The document outlines a unit on understanding United States history between the Great Depression and World War II taught to 5th grade students. It focuses on learning through reading texts like Unbroken that tell stories of struggle, perseverance, and triumph during this era. Students will analyze how people overcame obstacles during difficult times such as the Great Depression and World War II.
This document provides a checklist and instructions for student teachers to document their use of various instructional strategies during their field placement. The checklist is designed to ensure student teachers employ a variety of strategies to meet the needs of diverse learners, engage students in multiple ways of learning, and meet teaching standards. Student teachers are instructed to record the date, context, strategy used, and standards addressed for at least 10 lessons. The completed checklist must be included in the student teacher's digital teaching portfolio.
The document provides a summary and analysis of the book "All American Boys" by Jason Reynolds and Brendan Kiely. It describes the book as telling the perspective of two boys after one incident that changes their lives. Each boy tells his story over the course of a week - one from the hospital and one trying to avoid the situation at school. The document also analyzes and provides rationale for suggested discussion questions and additional texts to help students understand different perspectives.
This document provides an analysis of the poem "Good Hair" by Sherman Alexie for a 10th grade English class. It summarizes that the text is appropriate for 10th graders to read with slight difficulty, especially for English Language Learners. Students would benefit from defining unfamiliar words to help understand the implicit theme. The poem also exposes students to the rarely discussed Native American perspective and use of symbolism, imagery, and tone to explore the loss of Native American identity and culture. Supplementary texts are included to provide historical context and allow students to make connections across genres regarding an author's style and perspective.
This document provides an overview for a 7th grade unit on the Civil Rights Movement titled "History Through Writing." It includes a text set and activities to engage students in examining themes of social justice, identity, and discrimination.
The anchor text is The Sneetches by Dr. Seuss, which introduces ideas of privilege and prejudice. Other texts include a speech by Robert F. Kennedy on MLK's death, a TedTalk on raising a black son in America, a poem by Maya Angelou, and a song by J. Cole. Activities include close reads, discussions, and writing assignments to make connections between historical and modern issues of equality.
The unit is designed to support students' knowledge of civic history
Shs core 21st century literature from the philippines and the world cgAngelo Ayala
This document provides an overview of the curriculum for a course on 21st Century Literature from the Philippines and the World. The course is divided into two quarters. The first quarter focuses on literature from the different regions of the Philippines, examining works from the region where the school is located as well as canonical Filipino authors. Students will analyze and interpret literary texts through written assignments and multimedia adaptations. The second quarter covers literature from various regions of the world, including Asia, Europe, North America, Latin America, and Africa. Students will continue practicing close analysis of texts and relating texts to their historical and cultural contexts.
Shs core 21st century literature from the philippines and the world cgDeb Homillano
This document provides an overview of the curriculum for a course on 21st Century Literature from the Philippines and the World. The course is divided into two quarters. The first quarter focuses on literature from the different regions of the Philippines, examining works from the region where the school is located as well as canonical Filipino authors. Students will analyze and interpret literary texts and adapt works into other creative forms using multimedia. The second quarter covers literature from various parts of the world, including works from Asia, Europe, North America, Latin America, and Africa. Students will continue practicing close analysis of texts and relating them to their historical and cultural contexts.
This document provides examples of text sets organized around various topics that could be used for student research projects and to develop reading skills. It includes 5 text sets focused on: 1) dying and old age, 2) ethnic diversity, individuality and anti-racism, 3) war and conflict, 4) bullying, and 5) family relationships, friendship and sharing. Each text set lists 5 related books that could be used to explore the topic and develop research and reading skills.
This document outlines a lesson plan for a Structured Academic Controversy activity where high school students will examine primary sources related to the Vietnam War and debate whether it was different than previous American wars. Students will be assigned to teams to research and present arguments, work towards consensus, and complete assessments analyzing additional primary sources. The primary sources provided cover perspectives from soldiers, propaganda, political speeches, and more to understand different viewpoints on the war.
This document provides a checklist and instructions for student teachers to document their use of various instructional strategies during their field placement. The checklist is designed to ensure student teachers employ a variety of strategies to meet the needs of diverse learners, engage students in multiple ways of learning, and meet teaching standards. Student teachers are instructed to record the date, context, strategy used, and standards addressed for at least 10 lessons. The completed checklist must be included in the student teacher's digital teaching portfolio.
The document provides a summary and analysis of the book "All American Boys" by Jason Reynolds and Brendan Kiely. It describes the book as telling the perspective of two boys after one incident that changes their lives. Each boy tells his story over the course of a week - one from the hospital and one trying to avoid the situation at school. The document also analyzes and provides rationale for suggested discussion questions and additional texts to help students understand different perspectives.
This document provides an analysis of the poem "Good Hair" by Sherman Alexie for a 10th grade English class. It summarizes that the text is appropriate for 10th graders to read with slight difficulty, especially for English Language Learners. Students would benefit from defining unfamiliar words to help understand the implicit theme. The poem also exposes students to the rarely discussed Native American perspective and use of symbolism, imagery, and tone to explore the loss of Native American identity and culture. Supplementary texts are included to provide historical context and allow students to make connections across genres regarding an author's style and perspective.
This document provides an overview for a 7th grade unit on the Civil Rights Movement titled "History Through Writing." It includes a text set and activities to engage students in examining themes of social justice, identity, and discrimination.
The anchor text is The Sneetches by Dr. Seuss, which introduces ideas of privilege and prejudice. Other texts include a speech by Robert F. Kennedy on MLK's death, a TedTalk on raising a black son in America, a poem by Maya Angelou, and a song by J. Cole. Activities include close reads, discussions, and writing assignments to make connections between historical and modern issues of equality.
The unit is designed to support students' knowledge of civic history
Shs core 21st century literature from the philippines and the world cgAngelo Ayala
This document provides an overview of the curriculum for a course on 21st Century Literature from the Philippines and the World. The course is divided into two quarters. The first quarter focuses on literature from the different regions of the Philippines, examining works from the region where the school is located as well as canonical Filipino authors. Students will analyze and interpret literary texts through written assignments and multimedia adaptations. The second quarter covers literature from various regions of the world, including Asia, Europe, North America, Latin America, and Africa. Students will continue practicing close analysis of texts and relating texts to their historical and cultural contexts.
Shs core 21st century literature from the philippines and the world cgDeb Homillano
This document provides an overview of the curriculum for a course on 21st Century Literature from the Philippines and the World. The course is divided into two quarters. The first quarter focuses on literature from the different regions of the Philippines, examining works from the region where the school is located as well as canonical Filipino authors. Students will analyze and interpret literary texts and adapt works into other creative forms using multimedia. The second quarter covers literature from various parts of the world, including works from Asia, Europe, North America, Latin America, and Africa. Students will continue practicing close analysis of texts and relating them to their historical and cultural contexts.
This document provides examples of text sets organized around various topics that could be used for student research projects and to develop reading skills. It includes 5 text sets focused on: 1) dying and old age, 2) ethnic diversity, individuality and anti-racism, 3) war and conflict, 4) bullying, and 5) family relationships, friendship and sharing. Each text set lists 5 related books that could be used to explore the topic and develop research and reading skills.
This document outlines a lesson plan for a Structured Academic Controversy activity where high school students will examine primary sources related to the Vietnam War and debate whether it was different than previous American wars. Students will be assigned to teams to research and present arguments, work towards consensus, and complete assessments analyzing additional primary sources. The primary sources provided cover perspectives from soldiers, propaganda, political speeches, and more to understand different viewpoints on the war.
English IV Thursday, 03.23.15 Lesson with ReflectionMary Beth Gries
This document provides context and plans for a lesson on Jane Austen's Pride and Prejudice. It discusses the student demographics, literary timeline, and curriculum context. The lesson aims to explore how geographic and social locations impact characters' identities by having students consider where characters live in the novel and what this reveals about them. Students will first reflect on where they would like to live and why. They will then analyze the locations in Pride and Prejudice through a direct instruction and identify how locations influence the characters based on their understanding of them from prior lessons.
This lesson provides historical context for the 1930s setting of To Kill a Mockingbird. Students will take a vocabulary quiz and reading quiz. They will then learn about the Jim Crow era through a Springboard excerpt and group discussion. The lesson aims to explain the racism and poverty prevalent in the 1930s to understand the novel.
The document provides information about a proposed English I text set that would include various short stories and novels to examine themes related to the human condition. It analyzes several potential texts for the set, including The Great Gatsby by F. Scott Fitzgerald as the anchor text. For The Great Gatsby, it provides a qualitative and quantitative analysis, examining factors such as its complexity, vocabulary, and relevance to the unit themes. It also briefly summarizes and evaluates two short stories - "The Cask of Amontillado" by Edgar Allan Poe and "The Most Dangerous Game" by Richard Connell - that could provide introductory texts to build students' reading stamina.
The document contains 10 multiple choice questions about various pieces of literature from around the world. The questions cover elements like plot, theme, characters, and meanings of idioms or cultural references. The literature discussed includes stories from Korea ("The Tale of the Woodcutter and the Tiger"), China, Japan ("The Story of the Aged Mother"), Africa, and the Philippines. Key themes addressed include sacrifice, wisdom that comes with age, and what constitutes an educated person.
This document provides an introduction and overview for an English learning module on overcoming challenges for Quarter III. It discusses how Asian and African literary pieces reveal how people in those regions respond to the challenges of modernity. The module contains 4 lessons examining the temperaments and psyche of Koreans, Burmese, Arabians/Israelites, and South Africans based on their literature. It introduces focus questions, lesson objectives, and assessments to help students learn about the character and responses to modernity reflected in Asian and African works.
This document outlines a 12-week curriculum on First World War poetry for Year 8 students. Students will create an interactive timeline using Capzles to show how war poetry reflected changing national mood in Britain during and after WWI. Lessons include analyzing early optimistic poetry by Rupert Brooke and later more negative poems. Students will assess poetry, plan and create a video reflecting the tone and mood of a poem to demonstrate their understanding.
UCLA Library: A Centenary Celebration of Ralph J. BuncheUCLA Library
One of UCLA's most distinguished alumni, Ralph Johnson Bunche (1903-71) fought poverty and racism on his way to becoming one of the twentieth century’s leading peacemakers. The world honored him in 1950 with the Nobel Peace Prize for his efforts to reach a settlement between the Arabs and Israelis in the Middle East, but that was only one exceptional accomplishment in an extraordinary life dedicated to achieving harmony and equality among all people, regardless of nationality or race.
Part of an international celebration of the centenary of Bunche’s birth, this slideshow, based on the in-house physical exhibit that was on view January-March 2004, celebrates his remarkable legacy by focusing on his accomplishments in three main areas: as a student, a scholar, and a diplomat.
This document provides an instructional guide for a 7th grade English module on Philippine folk literature. It outlines the learning competencies, assessments, and lessons that aim to help students understand how folk literature reflects culture and can help people live today. The module uses readings, activities, and projects to teach students about oral traditions and help them communicate ideas effectively for different audiences.
This document provides a 3 paragraph summary of the novel "A Grain of Wheat" by Ngugi wa Theong'o. It introduces the major characters of the novel: Mugo, Karanja, Mumbi, Gikonyio and Kihika. The main thematic concerns of the novel are described as unity, communication, confession, culture and perspective. The document was submitted to the Department of English at Bhavnagar University as part of a course on African Literature.
AEJMC Literary Journalism Handout 2016 AssignmentsMitzi Lewis
This document contains descriptions of several successful long-form journalism assignments provided by professors. Some of the key assignments described include:
1. Narrative nonfiction pieces of 18-25 pages developed around scenes using a narrative nonfiction guidebook.
2. Essays of various lengths on place, memoir, and satire using a creative nonfiction textbook.
3. Analysis of a book and a series of articles totaling close to 30 pages on a tornado anniversary.
4. Comparative essays of various lengths comparing works by Native American writers and literary journalists.
My creative nonfiction course, Narratives We Think We Know: American Women's Stories through Letters, is now offered with only Open Educational Resources (OERs). I actively sought out two professional development opportunities (IMTL and a Lumen Fellowship) to continue OER development work and design an open forum to allow for students and the public to write their own creative nonfiction responses to the letters we explore in the course. For this presentation, I will share course materials, samples of student work, as well as lessons learned from the OER design process and other research on women’s letter writing.
English Nationalism and Ngugi wa Thiongo language in 'A Grain of Wheatkashmirabajadeja
The document is a paper submitted for an M.A. program discussing Ngugi Wa Thiongo's novel "A Grain of Wheat". It examines the topic of English nationalism and language in the novel. Specifically, it looks at how the main character Mugo represents the desire to replace European cultural influences with ancestral African traditions and knowledge after independence.
The celebration of
The Centenary of Birth of
M.L. Boonlua Debyasuvan,
January 2012
Nomination proposed by Thailand to UNESCO concerning the celebration of anniversaries with which UNESCO could be associated during the 2012-2013 biennium
A. Information concerning the personality to be celebrated
1. Family name: Debyasuvan, ( ne’e Kunjara)
First name: Boonlua , titled M.L. ( female)
2. Born: 13 December 1911, (but an annual event celebrating her Day has always been held in January as explained in 5(a)
Died: 7 June 1982
3. Field of activity:
a) Secondary and Tertiary Education Expansion and Development;
b) Languages and Literature Teaching and Learning;
c) Culture and Cultural Expressions, especially Music and Performing Arts; Creativity;
d) Intercultural Understanding and Dialogue;
e) Communication, Cross-cultural Communication--- through languages and comparative literature, writing, criticism
f) Women and Gender Issues,
g) Culture of Peace
4. Brief Description of the personality and her most important works:
-- a teacher at many secondary schools, colleges and universities, including private, governmental, Buddhist and Catholic schools; teaching Thai language, English, Botany, and promoting extra-curricular activities;
-- a leading female educator and educational administrator in the Ministry of Education particularly in 1950’s through 1970’s, active in the expansion and quality development of secondary and tertiary education. ( On the role and thoughts of M.L. Boonlua concerning Education and university Development, read: ML Boonlua and her ideas on Education by Paitoon Silaratana, former Dean of the Faculty of Education, Chulalongkorn University, first printed in Varasarn Kru Magazine, February- May, BE 2000, reprinted in Boon Bampen; and Sippanondha Ketudat, “Future of Thai Tertiary Education,reprinted in Boon Bampen)
-- an advocate for the preservation and promotion of the Thai language and literature considered as an integral part of the preservation of Thai culture; a founding member of the Thai Language Club of the Faculty of Arts, Chulalongkorn University; curriculum developer for Thai language and Thai literature teaching; writer of textbooks on Thai teaching
-- a recognized national and regional expert in the studies of languages and literature for better intercultural dialogue and understanding; involved in curriculum development and textbook writing for the teaching and learning of Thai and foreign languages and literature; initiated and promoted the teaching and learning of literary criticism in school and at college and university levels.
-- instrumental in the founding of The Language Center, now LANGUAGE INSTITUTE OF CHULALONGKORN UNIVERSITY
-- an advocate and a major discussant of woman and gender issues, reflecting and discussing the issues and roles of tradit
This document provides a study guide for the book "The Making of an American Family" by John Schissler. It outlines the course objectives to examine immigrant narratives and perspectives through various lenses. The literary objectives are to authenticate immigrant stories as fundamental to American culture, explore different points of view, develop empathy for diverse immigration experiences, and analyze the effects on family, gender, community and religion. The study guide introduces pre-reading strategies like an anticipation guide to engage students and assess their prior knowledge, interest, and expectations regarding the book.
This document discusses the different purposes of student assessment: formative assessment provides feedback to help students improve, summative assessment evaluates student achievement and determines if they have met learning objectives to progress to the next level, assessment protects academic standards and institutional reputation, and analyzing assessment results provides feedback to teachers to evaluate and improve their instruction. Assessment serves to both evaluate students and inform teaching.
Anu Builders (India) Pvt ltd., where you can find fantabulous homes. From 20 years of experience we have learnt what people want. We provide value added service and give optimum output, for our customer’s satisfaction is the reward we anticipate.
This document provides a summary of the applicant's experience and qualifications. It includes 3 projects the applicant worked on implementing and supporting SAP SD modules. The most recent project was providing ongoing support for RICO Auto Industries, resolving issues and handling requests. Previous projects included implementing SAP SD for RICO Auto Industries and Tara Equipments, which involved configuring master data, processes, documents and testing. The applicant has strong experience with SD modules including variant configuration, billing, pricing, integration with other modules and ASAP methodologies.
This document describes a family consisting of a father, mother, and two brothers. The father's name is Gunduz, the mother's name is Nuran. The two brothers are named Muhammed and Ahmet. The document was written by Berra Nur Ekinci, who is in the 6th grade B class, and they express that they like their family.
English IV Thursday, 03.23.15 Lesson with ReflectionMary Beth Gries
This document provides context and plans for a lesson on Jane Austen's Pride and Prejudice. It discusses the student demographics, literary timeline, and curriculum context. The lesson aims to explore how geographic and social locations impact characters' identities by having students consider where characters live in the novel and what this reveals about them. Students will first reflect on where they would like to live and why. They will then analyze the locations in Pride and Prejudice through a direct instruction and identify how locations influence the characters based on their understanding of them from prior lessons.
This lesson provides historical context for the 1930s setting of To Kill a Mockingbird. Students will take a vocabulary quiz and reading quiz. They will then learn about the Jim Crow era through a Springboard excerpt and group discussion. The lesson aims to explain the racism and poverty prevalent in the 1930s to understand the novel.
The document provides information about a proposed English I text set that would include various short stories and novels to examine themes related to the human condition. It analyzes several potential texts for the set, including The Great Gatsby by F. Scott Fitzgerald as the anchor text. For The Great Gatsby, it provides a qualitative and quantitative analysis, examining factors such as its complexity, vocabulary, and relevance to the unit themes. It also briefly summarizes and evaluates two short stories - "The Cask of Amontillado" by Edgar Allan Poe and "The Most Dangerous Game" by Richard Connell - that could provide introductory texts to build students' reading stamina.
The document contains 10 multiple choice questions about various pieces of literature from around the world. The questions cover elements like plot, theme, characters, and meanings of idioms or cultural references. The literature discussed includes stories from Korea ("The Tale of the Woodcutter and the Tiger"), China, Japan ("The Story of the Aged Mother"), Africa, and the Philippines. Key themes addressed include sacrifice, wisdom that comes with age, and what constitutes an educated person.
This document provides an introduction and overview for an English learning module on overcoming challenges for Quarter III. It discusses how Asian and African literary pieces reveal how people in those regions respond to the challenges of modernity. The module contains 4 lessons examining the temperaments and psyche of Koreans, Burmese, Arabians/Israelites, and South Africans based on their literature. It introduces focus questions, lesson objectives, and assessments to help students learn about the character and responses to modernity reflected in Asian and African works.
This document outlines a 12-week curriculum on First World War poetry for Year 8 students. Students will create an interactive timeline using Capzles to show how war poetry reflected changing national mood in Britain during and after WWI. Lessons include analyzing early optimistic poetry by Rupert Brooke and later more negative poems. Students will assess poetry, plan and create a video reflecting the tone and mood of a poem to demonstrate their understanding.
UCLA Library: A Centenary Celebration of Ralph J. BuncheUCLA Library
One of UCLA's most distinguished alumni, Ralph Johnson Bunche (1903-71) fought poverty and racism on his way to becoming one of the twentieth century’s leading peacemakers. The world honored him in 1950 with the Nobel Peace Prize for his efforts to reach a settlement between the Arabs and Israelis in the Middle East, but that was only one exceptional accomplishment in an extraordinary life dedicated to achieving harmony and equality among all people, regardless of nationality or race.
Part of an international celebration of the centenary of Bunche’s birth, this slideshow, based on the in-house physical exhibit that was on view January-March 2004, celebrates his remarkable legacy by focusing on his accomplishments in three main areas: as a student, a scholar, and a diplomat.
This document provides an instructional guide for a 7th grade English module on Philippine folk literature. It outlines the learning competencies, assessments, and lessons that aim to help students understand how folk literature reflects culture and can help people live today. The module uses readings, activities, and projects to teach students about oral traditions and help them communicate ideas effectively for different audiences.
This document provides a 3 paragraph summary of the novel "A Grain of Wheat" by Ngugi wa Theong'o. It introduces the major characters of the novel: Mugo, Karanja, Mumbi, Gikonyio and Kihika. The main thematic concerns of the novel are described as unity, communication, confession, culture and perspective. The document was submitted to the Department of English at Bhavnagar University as part of a course on African Literature.
AEJMC Literary Journalism Handout 2016 AssignmentsMitzi Lewis
This document contains descriptions of several successful long-form journalism assignments provided by professors. Some of the key assignments described include:
1. Narrative nonfiction pieces of 18-25 pages developed around scenes using a narrative nonfiction guidebook.
2. Essays of various lengths on place, memoir, and satire using a creative nonfiction textbook.
3. Analysis of a book and a series of articles totaling close to 30 pages on a tornado anniversary.
4. Comparative essays of various lengths comparing works by Native American writers and literary journalists.
My creative nonfiction course, Narratives We Think We Know: American Women's Stories through Letters, is now offered with only Open Educational Resources (OERs). I actively sought out two professional development opportunities (IMTL and a Lumen Fellowship) to continue OER development work and design an open forum to allow for students and the public to write their own creative nonfiction responses to the letters we explore in the course. For this presentation, I will share course materials, samples of student work, as well as lessons learned from the OER design process and other research on women’s letter writing.
English Nationalism and Ngugi wa Thiongo language in 'A Grain of Wheatkashmirabajadeja
The document is a paper submitted for an M.A. program discussing Ngugi Wa Thiongo's novel "A Grain of Wheat". It examines the topic of English nationalism and language in the novel. Specifically, it looks at how the main character Mugo represents the desire to replace European cultural influences with ancestral African traditions and knowledge after independence.
The celebration of
The Centenary of Birth of
M.L. Boonlua Debyasuvan,
January 2012
Nomination proposed by Thailand to UNESCO concerning the celebration of anniversaries with which UNESCO could be associated during the 2012-2013 biennium
A. Information concerning the personality to be celebrated
1. Family name: Debyasuvan, ( ne’e Kunjara)
First name: Boonlua , titled M.L. ( female)
2. Born: 13 December 1911, (but an annual event celebrating her Day has always been held in January as explained in 5(a)
Died: 7 June 1982
3. Field of activity:
a) Secondary and Tertiary Education Expansion and Development;
b) Languages and Literature Teaching and Learning;
c) Culture and Cultural Expressions, especially Music and Performing Arts; Creativity;
d) Intercultural Understanding and Dialogue;
e) Communication, Cross-cultural Communication--- through languages and comparative literature, writing, criticism
f) Women and Gender Issues,
g) Culture of Peace
4. Brief Description of the personality and her most important works:
-- a teacher at many secondary schools, colleges and universities, including private, governmental, Buddhist and Catholic schools; teaching Thai language, English, Botany, and promoting extra-curricular activities;
-- a leading female educator and educational administrator in the Ministry of Education particularly in 1950’s through 1970’s, active in the expansion and quality development of secondary and tertiary education. ( On the role and thoughts of M.L. Boonlua concerning Education and university Development, read: ML Boonlua and her ideas on Education by Paitoon Silaratana, former Dean of the Faculty of Education, Chulalongkorn University, first printed in Varasarn Kru Magazine, February- May, BE 2000, reprinted in Boon Bampen; and Sippanondha Ketudat, “Future of Thai Tertiary Education,reprinted in Boon Bampen)
-- an advocate for the preservation and promotion of the Thai language and literature considered as an integral part of the preservation of Thai culture; a founding member of the Thai Language Club of the Faculty of Arts, Chulalongkorn University; curriculum developer for Thai language and Thai literature teaching; writer of textbooks on Thai teaching
-- a recognized national and regional expert in the studies of languages and literature for better intercultural dialogue and understanding; involved in curriculum development and textbook writing for the teaching and learning of Thai and foreign languages and literature; initiated and promoted the teaching and learning of literary criticism in school and at college and university levels.
-- instrumental in the founding of The Language Center, now LANGUAGE INSTITUTE OF CHULALONGKORN UNIVERSITY
-- an advocate and a major discussant of woman and gender issues, reflecting and discussing the issues and roles of tradit
This document provides a study guide for the book "The Making of an American Family" by John Schissler. It outlines the course objectives to examine immigrant narratives and perspectives through various lenses. The literary objectives are to authenticate immigrant stories as fundamental to American culture, explore different points of view, develop empathy for diverse immigration experiences, and analyze the effects on family, gender, community and religion. The study guide introduces pre-reading strategies like an anticipation guide to engage students and assess their prior knowledge, interest, and expectations regarding the book.
This document discusses the different purposes of student assessment: formative assessment provides feedback to help students improve, summative assessment evaluates student achievement and determines if they have met learning objectives to progress to the next level, assessment protects academic standards and institutional reputation, and analyzing assessment results provides feedback to teachers to evaluate and improve their instruction. Assessment serves to both evaluate students and inform teaching.
Anu Builders (India) Pvt ltd., where you can find fantabulous homes. From 20 years of experience we have learnt what people want. We provide value added service and give optimum output, for our customer’s satisfaction is the reward we anticipate.
This document provides a summary of the applicant's experience and qualifications. It includes 3 projects the applicant worked on implementing and supporting SAP SD modules. The most recent project was providing ongoing support for RICO Auto Industries, resolving issues and handling requests. Previous projects included implementing SAP SD for RICO Auto Industries and Tara Equipments, which involved configuring master data, processes, documents and testing. The applicant has strong experience with SD modules including variant configuration, billing, pricing, integration with other modules and ASAP methodologies.
This document describes a family consisting of a father, mother, and two brothers. The father's name is Gunduz, the mother's name is Nuran. The two brothers are named Muhammed and Ahmet. The document was written by Berra Nur Ekinci, who is in the 6th grade B class, and they express that they like their family.
Este documento define y describe los diferentes tipos de periféricos de una computadora. Explica que los periféricos son dispositivos auxiliares que permiten la entrada y salida de datos, así como el almacenamiento de información. Describe los periféricos de entrada, salida, entrada/salida y almacenamiento, dando ejemplos comunes para cada categoría como teclados, monitores, discos duros y memorias USB.
2016 industrial occupational safety and health innovation for sustainable dev...Kassu Jilcha (PhD)
This document discusses industrial occupational safety and health innovation for sustainable development. It argues that previous research on sustainable development pillars neglected factors like culture, politics, and technology. The document aims to focus on how workplace safety and health innovation can lead to sustainable development by considering these additional pillars. It also examines how innovation in occupational safety and health can lead to outcomes like healthier workers, safer workplaces, reduced accident costs, and improved safety knowledge, thereby contributing to sustainable development.
Sephardic Jews And Their Congregations- Ari AfilaloAri Afilalo
Ari Afilalo is a part of West side Sephardic Congregation in the New York region. His parents moved from Marrakech, Morocco through algeria in Paris, France. He is also a member of french moroccan community in New York.
This document summarizes assurance requirements for different types of entities in New Zealand. It outlines that statutory audit requirements exist for most companies, issuers, public entities, retirement villages, industrial and provident societies, and some other entities. For entities without statutory requirements, the founding documents or reasons for obtaining funding may require assurance. Only chartered accountants with a Certificate of Public Practice can perform statutory audits, while other assurance work has fewer restrictions. Overall, the appropriate assurance engagement depends on legal structure and requirements.
Vikalp Sharma is a senior consultant with over 6 years of experience implementing and supporting Microsoft Dynamics NAV, LS Retail, LS Mobility, and Miracle HR & Payroll solutions. He has extensive experience leading implementation projects for clients in industries such as retail, hospitality, and logistics. Vikalp is proficient in development using C/AL, SQL Server, and integrating solutions with other systems. He is currently seeking new opportunities to continue his career with a company that values innovation, lifelong learning, and strong employee relationships.
This document provides details about a unit plan for teaching To Kill a Mockingbird in a 9th grade classroom. The unit plan spans 10 days and focuses on themes of racism and discrimination through various texts including the novel, short stories, songs, and a documentary. Key activities and assignments described in the unit plan include a mapping project to analyze setting from the perspective of the novel's narrator, Scout; a "body biography" activity focusing on character development; and a final "mockingbird printing press" project to assess student comprehension. The unit plan aims to give students structure through a "novel packet" to organize their work and develop their understanding of literary elements like character, theme, and narrative point of view.
This document provides details about a unit plan for teaching To Kill a Mockingbird in a 9th grade classroom. The unit plan spans 10 days and focuses on themes of racism and discrimination through various texts including the novel, short stories, songs, and a documentary. Key activities and assignments described in the unit plan include a mapping project to analyze setting from the perspective of the novel's narrator, Scout; a "body biography" activity focusing on character development; and a final "mockingbird printing press" project to assess student comprehension. The unit plan aims to give students structure through a "novel packet" to organize their work and develop their understanding of literary elements like character, theme, and narrative point of view.
How to Write a Poem Analysis Essay: Full Guide by Handmadewriting. 2024 Poetry Analysis Template - Fillable, Printable PDF & Forms | Handypdf. 76 analysis poetry. Analysis essay of poem / isewanforum.org. How to write a poem analysis essay - Structure Examples. Analysis Essay - 14+ Examples, Format, Pdf | Examples. Poetry Analysis for Middle School Students - ArticleCity.com. Reflective Essay: How to write an analytical essay on a poem. Poetry Analysis Templates Sample | Poetry analysis, Poetry, Poetry ideas. Poetry Analysis Collaborative Poster Project for Secondary ELA | The .... Page not found - The Perfect Dress. 002 Essay Example How To Start Poetry Comparison ~ Thatsnotus. How to Analyze a Poem With Joy and Success: Full Guide | EssayPro. Poetry Analysis Essay | Templates at allbusinesstemplates.com. How to Analyze a Poem in an Essay. 9+ Poetry Analysis Templates - PDF. Poetry Analysis Essay: Smart Student’s Guide with Example and Tips .... Accueil. Poetry Analysis Essay Help - Free Poetry Analysis Essay Examples. Poem Analysis Essay - Best Guide on How to Write a Poetry Analysis .... Poetry Essay Draft. Poetry Analysis Essay | English - Year 12 SACE | Thinkswap. Literary Analysis Essay: Tips to Write a Perfect Essay - wuzzupessay. How To Analyse A Poem - All You Need Infos. Analytical Essay: Poetry analysis essay sample. How to write an essay on a poem analysis - Writing about Poem: How to .... Poetry Analysis Essay Example | Topics and Well Written Essays - 500 .... Definition essay: Poem analysis essay. Poetry Analysis of Introduction to Poetry - PHDessay.com. Sample Poetry’s Analysis Template - 9+ Free Documents in PDF. Example of an analysis essay of a poem - Poetry Analysis Essay: Smart .... How To Write An Analysis On A Poem - INKSTERSCHOOLS.ORG.
This document provides summaries of several sources that could be used to teach students about the historical fiction genre and the American Revolution. These include picture books, presentations, graphic organizers, websites on the Declaration of Independence and causes of the Revolutionary War, a fictional book about a boy in the Revolution, an informational book presenting both patriot and loyalist views, a book on battles and leaders, reconstructed newspaper articles, and a Walt Whitman poem depicting the new American freedom. The sources would provide background information, examples of different text genres, and opportunities for student research and exploration of the time period.
This document provides instructions and prompts for an essay assignment on postmodern literature. Students are asked to write a 3-6 page thesis-driven essay responding to one of several prompts about works they have read in the course. The prompts cover topics like postmodernism and manifestos, themes in specific works, and analyzing passages through different theoretical lenses. The essay should demonstrate clear writing, rhetorical skills, and use MLA style formatting with citations. The document provides learning objectives, introduction to the assignment, and detailed prompts to choose from as well as formatting and submission requirements.
Film Study Essay. How To Write A Critical Film EssayWendy Fricke
The document provides instructions for completing a lab assignment in an Excel chapter that involves creating a 6-year financial projection for a company. Students are tasked with building out the projection tables, entering formulas to calculate sales and costs, formatting cells and applying number formats. The lab aims to have students practice essential Excel skills like formatting, formulas, and building tables while constructing a realistic financial model.
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Uncommon Argumentative Essay Topics.pdfUncommon Argumentative Essay Topics. 5...Michelle Wang
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EDU 3215 Lesson Plan Template & Elements Name Andres Rod.docxjack60216
EDU 3215 Lesson Plan Template & Elements
Name: Andres Rodriguez
Email address: [email protected]
Content Areas: English Language Arts and Social Studies
Common Core Standard(s): (list and write all applicable)
ELA CCSS:
RI 7.1 - Cite several pieces of textual evidence to support analysis of what the text says explicitly
as well as inferences drawn from the text.
RI 7.3 - Analyze the interactions between individuals, events, and ideas in a text (e.g., how ideas
influence individuals or events, or how individuals influence ideas or events).
RI 7. 4 - Determine the meaning of words and phrases as they are used in a text, including
figurative, connotative, and technical meanings; analyze the impact of a specific word choice on
meaning and tone.
CCSS: RH.6–8.1: Cite specific textual evidence to support analysis of primary and secondary
sources.
RH.6–8.2: Determine the central ideas or information of a primary or secondary source; provide
an accurate summary of the source distinct from prior knowledge or opinions.
Essential Question(s): How did colonists, African Americans, and Native Americans choose
sides during the Revolutionary War?
Introduction and Lesson Objective (outline the purpose for the lesson in 50 -100 words)
E.g., This lesson is focused on the role of the Native Americans during the American
Revolution. Students explored the roles of the Patriots and the Red Coats and will synthesize this
information with the roles of Native Americans during the American Revolution. The purpose is
for students to understand the variety of people and reasons who were involved in the American
Revolution.
Resources/Materials/Technology Utilized:
E.g., Computer, Smartboard, NewsELA article, Reading about Mohawk Mary Molly Bryant,
Notebooks, Pens, Pencils, Index cards, looseleaf
Instructional Sequence (x amount of minutes/ how many days will this lesson cover).
Include evidence of Explicit Instruction within the tasks/activity:
ortliebe
Highlight
ortliebe
Highlight
Time Allocation Objective Activity
Assessment/Evaluatio
n
7-9 minutes
This will help
the teacher
gauge what
knowledge the
students are
coming into the
lesson with.
Do Now - Answer the
following question:
Who do you think the
Native Americans fought
with/along side during the
American Revolution?
Why do you believe they
chose this side.
Teacher will walk
around and take note
of how many students
choose Patriots or Red
Coats. This will help
with grouping in
future lessons.
10 minutes
Reading a
document about
Mohawk Mary
Molly Bryant as
a class to help
students with
annotating
relevant facts
and details that
will help them
answer critical
thinking
questions later
on.
Reading a document about
a Native American woman,
Mohawk Mary Molly
Bryant as a class. Teacher
asks the following
questions during the
reading and students
underline/annotate the
answers based on t ...
EDU 3215 Lesson Plan Template & Elements Name Andres Rod.docxtidwellveronique
This lesson plan template provides guidelines for developing a lesson plan that integrates an English Language Arts standard with a standard from another subject area. The template includes sections for listing applicable Common Core standards, crafting essential questions, outlining objectives and instructional sequences, identifying vocabulary, planning for differentiation and assessment, and anticipating outcomes and difficulties. The template is meant to guide teachers in developing interdisciplinary lessons that incorporate ELA skills into other content areas.
This document provides an overview of context and its importance in discourse analysis. It discusses four main aspects of context: 1) situational context, which refers to the immediate physical surroundings, 2) cultural and interpersonal background context, which refers to shared cultural knowledge and prior interactions, 3) co-textual context, which refers to the surrounding words, and 4) intertextuality, which refers to knowledge gained from previous texts. It also defines key concepts such as deixis, exophoric reference, and cohesion. The document aims to explain how understanding context is essential for analyzing pragmatics and the meaning of language in use.
This document announces a conference titled "A Contested History: Reconstruction's Memory and Legacy" to be held at the Gene Autry Museum from July 7-9, 2015. The conference will examine how our understanding and memory of Reconstruction impacts present-day beliefs and choices, why Reconstruction history is often contested, and who gets to decide and write history. Essential questions for the conference include how the past affects the present, why Reconstruction is a contested history, and who determines historical narratives.
This document outlines a thematic text set about freedom to accompany the novel The Giver by Lois Lowry. The text set includes a nonfiction article about control in North Korea, a poem called "Sympathy" by Paul Laurence Dunbar, and Martin Luther King Jr.'s "I Have a Dream" speech. Activities are suggested to help students understand and analyze how the theme of freedom is developed across the texts, including writing journal entries to explore their own ideas about freedom. Standards from the South Carolina English Language Arts curriculum are also listed.
This document provides the syllabus for a course on negotiating cultural differences in American thought and language. The purpose of the course is to develop students' analytical reading, writing, and critical thinking skills through examining interactions between cultural groups in America. Students will analyze primary sources depicting encounters between European immigrants/Native Americans/others. They will explore how each group represented itself and managed relations with others. Assignments include two case study essays, short response essays, and a final exam. Readings will cover topics like Pocahontas, Hawaiian sovereignty movements, and works by Melville, Hawthorne, and Twain depicting cultural exchanges.
This poem explores issues of class, language, and power through the speaker's experience in school. In 3 sentences:
The speaker recalls being told by teachers that his regional dialect was improper and being forced to adopt Received Pronunciation; however, he later rejects this imposition and reclaims his own voice and identity, using his home language and name. The poem examines how education can shape one's relationship to language and reinforce social hierarchies based on class and accent.
The document outlines a unit plan for teaching African American narratives to a culturally diverse high school class. It includes rationales for various teaching methods and activities, such as using KWL charts, timelines, word walls, blogs and reciprocal teaching to engage students. It lists readings including works by Equiano, Jacobs, Malcolm X and Douglass. It provides a detailed lesson plan for two weeks, including introducing topics, group work, class discussions and a final panel project where students research and debate questions about Malcolm X.
This letter from an 11th grade English teacher informs parents about an upcoming 5-week unit on social justice titled "Re-Defining Normal: The Politics of Power." The unit will examine the social constructs of race, gender/sexuality, and body image through analyzing three core texts - Huckleberry Finn, Aristotle and Dante Discover the Secrets of the Universe, and "Body Ritual among the Nacirema." The teacher provides context on each text and how they will be used to foster critical thinking about notions of normalcy and how power structures influence social views. Parents are invited to contact the teacher with any questions or concerns.
Essay My Mother My Role Model. My Mother Essay Essay on My Mother for Studen...Tamara Jackson
The Most Admired Person in My Life: My Mother Free Essay Example. My Role Model Paragraph On My Parents Mother And Father. My Mother Essay Essay on My Mother for Students and Children in .... Mother Essay About Role Model. Role Model Mom / Essays / Literature / ID: 466670. My mother is my role model essays - articlesyellow.x.fc2.com. 025 Essay Example An On My Role Model Mother Coursework Academic .... My Role Model My Mom Free Essay Example. Write My Mother Essay : My Mother: My Role Model and Best Friend. Essay on my role model my parents. My Role Model Paragraph On My .... Essay mother teresa my role model - illustrationessays.web.fc2.com. Awesome Role Model Essay Thatsnotus. College Essay: Role model essay. Write an Essay on My Role Model My Mother Essay Writing English .... 10 Lines Essay on My Role Model/My Mother-My Role Model/Essay in .... My Mom Is The Perfect Role Model emr.ac.uk. 10 Lines on My Role Model for Students and Children in English - A Plus .... ️ My role model is my parents. mother is my role model, she inspires .... My mom is my role model essay. My Father Essay: role model Essay .... role model essay my role model in life essay public speaking speech .... Mom Role Model Quotes. QuotesGram. My mother - My Role Model Essay for School Kids My Super Hero My .... My mom is my role model essay. My role model is my parents, Essay .... The importance of my mother essay. Narrative essay: My mother short essay in english. 017 Essay About Mom Plank My Mother Is Idol Teacher Hero Personal .... Essay on your role model. Essay Writing About My Role Model. 2019-02-28. PDF My Mother, My Role Model: Mothers Influence on Womens Fertility .... My mother my role model essay. My Mother is My Role Model Essay .... Role model mother essay Essay My Mother My Role Model Essay My Mother My Role Model. My Mother Essay Essay on My Mother for Students and Children in ...
This document provides learning invitations for teaching third grade students about the history of African Americans' fight for equality and freedom using the picture book "We Shall Overcome: The Story of a Song." The invitations include having students create a visual timeline of key historical events from slavery to the Civil Rights Movement, role-playing responses to scenarios about injustice, responding to readings from the book through writing or discussion, and creating art in response to listening to different versions of the song "We Shall Overcome." The teacher notes provide instructions for introducing and facilitating the learning stations.
Causes Of Civil War Essay. Causes of the Civil War Essay Essay on Causes of ...Stephanie Davis
Causes of Civil War essay | American Civil War. Causes Essay on US Civil War | History - Level 3 NCEA | Thinkswap. essay examples: causes of the civil war essay. Causes of the civil war thematic essay. Civil War Essay | Essay on Civil War for Students and Children in ....
Similar to Selecting Texts- Key Assignment. Overcoming Obstacles Through the Lens of History (20)
How to Fix the Import Error in the Odoo 17Celine George
An import error occurs when a program fails to import a module or library, disrupting its execution. In languages like Python, this issue arises when the specified module cannot be found or accessed, hindering the program's functionality. Resolving import errors is crucial for maintaining smooth software operation and uninterrupted development processes.
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
বাংলাদেশের অর্থনৈতিক সমীক্ষা ২০২৪ [Bangladesh Economic Review 2024 Bangla.pdf] কম্পিউটার , ট্যাব ও স্মার্ট ফোন ভার্সন সহ সম্পূর্ণ বাংলা ই-বুক বা pdf বই " সুচিপত্র ...বুকমার্ক মেনু 🔖 ও হাইপার লিংক মেনু 📝👆 যুক্ত ..
আমাদের সবার জন্য খুব খুব গুরুত্বপূর্ণ একটি বই ..বিসিএস, ব্যাংক, ইউনিভার্সিটি ভর্তি ও যে কোন প্রতিযোগিতা মূলক পরীক্ষার জন্য এর খুব ইম্পরট্যান্ট একটি বিষয় ...তাছাড়া বাংলাদেশের সাম্প্রতিক যে কোন ডাটা বা তথ্য এই বইতে পাবেন ...
তাই একজন নাগরিক হিসাবে এই তথ্য গুলো আপনার জানা প্রয়োজন ...।
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How to Build a Module in Odoo 17 Using the Scaffold MethodCeline George
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.
A workshop hosted by the South African Journal of Science aimed at postgraduate students and early career researchers with little or no experience in writing and publishing journal articles.
A review of the growth of the Israel Genealogy Research Association Database Collection for the last 12 months. Our collection is now passed the 3 million mark and still growing. See which archives have contributed the most. See the different types of records we have, and which years have had records added. You can also see what we have for the future.
Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...Dr. Vinod Kumar Kanvaria
Exploiting Artificial Intelligence for Empowering Researchers and Faculty,
International FDP on Fundamentals of Research in Social Sciences
at Integral University, Lucknow, 06.06.2024
By Dr. Vinod Kumar Kanvaria
How to Make a Field Mandatory in Odoo 17Celine George
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.
The simplified electron and muon model, Oscillating Spacetime: The Foundation...RitikBhardwaj56
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.
This presentation includes basic of PCOS their pathology and treatment and also Ayurveda correlation of PCOS and Ayurvedic line of treatment mentioned in classics.
LAND USE LAND COVER AND NDVI OF MIRZAPUR DISTRICT, UPRAHUL
This Dissertation explores the particular circumstances of Mirzapur, a region located in the
core of India. Mirzapur, with its varied terrains and abundant biodiversity, offers an optimal
environment for investigating the changes in vegetation cover dynamics. Our study utilizes
advanced technologies such as GIS (Geographic Information Systems) and Remote sensing to
analyze the transformations that have taken place over the course of a decade.
The complex relationship between human activities and the environment has been the focus
of extensive research and worry. As the global community grapples with swift urbanization,
population expansion, and economic progress, the effects on natural ecosystems are becoming
more evident. A crucial element of this impact is the alteration of vegetation cover, which plays a
significant role in maintaining the ecological equilibrium of our planet.Land serves as the foundation for all human activities and provides the necessary materials for
these activities. As the most crucial natural resource, its utilization by humans results in different
'Land uses,' which are determined by both human activities and the physical characteristics of the
land.
The utilization of land is impacted by human needs and environmental factors. In countries
like India, rapid population growth and the emphasis on extensive resource exploitation can lead
to significant land degradation, adversely affecting the region's land cover.
Therefore, human intervention has significantly influenced land use patterns over many
centuries, evolving its structure over time and space. In the present era, these changes have
accelerated due to factors such as agriculture and urbanization. Information regarding land use and
cover is essential for various planning and management tasks related to the Earth's surface,
providing crucial environmental data for scientific, resource management, policy purposes, and
diverse human activities.
Accurate understanding of land use and cover is imperative for the development planning
of any area. Consequently, a wide range of professionals, including earth system scientists, land
and water managers, and urban planners, are interested in obtaining data on land use and cover
changes, conversion trends, and other related patterns. The spatial dimensions of land use and
cover support policymakers and scientists in making well-informed decisions, as alterations in
these patterns indicate shifts in economic and social conditions. Monitoring such changes with the
help of Advanced technologies like Remote Sensing and Geographic Information Systems is
crucial for coordinated efforts across different administrative levels. Advanced technologies like
Remote Sensing and Geographic Information Systems
9
Changes in vegetation cover refer to variations in the distribution, composition, and overall
structure of plant communities across different temporal and spatial scales. These changes can
occur natural.
2.
Do Now: Take the next 2 minutes to silently think to
yourself about the most difficult time in your life.
You obviously overcame it since you are here now.
Take 5 minutes to write about the ways in which you
overcame your struggle
Overcoming Obstacles
3.
5th grade Humanities
Unit 4: Understanding the history of the United
States between shortly before the Great Depression
and through the ending of World War II
Emphasis: Learning through reading texts and
writing short answers
At the end of this unit students will have a new
knowledge of the history of the US between the
Great Depression and World War II through stories
of struggle, perseverance and triumph
Overcoming Obstacles
4.
Anchor Text: Unbroken (the Young
Adults Adaptation): A World War II
Story of Survival, Resilience, and
Redemption
Qualitative Measures
Meaning/Purpose: Moderately
Complex
Text Organization: Very Complex
Vocab: Moderately-Very
Complex
Sentence Structure: Moderately-
Very Complex
Life Experiences: Moderately-
Very Complex
Cultural Knowledge: Moderately
Complex
Quantitative Measures
Grade Band: 4-5
Lexile: 740L-101L
Word Count: 138,039
Fountas & Pinnell: O-V
Reading Maturity: 5.42-7.92
Word Length: Moderately
Complex
5.
Unbroken follows the life of Louis Zamperinni, an
Olympian-turned-World War II bombardier whose plane
was shot done over the Pacific on a bombing run. Over
the next several months Zamperinni and two crew
members floated in the middle of the ocean waiting on
rescue. While rescue did come it was in the form of the
Japanese Navy. Zamperinni then spent over a year in a
Japanese internment camp suffering daily torture,
starvation and forced slavery. While on the brink of death
at all times he miraculously survived through grit and
determination.
About the Anchor
6.
Sets the tone for our unit/text set
Gives students a text that will challenge their
cognitive skills due to its tough qualitative and
quantitative measures.
Provides students an in-depth look at World War II
and the harshness of life at war.
Ample opportunities for short answer responses,
Socratic Seminars and picking apart text using
reading strategies learned in ELA.
Rationale
7.
“The Second World War was raging, and in the Pacific,
America and Japan were locked in a bloody struggle.” (Chap. 1)
Historical insight into WWII
“Perhaps some guards forced their prisoners to live in
maximally dehumanizing conditions so that they could
reassure themselves that they were merely giving loathsome
beasts their due…Some of the worst abuses may have arisen
from guards” (Chap 19)
Human struggle & challenging cognitive ability through
complex vocabulary and sentence structure
“Not long ago, Louie’s only thoughts had been to merely
survive to the next day. Now he finally could dream of a life of
goals and ambitions.”(Chap 24)
Sets theme for tone and foundation for text set.
Rationale Through
Excerpts
8.
(3) Reading/Comprehension of Literary Text/Theme and
Genre. Students analyze, make inferences and draw
conclusions about theme and genre in different cultural,
historical and contemporary texts and provide evidence from
text to support their understanding
(10) Reading/Comprehension of Information Text/Culture and
History.
(18)(C) Write responses to literary or expository texts and
provide evidence from text to demonstrate understanding.
(5)(A) Analyze various issues and events of the 20th century
such as industrialization, urbanization, increased use of oil and
gas, the Great Depression, the world wars, the civil rights
movement, and military actions.
TEKS
9.
• Unbroken by Laura Hillenbrand- Anchor
• Bud, Not Buddy by Christopher Paul Curtis (Fiction)
• “Mother to Son” by Langston Hughes (Poem)
• “Pearl Harbor Address” Franklin Delano Roosevelt
(Speech)
• World War II, The Great Depression and The Dust
Bowl in Pictures (images)
Overcoming Obstacles
Text Set
11. This book takes place during the Great Depression and revolves around Bud, a boy
who has never met his father, and who lost his mother at a young age. After his
mother passes at the age of 6, he finds himself bouncing around orphanages and
foster homes, with each experience being worse than the last. Once the reader gets
past chapter 5, Bud realizes that he doesn’t need a foster home to survive and goes
on a solitary quest to find his father, whom he has never met. Along the way, Bud
encounters challenge after challenge, yet never gives up on his hope of finding his
father. This theme is similar to my anchor text, Unbroken, that revolves around the
idea of persevering through every tough situation to make it through. While this is a
tough subject matter to go over with students, I feel that (a) it is relevant to the
students I teach due to the fact that they encounter difficulties similar to Bud in their
daily lives, and (b) it supports the theme of Unbroken. I also believe that it will be
beneficial to my students because it comes with this idea that no matter what the
situation you are in, and no matter what age you are (Bud is the same age as the
students I teach), you can always change the situation you are in. Due to these
factors, I feel as if my students can connect and relate to this story, thus providing
more of an incentive to want to read and understand the text.
About the Text &
Rationale
12.
“And I’ll tell you, I’ve seen some things out of place before and a young
brown skinned boy walking along the road just outside of Owosso,
Michigan, at two-thirty in the morning is definitely not where he ought to
be. In fact, what is definite is that neither one of us should be out here at
this time of night.” (Chap 10)
History through Inference- What can you infer about the way the town of
Owosso feels towards African-Americans by the statement from Lefty Lewis?
“The man raised his hand and said, "Look, kid, everybody's got a story and
everybody knows the rules. The line closes at seven o'clock. How's it fair to
these people who been here since five o'clock that you can sleep until" -- he
looked at his wristwatch--"until seven-fifteen, then come busting down
here expecting to eat? You think you got some kind of special privilege just
'cause you're skinny and raggedy? Look in the line, there's lots of folks
look just like you, you ain't the worst.” (Chap 6)
Comprehension by Using Text Evidence- What can you tell about the situation
that most people found themselves in during the Great Depression? And What
does this tell you about how the United States was during the Great Depression?
Use text evidence to prove your stance.
Excerpts with Questions
13.
(6) Reading/Comprehension of Literacy
Text/Fiction. Students understand, make inferences
and draw conclusions about the structure and
elements of fiction and provide evidence from the
text to support their understanding.
(5)(A) Analyze various issues and events of the 20th
century such as industrialization, urbanization,
increased use of oil and gas, the Great Depression,
the world wars, the civil rights movement, and
military actions.
TEKS
14.
Mother to Son
Qualitative Measures
Meaning/Purpose:
Moderately-Very Complex
Text Organization:
Moderately Complex
Vocab: Moderately-Very
Complex
Sentence Structure:
Moderately Complex
Life Experiences: Moderately-
Very Complex
Cultural Knowledge:
Moderately Complex
Quantitative Measures
Grade Band: 4-5
Lexile: 740L-101L
Word Count: 52,179
Fountas & Pinnell: O-V
Reading Maturity: 5.42-
7.92
Word Length: Slightly
Complex
15.
Mother to Son
Well, son, I’ll tell you:
Life for me ain’t been no crystal stair.
It’s had tacks in it,
And splinters,
And boards torn up,
And places with no carpet on the floor—
Bare.
But all the time
I’se been a-climbin’ on,
And reachin’ landin’s,
And turnin’ corners,
And sometimes goin’ in the dark
Where there ain’t been no light.
So boy, don’t you turn back.
Don’t you set down on the steps
’Cause you finds it’s kinder hard.
Don’t you fall now—
For I’se still goin’, honey,
I’se still climbin’,
And life for me ain’t been no crystal stair.
16. Langston Hughes wrote this poem in 1926 about the difficulties African Americans
faced during this period in United States history. The poem revolves around a
mother giving advice to her son about the struggles in life that she has faced and that
her son will most likely face. Mother to Son embodies the theme of the text set;
struggle, perseverance, resiliency and never giving up on life. Half of the students
that will receive this poem are African American and I believe that this text will
speak directly to them. While this poem has a strong correlation to the text set, it also
has several academic features that will allow for an engaging lesson. The first of
these features is the complexity of the vocabulary used. Many of the words in the
poem will are not in modern vocabulary that is used on a daily basis. Therefore as a
class we can break down each stanza of the poem, and using context clues, go line by
line to determine the meaning of unfamiliar words. This will also be an opportunity
to use the close reading strategy the students have learned in their ELA classrooms
so that the students can understand the full meaning of the text. Form a historical
standpoint this poem is very powerful. As in “Bud, Not Buddy,” this poem describes
the incredible challenges faced by African Americans during this time period. The
next part of the lesson will be to ask the students to give a short answer response on
the difficulties faced by African Americans during this time, and to use text evidence
to justify their stance.
About the Text &
Rationale
17.
(4) Reading/Comprehension of Literacy Text/Poetry. Students
understand, make inferences and draw conclusions about the
structure and elements of poetry and provide evidence from
text to support their understanding.
(2) Reading/Vocabulary Development. Students understand
new vocabulary and use it when reading and writing.
(2)(B) Use context to determine or clarify the meaning of
unfamiliar or multiple meaning words.
5)(A) Analyze various issues and events of the 20th century such
as industrialization, urbanization, increased use of oil and gas,
the Great Depression, the world wars, the civil rights
movement, and military actions.
TEKS
19.
Pearl Harbor Address
To the Congress of the United States:
Yesterday, December 7, 1941–a date which will live in infamy–the United States of America was suddenly and deliberately attacked by naval and air
forces of the Empire of Japan.
The United States was at peace with that nation and, at the solicitation of Japan, was still in conversion with the government and its emperor
looking toward the maintenance of peace in the Pacific.
Indeed, one hour after Japanese air squadrons had commenced bombing in Oahu, the Japanese ambassador to the United States and his colleagues
delivered to the Secretary of State a formal reply to a recent American message. While this reply stated that it seemed useless to continue the existing
diplomatic negotiations, it contained no threat or hint of war or armed attack.
It will be recorded that the distance of Hawaii from Japan makes it obvious that the attack was deliberately planned many days or even weeks ago.
During the intervening time, the Japanese government has deliberately sought to deceive the United States by false statements and expressions of
hope for continued peace.
The attack yesterday on the Hawaiian Islands has caused severe damage to American naval and military forces. Very many American lives have
been lost. In addition, American ships have been reported torpedoed on the high seas between San Francisco and Honolulu.
Yesterday, the Japanese government also launched an attack against Malaya.
Last night, Japanese forces attacked Hong Kong.
Last night, Japanese forces attacked Guam.
Last night, Japanese forces attacked the Philippine Islands.
Last night, the Japanese attacked Wake Island.
This morning, the Japanese attacked Midway Island.
Japan has, therefore, undertaken a surprise offensive extending throughout the Pacific area. The facts of yesterday speak for themselves. The people
of the United States have already formed their opinions and well understand the implications to the very life and safety of our nation.
As Commander in Chief of the Army and Navy, I have directed that all measures be taken in for our defense.
Always will we remember the character of the onslaught against us.
No matter how long it may take us to overcome this premeditated invasion, the American people in the righteous might will win through to
absolute victory.
I believe I interpret the will of the Congress and of the people when I assert that we will not only defend ourselves to the uttermost, but will make
very certain that this form of treachery shall never endanger us again.
Hostilities exist. There is no blinking at the act that our people, our territory, and our interests are in grave danger.
With confidence in our armed forces–with the unbounding determination of our people–we will gain the inevitable triumph–so help us God.
I ask that the Congress declare that since the unprovoked and dastardly attack by Japan on Sunday, December 7, a state of war has existed between
the United States and the Japanese empire.
20.
The Pearl Harbor Address is one of the most powerful and quotable
speeches in United States history; simply by hearing the first words, most
American know exactly what they are listening to. The speech came at a
time when the rest of the world was in great turmoil due to the war raging
in Europe. While the United States had tried desperately to evade
engaging in this world conflict, the unprovoked siege by the Empire of
Japan thrust United States into military action. The attacks at Pearl Harbor
rank only second to 9/11 as the deadliest attack aimed at taking American
lives. Not only is this an historic text, it provides a great learning
opportunity for 5th graders studying the war. First, this speech and what
caused it, allows the students to understand why the United States was
involved in World War II. Second, this speech is straightforward and not
difficult to understand. thereby this allows the class to focus more on a
writing through history aspect, rather than simply reading comprehension.
It is also important to note that the students will have a prior
understanding of the war between the United States and Japan based off of
the lesson taught by the Anchor Text, “Unbroken.” The class has also been
through their 3 week expository writing unit.
Rationale
21.
“As Commander in Chief of the Army and Navy, I have directed that all
the measures be taken in for our defense…I ask that Congress declare…a
state of war between the United States and the Japanese Empire.”(FDR)
- Based off of this excerpt, what does this tell you about the power of the
President of the United States. Write a short answer response and use text
evidence to support your answer.
“Yesterday, December 7, 1941–a date which will live in infamy–the United
States of America was suddenly and deliberately attacked by naval and air
forces of the Empire of Japan…Very many American lives have been
lost…. Yesterday, the Japanese government also launched an attack against
Malaya. Last night, Japanese forces attacked Hong Kong. Last night,
Japanese forces attacked Guam. Last night, Japanese forces attacked the
Philippine Islands. Last night, the Japanese attacked Wake Island. This
morning, the Japanese attacked Midway Island.”
Based off of this excerpt and your prior knowledge about the war between the
United States and Japan , what can you infer about the strength of the Empire of
Japan, and what does this tell you about their intentions. Write a 2-4 paragraph
essay explaining your stance.
Rationale Through
Excerpts
22.
5)(A) Analyze various issues and events of the 20th
century such as industrialization, urbanization, increased
use of oil and gas, the Great Depression, the world wars,
the civil rights movement, and military actions.
18)(C) Write responses to literary or expository texts and
provide evidence from text to demonstrate understanding
10) Reading/Comprehension of Information
Text/Culture and History.
(15) Writing/Writing Process. Students use elements of
the writing process (planning, drafting, revising, editing,
and publishing) to compose text.
TEKS
23. Images of World War II, the Great
Depression, and the Dust Bowl
24.
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27.
28.
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31.
32.
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34.
35.
Rationale
The gallery walk will be the last lesson in our unit of Overcoming
Obstacles. It will have the children begin with the imagine shown first, and
proceed one, by one, until the final one depicting the American victory in
Iwo Jima. The order of the pictures is very deliberate. Because the theme of
this unit is based around overcoming obstacles, it depicts America at a
time when she at her worst. Then goes one by one in chronological order,
to show the hardships and sufferings that Americans faced, through crop
failure, economic collapse and war. The final image is intended to show
America at one of her finest moments to drive home to the students that no
matter how bad things get, if you fight and never give up, things can
always get better. Most all of my students come from poor backgrounds
where life can be very difficult. I hope that his unit can show them that
they own the power to change their lives and make them better. The final
objective of this unit will be to have them answer the same question that
was presented in the Do Now, in a 5 paragraph expository essay (I’m not
the biggest fan of counting paragraphs but its school policy).
36. 15) Writing/Writing Process. Students use elements of the writing process (planning,
drafting, revising, editing, and publishing) to compose text.
5)(A) Analyze various issues and events of the 20th century such as industrialization,
urbanization, increased use of oil and gas, the Great Depression, the world wars, the
civil rights movement, and military actions.
(17) Writing. Students write about their own experiences. Students are expected to
write a personal narrative that conveys thoughts and feelings about an experience.
(18)Writing/Expository and Procedural Texts. Students write expository and
procedural or work-related texts to communicate ideas and information to specific
audiences for specific purposes. Students
(A) create multi-paragraph essays to convey information about the topic that:
(i) present effective introductions and concluding paragraphs;
(ii) guide and inform the reader's understanding of key ideas and evidence;
(iii) include specific facts, details, and examples in an appropriately organized
structure; and
(iv) use a variety of sentence structures and transitions to link paragraphs;
TEKS