidity of the narrative experience across different visual and multimedia elements. Consider how transitions, pacing, and interactive features maintain audience interest and involvement.
Immersion and Interactivity: Assess the degree to which visual and multimedia elements immerse the audience in the narrative world and empower participation. Analyze how interactive elements prompt exploration, decision-making, or emotional investment.
Technical Execution:
Production Quality: Evaluate the technical craftsmanship of visual and multimedia elements, including animation fluidity, audio clarity, and image resolution. Consider how production values enhance storytelling effectiveness and audie
· Paper need to be 6 pages.· Times New Roman Font (11) Double-sp.docxLynellBull52
The document provides instructions for a 6-page paper addressing 8 questions related to international trade, foreign exchange rates, GDP growth rates, sources of human capital, diminishing returns, and the effects of government spending and taxation. The paper must be in Times New Roman 11pt font, double-spaced, with each question numbered and having at least one reference. Questions 1-4 must be answered on pages 1-3, and questions 5-8 on pages 4-6.
This document contains a daily lesson plan for a 12th grade Introduction to Philosophy of the Human Person class. The lesson plan covers intersubjectivity and focuses on recognizing the talents of persons with disabilities and those from underprivileged sectors of society.
The lesson includes reviewing previous concepts of I-It and I-Thou relationships, presenting examples that demonstrate intersubjectivity through a student showcase of talents, and evaluating student learning through a formative quiz and unit test. The goal is for students to understand and appreciate intersubjectivity, and perform activities that demonstrate acceptance of individuals from disadvantaged backgrounds.
This document outlines a 5-day learning experience about the eruption of Mount Vesuvius. On day 1, students will do a pre-assessment and learn vocabulary related to volcanoes. They will then research the eruption through different sources and discuss their findings. On day 2, students will share their research and take notes from each other. On day 3, they will start writing a narrative about the eruption. Day 4 involves watching a movie and answering questions. Finally, on day 5, students will edit and finalize their narratives. Students will be evaluated on their notes, narrative drafts, and movie comprehension. The goal is for students to understand the eruption's causes and impacts while practicing Latin grammar.
This document provides guidance on effectively discussing pictures during oral examinations. It introduces the BFFT framework, which stands for Background, Focus, Further details, and Takeaway. For the background, students should describe the 5W1H (Who, What, When, Where, Why, How). For the focus, they analyze actions, feelings, and thoughts. Finally, they discuss further details and lessons learned. Using this framework ensures students cover all key details and have a "beefy" discussion to attract higher grades.
This document provides an introduction to a unit on media representations. It introduces key concepts like cinematography, editing, mise-en-scene and sound. It outlines learning objectives around developing skills in analyzing media texts and taking focused notes. It also provides success criteria around organizing notes on micro-level issues and answering questions about still images.
This document contains a daily lesson log for an 8th grade English class. It outlines the objectives, content, learning resources, procedures, and reflection for the week's lessons. The objectives are focused on writing effective paragraphs, listening skills, evaluating literary texts, and employing proper grammatical structures. The content covers topics about Thailand, Malaysia, bibliographies, and idiomatic expressions. Learning resources include textbooks, worksheets, and online materials. The procedures provide step-by-step instructions for classroom activities covering vocabulary, viewing, discussions, group work and assessments. The reflection section allows the teacher to evaluate student performance and determine areas for improvement.
Here are 3 discussion questions for the class based on the article:
1. What are some of the benefits and drawbacks of using full-length movies in the language classroom according to the article?
2. The article outlines several types of activities that can be used before, during, and after viewing a movie clip. Which types of activities do you think would be most effective for your level and age group? Why?
3. The presentation includes an example lesson plan using a movie clip. What are some ways you could modify or expand on this lesson plan for your own classroom context?
I have copied these questions to a separate discussion thread in the forum as well. Please let me know if you need anything else!
Reimagining Your Library Space: How to Increase the Vibes in Your Library No ...Diana Rendina
Librarians are leading the way in creating future-ready citizens – now we need to update our spaces to match. In this session, attendees will get inspiration for transforming their library spaces. You’ll learn how to survey students and patrons, create a focus group, and use design thinking to brainstorm ideas for your space. We’ll discuss budget friendly ways to change your space as well as how to find funding. No matter where you’re at, you’ll find ideas for reimagining your space in this session.
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.
Chapter wise All Notes of First year Basic Civil Engineering.pptxDenish Jangid
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
This slide is special for master students (MIBS & MIFB) in UUM. Also useful for readers who are interested in the topic of contemporary Islamic banking.
LAND USE LAND COVER AND NDVI OF MIRZAPUR DISTRICT, UPRAHUL
This Dissertation explores the particular circumstances of Mirzapur, a region located in the
core of India. Mirzapur, with its varied terrains and abundant biodiversity, offers an optimal
environment for investigating the changes in vegetation cover dynamics. Our study utilizes
advanced technologies such as GIS (Geographic Information Systems) and Remote sensing to
analyze the transformations that have taken place over the course of a decade.
The complex relationship between human activities and the environment has been the focus
of extensive research and worry. As the global community grapples with swift urbanization,
population expansion, and economic progress, the effects on natural ecosystems are becoming
more evident. A crucial element of this impact is the alteration of vegetation cover, which plays a
significant role in maintaining the ecological equilibrium of our planet.Land serves as the foundation for all human activities and provides the necessary materials for
these activities. As the most crucial natural resource, its utilization by humans results in different
'Land uses,' which are determined by both human activities and the physical characteristics of the
land.
The utilization of land is impacted by human needs and environmental factors. In countries
like India, rapid population growth and the emphasis on extensive resource exploitation can lead
to significant land degradation, adversely affecting the region's land cover.
Therefore, human intervention has significantly influenced land use patterns over many
centuries, evolving its structure over time and space. In the present era, these changes have
accelerated due to factors such as agriculture and urbanization. Information regarding land use and
cover is essential for various planning and management tasks related to the Earth's surface,
providing crucial environmental data for scientific, resource management, policy purposes, and
diverse human activities.
Accurate understanding of land use and cover is imperative for the development planning
of any area. Consequently, a wide range of professionals, including earth system scientists, land
and water managers, and urban planners, are interested in obtaining data on land use and cover
changes, conversion trends, and other related patterns. The spatial dimensions of land use and
cover support policymakers and scientists in making well-informed decisions, as alterations in
these patterns indicate shifts in economic and social conditions. Monitoring such changes with the
help of Advanced technologies like Remote Sensing and Geographic Information Systems is
crucial for coordinated efforts across different administrative levels. Advanced technologies like
Remote Sensing and Geographic Information Systems
9
Changes in vegetation cover refer to variations in the distribution, composition, and overall
structure of plant communities across different temporal and spatial scales. These changes can
occur natural.
This presentation was provided by Steph Pollock of The American Psychological Association’s Journals Program, and Damita Snow, of The American Society of Civil Engineers (ASCE), for the initial session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session One: 'Setting Expectations: a DEIA Primer,' was held June 6, 2024.
Strategies for Effective Upskilling is a presentation by Chinwendu Peace in a Your Skill Boost Masterclass organisation by the Excellence Foundation for South Sudan on 08th and 09th June 2024 from 1 PM to 3 PM on each day.
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How to Fix the Import Error in the Odoo 17Celine George
An import error occurs when a program fails to import a module or library, disrupting its execution. In languages like Python, this issue arises when the specified module cannot be found or accessed, hindering the program's functionality. Resolving import errors is crucial for maintaining smooth software operation and uninterrupted development processes.
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.
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In this webinar, participants learned how to utilize Generative AI to streamline operations and elevate member engagement. Amazon Web Service experts provided a customer specific use cases and dived into low/no-code tools that are quick and easy to deploy through Amazon Web Service (AWS.)
Leveraging Generative AI to Drive Nonprofit Innovation
A.) unit 1 movie_time
1. HEBAT Bacaan BI
Unit 1
1
`UNIT 1
MOVIE TIME! NIGHT AT THE MUSEUM
What benefits canyou
gain from watching
movies?
These are pictures
from a movie. What do
you think the movie is
about?
Have youever beento
a museum?
What canyoufind in a
museum?
Would you recommend
this movie to your
friends? Give reasons
for your answer.
2. HEBAT Bacaan BI
Unit 1
2
TEACHING AND LEARNING STRATEGIES FOR BEGINNER LEVEL
BY THE END OF
THE LESSON,
STUDENTS CAN:
i. Read and find similarities between two texts.
ii. Complete mind map with important values found in a passage.
iii. Give opinions about the movie.
STRATEGIES/
APPROACHES
Reading Strategy: KWLH
LOTS: Understanding
HOTS: Analysing
Evaluating
21st
Century Learning
VALUES Courage
LEARNING/
TEACHING AIDS
Computer
Speakers
Picture
SITUATION Personal
TEXT FORMAT Single ,Continuous & Non Continuous
TEXT TYPE Descriptive
COGNITIVE
PROCESS
Scan and locate
Integrate and generate inferences
*refer to HEBAT Bacaan Bahasa Inggeris Reading Strategies
**refer to 21st
Century Learning: Cooperative Learning Structures
***refer to Guide to Using HOTS in a Reading Classroom
3. HEBAT Bacaan BI
Unit 1
3
SUGGESTED ACTIVITIES STRATEGIES/
APPROACHES
STEP 1
a. Students read the synopsis (TEXT 1) and watch a
trailer from the movie.
https://www.youtube.com/watch?v=WeBy3_xqYtM
b. Students fill in KWLH* sheet (WORKSHEET 1).
LOTS:
Understanding
HOTS:
Analysing
Evaluating
Reading Strategy :
KWLH
STEP 2
a. Students read the movie reviews from a parent and a
teenager (TEXT 2).
b. In groups, students fill in the Table Cloth** with
opinions about the movie trailer (WORKSHEET 2).
c. Students share their answers and identify the
similarities in their opinions.
HOTS:
Analysing
21st
Century
Learning:
Table Cloth
STEP 3
a. Assuming students have watched the movie, teacher
poses questions for students to answer
(WORKSHEET 3).
b. Students write their responses in an Exit Card **
(PICTURE 1).
HOTS:
Evaluating
21st
Century
Learning:
Exit Card
4. HEBAT Bacaan BI
Unit 1
4
TEXT 1
Synopsis
KWLH CHART
WORKSHEET 1
Know Want to know Have Learned
How are you
going to learn
better/more?
6. 6
HEBAT Bacaan BI
Unit 1
WORKSHEET 2
1. What is your favourite scene in the movie? Give
reason/s for your choice.
2. Which line or dialogue from the movie left an
impact on you?
3. Who is your favourite character? Explain why.
4. If you were given the opportunity to edit any parts
of the movie (intro, climax, ending), which event
would you want to change? How would you change
it?
5. What do you predict will happen in the sequel?
WORKSHEET 3
8. HEBAT Bacaan BI
Unit 1
8
TEACHING AND LEARNING STRATEGIES FOR INTERMEDIATE LEVEL
BY THE END
OF THE
LESSON,
STUDENTS
CAN:
i. Compare and contrast between fact and opinion and write
sentences to demonstrate the differences.
ii. Give short response orally or in writing to questions about facts
and opinions.
STRATEGIES/
APPROACHES
Reading Strategy: SQ3R
LOTS: Understanding
HOTS: Analysing
Applying
21st Century Learning
i-THINK
VALUES Respect
LEARNING/
TEACHING
AIDS
Movie synopsis
Picture
Worksheet
SITUATION Personal
TEXT FORMAT Single Continuous
TEXT TYPE Description
COGNITIVE
PROCESS
Represent literal and gist meaning
*refer to HEBAT Bacaan Bahasa Inggeris Reading Strategies
**refer to 21st
Century Learning: Cooperative Learning Structures
***refer to Guide to Using HOTS in a Reading Classroom
9. HEBAT Bacaan BI
Unit 1
9
ACTIVITIES STRATEGIES/
APPROACHES
STEP 1
a. Discuss:
(i) Definitions and examples of facts and opinions
(PICTURE 1).
(ii) Find similarities or differences between facts and
opinions using the Double Bubble Map***
(PICTURE 2).
LOTS:
Understanding
HOTS:
Analysing
i-THINK:
Double Bubble Map
STEP 2
a. In pairs, students read a synopsis about the movie
(TEXT 1).
b. Students use SQ3R* (Survey, Question, Read,
Record, Review) method to guide understanding and
answer questions (WORKSHEET 1).
c. Students present and justify their answers.
HOTS:
Analysing
Reading Strategy:
SQ3R
STEP 3
a. Prepare two separate columns ‘Facts’ and ‘Opinions’
on the whiteboard.
b. On a piece of paper, students write down a
statement about a movie that they have watched.
eg. The first ‘Star Wars’ movie was produced in 1981
c. In a Gallery Walk** session, students paste their
statements in the ‘Facts’ or ‘Opinions’ column
accordingly. Students view, discuss and reflect.
HOTS:
Applying
21st
Century
Learning :
Gallery Walk
12. 12
HEBAT Bacaan BI
Unit 1
TEXT 1
Below is a synopsis of the movie ’Night at the Museum’. Study the synopsis and answer the
questions that follow.
QUESTIONS
Wild: uncontrolled or
unrestrained, especially in
pursuit of pleasure.
WORKSHEET 1
(a) (i) Do you think the word ‘wild’ is a
suitable word to represent the movie?
Give reasons for your answer.
(b) (i) Who is the director of the movie?
(ii) Do you think the sentence naming the director is a fact or an
opinion?
(ii) Is this comment ‘wild’ a fact or an
opinion from the writer?
13. 13
HEBAT Bacaan BI
Unit 1
(c)
(i) Do you think these words
(‘kind-hearted’, ‘heavy heart’,
and ‘lowly’) affect how the
readers see the night guard?
Give reasons for your answer.
(ii) Do these words turn the
sentences into facts or
opinions?
(e) Can you list down some facts and opinions from the excerpt below?
Facts Opinions
(d) Can you state one fact present in the last sentence in the above excerpt?
14. 14
HEBAT Bacaan BI
Unit 1
TEACHING AND LEARNING STRATEGIES FOR ADVANCED LEVEL
BY THE END
OF LESSON,
STUDENTS
CAN:
i. Identify meaning of reading text by asking questions.
ii. Infer correctly based on contextual clues in a text.
EDUCATIONAL
EMPHASES
Reading Strategy: QAR
LOTS: Understanding
HOTS: Applying
Analysing
Evaluating
21st Century Learning
i-THINK
VALUES Patriotism
LEARNING/
TEACHING
AIDS
Movie reviews
Worksheet
SITUATION Personal
TEXT FORMAT Multiple, Non Continuous
TEXT TYPE Argumentation
COGNITIVE
PROCESS
Integrate and generate inferences
*refer to HEBAT Bacaan Bahasa Inggeris Reading Strategies
**refer to 21st
Century Learning: Cooperative Learning Structures
***refer to Guide to Using HOTS in a Reading Classroom
15. 15
HEBAT Bacaan BI
Unit 1
ACTIVITIES STRATEGIES/
APPROACHES
STEP 1
a. Discuss:
(i) definition, features and characteristics of inferring
using a Bubble Map*** (PICTURE1).
(ii) table on differences between inferring and giving
opinions (PICTURE 2).
LOTS:
Understanding
i-THINK:
Bubble Map
STEP 2
a. In groups, students read the reviews about the movie
(WORKSHEET 1).
b. Students may use QAR* (Question Answer
Relationship) method to guide understanding.
c. Each group chooses a question from one of the boxes
to answer.
d. Students present and justify their answers.
Reading
strategy:
QAR
21st
Century
Learning
HOTS:
Analysing
STEP 3
a. In groups, students write short comments about the
movie ‘Night at the Museum’.
b. Students present their comments for the class to
guess or infer the intended meaning of the comment.
HOTS:
Applying
Evaluating
16. 16
HEBAT Bacaan BI
Unit 1
PICTURE 1
PICTURE 2
Differences between Inferring, Making Predictions and Giving Opinions
INFERRING GIVING OPINIONS
-Drawing logical conclusions from given data - Making or giving viewpoints
-Combining clues, evidence, and background
knowledge to form a theory.
-Giving a personal view from clues and
evidence
- Implicit analysis based on evidence and clues - Statement that a person believes to be
true but cannot be measured against an
objective standard
Example:
Jameela saw cookie crumbs on the floor and
chocolate around her son’s mouth.
Jameela can infer that her son ate the cookies.
Example:
Jenny is a girl with blue eyes and blonde
hair.
Jenny is pretty/Jenny is ugly.
17. HEBAT Bacaan BI
Unit 1
17
WORKSHEET 1
How does this watching
guide help parents?
If you have watched this
movie, wouldyou change any
part of the watching guide?
Based on the review, does the
writer like or dislike the movie?
What justification does the
writer give for his/ her
preference?
What actualreason does the
writer give for notliking the
movie?
After reading his/ her comment here, what
does this writer thinkof the movie?
18. HEBAT Bacaan BI
Unit 1
18
From the context, guessthe
meaning of the word ‘iffy’.
19. HEBAT Bacaan BI
Unit 1
19
ASSESSMENT PROJECT
In the movie ’Night at the Museum’, various museum exhibits come to life when the
sun sets because of the Tablet of Akhmenrah. This can be a great opportunity for
students not only to learn about the language and the values, but also the history of
various cultures around the world.
ACTIVITIES STRATEGIES/
APPROACHES
STEP 1
a. Recall and reflect on all the characters in the movie
’Night at the Museum’.
b. Explain to students that they are to come up with a
project entitled ’Night at the Museum: Asian Edition’.
* Teachers can do this as a whole class project or divide
class into two large groups.
Action Oriented
Task
STEP 2
a. Have students consider these questions in their
discussions for the project:
Which historical figures would they choose?
What would be the reasons for those figures as their
choice of exhibits?
What could the visitors learn from the figures when
they visit the museum?
Would there be conflict among the exhibits if they
were to come to life like in the movies?
If there are problems, what would be suitable
measures taken to solve/handle those problems?
* Encourage students to discuss other considerations
about the project besides the questions above.
b. Have students consider how they are going to arrange
the exhibits in the museum.
21st
Century
Learning
HOTS:
Creating
STEP 3
a. Students present their answers.
* Other groups are welcome to give comments and
opinions (if there is more than one group).
b. Student carry out assessment project according to
time frame given by teacher.
HOTS:
Applying