The document describes three formative assessments that are embedded in a summative problem-based learning project for an AP Spanish class. The project requires students to create a petition for their chosen autonomy in Spain to secede from the country. The three embedded assessments are: 1) a rough draft of an evidential pamphlet highlighting areas of independence, 2) an annotated bibliography with sources supporting the pamphlet arguments, and 3) an outline for a formal oral presentation of the persuasive petition encapsulating research from the previous assessments. The assessments are designed to improve students' research, writing, and presentation skills through an immersive study of Spanish culture.
1. The document proposes a pilot writing center at a Colombian university to support students' writing needs across disciplines.
2. It analyzes the daily operations of existing writing centers, which provide tutoring to help students with assignments and writing strategies.
3. The proposed center would learn about the specific writing genres and styles of different fields like engineering through research and classroom observations, and initially focus on supporting first-year engineering students and faculty.
This document discusses the process of needs analysis for developing English for Specific Purposes (ESP) courses. It explains that needs analysis involves collecting information about learners' language requirements to design a curriculum that meets their needs. It also describes different types of needs analysis, including target situation analysis, present situation analysis, pedagogical needs analysis, and register, discourse and genre analysis. The conclusion emphasizes that a thorough needs analysis considers factors like the learners, target language situations, learning environment and language skills.
This lesson plan outlines presentations by students on the autonomous regions of Spain. Students will present information on their assigned region through a PowerPoint presentation with an accompanying written handout. The teacher will use a rubric to grade the presentations on grammar, vocabulary usage, and content. Students will provide peer feedback on the presentations by filling out an assessment form addressing organization, content, and constructive criticism. Following the presentations, the teacher will collect feedback and discuss preparations for the next class, which will involve analyzing a novel from Spain.
This document outlines an approach to English for Specific Purposes (ESP) courses at the National University of Salta in Argentina. The ESP courses focus on developing students' reading comprehension skills through content-based and task-based activities using authentic texts related to students' fields of study. The courses are designed based on principles from the Cognitive Academic Language Learning Approach and utilize a framework that categorizes text types. Students take two levels of reading comprehension courses to acquire linguistic and reading strategies to understand content in English and apply their comprehension.
This document provides the curriculum guide for English 8 for the first three quarters. It outlines the program, grade level, content and performance standards for each quarter. The standards cover key areas like listening comprehension, oral fluency, vocabulary, reading comprehension, literature, viewing comprehension, writing, grammar and study strategies. For each standard, it provides learning competencies and examples of how students can demonstrate their understanding. It also lists specific skills and strategies students should develop for each standard by quarter.
This document discusses key aspects of designing an effective course plan and syllabus, including:
1. Developing a course rationale that outlines beliefs, values and goals of the course.
2. Describing entry and exit levels of student proficiency using standardized tests or proficiency scales.
3. Determining scope and sequence of content, which involves deciding what to cover, how in-depth, and the order of topics based on factors like simplicity to complexity, prerequisites, or a spiral approach.
The document also examines frameworks for organizing a syllabus like situational, functional, topical, and skills-based approaches, and discusses developing instructional blocks and a scope and sequence plan to structure the course
This document outlines a civics lesson plan on how a bill becomes a law. The objectives are for students to describe the legislative process and illustrate current bills in Congress. Activities include completing graphic organizers on the steps, watching a video, group discussions of bills, and independent responses. Exceptionalities accommodated include ESL students, social anxiety, cognitive delay, and ADHD through grouping, note requirements, and additional time.
Final presentation elizabeth narváez cardonaenarvaez2009
This document describes a study that explored the writing experiences of two former undergraduate students in applied social sciences in Colombia. It aimed to understand how their writing developed and changed from their undergraduate experiences to their current workplace writing. Key findings included that the undergraduate programs did not focus much on specialized writing genres and were more focused on writing to learn than learning to write. However, research reports provided valuable experience. There were also differences found between the type of writing assessed in large-scale undergraduate assessments and what is demanded in the workplace. Both participants showed growth in professional communication genres from their undergraduate experiences to meet workplace demands. Further research is suggested on writing development across disciplines and student profiles.
1. The document proposes a pilot writing center at a Colombian university to support students' writing needs across disciplines.
2. It analyzes the daily operations of existing writing centers, which provide tutoring to help students with assignments and writing strategies.
3. The proposed center would learn about the specific writing genres and styles of different fields like engineering through research and classroom observations, and initially focus on supporting first-year engineering students and faculty.
This document discusses the process of needs analysis for developing English for Specific Purposes (ESP) courses. It explains that needs analysis involves collecting information about learners' language requirements to design a curriculum that meets their needs. It also describes different types of needs analysis, including target situation analysis, present situation analysis, pedagogical needs analysis, and register, discourse and genre analysis. The conclusion emphasizes that a thorough needs analysis considers factors like the learners, target language situations, learning environment and language skills.
This lesson plan outlines presentations by students on the autonomous regions of Spain. Students will present information on their assigned region through a PowerPoint presentation with an accompanying written handout. The teacher will use a rubric to grade the presentations on grammar, vocabulary usage, and content. Students will provide peer feedback on the presentations by filling out an assessment form addressing organization, content, and constructive criticism. Following the presentations, the teacher will collect feedback and discuss preparations for the next class, which will involve analyzing a novel from Spain.
This document outlines an approach to English for Specific Purposes (ESP) courses at the National University of Salta in Argentina. The ESP courses focus on developing students' reading comprehension skills through content-based and task-based activities using authentic texts related to students' fields of study. The courses are designed based on principles from the Cognitive Academic Language Learning Approach and utilize a framework that categorizes text types. Students take two levels of reading comprehension courses to acquire linguistic and reading strategies to understand content in English and apply their comprehension.
This document provides the curriculum guide for English 8 for the first three quarters. It outlines the program, grade level, content and performance standards for each quarter. The standards cover key areas like listening comprehension, oral fluency, vocabulary, reading comprehension, literature, viewing comprehension, writing, grammar and study strategies. For each standard, it provides learning competencies and examples of how students can demonstrate their understanding. It also lists specific skills and strategies students should develop for each standard by quarter.
This document discusses key aspects of designing an effective course plan and syllabus, including:
1. Developing a course rationale that outlines beliefs, values and goals of the course.
2. Describing entry and exit levels of student proficiency using standardized tests or proficiency scales.
3. Determining scope and sequence of content, which involves deciding what to cover, how in-depth, and the order of topics based on factors like simplicity to complexity, prerequisites, or a spiral approach.
The document also examines frameworks for organizing a syllabus like situational, functional, topical, and skills-based approaches, and discusses developing instructional blocks and a scope and sequence plan to structure the course
This document outlines a civics lesson plan on how a bill becomes a law. The objectives are for students to describe the legislative process and illustrate current bills in Congress. Activities include completing graphic organizers on the steps, watching a video, group discussions of bills, and independent responses. Exceptionalities accommodated include ESL students, social anxiety, cognitive delay, and ADHD through grouping, note requirements, and additional time.
Final presentation elizabeth narváez cardonaenarvaez2009
This document describes a study that explored the writing experiences of two former undergraduate students in applied social sciences in Colombia. It aimed to understand how their writing developed and changed from their undergraduate experiences to their current workplace writing. Key findings included that the undergraduate programs did not focus much on specialized writing genres and were more focused on writing to learn than learning to write. However, research reports provided valuable experience. There were also differences found between the type of writing assessed in large-scale undergraduate assessments and what is demanded in the workplace. Both participants showed growth in professional communication genres from their undergraduate experiences to meet workplace demands. Further research is suggested on writing development across disciplines and student profiles.
The document summarizes key aspects of performance-based assessment for the Moroccan Baccalaureate English exam. It defines performance-based assessment and outlines the skills assessed, including reading, writing, speaking, listening, vocabulary, grammar, and language functions. It describes the sections of the exam, including comprehension, language, and writing sections. It provides details on test techniques, rubrics, and scoring criteria for evaluating students' performance.
This document discusses preparing high school students for college-level writing through an analysis of writing skills and the Common Core standards. It outlines key writing elements like grammar, organization, style, and research. It introduces the Common Core standards which establish a single set of benchmarks across states for English language arts. The standards are divided into strands and focus areas like arguments and informative texts. The document calls for next steps of reviewing exemplar texts, analyzing the coverage of skills in the standards, discussing the current level of high school writers, and determining how to bridge any gaps between high school and college writing expectations.
Grammar for writing academic language and the eld standardsRossanna Vilardo
This document analyzes the English Language Development (ELD) Standards adopted by the California Department of Education to identify the genres of writing and grammatical features expected of English language learners at different grade levels and proficiency levels. The author finds that while the ELD Standards outline various genres students are expected to write, they provide little guidance on grammatical development. The report aims to address this by outlining "pathways" of genres in developmental sequences and identifying the key grammatical features of each genre to help teachers focus their writing instruction. Tables compare the genres in the ELD and English-Language Arts standards at different grade levels. The report argues a focus on genres and their linguistic features provides the best basis for explicit attention to developing
The document outlines the curriculum guide for Grade 8 English in the Philippines. It covers 4 quarters and includes standards and competencies for various domains of literacy like listening comprehension, oral language, vocabulary, reading, literature, viewing comprehension, writing, and grammar. The focus is on developing communicative competence through understanding Afro-Asian literature and culture. Key areas covered include strategies for comprehending texts, applying grammar rules, enhancing vocabulary, and conducting research.
This document provides information about the Introduction to Advocacy course. The 3-credit elective course introduces undergraduate students to oral and written advocacy through problem-based learning. It consists of 5 segments covering the meaning of advocacy, legal research, written advocacy like legal briefs, oral advocacy preparation, and presentation skills. Students will work in teams throughout the term to address hypothetical legal issues in written reports and oral presentations, which will be assessed. The course aims to provide industry skills in advocacy, self-awareness, and communication to help students in their education and future careers. It will be assessed based on group written submissions and individual oral presentation assessments. No prerequisites are required.
The document provides details on the Spanish syllabus for the Leaving Certificate in Ireland. It includes the general aims of developing students' communicative competence, language awareness, understanding of language learning, and cultural awareness. The syllabus content is organized into sections on basic communicative proficiency, language awareness, and cultural awareness. It provides linguistic skills and grammar structures for each performance target, which are examples of communicative functions and scenarios. The document emphasizes an integrated approach and developing learner autonomy.
This document provides a curriculum map for the 2nd grade Common Core State Standards for English Language Arts. It outlines the standards, topics, and concepts to be covered each month from September to March, including standards for reading literature, reading informational texts, reading foundational skills, writing, speaking and listening, and language. The purpose is to guide teachers in addressing all of the ELA CCSS over the course of the school year.
The document discusses using pop culture, such as music, to teach persuasive writing techniques to students. It provides examples of persuasive phrases and techniques. It also discusses adapting the lesson to different grade levels and content areas. The document lists relevant TEKS standards and concludes that students thrive when they feel competent and in control.
The document discusses the challenges faced in promoting a holiday run event at the Camarillo Family YMCA. Reaching out to potential partners proved difficult as many did not respond, while some requested inappropriate use of member information. Two partnerships that helped with promotion were an event organizer who facilitated cross-promotion with another local run, and an Associate Production Manager at Patagonia who included promotional materials in swag bags and posted information around their office. The document outlines goals and tasks for an internship focused on assisting with marketing and outreach efforts to promote the run.
Nanda Kishore has over 20 years of experience in IT and 11 years in program and project management. He has managed large and complex projects for clients in various industries involving technologies like .NET, Java, SQL Server and content management. Notable projects include a PeopleSoft HRMS implementation for ING Vysya Bank and an asset-based billing application. He is proficient in project planning, risk mitigation, and ensuring collaboration between teams.
Pure Michigan launched a road trip campaign to increase tourism by targeting middle-aged couples without children who tend to travel by car. The campaign pitched road trips highlighting Michigan's small towns, shops, and outdoor activities. It advertised these trip packages across the Midwest through video, print, and online ads with a $15 million budget. The campaign was successful, with tourism spending and visitor numbers increasing significantly after its launch.
Wie Chefs ihren Pressesprechern das Leben schwer machennews aktuell
news aktuell und Faktenkontor haben nachgefragt, was PR-Leute am meisten unter Druck setzt. Rund 500 Fach- und Führungskräfte aus Pressestellen haben geantwortet. Demnach leiden die meisten Befragten darunter, dass das Top-Management nicht erkennt, welche Inhalte wirklich wichtig sind (56 Prozent). An zweiter Stelle der Leidensskala steht der Helikopter-Chef: 54 Prozent der Umfrageteilnehmer fühlen sich permanent durch ihren Vorgesetzten kontrolliert. Auf Platz drei folgt die Klage, dass die Vorgesetzten oft ihre Freigaben zu spät erteilen (52 Prozent).
1) Small and medium enterprises (SMEs) make up 90% of tourism businesses but face threats from globalization. The EU has policies to help SMEs through cooperation and clustering.
2) Climate change poses major risks to tourism through rising temperatures, sea level rise, and damage to attractions like the Great Barrier Reef. The reef faces being over 95% dead by 2050 due to climate change without action.
3) Overcrowding at popular attractions like the Great Wall of China requires visitor management strategies like capacity limits, routing systems, and marketing to spread visitors across destinations.
This lesson plan reviews grammar and syntax from the previous lesson and builds upon a persuasive essay assignment. Students will workshop their draft essays in flexible groups, using a rubric. They will also analyze anonymous exemplar essays from previous years. Next, students will sign up to present on an autonomous region of Spain in upcoming lessons, focusing on industries, customs, traditions, politics, economics, climate, language, and gastronomy. The lesson aims to develop cultural understanding through comparison and help students improve their writing and presentation skills.
throughout your time as a CAS student, you have been exposed to vaTakishaPeck109
throughout your time as a CAS student, you have been exposed to various developmental theories and practices that align with them. One way that we can connect theoretical understandings with developmentally appropriate practices is through the spaces we create for children and adolescents at-risk.
Develop a classroom or community center/plot of land floorplan where there is intentionality behind every inch of the space. Label each area with its purpose and what area of development it is meant to foster. Be specific, go beyond saying, "Cognitive, Social-emotional, Language, or Physical development". You should have a minimum of 4 pages:
1. A cover page (1 points) where you list your name, student ID, dat, "HW3" and then tell me about the space you are designing and for what age group and population.
· Ages can range from 4 year old's to 18 year old's
· Populations can range from a low-income classroom in an urban, suburban, or rural area to a targeted population (e.g., LGBTQIA+, sexual assault survivors, individuals with learning differences, undocumented youth, etc.)
· Overarching goal of the space you are creating
2. The visual (3 points) representation of the space you created with each area labeled
· You can do this with colored pencils and paper (take a picture or scan it) or on your ipad/tablets and computers using any software/program available to you.
· You can label using letters or numbers or short label names/descriptors
3. The index (4 points) for each area with
· a full name of the area & its goals
· the developmental aspect it is targeting
· through what processes specifically it is targeting that area of development
· Finally, how is it serving a buffer or protective factor for children and adolescents at risk
4. Reflection (2 points) on the process and how realistic your design would be in a school or organization with low resources.
· What 3 areas would you cut and what 2 areas would you absolutely fight to keep if budget was a barrier?
*** You do not need to be an artistic genius to do well on this assignment. It is most important to demonstrate your intentionality in curating spaces for children and adolescents at-risk. Importantly, it needs to be clear that you thought through different processes that impact development.
***There are no file format restrictions given that this is more than a writing assignment.
Research Paper Project Guidelines
This project is an exercise in the social scientific study of public administration,
Students are expected to perform the following tasks:
(a) Choose a substantive, empirical issue pertaining to the topic of the class. The
topic may certainly have normative implications, but it should be
fundamentally an empirical issue. The paper should not be an advocacy
document.
(b) Examine a substantial portion of the social scientific or scholarly literature
analyzing that issue.
(c) Select one or more explanations or perspectives from t ...
The document summarizes key aspects of performance-based assessment for the Moroccan Baccalaureate English exam. It defines performance-based assessment and outlines the skills assessed, including reading, writing, speaking, listening, vocabulary, grammar, and language functions. It describes the sections of the exam, including comprehension, language, and writing sections. It provides details on test techniques, rubrics, and scoring criteria for evaluating students' performance.
This document discusses preparing high school students for college-level writing through an analysis of writing skills and the Common Core standards. It outlines key writing elements like grammar, organization, style, and research. It introduces the Common Core standards which establish a single set of benchmarks across states for English language arts. The standards are divided into strands and focus areas like arguments and informative texts. The document calls for next steps of reviewing exemplar texts, analyzing the coverage of skills in the standards, discussing the current level of high school writers, and determining how to bridge any gaps between high school and college writing expectations.
Grammar for writing academic language and the eld standardsRossanna Vilardo
This document analyzes the English Language Development (ELD) Standards adopted by the California Department of Education to identify the genres of writing and grammatical features expected of English language learners at different grade levels and proficiency levels. The author finds that while the ELD Standards outline various genres students are expected to write, they provide little guidance on grammatical development. The report aims to address this by outlining "pathways" of genres in developmental sequences and identifying the key grammatical features of each genre to help teachers focus their writing instruction. Tables compare the genres in the ELD and English-Language Arts standards at different grade levels. The report argues a focus on genres and their linguistic features provides the best basis for explicit attention to developing
The document outlines the curriculum guide for Grade 8 English in the Philippines. It covers 4 quarters and includes standards and competencies for various domains of literacy like listening comprehension, oral language, vocabulary, reading, literature, viewing comprehension, writing, and grammar. The focus is on developing communicative competence through understanding Afro-Asian literature and culture. Key areas covered include strategies for comprehending texts, applying grammar rules, enhancing vocabulary, and conducting research.
This document provides information about the Introduction to Advocacy course. The 3-credit elective course introduces undergraduate students to oral and written advocacy through problem-based learning. It consists of 5 segments covering the meaning of advocacy, legal research, written advocacy like legal briefs, oral advocacy preparation, and presentation skills. Students will work in teams throughout the term to address hypothetical legal issues in written reports and oral presentations, which will be assessed. The course aims to provide industry skills in advocacy, self-awareness, and communication to help students in their education and future careers. It will be assessed based on group written submissions and individual oral presentation assessments. No prerequisites are required.
The document provides details on the Spanish syllabus for the Leaving Certificate in Ireland. It includes the general aims of developing students' communicative competence, language awareness, understanding of language learning, and cultural awareness. The syllabus content is organized into sections on basic communicative proficiency, language awareness, and cultural awareness. It provides linguistic skills and grammar structures for each performance target, which are examples of communicative functions and scenarios. The document emphasizes an integrated approach and developing learner autonomy.
This document provides a curriculum map for the 2nd grade Common Core State Standards for English Language Arts. It outlines the standards, topics, and concepts to be covered each month from September to March, including standards for reading literature, reading informational texts, reading foundational skills, writing, speaking and listening, and language. The purpose is to guide teachers in addressing all of the ELA CCSS over the course of the school year.
The document discusses using pop culture, such as music, to teach persuasive writing techniques to students. It provides examples of persuasive phrases and techniques. It also discusses adapting the lesson to different grade levels and content areas. The document lists relevant TEKS standards and concludes that students thrive when they feel competent and in control.
The document discusses the challenges faced in promoting a holiday run event at the Camarillo Family YMCA. Reaching out to potential partners proved difficult as many did not respond, while some requested inappropriate use of member information. Two partnerships that helped with promotion were an event organizer who facilitated cross-promotion with another local run, and an Associate Production Manager at Patagonia who included promotional materials in swag bags and posted information around their office. The document outlines goals and tasks for an internship focused on assisting with marketing and outreach efforts to promote the run.
Nanda Kishore has over 20 years of experience in IT and 11 years in program and project management. He has managed large and complex projects for clients in various industries involving technologies like .NET, Java, SQL Server and content management. Notable projects include a PeopleSoft HRMS implementation for ING Vysya Bank and an asset-based billing application. He is proficient in project planning, risk mitigation, and ensuring collaboration between teams.
Pure Michigan launched a road trip campaign to increase tourism by targeting middle-aged couples without children who tend to travel by car. The campaign pitched road trips highlighting Michigan's small towns, shops, and outdoor activities. It advertised these trip packages across the Midwest through video, print, and online ads with a $15 million budget. The campaign was successful, with tourism spending and visitor numbers increasing significantly after its launch.
Wie Chefs ihren Pressesprechern das Leben schwer machennews aktuell
news aktuell und Faktenkontor haben nachgefragt, was PR-Leute am meisten unter Druck setzt. Rund 500 Fach- und Führungskräfte aus Pressestellen haben geantwortet. Demnach leiden die meisten Befragten darunter, dass das Top-Management nicht erkennt, welche Inhalte wirklich wichtig sind (56 Prozent). An zweiter Stelle der Leidensskala steht der Helikopter-Chef: 54 Prozent der Umfrageteilnehmer fühlen sich permanent durch ihren Vorgesetzten kontrolliert. Auf Platz drei folgt die Klage, dass die Vorgesetzten oft ihre Freigaben zu spät erteilen (52 Prozent).
1) Small and medium enterprises (SMEs) make up 90% of tourism businesses but face threats from globalization. The EU has policies to help SMEs through cooperation and clustering.
2) Climate change poses major risks to tourism through rising temperatures, sea level rise, and damage to attractions like the Great Barrier Reef. The reef faces being over 95% dead by 2050 due to climate change without action.
3) Overcrowding at popular attractions like the Great Wall of China requires visitor management strategies like capacity limits, routing systems, and marketing to spread visitors across destinations.
This lesson plan reviews grammar and syntax from the previous lesson and builds upon a persuasive essay assignment. Students will workshop their draft essays in flexible groups, using a rubric. They will also analyze anonymous exemplar essays from previous years. Next, students will sign up to present on an autonomous region of Spain in upcoming lessons, focusing on industries, customs, traditions, politics, economics, climate, language, and gastronomy. The lesson aims to develop cultural understanding through comparison and help students improve their writing and presentation skills.
throughout your time as a CAS student, you have been exposed to vaTakishaPeck109
throughout your time as a CAS student, you have been exposed to various developmental theories and practices that align with them. One way that we can connect theoretical understandings with developmentally appropriate practices is through the spaces we create for children and adolescents at-risk.
Develop a classroom or community center/plot of land floorplan where there is intentionality behind every inch of the space. Label each area with its purpose and what area of development it is meant to foster. Be specific, go beyond saying, "Cognitive, Social-emotional, Language, or Physical development". You should have a minimum of 4 pages:
1. A cover page (1 points) where you list your name, student ID, dat, "HW3" and then tell me about the space you are designing and for what age group and population.
· Ages can range from 4 year old's to 18 year old's
· Populations can range from a low-income classroom in an urban, suburban, or rural area to a targeted population (e.g., LGBTQIA+, sexual assault survivors, individuals with learning differences, undocumented youth, etc.)
· Overarching goal of the space you are creating
2. The visual (3 points) representation of the space you created with each area labeled
· You can do this with colored pencils and paper (take a picture or scan it) or on your ipad/tablets and computers using any software/program available to you.
· You can label using letters or numbers or short label names/descriptors
3. The index (4 points) for each area with
· a full name of the area & its goals
· the developmental aspect it is targeting
· through what processes specifically it is targeting that area of development
· Finally, how is it serving a buffer or protective factor for children and adolescents at risk
4. Reflection (2 points) on the process and how realistic your design would be in a school or organization with low resources.
· What 3 areas would you cut and what 2 areas would you absolutely fight to keep if budget was a barrier?
*** You do not need to be an artistic genius to do well on this assignment. It is most important to demonstrate your intentionality in curating spaces for children and adolescents at-risk. Importantly, it needs to be clear that you thought through different processes that impact development.
***There are no file format restrictions given that this is more than a writing assignment.
Research Paper Project Guidelines
This project is an exercise in the social scientific study of public administration,
Students are expected to perform the following tasks:
(a) Choose a substantive, empirical issue pertaining to the topic of the class. The
topic may certainly have normative implications, but it should be
fundamentally an empirical issue. The paper should not be an advocacy
document.
(b) Examine a substantial portion of the social scientific or scholarly literature
analyzing that issue.
(c) Select one or more explanations or perspectives from t ...
In this paper, there are three articles that concentrate on the analysis of genres should be reviewed.
Particularly so, these three articles shed light on the contribution of the corpus linguistics methodology to the
analysis and application of academic genres. For easy reference, I have to label Article 1 on From Text To Corpus-
A Genre-based Approach to Academic Literacy Instruction by C Tribble and U. Wingate, Article 2 on Using Corpusbased
research and Online Academic Corpora to Inform Writing of the Discussion Section of a Thesis, by L. Flower
dew and Article 3 on An Integration of Corpus-Based and Genre-Based Approaches to Text Analysis in EAP/ESP:
Countering Criticisms Against Corpus-Based Methodologies, also by L. Flower dew.
This document outlines a 5-session unit plan for a 5th grade inclusion class to create their own cultures. In session 1, students will brainstorm and design the key aspects of their cultures in groups. Session 2-3 allows groups to create visual representations and write descriptions of their cultural aspects. Session 4-5 involves completing and presenting their projects, with feedback and assessment from the teacher. The goal is for students to understand the various elements that comprise a culture and how cultures can differ.
This document outlines a 5-session unit plan for a 5th grade inclusion class to create their own cultures. In session 1, students will brainstorm and design the key aspects of their cultures in groups. Session 2-3 allows groups to create visual representations and write descriptions of their cultural aspects. Session 4-5 involves completing and presenting their projects, with feedback and assessment from the teacher. The goal is for students to understand the various elements that comprise a culture and how cultures can differ.
GCU College of Education LESSON PLAN TEMPLATETeacher Candida.docxshericehewat
GCU College of Education
LESSON PLAN TEMPLATE
Teacher Candidate:
Grade Level:
Date:
Unit/Subject:
Instructional Plan Title:Cara Simmons
7th Grade
12/16/2015
Civics
Sources and Types of Law
I. Planning
Lesson summary and focus:The students are required to analyze and identify the sources and types of law including but not limited to civil, criminal, constitutional, juvenile and military law.
Classroom and student factors:Students are grouped based on balance of lexiles levels and native language. Desks are grouped in 4s where each student can visibly see the board.
National / State Learning Standards:SS.7.C.3.10
Specific learning target(s) / objectives:
Teaching notes:Students will use examples of historical law codes and statutes to identify how laws originated and developed in Western society. Students will recognize the constitutional, civil, criminal, juvenile and military law as sources of law.
Teacher uses higher order questions to elicit prior knowledge of sources and types of law. Teacher groups students in pairs based on complimentary strengths and weaknesses. Teacher asks follow-up comprehension questions about the differences and similarities of the various sources of law.
Agenda:
Formative assessment:Bellringer/Warm Up
Anchor Charts
Matching Game
Interactive Notebook
ReflectionStudents will complete a matching exercise pairing a court scenario with the correct sources of law. Students will work collaboratively and provide ongoing feedback to each other. Students are monitored by teacher where wrong pairings are given the opportunity for justification in that choice.
Academic Language:
Key vocabulary:
Function:
Form:
case law
criminal law
civil law
constitutional law
juvenile law
statute
due processUnderstanding and identifying the key terms will allow students to synthesize, paraphrase, infer and evaluate the systems and sources of law and order.
Therefore, how, because, but, due to this, justifying
Instructional Materials, Equipment and Technology:
Overhead projector, matching cards, anchor charts, color pencils, markers, Types of Law Brain pop video clip.
Grouping:
Students are matched in groups of 4 with a balance of higher and lower performers.
II. Instruction
A. Opening
Prior knowledge connection:Students associate the ideals of rule of law and due process while applying its role in the sources of law. Students are asked to recall landmark court cases and its varying roles in the court system. By remembering a familiar court case, students should be able to find attributes of what they know about the cases and match them to the source of the law and briefing.
Anticipatory set:Students are asked to think about a famous court case, landmark case or one from television and pair it with a source of law to acquire new learning. In groups, students discuss their individual court cases and which source they believe corresponds. Student discussion will help alleviate guessing and increase participation through p ...
Final paper textual analysis elizabeth narváez cardonaenarvaez2009
1) This document analyzes scientific articles about academic writing in Colombian higher education to map the academic discourse community in this field. Textual analysis of introductions and conclusions identifies research agendas and involved stakeholders.
2) After 2006, the discourse shifted from advocating for freshman writing courses to advocating for teaching writing across higher education.
3) The field of academic writing in Colombian higher education is emerging. Future research agendas include applying findings to institutional practices and exploring international debates to further develop the field.
THIS ASSIGNMENT IS NOT A CONVENTIONAL RESEARCH PAPER, where you wrGrazynaBroyles24
THIS ASSIGNMENT IS NOT A CONVENTIONAL RESEARCH PAPER, where you write about a particular topic from a detached perspective. Instead, this assignment is more of an exercise of your imagination, albeit with guardrails. You are being asked — okay, required — to imagine yourself actually being directly and personally engaged in carrying out some type of project in a cultural or subcultural context that differs significantly from your own cultural context. (Obviously we don’t have sufficient time within the duration of this course for anyone to actually carry out a project of this dimension and complexity that entails direct contact with a specific culture other than the class member’s own.) This could be done solo or as part of a group. But for those of you envision it as a group project, you need to presume that you have some degree of responsibility for leading the group — particularly when it comes to applying Cultural Intelligence (CQ) to navigate the cross-cultural challenges that you would be facing in carrying out the project. Why you? Because you should assume that no one else in the group has taken Cultural Anthropology with professor at university or has had any other serious exposure to the concept of Cultural Intelligence prior to embarking on this project with you as a participant in the group.
So, what kind of project might you propose? It does not have to be any type of mission trip, although that is certainly a legitimate possibility. The most successful CIA projects in this Cultural Anthropology course over the years are those that somehow gave expression to a serious interest or concern on the part of the author, whether that interest or concern was of an academic nature, or personal, professional, cultural, charitable, scientific, vocational, avocational, artistic, athletic, medical -- or something else. In theory, your project might possibly be carried out in any culture or subculture in any part of the world. But it helps if you have identified a culture-specific need for your project to address. For example, one member of the 2020 class proposed to teach swimming to youth in Bangladesh, because he ran across a story about exceptionally high subteen drowning rates in that country. Someone else in the same section, drawing upon previous archival internships, proposed to work with members of the Navajo nation in making sure that their official archives adequately reflected that people’s perspectives and priorities, rather than just the U. S. Government’s priorities.
Obviously these last-cited projects reflect fairly specialized skill sets on the part of the authors; please don’t allow yourself to be intimidated by these examples. With an eye toward further stimulating your thinking, here are a few other recent CIA project topics that turned out to be notably successful, in no particular order:
Mediation program to provide counseling for Mexican-American immigrants in Texas
Providing cultural and legal orientation to Syrian r ...
This assignment is not a conventional research paper, where you wrariysn
This document discusses different models for distance education course delivery, including synchronous, asynchronous, and blended models. Synchronous models involve real-time interaction between instructors and students online, while asynchronous models do not require simultaneous interaction and instead rely on discussion forums and email. The blended model combines elements of both synchronous and asynchronous delivery. Effective course management systems and a user-friendly technology interface are important for supporting distance education.
The document outlines a 6-day lesson plan for teaching students about ancient civilizations. On day 1, students create a class timeline of ancient civilizations and choose which civilization to research. On days 2-3, students research characteristics of their civilization and summarize their findings. On day 4, students build websites presenting what they learned. On day 5, students present their websites and provide feedback on others' work. On day 6, students assess their learning through a questionnaire.
1
John Johnson
COMM 300/4010
Research Study Analysis
January 25, 2015
According to Arlene (2005), Literature Review is a text written text by researchers, scholars, and practitioners that systematically, explicitly, and reproducibly identify, evaluate, and synthesize the existing body of completed and recorded work. A good literature review should be critical, comprehensive and contextualized (Arlene, 2005). It is guided by one’s research objective or by the issue or thesis, you are arguing. It shows that you have up-to-date awareness of the relevant studies of other scholars, and that the study questions under focus are relevant. Further, it ascertains that your research will address a certain gap.
Literature review will help you place your original work (in the case of theses or dissertations) in the context of existing literature by showing that there are gaps in knowledge in your field that merit a closer investigation (Arlene, 2005). It demonstrates that your work will fill this gap by adding knowledge in and understanding of your field. Secondly, it illustrates that your work has not been done before by any scholar as it affirms your intellectual contribution is indeed original. Thirdly, it provides a critical approach to scholarship. Literature review shows that you have analyzed and critiqued the theories or methodologies in the field and that you know the main arguments related to your topic.
Fourthly, it helps yourself to focus on the primary theoretical and methodological approaches to your discipline, as well as the primary factors of your research. In addition, it identifies controversies and differences of opinion among scholars in the specific field under focus, and provides a scenario for the study as the valid, crucial response as well as considerable addressing of those controversies. Lastly, it synthesizes the results of your research into a precise account of what is known in your field of inquiry and what remains to be investigated, in a manner that it would address the thesis, problem, or research question (Arlene, 2005).
The research defines different terms. For instance, Status cues are defined as important guidelines in normal Face-to-Face (FtF) interactions which affects the interpretation and processing of communication. Heuristic processing is outlined a set of rules that makes more efficient the cognitive processing. The use of heuristic processing may have effects that are negative and inaccurate results.
Language and linguistic style- the study has examined the impact of languages on the credibility, persuasiveness and attractiveness on computer mediated communications. A variety of languages used in the study such as the Standard Singapore English and the colloquial Singapore English, which have been developed and used within the community. This study further suggests how language variation influences perception of the audience. Source expertise is explained as a status cue that may place judgmen.
Write Five page Essay.Topic What do you think will be the m.docxherbertwilson5999
Write Five page Essay.
Topic: What do you think will be the most important debatable economic or social problem facing the field of Nursing in the United States 20 years from now? Choose the problem, define it, and defend your position using credible research.
Choose five current, varied (by type), and credible sources to use in writing to support your topic which should result in a five page essay that persuades the reader that your perspective on a debatable topic is the correct position to take. Your APA paper should demonstrate your ability to engage the reader, provide a strong thesis with pattern for development, incorporate in-text citations as needed, and include a final reference page listing and using research resources as described above.
LESSON PLAN TEMPLATE
Section 1: Lesson Preparation
Teacher Candidate Name:
Grade Level:
Date:
Unit/Subject:
Instructional Plan Title:
Lesson Summary and Focus:
In 2-3 sentences, summarize the lesson, identifying the central focus based on the content and skills you are teaching.
Classroom and Student Factors/Grouping:
Describe the important classroom factors (demographics and environment) and student factors (IEPs, 504s, ELLs, students with behavior concerns, gifted learners), and the effect of those factors on planning, teaching, and assessing students to facilitate learning for all students. This should be limited to 2-3 sentences and the information should inform the differentiation components of the lesson.
National/State Learning Standards:
Review national and state standards to become familiar with the standards you will be working with in the classroom environment.
Your goal in this section is to identify the standards that are the focus of the lesson being presented. Standards must address learning initiatives from one or more content areas, as well as align with the lesson’s learning targets/objectives and assessments.
Include the standards with the performance indicators and the standard language in its entirety.
Specific Learning Target(s)/Objectives:
Learning objectives are designed to identify what the teacher intends to measure in learning. These must be aligned with the standards. When creating objectives, a learner must consider the following:
· Who is the audience
· What action verb will be measured during instruction/assessment
· What tools or conditions are being used to meet the learning
What is being assessed in the lesson must align directly to the objective created. This should not be a summary of the lesson, but a measurable statement demonstrating what the student will be assessed on at the completion of the lesson. For instance, “understand” is not measureable, but “describe” and “identify” are.
For example:
Given an unlabeled map outlining the 50 states, students will accurately label all state names.
Academic Language
In this section, include a bulleted list of the general academic vocabulary and content-specific vocabulary you need .
English 113A Overview of Final Essay Assignment, as taken .docxYASHU40
English 113A
Overview of Final Essay Assignment, as taken from the writing program at
www.umass.edu/writingprogram:
This essay moves the writer even further “into the world” by asking
him/her to interact with not only a variety of texts but also to begin
assessing and defining his/her own contexts for writing. This unit is meant
to help students begin with a topic they care deeply about for whatever
reason and imagine a potential audience that might need/want to hear
more about it. As a result, the purpose of this essay (argumentative,
persuasive, explanatory, etc.) is determined by the students’ definition of
their own audience and context. Research enters into the process in this
unit as a way of both learning more about potential contexts and
audiences for their topic (i.e. an annotated bibliography that casts a wide
net) and as one of the sources of information students may draw on in
developing their topic. As a result, this essay has a similar progression
beginning with topic exploration (i.e. what do I care about?) to pre-
research on what others have said on the topic (resulting in an annotated
bibliography). The early research and generative writing, then, help
students define their context, audience, and purpose for the paper in a
short proposal that then leads to drafting an essay geared toward this
audience. The only limitations on context here is that the audience is an
educated one (and thus will expect a researched paper to support the
writer’s statements) and the purpose for writing moves beyond “school
writing”—i.e. a context that is more civic and/or public than solely an
academic one.
The overall goal of the unit is to help students imagine how academic
writing skills might serve them in more public contexts to meet their own
goals. In this way, the unit seeks to expand the context for writing,
includes new options for source material, yet still maintains a focus on the
writer’s personal desires for communication located in their own
experience and communities. In short, it introduces central academic
research practices but asks students to see their relevance to civic, public,
or local discourse. Further, it seeks to move students from a reliance on a
predetermined context to defining their own in order to highlight how
writing emerges not only from a “required” context but more often from the
writer and/or an event in “the world” that prompts one to communicate
with others.
Assignment
Part I:
Complete a rhetorical prospectus, for Monday 11/17/14. In order to
complete a rhetorical prospectus, you must have 3-4 sources. For each
source, write your quotes down on an index card.
For each index card, follow this format: upper right hand corner of card, a
description of quote; center of card, the quotation; bottom of the card, the
source.
For Monday 11/17/14, you must come to class with your index cards and
your rhetorical prospectus completed. Please type up your rhe ...
This document outlines a 6-day unit plan for teaching students about ancient civilizations. Students will research different ancient civilizations, create websites presenting what they learned, and give presentations on their civilizations. The plan includes daily objectives, activities, and homework assignments to guide students through conducting research, collaborating in groups, and demonstrating their understanding of ancient civilizations.
This document provides guidance on developing Strategic Intervention Materials (SIMs) to enhance student learning. It defines a SIM as a teaching aid that stimulates student activity and increases understanding. It then describes the different components of a SIM, which include a Guide Card, Activity Card, Assessment Card, Enrichment Card, and Reference Card. Each component serves a specific purpose, such as presenting learning objectives, providing activities to teach concepts, assessing student understanding, reinforcing lessons, and suggesting additional resources. Criteria are provided for developing each SIM component to optimize student learning. The document aims to help educators create effective SIMs that engage students and improve educational outcomes.
This week youve learned about various facets of sexual identity aTakishaPeck109
This week you've learned about various facets of sexual identity and the ways sexualties are informed by social institutions, cultural norms, and other forms of identity (e.g., gender norms, race/ethnicity, social class, religion, etc.) The film Moonlight provides us an opportunity to explore these connections as we watch the main character, Chiron, navigate his childhood and adolescence. (Before you begin, please make sure you have completed the readings, especially Kameron Copeland's film review.)
Note: The film is accessible from the library; just do a title search and follow the link to Swank digital media if the following link doesn't work:
https://digitalcampus.swankmp.net/udenver333780/watch/E83C519A1FB4E618?referrer=direct
In this four page paper, please answer the following question:
Writing Prompt:
· What does an intersectional analysis of Moonlight teach us about how gender, race and class shape Chiron's sexual identity (and his life in general?)
Note, your paper should include a clear, well-defined thesis statement (or argument) that answers this question. Your thesis should provide the organizing framework for your paper and be supported throughout with the readings, key terms, and thoughtful examples from the film.
Other questions that might help you create your argument/thesis/analysis: (Note, these are suggestions. You are not required to answer them!).
· What does this film tell us about the relationship between hegemonic masculinity and violence?
· What role does "family" (and its many iterations) play in Chiron's life?
· What does Chiron's life teach us about the ability (or lack thereof) for queer men of color to be "out"?
· This film received widespread critical acclaim and won the Oscar for "Best Picture of the Year" in 2017 for its thoughtful (yet arguably heartbreaking at times) portrayal of black queer masculinity. However, some argue that Hollywood needs more positive portrayals of LGBTQ+ stories that celebrate diverse queer and LGBGTQ+ people. Where do you think Moonlight fits in this debate?
Grading Requirements:
· Minimum of four (4) pages, double spaced
· Includes a thoughtful thesis that poses an argument; frames the paper; and is supported with the readings and examples from the film
· Engages with at least two (2) readings from Week 3 and at least one (1) reading from Week 2. (Remember to use parenthetical citations or footnotes...no works cited required)
· Avoids overusing direct citations and instead articulates the readings arguments by paraphrasing (and citing!)
· Thoughtfully answers above questions using evidence from film and texts to support insights/opinions/reflections Reflects college level writing standards (e.g., grammar, syntax, voice, spelling, etc).
GCU College of Education
LESSON PLAN TEMPLATE
Section 1: Lesson Preparation
Teacher Candidate Name:
Grade Level:
Date:
Unit/Subject:
Instructional Plan Title:
Lesson Summary and Focus:
In 2-3 se ...
This document discusses the importance of context in language comprehension and learning. It presents research showing that providing contextual information and activating students' background knowledge can improve comprehension. Visual aids like pictures and videos are found to help lower-level learners, while techniques like discussing vocabulary, titles and questions are also effective, especially for more advanced learners. The role of schema theory is explained, which holds that comprehension involves both bottom-up processing of textual details and top-down processing using context and expectations. Contextualizing language instruction and practice is recommended over isolated teaching of forms.
Here are some reflections on your lesson planning and teaching experience:
- The amount of information presented was challenging for students to process. In the future, try to limit content and allow more time for discussion, questions, and hands-on activities.
- Presenting content through lecture alone may not engage all learners. Using a variety of teaching methods like small group work, videos, simulations, etc. could help keep students actively involved.
- Be flexible and willing to modify plans based on how students are responding. Shortening points and leaving time for questions showed good responsiveness.
- Technology like Kahoot can enhance learning if used appropriately. Consider saving it for later in the lesson once key concepts are introduced.
This course introduces students to concepts and practices in international development. It will examine major players, approaches, and criteria for assessing development efforts. Students are expected to actively participate in class discussions and complete assignments involving readings, research, presentations, and a final paper. Assignments include reading commentaries, supplementary research, facilitating a class discussion, and contributing to a final group presentation and paper on development in a particular region and country. The course aims to stimulate engagement with course materials and sharing of information among students.
The teacher welcomes students to 9th grade Spanish class and explains that learning Spanish will give them cultural awareness, communication skills, and advantages in their future. Spanish is the second most spoken language in the US. The teacher wants to create an equal learning environment based on a "Class Constitution" outlining students' rights, such as the right to be respected, learn comfortably, ask questions, and have fun. The constitution will be further developed by the class. The teacher looks forward to getting to know the students and having a successful school year.
This document discusses a field experience placement working with ESOL students at Southwest High School. It notes challenges with student motivation and reading comprehension that are similar to those observed in a previous placement. It recommends implementing a behavior intervention plan to establish goals and motivate students. It also recommends explicitly teaching students techniques for decoding language, such as breaking down word parts and sentence structures, to improve reading comprehension and reduce ambiguity in instruction.
The document summarizes Pat Conroy's memoir The Water is Wide, which describes his experience teaching on Yamacraw Island in South Carolina during the Civil Rights Movement. It details how Conroy introduced new teaching methods focused on conversation and field trips, which transformed his students' educational experiences and exposure to the outside world. However, his improvements to the school were cut short when he was fired due to his support for desegregation, threatening the status quo defended by locals like Piedmont and Bennington who opposed integration.
This document outlines a lesson plan for teaching 9th and 10th grade Spanish students about the San Fermin Festival in Spain. The lesson will use hands-on activities like a bull-running game and tasting traditional Spanish food to teach students about the history and traditions of the festival in an engaging way. Students will learn vocabulary related to morality, ethics, and Spanish traditions. They will also write a paper arguing either for or against the festival to practice using the past and imperfect tenses as well as the subjunctive mood. The lesson aims to incorporate different learning styles and draw on principles of adolescent development.
La cultura Huari, que floreció entre los años 600-1000 d.C. en los Andes centrales de Perú, sentó las bases tecnológicas para el imperio Inca, incluyendo la invención de los quipus (cuerdas con nudos para registrar información) y los caminos empedrados. El documento explora el origen y alcance del poder del imperio Huari, así como su influencia en la dispersión del protoquechua a través de la red vial andina y el uso de mensajeros, contradiciendo la noción de que los Incas
Este documento analiza cómo los presidentes Hugo Chávez de Venezuela y Rafael Correa de Ecuador han establecido regímenes hegemónicos mediante la restricción de la libertad de prensa y la manipulación de las constituciones de sus países. Chávez comenzó el patrón al reescribir la constitución venezolana para mantenerse en el poder. Correa siguió este ejemplo al aprobar una nueva constitución ecuatoriana que le permitió ser reelegido. Ambos líderes también aprobaron leyes que restringen la libertad de
Gabriella is a 20-year-old Spanish-speaking English language learner from Miami who experiences linguistic challenges in her daily communication. These challenges stem from direct translations from her native Spanish to English, which result in errors in morphology, phonology, and semantics. Specifically, she struggles with word forms and tenses, pronunciation of certain English sounds, and conveying the intended meaning of words. Through analysis of her speech, it is clear that semantic errors are most common, as she relies on Spanish translations. With continued English practice and acquisition of more advanced vocabulary, her language skills will likely continue improving over time.
This lesson plan provides context for a lesson on the development of the four main languages in Spain - Vasco, Gallego, Catalán, and Castellano. The lesson will use a PowerPoint presentation with videos and guided notes to trace the linguistic changes in the Iberian Peninsula from Germanic, Arabic, and Basque predecessors through the rise and fall of empires. Students will fill out a visual chart comparing the languages and complete a journal entry analyzing the political and cultural ramifications of illiteracy during La Reconquista Cristiana. The lesson aims to help students understand how historical events shaped the formalization and organization of the languages. It will build toward a unit test assessing knowledge of the autonomous regions,
The lesson plan introduces students to the Festival of San Fermin and its tradition of running with the bulls through a simulated game, videos, and class debate on the morality of the tradition, with the goal of having students write a persuasive essay expressing their own view using appropriate tenses. The plan considers students' diverse backgrounds and builds on a previous lesson about Spain by having students describe their views using vocabulary and grammar already practiced. Assessments include participation in the debate and writing the persuasive essay expressing their stance.
Este documento analiza las novelas picarescas femeninas "La calle de las Camelias" de Mercè Rodoreda y "Nada" de Carmen Laforet. Ambas obras presentan protagonistas femeninas, Cecilia CE y Andrea respectivamente, que desafían los roles de género tradicionales al buscar la libertad individual y cuestionar la división entre las esferas pública y privada. La protagonista de "La calle de las Camelias" logra la libertad económica a través de lo que se considera la prostitución, mientras
Este documento discute la historia de la migración mexicana a los Estados Unidos y el sentimiento de "otredad" que sienten los inmigrantes mexicanos. Describe cómo el suroeste de Estados Unidos originalmente pertenecía a México y a los pueblos indígenas, pero fue robado por los estadounidenses después de la guerra entre México y Estados Unidos. A pesar de vivir en esta tierra por generaciones, los inmigrantes mexicanos a menudo se sienten rechazados y limitados en la sociedad est
Este documento explora la "intranscendencia espiritual" de los mexicanos modernos y sus orígenes en las culturas indígenas centroamericanas como los nahua, mexica, maya y azteca. Argumenta que la indiferencia hacia la vida y la muerte que se ve en los mexicanos modernos sigue los patrones culturales de sus ancestros y se manifiesta en la devoción a la Santa Muerte. La tesis es que la intranscendencia espiritual de los pueblos indígenas resultó en una filosofía
El documento discute la indiferencia hacia la vida y la muerte que practican los mexicanos modernos debido a las creencias intrascendentes de sus ancestros indígenas. Argumenta que esta indiferencia resulta en la devoción a la Santa Muerte por parte de algunos mexicanos modernos, la cual es una manifestación de las prácticas espirituales intrascendentes de las culturas mesoamericanas como los aztecas y mayas y no algo demoníaco.
El documento analiza la imaginación y su papel durante la época del franquismo en España. Describe cómo Rosa Montero y otros escritores lograron expresar su imaginación a través de sus obras a pesar de las estrictas reglas impuestas por el régimen franquista para controlar el contenido artístico. También discute cómo la imaginación les permitió reconciliar la ambigüedad de la realidad y crear nuevas realidades literarias a pesar de las limitaciones políticas.
El documento analiza la obra de teatro El Alcalde de Zalamea de Pedro Calderón de la Barca. Explora cómo Calderón transforma el significado del honor al mostrar que puede definirse de manera subjetiva. Se enfoca en la escena donde Pedro Crespo y Don Lope discuten sus perspectivas diferentes sobre el honor. Pedro Crespo argumenta que cada persona puede afirmar su propio honor, mientras que Don Lope cree que el honor depende de la clase social. A través de este diálogo, Calderón demuestra que el honor es una noción subjetiva
This document outlines Meg Shephard's assessment portfolio for an AP Spanish Language class. The class consists mainly of sophomores and juniors from Miami who are mostly third generation Spanish speakers. The learning goals are to improve research, writing, and presentation skills to prepare students for college and careers. The portfolio assignment involves creating a pamphlet arguing for Cuba's secession from Spain, incorporating sources and following an MLA format. Rubrics and supports for ELL students are also addressed.
1) The document summarizes two English lessons about Joseph Conrad's Heart of Darkness observed by the author. In the first lesson, the teacher leads a discussion about plot and characters. In the second lesson, students give presentations about assigned readings, though the teacher frequently interrupts to provide information.
2) The author gave one student general comprehension questions about the first lesson. The responses lacked substance and repeated filler words. This raised the question of whether the student did not understand the text or did not care about the assignment.
3) For the second lesson, the author gave more specific questions requiring textual evidence. The responses showed more detail, suggesting the student could find evidence but still may not fully comprehend the complex text.
Este documento analiza las películas Tesis y [REC], dirigidas por Alejandro Amenábar y Jaume Balagueró y Paco Plaza respectivamente, y cómo ambas exploran los conceptos de voyerismo y epistefelia a través de la mirada de los protagonistas y del espectador. Ambas películas emplean técnicas cinematográficas como encuadres cerrados y cámara en mano para generar anticipación en el espectador y reflejar su deseo de ver imágenes violentas a pesar de la resistencia verbal de
Este documento resume un estudio que compara el español de dos hispanohablantes: Jesús, originario de Puerto Rico pero criado en Miami, y Kenneth, nacido en EE.UU. pero criado en Ecuador. El estudio analiza sus rasgos fonéticos y léxicos. A pesar de vivir en Miami y estar expuestos al español cubano, Jesús y Kenneth mantuvieron formas de hablar influenciadas por Puerto Rico y Ecuador, respectivamente, debido a la enseñanza de sus padres de hablar un español "bueno" y entendible.
Este documento analiza el cuento "Borges y yo" de Jorge Luis Borges. El cuento examina la identidad a través del "yo" poético y muestra el conflicto interno que Borges siente al dividirse a sí mismo entre el Borges inorgánico que ha creado y el Borges orgánico. Al leer el cuento, surge una investigación sobre la identidad y el valor de un nombre. El documento también proporciona contexto biográfico sobre Borges y su estilo literario fantástico, influenciado por el psicoanálisis
1. Meg Shephard
TAL 540
4/14/15
Assessment Portfolio
Introduction Letter:
The class for which these assessments is created is an AP Spanish Language class,
inspired from the class in which I have been completing field experience, with Sra. Alina
Gonzalez at Southwest Miami Senior High. Specifically I will apply the analysis made
from my second focused observation to this assessment portfolio context. The grades
represented in my AP Spanish Language class are a few seniors, with mostly sophomores
and juniors. These students are almost all third generation native speakers of Spanish,
with the majority born here in Miami with high rates of fluency. Also, more than half of
the class is of Cuban heritage. None of them have IEPs or behavioral plans, however
many of them could use varied methods of instruction in order to encourage their
engagement and challenge their self-discipline.
Each assessment will tie into the themes previously presented in my four prior
lesson plans. The themes include cultural traditions and historical foundations of Spain,
specifically regarding the San Fermín Festival, The Running of the Bulls, and general
information regarding the 17 autonomies of Spain. My intentions are to have a well
established repertoire of objectives and assessments for a Spain-based unit in any High
School Spanish class, whether it be non-specialized, honors, AP, or otherwise. The over
arching learning goals for my students are to acquire and improve academic research
skills, to improve informal and formal writing skills, improve formal oral presentation
2. skills, and to gain confidence in the aforementioned abilities as well as experience in
preparation for real world encounters such as college and professional jobs. Sunshine
State standards that we see reflected and connected throughout the themes of the Spain
unit include “incorporate with ease appropriate idiomatic and culturally authentic
expression in presentations (WL.K12.AH.4.6)”, “Discriminate between different registers
of language (formal/informal, literary/colloquial, written/conversational), and explain
their cultural implications (WL.K12.AL.8.2)”, “Demonstrate understanding of idiomatic
expressions, proverbs, and sayings from a variety of texts and derive meaning from
unknown words by using context clues (WL.K12.AH.2.4)”, and “Use previously
acquired vocabulary to discuss familiar topics in other subject areas such as geography,
history, and language to reinforce and further knowledge of other disciplines through the
target language (WL.K12.IM.7.2)”.
Consequently, the first formative assessment would be embedded into the final
summative PBL project in the form of a rough draft of an evidential pamphlet to be work-
shopped in class. The second formative assessment to be embedded in the PBL will take
the form of an annotated bibliography providing a minimum of 2 primary sources and 2
secondary sources from which the students will base the information in the final draft of
their pamphlet. The final formative assessment will be to turn in an outline of the
persuasive proposal essay that will encapsulate all the previous scaffolds in a formal oral
presentation.
As you can see, I am constantly trying to combine a certain type of expression or
learner style with the simultaneous opportunity to verbally communicate, actively
challenging the students to practice their oral language skills which is proven to be a
3. successful way to learn, improve, or master a language. The above assessments will
engage visual learners (designing a pamphlet), tactile/kinesthetic learners (using
technology such as Smartboards, computers, and ‘smart’ devices), and auditory/rhythmic
learners (including visual media in oral presentations for the PBL assessment). Also, the
students will simultaneously have opportunities to work individually and cooperatively
during the participation of all above assessments (research independently yet edit
together, workshops, designing PowerPoints or trifolds, etc.)
Description of 3 formative assessments briefly mentioned in Intro Letter:
Starting with a brief description of the summative Problem Based Learning
project, the students will be pick an autonomy in Spain from which to base a holistic
presentation of a governmental petition to secede from Spain in order to a be an
independent country (based off the real and current debate of Cataluña’s petition to
become it’s own country). This PBL project will include three formative assessments
embedded in it: 1) pamphlet first draft, 2) annotated bibliography, 3) persuasive essay
proposal outline.
The first assessment would start off the students with a visual guide directing
them in their future research required for their annotated bibliography. In this evidential
pamphlet rough draft, students will need to demonstrate which aspects of their autonomy
they will be highlighting. From this list, they need to pick five areas to concentrate on in
order to maintain focus on the most important aspects that are directly applicable to their
autonomy and possible future independence: gastronomy, art, architecture, industry,
language, culture, history, academia, and politics. From there the students need to
4. describe in a paragraph or less what specific examples they have chosen from their
autonomy and why. There needs to be at least one example in each of the five categories
(areas). These examples need to be ones that specifically demonstrate developmental
strength of the autonomy that would lead it to be successful as an independent country.
Now that the students have chosen at least one example in all five areas of
development for their elected autonomy, they need to provide evidence that these
examples show pre-existing independence or will lead to the long-term independence of
the autonomy as a country. In order to find this evidence, students will need to do
research using computers and Internet as well as library books. In conducting their
research the students need to find a minimum of 2 primary sources and 2 secondary
sources that serve as evidence for their argument of secession. This evidence needs to
have the general effect of supporting the argument, acting as a source that can be cited as
proving the independence of the autonomy, which in turn would prove that the autonomy
can exist as a successful country. The format of the annotated bibliography itself must
look as follows (in MLA format): statement of purpose, thesis of argument, numbered list
of sources (primary then secondary) with each one including the paragraph which
explains what the source contains and why it is being used/how it proves the autonomies
independence.
Finally, the last assessment will be embedded into the PBL project, which will be
to turn in an outline of the persuasive proposal that will encapsulate all the previous
scaffolds in a formal oral presentation. I will be looking for an outline that delineates step
by step what arguments are being made and how they are proven by academic sources.
The students will need to prepare several things to bring the entire project to fruition.
5. Firstly, finalize their second and last draft of their evidential pamphlet. From there, they
will need to show how this information has been supported by the sources in their
annotated bibliography, and how those evidentiary supports have served as the basis of
their persuasive proposal. Next, the students will take the main points of their proposal
and design a visual presentation (of their choosing) to present to the class as a
supplemental guide to their oral persuasive proposal. This visual presentation and
pamphlet serve as the basis upon which the students will argue the following: “This
autonomy is so developed in the mentioned ways that we deserve to be our own country
independent from Spain, and this is why…” The “this is why” part is where the students
will propose their persuasive and analytical petition. Once the petition is given to the
class orally, after having presented the visual presentation and pamphlet, the students
who watched the project presentation will vote on weather to pass or deny the petition.
As a fun incentive for the students, the project group who wins the most votes ‘yes’ will
earn a special prize. In continuation, the students will be given an overall rubric for the
entire project that aligns with the assignment sheet given at the introduction of the
project.
All of the above formative assessments will be graded, given feedback, and
returned within 2 classes from date turned in. This way, the students have enough time to
review their feedback and make the appropriate adjustments and corrections.
Description of Differentiation:
Regarding Universal Design of Instruction, this particular PBL project does a
thorough job of addressing representation, expression, and engagement throughout the
6. scaffolds and embeddings. Starting with the creation of an evidential pamphlet that
includes the first two formative assessments aforementioned, the students have the
freedom to choose the autonomy they will support (engagement), the way in which they
will design their evidential pamphlet (representation), and the types of primary and
secondary sources they can use to argue in favor of their proposal supported by the
evidential pamphlet (expression). The final portion of the PBL, which is the formal oral
presentation of their autonomy’s petition, also gives the students the liberty to choose
how they incorporate their evidential pamphlet to structure their proposal outline [third
formative assessment] (engagement), which visual aids they present complementary to
the oral proposal (representation), and which group members will orally present which
portions of the petition (expression).
In a class based and taught in English, instruction and materials would be
differentiated for English Language Learners throughout the PBL project’s realization.
This is necessary because research shows that although ELL may have good
conversational English skills, but they may lack the vocabulary and academic language
that’s pivotal for real world encounters such as college and professional job settings.
Although my hypothetical classed based off my field experience has no ELL, there are a
few ESOL students. However, the class itself is an AP class in which English is
discouraged in order to promote the proficiency of the students’ Spanish. Regardless, if
there were any ELL students in the class who are simultaneously learning Spanish,
certain materials would be given in that student’s native language along side the Spanish
materials, depending on their level of language proficiency. And if necessary, according
to if they were in a specified ELL or ESOL exit program, those students would also
7. receive certain information in English as well as their native language. Assessments
would reflect their linguistic levels, using their native language in the assessments if
necessary. Furthermore, sheltered instructional supports would be offered to those
students in class as well as in instructional materials.
8. A Petition to Secede from Spain
For this project, you will pick an autonomy in Spain from which to base a presentation of a governmental petition to become
independent from Spain. This is designed to realistically depict the real and current debate of Cataluña’s petition to become it’s
own country. With this project, you will be able to immerse yourself in the culture of your group’s chosen autonomy to the
extent that you will be capable of arguing in favor of your autonomy’s secession from Spain. By doing so you will gain and
improve research skills, visual media design skills, and formal oral and written presentation skills.
Why:
A. You will demonstrate to a panel of councilmen and councilwomen (your classmates) that your autonomy deserves to
secede (to become independent) from Spain due to certain outstanding characteristics of yourautonomy that prove its
preexisting independence and its consequent future success as a country.
a. To find out what characteristics make your autonomy special, you will do research in class and outside of class
b. This research will be used to create an MLA annotated bibliography and an evidential pamphlet (see below)
B. You will argue your autonomy’s right to secession (independence)by designing an evidential pamphlet that
supplements the oral proposal,an annotated bibliography of sources used to prove the evidence in the pamphlet, and a
formal visual presentation orally given to the council.
C. The autonomy that wins the most votes from the council (your classmates who voted) will gain secession from Spain
(and win a special prize from me, of course!)
What you need to know:
- The annotated bibliography needs a guiding statement, an argument thesis,2 primary sources and 2 secondary sources,
and a paragraph for each describing what specific categories you have chosen from their autonomy and why with examples
o To be turned in September 30th
- The evidential pamphlet needs to highlight five categories (see options listed in box 1 below)
o First draft to be turned in on October 15th
o The second draft will not need to be turned in, but you are free to do so and I will review it
o Both drafts must be in a brochure form, with each category (listed below) as a section in the brochure-formatted
pamphlet
- The petition outline will need to be typed and written, at least 2 pages,Times New Roman, size 12 font, and
bulleted/roman numerals
o To be turned in on November 15th
What To do:
1) Choose your group partners (maximum four people)
2) Choose your autonomy and sign up for presentation date
3) Collect necessary materials (rubric, example of former students pamphlet,annotated bibliography, and proposaloutline)
a. Use these as a structure to follow while designing yourmaterials
4) Brainstorm ideas
5) Follow the steps outlined below
6) Turn in all three assessments IN class on due date (11/15/15)
7) Create a full formal oral presentation in which you incorporate all three documents/assessments to argue on behalf of your
petition (total 15 minutes)
THE PROCESS
Step One Step Two Step Three
1. Design evidential
pamphlet
2. Pick 5 categories of the
following to highlight
autonomy
independence
a. Gastronomy, art,
architecture,industry,
language, culture,
history, academia,and
politics
1. Write annotated
bibliography
2. Use 5 categories
3. Describe importance of
each in 1 paragraph
1. Create proposal outline
2. Use pamphlet and
annotated bibliography
to support argument
3. Use persuasion to
convince council of
petition
DUE: DATE WRITTEN ON SIGN UP
SHEET