Puzzle da Amizade
•
0 likes•187 views
The document provides instructions for a friendship puzzle activity where students will design a puzzle piece about themselves. The puzzle piece should include: the top three qualities that make the student a good friend, three to five of their favorite items, three to five of their hobbies or interests, and three qualities they look for in a friend. Students are given a brainstorming area to plan what they will include in their puzzle piece. Once completed, the teacher will piece together the student puzzle pieces on a bulletin board and match up common qualities discussed to help students see relationships among their peers.
Report
Share
Report
Share
Download to read offline
Recommended
Learning strategies
Learning languages, Learning Strategies, Teaching method, vocabulary, exams, listening, Reading, speaking,
5 rs in languages
The document provides tips for being a super learner in a foreign language. It recommends using support books, dictionaries, and prior knowledge to look up vocabulary and understand new concepts. It also stresses the importance of speaking the target language as much as possible, being engaged during lessons, asking questions if confused, and applying what is learned to new topics. The document emphasizes being responsible by bringing all materials to class, reflective by understanding strengths and areas for improvement, and resourceful by participating fully and using various tools to enhance learning.
Writing process.ppt
The document outlines the five main steps of the writing process: pre-writing, planning and organizing, drafting, revising and editing, and producing a final draft. In pre-writing, a writer chooses a topic, brainstorms ideas, and focuses on central ideas. The second step involves creating an outline to organize ideas. In drafting, the writer develops and supports the outlined ideas in a rough draft without worrying about perfection. Revising and editing involves improving content, organization, spelling, grammar and punctuation. The last step is submitting the final, polished draft for evaluation.
The Writing Process
The document discusses the writing process and provides guidance on prewriting, organizing, revising, and editing. It explains that prewriting helps generate and narrow ideas through techniques like listing, clustering, and charting. Organizing develops the ideas into an outline with a topic sentence, supporting sentences, and concluding sentence. Revising focuses on content, structure, and flow. Editing addresses grammar, spelling, punctuation, and formatting. The goal is to produce a clear, well-structured paragraph on a chosen topic.
Unit 2 Basic Writing
This document provides information and guidance about brainstorming ideas for writing paragraphs. It discusses brainstorming topics by thinking about the topic first and then writing down words and ideas without judging if they are good or not. The goal is to get ideas on paper through a "storm of ideas." Brainstorming is described as a messy, non-linear process where one idea leads to another through associations. Lists and clusters are suggested methods. Subject-verb agreement rules and building better sentences are also briefly covered.
The writing process
The document outlines the stages of the writing process, including prewriting, writing, revising, and editing. It provides details on each stage, such as choosing a topic, determining the audience and purpose, developing a thesis, creating an outline, drafting and revising content, and editing for grammar and style. The goal is to produce a clear, precise, and concise final draft that is appropriate for its intended audience and context.
7.the 5 step writing process
The document outlines a 5-step writing process: 1) Prewriting where the writer chooses a topic, brainstorms ideas, and outlines an organization. 2) Drafting where the writer creates an initial composition organizing all their ideas. 3) Revising where the writer reviews and modifies the draft by rearranging, adding, or deleting content. 4) Editing where the writer proofreads for spelling, grammar, and word choice. 5) Publishing where the final writing is shared with others, which can be done by printing or publishing online. The process is meant to help writers structure their work from initial planning through final presentation.
HSC Advanced English Overview- Paper 1 and 2
This presentation give Year 12 students and overview of the HSC examination paper. It has tips for all sections including ways to understand and unpack the modules as concepts, rather than based on texts.
Recommended
Learning strategies
Learning languages, Learning Strategies, Teaching method, vocabulary, exams, listening, Reading, speaking,
5 rs in languages
The document provides tips for being a super learner in a foreign language. It recommends using support books, dictionaries, and prior knowledge to look up vocabulary and understand new concepts. It also stresses the importance of speaking the target language as much as possible, being engaged during lessons, asking questions if confused, and applying what is learned to new topics. The document emphasizes being responsible by bringing all materials to class, reflective by understanding strengths and areas for improvement, and resourceful by participating fully and using various tools to enhance learning.
Writing process.ppt
The document outlines the five main steps of the writing process: pre-writing, planning and organizing, drafting, revising and editing, and producing a final draft. In pre-writing, a writer chooses a topic, brainstorms ideas, and focuses on central ideas. The second step involves creating an outline to organize ideas. In drafting, the writer develops and supports the outlined ideas in a rough draft without worrying about perfection. Revising and editing involves improving content, organization, spelling, grammar and punctuation. The last step is submitting the final, polished draft for evaluation.
The Writing Process
The document discusses the writing process and provides guidance on prewriting, organizing, revising, and editing. It explains that prewriting helps generate and narrow ideas through techniques like listing, clustering, and charting. Organizing develops the ideas into an outline with a topic sentence, supporting sentences, and concluding sentence. Revising focuses on content, structure, and flow. Editing addresses grammar, spelling, punctuation, and formatting. The goal is to produce a clear, well-structured paragraph on a chosen topic.
Unit 2 Basic Writing
This document provides information and guidance about brainstorming ideas for writing paragraphs. It discusses brainstorming topics by thinking about the topic first and then writing down words and ideas without judging if they are good or not. The goal is to get ideas on paper through a "storm of ideas." Brainstorming is described as a messy, non-linear process where one idea leads to another through associations. Lists and clusters are suggested methods. Subject-verb agreement rules and building better sentences are also briefly covered.
The writing process
The document outlines the stages of the writing process, including prewriting, writing, revising, and editing. It provides details on each stage, such as choosing a topic, determining the audience and purpose, developing a thesis, creating an outline, drafting and revising content, and editing for grammar and style. The goal is to produce a clear, precise, and concise final draft that is appropriate for its intended audience and context.
7.the 5 step writing process
The document outlines a 5-step writing process: 1) Prewriting where the writer chooses a topic, brainstorms ideas, and outlines an organization. 2) Drafting where the writer creates an initial composition organizing all their ideas. 3) Revising where the writer reviews and modifies the draft by rearranging, adding, or deleting content. 4) Editing where the writer proofreads for spelling, grammar, and word choice. 5) Publishing where the final writing is shared with others, which can be done by printing or publishing online. The process is meant to help writers structure their work from initial planning through final presentation.
HSC Advanced English Overview- Paper 1 and 2
This presentation give Year 12 students and overview of the HSC examination paper. It has tips for all sections including ways to understand and unpack the modules as concepts, rather than based on texts.
Active listeningclassexercise assignment
This document provides instructions for a classroom exercise on active listening. It includes:
1) Pre-exercise questions for students to reflect on their current listening habits.
2) An in-class roleplaying exercise where students divide into groups of three taking turns as the listener, speaker, and observer to practice active listening techniques.
3) Post-exercise discussion about how each student felt during the roleplay and importance of active listening.
Students with asperger’s syndrome
Students with Asperger's Syndrome face unique challenges in the classroom. They may exhibit behaviors like putting their head on their desk, mimicking the teacher, or getting stuck on certain topics. These behaviors are often misinterpreted as the student being rude or uninterested. However, they are generally caused by issues with sensory processing, difficulty understanding non-verbal cues, or a strong focus on details. To help students with Asperger's, teachers should be direct, avoid overwhelming them, and maintain clear expectations and structure in the classroom.
W6 once in a house on fire cross cutting.1
Domestic abuse can significantly impact children in various ways depending on their age. Younger children may act out with more aggression towards other children or adults, while older children may struggle in social situations or have difficulty forming trusting relationships. It is important to consider a child's perspective and understand that witnessing violence at home can cause lasting emotional and psychological harm. Drama activities allow children to process their experiences and feelings through role playing scenarios and exploring how abuse has impacted them over time at home, school, and elsewhere.
W2a Behind the Wall: Refuge advert role play
Lesson 3 in our exploration of domestic abuse in GCSE Drama. Using Role Play and Marking the Moment to explore the stimulus of an advert for Refuge, the Women's charity organisation. Exploring triggers of violence and how our reactions and actions change depending on the relationship.
Making notes on cue cards
This document provides guidance on preparing for and completing the "speaking" section of an English proficiency exam. It discusses the structure of the speaking questions, which typically involve describing a work of art or other topic in 3 parts: 1) the topic, 2) descriptive details, and 3) an explanation. It advises test-takers to focus notes on answering the expected detail questions, using limited language to describe key facts like when, where, who. Notes should generate ideas rather than just vocabulary. Practice involves writing one's own cue cards to internalize the question structure. Proper preparation helps ensure a clear and successful response.
W2b refuge advert forum theatre
Lesson 4 in our exploration of domestic abuse in GCSE Drama. Using Forum Theatre to explore difficulties communicating concerns about an unhealthy relationship.
Brief Overview of the Writing Process
The document outlines the stages of the writing process, including prewriting, writing (drafting), revising, and editing. It provides details on each stage, such as how to choose a topic, determine the audience and purpose, develop a thesis, write a draft with an introduction, body paragraphs, and conclusion, and then revise and edit the draft to improve content, organization, grammar, and style.
Jigsaw summary 20110329_115507_61
Jigsaw groups allow students to become experts on a section of text and teach their peers. The text is divided into sections and students are assigned to expert groups to read one section. Experts then return to their home groups to summarize and teach the key points of their section to students who did not read it. This encourages communication of meaningful information while building summarization skills.
W1a Behind the Wall - Still Images
Our first lesson in Unit 1, using still images to explore the theme of domestic abuse, with the song Behind the Wall by Tracey Chapman as our main stimulus.
English Language Year 11 Top Tips
The document provides tips and guidance for the English Language exam. It outlines the structure of the paper, including the number of questions in each section and the time allocation. It then provides detailed guidance for each question, emphasizing focusing answers on effects, using evidence from the text, comparing viewpoints, and crafting responses for different genres including descriptive writing.
Final Project - Freshman English Program-Spring 2012-page 2
This document outlines the grading breakdown and helpful tips for a natural speaking assessment. The grading breakdown lists the criteria being assessed, which include natural speaking, showing interest/enthusiasm, participation, use of textbook language and grammar, body language/eye contact, and pronunciation. These criteria together make up 25% of the total grade. The helpful tips section then provides advice on how to get a high score by preparing well, cooperating with a partner, using class material, and demonstrating enthusiasm, as well as how to get a low or failing score by not preparing, ignoring a partner, or not attending.
GCSE Drama Section B Revision 1 Analyse and Evaluate
The document provides guidance for students preparing to take a written exam on a live theatre performance they have seen. It recommends that students:
1. Build a bank of relevant drama vocabulary and terminology to draw from for the exam questions.
2. Understand how to answer analysis questions, which require discussing performance elements, versus evaluation questions, which require discussing the impact on the audience.
3. Take detailed notes on the play's style, performance, and design elements to prepare for the exam.
English Literature Top Tips for Year 11
This document provides tips and guidance for the English Literature exam, focusing on three key areas:
1. It outlines the sections and texts covered in the English Literature Paper 1 and Paper 2 exams.
2. It describes what examiners will focus on, including themes/ideas, essay skills, references, language/structure, and addressing the question.
3. It provides details on achieving the higher levels on the mark scheme, emphasizing conceptualizing the task, examining the writer's methods, considering multiple interpretations, and linking analysis back to the writer's intentions.
W1b Behind the Wall - Hot seating
lesson 2 in our Behind the Wall Unit 1 work, using Hot Seating withing a Role Play to explore the role of the Police in a domesic abuse situation.
Word identification strategy dissect
The document describes the D.I.S.S.E.C.T. reading strategy, which is a 7-step mnemonic device to help struggling readers decode and identify unfamiliar words. The steps are: Discover the context, Isolate the prefix, Separate the suffix, Say the stem, Examine the stem, Check with someone, and Try the dictionary. The strategy was developed to assist middle school students with learning disabilities and is based on identifying prefixes, suffixes, and breaking words into pronounceable parts to decode multisyllabic words.
W4 GCSE Drama - Domestic Abuse - exploring statistics
the sixth workshop in the series, where we selected appropriate strategies, mediums and elements to create a dramatic response to stattistical information on the subject of Domestic Abuse in the UK.
The writing process
The document discusses the writing process and describes it as recursive and nonlinear. Writers go through various steps as they write, including prewriting, writing, and revising. Prewriting is described as the most important stage, where writers find topics, collect ideas and information, and do any necessary research. Several prewriting techniques are then outlined, such as brainstorming, outlining, mind mapping, and researching, which writers can use to organize their ideas before beginning the first draft.
Year 8 Head Drawing hwk challenge
This document provides instructions for a Year 8 art class assignment on drawing animal heads. Students are asked to self-assess their homework by reflecting on criteria such as use of tones, mark-making techniques, and accuracy. They then choose a challenge question to improve upon for their next drawing. Next, students peer-assess a classmate's drawing and provide feedback by choosing a challenge question from the same list. They write the question and their response in their peer's sketchbook.
SQ3R
The document outlines the SQ3R study technique to help students effectively read and understand textbook material. SQ3R involves surveying the chapter first to understand its structure and key ideas. Students then turn headings into questions and read the section to find answers. They recite answers in their own words and review by testing themselves on questions from the text. Following this process of survey, question, read, recite and review gives students a purpose for reading and increases retention of important concepts.
GCSE Drama C1 Devising - portfolio guidelines
Evaluation of our Y9 Devising project on the theme of Abandonment. Questions are from the Pearson specification. Word limit is 2000 words.
Classroom management for college instructors
The document provides guidance on establishing effective classroom management for college instructors. It discusses organizing students into groups to get to know each other and define appropriate classroom behavior. Examples of disruptive student behaviors like challenging the instructor or using phones in class are described along with potential solutions like establishing clear rules or holding students accountable. The document emphasizes setting expectations, avoiding boredom, and fostering relationships to promote student engagement and learning.
Cooperative Learning Powerpoint
The document discusses cooperative learning and its benefits. It defines cooperative learning as students working in teams on activities to learn about a subject. It outlines the five skills of cooperative learning - positive interdependence, face-to-face interaction, individual accountability, interpersonal/group skills, and group processing. It emphasizes the importance of developing communication, decision making, active listening, conflict management, and leadership skills through cooperative learning. Research shows students who work cooperatively achieve higher than those working alone or competitively.
More Related Content
What's hot
Active listeningclassexercise assignment
This document provides instructions for a classroom exercise on active listening. It includes:
1) Pre-exercise questions for students to reflect on their current listening habits.
2) An in-class roleplaying exercise where students divide into groups of three taking turns as the listener, speaker, and observer to practice active listening techniques.
3) Post-exercise discussion about how each student felt during the roleplay and importance of active listening.
Students with asperger’s syndrome
Students with Asperger's Syndrome face unique challenges in the classroom. They may exhibit behaviors like putting their head on their desk, mimicking the teacher, or getting stuck on certain topics. These behaviors are often misinterpreted as the student being rude or uninterested. However, they are generally caused by issues with sensory processing, difficulty understanding non-verbal cues, or a strong focus on details. To help students with Asperger's, teachers should be direct, avoid overwhelming them, and maintain clear expectations and structure in the classroom.
W6 once in a house on fire cross cutting.1
Domestic abuse can significantly impact children in various ways depending on their age. Younger children may act out with more aggression towards other children or adults, while older children may struggle in social situations or have difficulty forming trusting relationships. It is important to consider a child's perspective and understand that witnessing violence at home can cause lasting emotional and psychological harm. Drama activities allow children to process their experiences and feelings through role playing scenarios and exploring how abuse has impacted them over time at home, school, and elsewhere.
W2a Behind the Wall: Refuge advert role play
Lesson 3 in our exploration of domestic abuse in GCSE Drama. Using Role Play and Marking the Moment to explore the stimulus of an advert for Refuge, the Women's charity organisation. Exploring triggers of violence and how our reactions and actions change depending on the relationship.
Making notes on cue cards
This document provides guidance on preparing for and completing the "speaking" section of an English proficiency exam. It discusses the structure of the speaking questions, which typically involve describing a work of art or other topic in 3 parts: 1) the topic, 2) descriptive details, and 3) an explanation. It advises test-takers to focus notes on answering the expected detail questions, using limited language to describe key facts like when, where, who. Notes should generate ideas rather than just vocabulary. Practice involves writing one's own cue cards to internalize the question structure. Proper preparation helps ensure a clear and successful response.
W2b refuge advert forum theatre
Lesson 4 in our exploration of domestic abuse in GCSE Drama. Using Forum Theatre to explore difficulties communicating concerns about an unhealthy relationship.
Brief Overview of the Writing Process
The document outlines the stages of the writing process, including prewriting, writing (drafting), revising, and editing. It provides details on each stage, such as how to choose a topic, determine the audience and purpose, develop a thesis, write a draft with an introduction, body paragraphs, and conclusion, and then revise and edit the draft to improve content, organization, grammar, and style.
Jigsaw summary 20110329_115507_61
Jigsaw groups allow students to become experts on a section of text and teach their peers. The text is divided into sections and students are assigned to expert groups to read one section. Experts then return to their home groups to summarize and teach the key points of their section to students who did not read it. This encourages communication of meaningful information while building summarization skills.
W1a Behind the Wall - Still Images
Our first lesson in Unit 1, using still images to explore the theme of domestic abuse, with the song Behind the Wall by Tracey Chapman as our main stimulus.
English Language Year 11 Top Tips
The document provides tips and guidance for the English Language exam. It outlines the structure of the paper, including the number of questions in each section and the time allocation. It then provides detailed guidance for each question, emphasizing focusing answers on effects, using evidence from the text, comparing viewpoints, and crafting responses for different genres including descriptive writing.
Final Project - Freshman English Program-Spring 2012-page 2
This document outlines the grading breakdown and helpful tips for a natural speaking assessment. The grading breakdown lists the criteria being assessed, which include natural speaking, showing interest/enthusiasm, participation, use of textbook language and grammar, body language/eye contact, and pronunciation. These criteria together make up 25% of the total grade. The helpful tips section then provides advice on how to get a high score by preparing well, cooperating with a partner, using class material, and demonstrating enthusiasm, as well as how to get a low or failing score by not preparing, ignoring a partner, or not attending.
GCSE Drama Section B Revision 1 Analyse and Evaluate
The document provides guidance for students preparing to take a written exam on a live theatre performance they have seen. It recommends that students:
1. Build a bank of relevant drama vocabulary and terminology to draw from for the exam questions.
2. Understand how to answer analysis questions, which require discussing performance elements, versus evaluation questions, which require discussing the impact on the audience.
3. Take detailed notes on the play's style, performance, and design elements to prepare for the exam.
English Literature Top Tips for Year 11
This document provides tips and guidance for the English Literature exam, focusing on three key areas:
1. It outlines the sections and texts covered in the English Literature Paper 1 and Paper 2 exams.
2. It describes what examiners will focus on, including themes/ideas, essay skills, references, language/structure, and addressing the question.
3. It provides details on achieving the higher levels on the mark scheme, emphasizing conceptualizing the task, examining the writer's methods, considering multiple interpretations, and linking analysis back to the writer's intentions.
W1b Behind the Wall - Hot seating
lesson 2 in our Behind the Wall Unit 1 work, using Hot Seating withing a Role Play to explore the role of the Police in a domesic abuse situation.
Word identification strategy dissect
The document describes the D.I.S.S.E.C.T. reading strategy, which is a 7-step mnemonic device to help struggling readers decode and identify unfamiliar words. The steps are: Discover the context, Isolate the prefix, Separate the suffix, Say the stem, Examine the stem, Check with someone, and Try the dictionary. The strategy was developed to assist middle school students with learning disabilities and is based on identifying prefixes, suffixes, and breaking words into pronounceable parts to decode multisyllabic words.
W4 GCSE Drama - Domestic Abuse - exploring statistics
the sixth workshop in the series, where we selected appropriate strategies, mediums and elements to create a dramatic response to stattistical information on the subject of Domestic Abuse in the UK.
The writing process
The document discusses the writing process and describes it as recursive and nonlinear. Writers go through various steps as they write, including prewriting, writing, and revising. Prewriting is described as the most important stage, where writers find topics, collect ideas and information, and do any necessary research. Several prewriting techniques are then outlined, such as brainstorming, outlining, mind mapping, and researching, which writers can use to organize their ideas before beginning the first draft.
Year 8 Head Drawing hwk challenge
This document provides instructions for a Year 8 art class assignment on drawing animal heads. Students are asked to self-assess their homework by reflecting on criteria such as use of tones, mark-making techniques, and accuracy. They then choose a challenge question to improve upon for their next drawing. Next, students peer-assess a classmate's drawing and provide feedback by choosing a challenge question from the same list. They write the question and their response in their peer's sketchbook.
SQ3R
The document outlines the SQ3R study technique to help students effectively read and understand textbook material. SQ3R involves surveying the chapter first to understand its structure and key ideas. Students then turn headings into questions and read the section to find answers. They recite answers in their own words and review by testing themselves on questions from the text. Following this process of survey, question, read, recite and review gives students a purpose for reading and increases retention of important concepts.
GCSE Drama C1 Devising - portfolio guidelines
Evaluation of our Y9 Devising project on the theme of Abandonment. Questions are from the Pearson specification. Word limit is 2000 words.
What's hot (20)
Final Project - Freshman English Program-Spring 2012-page 2
Final Project - Freshman English Program-Spring 2012-page 2
GCSE Drama Section B Revision 1 Analyse and Evaluate
GCSE Drama Section B Revision 1 Analyse and Evaluate
W4 GCSE Drama - Domestic Abuse - exploring statistics
W4 GCSE Drama - Domestic Abuse - exploring statistics
Similar to Puzzle da Amizade
Classroom management for college instructors
The document provides guidance on establishing effective classroom management for college instructors. It discusses organizing students into groups to get to know each other and define appropriate classroom behavior. Examples of disruptive student behaviors like challenging the instructor or using phones in class are described along with potential solutions like establishing clear rules or holding students accountable. The document emphasizes setting expectations, avoiding boredom, and fostering relationships to promote student engagement and learning.
Cooperative Learning Powerpoint
The document discusses cooperative learning and its benefits. It defines cooperative learning as students working in teams on activities to learn about a subject. It outlines the five skills of cooperative learning - positive interdependence, face-to-face interaction, individual accountability, interpersonal/group skills, and group processing. It emphasizes the importance of developing communication, decision making, active listening, conflict management, and leadership skills through cooperative learning. Research shows students who work cooperatively achieve higher than those working alone or competitively.
Buckingham Uni PGCE Feb15 Listening
The document discusses developing listening skills in language learners. It suggests that listening is often the most neglected skill by both teachers and students, who fear listening tests. There are no quick fixes, but listening can be improved over several years. Suggestions include drilling isolated sounds and linking them to spelling, using diagrams to explain articulation, using tongue twisters, and modeling correct stress and intonation. Developing bottom-up listening involves teaching vocabulary in context, transcription tasks, and exploiting "narrow listening" with similar vocabulary across texts. Teachers should devote class time to listening practice and build students' confidence in their listening abilities.
Writing Assignment 2 Listening Styles Assignment Directio.docx
Writing Assignment 2: Listening Styles
Assignment Directions: Spring 2019
The revised Listening Styles Profile (LSP-R) measures four constructs including relational listening, analytical listening,
task-oriented listening and critical listening (Bodie, Worthington & Gearhart, 2013) styles are outlined in chapter 7 of
your textbook. For this writing assignment, you are asked to complete the Listening Styles Profile (LSP-R) and then
answer the following prompts.
Take time to read each of the following and assess how each statement applies to you by marking your level of
agreement/disagreement with each item. Do not think of any specific listening situation. The stronger you disagree with a
statement the lower the number you will write in the far right column next to the statement. The stronger you agree with a
statement, the higher the number you will write down. Your score for each item should reflect the following: Strongly
Disagree = 1, Disagree =2, Somewhat Disagree =3, Unsure = 4, Somewhat Agree = 5, Agree = 6, Strongly Agree = 7.
Calculate your scores for each of the four categories.
Relational Listening
When listening to others, it is important to understand the feelings of the speaker.
When listening to others, I am mainly concerned with how they are feeling.
I listen to understand the emotions and mood of the speaker.
I listen primarily to build and maintain relationships with others.
I enjoy listening to others because it allows me to connect with them.
When listening to others, I focus on understanding the feelings behind words.
Relational Listening Total Score
Analytical Listening
I wait until all the facts are presented before forming judgments and opinions.
I tend to withhold judgment about another’s ideas until I have heard everything they have to say.
When listening to others, I attempt to withhold making an opinion until I’ve heard their entire message.
When listening to others, I consider all sides of the issue before responding.
I fully listen to what a person has to say before forming any opinions.
To be fair to others, I fully listen to what they have to say before making judgments.
Analytical Listening Total Score
Task-Oriented Listening
I am impatient with people who ramble on during conversations.
I get frustrated when people get off topic during a conversation.
When listening to others, I become impatient when they appear to be wasting time.
I prefer speakers who quickly get to the point.
I find it difficult to listen to people who take too long to get their ideas across.
When listening to others, I appreciate speakers who give brief, to the-point presentations.
Task-Oriented Listening Total Score
Critical Listening
When listening to others, I focus on any inconsistencies and/or errors in what’s being said.
I often catch errors in othe ...
ALTERNATIVE PROJECT(In place of Baby Project – 100 points)Du.docx
ALTERNATIVE PROJECT
(In place of Baby Project – 100 points)
Due Date: Monday, November 4th
Research Paper:
Write (using your own words) a well-developed paper of at least 5 pages long. You may include your own opinions as well as updated factual research. Research must be properly cited
Use at least 3 recent references (within the last 10 years or less)
Must include: Cover Page and a Works Cited Page in either MLA or APA Format that are not part of your 5 pages
Choose one from the following topics:
How much would it cost to raise a child from birth (including pregnancy and delivery) to age 18?
In vitro fertilization: what are the up-to-date methods and how does it work?
Abortion: what are the issues surrounding this topic?
Infertility: what's being done for those who are infertile?
5. Adoption: what are your options?
6. Child Abuse: what are the laws and long-term effects?
7. Surrogate parenting: what is involved and what is the process?
The paper will be graded on the following criteria:
Depth of thought - Evidence of serious reflection and research on the topic.
Content - Clear thesis statement with adequate support
Organization: Introduction, body, and conclusion
Usage and mechanics (proofread!)
12 pt times new roman font; double spaced; 1 inch margins
Proper Citations and Works Cited/Reference Page
Writing Assignment 2: Listening Styles Fall 2019
Part I: Discuss the importance of listening in interpersonal relationships. Define the word “Listening”. It might be beneficial to pick a specific relationship (i.e. parent/coworker/significant other/child/friend/teacher). Give a story on how listening is important to that specific relationship.
Part II: Take time to read each of the following statements (in the chart below). Score each of the statements on a scale from 1-7
Strong Disagree – 1 Disagree – 2 Somewhat Disagree – 3 Unsure – 4 Somewhat Agree – 5 Agree – 6 Strong Agree – 7
Analyze your results. Tell me which category you are best at and why. Tell me what you are worst at and why you think you are bad at it. NOTE: I do not need to see your results. Do NOT post the chart!
Part III: On pages 210-212 in the book you will see The Challenges of Listening. Choose one of the barriers discussed. For example “information overload” or “defensive listening” or “ambushing”. You need to first DEFINE the word you are using. Second you need to EXPLAIN to me how this word applies to you and how you plan on getting better at it.
Relational Listening
When listening to others, it is important to understand the feelings of the speaker.
When listening to others, I am mainly concerned with how they are feeling.
I listen to understand the emotions and mood of the speaker.
I listen primarily to build and maintain relationships with others.
I enjoy listening to others because it allows me to connect with them.
When listening to others, I focus on un ...
Definition of MLA FormatThe MLA format is a series of rules an.docx
Definition of MLA Format
The MLA format is a series of rules and guidelines for writers that have been used since 1985. The writing style prevents plagiarism and allows readers to easily access the sources cited by authors. Because the MLA writing style does not accommodate scientific and technical publications, it is primarily used in the humanities with subjects including the arts, media, literature, and social science.
MLA Format Guidelines
· Double-space the text of your paper.
· 1 inch margins
· Font size should be 12 pt.
· Choose a legible font such as Arial, Lucida, or Times New Roman.
· Leave only one space after periods or other punctuation marks.
· First line of paragraphs should be indented one half-inch from the left margin.
· Page number in upper right-hand corner.
MLA Format example of a first page.
Theatre 383 - A WELL WRITTEN PLAY CRITIQUE
A play critique is an evaluation of a performance. Using the vocabulary developed in your course of study, construct strong statements of observation and support them with specific details. All work is to be original to you and a result of your viewing the live performance you are writing about. Reference
the MLA and College Level Expectations handouts available in our TITANium course page. Please use the Writing Center on campus if you need assistance to achieve college level success.
Third person is used when a degree of objectivity is intended and is used in academic documents such as theatrical reviews. The third person perspective directs the reader’s attention to the subject being presented and discussed. Third person personal pronouns include he, she, it, they, him, her, them, his, her, hers, its, their and theirs. There is no place for “I” in this type of academic document.
Each of the theatrical elements you will analyze needs to be approached in three different steps.
DESCRIBE what you saw in detail. Make the reader see what you saw. Be specific and thorough. Use adjectives and adverbs that paint a picture for the reader.
ANALYZE and reach conclusions as to what the director or designer was trying to achieve. Why did they design the movements, sets, lights, sound effects, make-up or costumes that way? What emotions were they trying to make the audience feel?
JUDGE how effective their efforts were. Do not be vague. (ie. Don’t say things like: “It was awesome.” They were appropriate to the time.” “It was good.” Arghh….) Give a diplomatic, honest opinion. Give
credit for positives to the individual. If you have something negative to say, do so constructively.
IF YOU CANNOT SUPPORT YOUR OPINION WITH SPECIFIC DETAILS FROM THE SHOW TO ILLUSTRATE YOUR POINTS, THEN YOUR JUDGEMENTS – POSITIVE OR NEGATIVE – ARE NOT REALLY WORTH MENTIONING.
WRITE A STANDARD FIVE PARAGRAPH CRITIQUE.
INTRODUCTORY PARAGRAPH (include answers to these questions)
What is the title of the show? Who wrote it?
Where was the show performed? Who directed it?
When does the.
Giving feedback
This document provides information and advice about giving feedback in the classroom. It begins with introductions of the author and instructions for an activity. It then discusses why feedback is important, what it should look like, and different types of feedback such as verbal, written, visual and formative vs summative. Examples of both "hot" and "cold" error corrections are provided. The document also discusses receiving feedback and tips, including perspectives from TaLK teachers. Activities are included to practice observing and planning for feedback.
Ec week 17 lesson notes
This document provides an agenda for a teacher professional development session. It includes presentations on differentiated instruction, a brainstorming activity on differentiation, and time for working on monographs and preparing portfolios, cover letters, resumes and interview skills. Presenters will discuss their experiences with peer feedback sessions. Teachers will learn about differentiated instruction through examples and strategies. They will get into groups to create differentiated literacy lessons. The document provides resources for building teaching portfolios and preparing for job interviews.
Rubrics
This document provides descriptions of different skill levels - low achievers, medium achievers, and high achievers - across several social and cognitive dimensions. In the social dimension, it describes elements like participation, interaction, task completion, and perspective taking. It also covers regulation skills like negotiation, self-evaluation, and responsibility. In the cognitive dimension, it addresses elements involving problem-solving, goal-setting, flexibility, and learning. For each element and skill level, it provides a short description to characterize performance for low, medium, and high achievers.
Making Reading Comprehensible for ELLs
This session will give teachers new tools to make text comprehensible for ELLs including various ways to scaffold reading and increase comprehension. Strategies include pre-teaching vocabulary, scaffolding textbook readings, and selecting alternative readings as well as interaction with the text to increase comprehension.
Resource folder
The document contains rubrics for assessing 9 classroom activities: role play, writing a letter, debate, magazine article, oral presentation, puzzle, scattegories, poster, and menu. Each activity is evaluated on 4 categories rated on a scale of 1 to 4. The rubrics provide teachers with guidelines to effectively evaluate students' performance in different speaking, writing, and creative projects.
Resources folder
The document contains a list of 10 classroom activities with their purpose, stage in the lesson, and intended audience. It then provides instructions, guidelines or rubrics for assessing each of the 10 activities which include role plays, writing letters, debates, making magazine articles, oral presentations, puzzles, games, creating posters, designing menus and family trees. The activities are intended to develop students' speaking, writing, critical thinking and creative skills at different levels and stages of a high school lesson.
Speaking listening class-online
This document outlines the content and activities for a session on speaking, listening, and communicating. It includes learning outcomes related to expressing oneself clearly, using linguistic techniques for cohesion, listening critically, and recognizing non-verbal communication. Participants are asked to self-assess their confidence in these areas and identify what could help improve. The session covers topics like back-referencing, discourse markers, intonation, and non-verbal communication. Activities include demonstrating communication techniques, a dictagloss exercise to reconstruct a text, and planning and sharing a speech. Homework includes reviewing session content and selecting a topic for a summative assessment presentation.
BES-ENG12.pptx
This document provides an overview of an English module that covers developing further reading, writing, and language skills. It outlines the learning outcomes, assessment requirements, units covered, and aims of teaching reading and the English syllabus. It also discusses games for teaching vocabulary, oral language development, types of writing, the importance of reading, post-reading activities, and providing useful feedback. The module aims to help learners improve their communicative skills through additional instruction on reading, writing, and language structures.
Exploiting Vocabulary Banks - aka finding random vocabulary activities a purpose
This document provides suggestions for making vocabulary banks and lists more engaging and communicative. It recommends teaching about 7-10 new words per lesson and connecting them to the main lesson topic. Follow-up activities should provide speaking practice and a communicative purpose, such as information gap activities where students ask each other about words to find differences. When designing vocabulary activities, teachers should consider how to make tasks more interactive, set up genuine communication needs, and imitate natural conversation.
Grouprules Cca2043
The group presentation guidelines provide instructions for a group presentation assignment in an Intercultural Communication course. Students will be assigned to groups and each group will create an extended presentation exploring topics from the course textbook and supplemental readings. The purpose is to give students experience teaching their peers and working collaboratively in a group. Presentations can be creative and use various formats, but must fill the class period and convey key concepts. Groups must submit an outline detailing their presentation and will receive a group grade based on content, organization, delivery, and group work. The grade can be lowered for individual group members not contributing equally.
TEACHING READING - INTENSIVE VS EXTENSIVE-MICROSKILLS
A sideshow about teaching reading, the difference about intensive and extensive reading, strategies for reading comprehension.
S5 effective assessments - actfl
This document discusses using effective assessments to improve language performance. It provides examples of assessments for the interpretive, interpersonal, and presentational modes of communication. The assessments are designed to have students comprehend information about host families in China, practice conversational skills with a partner, and write a letter describing their own family. The assessments aim to set clear performance targets and provide feedback to help students improve their language skills.
5020 week 13 miscue rma slides
This document provides an agenda for an in-person workshop on literacy and language teaching. It includes:
1. An introduction where participants will sign in, get name tags, and sit with their assigned groups.
2. The agenda includes discussing miscue analysis, retrospective miscue analysis, and choice book groups meeting to finalize plans.
3. Sections on revisiting miscue analysis, using miscues to gain insight, a reader's comprehension depending on many factors, and the complete miscue analysis process.
4. Instructions and examples for conducting specific components of miscue analysis, including the reading interview, oral reading, retell, recording data, and analyzing patterns.
Michael Martinez The Comprehension Connection, Task 2 - 5 Fit It Up Strategies
This document contains information about various reading comprehension "fix-up" strategies that can be taught to K-12 and special education students. It includes strategies such as decoding words by sounding them out and looking for prefixes/suffixes, using context clues, self-monitoring comprehension, using graphics/images, and maintaining an appropriate reading speed. The document proposes creating a PowerPoint or lesson plan to teach students 5 different fix-up strategies and provides several links to additional resources on the topic.
Similar to Puzzle da Amizade (20)
Writing Assignment 2 Listening Styles Assignment Directio.docx
Writing Assignment 2 Listening Styles Assignment Directio.docx
ALTERNATIVE PROJECT(In place of Baby Project – 100 points)Du.docx
ALTERNATIVE PROJECT(In place of Baby Project – 100 points)Du.docx
Definition of MLA FormatThe MLA format is a series of rules an.docx
Definition of MLA FormatThe MLA format is a series of rules an.docx
Exploiting Vocabulary Banks - aka finding random vocabulary activities a purpose
Exploiting Vocabulary Banks - aka finding random vocabulary activities a purpose
TEACHING READING - INTENSIVE VS EXTENSIVE-MICROSKILLS
TEACHING READING - INTENSIVE VS EXTENSIVE-MICROSKILLS
Michael Martinez The Comprehension Connection, Task 2 - 5 Fit It Up Strategies
Michael Martinez The Comprehension Connection, Task 2 - 5 Fit It Up Strategies
Recently uploaded
BBR 2024 Summer Sessions Interview Training
Qualitative research interview training by Professor Katrina Pritchard and Dr Helen Williams
How to Make a Field Mandatory in Odoo 17
In Odoo, making a field required can be done through both Python code and XML views. When you set the required attribute to True in Python code, it makes the field required across all views where it's used. Conversely, when you set the required attribute in XML views, it makes the field required only in the context of that particular view.
Advanced Java[Extra Concepts, Not Difficult].docx
This is part 2 of my Java Learning Journey. This contains Hashing, ArrayList, LinkedList, Date and Time Classes, Calendar Class and more.
Executive Directors Chat Leveraging AI for Diversity, Equity, and Inclusion
Let’s explore the intersection of technology and equity in the final session of our DEI series. Discover how AI tools, like ChatGPT, can be used to support and enhance your nonprofit's DEI initiatives. Participants will gain insights into practical AI applications and get tips for leveraging technology to advance their DEI goals.
Hindi varnamala | hindi alphabet PPT.pdf
हिंदी वर्णमाला पीपीटी, hindi alphabet PPT presentation, hindi varnamala PPT, Hindi Varnamala pdf, हिंदी स्वर, हिंदी व्यंजन, sikhiye hindi varnmala, dr. mulla adam ali, hindi language and literature, hindi alphabet with drawing, hindi alphabet pdf, hindi varnamala for childrens, hindi language, hindi varnamala practice for kids, https://www.drmullaadamali.com
Chapter 4 - Islamic Financial Institutions in Malaysia.pptx
Chapter 4 - Islamic Financial Institutions in Malaysia.pptxMohd Adib Abd Muin, Senior Lecturer at Universiti Utara Malaysia
This slide is special for master students (MIBS & MIFB) in UUM. Also useful for readers who are interested in the topic of contemporary Islamic banking.
How to Build a Module in Odoo 17 Using the Scaffold Method
Odoo provides an option for creating a module by using a single line command. By using this command the user can make a whole structure of a module. It is very easy for a beginner to make a module. There is no need to make each file manually. This slide will show how to create a module using the scaffold method.
clinical examination of hip joint (1).pdf
described clinical examination all orthopeadic conditions .
How to Add Chatter in the odoo 17 ERP Module
In Odoo, the chatter is like a chat tool that helps you work together on records. You can leave notes and track things, making it easier to talk with your team and partners. Inside chatter, all communication history, activity, and changes will be displayed.
The simplified electron and muon model, Oscillating Spacetime: The Foundation...
Discover the Simplified Electron and Muon Model: A New Wave-Based Approach to Understanding Particles delves into a groundbreaking theory that presents electrons and muons as rotating soliton waves within oscillating spacetime. Geared towards students, researchers, and science buffs, this book breaks down complex ideas into simple explanations. It covers topics such as electron waves, temporal dynamics, and the implications of this model on particle physics. With clear illustrations and easy-to-follow explanations, readers will gain a new outlook on the universe's fundamental nature.
RPMS TEMPLATE FOR SCHOOL YEAR 2023-2024 FOR TEACHER 1 TO TEACHER 3
RPMS Template 2023-2024 by: Irene S. Rueco
Azure Interview Questions and Answers PDF By ScholarHat
Azure Interview Questions and Answers PDF By ScholarHat
Recently uploaded (20)
Executive Directors Chat Leveraging AI for Diversity, Equity, and Inclusion
Executive Directors Chat Leveraging AI for Diversity, Equity, and Inclusion
Chapter 4 - Islamic Financial Institutions in Malaysia.pptx
Chapter 4 - Islamic Financial Institutions in Malaysia.pptx
How to Build a Module in Odoo 17 Using the Scaffold Method
How to Build a Module in Odoo 17 Using the Scaffold Method
Liberal Approach to the Study of Indian Politics.pdf
Liberal Approach to the Study of Indian Politics.pdf
The simplified electron and muon model, Oscillating Spacetime: The Foundation...
The simplified electron and muon model, Oscillating Spacetime: The Foundation...
RPMS TEMPLATE FOR SCHOOL YEAR 2023-2024 FOR TEACHER 1 TO TEACHER 3
RPMS TEMPLATE FOR SCHOOL YEAR 2023-2024 FOR TEACHER 1 TO TEACHER 3
Pride Month Slides 2024 David Douglas School District
Pride Month Slides 2024 David Douglas School District
Azure Interview Questions and Answers PDF By ScholarHat
Azure Interview Questions and Answers PDF By ScholarHat
Puzzle da Amizade
- 1. Friendship Puzzle Design a puzzle piece based on you. In your puzzle piece, include a variety of information including the top three qualities that make you a good friend, three- five of your favorite items (food, television show, music group, etc.), three-five hobbies, or interests, and three qualities you look for in a friend. Use the below area to brainstorm what you will be including in your puzzle piece: Your ‘good friend’ qualities: Your favorites: Your hobbies, interests, etc.: What you look for in a good friend:
- 2. CATEGORY NOT MEETING APPROACHING MEETING EXCEEDING IDEAS Presents ideas that are not connected to topic. Presents loosely connected ideas with few supporting details, examples and, explanations. Presents clearly developed ideas with relevant supporting details, examples, and explanations. Presents creative/perceptive ideas with effective supporting details, examples, and explanations. ORGANIZATION There was limited or no attempt to follow the outline, or format given. Lacks consistent focus and organizational structure; transitions are awkward, or not evident. Most elements included. Maintains a clear focus and organizational structure; uses some transitions. All elements included. Maintains a consistent focus, and organizational structure, including the effective use of transitions. Included more than what was required! LANGUAGE USE AND VOICE No attempt to vary word choice or selection. Inappropriate voice for audience. Vague and limited word choice. Inconsistent voice for audience. Clear and appropriate word choice. Consistent voice and is appropriate for audience. Precise and effective word choice. Distinct voice and is effective for audience. GRAMMAR AND MECHANICS No attempt to edit or proof-read work. Errors are consistent throughout and interference with the meaning and readability. Limited grasp of the written conventions of language. Errors are distracting, but do not interfere with the meaning and readability. Capable control of the written conventions of language. Errors are infrequent and do not affect the meaning and readability. Skillful control of the written conventions of language. Errors are rare and do not affect the impact. GRADE ____ /____
- 3. TEACHERS • Once completed, piece the sections of the puzzle together on a bulletin board. • Match up the various qualities that each student discussed (ex: qualities of a friendship that another student possessed in the class). • This activity allows students to see the interconnected relationships among their peers in a classroom. • The aim of this activity is to hopefully stem new relationships among peers in a classroom.