This document outlines the curriculum for an English Language Arts class focusing on graphic novels. It includes objectives focused on experimenting with different text forms, understanding text structures, and constructing meaning from texts. A final project requires students to create their own graphic novel narratives. The unit utilizes lessons on grammar, reading responses, story elements, and planning and drafting a graphic novel over multiple classes. Assessments include response journals, a graphic novel plan, and the completed graphic novel.
An important step in close reading is to annotate, as this allows for greater focus and attention to detail. Keep reading to learn how to annotate when you are practicing the art of close reading.
Reading and Thinking Strategies across Text TypesLance Campano
I. Reading and Thinking Strategies across Text Types
A. The Process of Reading (Introductory Lesson)
i. Definition of Reading
ii. Pre-Reading
iii. During Reading Strategies
B. Techniques in Selecting and Organizing Information
i. Brainstorming
ii. Graphic Organizer
iii. Topic Outline
iv. Sentence Outline
III. Properties of a Well-Written Text
i. Organization
ii. Coherence and Cohesion
iii. Language
iv. Mechanics
An important step in close reading is to annotate, as this allows for greater focus and attention to detail. Keep reading to learn how to annotate when you are practicing the art of close reading.
Reading and Thinking Strategies across Text TypesLance Campano
I. Reading and Thinking Strategies across Text Types
A. The Process of Reading (Introductory Lesson)
i. Definition of Reading
ii. Pre-Reading
iii. During Reading Strategies
B. Techniques in Selecting and Organizing Information
i. Brainstorming
ii. Graphic Organizer
iii. Topic Outline
iv. Sentence Outline
III. Properties of a Well-Written Text
i. Organization
ii. Coherence and Cohesion
iii. Language
iv. Mechanics
Plannig for the Use of the second year of Baccalaureate. There students will be able to prepare the topics and advance likewise see the level and the skills they have performed.
This handout was used for my Southern Regional Education Board Summer Session presentation. I presented methods of integrating literacy strategies and technology to engage students.
Francesca Gottschalk - How can education support child empowerment.pptxEduSkills OECD
Francesca Gottschalk from the OECD’s Centre for Educational Research and Innovation presents at the Ask an Expert Webinar: How can education support child empowerment?
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
Palestine last event orientationfvgnh .pptxRaedMohamed3
An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
Embracing GenAI - A Strategic ImperativePeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
Acetabularia Information For Class 9 .docxvaibhavrinwa19
Acetabularia acetabulum is a single-celled green alga that in its vegetative state is morphologically differentiated into a basal rhizoid and an axially elongated stalk, which bears whorls of branching hairs. The single diploid nucleus resides in the rhizoid.
2. Table of Contents
Objectives
1.1 Experiment with language and forms
– experiment with a variety of forms of oral, print & other texts to discover those best suited
for exploring, organizing, & sharing ideas, information, & experiences.
2.1 Use prior knowledge
– apply knowledge of organizational structures of oral, print & other texts to assist
constructing & confirming meaning.
2.1 Use textual cues
– identify & use structural elements of texts (magazines, newspapers, newscasts & news
features) to access and comprehend ideas and information.
2.2 Experience various text
– experience oral, print and other media texts from a variety of cultural traditions & genres,
such as autobiographies, travelogues, comics, short films, myths, legends & dramatic
performances.
- discuss the author’s, illustrator’s, storyteller’s, or filmmaker’s intention or purpose.
2.2 Construct meaning from texts
– summarize oral, print or other media texts, indicating the connections among events,
characters & settings
-identify or infer reasons for a characters actions or feelings.
- make judgments & inferences related to events, characters, setting & main ideas of oral,
print & other media texts
2.2 Appreciate the artistry of texts
– experiment with sentence patterns, imagery & exaggeration to create mood & mental
images.
2.3 Understand forms & genres
– identify key characteristics of a variety of forms or genres of oral, print & other media texts
2.3 Understand techniques & elements
– discuss the connections among plot, setting & characters in oral, print & other media texts
- explore techniques, such as visual imagery, sound, flashback & voice inflection, in oral,
print & other media texts
2.4 Generate ideas
– choose life themes encountered in reading, listening & viewing activities and in own
experiences for creating oral, print & other media texts
3. 4.1 Appraise own & other’s work
– work collaboratively to revise & enhance oral, print & other media texts
- ask for & evaluate the usefulness of feedback and assistance from peers
4.1 Revise & edit
– revise to provide focus, expand relevant ideas & eliminate unnecessary information
- edit for appropriate verb tense & correct pronoun references
4.1 Expand knowledge of language
– choose words that capture a particular aspect of meaning and that are appropriate for
context, audience & purpose.
4.2 Attend to spelling
– edit for & correct commonly misspelled words in own writing, using spelling
generalizations & the meaning & function of words in context
4.2 Attend to capitalization & punctuation
– use colons….
- identify parentheses & colons when reading, & use them to assist comprehension
- identify ellipses that show words are omitted/sentences are incomplete when reading, &
use them to assist comprehension
5.1 Appreciate diversity
– compare personal challenges & situations encountered in daily life with those experienced
by people or characters in other times, places & cultures as portrayed in oral, print & other
media texts
Final Project – Students will create their own narrative, structured as
a graphic novel.
Rationale
“For students who lack the ability to visualize as they read, it
provides a graphic sense that approximates what good readers to
as they read.”
“…it provides an excellent way for reluctant writers to communicate
a story that has a beginning, middle and end.”
“…easy for the students to look at a short comic strip & ident ify
story elements.” – Rachael Sawyer Perkins
4. Unit Overview
Lesson 1: Subject & Predicate (Double Period)
Word of the Day; note taking
Lesson 2: Before You Read: Pre-reading Strategies
WotD, Subject & Predicate Review, Subject & Predicate Worksheet,
Sentence Fragments worksheet, Brainstorm Pre-Reading strategies,
Venn Diagram (Comparing Traditional novels with Graphic novels)
Lesson 3: Writing Paragraphs, Writing Practice
WotD, paragraph structure, hamburger graphic organizer, Writing
prompt (take it in)
Lesson 4: SRA
WotD, hand back paragraphs, placing reading levels, introducing
SRA Reading Laboratory
Lesson 5: Reading Graphic Novels
WotD, Students to choose graphic novels, Pre-Reading Journal
Reflections: making predictions, recording information from title,
cover, summary, etc. , Reading time
Lesson 6: Story Structure (Beginning) (Double Period)
WotD, Read 1st part of Roxie and the Hooligans, Brainstorm
information that you get in “The Beginning”, “The Beginning”
Graphic Organizer – fill out for Roxie…
Lesson 7: Reading & Responding
Lesson 8: Run-on sentences, Writing Practice
Lesson 9: SRA
Lesson 10: Fragments & Run-ons, Writing Practice
Lesson 11: Reading & Responding; Story Structure (Middle)
Identifying the Beginning & the Middle in the graphic novels that
they are reading
Lesson 12: Reading & Responding
5. Lesson 13: Proper Nouns (Capitalisation), Writing Prompt
Lesson 14: SRA
Lesson 18: Writing Practice
Lesson 19: Subject & Predicate Review, Reading & Responding
Lesson 20: Story Structure (The End)
Lesson 21: SRA
Lesson 22: Book Projects (Introduction & Choosing Options)
Lesson 23: Working On Book Projects (Planning)
Lesson 24: Working On Book Projects (Planning)
Lesson 25: Working On Book Projects (Planning)
Lesson 26: Working On Book Projects (Planning)
Lesson 27: Working On Book Projects (Planning)
Lesson 28: Working On Book Projects (Typing)
Lesson 29: Working On Book Projects (Typing)
Lesson 30: Working On Book Projects (Putting it Together)
Lesson 31: Last Work Period
Assessments:
Response Journals
Graphic Novel Plan
Graphic Novel
Materials:
Story Structure Graphic Organizer
The Beginning Graphic Organizer
Planning Documents
Graphic Novel Templates
Graphic Novels (for students to read)