The document discusses the advantages of shopping at a farmers' market compared to a supermarket. It notes that the produce at farmers' markets is fresher, with fewer pesticides used. The author prefers farmers' markets as their first choice for produce, then the supermarket if needed. Supermarket produce travels farther and is bred more for shipping than taste. Farmers' markets support local economies and have friendly vendors.
This document provides details of a school trip from Paget, Bermuda to Paris, France from October 26th to 29th, 2012. It will take place at the Chateau du Grande Romaine in Lesigny, Paris. The coach will depart Paget at 6:00 AM on the 26th and arrive in France at 1:25 PM. The itinerary includes visits to museums, the Eiffel Tower, and team building activities. Pupils are advised to bring one bag of clothing and toiletries. Emergency contact numbers are provided.
Forex pips indicators have a major speculative role to play in the foreign exchange market. They refer to the minute increments of a given currency. PIP is an acronym for “percentage in point” and forex rates are expressed up to 4 pips or 4 decimal places. In forex trading, they represent the smallest changes in the currency value. Even a small change in a pip can have a heavy effect on the final value of a particular currency upon its purchase or sale.
Small business website marketing is one of those things that can make or break your website and your business. Literally!
Most people think that all they have to do is build a snazzy website and the customers will all come rushing in. I hope you are savvy enough to realise that this is NOT TRUE!
Find out how you can market your small business website successfully, without spending thousands on an ad agency or webdesigner.
The document provides an English language lesson about neighborhoods. It includes exercises on vocabulary related to places in a neighborhood, asking and answering questions about neighborhoods, listening to a conversation about places in a neighborhood, writing a review of a favorite place, and reading an article about the characteristics of the Astoria neighborhood. The exercises build language skills around topics like prepositions of place, quantifiers like "how much" and "how many", asking and answering questions, listening comprehension, writing, and reading.
The document summarizes a Spanish class where students learned vocabulary about food, listened to a voice mail with a shopping list, discussed food preferences for meals, learned about open air markets in Spanish speaking countries, read and translated a dialog about orange prices, and were assigned a partner activity to create and present an original dialog negotiating prices at a local Peruvian market.
This document provides details of a school trip from Paget, Bermuda to Paris, France from October 26th to 29th, 2012. It will take place at the Chateau du Grande Romaine in Lesigny, Paris. The coach will depart Paget at 6:00 AM on the 26th and arrive in France at 1:25 PM. The itinerary includes visits to museums, the Eiffel Tower, and team building activities. Pupils are advised to bring one bag of clothing and toiletries. Emergency contact numbers are provided.
Forex pips indicators have a major speculative role to play in the foreign exchange market. They refer to the minute increments of a given currency. PIP is an acronym for “percentage in point” and forex rates are expressed up to 4 pips or 4 decimal places. In forex trading, they represent the smallest changes in the currency value. Even a small change in a pip can have a heavy effect on the final value of a particular currency upon its purchase or sale.
Small business website marketing is one of those things that can make or break your website and your business. Literally!
Most people think that all they have to do is build a snazzy website and the customers will all come rushing in. I hope you are savvy enough to realise that this is NOT TRUE!
Find out how you can market your small business website successfully, without spending thousands on an ad agency or webdesigner.
The document provides an English language lesson about neighborhoods. It includes exercises on vocabulary related to places in a neighborhood, asking and answering questions about neighborhoods, listening to a conversation about places in a neighborhood, writing a review of a favorite place, and reading an article about the characteristics of the Astoria neighborhood. The exercises build language skills around topics like prepositions of place, quantifiers like "how much" and "how many", asking and answering questions, listening comprehension, writing, and reading.
The document summarizes a Spanish class where students learned vocabulary about food, listened to a voice mail with a shopping list, discussed food preferences for meals, learned about open air markets in Spanish speaking countries, read and translated a dialog about orange prices, and were assigned a partner activity to create and present an original dialog negotiating prices at a local Peruvian market.
The store has bold signage clearly stating its purpose as a music store. It has large open front doors from which music can be heard pouring out. The inside is warmly lit and includes a peaceful fountain area outside the front. The customers are mostly male, as are the sales associates. It provides a welcoming environment for those interested in music, audio, and video.
The document provides information for parents on developing their child's reading skills. It discusses:
1) Different stages of reading development and how parents can support skills like blending, fluency, and comprehension at each stage.
2) How reading is taught in school through shared, guided and individual reading.
3) Tips parents can use to help children who are confident readers or reluctant readers, such as making reading pleasurable, discussing texts, and providing a variety of reading materials.
4) Recommended resources for finding book recommendations.
The passage compares farmers' markets and supermarkets for buying produce. It states that the author's first choice is to get vegetables from their garden, but if that isn't possible they go to the local farmers' market where produce is fresher, with fewer pesticides, and higher nutritional value than supermarket produce which travels long distances. Only if the farmers' market doesn't have what they need do they go to the supermarket. The author prefers farmers' markets because the produce is fresher, with fewer pesticides, and farmers are available to provide information about varieties and preparation.
This document contains information about teaching economics concepts such as scarcity, goods, services, trade, and money to third grade students. It provides vocabulary words, sample reading passages and activities, and discussion questions related to these topics. The document includes standards from NGSSS and CCSS, as well as instructions for lesson plans involving reading assignments, video explanations, trading simulations, and writing assignments to help students understand foundational economics ideas.
This document provides tips and recommendations for elementary school supplies for grades K-5. It discusses essential supplies like backpacks, crayons, safety scissors, glue sticks, construction paper, pocket folders, pencils, erasers, and reusable water bottles. It also provides some interesting facts about back-to-school spending, hand sanitizer use in schools, time spent coloring, and benefits of arts education. The document is aimed at helping parents prepare their children for the new school year with must-have supplies and gear.
5.cycle 4 second grade_secondary_school_2018-2019 (1)angeles santos
This document outlines a unit plan for a second grade secondary school class. The unit focuses on understanding goods and services by having students listen to and participate in dialogs about purchasing products. Students will work in teams to create a catalog promoting goods, including suggestions and descriptions. They will then present their catalog to the class. The unit provides stages of learning, suggested activities, and references for both books and websites to support language development.
This white paper discusses the rise of the occasion-based shopper and how retailers and brands need to adapt. It notes that most shoppers think about meals and occasions like breakfast, lunch, dinner, and snacks rather than individual products. The paper recommends that retailers and brands understand shoppers' needs for different occasions and work together to create solutions tailored to occasions rather than just marketing individual brands. It provides examples of how occasions like lunchbox packing and dinners change throughout the year. The paper concludes that both retailers and brands must learn more about shoppers and their occasions in order to create a seamless shopping experience and drive sales.
The document outlines an activity to teach students about the different sections of a supermarket. The goal is for students to become aware of sections like fresh produce, meat, dairy, frozen foods, bakery, and canned goods. Students will discuss supermarkets in groups and learn about the foods found in each section. They will then pretend the classroom is a supermarket with labeled sections and matching flashcards. Students will also make a shopping list for a recipe and find the needed foods in the different sections. Finally, they will share the recipe and foods they would use.
Parent Literacy Conference - Make A Difference In Literacy & Beyondshunter
The document is a presentation from the Peel District School Board's 12th Annual Parent Literacy Conference on supporting literacy for primary and junior students. It discusses the importance of reading with children every day, finding books they enjoy, encouraging writing, playing word games, and visiting libraries and bookstores to keep children interested in reading.
Here are 3 things we have learnt from Ms Pan:
1. She was inspired to start Envocycle after noticing the excessive waste generated in our daily lives. This shows her passion for the environment and desire to contribute to a greener future.
2. Despite facing challenges like a low monthly allowance and lack of experience, she persisted in her dream to build a business that recycles waste plastics and metals. This shows her determination and resilience.
3. Over the years, she has expanded Envocycle's operations globally and contributed to Singapore's recycling industry. This shows how her small startup was able to grow successfully through her efforts.
Ms Pan's story teaches us that with a caring heart for the environment and
The document discusses hidden opportunities that may exist in everyday environments if people pay closer attention to their surroundings. It then provides two examples: [1] An annual "Open House" event that gives the public access to tour remarkable architecture and learn the history behind buildings. [2] How outdoor food markets could engage younger customers by making the shopping experience more intuitive and user-friendly. The key question is how to attract new demographics and ensure the long-term sustainability of traditional markets.
This small electronics store aims to provide personalized service with their knowledgeable staff, but seems overwhelmed by the amount of product they stock in their limited space. Customers appear willing to wait to speak to the friendly male employees about cell phones and cameras. While the store tries to be a one-stop shop for consumer electronics, their specialty in phones and plans may be a better focus given the size of the store.
1
2
Rubric for Ethnographic
Research Steps – How you will get the information to write the paper.
1. Identify a food phenomenon and a population to observe.
2. Arrange an experience (or set of experiences) with them. Methods can include observation, participant-observation, interviews, a survey, etc. This will take brainstorming and planning in advance.
3. Take field notes during your experience.
4. Sift through your field notes for themes. Look for themes that relate to the topic of the paper (i.e. identity, health, ethics).
5. Write your paper using those themes and your notes as your data.
Writing Guidelines – How you will present the data you gathered.
1. Describe the setting and context (Page 1)
-- Describe how you found the people and food phenomenon you observed.
-- Are they part of a larger group? (For example, students in a club at a university).
-- Example: “The line at the coffee shop backs up to the door this weekday morning. Businessmen, university students, and office workers wait patiently (or not) to place their orders. I am seated at one of the small tables, checking my email through the shop’s free WiFi and drinking a delicious latté…” (Tucker)
2. Your reflexive position (Page 2)
-- Discuss your position in relation to the people and food phenomenon.
-- Are you a insider or an outsider? Do you know the social rules or not? Are you familiar with this context?
-- Example: “My father was a cook. One of my sisters corrected me for years, insisting that he was a restaurateur. But I know that he was a cook. Only by the oddest of routes—the sort people made rootless by circumstance must sometimes take—did he arrive at cooking for a living…” (Mintz)
3. Analysis (Pages 3 and 4)
-- Describe the events and people you observed – how often and how long were your observations?
-- Describe how you observed (participant-observation, interviews, survey, etc.)
-- Describe the themes you found in your field notes and give examples that demonstrate each theme.
-- You can bring in readings or lecture materials from class – this is not required, but if you do, please cite sources that you quote or paraphrase.
-- Example: “Everyone I talked to at the tailgate mentioned that the football tailgating absolutely required some amount of beer. ‘It isn’t a game without beer,’ John told me. This theme also came up when I noticed the number of beer cans piled up around the trashcans on the mall. One overflowing trash can sat next to an equally overflowing recycling container.” (made up example, the theme is underlined and the example/data is in italics)
4. Conclusion (Page 5)
-- What did you learn by observing these people and this food phenomenon?
-- What does this project tell us about humans and foodways in general?
-- Consider the implications if you were to do a much longer version of this study.
-- Example: “Holocaust survivor groups can be an excellent project for an anthropologist to embark on (as revealed in Kidron’s study). Si.
Are you paying attention presentation assignment #2-a crash course in creativ...Seth Schalet
The document discusses observations made while closely examining several different stores. Three key points:
1) Stores with better customer service and longer customer visits tended to have better lighting, color schemes, and designs that created a more welcoming environment. Stores with poorer service seemed more transactional.
2) Color, lighting, creative displays and merchandising layouts had a powerful impact on the brand experience and made some stores more memorable.
3) Technology was ubiquitous across stores but usually designed to blend in, while subtle touches like lighting, flooring and pop-up displays had a bigger impact on shaping the customer experience.
This document provides information for parents about their child's first grade classroom. It introduces the teacher, Mrs. Calkins, and outlines expectations for student behavior. It describes the curriculum, including a new reading program called Journeys, weekly writer's workshop, and hands-on science. Special activities like "Star of the Week" are meant to build community. Parents should check the take-home resource bag daily for class updates and spelling/reading materials.
This document provides information for parents about the Year 2 curriculum for the upcoming school year. It outlines the main subjects that will be covered in each term including English, math, science, and cross-curricular topics. It also details the homework expectations and provides an example weekly timetable. Parents are encouraged to read with their children every night and ask questions to improve comprehension. The Year 2 team hopes this evening has been helpful for parents to understand how they can support their child's learning throughout the year.
The document summarizes a qualitative study on intergenerational brand transfer between mothers and daughters. It discusses how children acquire consumer skills and brands through consumer and intergenerational socialization. The study used in-depth interviews with 6 participants to understand how their relationships with products and brands were derived from their mothers. Key findings showed that mothers influenced daughters' preferences for certain food brands, stores, and shoes. The influence came mostly from shared activities like eating dinner together. Marketers can leverage intergenerational branding for certain product categories but need to allow daughters autonomy over others like clothes.
This document provides tips for parents on how to develop different attributes of the IB Learner Profile in their children at home. For caring, it suggests role modeling caring behavior, getting involved in community organizations, and establishing recycling habits. For knowledgeable, it recommends encouraging reading related to school topics, engaging in conversations about learning, and exploring various interests. For communicator, the tips include staying in touch with others in different languages, explaining math answers, and improving listening skills.
This lesson plan aims to discuss consumerism and consumer choices with upper intermediate students. It begins with an introductory task on Gandhi's quote about need versus greed. Students then brainstorm the advantages and disadvantages of a consumer society. They read an article discussing downshifting to a simpler lifestyle with less spending and more time. It encourages becoming a "conserver" who buys durable, environmentally friendly products. A discussion follows about which parts students agreed or disagreed with and whether they see themselves as consumers or conservers.
This document discusses ways to build reading fluency for students. It defines fluency as reading accurately, quickly, and with proper expression. It recommends that teachers use guided reading, timed reading, and leveling tests to help students. At home, it suggests reading aloud with children, taking books places, making reading fun through contests and activities, and ensuring children have independent reading time. For struggling readers, it advises working with their reading level, building confidence, and finding books on their interests to keep them engaged.
This document provides information about an 11th grade English course at Thomas Armstrong Toro Secondary School in Ponce, Puerto Rico. It outlines the course objectives, which are to develop students' English communication skills to prepare them for college and careers. It describes the course content, which covers units on biography, career research, fiction, poetry, and comparing historical and current events. The document also lists the course standards and expectations in areas like listening, speaking, reading, writing, and language. It provides details on course evaluation, special education guidelines, and a 40-week schedule of units and themes to be covered.
This summary provides an overview of the first 20 chapters of Harper Lee's novel "To Kill a Mockingbird". The story is narrated from the perspective of Scout Finch and describes her family and their life in rural Alabama in the 1930s. Early chapters introduce Scout, her brother Jem, and their father Atticus as well as some of their neighbors. Scout attends school where she encounters difficulties from being the daughter of a respected lawyer. The story also begins to explore themes of racial injustice and the complex social hierarchies of the segregated South.
The store has bold signage clearly stating its purpose as a music store. It has large open front doors from which music can be heard pouring out. The inside is warmly lit and includes a peaceful fountain area outside the front. The customers are mostly male, as are the sales associates. It provides a welcoming environment for those interested in music, audio, and video.
The document provides information for parents on developing their child's reading skills. It discusses:
1) Different stages of reading development and how parents can support skills like blending, fluency, and comprehension at each stage.
2) How reading is taught in school through shared, guided and individual reading.
3) Tips parents can use to help children who are confident readers or reluctant readers, such as making reading pleasurable, discussing texts, and providing a variety of reading materials.
4) Recommended resources for finding book recommendations.
The passage compares farmers' markets and supermarkets for buying produce. It states that the author's first choice is to get vegetables from their garden, but if that isn't possible they go to the local farmers' market where produce is fresher, with fewer pesticides, and higher nutritional value than supermarket produce which travels long distances. Only if the farmers' market doesn't have what they need do they go to the supermarket. The author prefers farmers' markets because the produce is fresher, with fewer pesticides, and farmers are available to provide information about varieties and preparation.
This document contains information about teaching economics concepts such as scarcity, goods, services, trade, and money to third grade students. It provides vocabulary words, sample reading passages and activities, and discussion questions related to these topics. The document includes standards from NGSSS and CCSS, as well as instructions for lesson plans involving reading assignments, video explanations, trading simulations, and writing assignments to help students understand foundational economics ideas.
This document provides tips and recommendations for elementary school supplies for grades K-5. It discusses essential supplies like backpacks, crayons, safety scissors, glue sticks, construction paper, pocket folders, pencils, erasers, and reusable water bottles. It also provides some interesting facts about back-to-school spending, hand sanitizer use in schools, time spent coloring, and benefits of arts education. The document is aimed at helping parents prepare their children for the new school year with must-have supplies and gear.
5.cycle 4 second grade_secondary_school_2018-2019 (1)angeles santos
This document outlines a unit plan for a second grade secondary school class. The unit focuses on understanding goods and services by having students listen to and participate in dialogs about purchasing products. Students will work in teams to create a catalog promoting goods, including suggestions and descriptions. They will then present their catalog to the class. The unit provides stages of learning, suggested activities, and references for both books and websites to support language development.
This white paper discusses the rise of the occasion-based shopper and how retailers and brands need to adapt. It notes that most shoppers think about meals and occasions like breakfast, lunch, dinner, and snacks rather than individual products. The paper recommends that retailers and brands understand shoppers' needs for different occasions and work together to create solutions tailored to occasions rather than just marketing individual brands. It provides examples of how occasions like lunchbox packing and dinners change throughout the year. The paper concludes that both retailers and brands must learn more about shoppers and their occasions in order to create a seamless shopping experience and drive sales.
The document outlines an activity to teach students about the different sections of a supermarket. The goal is for students to become aware of sections like fresh produce, meat, dairy, frozen foods, bakery, and canned goods. Students will discuss supermarkets in groups and learn about the foods found in each section. They will then pretend the classroom is a supermarket with labeled sections and matching flashcards. Students will also make a shopping list for a recipe and find the needed foods in the different sections. Finally, they will share the recipe and foods they would use.
Parent Literacy Conference - Make A Difference In Literacy & Beyondshunter
The document is a presentation from the Peel District School Board's 12th Annual Parent Literacy Conference on supporting literacy for primary and junior students. It discusses the importance of reading with children every day, finding books they enjoy, encouraging writing, playing word games, and visiting libraries and bookstores to keep children interested in reading.
Here are 3 things we have learnt from Ms Pan:
1. She was inspired to start Envocycle after noticing the excessive waste generated in our daily lives. This shows her passion for the environment and desire to contribute to a greener future.
2. Despite facing challenges like a low monthly allowance and lack of experience, she persisted in her dream to build a business that recycles waste plastics and metals. This shows her determination and resilience.
3. Over the years, she has expanded Envocycle's operations globally and contributed to Singapore's recycling industry. This shows how her small startup was able to grow successfully through her efforts.
Ms Pan's story teaches us that with a caring heart for the environment and
The document discusses hidden opportunities that may exist in everyday environments if people pay closer attention to their surroundings. It then provides two examples: [1] An annual "Open House" event that gives the public access to tour remarkable architecture and learn the history behind buildings. [2] How outdoor food markets could engage younger customers by making the shopping experience more intuitive and user-friendly. The key question is how to attract new demographics and ensure the long-term sustainability of traditional markets.
This small electronics store aims to provide personalized service with their knowledgeable staff, but seems overwhelmed by the amount of product they stock in their limited space. Customers appear willing to wait to speak to the friendly male employees about cell phones and cameras. While the store tries to be a one-stop shop for consumer electronics, their specialty in phones and plans may be a better focus given the size of the store.
1
2
Rubric for Ethnographic
Research Steps – How you will get the information to write the paper.
1. Identify a food phenomenon and a population to observe.
2. Arrange an experience (or set of experiences) with them. Methods can include observation, participant-observation, interviews, a survey, etc. This will take brainstorming and planning in advance.
3. Take field notes during your experience.
4. Sift through your field notes for themes. Look for themes that relate to the topic of the paper (i.e. identity, health, ethics).
5. Write your paper using those themes and your notes as your data.
Writing Guidelines – How you will present the data you gathered.
1. Describe the setting and context (Page 1)
-- Describe how you found the people and food phenomenon you observed.
-- Are they part of a larger group? (For example, students in a club at a university).
-- Example: “The line at the coffee shop backs up to the door this weekday morning. Businessmen, university students, and office workers wait patiently (or not) to place their orders. I am seated at one of the small tables, checking my email through the shop’s free WiFi and drinking a delicious latté…” (Tucker)
2. Your reflexive position (Page 2)
-- Discuss your position in relation to the people and food phenomenon.
-- Are you a insider or an outsider? Do you know the social rules or not? Are you familiar with this context?
-- Example: “My father was a cook. One of my sisters corrected me for years, insisting that he was a restaurateur. But I know that he was a cook. Only by the oddest of routes—the sort people made rootless by circumstance must sometimes take—did he arrive at cooking for a living…” (Mintz)
3. Analysis (Pages 3 and 4)
-- Describe the events and people you observed – how often and how long were your observations?
-- Describe how you observed (participant-observation, interviews, survey, etc.)
-- Describe the themes you found in your field notes and give examples that demonstrate each theme.
-- You can bring in readings or lecture materials from class – this is not required, but if you do, please cite sources that you quote or paraphrase.
-- Example: “Everyone I talked to at the tailgate mentioned that the football tailgating absolutely required some amount of beer. ‘It isn’t a game without beer,’ John told me. This theme also came up when I noticed the number of beer cans piled up around the trashcans on the mall. One overflowing trash can sat next to an equally overflowing recycling container.” (made up example, the theme is underlined and the example/data is in italics)
4. Conclusion (Page 5)
-- What did you learn by observing these people and this food phenomenon?
-- What does this project tell us about humans and foodways in general?
-- Consider the implications if you were to do a much longer version of this study.
-- Example: “Holocaust survivor groups can be an excellent project for an anthropologist to embark on (as revealed in Kidron’s study). Si.
Are you paying attention presentation assignment #2-a crash course in creativ...Seth Schalet
The document discusses observations made while closely examining several different stores. Three key points:
1) Stores with better customer service and longer customer visits tended to have better lighting, color schemes, and designs that created a more welcoming environment. Stores with poorer service seemed more transactional.
2) Color, lighting, creative displays and merchandising layouts had a powerful impact on the brand experience and made some stores more memorable.
3) Technology was ubiquitous across stores but usually designed to blend in, while subtle touches like lighting, flooring and pop-up displays had a bigger impact on shaping the customer experience.
This document provides information for parents about their child's first grade classroom. It introduces the teacher, Mrs. Calkins, and outlines expectations for student behavior. It describes the curriculum, including a new reading program called Journeys, weekly writer's workshop, and hands-on science. Special activities like "Star of the Week" are meant to build community. Parents should check the take-home resource bag daily for class updates and spelling/reading materials.
This document provides information for parents about the Year 2 curriculum for the upcoming school year. It outlines the main subjects that will be covered in each term including English, math, science, and cross-curricular topics. It also details the homework expectations and provides an example weekly timetable. Parents are encouraged to read with their children every night and ask questions to improve comprehension. The Year 2 team hopes this evening has been helpful for parents to understand how they can support their child's learning throughout the year.
The document summarizes a qualitative study on intergenerational brand transfer between mothers and daughters. It discusses how children acquire consumer skills and brands through consumer and intergenerational socialization. The study used in-depth interviews with 6 participants to understand how their relationships with products and brands were derived from their mothers. Key findings showed that mothers influenced daughters' preferences for certain food brands, stores, and shoes. The influence came mostly from shared activities like eating dinner together. Marketers can leverage intergenerational branding for certain product categories but need to allow daughters autonomy over others like clothes.
This document provides tips for parents on how to develop different attributes of the IB Learner Profile in their children at home. For caring, it suggests role modeling caring behavior, getting involved in community organizations, and establishing recycling habits. For knowledgeable, it recommends encouraging reading related to school topics, engaging in conversations about learning, and exploring various interests. For communicator, the tips include staying in touch with others in different languages, explaining math answers, and improving listening skills.
This lesson plan aims to discuss consumerism and consumer choices with upper intermediate students. It begins with an introductory task on Gandhi's quote about need versus greed. Students then brainstorm the advantages and disadvantages of a consumer society. They read an article discussing downshifting to a simpler lifestyle with less spending and more time. It encourages becoming a "conserver" who buys durable, environmentally friendly products. A discussion follows about which parts students agreed or disagreed with and whether they see themselves as consumers or conservers.
This document discusses ways to build reading fluency for students. It defines fluency as reading accurately, quickly, and with proper expression. It recommends that teachers use guided reading, timed reading, and leveling tests to help students. At home, it suggests reading aloud with children, taking books places, making reading fun through contests and activities, and ensuring children have independent reading time. For struggling readers, it advises working with their reading level, building confidence, and finding books on their interests to keep them engaged.
This document provides information about an 11th grade English course at Thomas Armstrong Toro Secondary School in Ponce, Puerto Rico. It outlines the course objectives, which are to develop students' English communication skills to prepare them for college and careers. It describes the course content, which covers units on biography, career research, fiction, poetry, and comparing historical and current events. The document also lists the course standards and expectations in areas like listening, speaking, reading, writing, and language. It provides details on course evaluation, special education guidelines, and a 40-week schedule of units and themes to be covered.
This summary provides an overview of the first 20 chapters of Harper Lee's novel "To Kill a Mockingbird". The story is narrated from the perspective of Scout Finch and describes her family and their life in rural Alabama in the 1930s. Early chapters introduce Scout, her brother Jem, and their father Atticus as well as some of their neighbors. Scout attends school where she encounters difficulties from being the daughter of a respected lawyer. The story also begins to explore themes of racial injustice and the complex social hierarchies of the segregated South.
This document provides a rubric for evaluating oral presentations in a small group chapter presentation. It includes categories for evaluating content, vocabulary used, comprehension of the topic, posture/eye contact, clarity of speech, preparedness, and adherence to the time limit. Under each category, it provides descriptors to assess performance at a 4 (highest) to 1 (lowest) level. The rubric will be used to provide feedback and score small group oral presentations.
The rubric outlines criteria for assessing presentations on assigned readings in four elements: Information, Facilitation Style, Discussion, and Activities. For each element, criteria are provided for ratings of Excellent, Good, and Satisfactory. For example, an Excellent rating for Information means the big ideas and key points are presented completely and clearly in a well-organized manner, helping learners understand the impact on teaching. A Good rating means the presentation is mainly a review or summary but may not make implications clear or have good organization.
Mineral water originated from springs and was believed to have health benefits when consumed or used in baths. In the 1770s, people learned to carbonate water by adding CO2, creating bubbly "soda water". American drug stores sold flavored soda water, which became popular both for its taste and perceived health benefits. Over time, soda water transitioned from drug store soda fountains to bottling and cans for home consumption from grocery stores and other food retailers. The terms "soda" and "pop" now commonly refer to carbonated soft drinks.
There are many different types of houses around the world. Houses can be made from various materials like wood, stone, mud, cloth or ice depending on what is easily available locally. Forest houses are often made of logs because trees are plentiful. Houses generally contain rooms for sleeping, cooking, bathing and sitting. Most houses have doors, windows, and some have basements under or attics above the main level.
There are many types of fish that come in different sizes, colors, and speeds. People currently know about 25,000 types of fish, but there are likely another 15,000 types that have yet to be discovered. Fish eat a variety of foods including other fish, bugs, plants, and worms. The fastest fish can swim 70 miles per hour, the heaviest weighs 15 tons, and the longest sharks can reach 50 feet. The smallest fish is less than 1/3 of an inch long.
The document discusses different types of tea that are consumed around the world. It notes that there are many varieties of tea including black, green, white, red and yellow teas. It provides details on how tea is commonly consumed in different countries, such as green tea in Japan and Korea and milk being added to tea in England. The document also indicates that most tea originates from China but some also comes from countries like India, Sri Lanka, Kenya, Japan and Indonesia.
This document provides a summary of key concepts in English grammar, including:
- The definition of a sentence and the three types of punctuation.
- Identifying subjects, predicates, and the four types of subjects.
- Forming plural nouns and irregular plurals.
- Five basic English sentence patterns involving subjects, verbs, objects, adverbs, and nouns.
- Analogies and how to identify the relationship between word pairs.
- Four types of sentences based on purpose and ending punctuation.
The document provides background information on Natalie Babbitt, the author of Tuck Everlasting. It discusses her early interest in art and illustration and her eventual career as a writer of children's fantasy novels. It also provides context about Tuck Everlasting, including that it takes place in the 1880s in a small fictional town inspired by places Babbitt lived. The novel explores the idea of immortality through the story of the Tuck family, who have lived forever after drinking from a magical spring.
The document outlines 17 classroom rules for students attending the Specialized Science and Math Secondary School. The rules require students to behave respectfully, follow directions from teachers, complete assignments on time, and maintain good discipline. Consequences like sanctions or deductions from the final grade may apply if a student fails to comply with the classroom rules.
This document provides a list of transition words and phrases that are used to connect ideas in writing. It explains that transition words help improve writing by ensuring ideas are elegantly connected for the reader. The document then presents an extensive but not exhaustive list of approximately 200 commonly used English transition words organized into categories based on their meaning and function, such as addition, opposition, cause/condition, examples, and time. It concludes by discussing the usage of transition words in essays to improve coherence and logical organization between sentences and paragraphs.
This document is a syllabus for a 12th grade advanced English course that aims to improve students' communication skills and prepare them for life in the United States as non-native English speakers. The syllabus outlines course goals, curriculum standards, teaching methods, student evaluations, assignments, and a tentative course calendar. Students will read various novels, short stories, poems, and other works while focusing on skills like comprehension, analysis, grammar, writing processes, and public speaking. They will complete assignments such as essays, presentations, book reports and more. The course is designed around Puerto Rico's English education standards and frameworks.
The document provides reading assignments and questions for Lois Lowry's novel The Giver. It includes vocabulary work, chapter summaries, and questions about themes, characters, and literary devices for chapters 1-5. Students are asked to define vocabulary words, answer multiple choice questions about plot details, and analyze the use of hooks, cliffhangers, and biblical allusions in the novel. The assignment is comprehensive and designed to enhance comprehension of the first five chapters.
This document outlines an 8-step method for writing a concise summary. The steps include: 1) dividing the text into sections,
2) reading the text straight through, 3) re-reading and underlining key facts, 4) writing one sentence to capture the main idea
of each section, 5) writing a thesis statement that communicates the overall purpose, 6) using the thesis as an introduction
and sentences as the body, with transitions, 7) checking for accuracy, and 8) revising for style and flow. Following these
steps will allow the writer to effectively summarize texts for any class or subject.
Students can register for Edmodo, a classroom social media platform similar to Facebook, by visiting www.edmodo.com, signing up as a student, completing their information, and entering their assigned course code. The class will communicate using both Edmodo and the class blog tatenglish12.blogspot.com throughout the academic year.
This document provides information for students taking an Advanced English course. It outlines the required summer reading, which includes the books "When I Was Puerto Rican" by Esmeralda Santiago and "The Giver" by Lois Lowry. Students will write two in-class essays analyzing the books. The professor provides resources for obtaining copies of the books for students with financial need. The document also requests commitments from students and parents to complete all assignments and readings over the summer.
This document provides registration codes and URLs for the educational platform Edmodo for the 2013/2014 school year. It lists 4 codes - lr9tz, g758yf, 8xz787, and mny7qh - along with the URL for each. A note explains that students must use the web address given and enter the corresponding code to join the correct group on Edmodo.
This document is a course syllabus for a 12th grade advanced English course. The course aims to improve students' communication skills in English to help them succeed as non-native English speakers. Over the course of a school year, students will work on skills like writing, reading comprehension, grammar, public speaking, and literary analysis through studying short stories, novels, poems and famous speeches. Students will be evaluated based on tests, assignments, class participation and a portfolio. The syllabus outlines a tentative schedule of topics to be covered each week over the school year.
The document provides instructions for a student travel brochure project. Students are asked to design a tri-fold brochure promoting travel to an international destination from the perspective of a travel agency. The brochure must include facts about the city, information on when to visit, transportation details, places of interest, historical information, currency information, and photographs. Sections and layout should be professionally presented. Research on the chosen location is required to include relevant details and images in the brochure.
1. Where do you usually buy fruit and vegetables?
Why do you go there?
How many kinds of markets do you know?
Work in group. Brainstorm.
Is there a market near you? What can you buy
there? How often is it held?
Do you prefer to buy at the market or the
supermarket? Explain why.
FARMERS’ MARKET VS. SUPERMARKET
If I need a vegetable, I go to the back yard to see
what’s in the garden. If that’s a disappointment,
my next option is the farmers’ market. There I find
beautiful, fresh, and uneaten vegetables (as well as
breads, meats, eggs, plants and crafts) to suit my
needs. Only if I can’t find what I need at the
farmers’ market do I go to the supermarket for
produce.
Why is the local supermarket my third choice for
produce?
• Supermarket produce is not as fresh as farmers’
market fare.
• Some items are coated or treated to give the
appearance of freshness.
• Supermarket produce typically loses nutritional What are the advantages and disadvantages of
value as it is transported from far away. local markets? Make a pro and con list.
• Produce in supermarket tends to come from
large producers who use heavy pesticides and What are the advantages and disadvantages of
petroleum-based fertilizers to provide supermarkets? Make a pro and con list.
“perfect” specimens for the consumer.
• Produce in supermarkets tends to be varieties
When was the last time you went to the
that ship well, but don’t necessarily taste good.
market? What did you buy? Tell the class.
Why do I prefer the farmers’ market?
• Produce is fresh, sometimes picked only a few Are markets important? Why or why not?
hours before I buy it. Could we live without markets?
• In general, the produce has fewer pesticides.
• Talk about customer service. Local farmers
What could you possibly buy at a flea market?
literally stand behind their produce, eager to
talk with you about varieties, preparation, and Do research and give examples.
preservation.
• It’s local. That impacts quality, taste, Are there any seasonal or festival markets
nutritional value, even carbon footprint. where you live? What can you do or buy there?
What about price?
Compare prices of some goods sold at the
The supermarket offers convenience and variety.
But on comparable items the farmers’ market market, supermarket and convenience store
competes well in price and, in my opinion, quality. (e.g. kilo of tomatoes, bread, meat, shower
The farmers’ market doesn’t replace the cream). Do research if necessary.
supermarket, but it’s a good alternative for fresh Where is the best place to shop?
produce.
2. Answer may vary.
Wet (or fresh) market, dry market, farmers’
market, spice market, flea market, antiques
market, morning market, night market, tourist
market, Christmas market, bazaar, souk,
floating market, clothes market etc.
Answer may vary.
Answer may vary.
Teacher Notes
• This answer key is deliberately kept concise
since the idea of these Conversation Corners
is to talk rather informally and share
information, not being given all the
information by the teacher. BTW, the
conversation should focus more on
expressing opinions than giving correct
answers.
• Students could be given the opportunity to
do some research on the Internet to find Fresh produce, fewer pesticides, good prices,
more information and answers to the helps local economy etc.
questions.
• Also, students could prepare questions they
Wide variety of goods, discounts, one-stop
were unable to answer and give a short
shopping, easily accessible etc.
presentation during the next lesson.
• Have a dictionary at hand (or an Internet
Answer may vary.
connection) if possible so students can look
up new vocabulary.
Answer may vary.
Inexpensive second-hand goods, possibly
snacks and drinks, gadgets etc.
Xmas market, winter market, etc.
Ss do research and present their findings to
the class.
3. Answer may vary.
Wet (or fresh) market, dry market, farmers’
market, spice market, flea market, antiques
market, morning market, night market, tourist
market, Christmas market, bazaar, souk,
floating market, clothes market etc.
Answer may vary.
Answer may vary.
Teacher Notes
• This answer key is deliberately kept concise
since the idea of these Conversation Corners
is to talk rather informally and share
information, not being given all the
information by the teacher. BTW, the
conversation should focus more on
expressing opinions than giving correct
answers.
• Students could be given the opportunity to
do some research on the Internet to find Fresh produce, fewer pesticides, good prices,
more information and answers to the helps local economy etc.
questions.
• Also, students could prepare questions they
Wide variety of goods, discounts, one-stop
were unable to answer and give a short
shopping, easily accessible etc.
presentation during the next lesson.
• Have a dictionary at hand (or an Internet
Answer may vary.
connection) if possible so students can look
up new vocabulary.
Answer may vary.
Inexpensive second-hand goods, possibly
snacks and drinks, gadgets etc.
Xmas market, winter market, etc.
Ss do research and present their findings to
the class.
4. Answer may vary.
Wet (or fresh) market, dry market, farmers’
market, spice market, flea market, antiques
market, morning market, night market, tourist
market, Christmas market, bazaar, souk,
floating market, clothes market etc.
Answer may vary.
Answer may vary.
Teacher Notes
• This answer key is deliberately kept concise
since the idea of these Conversation Corners
is to talk rather informally and share
information, not being given all the
information by the teacher. BTW, the
conversation should focus more on
expressing opinions than giving correct
answers.
• Students could be given the opportunity to
do some research on the Internet to find Fresh produce, fewer pesticides, good prices,
more information and answers to the helps local economy etc.
questions.
• Also, students could prepare questions they
Wide variety of goods, discounts, one-stop
were unable to answer and give a short
shopping, easily accessible etc.
presentation during the next lesson.
• Have a dictionary at hand (or an Internet
Answer may vary.
connection) if possible so students can look
up new vocabulary.
Answer may vary.
Inexpensive second-hand goods, possibly
snacks and drinks, gadgets etc.
Xmas market, winter market, etc.
Ss do research and present their findings to
the class.
5. Answer may vary.
Wet (or fresh) market, dry market, farmers’
market, spice market, flea market, antiques
market, morning market, night market, tourist
market, Christmas market, bazaar, souk,
floating market, clothes market etc.
Answer may vary.
Answer may vary.
Teacher Notes
• This answer key is deliberately kept concise
since the idea of these Conversation Corners
is to talk rather informally and share
information, not being given all the
information by the teacher. BTW, the
conversation should focus more on
expressing opinions than giving correct
answers.
• Students could be given the opportunity to
do some research on the Internet to find Fresh produce, fewer pesticides, good prices,
more information and answers to the helps local economy etc.
questions.
• Also, students could prepare questions they
Wide variety of goods, discounts, one-stop
were unable to answer and give a short
shopping, easily accessible etc.
presentation during the next lesson.
• Have a dictionary at hand (or an Internet
Answer may vary.
connection) if possible so students can look
up new vocabulary.
Answer may vary.
Inexpensive second-hand goods, possibly
snacks and drinks, gadgets etc.
Xmas market, winter market, etc.
Ss do research and present their findings to
the class.