Day 2
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The teacher's objectives for the day were to discuss the Edmodo communication platform and permission forms, consider how to use the classroom bulletin boards, finish and present group posters, and identify important classroom rules. Students would also reflect on why rules and expectations are important both in school and outside of it, as well as their own responsibilities as class members.
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Day 1
The document outlines the objectives for an 8th grade English class, which are to develop a group name, learn the units and topics covered in 8th grade English, become familiar with class policies, and begin exploring expectations and rules. Students will also get into groups, come up with a team name based on something they have in common, and write it in their agenda books.
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Ms. Marshall-Krauss' English class focused on grammar on August 29, 2012. Students created a web with the words "English Class" in the middle and their ideas about what English class means to them. They then previewed the text features of their Grammar and Composition Handbook by completing a worksheet in groups. Students also wrote topics they knew and didn't know from the book on post-its to place under the correct headings on the board. As an exit ticket, students defined sentence, sentence fragment, subject, and predicate without looking in the book.
End of the year grammar review
The document reviews grammar concepts like parts of speech, identifying subjects and verbs, types of sentences, modifiers, pronouns and antecedents, and active and passive voice. Students are instructed to identify examples of these concepts and revise sentences to improve clarity.
Day 1
Ms. Marshall welcomed the 8th grade English class and had students get into groups based on characters or people attached to their pencils. The objectives for the first day were to develop a group name, learn about the units that would be covered, understand class policies, and explore expectations. Students then reviewed the syllabus which outlined the units on literary forms, tragic drama, and speeches. It also covered the grading policy and missing work policy. To end the day, students reflected on whether the objectives were met using smiley faces.
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Day 1
The document outlines the objectives for an 8th grade English class, which are to develop a group name, learn the units and topics covered in 8th grade English, become familiar with class policies, and begin exploring expectations and rules. Students will also get into groups, come up with a team name based on something they have in common, and write it in their agenda books.
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Ms. Marshall-Krauss' English class focused on grammar on August 29, 2012. Students created a web with the words "English Class" in the middle and their ideas about what English class means to them. They then previewed the text features of their Grammar and Composition Handbook by completing a worksheet in groups. Students also wrote topics they knew and didn't know from the book on post-its to place under the correct headings on the board. As an exit ticket, students defined sentence, sentence fragment, subject, and predicate without looking in the book.
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The document reviews grammar concepts like parts of speech, identifying subjects and verbs, types of sentences, modifiers, pronouns and antecedents, and active and passive voice. Students are instructed to identify examples of these concepts and revise sentences to improve clarity.
Day 1
Ms. Marshall welcomed the 8th grade English class and had students get into groups based on characters or people attached to their pencils. The objectives for the first day were to develop a group name, learn about the units that would be covered, understand class policies, and explore expectations. Students then reviewed the syllabus which outlined the units on literary forms, tragic drama, and speeches. It also covered the grading policy and missing work policy. To end the day, students reflected on whether the objectives were met using smiley faces.
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Review of subjects, verbs, compound subjects and compound verbs, compound, complex and simple sentences, misplaced modifiers, prepositional phrases as modifiers, and pronouns and antecedents. By Ms. Dymek at HCMS.
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This document provides context and instructions for analyzing Act 3 scenes 2-3 of Romeo and Juliet. It defines key literary devices used in the scenes, including soliloquy, blank verse, imagery, and oxymoron. Students are asked to find and analyze examples of these devices in the scenes. They are then tasked with rewriting definitions, citing examples from the text, and reflecting on the effectiveness and purpose of the devices. For homework, students must write their own soliloquy about night using blank verse, imagery, and oxymoron.
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- An overview of the day's agenda covering introductions, syllabus review, curriculum designs, learning styles, and assigned reading.
- Essential questions for the session related to course expectations, how instruction fits into the program, using learning styles, and integrating curriculum designs.
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1) An agenda for the session that involves forming groups, discussing student work samples, doing mental math problems, reading a chapter, and analyzing a video.
2) Background information on DMI, which is designed to help teachers examine student math thinking and evaluate curriculum.
3) The overall goals of DMI, which are for teachers to learn about themselves and students as mathematical thinkers and engage in mathematical discourse.
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Workshop 1: Brainstorming + Affinity Diagramming = Goals
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The document provides guidance and objectives for students to analyze William Shakespeare's play Romeo and Juliet. It includes instructions for students to paraphrase passages from Act 1 of the play in modern English, define puns, summarize sections of Act 1 Scene 1, and discuss the importance of the opening scene. Students are divided into groups to summarize and act out different parts of the scene. The objectives aim to help students understand themes in the play and analyze literary devices like puns through class discussion and exercises paraphrasing and summarizing the text.
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The document provides guidance and objectives for students to analyze William Shakespeare's play Romeo and Juliet. It includes instructions for students to paraphrase passages from Act 1 into modern English, define puns, summarize sections of Act 1 Scene 1, and discuss the importance of the opening scene. Students are divided into groups to summarize and act out different parts of the scene. The objectives aim to help students understand themes and language in the play through activities like translation and discussion.
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The document provides instructions for students on defining and identifying foil characters in Romeo and Juliet. It includes definitions of foil characters and examples of character traits for students to create their own foil characters. Students are then asked to read Act 1 Scene 5 and identify foil pairs in Romeo and Juliet, and provide their personal response to the characters' meeting.
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Ms. Marshall-Krauss' 8th grade English class will analyze Act II Scenes i-ii of Romeo and Juliet. They will discuss the courting customs of Elizabethan England and answer questions about literary devices and themes. Students will look for compliments in the reading that could be from a handbook on wooing and note any modern equivalents, debating whether such texts are useful or harmful for young people today. The class will also complete a study guide with questions 1 through 3.
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The document provides instructions and context for analyzing William Shakespeare's play Romeo and Juliet. It includes the Act 1 prologue translated to modern English. The summary discusses having students analyze themes in the play, read and paraphrase the prologue, and define puns used in Act 1 Scene 1. Students are asked questions about what is happening in the scene and who the characters are to demonstrate their understanding.
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Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
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www.StokeNewingtonHistory.com
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The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
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The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
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Day 2
- 1. Ms. Marshall-Krauss Day 2 August 28, 2012
- 2. Warm Up In your groups, share your jokes. Pick one to share with the class.
- 3. Today’s objectives are to discuss Edmodo and review permission forms to discuss class room bulletin boards to finish group posters and share with the class to identify and reflect on important rules
- 4. Edmodo Our classroom communication
- 5. Bulletin Boards What do you notice about the bulletin boards? Think about what to do with them.
- 7. 1 August 28, 2012 Class expectations Be nice and polite Be prepared and honest Try Finish your posters as a group. Add illustration if you have time. Your group rules
- 8. 1 Reflection Why do you think understanding the rules and expectations is important? How does this apply to situations outside of school? What are your personal responsibilities as a member of the class?