October 8 (83)
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George Washington did not have a middle name. The document presents multiple choice answers to the question "What was George Washington's middle name?" with the correct answer being "E. He did not have a middle name." It then provides instructions for a reading quiz where students will draw cards with times of day, answer a question based on the time drawn, and discuss in groups.
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This document outlines the weekly agenda and lessons for a sports report workshop. It includes:
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- The learning targets for argument writing using the RED strategy (Reason, Evidence, Discussion).
- An outline of the agenda for the workshop, including a pre-test, introduction to arguments, and practice writing arguments in groups while giving feedback.
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This document contains instructions for various classroom activities including:
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3) Individually taking and grading another group's quiz while providing feedback on the quality of questions
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1. Lesson plans for Tuesday through Friday which involve listening to announcements, watching CNN student news, vocabulary work, and reading comprehension activities about the short story "Storm in the Night."
2. Details of the daily activities such as completing reading response journals, learning about cause and effect through a music video, and discussing how the setting shapes the characters in the story.
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This document contains the daily agenda and assignments for a classroom. It lists the daily activities as announcements, CNN Student News, and either 7 Habits, Character Clips, or a game. It includes bell work, vocabulary work, reading assignments, and learning targets for the day. Homework is listed as RRJ's due Wednesday and Thursday with a vocabulary quiz on Friday.
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This document provides an agenda and lesson plans for a workshop on natural disasters. It includes the following:
- An agenda for Monday including turning in homework passes, watching announcements and a news program, reviewing expectations, and participating in seminar activities.
- Agendas for subsequent days of the week focused on points of view, editorials, vocabulary, and reading assignments.
- Details on lessons covering analyzing points of view, interpreting figures of speech, reading response journals, analyzing editorial cartoons, and creating their own cartoons.
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This document provides an overview of lessons and activities for a week-long workshop on mapping your life. It includes daily agendas with announcements, videos, readings, activities, and homework assignments. The workshop focuses on developing skills like analyzing text structure, determining word meanings, identifying central ideas, and providing summaries. Topics covered include chronological order, starting a business, and applying advice from Martin Luther King Jr.'s speeches to one's own life.
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This document contains the daily agenda and announcements for a classroom. The agenda includes finishing a video, doing bell work and vocabulary work from the book Raymond's Run, watching CNN Student News, and participating in silent ball. Homework assigned is to complete reading response journals and study for a vocabulary quiz. Learning targets are to determine word meanings in context and analyze how story elements interact.
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This document provides information about explicit and implicit claims in texts. It defines explicit information as ideas that are directly stated, while implicit information is suggested indirectly and requires inference. Examples are provided to illustrate the difference. Group activities are outlined to have students identify explicit and implicit details in photos and paragraphs. A test with multiple choice questions is also included to assess student understanding of explicit vs implicit information.
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2. Students are tasked with analyzing primary sources about the Battle of Pelham and Colonel Glover to understand how geographical features assisted troops.
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This document provides tips for collegiate writing. It discusses using formal style over informal spoken language and using organizational patterns like comparison/contrast and problem/solution. It also recommends fully developing responses with evidence from assigned texts rather than personal opinions, and being aware of time limits and deadlines when writing for college courses. Organizational patterns like the basic five paragraph structure and classification are presented as helpful frameworks for writing.
Interviewing skills
This document provides guidance on conducting interviews. It discusses important elements of interviews such as body language, question types, and appropriate techniques. Sample questions are also provided to help assess interviewing skills and get more in-depth responses from interviewees. Teams must work together to develop interview questions, conduct a videoed interview with a Turkish company, and submit both the original questions and individual comprehension answers in a dossier.
Embarking the journey to contributorship
This group presentation discusses the journey to becoming a contributor. It outlines four steps: 1) Willingness to step out of one's comfort zone, 2) Facing challenges instead of avoiding them, 3) Filling one's life with meaningful activities, 4) Relying on oneself instead of waiting for others. Examples are provided of people like actor Dhanush and footballer Amitabh Bachchan who overcame challenges through hard work and determination. Lessons about never giving up and constantly pushing oneself are highlighted. The conclusion emphasizes that stepping out of one's comfort zone is necessary to progress on the journey of becoming a contributor.
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The document provides several prep-free speaking activities for students to get them talking, including running dictation activities where students run and remember questions to ask partners, a questions with dice activity where students ask each other questions based on dice rolls, and photo-based activities like describing photos to partners or spotting differences between descriptions and photos. The activities are designed to be done in pairs or small groups and focus on asking and answering questions to promote student speaking practice.
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This active learning assignment discusses the journey from being a victim to becoming a contributor. It defines victims as believing their circumstances are out of their control, blaming others, and depending on others, while contributors believe they can shape their situations, take responsibility, and rely on their own solutions. The steps are to get out of one's comfort zone by trying new things, facing challenges instead of avoiding them, and reflecting on one's development to make improvements. Examples are given of people like Prema overcoming obstacles to succeed in her exams, Dhanush challenging himself by singing and writing his own song, and athletes like Kim Clijsters and Lance Armstrong achieving success after setbacks through determination and hard work. Overall contributors refuse to
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This document discusses the journey of becoming a contributor. It is divided into 4 main steps: 1) Being willing to step out of one's comfort zone, 2) Facing challenges instead of avoiding them, 3) Filling one's life with meaningful activities, and 4) Relying on oneself instead of waiting for others. Examples are given for each step using people like actor Dhanush and former Indian president APJ Abdul Kalam. Lessons from their lives emphasize qualities like perseverance, not giving up, being prepared and having a vision. The conclusion is that stepping out of one's comfort zone moves one forward on the journey of becoming a contributor.
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The document appears to be discussing a quiz question about the color of a hippopotamus's milk, with answer options of white, yellow, pink, blue, or green. It then provides instructions for dividing into groups to discuss summaries of a book paragraph by paragraph and make predictions about the rest of the book. The next section lists tasks like reading a chapter, working on an essay draft, and participating in an online discussion. In under 3 sentences, this summary outlines the content and format but does not analyze or evaluate the document.
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3) Individually taking and grading another group's quiz while providing feedback on the quality of questions
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A debate is basically an argument. That is not an undisciplined shouting match between parties that passionately believe in a particular point of view. In fact the opposite is true. Debating has strict rules of conduct and quite sophisticated arguing techniques and you will often be in a position where you will have to argue the opposite of what you believe in.
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The document outlines the agenda for a class on political ideology, including a debate exercise. It defines key terms like conservative, liberal, and moderate political views. It also defines the major US political parties - Republican and Democratic - and their general ideological stances. The class will watch a clip related to political ideology and have a debate on the topic, with students preparing arguments for either the pro or con side. The debate format and grading rubric are provided. The document concludes with beliefs and reminders for the class.
Discussion Board Guidelines Students must respond individually
Discussion Board Guidelines
Students must respond individually to the Discussion Board question and forge a discussion with at least two class members.
Discussion Board postings should be "original thought" posting. Unless requested to do so, students should not use the internet to create discussion board responses.
Discussion Board postings should be 300 words minimum in length, provide evidence of reading comprehension through illustrations from the reading assignments, critical thinking, and consideration of others' views.
When Discussion Board work is assigned on the syllabus schedule, students must post their responses by the appointed time and respond to at least two class members' posts within 48 hours/at the appointed time.
Discussion Board work is time-sensitive. Late submissions will not be accepted/will receive a zero.
It is STRONGLY suggested that you visit the discussion board frequently after your work is completed to see where the discussion is going and to further respond to your group members (or your instructor) if need be.
Please see the Discussion Board Rubric for grad
Assignment
Grading Rubric
Meets/Exceeds
Expectations
(10 Pts)
Approaches
Expectations
(8 Pts)
Needs Improvement
(6 Pts)
In-complete
and/or not
done correctly
(1 Pt)
No
Marks/Missing
(0 Pts)
Purpose
Purpose is clear.
Shows awareness of
purpose.
Shows limited
awareness of purpose.
No awareness.
No
Marks/Missing
Main idea Clearly presents a
main idea and
supports it throughout
the paper.
There is a main idea
supported
throughout most of
the paper.
Vague sense of a main
idea, weakly supported
throughout the paper.
No main idea.
Student didn't
turn in
assignment.
Overall and
Style
Well-planned and well-
thought out. Includes
title, introduction, and
statement of main
idea, transitions,
conclusion, using
APA standard: correct
font, font size and no
more than 1000
words.
Good overall
organization includes
the main
organizational tools
but font is incorrect
or word count is
more than 1000
and/or line spacing
is not doubled, or no
APA style.
There is a sense of
organization, although
some of the
organizational tools are
missing and/or late.
No sense of
organization.
Student didn't
turn in
assignment.
Content Exceptionally well-
presented and
discussed; ideas are
detailed, well-
developed with
evidence & facts
based on text
information.
Well-presented and
discussed; ideas are
detailed, developed
and supported with
less evidence and
details.
Content not as clear or
solid; some ideas are
present but not
particularly developed
or supported with
minimal evidence of
clear knowledge of
subject.
Content is not
complete.
Student didn't
turn in
assignment.
Structure Sentences are clear
and varied in pattern,
from simple to
complex, with
excellent use of
punctuation.
Sentences are clear
but may ...
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This document discusses verbal and non-verbal communication. It provides examples of each, including speaking, gestures, and body language. It describes an activity where groups had to plan and build a tower using only verbal communication first, then non-verbal to build it. Both forms of communication were found to be essential for success. The document also discusses good communication skills like speaking clearly and letting everyone contribute. Poor communication can cause projects to fall apart from lack of understanding or cooperation. Discussion skills are also covered, like using an agenda and time limits, as well as rules to ensure respect and staying on topic. The SOLER model of non-verbal communication teaches skills like making eye contact and having an open posture to improve interactions. Debate preparation
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Discussion Board Guidelines Students must respond individually
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