Lyddie: Unit3 lesson4
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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
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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.
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 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.
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 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 lesson10
The document provides an agenda for a class on the book Lyddie. It includes instructions for students to review their work from the previous day, look over essays on Lyddie, and add their thoughts to essay packets. Students are asked to complete a reflection on working conditions using provided categories and write a book review for Lyddie answering questions and doing an optional crossword puzzle for extra credit.
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.
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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.
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 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.
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.
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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 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 lesson10
The document provides an agenda for a class on the book Lyddie. It includes instructions for students to review their work from the previous day, look over essays on Lyddie, and add their thoughts to essay packets. Students are asked to complete a reflection on working conditions using provided categories and write a book review for Lyddie answering questions and doing an optional crossword puzzle for extra credit.
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.
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4. Write a thesis or claim.
5. Quickly develop an outline or brainstorming tool.
6. Write a clear and concise response.
7. Edit for spelling, grammar, and formatting errors.
Interview Skills That Get You Hired!
Do you know the benefits of establishing a positive and professional self-representation during an interview? Promotions depend on preparation
and practice, but knowing what to prepare and how to practice is essential.
Mastering the Interview Training Materials holds the knowledge of the qualities that employer’s desire. Expanding your expectations of the questions
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1) What are the common interview questions and how to prepare your answers?
2) What information do I need to know for every interview?
3) How do I answer difficult questions?
4) What are good questions to ask your interviewer?
5) How to answer the question: “So tell me about yourself’?
6) What do I do after the interview?
7) What are common interview mistakes?
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Slavery Module: Lesson fifteen
The document provides instructions for a class assignment on Harriet Tubman. Students are asked to take out their homework on Harriet Tubman and use it to complete a 6 question entry task. The document also includes a poem about Harriet Tubman and her efforts to escape slavery and help others do the same. It then provides learning objectives and texts for a poetry analysis lesson, including a poem by Paul Laurence Dunbar about wearing a mask to hide pain from slavery. Students are assigned to read independently and complete an exit ticket with questions about slavery and analyzing poetry.
Slavery Module: Lesson fourteen
The document provides instructions for students to complete tasks analyzing poems about slavery. It includes the poems "Black Woman" and "slaveships" by Lucille Clifton and discusses analyzing rhyme scheme, figurative language, and structure. Students are asked to re-write lines from the poems using different literary devices and provide an exit ticket answering questions about what they learned and their experience analyzing the poems. Homework includes reading and analyzing the poem "Harriet Tubman" and answering accompanying questions.
Slavery Module: Lesson thirteen
1. The document provides learning objectives and instructions for homework and a poem discussion.
2. It summarizes the poem "If We Must Die" and asks questions about poetic tools used in an excerpt from the Narrative of Frederick Douglass.
3. Students are instructed to analyze how Douglass uses poetic tools like metaphor, repetition, and vivid language to describe the change in his mistress's attitudes towards slavery.
Slavery Module: Lesson twelve
The document provides instructions for students to analyze the poem "Introduction to Poetry". It asks students to sketch three images inspired by the poem's title. It then prompts students to consider what the speaker is trying to say in the poem and to take a closer look at it. The poem is then presented, along with learning objectives about identifying poetic devices and finding layers of meaning in poems.
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 ten
This document provides instructions for analyzing an excerpt from Frederick Douglass's Narrative of the Life of Frederick Douglass. It directs students to take out two excerpts from the Narrative, star sentences they find powerful, and discuss them with a partner. It then gives learning objectives and guides students through close reading the second excerpt. It has them determine Douglass's position, analyze the purpose and craft of how he conveys his message, and complete a note-catcher analyzing the excerpt in relation to Douglass's positions on slavery. For homework, students are tasked with creating a found poem about slave living conditions based on excerpt 2.
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 six
This document provides instructions for a lesson on Frederick Douglass's autobiography Narrative of the Life of Frederick Douglass. It includes directions for students to complete entry tasks using their homework and timeline. It lists learning objectives about explaining Douglass's purpose for writing the narrative. It outlines discussing an excerpt and vocabulary from the text. It discusses Douglass's purpose in distinguishing his views from others' ideas on the effects of slavery on slaves and society. Students work in pairs to match positions on slavery to boxes on a chart. Homework involves analyzing four quotes from the text and determining which box on the chart they fit into.
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 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: 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.
Lyddie: Unit2 lesson7
This document provides an agenda for a lesson on analyzing Cesar Chavez's Commonwealth Club Address. It includes directions for partner activities matching rhetorical devices to examples from the speech. Students will then annotate their copies of the address, highlighting how the conclusion restates ideas and claims. The document ends with assigning a homework on completing an analysis of the speech structure and independent reading.
Lyddie: Unit2 lesson6
This document provides context and instructions for a class activity on labor history and workers' rights movements. It includes:
1) A "Do Now" entry task that asks students to read and put timestrips about important labor history events in chronological order.
2) The timestrips provide details about milestones in limiting work hours, abolishing slavery, founding labor organizations, and passing laws protecting workers' rights between 1835-1970.
3) Learning objectives and discussion questions about how government and workers can affect working conditions based on the story of Cesar Chavez and the United Farm Workers union.
Lyddie: Unit2 lesson5
The document provides instructions for a class assignment on analyzing a speech by Cesar Chavez. Students are asked to re-read paragraphs 18-19 of the speech for an upcoming test. Key terms from those paragraphs are defined, including "cruel hoax", "peon", and "bargain in good faith". Learning objectives are listed around determining Chavez's main claim, analyzing the development of the central claim, and analyzing the structure of the speech. Homework includes adding to a structure anchor chart and reading independently.
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Syllabus
Chapter-1
Introduction to objective, scope and outcome the subject
Chapter 2
Introduction: Scope and Specialization of Civil Engineering, Role of civil Engineer in Society, Impact of infrastructural development on economy of country.
Chapter 3
Surveying: Object Principles & Types of Surveying; Site Plans, Plans & Maps; Scales & Unit of different Measurements.
Linear Measurements: Instruments used. Linear Measurement by Tape, Ranging out Survey Lines and overcoming Obstructions; Measurements on sloping ground; Tape corrections, conventional symbols. Angular Measurements: Instruments used; Introduction to Compass Surveying, Bearings and Longitude & Latitude of a Line, Introduction to total station.
Levelling: Instrument used Object of levelling, Methods of levelling in brief, and Contour maps.
Chapter 4
Buildings: Selection of site for Buildings, Layout of Building Plan, Types of buildings, Plinth area, carpet area, floor space index, Introduction to building byelaws, concept of sun light & ventilation. Components of Buildings & their functions, Basic concept of R.C.C., Introduction to types of foundation
Chapter 5
Transportation: Introduction to Transportation Engineering; Traffic and Road Safety: Types and Characteristics of Various Modes of Transportation; Various Road Traffic Signs, Causes of Accidents and Road Safety Measures.
Chapter 6
Environmental Engineering: Environmental Pollution, Environmental Acts and Regulations, Functional Concepts of Ecology, Basics of Species, Biodiversity, Ecosystem, Hydrological Cycle; Chemical Cycles: Carbon, Nitrogen & Phosphorus; Energy Flow in Ecosystems.
Water Pollution: Water Quality standards, Introduction to Treatment & Disposal of Waste Water. Reuse and Saving of Water, Rain Water Harvesting. Solid Waste Management: Classification of Solid Waste, Collection, Transportation and Disposal of Solid. Recycling of Solid Waste: Energy Recovery, Sanitary Landfill, On-Site Sanitation. Air & Noise Pollution: Primary and Secondary air pollutants, Harmful effects of Air Pollution, Control of Air Pollution. . Noise Pollution Harmful Effects of noise pollution, control of noise pollution, Global warming & Climate Change, Ozone depletion, Greenhouse effect
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1. Palancharmy, Basic Civil Engineering, McGraw Hill publishers.
2. Satheesh Gopi, Basic Civil Engineering, Pearson Publishers.
3. Ketki Rangwala Dalal, Essentials of Civil Engineering, Charotar Publishing House.
4. BCP, Surveying volume 1
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Lyddie: Unit3 lesson4
- 1. DO NOW Entry Task – Can you paraphrase? • Read the quote & two paraphrases • Circle the one that is better • Explain why on the right
- 2. Lyddie Learning Objectives I can quote or paraphrase others’ work while avoiding plagiarism.
- 3. Lyddie Working Today Researcher’s Roadmap Chart: • Take out Researcher’s Notebook • Will do STEPS 3 & 4 today: • “An Apparel Factory Defies Sweatshop Label, but Can It Thrive?” (NY Times)
- 4. Lyddie Working Today What is a CREDIBLE source?
- 5. Lyddie Working Today Researcher’s Notebook: • How do I read this article? • Read first for gist • Underline sentences that connect to our questions • Let’s read paragraphs # 1-2
- 6. Lyddie Working Today Researcher’s Notebook: • How do I read this article? • Read first for gist • Underline sentences that connect to our questions • Let’s read paragraphs # 1-2
- 7. Lyddie Working Today Researcher’s Notebook: “Industry experts say it is a pioneer in the developing world because it pays a “living wage” – in this case, three times the average pay of the country’s apparel workers – and allows workers to join a union without a fight.” (par. 2) …questions that match this info?
- 8. Lyddie Working Today Underlined in article Paraphrase – in notebook Greenhouse reports that the Knights Apparel pioneer in the developing world because it pays a “living wage” – in factory is rare because it this case, three times the average pays its workers 3x the average salary and lets pay of the country’s apparel them unionize. workers – and allows workers to P2. Industry experts say it is a join a union without a fight.”
- 9. Lyddie Working Today Researcher’s Notebook • Keep reading the article independently • Try to find sentences that answer your questions • Underline them
- 10. Lyddie Working Today Researcher’s Notebook • Meet with a shoulder partner • Paraphrase out loud what you underlined • After you both practice, write it down ** Write down new questions as you read!**
- 11. Lyddie Working Today Go-Go-Mo • Stand & take your Researcher’s Notebook • Tell someone one thing you learned • Tell him/her something you wonder • Switch! • Move to new partner when done!
- 12. Lyddie Homework Homework! • Independent Reading Book (15-20 min)