This lesson plan aims to teach 12th grade students about the main idea and summary of the main idea in an essay. Students will read a presentation distinguishing the main idea from the summary of the main idea. They will then identify examples of each from the presentation. To assess understanding, students will answer questions about the location and difference between the main idea and summary. The goal is for students to synthesize the key concepts and value writing structure.
A Power Point presentation about the Do's and Don'ts, as well as the guidelines and elements required and studied for several authors to achieve and conduct an appropriate Needs Analysis, especially in English for Specific Purposes (ESP).
Richards & Rodgers:
A task is an activity or goal that is carried out using Language.
to modify and restructure interaction until mutual comprehension is reached are what enable learners to move forward in their interlanguage development.
Although the learners were not taught communication strategies as part of the project, they were actively taught strategies in the part of the course that focused on the direct teaching of speaking.
A Power Point presentation about the Do's and Don'ts, as well as the guidelines and elements required and studied for several authors to achieve and conduct an appropriate Needs Analysis, especially in English for Specific Purposes (ESP).
Richards & Rodgers:
A task is an activity or goal that is carried out using Language.
to modify and restructure interaction until mutual comprehension is reached are what enable learners to move forward in their interlanguage development.
Although the learners were not taught communication strategies as part of the project, they were actively taught strategies in the part of the course that focused on the direct teaching of speaking.
Here you will find the main characteristics of ESP and what to have in mind when appoaching our students in connection to the course disign: students' necessities, lacks and wants.
Approaches to teaching ESP and EAP in open and distance learningPrithvi Shrestha
The field of ESP (including EAP) has grown tremendously over the last four decades. It seems to have flourished not only in English-speaking countries but also in countries where English is used as a foreign language. However, its growth in the open and distance learning sector seems to be limited and the ESP literature appears to report very little with regard to this sector. In this talk, I will be presenting the approach(es) followed by OpenELT in The Open University UK while designing two modules for open and distance learning: one ESP and another EAP. I will also share the implication of producing these two modules for other ESP/ EAP practitioners.
Here you will find the main characteristics of ESP and what to have in mind when appoaching our students in connection to the course disign: students' necessities, lacks and wants.
Approaches to teaching ESP and EAP in open and distance learningPrithvi Shrestha
The field of ESP (including EAP) has grown tremendously over the last four decades. It seems to have flourished not only in English-speaking countries but also in countries where English is used as a foreign language. However, its growth in the open and distance learning sector seems to be limited and the ESP literature appears to report very little with regard to this sector. In this talk, I will be presenting the approach(es) followed by OpenELT in The Open University UK while designing two modules for open and distance learning: one ESP and another EAP. I will also share the implication of producing these two modules for other ESP/ EAP practitioners.
Reflective analysis helps you to make an evidence-based argument.docxcarlt3
Reflective analysis
helps you to make an evidence-based argument about yourself, a skill that will benefit you not only here at Drexel, but also outside of Drexel. In your personal, academic, and professional life, it will be important to establish and reflect on goals, to periodically examine what you have accomplished, and to ask critical questions about your learning: What did I hope to accomplish in this class/project/ experience? How did I grow as a person, scholar, or professional? What evidence do I have for that growth? How does this growth prepare me for what is next? In many contexts, you will be asked to discuss, either in person or in writing, what kind of student or employee you will be. In these contexts,
it is reflective analysis that will allow you to examine your experience for the evidence you need to construct clear and honest answers for yourself and others.
Your Reflective Analysis should accomplish four tasks:
1.
It should make
an argument
about your writing development. Read the FWP Outcomes and choose
ONE
of the Outcomes as the focus for your argument. You have lots of options here.
2.
It should use pieces of your own writing as evidence for your argument. Specifically, you should integrate the following compositions as sources in your analysis:
a.
1 major project from 101
b.
1 major project from 102
c.
2 informal compositions from either 101 or 102
d.
Any other supporting compositions you would like to use
3.
It should do “meta-analysis” of those artifacts as it makes its argument. “Meta-analysis” is your examination of your own work, your writing-about-your-writing.
4.
It should be directed to a specific audience: Professional employer, friend, teacher, parent or guardian, future child, yourself…you choose.
Citing Your Own Writing
:
In your Reflective Analysis, you should, of course, provide proper in-text citation of your sources, just as you would with any other source in a composition. In this case, however, your sources are your own compositions; so, you’ll be citing yourself. Here is an example:
In my second project for English 101, I discuss the impact of drafting on my writing development: “I have always drafted because I have been required to. But I really wanted to reflect analytically on how the process of drafting actually impacted my overall writing development. Was I becoming a ‘better’ writer?” (“Drafting and Development” 1).
You can choose from one of the flowing outcome:
1) Students will learn
the terminology, rhetorical ideas, and practical approaches of writing
persuasively/argumentatively
.
Assessment/Deliverables:
•Students will demonstrate that knowledge and those skills in at least two major assignments and several minor writing assignments.
•Through assignments/class discussions, students will demonstrate an understanding of and fluency with rhetorical concepts and terms such as
argument, persuasion, visual literacy, logic, logical fallacy, inductive/deductive, and r.
explore effective strategies for teaching close reading of complex texts, a central focus of the ELA Common Core State Standards.
The process for engaging students in the close reading of complex texts
To discover the importance of setting a clear purpose and recognizing text structure
To gain methods for having students re-read the text and annotate it in order to examine key vocabulary, structure, language, and meaning
DevOps and Testing slides at DASA ConnectKari Kakkonen
My and Rik Marselis slides at 30.5.2024 DASA Connect conference. We discuss about what is testing, then what is agile testing and finally what is Testing in DevOps. Finally we had lovely workshop with the participants trying to find out different ways to think about quality and testing in different parts of the DevOps infinity loop.
State of ICS and IoT Cyber Threat Landscape Report 2024 previewPrayukth K V
The IoT and OT threat landscape report has been prepared by the Threat Research Team at Sectrio using data from Sectrio, cyber threat intelligence farming facilities spread across over 85 cities around the world. In addition, Sectrio also runs AI-based advanced threat and payload engagement facilities that serve as sinks to attract and engage sophisticated threat actors, and newer malware including new variants and latent threats that are at an earlier stage of development.
The latest edition of the OT/ICS and IoT security Threat Landscape Report 2024 also covers:
State of global ICS asset and network exposure
Sectoral targets and attacks as well as the cost of ransom
Global APT activity, AI usage, actor and tactic profiles, and implications
Rise in volumes of AI-powered cyberattacks
Major cyber events in 2024
Malware and malicious payload trends
Cyberattack types and targets
Vulnerability exploit attempts on CVEs
Attacks on counties – USA
Expansion of bot farms – how, where, and why
In-depth analysis of the cyber threat landscape across North America, South America, Europe, APAC, and the Middle East
Why are attacks on smart factories rising?
Cyber risk predictions
Axis of attacks – Europe
Systemic attacks in the Middle East
Download the full report from here:
https://sectrio.com/resources/ot-threat-landscape-reports/sectrio-releases-ot-ics-and-iot-security-threat-landscape-report-2024/
Neuro-symbolic is not enough, we need neuro-*semantic*Frank van Harmelen
Neuro-symbolic (NeSy) AI is on the rise. However, simply machine learning on just any symbolic structure is not sufficient to really harvest the gains of NeSy. These will only be gained when the symbolic structures have an actual semantics. I give an operational definition of semantics as “predictable inference”.
All of this illustrated with link prediction over knowledge graphs, but the argument is general.
Smart TV Buyer Insights Survey 2024 by 91mobiles.pdf91mobiles
91mobiles recently conducted a Smart TV Buyer Insights Survey in which we asked over 3,000 respondents about the TV they own, aspects they look at on a new TV, and their TV buying preferences.
Key Trends Shaping the Future of Infrastructure.pdfCheryl Hung
Keynote at DIGIT West Expo, Glasgow on 29 May 2024.
Cheryl Hung, ochery.com
Sr Director, Infrastructure Ecosystem, Arm.
The key trends across hardware, cloud and open-source; exploring how these areas are likely to mature and develop over the short and long-term, and then considering how organisations can position themselves to adapt and thrive.
PHP Frameworks: I want to break free (IPC Berlin 2024)Ralf Eggert
In this presentation, we examine the challenges and limitations of relying too heavily on PHP frameworks in web development. We discuss the history of PHP and its frameworks to understand how this dependence has evolved. The focus will be on providing concrete tips and strategies to reduce reliance on these frameworks, based on real-world examples and practical considerations. The goal is to equip developers with the skills and knowledge to create more flexible and future-proof web applications. We'll explore the importance of maintaining autonomy in a rapidly changing tech landscape and how to make informed decisions in PHP development.
This talk is aimed at encouraging a more independent approach to using PHP frameworks, moving towards a more flexible and future-proof approach to PHP development.
LF Energy Webinar: Electrical Grid Modelling and Simulation Through PowSyBl -...DanBrown980551
Do you want to learn how to model and simulate an electrical network from scratch in under an hour?
Then welcome to this PowSyBl workshop, hosted by Rte, the French Transmission System Operator (TSO)!
During the webinar, you will discover the PowSyBl ecosystem as well as handle and study an electrical network through an interactive Python notebook.
PowSyBl is an open source project hosted by LF Energy, which offers a comprehensive set of features for electrical grid modelling and simulation. Among other advanced features, PowSyBl provides:
- A fully editable and extendable library for grid component modelling;
- Visualization tools to display your network;
- Grid simulation tools, such as power flows, security analyses (with or without remedial actions) and sensitivity analyses;
The framework is mostly written in Java, with a Python binding so that Python developers can access PowSyBl functionalities as well.
What you will learn during the webinar:
- For beginners: discover PowSyBl's functionalities through a quick general presentation and the notebook, without needing any expert coding skills;
- For advanced developers: master the skills to efficiently apply PowSyBl functionalities to your real-world scenarios.
Software Delivery At the Speed of AI: Inflectra Invests In AI-Powered QualityInflectra
In this insightful webinar, Inflectra explores how artificial intelligence (AI) is transforming software development and testing. Discover how AI-powered tools are revolutionizing every stage of the software development lifecycle (SDLC), from design and prototyping to testing, deployment, and monitoring.
Learn about:
• The Future of Testing: How AI is shifting testing towards verification, analysis, and higher-level skills, while reducing repetitive tasks.
• Test Automation: How AI-powered test case generation, optimization, and self-healing tests are making testing more efficient and effective.
• Visual Testing: Explore the emerging capabilities of AI in visual testing and how it's set to revolutionize UI verification.
• Inflectra's AI Solutions: See demonstrations of Inflectra's cutting-edge AI tools like the ChatGPT plugin and Azure Open AI platform, designed to streamline your testing process.
Whether you're a developer, tester, or QA professional, this webinar will give you valuable insights into how AI is shaping the future of software delivery.
Kubernetes & AI - Beauty and the Beast !?! @KCD Istanbul 2024Tobias Schneck
As AI technology is pushing into IT I was wondering myself, as an “infrastructure container kubernetes guy”, how get this fancy AI technology get managed from an infrastructure operational view? Is it possible to apply our lovely cloud native principals as well? What benefit’s both technologies could bring to each other?
Let me take this questions and provide you a short journey through existing deployment models and use cases for AI software. On practical examples, we discuss what cloud/on-premise strategy we may need for applying it to our own infrastructure to get it to work from an enterprise perspective. I want to give an overview about infrastructure requirements and technologies, what could be beneficial or limiting your AI use cases in an enterprise environment. An interactive Demo will give you some insides, what approaches I got already working for real.
To Graph or Not to Graph Knowledge Graph Architectures and LLMs
March 8, 2012
1. Comments:
This presentation was
made in order to clear
students of doubts
regarding the thesis
statement and the
restate thesis term. In
order for students to
comprehend it, minor
change was made.
Students are now calling
it main idea and the
restate thesis are
calling it summary of
main idea and it has
worked so far like this.
L3:
Synthesize
Construct
Value and appreciation
LESSON PLAN
Date: March 19, 2012 School: Jose Campeche
Teacher: ___Mr. Sosa_____________ Grade: 12th
I. Theme: Writing Workshop
II. Phase: Exploration Conceptualization X Application
III. Integration: Arts
IV. Standard(s) and Grade Level Expectation:
Content Standards 12th
Grade Expectations
LISTENING/SPEAKING:
The student uses the English language
to interpret oral input, construct
meaning, interact with confidence both
verbally and nonverbally, and express
ideas effectively in a variety of
personal, social, and academic
contexts.
_X__ L/S.12.1 Listens carefully during a read aloud, presentation, or
performance from a variety of literature, periods, genres, and styles to
interpret and analyze character development, dialogue, and setting; makes
connections to text; evaluates tone, voice, and mood.
_X__ L/S.12.2 Listens and responds to synthesize, explain, describe, analyze,
justify, and debate information; answers and formulates closed and
openended questions.
___ L/S.12.3 Uses appropriate language structure to analyze and evaluate
issues, to problem solve, to explain a process, and to express opinions
integrating comparison and contrast statements.
___ L/S.12.4 Expresses thoughts and opinions to evaluate text, debate
current events, concepts, and literary elements; makes predictions and
inferences, as well as draws conclusions from listening to a variety of texts,
performances, and multimedia sources; listens to sort and prioritize
information.
___ L/S.12.5 Analyzes and explains the main idea or topic and important
details from learned concepts or readings from a variety of persuasive texts;
summarizes, evaluates, and judges effectiveness of the text, performance,
speech, or literature.
READING:
The student uses reading strategies,
literary analysis, and critical thinking
skills to construct meaning and develop
an understanding as well as an
appreciation of a variety of genres of
both fiction and nonfiction.
___ R.12.1 Evaluates context clues, reference sources, and vocabulary
expansion strategies to assess word meaning; utilizes Greek and Latin root
words to extend vocabulary; classifies, applies, and analyzes vocabulary as
academic, cultural, or contemporary based on current trends.
___ R.12.2 Argues on characterization techniques and character development
using text evidence to justify responses; evaluates the setting in fiction and
nonfiction; classifies point of view using text evidence to supp ort responses.
____ R.12.3 Classifies genre, analyzes plot, establishes cause and effect;
makes connections, predictions, and inferences in a variety of texts; draws
conclusions; analyzes and determines conflict and resolution; uses text
evidence to validate responses.
___ R.12.4 Distinguishes between fact and opinion, infers and supports the
main idea in a variety of texts; debates the theme or topic using text
evidence to justify and validate position.
___ R.12.5 Uses elements of poetry and plays to analyze, interpret, and
compare and contrast styles, genres, topics, and themes; debates using text
evidence to justify position.
WRITING:
The student effectively communicates
to a variety of audiences in all forms
of writing through the use of the
writing process, proper grammar, and
age appropriate expressive vocabulary.
___ W.12.1 Analyzes and assesses word choice to convey meaning;
incorporates transitions, correct grammar, syntax, and style.
___ W.12.2 Evaluates and applies a variety of organizational techniques to
write effective narrative, expository, and persuasive essays using the writing
process; demonstrates a preferred style of writing.
___ W.12.3 Uses creative writing styles to produce poems and other literary
forms.
___ 12.4 Compares, contrasts, evaluates, and critiques two or more forms of
writing on similar topics to write a critical essay.
___ W.12.5 Organizes, synthesizes, outlines, and evaluates information to
write a research paper; demonstrates voice and knowledge of topic
throughout the writing.
V. Depth of Knowledge: ___ L1 Recall ___ L2 Skills/Concepts
_X__ L3 Strategic Thinking ___ L4 Extended Thinking
2. Vocabulary Words:
Essay
Draft
Topic
Thesis statement
Paragraph
Introduction
Structure
Supporting ideas
Conclusion
Concluding Statement
Restate Thesis
Topic Sentence
Composition
Copy
Writing
Guide Questions:
What is the main idea?
What is the summary of
the main idea?
Where is the main idea
located?
Where is the summary
of the main idea
located?
What is the difference
between the one and
the other?
VI. Objectives:
Conceptual: Given the presentation on the concluding paragraph, the students will
summarize the parts of the essay by synthesizing the questions given.
Procedural: Given the presentation on the concluding paragraph, the students will
construct answers for the questions given in the end of the presentation.
Attitudinal: Upon finishing the class, the student will value the parts of the essay to a
new level.
VII. Materials:
a. Curriculum Material: “You Can Write” and “Writing for the Real World” textbooks.
b. Teaching Devices: Handouts regarding presentations given
c. Technological Materials: Laptop, projector, board, marker, eraser
VIII. Procedure:
a. Initial Activities:
1. _X_ Greetings 2. _X_ Date 3. _X_ Attendance
4. _X_ Review on:
5. Motivation Act. Reflections regarding an ending of a process
6. Other Activities: Diversity, X Creativity, Leadership, andSoc. Trans.
Develop creativity to write by knowing the parts of the essay
Correct the homework
6. Statement of Aims: Ok students, today we are going to have a presentation
regarding the main idea and the summary of the main idea of the essay.
b. Developmental Activities:
The teacher will present the presentation
The students will read the presentation
The students will read an example of a main idea and one of the summary of
the main idea
The students will identify the main idea and the summary of the main idea
presented
The students will check for comprehension
c. Closing Activities:
Students will answer the questions given to review what was taught today.
IX. Assessment Techniques:
_X_ reflective diary __ collage _X_ summary __ conceptual map
_X_ check list __ rubric __ interview _X_ group discussion
__ concrete poems __ debate __ drama __ graphic organizer
3. __ comic strips __ projects __ illustration __ painting/drawing
__ portfolio __ games _questionnaire __ anecdotic record
__oral reports __ skit
X. Homework: Draft the body of the essay and the conclusion of the essay (due in four
days, depending on when this lesson plan is taught)
XI. Special Accommodations offered:
XII. Teacher’s Reflections (material, method, and objectives):
