This document outlines various assessments for a unit on Christopher Columbus, including KWL charts, videos, children's books, surveys, research papers, and a Native American festival where students will present their research. The assessments are aligned to state standards and aim to evaluate students' understanding of Columbus from different perspectives.
This document provides an agenda and guidelines for a class assignment on analyzing queer literature. Students will write a 2-3 page paper analyzing themes or aspects of one of the primary texts read in class. They are given options for topics and questions to consider for their analysis. The document also lists the primary texts, potential secondary sources to use, and discusses how to write an effective response paper, including developing a thesis, selecting evidence, and interpreting sources. It concludes with exam dates and a grade distribution chart.
Lesson 4 Patterns of Development in WritingTine Lachica
This document discusses five patterns of development used in writing: narration, description, definition, classification and exemplification, and comparison and contrast. Each pattern is defined and examples are provided. Characteristics, varieties, and signal words are also outlined for each pattern to help writers effectively employ the different patterns in their writing.
The document provides a quiz on literary terms and reading strategies. It includes multiple choice and short answer questions about genres, plot elements, author's purpose, and strategies for analyzing texts like determining main ideas and using context clues. Key terms defined include plagiarism, dialogue, and analyzing character traits. The quiz covers topics like comparing and contrasting, determining an author's purpose, and identifying different story genres.
This document outlines the assignment and requirements for a writing paper on LGBTQ texts for an English literature class. It provides the agenda, including a presentation on how to write a response paper. Students must analyze one of the primary texts read in class in a 2-3 page paper. The document lists the primary and secondary texts and provides potential topics and questions for analysis. It also reviews how to write a response paper, including selecting a topic, choosing evidence, refining the thesis, and interpreting sources. Students are instructed to discuss their paper topics in groups and consider themes like love, sexuality, and oppression.
This document discusses seven modes of paragraph development: 1) causal analysis, 2) narrative writing, 3) definition, 4) division and classification, 5) comparison and contrast, 6) exemplification, and 7) persuasion. For each mode, the document outlines key elements and techniques writers can use, such as establishing causes and effects, using consistent point of view, providing examples, and appealing to logic, emotion, and credibility when trying to persuade. The overall purpose is to provide guidance on structuring paragraphs around these common modes of development.
This document provides guidance on analyzing various aspects of written texts, including plot, characters, character profiles, protagonists and antagonists, setting, themes, language techniques, narrative viewpoint, and symbols. For each aspect, it lists steps and prompts to help structure an analysis, such as creating a plot flow chart, describing challenges faced by characters, identifying themes shown in different parts of the text, and finding examples of literary techniques and how they develop ideas. It concludes with potential essay topics and an assessment schedule focusing on analyzing texts supported by evidence.
The document provides guidance for writing a literary analysis essay. It discusses the differences between convincing and persuading, with convincing relating to establishing truth and persuading relating to encouraging action. An example is given of friends persuading someone to take a vacation by pointing out they were overworked, rather than convincing them. The document also includes tips for writing essays, such as focusing on a topic with ample evidence, interpreting evidence rather than just quoting it, and ensuring claims support the thesis.
This document provides an agenda and guidelines for a class assignment on analyzing queer literature. Students will write a 2-3 page paper analyzing themes or aspects of one of the primary texts read in class. They are given options for topics and questions to consider for their analysis. The document also lists the primary texts, potential secondary sources to use, and discusses how to write an effective response paper, including developing a thesis, selecting evidence, and interpreting sources. It concludes with exam dates and a grade distribution chart.
Lesson 4 Patterns of Development in WritingTine Lachica
This document discusses five patterns of development used in writing: narration, description, definition, classification and exemplification, and comparison and contrast. Each pattern is defined and examples are provided. Characteristics, varieties, and signal words are also outlined for each pattern to help writers effectively employ the different patterns in their writing.
The document provides a quiz on literary terms and reading strategies. It includes multiple choice and short answer questions about genres, plot elements, author's purpose, and strategies for analyzing texts like determining main ideas and using context clues. Key terms defined include plagiarism, dialogue, and analyzing character traits. The quiz covers topics like comparing and contrasting, determining an author's purpose, and identifying different story genres.
This document outlines the assignment and requirements for a writing paper on LGBTQ texts for an English literature class. It provides the agenda, including a presentation on how to write a response paper. Students must analyze one of the primary texts read in class in a 2-3 page paper. The document lists the primary and secondary texts and provides potential topics and questions for analysis. It also reviews how to write a response paper, including selecting a topic, choosing evidence, refining the thesis, and interpreting sources. Students are instructed to discuss their paper topics in groups and consider themes like love, sexuality, and oppression.
This document discusses seven modes of paragraph development: 1) causal analysis, 2) narrative writing, 3) definition, 4) division and classification, 5) comparison and contrast, 6) exemplification, and 7) persuasion. For each mode, the document outlines key elements and techniques writers can use, such as establishing causes and effects, using consistent point of view, providing examples, and appealing to logic, emotion, and credibility when trying to persuade. The overall purpose is to provide guidance on structuring paragraphs around these common modes of development.
This document provides guidance on analyzing various aspects of written texts, including plot, characters, character profiles, protagonists and antagonists, setting, themes, language techniques, narrative viewpoint, and symbols. For each aspect, it lists steps and prompts to help structure an analysis, such as creating a plot flow chart, describing challenges faced by characters, identifying themes shown in different parts of the text, and finding examples of literary techniques and how they develop ideas. It concludes with potential essay topics and an assessment schedule focusing on analyzing texts supported by evidence.
The document provides guidance for writing a literary analysis essay. It discusses the differences between convincing and persuading, with convincing relating to establishing truth and persuading relating to encouraging action. An example is given of friends persuading someone to take a vacation by pointing out they were overworked, rather than convincing them. The document also includes tips for writing essays, such as focusing on a topic with ample evidence, interpreting evidence rather than just quoting it, and ensuring claims support the thesis.
This document provides a summary of key listening strategies for improving comprehension of lectures. It discusses several pre-listening strategies such as predicting themes, questions, and vocabulary. It also discusses techniques for identifying main ideas during lectures such as paying attention to discourse markers, rhetorical questions, repetition of words and phrases, speaker pace, and visual aids. The document is from a listening strategy guide for lectures 4-6 of an advanced listening course. It provides tips over several topics to help readers improve their academic listening skills.
Explicit questions have clear, obvious answers directly stated in the text and usually start with who, what, where, and when. Implicit questions require inferring answers that are not directly stated and usually start with why or how, forcing the reader to think deeply and search the text for implied meanings and interpretations.
Learning Object: Analysing the Short Stories of J G BallardMichelle Merritt
A Learning Object created in PPT where students can learn about the different texts (Subliminal Man, Chronopolis, Manhole 69 and Billenium) and how to write an analytical essay based on their understanding.
The Senior English Writing Handbook Text Response Chapterjpinnuck
This document provides an overview of tools and strategies for generating ideas and structuring essays in response to text-based writing prompts. It discusses:
1. Underlining key words in prompts and turning them into essential questions to explore more angles for responses.
2. Using a "not only, but also" approach to address the most obvious parts of prompts as well as other implied aspects.
3. Considering examples from texts that both affirm and contradict the given prompts to provide a more well-rounded discussion.
Reading and Thinking Strategies across Text TypesLance Campano
This document provides a summary of key concepts related to reading techniques and selecting/organizing information. It begins with an introduction to reading motivation and the reading process. Various brainstorming techniques are then described such as listing, clustering/mapping, cubing, freewriting, and researching. Graphic organizers that can be used to organize information like sequence charts, story maps, and Venn diagrams are also outlined. The document concludes with a discussion of properties of well-written texts, including organization, coherence, cohesion, and language use.
This document provides an agenda and materials for an EWRT 1A class. The agenda includes a quiz on Harry Potter chapters, discussions on marginalization essays and students' argument essays, and reviews of essay elements like introductions, thesis statements, arguments, reasons, counterarguments, and refutation. Students will discuss sample essays, develop their own essays in class, and receive homework instructions to continue drafting with evidence from assigned readings. The document provides guidance, prompts, and examples to help students strengthen the structure and reasoning in their argument essays on marginalized characters in Harry Potter and the Chamber of Secrets.
This document discusses formal and informal definitions. A formal definition consists of three parts: the term being defined, the class or category it belongs to, and distinguishing characteristics. An informal definition explains an unknown term using known words, examples, synonyms, or analogies. The document provides examples of formal and informal definitions and discusses when each type is appropriate. It concludes by having the reader practice forming formal and informal definitions from a passage.
This document provides an overview of academic language and texts. It defines academic language as the formal language used in classroom settings, textbooks, and assignments that requires mastery of complex ideas and abstract concepts. In contrast, social language is informal and used with friends and family. The document outlines several key characteristics of academic language, including being formal, impersonal, precise, and objective. It also compares academic and non-academic texts, noting academic texts have a formal structure and style, cite sources, address complex topics through evidence-based arguments, and are written for an academic audience. The document contains examples and activities to help distinguish academic from non-academic language and evaluate sample texts.
This document provides an agenda and guidance for an EWRT 1A class on conclusions, MLA style, and formatting for argument essays. It discusses concluding an essay by restating the main point and answering "so what?" or proposing a solution. It also covers integrating quotations, citing sources, and preparing the final draft, including spelling, grammar, formatting, and works cited pages according to MLA style. Videos further explain avoiding plagiarism, citations, and MLA formatting.
The document provides information about the structure and requirements of the Literature exam for Unit 1 LITB1. It discusses the different sections of the exam, including Section A which focuses on single texts and requires commentary on narrative methods, and Section B which asks students to compare aspects of narrative across multiple texts. Examples of past exam questions are provided covering topics like narrative structure, characters, and the use of time. Assessment criteria are outlined for AO1, AO2 and AO3, covering critical vocabulary, analysis of form/language, and making connections between texts.
The document discusses how World War II transformed the United States into a global superpower. It summarizes President Roosevelt's 1941 "fireside chat" where he told Americans that the country would win the war and the ensuing peace. As a result of its newfound power at home and abroad, American culture was reshaped for the rest of the 20th century. The war cost 50-70 million lives worldwide and introduced the possibility of nuclear warfare, radically changing global politics for decades to come. The post-war period saw the emergence of the Cold War between the U.S. and U.S.S.R. as they built up nuclear arsenals and allied smaller nations to their sides.
This document provides an overview of a presentation on close reading fiction and nonfiction texts using signposts. It defines signposts as common characteristics noticeable in most books that can help readers comprehend, analyze, and ask questions to deepen understanding. It lists several types of signposts like contrast and contradictions, aha moments, tough questions, and words of the wiser. The presentation instructs teachers to have students notice signposts in texts, quote evidence, and answer anchor questions to facilitate close reading.
How to Write the Thesis Statement Presentationbessturner
This document provides guidance on writing an effective thesis statement for a literary analysis essay. It explains that a good thesis should make a specific, arguable claim about the topic and preview how the claim will be supported. It offers strategies for developing a thesis, such as understanding the prompt, identifying relevant evidence, and relating ideas. Sample thesis statements are included and analyzed for their strengths and weaknesses. Common pitfalls to avoid, such as vague, obvious, too broad or narrow theses, are also discussed.
The document provides guidance to students on completing a project called "What's Your Story?". It involves retelling a short story they read, using vocabulary words and explaining the author's message. Students have completed plot diagrams and identified themes. The document reviews how to make text connections, including comparing the short story to their own lives (text to self), other works (text to text), and broader societal issues (text to world). Students are encouraged to think critically and ask questions to make connections, even if they disliked aspects of the story.
Speaking of english 2013 rhetoric, freewriting, thesis drafts, and essaysthemiddaymiss
This document discusses various aspects of writing essays and thesis drafts, including rhetorical modes, the writing process, and outlining. It explains that there are five main rhetorical modes (narration, description, comparison/contrast, classification/process, argument). The general writing process involves freewriting, creating a thesis draft/outline, and writing multiple drafts of the essay. A thesis draft helps determine how to express chosen ideas and should include an introduction with thesis statement, body paragraphs with topic sentences and details, and a conclusion. The traditional essay follows this same structure across five paragraphs: introduction, three body paragraphs, and conclusion.
Understanding and Locating the Thesis StatementBERNIE FUENTES
The document provides guidance on understanding and locating thesis statements. It defines a thesis statement as presenting the main idea or point of an essay. The document discusses various techniques for locating a thesis statement, such as reading the introduction, abstract, or conclusion. It provides examples of thesis statements and signals phrases that can introduce a purpose statement. The document also offers tips and strategies for locating the thesis statement, such as making inferences from the title. Finally, it includes examples to practice formulating thesis statements.
This document outlines the requirements and guidelines for an essay assignment analyzing LGBT fiction from 1960 to the present. Students must choose one primary text from the list provided and analyze one or more aspects of it in a 2-3 page essay. They should consider using secondary sources to support their analysis and form a thesis addressing topics like the work's politics, poetics, contributions to queer history, or illustrations of sexuality and identity. The essay should include an introduction with thesis, body paragraphs developing the analysis, and a conclusion wrapping up the main points.
This document outlines the requirements and guidelines for writing an essay analyzing LGBT fiction written before 1960. Students must choose one primary text from the list provided and analyze one or more aspects of it in a 2-3 page essay. They should consider topics like the work's politics, poetics, contributions to queer history, or how sexuality is coded. The essay must have an introduction with a clear thesis, body paragraphs with analysis and evidence from the text, and a conclusion that wraps up the argument. Students are provided with questions to help formulate their thesis and secondary sources for additional support.
This document provides guidance on identifying key elements in stories such as supporting details, sequence of events, main ideas, conclusions, causes and effects, facts versus opinions, summaries, logic and arguments, and literary elements. Tips are given for recognizing these elements such as making a catalog of story details, visualizing sequences, identifying topic sentences, recognizing linking words, and analyzing characters, plots, settings and more. The document emphasizes close reading, critical thinking, and visualization techniques.
This document summarizes the plone.app.multilingual project, which provides next-generation multilingual capabilities for Plone sites. It describes the history and goals of the project, how it supports both Archetypes and Dexterity content types, and its key features like language root folders, unified translation editing, and integration with translation services. The roadmap includes improvements to the LinguaPlone migration, user interface, and additional tools. Participation in upcoming Plone sprints is encouraged to further develop this open source project.
This document describes an English capacity development service project in Aceh, Indonesia. The project aims to improve motivation, information access, and English skills among students in remote areas through regular seminars on studying abroad, an English clinic for learning English, and outdoor English lessons. It is led by the author and three friends with expertise in marketing, design, and finance. The project has helped students participate in exchange programs and obtain scholarships. Ongoing challenges include securing speakers, promotion, sponsors, and establishing standard operating procedures. The organizers intend to continue improving the project through learning by doing.
This document provides a summary of key listening strategies for improving comprehension of lectures. It discusses several pre-listening strategies such as predicting themes, questions, and vocabulary. It also discusses techniques for identifying main ideas during lectures such as paying attention to discourse markers, rhetorical questions, repetition of words and phrases, speaker pace, and visual aids. The document is from a listening strategy guide for lectures 4-6 of an advanced listening course. It provides tips over several topics to help readers improve their academic listening skills.
Explicit questions have clear, obvious answers directly stated in the text and usually start with who, what, where, and when. Implicit questions require inferring answers that are not directly stated and usually start with why or how, forcing the reader to think deeply and search the text for implied meanings and interpretations.
Learning Object: Analysing the Short Stories of J G BallardMichelle Merritt
A Learning Object created in PPT where students can learn about the different texts (Subliminal Man, Chronopolis, Manhole 69 and Billenium) and how to write an analytical essay based on their understanding.
The Senior English Writing Handbook Text Response Chapterjpinnuck
This document provides an overview of tools and strategies for generating ideas and structuring essays in response to text-based writing prompts. It discusses:
1. Underlining key words in prompts and turning them into essential questions to explore more angles for responses.
2. Using a "not only, but also" approach to address the most obvious parts of prompts as well as other implied aspects.
3. Considering examples from texts that both affirm and contradict the given prompts to provide a more well-rounded discussion.
Reading and Thinking Strategies across Text TypesLance Campano
This document provides a summary of key concepts related to reading techniques and selecting/organizing information. It begins with an introduction to reading motivation and the reading process. Various brainstorming techniques are then described such as listing, clustering/mapping, cubing, freewriting, and researching. Graphic organizers that can be used to organize information like sequence charts, story maps, and Venn diagrams are also outlined. The document concludes with a discussion of properties of well-written texts, including organization, coherence, cohesion, and language use.
This document provides an agenda and materials for an EWRT 1A class. The agenda includes a quiz on Harry Potter chapters, discussions on marginalization essays and students' argument essays, and reviews of essay elements like introductions, thesis statements, arguments, reasons, counterarguments, and refutation. Students will discuss sample essays, develop their own essays in class, and receive homework instructions to continue drafting with evidence from assigned readings. The document provides guidance, prompts, and examples to help students strengthen the structure and reasoning in their argument essays on marginalized characters in Harry Potter and the Chamber of Secrets.
This document discusses formal and informal definitions. A formal definition consists of three parts: the term being defined, the class or category it belongs to, and distinguishing characteristics. An informal definition explains an unknown term using known words, examples, synonyms, or analogies. The document provides examples of formal and informal definitions and discusses when each type is appropriate. It concludes by having the reader practice forming formal and informal definitions from a passage.
This document provides an overview of academic language and texts. It defines academic language as the formal language used in classroom settings, textbooks, and assignments that requires mastery of complex ideas and abstract concepts. In contrast, social language is informal and used with friends and family. The document outlines several key characteristics of academic language, including being formal, impersonal, precise, and objective. It also compares academic and non-academic texts, noting academic texts have a formal structure and style, cite sources, address complex topics through evidence-based arguments, and are written for an academic audience. The document contains examples and activities to help distinguish academic from non-academic language and evaluate sample texts.
This document provides an agenda and guidance for an EWRT 1A class on conclusions, MLA style, and formatting for argument essays. It discusses concluding an essay by restating the main point and answering "so what?" or proposing a solution. It also covers integrating quotations, citing sources, and preparing the final draft, including spelling, grammar, formatting, and works cited pages according to MLA style. Videos further explain avoiding plagiarism, citations, and MLA formatting.
The document provides information about the structure and requirements of the Literature exam for Unit 1 LITB1. It discusses the different sections of the exam, including Section A which focuses on single texts and requires commentary on narrative methods, and Section B which asks students to compare aspects of narrative across multiple texts. Examples of past exam questions are provided covering topics like narrative structure, characters, and the use of time. Assessment criteria are outlined for AO1, AO2 and AO3, covering critical vocabulary, analysis of form/language, and making connections between texts.
The document discusses how World War II transformed the United States into a global superpower. It summarizes President Roosevelt's 1941 "fireside chat" where he told Americans that the country would win the war and the ensuing peace. As a result of its newfound power at home and abroad, American culture was reshaped for the rest of the 20th century. The war cost 50-70 million lives worldwide and introduced the possibility of nuclear warfare, radically changing global politics for decades to come. The post-war period saw the emergence of the Cold War between the U.S. and U.S.S.R. as they built up nuclear arsenals and allied smaller nations to their sides.
This document provides an overview of a presentation on close reading fiction and nonfiction texts using signposts. It defines signposts as common characteristics noticeable in most books that can help readers comprehend, analyze, and ask questions to deepen understanding. It lists several types of signposts like contrast and contradictions, aha moments, tough questions, and words of the wiser. The presentation instructs teachers to have students notice signposts in texts, quote evidence, and answer anchor questions to facilitate close reading.
How to Write the Thesis Statement Presentationbessturner
This document provides guidance on writing an effective thesis statement for a literary analysis essay. It explains that a good thesis should make a specific, arguable claim about the topic and preview how the claim will be supported. It offers strategies for developing a thesis, such as understanding the prompt, identifying relevant evidence, and relating ideas. Sample thesis statements are included and analyzed for their strengths and weaknesses. Common pitfalls to avoid, such as vague, obvious, too broad or narrow theses, are also discussed.
The document provides guidance to students on completing a project called "What's Your Story?". It involves retelling a short story they read, using vocabulary words and explaining the author's message. Students have completed plot diagrams and identified themes. The document reviews how to make text connections, including comparing the short story to their own lives (text to self), other works (text to text), and broader societal issues (text to world). Students are encouraged to think critically and ask questions to make connections, even if they disliked aspects of the story.
Speaking of english 2013 rhetoric, freewriting, thesis drafts, and essaysthemiddaymiss
This document discusses various aspects of writing essays and thesis drafts, including rhetorical modes, the writing process, and outlining. It explains that there are five main rhetorical modes (narration, description, comparison/contrast, classification/process, argument). The general writing process involves freewriting, creating a thesis draft/outline, and writing multiple drafts of the essay. A thesis draft helps determine how to express chosen ideas and should include an introduction with thesis statement, body paragraphs with topic sentences and details, and a conclusion. The traditional essay follows this same structure across five paragraphs: introduction, three body paragraphs, and conclusion.
Understanding and Locating the Thesis StatementBERNIE FUENTES
The document provides guidance on understanding and locating thesis statements. It defines a thesis statement as presenting the main idea or point of an essay. The document discusses various techniques for locating a thesis statement, such as reading the introduction, abstract, or conclusion. It provides examples of thesis statements and signals phrases that can introduce a purpose statement. The document also offers tips and strategies for locating the thesis statement, such as making inferences from the title. Finally, it includes examples to practice formulating thesis statements.
This document outlines the requirements and guidelines for an essay assignment analyzing LGBT fiction from 1960 to the present. Students must choose one primary text from the list provided and analyze one or more aspects of it in a 2-3 page essay. They should consider using secondary sources to support their analysis and form a thesis addressing topics like the work's politics, poetics, contributions to queer history, or illustrations of sexuality and identity. The essay should include an introduction with thesis, body paragraphs developing the analysis, and a conclusion wrapping up the main points.
This document outlines the requirements and guidelines for writing an essay analyzing LGBT fiction written before 1960. Students must choose one primary text from the list provided and analyze one or more aspects of it in a 2-3 page essay. They should consider topics like the work's politics, poetics, contributions to queer history, or how sexuality is coded. The essay must have an introduction with a clear thesis, body paragraphs with analysis and evidence from the text, and a conclusion that wraps up the argument. Students are provided with questions to help formulate their thesis and secondary sources for additional support.
This document provides guidance on identifying key elements in stories such as supporting details, sequence of events, main ideas, conclusions, causes and effects, facts versus opinions, summaries, logic and arguments, and literary elements. Tips are given for recognizing these elements such as making a catalog of story details, visualizing sequences, identifying topic sentences, recognizing linking words, and analyzing characters, plots, settings and more. The document emphasizes close reading, critical thinking, and visualization techniques.
This document summarizes the plone.app.multilingual project, which provides next-generation multilingual capabilities for Plone sites. It describes the history and goals of the project, how it supports both Archetypes and Dexterity content types, and its key features like language root folders, unified translation editing, and integration with translation services. The roadmap includes improvements to the LinguaPlone migration, user interface, and additional tools. Participation in upcoming Plone sprints is encouraged to further develop this open source project.
This document describes an English capacity development service project in Aceh, Indonesia. The project aims to improve motivation, information access, and English skills among students in remote areas through regular seminars on studying abroad, an English clinic for learning English, and outdoor English lessons. It is led by the author and three friends with expertise in marketing, design, and finance. The project has helped students participate in exchange programs and obtain scholarships. Ongoing challenges include securing speakers, promotion, sponsors, and establishing standard operating procedures. The organizers intend to continue improving the project through learning by doing.
Зимняя пущинская школа (ЗПШ) 2012 - неформальный отчетzpsh_ru
Неформальный отчет о Зимней пущинской школе (ЗПШ) 2012, ежегодном проекте дополнительного образования для детей среднего и старшего школьного возраста.
The document discusses the benefits of exercise for mental health. Regular physical activity can help reduce anxiety and depression and improve mood and cognitive functioning. Exercise causes chemical changes in the brain that may help protect against mental illness and improve symptoms.
This document provides an overview of subject analysis and searching for subject headings. It discusses examining documents to identify tentative headings, searching subject heading thesauri and catalogs to find candidate headings, and selecting appropriate headings. The document outlines Šauperl's model for subject analysis and describes techniques for searching subject heading sources like LCSH and familiarizing oneself with MARC bibliographic records and LC classification schedules. Assignments are provided to have students analyze MARC records and LC classification numbers.
This was recently presented by our design head, Ms. Neha Modgil at the UX India Conference held at IIIT Hyderabad. To learn more about what we do, visit us at: www.techved.com
The document contains the agenda for a day of ELA teacher training. The morning includes social time, discussing trends in young adult literature, and celebrating small classroom successes. Teachers will then participate in a close reading activity, followed by working on writing workshops. In the afternoon, teachers will discuss different types of engaged and disengaged readers through a jigsaw activity, consider alternatives to whole-class novels, and learn about creating close reading lessons.
The main idea of the paragraph is that good gifts may not always be material things. While the paragraph discusses the common mentality that expensive gifts are good, it argues that practicality and sincerity are more important qualities of a good gift. It suggests that non-material gifts like smiles and songs could help promote peace in the world.
This document discusses different modes of paragraph development, including causal analysis, narration, and definition. Causal analysis examines causes and effects, narration involves storytelling through techniques like vivid description and consistent point of view, and definition explains concepts clearly. Understanding these modes helps writers develop paragraphs for different purposes.
This document outlines the requirements and guidelines for an essay assignment analyzing LGBT fiction from 1960 to the present. Students must write a 2-5 page thesis-driven essay analyzing one or more aspects of a primary text provided. They should consider using secondary sources to support their analysis and convince readers their interpretation adds to discussions of LGBT texts. The essay should have an introduction with thesis, body paragraphs developing the analysis, and conclusion wrapping up the main points. Close reading of the text and integrating quotations is important.
Teaching students in a common core world decatur trainingKeith Pruitt
This document discusses teaching students in a Common Core world. It makes three key points:
1. Common Core State Standards aim to provide all students with the same level of expertise regardless of their backgrounds by focusing on core skill sets.
2. There is a shift from a culture of teaching to a culture of learning, with the standards defining what students should know and be able to do rather than how teachers should teach.
3. Successful implementation of the standards requires a focus on comprehension through close reading of complex texts, as well as scaffolding such as pre-teaching vocabulary to support students in making meaning from what they read.
This document describes a rubric with a 6-point holistic scale for evaluating writing portfolios from grades 1-4. The scale describes the characteristics of exceptional, commendable, adequate, developing, emerging, and minimal writing at each level. It provides details about organization, topic clarity, detail use, elaboration, transitions, mechanics and other elements. A second page continues the description of the scale points.
The document summarizes several common myths about writing. It discusses that there is no single correct writing process and writers figure things out as they write. It also notes that perfect first drafts do not exist and writing ability can be improved. Additional myths addressed include the idea that good grammar equals good writing and that certain essay formats should always be used. The document provides advice on developing writing skills for college, including focusing on audience, context, message, and purpose. It emphasizes the importance of research and critical thinking skills for college writing assignments.
This document provides an agenda and terms for a class on writing. The agenda includes a presentation on terms, a lecture on counterarguments and conclusions, and an in-class writing assignment. Several terms are then defined, including economic class, ethnocentrism, gender, gender expression, inclusiveness, internalized oppression, queer, resistance, and sexism. The document concludes by noting the continuation of the essay assignment.
The document discusses several challenges readers may face when reading difficult texts and provides strategies to overcome each challenge. It suggests reading texts slowly and multiple times, asking questions, and linking the text to other readings. Readers should adjust their reading speed based on purpose and understand different reading approaches. When reading, readers should perceive the text's structure and arguments. They should also try to understand unfamiliar perspectives rather than translating them into familiar ideas. The document also discusses challenges like understanding a text's context, seeing oneself in conversation with the author, grasping cultural references, defining unfamiliar vocabulary, parsing complex syntax, and adjusting strategies based on disciplinary conventions.
The document provides an outline for topics to be covered in the first quarter of a reading and writing course. The first topic is reading and thinking strategies across different text types, including how to select and organize information and identify patterns of development in well-written texts. The second topic is making text and context connections through critical reading, such as identifying explicit and implicit claims. Other sections provide information on grading systems, sample student report cards, and topics to be covered such as text as a connected discourse.
This document provides guidance on identifying tone, bias, and making inferences when reading. It discusses how to analyze an author's word choices, such as connotations, figurative language, and adjectives to determine if a passage has a subjective or objective tone. The document also explains how a reader's prior knowledge and potential biases can influence inferences made. Readers are advised to base inferences solely on evidence from the text and suspend personal beliefs.
This document outlines an assignment to analyze LGBT fiction written before 1960. Students are asked to write a 3-4 page essay analyzing one of the primary texts provided in terms of its politics, poetics, contributions to queer history, or how queer experiences are coded. The essay should have a clear thesis and be supported with evidence from the text. It provides guidance on formulating a thesis, writing an introduction, composing the body with analysis, and concluding the essay. Students are also instructed on proper formatting, citation style, and expected learning outcomes.
The document provides information on different types of academic writing such as summaries, critiques, reviews, and reports. It discusses the purpose, structure, and key elements of book reviews, article critiques, literature reviews, and research reports. For each type of writing, it outlines an introduction that provides essential details about the topic, a body that analyzes and evaluates the key points, and a conclusion that summarizes the overall discussion. The document serves as a useful guide for students on how to approach these common academic writing assignments.
The document discusses various elements of poetry including structure, sound patterns, and literary devices. It defines poetry as a type of literature based on the interplay of words and rhythm, often employing rhyme and meter. It explains that a poem's structure may include stanzas, form, rhyme scheme, and meter. It also discusses sound devices like alliteration, assonance, consonance, onomatopoeia, and repetition that poets use.
This document provides instructions for writing an essay analyzing LGBT fiction written before 1960. Students are asked to choose one of the primary texts provided and analyze an aspect of it in a 2-3 page paper. The essay should have a clear thesis and use evidence from the chosen text and optional secondary sources to support an original interpretation. The document provides guidance on formulating a thesis, writing an introduction, composing the body paragraphs with close reading analysis, and concluding the essay. Students are expected to closely read the text, ask analytical questions, and avoid simply restating information without intrinsic support from the source material.
M06 supplemental resource power point elements of rhetorical analysisestarr50
This document provides an overview of rhetorical analysis. It defines rhetoric as the art of using language to persuade or influence others. The purpose of rhetoric is to use language effectively to get readers to agree, believe, do something, learn, be entertained, trust the writer, admire the writer, see the writer as credible, and focus or overlook certain ideas. Rhetorical analysis examines how language is used effectively in written texts to achieve these goals. It considers elements like appeals to ethos, pathos and logos, structure, language, and omission of details. Thesis statements for rhetorical analysis make a claim about how effectively a text influences readers through these elements.
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Assessment photo album for christopher columbus research unit
1. Assessment Photo Album
Christopher Columbus
Research Unit
Created By: Gretchen Huntington
2. Learning Goals/State Standards
The learning goals for this assessment are as follows:
• Students will be able to write or deliver a research report that
has been developed using a systematic research process and
that: uses information from a variety of sources, distinguishes
between primary and secondary documents, and documents
sources independently by using a consistent format for
citations (EL 10.5.9).
• Students will also be able to create works that effectively
communicate in-depth knowledge and understanding of a
concept through integrated study (VA.H.8).
• Students will be able to use technology in the process of
conducting historical research and in the presentation of the
products of historical research and current events (USH.9.5).
These three state standards are the foundation for the
learning goals of the interdisciplinary unit.
3. Essential Questions:
• What makes a person a hero?
• How does point of view effect how a historical
figure is portrayed?
• After conducting research what is your opinion
on Christopher Columbus being a historical
hero?
• Should Christopher Columbus be celebrated in
schools and in America?
• How can we bring cultural and educational
awareness to our classmates and community
about Native Americans?
4. Assessment #1
What makes a Person a Hero?
• What Makes A Person A Hero?
• Who is someone you consider a hero?
• List reasons why this person is a hero.
-
-
-
• From our American history who would you consider a hero?
(you can list more than one)
• Why do you consider them a hero?
-
5. Assessment #2
KWL Chart on Christopher Columbus
What do I know… What do I want to know… What did I learn…
*The first two columns will be filled out before reading the
handout, and the last column will be done after finishing the
handout.
6. Assessment #3
Pop Quiz!!!
Looking back at the learning goals of our unit
list 3 specific things you learned from the
reading Columbus, the Indians, and Human
Progress by Howard Zinn:
• 1.
• 2.
• 3.
7. Assessment #4
In Class Stations
• Today in class you will be going around
to three different stations. Each station
has an assessment to fill out that must
be completed and turned in by the end
of class. Keep in mind our focus is
looking at point of view and how it can
change the way history is written.
8. Station #1: Video Activity
*Go to YouTube and watch the movie Mel-O-Toons: Christopher
Columbus. Following the film answer the following questions.
Please use headphones for this activity.
1. Was the film a good representation of Christopher Columbus?
2. How did the film portray the treatment of the Native Americans?
3. Scroll down on the page and look at the comments from people
regarding the film. Pick one that you agree with and explain why.
4. Pick an additional comment that you do not agree with and
explain why.
9. Station #2: Children's Books
*As a group read the two Children’s books about Christopher
Columbus and respond to the following questions:
1. Do you think the books are a good representation of
Christopher Columbus? Why or why not?
2. What did the children’s books teach of the treatment of the
Native Americans?
3. List one new thing you learned from these books.
4. List one quote you could use in a research paper.
10. Station #3: Explorer Graveyard
• The Explorers' Graveyard
• As a group you are going to create a tombstone for Christopher Columbus. On
your tombstone, write an epitaph for your explorer. (An epitaph is an inscription
on a tombstone in memory of the person buried there.) Your epitaph must
include:
• Date of birth/death
• Three facts (accomplishments)
• Rhyming verse
• Creative design on the tombstone
• *Example using Ferdinand Magellan.
• 1480 - 1621
Here lies Magellan.
His wife's name was Helen.
He sailed the West,
His crew was really a pest.
He found the Philippines.
What happened next might make you scream.
He caught an arrow in his back from an Indian attack.
In a box he now lies to protect him from the files.
11. Assessment #5 & 6: CC
Survey & these two questions and write down
*Please ask the following people
Reflection
their response:
1. What year did Christopher Columbus discover America?
2. Do you discover Christopher Columbus a historical hero? Why or
why not?
2 Freshmen students:
2 Sophomore students (not in Mrs. Huntington’s classes):
2 Junior students:
12. Survey Continued…
2 Senior students:
2 teachers outside of the history department:
3 building staff members:
2 family members:
*Once you have finished this activity please write a
¾ to one page reflection paper on what you have
found. Turn in your reflection to turnitin.com by
Tuesday at 8:15.
13. Assessment #7: CC Persuasive
Research Paper
• *Christopher Columbus is a very controversial
historical figure in our United States history. I have
provided you with material to show you how others
view Christopher Columbus and his accomplishments.
Now it is up to you to do some research and form your
own opinion. In a 3-5 page research paper, I want you
to persuade me on whether or not Christopher
Columbus should be considered a historical hero. You
must use at least three sources from the databases
that we will learn about in class. Any material used
from class is fine to use in addition to the databases.
Remember all of your sources must be cited so pay
attention to where you find your information.
14. Name:
Research Paper Rubric
Criteria: Exemplary 4 Good 3 Acceptable 2 Unacceptable 1
Purpose The writer's central purpose or The writing has a clear The central purpose or The purpose or argument
argument is readily apparent to the purpose or argument, but argument is
reader throughout the paper. may sometimes is not consistently clear generally unclear.
digress from it. throughout the paper.
Content Balanced presentation of relevant Information provides Information supports a Central purpose or
and legitimate reasonable central purpose or argument is
information that clearly supports a support for a central argument at times. Analysis not clearly identified.
central purpose or purpose or argument and is basic or general. Analysis is vague or not
argument and shows a thoughtful, displays evidence of Reader gains few insights. evident. Reader is
in-depth analysis of a significant a basic analysis of a confused or
topic. Reader gains important significant may be misinformed.
insights. topic. Reader gains some
insights.
15. Organization The ideas are arranged logically The ideas are arranged logically In general, the writing is The writing is not logically
to support the purpose or argument. They flow to arranged logically, although organized. Frequently, ideas fail
smoothly from one to another and are clearly support the central purpose or occasionally ideas fail to make to make sense together.
linked to each other. The reader can follow the argument. They are usually sense together. The reader is fairly The reader cannot identify a line
line of reasoning. clearly linked to each other. For clear about what writer intends. of reasoning and loses interest.
the most part, the reader can
follow the line of reasoning.
Thesis Strong clear thesis that is found in the last Thesis could be stronger or more Weak unclear thesis Paper has no thesis
line of the introduction paragraph. clear. And/or not found in the
right place
Grammar, Spelling, Writing The writing is free or almost free of errors. There are occasional errors, but The writing has many errors, and There are so many errors that
Mechanics they don't represent a major the reader is distracted by them meaning is obscured. The
distraction or obscure meaning. reader is confused and stops
reading.
16. Grammar, Spelling, The writing is free or almost free of errors. There are occasional errors, The writing has many errors, There are so many errors that
Writing Mechanics but and meaning is obscured. The
they don't represent a major the reader is distracted by them reader is confused and stops
distraction or obscure reading.
meaning.
Use of sources and works 3 sources are used and formatted 3 sources are used but 2 or less sources used and/or Sources not indicated or used
cited correctly in works cited formatted incorrectly in works many formatting issues
cited
Quotation Integration Quotes are properly integrated and cited Quotes are properly integrated Quotes are integrated No quotation are used.
and help prove the purpose of the paper but have minor citation errors improperly or not cited. Do not
but still prove the papers serve a clear purpose to prove
purpose papers thesis.
MLA Format No Formatting errors Few formatting errors 2-3 Some formatting errors 3-4 Several formatting errors 5 or
more
17. Assessment #9: Native American
Festival
*On October 29, 2012 we will be hosting the first ever
Native American Festival at Brebeuf. Our goal is to bring
awareness, respect, and education to both our school and
community on Native American culture and history. At the
festival you are responsible for displaying your research and
creative project. You will be graded with the following
rubric:
18. Native American Festival Rubric
3 2 1
Content of Research Content is in-depth Content is informative Content is
and research is but uses limited uninformative and not
informative and resources. Could use engaging. Few to no
engaging. Used more depth. resources were used
multiple resources to
create an effective
project.
Research Accuracy Accurate research with Somewhat accurate Inaccurate research
all facts and research with most of with information not
information cited the facts and cited or cited
correctly information cited incorrectly
correctly
Presentation of Research is presented Research is presented Research is not
Research and displayed in an and displayed but does presented and
exceptional way that not easily draw displayed in a way that
draws attention and attention or create creates interest or
creates interest from interest from members draws attention from
members of the at the festival members at the
festival festival
Project Project reflects that Project meets Project does not
the student has spent expectations but could reflect that time, hard
time, hard work, and have been done better work and effort were
put forth effort to put forth.
represent research.
19. Rubric Continued…
Creativity Project goes beyond Project is creative Project has no
teacher but does not go creative elements
expectations and is beyond teacher and does not meet
extremely creative expectations teacher
expectations
Participation at Fully in attendance Present at festival Absent from the
Festival and went above and but did not engage festival at times and
beyond to make the members of the not engage yourself
festival successful. festival into your or members of the
Engaged members research and festival
at the festival with project
your research and
project (set up,
decorations, clean
up, presence at
festival)
20. Assessment #8: Teacher Check In
• *By the time class starts on Monday, I want
you to e-mail me a mini research paper of
what you have been researching in class this
past week. This paper should be around a
page long and clearly demonstrate your
knowledge of the topic. In addition, write a
paragraph explaining what you will be doing
at the Native American Festival and your plan
for accomplishing this. This paper should be
written in MLA format.