Publications and Awards: Jude Ensaff - updated December 2018
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This document lists Jude Ensaff's publications and awards. She has written over 50 articles for parents on the School Explained website. In 2015, she was a finalist for an ICT award for her web-based work. She has also written teacher tips for 20+ WH Smith books and co-authored several reading, literature, and textbook guides. Ensaff has won or been shortlisted for several writing awards between 2006-2013.
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Syllabus 2017
This syllabus outlines the coursework and assignments for a 12-week creative writing class. It includes 4 projects: poetry, fiction, drama, and a final portfolio. Students will study literary terms and complete weekly readings. They will post writing exercises to a class website and receive feedback through workshops and discussions. The course culminates with students performing their original short plays and submitting their completed portfolios.
Ewrt 30 class 20
The document provides an agenda for an English class. It outlines that the class will discuss portfolios, have a makeup test, and work on drama projects. It details the due dates for projects and portfolios. It provides options and requirements for the portfolio assignment, submission information for the literary magazine, and announces a makeup exam. It concludes with announcing homework to prepare readings or videos for the next class.
Ewrt 30 class 19
This document contains the agenda for an English class. It discusses upcoming assignments and due dates, including:
- No class the following Thursday to work on portfolios.
- An optional make-up test on drama terms the following class. Students will also work on their group drama project.
- The drama project is due the next class where students will perform play readings.
- Portfolios and submissions to the school literary magazine are due the class after, where they will finish performances.
- Guidelines are provided for submitting work to the literary magazine.
Homework includes bringing a copy of the group play to the next class and studying for the optional terms make-up test.
Ewrt 30 class 20
The document provides an agenda for an English class. It includes upcoming due dates for a drama project and portfolio, as well as instructions for submitting work to the class literary magazine. Students have the option to submit a story and poems, or multiple shorter stories and poems, for their portfolio. The agenda also notes that students can take a make-up exam or begin group work, and that students should prepare a reading, performance, or video of their drama project for the next class.
Riwp
This document outlines a lesson plan for using riddle poems to teach poetic elements to students. The lesson introduces riddle poems and their components, provides steps for writing a riddle poem including brainstorming, drafting, and publishing. It suggests having students generate a rubric, hold a poetry reading, and display the poems. The lesson aims to help students identify poetic elements in reading and use them in their own writing.
Riwp
This document outlines a lesson plan for using riddle poems to teach poetic elements to students. The lesson introduces riddle poems and their components, provides steps for writing a riddle poem including brainstorming, drafting, and publishing. It suggests having students generate a rubric, hold a poetry reading, and display the poems. The lesson aims to help students identify poetic elements in reading and use them in their own writing.
Poetry project
The document discusses slam poetry, which is a competitive style of performance poetry where poets perform their original works for an audience who then scores the poems. It was invented in 1984 to make poetry more accessible and interesting to broader audiences. While critics argue it lacks literary quality, proponents believe it engages audiences better than traditional written poetry and has introduced many to the art form. The document considers whether incorporating slam poetry could help teach poetry in classrooms by keeping students more engaged through its emotional, passionate delivery.
Chapter Poetry
This document discusses using poetry in early childhood education. It covers how poetry can build listening skills, vocabulary, imagination, and reading ability. It also outlines different poetry elements like rhyme, alliteration and figurative language. The document provides techniques for teachers to introduce poetry to young children, such as having a poem of the day, and types of poetry like lyric, descriptive and narrative poems. It emphasizes selecting culturally diverse poetry from various sources like libraries and teacher-created poems.
Recommended
Syllabus 2017
This syllabus outlines the coursework and assignments for a 12-week creative writing class. It includes 4 projects: poetry, fiction, drama, and a final portfolio. Students will study literary terms and complete weekly readings. They will post writing exercises to a class website and receive feedback through workshops and discussions. The course culminates with students performing their original short plays and submitting their completed portfolios.
Ewrt 30 class 20
The document provides an agenda for an English class. It outlines that the class will discuss portfolios, have a makeup test, and work on drama projects. It details the due dates for projects and portfolios. It provides options and requirements for the portfolio assignment, submission information for the literary magazine, and announces a makeup exam. It concludes with announcing homework to prepare readings or videos for the next class.
Ewrt 30 class 19
This document contains the agenda for an English class. It discusses upcoming assignments and due dates, including:
- No class the following Thursday to work on portfolios.
- An optional make-up test on drama terms the following class. Students will also work on their group drama project.
- The drama project is due the next class where students will perform play readings.
- Portfolios and submissions to the school literary magazine are due the class after, where they will finish performances.
- Guidelines are provided for submitting work to the literary magazine.
Homework includes bringing a copy of the group play to the next class and studying for the optional terms make-up test.
Ewrt 30 class 20
The document provides an agenda for an English class. It includes upcoming due dates for a drama project and portfolio, as well as instructions for submitting work to the class literary magazine. Students have the option to submit a story and poems, or multiple shorter stories and poems, for their portfolio. The agenda also notes that students can take a make-up exam or begin group work, and that students should prepare a reading, performance, or video of their drama project for the next class.
Riwp
This document outlines a lesson plan for using riddle poems to teach poetic elements to students. The lesson introduces riddle poems and their components, provides steps for writing a riddle poem including brainstorming, drafting, and publishing. It suggests having students generate a rubric, hold a poetry reading, and display the poems. The lesson aims to help students identify poetic elements in reading and use them in their own writing.
Riwp
This document outlines a lesson plan for using riddle poems to teach poetic elements to students. The lesson introduces riddle poems and their components, provides steps for writing a riddle poem including brainstorming, drafting, and publishing. It suggests having students generate a rubric, hold a poetry reading, and display the poems. The lesson aims to help students identify poetic elements in reading and use them in their own writing.
Poetry project
The document discusses slam poetry, which is a competitive style of performance poetry where poets perform their original works for an audience who then scores the poems. It was invented in 1984 to make poetry more accessible and interesting to broader audiences. While critics argue it lacks literary quality, proponents believe it engages audiences better than traditional written poetry and has introduced many to the art form. The document considers whether incorporating slam poetry could help teach poetry in classrooms by keeping students more engaged through its emotional, passionate delivery.
Chapter Poetry
This document discusses using poetry in early childhood education. It covers how poetry can build listening skills, vocabulary, imagination, and reading ability. It also outlines different poetry elements like rhyme, alliteration and figurative language. The document provides techniques for teachers to introduce poetry to young children, such as having a poem of the day, and types of poetry like lyric, descriptive and narrative poems. It emphasizes selecting culturally diverse poetry from various sources like libraries and teacher-created poems.
High school-unit-slam-poetry
This document outlines a 4-week unit on slam poetry for 11th/12th grade students. The unit aims to introduce students to slam poetry and provide skills to create and perform their own slam poems. Slam poetry allows students to freely express their beliefs and identities in a safe classroom setting. The unit must encourage personal expression without forcing it. It focuses on developing students' poetry writing, public speaking, and critical analysis skills. Through slam poetry, students will learn how to use their voice to enact social change and broaden their understanding of different perspectives.
Creative writing syllabus winter 2016
This syllabus outlines the coursework and assignments for a 12-week creative writing class. It includes 4 projects: poetry, fiction, more fiction, and drama. Students will write and workshop various genres of poetry and fiction, including haiku, sonnets, short stories, and plays. They will also complete weekly readings, post responses to the class website, and take 3 terms tests. The final portfolio containing all written works is due during the last class.
At the teacher’s desk
The document provides perspectives from three teachers - Cossondra Howard, Senora Sue Ross, and Alissa Murphy - on the value of classroom discussion. Some of the key points made include:
- Classroom discussion helps students own the classroom, build their thoughts, and mature. It also prepares them for essay tests.
- Discussion provides feedback to teachers on what students are retaining and allows different students to explain concepts in ways that help others understand. It brings diverse theories and examples to the table.
- Discussion is a valuable tool that helps build community in the classroom while allowing teachers and students to get to know each other, which can lead to trust or distrust.
- Discussion is the cornerstone
Ewrt 30 class 21
The document provides an agenda for an upcoming class (Class 21) that includes the following:
- A discussion about portfolios and making up or retaking tests.
- A writers' workshop focusing on drama.
- Working on Project #4.
It also outlines the agenda for Class 22 which includes Project #4 being due, beginning play readings/performances, and the final class. Requirements for the portfolio are described along with options for submission. Information is also included about submitting work to the Red Wheelbarrow literary magazine. The document concludes with directions for students taking a make-up exam and homework assignments.
Ewrt 30 class 21
The document provides an agenda for an upcoming creative writing class. It outlines that students will discuss portfolios, have the opportunity to make up or retake a test, and participate in a writers' workshop focused on drama. It details the assignments due for the next two classes which include Project #4 and portfolios. Guidelines are provided for portfolio and publication submission requirements. Information is also included about submitting work to the school's literary magazine.
Ewrt 30 class 20
The document provides an agenda for an English class. It outlines that the class will include a discussion of portfolios, allowing students to make up or retake a test, and working in groups on drama projects. It also lists the due dates for the drama projects and portfolios. The portfolio requirements are described, allowing students to submit stories and poems. Information is also provided about submitting work to the Red Wheelbarrow literary magazine.
Ewrt 30 class 20
The document provides an agenda for an English class. It outlines that students will discuss portfolios, have the opportunity to make up or retake a test, and work in groups on their drama projects. It also lists the due dates for project #4 dramas and portfolios. The portfolio requirements are described, including length and format guidelines. Information is provided about submitting work to the school's literary magazine, including categories, length limits, and submission process. Instructions are given for students taking a make-up exam. Finally, students are instructed to prepare readings, performances or videos of their drama projects for the next class.
Ewrt 30 class 19
This document contains the agenda and announcements for an English class. It discusses upcoming assignments and due dates, including:
- Class 20 will involve discussing portfolios and working on a play in class.
- Class 21 allows for an optional make-up test on terms and writers' workshop for Project #4 drama.
- Class 22 is when Project #4 drama is due and play readings will begin.
- The final class will include portfolios due, submissions to the literary magazine due, and finishing play readings.
- It provides details on submitting works to the literary magazine, with name and contact for the editor.
- The homework listed is to work on portfolios, study for the optional make-up test
Innovation....
1. The document provides details about an English lesson plan for 8th standard students focusing on the poem "Marvellous Travel".
2. The lesson aims to develop students' reading skills, understanding of poetic devices like rhyming words and imagery, and interest in travel.
3. The teaching procedures include an entry activity dividing students into groups, identifying rhyming words in the poem and audio recording, and a follow up activity asking students to find more examples of rhyming words.
Ryedale School Year 9 information evening 2017
The document provides information about the GCSE English Literature and Language qualifications in the UK. It outlines that students will take two GCSEs and receive separate grades for English Language and English Literature. It describes the structure and content of the exams, including the assessment objectives, texts studied, and format. It provides an overview of what students will study in each year leading up to the final exams in Year 11. It discusses how students will be assessed throughout the course and how parents can support their child's preparation.
A Long Walk to Water: Lesson9 unit2
The document provides instructions and materials for a classroom lesson on the novel A Long Walk to Water. It includes tasks for students such as discussing vocabulary words and comparing the novel to an informational website about Water for South Sudan. Students are asked to explain how the novel both used and altered historical facts. They will have a discussion appointment about the website and how it connects to the novel. The document outlines a mid-unit assessment and homework assigning students to rewrite sentences from the novel in their own words.
A Long Walk to Water - Lssn 5
This document provides instructions for students to complete reading and activities related to the book "A Long Walk to Water" by Linda Sue Park. It includes directions to read a chapter, take notes on characters' perspectives, fill out a worksheet gathering text evidence, define vocabulary words, and analyze the development of two main characters. For homework, students are asked to circle their strongest example from the worksheet and explain their choice.
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 3
This document provides guidance and materials for a lesson on Chapter 2 of the book "A Long Walk to Water" by Linda Sue Park. It includes learning objectives, vocabulary definitions, discussion questions, and instructions for a close reading activity with a partner where students discuss their notes and understanding of the chapter by talking back-to-back and then face-to-face. The central task is for students to read Chapter 2, taking notes to analyze and compare the points of view of the two main characters, Nya and Salva.
Jessie Herrada Nance
Jessie Herrada Nance received her Ph.D. in English from the University of Oregon in 2014, with a dissertation titled "'Civil Wildness': England's American Dream and the Redefinition of the Pastoral Ideal." She received her M.A. in English Literature from Texas State University in 2003. Nance has taught various literature and composition courses at the University of Oregon as a postdoctoral instructor, course reader, and graduate teaching fellow since 2009. Her research and teaching interests include Shakespeare, 16th- and 17th-century English poetry and prose, pastoral literature, early modern English literature, and ecocriticism.
A Long Walk to Water: Lesson8 unit2
This document provides instructions and materials for a lesson on the novel A Long Walk to Water. It includes directions for students to take out homework, fill out a worksheet on chapters 16-18, define vocabulary words, and copy vocabulary into their notebooks. It outlines learning objectives and provides discussion questions to guide student conversations about the characters and themes of survival in the novel.
A Long Walk to Water: Lesson6 unit2
This document provides instructions and materials for a literature class lesson on the book A Long Walk to Water. It includes directions to take out homework, re-read chapters 14-15 and take notes, define vocabulary words using context clues, compare the accounts of two characters, discuss challenges to survival, and annotate an article on civil war in Sudan. Students are asked to add to a chart comparing the challenges faced by characters and given an exit ticket to identify challenges mentioned in both the article and book using a three-part answer format. Homework includes re-reading additional chapters and adding to notes.
A Long Walk to Water - Lssn 7
This document contains instructions and materials for a literature class discussing the novel A Long Walk to Water. It includes directions to read a passage from the novel and add notes, discuss vocabulary words found in the reading, and complete a worksheet with text-based evidence and inferences. Students are provided learning objectives about analyzing the characters of Nya and Salva and how the author develops their points of view. Homework assigned is to answer text-dependent questions about chapter 4.
ELA 12 - Syllabus
This document provides information about an English Language Arts 12 course taught by Ashley Slade. The course focuses on developing reading, writing, speaking and analytical skills to prepare students for the provincial exam, which counts for 40% of the course grade. Key areas of study include vocabulary, grammar, analyzing various text types like articles and novels, poetry, Shakespearean plays, and essay writing styles. The course runs for 80 classes over 160 hours and includes regular assessments, mock exams and recommended additional reading materials.
Curriculum Vitae 2015
Annette Woolard is an experienced English teacher seeking a new teaching position. She has over 12 years of experience teaching 9th-12th grade English at Halifax County High School in Virginia. She is licensed to teach in Virginia through 2017. Her teaching experience includes developing lesson plans, differentiating instruction, and preparing students for standardized tests. She also has experience teaching college-level remedial English and serving on various curriculum development committees. In her spare time, she enjoys participating in local theater productions. She provides strong references from her current and former supervisors who can attest to her teaching abilities.
Y10 Information for Parents
St Gregory the Great Catholic School provided information for parents on the KS4 English program. Students will take one tier of English exams at the end of Year 11 covering both language and literature. The language exam is divided into two papers worth 50% each, assessing reading comprehension, analysis, writing skills, and creative writing. The literature exam also has two papers worth 40% and 60%, examining Shakespeare, 19th century novels, modern texts, poetry, and unseen analysis. The school's course is designed to prepare students and includes termly assessments, individual skills trackers, book trackers with targets, and an English newsletter. Parents are asked to support students by discussing content, checking homework, ensuring attendance, encouraging reading, and providing supplies
Years 8-13 English Oct 2010
The document summarizes the Years 8-13 English curriculum at an international school. The curriculum is informed by five areas of interaction: approaches to learning, community and service, health and social education, environments, and human ingenuity. Each year focuses on a central literary idea or genre. Students develop skills in reading, writing, speaking, listening, and viewing through activities like discussions, presentations, and creative writing assignments. Assessment is based on three criteria and provides written feedback and an overall grade. The program aims to prepare students for the IB Diploma English courses.
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High school-unit-slam-poetry
This document outlines a 4-week unit on slam poetry for 11th/12th grade students. The unit aims to introduce students to slam poetry and provide skills to create and perform their own slam poems. Slam poetry allows students to freely express their beliefs and identities in a safe classroom setting. The unit must encourage personal expression without forcing it. It focuses on developing students' poetry writing, public speaking, and critical analysis skills. Through slam poetry, students will learn how to use their voice to enact social change and broaden their understanding of different perspectives.
Creative writing syllabus winter 2016
This syllabus outlines the coursework and assignments for a 12-week creative writing class. It includes 4 projects: poetry, fiction, more fiction, and drama. Students will write and workshop various genres of poetry and fiction, including haiku, sonnets, short stories, and plays. They will also complete weekly readings, post responses to the class website, and take 3 terms tests. The final portfolio containing all written works is due during the last class.
At the teacher’s desk
The document provides perspectives from three teachers - Cossondra Howard, Senora Sue Ross, and Alissa Murphy - on the value of classroom discussion. Some of the key points made include:
- Classroom discussion helps students own the classroom, build their thoughts, and mature. It also prepares them for essay tests.
- Discussion provides feedback to teachers on what students are retaining and allows different students to explain concepts in ways that help others understand. It brings diverse theories and examples to the table.
- Discussion is a valuable tool that helps build community in the classroom while allowing teachers and students to get to know each other, which can lead to trust or distrust.
- Discussion is the cornerstone
Ewrt 30 class 21
The document provides an agenda for an upcoming class (Class 21) that includes the following:
- A discussion about portfolios and making up or retaking tests.
- A writers' workshop focusing on drama.
- Working on Project #4.
It also outlines the agenda for Class 22 which includes Project #4 being due, beginning play readings/performances, and the final class. Requirements for the portfolio are described along with options for submission. Information is also included about submitting work to the Red Wheelbarrow literary magazine. The document concludes with directions for students taking a make-up exam and homework assignments.
Ewrt 30 class 21
The document provides an agenda for an upcoming creative writing class. It outlines that students will discuss portfolios, have the opportunity to make up or retake a test, and participate in a writers' workshop focused on drama. It details the assignments due for the next two classes which include Project #4 and portfolios. Guidelines are provided for portfolio and publication submission requirements. Information is also included about submitting work to the school's literary magazine.
Ewrt 30 class 20
The document provides an agenda for an English class. It outlines that the class will include a discussion of portfolios, allowing students to make up or retake a test, and working in groups on drama projects. It also lists the due dates for the drama projects and portfolios. The portfolio requirements are described, allowing students to submit stories and poems. Information is also provided about submitting work to the Red Wheelbarrow literary magazine.
Ewrt 30 class 20
The document provides an agenda for an English class. It outlines that students will discuss portfolios, have the opportunity to make up or retake a test, and work in groups on their drama projects. It also lists the due dates for project #4 dramas and portfolios. The portfolio requirements are described, including length and format guidelines. Information is provided about submitting work to the school's literary magazine, including categories, length limits, and submission process. Instructions are given for students taking a make-up exam. Finally, students are instructed to prepare readings, performances or videos of their drama projects for the next class.
Ewrt 30 class 19
This document contains the agenda and announcements for an English class. It discusses upcoming assignments and due dates, including:
- Class 20 will involve discussing portfolios and working on a play in class.
- Class 21 allows for an optional make-up test on terms and writers' workshop for Project #4 drama.
- Class 22 is when Project #4 drama is due and play readings will begin.
- The final class will include portfolios due, submissions to the literary magazine due, and finishing play readings.
- It provides details on submitting works to the literary magazine, with name and contact for the editor.
- The homework listed is to work on portfolios, study for the optional make-up test
Innovation....
1. The document provides details about an English lesson plan for 8th standard students focusing on the poem "Marvellous Travel".
2. The lesson aims to develop students' reading skills, understanding of poetic devices like rhyming words and imagery, and interest in travel.
3. The teaching procedures include an entry activity dividing students into groups, identifying rhyming words in the poem and audio recording, and a follow up activity asking students to find more examples of rhyming words.
Ryedale School Year 9 information evening 2017
The document provides information about the GCSE English Literature and Language qualifications in the UK. It outlines that students will take two GCSEs and receive separate grades for English Language and English Literature. It describes the structure and content of the exams, including the assessment objectives, texts studied, and format. It provides an overview of what students will study in each year leading up to the final exams in Year 11. It discusses how students will be assessed throughout the course and how parents can support their child's preparation.
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The document provides instructions and materials for a classroom lesson on the novel A Long Walk to Water. It includes tasks for students such as discussing vocabulary words and comparing the novel to an informational website about Water for South Sudan. Students are asked to explain how the novel both used and altered historical facts. They will have a discussion appointment about the website and how it connects to the novel. The document outlines a mid-unit assessment and homework assigning students to rewrite sentences from the novel in their own words.
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This document provides instructions for students to complete reading and activities related to the book "A Long Walk to Water" by Linda Sue Park. It includes directions to read a chapter, take notes on characters' perspectives, fill out a worksheet gathering text evidence, define vocabulary words, and analyze the development of two main characters. For homework, students are asked to circle their strongest example from the worksheet and explain their choice.
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A Long Walk to Water - Lssn 3
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Jessie Herrada Nance
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This document provides instructions and materials for a lesson on the novel A Long Walk to Water. It includes directions for students to take out homework, fill out a worksheet on chapters 16-18, define vocabulary words, and copy vocabulary into their notebooks. It outlines learning objectives and provides discussion questions to guide student conversations about the characters and themes of survival in the novel.
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This document provides instructions and materials for a literature class lesson on the book A Long Walk to Water. It includes directions to take out homework, re-read chapters 14-15 and take notes, define vocabulary words using context clues, compare the accounts of two characters, discuss challenges to survival, and annotate an article on civil war in Sudan. Students are asked to add to a chart comparing the challenges faced by characters and given an exit ticket to identify challenges mentioned in both the article and book using a three-part answer format. Homework includes re-reading additional chapters and adding to notes.
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This document contains instructions and materials for a literature class discussing the novel A Long Walk to Water. It includes directions to read a passage from the novel and add notes, discuss vocabulary words found in the reading, and complete a worksheet with text-based evidence and inferences. Students are provided learning objectives about analyzing the characters of Nya and Salva and how the author develops their points of view. Homework assigned is to answer text-dependent questions about chapter 4.
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Similar to Publications and Awards: Jude Ensaff - updated December 2018
ELA 12 - Syllabus
This document provides information about an English Language Arts 12 course taught by Ashley Slade. The course focuses on developing reading, writing, speaking and analytical skills to prepare students for the provincial exam, which counts for 40% of the course grade. Key areas of study include vocabulary, grammar, analyzing various text types like articles and novels, poetry, Shakespearean plays, and essay writing styles. The course runs for 80 classes over 160 hours and includes regular assessments, mock exams and recommended additional reading materials.
Curriculum Vitae 2015
Annette Woolard is an experienced English teacher seeking a new teaching position. She has over 12 years of experience teaching 9th-12th grade English at Halifax County High School in Virginia. She is licensed to teach in Virginia through 2017. Her teaching experience includes developing lesson plans, differentiating instruction, and preparing students for standardized tests. She also has experience teaching college-level remedial English and serving on various curriculum development committees. In her spare time, she enjoys participating in local theater productions. She provides strong references from her current and former supervisors who can attest to her teaching abilities.
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St Gregory the Great Catholic School provided information for parents on the KS4 English program. Students will take one tier of English exams at the end of Year 11 covering both language and literature. The language exam is divided into two papers worth 50% each, assessing reading comprehension, analysis, writing skills, and creative writing. The literature exam also has two papers worth 40% and 60%, examining Shakespeare, 19th century novels, modern texts, poetry, and unseen analysis. The school's course is designed to prepare students and includes termly assessments, individual skills trackers, book trackers with targets, and an English newsletter. Parents are asked to support students by discussing content, checking homework, ensuring attendance, encouraging reading, and providing supplies
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William Heidenfeldt is a PhD candidate in Romance Languages and Literatures at UC Berkeley. His research interests include foreign language teacher education, language and identity, and second language acquisition. He has taught French language courses at UC Berkeley since 2008 and has experience teaching middle school. He is expected to receive his PhD in May 2015 with a dissertation on identity work and pedagogical decisions of secondary school L2 teachers.
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A training to all mainstream teaching staff at my school (I delivered this in October 2014): on how to use graphic organizers, substitution tables, collaborative learning and DARTs in mainstream classrooms. Very well received.
Teaching the Classics in the Inclusive Classroom.mcknight
This document discusses teaching classics in an inclusive classroom. It suggests that teachers draw from multiple sources of knowledge to develop engaging activities for students to interact with texts. There are cultural interpretations due to discussion dynamics shaped by social context. The document also discusses assumptions about what literature should be taught, interpretations of texts, and hints and activities for teaching classics to all students, including pre-reading, during reading, after reading, writing, and vocabulary activities. It emphasizes curriculum differentiation and reaching all students.
Jillena RoseCV2014
Jillena Rose's curriculum vitae summarizes her education and professional experience. She received an MFA in Creative Writing from Warren Wilson College and a BA in English from Lake Superior State University. Rose has worked at Lake Superior State University since 2009, currently as an Assistant Professor, where she teaches various English and creative writing courses. She also has experience coordinating academic support programs and serving on university committees.
English language arts_2013
This document provides information about English Language Arts course options for freshmen at BVSW High School. Students can choose between English Language Arts I or Honors English Language Arts I. Both classes focus on developing critical reading, writing, and literacy skills. The honors class requires more advanced reading material, longer writing assignments, and a summer reading assignment that includes two books instead of one. The document also provides teacher contact information for parents to ask questions and learn more about which ELA class is the best fit for their student.
Telts writing workshop presentation
The document outlines plans for a creative writing workshop that aims to improve students' writing and speaking skills through practice and feedback. It details how the workshop will be structured, including beginning lessons on literary concepts and giving writing assignments. It also discusses producing an anthology from students' work and holding a public reading event to share their writing.
Bilingual education at university uc policy plan
This document discusses bilingual education programs at higher education institutions that use English as the primary language of instruction, known as EMI programs. It notes the increasing trend of EMI programs in Europe and reasons for their growth, including internationalization, improving English skills, and prestige. Potential threats of EMI discussed include lack of English proficiency among students and teachers leading to ineffective teaching and learning, and EMI limiting classroom discourse. Solutions proposed include screening language levels, additional training, and bilingual degrees. Research on EMI programs found small improvements in students' English skills. Examples of EMI programs in Spanish universities are also provided.
ELA 10 - Syllabus
This document provides information about an English Language Arts 10 course, including the instructor's contact information, course objectives, assessment methods, and course outline. The key points are:
1) The course aims to prepare students for the provincial ELA 10 exam through developing reading, writing, and language skills.
2) Students will be assessed through various assignments and a final provincial exam worth 20% of their grade.
3) The course outline details 16 units covering topics like vocabulary, grammar, novels, poetry, plays, and exam preparation across 160 hours.
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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.
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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
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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.
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Publications and Awards: Jude Ensaff - updated December 2018
- 1. Publications (writing and/or consultancy) and Awards Jude (Najoud) Ensaff
- 2. Articles Author of over 50 articles aimed at parents for the website, School Explained- 2015: BETT Finalist in ICT Tools for learning category (web based)
- 3. Teacher tips Teacher tips writer for over twenty W H Smith’s own brand books for children from EYFS to Key Stage 3
- 4. Adapted for the UK Market
- 5. Adapted for the UK Market
- 6. Key Stages 2 and 3 text books Co-author of Collins’ Aiming for Progress in Reading Books 2,3,4
- 7. Key Stages 2 and 3 books Co-author of texts for primary and secondary schools
- 8. Key Stage 3 resources Consultant and reviewer for What the Dickens follow up resource National School Partnerships writer of Copywrite resource
- 9. GCSE literature guides Author of GCSE literature guides for Animal Farm by George Orwell and An Inspector Calls by JB Priestley, and author of a teacher resource pack for An Inspector Calls
- 10. Challenging the most able Co-author of texts to support the most able pupils at Key Stages 3 and 4- including for the new GCSE curriculum
- 11. GCSE literature guides Author of GCSE literature guides for Journey’s End by RC Sherriff and Macbeth by William Shakespeare
- 12. Teaching and learning aids Writer of teaching and learning aids for A Midsummer Night’s Dream and Much Ado about Nothing- available through Classroom Resources
- 13. A level text books Co-author of a range of AS and A2 language books
- 14. A Level literature guide Writer of a teaching and learning guide and accompanying CD rom for The Bell Jar by Sylvia Plath- available through Zig Zag Education
- 15. E-resources Writer of a range of resources related to public speaking, maximising personal impact and writing skills- available through Classroom Resources
- 16. Writing Awards 2006: Shortlisted writer for Waterstones Wow Factor Competition 2006: Shortlisted writer in Apprenticeships in Fiction Competition 2010: Winning writer for SCBWI Undiscovered Voices
- 17. Writing Awards 2012: Commonword Competition shortlisted writer 2013: Finalist in Frances Lincoln Diverse Voices Writing Competition 2011: awarded a Masters degree at Distinction level in Writing for Children from the University of Winchester