Lyddie: Unit3 lesson6
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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.
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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 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: Lesson seven, Unit 1
This document provides instructions and materials for a literature unit on the novel Lyddie. It includes:
1) A reading assignment for Chapter 9 with discussion questions about setting, characters, and plot.
2) Vocabulary definitions for words used in Chapter 9.
3) Another reading assignment for Chapter 8 with similar discussion questions.
4) More vocabulary definitions and a learning objective about understanding working conditions in mills.
5) Instructions for a close reading activity analyzing the impact of working conditions based on passages from Chapter 10.
6) Homework assigning reading Chapter 11 and completing notes in preparation for a quiz.
Lyddie: Lesson five, Unit 1
1) The document provides instructions for a quiz on Lyddie chapters 6-7 and definitions for vocabulary words from those chapters.
2) It also includes details about the setting, characters, and plot for chapters 6-7 of Lyddie and questions to check understanding.
3) The final part gives learning objectives and plans for an activity having partners analyze Lyddie's character and complete an acrostic poem about her.
Lyddie: Lesson six, Unit 1
This document provides information about reading chapters 8 and 9 of the novel Lyddie. It includes sections for chapter summaries, character and plot details, vocabulary definitions, discussion questions, and learning objectives. For chapter 8, it summarizes the plot, characters, and setting. It also defines new words and asks questions about how characters interact. For chapter 9, it prompts close reading of passages and filling out a reader's notes chart. It introduces an anchor chart on working conditions and has students analyze quotes about the physically demanding nature of the work.
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: Lesson eight, Unit 1
This document provides reading materials and discussion questions about Chapter 11 of the novel Lyddie. It includes a summary of the chapter plot, definitions of new words, and a note-catcher for analyzing quotes about working conditions in the mills and how they affected the main character Lyddie. Students are instructed to continue filling in the note-catcher by analyzing additional quotes with a partner and to prepare for a test on Chapters 12-13.
Lyddie: Lesson three, Unit 1
1) The document provides instructions and learning objectives for reading chapters 1-3 of the novel Lyddie. It includes questions to check understanding of the chapters.
2) Students are given definitions for new words from the reading and instructed to add them to their packets.
3) The document provides guidance for partner discussions about sections of the reading, including appointment instructions and discussion prompts. It emphasizes the importance of discussion for understanding the text.
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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 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: Lesson seven, Unit 1
This document provides instructions and materials for a literature unit on the novel Lyddie. It includes:
1) A reading assignment for Chapter 9 with discussion questions about setting, characters, and plot.
2) Vocabulary definitions for words used in Chapter 9.
3) Another reading assignment for Chapter 8 with similar discussion questions.
4) More vocabulary definitions and a learning objective about understanding working conditions in mills.
5) Instructions for a close reading activity analyzing the impact of working conditions based on passages from Chapter 10.
6) Homework assigning reading Chapter 11 and completing notes in preparation for a quiz.
Lyddie: Lesson five, Unit 1
1) The document provides instructions for a quiz on Lyddie chapters 6-7 and definitions for vocabulary words from those chapters.
2) It also includes details about the setting, characters, and plot for chapters 6-7 of Lyddie and questions to check understanding.
3) The final part gives learning objectives and plans for an activity having partners analyze Lyddie's character and complete an acrostic poem about her.
Lyddie: Lesson six, Unit 1
This document provides information about reading chapters 8 and 9 of the novel Lyddie. It includes sections for chapter summaries, character and plot details, vocabulary definitions, discussion questions, and learning objectives. For chapter 8, it summarizes the plot, characters, and setting. It also defines new words and asks questions about how characters interact. For chapter 9, it prompts close reading of passages and filling out a reader's notes chart. It introduces an anchor chart on working conditions and has students analyze quotes about the physically demanding nature of the work.
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: Lesson eight, Unit 1
This document provides reading materials and discussion questions about Chapter 11 of the novel Lyddie. It includes a summary of the chapter plot, definitions of new words, and a note-catcher for analyzing quotes about working conditions in the mills and how they affected the main character Lyddie. Students are instructed to continue filling in the note-catcher by analyzing additional quotes with a partner and to prepare for a test on Chapters 12-13.
Lyddie: Lesson three, Unit 1
1) The document provides instructions and learning objectives for reading chapters 1-3 of the novel Lyddie. It includes questions to check understanding of the chapters.
2) Students are given definitions for new words from the reading and instructed to add them to their packets.
3) The document provides guidance for partner discussions about sections of the reading, including appointment instructions and discussion prompts. It emphasizes the importance of discussion for understanding the text.
Lyddie: Lesson ten, Unit 1
This document provides context and questions about Chapter 14 of the novel Lyddie. It begins with entry tasks and definitions of words from the chapter. Then, it provides a summary of the chapter's plot points, including that Lyddie has to train a new worker named Brigid and feels impatient doing so. It also notes that Betsy leaves the mill because she becomes too sick to work. Finally, the document poses questions about how the setting, characters, and plot interact in the chapter and how Lyddie feels about training Brigid. It provides space for students to answer the questions. The final pages discuss forming an evidence-based claim about whether Lyddie should sign a worker petition mentioned in the chapter and assign reading
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.
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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.
Lyddie: Lesson twelve, Unit 1
This document provides context and instructions for students to analyze Chapter 17 of the novel Lyddie. It includes a summary of the chapter plot, definitions of new words, and learning objectives. Students work with a partner to analyze passages from the chapter and develop claims for why Lyddie should or should not sign a petition. They synthesize evidence from the text into reasoned arguments and prepare to discuss their analysis. The document concludes with homework assigned to read additional chapters and complete notes in preparation for a quiz.
Lyddie: Lesson two, Unit 1
This document provides instructions and materials for a lesson on the book Lyddie. It includes:
- Pictures and questions to introduce the setting of the story.
- Learning objectives about analyzing how plot, character, and setting interact.
- Definitions of key literary terms to copy into notebooks.
- Questions about chapters 1-3 to analyze how the setting, characters, and plot develop.
- Instructions for independent reading of further chapters with daily quizzes.
Lyddie: Lesson one, Unit 1
This document provides instructions and materials for a lesson on the book Lyddie about working conditions in America. It includes:
- An introduction to making inferences from texts
- Learning objectives around analyzing evidence and synthesizing ideas
- Directions for a gallery walk activity where students will analyze evidence in groups and individually, then discuss their ideas
- An anchor chart template to categorize examples of problems and questions about fair working conditions
- A glossary of key terms and homework assigning students to categorize statements about working conditions from the book.
Lyddie: Lesson eleven, Unit 1
This document provides guidance for students to analyze a chapter from the novel Lyddie. It includes discussion questions about the chapter's setting, characters, plot, and how they interact. It also prompts students to consider why a character brings another character to the boardinghouse and what rules make it difficult. The document defines new words from the chapter and lists learning objectives. It guides students in forming evidence-based claims by having them take quotes from the novel and analyze whether they support signing a petition or not.
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.
A Long Walk to Water: Lesson4 unit2
This document provides instructions and learning objectives for students reading chapters 9-10 of A Long Walk to Water. It includes directions for students to take out homework, fill out a worksheet summarizing the chapters, and learn vocabulary words. It also discusses juxtaposing the characters of Salva and Nya and having students explain how this helps the author compare their points of view. Students are asked to add to an anchor chart comparing the characters and participate in a "Take a Stand" activity about factors in Salva's survival.
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.
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.
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This document provides guidance and instructions for students to analyze chapters 1 and 2 of the book "A Long Walk to Water" by Linda Sue Park. It instructs students to take out homework, re-read the assigned chapters, find evidence of Salva's tribe's culture. It also lists learning objectives and vocabulary terms for students to define. Students are told to use evidence from the text to answer questions about how characters' identities are shaped by culture, time and place. A worksheet is included for students to record details, evidence, inferences and reasoning found in their analysis.
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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.
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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.
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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 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.
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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.
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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.
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 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.
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Lyddie: Lesson ten, Unit 1
This document provides context and questions about Chapter 14 of the novel Lyddie. It begins with entry tasks and definitions of words from the chapter. Then, it provides a summary of the chapter's plot points, including that Lyddie has to train a new worker named Brigid and feels impatient doing so. It also notes that Betsy leaves the mill because she becomes too sick to work. Finally, the document poses questions about how the setting, characters, and plot interact in the chapter and how Lyddie feels about training Brigid. It provides space for students to answer the questions. The final pages discuss forming an evidence-based claim about whether Lyddie should sign a worker petition mentioned in the chapter and assign reading
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 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.
Lyddie: Lesson twelve, Unit 1
This document provides context and instructions for students to analyze Chapter 17 of the novel Lyddie. It includes a summary of the chapter plot, definitions of new words, and learning objectives. Students work with a partner to analyze passages from the chapter and develop claims for why Lyddie should or should not sign a petition. They synthesize evidence from the text into reasoned arguments and prepare to discuss their analysis. The document concludes with homework assigned to read additional chapters and complete notes in preparation for a quiz.
Lyddie: Lesson two, Unit 1
This document provides instructions and materials for a lesson on the book Lyddie. It includes:
- Pictures and questions to introduce the setting of the story.
- Learning objectives about analyzing how plot, character, and setting interact.
- Definitions of key literary terms to copy into notebooks.
- Questions about chapters 1-3 to analyze how the setting, characters, and plot develop.
- Instructions for independent reading of further chapters with daily quizzes.
Lyddie: Lesson one, Unit 1
This document provides instructions and materials for a lesson on the book Lyddie about working conditions in America. It includes:
- An introduction to making inferences from texts
- Learning objectives around analyzing evidence and synthesizing ideas
- Directions for a gallery walk activity where students will analyze evidence in groups and individually, then discuss their ideas
- An anchor chart template to categorize examples of problems and questions about fair working conditions
- A glossary of key terms and homework assigning students to categorize statements about working conditions from the book.
Lyddie: Lesson eleven, Unit 1
This document provides guidance for students to analyze a chapter from the novel Lyddie. It includes discussion questions about the chapter's setting, characters, plot, and how they interact. It also prompts students to consider why a character brings another character to the boardinghouse and what rules make it difficult. The document defines new words from the chapter and lists learning objectives. It guides students in forming evidence-based claims by having them take quotes from the novel and analyze whether they support signing a petition or not.
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.
A Long Walk to Water: Lesson4 unit2
This document provides instructions and learning objectives for students reading chapters 9-10 of A Long Walk to Water. It includes directions for students to take out homework, fill out a worksheet summarizing the chapters, and learn vocabulary words. It also discusses juxtaposing the characters of Salva and Nya and having students explain how this helps the author compare their points of view. Students are asked to add to an anchor chart comparing the characters and participate in a "Take a Stand" activity about factors in Salva's survival.
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.
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.
A Long Walk to Water - Lssn 4
This document provides guidance and instructions for students to analyze chapters 1 and 2 of the book "A Long Walk to Water" by Linda Sue Park. It instructs students to take out homework, re-read the assigned chapters, find evidence of Salva's tribe's culture. It also lists learning objectives and vocabulary terms for students to define. Students are told to use evidence from the text to answer questions about how characters' identities are shaped by culture, time and place. A worksheet is included for students to record details, evidence, inferences and reasoning found in their analysis.
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 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.
A Long Walk to Water - Lssn2
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.
A Long Walk to Water - Lssn 1
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.
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: 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: 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.
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.
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This document provides instructions for students on researching and summarizing an article. It outlines the following steps:
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Innovate the-steve-jobs-way-7-principles
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1) Do what you love and follow your passions.
2) Have a bold vision to "put a dent in the universe."
3) Seek diverse experiences to stimulate creativity and new ideas.
4) Sell dreams rather than products by understanding customers' aspirations.
5) Focus by saying "no" to unnecessary additions or distractions.
6) Create "insanely great" customer experiences through simplicity.
7) Master messaging to effectively communicate your idea.
Innovate the Steve Jobs Way
"Everyone wants to learn more about Steve Jobs, yet very few journalists have identified the core principles that
drive Jobs and his success. Until now, that is. My book The Innovation Secrets of Steve Jobs (McGraw-Hill, 2010)
reveals the 7 principles that are largely responsible for his breakthrough success; principles that have guided Jobs
throughout his career and, more important, principles you can adopt today to “think different” and reinvent your
company, product or service." Carmine Gallo, columnist, BusinessWeek.com.
Innovate The Steve Jobs Way 7 Principles
The document outlines 7 principles for innovation based on Steve Jobs' approach:
1) Do what you love and follow your passions.
2) Have a bold vision to "put a dent in the universe."
3) Seek diverse experiences to stimulate creativity and new ideas.
4) Sell dreams rather than products by understanding customers' aspirations.
5) Focus by saying "no" to extra ideas and unnecessary complexity.
6) Create "insanely great" customer experiences through simplicity.
7) Master messaging to effectively communicate your ideas.
Innovate the Steve Jobs way; 7 principles
The document outlines 7 principles for innovation based on Steve Jobs' approach:
1) Do what you love and follow your passions.
2) Have a bold vision to "put a dent in the universe."
3) Seek diverse experiences to stimulate creativity and new ideas.
4) Sell dreams rather than products by understanding customers' aspirations.
5) Focus by saying "no" to extra ideas and unnecessary complexity.
6) Create "insanely great" customer experiences through simplicity.
7) Master messaging to effectively communicate your innovative ideas.
Innovate The Steve Jobs Way 7 Principles
The document summarizes 7 principles for innovation from Steve Jobs' career at Apple:
1. Do what you love - follow your passion rather than trying to please others or chase money. Jobs suggested finding something you're passionate about.
2. Put a dent in the universe - have a bold, specific, concise vision that inspires others and guides the company's direction. Jobs' vision of personal computers for everyone motivated the development of the Macintosh.
3. Kick start your brain - seek diverse experiences to stimulate creativity. Jobs explored many fields outside of technology for inspiration. Exposure to new ideas leads to connections that others may miss.
Innovate the steve_jobs_way
The document outlines 7 principles for innovation based on Steve Jobs' approach:
1) Do what you love and follow your passions.
2) Have a bold vision to "put a dent in the universe."
3) Seek diverse experiences to stimulate creativity and new ideas.
4) Sell dreams rather than products by understanding customers' aspirations.
5) Focus by saying "no" to unnecessary additions or distractions.
6) Create "insanely great" customer experiences.
7) Master messaging to effectively communicate ideas.
Innovate the Steve Jobs Way
"Everyone wants to learn more about Steve Jobs, yet very few journalists have identified the core principles that
drive Jobs and his success. Until now, that is. My book The Innovation Secrets of Steve Jobs (McGraw-Hill, 2010)
reveals the 7 principles that are largely responsible for his breakthrough success; principles that have guided Jobs
throughout his career and, more important, principles you can adopt today to “think different” and reinvent your
company, product or service." Carmine Gallo, columnist, BusinessWeek.com.
Evaluation of Organizational StructureIntroductionSt.docx
Evaluation of Organizational Structure
Introduction
Steve Jobs, Steve Wozniak, and Ronald Wayne founded Apple Computers on April 1, 1976. (Time Magazine, n.d.) Since its inception, Apple has become one of the world’s largest producers of consumer electronics, personal computers, servers, software and is a distributor of media content. Today we will review the company’s current organizational structure and its effectiveness and ineffectiveness in the structure. We will also review possible changes that would benefit the company to make to its current structure more effective in the current competitive market for its leadership team.
Current Organizational Structure
Since the days of Steve Jobs; the company has gone through some changes to its organizational structure. When Steve Jobs was running his company, he made every decision; but now the company uses a more collective approach with its company. The company is using a modern structural approach to its managing and leadership style by putting teams in control of what happens.
The current mission statement is “"Apple designs Macs, the best personal computers in the world, along with OS X, ILife, iWork and professional software. Apple leads the digital music revolution with its iPods and iTunes online store. Apple has reinvented the mobile phone with its revolutionary iPhone and App Store, and has recently introduced iPad 2 which is defining the future of mobile media and computing devices.” (Farfan, 2016). This is a mix of both a mission statement and a vision of what the company wants to see.
By using an approach of a modern structure of having the company ran by the departments and employees versus by a company leader such as the CEO, the company feels that they can accomplish their goals and ideas with the least amount of buy-in needed from the Board of directors or CEO. The teams and departments can set their own guidelines of how quickly their projects will run which in turn leads to having products and services available more quickly to consumers for purchase. The employees are more productive in this type of environment for the company because they are also able to focus solely on their job functions while not have to worry about other departments.
Organizational Metrics
The takeaways of Apples’ Mission and Vision Statements by CEO Tim Cook easily define the metrics that Apple follows. “We believe that we are on the face of the earth to make great products and that’s not changing. We are constantly focusing on innovating. We believe in the simple not the complex. We believe that we need to own and control the primary technologies behind the products that we make, and participate only in markets where we can make a significant contribution. We believe in saying no to thousands of projects, so that we can really focus on the few that are truly important and meaningful to us. We believe in deep collaboration and cross-pollination of our groups, which allow us to innovate in a way tha ...
"Why Apple can create blockbusters?" ~ Re-think: Product Planning
Many companies conduct product management without product planning.
They copy a product which is originally designed by other companies, and modify it.
They strive to survey technology/market trends and roadmaps from leading companies/giant research firms.
And they enhance the variety of functions and/or the numbers to make their spec table better.
They love to swim in the ‘red ocean’.
Apple is one of the companies which is carrying out product planning as well as product management.
It often enters the market very late, but re-creates the market itself.
Apple strives to understand what the user-experiences the customer looks for, values, and needs,
and re-invents the product category to make customers’ lifestyle better.
Apple loves to make her heart sing with her product.
Literary Research Paper Guidelines
The document discusses the differing views of poets Rupert Brooke and Wilfred Owen on war. Brooke, writing before experiencing war firsthand, idealized and romanticized war in his poetry. Owen, a soldier in WWI, portrayed the gory and horrific realities of war in his poetry, aiming to dispel the notion that dying for one's country is an honorable act. While Brooke saw glory and honor in sacrificing for one's nation, Owen highlighted the suffering and violent death that war truly entails.
Book review steve jobs way
Jay Elliot, a former senior vice president of Apple, wrote this book about his experiences working with Steve Jobs and lessons from Jobs' leadership style. Elliot describes Jobs as a visionary entrepreneur with immense passion who transformed Apple and whole industries. The book provides anecdotes about Jobs' intense focus on product details and reinventing his vision over time, prioritizing talent over formal qualifications. Elliot aims to share lessons from Jobs' intuitive "iLeadership" approach to drive breakthroughs in any organization.
Similar to Lyddie: Unit3 lesson6 (20)
Apple’s Treatment of Chinese Workers and bribery and corruption
Apple’s Treatment of Chinese Workers and bribery and corruption
Evaluation of Organizational StructureIntroductionSt.docx
Evaluation of Organizational StructureIntroductionSt.docx
"Why Apple can create blockbusters?" ~ Re-think: Product Planning
"Why Apple can create blockbusters?" ~ Re-think: Product Planning
More from Terri Weiss
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 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 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.
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 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.
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.
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.
Lyddie: Unit2 lesson4
This document provides instructions and learning objectives for a lesson on Cesar Chavez's Commonwealth Club speech. It directs students to take notes on paragraphs 16-29 of the speech and identify Chavez's central claim. The lesson also defines rhetoric and has students work with partners to determine one claim from the selected speech paragraphs. For homework, students are assigned 15-20 minutes of independent reading.
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Lyddie: Unit3 lesson6
- 1. DO NOW Entry Task – Review yesterday’s tests • Read through your test • Star something you did well! • Circle something that needs work
- 2. Lyddie Learning Objectives I can read a source, identify and paraphrase information that helps answer a supporting research question, and generate effective supporting research questions.
- 3. Lyddie Working Today Researcher’s Notebook: • Read your five supporting research questions from Part II • Circle one question you will use to guide YOUR research today
- 4. Lyddie Working Today Researcher’s Roadmap Chart: • What step did we just do? • Important to evaluate (judge) your work • Look at Suggested Texts Chart • Will work with partner on ONE today • CLOSED WINDOW partners
- 5. Lyddie Working Today Researcher’s Roadmap Chart: • How is reading for research different than reading a novel ? • What can you do to read information well?
- 6. Lyddie Working Today Researcher’s Notebook: • DON’T FORGET!! • Write down important info on your article in the WORKS CITED part of the notebook (Source 4) • Let’s do that before we read…
- 7. Lyddie Working Today Researcher’s Notebook: • Find a spot to read silently • Find a teacher for help!! • Have 10 minutes….
- 8. Lyddie Working Today Researcher’s Notebook: • Talk to your partner about article • Decide what to write in the notebook • Paraphrase important information
- 9. Lyddie Working Today Researcher’s Notebook: • Look at Section III • What does it mean to synthesize?
- 10. Lyddie Working Today Researcher’s Notebook: • Section III = SYNTHESIZE • Model to look at! • Read along silently as I read aloud
- 11. Lyddie Synthesizing Model Answers our question: What are the working conditions like in the electronics industry? Working conditions in the electronic industry are sometimes good, but often bad. For instance, there is some conflicting information about how Foxconn workers are treated. On one hand, the company says its workers are treated well. Steve Jobs, the former CEO of Apple, told The New York Times that even though Foxconn is a factor,”…they’ve got restaurants and movie theaters and hospitals and swimming pools, and I mean, for a factory, it’s a pretty nice factory.” (Duhigg) Workers say that compared to other factories, it is much cleaner and safer – and recently, Foxconn has limited the overtime hours workers must work without lessening their pay. (Huffington Post)
- 12. Lyddie Working Today Researcher’s Notebook: • Let’s keep re-reading! • Stop us when you feel the need to annotate the model • Where are paraphrases? • Where are topic sentences?
- 13. Lyddie What question does it answer? Synthesizing Model However, several incidents lately suggest that the working conditions are not safe. According to The New York Times, there have been two separate deadly explosions at iPad factories. Before these blasts, an independent monitoring group in China had alerted Apple to the hazardous conditions. Duhigg also reports that two years ago, many workers were injured when they were forced to clean iPhones screens with a dangerous chemical. There have been riots at the factory, and The New York Times reports that this discontent is because, “Employees work excessive overtime, in some cases seven days a week, and live in crowded dorms. Some say they stand so long that their legs swell until they can hardly walk.” But interestingly, some of the workers like these work long hours. The Huffington Post reported that Wu, a young employee, said she wants to work overtime. “We work less overtime, it would mean less money,” she said.
- 14. Lyddie What question does it answer? Synthesizing Model Investopedia.com reports that Foxconn workers get paid $1.78 per hour. According to Dateline, the total cost of labor for each iPhone is between $12.50 and $30.00. That means that if Apple sells the phones for a few hundred dollars, it is making more than 90% profit. Clearly it can afford to pay the Foxconn workers more. Lois Woo, a Foxconn executive, told Bill Weir of Dateline that the company would be open to paying its employees more if Apple would facilitate that. Some people doubt that will ever happen. The New York Times quotes a former worker as saying, “Apple never cared about anything other than increasing product quality and decreasing production cost… Workers’ welfare has nothing to do with [Apple’s] interests.”
- 15. Lyddie Working Today Researcher’s Notebook: • Look at YOUR notebook • Need three (3) different colored pencils! • 1st color = circle a question & paraphrasing you want to research tomorrow • 2nd color = new question with info • 3rd color – new question with info
- 16. Lyddie Homework If you finish early, continue reading • Finish color-coding your notebook if not done in class • Independent Reading Book (15-20 min) • Project due………