This document provides instructions and guidance for an essay assignment. Students are asked to write about a family story that is often told at gatherings. They are to brainstorm potential stories, choose one to focus on, and free write about retelling the story. A rough draft is due on September 28th for peer review, and the final draft is due on October 3rd. The essay should be 2 pages and is worth 70 points. For homework, students are to brainstorm potential stories, free write about one chosen story, and list details about that story. They should also read and annotate a passage from their textbook.
This is a presentation I create provides an outline of the English 11 curriculum in FCPS schools. I provided this presentation in lieu of any English final exam.
This is a presentation I create provides an outline of the English 11 curriculum in FCPS schools. I provided this presentation in lieu of any English final exam.
How Teachers Can Use Stories In Teaching Classroom LessonsAileen Santos
Most teachers already know that stories are more interesting to students than plain facts. This article serves as a primer for teachers from grade school to high school on how they can use stories to teach actual lessons.
The article includes a 4-step process for turning lessons into stories, as well as story suggestions you can find online to start your storytelling adventures with.
Courtesy of STAR TEACHER magazine (published by Summit Media, Inc.) and A.S.Santos of http://StudentParanormalResearchGroup.com .
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 invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
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?
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.
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!
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
7. Independent Clauses Pat enjoyed his first tennis lesson, but he was tired. He learned to hit a forehand lob, and he learned to serve.
8. Review of Independent Clauses In the following sentences, underline the independent clauses. Jill swam to the shore and Ben stayed on the boat. Sam pet the dog. Because he needed a quiet place, Frank went to the library. After he typed his essay, Bill went to the store. Someone should clean up the counter after he eats.
9. Dependent or Subordinate Clauses Although a dependent clause contains a subject and a verb, it cannot stand alone as a sentence. To be part of a complete sentence, it needs to be attached to or part of an independent clause.
10. Dependent Clauses Dependent clauses are also called subordinate clauses because they often begin with one of these words, called subordinating conjunctions: after if until although since when as that where because though while before unless
11. Examples Because my car broke down, I had to reschedule the dentist appointment. Before my uncle retired, he was a welder. I didn’t fly in a plane until I was seventeen years old.
12. Dependent Clauses and Commas As these examples show, you use a comma after a dependent clause that begins a sentence. You generally do not use a comma before a dependent clause that ends a sentence.
13. How to Identify a Dependent Clause Check that the word group has a subject and a verb. Check that it begins with a word such as because, until, before, after, although, when, or while. Check that it cannot stand alone as a sentence.
14. Activity 3: Identify Dependent Clauses In each of the following sentences, underline the subordinate clause(s). When the supervisor entered the office, Dean stopped playing his computer game. On my street, the garbage is always collected before I wake up. We toasted marshmallows and told ghost stories until the fire died. If nobody has any questions, Ms. Skov will distribute the free samples. Antonio wants to become a social worker because a social worker helped him through his long stay in the hospital.
15. Activity 3: Identify Dependent Clauses In each of the following sentences, underline the subordinate clause(s). While the turkey roasted in the oven, the family played touch football. Unless you pay your parking fines, you will not be allowed to register for classes when the next semester begins. Since Kerry began jogging, she has been having pains in her knees. After he graduates, Conrad wants to tour Mexico. I have hidden your birthday present where you will never find it.
16. Relative Clauses A dependent clause may also begin with one of these words, called relative pronouns: that who what whoever whatever whom which whomever whichever whose
17. Relative Clauses A subordinate clause that begins with a relative pronoun is often called a relative clause. Any soldier who passes the obstacle course will be allowed to leave. Private Mejia, who passed the obstacle course, was allowed to leave. Whoever cooked the food should be thanked.
18. How to Identify a Relative Clause Check that the word group has a subject and a verb. Check that the word group begins with a relative pronoun such as that, who, what, which, whoever, or whichever. Check that the word group cannot stand alone as a sentence.
19. Activity 4: Identify Relative Clauses In each of the following sentences, underline the relative clauses. Janice is the only student who talked to the professor on the first day of class. Ogbert is one of those people who work at night and sleep all day. I worry about students whose extracurricular activities interfere with their studies. Whoever ate Asher’s sandwich should fix him another one. I recommend you buy the vehicle that has the least impact on the environment.
20. Activity 4: Identify Relative Clauses In each of the following sentences, underline the relative clauses. Jolene is the only student whose research paper received an A. Whoever comes home last needs to let the cat out. Frankie is the only boyfriend who ever gave me a bouquet of roses. Miss Sweden is the only contestant who played the accordion in the talent contest. I feel sorry for the people whose jobs were eliminated last year.
21. Process of Writing Brainstorm Narrow Your Topic Thesis Statement Topic Sentences Introduction Flesh Out Conclusion Revision and Editing
23. Narrow Your Topic Education Higher Education Community Colleges Porterville College Class size at PortervilleCollege
24. Narrow Your Topic Crime Increase in people going to prison Lack of rehabilitation Lack of schooling in prison We need to educate prisoners so they can be rehabilitated
27. Think back to past gatherings of your family, either around the table with your parent(s) or on a visit to a relative for a holiday. In every family there are stories told of past events: the time when your father was a boy and accidentally put a sling-shotted rock through the evil neighbor's window; or grandpa's story of walking ten miles through snow and ice to get to school; or the time when, as a young girl, you put your kittens in the washing machine to clean them!
28. The type of story you want to focus on is one that is told often. It comes out of your own family's oral tradition.
29. Here's how to get started on this essay: First, jot down briefly a number of these type of stories you remember. For example, you might write “tuna fish story,” “grandma's ‘wee beastie’ story,” “dad's slingshot story.”
30. Here's how to get started on this essay: Next, choose one of these stories to work on for the moment. Freewrite on the story for about ten minutes, trying to retell the whole thing as you recall it.
31. Here's how to get started on this essay: Third, get a blank sheet of paper and list as many details, impressions, and phrases as you can recall. Also list details that you remember from the actually telling of the story such as where you have heard it before, when it's told, and who tells it. Some of these details of the story may need to be filled in by your imagination since you perhaps were not there when the story happened. Just get as much stuff down about the story as you can; don't worry about any sort of order.
32. Here's how to get started on this essay: Last of all, retell the story as fully and completely, and as entertainingly, as you can. Be as descriptive as you can, and include dialogue where needed. Imagine that your audience is your peers as well as your family and the original storyteller, and that your purpose is to get the original storyteller to nod their head and say, "yea, that's it, you told it just right." Try to practice showing and not telling.
33. Note If using a story from your family does not work for whatever reason, you can use a story from among your friends. The one criterion is it is a story that is "told often."
34. Rough Draft The rough draft is due Wednesday, September 28, 2011. We will be peer reviewing in class and you will have the opportunity to earn three extra credit points. Make sure you bring your highlighters on this day.
35. Final Draft The final draft is due Monday, October 3, 2011. Make sure you print papers early so you will have time to deal with any problems that should arise. Also, keep in mind that the final draft must be in my hands within the first ten minutes of class. If you are late, your paper is too.
36. Points and Page Length This essay should be about two pages (or five hundred to six hundred words) long and is worth 70 points.
38. Brainstorm First, jot down briefly a number of these type of stories you remember. For example, you might write “tuna fish story,” “grandma's ‘wee beastie’ story,” “dad's slingshot story.” You must have at least five.
39. Narrow Your Topic Next, choose one of these stories to work on for the moment. Freewrite on the story for about ten minutes, trying to retell the whole thing as you recall it.
40. Brainstorm Third, get a blank sheet of paper and list as many details, impressions, and phrases as you can recall. Also list details that you remember from the actually telling of the story such as where you have heard it before, when it's told, and who tells it. Some of these details of the story may need to be filled in by your imagination since you perhaps were not there when the story happened. Just get as much stuff down about the story as you can; don't worry about any sort of order.
41. Homework Bring back your work for Essay #1 (Three brainstorms: One that is as many stories as you can think of (at least five), second, the free write of the story you narrow it down to, and third, your list of details) Read and annotate “Making Room for Dad’s New Girlfriend” starting on page 358