This document provides a lesson plan for an 8th grade English class on famous sights in London. The objectives are for students to identify cultural symbols of England, compare them to Moldovan symbols, explore web tools, discover top places to visit in London, and make presentations. Activities include identifying icons, using websites like Pinterest and online quizzes, introducing vocabulary, listening to a video on the Tower of London, student presentations, and providing peer tutoring. The lesson aims to enhance students' English skills while learning about British culture and sights.
A training presentation for EFL students who were doing a Certificate IV in ESL (Further Study) level course.
This presentation allowed them to self-access their course on Blackboard and learn the functions.
Presented by Emily Shaw at the Annual Conference of the Visual Resources Association, March 12-15, 2014 in Milwaukee, Wisconsin.
Session #10: Case Studies in Collaboration within Archival and Special Collection Environments
MODERATOR: Amanda Grace Sikarskie, Western Michigan University
PRESENTERS:
• Edward Benoit III, University of Wisconsin-Milwaukee
• Jim Cunningham, Illinois State University
• Emily Shaw, University of Iowa
• Amanda Grace Sikarskie, Western Michigan University
Each of the presentations in this session tells a story of collaborations between archivists or special collections librarians and content area scholars. While the content of these speakers’ projects differs greatly—from circus-related images to quilt and embroidery programs on public television to the conceptual art of the Fluxus group—each project benefited from a team approach that made use of various skill sets. Both Jim Cunningham and Amanda Sikarskie worked on digitization projects of collections for which metadata (which was collected in the mid-twentieth century) were initially incomplete, outdated, or just plain inaccurate, prompting partnerships between archivists and content experts at outside institutions. Edward Benoit III’s minimal processing project, on the other hand, dealt with a variety of collections and content areas. It ultimately led to a similar outcome, however, solving the problem of minimal metadata by inviting scholars to participate in social tagging of the collections. Finally, Emily Shaw’s work with the digitization of the Fluxus West collection at the University of Iowa tells the story of forging new relationships through interdepartmental collaboration within a large research university. Please join us for this dynamic session that will be of interest to archivists, librarians, and content experts alike.
Variations in glacier retreat in the American West, implications for water resources. Presented by Andrew Fountain at the "Perth II: Global Change and the World's Mountains" conference in Perth, Scotland in September 2010.
A training presentation for EFL students who were doing a Certificate IV in ESL (Further Study) level course.
This presentation allowed them to self-access their course on Blackboard and learn the functions.
Presented by Emily Shaw at the Annual Conference of the Visual Resources Association, March 12-15, 2014 in Milwaukee, Wisconsin.
Session #10: Case Studies in Collaboration within Archival and Special Collection Environments
MODERATOR: Amanda Grace Sikarskie, Western Michigan University
PRESENTERS:
• Edward Benoit III, University of Wisconsin-Milwaukee
• Jim Cunningham, Illinois State University
• Emily Shaw, University of Iowa
• Amanda Grace Sikarskie, Western Michigan University
Each of the presentations in this session tells a story of collaborations between archivists or special collections librarians and content area scholars. While the content of these speakers’ projects differs greatly—from circus-related images to quilt and embroidery programs on public television to the conceptual art of the Fluxus group—each project benefited from a team approach that made use of various skill sets. Both Jim Cunningham and Amanda Sikarskie worked on digitization projects of collections for which metadata (which was collected in the mid-twentieth century) were initially incomplete, outdated, or just plain inaccurate, prompting partnerships between archivists and content experts at outside institutions. Edward Benoit III’s minimal processing project, on the other hand, dealt with a variety of collections and content areas. It ultimately led to a similar outcome, however, solving the problem of minimal metadata by inviting scholars to participate in social tagging of the collections. Finally, Emily Shaw’s work with the digitization of the Fluxus West collection at the University of Iowa tells the story of forging new relationships through interdepartmental collaboration within a large research university. Please join us for this dynamic session that will be of interest to archivists, librarians, and content experts alike.
Variations in glacier retreat in the American West, implications for water resources. Presented by Andrew Fountain at the "Perth II: Global Change and the World's Mountains" conference in Perth, Scotland in September 2010.
Mobile App Development & Marketing Tips - Fueled Collective & CleverTapCleverTap
Best practices and secrets to building top selling mobile apps. Mobile app and marketing tips from Rameet Chawla of Fueled and CleverTap a mobile engagement platform.
Collaborative Project Published in Kultur Magazine in Cape Town, South AfricaMichael I. Robbie
Collaboration with Daniel Valverde @ Green Valley Photography; Published in January 2014 edition of Kultur Magazine the ultimate guide to alternative fashion, music and culture.
Started to create milestones, we, Strategi Automation Solutions Pvt. Ltd. marked our presence in the year 1996 and operate in the Factory Automation solutions with an emphasis on Motion Control. Our quality products always appreciated by our clients. Our spontaneous attitude and confident approach in offering an excellent range of AC Geared Motors, Variable Frequency Drives, AC Servo Motors And Digital Servo Drives, Human Machine Interface, Planetary Gearheads, Stepper Motors, Stepper Drive, DC Geared Motors, Motion Controllers, Programmable Logic Controllers, DC Drives, Yamaha Robots. We Strategi Automation Solutions Pvt. Ltd. breathe with the aim of fully satisfying our clients with our high-quality products services. We are a unit of highly experienced professionals, all of them contributing at the best of their potentials to offer the highest degree of efficiency and client satisfaction.
미국섬유역사박물관에서 만든 자료다. 방문객 또는 아이들을 위해 나무가지, 종이상자, 프라스틱 바구니 등을 이용해서 간단히 직조의 기본 원리를 이해하고 체험할 수 있는 프로그램의 교안이라 할 수 있다. 평직, 능직에 대한 설명도 있다. 뒷편엔 용어사전도 포함되어 있다. 36쪽 정도의 간단한 자료지만 아동이나 처음 직조를 접하는 이들을 위한 프로그램 자료로 충분하다. 국내에선 이런 간단한 자료 하나 구하기 어렵다. 그뿐 아니라 공개하질 않는다.
14 PEER RESPONSES DUE IN 16 HOURS - EACH SET OF 2 HAS ITS OWN INSTRU.docxherminaprocter
14 PEER RESPONSES DUE IN 16 HOURS - EACH SET OF 2 HAS ITS OWN INSTRUCTIONS
Long Term Planning
Respond to at least two classmates’ postings.
ROSEMARY’S POST:
Of the eight instructional unit types introduced in this chapter, choose one, describe it, and tell why it is your preferred choice.
I will be using a project/problem-based learning unit. With this instructional unit, the students will play detective and help them become engaged in learning. The instructional unit focuses on the students, and more specifically, students working together in smaller groups. Hansen, Buczynski, & Puckett (2015) states, “PBL typically group students into teams to respond to real-world questions, problems, or challenges through an extended inquiry process and then to construct a presentation to share their product or findings.”
Using the formatting for a PBL unit plan provided in table 7.1 in your textbook, outline your own PBL unit.
Name of Project:
Identify the Thirteen Colonies
Subject/Course/Grade Level:
Social Studies/6-8th grade
Unit Duration & Timeline:
3-4 weeks
Teacher Team Members:
Teachers, Librarians, Parents, etc.
Goals & Objectives Necessary to Accomplish the Goals:
The student will demonstrate knowledge of the colonies and the factors that shaped colonial North America.
Similarities and differences between colonial economies, politics, and ways of life.
Physical and human characteristics of national colonial regions.
Verbally identify 3 motives for exploring the colonial regions, e.g., religion, expansion, trade, and wealth, with 80% accuracy.
Distinguish between New England, Middle, and Southern Colonies by coloring and identifying the colonial regions on a 100% map.
Understand the emergence of significant regional differences in the colonies by completing a bulleted graphic organizer based on lecture notes with 90% accuracy.
Given a graphic organizer, students will contrast the economies of the three major colonial regions: New England, Middle, and Southern with 80% accuracy.
Given a graphic organizer, students will compare geography’s impact on the three major colonial regions’ economies. Understand how settlers’ backgrounds influenced their values, priorities, and daily lives.
Create a historical fiction blog or infogram or digital (postcard) that identifies a colonial region’s unique traits and describes life in that region. Students projects will include:
Three reasons why you moved to the colonial region.
Two reasons why you did not settle in the other region.
Writing that is free of spelling and grammatical errors.
A colorful image depicting at least one of the colonial region’s best features.
Standards/CCSS/21st Century Competencies:
CCSS.ELA-LITERACY.RH.6-8.8
Distinguish among fact, opinion, and reasoned judgment in a text.
Project Summary:
Students will be working together in three or four groups to research the Thirteen Colonies and how they came to be. Each team or group will choose a colony from t.
To learn some British and American slang terms and practice them in sample
dialogues;
• To practice reading for general idea, listening for gist and writing skills;
• Practice the language of agreeing/disagreeing in speech
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!
How to Create Map Views in the Odoo 17 ERPCeline George
The map views are useful for providing a geographical representation of data. They allow users to visualize and analyze the data in a more intuitive manner.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
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.
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
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.
1. Date: 03.03.2015 Grade: VIII
TeacherName: GramaStella Subject: English
1. Topic-
Famous Sights of London
(Country Study Section, Students’ Textbook, page 76)
2. Content-
royal residence, crown jewels, chimes, to evolve, spectacular, to conquer, inmate, graffiti, traitor,
raven, warden, yeoman warder, beefeater, icon;
3. Competences and Subcompetences-
Spoken Interaction
2.4. Participating in oral conversations on a familiar topic and producing responses to simple, direct
questions, repeated or reformulated by a cooperative interlocutor.
2.6. Applying the strategies of producing spoken messages.
Listening
1. 2Understanding the general meaning of an oral message.
Written Interaction
4.5. Arranging relevant information from a text on a familiar issue into a scheme.
Culture
7. Describing famous sights of Great Britain/London
Community Area
2. Identifying cultural symbols from the English-Speaking countries.
4. Objectives-
O1- Students will identify at least 5 symbolic icons that reveal English culture.
O2- They will compare the British symbols to the ones that reflect Moldovan culture.
O3- They will explore and trydifferent web-learning tools.
O4- They will discover which places are worth being visited in London.
O5- They will make a presentation of their digital posters.
O6- They will practise making choices and bring arguments to support their decisions.
5. MaterialsandAids-
Teaching aids:
- web-teaching tools - http://edu.glogster.com, www.pinterest.com,
www.visuwords.com, http://www.proprofs.com/, http://rubistar.4teachers.org/index.php
http://www.teach-nology.com/)
- worksheets, icon lists, digital posters, notebooks, interactive whiteboard or TV screen, video “The
Tower of London” (https://www.youtube.com/watch?v=h6iUU9wbM3k), textbooks.
2. 6. Procedures/Methods-
Individual work, association, brainstorming, guided discussion, think-pair-share, group-work, online
project, filling in, multiple choice, listening for specific information.
7. The Develoment of The Lesson
A. Evocation
Elicitation
Greet students and call the register. Then show them some pictures representing both British and
Moldovan cultures (e.g. The Statue of Stefan cel Mare, a monastery, a bunch of grapes, The London
Eye, The Changing of The Guards, a red double-decker bus, etc.). Do not give too many hints.
Students will have to continue the list later. Ask them to explain what they have in common. Possible
answers:
- They all reflect elements of culture.
- They represent Moldova and Great Britain.
- They are symbols/symbolic icons that reveal two cultures: British and Moldovan ones.
Think-Pair-Share
Share worksheets to students (worksheet 1). Give clear instructions to them. They have to think for a
minute about symbols that represent England to them. Then, they have to share it with the partner.
When they are ready, they will work in groups of 3-4 students and decide on top 5 English Icons and
top 5 icons of our country. When presenting their priority lists to the class, they have to comment on
their choices.
Making Choices
Tell them they will continue working in teams. Let them choose a name for each group.
Teach them how to access the web tool www.pinterest.com. You might create an account beforehand
and let them sign in. Show them a pin-board collection. Then teach them how to create a new board
“British Icons”, and pin an image on it. Then ask each group to choose any two symbol icons of Great
Britain on the internet and pin them on the board by themselves. Let them visualize the board again
when completed.
B. Realization of Meaning
Introducing Vocabulary
Ask each group to choose a vocabulary card (worksheet 2). They will have to check the meaning of
the words and choose the definition that might possibly refer to the topic. They will explore the web
dictionaryhttp://www.visuwords.com/. Take time to listen to each group, help them if needed.
Besides enhancing vocabulary, they should feel encouraged to use an online dictionary.
Listening for specific information.
Tell studentsthey have to answer some questions after listening to the video “The Tower of London”,
and also take a quiz online. Let them read the questions (write them on the board beforehand):
- What was the original purpose of the Tower of London?
- How many towers does the Tower of London have? Which one is the most famous?
- What are the wardens of the Tower of London called? In this way students will be motivated to
listen attentively, taking notes if necessary.
Listening Comprehension.
After watching the video, discuss the answers to the pre-listening questions. Give them the link to the
quiz: https://www.proprofs.com/quiz-school/preview.php?title=the-tower-of-london .
3. Let them sign in using the name of the group. They will work in groups as the
quiz is not quite simple and some students might fail taking it. While working in groups they will feel
more confident and safe to share answers with the others.
C. Reflection Stage
Making Presentations
Students will present the digital posters they worked with during the vacation. Allot time for each
presentation: 4-5 minutes. Share rubrics to the other students. Allow time for students to skim them
so that they know what they have to evaluate while listening to the oral presentations.
When the presentations are over, those who presented the posters will evaluate the quality of their
own works. Give them the rubrics on digital posters for self-evaluation.
http://rubistar.4teachers.org/index.php?screen=PrintRubricDownloadFile&rubric_id=2516660&
http://rubistar.4teachers.org/index.php?screen=ShowRubric&module=Rubistar&rubric_id=2516664&
Feedback and Peer Tutoring
Put some pictures with sights of London upside down on teacher’s desk. Make sure all the places of
interest were discussed in class. Each student will choose a picture and name three things they learned
about the place during the lesson. (e.g. the Tower of London, The Houses of Parliament, the Tower
Bridge, London Zoo, The British Museum, Nelsons’ Column, Queen’s residence, etc.)
Accommodations (Differentiated Instruction)-
For those students who have a quick grasp of the material and usually perform such tasks in no time,
you might prepare a differentiated task. When they show signs they are ready, ask them to collaborate
with those students that would like some help. This is called peer tutoring. It motivates and
encourages mutual help and social interaction.
Summation
- What famous places would you like to visit if you had the opportunity to visit London? What new
vocabulary have you learned? Students draw conclusions.
D. Extension
Homework
1. Fill in the spaces with the words on the right. Summarize the text in 4-5 sentences using active
vocabulary (worksheet 3).
2. Take the quiz online (give your full name) by the next lesson:
https://www.proprofs.com/quiz-school/preview.php?title=london-sights-definite-article-the
If needed, e-mail me at: stellagrama9@gmail.com and I will gladly share the aids with you.
My pinboard: https://www.pinterest.com/stellagrama/famous-sights-of-london/
Evaluation-
Collect the completed rubrics, comment on students’ activity and let them mention what they
liked/disliked about the lesson. Later check the results of the quiz.
8. Teacher Reflection- (to be filled in after the lesson).