E-journals
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The document outlines a lesson plan for teaching students character words by having them identify their zodiac signs and the personality traits associated with their signs. It involves students determining which traits apply to themselves, sharing with peers about their signs, and collaborating in groups to choose words to describe people. The goal is for students to better understand and remember character words by relating them to their astrological signs and personalities.
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This math test taking checklist provides students with steps to follow when taking a math test, including reading directions and questions carefully, determining what the question is asking, selecting a problem-solving strategy, showing all work, checking answers, and choosing the best answer for multiple choice or writing a complete response for other questions. The checklist aims to help students successfully complete math test problems by following an organized process.
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The document outlines an English lesson plan that includes:
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Today's English lesson will:
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The document outlines an English lesson plan that includes:
1) Reviewing the previous class and learning the alphabet for spelling.
2) Exercising spelling skills using the alphabet.
3) Practicing checking into a hotel by role playing a receptionist and guest.
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This document provides an overview and lesson plan for an English class focusing on possessive adjectives. The objectives are to:
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Today's class will review material from the previous lesson, introduce new vocabulary for countries and numbers from 21-100, practice asking and answering questions using country vocabulary, and review forming negatives and questions with the verb "to be". Students will participate in an introductory name game, learn grammar for "to be" in its negative and question forms, and work on exercises using their new vocabulary and grammar.
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The document outlines the objectives for an English language class, which are to review material from the previous class, learn classroom vocabulary, learn the alphabet through spelling, and use possessive adjectives in questions and answers. It then provides examples of using subject pronouns versus possessive adjectives by showing how the pronouns are followed by verbs while the adjectives are followed by nouns to indicate ownership.
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This document discusses noun clauses and provides examples of their use in sentences. It explains that a noun clause can take the place of a noun and is formed with a wh-word, subject, and verb. Noun clauses are used in different parts of a sentence, including as the subject, object, or after a preposition. Examples are given demonstrating noun clauses in each of these sentence positions. The document aims to explain what a noun clause is and how it can be structured and used within a sentence.
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The document is a lesson plan that:
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2. Covers nationalities and languages, asking and answering questions about countries and nationalities.
3. Reviews how to form wh- and how questions using "be" and provides grammar examples.
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This document outlines an agenda for a class that includes a vocabulary test, an activity using persuasive dialogue to explain and describe topics, and a content-based quiz. For the dialogue activity, students will be assigned positions and work in groups to develop arguments to present to the class. The winning teams will receive participation points. The homework includes continuing reading for the class and posting dialogues and discussion questions online.
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Teacher version for the lesson: Are you Coming or Going?
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This document introduces electronic journals and how to locate them using the library's resources. It provides an overview of the types of e-journals available, such as those purchased from publishers or available through databases. Statistics on the library's e-journal holdings are given, and the various methods for finding e-journals through the library website, catalog, or by linking from databases are demonstrated with examples. The advantages and disadvantages of e-journals compared to print are also briefly discussed.
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- Advantages include wider dissemination, access from anywhere, and the ability to access archives. Disadvantages include technical barriers and high acquisition costs.
- E-journals can be accessed through individual journal subscriptions, journal databases that aggregate titles, pay-per-view options on publisher sites, or open access models without fees like institutional repositories.
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There has been a growing importance of e-journals over the past 10 years or so, with a number of studies indicating that researchers welcome the enhanced and easy access. However relatively few studies have attempted to understand how e-journal usage affects researcher behaviour and how this impacts on research quality and productivity. http://www.rin.ac.uk/our-work/communicating-and-disseminating-research/e-journals-their-use-value-and-impact
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Constructing A Case StudyUse many specific examples from your no.docx
Constructing A Case Study
Use many specific examples from your notes indicating your subject's behaviors and developmental level in various areas. Remember, it is extremely important that the conclusions you draw in this paper be richly supported by your observations. And because of the Pandemic, these observations can be those of the Parent or Guardian that you interview.
Your case study will follow an outline form
.
You will copy every number, letter, and underlined topic onto your paper, followed by your own material. (Double space between the six major categories. Single space the information within that topic.)
EACH SECTION HAS SEVERAL TOPICS AND QUESTIONS LISTED. YOU SHOULD INCLUDE ALL OF THEM.
Give specific examples and details of what you saw and heard your subject do and say that let you know about his/her developmental level, skills, personality, etc. If you were unable to observe certain behaviors or skills during your observation hours, indicate this on that item. Most areas will be easily observed during this time.
USE ONLY THE MADE UP FIRST NAME OF YOUR SUBJECT & OTHER PEOPLE IN YOUR PAPER.
Do not include real names.
USE COLLEGE-QUALITY WRITING SKILLS.
Use complete sentences, proper grammar, spelling, and punctuation. Proofread your work for typographical and spelling errors. Use a dictionary. Use Spell Check and Grammar Check if using a word processor. Poorly-written papers are more difficult to grade than well-written papers.
UP TO 10 POINTS WILL BE DEDUCTED FOR THESE ERRORS.
Note: You need to copy/print the following outline for guidance. You can highlight and copy the outline, then paste it in a word processing document.
OUTLINE OF YOUR CASE STUDY
GENERAL INFORMATION ABOUT THE CHILD
A.
Demographic information
:
Give information about your subject. Identify subject's gender, age, race/ethnicity (actual or presumed), and socio-economic situation if known or can be accurately presumed. Share any information regarding developmental milestones (sitting, crawling, walking, and speaking) that you are aware of. Also include unusual information noted by the family, teacher, staff etc. (health problem, etc.). Look for items that may explain your subject's behavior, reinforce what you've seen, or contradict what you've noticed. The subject may act one way at home, another way at school or may be growing out of a stage, maturing, developing, or changing.
B.
Physical description:
Give a complete physical description of the subject. Discuss height and body build in comparison to other people the same age, hair color and style, and any other distinguishing features. Mention if there is any knowledge of physical issues and whether the subject receives any physical or occupational therapies.
C.
Cognitive & Language description:
describe any cognitive observations or information received, such as if the subject receives special education services, is below, at, or above grade/age level in various subjects, in.
Strategies for reading instruction
This document discusses various strategies for reading instruction including graphic organizers, vocabulary building, journals, KWL charts, and the SQ3R reading method. Graphic organizers like story pyramids, Venn diagrams, and cause-and-effect diagrams can help structure information from stories. Building vocabulary through activities like word unscrambling, analogies, and understanding prefixes and roots is also discussed. Keeping journals allows students to reflect on stories and assess their progress. The KWL chart organizes what students already know, want to learn, and learned about a topic. Finally, the SQ3R reading method involves surveying, questioning, reading, reciting and reviewing content.
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1) The document outlines an English curriculum for 7th grade students with an A1.1 level of proficiency according to the Common European Framework.
2) It is divided into units focusing on different themes like introductions, daily life, and family. Each unit spans several weeks and includes language learning goals and assessments.
3) The goals focus on skills like understanding greetings, asking and answering basic questions, describing schedules and routines, and writing simple sentences. Vocabulary, grammar, and pronunciation are also addressed.
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Categorization is a natural thinking skill. Our brains categorize and map everything we learn, so why not use this in teaching? The presentation will explain how to work with the categories from the earliest stages of learning and how to develop speaking and thinking skills using categories. You will learn effective ways of teaching to ask questions, describing and comparing objects.
Your Name_____________________English II Research Paper Se.docx
Your Name_____________________
English II Research Paper Self-Edit
1. In RED ink, circle any 1st or 2nd person pronouns, unless they are from textual support (direct quote).
2. Highlight in PINK the thesis sentence. Is the thesis sentence the last one in the introduction?
3. Highlight in GREEN each topic sentence. Does each topic sentence contain a point that reflects back to the thesis sentence?
4. Is there more commentary than support? (4:1)
5. Is the textual evidence directly related to the motif?
6. Check verbs.
Are they active and vivid?
Yes
No
Write passive or weak verbs next to any verbs that are not active.
7. Are there specific details in each paragraph?
Yes
No
Did you elaborate (give commentary) for each detail?
Yes
No
If not, write add details and commentary where needed.
8. Did you use transitions phrases/sentences between paragraphs?
Yes
No
Write “add transitional words” or “ideas” where needed.
9. Do you have a variety of sentence types (complex, simple, compound)?
Yes
No
10. Conclusion—Does it address the purpose of writing the paper?
Yes
No
Last name 3
First Last Name
Ms. Harding
English II
30 April 2018
Research Paper Outline Template
I. Background information/context:
Example: Survival instincts are inherent in everyone. The pinning question is under what circumstances will humans allow these instincts to override their morals? William Golding explores the theme of savagery versus civilization through motifs like the conch and fire in his 1954 novel Lord of the Flies.
_________________________________________________________________
__________________________________________________________________
__________________________________________________________________
a. Thesis statement: Statement over topics you will cover.
Example: Golding’s characters in Lord of the Flies, possess recognizable traits of human nature. Piggy represents the intellect and authoritative structure; he also signifies the motif of rationalism.
_________________________________________________________________
__________________________________________________________________
__________________________________________________________________
II. Body Paragraph 1: Character Analysis: Evaluate the character’s traits,their role in the story, and the conflicts they experience. When analyzing, think critically, pose questions, and draw conclusions about the character using those three guiding topics.
_________________________________________________________________
_________________________________________________________________
__________________________________________________________________
b. Evidence:
_________________________________________________________________
__________________________________________________________________
c. How does evidence tie to the topic/concluding thoughts:
_________________________________________________________________
_______________________________ ...
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Learning strategy
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- 1. Teaching Character Words by Using Zodiac Signs Mei-hsiu Lai laimichelle2006 (at)dlit.edu.tw De Lin Institute of Technology (Tucheng, Taiwan)
- 2. Introduction Teaching character words is always a challenging task for teachers because these words are abstract; that is, they exist in our thoughts or ideas but do not have a physical or practical existence. It is not fun or wise for teachers to present students with a long list of character words and ask them to memorize them and wait for a quiz. Diligent students do take a lot of time and efforts to put them into their memory but forget them in a really short time. Working with prepared activities provides students with very good opportunities to expand their knowledge of character words and meanings
- 3. Step 1. Prepare a handout of Zodiac-sign descriptions like the following. Step 2. Find out which sign of the zodiac students were born under. Step 3. Do you agree or do you disagree with these personality description words? Step 4. Share with Peers (1)
- 4. Step 5. Share with Peers (2) Step 6. Share with Peers (3) Step 7. Collaboration Task (1) Step 8. Collaboration Task (2) Step 9. Follow–up Homework: Personality Profile
- 5. Teaching Character Words by Using Zodiac Signs Mei-hsiu Lai Unit: Myself Topic: Personality Tralts Sub topic: Personality Characteristics Mattayomsuksa 1
- 10. Structure Personal Adjective Subject + verb to be + adjective
- 11. An adjective is a word which qualifies a noun, that is, shows or points out some distinguishing mark or feature of the noun. Glancing at the following list of personality adjectives clarifies the meaning and function of other Descriptive adjectives can be divided into different categories such as colors, sizes, sound, taste, touch, shapes, qualities, time, ages and also personality adjectives.
- 12. For example Subject adjective I am dependable. verb to be
- 13. Subject They are generous. adjective verb to be
- 14. Subject verb to be He is creative. adjective Subject She is curious. adjective verb to be
- 16. Character Words Step 1 Find out which sign of the zodiac you were born under. Q1. I was born on ___________ (birth date). Q2. I am a/an ______________ (sign).
- 17. Step 2 Do you agree or do you disagree with these personality description words? Q3. Which two traits do you think are true about you? List a reason for each. (1) I am __________. Reason:_____________________________________. (2) I am __________. Reason:_____________________________________. (Sample Answer: I am creative. I hate old and repeated stuff. I love everything presented in its unique and fresh style.) Q4. Which two traits about you do you think are false? List a reason for each. (1) I am not __________. Reason:__________________________________________. (2) I am not __________. Reason:__________________________________________. (Sample Answer: I am not tense. I always feel relaxed in my daily life.)
- 18. Step 3 Share with Peers - Work in pair. - Don’t pair up with the same signs. - Introduce the characteristics of your own sign to their partners.
- 19. Step 4 Collaboration Task - Make a group of 4 people. - Choose five character words to portray a teacher, a celebrity, or a person known by all classmates. - Tell the whole class why they choose these five words to describe the target person.
- 20. Step 5 Follow–up Homework: Personality Profile - Choose a member of your family. - Categorize character words to describe this family member.
- 21. The example of personal profile Personality Profile of My Sister How would you describe your sister in terms of: (a) ability: sharp and talented (b) attitudes toward study/work: devoted and reliable (c) attitudes toward life: optimistic and calm (d) attitudes toward people: sociable and patient