This lesson plan aims to teach 12th grade students how to write effective application letters. The lesson will explain the purpose and key components of application letters, examine examples to identify best practices, and have students draft their own letters in response to real job postings. Students will learn about the layout, content, and style of strong application letters in order to understand this important job-seeking skill. The lesson utilizes various teaching techniques like discovery, problem-solving and learning by doing to help students develop and produce a high-quality letter of application.
This document discusses different definitions and perspectives on happiness. It states that happiness is found through enjoying life and relationships with others, being content with what you have, feeling complete fulfillment, and focusing on internal soul rather than external possessions or comparisons. Overall, the document explores happiness as an internal state of being rather than something dependent on external factors or achievements.
This lesson plan aims to teach secondary school students about World War I soldiers' experiences through analyzing their diaries and memoirs. Over two lessons, students will:
1) Research the historical background of WWI in groups and present their findings. They will then read individually about the soldiers' experiences.
2) In groups, students will analyze excerpts from four WWI diaries based on style, tone, sensory details, and character development. They will share their findings.
3) The goal is for students to gain a deeper understanding of what life was like for soldiers on the front lines and far from home during WWI through critically examining firsthand accounts.
1. The document provides context and questions about the poem "The Soldier" by Rupert Brooke. It asks the reader to make predictions, visualize imagery, and discuss the mood, author's style and purpose, and personal experiences related to the poem.
2. The poem is written from the perspective of a soldier who says that if he dies, he wants to be remembered as belonging to England forever. His body will decay into the foreign land but his spirit will return to England through thoughts and memories.
3. The soldier presents himself as proud of what England has given him and shaped him to be. He seems willing to sacrifice his life for his country and presents England in a positive light.
The document discusses different avant-garde art movements that emerged in Europe following World War 1. It provides brief descriptions of 12 avant-garde styles including Futurism, Expressionism, Cubism, Dada, Surrealism, Fauvism, Constructivism, Conceptual Art, Land Art, and Minimalism. The movements generally aimed to reject traditional styles and find new ways of artistic expression, being inspired by science and technology. They developed new rules and assumptions about how to approach and create art.
Dadaism and Cubism both originated in the early 20th century as rejections of traditional art forms and conventions. Dadaism began in Zurich in 1916 as a reaction against World War I, emphasizing randomness, absurdity and anti-art gestures. Cubism developed in France between 1907-1911 and aimed to depict reality through geometry rather than traditional perspective. Both movements influenced various art forms including painting, sculpture, photography, poetry and architecture. Key figures of Dadaism included Hugo Ball, Kurt Schwitters and Marcel Duchamp, while Pablo Picasso and Georges Braque led the development of Cubism.
This lesson plan aims to teach 12th grade students how to write effective application letters. The lesson will explain the purpose and key components of application letters, examine examples to identify best practices, and have students draft their own letters in response to real job postings. Students will learn about the layout, content, and style of strong application letters in order to understand this important job-seeking skill. The lesson utilizes various teaching techniques like discovery, problem-solving and learning by doing to help students develop and produce a high-quality letter of application.
This document discusses different definitions and perspectives on happiness. It states that happiness is found through enjoying life and relationships with others, being content with what you have, feeling complete fulfillment, and focusing on internal soul rather than external possessions or comparisons. Overall, the document explores happiness as an internal state of being rather than something dependent on external factors or achievements.
This lesson plan aims to teach secondary school students about World War I soldiers' experiences through analyzing their diaries and memoirs. Over two lessons, students will:
1) Research the historical background of WWI in groups and present their findings. They will then read individually about the soldiers' experiences.
2) In groups, students will analyze excerpts from four WWI diaries based on style, tone, sensory details, and character development. They will share their findings.
3) The goal is for students to gain a deeper understanding of what life was like for soldiers on the front lines and far from home during WWI through critically examining firsthand accounts.
1. The document provides context and questions about the poem "The Soldier" by Rupert Brooke. It asks the reader to make predictions, visualize imagery, and discuss the mood, author's style and purpose, and personal experiences related to the poem.
2. The poem is written from the perspective of a soldier who says that if he dies, he wants to be remembered as belonging to England forever. His body will decay into the foreign land but his spirit will return to England through thoughts and memories.
3. The soldier presents himself as proud of what England has given him and shaped him to be. He seems willing to sacrifice his life for his country and presents England in a positive light.
The document discusses different avant-garde art movements that emerged in Europe following World War 1. It provides brief descriptions of 12 avant-garde styles including Futurism, Expressionism, Cubism, Dada, Surrealism, Fauvism, Constructivism, Conceptual Art, Land Art, and Minimalism. The movements generally aimed to reject traditional styles and find new ways of artistic expression, being inspired by science and technology. They developed new rules and assumptions about how to approach and create art.
Dadaism and Cubism both originated in the early 20th century as rejections of traditional art forms and conventions. Dadaism began in Zurich in 1916 as a reaction against World War I, emphasizing randomness, absurdity and anti-art gestures. Cubism developed in France between 1907-1911 and aimed to depict reality through geometry rather than traditional perspective. Both movements influenced various art forms including painting, sculpture, photography, poetry and architecture. Key figures of Dadaism included Hugo Ball, Kurt Schwitters and Marcel Duchamp, while Pablo Picasso and Georges Braque led the development of Cubism.
This document discusses verbal and nonverbal communication. It defines body language as the language expressed through facial expressions, gestures, and body movements. Body language is an innate form of nonverbal communication that conveys emotions and messages without words. It is controlled by the limbic system of the brain and allows people to intuitively understand feelings through displays of comfort or discomfort. While some myths exist, like that certain behaviors always indicate deception, body language is a largely unconscious yet reliable form of communication important for social interactions.
This document provides guidance on writing a personal statement for university applications. It recommends including details about your course choice, academic skills, personal skills, work experience, and achievements/aspirations. The personal statement should be structured in 4 paragraphs discussing your interest in the course, related experience, extracurricular activities, and reasons for applying. The document advises focusing on strengths and virtues rather than boasting, and avoiding cliches, colloquial language, and being overly informal.
This document summarizes the activities and tasks completed during the Comenius 2013-2015 project on social well-being. It discusses four modules focused on how students feel at school, volunteering, social networks, managing stress, and time management. Some of the tasks included having students fill out a questionnaire on how they feel at school, creating a volunteer's guide, and presenting on social networks. The document also describes partner visits to Lithuania and Poland where students presented their results and participated in workshops on managing stress, ergonomics, and art therapy.
This document describes a scavenger hunt game for students in Lublin, Poland. It provides 22 tasks for students to complete at various historic sites around the city. The tasks involve taking photos, reading plaques, listening to music, and learning about important events and people from Lublin's history. Key places mentioned include Lublin Castle, Grodzka Gate, the Old Theatre, Dominican Convent, Trinity Tower, and the Metropolitan Cathedral. The document emphasizes learning about Lublin's role as a center of Polish-Lithuanian union through landmarks like Lithuanian Square and its historic importance as a multi-cultural city at the crossroads of Eastern Europe.
This document discusses healthy and unhealthy lifestyles. It begins by defining a healthy lifestyle as behaviors that keep the body and mind well, like exercising, eating nutritious foods, and avoiding drugs. It then lists the ten commandments of a healthy lifestyle, which include eating regular meals, drinking water, limiting salt and sugar intake, and exercising daily. It describes potential health issues from an unhealthy lifestyle like anorexia, obesity, and addictions. Finally, it discusses some dietary options like vegetarianism and divided eating.
This document contains multiple choice questions about various health and lifestyle topics such as:
- How long a school project lasts (options are 1 month, 35-58 months, 2 years, 3 years)
- What percentage of a healthy lifestyle you can't control (options are 22%, 20%, 53%)
- How many rules you should follow to be healthy (options are 8 rules, 63 rules, the square root of 102 rules, 11 rules)
- How many times one should eat in a day (options are 5 or 6 times, you shouldn't eat, just dinner, every 24.5 minutes)
- How many grams of vegetables one should eat per day (options are 1 kg for every kg
This document provides an overview of project-based learning (PBL). It defines PBL as a student-centered learning method where students work independently or collaboratively to solve real-world problems through research, skill-building, and developing competencies. The final products are then publicly presented. Benefits of PBL include deeper understanding, higher-order thinking, skill development, increased motivation, and preparing students for future careers. When implementing PBL, teachers act as facilitators while students plan and manage their own work. Successful projects follow steps like defining the topic and outcomes, creating a work plan and schedule, and selecting resources for research.
This document discusses verbal and nonverbal communication. It defines body language as the language expressed through facial expressions, gestures, and body movements. Body language is an innate form of nonverbal communication that conveys emotions and messages without words. It is controlled by the limbic system of the brain and allows people to intuitively understand feelings through displays of comfort or discomfort. While some myths exist, like that certain behaviors always indicate deception, body language is a largely unconscious yet reliable form of communication important for social interactions.
This document provides guidance on writing a personal statement for university applications. It recommends including details about your course choice, academic skills, personal skills, work experience, and achievements/aspirations. The personal statement should be structured in 4 paragraphs discussing your interest in the course, related experience, extracurricular activities, and reasons for applying. The document advises focusing on strengths and virtues rather than boasting, and avoiding cliches, colloquial language, and being overly informal.
This document summarizes the activities and tasks completed during the Comenius 2013-2015 project on social well-being. It discusses four modules focused on how students feel at school, volunteering, social networks, managing stress, and time management. Some of the tasks included having students fill out a questionnaire on how they feel at school, creating a volunteer's guide, and presenting on social networks. The document also describes partner visits to Lithuania and Poland where students presented their results and participated in workshops on managing stress, ergonomics, and art therapy.
This document describes a scavenger hunt game for students in Lublin, Poland. It provides 22 tasks for students to complete at various historic sites around the city. The tasks involve taking photos, reading plaques, listening to music, and learning about important events and people from Lublin's history. Key places mentioned include Lublin Castle, Grodzka Gate, the Old Theatre, Dominican Convent, Trinity Tower, and the Metropolitan Cathedral. The document emphasizes learning about Lublin's role as a center of Polish-Lithuanian union through landmarks like Lithuanian Square and its historic importance as a multi-cultural city at the crossroads of Eastern Europe.
This document discusses healthy and unhealthy lifestyles. It begins by defining a healthy lifestyle as behaviors that keep the body and mind well, like exercising, eating nutritious foods, and avoiding drugs. It then lists the ten commandments of a healthy lifestyle, which include eating regular meals, drinking water, limiting salt and sugar intake, and exercising daily. It describes potential health issues from an unhealthy lifestyle like anorexia, obesity, and addictions. Finally, it discusses some dietary options like vegetarianism and divided eating.
This document contains multiple choice questions about various health and lifestyle topics such as:
- How long a school project lasts (options are 1 month, 35-58 months, 2 years, 3 years)
- What percentage of a healthy lifestyle you can't control (options are 22%, 20%, 53%)
- How many rules you should follow to be healthy (options are 8 rules, 63 rules, the square root of 102 rules, 11 rules)
- How many times one should eat in a day (options are 5 or 6 times, you shouldn't eat, just dinner, every 24.5 minutes)
- How many grams of vegetables one should eat per day (options are 1 kg for every kg
This document provides an overview of project-based learning (PBL). It defines PBL as a student-centered learning method where students work independently or collaboratively to solve real-world problems through research, skill-building, and developing competencies. The final products are then publicly presented. Benefits of PBL include deeper understanding, higher-order thinking, skill development, increased motivation, and preparing students for future careers. When implementing PBL, teachers act as facilitators while students plan and manage their own work. Successful projects follow steps like defining the topic and outcomes, creating a work plan and schedule, and selecting resources for research.