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Small groups were given short fragments from texts and had to make statements about the topic based only on those fragments. The document also discusses analyzing poems by listening for hard words, meaning, movement, and voice. It involves writing a novel summary, discussing it in pairs by asking questions about plot, theme, narrative and story, and reflecting on key themes while finding supporting quotations.
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Analyzing literature
This document provides guidance for students on analyzing literature for an English class. It discusses that students will analyze either Bless Me Ultima or Hunger of Memory by writing an essay making a claim about the work and supporting it with evidence. It emphasizes close reading of texts, including reading works multiple times and annotating. It also defines literary terms like characters, plot, setting, symbolism, and narrator that students should understand to effectively analyze literature.
Literature circles
Literature circles involve students forming discussion groups to reflect on and analyze literature. Each small group has different reading roles to divide responsibilities and encourage participation. The purposes are to develop personal responses to texts, share understandings through peer discussion, and improve comprehension, appreciation of style, and reading strategies. Roles include vocabulary enricher, summarizer, literary luminary, discussion director, and connector to relate the text to personal experiences. [END SUMMARY]
Analyzing literature
The document provides guidance on how to analyze literature through close reading and interpretation. It explains that close reading involves making connections, inferences, and conclusions about the text. Literary analysis requires re-reading to comprehend elements like setting, plot, and characters, and then interpreting themes, character motivations, and the author's choices. The analysis should make a statement about the overall work by identifying patterns and rhetorical devices used by the author to deliver a specific message.
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Feature writing differs from hard news in its purpose and how readers react. The purpose of hard news is to inform readers of outcomes, while feature writing aims to evoke emotion by telling narratives. Readers of hard news immediately know the outcome and are informed, whereas feature writing readers are entertained as the story unfolds. Feature writing uses descriptive details and quotes to draw readers into stories about people and their experiences.
Writing columns
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Week 6 lesson 6 slideshare presentation
The document provides guidance for students to analyze how an author contrasts different points of view in a text. It instructs students to identify two characters who experience an important event differently. Students are then directed to describe each character's feelings and perspective on the event based on clues from their words, actions, and language used. Finally, students are asked to explain how the author develops each point of view through word choices and tone and to consider why the author included multiple perspectives to communicate a central idea.
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The document provides guidance on how to use the RAFT framework to develop writing prompts. It explains that RAFT stands for Role, Audience, Format, and Topic. For each element, it provides examples and considerations. It suggests imagining being a news reporter hired to cover Amelia Earhart's transatlantic flight. The prompt directs writing a news article in that role for readers of the newspaper, describing her voyage, reaction, accomplishments, and upcoming plans, to encourage readers to meet her.
Reading and Notemaking
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Analyzing literature
This document provides guidance for students on analyzing literature for an English class. It discusses that students will analyze either Bless Me Ultima or Hunger of Memory by writing an essay making a claim about the work and supporting it with evidence. It emphasizes close reading of texts, including reading works multiple times and annotating. It also defines literary terms like characters, plot, setting, symbolism, and narrator that students should understand to effectively analyze literature.
Literature circles
Literature circles involve students forming discussion groups to reflect on and analyze literature. Each small group has different reading roles to divide responsibilities and encourage participation. The purposes are to develop personal responses to texts, share understandings through peer discussion, and improve comprehension, appreciation of style, and reading strategies. Roles include vocabulary enricher, summarizer, literary luminary, discussion director, and connector to relate the text to personal experiences. [END SUMMARY]
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The document provides guidance on how to analyze literature through close reading and interpretation. It explains that close reading involves making connections, inferences, and conclusions about the text. Literary analysis requires re-reading to comprehend elements like setting, plot, and characters, and then interpreting themes, character motivations, and the author's choices. The analysis should make a statement about the overall work by identifying patterns and rhetorical devices used by the author to deliver a specific message.
11. feature writing
Feature writing differs from hard news in its purpose and how readers react. The purpose of hard news is to inform readers of outcomes, while feature writing aims to evoke emotion by telling narratives. Readers of hard news immediately know the outcome and are informed, whereas feature writing readers are entertained as the story unfolds. Feature writing uses descriptive details and quotes to draw readers into stories about people and their experiences.
Writing columns
The purpose of a column is to inform, interpret, and critique events for readers. A good columnist explains the background and consequences of news, determines if events are isolated or part of patterns, and how events may affect readers. They also assess different perspectives from society. A columnist should write well, be original, observe keenly, think logically, have a wide background, and be resourceful and fair. There are different types of columns, including text, number, date/time, and location columns for different kinds of data.
Week 6 lesson 6 slideshare presentation
The document provides guidance for students to analyze how an author contrasts different points of view in a text. It instructs students to identify two characters who experience an important event differently. Students are then directed to describe each character's feelings and perspective on the event based on clues from their words, actions, and language used. Finally, students are asked to explain how the author develops each point of view through word choices and tone and to consider why the author included multiple perspectives to communicate a central idea.
RAFT Notes
The document provides guidance on how to use the RAFT framework to develop writing prompts. It explains that RAFT stands for Role, Audience, Format, and Topic. For each element, it provides examples and considerations. It suggests imagining being a news reporter hired to cover Amelia Earhart's transatlantic flight. The prompt directs writing a news article in that role for readers of the newspaper, describing her voyage, reaction, accomplishments, and upcoming plans, to encourage readers to meet her.
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2015-2016 Short Story Unit Assignment Sheet
This document outlines a unit plan for teaching literary elements in short stories to 6th grade students. Over two weeks, students will read and discuss a minimum of six short stories in literature circles. They will learn skills for annotating texts, identifying elements like plot, conflict, theme and point of view. Students will keep a journal and use their entries to draft a literary essay analyzing elements across multiple stories. The unit provides guidance on forming literature circles, selecting stories, reading strategies, leading discussions and providing peer feedback.
The Schoolwide Enrichment Model Reading for Students
The document discusses the Schoolwide Enrichment Model for reading (SEM-R), which aims to increase student enjoyment of reading and encourage challenging reading. It describes the three phases of SEM-R: Phase 1 focuses on exposing students to interesting books through read-alouds and questions. Phase 2 emphasizes supported independent reading with teacher conferences. Phase 3 allows for student interest and choice through activities like genre studies and literature circles. The overall goal is to develop self-regulated readers who read both inside and outside of class.
Authorspurpose 091208154120-phpapp02
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This document outlines a two-part writing activity. In part one, students write a narrative about their earliest memory of reading or writing and whether the experience was positive or negative. In part two, students get into small groups to share their narratives by reading them aloud. Group members then determine if each narrative's perspective fits into the category of hero, rebel, or victim and provide an explanation and allow the author to offer their opinion. Throughout, students are instructed to be respectful when discussing others' writing.
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This document provides guidance for students on analyzing arguments rhetorically. It discusses the three main persuasive audience appeals: logos (appeal to logic), pathos (appeal to emotion), and ethos (appeal to moral philosophy). Students are instructed to find examples of each appeal type in The Legend of Sleepy Hollow text and list them. They are also reminded of upcoming assignment due dates, including drafting a mini paper and working on an MLA short essay outline. The document aims to help students develop skills in rhetorical analysis and argumentation.
Analysing literature
This document provides guidance on analyzing literature by focusing on various elements such as theme, literary terms, setting, characters, plot, metaphors/symbols, and narrator. It instructs the reader to examine how these elements relate to and present the central theme of a work. It also outlines an assessment task that requires comparing the theme between a novel and film adaptation through a 5 minute oral presentation, noting similarities and differences in how each conveys its perspective on the theme. Presentation skills like structure, notes versus script, eye contact, and body language are also addressed.
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Column writing
This document discusses the different types of columns in newspapers. It begins by explaining that columns are personal and aim to inform, influence, or entertain readers on current affairs. It then lists various column topics like community, food, humor, and book reviews. The main purposes of columns are to inform, interpret, and influence readers by explaining news and events. Good columnists are skilled writers who can observe keenly, think logically, and have a wide background. The document also discusses the sources, forms, and types of columns according to purpose or content like editorial, business, sports, and gossip columns. It concludes with tips for writers like developing an original style and thoroughly researching topics.
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The document provides a framework for closely reading and analyzing literature. It discusses examining various elements of a text including theme, setting, mood, point of view, characters, language, and literary techniques. As an example, it analyzes excerpted passages from Herman Melville's "Benito Cereno" focusing on word choice, imagery, and potential foreshadowing to draw out meaning and themes from the text. The document aims to equip readers with strategies for uncovering deeper understandings of literature through close inspection of textual elements and details.
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This document provides guidance on writing narratives and memoirs. It discusses key features of narratives such as using vivid details and indicating significance. It offers tips for choosing topics, considering audience and purpose, generating ideas, outlining, drafting, revising, editing and getting feedback. The overall message is that narratives tell compelling stories through vivid descriptions of events and explanation of their importance.
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This document provides reminders and information for an English composition class. It discusses upcoming assignments that are due, including a journal entry, an APA style essay, and a thesis and outline for a final paper. It also summarizes a letter written by Martin Luther King Jr. called "Letter from Birmingham Jail" where he defends non-violent resistance. The class had a discussion about how writing can influence change and what types of writing are effective for creating change. Students then wrote a draft letter about a hypothetical situation and were asked to rewrite it considering rhetorical elements.
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Columns are written by authors who have guaranteed space to control the content. Writing a good column requires clarity of thought, a clear message, and an engaging style presented in 2-3 main ideas. Columns aim to get a reaction from readers through agreement, disagreement, amusement or enlightenment. Columnists strive to present information on current issues and events in a friendly tone while educating readers and propagating supreme values. Successful column writers are highly educated, well-versed in language, have strong reporting skills, and understand journalism laws and ethics while maintaining a sense of humor. There are different types of columns such as in-depth reports, opinion pieces, essays, personality diaries, gossip, and humor.
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This document provides guidance on how to write a creative piece about belonging for an exam. It addresses common issues students have like feeling uncreative or not knowing how to structure a story. It recommends drafting the piece in advance rather than improvising. Students should choose 2-3 belonging ideas to focus on, develop a premise for their story, and flesh out their main character and how their sense of belonging will be complicated and then resolved by the end. Examples of premises include a migrant family arriving in a new country or a person struggling to fit in at school. The piece must have a complication and resolution for the character's belonging.
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This document outlines a two-part writing activity. In part one, students write a narrative about their earliest memory of reading or writing and whether the experience was positive or negative. In part two, students get into small groups to share their narratives by reading them aloud. Group members then determine if each narrative's perspective fits into the category of hero, rebel, or victim and provide an explanation and allow the author to offer their opinion. Throughout, students are instructed to be respectful when discussing others' writing.
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This document provides guidance for students on analyzing arguments rhetorically. It discusses the three main persuasive audience appeals: logos (appeal to logic), pathos (appeal to emotion), and ethos (appeal to moral philosophy). Students are instructed to find examples of each appeal type in The Legend of Sleepy Hollow text and list them. They are also reminded of upcoming assignment due dates, including drafting a mini paper and working on an MLA short essay outline. The document aims to help students develop skills in rhetorical analysis and argumentation.
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This document provides guidance on analyzing literature by focusing on various elements such as theme, literary terms, setting, characters, plot, metaphors/symbols, and narrator. It instructs the reader to examine how these elements relate to and present the central theme of a work. It also outlines an assessment task that requires comparing the theme between a novel and film adaptation through a 5 minute oral presentation, noting similarities and differences in how each conveys its perspective on the theme. Presentation skills like structure, notes versus script, eye contact, and body language are also addressed.
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This document outlines different roles for members of a book club to take on when meeting to discuss their readings. It describes six roles: Wordsmith, Captain Connector, Genius Guesser, Question Queen/King, Artful Artist, and Transformer. Each role has specific tasks to complete while reading such as identifying important words, finding connections, selecting passages to read aloud, writing discussion questions, drawing a related picture, or preparing a summary and discussing how one's thinking changed. Taking on different roles each meeting is meant to make discussions more engaging and ensure everyone participates.
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This document discusses the different types of columns in newspapers. It begins by explaining that columns are personal and aim to inform, influence, or entertain readers on current affairs. It then lists various column topics like community, food, humor, and book reviews. The main purposes of columns are to inform, interpret, and influence readers by explaining news and events. Good columnists are skilled writers who can observe keenly, think logically, and have a wide background. The document also discusses the sources, forms, and types of columns according to purpose or content like editorial, business, sports, and gossip columns. It concludes with tips for writers like developing an original style and thoroughly researching topics.
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This document provides guidance on writing narratives and memoirs. It discusses key features of narratives such as using vivid details and indicating significance. It offers tips for choosing topics, considering audience and purpose, generating ideas, outlining, drafting, revising, editing and getting feedback. The overall message is that narratives tell compelling stories through vivid descriptions of events and explanation of their importance.
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This document discusses writing skills and their importance. It defines writing as an art of converting thoughts into a means of expression and communication. Some key writing skills discussed include outlining, research, editing, and proofreading. The document also outlines the main types of writing like narrative, descriptive, expository, and argumentative. It provides examples of their uses and concludes with principles of strong writing like purpose, structure, and clarity, as well as ways to enhance writing skills through vocabulary building and regular practice.
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https://app.box.com/s/y977uz6bpd3af4qsebv7r9b7s21935vdChapter wise All Notes of First year Basic Civil Engineering.pptx
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Syllabus
Chapter-1
Introduction to objective, scope and outcome the subject
Chapter 2
Introduction: Scope and Specialization of Civil Engineering, Role of civil Engineer in Society, Impact of infrastructural development on economy of country.
Chapter 3
Surveying: Object Principles & Types of Surveying; Site Plans, Plans & Maps; Scales & Unit of different Measurements.
Linear Measurements: Instruments used. Linear Measurement by Tape, Ranging out Survey Lines and overcoming Obstructions; Measurements on sloping ground; Tape corrections, conventional symbols. Angular Measurements: Instruments used; Introduction to Compass Surveying, Bearings and Longitude & Latitude of a Line, Introduction to total station.
Levelling: Instrument used Object of levelling, Methods of levelling in brief, and Contour maps.
Chapter 4
Buildings: Selection of site for Buildings, Layout of Building Plan, Types of buildings, Plinth area, carpet area, floor space index, Introduction to building byelaws, concept of sun light & ventilation. Components of Buildings & their functions, Basic concept of R.C.C., Introduction to types of foundation
Chapter 5
Transportation: Introduction to Transportation Engineering; Traffic and Road Safety: Types and Characteristics of Various Modes of Transportation; Various Road Traffic Signs, Causes of Accidents and Road Safety Measures.
Chapter 6
Environmental Engineering: Environmental Pollution, Environmental Acts and Regulations, Functional Concepts of Ecology, Basics of Species, Biodiversity, Ecosystem, Hydrological Cycle; Chemical Cycles: Carbon, Nitrogen & Phosphorus; Energy Flow in Ecosystems.
Water Pollution: Water Quality standards, Introduction to Treatment & Disposal of Waste Water. Reuse and Saving of Water, Rain Water Harvesting. Solid Waste Management: Classification of Solid Waste, Collection, Transportation and Disposal of Solid. Recycling of Solid Waste: Energy Recovery, Sanitary Landfill, On-Site Sanitation. Air & Noise Pollution: Primary and Secondary air pollutants, Harmful effects of Air Pollution, Control of Air Pollution. . Noise Pollution Harmful Effects of noise pollution, control of noise pollution, Global warming & Climate Change, Ozone depletion, Greenhouse effect
Text Books:
1. Palancharmy, Basic Civil Engineering, McGraw Hill publishers.
2. Satheesh Gopi, Basic Civil Engineering, Pearson Publishers.
3. Ketki Rangwala Dalal, Essentials of Civil Engineering, Charotar Publishing House.
4. BCP, Surveying volume 1
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- 3. • Small groups picks out three or four short fragments and write them on cards. • They swap the cards with another group. • Next, each group is given a task of making short statement about what the topic. • Thinking if what they could deduce if they have these fragments to go on.
- 4. • Listen to hard words • Try to get sense about the meaning • How the poem moves • How you need to breath or pitch your voice
- 5. • Writes a summary of the novel. • Discussed in pairs, each person asking the other questions between plot, theme, narrative, discourse and story. • Reflect on what key themes of the text • Each are given card to write and are collected, shuffled and redistributed. • Working for 15 minutes for their interpretation, finding quotations to support.