A Long Walk to Water - Lssn 1
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The document provides instructions for students to prepare to read and discuss the book "A Long Walk to Water" in class. It includes directions for students to find and look at the book cover, introduces the learning objectives of determining the meaning of maps and reading for the gist. Students are assigned partners and given scenarios to discuss with their partner about what the book may be about. The document outlines the chapters that will be read and discusses the importance of effectively participating in discussion.
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This document provides an overview of classroom materials and activities related to reading the novel A Long Walk to Water. It includes directions for students to take out homework, notes from previous lessons, and think about the central idea of chapters. The document outlines learning objectives, discussion questions, vocabulary work, and scenarios to help students understand the challenges faced by characters who must walk long distances to access water. It concludes with an exit ticket activity having students analyze a map of the route walked by one of the characters and list the environments encountered along the way.
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This document provides an agenda for an IECP reading course. It outlines topics to be covered such as idioms, course skills, a newspaper reading, short novel introduction, and textbook introduction. Students will learn about identifying main ideas and supporting details. A diagnostic test is scheduled for the following Wednesday. Key course objectives are to improve reading rate, vocabulary, cultural knowledge, and comprehension.
A Long Walk to Water - Lssn 13
This document provides guidance and instructions for students to analyze passages from the novel "A Long Walk to Water" about the Dinka and Nuer tribes in Sudan. It includes directions to re-read passages, discuss why cattle are important to understanding the main character Salva, and annotate an excerpt on the cultural significance of cattle to the Dinka tribe and how the loss of cattle has impacted them. Students are asked to summarize the excerpt and identify the most helpful close reading strategy.
Reading Evening
The document provides information for parents on developing their child's reading skills. It discusses:
1) Different stages of reading development and how parents can support skills like blending, fluency, and comprehension at each stage.
2) How reading is taught in school through shared, guided and individual reading.
3) Tips parents can use to help children who are confident readers or reluctant readers, such as making reading pleasurable, discussing texts, and providing a variety of reading materials.
4) Recommended resources for finding book recommendations.
A Long Walk to Water: Lesson7 unit2
The document provides instructions and materials for a literature class discussion on the book "A Long Walk to Water" by Linda Sue Park. Students are asked to take out homework, re-read chapters 16-18, define vocabulary words, compare accounts of survival in two works, cite textual evidence, analyze how the author altered history, complete a fiction vs. non-fiction worksheet, and discuss questions in a chalk talk. The exit ticket asks students to give an example of how the author altered history and why she may have done so.
authorstudy
This document provides guidance on conducting author studies in the classroom. It explains that author studies can enhance students' love of reading by engaging them with a variety of topics and concepts to advance comprehension. The document recommends choosing an author with at least 10-15 books and making sure stories are age-appropriate. It outlines steps for introducing an author study, including creating a poster, reading books by the author, and incorporating activities like guessing games and writing prompts. Sample author study plans and rationales for the order of authors are also presented.
READING TKT.ppt
The document discusses various aspects of reading, including:
- Key concepts such as discourse, coherence, and cohesion.
- Reading skills like scanning, skimming, intensive reading, inferring, deducing meaning from context, and predicting.
- Implications for the language classroom, such as choosing texts at the right level and including a variety of text types and activities.
- The structure of a typical reading lesson involves introductory, main comprehension activities, and post-task activities.
of plymouth plantation.ppt ppt slides american
William Bradford was a leader of the Pilgrims who settled in Plymouth, Massachusetts in 1620. He wrote Of Plymouth Plantation to describe the difficult journey and early years of the colony. The excerpt describes the Mayflower encountering fierce storms that damaged the ship. It also discusses the passengers' fears that the ship would not make it to land safely. Bradford helped alleviate fears and they decided to travel south to find a suitable place for their settlement.
of plymouth plantation.ppt ppt slides american
William Bradford was a leader of the Pilgrims who settled in Plymouth, Massachusetts in 1620. He wrote Of Plymouth Plantation to describe the difficult journey and early years of the colony. The excerpt describes the Mayflower encountering fierce storms that damaged the ship. It also discusses the passengers' fears that the ship would not make it to land safely. Bradford helped alleviate fears and they decided to travel south to find a suitable place for their settlement.
A Long Walk to Water: Lesson8 unit2
This document provides instructions and materials for a lesson on the novel A Long Walk to Water. It includes directions for students to take out homework, fill out a worksheet on chapters 16-18, define vocabulary words, and copy vocabulary into their notebooks. It outlines learning objectives and provides discussion questions to guide student conversations about the characters and themes of survival in the novel.
6 by 6 in Your Storytime: Adding Early Literacy Elements to Your Storytimes
Drawing from ALSC's Every Child Ready to Read, the 6 by 6: Early Literacy skills promoted in Kansas libraries add literacy activities and supports to storytimes. But, adding early literacy tips to storytime can be intimidating if you've never done it before. This presentation provides advice on how best to add, and talk about, the early literacy elements in your storytimes.
The art of slow reading presentation
The document summarizes key points from Thomas Newkirk's book "The Art of Slow Reading" which advocates for slowing down the reading process. It discusses how slow reading fosters a deeper relationship with the text and author by carefully attending to language, visualizing scenes, and questioning ideas. It also addresses challenges to slow reading like testing pressures and distractions that encourage speeding over comprehension. Overall, the document provides an overview of Newkirk's perspective on slow reading techniques like memorization, annotation, and reflection that allow readers to fully engage with a text.
Reading comprehension
Comprehension takes place when there is communication between the author and the reader.
It is understanding what the author has written.
1 2 lewis and clark and me
The document is about a book titled "Lewis and Clark and Me: A Dog's Tale" by Laurie Myers. It tells the story of Lewis and Clark's famous expedition from the point of view of Seaman, their dog. The summary provides background on the historical figures Lewis and Clark and frames the story as historical fantasy because it is narrated from the perspective of a dog. It also previews some of the key events that will be described from Seaman's viewpoint, including his initial meeting with the explorers and a time when he was almost traded to Native Americans.
A Long Walk to Water - Lesson2 unit2
1) The document provides context clues and definitions for two words from Chapter 6 of A Long Walk to Water: topi, which is clarified to be a type of antelope, and solemn, which describes Salva's facial expression when telling about not hearing from his family.
2) It outlines the learning objectives of using context clues to understand words and analyzing themes of survival challenges faced by characters Salva and Nya in the novel.
3) Students are instructed to read chapters 7 and 8 for homework, adding at least two entries to their reader's notes for each chapter.
A Long Walk to Water: Lesson9 unit2
The document provides instructions and materials for a classroom lesson on the novel A Long Walk to Water. It includes tasks for students such as discussing vocabulary words and comparing the novel to an informational website about Water for South Sudan. Students are asked to explain how the novel both used and altered historical facts. They will have a discussion appointment about the website and how it connects to the novel. The document outlines a mid-unit assessment and homework assigning students to rewrite sentences from the novel in their own words.
Research river
The document describes the research process as akin to a river's journey from its source to the sea. It outlines the various stages of research - Open, Immerse, Explore, Identify, Gather, Create and Share, and Evaluate - and notes that teachers and librarians provide guidance and support at each stage to help students navigate the "research river."
2015-2016 Short Story Unit Assignment Sheet
This document outlines a unit plan for teaching literary elements in short stories to 6th grade students. Over two weeks, students will read and discuss a minimum of six short stories in literature circles. They will learn skills for annotating texts, identifying elements like plot, conflict, theme and point of view. Students will keep a journal and use their entries to draft a literary essay analyzing elements across multiple stories. The unit provides guidance on forming literature circles, selecting stories, reading strategies, leading discussions and providing peer feedback.
Extensive Reading in the CLIL Class
This document discusses extensive reading as an effective way to acquire a foreign language. It defines extensive reading as reading large quantities of easy, level-appropriate texts. Extensive reading focuses on fluency rather than language details, and allows students to self-select texts from graded readers or simplified materials. The document provides examples of practical activities teachers can use to introduce extensive reading, such as whole class reading, self-selected individual reading, and projects to evaluate reading. It notes the advantages of extensive reading include developing learner autonomy, providing comprehensible input, and enhancing overall language skills and motivation to read more.
ASN Reading Groups
1) Aberdeenshire Libraries runs ASN reading groups for pupils attending additional support for needs (ASN) faculties to develop literacy skills like vocabulary and language.
2) The small groups meet weekly in the library with a young adult book read aloud by the librarian using activities like worksheets and flashcards.
3) Evaluations found the program significantly increased pupils' reading ages and gave them confidence to read more challenging books.
The power of reading in the second language
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.
Similar to A Long Walk to Water - Lssn 1 (20)
1. idioms, find someone who, all about you, grange fair, short novel, textbook
1. idioms, find someone who, all about you, grange fair, short novel, textbook
6 by 6 in Your Storytime: Adding Early Literacy Elements to Your Storytimes
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More from Terri Weiss
Slavery Module: Lesson eleven
This document provides information and instructions for students on poetry. It includes definitions of poetry, discussions of why poetry endures, and quotes about the power of rhythm in poetry. Students are instructed to analyze poetic devices in a poem excerpt, and are given a poetry toolbox defining common poetic terms like metaphor, simile, rhyme scheme, and others. The document encourages students to add poetic devices to found poems they created, and assigns revising their found poem to incorporate two new devices as homework.
Slavery Module Lesson nine
This document provides instructions and content for a lesson on Frederick Douglass's Narrative of the Life of Frederick Douglass. It includes activities for students such as taking notes, discussing vocabulary words from the text, answering comprehension questions, and analyzing excerpts in small groups or with partners. The lesson focuses on building understanding of the historical context of slavery and developing reading comprehension and analysis skills.
Slavery Module: Lesson eight
This document provides instruction and content for a lesson on Frederick Douglass's Narrative of the Life of Frederick Douglass. It includes entry tasks on roots, prefixes and suffixes. The learning objectives are to analyze how excerpts from Douglass's narrative convey his position on slavery and use word roots to understand meanings. Students are instructed to reread an excerpt and answer comprehension questions to understand Douglass's story and purpose. They are then asked to explain how the excerpt supports Douglass's two positions on slavery through specific evidence. Homework involves a constructed response using a quote sandwich to fully answer the question.
Slavery Module: Lesson seven
The document provides instructions for a classroom activity where students will place cards on an anchor chart based on categories from Frederick Douglass's Narrative of the Life of Frederick Douglass. The categories include how slavery affects slaves, how it affects slave owners, and the effects of the institution of slavery. The cards contain positions that support or oppose slavery. Students will then compare their placements with a shoulder partner.
Slavery Module: Lesson five
The document provides an agenda for a lesson on slavery and abolitionists. It includes instructions for students to add to a historical context chart by discussing homework with a partner. Students will then take a mid-unit assessment by independently reading and answering questions about an excerpt from the Narrative of Frederick Douglass. If finished early, students can read a separate text and answer questions. Homework includes finishing questions on the separate text and selecting a new independent reading book.
Slavery Module: Lesson four
The document provides instructions for a class activity on the topics of slavery and abolition. Students are asked to take out an article on the slave trade from the previous day and write two ideas from it on the "Slavery" section of a historical context anchor chart. They will then view an excerpt from a PBS episode on abolition and answer additional text-dependent questions. Finally, students are assigned homework to add three more ideas to the "Debate over Slavery" section of the anchor chart.
Slavery Module: Lesson three
1. The triangular slave trade involved three main steps: slaves were brought from Africa to the Americas, cash crops like cotton and tobacco grown by slaves in the Americas were traded for manufactured goods in England, and the goods were brought back to Africa to trade for more slaves, completing the triangle.
2. Conditions on slave ships were horrific. Slaves were packed tightly into the ships in inhumane conditions where many died of disease or suffocation before reaching the Americas.
3. Southern slave owners believed blacks were racially inferior and used this belief to justify harsh treatment of slaves and the institution of slavery overall.
Slavery Modle: Lesson Two
This document provides instructions for a lesson on the book "Narrative of the Life of Frederick Douglass." Students are asked to look at images of the book cover and answer questions. They will then learn vocabulary terms and discuss the historical context of the time period through a gallery walk activity. Guiding questions and homework assignments are provided to wrap up the lesson.
Slavery Module: LessonOne
This document provides guidance for teaching a lesson about the short story "The People Could Fly" by Tobias Wolff. It includes discussion questions to analyze the story's themes of slavery and empowerment. Students are instructed to work with partners to discuss the story and complete a note-catcher identifying powerful phrases, images, the overall theme, and how the language and images create meaning. The lesson aims to examine how this folktale gave slaves a tool to cope with their situation and why its message still resonates today.
Lyddie: Unit3 lesson9
The document provides instructions for students to work on creating an e-brochure about a book in the computer lab. Students are told to sit with their partner, work only on the brochure project, and complete their slides that day. They are also assigned 15-20 minutes of independent reading for homework to be finished the next day.
Lyddie: Unit3 lesson8
This document provides instructions for students to complete several tasks related to researching and creating a brochure about working conditions in the garment industry:
- Students will read a passage about working conditions and find the recommended plan of action. They will then discuss this plan with a partner.
- Students will read their research notebooks and star important information to include in the brochure.
- Working with a partner, students will fill out a brochure planning form and get feedback before sketching out the brochure layout.
- Finally, students will discuss what helped their collaboration and what to remember for finishing the brochure the next day. They also have independent reading for homework.
Lyddie: Unit3 lesson7
This document provides instructions for students on the work they will be doing in class. It includes:
- Completing a section in their researcher's notebook.
- Learning how to synthesize information from multiple sources.
- Continuing to work on their research project by paraphrasing sources to avoid plagiarism.
- Creating a rubric to evaluate a sample project on consumer advocacy about the iPhone.
Lyddie: Unit3 lesson6
This document provides instructions for students for their research work. It outlines the tasks for the day which include reviewing their research questions and choosing one to focus on, reading their assigned article with a partner and taking notes, and learning how to synthesize information by reviewing a model. Students are directed to use different colored pencils to identify questions and information in their research notebook to focus on for future research. The document reminds students of homework expectations which include continuing their notebook work and independent reading.
Unit3 lesson6
This document provides instructions for students for their research work. It outlines the tasks for the day which include reviewing their research questions and choosing one to focus on, reading their assigned article with a partner and taking notes, and learning how to synthesize information by reviewing a model. Students are directed to use different colored pencils to identify questions and information in their research notebook to focus on for future research. The document emphasizes reading strategies and taking thorough notes to aid in the research process.
Lyddie: Unit3 lesson5
The document provides instructions for students on their research work for the day. It asks them to review questions from the previous day and identify effective ones. The learning objectives are to read sources and identify information to answer a research question, and generate supporting questions. Students are directed to review their Researcher's Roadmap Chart and select a new source, then assess their skills by reading and underlining a short article to answer questions. Homework includes continuing independent reading and starting a project.
Lyddie: Unit3 lesson4
This document provides instructions for students on researching and summarizing an article. It outlines the following steps:
1) Students will use their Researcher's Notebook to analyze paragraphs 1-2 of the article "An Apparel Factory Defies Sweatshop Label, but Can It Thrive?" and underline key details.
2) Students will work with a partner to paraphrase the underlined details out loud and write them in their notebook. They should also write down any new questions.
3) Students will continue independently reading and underlining the article, then partner again to paraphrase before reporting out key details and questions to new partners using a "Go-Go-Mo" activity.
4
Lyddie: Unit3 lesson3
The document provides information about the production process of cotton t-shirts and discusses some of the ethical issues involved at different stages. It notes that most t-shirts worn in the US are manufactured abroad and imported, with over $17 billion worth imported in 2011 alone. The document outlines issues like child labor in cotton harvesting in some countries, environmental damage from cotton farming, and problems still facing some garment factory workers abroad. It discusses how increased transparency around production processes could help consumers make more informed choices.
Lyddie: Unit3 lesson2
This document provides guidance for students on researching working conditions in the electronics industry, specifically focusing on iPhone production. It outlines the steps of the research process, including developing an overarching research question, narrowing the topic to focus on iPhone production at Foxconn factories in China, and identifying effective research questions. Students are guided to sort sample questions into effective and ineffective, with examples given of effective questions. The homework is to choose one effective research question and document it in a researcher's notebook.
Unit3 lesson1
This document provides an overview of a lesson on working conditions. It introduces the topic by having students discuss their expectations for working conditions. It then outlines the learning objectives, which are to explain differences in working conditions between developing and developed countries, participate in discussions on fair working conditions, and articulate beliefs about fair working conditions as future workers. The lesson will involve researching current working conditions, including looking at a "good" employer and the garment industry. Students will use a Four Corners protocol to express opinions on statements about wages and responsibilities regarding working conditions. The homework is independent reading for 15-20 minutes.
Lyddie: Unit2 lesson8
This document provides context and instructions for analyzing Cesar Chavez's "Wrath of Grapes" speech. It includes definitions for tricky words that may appear in the speech, learning objectives for comprehension of the speech, and prompts for class discussion about how the speech relates to working conditions and agents of change. Students will read and analyze the speech, with an upcoming test asking for definitions.
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Mind map of common terms used in context of Generative AI.
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Presented by Vladimir Iglovikov:
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Explore more about Albumentations and join the community at:
GitHub: https://github.com/albumentations-team/albumentations
Website: https://albumentations.ai/
LinkedIn: https://www.linkedin.com/company/100504475
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For the full video of this presentation, please visit: https://www.edge-ai-vision.com/2024/06/building-and-scaling-ai-applications-with-the-nx-ai-manager-a-presentation-from-network-optix/
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In this presentation, van Emden covers the basics of scaling edge AI solutions using the Nx tool kit. He emphasizes the process of developing AI models and deploying them globally. He also showcases the conversion of AI models and the creation of effective edge AI pipelines, with a focus on pre-processing, model conversion, selecting the appropriate inference engine for the target hardware and post-processing.
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A Long Walk to Water - Lssn 1
- 1. DO NOW Find A Long Walk to Water from under your desk. Look at the cover (both sides!) What do you notice?
- 2. A Long Walk to Water Based on a true story By Linda Sue Park
- 3. A Long Walk to Water Learning Objective I can effectively participate in discussion with my classmates.
- 4. A Long Walk to Water A Day Partners! What does it mean? “...effectively participate in discussion…” • Discuss with partner • Know your partner’s name • Be prepared to share!
- 5. A Long Walk to Water A Day Partners! What does it mean? “...effectively participate in discussion…” • • • •
- 6. A Long Walk to Water What is this book about? Scenarios • Read yours alone & think • Scenario # 1 share with partner • Scenario # 2 share with partner • What is similar? • What is different?
- 7. A Long Walk to Water A Day Partners! What is the book about? Give a guess… • • • •
- 8. A Long Walk to Water Learning Objectives I can determine the meaning of visual representations on a map. I can read for the gist as we begin Chapter 1 in A Long Walk to Water.
- 9. A Long Walk to Water Learning Objectives Determine To decide after studying Represent “present” = to show or symbolize “re-” = again (prefix) “-tion” = the act of doing something (suffix) The act of showing or symbolizing again
- 10. A Long Walk to Water Learning Objectives I can determine the meaning of visual representations on a map. I can read for the gist as we begin Chapter 1 in A Long Walk to Water.
- 11. A Long Walk to Water Learning Objectives Gist General meaning or understanding Do you understand the targets? • Fist to Five! • Fingers = how much you understand
- 12. A Long Walk to Water Map & Page # 1 I notice… I wonder…
- 13. Mountains Hills Swampland Plains Deserts Rivers --- Salva’s Route * Kakuma Ethiopia KenyaUganda Loun-Arliik * * ItangAkobo Desert
- 14. A Long Walk to Water Page # 1 Chapter & Page # Nya’s Story 1st Ideas Nya’s Story New ideas Salva’s Story 1st Ideas Salva’s Story New Ideas
- 15. A Long Walk to Water Worksheet Things to notice: • How the text is laid out • The type • The dates Things to wonder: • Why does the author arrange the text this way?
- 16. A Long Walk to Water Worksheet Read for the gist • Read along AS we read aloud • Read for general understanding • Use your “Reader’s Notes”
- 17. A Long Walk to Water Page # 1 Chapter & Page # Nya’s Story 1st Ideas Nya’s Story New ideas Salva’s Story 1st Ideas Salva’s Story New Ideas
- 18. A Long Walk to Water Learning Objectives I can effectively participate in discussion with my classmates. I can determine the meaning of visual representations on a map. I can read for the gist as we begin Chapter 1 in A Long Walk to Water.
- 19. A Long Walk to Water Homework Homework • When working with a partner, what are important expectations you should have for each other? • Have two (2) expectations to share tomorrow