Cp9 u4 sb 4.9.13 intro & conclusions with notes
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The document provides instructions for students for the day. It states that the class will finish reviewing for an exam and work on writing the introduction and conclusion for an upcoming paper. It reminds students that their draft needs to be complete as the paper will be typed the next day. It also lists the homework which includes finishing the body paragraphs of the essay, completing the introduction and conclusion, being ready to type tomorrow, and finishing questions 6-9 on a reading comprehension packet.
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Cp9 u4 sb 4.9.13 intro & conclusions with notes
The document provides instructions for students for the day. It states that yesterday they finished watching a film and began reviewing for exams. Today they will finish reviewing for the exam and work on the introduction and conclusion sections of an assigned paper. Students are reminded that the paper will be typed tomorrow, so their draft needs to be complete. Students are given homework assignments to finish editing their body paragraphs, complete the introduction and conclusion of a comparative essay, and be prepared to type the paper tomorrow.
U1 test-a (1)
The document is a test with questions about vocabulary, grammar corrections, and a listening comprehension activity. It contains vocabulary questions matching words like major, assistant, manager, and graduate with their definitions. There are also sentences requiring grammatical corrections related to verbs like see, work, graduate. The listening comprehension section involves multiple choice questions about a dialogue between Nour and Jamal discussing a job opening.
Modal verbs
The document provides instructions for a homework assignment to complete sentences using modal verbs such as can/can't, must/mustn't, have to/don't have to, and should/shouldn't. There are 11 sentences to complete about rules, obligations, permissions, and abilities related to school, work, health, and language skills. Students are asked to review video examples and submit the completed assignment by Thursday, April 2nd, 2020.
Hn9 s13 4.12.13 upstanders day 2
The document provides information about Upstander presentations taking place on Friday and continuing that day. It reminds students that their Persuasive Research Paper is due on Monday by 11:59pm. It includes instructions for students to prepare for their Upstander presentation and determine the presentation order by writing their name. The document concludes with assigning homework of continuing work on the Persuasive Research Paper due April 15th and independent reading, along with rewrites due for an Antigone essay on May 3rd.
Cn 2.12 poetry and foils
Romeo and Juliet rush into marriage plans after their balcony scene, worrying Friar Laurence with their haste. He agrees to marry them in hopes it will end the feud between their families. Meanwhile, Mercutio sees love as fleeting while Romeo views it more deeply. Juliet eagerly awaits news from Romeo and learns of the marriage plan. Friar Laurence warns them to love moderately, sensing their passion may lead to trouble.
R 4.1 big6 intro
The document provides an overview of the Big 6 approach to teaching information literacy and research skills. It breaks the research process down into six steps: 1) task definition, 2) information seeking strategies, 3) location and access, 4) use of information, 5) synthesis, and 6) evaluation. These steps are designed to help students effectively find, analyze, organize and present information to complete research-based assignments. The document also provides examples of how to apply the Big 6 process to a research paper on the impacts of technology use on people's lives.
R 1.1 myth gallery walk
The Judeo-Christian Creation Myth describes God creating man in God's own image and giving them dominion over the earth. The Chinese Phan Ku Creation Myth tells of the world being formed from Phan Ku's body after death. The Yoruba Creation Myth describes the earth initially being a watery marsh with gods descending on spider webs before humans. The Aboriginal Creation Myth tells of ancestral spirits giving birth to all living things after being awakened by the sun's warmth.
Hn9 s13 4.9.13 intros and conclusions
The document provides an agenda for a class that will discuss introductions and conclusions for persuasive essays. It reminds students to bring their drafted body paragraphs for review. As independent work, it assigns completing a rough draft of the essay for the next day, preparing a presentation, doing independent reading, spreading positivity, and helping others.
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Cp9 u4 sb 4.9.13 intro & conclusions with notes
The document provides instructions for students for the day. It states that yesterday they finished watching a film and began reviewing for exams. Today they will finish reviewing for the exam and work on the introduction and conclusion sections of an assigned paper. Students are reminded that the paper will be typed tomorrow, so their draft needs to be complete. Students are given homework assignments to finish editing their body paragraphs, complete the introduction and conclusion of a comparative essay, and be prepared to type the paper tomorrow.
U1 test-a (1)
The document is a test with questions about vocabulary, grammar corrections, and a listening comprehension activity. It contains vocabulary questions matching words like major, assistant, manager, and graduate with their definitions. There are also sentences requiring grammatical corrections related to verbs like see, work, graduate. The listening comprehension section involves multiple choice questions about a dialogue between Nour and Jamal discussing a job opening.
Modal verbs
The document provides instructions for a homework assignment to complete sentences using modal verbs such as can/can't, must/mustn't, have to/don't have to, and should/shouldn't. There are 11 sentences to complete about rules, obligations, permissions, and abilities related to school, work, health, and language skills. Students are asked to review video examples and submit the completed assignment by Thursday, April 2nd, 2020.
Hn9 s13 4.12.13 upstanders day 2
The document provides information about Upstander presentations taking place on Friday and continuing that day. It reminds students that their Persuasive Research Paper is due on Monday by 11:59pm. It includes instructions for students to prepare for their Upstander presentation and determine the presentation order by writing their name. The document concludes with assigning homework of continuing work on the Persuasive Research Paper due April 15th and independent reading, along with rewrites due for an Antigone essay on May 3rd.
Cn 2.12 poetry and foils
Romeo and Juliet rush into marriage plans after their balcony scene, worrying Friar Laurence with their haste. He agrees to marry them in hopes it will end the feud between their families. Meanwhile, Mercutio sees love as fleeting while Romeo views it more deeply. Juliet eagerly awaits news from Romeo and learns of the marriage plan. Friar Laurence warns them to love moderately, sensing their passion may lead to trouble.
R 4.1 big6 intro
The document provides an overview of the Big 6 approach to teaching information literacy and research skills. It breaks the research process down into six steps: 1) task definition, 2) information seeking strategies, 3) location and access, 4) use of information, 5) synthesis, and 6) evaluation. These steps are designed to help students effectively find, analyze, organize and present information to complete research-based assignments. The document also provides examples of how to apply the Big 6 process to a research paper on the impacts of technology use on people's lives.
R 1.1 myth gallery walk
The Judeo-Christian Creation Myth describes God creating man in God's own image and giving them dominion over the earth. The Chinese Phan Ku Creation Myth tells of the world being formed from Phan Ku's body after death. The Yoruba Creation Myth describes the earth initially being a watery marsh with gods descending on spider webs before humans. The Aboriginal Creation Myth tells of ancestral spirits giving birth to all living things after being awakened by the sun's warmth.
Hn9 s13 4.9.13 intros and conclusions
The document provides an agenda for a class that will discuss introductions and conclusions for persuasive essays. It reminds students to bring their drafted body paragraphs for review. As independent work, it assigns completing a rough draft of the essay for the next day, preparing a presentation, doing independent reading, spreading positivity, and helping others.
Big6 intro
Research allows people to learn new information, improve problem-solving skills, and challenge themselves. However, with an overwhelming amount of information available, it is important to determine the quality and reliability of sources. The Big 6 approach provides a systematic process for defining an information problem, locating relevant sources, extracting useful information, and evaluating the overall process and product.
Cp9 u4 sb 4.2 hard evidence
This document provides instructions for a student assignment to interview two people - a teenager and an adult - about how technology is helping or hurting teenagers' lives. It defines what constitutes "hard evidence" for research and gives examples. It also outlines the interview questions and a format for recording the names and responses of those interviewed.
Hn9 u5 sb 22 april 2013
Today's class will begin a new unit on Lord of the Flies by discussing allegory and symbolic representation. Students will then view each other's independent reading projects from the previous unit in a gallery walk. Their homework is to complete an anticipation guide for Lord of the Flies.
Cn 2.12 film comparison fire eyed fury
The document summarizes a class focusing on analyzing two versions of a turning point scene in William Shakespeare's play Romeo and Juliet. Students will examine the direction and actors' portrayals in each version. They will also create acting companies and present scenes from the play. The class material examines how the characters of Romeo, Mercutio, and Tybalt change in Act III, Scene 1, including their behaviors, motivations, and how their interactions cause a shift.
Cn 6.6 prologue
1) Antigone informs her sister Ismene that their uncle Creon, who is now king, has decreed that their brother Polyneices is not to receive burial rites and will instead be left to rot, facing the penalty of stoning for anyone who disobeys.
2) Antigone declares that she will bury Polyneices anyway, seeing it as her duty as his sister, but Ismene refuses to help, claiming she must obey the law set by Creon as king.
3) The sisters argue over Antigone's plan, with Ant
Cp9 u5 sb 17 may 2013
Students were instructed to clear their desks except for a writing utensil in preparation for an upcoming quiz on the material from the previous chapter. After taking the quiz, students would read the next chapter which examines Atticus being forced to take a side against the people in his town as he prepares for an upcoming trial. The homework assignment was to finish reading the chapter and complete the accompanying study guide questions.
Hn9 u5 sb 8 may 2013
The document provides the daily lesson plan for an English class. It includes instructions for students to prepare their desks and complete a MLA heading. The class will discuss the chapter "The Shell and the Glasses" from their novel and compare its themes to a piece of poetry. Students will analyze symbols from the novel in small groups and how their meaning may have changed over time. Homework includes reading a short story, continuing dialogue journals, and working on a creative project.
Nouns
The document discusses different types of nouns including common nouns, proper nouns, compound nouns, and provides examples of each. It analyzes nouns in sentences and poems, identifies nouns, and distinguishes between common and proper nouns. Examples are given to practice identifying and changing between common and proper nouns.
Hn9 u5 sb 1 may 2013
The document provides discussion topics and homework assignments related to the novel Lord of the Flies. It asks students to consider if there is a real beast on the island and to discuss the beast and character archetypes that embody Freudian concepts of the id, ego and superego. Students are instructed to identify archetypes in the novel so far with examples from the text and to complete readings and writing assignments for homework.
Cp9 u4 sb 4.11.13 writers workshop 2
The document provides instructions for students on continuing to work on their essay drafts from Romeo and Juliet. Students are asked to type their drafts into Google Docs to get feedback, with final drafts due on Monday at 11:59pm. The document also outlines expectations for independent work including being productive while wearing headphones, and homework which is to continue working on the essay.
William golding, wwii and the cold war
William Golding was a British author born in 1911 who is best known for his novel Lord of the Flies. He studied science at Oxford but later switched to literature. During World War II, Golding served in the Royal Navy and was present at the sinking of the German battleship Bismarck and the Normandy invasion. After the war, he began writing fiction, publishing Lord of the Flies in 1954. The document then provides historical context about World War II and the Cold War that followed, focusing on the ideological divide between the U.S. and Soviet Union that defined the Cold War era.
Hn9 s13 4.10 movie poster project
The document provides instructions for students for the day. It informs students that they will have 35 minutes to complete an open response question after finishing their midterm exam the previous day. It then tells students to clear their desk except for a pen/pencil and spend 5 minutes clearing out unnecessary materials from their binder, keeping only course materials and research while recycling older readings and handouts. Students are assigned to develop paragraph topics for an essay, work on their Upstander presentation, and read independently for homework.
Hn9 u6 sb 17 may 2013
Clear your desks except for a writing utensil. A quiz on the prologue of Romeo and Juliet will start immediately after the bell. Following the quiz, the class will begin reading Act 1, Scene 1 of the play. Homework due on Monday is an essay on Lord of the Flies in Google Docs.
Meal
The document provides an overview of the Writer's Lunchbox, which aims to provide writers with the necessary tools and skills to write clear, focused compositions. It introduces the EMPOWER method, an acronym that outlines the steps writers should take to create a complete well-written paper by evaluating the assignment, making a plan, organizing their ideas, working on a draft, editing, and reworking their paper. The main course then explains the MEAL paragraph format, which structures body paragraphs around a main idea, evidence, analysis, and a link back to the thesis statement to fully support the central claim.
Cp9 u5 sb 30 may 2013
Students were instructed to write a fill-in-the-blank question using a vocabulary word for an upcoming quiz. They were reminded of the procedure and requirements for their literature circles the next day, including having post-it passages and discussion questions completed. The homework assigned was to read a chapter and complete a study guide, with questions and post-it passages.
Hn9 u6 sb 30 may 2013
The document provides instructions for an in-class activity analyzing William Shakespeare's play Romeo and Juliet. Students are asked to do a close reading of Friar Lawrence's speech at the beginning of Act 3, Scene 1, identifying the imagery used and how it relates to the play's themes. They will then discuss their annotations with a partner before joining groups to summarize their assigned passages, identify examples of imagery, and select the most important line from their passage. The homework is to read Act 3, Scene 1 in preparation for the next class.
Cp9 u5 sb 23 may 2013
Students were instructed to take out chapter questions to be stamped, complete a grammar exercise on adverbs, and continue reading To Kill a Mockingbird for class. The class had previously reviewed chapter 17 and started chapter 18. Today's lesson would review adverbs before beginning chapter 19, which students were assigned to post passages from chapters 17-19 as homework.
Hn9 u6 sb 16 may 2013
The document provides instructions for students to rewrite sentences changing nouns to adjectives. It then summarizes the previous class where students began examining the prologue to Romeo and Juliet. The current class will finish analyzing the prologue and watch a cartoon version of the play. Students have homework assignments due including an essay, memorizing the prologue, and preparing for a quiz.
Hn9 u6 sb 15 may 2013
The document provides instructions for students about their upcoming unit on Shakespeare's "Romeo and Juliet". It asks students to write in their journals about any prior knowledge of Shakespeare or the play. It notes that their assignment on "Lord of the Flies" is due and introduces the new unit focused on "Romeo and Juliet". Students are assigned homework including finishing their "Lord of the Flies" essay, memorizing the prologue to "Romeo and Juliet", and preparing for a quiz on Friday.
Cp9 u5 sb 16 may 2013
The document provides homework assignments for students which includes rewriting sentences by changing underlined nouns to adjectives, reading one more chapter of a book, and completing study guide questions in preparation for a quiz on Friday. Students are asked to rewrite sentences such as "When she disobeys her Aunt Alexandra and Cal, Scout is a rebel" by changing the underlined noun "rebel" to the adjective "rebellious". The document also notes that the last class looked at racial and social differences in the town of Maycomb through the eyes of Aunt Alexandra as described in the book.
Cp9 u5 sb 15 may 2013
This document provides instructions for students to read a nonfiction article at their desk and respond to questions. It also outlines the plan to examine the motifs of race and prejudice as the class discusses the next two chapters from their reading. Students are assigned to finish reading chapter 13, complete study guide questions, and study for an upcoming quiz.
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Big6 intro
Research allows people to learn new information, improve problem-solving skills, and challenge themselves. However, with an overwhelming amount of information available, it is important to determine the quality and reliability of sources. The Big 6 approach provides a systematic process for defining an information problem, locating relevant sources, extracting useful information, and evaluating the overall process and product.
Cp9 u4 sb 4.2 hard evidence
This document provides instructions for a student assignment to interview two people - a teenager and an adult - about how technology is helping or hurting teenagers' lives. It defines what constitutes "hard evidence" for research and gives examples. It also outlines the interview questions and a format for recording the names and responses of those interviewed.
Hn9 u5 sb 22 april 2013
Today's class will begin a new unit on Lord of the Flies by discussing allegory and symbolic representation. Students will then view each other's independent reading projects from the previous unit in a gallery walk. Their homework is to complete an anticipation guide for Lord of the Flies.
Cn 2.12 film comparison fire eyed fury
The document summarizes a class focusing on analyzing two versions of a turning point scene in William Shakespeare's play Romeo and Juliet. Students will examine the direction and actors' portrayals in each version. They will also create acting companies and present scenes from the play. The class material examines how the characters of Romeo, Mercutio, and Tybalt change in Act III, Scene 1, including their behaviors, motivations, and how their interactions cause a shift.
Cn 6.6 prologue
1) Antigone informs her sister Ismene that their uncle Creon, who is now king, has decreed that their brother Polyneices is not to receive burial rites and will instead be left to rot, facing the penalty of stoning for anyone who disobeys.
2) Antigone declares that she will bury Polyneices anyway, seeing it as her duty as his sister, but Ismene refuses to help, claiming she must obey the law set by Creon as king.
3) The sisters argue over Antigone's plan, with Ant
Cp9 u5 sb 17 may 2013
Students were instructed to clear their desks except for a writing utensil in preparation for an upcoming quiz on the material from the previous chapter. After taking the quiz, students would read the next chapter which examines Atticus being forced to take a side against the people in his town as he prepares for an upcoming trial. The homework assignment was to finish reading the chapter and complete the accompanying study guide questions.
Hn9 u5 sb 8 may 2013
The document provides the daily lesson plan for an English class. It includes instructions for students to prepare their desks and complete a MLA heading. The class will discuss the chapter "The Shell and the Glasses" from their novel and compare its themes to a piece of poetry. Students will analyze symbols from the novel in small groups and how their meaning may have changed over time. Homework includes reading a short story, continuing dialogue journals, and working on a creative project.
Nouns
The document discusses different types of nouns including common nouns, proper nouns, compound nouns, and provides examples of each. It analyzes nouns in sentences and poems, identifies nouns, and distinguishes between common and proper nouns. Examples are given to practice identifying and changing between common and proper nouns.
Hn9 u5 sb 1 may 2013
The document provides discussion topics and homework assignments related to the novel Lord of the Flies. It asks students to consider if there is a real beast on the island and to discuss the beast and character archetypes that embody Freudian concepts of the id, ego and superego. Students are instructed to identify archetypes in the novel so far with examples from the text and to complete readings and writing assignments for homework.
Cp9 u4 sb 4.11.13 writers workshop 2
The document provides instructions for students on continuing to work on their essay drafts from Romeo and Juliet. Students are asked to type their drafts into Google Docs to get feedback, with final drafts due on Monday at 11:59pm. The document also outlines expectations for independent work including being productive while wearing headphones, and homework which is to continue working on the essay.
William golding, wwii and the cold war
William Golding was a British author born in 1911 who is best known for his novel Lord of the Flies. He studied science at Oxford but later switched to literature. During World War II, Golding served in the Royal Navy and was present at the sinking of the German battleship Bismarck and the Normandy invasion. After the war, he began writing fiction, publishing Lord of the Flies in 1954. The document then provides historical context about World War II and the Cold War that followed, focusing on the ideological divide between the U.S. and Soviet Union that defined the Cold War era.
Hn9 s13 4.10 movie poster project
The document provides instructions for students for the day. It informs students that they will have 35 minutes to complete an open response question after finishing their midterm exam the previous day. It then tells students to clear their desk except for a pen/pencil and spend 5 minutes clearing out unnecessary materials from their binder, keeping only course materials and research while recycling older readings and handouts. Students are assigned to develop paragraph topics for an essay, work on their Upstander presentation, and read independently for homework.
Hn9 u6 sb 17 may 2013
Clear your desks except for a writing utensil. A quiz on the prologue of Romeo and Juliet will start immediately after the bell. Following the quiz, the class will begin reading Act 1, Scene 1 of the play. Homework due on Monday is an essay on Lord of the Flies in Google Docs.
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Meal
The document provides an overview of the Writer's Lunchbox, which aims to provide writers with the necessary tools and skills to write clear, focused compositions. It introduces the EMPOWER method, an acronym that outlines the steps writers should take to create a complete well-written paper by evaluating the assignment, making a plan, organizing their ideas, working on a draft, editing, and reworking their paper. The main course then explains the MEAL paragraph format, which structures body paragraphs around a main idea, evidence, analysis, and a link back to the thesis statement to fully support the central claim.
Cp9 u5 sb 30 may 2013
Students were instructed to write a fill-in-the-blank question using a vocabulary word for an upcoming quiz. They were reminded of the procedure and requirements for their literature circles the next day, including having post-it passages and discussion questions completed. The homework assigned was to read a chapter and complete a study guide, with questions and post-it passages.
Hn9 u6 sb 30 may 2013
The document provides instructions for an in-class activity analyzing William Shakespeare's play Romeo and Juliet. Students are asked to do a close reading of Friar Lawrence's speech at the beginning of Act 3, Scene 1, identifying the imagery used and how it relates to the play's themes. They will then discuss their annotations with a partner before joining groups to summarize their assigned passages, identify examples of imagery, and select the most important line from their passage. The homework is to read Act 3, Scene 1 in preparation for the next class.
Cp9 u5 sb 23 may 2013
Students were instructed to take out chapter questions to be stamped, complete a grammar exercise on adverbs, and continue reading To Kill a Mockingbird for class. The class had previously reviewed chapter 17 and started chapter 18. Today's lesson would review adverbs before beginning chapter 19, which students were assigned to post passages from chapters 17-19 as homework.
Hn9 u6 sb 16 may 2013
The document provides instructions for students to rewrite sentences changing nouns to adjectives. It then summarizes the previous class where students began examining the prologue to Romeo and Juliet. The current class will finish analyzing the prologue and watch a cartoon version of the play. Students have homework assignments due including an essay, memorizing the prologue, and preparing for a quiz.
Hn9 u6 sb 15 may 2013
The document provides instructions for students about their upcoming unit on Shakespeare's "Romeo and Juliet". It asks students to write in their journals about any prior knowledge of Shakespeare or the play. It notes that their assignment on "Lord of the Flies" is due and introduces the new unit focused on "Romeo and Juliet". Students are assigned homework including finishing their "Lord of the Flies" essay, memorizing the prologue to "Romeo and Juliet", and preparing for a quiz on Friday.
Cp9 u5 sb 16 may 2013
The document provides homework assignments for students which includes rewriting sentences by changing underlined nouns to adjectives, reading one more chapter of a book, and completing study guide questions in preparation for a quiz on Friday. Students are asked to rewrite sentences such as "When she disobeys her Aunt Alexandra and Cal, Scout is a rebel" by changing the underlined noun "rebel" to the adjective "rebellious". The document also notes that the last class looked at racial and social differences in the town of Maycomb through the eyes of Aunt Alexandra as described in the book.
Cp9 u5 sb 15 may 2013
This document provides instructions for students to read a nonfiction article at their desk and respond to questions. It also outlines the plan to examine the motifs of race and prejudice as the class discusses the next two chapters from their reading. Students are assigned to finish reading chapter 13, complete study guide questions, and study for an upcoming quiz.
Cp9 u5 sb 13 may 2013
The document provides instructions for students on their reading of To Kill a Mockingbird over the weekend. It asks students to note how the character of Ms. Dubose is described in Chapter 11 and how the children's perspective of her changes. Students are also asked to reflect on what lesson the children learn from their interaction with Ms. Dubose and if they have learned a similar lesson. The document outlines that the class will review and discuss the chapter students read over the weekend and homework is to read Chapter 12 and complete study guide questions.
Hn9 u5 sb 13 may 2013
Students were asked to take out their completed Lord of the Flies creative projects to share with the class and provide peer feedback using sticky notes. The class would then have time to work on revising their Lord of the Flies essays using the feedback received. For homework, students were asked to complete a revised draft of their LOTF essay to turn in.
Cp9 u5 sb 10 may 2013
Students are asked to take out their writing prompt and prewriting from the previous class to complete an in-class writing response. They will then read Chapter 11 and answer study guide questions. For homework, students should read Chapter 11 and finish the study guide questions.
Hn9 u5 sb 10 may 2013
Students were asked to take out their LOTF dialogue journals to be stamped and develop one additional discussion question for their literature circles. The class would then gather in literature circles to discuss the conclusion of Lord of the Flies. Afterwards, students were to draft a rough copy of their LOTF composition. For homework, students' LOTF Creative Projects were due on Monday. Two song attachments were also included in the document.
Hn9 u5 sb 9 may 2013
This document provides instructions and assignments for students. It includes directions to read and annotate an article, discusses analyzing a chapter from a novel called "Castle Rock", and lists homework assignments such as preparing for literature circles, continuing dialogue journals, and doing prewriting for an essay on Lord of the Flies to be drafted the next day.
Hn9 u5 sb 7 may 2013
Ralph and Piggy play important roles in the events described in the chapter "View to a Death" from Lord of the Flies. Students will discuss this chapter and compare its themes to those in a piece of poetry. For homework, they are asked to read "The Shell and the Glasses", continue working on dialogue journals due on Friday, make progress on their LOTF creative project, and study adjectives. Audio files of two songs are also attached.
Cp9 u5 sb 9 may 2013
This document provides instructions for students to take out their study guide for an upcoming chapter, write a discussion question on their notecard, and review study guide questions from the previous class. It also notes that the class will watch a documentary on the Scottsboro trial and lists homework of reviewing a writing prompt for a writing task the next day.
Cp9 u5 sb 7 may 2013
This document provides instructions for classroom activities and homework assignments. Students are asked to review vocabulary sentences from the previous night and write a story using at least five vocabulary words. They will begin a grammar unit on adjectives and start reading the next chapter, finishing it for homework along with an adjective handout and chapter questions.
Cp9 u5 sb 8 may 2013
Students are instructed to review their adjective homework from the previous night and answer questions about an article on their desk. They will then review their homework on chapter 9 from the book and begin reading chapter 10, answering related questions for homework.
Cp9 u5 sb 6 may 2013
The document provides instructions for students returning to class after the weekend. It directs students to complete a vocabulary pretest and announces they will learn 10 new words for an upcoming quiz. Students are also assigned to finish reading the next chapter in their novel and answer accompanying study questions, as well as write sentences using vocabulary words for homework.
Hn9 u5 sb 6 may 2013
The document provides instructions for an English class lesson on Lord of the Flies. Students will analyze passages from the chapter "Gift for the Darkness" by annotating in groups at different stations around the room. They will then review annotations made by other groups and select talking points to share with the class. Homework includes reading the next chapter, continuing dialogue journals, and working on a creative project for the novel.
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Dive into the world of anomaly detection on edge devices with our comprehensive hands-on tutorial. This SlideShare presentation will guide you through the entire process, from data collection and model training to edge deployment and real-time monitoring. Perfect for those looking to implement robust anomaly detection systems on resource-constrained IoT/edge devices.
Key Topics Covered
1. Introduction to Anomaly Detection
- Understand the fundamentals of anomaly detection and its importance in identifying unusual behavior or failures in systems.
2. Understanding Edge (IoT)
- Learn about edge computing and IoT, and how they enable real-time data processing and decision-making at the source.
3. What is ArgoCD?
- Discover ArgoCD, a declarative, GitOps continuous delivery tool for Kubernetes, and its role in deploying applications on edge devices.
4. Deployment Using ArgoCD for Edge Devices
- Step-by-step guide on deploying anomaly detection models on edge devices using ArgoCD.
5. Introduction to Apache Kafka and S3
- Explore Apache Kafka for real-time data streaming and Amazon S3 for scalable storage solutions.
6. Viewing Kafka Messages in the Data Lake
- Learn how to view and analyze Kafka messages stored in a data lake for better insights.
7. What is Prometheus?
- Get to know Prometheus, an open-source monitoring and alerting toolkit, and its application in monitoring edge devices.
8. Monitoring Application Metrics with Prometheus
- Detailed instructions on setting up Prometheus to monitor the performance and health of your anomaly detection system.
9. What is Camel K?
- Introduction to Camel K, a lightweight integration framework built on Apache Camel, designed for Kubernetes.
10. Configuring Camel K Integrations for Data Pipelines
- Learn how to configure Camel K for seamless data pipeline integrations in your anomaly detection workflow.
11. What is a Jupyter Notebook?
- Overview of Jupyter Notebooks, an open-source web application for creating and sharing documents with live code, equations, visualizations, and narrative text.
12. Jupyter Notebooks with Code Examples
- Hands-on examples and code snippets in Jupyter Notebooks to help you implement and test anomaly detection models.
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5th Power Grid Model Meet-up
It is with great pleasure that we extend to you an invitation to the 5th Power Grid Model Meet-up, scheduled for 6th June 2024. This event will adopt a hybrid format, allowing participants to join us either through an online Mircosoft Teams session or in person at TU/e located at Den Dolech 2, Eindhoven, Netherlands. The meet-up will be hosted by Eindhoven University of Technology (TU/e), a research university specializing in engineering science & technology.
Power Grid Model
The global energy transition is placing new and unprecedented demands on Distribution System Operators (DSOs). Alongside upgrades to grid capacity, processes such as digitization, capacity optimization, and congestion management are becoming vital for delivering reliable services.
Power Grid Model is an open source project from Linux Foundation Energy and provides a calculation engine that is increasingly essential for DSOs. It offers a standards-based foundation enabling real-time power systems analysis, simulations of electrical power grids, and sophisticated what-if analysis. In addition, it enables in-depth studies and analysis of the electrical power grid’s behavior and performance. This comprehensive model incorporates essential factors such as power generation capacity, electrical losses, voltage levels, power flows, and system stability.
Power Grid Model is currently being applied in a wide variety of use cases, including grid planning, expansion, reliability, and congestion studies. It can also help in analyzing the impact of renewable energy integration, assessing the effects of disturbances or faults, and developing strategies for grid control and optimization.
What to expect
For the upcoming meetup we are organizing, we have an exciting lineup of activities planned:
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-An update on the latest advancements in Power Grid -Model technology during the first and second quarters of 2024.
-An interactive brainstorming session to discuss and propose new feature requests.
-An opportunity to connect with fellow Power Grid Model enthusiasts and users.
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DLAU und die Lizenzen nach dem CCB- und CCX-Modell sind für viele in der HCL-Community seit letztem Jahr ein heißes Thema. Als Notes- oder Domino-Kunde haben Sie vielleicht mit unerwartet hohen Benutzerzahlen und Lizenzgebühren zu kämpfen. Sie fragen sich vielleicht, wie diese neue Art der Lizenzierung funktioniert und welchen Nutzen sie Ihnen bringt. Vor allem wollen Sie sicherlich Ihr Budget einhalten und Kosten sparen, wo immer möglich. Das verstehen wir und wir möchten Ihnen dabei helfen!
Wir erklären Ihnen, wie Sie häufige Konfigurationsprobleme lösen können, die dazu führen können, dass mehr Benutzer gezählt werden als nötig, und wie Sie überflüssige oder ungenutzte Konten identifizieren und entfernen können, um Geld zu sparen. Es gibt auch einige Ansätze, die zu unnötigen Ausgaben führen können, z. B. wenn ein Personendokument anstelle eines Mail-Ins für geteilte Mailboxen verwendet wird. Wir zeigen Ihnen solche Fälle und deren Lösungen. Und natürlich erklären wir Ihnen das neue Lizenzmodell.
Nehmen Sie an diesem Webinar teil, bei dem HCL-Ambassador Marc Thomas und Gastredner Franz Walder Ihnen diese neue Welt näherbringen. Es vermittelt Ihnen die Tools und das Know-how, um den Überblick zu bewahren. Sie werden in der Lage sein, Ihre Kosten durch eine optimierte Domino-Konfiguration zu reduzieren und auch in Zukunft gering zu halten.
Diese Themen werden behandelt
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- Verstehen des DLAU-Tools und wie man es am besten nutzt
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