The document summarizes a grammar class about verbs that take two objects. The teacher explained verbs like give, lend, promise, send and show can be used with two objects. Examples were provided like "I gave a prize to me" and "Send me a letter." It was explained the normal word order is person then thing. The indirect object receives the action indirectly and can come in different positions than the direct object. Later, examples of changing sentences to the passive voice were provided, such as "The students were given the books by Mary." Finally, using "by" in passives is optional and used to emphasize who performed the action.
DIRECTIONS: Read chapters 19-20 in The First Days of School by Harry Wong. Create a list of at least 12 procedures you will want to establish in your classroom. The first few slides will be an introduction to you, as the teacher. The next slide(s) must describe what a “procedure” is. Choose 2-3 procedures that you feel are important for your students to learn the first days of school. Then, develop a brief SlideShare presentation of how you will teach the procedures to your students. The last slide of the presentation will list the remainder of the procedures you feel are important to teach in your classroom. Be ready to present this to peers as if they were students in your own classroom. You will hand in a copy of your presentation to the instructor. The presentation is limited to 10-15 minutes.
DIRECTIONS: Read chapters 19-20 in The First Days of School by Harry Wong. Create a list of at least 12 procedures you will want to establish in your classroom. The first few slides will be an introduction to you, as the teacher. The next slide(s) must describe what a “procedure” is. Choose 2-3 procedures that you feel are important for your students to learn the first days of school. Then, develop a brief SlideShare presentation of how you will teach the procedures to your students. The last slide of the presentation will list the remainder of the procedures you feel are important to teach in your classroom. Be ready to present this to peers as if they were students in your own classroom. You will hand in a copy of your presentation to the instructor. The presentation is limited to 10-15 minutes.
For four years, we studied 31 highly effective teachers in nin.docxAKHIL969626
For four years, we studied 31 highly effective teachers in nine low-performing urban schools in some of
the most economically depressed neighborhoods in Los Angeles County, Calif. The first thing that struck
us was how strict the teachers were. But it was a strictness that always was inseparable from a grander pur-
pose, even in students’ minds. For example, a 2nd grader admitted, “Ms. G kept me in the classroom to do
my work. She is good-hearted to me.” A high school math student wrote, “I think Mrs. E is such an effec-
tive teacher because of her discipline. People might think she is mean, but she is really not. She is strict.
There is a difference. She believes every student can learn.”
She’s Strict for a Good Reason
Highly Effective Teachers in
Low-Performing Urban Schools
Studying the work of highly
effective teachers can help
us better understand what
really works to improve
student learning and help
us avoid practices that are
complicated, trendy, and
expensive.
By Mary Poplin, John
Rivera, Dena Durish, Linda
Hoff, Susan Kawell, Pat
Pawlak, Ivannia Soto
Hinman, Laura Straus, and
Cloetta Veney
kappanmagazine.org V92 N5 Kappan 39
MARY POPLIN is a professor of education at Claremont Graduate University, Claremont, Calif. JOHN RIVERA is a professor and
special projects assistant to the president, San Diego City College, San Diego, Calif., and the study’s policy director. DENA DURISH
is coordinator for alternative routes to licensure programs for Clark County School District, Las Vegas, Nev. LINDA HOFF is director
of teacher education at Fresno Pacific University, Fresno, Calif. SUSAN KAWELL is an instructor at California State University, Los
Angeles, Calif. PAT PAWLAK is a program administrator in instructional services at Pomona Unified School District, Pomona, Calif.
IVANNIA SOTO HINMAN is an assistant professor of education at Whittier College, Whittier, Calif. LAURA STRAUS is an instructor
at the University of Montana Western, Dillon, Mont. CLOETTA VENEY is an administrative director at Azusa Pacific University, Azusa,
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The teachers we studied had the highest percent-
age of students moving up a level on the English/lan-
guage arts or math subtests of the California Stan-
dards Test (CST) for two to three years. Toward the
end of the school year, we asked their students why
they thought their teacher taught them so much.
One Latino 4th grader summed up much of what we
discovered: “When I was in 1st grade and 2nd grade
and 3rd grade, when I cried, my teachers coddled
me. But when I got to Mrs. T’s room, she said, ‘Suck
it up and get to work.’ I think she’s right. I need to
work harder.”
We began our study with three questions: Are
there highly effective teachers in low-performing ur-
ban schools? If so, what instructional strategies do
they use? And what are their personal characteris-
tics?
There are highly effective teachers in these
schools, and we chose 31 of them for o ...
The Roman Empire A Historical Colossus.pdfkaushalkr1407
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Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
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Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
How to Split Bills in the Odoo 17 POS ModuleCeline George
Bills have a main role in point of sale procedure. It will help to track sales, handling payments and giving receipts to customers. Bill splitting also has an important role in POS. For example, If some friends come together for dinner and if they want to divide the bill then it is possible by POS bill splitting. This slide will show how to split bills in odoo 17 POS.
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Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
Ethnobotany and Ethnopharmacology:
Ethnobotany in herbal drug evaluation,
Impact of Ethnobotany in traditional medicine,
New development in herbals,
Bio-prospecting tools for drug discovery,
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Reverse Pharmacology.
The Indian economy is classified into different sectors to simplify the analysis and understanding of economic activities. For Class 10, it's essential to grasp the sectors of the Indian economy, understand their characteristics, and recognize their importance. This guide will provide detailed notes on the Sectors of the Indian Economy Class 10, using specific long-tail keywords to enhance comprehension.
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An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
Model Attribute Check Company Auto PropertyCeline George
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Students, digital devices and success - Andreas Schleicher - 27 May 2024..pptxEduSkills OECD
Andreas Schleicher presents at the OECD webinar ‘Digital devices in schools: detrimental distraction or secret to success?’ on 27 May 2024. The presentation was based on findings from PISA 2022 results and the webinar helped launch the PISA in Focus ‘Managing screen time: How to protect and equip students against distraction’ https://www.oecd-ilibrary.org/education/managing-screen-time_7c225af4-en and the OECD Education Policy Perspective ‘Students, digital devices and success’ can be found here - https://oe.cd/il/5yV
1. UNIVERSIDAD NACIONAL DE CHIMBORAZO.
FACULTAD DE CIENCIAS DE LA EDUCACIÓN HUMANAS Y TECNOLOGÍAS.
LANGUAGE SCHOOL
NAME: Vanessa Cauja COURSE: SIXTH SEMESTER
DATE: 12/05/2015 CLASS NUMBER : 3
GRAMMAR VI
Time Details
Step. 1
15:00-15:30
The teacher Magdalena Ullauri provides a review about the last topic and
began to talk about the new one "VERBS WITH TWO OBJECTS"
The teacher begins to ask us about what do we know about this topic.
After that, the teacher begins to explain the topic.
There are verbs which are possible to use two objects. These are give, lend,
promise, send and show.
Step. 2
15:30-16:30
The teacher gives us someexamples with theseverbs.
For example:
I gave a prize to me.
Gave Susan a prize.
Send me a letter.
The teacher explains the following:
If there are two objects in a sentence, the normal word order is:
person → thing
Example:
I must give my sister a book.
I gave Mandy the letter.
I gave her the letter.
If the thing is a pronoun, it is put behind the verb. For example:
I must give it to her.
When verbs are followed by two objects, the first object (the indirect object) is
usually a person or a group of people and the second object (the direct object) is
usually a thing:
He lent me his pen.
If we want to reverse the order and place the direct object first, then the indirect
object has to be converted into a phrase beginning with either to or for:
He lent his pen to me.
The teacher explains about:
Direct object Indrirect object
It is the word that recieves directly
the action of the verb.
It is the word that recieves
indirectly the action of the verb
The indirect object can be in
2. UNIVERSIDAD NACIONAL DE CHIMBORAZO.
FACULTAD DE CIENCIAS DE LA EDUCACIÓN HUMANAS Y TECNOLOGÍAS.
LANGUAGE SCHOOL
NAME: Vanessa Cauja COURSE: SIXTH SEMESTER
DATE: 12/05/2015 CLASS NUMBER : 3
GRAMMAR VI
distint position of the direct
object.
THE USE OF TO IN THIS THENSE
If we want to emphasize the person, we put the person after the thing. Then
we use the preposition to. For example:
I was sent a letter to Juan.
Using the words describe, explain, report and say – we always put
the person after the thing. Then we use the preposition to. For example:
I explain this rule to you.
Step.3.
16:30-17:00
The teacher gives us someexamples:
In passive voice we pretend that the indirect object will be the subject.
Others examples:
1. Active Voice: Mary gave the students the book.
Passive Voice: The students were given the books by Mary.
2. Active Voice: My boyfriend sent me a message.
Passive Voice: I was sent a message by my boyfriend.
3. Active Voice: John lent a new car to my sister.
Passive Voice: My sister was lent a new car by John.
4. Active Voice: I give a wonderful gift to my mom.
Passive Voice: My mom is given a wonderful gift by me.
Finally, the teacher says that:
BY WITH PASSIVES
We use by only to emphasize the person who do that.
Some authors establish the passive voice with by and without by.
If we want to say who or what does the action we use by.
