This lesson is designed for a Year 9 English/Drama class studying Shakespeare's Romeo and Juliet. Students will analyze the balcony scene and present their interpretations using a PowerPoint presentation with their own dialogue in red underneath Shakespeare's text. They will include images and discuss the theme of love overcoming barriers of families and names. Students can choose to act out their interpretation or make a video posting it online for assessment and reflection.
Here is a PowerPoint I have made on films and their titles, looking at their use of typography in different genres; focusing on font, colour and other details.
I created this PowerPoint based upon an article by Steven Figg, 'Understanding Narrative Writing: Practical Strategies to Support Teachers'. I have used it with a group of Year 7 students to help them revise Narrative for their Naplan testing.
Here is a PowerPoint I have made on films and their titles, looking at their use of typography in different genres; focusing on font, colour and other details.
I created this PowerPoint based upon an article by Steven Figg, 'Understanding Narrative Writing: Practical Strategies to Support Teachers'. I have used it with a group of Year 7 students to help them revise Narrative for their Naplan testing.
OverviewThis activity allows you to begin the process of resea.docxalfred4lewis58146
Overview
This activity allows you to begin the process of research for your Independent Study Project. In order to do this, you will be introduced to two key documents: the Statement of Intent and the Initial List of Works Cited. You will also learn about primary and secondary sources. Your assignment for this activity will involve the creation of a Statement of Intent and an Initial List of Works Cited for your own ISP.
Expectations
Overall Expectations:
RLV.01 read and demonstrate an understanding of a variety of literary, informational, and graphic texts, using a range of strategies to construct meaning;
WRV.01 generate, gather, and organize ideas and information to write for an intended purpose and audience;
WRV.02 draft and revise their writing, using a variety of literary, informational, and graphic forms and stylistic elements appropriate for the purpose and audience;
WRV.03 use editing, proofreading, and publishing skills and strategies, and knowledge of language conventions, to correct errors, refine expression, and present their work effectively.
Specific Expectations:
RL1.05 extend understanding of texts, including complex and challenging texts, by making rich and increasingly insightful connections between the ideas in them and personal knowledge, experience, and insights; other texts; and the world around them;
RL1.07 evaluate the effectiveness of texts, including complex and challenging texts, using evidence from the text insightfully to support their opinions;
WR1.03 locate and select information to fully and effectively support ideas for writing, using a variety of strategies and print, electronic, and other resources, as appropriate;
WR1.04 identify, sort, and order main ideas and supporting details for writing tasks, using a variety of strategies and selecting the organizational pattern best suited to the content and the purpose for writing;
WR2.04 write complete sentences that communicate their meaning clearly and effectively, skilfully varying sentence type, structure, and length to suit different purposes and making smooth and logical transitions between ideas;
WR2.07 produce revised drafts of texts, including increasingly complex texts, written to meet criteria identified by the teacher, based on the curriculum expectations;
WR3.05 regularly proofread and correct their writing;
WR3.06 use a variety of presentation features, including print and script, fonts, graphics, and layout, to improve the clarity and coherence of their written work and to heighten its appeal and effectiveness for their audience;
WR3.07 produce pieces of published work to meet criteria identified by the teacher, based on the curriculum expectations.
Content
The Statement of Intent
The Statement of Intent is a document that outlines the topic and scope of your Independent Study Project. It should be approximately 250 words in length and contains the following aspects:
· An explanation of why you have chosen your topic.
· A tentative t.
Response Papers [RP]Our RP’s are short and sweet—only 2 paragmickietanger
Response Papers [RP]:
Our RP’s are short and sweet—only 2 paragraphs. However, in that small space you have a lot to accomplish. You have to
a) show quality interaction with the question that indicates
thought beyond answers
covered in class (we are not looking for repetition of what we already know but your thoughts on the matter)
b) choose the best evidence from the course experience you can for your answer (course experience includes anything that involves your enrollment in this class)
c) utilize the best original analysis you can provide for your evidence
d) use the best word choice and grammar possible. It is a small amount of space, so make every word count.
Basic Instructions
Follow these six basic instructions or your RP will not be read.
1) Put the following information in the upper left-hand corner of the first page:
Name
Theatre Class [for example, THEA241-010]
Question #
Email Address
2) Give your RP an interesting title. This is the place to be most creative in an attempt to draw the reader into your text.
3)
You will respond according to the following template, numbering both sections:
Section 1.
Summarize your personal and general experience with the reading, readings, performance, or concept involved in your chosen question (How did it make you feel? Did you agree or disagree with its ideas, characters, styles, or qualities? Did it resonate with anything in your personal life? Was it difficult or easy to experience and why?). Feel free to use an informal writing style and first person. [4-6 meaty but concise sentences]
Section 2.
Provide an argument (i.e. convince the reader of your answer) in response to your selected question in one paragraph using the following organization. Please use this format or you will not receive credit for the assignment:
Thesis sentence
—the “thesis statement” of your paragraph or what you intend to prove, including all of the pertinent information that may be involved in answering the question (like the play or performance involved, your key terms, and your assertion regarding the question).
Lead-in sentence(s)
—one or two sentences that establishes the context for the evidence you provide.
Evidence sentence(s)
—the specific example or examples from the class experience that best helps you answer the question.
Analysis and Conclusion
—this is the longest part of the paragraph, explaining what the evidence means and how it applies to your assertion and other aspects of the question.
Use a formal writing style, and do your best to avoid first person. [1 paragraph—10-12 meaty but concise sentences]
4) You have only a small amount of space to make a lot of mistakes. Be careful
Every time you use the title of a play, like
Oklahoma
, it should be italicized. all caps or underlined.
Watch your grammar and punctuation. There is practically no difference between form and meaning.
Make your margins 1 inch on all sides and double space your text. Use 12 font, T ...
Write a 2 paragraph response paper for history of theatre class,.docxlindorffgarrik
Write a 2 paragraph
response paper
for history of theatre class, comparing and contrasting the Italian Renaissance and the English Renaissance.
Guidelines
:
a) show quality interaction with the question that indicates
thought beyond answers
covered in class (we are not looking for repetition of what we already know but your thoughts on the matter)
b) choose the best evidence from the course experience you can for your answer (course experience includes anything that involves your enrollment in this class)
c) utilize the best original analysis you can provide for your evidence
d) use the best word choice and grammar possible. It is a small amount of space, so make every word count.
Instructions:
1) Give your RP an interesting title. This is the place to be most creative in an attempt to draw the reader into your text.
2) You will respond according to the following template, numbering both sections:
Section 1. Summarize your personal and general experience with the reading, readings, performance, or concept involved in your chosen question (How did it make you feel? Did you agree or disagree with its ideas, characters, styles, or qualities? Did it resonate with anything in your personal life? Was it difficult or easy to experience and why?). Feel free to use an informal writing style and first person. [4-6 meaty but concise sentences]
Section 2. Provide an argument (i.e. convince the reader of your answer) in response to your selected question in one paragraph using the following organization. Please use this format or you will not receive credit for the assignment:
Thesis sentence
—the “thesis statement” of your paragraph or what you intend to prove, including all of the pertinent information that may be involved in answering the question (like the play or performance involved, your key terms, and your assertion regarding the question).
Lead-in sentence(s)
—one or two sentences that establishes the context for the evidence you provide.
Evidence sentence(s)
—the specific example or examples from the class experience that best helps you answer the question.
Analysis and Conclusion
—this is the longest part of the paragraph, explaining what the evidence means and how it applies to your assertion and other aspects of the question.
Use a formal writing style, and do your best to avoid first person. [1 paragraph—10-12 meaty but concise sentences]
3) You have only a small amount of space to make a lot of mistakes. Be careful
Every time you use the title of a play, like
Oklahoma
, it should be italicized. all caps or underlined.
Watch your grammar and punctuation. There is practically no difference between form and meaning.
Make your margins 1 inch on all sides and double space your text. Use 12 font, Times Roman.
4) Use action verbs (avoid is, was, were, am) and specific nouns (avoid that, them, those, there)
Vary sentence structure and length.
*Some of the plays that were watched in class are Inherit the win.
Embracing GenAI - A Strategic ImperativePeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
Honest Reviews of Tim Han LMA Course Program.pptxtimhan337
Personal development courses are widely available today, with each one promising life-changing outcomes. Tim Han’s Life Mastery Achievers (LMA) Course has drawn a lot of interest. In addition to offering my frank assessment of Success Insider’s LMA Course, this piece examines the course’s effects via a variety of Tim Han LMA course reviews and Success Insider comments.
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
Francesca Gottschalk - How can education support child empowerment.pptxEduSkills OECD
Francesca Gottschalk from the OECD’s Centre for Educational Research and Innovation presents at the Ask an Expert Webinar: How can education support child empowerment?
1. This lesson is designed for a NSW Stage 5 Year 9 English/Drama class studying the theme of ‘Love and Barriers’ (in two lessons) analysing Shakespeare’s balcony scene from Romeo and Juliet. English 1.1 respond to and compose a range of imaginative, factual and critical texts which are increasingly demanding in terms of their linguistic, structural, cognitive, emotional and moral complexity 1.2 respond to and compose more sustained texts in a range of contexts 1.5 respond to texts from different reading positions as an aspect of their developing moral and ethical stances on issues 2.1 produce sustained spoken and written texts in rehearsed, unrehearsed and impromptu situations 2.2 use writing and representing as an aid to research, planning, classifying information and learning 2.5 assess the achievements of their own and others compositions and responses according to specific guidelines of effectiveness for purpose, audience and context 3.1 respond to and compose increasingly complex texts in different technologies considering the effects of the technology including layout and design on meaning 3.2 identify and critically evaluate the ways information, ideas and issues are shaped by and presented through technology 3.3 use advanced word processing tools including formatting of references and bibliographies, formatting multiple page documents including weblinks, importing data from internet and manipulating images to compose and format texts for different purposes, audiences and contexts, including the workplace 5.3 adapt their own or familiar texts into different forms, structures, modes and media for different purposes, audiences and contexts 7.1 ask perceptive and relevant questions, make logical predictions, draw analogies and challenge ideas and information in texts 9.2 relate the content and ideas in texts to the world beyond the texts 9.3 describe ways in which their own responses to texts are personal and reflect their own context 9.4 identify different reading positions and interpretations of particular texts and appreciate distinctions in meaning 9.5 draw conclusions about their own values in relation to the values expressed and reflected by texts, and their responses to them. Drama 1.1 manipulates the elements of drama to create belief, clarity and tension in character, role, situation and action 1.2 contributes, selects, develops and structures ideas in improvisation and play building 1.3 devises, interprets and enacts drama using scripted and unscripted material or text 3.1 responds to, reflects on and evaluates elements of drama, dramatic forms, performance styles, dramatic techniques and theatrical conventions
