1) The lesson teaches first grade students the difference between fiction and nonfiction.
2) Students will play games and activities to practice identifying fiction and nonfiction books and stories.
3) They will visit the school media center to learn where fiction and nonfiction books are located and to choose books in each category.
Ramiro es un ratoncito muy tímido y ella la menor de su familia. Él la observa todo lo que pueda sin que ella lo note...Ella es de una familia de humanos!
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Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
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.
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
Acetabularia Information For Class 9 .docxvaibhavrinwa19
Acetabularia acetabulum is a single-celled green alga that in its vegetative state is morphologically differentiated into a basal rhizoid and an axially elongated stalk, which bears whorls of branching hairs. The single diploid nucleus resides in the rhizoid.
Safalta Digital marketing institute in Noida, provide complete applications that encompass a huge range of virtual advertising and marketing additives, which includes search engine optimization, virtual communication advertising, pay-per-click on marketing, content material advertising, internet analytics, and greater. These university courses are designed for students who possess a comprehensive understanding of virtual marketing strategies and attributes.Safalta Digital Marketing Institute in Noida is a first choice for young individuals or students who are looking to start their careers in the field of digital advertising. The institute gives specialized courses designed and certification.
for beginners, providing thorough training in areas such as SEO, digital communication marketing, and PPC training in Noida. After finishing the program, students receive the certifications recognised by top different universitie, setting a strong foundation for a successful career in digital marketing.
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.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
"Protectable subject matters, Protection in biotechnology, Protection of othe...
Enrichment lesson
1. Savannah Porter
FRIT 7737
Title of Lesson:
Believe It… Or Not!
Grade:
1
Content Area:
Literacy Skills
Designer:
Savannah Porter
Standards: ELA 1R6e, ELA 1W1k, ELA 1W2c
STAGE 1 – DESIRED RESULTS
Understandings:
Students will understand…
• Fiction versus Nonfiction
• Fact versus Fake
• Uses of fiction in stories
Essential Questions:
• What is fiction?
• What is nonfiction?
• Where are nonfiction books in
the Media Center?
• Where are fiction books in the
Media Center?
• How does using fiction enhance
a story?
Knowledge:
Students will know…
• How to determine fiction from
nonfiction
• The meanings of fiction and
nonfiction
• How to develop their own fiction
stories
Skills:
The student will…
• Locate fiction and nonfiction
books in the Media Center
• Determine which books are
nonfiction and which are fiction
• Use fiction to enhance a story
STAGE 2 – ASSESSMENT EVIDENCE
Performance Tasks:
• Students will listen to stories and
determine if they are nonfiction
or fiction (informal assessment)
• Students will locate nonfiction
and fiction books in the media
center (teacher checklist)
• Students will use fiction in their
writing to enhance their story
(rubric)
Other Evidence:
(Informal Assessment)
• Classroom game (Believe It…
Or Not!)
• Fiction or Nonfiction Card Game
(explained in Unit Outline,
Session 2)
2. Savannah Porter
FRIT 7737
STAGE 3 – LEARNING PLAN
Unit Outline
(4 Sessions)
Session 1:
Hook:
Introduce words FICTION (means FAKE) and NONFICTION (means NOT
FAKE). Tell students a funny story about your cat asking you to take him to the
store to buy clothes. Ask them if they think it is real (NONFICTION) or not real
(FICITON). Then tell them a true story about the last field trip we took. Ask
students again, real (FICTION) or not real (NONFICTION)? Read Froggy Rides
a Bike. As you read, ask students to pick out the obvious FICTION parts of the
story.
As a second part of this “hook session,” ask students to help you to create a
“Wordle” image to describe both terms: nonfiction and fiction. Do this on the
LCD projector so that students can see this Web 2.0 tool.
Session 2:
Purpose and Objectives:
This activity uses previously read books to help students determine if they are
fiction or nonfiction.
Materials Needed: Cards with check mark on one and “x” on the other -- one set
for every student, about 20 books in which class is familiar with – approximately
½ fiction and ½ nonfiction
Procedure:
Students will all be given two cards – one with a check mark (for nonfiction, true
stories) and one with an “x” (for fiction, false stories). When a common, well
known book that we have read as in class is held up, students will use their cards
to determine if the story is fiction or nonfiction.
Assessment:
Informative Assessment – Teacher will keep up with student responses during
game and will record students who seem to be struggling.
Session 3:
Purpose and Objectives:
This activity helps students with locating and being familiar with their school’s
media center. It also helps students to choose books specifying fiction or
3. Savannah Porter
FRIT 7737
nonfiction.
Materials Needed: School media center
Procedure: During our weekly visit to the media center, our media specialist will
explain location of books in the media center. He will also go over fiction versus
nonfiction to check for understanding. Students will then be asked to find one
nonfiction book (on their grade level) and one fiction book (on their grade level).
Assessment:
Students will bring books to me and will tell me which one is fiction and which
one is nonfiction. Student will also have to explain why each book is classified as
they say. I will have a checklist to check off students’ answers.
Session 4:
Purpose and Objectives:
This lesson requires students to use fiction details in order to enhance a story in
which he/she is in charge of writing.
Materials Needed: lined writing paper and writing instrument for each child,
writing prompt
Procedure:
Students will be given an example of a written short story that uses fiction details.
They will be asked how the fiction details changed the story in their mind.
Students will then be given a piece of lined writing paper with the prompt, “Last
night, I had a dream that…” Students are to use the prompt to begin writing a
story. Tell students to use at least three fiction statements in the story. They
must mark these statements by underlining the parts of the story which are
considered to be fiction.
Assessment:
The students’ writing will be assessed using the rubric below.
Rubric to be used for writing assignment:
1 2 3 SCORE
Student uses at
least one obvious
fiction statement.
Student uses at
least two obvious
fiction statements.
Student uses at
least three
obvious fiction
statement.
It is clearly
identified.
Both statements
are clearly
identified.
They are clearly
indentified.
4. Savannah Porter
FRIT 7737
Student’s story
does not flow, but
writing is present.
Student’s story
somewhat flows.
Student’s story
flows with the
prompt given.
(out of 9 points)