Northern Vance High School held a professional development session on vertical alignment of instruction and assessments to the Common Core and NC Essential Standards. Teachers participated in an activity to organize state standards from different grade levels and discuss how concepts build upon each other. They also reflected on their courses and identified major concepts and power standards. The session aimed to help teachers ensure their instruction and assessments are appropriately aligned to state standards and address gaps or unnecessary repetitions in the curriculum.
Young Tom Selleck: A Journey Through His Early Years and Rise to Stardomgreendigital
Introduction
When one thinks of Hollywood legends, Tom Selleck is a name that comes to mind. Known for his charming smile, rugged good looks. and the iconic mustache that has become synonymous with his persona. Tom Selleck has had a prolific career spanning decades. But, the journey of young Tom Selleck, from his early years to becoming a household name. is a story filled with determination, talent, and a touch of luck. This article delves into young Tom Selleck's life, background, early struggles. and pivotal moments that led to his rise in Hollywood.
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Early Life and Background
Family Roots and Childhood
Thomas William Selleck was born in Detroit, Michigan, on January 29, 1945. He was the second of four children in a close-knit family. His father, Robert Dean Selleck, was a real estate investor and executive. while his mother, Martha Selleck, was a homemaker. The Selleck family relocated to Sherman Oaks, California. when Tom was a child, setting the stage for his future in the entertainment industry.
Education and Early Interests
Growing up, young Tom Selleck was an active and athletic child. He attended Grant High School in Van Nuys, California. where he excelled in sports, particularly basketball. His tall and athletic build made him a standout player, and he earned a basketball scholarship to the University of Southern California (U.S.C.). While at U.S.C., Selleck studied business administration. but his interests shifted toward acting.
Discovery of Acting Passion
Tom Selleck's journey into acting was serendipitous. During his time at U.S.C., a drama coach encouraged him to try acting. This nudge led him to join the Hills Playhouse, where he began honing his craft. Transitioning from an aspiring athlete to an actor took time. but young Tom Selleck became drawn to the performance world.
Early Career Struggles
Breaking Into the Industry
The path to stardom was a challenging one for young Tom Selleck. Like many aspiring actors, he faced many rejections and struggled to find steady work. A series of minor roles and guest appearances on television shows marked his early career. In 1965, he debuted on the syndicated show "The Dating Game." which gave him some exposure but did not lead to immediate success.
The Commercial Breakthrough
During the late 1960s and early 1970s, Selleck began appearing in television commercials. His rugged good looks and charismatic presence made him a popular brand choice. He starred in advertisements for Pepsi-Cola, Revlon, and Close-Up toothpaste. These commercials provided financial stability and helped him gain visibility in the industry.
Struggling Actor in Hollywood
Despite his success in commercials. breaking into large acting roles remained a challenge for young Tom Selleck. He auditioned and took on small parts in T.V. shows and movies. Some of his early television appearances included roles in popular series like Lancer, The F.B.I., and Bracken's World. But, it would take a
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Monday, June 3, 2024 - Episode 241: Sergeant Rathebe nabs a top scammer in Turfloop. Meikie is furious at her uncle's reaction to the truth about Ntswaki.
Tuesday, June 4, 2024 - Episode 242: Babeile uncovers the truth behind Rathebe’s latest actions. Leeto's announcement shocks his employees, and Ntswaki’s ordeal haunts her family.
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As a movie director, I am often asked about the process of creating an indie film. It's a journey of passion, perseverance, and planning, and today, I'm going to take you through it.
Tom Selleck Net Worth: A Comprehensive Analysisgreendigital
Over several decades, Tom Selleck, a name synonymous with charisma. From his iconic role as Thomas Magnum in the television series "Magnum, P.I." to his enduring presence in "Blue Bloods," Selleck has captivated audiences with his versatility and charm. As a result, "Tom Selleck net worth" has become a topic of great interest among fans. and financial enthusiasts alike. This article delves deep into Tom Selleck's wealth, exploring his career, assets, endorsements. and business ventures that contribute to his impressive economic standing.
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Early Life and Career Beginnings
The Foundation of Tom Selleck's Wealth
Born on January 29, 1945, in Detroit, Michigan, Tom Selleck grew up in Sherman Oaks, California. His journey towards building a large net worth began with humble origins. , Selleck pursued a business administration degree at the University of Southern California (USC) on a basketball scholarship. But, his interest shifted towards acting. leading him to study at the Hills Playhouse under Milton Katselas.
Minor roles in television and films marked Selleck's early career. He appeared in commercials and took on small parts in T.V. series such as "The Dating Game" and "Lancer." These initial steps, although modest. laid the groundwork for his future success and the growth of Tom Selleck net worth. Breakthrough with "Magnum, P.I."
The Role that Defined Tom Selleck's Career
Tom Selleck's breakthrough came with the role of Thomas Magnum in the CBS television series "Magnum, P.I." (1980-1988). This role made him a household name and boosted his net worth. The series' popularity resulted in Selleck earning large salaries. leading to financial stability and increased recognition in Hollywood.
"Magnum P.I." garnered high ratings and critical acclaim during its run. Selleck's portrayal of the charming and resourceful private investigator resonated with audiences. making him one of the most beloved television actors of the 1980s. The success of "Magnum P.I." played a pivotal role in shaping Tom Selleck net worth, establishing him as a major star.
Film Career and Diversification
Expanding Tom Selleck's Financial Portfolio
While "Magnum, P.I." was a cornerstone of Selleck's career, he did not limit himself to television. He ventured into films, further enhancing Tom Selleck net worth. His filmography includes notable movies such as "Three Men and a Baby" (1987). which became the highest-grossing film of the year, and its sequel, "Three Men and a Little Lady" (1990). These box office successes contributed to his wealth.
Selleck's versatility allowed him to transition between genres. from comedies like "Mr. Baseball" (1992) to westerns such as "Quigley Down Under" (1990). This diversification showcased his acting range. and provided many income streams, reinforcing Tom Selleck net worth.
Television Resurgence with "Blue Bloods"
Sustaining Wealth through Consistent Success
In 2010, Tom Selleck began starring as Frank Reagan i
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From the Editor's Desk: 115th Father's day Celebration - When we see Father's day in Hindu context, Nanda Baba is the most vivid figure which comes to the mind. Nanda Baba who was the foster father of Lord Krishna is known to provide love, care and affection to Lord Krishna and Balarama along with his wife Yashoda; Letter’s to the Editor: Mother's Day - Mother is a precious life for their children. Mother is life breath for her children. Mother's lap is the world happiness whose debt can never be paid.
2. Where We’ve Been
Introduction to Common Core/NC Essential Standards
Changes in specific course objectives
3. What’s Next
Today’s Purpose
To explore the vertical alignment of
instruction and assessments to ensure that
course expectations (2012-2013) are
appropriately aligned to Common Core/NC
Essential state standards.
4. Activity: Building a Map
• In two separate groups,
remove the content of the
envelope and place them
on the table so that all
members can read its statements
• Discuss what statements should be learned
and/or mastered at each grade band (K-2,
3-5, 6-8 and 9-12)
5. Activity: Building a Map
• Have one group member keep notes of the
conversations and/or questions that arise
• Once a group consensus has been made,
arrange them on the table under the
appropriate grade band
• Make note of how one statement may
contribute to the understanding of another
6. Activity: Building a Map
• Have a group member share out the group’s
progression map and discussions with the
whole group
7. Compare your maps to the NC Essential
Standards for Visual Art
K.V.1.2: Create 2.V.1.4:
1.V.1.1: Identify
original art that Understand
tools, media and
expresses characteristics of
processes.
ideas about the
oneself. Elements of Art
8. 3.V.2.3: Create 4.V.1.5: 5.V.2.2: Use
art from realistic Understand how ideas and
sources of the Principles of imagery from
inspiration. Design work in the
relation to each global
other. environment as
sources for
creating
art..
9. 7.V.2.3: Create 8.V.1.3: Identify
original art how the Elements
6.V.2.2: Use emphasizing of Art
observation skills and Principles of
selected
of the Design
elements and
immediate differentiate
principles to movements,
environment to
express contemporary
create original
imagery. ideas or styles, and
feelings. themes in art
10. B.V.2.2: I.V.1.4: P.V.3.2: A.V.2.1:
Understand the Analyze Analyze the Create
relationships images relationship original art in
between sensory between media, response to
through the
awareness and processes, and artistic
process of
artistic result. problems.
expression deconstruction
11. Compare your maps to the NC Essential
Standards for Music
K.MR.1.4: 1.MR.1.1: 2.MR.1.2:
Illustrate Use corresponding Illustrate melodic
different vocal movements or patterns,
timbres by type actions to respond dynamics, and
to prominent music forms
characteristics
12. 3.MR.1.2: 4.MR.1.4: 5.MR.1.1:
Use musical Classify Interpret
terminology instruments into through
when describing Western orchestral instruments
music that is categories of wind, and/or voice the
presented string, percussion, gestures of the
aurally and brass conductor
13. 6.MR.1.3: Identify
criteria for 7.MR.1.2: Analyze
evaluating aural musical 8.MR.1.1: Interpret
performances, examples the gestures of a
compositions, and representing diverse conductor when
musical ideas and genres, styles, and singing or playing an
apply the criteria instrument
cultures, using
in personal
listening appropriate music
and performing terminology
14. B.MR.1.3: Identify I.MR.1.1: P.MR.1.3: A.MR.1.2:
criteria for Interpret the Critique Analyze
evaluating gestures of a musical musical
performances, performances works using
conductor when
compositions, and and correct
singing or
musical compositions, music
ideas playing an
generating terminology
instrument
suggestions for
improvement
15. HOW DID YOUR GROUP DO?
Discuss your reactions and any
misconceptions that you/your
group may have had.
17. The Solution
VERTICAL ALIGNMENT
Establishing and/or recognizing the scope and sequence of
course content to ensure…
DAILY instructional An appropriate Unnecessary
activities/lessons amount of time is repetitions are
are aligned to state devoted to removed
standards instruction
Gaps are Assessments are
indentified appropriate
(Cohen, 1987; English & Steffy, 2001; Moss-Mitchell, 1998; Neidermeyer & Yelon, 1981; Porter et al., 1994;
Porter & Smithson, 2001; Price-Braugh, 1997; Wishnick, 1989)
18. Activity: Course Reflection
• Independently answer the four reflection
questions on the front side of the handout
provided
• Share your responses with members of your
content area
19. Common Core/NC Essential Standards
Correlation
• On the back side of the handout provided, complete
the first three columns based on your input on the front
side
• For the Common Core/NC Essential Standards
Correlation column, search your new standards for
those major concepts/skills; provide the objective
number and a brief description of all occurrences
Click here for instructions
PLEASE PAY CLOSE ATTENTION TO THE DETAILS AND
VOCABULARY OF THE STANDARDS; not intended to be new
wording for old ways of doing things!
20. Common Core/NC Essential Standards
Correlation cont.
• Share your table with members of your content area
• Have one member compile an electronic group response;
upload it to the Moodle forum Major Course Concepts
(click here for instructions)
• Have a whole-group discussion on the common/major
ideas
Things to Discuss (should include but not limited to):
Concepts/Skills learned at lower levels that should lend themselves to
major concepts in upper levels
Any repetition of course concepts/skills
The amount of time spent on concepts/skills identified as strengths and
weaknesses
What topics/skills are nice to know as opposed to what is essential?
21. Power Standards
Refer back to the fourth question on
Course Reflection sheet – “What do you
wish you could give your students more
of?”
Your response to that prompt were
probably items considered as “power
standards”
22. Not intended
to undermine
CCSS/NCES
Power Standards
Emphasis on are… “those
standards that, once Idealism
enduring
vs. Realism
understanding mastered, give a
student the ability to
use reasoning and
thinking skills to
learn and
understand other
Marzano’s Prioritization
Instructional curriculum NOT
Strategies objectives Elimination
23. Power Standards Criteria
Power Standards help teachers focus and prioritize what is
most important for students to know and be able to do in
the time available for teaching and learning. Three
criteria of PS:
Readiness for Further Study: Students should have an
opportunity to master skills, concepts and processes that
will provide the necessary foundation for being
successful in their studies.
Leverage: Students should study skills, concepts and
processes that have wide applicability to other areas of
study.
Endurance: Students should study skills, concepts and
processes that they will likely draw on throughout their
lives.
24. What are YOUR Power Standards?
What will you provide your students with to ensure
success – in your class, in their next level class and
so on (leverage, readiness for next levels of learning),
in life (endurance), and on your final/state exam
under the new curriculum?
Post your response on the Moodle discussion
forum Power Standards; we will refer to
these standards along with our major concepts
in our next session
25. Where We’re Going
On next/last early release session will be on
Wednesday, March 21 at Northern
We will begin Unit/Assessment Planning and
Locating Resources
There will be two days of Common Core/NC
Essential Standards training for core teachers
this summer – Dates TBA
26. Before you GO…
To submit an evaluation on today’s
professional development session:
•Return to the 1:1 Professional
Development VCS Moodle
http://moodle.vcs.k12.nc/moodle
•Under the EVALUATION topic,
select
“Professional Development *Hard copies are available
for those without
(Feb. 8, 2012) EVALUATION” laptops/internet
connection
27. Instructions
Go to the VCS Moodle site
Click on Instructional Technology from the Course
Categories
Click on 1:1 Professional Development VCS
Under today’s section, open the Word document Major
Course Concept
Complete the table based on the input provided by your
group members; SAVE the document
Return to the Moodle and attach the file to the forum Major
Course Concept
Return to Activity
28. Locating YOUR Standards
Go to the VCS Moodle site
Click on Instructional Technology from the Course
Categories
Click on Common
Core & NC Essential
Standards
Locate your
content area
Select
the
document that
you wish to view
Return to Activity Part 2