Edu 639 week 1 assignment diary entry of a diverse student (ash course)
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A daybook is used in a Language Arts class to record class notes, activities, personal thoughts and writing progress throughout the year. It can take various forms like a spiral notebook or composition book. Students are encouraged to decorate their daybook to reflect their personality. Assignments completed in the daybook will be graded. The daybook will be used regularly in class and is an important part of tracking a student's work and development as a writer. Students should number the pages, leave the first few pages blank for a table of contents, and bring supplies like glue, markers and decorations to personalize their daybook.
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This document provides information and guidelines for an English course, including the following:
- A calendar for the course with dates marked for reading, listening, speaking and writing activities. Students will evaluate their own skills and receive a final grade based on self and teacher evaluation.
- Guidelines for oral presentations where students will choose a topic, research it, write a one page summary and present to the class either live, as a video, or audio recording. Suggested topics relate to English speaking countries.
- Reminders about general classroom policies regarding phone use, eating, restrooms and punctuality. Students are asked if they have any questions.
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http://finishedexams.com/homework_text.php?cat=4552
Immediate access to solutions for ENTIRE COURSES, FINAL EXAMS and HOMEWORKS “RATED A+" - Without Registration!
Recommended
Language Arts Daybook
A daybook is used in a Language Arts class to record class notes, activities, personal thoughts and writing progress throughout the year. It can take various forms like a spiral notebook or composition book. Students are encouraged to decorate their daybook to reflect their personality. Assignments completed in the daybook will be graded. The daybook will be used regularly in class and is an important part of tracking a student's work and development as a writer. Students should number the pages, leave the first few pages blank for a table of contents, and bring supplies like glue, markers and decorations to personalize their daybook.
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This document outlines the weekly lesson plan for an English Second Level class' first unit focusing on nature. It includes icebreaker activities to integrate the class on Monday, lessons on simple past and irregular verbs on Tuesday through games and writing exercises, a focus on past progressive verbs on Wednesday through sentence and paragraph writing, a reading comprehension activity on Thursday, and having students write a report on the natural environment to hand in on Friday.
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This document contains the weekly lesson plan for an English Second Level class. The plan outlines the following activities for each day from Monday to Friday: listening comprehension exercises on Monday, vocabulary building on Tuesday, a writing and speaking activity about student vacations on Wednesday, reading comprehension of a passage about caves on Thursday, and a reading and grammar lesson on phrasal verbs that includes watching a video on the topic.
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http://finishedexams.com/homework_text.php?cat=4552
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1) There are two types of summative assessments: those that assess rote knowledge skills and those that assess higher-level thinking skills.
2) Both types of summative assessments are important and have valid uses - rote knowledge assessments evaluate basic learning while higher-level assessments evaluate skills like analysis and problem-solving.
3) High stakes testing to assess rote knowledge on a national scale is controversial, as some argue it leads to teaching to the test without increasing actual learning, while others believe it provides accountability.
Edu 645 week 6 dq 1 standardized testing (ash course)
http://finishedexams.com/homework_text.php?cat=4656
Immediate access to solutions for ENTIRE COURSES, FINAL EXAMS and HOMEWORKS “RATED A+" - Without Registration!
Edu 645 week 6 final paper (ash course)
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Edu 623 week 3 lesson plan critique (ash course)
http://finishedexams.com/homework_text.php?cat=4593
Immediate access to solutions for ENTIRE COURSES, FINAL EXAMS and HOMEWORKS “RATED A+" - Without Registration!
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This course syllabus outlines an English 102 college writing course that will focus on perspectives and the question "Why Write?". Over the semester, students will write essays exploring their own perspectives and those of others. Major assignments include a reflective essay, an apology essay comparing perspectives on a conflict, an annotated bibliography, and a research paper analyzing changes in perspectives on a social movement. Students will also create a final project presenting their research. The course emphasizes discussion, considers various viewpoints, and aims to help students improve their writing and critical thinking skills. It covers expectations for attendance, participation, assignments, grading, plagiarism, and provides contact information for the instructor and their office hours.
EDU203 - Literacy and LanguageName __________________________
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Name __________________________________
Early Childhood Literacy 5 Day Lesson Plan
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This assignment will serve as the final project in EDU203. You will pull together what you have learned in the course and develop a 1 week (5 day) early childhood (Prek-3rd Grade) literacy lesson plan. You may use any of the assignments you created in this class. Please review the expectations for this assignment below.
STANDARDS
Review your state’s early childhood literacy standards & Common Core State Standards (K-3) —-> select one set of standards, not both
Choose one or two standards to focus your lessons
FOR EACH OF THE 5 DAYS
OBJECTIVES
What do you want the children to learn (not what do you want to teach)?
What will the children be able to do as a result of the lesson?
Align your objectives to the standards you selected
Remember, you must be able to evaluate (assessments) whether or not your students have met the objectives.
1-2 objectives is fine
MATERIALS
List all of the materials necessary for the lessons
Books and media sources must have citations (use APA for this assignment)
INTRODUCTION (also known as the Anticipatory Set)
Connect to previous knowledge
Motivate children to participate
Hands-on
Multi-sensory
PROCEDURES
Main portion of your lesson
Step-by-step instructions for what your teacher and students will do during the lesson
Be sure your procedures and objectives align
Consider classroom management (whole group, small group, centers, transitions, seating)
GUIDED or INDEPENDENT PRACTICE
How do your students apply or practice what they have just learned?
Independent work, seatwork, centers (descriptions/samples required)
CHECK FOR UNDERSTANDING
How will you know your objectives have been met?
Reword your objectives as questions
Provide methods of assessment
Have specific, measurable goals that tie into your objectives.
Please review the provided sample lesson plan for an idea of what is expected.
Formatting
Times New Roman or Arial font, size 12
Submitted as a WORD document
Your name and course number must be placed in the top right-hand corner, along with the date of submission
Be mindful of grammar and mechanics
Books and other resources used must be cited in-text in APA format (http://www.citationmachine.net/apa)
Please save your file as, “EDU203-EarlyEdLiteracyLessonPlan” when you submit the assignment to your portfolio and to Canvas.
This assignment will be submitted on the learning management system (LMS) as well as uploaded to your digital portfolio (Folio). For more information on how to create or upload documents to your digital portfolio, please view the Folio module on the main page of the course website.
Please note that you may not submit a lesson plan that you have submitted in a prior course or that you have downloaded from the Internet. You will receive a failing grade for this assignment if this occurs. You must submit an original plan for this caps ...
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Immediate access to solutions for ENTIRE COURSES, FINAL EXAMS and HOMEWORKS “RATED A+" - Without Registration!
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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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Li (Jerry) Xie Dimensions of Diversity_ Capstone Project.pptx
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This course syllabus outlines an English 102 college writing course that will focus on perspectives and the question "Why Write?". Over the semester, students will write essays exploring their own perspectives and those of others. Major assignments include a reflective essay, an apology essay comparing perspectives on a conflict, an annotated bibliography, and a research paper analyzing changes in perspectives on a social movement. Students will also create a final project presenting their research. The course emphasizes discussion, considers various viewpoints, and aims to help students improve their writing and critical thinking skills. It covers expectations for attendance, participation, assignments, grading, plagiarism, and provides contact information for the instructor and their office hours.
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This assignment will serve as the final project in EDU203. You will pull together what you have learned in the course and develop a 1 week (5 day) early childhood (Prek-3rd Grade) literacy lesson plan. You may use any of the assignments you created in this class. Please review the expectations for this assignment below.
STANDARDS
Review your state’s early childhood literacy standards & Common Core State Standards (K-3) —-> select one set of standards, not both
Choose one or two standards to focus your lessons
FOR EACH OF THE 5 DAYS
OBJECTIVES
What do you want the children to learn (not what do you want to teach)?
What will the children be able to do as a result of the lesson?
Align your objectives to the standards you selected
Remember, you must be able to evaluate (assessments) whether or not your students have met the objectives.
1-2 objectives is fine
MATERIALS
List all of the materials necessary for the lessons
Books and media sources must have citations (use APA for this assignment)
INTRODUCTION (also known as the Anticipatory Set)
Connect to previous knowledge
Motivate children to participate
Hands-on
Multi-sensory
PROCEDURES
Main portion of your lesson
Step-by-step instructions for what your teacher and students will do during the lesson
Be sure your procedures and objectives align
Consider classroom management (whole group, small group, centers, transitions, seating)
GUIDED or INDEPENDENT PRACTICE
How do your students apply or practice what they have just learned?
Independent work, seatwork, centers (descriptions/samples required)
CHECK FOR UNDERSTANDING
How will you know your objectives have been met?
Reword your objectives as questions
Provide methods of assessment
Have specific, measurable goals that tie into your objectives.
Please review the provided sample lesson plan for an idea of what is expected.
Formatting
Times New Roman or Arial font, size 12
Submitted as a WORD document
Your name and course number must be placed in the top right-hand corner, along with the date of submission
Be mindful of grammar and mechanics
Books and other resources used must be cited in-text in APA format (http://www.citationmachine.net/apa)
Please save your file as, “EDU203-EarlyEdLiteracyLessonPlan” when you submit the assignment to your portfolio and to Canvas.
This assignment will be submitted on the learning management system (LMS) as well as uploaded to your digital portfolio (Folio). For more information on how to create or upload documents to your digital portfolio, please view the Folio module on the main page of the course website.
Please note that you may not submit a lesson plan that you have submitted in a prior course or that you have downloaded from the Internet. You will receive a failing grade for this assignment if this occurs. You must submit an original plan for this caps ...
Googled Vocabulary Resource Guide Review
This document provides strategies for teaching vocabulary words in content areas. It recommends teaching 8-10 new words per week across all subject areas. Words should be important for understanding concepts, useful for repeated use, or difficult with multiple meanings. Words are categorized into tiers: Tier 1 requires no instruction, Tier 2 are more sophisticated words, and Tier 3 are content-specific. Strategies include explicit instruction of words, multiple exposures through various activities, and using structural analysis of prefixes, roots and suffixes.
Google Guided Vocabulary Review File Resource
This document provides strategies for teaching vocabulary in content areas. It recommends teaching 8-10 new words per week across subjects. Words should be important, useful, or difficult. It describes three tiers of words and strategies like explicit instruction, multiple exposures, review, and independent activities. Structural analysis of prefixes, roots, and suffixes can help determine word meanings.
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The document provides guidance and scaffolding for students to write essays for the California High School Exit Exam (CAHSEE). It includes sample writing prompts, outlines the scoring rubric, provides vocabulary definitions, and offers a step-by-step process to scaffold the writing task into more manageable chunks. Sample student responses are also included to demonstrate proficiency.
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Immediate access to solutions for ENTIRE COURSES, FINAL EXAMS and HOMEWORKS “RATED A+" - Without Registration!
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The document discusses strategies for teaching English language learners, referencing theories like Krashen's comprehensible input hypothesis. It proposes teaching language through content by providing scaffolded instruction and language objectives. Examples are given for teaching vocabulary through preview, explanation, and review in a reading class while integrating traditional Chinese learning strategies.
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.
Seys 560 methods of teaching english in middle and high school (queens col...
This document provides information about an English education methods course titled "Teaching English in Diverse Sociocultural Contexts" including the course description, goals, required texts, assignments, and assessments. The course aims to explore principles of teaching, learning, assessment and community in English language arts. Students will design instructional lessons and units, and consider the role of standards and assessments in the curriculum. Key assignments include a teaching journal, formal paper, individual lesson plans, a group unit assignment, and presentations. The course emphasizes modeling critical and transformative teaching practices through discussion and activities.
Li (Jerry) Xie Dimensions of Diversity_ Capstone Project.pptx
The document discusses a capstone project for a course on dimensions of diversity. It includes an instructional portfolio and reflection on concepts learned, with the goal of demonstrating mastery of course goals related to teaching English language learners, including understanding policies and cultures impacting ELL education and implementing research-based strategies.
Syllabus redesign presentation
This document provides guidance on redesigning course syllabi to make them more engaging for students. The traditional black and white text-heavy syllabus is described as intimidating and unengaging for students. Recommendations are given to incorporate color, images, and technology to create a more visually appealing and informative syllabus. Specific suggestions include using Word and PDF to design multi-page syllabi that cover course descriptions, objectives, assignments, grades, policies, and resources on separate pages with headings and text boxes. The redesigned syllabus should be personalized, interactive, and engage students in the course material from the first page. Proper syllabus design is described as taking significant time but providing benefits to student understanding and experience.
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This lesson plan introduces 7th grade students to new book titles and resources for finding books on their own, such as book trailers, author websites, and blogs. The lesson aims to remind students of different book genres and provide new tools for independent book searches. During a 20-minute session, the teacher will get students' attention with a discussion on book selection, then demonstrate various online resources through a projector. While there is no in-class practice, students are invited to apply what they learned on their own time. The lesson appeals to visual and interpersonal learners and assesses understanding through pre- and post-lesson polling.
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This daily lesson plan is for a 10th grade English Language Arts class. The lesson focuses on analyzing characters from the novel "In Cold Blood" by Truman Capote. Students will work in groups to create character profiles of major characters from the first 50 pages of the novel. They will then present their profiles to the class. For homework, students will continue journaling about their reading and will begin working on a body biography mini-project about one of the characters. Formative and summative assessments include the character profiles, journals, and body biography project. The lesson aims to help students understand the characters and vocabulary through class discussion, group work, and independent assignments.
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Mule event processing models | MuleSoft Mysore Meetup #47
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Event Link:- https://meetups.mulesoft.com/events/details/mulesoft-mysore-presents-mule-event-processing-models/
Agenda
● What is event processing in MuleSoft?
● Types of event processing models in Mule 4
● Distinction between the reactive, parallel, blocking & non-blocking processing
For Upcoming Meetups Join Mysore Meetup Group - https://meetups.mulesoft.com/mysore/YouTube:- youtube.com/@mulesoftmysore
Mysore WhatsApp group:- https://chat.whatsapp.com/EhqtHtCC75vCAX7gaO842N
Speaker:-
Shivani Yasaswi - https://www.linkedin.com/in/shivaniyasaswi/
Organizers:-
Shubham Chaurasia - https://www.linkedin.com/in/shubhamchaurasia1/
Giridhar Meka - https://www.linkedin.com/in/giridharmeka
Priya Shaw - https://www.linkedin.com/in/priya-shaw
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Walmart Business + (https://business.walmart.com/plus) is a new shopping experience for nonprofits, schools, and local business customers that connects an exclusive online shopping experience to stores. Benefits include free delivery and shipping, a 'Spend Analytics” feature, special discounts, deals and tax-exempt shopping.
Special TechSoup offer for a free 180 days membership, and up to $150 in discounts on eligible orders.
Spark Good (walmart.com/sparkgood) is a charitable platform that enables nonprofits to receive donations directly from customers and associates.
Answers about how you can do more with Walmart!"
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