Sessions for International Day
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The document outlines 10 session topics that will be offered to students. Session 1 will provide an overview of Eastern religions like Hinduism and Buddhism from a panel of guest speakers. Session 2 will similarly cover Western religions like Judaism, Christianity, and Islam. Session 3 is for LGBTQ+ students and allies to learn about support groups and resources and connect with others. Session 4 will teach students about civic action, political engagement, and how to create positive change.
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This document outlines 9 session topics for a workshop or conference, including Eastern and Western religions, LGBTQ issues, civic engagement, Egypt, the refugee experience, Hispanic literature, college options for first generation students, and connecting musical traditions with a focus on African drumming. Each session is scheduled for multiple time slots and will include guest speakers, discussions, and opportunities for students to ask questions.
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1. Is it the speaker's interaction with the audience?
2. is it the composition of the audience, or both?
3. The process of mapping, as he describes it, involves describing the relationship between the sociocultural behavior one observes and the physical environment.
4. a description of the activities being observed, detailing activities of interest.
5. describe activities in the order in which they occur;
· provide descriptions without inferring meaning;
· include relevant background information to situate the event;
· record the date, time, place, and name of researcher on each set of notes.
· What happened at the activity. Include sights, sounds, smells, tastes, tactile memories.
· How you felt during the activity.
· How people responded to you.
6. What is happening within the location
7. Ambience, atmosphere, environment
8. Physical characteristics of the setting
9. How you are feeling and how you think this might influence what you are observing and recording
10. hat do we look for in observation? • What is your role in the setting? Are you a background observer , an extra pair of hands, or a participant? • Should you develop a set of notes away from the observation setting?
11. Some things to consider -Context: • What does the site look like? Smell like? Feel like? How is it set up physically? Take note of this for richness of data
MY NOTE to give you an idea how this lecture was:
· Some Main Point in this lecture
· It is about freedom
· Women right to vote
· justice
· education is very important, but it is not enough, and it is not the only subject we have to work on it
· How can America be Great and better
· Black history is the America history
· Freedom is constant struggle
· There was interaction and enthusiasm
· The audience was a good listener and stood for the speaker throughout the lecture
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· For example, in the Question-and-answer (Q&A) session microphone battery ended Suddenly and the audience shouting because they wanted to hear every word from the speaker
· There were two kinds of applause after the end of his poverty and warm applause when the speaker says eloquent affect the audience and has repeated this repeatedly
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Running Head: SAUDI STUDENTS IN THE U.S 1
SAUDI STUDENTS IN THE U.S 2
Saudi students in the USA
Interview Transcription
Background:
This interview is about the life of Saudi students in the United states. The interview has questions that show how these students feel about living in the U.S and shows if they are facing any issues with adapting. Also, it shows what these students are thinking about the American culture and provides the interview with information about the difference between the education in Saudi Arabia and the U.S.
Method:
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Interview Transcript:
Abdul: “Hello Ahmed, how are you?”
Ahmed: “I am good, how are you?”
Abdul: “I am good, thank you.”
Abdul: “I am making a research about the Saudi student’s life in the U.S and I have a couple questions that I want to ask you if that’s okay with you?”
Ahmed: “Yeah sure!”
Abdul: “Okay, what do you think about living in the U.S as an international student? How do you feel about that?”
Ahmed: “The U.S. presents a great opportunity for people eager for learning and accomplishment. Throughout my studies at different institutions in the U.S., I have learned a lot in my field as well as in other disciplines. I saw that in myself and in other classmates who came from other countries around the world. We used to take classes together, accumulate our knowledge and experience, and perfect our scores. It is amazing to see what they have accomplished after they graduate and to notice the level of professionalism I achieved along the way, also.”
Abdul: “I see, and Have you faced any problem(s) with adapting in the U.S? If yes, what is/are it/they?”
Ahmed: “After being used to a specific lifestyle back in my home country, I faced some obstacles trying to adapt to life in the U.S. It did not take me much time to grasp the flow of everyday life here in the U.S. One of first challenges I faced, is dealing with public transportation. At the time, I had no previous knowledge or experience, and it cost me time to ask friends about it. After that, It became an everyday process that requires no thinking. ”
Abdul: “Okay, and What do you think about the American culture?”
Ahmed: “I admire the open-mindedness of people, which is inherently in American culture. People are adherent to their culture, and also open to exploring other traditions and cultures.”
Abdul: “What are the differences between the education .
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The summary captures the key events in 3 sentences - Kenny pretends to interview Byron, Byron unexpectedly hits Kenny hard in the ear halfway down the stairs, and Kenny is shaken up and in pain from the hit.
"Watsons" Close Reading
1. Kenny pretends to be a reporter interviewing Byron as they descend the stairs, asking him joking "last words" questions.
2. Byron unexpectedly punches Kenny hard in the ear.
3. The punch shakes Kenny up - his legs wobble, his eyes and nose start leaking as he sits on the stairs in pain.
We shall overcome
This document describes an exhibition titled "We Shall Overcome: Civil Rights and the Nashville Press, 1957–1968" that features 50 photographs from Nashville's two daily newspapers during the civil rights movement. The photos depict important events like school desegregation, lunch counter sit-ins led by students from local historically black colleges, and protests against police brutality. The exhibition examines how images and media shaped public opinion about racial issues during this transformative period in Nashville and American history.
Student Packet
Over the next two weeks, students will explore the history, context, and cultural significance of Black Panther through various texts and media. They will write responses, discuss their thoughts and opinions, and at the end of the two weeks go see the Black Panther film as a school. The document outlines the daily plans which include watching introductory videos on Wakanda and the Black Panther character, reading related articles, analyzing comic pages, and responding to writing prompts.
Black Panther Unit PPT
This two-week unit explores the history, context, and cultural significance of Black Panther through various texts and media. Each day focuses on different elements of Wakanda and Black Panther, such as the fictional country's history and relationship to colonialism, the comic book origins and influence, and the significance of the film. Students watch videos, read articles and excerpts, analyze images, and have discussions and writing prompts to gain a deeper understanding of Black Panther and its impact.
Word of the Week Q2
The document provides guidance for teachers on implementing a weekly word challenge. It instructs teachers to post the weekly word for students to see, use the word in class, and encourage students to use the word through classwork, assignments, and activities. Teachers are also encouraged to recognize students for using the word and to contact the sender for help integrating the words into lessons. The weekly words provided are: commence, indicate, consult, adequate, elaborate, equivalent, exacerbate, concise, and vary.
Word of the Week Challenges
This document provides instructions and prompts for a 6-part "Word of the Week" challenge. Students are asked to complete vocabulary-focused assignments on a weekly basis, answering questions that require them to use assigned words correctly in full sentences, draw representations of words, complete Frayer models, provide examples and non-examples, and write a short story incorporating three given words. Completing the weekly challenges enters students to win a raffle prize. The challenges are designed to help students engage with and demonstrate understanding of new vocabulary terms.
Word of the Week
This document provides teachers with instructions for promoting a weekly word by displaying it in their classroom, using the word in lessons, and encouraging students to use the word. Teachers are asked to connect the weekly word to their content area, include it in assignments, and give positive reinforcement when students use the word. Students are also encouraged to participate in a monthly word challenge. Teachers can discuss other ways to integrate the weekly word with the contact person.
Easy Bib Intro Overton
The document is an instructional guide for EasyBib, a citation and research tool. It summarizes EasyBib's main features for citation generation, note taking, and writing papers. These features include automatically generating citations in different styles, taking virtual notes that can be organized and tagged, and creating outlines. Notes and sources can be associated. Papers can be written in Google Docs and citations added. The bibliography is automatically formatted and can be exported to Word.
F451 s singer upload file
This document provides instructions for students to complete a writing prompt after reading the article "The Flight from Conversation" and watching two additional sources - a TED Talk by Sherry Turkle and a "Teens React" video. The prompt asks students to write a paragraph making at least 3 connections between the article and their own world, using evidence from at least 2 of the sources to support their opinion. The paragraph must be at least 10 sentences and include a main idea, 3 specific connections, information from the TED Talk or video, and at least 2 direct quotes from the article.
Symbolism ppt 2015
This document provides information about symbolism and the use of symbols in literature. It explains that symbols are objects, events or ideas that represent something abstract. Symbols can be inherited over time and take on cultural meanings, or they can be invented by authors. Well-chosen symbols allow writers to suggest deeper layers of meaning and leave impressions that last longer than literal statements. The document gives several examples of common symbols like flags, skulls and roses, and discusses how symbols are used in literature to represent complex ideas efficiently.
Overton Seal of Biliteracy 2016 Student Presentation
The document discusses Overton High School's Seal of Biliteracy program, which recognizes graduating seniors who have attained proficiency in English and at least one other language. Students can earn one of three levels of the Seal based on their language proficiency and GPA. The Seal of Biliteracy encourages biliteracy and can benefit students applying to college and future careers.
Thoreau PPT
The document provides instructions for a lesson on Henry David Thoreau's essay "Civil Disobedience". Students are asked to complete a bell ringer activity explaining connections between Thoreau's ideas and modern events or issues. They will then have individual time to annotate and analyze their assigned excerpt from the essay. Following this, students will meet in groups based on the excerpt they received to create a poster and 5 minute lesson presenting their excerpt and its key ideas to the class. The document includes examples of expectations for the group work and presentation.
Antig. Character Soundtrack Project
The document provides instructions for an assignment where students will create a 3 song soundtrack for a character from the play Antigone. For each song, students must include an image and write a paragraph explaining how the song connects to the character's personality, beliefs, or development over the course of the play. Each paragraph should include at least 2 quotes from the play and 2 from the song lyrics, be at least 8 sentences long, and clearly explain the connections between the quotes and character. Students can complete the assignment by hand or type it on a laptop. The finished product should be a creative and well-organized booklet.
Antigone Text
The document is an adaptation of the play Antigone by Sophocles. It provides background information on the play, including the characters and brief synopsis. The prologue begins with Antigone and Ismene learning of Creon's decree that Polyneices must remain unburied, though his brother Eteocles received a proper burial. Antigone vows to bury her brother anyway, risking death, while Ismene refuses to help for fear of punishment. Creon then enters and announces the decree to the people. A sentry then arrives and reports that someone has buried Polyneices, angering Creon who vows to punish whoever disobeyed him.
Literary analysis paper persepolis
This document provides guidance on how to write a successful literary analysis essay. It explains that a literary analysis examines a work of literature in an organized way to interpret its meaning and how that meaning is conveyed. A strong literary analysis focuses on one or more literary elements, such as theme, conflict, or characterization, and makes an argument about the author's purpose through examples and evidence from the text. The document outlines the key components of an effective introduction, body paragraphs, and conclusion. It also provides a sample outline and timeline for writing a literary analysis of the graphic novel Persepolis focusing on Marji's internal conflict between truth and lies.
Chapter Questions Persepolis
This document contains chapter questions for the graphic novel Persepolis by Marjane Satrapi. There are over 50 multiple part questions covering various chapters of the book. The questions assess different levels of comprehension, from simple factual questions to those requiring inference, analysis, evaluation and personal connections. Students are asked to answer the questions in complete sentences and demonstrate their understanding of themes, characters, events and Satrapi's perspective on the Iranian revolution.
International Day Workshops
The document outlines 10 session topics that will be offered to students. Session 1 will provide an overview of Eastern religions like Hinduism and Buddhism from a panel of guest speakers. Session 2 will similarly cover Western religions like Judaism, Christianity, and Islam. Session 3 is for LGBTQ+ students and allies to learn about support groups and resources and connect with others. Session 4 will teach students about civic action, political engagement, and how to create positive change.
Grading Rubric for Persuasive Essay
This document outlines a rubric for evaluating writing skills across several categories on a scale of 1 to 5. The categories include finding and using evidence to support a viewpoint, accurately citing quotes, using MLA formatting, developing a thesis statement, providing supporting arguments, locating relevant factual information from multiple sources, and comparing and contrasting multiple accounts of a topic while using evidence. For each category, it describes the skills demonstrated at each level on the scale.
In Text Citations MLA
This document provides instructions on formatting a paper using MLA style and how to incorporate in-text citations. It discusses setting 1 inch margins and double spacing, as well as how to format the header, title, and include the author's name, teacher, class, and date. The document explains when a source needs to be cited, such as for direct quotes, statistics, or ideas that are not your own. It provides examples of signal phrases and four common citation styles, including author and page number. The document emphasizes introducing and discussing quotes to support a point.
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