This document outlines the daily lesson plans for a 5 day period. The lessons focus on reading comprehension strategies like noting details, summarizing, and determining cause and effect using the book Hatchet. Vocabulary, suffixes, context clues, and plot elements are also covered. Grammar instruction includes sentence types and subject/predicate identification. Students complete comprehension checks, mapping activities, and an ABC book about themselves as independent work and homework. Standards addressed involve literary elements, expository text comprehension, and writing skills like subject/verb agreement and parts of speech.
Animal farm essayWriting the introductionThe question .docxdaniahendric
Animal farm essay
Writing the introduction
The question:
Animal farm is a text which lacks literary value due to its irrelevant thematic messages, simplistic style and outdated contextual concerns – evaluate this statement.
thesis
[This is the most important part of your essay] What is your line of argument in response to the statement? (ie what are your reasons for agreeing or disagreeing with the statement?) This sets the parameters of your discussion.
Structure of an introduction
Engage with the statement in an attention grabbing opening sentence. (eg quote, insightful statement, anecdote etc)
2. Introduce your text (Animal Farm - the title should always be underlined) and the composer (George Orwell) and show your understanding of the keywords in the essay statement.
3. State your thesis – what exactly will you be arguing throughout your essay? What is your position on the given statement and what are the arguments that you’ll be using to prove your position?
4. End your introduction with a summative sentence giving an overall judgment on the novella – what you’ve learnt from it & its overall value.
Task:
By the end of this lesson, you need to have completed your introduction (if you already have, refine it). Then submit it to google classroom so I can take a look and give feedback.
Year 10 - Critical Study of a Novel
Animal Farm Essay ALARM Scaffold
THE STATEMENT:
“Animal Farm is a text which lacks literary value due to its irrelevant thematic messages, simplistic style and outdated contextual concerns.”
Evaluate this statement in relation to your prescribed text.
DECONSTRUCT AND DEFINE THE STATEMENT: Highlight the key words in the essay statement, define them and come up with a short list of synonyms for them.
What exactly is the question asking you to do? What is your focus?
THESIS: [This is the most important part of your essay] What is your line of argument in response to the statement? (ie what are your reasons for agreeing or
disagreeing with the statement?) This sets the parameters of your discussion.
INTRODUCTION: (Paragraph 1)
1. Engage with the statement in an attention grabbing opening sentence. (eg quote, insightful statement, anecdote etc)
2. Introduce your text (Animal Farm - the title should always be underlined) and the composer (George Orwell) and show your understanding of the
keywords in the essay statement.
3. State your thesis (see above) – what exactly will you be arguing throughout your essay? What is your position on the given statement and what are the
arguments that you’ll be using to prove your position?
4. End your introduction with a summative sentence giving an overall judgment on the novella – what you’ve learnt from it & its overall value.
BODY PARAGRAPHS
NAME & DEFINE
T
DISCUSS & EXPLAIN
E
EVIDENCE & ANALYSIS
Identify -> Example -> Effect
E
EVALUATE & CONCLUDE
L
Topic sentence/ thesis
statement: Use the
language of the ...
Animal farm essayWriting the introductionThe question .docxdaniahendric
Animal farm essay
Writing the introduction
The question:
Animal farm is a text which lacks literary value due to its irrelevant thematic messages, simplistic style and outdated contextual concerns – evaluate this statement.
thesis
[This is the most important part of your essay] What is your line of argument in response to the statement? (ie what are your reasons for agreeing or disagreeing with the statement?) This sets the parameters of your discussion.
Structure of an introduction
Engage with the statement in an attention grabbing opening sentence. (eg quote, insightful statement, anecdote etc)
2. Introduce your text (Animal Farm - the title should always be underlined) and the composer (George Orwell) and show your understanding of the keywords in the essay statement.
3. State your thesis – what exactly will you be arguing throughout your essay? What is your position on the given statement and what are the arguments that you’ll be using to prove your position?
4. End your introduction with a summative sentence giving an overall judgment on the novella – what you’ve learnt from it & its overall value.
Task:
By the end of this lesson, you need to have completed your introduction (if you already have, refine it). Then submit it to google classroom so I can take a look and give feedback.
Year 10 - Critical Study of a Novel
Animal Farm Essay ALARM Scaffold
THE STATEMENT:
“Animal Farm is a text which lacks literary value due to its irrelevant thematic messages, simplistic style and outdated contextual concerns.”
Evaluate this statement in relation to your prescribed text.
DECONSTRUCT AND DEFINE THE STATEMENT: Highlight the key words in the essay statement, define them and come up with a short list of synonyms for them.
What exactly is the question asking you to do? What is your focus?
THESIS: [This is the most important part of your essay] What is your line of argument in response to the statement? (ie what are your reasons for agreeing or
disagreeing with the statement?) This sets the parameters of your discussion.
INTRODUCTION: (Paragraph 1)
1. Engage with the statement in an attention grabbing opening sentence. (eg quote, insightful statement, anecdote etc)
2. Introduce your text (Animal Farm - the title should always be underlined) and the composer (George Orwell) and show your understanding of the
keywords in the essay statement.
3. State your thesis (see above) – what exactly will you be arguing throughout your essay? What is your position on the given statement and what are the
arguments that you’ll be using to prove your position?
4. End your introduction with a summative sentence giving an overall judgment on the novella – what you’ve learnt from it & its overall value.
BODY PARAGRAPHS
NAME & DEFINE
T
DISCUSS & EXPLAIN
E
EVIDENCE & ANALYSIS
Identify -> Example -> Effect
E
EVALUATE & CONCLUDE
L
Topic sentence/ thesis
statement: Use the
language of the ...
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
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Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
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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.
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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.
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Digital Tools and AI for Teaching Learning and Research
Lisa's week one lesson plans
1. Day 1:
Ice breaker: Autographs, Please!
Bell work-complete and check
Teacher Read Aloud (TE pp. 25G-25H) Power point to review Rescuer from Lime Rock
Building Background, Introducing Vocabulary (TE pp.26-27 and pg 47G) Hatchet
Power Point
Set up Notebook Table of Contents:( first 4 pages are for TOC), then number the pages
to 10(for now)
Copy 8 words into notebook demonstrating: word (underlined and highlighted) a dash to
separate the word from the definition and then the definition.
Comprehension Strategy: Introduce Noting Details (TE pg. 28)- put in notebook
format(first 4 boxes)
Comprehension Skill: Introduce Summarize (TE pg. 28)&Purpose Setting (TE pg. 29)
After reading first half of Hatchet (TE pp. 28-35)
Homework: Key Vocabulary page (p 11) to review vocabulary and find a book to read in
class for silent reading during soft start.
Day 2:
Bell work-complete and check
Using Hatchet Power Point, review vocabulary on power point
Read 2nd half of Hatchet (TE pp. 38-43) and finish details chart.
Critical thinking questions on Wrapping Up (TE pg. 43)
With a shoulder partner discuss questions 1-7 Responding: Think About the Selection
(TE pg. 44)
Independently complete Comprehension Check (Practice Book pg. 13)
Complete Frame and Arrow map for Comprehension Strategy: Summarizing (each child
gets a piece of paper to complete this activity)
Suffixes review on Power point
Context Clues on Power Point
Homework: Suffixes Aflame Page
Day 3:
Bell work-complete and check
Use Power Point to Review Vocabulary
Identify plot and its components (e.g., main events, conflict, rising action, climax, falling
action, resolution)
Use Power point to review Noting Details, Context Clues and Cause and Effect.
Grammar and Writing Skills will be listed in ISN : 4 types of sentences(declarative,
interrogative, Imperative, Exclamatory)and subject and predicate (Subject/Predicate: together wewilluse
another sentence,drawalinebetweenthe subject andpredicate. Then identifythe simple subject and simplepredicate.)
Comprehension Skill: Main Lesson (TE pp. 47A-47B)
Read Leveled Reader-River of No Return,Weathering the Storm and An Unexpected Hero
(teacher will choose the level based on Aims and general impressions for this first week.)
Independent and homework: Create an ABC book about themselves use this format:
A – Z ALLABOUTME…. TWusethe first 3lettersofthealphabettodescribesomething aboutherself:
2. A– Aunt Ihave 4nieces and 2nephews who all livein Illinois.
B –Brothers Mytwobrothersare verydifferent. Oneisapriestand oneisa computer geekwhohas 5children.
C - Cat Ihave averyuniquecatwhomoved from SurprisetoTonopah. Helovestobeoutdoorsand chaseground squirrels.
Homework: complete from A-J
Day 4:
Bell work-complete and check
Review vocabularyFinish Leveled reader and accompanying worksheet.
Read Courage in the News (TE46-47) and answer 4 critical thinking questions on lined
paper.(window notes for ease of completion)
Independent and Homework: Complete as much of ABC book in class –homework
complete up to R by Friday
Day 5:
Bell work-complete and check
Complete Weekly Skills Test:
Compelte A-Z booklet
read a book of your choosing
Standards addressed this week:
RE06-S01-C04-01
Determine the effect of affixes on root words.
RE06-S01-C04-02
Use context to identify the meaning of unfamiliar words (e.g., definition, example, restatement, synonym,
contrast).
RE06-S01-C06-07
Use reading strategies (e.g., drawing conclusions, determining cause and effect, making inferences, sequencing) to
comprehend text.
RE06-S02-C01-03
Describe the motivations of major and minor characters.
WR06-S01-C02-02
Organize writing into a logical sequence that is clear to the audience.
WR06-S01-C03-06
Use a variety of sentence structures (i.e., simple, compound) to improve sentence fluency in the draft.
WR06-S02-C06-13
Use subject/verb agreement in simple and compound sentences.
WR06-S03-C03-01
Write a variety of functional texts (e.g., directions, recipes, procedures, rubrics, labels, posters, graphs/tables).
Comprehending Literary Text:
Elements of Literature:
R6S2C1PO1: Describe the plot and its components (e.g., main events, conflict, rising action, climax, falling action, resolution).
R6S2C1PO2: Identify the theme in works of prose, poetry, and drama.
R6S2C1PO3: Describe the motivations of major and minor characters.
R6S2C1PO4: Identify the narrative point of view (e.g., first person, third person, omniscient) in a literary selection.
R6S2C1PO5: Analyze the influence of setting (e.g., time of day or year, historical period, place, situation) on the problem and
resolution
Comprehending Informational Text:
Expository Text:
R6S3C1PO1: Restate the main idea (explicit or implicit) and supporting details in expository text.
3. R6S3C1PO2: Summarize the main idea and critical details of expository text, maintaining chronological or logical
order.
R6S3C1PO3: Distinguish fact from opinion in expository text, providing supporting evidence from text.
R6S3C1PO4: Identify the author's stated or implied purpose(s) for writing expository text.
R6S3C1PO5: Locate specific information by using organizational features (e.g., table of contents, headings, caption.)
Writing:
W6S2C6PO12:Use the following parts of speech correctly in simple sentences:
A. Nouns
B. action/linking verbs
C. personal pronouns
D. Adjectives
E. adverbs
F. conjunctions
G. prepositions
H. interjections
