This document provides an overview of the key elements of a short story, including setting, plot, conflict, character, and point of view. It discusses each element in detail, with setting focusing on using sensory details to describe location and mood. Plot is described as having an exposition, rising action, climax, falling action, and resolution. Conflict can be between characters, characters and nature/society/themselves. Characterization can be direct or indirect through speech, actions, effects on others.
This presentation introduces point of view in stories. First person and third person are introduced, with review and questions. Suitable for students ages 8-12 or those learning English as a second language.
Find more stories and activities for teaching point of view here:
http://www.teacherspayteachers.com/Product/Exploring-Point-of-View-Stories-and-Activities-1632599
This presentation introduces point of view in stories. First person and third person are introduced, with review and questions. Suitable for students ages 8-12 or those learning English as a second language.
Find more stories and activities for teaching point of view here:
http://www.teacherspayteachers.com/Product/Exploring-Point-of-View-Stories-and-Activities-1632599
This presentation shows readers how to find the theme of a text. For a study guide for students, and stories and activities for finding themes, purchase my Teaching About Theme unit on TeachersPayTeachers:
http://www.teacherspayteachers.com/Product/Teaching-About-Theme-342213
Characters and Characterization PowerPoint PresentationZanele Mofokeng
This presentation is about characterization as a literary element and how it functions. in addition, it explores some types of characters in literature.
This presentation shows readers how to find the theme of a text. For a study guide for students, and stories and activities for finding themes, purchase my Teaching About Theme unit on TeachersPayTeachers:
http://www.teacherspayteachers.com/Product/Teaching-About-Theme-342213
Characters and Characterization PowerPoint PresentationZanele Mofokeng
This presentation is about characterization as a literary element and how it functions. in addition, it explores some types of characters in literature.
The name of our topic is Armenian & Scottish cultures. Both of us are Armenians. For the most part of our lives we have lived in Moscow, but haven’t forgotten our culture, customs and traditions. We are proud of these and being Armenians. Unfortunately, not everyone knows about our country and our culture. This is the main reason why we have chosen this topic. Our aim is to introduce our culture while comparing it with that of Scotland. We divided our presentation into 5 parts. First, introduction (that I have already done), secondly – general information about Armenia, thirdly- armenian culture ( music & dance), 4th – scottish culture & finally 5th – conclusion.
An introductory Tswana language course prepared by the U.S. Peace Corps for its volunteers.
View and download the full course (with audio) at:
http://www.101languages.net/peace-corps-courses/
An introductory French (Cameroon) language course prepared by the U.S. Peace Corps for its volunteers.
View and download the full course (with audio) at:
http://www.101languages.net/peace-corps-courses/
An introductory Siswati language course prepared by the U.S. Peace Corps for its volunteers.
View and download the full course (with audio) at:
http://www.101languages.net/peace-corps-courses/
An introductory Macedonian language course prepared by the U.S. Peace Corps for its volunteers.
View and download the full course (with audio) at:
http://www.101languages.net/peace-corps-courses/
An introductory Kyrgyz language course prepared by the U.S. Peace Corps for its volunteers.
View and download the full course (with audio) at:
http://www.101languages.net/peace-corps-courses/
An introductory Hausa language course prepared by the U.S. Peace Corps for its volunteers.
View and download the full course (with audio) at:
http://www.101languages.net/peace-corps-courses/
An introductory Mongolian language course prepared by the U.S. Peace Corps for its volunteers.
View and download the full course (with audio) at:
http://www.101languages.net/peace-corps-courses/
An introductory Malagasy language course prepared by the U.S. Peace Corps for its volunteers.
View and download the full course (with audio) at:
http://www.101languages.net/peace-corps-courses/
An introductory Romanian language course prepared by the U.S. Peace Corps for its volunteers.
View and download the full course (with audio) at:
http://www.101languages.net/peace-corps-courses/
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June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
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
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
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.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
Francesca Gottschalk - How can education support child empowerment.pptxEduSkills OECD
Francesca Gottschalk from the OECD’s Centre for Educational Research and Innovation presents at the Ask an Expert Webinar: How can education support child empowerment?
Honest Reviews of Tim Han LMA Course Program.pptxtimhan337
Personal development courses are widely available today, with each one promising life-changing outcomes. Tim Han’s Life Mastery Achievers (LMA) Course has drawn a lot of interest. In addition to offering my frank assessment of Success Insider’s LMA Course, this piece examines the course’s effects via a variety of Tim Han LMA course reviews and Success Insider comments.
A Strategic Approach: GenAI in EducationPeter Windle
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.
Embracing GenAI - A Strategic ImperativePeter Windle
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.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
4. Setting
Details can describe:
Time of day
Time of year
Time in History
Scenery
Weather
Location
• The setting describes where
and when the story takes
place.
• It helps build background and
create images in the mind.
• It helps set the tone or mood
of the story.
Walsh Publishing Co. 2009
5. Using the Five Senses
• A good setting helps
the reader visualize
the places in the
story.
• A good author
includes
descriptions of the
setting using the
five senses…
• SIGHT
• SMELL
• TASTE
• FEEL
• SOUND
Walsh Publishing Co. 2009
6. Take a Look…Which is better?
The castle
was beside
the water.
The waves crashed loudly against the shoreline. The
fog lifted lightly and the medieval castle came into
view. It was a beautiful site! The fog brushed my
face and I could smell the smoke from the fire in the
distance and taste the sea salt on my lips. Walsh Publishing Co. 2009
OR…
7. Your Turn…
• On the next slide, there is a picture of a setting.
• In your own words, write a detailed description
of the setting in your picture. Include many
adjectives and don’t forget to include
descriptions for each of the five senses: see,
hear, feel, smell, taste
Walsh Publishing Co. 2009
13. Characterization
Characterization is the
way in which an author
shows the personality of a
character
Characterization is a
technique writers use to
make characters “come to
life.”
Walsh Publishing Co. 2009
14. Characterization
Characters are people or animals in a story.
A writer can tell you directly about a character…
(Freddy was very competitive)
Or
A writer can tell you indirectly about a character…
(Two days before the game, Freddy gathered his
teammates and laid out his plan. Then he looked at them
and said, “We are going to win this one. No excuses.”)
15. Direct
Characterization• Direct Characterization
tells the reader the
personality of the
character.
• Direct Characterization is
obvious to the reader and
“spells” it right out.
• “The patient boy and the
quiet girl were both well
behaved and did not
disobey their mother.
16. Indirect
Characterization• Indirect
Characterization shows
things that reveal the
personality of the
character.
• Speech
• Thought
• Effect on Others
• Actions
• Looks
The boy sat next to his
sister as she poked him
and teased him. He did
not react. He carefully
picked up her doll from
the floor and placed it
on her lap saying gently,
“Here you go, why don’t
you play with your
doll?”
17. Indirect
Characterization…☻What does the character say? How does the character speak?
☻ What is revealed through the character’s private thoughts and
feelings?
☻ What is the character’s effect on others? How do other
characters feel or behave in reaction to the character?
☻ What does the character do? How does he/she behave?
☻ What does the character look like? Dress like?
19. Your Turn…Think of a character from a
book, a movie or TV…
• Who is the character? From what story?
• What does he/she want?
• What does he/she need?
• What is his/her motivation?
• What does he/she do to get what they need?
• How does the character change during the movie,
book or TV show?
21. Plot
Plot - the events that take place in a story. Every story
needs a plot! The plot has different “parts…”
22. Exposition: the start of the story,
before the action starts
Rising Action: the series of
events and conflicts in the story
that lead to the climax
Climax: the turning point, the most
intense moment—either mentally
or in action
Falling Action: all of the
action which follows the
climax
Resolution: the conclusion, the
tying together of all of the threads
Plot Components
24. Special Techniques of Plot…Special Techniques of Plot…
Suspense- excitement or tension
Flashback- interrupts the normal sequence of
events to tell about something that happened
in the past
Surprise Ending- conclusion that reader does
not expect
And…Foreshadowing…
25. A hint about what will happen next is
called foreshadowing
For example, if you hear this:
Then you know someone’s about to get eaten!
27. Conflict
• Conflict is the
“battle” between
two forces.
• Conflict isn’t always
bad..sometimes it
helps to create
change.
Walsh Publishing Co. 2009
28. Conflict
Conflict is the struggle between two
forces in a story. Without conflict,
there is no plot.
30. Types Of Conflict…a deeper look
1.Character vs. Character
(problem with another character)
3. Character vs. Society
(problem with the laws or beliefs of a group)
(character vs. community, society or culture)
2. Character vs. Nature
(problem with force of nature)
4. Character vs. Self
(problem with deciding what to
do or think; “inner conflict”)
31. Your turn…
What’s a well-known movie that has…
Character vs. Character Conflict
Character vs. Nature Conflict
Character vs. Society
Character vs. Self
32.
33. Story Making
• Each person is going to begin a story by writing only one
complete sentence. (For instance: Once upon a time on a
very dark and stormy night, all the lights blew out in
Peter's house.) The person to the right of you will read the
sentence before them and proceed to write the next
sentence. Continue passing the papers to the right, having
them add only one new sentence each time they receive a
paper. The more sentences in the story, the longer writing
time is needed. Continue this process until each person
receives her/his initial paper with her/his beginning
sentence.
• Once each person has received his/her initial paper, s/he
should read the story and write one concluding sentence.
Each person will then read his/her story aloud to the class.
34. ASSIGNMENT
• Read and analyze the story; Makato and the
Cowrie Shell and identify the plot of the story.
Write in 1/2 crosswise sheet of paper.
Editor's Notes
Exposition: The mood and conditions existing at the beginning of the story. The setting is identified. The main characters with their positions, circumstances and relationships to one another are established. The exciting force or initial conflict is introduced. Sometimes called the “Narrative HOOK” this begins the conflict that continues throughout the story.
Rising Action: The series of events, conflicts, and crises in the story that lead up to the climax, providing the progressive intensity, and complicate the conflict.
Climax: The turning point of the story. A crucial event takes place and from this point forward, the protagonist moves toward his inevitable end. The event may be either an action or a mental decision that the protagonist makes.
Falling Action: The events occurring from the time of the climax to the end of the story. The main character may encounter more conflicts in this part of the story, but the end is inevitable.
Resolution/Denouement: The tying up of loose ends and all of the threads in the story. The conclusion. The hero character either emerges triumphant or is defeated at this point.
