I describe how Kate Ristau and I engaged first-year writing students by writing a lighthearted textbook about commas and creating a Choose Your Own Adventure / comma study guide activity.
The document summarizes a chapter about a school with unique teaching methods. At Miss Beam's school, each student had to take on the role of being blind, deaf, injured or lame for a day to experience disabilities firsthand. The purpose was to help students understand and respect people with disabilities. The hardest day was being blind because students felt vulnerable not being able to see and were afraid of bumping into things. Overall, the special days aimed to give students insight into misfortune and prepare them to be good citizens.
This document provides guidance on writing effective introductions and conclusions for essays. It offers various strategies for introductions, such as telling a story, asking questions, using a theme statement or quotation. Introductions should catch the reader's attention and introduce the thesis. For conclusions, the document suggests echoing the introduction, tying together essay details, challenging the reader, or posing questions. Conclusions should stress the importance of the main point and leave a final impression, without explicitly stating it is the conclusion.
The document provides guidance on how to effectively add details and evidence to writing. It emphasizes that vague, repetitive writing is not engaging for readers. Effective writing uses specific details like names, sensory descriptions, dialogue and anecdotes to illustrate ideas. Even formal writing needs evidence to support claims, whether through facts, statistics, quotes or examples. Overall, the document stresses that good writing answers the implicit questions readers have by anticipating needs for clarification or proof.
This document contains a table of contents for a first grade writing skills workbook. It includes sections on punctuation, capitalization, sight words, sentence writing, and short story starters about science, weather, and imaginative scenarios. Various exercises ask students to fill in punctuation, match punctuation to its name, correct capitalization in sentences, trace and write sight words, and write sentences using sight words or describing pictures.
The document describes artwork from 8 students in Year 7 in 2009. The students were assigned the task of creating drawings of bugs for a project called "Bugs' World" using collage, pencil and paper under the instruction of their teacher Mr. Desmond Mah. The students were tasked with including small abstract photocopied textures as part of their bug drawings to develop their understanding of using pencil as a medium.
The document provides tips for using stories from the British Council's LearnEnglish Kids site in an English classroom. It begins by introducing the site and some general tips for preparing students for reading stories, such as using illustrations to introduce vocabulary and themes. It then gives suggestions for activities to do while reading stories, such as reading in different ways and using prediction. Finally, it discusses post-reading activities like comprehension questions, illustration, writing exercises, and role-playing. Specific guidance is also provided for using popular fairy tales with young learners and lower secondary students.
Reading Street - Unit 1 - Week 1 Powerpointbkmeyers
This document provides an overview of the content and activities for a 5-day unit on the book The Red Kayak. Each day focuses on building vocabulary around the theme of courage, discussing the story through a concept map and comprehension questions, and practicing spelling, grammar, and other literacy skills. Day 1 introduces the vocabulary word "courage" and has students start a concept map. Day 2 continues exploring courage and building the concept map. Day 3 reviews famous failures that showed courage. Day 4 relates the story to social studies concepts. Day 5 reviews the key concepts from the unit.
The document summarizes a chapter about a school with unique teaching methods. At Miss Beam's school, each student had to take on the role of being blind, deaf, injured or lame for a day to experience disabilities firsthand. The purpose was to help students understand and respect people with disabilities. The hardest day was being blind because students felt vulnerable not being able to see and were afraid of bumping into things. Overall, the special days aimed to give students insight into misfortune and prepare them to be good citizens.
This document provides guidance on writing effective introductions and conclusions for essays. It offers various strategies for introductions, such as telling a story, asking questions, using a theme statement or quotation. Introductions should catch the reader's attention and introduce the thesis. For conclusions, the document suggests echoing the introduction, tying together essay details, challenging the reader, or posing questions. Conclusions should stress the importance of the main point and leave a final impression, without explicitly stating it is the conclusion.
The document provides guidance on how to effectively add details and evidence to writing. It emphasizes that vague, repetitive writing is not engaging for readers. Effective writing uses specific details like names, sensory descriptions, dialogue and anecdotes to illustrate ideas. Even formal writing needs evidence to support claims, whether through facts, statistics, quotes or examples. Overall, the document stresses that good writing answers the implicit questions readers have by anticipating needs for clarification or proof.
This document contains a table of contents for a first grade writing skills workbook. It includes sections on punctuation, capitalization, sight words, sentence writing, and short story starters about science, weather, and imaginative scenarios. Various exercises ask students to fill in punctuation, match punctuation to its name, correct capitalization in sentences, trace and write sight words, and write sentences using sight words or describing pictures.
The document describes artwork from 8 students in Year 7 in 2009. The students were assigned the task of creating drawings of bugs for a project called "Bugs' World" using collage, pencil and paper under the instruction of their teacher Mr. Desmond Mah. The students were tasked with including small abstract photocopied textures as part of their bug drawings to develop their understanding of using pencil as a medium.
The document provides tips for using stories from the British Council's LearnEnglish Kids site in an English classroom. It begins by introducing the site and some general tips for preparing students for reading stories, such as using illustrations to introduce vocabulary and themes. It then gives suggestions for activities to do while reading stories, such as reading in different ways and using prediction. Finally, it discusses post-reading activities like comprehension questions, illustration, writing exercises, and role-playing. Specific guidance is also provided for using popular fairy tales with young learners and lower secondary students.
Reading Street - Unit 1 - Week 1 Powerpointbkmeyers
This document provides an overview of the content and activities for a 5-day unit on the book The Red Kayak. Each day focuses on building vocabulary around the theme of courage, discussing the story through a concept map and comprehension questions, and practicing spelling, grammar, and other literacy skills. Day 1 introduces the vocabulary word "courage" and has students start a concept map. Day 2 continues exploring courage and building the concept map. Day 3 reviews famous failures that showed courage. Day 4 relates the story to social studies concepts. Day 5 reviews the key concepts from the unit.
The document provides an outline for a week of lessons focused on honesty. It includes discussions of why honesty is important, videos and readings that teach about integrity and deceit. Vocabulary words like lamented, drone and candid are introduced. Comprehension strategies like compare/contrast and using context clues are practiced through stories and exercises.
This document discusses phrases and sentences. It provides examples of phrases and sentences to illustrate the difference. Phrases are groups of words that lack a subject or verb or both, while sentences express a complete thought with a subject and verb. The document also discusses peer reviewing, which involves objectively reviewing and providing feedback on another student's writing to help them improve. It outlines how to conduct peer reviews, including asking questions if confused and offering examples or details. Students are instructed to read their paragraphs aloud and peer review each other's writing based on content.
Reading Street - Unit 1 - Week 2 Powerpointbkmeyers
1) The document provides an overview of lesson plans and activities for a unit on how nature can challenge us, focusing on the story Thunder Rose.
2) It includes plans for building oral language and vocabulary, reading comprehension, word analysis, research on natural disasters, and centers focusing on spelling, conventions, and vocabulary.
3) The lessons aim to teach students about challenges posed by nature like tornadoes, snow, ice, and wildfires through class discussions, reading, research, and creative activities like telling tall tales.
It may be hard to believe, but June has arrived! As the holidays approach we want to encourage our learners to start thinking about places to visit, at least online! Our C1 Advanced and C2 Proficiency students can learn more about Japan while they improve their reading and listening skills. Our B1 Preliminary and B2 First learners can start thinking about the next time they will be able to meet their classmates while they practise their speaking. The younger ones can talk about the beach and learn new vocabulary to express their ideas. Happy teaching!
The document provides guidance on writing news stories and feature articles, including different lead styles, story structure, use of quotes, and descriptive writing techniques. It discusses the inverted pyramid structure for news writing and circular structure for features. The lead should hook the reader with important facts, while the body expands on the topic. Quotes can add credibility and life to a story when used sparingly and attributed properly. Descriptive writing and active verbs help stories come alive for the reader.
This document provides guidance for writing an editorial for a school newspaper. It instructs students to choose a topic relevant to young people, build on a single idea reflected in the title, and develop and sustain central ideas throughout the 600-word piece. To achieve coherence, students can integrate a motif or linking device. They are assessed on developing ideas, crafting style through language techniques, structuring effectively, and using conventions accurately. Suggested techniques include irony, parody, self-deprecation, and deliberate language choices.
Strategies for writing effective personal narrativejodiwilcox
The document provides strategies for writing effective personal narratives in 5 sentences or less. It recommends generating ideas from memorable experiences and focusing on sensory details. Choosing descriptive details that paint a picture for the reader. It also suggests including actions, dialogue, thoughts and feelings to engage the reader and help them experience the story. The document concludes by advising students to rewrite and edit their story and celebrate their work as writers.
This document provides exercises and lessons about books, reading, and literature. It includes vocabulary about book-related terms, conversations about finding books in a bookstore, unjumbling dialogue about reading books, identifying book genres, answering questions about book covers and descriptions, and filling out details about one's favorite book. The exercises are meant to improve English vocabulary and comprehension related to books and reading.
Advanced ELL students, while often proficient orally, have a limited vocabulary, and read and write below grade level.This presentation will describe how ELL teachers in two high schools use engaging material and effective strategies that prepare students for mainstream classes.The techniques, readings, and writing assignments can also be used in the post secondary setting.
This document provides ideas for lesson plans and activities about Flat Stanley to engage students in comprehension, reading, writing, discussion, art, and vocabulary. Some of the suggested activities include having students summarize what happened before and after in the story, discuss places Flat Stanley visited in his adventures, write their own versions of the story putting Flat Stanley in new situations, make a paper or play-doh model of Flat Stanley, design a stamp for his envelope, and learn vocabulary words related to being flat through metaphors, similes and adjective illustrations. The document also lists some iPad apps and websites related to Flat Stanley.
NATECLA 2013 - Getting creative with grammar teachingJo Gakonga
Slides from he NATECLA talk given on 6-7-13 at Sheffield Uni. For a free voiced over presentation, visit http://elttraining.mdl2.com/mod/page/view.php?id=186
This document provides instructions and examples for writing a narrative paragraph. It explains that a narrative paragraph tells a story through relevant details about who was involved, when and where an event took place. It identifies the key components of a narrative paragraph as a topic sentence, supporting details, and a closing sentence. An example is provided of a narrative paragraph that introduces a new student's experience on their fifth day of school when a popular student sat next to them and included them, making other students now friendly toward them. The writer learned about what it means to be a true leader from this.
Some thoughts and practical ideas on using dictation in the English language classroom. For a free, voiced over video presentation of this, go to www.elt-training.com
1. The document is an innovative English lesson plan about the one-act play "The Princes on the Road" by Cathleen Conyngham Greene.
2. The lesson plan aims to familiarize students with new vocabulary from the play, identify the central theme, and help students develop a character sketch.
3. Activities included in the lesson plan are a model reading by the teacher, individual and group readings by students, discussion of scaffolding questions, a language activity, and an assignment for students.
This document discusses signs of quality writing by integrating grammar and conventions during the writing process. It provides examples of how to use mentor texts, sentence chunking, content vocabulary, image grammar, and express-lane edits to teach grammar in a way that enriches writing. Student writing samples are included to demonstrate applying these techniques.
This document provides guidance for teachers on using opening words from texts in classroom activities. It suggests having students predict upcoming words, determine word classes, guess the genre, choose creative words, develop story starters, sequence words, predict text purpose from opening words of different genres, determine audience based on language clues, and recognize passages from context. It also provides examples of opening lines from famous novels for analysis and creative writing inspiration.
14 Grammar Mistakes that May Discredit Your MessageTeamings
Everything we do at Teamings it geared towards our clients having successful, objective driven meetings. After taking the time to plan an objective driven meeting, you want to make sure your participants are focused on that objective – not your silly grammar mistakes.
The document discusses the benefits of exercise for mental health. Regular physical activity can help reduce anxiety and depression and improve mood and cognitive functioning. Exercise causes chemical changes in the brain that may help protect against mental illness and improve symptoms.
The document provides an outline for a week of lessons focused on honesty. It includes discussions of why honesty is important, videos and readings that teach about integrity and deceit. Vocabulary words like lamented, drone and candid are introduced. Comprehension strategies like compare/contrast and using context clues are practiced through stories and exercises.
This document discusses phrases and sentences. It provides examples of phrases and sentences to illustrate the difference. Phrases are groups of words that lack a subject or verb or both, while sentences express a complete thought with a subject and verb. The document also discusses peer reviewing, which involves objectively reviewing and providing feedback on another student's writing to help them improve. It outlines how to conduct peer reviews, including asking questions if confused and offering examples or details. Students are instructed to read their paragraphs aloud and peer review each other's writing based on content.
Reading Street - Unit 1 - Week 2 Powerpointbkmeyers
1) The document provides an overview of lesson plans and activities for a unit on how nature can challenge us, focusing on the story Thunder Rose.
2) It includes plans for building oral language and vocabulary, reading comprehension, word analysis, research on natural disasters, and centers focusing on spelling, conventions, and vocabulary.
3) The lessons aim to teach students about challenges posed by nature like tornadoes, snow, ice, and wildfires through class discussions, reading, research, and creative activities like telling tall tales.
It may be hard to believe, but June has arrived! As the holidays approach we want to encourage our learners to start thinking about places to visit, at least online! Our C1 Advanced and C2 Proficiency students can learn more about Japan while they improve their reading and listening skills. Our B1 Preliminary and B2 First learners can start thinking about the next time they will be able to meet their classmates while they practise their speaking. The younger ones can talk about the beach and learn new vocabulary to express their ideas. Happy teaching!
The document provides guidance on writing news stories and feature articles, including different lead styles, story structure, use of quotes, and descriptive writing techniques. It discusses the inverted pyramid structure for news writing and circular structure for features. The lead should hook the reader with important facts, while the body expands on the topic. Quotes can add credibility and life to a story when used sparingly and attributed properly. Descriptive writing and active verbs help stories come alive for the reader.
This document provides guidance for writing an editorial for a school newspaper. It instructs students to choose a topic relevant to young people, build on a single idea reflected in the title, and develop and sustain central ideas throughout the 600-word piece. To achieve coherence, students can integrate a motif or linking device. They are assessed on developing ideas, crafting style through language techniques, structuring effectively, and using conventions accurately. Suggested techniques include irony, parody, self-deprecation, and deliberate language choices.
Strategies for writing effective personal narrativejodiwilcox
The document provides strategies for writing effective personal narratives in 5 sentences or less. It recommends generating ideas from memorable experiences and focusing on sensory details. Choosing descriptive details that paint a picture for the reader. It also suggests including actions, dialogue, thoughts and feelings to engage the reader and help them experience the story. The document concludes by advising students to rewrite and edit their story and celebrate their work as writers.
This document provides exercises and lessons about books, reading, and literature. It includes vocabulary about book-related terms, conversations about finding books in a bookstore, unjumbling dialogue about reading books, identifying book genres, answering questions about book covers and descriptions, and filling out details about one's favorite book. The exercises are meant to improve English vocabulary and comprehension related to books and reading.
Advanced ELL students, while often proficient orally, have a limited vocabulary, and read and write below grade level.This presentation will describe how ELL teachers in two high schools use engaging material and effective strategies that prepare students for mainstream classes.The techniques, readings, and writing assignments can also be used in the post secondary setting.
This document provides ideas for lesson plans and activities about Flat Stanley to engage students in comprehension, reading, writing, discussion, art, and vocabulary. Some of the suggested activities include having students summarize what happened before and after in the story, discuss places Flat Stanley visited in his adventures, write their own versions of the story putting Flat Stanley in new situations, make a paper or play-doh model of Flat Stanley, design a stamp for his envelope, and learn vocabulary words related to being flat through metaphors, similes and adjective illustrations. The document also lists some iPad apps and websites related to Flat Stanley.
NATECLA 2013 - Getting creative with grammar teachingJo Gakonga
Slides from he NATECLA talk given on 6-7-13 at Sheffield Uni. For a free voiced over presentation, visit http://elttraining.mdl2.com/mod/page/view.php?id=186
This document provides instructions and examples for writing a narrative paragraph. It explains that a narrative paragraph tells a story through relevant details about who was involved, when and where an event took place. It identifies the key components of a narrative paragraph as a topic sentence, supporting details, and a closing sentence. An example is provided of a narrative paragraph that introduces a new student's experience on their fifth day of school when a popular student sat next to them and included them, making other students now friendly toward them. The writer learned about what it means to be a true leader from this.
Some thoughts and practical ideas on using dictation in the English language classroom. For a free, voiced over video presentation of this, go to www.elt-training.com
1. The document is an innovative English lesson plan about the one-act play "The Princes on the Road" by Cathleen Conyngham Greene.
2. The lesson plan aims to familiarize students with new vocabulary from the play, identify the central theme, and help students develop a character sketch.
3. Activities included in the lesson plan are a model reading by the teacher, individual and group readings by students, discussion of scaffolding questions, a language activity, and an assignment for students.
This document discusses signs of quality writing by integrating grammar and conventions during the writing process. It provides examples of how to use mentor texts, sentence chunking, content vocabulary, image grammar, and express-lane edits to teach grammar in a way that enriches writing. Student writing samples are included to demonstrate applying these techniques.
This document provides guidance for teachers on using opening words from texts in classroom activities. It suggests having students predict upcoming words, determine word classes, guess the genre, choose creative words, develop story starters, sequence words, predict text purpose from opening words of different genres, determine audience based on language clues, and recognize passages from context. It also provides examples of opening lines from famous novels for analysis and creative writing inspiration.
14 Grammar Mistakes that May Discredit Your MessageTeamings
Everything we do at Teamings it geared towards our clients having successful, objective driven meetings. After taking the time to plan an objective driven meeting, you want to make sure your participants are focused on that objective – not your silly grammar mistakes.
The document discusses the benefits of exercise for mental health. Regular physical activity can help reduce anxiety and depression and improve mood and cognitive functioning. Exercise causes chemical changes in the brain that may help protect against mental illness and improve symptoms.
The role of technology in delivering the curriculumJay-ar Rios
This document discusses the role of technology in delivering curriculum. It outlines a systematic planning process for identifying instructional goals and objectives, assessing learners and instruction, and implementing instructional activities and media. The planning process involves analyzing learners, assessing instructional media and technology options, and choosing an instructional media based on practicality, appropriateness for learners, activity level, and matching objectives. The role of technology is to upgrade teaching and learning quality, increase teacher and student capabilities, and broaden education delivery through new approaches like open universities and lifelong learning.
The Role of Technology in Curriculum DeliveryAlbin Caibog
Technology is rapidly changing education through new innovations. Three trends will shape the future of education: shifting from teacher-centered to student-centered learning, focusing on cultivating students' various types of intelligence beyond just facts, and increasing use of information and communication technology (ICT). ICT is already influencing education through computers becoming more affordable and available in schools, homes, and businesses. ICT can help upgrade teaching and learning quality, increase teachers' effectiveness and students' mastery, and broaden education delivery through non-traditional approaches like open universities and lifelong learning.
The document discusses the role of technology in curriculum delivery and implementing instructional media. It outlines a systematic planning process for identifying instructional goals and objectives, choosing appropriate instructional activities and assessing learning. Both non-projected media like models and printed materials as well as projected media like videos and computer presentations are described. Key factors for selecting appropriate instructional technology include practicality, appropriateness for learners, suitability for the activity, and matching objectives. The role of technology is to upgrade teaching and learning quality, increase a teacher's ability to teach effectively and a student's ability to master lessons, and broaden education delivery through non-traditional approaches.
Implimenting the curriculum the roles of stakeholders ---hazel and jericPhillip Murphy Bonaobra
This document discusses the key stakeholders in curriculum implementation, including learners, teachers, administrators, parents, community members, and other organizations. It states that learners should be at the center of any curriculum design, as their learning and development is the ultimate goal. Teachers play a crucial role as both developers and implementers of curriculum. Administrators provide leadership, oversight, and resources. Parents support curriculum through involvement in their children's education. Community members can provide local knowledge and resources. Other stakeholders like professional organizations and government agencies influence curriculum through standards and regulations.
Stakeholders play a key role in curriculum implementation and include learners, teachers, administrators, parents, and community members. Learners are the primary stakeholders as the curriculum is designed for their learning and success. Teachers are also critical as they develop, deliver, and evaluate the curriculum. Administrators oversee operations and ensure resources support the curriculum. Parents and community members provide valuable external perspectives and assistance to help learners achieve curriculum goals. All stakeholders work together to bring the written curriculum to life in ways that optimize learning.
Freud's psychoanalytic theory of personality consists of the id, ego, and superego. The id operates based on the pleasure principle and seeks to satisfy basic desires, the ego mediates between the id and reality, and the superego incorporates societal morals. The three structures are often in conflict, creating anxiety, which the ego defends against using mechanisms like repression, rationalization, and displacement. Defense mechanisms distort reality to reduce anxiety from conflicts between the id, ego, and superego.
This document provides advice on personal development and growth. It contains messages like:
1) Don't compare yourself to others, be yourself. Life rewards happiness and helping others find happiness.
2) Everyone faces challenges, so accept pain as a part of growth and get ready for success. Have clear goals and don't complain about things you can't change.
3) Mistakes are part of learning, so view past errors as experience that leads to success. Problems can be solved, so remain hopeful and look for new opportunities when one closes.
Personality is defined as a relatively stable set of characteristics that influence behavior and interactions with others. It is determined by heredity, environment, situation, culture, and family background. Major theories of personality include trait theory, psychodynamic theory, humanistic theory, and the integrative approach. The Myers-Briggs Type Indicator assesses four traits to classify individuals into one of 16 personality types. The Big Five model describes five broad personality traits: extroversion, agreeableness, conscientiousness, emotional stability, and openness to experience. Trait theories posit that personality traits are stable over time and across situations and can be used to predict behavior.
This document provides guidelines for students at Western Springs College to structure reading logs analyzing texts they have read as part of their Year 10 English personal reading requirement. It outlines five criteria (purpose/audience, ideas, language features, structure, and characterization) that students' analyses will be assessed against at different achievement levels from "Not Achieved" to "Achieved with Excellence." It provides an exemplar reading log response following the specified structure and addressing each of the outlined criteria to demonstrate the requirements.
The document discusses how teachers can maintain their joy of teaching despite increasing pressures and accountability demands represented as a growing dragon in their classrooms. It provides examples of how some teachers succumb to the dragon's demands while others fight against or complain about them. The best approach, according to the document, is for teachers to choose to "dance with the dragon" by finding engaging ways to teach required standards and keeping students excited. It then gives examples of lessons from teachers who take this approach in subjects like math, language arts, and various activities that incorporate standards but keep learning joyful.
This document is the May 2013 issue of Smoke Signals, the student newspaper of Peters Township High School. It includes various articles about sports teams having successful seasons, such as the boys' fencing team winning a championship for the second straight year and the girls' softball team starting the season strong by winning a tournament. It also provides information and advice for graduating seniors about the upcoming graduation ceremony.
The power of reading in the second languageBIZ University
The document discusses strategies for getting students interested in reading in a second language. It provides evidence that extensive reading leads to improved second language acquisition. Sustained silent reading programs have been shown to improve student performance across multiple skills. The document recommends choosing interesting reading materials, focusing on pleasure over tests, and integrating reading with other activities to motivate students.
This document provides examples of writing prompts for grades 3-5 that teachers can use to help students practice different types of writing. It includes prompts for speculative/narrative writing that ask students to continue or write a new story. Explanatory/expository prompts provide a topic for students to write an essay explaining or describing something. The document also suggests having students consider the purpose, audience, and form for each prompt to focus their writing. It provides sample student responses to some of the prompts and evaluates them based on organization, detail, syntax and errors.
The best christmas pageant ever powerpoint 4kswitzer
The document provides reading and activity instructions for students reading the book "The Best Christmas Pageant Ever" by Barbara Robinson. The story is about the unruly Herdman kids who take over the church Christmas pageant. Students will read chapters of the book, answer comprehension questions, do vocabulary work, compare themselves to a Herdman kid, and write a bio poem about one of the characters. They can also explore the author's background, compare the script to the story, and design a program for the pageant production. The document guides students through the entire process of reading and interacting with the book.
The document discusses simple and compound sentences. It provides 5 example sentences and identifies whether each is simple or compound. It explains that a simple sentence contains one main clause, while a compound sentence contains two or more main clauses joined with a conjunction. The document also provides further explanation of simple and compound sentences, including how compound subjects, predicates, or both can be present in a simple sentence. It concludes by restating characteristics of simple and compound sentences.
The document discusses simple and compound sentences. It provides 5 example sentences and identifies whether each is simple or compound. For compound sentences, it brackets the main clauses. It then provides explanations of simple and compound sentences. Simple sentences contain one main clause, while compound sentences contain two or more main clauses usually joined by a comma and conjunction. The document is intended to teach the reader to identify simple and compound sentences and understand the differences between them.
This document provides strategies and information for teaching reading comprehension. It discusses the important role teachers play in developing student comprehension and recommends explicitly teaching comprehension strategies. Some key points include emphasizing building knowledge, vocabulary, and teaching strategies before, during, and after reading. The document also notes the importance of discussion and using graphic organizers to improve comprehension.
This document discusses strategies to improve boys' literacy. It notes that boys are less successful than girls in traditional literacy activities and perceive schoolwork as irrelevant. However, boys are more interested in electronic texts, graphics, and active literacy activities like debates. The document recommends building classroom libraries with materials that interest boys, creating boys' book clubs, making reading fun through drama and technology, explicitly teaching comprehension strategies, and embracing the arts. It suggests parents let boys choose their own reading material and model reading enjoyment.
Critical thinking and exam preparation involves three key steps: 1) Understanding an author's position, 2) Identifying the argument being made, and 3) Breaking down the argument into its component parts. Developing these critical thinking skills helps with understanding texts and constructing persuasive arguments, which are important for many exam questions. Learning how to analyze an argument and communicate a clear message are fundamental skills, not just for exams but for effective communication overall.
This document provides information about various reading resources for students, including books, awards, websites, and periodicals. It begins with a list of platforms for reaching readers like podcasts, YouTube, and Twitter. Then it discusses new books and award winners, including the Printz, Newbery, and Odyssey awards. It provides information on websites for book reviews and discussions. It also lists periodicals like Booklist, School Library Journal, and Horn Book. The document emphasizes the importance of researching to find books that will motivate reluctant readers and assessing students in ways they enjoy, like tweets, videos, or podcasts. It concludes by reminding readers that they have rights to read anywhere and anything they choose.
Similar to Knock, knock. Who's There? Humorous Approaches to Teaching Grammar (12)
Philippine Edukasyong Pantahanan at Pangkabuhayan (EPP) CurriculumMJDuyan
(𝐓𝐋𝐄 𝟏𝟎𝟎) (𝐋𝐞𝐬𝐬𝐨𝐧 𝟏)-𝐏𝐫𝐞𝐥𝐢𝐦𝐬
𝐃𝐢𝐬𝐜𝐮𝐬𝐬 𝐭𝐡𝐞 𝐄𝐏𝐏 𝐂𝐮𝐫𝐫𝐢𝐜𝐮𝐥𝐮𝐦 𝐢𝐧 𝐭𝐡𝐞 𝐏𝐡𝐢𝐥𝐢𝐩𝐩𝐢𝐧𝐞𝐬:
- Understand the goals and objectives of the Edukasyong Pantahanan at Pangkabuhayan (EPP) curriculum, recognizing its importance in fostering practical life skills and values among students. Students will also be able to identify the key components and subjects covered, such as agriculture, home economics, industrial arts, and information and communication technology.
𝐄𝐱𝐩𝐥𝐚𝐢𝐧 𝐭𝐡𝐞 𝐍𝐚𝐭𝐮𝐫𝐞 𝐚𝐧𝐝 𝐒𝐜𝐨𝐩𝐞 𝐨𝐟 𝐚𝐧 𝐄𝐧𝐭𝐫𝐞𝐩𝐫𝐞𝐧𝐞𝐮𝐫:
-Define entrepreneurship, distinguishing it from general business activities by emphasizing its focus on innovation, risk-taking, and value creation. Students will describe the characteristics and traits of successful entrepreneurs, including their roles and responsibilities, and discuss the broader economic and social impacts of entrepreneurial activities on both local and global scales.
Gender and Mental Health - Counselling and Family Therapy Applications and In...PsychoTech Services
A proprietary approach developed by bringing together the best of learning theories from Psychology, design principles from the world of visualization, and pedagogical methods from over a decade of training experience, that enables you to: Learn better, faster!
This document provides an overview of wound healing, its functions, stages, mechanisms, factors affecting it, and complications.
A wound is a break in the integrity of the skin or tissues, which may be associated with disruption of the structure and function.
Healing is the body’s response to injury in an attempt to restore normal structure and functions.
Healing can occur in two ways: Regeneration and Repair
There are 4 phases of wound healing: hemostasis, inflammation, proliferation, and remodeling. This document also describes the mechanism of wound healing. Factors that affect healing include infection, uncontrolled diabetes, poor nutrition, age, anemia, the presence of foreign bodies, etc.
Complications of wound healing like infection, hyperpigmentation of scar, contractures, and keloid formation.
How to Setup Warehouse & Location in Odoo 17 InventoryCeline George
In this slide, we'll explore how to set up warehouses and locations in Odoo 17 Inventory. This will help us manage our stock effectively, track inventory levels, and streamline warehouse operations.
Main Java[All of the Base Concepts}.docxadhitya5119
This is part 1 of my Java Learning Journey. This Contains Custom methods, classes, constructors, packages, multithreading , try- catch block, finally block and more.
ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...PECB
Denis is a dynamic and results-driven Chief Information Officer (CIO) with a distinguished career spanning information systems analysis and technical project management. With a proven track record of spearheading the design and delivery of cutting-edge Information Management solutions, he has consistently elevated business operations, streamlined reporting functions, and maximized process efficiency.
Certified as an ISO/IEC 27001: Information Security Management Systems (ISMS) Lead Implementer, Data Protection Officer, and Cyber Risks Analyst, Denis brings a heightened focus on data security, privacy, and cyber resilience to every endeavor.
His expertise extends across a diverse spectrum of reporting, database, and web development applications, underpinned by an exceptional grasp of data storage and virtualization technologies. His proficiency in application testing, database administration, and data cleansing ensures seamless execution of complex projects.
What sets Denis apart is his comprehensive understanding of Business and Systems Analysis technologies, honed through involvement in all phases of the Software Development Lifecycle (SDLC). From meticulous requirements gathering to precise analysis, innovative design, rigorous development, thorough testing, and successful implementation, he has consistently delivered exceptional results.
Throughout his career, he has taken on multifaceted roles, from leading technical project management teams to owning solutions that drive operational excellence. His conscientious and proactive approach is unwavering, whether he is working independently or collaboratively within a team. His ability to connect with colleagues on a personal level underscores his commitment to fostering a harmonious and productive workplace environment.
Date: May 29, 2024
Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
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Temple of Asclepius in Thrace. Excavation resultsKrassimira Luka
The temple and the sanctuary around were dedicated to Asklepios Zmidrenus. This name has been known since 1875 when an inscription dedicated to him was discovered in Rome. The inscription is dated in 227 AD and was left by soldiers originating from the city of Philippopolis (modern Plovdiv).
Leveraging Generative AI to Drive Nonprofit InnovationTechSoup
In this webinar, participants learned how to utilize Generative AI to streamline operations and elevate member engagement. Amazon Web Service experts provided a customer specific use cases and dived into low/no-code tools that are quick and easy to deploy through Amazon Web Service (AWS.)
Communicating effectively and consistently with students can help them feel at ease during their learning experience and provide the instructor with a communication trail to track the course's progress. This workshop will take you through constructing an engaging course container to facilitate effective communication.
2. The Reasons
People remember more if they are laughing
while they learn it
Students hate reading about grammar
I don’t love teaching grammar
Seinfeld
WOU is special
Boss?
Seinfeld’s
grammar
dragon is
in the
sandwiche
s again.
3. The Comma Book
Commas: An Irreverent Primer
We wanted to write a book about the most
common errors we marked
We wanted it to be funny
Fairies? Grammar dragons?
Seems to work
Yes,
you
need
a
comm
a
there!
4. The CYOA
What’s a CYOA?
I wanted students to have a bigger “stake” in
learning grammar than just a test
They turn explicative text into creative
narrative text
I asked them to have fun
Grading
Becomes the class’s study guide for the final
exam
5. The How-To
Create a world for the action
Create a “you” character, a sidekick, and a
nemesis—plus others.
Make a quest
Make one option for each adventure a generic
lead into the next adventure.
Optional: upload the whole thing to Google
Forms or Twine.
Please see the handout for URLs, etc.
6. Fun and Funny
Humor helps engage students in core material
Engaging, funny text
Engaging, fun, narrative project
7. Thank you!
Maren Bradley
Anderson
andersm@wou.edu
www.marens.com
Take a card
Available on
Amazon
Ebook available on
Kindle
Smashwords for all
other formats
Ask me for a free
ebook coupon
Contact me: Commas: An Irreverent Primer
Editor's Notes
Hello,
I’d like to warm you all up with a joke. OK? Here goes:
Knock, Knock.
Who’s there?
To.
To who?
No. To Whom!
I’m Maren Bradley Anderson and I’m an adjunct Faculty member at Western Oregon University. My friend and co teacher/writer/editor Kate Ristau and I taught the same classes and shared a weird sense of humor. We have similar teaching styles—we are the goofy teachers, the ones that like the idea of the teacher as a troop leader.
But we both struggled with teaching grammar. Our students came to us with a schmear of grammar understanding, and a deep opposition to learning it. Neither of us could find a text that explained grammar in a lighthearted, memorable way. Nothing we found engaged our first year writing students at all.
So, we wrote our own.
I have two parts to this talk. First, I’ll describe the book we wrote: Commas: an Irreverent Primer, and then I’ll talk about the Choose Your Own Adventure –Comma Adventure project. These two approaches, especially combined, have made a difference in my teaching and in the students’ retention.
Fun and funny help me teach the otherwise dry core material.
People remember more if they are laughing while they learn it
Ok, I lied. This first slide is about teaching with humor. On your handouts (which will be online as well), you’ll find a longish list of research that connects improved learning outcomes with humorous teaching methods. To summarize: people seem to retain knowledge better if it is connected to laughter.
More directly, Kate and I decided to make a humorous grammar book because we were frustrated with the expensive grammar texts that didn’t seem to focus on the errors that we observed over and over and over and over and over…and over again. But we had some challenges. First,
Students hate reading about grammar
They do. Most of them would rather have their toenails removed than read about a serial comma. Why? I think it’s because the people who write grammar texts don’t seem to have a sense of humor. Plus, there is a lot of anxiety about grammar because students don’t understand it, and they’ve been shamed by previous teachers for not understanding it. People avoid failure.
Second:
I get bored teaching grammar
In my other life, I write novels and short stories and poetry. Even though I like grammar and syntax, I don’t sit around and think about them. I totally get why my students aren’t thrilled to dive in to a dry grammar text. So Kate and I decided to write something that we would like to read. Maybe then the students would like it, too.
Third:
Seinfeld.
Composition classes are “about nothing,” just like Seinfeld was the “show about nothing.” Incidentally, I can’t use that joke anymore. The students don’t get it because none of them have ever seen Seinfeld. Yes, that makes me feel old. [I love your tone throughout her and your subtle use of humor]
Anyway, the point is that the examples in class can be about anything. So can the texts. Voila! Free rein.
Finally,
WOU is special:
WOU is a little state school that is populated by lots of students who are the first in their families to go to college. For many, it’s nearly a miracle that they got to go to college at all. However, for the whole 13 years I’ve taught there, there has only been one 10-week writing course required for graduation. Anyone who teaches writing knows that isn’t enough time. WOU composition teachers have to make decisions about what to teach in that one 10-week class that would help our students most. Fortunately, the school has approved a change that should funnel more students into a lower-level class, so this problem should get better. I hope.
Commas: An Irreverent Primer
So, Kate and I wrote the Comma book, and we self-published it. I’ve been using it in my classes for a year now.
We wanted to write a book about the most common errors we marked
We actually needed a small book given the amount of time we have with our students. We decided only to focus on the errors we saw the most: mostly errors associated with comma splices and run-ons, introductory clauses, introductory phrases and words, and a couple others. You know, the errors that make your hand cramp up after a while and make you wonder why you ever thought teaching writing was even possible. Those errors.
We wanted it to be funny
b/c we wanted the students to actually read it. That seems to be working, too. Plus, we wanted to write a book that sort of reflected our personalities.
So why is it filled with :
Fairies? That’s KR’s doing. The grammar dragon? Me.
Kate is a folklorist and has a fantasy novel coming out in May. She[’s] all about the fairies. I’ve been writing and reading about dragons and unicorns since I could hold a pencil, and though the novel I have that’s coming out this year isn’t fantastical, two of my other manuscripts are. Oh, and my daughter is convinced that I’m going to buy her a unicorn for her birthday.
The upshot is that the book:
Seems to work.
Anecdotally, our students do better with the commas discussed in the book.
I think b/c they read it. They tell other people that it’s funny and worth reading. Plus, they don’t seem to sell it back to the bookstore. And, it’s cheap!
One way we tried to engage our students is with the Comma book—a silly, informative text. The other way I tried to engage them with the material was with the CYOA project. I wanted students to have a bigger “stake” in learning than just a test.
CYOA explanation
Choose your own adventure is a form of literature, mostly Middle Grade, where the reader chooses what the POV character does and turns to the appropriate page. This way, readers can have different adventures each time they read a book. Today, kids encounter this most often in the form of video or online games.
I broke my students into groups of 3 and gave each group responsibility over a chapter in our comma book [hold it up]. I wrote the first two “chapters” of the CYOA book and told the students to continue the adventure in the same world with the same characters. During their adventure, they had to explain the concepts in the chapter and then generate a quiz of three options at the end. Two of the options would be wrong, and they were to write “creative death scenes” for those. The correct answers would lead to a door to the next adventure.
They write the adventures, thus turning explicative (though kind of wacky) text into creative narrative text
I don’t have time to go into how changing modes, etc., helps learning. If we accept that people do learn more by changing something explicative into narrative and vice versa, then this project is sinking commas even more into their little brains.
Plus, CYOA books are all second person, and present tense (sneaking in more grammar!)
I asked them to have fun
I asked them to make the deaths/failures as exciting/gruesome as possible for the fun. And fun = laughter = retention. That’s the theory, anyway.
Grading
Grade only on the usefulness of the explanation/quiz they make, not the writing. I don’t actually teach creative writing in this class (see time issues above), so I just give them freedom to be weird. Accurate, but weird.
Study guide.
Ultimately, this is the class’s study guide for the final exam
[insert grammar exam results, study guide stuff here]
[this might have to go into the handout for the sake of time]
This is a totally doable project for one quarter or semester.
Create a world for the action
My CYOA is based in the grumpy-unicorn filled land of our Comma book, but anything will do. Remember, Seinfeld.
Create a “you” character, a sidekick, and a nemesis—plus others.
The POV character I made was just a gender-less college-aged sorcerer's apprentice. There was also a Grammar Dragon and a Unicomma.
Make a quest,
i.e. the lost “spelling book” in our CYOA
Yeah, I totally stole that idea from a PBS kids’ show. Shoot me
Make one option for each adventure a generic lead into the next adventure.
In my case, I just wrote the “doors” for the right answers.
Optional: upload the whole thing to Google Forms.
Or twine or any of the other options for CYOA programs.
Please see the handout for URLs, etc.
The takeaway here is that fun and funny helps. A spoonful of sugar helps the introductory clauses go down, so to speak.
Humor helps engage students with difficult material whether we use a funny text or a creative writing project. Or both.