This document provides objectives and assignments for a reading and explorations class over several days. It introduces class rules and expectations around respect, responsibility, and procedures. It outlines the course goals of developing reading comprehension, using reference materials, and improving skills like summarizing. It also describes activities like taking pre-tests, learning about the explorations board categories, completing 5, 10, and 15-point questions, and introducing study skills lessons.
Questioning is a central part of student assessment and quizzing, but it can also be a powerful learning tool. In this interactive workshop, we’ll explore research-based tips and ideas for achieving the full benefit of questioning. Effective use of common questioning tools -- clickers and discussion boards -- will be discussed as a means to achieve student engagement and deep learning.
Questioning is a central part of student assessment and quizzing, but it can also be a powerful learning tool. In this interactive workshop, we’ll explore research-based tips and ideas for achieving the full benefit of questioning. Effective use of common questioning tools -- clickers and discussion boards -- will be discussed as a means to achieve student engagement and deep learning.
This is part of my working Strategies Notebook. Hardcopy papers from outside resources are printed or collected and then placed in the appropriate section for later reference.
Flipped Finals: Assessment As Learning via Culminating ePortfoliosG. Alex Ambrose
Ambrose, G. Alex, Mangione-Lora, Elena, Clark, G. Chris (2016) “Flipped Finals: Assessment As Learning via Culminating ePortfolios” The Association of Authentic, Experiential, and Evidence-Based Learning (AAEEBL) Midwest Regional Conference, South Bend, IN
Join the Food Health Education Pub and SUBSCRIBE! My videos includes creative artwork, educational, health videos and much more.
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Running Head DATA USE, COLLECTION, AND APPLICATION1DATA USE.docxhealdkathaleen
Running Head: DATA USE, COLLECTION, AND APPLICATION
1
DATA USE, COLLECTION, AND APPLICATION
2
Data Use, Collection, and Application
Jason Duesler
EDU 480
11-29-19
Professor Denny
Needs Assessment
1. Demographic profile of the school and student
John, a 6-year-old adolescent is a Hispanic student at Poinciana Elementary School, in Mrs. Vollrath’s classroom. Mrs. Vollrath communicated to me that the student uses English, but he cannot effectively communicate because of the stammering problem. Mrs. Vollrath also stated, John is raised up in a single-family since his father and mother had divorced forcing him to live with his mother alone. The mother is working at the nearby shop where she earns $400 monthly. John is currently having an Individual Education Program (GIS) to help him meet his communication goals. Moreover, John has also been recommended for speech therapy. He started stammering at the age of 6. Later, a psychology assessment established that John was suffering from a serious cognitive disorder. In most cases, he was sad and moody, and sometimes he could withdraw from social situations and become irritable even if no one had annoyed him (Morrison, 2009).
2. Use the chart below to assess the student’s English language arts skills. Check the appropriate box for the selected student.
Scale
Almost Always
Sometimes
Every once in a While
Rarely
Never
5
4
3
2
1
The student speaks with the teacher and fellow students with fluency.
·
The student speaks socially with fluency.
·
The student can fluently read grade-level texts.
·
The student can demonstrate comprehension of grade-level texts.
·
The student writes using grammar and punctuation expected of his or her grade level.
·
The student has clear handwriting.
·
The student has no major spelling issues.
·
The student writes without struggle.
·
The student listens to the teacher and peers with ease.
·
The student completes all tasks and homework as assigned.
·
3. My observations of the student regarding listening, speaking, writing and reading skills
John did not have any listening and writing difficulty as he was able to write using grammar and punctuation expected of his grade level. He was also able to write without struggle, listen to the teacher and peers with ease and complete all tasks and homework as assigned. Nonetheless, the main problem with John was speaking because of stammering. In this respect, John could hardly speak with the teacher and fellow students with fluency. He was also unable to can fluently read grade-level texts and could not demonstrate comprehension of grade-level texts as well.
Responding to the Needs Assessment Data
4. John’s short-term and long-term goals would include:
· To emphasize the commitment to speak and align words to the standards
· To engage the teacher and get the opportunity to pronounce words correctly
· To ensure that John learns speaking and readings skills in a manner that reflect ...
This is part of my working Strategies Notebook. Hardcopy papers from outside resources are printed or collected and then placed in the appropriate section for later reference.
Flipped Finals: Assessment As Learning via Culminating ePortfoliosG. Alex Ambrose
Ambrose, G. Alex, Mangione-Lora, Elena, Clark, G. Chris (2016) “Flipped Finals: Assessment As Learning via Culminating ePortfolios” The Association of Authentic, Experiential, and Evidence-Based Learning (AAEEBL) Midwest Regional Conference, South Bend, IN
Join the Food Health Education Pub and SUBSCRIBE! My videos includes creative artwork, educational, health videos and much more.
SUBSCRIBE HERE:
https://www.youtube.com/channel/UCJGIUBHMmFmj9BqG7N0kUNg?view_as=public
JOIN US ON FACEBOOK: https://www.facebook.com/Food-Health-Edu-109744533798479/
Running Head DATA USE, COLLECTION, AND APPLICATION1DATA USE.docxhealdkathaleen
Running Head: DATA USE, COLLECTION, AND APPLICATION
1
DATA USE, COLLECTION, AND APPLICATION
2
Data Use, Collection, and Application
Jason Duesler
EDU 480
11-29-19
Professor Denny
Needs Assessment
1. Demographic profile of the school and student
John, a 6-year-old adolescent is a Hispanic student at Poinciana Elementary School, in Mrs. Vollrath’s classroom. Mrs. Vollrath communicated to me that the student uses English, but he cannot effectively communicate because of the stammering problem. Mrs. Vollrath also stated, John is raised up in a single-family since his father and mother had divorced forcing him to live with his mother alone. The mother is working at the nearby shop where she earns $400 monthly. John is currently having an Individual Education Program (GIS) to help him meet his communication goals. Moreover, John has also been recommended for speech therapy. He started stammering at the age of 6. Later, a psychology assessment established that John was suffering from a serious cognitive disorder. In most cases, he was sad and moody, and sometimes he could withdraw from social situations and become irritable even if no one had annoyed him (Morrison, 2009).
2. Use the chart below to assess the student’s English language arts skills. Check the appropriate box for the selected student.
Scale
Almost Always
Sometimes
Every once in a While
Rarely
Never
5
4
3
2
1
The student speaks with the teacher and fellow students with fluency.
·
The student speaks socially with fluency.
·
The student can fluently read grade-level texts.
·
The student can demonstrate comprehension of grade-level texts.
·
The student writes using grammar and punctuation expected of his or her grade level.
·
The student has clear handwriting.
·
The student has no major spelling issues.
·
The student writes without struggle.
·
The student listens to the teacher and peers with ease.
·
The student completes all tasks and homework as assigned.
·
3. My observations of the student regarding listening, speaking, writing and reading skills
John did not have any listening and writing difficulty as he was able to write using grammar and punctuation expected of his grade level. He was also able to write without struggle, listen to the teacher and peers with ease and complete all tasks and homework as assigned. Nonetheless, the main problem with John was speaking because of stammering. In this respect, John could hardly speak with the teacher and fellow students with fluency. He was also unable to can fluently read grade-level texts and could not demonstrate comprehension of grade-level texts as well.
Responding to the Needs Assessment Data
4. John’s short-term and long-term goals would include:
· To emphasize the commitment to speak and align words to the standards
· To engage the teacher and get the opportunity to pronounce words correctly
· To ensure that John learns speaking and readings skills in a manner that reflect ...
Test Taking Strategies That Work For All StudentsDrLourdes
Test preparation needs to be an on-going activity and part of regular classroom instruction integrated into all subjects. Dr. Lourdes gives advice to school stakeholders. This PowerPoint may be used by schools with permission from Dr. Lourdes. Sponsored by www.drlourdes.net.
How to Create Map Views in the Odoo 17 ERPCeline George
The map views are useful for providing a geographical representation of data. They allow users to visualize and analyze the data in a more intuitive manner.
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
This is a presentation by Dada Robert in a Your Skill Boost masterclass organised by the Excellence Foundation for South Sudan (EFSS) on Saturday, the 25th and Sunday, the 26th of May 2024.
He discussed the concept of quality improvement, emphasizing its applicability to various aspects of life, including personal, project, and program improvements. He defined quality as doing the right thing at the right time in the right way to achieve the best possible results and discussed the concept of the "gap" between what we know and what we do, and how this gap represents the areas we need to improve. He explained the scientific approach to quality improvement, which involves systematic performance analysis, testing and learning, and implementing change ideas. He also highlighted the importance of client focus and a team approach to quality improvement.
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
Palestine last event orientationfvgnh .pptxRaedMohamed3
An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
The Indian economy is classified into different sectors to simplify the analysis and understanding of economic activities. For Class 10, it's essential to grasp the sectors of the Indian economy, understand their characteristics, and recognize their importance. This guide will provide detailed notes on the Sectors of the Indian Economy Class 10, using specific long-tail keywords to enhance comprehension.
For more information, visit-www.vavaclasses.com
How to Split Bills in the Odoo 17 POS ModuleCeline George
Bills have a main role in point of sale procedure. It will help to track sales, handling payments and giving receipts to customers. Bill splitting also has an important role in POS. For example, If some friends come together for dinner and if they want to divide the bill then it is possible by POS bill splitting. This slide will show how to split bills in odoo 17 POS.
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.
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.
The Art Pastor's Guide to Sabbath | Steve ThomasonSteve Thomason
What is the purpose of the Sabbath Law in the Torah. It is interesting to compare how the context of the law shifts from Exodus to Deuteronomy. Who gets to rest, and why?
2. Day One: 1/5/10 ObjectivesToday, students will… Be introduced to the teacher and each other Understand role of the teacher, as well as their role in the class Understand class rules and expectations Understand Explorations course goals Be introduced to the Explorations board Take the Note-Taking Pre-test
3. Class rules and expectations Rules to know: 1. Respect: · For yourself · For your classmates · For your teacher · For property 2. Responsibility: · For yourself and your actions · For your work · For the way you interact with others Students are responsible for following all rules and procedures, including simple things like when to sharpen pencils, use the bathroom, and procedures for class discussion, which will be explained in class. Following these procedures and rules insures that all students receive the maximum learning experience in class. Procedures to Know 1. Students must bring all required materials to classon a daily basis. 2. Food is not allowed in the classroom (Candy is considered food). Gum will be tolerated as long it stays in the mouth. Drink will be allowed as long as it follows school policy. 3. All inappropriate conversations, language, and noises are to be left outside of the classroom. 4. It is imperative that students stay awake at all times, including video presentations. Those students who choose to sleep will serve detention time. 5. Students are responsible for any assignments missed during an absence. It is the student’s responsibility to ask about missed assignments or check the class blog site. Students will be responsible for receiving any notes taken in class from his/her classmates. 6. All policies in the WRHS Student Handbook are followed—this includes the cell phone and electronic device policy—don’t test me on this.
4. Course Goals In this course, students will… Develop their capacity to read and understand informational text. Actively use reference materials to gather, organize, and analyze information. Improve their ability to identify, define, locate, describe, explain, summarize, compare, contrast, and analyze information. Use information as a basis for stating and defending their personal opinions.
5. Day Two: 1/6/10 Objectives Review class rules and expectations Review goals of the course Take General Knowledge Pre-test Introduce Explorations Board categories and point values
6. Class rules and expectations Rules to know: 1. Respect: · For yourself · For your classmates · For your teacher · For property 2. Responsibility: · For yourself and your actions · For your work · For the way you interact with others Students are responsible for following all rules and procedures, including simple things like when to sharpen pencils, use the bathroom, and procedures for class discussion, which will be explained in class. Following these procedures and rules insures that all students receive the maximum learning experience in class. Procedures to Know 1. Students must bring all required materials to classon a daily basis. 2. Food is not allowed in the classroom (Candy is considered food). Gum will be tolerated as long it stays in the mouth. Drink will be allowed as long as it follows school policy. 3. All inappropriate conversations, language, and noises are to be left outside of the classroom. 4. It is imperative that students stay awake at all times, including video presentations. Those students who choose to sleep will serve detention time. 5. Students are responsible for any assignments missed during an absence. It is the student’s responsibility to ask about missed assignments or check the class blog site. Students will be responsible for receiving any notes taken in class from his/her classmates. 6. All policies in the WRHS Student Handbook are followed—this includes the cell phone and electronic device policy—don’t test me on this.
7. Course Goals In this course, students will… Develop their capacity to read and understand informational text. Actively use reference materials to gather, organize, and analyze information. Improve their ability to identify, define, locate, describe, explain, summarize, compare, contrast, and analyze information. Use information as a basis for stating and defending their personal opinions.
8. Day Three: 1/11/10 Objectives & Assignments: introduce the round schedule for Explorations class Take Summarizing pre-test Tour new library
10. Day Four: 1/12/10 Objectives: Locate and identify sources in class library Identify resources in Writer’s Inc. through scavenger hunt Finalize assessments, if needed (SRI and/or STAR) Assignments: Start Writer’s Inc. Scavenger hunt
11. Day Five: 1/13/10 Objectives: Continue identifying resources in Writer’s Inc. with scavenger hunt. Analyze results of course pre-tests Identify one or two semester goals Assignments: Finish Writer’s Inc. scavenger hunt Set one or two semester goals through grade conferences
12. Day Six: 1/14/10 Review categories and point values on Explorations board Review 5-point questions Share examples Discuss criteria for answering 5-point question Answer 5-point question
13. Day Six Continued:Answering a 5-point question Student Record Sheet: locate question and mark it off Read question 5-point cover sheet: explain sections Complete “General Information” section Find relevant resource Research information together Write answer to 5-point question together Turn in written response Demonstrate grading
14. Day Seven: 1/15/10 Complete a 5-point question independently Locate and fill in question on Student Record Sheet Complete “General Information” section of 5-point Cover Sheet Look for relevant resource Research information Write answer on 5-point cover sheet Grade conference Turn in to teacher; grading will be done with you If finished, STUDY DAY! No one is doing NOTHING!
15. Day Eight: 1/19/10 Study Skills Lesson Which reference book is best? Review Tuesday/Thursday schedule Find and complete a 5 point question independently Fill out student record sheet Complete cover sheet “General information” section Find source, answer question Staple answer to completed cover sheet Revise any previous questions PLEASE attach new cover sheet and answer to previously scored answer. HOMEWORK: “Which Reference Book is Best?” worksheet
16. Study Skills Lesson 1: Which Reference Book is Best? Objective: Identify a variety of reference materials and explain which ones are most useful when doing different types of research.
17. Types of Reference Materials Dictionary Thesaurus Definitions, pronunciations, spelling Other forms of words Carecaring Extra information, such as currency charts Synonyms, antonyms, related words
18. Types of Reference Materials Encyclopedia Atlas Almanac Short essays on people, places, things (looks up by last name) Places, populations, landmarks Data (number of people living in Rhode Island who have a college degree) Statistics (Wyoming has the smallest population of any state) Yearly awards (winner of the 2000 World Series, winner of the 1990 Nobel Peace Prize, etc).
19. Types of Reference Materials(last one, I promise!) Biographical dictionary Internet Information on famous people by categories, such as African Americans, women, etc. (look up by last name) Just about everything Pros: current, all topics, immediate Cons: not always reliable, too much information, inefficient searches
20. Day Nine: 1/20/10 Homework due: “Which reference is best?” Review 10 point question on Exploration board Share some examples of 10-point questions Discuss criteria for answering 10-point question Answer a 10-point question
21. Day Nine Continued: Answering a 10-point question Student Record Sheet: locate question and mark it off Read question 10-point cover sheet: explain sections Complete “General Information” section Find relevant resource Research information together Identify and demonstrate process for taking notes Write answer to 10-point question together Turn in written response Demonstrate grading
22. Day Ten: 1/21/10 Review typical Tuesday/Thursday/day 4 schedule Study Skills Lesson Note-taking guidelines Choose and complete one 10-point question due by the end of the hour. Don’t forget to mark off your question on your Student Record Sheet Homework: “Insects and Spiders” article—take notes using the guidelines you learned.
23. To improve the quality of your notes regardless of the subject matter Objective
24. General Guidelines Several ways to take notes Notes are for YOU Make notes clear and useful to YOU Always include a heading on your notes Choose information that you think is important and put information in a useful order Don’t use complete sentences Single words can take the place of phrases Write number words as numerals (one = 1) Use symbols to make notes shorter and note taking faster #, %, @, $, &, =, +, -, ↑, ↓ Use abbreviations to make notes brief w/o, U.S.A., Oct., vocab. Know what the topic or subject is before deciding how to take notes Choose a note-taking format that works best for the topic and for YOU bulleted list T-charts spider web others
25. Day Eleven: 1/22/10 Note-taking homework due Review criteria for answering 5-and 10-point questions Grade conferences Research activities completed Study skills lessons Independent work: choose and complete one 5-point question and one 10-point question Turn in by the end of the hour Don’t forget your student record sheet!
26. Day Twelve: 1/25/10 Review 15-point questions Share examples of 15 point questions Discuss criteria for answering 15-point question Answer a 15-point question Finish any questions not completed from last week, or revise any questions that need revised. Finish grade conferences, if possible. Independent 15-point question will be completed later this week. Objectives
27. Answering a 15-point question Women: 15-point question: Question 5 Mark this on your student record sheet “Harriet Tubman was a U.S. abolitionist. Summarize her life and accomplishments.” Complete “General Information” section of 15-point cover sheet. Identify two relevant reference materials. Research information together using two sources. Take notes from two different sources. Write an answer together. Complete “Student Checklist” together
28. Day Thirteen: 1/26/10 Review typical Day 2/Tuesday Schedule Group assignments for Tuesday/Thursday schedule Study Skills Lesson “Introductory and Concluding Statements” Where in the World is Carmen Sandiego? Review Case Investigation Record Group Teams Play Carmen Sandiego Use Case Investigation Record to attempt to solve the case. Homework: Introductory and Concluding Statements
29. Study Skills Introductory and Closing Statements Objective: Define introductory and closing statements Practice writing introductory and closing statements
30. Introductory Statements I. Introductory Statements A. Appear at the beginning of your paragraph B. Answer the question, “What will this paragraph discuss?” C. Avoid using “I” or “You” D. Do not include opinions E. Maintain a neutral tone
31. Closing Statements II. Closing Statements A. Appear at the end of your paragraph B. Answer the question, “What was the main idea of this paragraph?” C. Do not introduce anything new D. Complement the introductory statement in terms of content 1. Avoid expressing your opinion 2. Maintain a neutral tone 3. Use different words and/ or sentence structure than your introductory statement
32. Practice: Submerged Vehicles If you think you cannot get out, open a window. Opening a window allows the pressure inside the car to equal the pressure outside the car. If you wait until the car is submerged to try to open a window, you won’t be able to because of the water pressure. If you can’t open a window or if the window is electric, try to break the glass by kicking it or smashing something against it. If you aren’t successful, take a deep breath and open the car door after the car is completely submerged. It’s important to know that the end of the car housing the engine will sink faster because of its weight. This might cause your car to flip. Finally, remember a couple pieces of advice: Don’t rely on an air bubble like you might have seen in the movies, and don’t try to gather your valuables before escaping. Introductory Statement: Knowing how to escape a submerged vehicle can save your life. Concluding Statement: A person in a submerged car is certainly in grave danger, but knowing what to do can mean survival.
33. Day Fourteen: 1/27/10 Homework Due: Introductory and Concluding statements ½ of class period: finalize or revise previous questions. Review criteria for answering 5-, 10-, and 15-point questions. Choose and begin the completion of a 5-, 10-, and 15-point question due Friday.
34. Day Fifteen: 1/28/10 Review typical Thursday/Day 4 schedule and expectations Study Skills Lesson “Summarizing” PlayWhere in the World is Carmen Sandiego? Homework
35. Study Skill: Summarizing Objective: To distinguish between various types of summaries Practice writing summaries
36. Menu Summary Many restaurants include summaries on their menus to describe the dishes they offer and entice customers to order certain foods. Menu descriptions or summaries do not list ALL of the ingredients in a dish. For example, you would not see… Double B.B.Q. Bacon Cheeseburger 1 pound lean ground beef ½ c honey barbecue sauce, divided ¼ c bread crumbs 1-ounce slices Swiss, Cheddar, or American cheese 4 slices of bacon, fried and drained 4 whole wheat hamburger buns, split Kosher salt and fresh ground pepper
37. Menu Summary continued Instead, menu descriptions or summaries are brief, precise, and describe only the most important and delicious aspects of an appetizer, entrée, or dessert… Double B.B.Q. Bacon Cheeseburger Our succulent double-decker cheeseburger is topped with crisp bacon and tangy barbecue sauce. Summaries highlight the main elements or distinct features of a dish and give diners the basic information they need to make a choice.
38. Movie Summary Movie summaries or synopses are written to provide readers or moviegoers with just enough information to make a decision about which films to see, or whether to see a movie at all. When a movie summary or synopses is too long, some people may not take the time to read it and then decide to skip the movie. Others who read a long summary may feel it gave too much of the plot away and decide not to see the movie.
39. Here is an example of a movie summary that is too long: The Museum of Natural History in New York City is the setting for this laugh-out-loud comedy starring America’s favorite funnyman Ben Stiller. Stiller stars as Larry Daley, an unemployed, don-on-his-luck divorced dad. Needing to pay the bills, Larry takes a job as night watchman at the museum. On his first nightshift, Larry discovers that this is not an ordinary job or museum. As Larry strolls the hallways, he is shocked to see the exhibits come to life. The giant dinosaur skeleton at the museum’s entrance steps off its pedestal and runs the hallways, chasing Larry and wreaking havoc. A statue of President Teddy Roosevelt (played to perfection by comic legend Robin Williams) and his horse comes to life, as does a whole army of miniature Roman soldiers and American cowboys. Larry can’t believe his eyes or who he is bumping into, including Christopher Columbus (who Larry is slow to recognize), Attila the Hun, and Sacagawea. Larry soon learns that an Egyptian artifact with magical powers is responsible for bringing all the museum’s inhabitants to life—but only between sundown and sunup, when the museum is closed. Three other night watchmen, played by the veteran actors Dick Van Dyke, Mickey Rooney, and Bill Cobbs, know about the artifact’s special powers. This trio of elderly guards attempts to steal the artifact from the museum and it’s up to Larry and his museum “friends” to stop them. If they fail, all of the animals and exhibits will never come to life again. Directed by Shawn Levy and based on the children’s book by Milan Trenc, this film delivers action and laughs that will appeal to moviegoers of any age.
40. A better summary of the movie might be: A newly hired night watchman at New York’s Museum of Natural History experiences the shock of his life when he sees the museum’s animals and exhibits spring to life.
41. Novel Summary When authors write summaries of their novels, they highlight the plot and theme of the stories. You will often see a summary about a book on its back cover. This summary provides a brief overview of the content and helps readers decide if they want to read the entire story.
42. Here is an example of a novel summary: The Freedom Writers’ Diary By Erin Gruwell and the Freedom Writers This 320-page paperback is a collection of diary entries written by high school students from the Los Angeles area. Each entry provides a glimpse into their lives and struggles, including gang violence, addictions, and homelessness. Despite such challenges, the students, with the help of a very determined teacher, find the strength and courage to overcome their hardships and achieve.
43. Guidelines for Writing a SummaryTo write a summary, follow these steps: SKIM the article or text to obtain a general understanding of the information it contains. REREAD the entire article or text carefully, highlighting key words and phrases. TAKE NOTES on the main ideas and the details that support them. As you take notes: Use your own words. State the main idea in the first sentence. Include only important information such as names, dates, places, etc. Keep the information in the order in which it is presented. WRITE THE SUMMARY using information taken from your notes. EVALUATE YOUR SUMMARY for appropriate length and content; include the most important information. Now: Try choosing the best summary for the following paragraph.
44. Choosing the Best Summary Summarize this paragraph: Bullies thrive in environments where adults are not present and where there is little help or support for victims. Cyberspace, or the online world, is such an environment. Almost any verbal, social, sexual, or emotional bullying that can be done face to face is being done online, often anonymously. Rumors are spread. Threats are being made. Reputations are ruined. The ease and speed of the Internet allows bullies to taunt their victims again and again before an audience of thousands. Cyberbullies create Web sites and blogs to post ugly comments and unflattering pictures. They use e-mail to spread rumors and send cruel jokes. They use instant messaging to embarrass or exclude others. Even cell phones are used to send threats in the form of text messages. The protective barriers of time and place that once shielded victims from constant torment no longer exist. Anyone, anywhere, at any time, can be victimized.
45. Choosing the best summary, continued Summary A: Threats and rumors spread quickly on the Internet. Kids can gang up on others using instant messages, e-mails, blogs, cell phones, and other technology. Summary B: Bullies can attack their victims any time and any place because of the Internet. For instance, bullies use Web sites and blogs to make fun of others. They spread rumors using e-mail, and they make threats by sending text messages on cell phones. Bullies can attack their victims verbally, socially, sexually, or emotionally, and they can ruin other people’s reputation. Bullies can get away with their attacks because bystanders don’t intervene to help victims and adults are not present. Summary C: Cyberbullies are using the Internet and other technologies to threaten, harass, and humiliate their victims. The speed of the Web and the lack of adult supervision means bullies can spread rumors and make hateful comments quickly, anonymously, and constantly. Answer: This is not the best summary. It is too brief and lacks critical details. For example, the word “bullies” or “cyberbullies” is not used. This summary does not capture the true meaning of the paragraph. Answer: This is not the best summary. This summary includes too many details from the original paragraph and is almost as long. This summary should be shorter and focus on the main ideas. Answer: Of the three summaries, this is the best. It is effective because it describes the main points, accurately captures the meaning of the paragraph, and does not include unimportant details.
46. Day Sixteen: 1/29/10 Homework due Grade conferences: Research activities this week Study skills lessons Computer activities Work on 5-, 10-, and 15- point questions if still needed OR Revise any work returned this week if needed. This weeks’ questions should be turned in by the end of the hour.
47. Day Seventeen: 2/1/10 Review 30-point questions. Share examples Discuss criteria Mark off question on Student Record sheet. Identify what the question is asking. Discuss sections of 30-point cover sheet. Identify two relevant reference materials. 30 point question info Women-30 point-question 8
48. Day 17 continued: 2/1/10 30 point question will be finished later. Revise or complete any questions needed from last week. Complete weekly conferences if needed
49. Day Eighteen: 2/2/10 Study Skills Lesson Compare/Contrast Homework: Compare/ Contrast independent practice Carmen Sandiego Use headphones Work together Don’t forget to fill out Case Investigation Record
50. Study Skills Lesson: Compare/Contrast Objective Create compare/contrast charts Organize information based on similarities and differences between two objects.
52. How to Compare and Contrast Being Prepared Expect to write compare and contrast essays in a range of academic courses, including English, history, geography, science, and art. Also, tests and quizzes often include compare and contrast essays and questions. As a reader, look for signal words that indicate a writer is making a comparison or a distinction (“compare”, “contrast”, “alike”, “similarities”, and “differences”).
53. How to compare and contrast continued Organizing Information: An essential pre-writing task Make sure that the same characteristic is compared/contrasted for all subjects (when applicable) Use a basic compare and contrast chart for two subjects. Extend or enhance the compare and contrast chart when you have more than two subjects (see example). Brainstorm as many characteristics as possible—some may not be “researchable”. Fill in the compare and contrast chart as you brainstorm/research. View this as a work in progress Add characteristics that you may have overlooked, and discard characteristics that seem too trivial.
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55. Day Nineteen: 2/3/10 Finish 30 point question: Review criteria Group A: Take notes about women’s rights in the United States Group B: Take notes about women’s rights in Afghanistan Re-group: Compare/Contrast Write answer to question together. Complete “Student checklist” Turn in completed answers
56. Day Nineteen: 2/4/10 Finish taking notes/writing 1st 30 point question Choose questions: Two 5-point questions Two 10-point questions One 15-point question One 30-point question All questions are due by Friday, February 12 Make a plan! Fill out Student goal sheet and turn in by end of the hour. If all this is done while staying on-task, Ms. Bentham can choose to let you play Carmen Sandiego.
57. Day Twenty and Twenty-One: 2/5/10 and 2/8/10 Grade conferences Research Activities Study Skills Lessons Computer Activities/ cooperation Mid-round checks with goal sheet. Work on questions still needed: Two 5-point questions Two 10-point questions One 15-point question One 30-point question REVISE any others needed
58. Day Twenty-two: 2/9/10 Work together! Take notes Pay attention to clues so you can issue a warrant! Graphic Organizer: Concept Maps (spider maps, compare and contrast, flow chart, etc). Objective: To understand and recognize different ways of organizing notes To choose an effective method of taking notes To practice spider web method of note taking Carmen Sandiego Study Skills
59. Spider Webs Identify the main idea and write it down in the middle of the page (or top) Draw a circle or square around the main idea Identify subtopics Draw lines out from the subtopic, then draw circles or squares around subtopic Repeat the previous step until all subtopics are written down and circled. Identify any supporting details, and draw lines connecting them to appropriate subtopic Keep notes short and brief (no complete sentences!)
64. Draw a box (or separate T-chart) at the bottom of the t-chart (about ¼ of page)
65. Label left side “similarities”, and the right side “differences”
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67. Day Twenty-Three: 2/10/10 Independent Work Day Progress: Check your goal sheet Are you on track? What do you need to do to stay on target or get caught up? Reminder: All work should be turned in on Thursday by end of the hour!!
68. Day Twenty-four: 2/11/10 If all six research questions are completed, you may play Carmen Sandiego. Review “Concept Map” homework Understand that your web may look different than the example or your peers. Work on research Carmen Sandiego Research Time
70. Day Twenty-Five: 2/16/10 Return all graded work Take 5 minutes to check that all questions graded are marked on your Student Record Sheet Put all graded work in the middle section of your binder Progress Reports How did you do these past two weeks for: Study Skills Carmen Sandiego Research Questions Discuss criteria for 50 point question Science and Technology, question 1 Give 3 sources Worldbook Online “Armstrong, Neil” Worldbook Online “Lindbergh, Charles” History in the United States pg. 822 Homework: Highlight your assigned article, focusing on your subject’s CAREER and ACCOMPLISHMENTS Round 0 Work 50 point question
71. Day Twenty-Six: 2/17/10 5 W’s graphic organizers Objective: Practice using the “5 W’s and How” note-taking method Focus attention on key facts and main ideas to avoid wasting time Share note information: make sure you understand the person’s notes!! Analysis: Who made the bigger impact? Start deciding! Take notes on Case Investigation Record Pay attention to clues and time! Be sure to mark where you ended your session 5 points: time ran out 8 points: issued warrant, but not caught 10 points: issued warrant, caught subject Study Skills Carmen Sandiego
72. Day Twenty-Seven: 2/18/10 Goal Setting Objective: To understand the purpose of setting goals To practice goal setting with Round 1 questions Pick Round 1 Questions: Make sure that you have at least 1 question from EACH topic! (arts, geography, government, history, leaders, science & technology, women) 2 5-point questions 3 10-point questions 2 15-point questions 1 30-point questions 1 50-point questions Turn in Goal sheet and cover sheets Take notes Pay attention to clues Study Skills Carmen Sandiego
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74. Day twenty-Eight: 2/19/10 Turn in Goal sheet and 9 round one question cover sheets if not turned in on Thursday Finish 50 point question. Notes should already be finished You should have at LEAST 3 paragraphs Revise/Finish any remaining round 0 questions. Turn in any finished questions by end of hour. Turn in any questions not finished as well. Attach any work already completed for unfinished questions. Be sure to mark revised questions on top of page
75. 2/23/10Objectives and assignments Practice writing effective summaries: Note-taking practice; attention to details Homework: write summary using highlighted notes from class. Carmen Sandiego Objectives Assignments
Editor's Notes
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Friday—scan copy of resource page
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Wednesday—scan copy of resource for question
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Ask students to take out a piece of paper and practice note taking during this presentation.
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Hand out homework: Writing introductory and Closing statements due Wednesday
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Re-group: Jigsaw so that half of group A and half of group b now form new groups to share notes and compare/contrast.
AFTER: Create Spider Web of “styles of music” as topic, have students provide subtopic (examples of music styles) and supporting details (examples of musical style: singer, song)