This document outlines a capstone project for a college preparation English 11 course centered around studying Tim O'Brien's novel "The Things They Carried" about the Vietnam War. The goals are for students to think critically about American history and literature, work collaboratively, think independently, become better citizens, express themselves through writing, and use technology. Students will do group presentations on stories from the novel, write an essay in O'Brien's style, and complete other activities over a 20 day timeline. The project aligns with state English language arts standards.
This lesson plan is for a 9th grade Honors English class where students will analyze two articles and develop a central idea for one of the articles. The lesson goals are for students to analyze the articles, develop a central idea supported by evidence, analyze writing strategies, and create an organizer. Students will read one article silently, discuss possible central ideas and strategies in groups, and create an organizer. The instructor will provide guidance and answer questions. Students will be assessed based on their participation in class activities and their written central idea essay in the next lesson. The lesson is designed to provide practice for a future assessment based on social cognitive theory of learning from peers.
The document provides a sample learning plan for a lesson on the basic features and elements of narratives. The lesson aims to help students understand that narratives are interesting accounts that provide insights into a culture's ideas, feelings, and values. It outlines essential understandings, questions, objectives, assessments, and learning activities. The plan includes analyzing different narratives, identifying elements such as plot and characters, and creating an original narrative in the form of an anime comic strip.
edTPA - Childhood Lesson Plan Template lesson ALL 3Beverly Korsah
This lesson focuses on describing Niagara Falls as an important landform in New York. Students will work in small groups to discuss why Niagara Falls is significant and how its water could be used. They will consider whether they have visited Niagara Falls and why. The teacher will informally assess students by reviewing posters and brochures created by small groups to evaluate how well students conveyed facts and information about Niagara Falls. The goal is for students to understand Niagara Falls as a landmark landform in New York through discussion and creative works.
This document discusses strategies for teaching close reading, including anticipation guides, vocabulary support, annotating, summarizing, notetaking templates, and self-generated questions. It describes using tools like Google Forms, Padlet, and wikis to engage students and have them analyze a poem using literacy strategies. Scaffolding strategies are recommended, such as breaking down readings into sections and providing tools and structures to help students comprehend parts of the text.
This document provides an overview of literacy strategies that can be used to engage students and help them connect with text, as required by the Common Core State Standards. It describes strategies such as GISTing, anticipation guides, notetaking templates, vocabulary strategies, and self-generated questions. Each strategy is explained in one to two sentences and examples are provided. The overall purpose is to demonstrate how these strategies can improve reading comprehension and engagement for students across different subject areas.
The teacher discusses using project-based learning and technology to engage students with different strengths, weaknesses, and learning styles in her English class. She describes several activities where students used digital tools to connect with texts, including creating wikipages and blogs to discuss "Up from Slavery" and responding to a Ted Talk. Students also researched artifacts at the New Orleans Museum of Art and created podcasts to share their findings. The activities address many Common Core State Standards around reading, writing, speaking, listening, and using technology for research and collaboration.
This document outlines an independent reading assignment for grade 12 students. Students are asked to choose a topic of interest and read two books on that topic - one fiction and one non-fiction. They must take notes in a reader's notebook, write an essay discussing what they learned about their topic, and give a 3-4 minute presentation about the topic and why it is important. The assignment aims to have students explore a self-selected topic in depth through reading books and demonstrating their understanding in an essay and presentation.
This document outlines an agenda for a professional development workshop on comprehension and analysis of text in a foreign language. The workshop focuses on comprehension strategies, conceptualizing the reading process, and distinguishing abilities like deriving meaning and metacognition. It includes objectives, presentations on topics like the metacognitive view, making text connections, and text complexity. Group activities are also outlined to practice skills like comparing texts and choosing relevant information.
This lesson plan is for a 9th grade Honors English class where students will analyze two articles and develop a central idea for one of the articles. The lesson goals are for students to analyze the articles, develop a central idea supported by evidence, analyze writing strategies, and create an organizer. Students will read one article silently, discuss possible central ideas and strategies in groups, and create an organizer. The instructor will provide guidance and answer questions. Students will be assessed based on their participation in class activities and their written central idea essay in the next lesson. The lesson is designed to provide practice for a future assessment based on social cognitive theory of learning from peers.
The document provides a sample learning plan for a lesson on the basic features and elements of narratives. The lesson aims to help students understand that narratives are interesting accounts that provide insights into a culture's ideas, feelings, and values. It outlines essential understandings, questions, objectives, assessments, and learning activities. The plan includes analyzing different narratives, identifying elements such as plot and characters, and creating an original narrative in the form of an anime comic strip.
edTPA - Childhood Lesson Plan Template lesson ALL 3Beverly Korsah
This lesson focuses on describing Niagara Falls as an important landform in New York. Students will work in small groups to discuss why Niagara Falls is significant and how its water could be used. They will consider whether they have visited Niagara Falls and why. The teacher will informally assess students by reviewing posters and brochures created by small groups to evaluate how well students conveyed facts and information about Niagara Falls. The goal is for students to understand Niagara Falls as a landmark landform in New York through discussion and creative works.
This document discusses strategies for teaching close reading, including anticipation guides, vocabulary support, annotating, summarizing, notetaking templates, and self-generated questions. It describes using tools like Google Forms, Padlet, and wikis to engage students and have them analyze a poem using literacy strategies. Scaffolding strategies are recommended, such as breaking down readings into sections and providing tools and structures to help students comprehend parts of the text.
This document provides an overview of literacy strategies that can be used to engage students and help them connect with text, as required by the Common Core State Standards. It describes strategies such as GISTing, anticipation guides, notetaking templates, vocabulary strategies, and self-generated questions. Each strategy is explained in one to two sentences and examples are provided. The overall purpose is to demonstrate how these strategies can improve reading comprehension and engagement for students across different subject areas.
The teacher discusses using project-based learning and technology to engage students with different strengths, weaknesses, and learning styles in her English class. She describes several activities where students used digital tools to connect with texts, including creating wikipages and blogs to discuss "Up from Slavery" and responding to a Ted Talk. Students also researched artifacts at the New Orleans Museum of Art and created podcasts to share their findings. The activities address many Common Core State Standards around reading, writing, speaking, listening, and using technology for research and collaboration.
This document outlines an independent reading assignment for grade 12 students. Students are asked to choose a topic of interest and read two books on that topic - one fiction and one non-fiction. They must take notes in a reader's notebook, write an essay discussing what they learned about their topic, and give a 3-4 minute presentation about the topic and why it is important. The assignment aims to have students explore a self-selected topic in depth through reading books and demonstrating their understanding in an essay and presentation.
This document outlines an agenda for a professional development workshop on comprehension and analysis of text in a foreign language. The workshop focuses on comprehension strategies, conceptualizing the reading process, and distinguishing abilities like deriving meaning and metacognition. It includes objectives, presentations on topics like the metacognitive view, making text connections, and text complexity. Group activities are also outlined to practice skills like comparing texts and choosing relevant information.
This lesson plan focuses on teaching students about endangered animals. The teacher will introduce vocabulary terms by creating a concept web and introducing constant + le words. Students will then read a story about endangered animals and do activities to practice the vocabulary and constant + le words. Assessment includes an exit ticket question and checking for understanding throughout the lesson. The next day's lesson involves reading another story applying the vocabulary, and doing a constant + le worksheet. Students are then given extinct animals to research and will create posters applying the vocabulary terms.
Building Academic Language in the ESL ClassroomElisabeth Chan
This document provides examples of activities to build students' academic English skills, including writing, reading, speaking, and vocabulary. For writing, it suggests explicitly teaching the writing process, focusing on content by having students add details, and reconstructing texts to work on cohesion. For reading, it recommends extensive reading, engaging students through real-world connections, and explicitly teaching reading strategies. For speaking, it discusses raising awareness of academic spoken English. And for vocabulary, it offers ideas like teaching the four parts of a word chart and having students create four-square entries to learn and remember new words.
This lesson plan outlines a unit for 4th grade students focused on choosing a book to base a dramatic production on in small groups. The teacher will be reading Where the Red Fern Grows aloud daily and discussing story elements. The media specialist will help groups choose an appropriate book based on their interests and teach research skills. Students will work in groups to design a script and performance based on their chosen book. The media specialist will provide lessons on effective group work and researching books before guiding individual group work. Students will be assessed on their ability to identify challenges in adapting texts, use the catalog to research, and final group presentations of their dramatic productions.
GCE: Strategies to Enhance Student Engagement and Boost AchievementKatie McKnight
This document summarizes strategies to enhance student engagement and boost achievement presented at a professional development day. It discusses:
1. Literacy strategies that support developing reading and writing skills to understand content, and technology tools that support effective teaching and learning of content.
2. Components of reading like assumptions about subject matter, the role of textbooks, active reading, independent reading, and how schema impacts content literacy.
3. Examples of learning centers and stations that teachers can use in their classrooms to incorporate content literacy strategies, including directions for setting them up and sample activities.
SMWP. day two_ppt_ERWC.Oceanside7-11.lps.2.14.finalLaurie Stowell
The document provides an agenda for a three-day middle school professional learning event on expository reading and writing. Day 1 will cover an overview of the Expository Reading and Writing Course (ERWC) outcomes and how they align with Common Core State Standards. It will also discuss differentiating instruction for English learners, special education students, and advanced learners. Day 2 will debrief homework assignments, discuss what writers need for effective writing practice, teach about argument writing, academic literacy and close reading, and examine an 8th grade module on social networking. Day 3 will continue working on academic literacy and adapting assignment templates to individual curriculums.
This document contains a lesson plan for teaching students about mapping time. The teacher analyzes data on students' academic abilities and backgrounds to plan differentiated instruction. Strategies like modeling, think-pair-shares, and scaffolding content are used. The lesson is designed to build on prior knowledge of time concepts and help students make connections between new and old skills through practice activities. Potential misunderstandings around math and timelines are addressed.
The document provides a curriculum map for 3rd grade English Language Arts standards according to the Common Core. It outlines the standards, topics, and concepts that will be covered each month from September to January, including standards for reading literature and informational texts, foundational skills, writing, language, and speaking and listening. The map also lists the traits, modes, resources and assessments that will be used to teach and evaluate the standards.
Information literacy unit ubd (praciticum)Laurie Roberts
This document outlines a lesson plan for a third grade science unit on information literacy. The unit goals are to teach students to distinguish between facts and opinions, identify main ideas and supporting details in nonfiction text, and properly cite sources using a bibliography. The lesson plan provides details on essential questions, learning objectives, assessments, and instructional activities. Key activities include analyzing passages for facts and opinions, completing graphic organizers, creating an animal research project with citations, and peer reviewing work. The overall goal is for students to gain skills in locating, evaluating and applying information from nonfiction sources.
This document provides details of a lesson plan for a 4th grade class on research skills. The purpose is to review key parts of information books like the table of contents, index, glossary, and taking notes using a graphic organizer. During the 30 minute lesson, students will use books about planets to identify these parts and their functions. The teacher will guide a discussion reviewing each part and have students locate examples. By the end, students should recall how to use various parts of books to find information on topics.
A introduction to developing close reading instructional sequences using text-dependent questions in a highly structured way that parallels the organization of the CCSS Reading Anchor Standards.
The document discusses the importance of teaching academic language to English language learners. It defines academic language as the language used in the classroom, textbooks, and assessments. Students who master academic language are more likely to be successful in school and their careers. The document provides examples of lessons and activities teachers can use to explicitly teach academic vocabulary, grammar structures, and other features of formal academic language to help English learners access content material and develop proficiency over time.
explore effective strategies for teaching close reading of complex texts, a central focus of the ELA Common Core State Standards.
The process for engaging students in the close reading of complex texts
To discover the importance of setting a clear purpose and recognizing text structure
To gain methods for having students re-read the text and annotate it in order to examine key vocabulary, structure, language, and meaning
This document provides a daily lesson log for an English class that focuses on objectives, content, learning resources, and procedures for the week. The objectives are centered around composing and delivering an entertainment speech using effective paragraphs, grammatical signals, and appropriate prosody. The content examines stories from Thailand and Malaysia, idiomatic expressions, and bibliographic formatting. Learning resources include textbooks, worksheets, and online materials. The procedures outline daily activities like introducing topics, establishing purposes, practicing skills, finding applications, and evaluating learning. The goal is for students to transfer their learning by composing and delivering a creative speech.
The document discusses close reading in elementary grades. It defines close reading as careful, sustained interpretation of a text to answer questions or form opinions. Close reading involves short passages, complex texts, repeated readings, annotation, and text-dependent questions. It is a key part of literacy and comprehension instruction. The document provides examples of close reading routines and resources for starting close reading, including lesson plans and curated article collections.
This document discusses strategies for conducting close reading with students. It begins by outlining the importance of literacy across all content areas and identifies some key strategies for close reading, including asking questions that require students to directly reference the text. Some specific question types are provided that focus on understanding the main ideas and details, how the text is structured, and determining meaning and making inferences. Close reading strategies like "No Opt Out", "Right is Right", and "Wait Time" are explained as ways to ensure students thoughtfully engage with the text.
The relation between reading and writing development in english and esl studentsFudgie Fudge
This document is a doctoral thesis submitted by Susan Elizabeth Ball to the Graduate Department of Education at the University of Toronto. The thesis examines the relationship between reading and writing development in English and ESL students. It explores similarities and differences in lower-level skills like decoding and spelling as well as higher-level skills like reading comprehension and story construction. The thesis also investigates underlying cognitive and language processes that predict reading and writing achievement. Data was collected from students in grades 3 and 5/6 and analyzed using regression to determine the strongest predictors of reading and writing performance for both English and ESL learners.
The document provides instructions for a lesson that teaches 6th grade students how the author of Bud, Not Buddy conveys themes in the novel. It includes:
1) Learning targets for students to be able to select text evidence to support themes from the novel and analyze the writing techniques used by the author to convey themes.
2) An agenda that has students work in small groups to complete charts identifying text evidence from chapters that support given themes and the writing techniques used.
3) Examples of the charts for students to analyze how themes such as kindness are conveyed through details in the story.
This document outlines a lesson plan for using fanfiction to teach reading and writing skills. The plan involves students reading fanfiction examples, writing their own one-page fanfiction stories based on media they enjoy, and providing peer feedback through beta reading. Students then apply these skills by writing a one-page fanfiction response to a novel read in class. The objectives are to introduce fanfiction concepts, improve literacy through fanfiction activities, and apply skills to a class text.
After reading, teachers may have students complete various activities to assess understanding including:
1) A 3-2-1 activity where students write 3 facts learned, 2 questions, and 1 interesting thing.
2) Drawing cartoons or comic strips to show understanding of events or processes.
3) Filling out graphic organizers or writing summaries to synthesize information from the text.
The document discusses various literacy assessment and instructional strategies for students in pre-k through 3rd grade, including using assessments to understand students' reading levels and motivations, selecting appropriate texts using a matrix, incorporating read alouds, guided reading, and independent reading into lessons, and using discussion and modeling to build students' comprehension and vocabulary. Reference sources are provided for the assessment, instructional, and engagement strategies discussed.
This document discusses preparing high school students for college-level writing through an analysis of writing skills and the Common Core standards. It outlines key writing elements like grammar, organization, style, and research. It introduces the Common Core standards which establish a single set of benchmarks across states for English language arts. The standards are divided into strands and focus areas like arguments and informative texts. The document calls for next steps of reviewing exemplar texts, analyzing the coverage of skills in the standards, discussing the current level of high school writers, and determining how to bridge any gaps between high school and college writing expectations.
This document outlines the agenda and goals for a pupil free day focused on improving reading comprehension at Plympton Primary School. The goals are to analyze student data to develop a clear picture of reading levels, determine consistency in teaching practices, and create a plan of action. Teachers will use descriptive continua from PAT-R assessments to identify student strengths and needs. They will analyze class and individual data to determine targets and support structures. The plan is to use shortlisted Book Week books to implement strategies and goals by designing graphic organizers to help students reach their targets.
This lesson plan focuses on teaching students about endangered animals. The teacher will introduce vocabulary terms by creating a concept web and introducing constant + le words. Students will then read a story about endangered animals and do activities to practice the vocabulary and constant + le words. Assessment includes an exit ticket question and checking for understanding throughout the lesson. The next day's lesson involves reading another story applying the vocabulary, and doing a constant + le worksheet. Students are then given extinct animals to research and will create posters applying the vocabulary terms.
Building Academic Language in the ESL ClassroomElisabeth Chan
This document provides examples of activities to build students' academic English skills, including writing, reading, speaking, and vocabulary. For writing, it suggests explicitly teaching the writing process, focusing on content by having students add details, and reconstructing texts to work on cohesion. For reading, it recommends extensive reading, engaging students through real-world connections, and explicitly teaching reading strategies. For speaking, it discusses raising awareness of academic spoken English. And for vocabulary, it offers ideas like teaching the four parts of a word chart and having students create four-square entries to learn and remember new words.
This lesson plan outlines a unit for 4th grade students focused on choosing a book to base a dramatic production on in small groups. The teacher will be reading Where the Red Fern Grows aloud daily and discussing story elements. The media specialist will help groups choose an appropriate book based on their interests and teach research skills. Students will work in groups to design a script and performance based on their chosen book. The media specialist will provide lessons on effective group work and researching books before guiding individual group work. Students will be assessed on their ability to identify challenges in adapting texts, use the catalog to research, and final group presentations of their dramatic productions.
GCE: Strategies to Enhance Student Engagement and Boost AchievementKatie McKnight
This document summarizes strategies to enhance student engagement and boost achievement presented at a professional development day. It discusses:
1. Literacy strategies that support developing reading and writing skills to understand content, and technology tools that support effective teaching and learning of content.
2. Components of reading like assumptions about subject matter, the role of textbooks, active reading, independent reading, and how schema impacts content literacy.
3. Examples of learning centers and stations that teachers can use in their classrooms to incorporate content literacy strategies, including directions for setting them up and sample activities.
SMWP. day two_ppt_ERWC.Oceanside7-11.lps.2.14.finalLaurie Stowell
The document provides an agenda for a three-day middle school professional learning event on expository reading and writing. Day 1 will cover an overview of the Expository Reading and Writing Course (ERWC) outcomes and how they align with Common Core State Standards. It will also discuss differentiating instruction for English learners, special education students, and advanced learners. Day 2 will debrief homework assignments, discuss what writers need for effective writing practice, teach about argument writing, academic literacy and close reading, and examine an 8th grade module on social networking. Day 3 will continue working on academic literacy and adapting assignment templates to individual curriculums.
This document contains a lesson plan for teaching students about mapping time. The teacher analyzes data on students' academic abilities and backgrounds to plan differentiated instruction. Strategies like modeling, think-pair-shares, and scaffolding content are used. The lesson is designed to build on prior knowledge of time concepts and help students make connections between new and old skills through practice activities. Potential misunderstandings around math and timelines are addressed.
The document provides a curriculum map for 3rd grade English Language Arts standards according to the Common Core. It outlines the standards, topics, and concepts that will be covered each month from September to January, including standards for reading literature and informational texts, foundational skills, writing, language, and speaking and listening. The map also lists the traits, modes, resources and assessments that will be used to teach and evaluate the standards.
Information literacy unit ubd (praciticum)Laurie Roberts
This document outlines a lesson plan for a third grade science unit on information literacy. The unit goals are to teach students to distinguish between facts and opinions, identify main ideas and supporting details in nonfiction text, and properly cite sources using a bibliography. The lesson plan provides details on essential questions, learning objectives, assessments, and instructional activities. Key activities include analyzing passages for facts and opinions, completing graphic organizers, creating an animal research project with citations, and peer reviewing work. The overall goal is for students to gain skills in locating, evaluating and applying information from nonfiction sources.
This document provides details of a lesson plan for a 4th grade class on research skills. The purpose is to review key parts of information books like the table of contents, index, glossary, and taking notes using a graphic organizer. During the 30 minute lesson, students will use books about planets to identify these parts and their functions. The teacher will guide a discussion reviewing each part and have students locate examples. By the end, students should recall how to use various parts of books to find information on topics.
A introduction to developing close reading instructional sequences using text-dependent questions in a highly structured way that parallels the organization of the CCSS Reading Anchor Standards.
The document discusses the importance of teaching academic language to English language learners. It defines academic language as the language used in the classroom, textbooks, and assessments. Students who master academic language are more likely to be successful in school and their careers. The document provides examples of lessons and activities teachers can use to explicitly teach academic vocabulary, grammar structures, and other features of formal academic language to help English learners access content material and develop proficiency over time.
explore effective strategies for teaching close reading of complex texts, a central focus of the ELA Common Core State Standards.
The process for engaging students in the close reading of complex texts
To discover the importance of setting a clear purpose and recognizing text structure
To gain methods for having students re-read the text and annotate it in order to examine key vocabulary, structure, language, and meaning
This document provides a daily lesson log for an English class that focuses on objectives, content, learning resources, and procedures for the week. The objectives are centered around composing and delivering an entertainment speech using effective paragraphs, grammatical signals, and appropriate prosody. The content examines stories from Thailand and Malaysia, idiomatic expressions, and bibliographic formatting. Learning resources include textbooks, worksheets, and online materials. The procedures outline daily activities like introducing topics, establishing purposes, practicing skills, finding applications, and evaluating learning. The goal is for students to transfer their learning by composing and delivering a creative speech.
The document discusses close reading in elementary grades. It defines close reading as careful, sustained interpretation of a text to answer questions or form opinions. Close reading involves short passages, complex texts, repeated readings, annotation, and text-dependent questions. It is a key part of literacy and comprehension instruction. The document provides examples of close reading routines and resources for starting close reading, including lesson plans and curated article collections.
This document discusses strategies for conducting close reading with students. It begins by outlining the importance of literacy across all content areas and identifies some key strategies for close reading, including asking questions that require students to directly reference the text. Some specific question types are provided that focus on understanding the main ideas and details, how the text is structured, and determining meaning and making inferences. Close reading strategies like "No Opt Out", "Right is Right", and "Wait Time" are explained as ways to ensure students thoughtfully engage with the text.
The relation between reading and writing development in english and esl studentsFudgie Fudge
This document is a doctoral thesis submitted by Susan Elizabeth Ball to the Graduate Department of Education at the University of Toronto. The thesis examines the relationship between reading and writing development in English and ESL students. It explores similarities and differences in lower-level skills like decoding and spelling as well as higher-level skills like reading comprehension and story construction. The thesis also investigates underlying cognitive and language processes that predict reading and writing achievement. Data was collected from students in grades 3 and 5/6 and analyzed using regression to determine the strongest predictors of reading and writing performance for both English and ESL learners.
The document provides instructions for a lesson that teaches 6th grade students how the author of Bud, Not Buddy conveys themes in the novel. It includes:
1) Learning targets for students to be able to select text evidence to support themes from the novel and analyze the writing techniques used by the author to convey themes.
2) An agenda that has students work in small groups to complete charts identifying text evidence from chapters that support given themes and the writing techniques used.
3) Examples of the charts for students to analyze how themes such as kindness are conveyed through details in the story.
This document outlines a lesson plan for using fanfiction to teach reading and writing skills. The plan involves students reading fanfiction examples, writing their own one-page fanfiction stories based on media they enjoy, and providing peer feedback through beta reading. Students then apply these skills by writing a one-page fanfiction response to a novel read in class. The objectives are to introduce fanfiction concepts, improve literacy through fanfiction activities, and apply skills to a class text.
After reading, teachers may have students complete various activities to assess understanding including:
1) A 3-2-1 activity where students write 3 facts learned, 2 questions, and 1 interesting thing.
2) Drawing cartoons or comic strips to show understanding of events or processes.
3) Filling out graphic organizers or writing summaries to synthesize information from the text.
The document discusses various literacy assessment and instructional strategies for students in pre-k through 3rd grade, including using assessments to understand students' reading levels and motivations, selecting appropriate texts using a matrix, incorporating read alouds, guided reading, and independent reading into lessons, and using discussion and modeling to build students' comprehension and vocabulary. Reference sources are provided for the assessment, instructional, and engagement strategies discussed.
This document discusses preparing high school students for college-level writing through an analysis of writing skills and the Common Core standards. It outlines key writing elements like grammar, organization, style, and research. It introduces the Common Core standards which establish a single set of benchmarks across states for English language arts. The standards are divided into strands and focus areas like arguments and informative texts. The document calls for next steps of reviewing exemplar texts, analyzing the coverage of skills in the standards, discussing the current level of high school writers, and determining how to bridge any gaps between high school and college writing expectations.
This document outlines the agenda and goals for a pupil free day focused on improving reading comprehension at Plympton Primary School. The goals are to analyze student data to develop a clear picture of reading levels, determine consistency in teaching practices, and create a plan of action. Teachers will use descriptive continua from PAT-R assessments to identify student strengths and needs. They will analyze class and individual data to determine targets and support structures. The plan is to use shortlisted Book Week books to implement strategies and goals by designing graphic organizers to help students reach their targets.
This document outlines an 8th grade ELA curriculum map designed by a Common Core State Standards taskforce. It includes standards, topics, and concepts for reading literature and informational texts, writing, language, and speaking and listening to be covered each month from September to February. Standards address skills like citing text evidence, determining themes, analyzing structure and word choice, conducting research, and collaborative discussions. The map is intended to guide teachers in implementing the CCSS throughout the school year.
The document provides a curriculum pacing guide for 6th grade English at NNPS. It outlines the topics, standards, and assessments covered over 3 marking periods. In the first marking period, students will focus on establishing classroom expectations, baseline writing assessments, vocabulary development, and an introduction to reading and analyzing both fiction and nonfiction texts. The second marking period focuses on close reading of short passages, narrative writing, grammar instruction, and vocabulary development. The third marking period covers the study of poetry, narrative writing, and continued grammar and vocabulary instruction. The goal is for students to understand various text structures and genres, communicate effectively, and continue developing language skills.
This daily lesson plan is for a 10th grade English Language Arts class. The lesson focuses on analyzing characters from the novel "In Cold Blood" by Truman Capote. Students will work in groups to create character profiles of major characters from the first 50 pages of the novel. They will then present their profiles to the class. For homework, students will continue journaling about their reading and will begin working on a body biography mini-project about one of the characters. Formative and summative assessments include the character profiles, journals, and body biography project. The lesson aims to help students understand the characters and vocabulary through class discussion, group work, and independent assignments.
-check HW
-distribute makeup
packets
-assist with transitions
HW Review
3 min
Ss workerwill circulate and staple new HW menus
into all students’ HW notebooks.
T will review expectations of HW’s and circulate as
Ss copy down in their planners
Academic
Vocabulary(10
mins)
Teacher will review week’s vocab words:
typically, subsequent, coherent
-Turn and talk to explain meaning
-Fill in the blank sentences
-Picture analysis
-Cloze sentences
Essential
Questions
Review
5 mins
Teacher will review Unit 3 EQs by having students
turn and talk or write responses in
Year 9 assignment.imaginative literary transformationjennifer_lawrence
The document outlines an assignment for Year 9 students that requires them to choose a global issue, collect related news articles with different perspectives, and write a poetry anthology expressing the topic and views. Students will present their anthology and discuss their process. The assignment aims to improve students' understanding of global issues and expressing information through poetry.
Madeline Hunter's Lesson Design model outlines a lesson cycle with 8 steps: 1) Anticipatory Set, 2) Purpose, 3) Input, 4) Modeling, 5) Guided Practice, 6) Checking for Understanding, 7) Independent Practice, and 8) Closure. The document provides examples for each step and explains how teachers can use the Texas Essential Knowledge and Skills (TEKS) standards to guide content decisions and lesson planning. It also emphasizes using a variety of teaching methods.
Madeline Hunter's Lesson Design model outlines a lesson cycle with 8 steps: 1) Anticipatory Set, 2) Purpose, 3) Input, 4) Modeling, 5) Guided Practice, 6) Checking for Understanding, 7) Independent Practice, and 8) Closure. The document provides examples for each step and discusses how to write objectives based on Texas Essential Knowledge and Skills (TEKS) standards. It also emphasizes using a variety of teaching methods.
This document summarizes a pupil free day for teachers at Plympton Primary School focused on improving reading comprehension. The objectives of the day were to analyze student reading data, understand expectations in the Australian English curriculum, identify areas for growth using descriptive scales, and develop action plans. Teachers worked in groups to review class and individual reading levels, determine learning goals, and identify strategies and resources from shortlisted Book Week books to help students reach targets by the next meeting. The goal was to develop consistency in practices to better support and challenge students at different levels.
This document outlines the agenda and goals for a pupil free day focused on improving reading comprehension at Plympton Primary School. The goals are to:
1. Analyze current reading level data to understand student strengths and weaknesses. Teachers will work in pairs to assess comprehension by year level.
2. Learn about the Australian curriculum standards and how to differentiate instruction based on descriptive scales that identify student reading levels. Teachers will identify support structures needed for students at different levels.
3. Create a plan of action for improving comprehension that includes setting SMART goals and using shortlisted books from Book Week to explicitly teach strategies aligned with student needs.
This document summarizes a pupil free day for Plympton Primary School focused on improving reading comprehension. The day included:
1) Analyzing student reading level data to understand strengths and areas for growth. Teachers worked in pairs to analyze data by year level.
2) Learning about the Australian Curriculum achievement standards for reading comprehension. Standards were reviewed from Foundation to Year 2 to understand learning progressions.
3) Using descriptive scales from standardized reading tests to identify student reading levels and plan appropriate support, such as choosing leveled texts and strategies.
4) Teachers analyzed their class reading level data and set goals to improve comprehension, considering student needs and support structures. They planned to implement strategies using upcoming Book
This document provides teaching materials for a unit on simple and effective ways of teaching essay writing to students of all grade levels. The unit aims to help students explore the power of writing essays and learn the basic structure and techniques needed to write effective pieces. It includes notes and activities to teach students about the different parts of an essay like the introduction, body, and conclusion. It also covers key concepts like different types of essays, thesis statements, topic sentences, hooks, and paraphrasing. The overall goals are for students to understand how to plan, organize, write, evaluate and revise essays, and to appreciate the importance of strong writing skills in real world contexts.
The document provides a daily lesson log for an English teacher covering grades 7-9 over one week. It includes:
- Objectives focused on content and performance standards for each grade level, including understanding literature and oral communication skills.
- Details of the lessons each day, including readings, activities to introduce and practice concepts like similes and determiners, and formative assessments.
- Learning resources like textbooks, pictures, and handouts used to support the lessons.
- Procedures for each lesson covering reviewing prior knowledge, modeling skills, group discussions, and opportunities for application.
- Reflections on students' mastery of the objectives and need for remediation.
This lesson plan aims to have high school students analyze character interactions in the novel Chanda's Secrets through a RAFT writing activity and reflective essay. Students will choose a role, audience, format, and topic, then produce a creative writing piece that combines their choices while citing examples from the text. They will also write a reflective essay justifying their creative decisions. The plan provides instructional methods including direct instruction, modeling, guided practice, and independent practice to scaffold the activity. It also includes a rubric to assess student work.
The Common Core State Standards aim to prepare students with the knowledge and skills needed for college and careers. The standards are internationally benchmarked and ensure students are globally competitive regardless of their zip code. Implementation of the standards will help students, teachers, and parents understand what is expected as the standards are focused, coherent, and clear. Collaboration across states and districts will help create curricular tools and materials.
The document provides an overview of the Common Core State Standards (CCSS) initiative for mathematics and English/language arts. It discusses the goals of establishing consistent standards across states to better prepare students for college and careers globally. The CCSS focus on fewer, clearer standards that require higher-order thinking skills. Teachers are expected to shift instruction from content coverage to ensuring students can solve problems, think critically, communicate, and apply their learning.
(1) The Common Core State Standards provide consistent expectations for what students should learn so that teachers and parents know how to help students prepare for college and careers. (2) The standards were developed by states to ensure students are ready for college or a career by the time they graduate from high school. (3) The standards emphasize skills and knowledge that will help students succeed in an increasingly global society and economy.
The document discusses writing across the curriculum and how all teachers can help develop students' writing skills. It recommends that teachers in all subjects establish purposes for writing, find real audiences beyond just the teacher, and model the writing process for students. Writing should be used to communicate ideas in every subject to fully prepare students for university and careers. The document provides examples of how to incorporate writing using the six traits of writing - ideas, organization, voice, word choice, sentence fluency, and conventions - into literature, math, science, and social studies classes.
Beyond Degrees - Empowering the Workforce in the Context of Skills-First.pptxEduSkills OECD
Iván Bornacelly, Policy Analyst at the OECD Centre for Skills, OECD, presents at the webinar 'Tackling job market gaps with a skills-first approach' on 12 June 2024
हिंदी वर्णमाला पीपीटी, hindi alphabet PPT presentation, hindi varnamala PPT, Hindi Varnamala pdf, हिंदी स्वर, हिंदी व्यंजन, sikhiye hindi varnmala, dr. mulla adam ali, hindi language and literature, hindi alphabet with drawing, hindi alphabet pdf, hindi varnamala for childrens, hindi language, hindi varnamala practice for kids, https://www.drmullaadamali.com
Leveraging Generative AI to Drive Nonprofit InnovationTechSoup
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.)
ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...PECB
Denis is a dynamic and results-driven Chief Information Officer (CIO) with a distinguished career spanning information systems analysis and technical project management. With a proven track record of spearheading the design and delivery of cutting-edge Information Management solutions, he has consistently elevated business operations, streamlined reporting functions, and maximized process efficiency.
Certified as an ISO/IEC 27001: Information Security Management Systems (ISMS) Lead Implementer, Data Protection Officer, and Cyber Risks Analyst, Denis brings a heightened focus on data security, privacy, and cyber resilience to every endeavor.
His expertise extends across a diverse spectrum of reporting, database, and web development applications, underpinned by an exceptional grasp of data storage and virtualization technologies. His proficiency in application testing, database administration, and data cleansing ensures seamless execution of complex projects.
What sets Denis apart is his comprehensive understanding of Business and Systems Analysis technologies, honed through involvement in all phases of the Software Development Lifecycle (SDLC). From meticulous requirements gathering to precise analysis, innovative design, rigorous development, thorough testing, and successful implementation, he has consistently delivered exceptional results.
Throughout his career, he has taken on multifaceted roles, from leading technical project management teams to owning solutions that drive operational excellence. His conscientious and proactive approach is unwavering, whether he is working independently or collaboratively within a team. His ability to connect with colleagues on a personal level underscores his commitment to fostering a harmonious and productive workplace environment.
Date: May 29, 2024
Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
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How to Manage Your Lost Opportunities in Odoo 17 CRMCeline George
Odoo 17 CRM allows us to track why we lose sales opportunities with "Lost Reasons." This helps analyze our sales process and identify areas for improvement. Here's how to configure lost reasons in Odoo 17 CRM
Walmart Business+ and Spark Good for Nonprofits.pdfTechSoup
"Learn about all the ways Walmart supports nonprofit organizations.
You will hear from Liz Willett, the Head of Nonprofits, and hear about what Walmart is doing to help nonprofits, including Walmart Business and Spark Good. Walmart Business+ is a new offer for nonprofits that offers discounts and also streamlines nonprofits order and expense tracking, saving time and money.
The webinar may also give some examples on how nonprofits can best leverage Walmart Business+.
The event will cover the following::
Walmart Business + (https://business.walmart.com/plus) is a new shopping experience for nonprofits, schools, and local business customers that connects an exclusive online shopping experience to stores. Benefits include free delivery and shipping, a 'Spend Analytics” feature, special discounts, deals and tax-exempt shopping.
Special TechSoup offer for a free 180 days membership, and up to $150 in discounts on eligible orders.
Spark Good (walmart.com/sparkgood) is a charitable platform that enables nonprofits to receive donations directly from customers and associates.
Answers about how you can do more with Walmart!"
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
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.
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.
বাংলাদেশের অর্থনৈতিক সমীক্ষা ২০২৪ [Bangladesh Economic Review 2024 Bangla.pdf] কম্পিউটার , ট্যাব ও স্মার্ট ফোন ভার্সন সহ সম্পূর্ণ বাংলা ই-বুক বা pdf বই " সুচিপত্র ...বুকমার্ক মেনু 🔖 ও হাইপার লিংক মেনু 📝👆 যুক্ত ..
আমাদের সবার জন্য খুব খুব গুরুত্বপূর্ণ একটি বই ..বিসিএস, ব্যাংক, ইউনিভার্সিটি ভর্তি ও যে কোন প্রতিযোগিতা মূলক পরীক্ষার জন্য এর খুব ইম্পরট্যান্ট একটি বিষয় ...তাছাড়া বাংলাদেশের সাম্প্রতিক যে কোন ডাটা বা তথ্য এই বইতে পাবেন ...
তাই একজন নাগরিক হিসাবে এই তথ্য গুলো আপনার জানা প্রয়োজন ...।
বিসিএস ও ব্যাংক এর লিখিত পরীক্ষা ...+এছাড়া মাধ্যমিক ও উচ্চমাধ্যমিকের স্টুডেন্টদের জন্য অনেক কাজে আসবে ...
2. Purpose- This Text… Engages Students Allows for a real-world connection Makes English content real Provides opportunities for Peer-Teaching Works with Flexible Grouping
3. Overview Name of Course: College Preparation English 11 Title of Unit: The Things They Carried: A Study of Love and War Name of Textbook and Other Related Materials: The Things They Carried by Tim O’Brien, “The Vietnam in Me” by Tim O’Brien
4. GOALS Students will be able to think critically about American History and Literature Students will be able to work collaboratively with others Students will be able to think independently Students will become better citizens Students will express themselves through writing in relation to O’Brien’s simplistic, repetitive format Students will employ advanced software to meet goals
5. Objectives (Numbers Correspond with Given Objectives) Students will be able to think critically about American History and Literature (7, 8) Students will be able to work collaboratively with others by selecting a group member and being assigned teacher-selected partners(1, 4, 5, 9) Students will be able to think independently (1, 3, 6) Students will become better citizens (8, 16) Students will express themselves through writing in relation to O’Brien’s simplistic, repetitive format (11, 15) Students will employ advanced software and technologies to meet goals (6, 7, 15, 16) Students will do contextual research on the Vietnam war and, if applicable, the War on Terror in order to make knowledgeable comparisons (2, 3, 7, 8, 11, 15) Students will teach one story or chunk of stories to the class identifying key elements of literature, style, tone, and word choice (2, 3, 6, 11, 13, 16)
6. Objectives Continued Students will write an assessment for their classmates in order to assess comprehension and assignment completion and grade their peers (2, 3, 6, 7, 9, 10) Students will plan activities in the group presentation that will appeal to a variety of learning styles (10, 13, 14) Students will implement some form of class technology to support their presentations (1, 6, 7, 11, 12) Students will write an essay titled “The Things I Carry” in the style of O’Brien utilizing their own personal burdens (2, 3, 7, 14) Students will peer edit the writing of classmates using GoogleDocs (1, 2, 5, 6, 12) Students will fill out KWL charts to focus on activating prior knowledge, identifying interests, etc. as a form of self-assessment (1, 6, 11) Students will evaluate their own participation at the end of the unit as a form of self-assessment (7) Students will learn vocabulary words in context and be assessed based on their practice as an extension of their learning (6, 7, 13)
7. Standards 1.1.11.A, C, E, G: Locate various texts, media and traditional resources for assigned and independent projects before reading. Use knowledge of root words and words from literary works to recognize and understand the meaning of new words during reading. Use these words accurately in speaking and writing. Establish a reading vocabulary by identifying and correctly using new words acquired through the study of their relationships to other words. Use a dictionary or related reference. Demonstrate after reading understanding and interpretation of both fiction and nonfiction text, including public documents. Make, and support with evidence, assertions about texts. Compare and contrast texts using themes, settings, characters and ideas. Make extensions to related ideas, topics or information. Assess the validity of the document based on context. Analyze the positions, arguments and evidence in public documents. Evaluate the strategies of the author. Critique public documents to identify strategies common in public discourse.
8. Standards 1.2.11.A, B, C: Differentiate fact from opinion across a variety of texts, by using complete and accurate information, coherent arguments and points of view. Evaluate text organization and content to determine the author’s purpose and effectiveness according to the author’s theses, accuracy, thoroughness, logic and reasoning. Select appropriate electronic media for research and evaluate the quality of the information received. Use, design and develop a media project to demonstrate understanding Produce work in at least one literary genre that follows the conventions of the genre.
9. Standards 1.3.11.C: Analyze the effectiveness, in terms of literary quality, of the author’s use of literary devices. Sound techniques (e.g., rhyme, rhythm, meter, alliteration) Figurative language (e.g., personification, simile, metaphor, hyperbole, irony, satire) Literary structures (e.g., foreshadowing, flashbacks, progressive and digressive time).
10. Standards 1.5.11.A, B, C, D, E, and F: Write with a sharp, distinct focus. Identify topic, task and audience. Establish and maintain a single point of view. Write using well-developed content appropriate for the topic. Gather, determine validity and reliability of, analyze and organize information. Employ the most effective format for purpose and audience. Write fully developed paragraphs that have details and information specific to the topic and relevant to the focus. Write with controlled and/or subtle organization. Sustain a logical order throughout the piece. Include an effective introduction and conclusion Write with a command of the stylistic aspects of composition. Use different types and lengths of sentences. Use precise language. Revise writing to improve style, word choice, sentence variety and subtlety of meaning after rethinking how questions of purpose, audience and genre have been addressed. Edit writing using the conventions of language. Spell all words correctly. Use capital letters correctly. Punctuate correctly (periods, exclamation points, question marks, commas, quotation marks, apostrophes, colons, semicolons, parentheses, hyphens, brackets, ellipses). Use nouns, pronouns, verbs, adjectives, adverbs, conjunctions, prepositions and interjections properly.
11. Standards 1.6.11.C, D, F: Speak using skills appropriate to formal speech situations. Use a variety of sentence structures to add interest to a presentation. Pace the presentation according to audience and purpose. Adjust stress, volume, and inflection to provide emphasis to ideas or to influence the audience. Contribute to discussions. Ask relevant, clarifying questions. Respond with relevant information or opinions to questions asked. Listen to and acknowledge the contributions of others. Adjust tone and involvement to encourage equitable participation. Facilitate total group participation. Introduce relevant, facilitating information, ideas and opinions to enrich the discussion. Use media for learning purposes. Use various forms of media to elicit information, to make a student presentation and to complete class assignments and projects. Evaluate the role of media in focusing attention and forming opinions. Create a multi-media (e.g., film, music, computer-graphic) presentation for display or transmission that demonstrates an understanding of a specific topic or issue or teaches others about it.
12. Standards 1.8.11.B: Locate information using appropriate sources and strategies. Determine valid resources for researching the topic, including primary and secondary sources. Evaluate the importance and quality of the sources. Select sources appropriate to the breadth and depth of the research (e.g., dictionaries, thesauruses, other reference materials, interviews, observations, computer databases). Use tables of contents, indices, key words, cross references and appendices. Use traditional and electronic search tools.
13. Major Instructional Activities KWL chart Mini Research Seminar on the Causes of the Vietnam War and the Causes of the Iraq War Read article titled “The Vietnam in Me” as an introduction to O’Brien and his writing style Group Presentations on story or chunk of stories from text Write “The Things I Carry Essay” with peer edit Vocabulary study in Context with assessment Evaluation of participation
14. Timeline Day 1 Introduction; Tim O'Brien PowerPoint; KWL Chart- What I Know and What I Wonder Day 2 Vietnam PowerPoint/Draft Exercise; Allow Time to Research for Class Discussion Assign "The Things They Carried" Day 3 Show my "Things" Powerpoint as a model for student projects; Discussion Assign Chapters 2-6 Day 4 Quiz on Chapters 1-6; Discussion on Chapters 1-6 Day 5 Assign Essay/Show Examplars/Give Sheet & Assign Groups for Presentations Day 6 In-Class Writing Day for Essay Day 7 Peer Editing Day for Essay Day 8 "The ThingsICarry" Essay Due; Group Work Day for iMovie Day 9 Group Work Day Day 10 Group Work Day Day 11 Group Work Day Day 12 Group Work Day Day 13 Group Work Day; Assign "How to Tell a True War Story" and "Dentist" Day 14 Presentation 1 Quiz; Assign "Sweetheart of the Song Tra Bong" Day 15 Presentation 2 Quiz; Assign "Stockings," "Church," "The Man I Killed," "Ambush," and "Style" Day 16 Presentation 3 Quiz; Assign "Speaking of Courage" and "Notes" Day 17 Presentation 4 Quiz; Assign "In the Field," "Good Form," and "Field Trip" Day 18 Presentation 5 Quiz; Assign "The Ghost Soldiers" and "Night Life" Day 19 Presentation 6 Quiz; Assign "The Lives of the Dead" Day 20 Time Image Essay/Article Reactions Day 21 Guest Speaker Day 22 Vocabulary Test Day 23 Self-Evaluation of Participation; Finish KWL Chart - What I learned
15. Project Components 1: KWL Chart What I Know What I Wonder(or want to know) What I have Learned
16. Project Componets 2: Class Discussion on Contextual, Background, and Historical Information- Students will assessed based on their participation in class discussion. 4 substantive comments earns a grade of 20 points, 3 substantive comments earns the grade of 15 points, 2 substantive comments earns the grade of 10 points, and 1 substantive comment earns the grade of 5 points.
17. Project Components 3: Comprehension Quiz for first chunk of the book- Students will be assigned the first reading from page 1 to page 66. When they come to class, they will take the following assessment to determine completion and comprehension. 1. Name 2 things that are ironic about Ted Lavender’s Death. 2. What deal did Lee Strunk and Dave Jenson have in the story “Friends”? 3. What happened in the story “Enemies” to cause the fight between Strunk and Jenson? 4. To what is Jimmy Cross referring when he says to Tim O’Brien, “And do me a favor. Don’t’ mention anything about—“ in the story “Love”?
18. Project Components 4: Project Assignment and Rubric Assignment Sheet: The Things They Carried Group Project Tasks For this unit, you will become expert on a story or chunk of stories. Your responsibility will be to teach your “chunk” to the class. The requirements are as follows: Length: 45 minutes- It is important that you meet the length requirement but not exceed it. Make sure to practice and to plan so that you can hit the 45-minute mark. Materials: An Aid that utilizes one of the 21st Century Skills we have studied this year (Blog, Wiki, Podcast, iMovie. You will work as a group to create this aid. This aid must add to and explain your project, rather than detract from the meaning of your story. You have a lot of flexibility in this task- Be creative! Assessment: You must create a substantive quiz to check that your classmates have read the required chapters. Please create something that can be done in 10 minutes or less and that will accurately check for comprehension. Broad Connections: How can you connect this story to the lives of your classmates? To the lives of soldiers in Iraq? What other connections can you make? Symbolism: What symbolism does O’Brien use to move the plot forward or add to the experience? Language: What literary devices, styles, etc. does O’Brien use in your chunk of the book to make his writing more meaningful? Presentations will assessed based on creativity, use of visual aid(s), and ability to teach the class important concepts of the “chunk” to which you were assigned. Think about how you can best relate the material in your story to the lives of your classmates.
19. Project Components 4: Project Assignment and Rubric Rubric for Group Project: To earn the grade of “A”: Presentation must meet and not exceed the length requirement, all topics on assignment sheet must be thoroughly discussed, visual aid must include all appropriate technological concepts (transitions, music, editing continuity- if applicable), aid must also show that you have a sophisticated understanding of the 2.0 tool you choose. group must actively encourage and engage classmates in discussions and instructional activities, quiz must be comprehensive and appropriate to content discussed in class and include all elements of model from teacher, and all class activities must relate the concepts to the lives of classmates. Students in this category have done superior work in relation to the learning concepts outlined at the beginning of the unit.
20. Project Components 4: Project Assignment and Rubric To earn the grade of “B”: Presentation must meet and not exceed the length requirement, all topics on assignment sheet must be discussed, visual aid must include all appropriate technological elements (transitions, music, editing continuity- if applicable), aid must also show that you have an advanced understanding of the 2.0 tool you choose. group must engage classmates in discussions and instructional activities, quiz must include all elements of model from teacher, and all class activities must work to relate the concepts to the lives of classmates. Students in this category have achieved mastery of the learning concepts outlined at the beginning of unit.
21. Project Components 4: Project Assignment and Rubric To earn the grade of “C”: Presentation must meet and not exceed the length requirement, presentation lacks 1 of the topics outlined on the assignment sheet, visual aid is missing 1 appropriate technological element (transitions, music, editing continuity- if applicable), aid must also show that you have a clear understanding of the 2.0 tool you choose. group works to engage classmates in discussions and activities but loses time during transitions, quiz may not include all of the elements from teacher model and most concepts apply to the lives of classmates. Students in this category have met the basic requirements of assignment, but may not fully invest or express material in the story.
22. Project Components 4: Project Assignment and Rubric To earn the grade of “D”: Presentation either exceeds the length requirement or does not meet length requirement, presentation lacks 2 or more of the topics outlined on the assignment sheet, visual aid lacks relevance to topic and is missing key technological elements (transitions, music, editing continuity-if applicable), aid does not show a clear understanding of the tool and/or the purpose for using the tool. more than 5 minutes is lost during transition times in presentations, quiz does not meet expectations set by teacher model, and tenuous connections have been made between the concepts in the story and student lives. Students in this category have not met the requirements of the unit nor did they express the content accurately.
23. Project Components 5: Various student-created comprehension/completion quizzes- As a requirement of group presentation, each student group will create a quiz for their section of the novel. Questions are expected to determine if classmates have completed the readings and also ask for at least one example of analysis of material covered. Grades for these quizzes are assigned by students in the presentation group and approved by the teacher.
24. Project Components 6: “The Things I Carry” Writing Assignment Sheet-: Part 1 The Things We Carry Writing Activity Tim O’Brien introduces the theme of the weight we carry as individuals in the first chapter of the book when he shares different “items” the soldiers in his platoon carried individually or as a group. This is your opportunity to reflect on the tangible objects and intangible emotions you may carry as an individual or as part of a group. You may mimic the “The things they carried…” framework for your essay, if you like. Follow the brainstorming techniques to jump-start your writing. 1. Find your identity O’Brien writes on behalf of a group of soldiers. He shares the tangible and intangible items the soldiers “carried” in common. Think of your own identity. You may want to write about the things you carry as an individual, perhaps as a State College, student, an athlete, an artist, a son or daughter, a musician, etc. Example- Penn State Student Teacher (individual)
25. Project Components 6: “The Things I Carry” Writing Assignment Sheet-: Part 2 2. Brainstorm the things you carry Based on your chosen identity, brainstorm the tangible and intangible items you carry. Example: Tangible Teacher Tangible Personal Intangible Pens Car Keys Fear- Pencils Cell Phone not preparing Highlighters Credit Cards you; debt; Lap Top Pictures graduating Jump Drive Penn State Items Pride- Grade Book Dave Matthews Music students; Journal Water in PSU Books Love- Multiple Bags English
26. Project Components 6: “The Things I Carry” Writing Assignment Sheet-: Part 3 3. Begin Writing! Using O’Brien’s repetitious framework (if you so choose), begin writing about the list of things you carry. Be creative!
27. Project Components 7: “The Things I Carry” Peer Editing Activity and Essay Rubric: Identify the tone of the piece Make 3 very specific suggestions of ways the author can clarify the message and/or tone of the piece. Focus on making style suggestions (EXAMPLES: When you describe the climax of your trip—when the bear turned and growled at you—I suggest that you use short, clipped sentences with vivid action verbs to convey the anxiety and fear you were feeling OR When you describe the bear, I suggest that you use vivid imagery or even a metaphor/simile so the reader has a clear picture of its immense size and ferocity and can understand why you felt such overwhelming fear.) Mechanical errors Throughout the paper, please mark the author’s mechanical mistakes and add any questions that you have about word choice, style, etc. Transitions Comment on the use of transitions. If the paper employs O’Brien’s repetitive format and therefore doesn’t need additional transitions between phrasing, please comment on the overall flow and fluidity of the piece. Does it make sense to combine or separate any of the sections? To move things around? Content Does the paper seem to provide enough detail or description to make the reader truly understand what it is that this author is carrying? Are there areas that either need to be more fully developed or deleted? What additional suggestions might you make to this author in terms of the content of the piece? Voice Note an example of strong voice. Note an example of weak voice and make a suggestion as to how that could be improved.
28. Project Components 7: “The Things I Carry” Peer Editing Activity and Essay Rubric: “The Things I Carry” Rubric A Excellent • original and compelling thesis made about topic• content is comprehensive, yet focuses on the most relevant to the thesis• develops extensive examination of topic by using a variety of evidence in an illustrative manner to deepen meaning• thesis is “proved” by the analysis and evidence included • essay structure flows smoothly• introduction draws reader in• unifying conclusion bring closure and resolution• transitions show how ideas connect• paragraphing is fluid• successfully incorporates elements of essay writing • virtually error free
29. Project Components 7: “The Things I Carry” Peer Editing Activity and Essay Rubric: “The Things I Carry” Rubric B Good • apparent thesis made about the topic• content is comprehensive, but may not focus on the most relevant to the thesis• develops logical examination of topic by presenting credible textual evidence• thesis is “proved” by the analysis and evidence included • essay structure is effective enough to move the reader from point to point• introduction draws reader in• conclusion bring closure and resolution• transitions are apparent, but some lapse in connection• paragraphing is fluid • minor problems with spelling, punctuation, grammar, and paragraphing
30. Project Components 7: “The Things I Carry” Peer Editing Activity and Essay Rubric: “The Things I Carry” Rubric C Average • vague or limited thesis made• content not sufficient enough to support thesis• develops superficial examination of topic; evidence missing• some evidence may not be pertinent to the topic • article is choppy• introduction is weak; hook fails• conclusion is apparent, but not effective• transitions needed to increase fluidity• incorporates few conventions of essay writing • distracting errors in spelling, punctuation, capitalization, grammar and paragraphing
31. Project Components 7: “The Things I Carry” Peer Editing Activity and Essay Rubric: “The Things I Carry” Rubric D Weak • no apparent thesis statement• content not sufficient for scope of assignment• topic sentences don’t support argument• evidence may not be pertinent to the topic • essay is choppy; no transitions or structure• introduction is absent or does not engage reader • conclusion is absent or ineffective• no clear sense of direction for the essay • lacks control of mechanical usage
32. Project Components 8: Vocabulary: List of Words volition platitude catharsis drudgery intransitive acquiescence defoliant pious exuberance gentry translucent valor eviscerate rectitude chronology arsenal reticence bedlam blatant definitive
33. Project Components 9: Self-Evaluation of Participation: Participation Grades According to your syllabus, “Participation grades will be determined up to twice each marking period and will be measured by preparedness for class, on-time arrivals, actively contributing to classroom discussions and the positive classroom environment, actively listening to classmates during discussions and general attitude toward learning.” Please assess your own participation in the last unit, The Things They Carried: A Study of Love and War.
34. Project Components 9: Self-Evaluation of Participation: Excellent A Student who receives a grade in this range has no tardies to class, consistently draws connections from the class discussions and material to life outside of the classroom, volunteers during class discussions at least 5 times per session, never leaves class to collect class materials. Students in this category give 47 minutes of their time and attention to English class alone. An “A” student goes far above and beyond the requirements for the class.
35. Project Components 9: Self-Evaluation of Participation: Good B Student who receives a grade in this range has no tardies to class, draws connections from the class discussions and material to life outside of the classroom on occasion, volunteers during class discussions approximately 3 times per session, never leaves class to collect class materials. Students in this category give 90% of the class period to English class. A “B” student goes above and beyond the requirements for the class.
36. Project Components 9: Self-Evaluation of Participation: Average C Student who receives a grade in this range comes to class on time, completes assignments, volunteers in class discussions 1-2 times each session, brings all materials. Students in this category dedicate over 80% of the class period to English class. A “C” is average- students do the work that needs to be done without detracting from the classroom environment.
37. Project Components 9: Self-Evaluation of Participation: Weak D Student who receives a grade in this range is occasionally late to class, completes assignments haphazardly or late and sometimes incomplete, occasionally responds during class discussions, occasionally brings materials to class. Students in this category can be distracting to the classroom environment by having side bar conversations, attempting to work on assignments from other classes. A “D” student is not doing the work required of an advanced level class.
38. Resources Student Laptops- Students will require access to laptops almost each day of the project. Internet access and server space will also be required to complete chunks of the activities. Software Programs and Web-based Applications- The following are programs that the students will/might need throughout the course of their work iMovie GarageBand iTunes Comic Life SCoodle (the district Moodle) SchoolWires (for website creation) BlogSpot Blabberize GoogleDocuments YouTube PowerPoint Excel Word District Email and AD credentials
39. Resources Guest Speakers- In order to foster the real-world connection, I will bring in at least 1 guest speaker. English/Social Studies Teachers- Teachers from both disciplines will be resources for students throughout their work on this program. In order to facilitate inter-disciplinary studies, timing of this project will coincide with student work in history class in studying the Vietnam conflict. Library/Library Website/Librarian- Students will need to access the library website in order to find information on copyright free images, music, etc. and also to locate documentation references. Students will spend at least one day in the library with the library in order to locate credible and relevant sources for the discussion.