The document provides guidance for studying the novel "Holes" by Louis Sachar. It outlines objectives for investigating character development, themes, setting, and plot. It suggests creating mind maps to explore the character Stanley Yelnats using point, evidence, and explanation statements. The document also provides success criteria and examples of paragraphs at different levels analyzing Stanley's character.
Stanley Yelnats was sent to Camp Green Lake after being falsely accused of stealing shoes. There he met Hector Zeroni, nicknamed Zero, and they became friends. Zero ran away into the desert but Stanley found him under an abandoned boat. They discovered a field of onions and pool of water that provided clues about the camp's past. Stanley and Zero succeeded in finding the treasure but got in trouble, though Stanley was eventually released. Stanley used the treasure to buy a new house, which he shared with Zero after Zero was reunited with his mother.
This document provides an overview of how to analyze characters in a story. It discusses determining whether a character is main or minor, dynamic or static, round or flat, and the protagonist or antagonist. It also provides guidance on interpreting characters by stating an opinion and backing it up with evidence from the story through paraphrasing, summarizing, or quoting. The document gives an example outline for analyzing specific characters like Mama, Dee, or Maggie and identifying what elements and evidence support that characterization.
The document provides an overview of the key elements of personal narratives, including character, setting, conflict, plot, theme, point of view, change, and reflection. It discusses how each element should be included in a personal narrative and the goals for writing each element. Character is developed through behaviors and motivations. Setting creates mood and context. Conflict introduces problems for characters to overcome. Plot shows how characters address conflicts. Theme conveys life lessons. Narratives are usually first person and show change and reflection on meaning.
This document provides an introduction to using Point, Evidence, Explanation (PEE) paragraphs to analyze texts. PEE involves making a point about a text, providing evidence from the text to support the point, and explaining how the evidence proves the point. The document explains that PEE allows students to demonstrate their understanding, interpretation, and analysis of texts. It provides examples of identifying the point, evidence, and explanation in paragraphs about characters from the book "Holes." Students are then instructed to write their own PEE paragraphs analyzing characters from "Holes" and create a PEE mobile organizing their analysis.
The document discusses two types of characterization - direct and indirect. Direct characterization involves the author directly telling the audience about a character's personality, while indirect characterization involves the author showing aspects of a character's personality through their speech, thoughts, interactions with others, actions, and appearance. Indirect characterization uses five methods - speech, thoughts, effect on others, actions, and looks - to reveal a character's personality without explicitly stating it.
Historical fiction is a genre that combines factual information about historical time periods, events, and real people with fictional elements like characters, dialogue, and details. It aims to present a believable story that is supported by historical evidence and portrays characters and settings realistically without conflicting known facts or relying on stereotypes. The document provides examples of short stories and novels that fall into the historical fiction genre, spanning various eras from medieval England to the American Great Depression and World War II.
This document provides definitions and explanations of short stories as a text type for teaching purposes. It defines short stories as works of fiction involving imagination that tell of a single event in a concentrated way through characters connected by a plot. Short stories are typically between 1,000-20,000 words and can be read in one sitting. The document also discusses elements of short stories like setting, characters, style, theme, and plot. It explores using short stories to help students develop reading comprehension, analysis, and writing skills. A multi-stage approach to teaching short stories is presented, including pre-reading, reading, and extension activities.
This document provides an overview of elements of plot in short stories. It defines plot as the organization of main events in a work of fiction that typically involve characters changing as they are caught up in a conflict. Key elements of plot discussed include exposition, rising action, climax, falling action, and resolution. Examples are provided of each element, including from the story of The Three Little Pigs. The document also discusses characterization, setting, point of view, and other common elements in short stories.
Stanley Yelnats was sent to Camp Green Lake after being falsely accused of stealing shoes. There he met Hector Zeroni, nicknamed Zero, and they became friends. Zero ran away into the desert but Stanley found him under an abandoned boat. They discovered a field of onions and pool of water that provided clues about the camp's past. Stanley and Zero succeeded in finding the treasure but got in trouble, though Stanley was eventually released. Stanley used the treasure to buy a new house, which he shared with Zero after Zero was reunited with his mother.
This document provides an overview of how to analyze characters in a story. It discusses determining whether a character is main or minor, dynamic or static, round or flat, and the protagonist or antagonist. It also provides guidance on interpreting characters by stating an opinion and backing it up with evidence from the story through paraphrasing, summarizing, or quoting. The document gives an example outline for analyzing specific characters like Mama, Dee, or Maggie and identifying what elements and evidence support that characterization.
The document provides an overview of the key elements of personal narratives, including character, setting, conflict, plot, theme, point of view, change, and reflection. It discusses how each element should be included in a personal narrative and the goals for writing each element. Character is developed through behaviors and motivations. Setting creates mood and context. Conflict introduces problems for characters to overcome. Plot shows how characters address conflicts. Theme conveys life lessons. Narratives are usually first person and show change and reflection on meaning.
This document provides an introduction to using Point, Evidence, Explanation (PEE) paragraphs to analyze texts. PEE involves making a point about a text, providing evidence from the text to support the point, and explaining how the evidence proves the point. The document explains that PEE allows students to demonstrate their understanding, interpretation, and analysis of texts. It provides examples of identifying the point, evidence, and explanation in paragraphs about characters from the book "Holes." Students are then instructed to write their own PEE paragraphs analyzing characters from "Holes" and create a PEE mobile organizing their analysis.
The document discusses two types of characterization - direct and indirect. Direct characterization involves the author directly telling the audience about a character's personality, while indirect characterization involves the author showing aspects of a character's personality through their speech, thoughts, interactions with others, actions, and appearance. Indirect characterization uses five methods - speech, thoughts, effect on others, actions, and looks - to reveal a character's personality without explicitly stating it.
Historical fiction is a genre that combines factual information about historical time periods, events, and real people with fictional elements like characters, dialogue, and details. It aims to present a believable story that is supported by historical evidence and portrays characters and settings realistically without conflicting known facts or relying on stereotypes. The document provides examples of short stories and novels that fall into the historical fiction genre, spanning various eras from medieval England to the American Great Depression and World War II.
This document provides definitions and explanations of short stories as a text type for teaching purposes. It defines short stories as works of fiction involving imagination that tell of a single event in a concentrated way through characters connected by a plot. Short stories are typically between 1,000-20,000 words and can be read in one sitting. The document also discusses elements of short stories like setting, characters, style, theme, and plot. It explores using short stories to help students develop reading comprehension, analysis, and writing skills. A multi-stage approach to teaching short stories is presented, including pre-reading, reading, and extension activities.
This document provides an overview of elements of plot in short stories. It defines plot as the organization of main events in a work of fiction that typically involve characters changing as they are caught up in a conflict. Key elements of plot discussed include exposition, rising action, climax, falling action, and resolution. Examples are provided of each element, including from the story of The Three Little Pigs. The document also discusses characterization, setting, point of view, and other common elements in short stories.
This document provides guidance on writing a personal narrative. It explains that a personal narrative is a story about oneself told from a first-person point of view focusing on one significant event. It should be written in chronological order using transitions and include reactions of what people said and did as well as reflections on what was learned. The prompt instructs students to write a multiple paragraph personal narrative essay about an important life event using flashback as an introduction technique and including reactions and reflections.
The story follows an aviator who meets a little prince from an asteroid. The prince tells the aviator about the other planets he visited, each inhabited by different eccentric individuals - a king, vain man, drunkard, businessman, lamplighter, and geographer. During his travels, the little prince falls in love with a flower on his asteroid and is confused by these feelings. He eventually arrives on Earth where he befriends a fox who teaches him about life before returning to the aviator, though it is implied the little prince may soon die.
Monsters are Due on Maple Street Conflict Chart KeyEmma Zayas
The document is a conflict chart analyzing the various conflicts faced by characters in the Twilight Zone episode "Monsters are Due on Maple Street". It identifies five types of conflicts - character vs self, character vs nature, character vs society, character vs character, and character vs technology/supernatural. For each type of conflict, it lists examples from the episode of specific characters dealing with those conflicts.
This document provides an overview of fiction as a genre of literature. It defines fiction and notes that while fiction uses imagined characters and events, it can illustrate truths about human life. The principal types of fiction are defined as the short story and novel. Various genres of fiction are then outlined such as fables, parables, tales, romantic fiction, realistic fiction, and more. For each genre, an example is typically provided. The document concludes by discussing various elements of fiction including characters, point of view, plot, setting, conflict, irony, and theme.
This document discusses the different elements of setting in fiction. It defines setting as the time and place in a narrative. There are different types of settings including neutral, spiritual, and dynamic settings. The elements of setting include geographical location, occupations, time period, and social/cultural environments. Setting can serve functions like providing background, revealing character, and establishing mood. It can also take on symbolic or metaphorical meaning related to themes. A work's setting can even become the dominant element that drives the narrative.
Plot structure describes the arrangement of events in a story. Freytag's Pyramid models plot with five parts: exposition, rising action, climax, falling action, and resolution. The climax is the turning point of highest tension. Rising action involves conflicts that build to the climax, while falling action occurs after as a result. Modified Freytag's Pyramid extends before and after the primary rising and falling action. Key plot components include the inciting incident that begins the action, and the dénouement that concludes any remaining questions.
This document outlines the key elements of a short story: setting, characters, plot, and theme. It defines each element and provides examples. Setting establishes where and when the story takes place. Characters include the protagonist and antagonist, and are developed through direct and indirect characterization methods. Plot is the sequence of related events, built around a conflict between opposing forces. It includes exposition, rising action, climax, falling action, and resolution. Theme is the main idea or underlying message of the story. Analyzing stories using these elements can help understand short fiction.
This document provides information and guidance about writing an informative process essay. It discusses the key elements of a process essay, including that it explains the steps of a process in order to help the reader understand how something is done or accomplished. The document emphasizes that a process essay needs to not only list the steps, but also explain why each step is important, the order they must be completed in, and any potential problems or variations. It provides questions for writers to consider to help explain the process effectively. The document also gives tips for writing the introduction, body paragraphs, and conclusion to clearly outline the steps and purpose of the process being described.
This is a powerpoint used to explain essay writing to lower level secondary school students.
It looks at introduction, body paragraphs using PEEL and the conclusion!
The writer structures the text to create suspense and interest the reader. It begins by focusing on the narrator's murder, shocking the reader. As it develops, details of the murderer, Mr. Harvey, are revealed through the narrator's impressions of him. These impressions develop suspense around his character. The closing lines maintain suspense by not revealing full details of the murder. Overall, the writer uses their structural choices effectively to engage the reader and build suspense throughout the extract.
Tall tales are fictional stories that exaggerate the truth about larger-than-life heroes or heroines. They were first told by American settlers in the wilderness as a form of entertainment when they gathered after work, telling unbelievable stories about characters like Paul Bunyan or Johnny Appleseed who did regular jobs with amazing speed, strength, or cleverness. Tall tales are characterized by a main character with a regular job but superhuman abilities, problems solved in funny or unbelievable ways, exaggerated details, and characters that speak and act like common people.
This document defines and discusses the key elements of short stories, including their origins, structure, and plot. It begins by defining short stories as works of fiction shorter than novels, typically under 20,000 words. It then discusses the origins of short stories in ancient narrative traditions. The rest of the document outlines the typical elements of short stories, including setting, characters, point of view, theme, and plot structure using Freytag's pyramid model. It analyzes the classic short story "Little Red Riding Hood" as an example.
This document defines and provides descriptions of various types of nonfiction writing. It includes definitions for biography, autobiography, memoir, essay, interview, article, diary, speech, and letter. A biography is written about someone else's life, an autobiography is the story of one's own life, and a memoir is a record of facts and events written from the author's perspective. Essays can be narrative, humorous, descriptive, expository, or persuasive. An interview involves a writer meeting a source to obtain information. An article is an independent part of a larger publication. A diary is a daily record of personal experiences. A speech uses sound to express ideas and a letter is a written message sent between people or organizations
Lesson elements of story with motivation Shiela Capili
The document provides information about key elements of stories and movies, including setting, characters, plot, conflict, point of view, theme, and other techniques. It defines these elements and gives examples. Setting is described as the time and place of the story. Character types include protagonists, antagonists, flat/round, and static/dynamic characters. Plot elements include exposition, rising action, climax, falling action, and resolution. Conflict can be external/internal. Point of view can be first or third person. Theme conveys the overall message or lesson of the story.
Oedipus Rex by Sophocles tells the story of King Oedipus of Thebes who seeks to uncover the murderer of the former king. The play explores themes of fate versus free will and man's inability to control his destiny. It follows Oedipus as he discovers through a series of revelations that he unwittingly fulfilled a prophecy that he would kill his father and marry his mother. The play examines Oedipus' downfall from a position of power and authority to that of a blind beggar after his tragic discovery of the truth.
A Midsummer Night's Dream by William Shakespeare is a comedy set in Athens that follows the romantic entanglements of four young lovers, Hermia, Lysander, Demetrius, and Helena. The play is set in both Athens and a nearby forest where magic and mischief abound due to the actions of Puck, a mischievous fairy servant of Oberon, the king of the fairies. The lovers' paths become twisted due to magic potions that influence who they become enamored with. The play is a tale of love, magic, and confusion that eventually results in harmony being restored.
It is a powerpoint presentation that discusses about the lesson or topic: The Parable of Benjamin Franklin named The Whistle. It also includes follow-up questions and about the topic of Intonation.
The document provides information about different writing styles including descriptive, narrative, and cause and effect paragraphs. It gives definitions and examples of each style. For descriptive paragraphs, it explains that they should create a clear picture using sensory details. Narrative paragraphs are used to tell a story and should include background, an event summary, and conclusion. Cause and effect paragraphs explain how a cause leads to an effect using words like "because", "so", and "as a result". The document aims to instruct on writing effective paragraphs in these common styles.
An introduction to autobiography and biographyTrix Rodriguez
This document provides information about autobiographies and biographies, including definitions, examples, and tips for writing them. An autobiography is a self-written account of one's life, while a biography is written about someone else. Famous autobiographies mentioned include those by Benjamin Franklin, Thomas Jefferson, and Charles Darwin. Tips for writing an autobiography include reflecting on one's motivation, making lists of key details, choosing a perspective and structure, and editing. Famous biographies discussed include those of Mahatma Gandhi, Muhammad Ali, and Marilyn Monroe. The document concludes with guidelines for researching and writing a biography.
Characterization: What Type of Character are They? pvenglishteach
This document defines and provides examples of different types of characters. It discusses protagonists, who are central to the story and work to achieve a goal. Protagonists can be unlikeable. It also describes round characters as multidimensional, dynamic characters as changing over time, and antagonists as opposing the protagonist. Secondary, flat, and static characters are also defined and examples given.
This document provides an overview of common formative assessments, including their purpose and benefits. It discusses the 10 steps to design quality common assessments, including laying the foundation by identifying standards and "unwrapping" them, then creating the assessment with selected and constructed response items along with scoring rubrics. The goal of common assessments is to inform instructional decision making by providing timely feedback to both teachers and students.
This document is Jonathan Chan's portfolio for student-led conferences. It contains examples of work from various subjects, including a language arts podcast about discrimination, a math activity involving Skittles, and a social studies spy letter writing assignment. For each piece, Jonathan provides context about the assignment, which essential learning results it aligns with, and a short reflection. The portfolio is meant to demonstrate Jonathan's work and learning to his parents during conferences led by the students themselves rather than the teacher.
This document provides guidance on writing a personal narrative. It explains that a personal narrative is a story about oneself told from a first-person point of view focusing on one significant event. It should be written in chronological order using transitions and include reactions of what people said and did as well as reflections on what was learned. The prompt instructs students to write a multiple paragraph personal narrative essay about an important life event using flashback as an introduction technique and including reactions and reflections.
The story follows an aviator who meets a little prince from an asteroid. The prince tells the aviator about the other planets he visited, each inhabited by different eccentric individuals - a king, vain man, drunkard, businessman, lamplighter, and geographer. During his travels, the little prince falls in love with a flower on his asteroid and is confused by these feelings. He eventually arrives on Earth where he befriends a fox who teaches him about life before returning to the aviator, though it is implied the little prince may soon die.
Monsters are Due on Maple Street Conflict Chart KeyEmma Zayas
The document is a conflict chart analyzing the various conflicts faced by characters in the Twilight Zone episode "Monsters are Due on Maple Street". It identifies five types of conflicts - character vs self, character vs nature, character vs society, character vs character, and character vs technology/supernatural. For each type of conflict, it lists examples from the episode of specific characters dealing with those conflicts.
This document provides an overview of fiction as a genre of literature. It defines fiction and notes that while fiction uses imagined characters and events, it can illustrate truths about human life. The principal types of fiction are defined as the short story and novel. Various genres of fiction are then outlined such as fables, parables, tales, romantic fiction, realistic fiction, and more. For each genre, an example is typically provided. The document concludes by discussing various elements of fiction including characters, point of view, plot, setting, conflict, irony, and theme.
This document discusses the different elements of setting in fiction. It defines setting as the time and place in a narrative. There are different types of settings including neutral, spiritual, and dynamic settings. The elements of setting include geographical location, occupations, time period, and social/cultural environments. Setting can serve functions like providing background, revealing character, and establishing mood. It can also take on symbolic or metaphorical meaning related to themes. A work's setting can even become the dominant element that drives the narrative.
Plot structure describes the arrangement of events in a story. Freytag's Pyramid models plot with five parts: exposition, rising action, climax, falling action, and resolution. The climax is the turning point of highest tension. Rising action involves conflicts that build to the climax, while falling action occurs after as a result. Modified Freytag's Pyramid extends before and after the primary rising and falling action. Key plot components include the inciting incident that begins the action, and the dénouement that concludes any remaining questions.
This document outlines the key elements of a short story: setting, characters, plot, and theme. It defines each element and provides examples. Setting establishes where and when the story takes place. Characters include the protagonist and antagonist, and are developed through direct and indirect characterization methods. Plot is the sequence of related events, built around a conflict between opposing forces. It includes exposition, rising action, climax, falling action, and resolution. Theme is the main idea or underlying message of the story. Analyzing stories using these elements can help understand short fiction.
This document provides information and guidance about writing an informative process essay. It discusses the key elements of a process essay, including that it explains the steps of a process in order to help the reader understand how something is done or accomplished. The document emphasizes that a process essay needs to not only list the steps, but also explain why each step is important, the order they must be completed in, and any potential problems or variations. It provides questions for writers to consider to help explain the process effectively. The document also gives tips for writing the introduction, body paragraphs, and conclusion to clearly outline the steps and purpose of the process being described.
This is a powerpoint used to explain essay writing to lower level secondary school students.
It looks at introduction, body paragraphs using PEEL and the conclusion!
The writer structures the text to create suspense and interest the reader. It begins by focusing on the narrator's murder, shocking the reader. As it develops, details of the murderer, Mr. Harvey, are revealed through the narrator's impressions of him. These impressions develop suspense around his character. The closing lines maintain suspense by not revealing full details of the murder. Overall, the writer uses their structural choices effectively to engage the reader and build suspense throughout the extract.
Tall tales are fictional stories that exaggerate the truth about larger-than-life heroes or heroines. They were first told by American settlers in the wilderness as a form of entertainment when they gathered after work, telling unbelievable stories about characters like Paul Bunyan or Johnny Appleseed who did regular jobs with amazing speed, strength, or cleverness. Tall tales are characterized by a main character with a regular job but superhuman abilities, problems solved in funny or unbelievable ways, exaggerated details, and characters that speak and act like common people.
This document defines and discusses the key elements of short stories, including their origins, structure, and plot. It begins by defining short stories as works of fiction shorter than novels, typically under 20,000 words. It then discusses the origins of short stories in ancient narrative traditions. The rest of the document outlines the typical elements of short stories, including setting, characters, point of view, theme, and plot structure using Freytag's pyramid model. It analyzes the classic short story "Little Red Riding Hood" as an example.
This document defines and provides descriptions of various types of nonfiction writing. It includes definitions for biography, autobiography, memoir, essay, interview, article, diary, speech, and letter. A biography is written about someone else's life, an autobiography is the story of one's own life, and a memoir is a record of facts and events written from the author's perspective. Essays can be narrative, humorous, descriptive, expository, or persuasive. An interview involves a writer meeting a source to obtain information. An article is an independent part of a larger publication. A diary is a daily record of personal experiences. A speech uses sound to express ideas and a letter is a written message sent between people or organizations
Lesson elements of story with motivation Shiela Capili
The document provides information about key elements of stories and movies, including setting, characters, plot, conflict, point of view, theme, and other techniques. It defines these elements and gives examples. Setting is described as the time and place of the story. Character types include protagonists, antagonists, flat/round, and static/dynamic characters. Plot elements include exposition, rising action, climax, falling action, and resolution. Conflict can be external/internal. Point of view can be first or third person. Theme conveys the overall message or lesson of the story.
Oedipus Rex by Sophocles tells the story of King Oedipus of Thebes who seeks to uncover the murderer of the former king. The play explores themes of fate versus free will and man's inability to control his destiny. It follows Oedipus as he discovers through a series of revelations that he unwittingly fulfilled a prophecy that he would kill his father and marry his mother. The play examines Oedipus' downfall from a position of power and authority to that of a blind beggar after his tragic discovery of the truth.
A Midsummer Night's Dream by William Shakespeare is a comedy set in Athens that follows the romantic entanglements of four young lovers, Hermia, Lysander, Demetrius, and Helena. The play is set in both Athens and a nearby forest where magic and mischief abound due to the actions of Puck, a mischievous fairy servant of Oberon, the king of the fairies. The lovers' paths become twisted due to magic potions that influence who they become enamored with. The play is a tale of love, magic, and confusion that eventually results in harmony being restored.
It is a powerpoint presentation that discusses about the lesson or topic: The Parable of Benjamin Franklin named The Whistle. It also includes follow-up questions and about the topic of Intonation.
The document provides information about different writing styles including descriptive, narrative, and cause and effect paragraphs. It gives definitions and examples of each style. For descriptive paragraphs, it explains that they should create a clear picture using sensory details. Narrative paragraphs are used to tell a story and should include background, an event summary, and conclusion. Cause and effect paragraphs explain how a cause leads to an effect using words like "because", "so", and "as a result". The document aims to instruct on writing effective paragraphs in these common styles.
An introduction to autobiography and biographyTrix Rodriguez
This document provides information about autobiographies and biographies, including definitions, examples, and tips for writing them. An autobiography is a self-written account of one's life, while a biography is written about someone else. Famous autobiographies mentioned include those by Benjamin Franklin, Thomas Jefferson, and Charles Darwin. Tips for writing an autobiography include reflecting on one's motivation, making lists of key details, choosing a perspective and structure, and editing. Famous biographies discussed include those of Mahatma Gandhi, Muhammad Ali, and Marilyn Monroe. The document concludes with guidelines for researching and writing a biography.
Characterization: What Type of Character are They? pvenglishteach
This document defines and provides examples of different types of characters. It discusses protagonists, who are central to the story and work to achieve a goal. Protagonists can be unlikeable. It also describes round characters as multidimensional, dynamic characters as changing over time, and antagonists as opposing the protagonist. Secondary, flat, and static characters are also defined and examples given.
This document provides an overview of common formative assessments, including their purpose and benefits. It discusses the 10 steps to design quality common assessments, including laying the foundation by identifying standards and "unwrapping" them, then creating the assessment with selected and constructed response items along with scoring rubrics. The goal of common assessments is to inform instructional decision making by providing timely feedback to both teachers and students.
This document is Jonathan Chan's portfolio for student-led conferences. It contains examples of work from various subjects, including a language arts podcast about discrimination, a math activity involving Skittles, and a social studies spy letter writing assignment. For each piece, Jonathan provides context about the assignment, which essential learning results it aligns with, and a short reflection. The portfolio is meant to demonstrate Jonathan's work and learning to his parents during conferences led by the students themselves rather than the teacher.
This document provides an overview of growth mindset concepts including:
- The difference between fixed and growth mindsets and how they influence priorities and attitudes.
- Ways to develop growth mindsets such as praising actions not abilities and balancing success with challenges.
- Research showing that previewing material can double learning progress and the importance of setting goals.
Amanda is presenting her work from various classes at a student-led conference. She discusses projects in language arts about Second Chance Animal Aid, math where she studied fractions, social studies where she created a presentation on the colony of South Carolina, science where her group researched the Milky Way galaxy, and art where she painted a scene inspired by Claude Monet. The document provides reflections on each project where Amanda describes what she learned and the skills she gained.
What are the elements that have the greatest impact on improving student learning for 11-18 years olds? How do they work together? The session presents each of the elements and explains their significance, then gives examples of these elements in humanities, English and social studies classrooms.
Learning Success Center - Supplemental Education Service Training 2011-12 Robert Blake
The document provides information about supplemental education services training provided by the Learning Success Center (LSC) in 2011-12. It outlines that LSC will provide an on-site coordinator and site monitor to oversee programs. It also lists expectations for teachers, including being prepared with lesson plans and materials, following training procedures, and notifying LSC of any issues. Teachers are expected to complete and submit required paperwork in a timely manner.
The document provides a case study on a 14-year-old student named Joe Smith who qualifies for special education services under specific learning disabilities. According to his IEP, Joe performs well in science and has good social skills but struggles with writing. His writing lacks organization and contains awkward sentences. The proposed IEP goal is for Joe to write 4 short compositions each week on different prompts to improve his writing organization, transitions, and sentence structure. The plan outlines supports and assessments to help Joe meet the goal.
The document discusses the importance of teaching children to think for themselves through developing thinking skills like planning, observing, investigating and metacognition. It also discusses the need to create an emotionally safe classroom where students feel a sense of participation, competence and have a balance of high challenge and low stress. The document advocates for letting children think independently rather than controlling their thoughts.
This document discusses strategies for supporting struggling Chinese language students using small group instruction. It outlines how the Chinese Language Support program at the Chinese American International School works, including evaluating students' needs, designing tailored lesson plans and schedules, and implementing activities focused on areas like character recognition, speaking, and building vocabulary and sentence patterns. Two case studies are presented showing sample activities used with individual students to help improve their character recognition and speaking abilities. Resources for additional support are also listed.
Building Language Interest, Confidence, Motivation and Skills: Supporting Str...Chiungwen
This document discusses strategies for supporting struggling Chinese language students using small group instruction. It outlines how the Chinese Language Support program at the Chinese American International School works, including evaluating students' needs, designing instruction plans, and implementing lessons. Two case studies are presented that focus on character recognition and speaking. Specific activities are described such as using radicals, drawing pictures, drills, and games to help students with characters, and communication drills to build speaking skills. Resources for additional support include iPad apps and books on supporting struggling language learners.
Book Shepherd has had a long career as a professional writer since 1981. She has owned her own marketing firm since 1996 and has edited over 50 books for various clients. She is also the author of three books of her own and co-owns a business inspired by characters from one of her books. Some of her other career highlights include winning prestigious awards for her marketing work in 2007 and 2005. She has also been involved in charitable work including helping to reintroduce white rhinos to a Phoenix zoo in 2004.
This document discusses success criteria and how to effectively implement them in the classroom. It provides examples of both effective and ineffective ways to use success criteria. Key points include:
1) Success criteria should be focused on the learning intention and skills being developed, not just the task.
2) They should be clear, specific and qualitative rather than abstract or overcomplicated.
3) Teachers should use the success criteria to guide instruction and feedback, not just provide them to students.
4) Effective success criteria are learning-focused, challenge students appropriately, and are supported by models and examples.
Five Steps To Develop Leadership Qualities In ChildrenGeniekids
This document outlines a 5-step program to develop leadership qualities in children ages 9-14. The steps include: 1) Making children aware of their own strengths and abilities, 2) Preparing children to experiment with their strengths, 3) Putting children in exciting yet challenging situations, 4) Allowing children to strategize between challenges, and 5) Reflecting on the qualities exhibited and lessons learned. The overall goal is to help children develop leadership skills through self-awareness, practice, challenge, strategy, and reflection.
Here are 3 statements for children to independently determine the truth of:
1. There is a relationship between the circumference of a circle and its diameter.
2. Exercise leads to a healthy lifestyle.
3. Little Red Riding Hood was innocent!
This document discusses assessment for 21st century learning. It defines assessment and explores different aspects of 21st century learning, including types of learning (understandings, skills, dispositions, and content knowledge), examples of 21st century skills, and potential shifts needed in assessment. The document examines how to best assess understandings, skills, dispositions, and content knowledge. It provides rubrics to assess middle school students' development of complex problem solving skills and dispositions.
This document summarizes a group's work on a problem-based learning project. The group analyzed a scenario about a teacher, Miss Rita, who was struggling with classroom effectiveness. They identified several hypotheses about Miss Rita's challenges and generated learning issues to research. Group members researched theories and solutions related to their assigned learning issues. They presented plausible solutions to Miss Rita's problems and reflected on what they learned from the project. The document outlines the group's process of encountering the problem, analyzing it, conducting research, presenting solutions, and evaluating their work.
This document summarizes a group's work on a problem-based learning project. The group analyzed a scenario about a teacher, Miss Rita, who was struggling with classroom effectiveness. They identified several hypotheses about Miss Rita's challenges and generated learning issues to research. Group members researched theories and solutions related to their assigned learning issues. They presented plausible solutions to Miss Rita's problems and reflected on what they learned from the project. The document outlines the group's process of encountering the problem, analyzing it, conducting research, presenting solutions, and evaluating their work.
2 Q E D520 P B L E Portfolio Master CopyLi Liutian
This document describes a problem-based learning (PBL) e-portfolio created by students. It includes:
1) An introduction to the e-portfolio and its navigation menu.
2) A scenario where a teacher, Miss Rita, is struggling with an ineffective class and wants help developing her teaching skills.
3) Details of the students' analysis of the problem through discussion notes, mind maps, and identifying Miss Rita's ineffective teaching as the problem statement.
Serving gifted students requires more than challenging academic experiences. As a matter of fact, research suggests that developing certain social emotional learning (SEL) competencies like persistence, strategic risk-taking, and self-confidence are necessary for developing talent. This session introduces a series of lessons that develop social emotional learning (SEL) competencies alongside academically rigorous work to help ensure that gifted students have the skills necessary to recognize strengths, manage stress, communicate effectively, practice empathy and compassion, and motivate their actions to explore learning that is personally meaningful all while meeting rigorous academic standards.
The document discusses various theories about media audiences and effects. It covers topics like:
1) Audience research that produces data on audience behavior and responses to help media producers. It also discusses how audience research is used to test audience theories.
2) Different audience theories ranging from direct effects theory to theories of active audiences. It places these theories on a spectrum from more behaviorist to more active audience-centered.
3) Historical examples of "moral panics" about new media and the idea that media are often blamed for societal issues. Several specific theories and models are also summarized briefly, including cultivation theory, uses and gratifications, and the two-step flow model.
Six literacy lesson ideas are summarized:
1. Students write a commentary explaining the methodology and purpose of research.
2. Students engage in a role play demonstrating understanding of a text through a summary, theory illustration, or linking theory to current events.
3. Students discuss different views at a cocktail party, then debate in groups agreeing with their own views.
4. Students plan responses to a pre-released question as different theorists, and questions for other theorists.
5. Students initially write their beliefs, then respond with counter-arguments on a rotating paper to build critique skills.
6. The lessons develop speaking, listening, reading and writing skills through tasks like role plays, debates
The document discusses strategies for teaching students to analyze representations in TV drama through extended responses. It encourages using speaking and listening to develop writing skills. Students should make connections between different pieces of knowledge to demonstrate a holistic understanding. Learning objectives include analyzing how social class is constructed through micro-elements in TV extracts, using terminology to discuss representations, and comparing producers' intentions.
The document describes two activities called Articulate and Gesticulate. In Articulate, one person describes words to their partner who tries to guess them within 30 seconds. In Gesticulate, the same is done but without speaking, only through gestures. It then prompts questions to reflect on learning skills used and how they could apply elsewhere. The purpose was to develop oral literacy, confidence, participation and knowledge through an enjoyable group activity.
The document discusses habits of mind and questioning in physical education. It provides examples of current sports personalities who may be in the news, such as Roy Hodgson's appointment as England's football manager. It also outlines tips for effective questioning techniques, including asking open-ended questions, refining questions, and judging people more by their questions than their answers.
Bb wednesday cpd share 18th april 2012 hot continuedparkhighcpd
The document discusses how programmes targeting students' metacognitive awareness have proven effective for improving academic achievement. It encourages looking carefully at pictures to notice interesting things and explaining one's thinking to others. Metacognition, creativity, curiosity are presented as clues in a game about learning, with constructing knowledge through non-predigested material and reverse teaching supported. Constructivism in education means students better understand by constructing information themselves.
Bb thinking and meta cognition 14th march 2012 wednesday morning cpd shareparkhighcpd
The document discusses encouraging students to develop metacognitive skills and awareness through activities that target thinking. It suggests having students sit by someone new, compare and contrast ideas, and reflect on what thinking skills they used. Developing metacognition and meta-learning has been shown to improve academic achievement. The document advocates doing activities for fun and to deepen understanding, rather than just focusing on performance outcomes.
Bb back to back independent learning 22nd february wednesday morning cpd shareparkhighcpd
Get yourself ready for an activity by finding a partner before 8:30 AM. One person will need a pen and paper. HOM Deep Learners will observe the activity.
BB independent learning 25th january 2012 wednesday morning cpd share2parkhighcpd
This document discusses various techniques to encourage student effort and perseverance when facing challenges in learning, such as praising effort over innate ability. It proposes celebrating when students feel "stuck" as part of the learning process. Specific strategies mentioned include using posters/tables for students to gather when stuck, establishing rules for an "Art Garage Pounds" classroom economy where students must budget virtual currency to pay for teacher assistance or for rule violations by their group. The aim is to make student effort and problem-solving more visible and valuable through these adaptive approaches.
This document provides advice for supporting English as an Additional Language (EAL) students in mainstream classrooms. It notes that EAL learning occurs across subjects, not just English lessons. Teachers should aim to teach students the language needed to access lessons to prevent them from feeling lost. Suggestions include giving EAL students tasks to contribute and build confidence, allowing work in their native language, incorporating pictures and speaking exercises, and pairing students with peers who speak their language. The goal is for EAL students to progress in learning English and not fall behind academically due to language barriers.
1. HOLES by Louis Sachar
The study of a novel.
What might our objectives be?
2. Characterisation
To investigate the skills a Themes
writer uses to develop What issues does the
character (eg action, writer want us to think
dialogue, narration, about?
description.)
Our
assessment Plot
objectives
Analyse the
construction of the
Setting plot (e.g.tension,
impact of sub-plots on
Study the main plot ).
significance of the
setting to the story.
Style of language
Look at description
Sentence construction,
Literal and
metaphorical paragraphing, layout etc
3. Objective: to explore Louis Sashar’s
character Stanley and the methods he uses
to develop this character.
Outcome: to create mind maps of the
character Stanley Yelnats using
Point
Evidence
Explanation statements
5. actions
description
Characterisation
techniques
dialogue
narration
We can use skimming, scanning and asking questions to
help us with our investigation. In a pair create some questions.
6. Details or inference?
Read between the lines. In pairs work out something
about Stanley’s character. ( Help? Use Stanley’s character list.)
“Stanley’s father
was an inventor.”
He smiled. It was a family joke.
Whenever and thing went wrong,
they always blamed Stanley’s no-
good- dirty –rotten – pig- stealing-
great-great grandfather
7. Success Criteria- making inferences
Point - What quality can you find out about
Stanley from your quotation
Evidence – Talk about the quotation with a
partner. What does it tell you?
Remember - read between
the lines.
Explanation- Now explain your findings in
as much detail as you can.
8. GROUP TASK
In small groups make a spider diagram or
mind map of Stanley analysing his
character in detail.
USE the post-it notes to PEE
Remember this is a collaborative task,
organise yourselves effectively.
9. Plenary
Pool your findings…bring a post-it to add to
the class spider.
How effective was
your group?
Which skills did you use
well?
10. Clear evaluation of strengths
and weaknesses Analysis of what has/has not been learned
Prompts further thought. Curricular Target setting
Identifies next step in learning Share learning
objectives with pupils
Teacher assessment
Learning outcomes
The bigger picture
Refer to in plenary
Assessment for Learning
Pupils
understand Cycle
feedback and
set their own Success features
targets.
Make explicit
Peer assessment
Share in advance of
Pupils determine their
the activity
progress by measuring
self against success The Activity Pupils may establish
criteria. success criteria
Train for peer and self Engage in the activity with reference to
assessment. objectives and success features
11. Objective – to use information and inferences to
write about Stanley’s character.
Outcome – an opening paragraph about Stanley
Yelnats character.
12. Success Criteria
1. Include details about Stanley’s character.
2. Make inferences about him.
3. Use Point Evidence Explanation.
Identify his characteristics, find
appropriate quotations and analyse.
4. Use a range of sentence constructions.
5. Spell, punctuate and paragraph well.
13. Level 4
Stanley was a teenager. He came from a
poor family. His dad was an inventer. He
was trying to create sports shoes that
did’nt smell. Stanley had been sentencd
for something he hadn’t done. He and his
family blamed it on his great-great-
grandfather.
“He smiled. It was a family joke.”
Stanley doesn’t get too upset by problems.
He is always having them.
14. Level 5
Stanley seems to be a nice boy who comes from a poor
family but is in the wrong place at the wrong time. Even
though he is innocent, he takes the punishment of going
to Camp Green Lake well. His family had taught him to
accept problems in life.
“Despite their awful luck, they always remained
hopeful.”
His mum, dad and grandpa try to make it better by
suggesting that it might be like the camp the rich boys
to and this helps Stanley to face his ordeal.
15. Level 6
Stanley Yelnats is an unfortunate but pleasant boy who
is caught up in an incident where he is wrongly accused
of stealing the baseball shoes of Clyde “Sweet feet”
Livingston, a famous baseball player. What is amazing
is that he seems to see this as part of his destiny. He
“couldn’t help but think there was something special
about the shoes.” He “felt like he was holding destiny’s
shoes.” It is part of his nature to accept whatever life
deals him; he sees each event as part of life’s pattern.
He rarely shows negative emotions except for in extreme
circumstances where he feels threatened by others.
When Armpit threw Stanley to the ground, he “stared up
at him, terrified.
16. Write your paragraph.
Use the success criteria and your understanding of the
examples given to write your paragraph.
Now peer assess.
Use the success criteria.
Give praise.
Set targets
Where next?
17. Guidance on effective feedback
P positive things first
L learners’ views on their work
O own choices to be made
P praise and encouragement
S specific comments on
specific parts of their work
21. L.O. to raise your
level through your
use of sentence
structures.
22. Success Criteria
1. Include details about Stanley’s character.
2. Make inferences about him.
3. Use Point Evidence Explanation.
Identify his characteristics, find
appropriate quotations and analyse.
4. Use a range of sentence constructions.
5. Spell, punctuate and paragraph well.
23. Level 4
Stanley was a teenager. He came from a
poor family. His dad was an inventer. He
was trying to create sports shoes that
did’nt smell. Stanley had been sentencd
for something he hadn’t done. He and his
family blamed it on his great-great-
grandfather.
“He smiled. It was a family joke.”
Stanley doesn’t get too upset by problems.
He is always having them.
25. Level 5
Stanley seems to be a nice boy who comes from a poor
family but is in the wrong place at the wrong time. Even
though he is innocent, he takes the punishment of going
to Camp Green Lake well. His family had taught him to
accept problems in life.
“Despite their awful luck, they always remained
hopeful.”
His mum, dad and grandpa try to make it better by
suggesting that it might be like the camp the rich boys
go to and this helps Stanley to face his ordeal.
27. Level 6
Stanley Yelnats is an unfortunate but pleasant boy who
is caught up in an incident where he is wrongly accused
of stealing the baseball shoes of Clyde “Sweet feet”
Livingston, a famous baseball player. What is amazing
is that he seems to see this as part of his destiny. He
“couldn’t help but think there was something special
about the shoes.” He “felt like he was holding destiny’s
shoes.” It is part of his nature to accept whatever life
deals him; he sees each event as part of life’s pattern.
He rarely shows negative emotions except for in extreme
circumstances where he feels threatened by others.
When Armpit threw Stanley to the ground, he “stared up
at him, terrified.”
29. Level 7
Although unfortunate enough to be sent to “Camp Green
Lake”, Stanley grows in personality whilst there, both
because he has learned to accept the “fate” handed down
to him by his “dirty-rotten-pig-stealing-great-great-
grandfather” and also because he becomes physically and
emotionally stronger. His low self esteem, created by his
unfortunate ‘friendships’ with those such as “Derrick Dunne
and his unsympathetic teachers who “never took” his
“complaints seriously", begins to disappear when he is
accepted into the team of boys led by X-Ray. He gains so
much status that he unexpectedly acquires the nickname
“Caveman” and is promoted from “the end of the line” to
the position “in front of Zero.” His confidence in his
physical ability develops; as he loses weight he becomes
stronger and more able to dig the holes, like the other
boys.
31. BUILD A SENTENCE
Simple sentence
Add Connectives
Make a semi-colon sentence
Embed a quotation
Make a complex sentence
32. Which level are you?
4 Some attempt to 5. P E E
PEE Sentences
but no detail or Inserted quotation
explanation
Some explanation
7.P E E
6. P E E
Complex sentences
Complex sentences
Increased embedded
Embedded quotation quotation flowing
Detailed explanation within sentences
Links between poems Interesting vocabulary
Interesting vocabulary Analysis Links
Use of connectives Use of connectives
33. Guidance on effective feedback
P positive things first
L learners’ views on their work
O own choices to be made
P praise and encouragement
S specific comments on
specific parts of their work