Este documento presenta una unidad didáctica para el área de Biología de 4o de ESO. La unidad propone abordar el estudio de la ciencia desde una perspectiva crítica que cuestione mitos como el progreso científico absoluto o la objetividad del conocimiento. Se busca ampliar la visión tradicional de la ciencia para entenderla como una construcción humana con limitaciones. La unidad utilizará una metodología participativa centrada en el alumno y abordará temas como la historia y sociología de la ciencia
This document discusses the six major shifts in English Language Arts (ELA) standards according to the Common Core, including a focus on more informational texts and building knowledge in various disciplines. It provides resources on determining text complexity and examples of student writing. The objectives are to look at exemplar student work, create an assessment and unit plan based on an exemplar text, and discuss components of an effective unit that aligns to the ELA shifts.
The document outlines the parts of a webinar presentation about bringing the Common Core standards to life. It includes discussion questions for teachers about how national standards will help, the principles behind the Common Core, preparing students by teaching less and learning more, shifts teachers may need to make in their curriculum, the effects of pre-reading activities, and how the Common Core changes mathematics teaching. Teachers are asked to consider overall shifts needed in ELA and math instruction.
The document outlines the parts of a webinar presentation about bringing the Common Core standards to life. It discusses how national standards will help teachers in New York State. It prompts discussion of the principles behind developing the Common Core and how to prepare students by teaching less and learning more. Teachers are asked to reflect on how they are already implementing aspects of the Common Core and what shifts they may need to make in their curriculum. Frontloading activities and their effects on student reading comprehension are also discussed. The document closes by asking about shifts needed in teaching mathematics and overall questions to consider regarding changes in ELA and math standards.
Blogging in the classroom can break down walls and extend discussion time, but teachers should use caution. Blogs benefit students by allowing discussion outside of class, but privacy and inappropriate content must be considered. Overall, blogs can positively engage students if implemented carefully.
Este documento presenta una unidad didáctica para el área de Biología de 4o de ESO. La unidad propone abordar el estudio de la ciencia desde una perspectiva crítica que cuestione mitos como el progreso científico absoluto o la objetividad del conocimiento. Se busca ampliar la visión tradicional de la ciencia para entenderla como una construcción humana con limitaciones. La unidad utilizará una metodología participativa centrada en el alumno y abordará temas como la historia y sociología de la ciencia
This document discusses the six major shifts in English Language Arts (ELA) standards according to the Common Core, including a focus on more informational texts and building knowledge in various disciplines. It provides resources on determining text complexity and examples of student writing. The objectives are to look at exemplar student work, create an assessment and unit plan based on an exemplar text, and discuss components of an effective unit that aligns to the ELA shifts.
The document outlines the parts of a webinar presentation about bringing the Common Core standards to life. It includes discussion questions for teachers about how national standards will help, the principles behind the Common Core, preparing students by teaching less and learning more, shifts teachers may need to make in their curriculum, the effects of pre-reading activities, and how the Common Core changes mathematics teaching. Teachers are asked to consider overall shifts needed in ELA and math instruction.
The document outlines the parts of a webinar presentation about bringing the Common Core standards to life. It discusses how national standards will help teachers in New York State. It prompts discussion of the principles behind developing the Common Core and how to prepare students by teaching less and learning more. Teachers are asked to reflect on how they are already implementing aspects of the Common Core and what shifts they may need to make in their curriculum. Frontloading activities and their effects on student reading comprehension are also discussed. The document closes by asking about shifts needed in teaching mathematics and overall questions to consider regarding changes in ELA and math standards.
Blogging in the classroom can break down walls and extend discussion time, but teachers should use caution. Blogs benefit students by allowing discussion outside of class, but privacy and inappropriate content must be considered. Overall, blogs can positively engage students if implemented carefully.
The document discusses various literary elements used in fiction writing including:
- Setting, which helps set the mood of a story and influences characters
- Characterization, specifically protagonists, antagonists, and foils
- Types of character development and points of view
- Common types of conflicts such as man vs man, nature, society, and self
- Literary devices like foreshadowing, irony, tone, mood, symbolism, and theme
- Stylistic elements including imagery, figurative language, metaphor, simile, alliteration, personification, and onomatopoeia.
This document appears to be questions and answers related to the characters, symbols, quotes, and plot details from the novel "Speak" by Laurie Halse Anderson. There are multiple choice questions ranging from $100 to $500 about characters like Melinda, David Petrakis and Andy Evans. Additional questions cover symbols like the apple and dissecting frogs, important quotes spoken by various characters, and key events in the plot like where Melinda goes after the party and who she tells about the rape at the end. The final question is about how Melinda gets extra credit in biology class.
Denford "Ducky" Golden was born in 1929 in West Virginia. He had five siblings and worked for 32 years for a railroad, eventually transferring to Carey, Ohio in the late 1960s. He served in the US Navy during WWII as a seaman. After his career, he was a member of several veterans and civic organizations in Carey. He loved spending time with family and friends, enjoying activities like croquet and card games. Golden left behind many fond memories of his humor and personality to all who knew him.
The document provides information on several free online resources that can be used to integrate technology in the classroom, including websites for creating slideshows, word clouds, audio comments, comics, and more. Websites like Slideshare, Wordle and Voicethread allow sharing presentations, capturing key points, and collaborating across distances. Pixton and 4Teachers offer tools for creating comics and online lessons, quizzes and projects to engage students and support various subjects.
The document discusses how formative and summative assessments can help students achieve Common Core Learning Standards and soar academically. It notes that assessments should be used periodically to gauge student progress on standards, and that data from assessments can be used to improve curriculum and instruction. The document provides examples of both formative assessments, like classroom activities and feedback, and summative assessments, like end-of-unit exams. It emphasizes that a balanced approach using both assessment types is important for supporting student learning.
This document provides information and resources for mentoring new teachers, including the roles and responsibilities of mentors, effective and ineffective teaching practices, New York State teaching standards, conducting parent-teacher conferences, implementing the Common Core, goal setting, and reflection. It includes discussion of the ABCs of teaching, a self-evaluation of teaching standard proficiencies, and a ticket out the door for setting goals and sharing useful tips for new teachers.
Unit planning should follow the Common Core Learning Standards process which includes:
1. Writing a unit map aligned to the CCLS standards including an assessment.
2. Emailing the unit map and assessment to the curriculum coordinator for review.
3. Teaching the unit and administering the assessment.
4. Analyzing student performance on the assessment and self-reflecting on teaching to improve instruction.
The document discusses computers and digital technology, defining computers and their components. It describes the different types of computers and how they are used in various fields like business, science, engineering, and healthcare. It also covers information systems, networking, and how computers can help people both professionally and personally, while addressing information security and the societal impacts of digital technologies.
Text based questions and academic vocabularyMelissa
This document discusses the importance of using text-based questions and academic vocabulary across all content areas. It emphasizes that teachers should have students reading more informational texts closely and acquiring knowledge directly from the texts using text-based questions. These questions require students to cite evidence from the text to answer questions that can only be answered by a close reading. The document also discusses the three tiers of vocabulary and focuses on tier two words - words that are found across many domains and are important for students to learn. It provides criteria for identifying academic vocabulary words to focus on for each grade level.
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.
In occasione del settecento-cinquantesimo anniversario della nascita del Sommo Poeta fiorentino, per la metà di maggio 2105, sono previste diverse manifestazioni per celebrare la memoria dell’autore della Divina Commedia a Firenze, Roma, Verona, Ravenna. Persino l’astronauta italiana Samantha Cristoforetti, in collegamento dalla sua navicella spaziale, si cimenterà nella lettura di alcune terzine dell’opera dantesca.
Dopo aver letto quei versi, abbandonerà i fogli nello spazio, simboleggiandone, in riferimento a Dante, universale e perpetua memoria. In relazione a questo evento culturale e umanistico di carattere universale, abbiamo posto al professor Giorgio Barberi Squarotti, esimio umanista, già docente di Letteratura Italiana presso l’Università di Torino, alcune domande sulla figura di Dante e la sua opera.
The document discusses various literary elements used in fiction writing including:
- Setting, which helps set the mood of a story and influences characters
- Characterization, specifically protagonists, antagonists, and foils
- Types of character development and points of view
- Common types of conflicts such as man vs man, nature, society, and self
- Literary devices like foreshadowing, irony, tone, mood, symbolism, and theme
- Stylistic elements including imagery, figurative language, metaphor, simile, alliteration, personification, and onomatopoeia.
This document appears to be questions and answers related to the characters, symbols, quotes, and plot details from the novel "Speak" by Laurie Halse Anderson. There are multiple choice questions ranging from $100 to $500 about characters like Melinda, David Petrakis and Andy Evans. Additional questions cover symbols like the apple and dissecting frogs, important quotes spoken by various characters, and key events in the plot like where Melinda goes after the party and who she tells about the rape at the end. The final question is about how Melinda gets extra credit in biology class.
Denford "Ducky" Golden was born in 1929 in West Virginia. He had five siblings and worked for 32 years for a railroad, eventually transferring to Carey, Ohio in the late 1960s. He served in the US Navy during WWII as a seaman. After his career, he was a member of several veterans and civic organizations in Carey. He loved spending time with family and friends, enjoying activities like croquet and card games. Golden left behind many fond memories of his humor and personality to all who knew him.
The document provides information on several free online resources that can be used to integrate technology in the classroom, including websites for creating slideshows, word clouds, audio comments, comics, and more. Websites like Slideshare, Wordle and Voicethread allow sharing presentations, capturing key points, and collaborating across distances. Pixton and 4Teachers offer tools for creating comics and online lessons, quizzes and projects to engage students and support various subjects.
The document discusses how formative and summative assessments can help students achieve Common Core Learning Standards and soar academically. It notes that assessments should be used periodically to gauge student progress on standards, and that data from assessments can be used to improve curriculum and instruction. The document provides examples of both formative assessments, like classroom activities and feedback, and summative assessments, like end-of-unit exams. It emphasizes that a balanced approach using both assessment types is important for supporting student learning.
This document provides information and resources for mentoring new teachers, including the roles and responsibilities of mentors, effective and ineffective teaching practices, New York State teaching standards, conducting parent-teacher conferences, implementing the Common Core, goal setting, and reflection. It includes discussion of the ABCs of teaching, a self-evaluation of teaching standard proficiencies, and a ticket out the door for setting goals and sharing useful tips for new teachers.
Unit planning should follow the Common Core Learning Standards process which includes:
1. Writing a unit map aligned to the CCLS standards including an assessment.
2. Emailing the unit map and assessment to the curriculum coordinator for review.
3. Teaching the unit and administering the assessment.
4. Analyzing student performance on the assessment and self-reflecting on teaching to improve instruction.
The document discusses computers and digital technology, defining computers and their components. It describes the different types of computers and how they are used in various fields like business, science, engineering, and healthcare. It also covers information systems, networking, and how computers can help people both professionally and personally, while addressing information security and the societal impacts of digital technologies.
Text based questions and academic vocabularyMelissa
This document discusses the importance of using text-based questions and academic vocabulary across all content areas. It emphasizes that teachers should have students reading more informational texts closely and acquiring knowledge directly from the texts using text-based questions. These questions require students to cite evidence from the text to answer questions that can only be answered by a close reading. The document also discusses the three tiers of vocabulary and focuses on tier two words - words that are found across many domains and are important for students to learn. It provides criteria for identifying academic vocabulary words to focus on for each grade level.
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.
In occasione del settecento-cinquantesimo anniversario della nascita del Sommo Poeta fiorentino, per la metà di maggio 2105, sono previste diverse manifestazioni per celebrare la memoria dell’autore della Divina Commedia a Firenze, Roma, Verona, Ravenna. Persino l’astronauta italiana Samantha Cristoforetti, in collegamento dalla sua navicella spaziale, si cimenterà nella lettura di alcune terzine dell’opera dantesca.
Dopo aver letto quei versi, abbandonerà i fogli nello spazio, simboleggiandone, in riferimento a Dante, universale e perpetua memoria. In relazione a questo evento culturale e umanistico di carattere universale, abbiamo posto al professor Giorgio Barberi Squarotti, esimio umanista, già docente di Letteratura Italiana presso l’Università di Torino, alcune domande sulla figura di Dante e la sua opera.
Book Three:
Nature and Culture
in Europe - tra i libri HAPPY S.C.I.E.N.C.E. di Massimo Presciutti http://www.massimopresciutti.com/libri.php I libretti non sono certo un catalogo dei prodotti, anche se di questi si parla, ma costituiscono una realizzazione architettonica dove i lavori sono contestualizzati ed in sinergia tra di loro, lavori che provengono da tutte le scuole partner europee coinvolte. Per avere il libro su carta basta partire dalla copertina e stampare fronte retro fino all'ultima coppia di pagine (ricordarsi che il retrocopertina è bianco, così come in effetti risulta scorrendo il libro on line). Occorrono venti fogli A4. Il fascino del libro di carta rimane, ma si richiede ai lettori un po' di tempo per scaricare e stampare, il tempo è denaro e il prezzo del libro è questo - v. articolo su Education 2.0 http://www.educationduepuntozero.it/racconti-ed-esperienze/alla-ricerca-spina-dorsale-fantasia-4015542588.shtml
Presentazione utilizzata da Giancarlo Sciascia nella lezione del 20 settembre 2014 del corso di aggiornamento in Social Media Strategies, organizzato dal Communication Strategies Lab.
1. FORMATO EUROPEO PER
IL CURRICULUM VITAE
INFORMAZIONI PERSONALI
Nome Francesco Forlani
Indirizzo Via Catania 15 Torino 10100
Telefono 338 7428437
Fax
E-mail communistedandy@gmail.com
Nazionalità italiana
Data di nascita 19-02-1967
ESPERIENZA LAVORATIVA
• Date (da – a) Marzo 2010
• Nome e indirizzo del datore di Edizioni Sottovoce., Pavia
lavoro
• Tipo di azienda o settore Edizioni
• Tipo di impiego Direttore editoriale
• Principali mansioni e Direzione collana nuova narrativa italiana e letteratura francese “voices”
responsabilità
ISTRUZIONE E FORMAZIONE
• Date (da – a) 1985-1990
• Nome e tipo di istituto di Università degli studi di Napoli
istruzione o formazione
• Principali materie / abilità Psicologia,scienze sociali, discipline storiche, filosofia teoretica
professionali oggetto dello studio
• Qualifica conseguita Laurea in filosofia
• Livello nella classificazione 110/110 lode
nazionale (se pertinente)
CAPACITÀ E COMPETENZE PERSONALI E ALTRE ESPERIENZE
i.
2006 2009: SET UP S.r.l. - Via Brandizzo, 247 - 10088 VOLPIANO (TO) Creatività-copy- comunicazione eventi
2005-2006 : XX Giochi Olimpici di Torino / Responsabile di progetto Città di Torino - settore comunicazione
1999-2004 : Professore d’italiano e cultura italiana, presso l’ Istituto Italiano di Cultura di Parigi .Animazione di atelier
di scrittura , formazione addetti stampa e organizzazione di conferenze , (Lettres de Naples ; Italo Svevo)
1991-2002 : professore di lingua e cultura italiana presso : ISCA (Institut supérieur du commerce appliqué), Paris ;
EFHT (École française des hôtesses et du tourisme), Paris. presso le grandi imprese e le case di moda (Ungaro, Kenzo,
France Telecom, EDF, Le Ritz, Le Crillon, etc.)
2. PRIMA LINGUA italiano
ALTRE LINGUE
Francese, inglese, spagnolo
• Capacità di lettura Ottima (francese) Buona (inglese e spagnolo)
• Capacità di scrittura ottima
• Capacità di espressione orale ottima
CAPACITÀ E COMPETENZE RELAZIONALI Dal 2010: collabora alla rivista Reportage e Alfabeta2
Vivere e lavorare con altre Dal 2005:Redattore del sito letterario Nazione Indiana
persone, in ambiente collabora alla rivista americana News from the Republic of Letters,
multiculturale, occupando posti Dal 2003 : creazione e direzione artistica della rivista letteraria Sud, Edizioni
in cui la comunicazione è lavieri, Napoli. numero 5 novembre 2004. Tra gli autori pubblicati: Milan
importante e in situazioni in cui Kundera, Fernando Arrabal, Altan, Erri de Luca, Andrea Camilleri, François
è essenziale lavorare in squadra Taillandier, Michel Déon, Béatrice Commengé, Ernest Pignon-Ernest.
(ad es. cultura e sport), ecc. Dal 1999 : collabora alla rivista fondata da Milan Kundera, L’Atelier du roman,
éditions Flammarion, Paris.
1993-1999 : creazione e direzione artistica della rivista letteraria Paso Doble,
Paris.
1993-1996 : redattore della rivista Baldus, Edimedia, Treviso.
CAPACITÀ E COMPETENZE Esperienza maturata nel corso degli anni di lavoro in equipe sia nella realizzazione dei
ORGANIZZATIVE progetti che nella gestione delle risorse umane come team leader.
Ad es. coordinamento e
amministrazione di persone,
progetti, bilanci; sul posto di
lavoro, in attività di volontariato
(ad es. cultura e sport), a casa,
ecc.
CAPACITÀ E COMPETENZE TECNICHE Esperienza di web, video art, utilizzo programmi impaginazione (in.design,
Con computer, attrezzature illustrator,Photoshop, Power Point,word)
specifiche, macchinari, ecc.
CAPACITÀ E COMPETENZE ARTISTICHE
Musica, scrittura, disegno ecc. Opere pubblicate
Autoreverse, Ancora del mediterraneo (Finalista premi
John Fante. Libro dell’anno Fahrenheit)
Manhattan ezperiment 2010, Blu di Prussia 2009,
Manifesto del comunismo dandy 2008 ed. La Camera Verde
Métromorphoses (romanzo), éditions Nicolas Philippe, Paris, 2002.
Shaker, E-book,
Posti a sedere per la primavera (romanzo), éditions le Pleiadi, Naples, 1990.
Dove finisce il mare (poesie), éditions Il Delfino, Naples, 1989.
La giostra (racconti), edizioni Ripostes, Salerne
Partecipazione a opere collettive:
Era l'anno dei mondiali, Rizzoli Corriere della sera
Dizionario affettivo degli scrittori, Fandango
Saggio, The real thing in atti del SIR (Università di Trento)
Finzione e documento del romanzo (ottobre 2008)
I persecutori, ed Transeuropa
Sacrées vieilles pierres ! Recueil de nouvelles, éditions L'Ecailler du
3. Sud
Il racconto napoletano, ed.Oedipus, Salern
7, peccati capitali. libro d’arte Editions Montpellier
Doni di-versi in rete Edizioni d’If, Napoli, 2003,
Poros, edizioni Marco Valerio, Torino, 2002.
Limina Coralia , Le Pleiadi, Napoli, 1992.
Traduzioni
Microfictions, Regis Jauffret, Sottovoce, 2011
L'Insegnamento dell’ignoranza de Jean-Claude Michéa, Metauro Edizioni,
Pesaro, 2004
Traduzioni dal francese in Italiano per la rivista Sud, CSA, Ed.Nicolas
Philippe
ALTRE CAPACITÀ E COMPETENZE Conduzione trasmissioni radiofoniche, moderatore dibattiti, presentazione libri, eventi,
Competenze non Attualmente conduttore insieme a Marco Fedele del programma radiofonico, Cocina
precedentemente indicate. Clandestina (Radio Veronica) fa parte della nazionale scrittori Osvaldo Soriano
Football Club
PATENTE O PATENTI Senza patente di guida
ULTERIORI INFORMAZIONI
ALLEGATI
Il sottoscritto è a conoscenza che, ai sensi dell’art. 26 della legge 15/68, le
dichiarazioni mendaci, la falsità negli atti e l’uso di atti falsi sono puniti ai sensi del
codice penale e delle leggi speciali. Inoltre, il sottoscritto autorizza al trattamento dei
dati personali, secondo quanto previsto dalla Legge 675/96 del 31 dicembre 1996.
Città , data
NOME E COGNOME (FIRMA)
__________________________________________