This document provides high school teachers with question task cards to help students analyze various elements of texts, including main ideas, supporting details, conclusions, text structure, plot and character development, point of view, theme, validity of information, compare/contrast, author's purpose and perspective, synthesizing information, cause and effect, vocabulary in context, and analyzing descriptive, idiomatic, and figurative language. The cards provide prompts for students to answer questions about these essential reading comprehension skills.
Factors affecting language learning strategieshannu938
The slide is about the factors affecting the language learning strategies. There are 6 main factors influence language learning strategies described by Oxford (1994).
ProCare Hospice of Nevada’s mission and goal is to support the patient, family and their loved ones through every aspect of Hospice, whether it be physically, socially, or spiritually during their journey. We specialize in Las Vegas senior care so If you or a loved one needs assistance with a referral, please use the form to the right to contact us. There are several myths that exist about Hospice care. ProCare Hospice of Nevada would like to take the time and clear these myths up once and for all, allowing you to take comfort in knowing that Hospice is a peaceful, caring philosophy.
Factors affecting language learning strategieshannu938
The slide is about the factors affecting the language learning strategies. There are 6 main factors influence language learning strategies described by Oxford (1994).
ProCare Hospice of Nevada’s mission and goal is to support the patient, family and their loved ones through every aspect of Hospice, whether it be physically, socially, or spiritually during their journey. We specialize in Las Vegas senior care so If you or a loved one needs assistance with a referral, please use the form to the right to contact us. There are several myths that exist about Hospice care. ProCare Hospice of Nevada would like to take the time and clear these myths up once and for all, allowing you to take comfort in knowing that Hospice is a peaceful, caring philosophy.
Text Analysis – Current Educational Philosophy Issue Your Text a.docxmehek4
Text Analysis – Current Educational Philosophy Issue
Your Text analysis assignment is an analysis of a current philosophy of education issue. The selected text must have been constructed within the past year. The assignment requires that you make links between your chosen text, concepts, videos, and readings from the course. The purpose of the exercise is to help you to critically examine the way how text inscribe meanings that influence how we conduct education in this country. You may do this paper with a partner.
GUIDELINES
All papers must be typed and should be between 3 to 5 pages long.
Use the handout on Text Analysis while working to make sure all criteria are met. If you work with a partner, only one paper is required. The grade the paper achieves will be assigned to both students.
The format for the paper should be analytic, interpretive, and normative – do not mix up the order of the three perspectives. These perspectives must be clearly delineated in your paper in order to ensure full credit.
It is essential that you remember that this is an analysis and not a report. As such, your goal is to analyze the text not “re-describe” it. Remember! This is not a book report or a “text” description.
Restrict your analysis to a few themes of the text (preferably the main theme), focus on how the argument was constructed and how the text informs education in contemporary society. Utilize course concepts, videos, written texts, quotes, paraphrases, readings, discussion, etc. to help ground your ideas. Failure to do so will result in a weak, one-sided paper.
If you work with a partner, note where you disagree (on what and why). Not everyone shares the same position.
Refer to the "Worksheet on Reading Texts" handout below for explicit questions to guide you in the text analysis.
Worksheet For Reading Text
To really “read” a text, as opposed to just decoding it, requires the reader to construct meaning from the text. To help you in this process, you should attempt to answer at least the following questions for each text? ANALYTIC READING
1. What is the major argument (conclusions) presented in the text?
a. What is the author/speaker trying to convince you?
2. What is the evidence presented to support that claim (Premise)?
3. Is the argument implicit or explicit?
4. Is it an empirical (facts, statistics, etc.), analytical (concepts and definitions) or normative (making a moral claim) argument?
5. What type of reasoning does the author employ (inductive or deductive)?
6. How is the argument presented, i.e. what rhetorical devices are used to make the argument (narrative, metaphors, visual imagery, imagery, ideographs, euphemisms, rhetorical questions, labels, etc.)?
7. Are you able to detect any fallacies in the argument? INTERPRETIVE READING
1. When was the text made?
2. What was going on around that time that might have influenced the writing of this text or the way audiences interpreted it?
3. What might those who r ...
Peer review for Essay #2Part 1 Answer the following questions to .docxkarlhennesey
Peer review for Essay #2
Part 1: Answer the following questions to provide feedback to your peers.
Please provide specific and constructive feedback. You can write on the paper itself.
1. How can the introduction be improved? Is there a hook? Does it grab your attention? Does it give background information about the topic that will be discussed?
2. Can you identify the thesis statement? Does it give a preview of the author’s main topics? How could it be improved? What do you think the rest of the paper is going to be about based off this thesis statement?
3. Does each paragraph stick to one main idea? Where in the paper are the author’s ideas unclear?
4. Is the author adopting an academic tone? If not, which areas can they make more formal?
5. How effectively does the paper accomplish the purpose of the essay? Are they summarizing, giving context, and discussing their interpretation of the text’s exigence and aims?
6. How can the conclusion be strengthened? Does it review the main points and then offer a -so what? Does it show the implications of their interpretation of this text?
7. What grammatical issues do you suggest the writer focus on when writing the second and/or final draft?
8. As a whole does the essay flow nicely from one idea to the next? Where in the paper were the transitions too abrupt?
9. Where does the author need additional explanation to make their point clear?
10. What additional suggestions do you have for the author?
Research Paper Rubric
Component 100% 75% 50% 25% 0
Basic
Requirements
Formatted correctly, at
least 500 words in
length, citation page
and internal citations
correct (APA format), at
least 2 cited peer
reviewed sources.
Does not meet required
page length, and/or
does not have 2 cited
peer reviewed sources.
Thesis
Statement
Engaging, challenging,
and clearly focuses the
paper. Effectively
stated in the
introduction and
carried throughout the
paper.
Clear and articulate,
engaging and clearly
focuses the paper, but
is not challenging. Is
effectively carried
throughout the paper.
Clearly stated in the
introduction, attempts
to be engaging, is
adequate, but lacks
insight and focus, and is
carried through the
paper.
Included in the
introduction, but is
vague. Lacks insight,
focus, and is not carried
throughout the paper.
Is vague or may be
lacking in the
introduction; is not
focused and lacks
development; is not
carried throughout the
paper.
Introduction Strong and effective, it
is engaging and clearly
defines the thesis, as
well as provides a
foundation for the body
of the paper.
Effective and engaging,
defines the thesis and
provides foundation for
the body of the paper.
Introduces the topic of
the paper and builds a
connection between
the topic, the thesis,
and the body of the
paper. Informative but
not engaging or strong.
Introduces the topic of
the paper loosely and
includes the thesis
stat ...
Rubic_Print_FormatCourse CodeClass CodePOS-500POS-500-O503Constitution Day Presentation100.0CriteriaPercentageUnsatisfactory (0.00%)Less than Satisfactory (74.00%)Satisfactory (79.00%)Good (87.00%)Excellent (100.00%)CommentsPoints EarnedContent80.0%Create a 12-15 slide PowerPoint presentation about the core tenets of the U.S. Constitution: Checks and balances Federalism Judicial review Limited government Popular sovereignty Separation of powers 30.0%PowerPoint content does not address the core tenets of the U.S. Constitution.Some of the core tenets of the U.S. Constitution are minimally presented and are overgeneralized, or lacking detail. One or more core tenets from the list are missing.All of the listed core tenets of the U.S. Constitution are adequately presented.All of the listed core tenets of the U.S. Constitution are presented clearly with a logical progression of ideas.All of the listed core tenets of the U.S. Constitution are thoroughly presented and clearly delineated.Speaker notes include content-related commentary for each slide, in a minimum of 50-100 words. 15.0%Speaker notes are not included.Speaker notes are not complete sentences and do not appropriately describe the content of the slide. Minimum word count is not met.Speaker notes are included with some detail. Minimum required word count is met.Speaker notes are clear and brief with appropriate details. Minimum required word count is met. Speaker notes are clear and thoroughly describe content presented on each slide. Minimum word count is met. Audience selection and appropriateness of language and content (includes sentence construction, word choice, etc.) 15.0%Intended audience is not specified and is not clear based on content of presentation. Intended audience is specified, however the vocabulary and content are not appropriate for the intended audience. Intended audience is specified, and the vocabulary and content are appropriate for the intended audience. Intended audience is specified, and the writer is clearly aware of audience. Uses a variety of appropriate vocabulary to enhance the content for the specified audience. Intended audience is specified, and the writer uses a variety of sentence constructions, figures of speech, and word choice in distinctive and creative ways that are appropriate to purpose, discipline, and scope.Include a 250-500-word essay describing two interactive learning activities for your intended audience to coincide with your presentation. 20.0%The essay describing two interactive learning activities for your intended audience is missing.The activities are not described clearly, not interactive, or not appropriate for the audience.The description of the activities is somewhat unclear or the activities do not fully contribute to the learning of the intended material.Both activities are described well enough, interactive, and suitable for the intended audience.Both activities are clearly described and thoughtfully developed to provide meaning.
Scoring Guide for Rhetorical Analysis (10 of grade; 100 po.docxaryan532920
Scoring Guide for Rhetorical Analysis (10% of grade; 100 points)
The scoring guide helps you and your instructor see some of the specific ways your writing is matching expectations. No rubric can encompass everything a piece of writing can or
needs to accomplish, so your instructor will comment both about and beyond these categories to help you understand how this piece of writing is effective and how it (or future pieces)
could be more effective. Your grade will be determined by your instructor’s overall evaluation of this piece of writing and the revision process it enjoyed, with the top three categories
carrying more weight than the bottom three. Note: If for any category, the piece does not meet “Developing” standards, your instructor will assign no credit for that category.
KHO/16
Categories Excellent (A) Effective (B) Adequate (C) Developing (D)
Invention and
Purpose
Provides exceptional detail, depth,
and clarity about the effects of one or
two specific elements (e.g., patterns,
rhetorical strategies, audience,
purpose); interesting, sophisticated
argument develops through the paper
Provides solid detail, depth, and clarity
about the the effects of one or two
specific elements (e.g., patterns,
rhetorical strategies, audience,
purpose); solid argument develops as
the paper progresses
Provides some detail and clarity about
the effects of one or two specific
elements (e.g., patterns, rhetorical
strategies, audience, author, purpose);
consistent argument
Provides little detail, depth, or clarity
about the effects of specific elements,
may attempt to discuss many
elements without depth; may use
terms inaccurately; confusing, vague,
or inconsistent argument
Arrangement
and Audience
Awareness
Arrangement enhances the central
idea; intro intrigues readers, provides
helpful context, and prepares readers
well; sophisticated transitions guide
readers; conclusion refines thesis,
provides a satisfying resolution
Arrangement supports the central idea
and its development; intro provides
context and prepares readers well;
effective transitions guide readers;
conclusion recasts thesis and provides
a satisfying resolution
Arrangement mostly supports the
central idea; intro provides limited
context or reader preparation;
transitions formulaic or not always
effective; conclusion merely repeats
thesis or provides little resolution
Arrangement doesn’t consistently
support the central idea; intro provides
little context or reader preparation;
transitions missing or ineffective;
relationship among ideas unclear;
conclusion off-topic or underdeveloped
Ethos and
Evidence
Evidence and overall content easily
convince the reader that the author is
credible and that the analysis is valid;
evidence fully supports or enhances
writer’s claims
Evidence and overall content convince
the reader that the author is credible
and that the analysis is valid; evidence
supports writ ...
Text Analysis – Current Educational Philosophy Issue Your Text a.docxmehek4
Text Analysis – Current Educational Philosophy Issue
Your Text analysis assignment is an analysis of a current philosophy of education issue. The selected text must have been constructed within the past year. The assignment requires that you make links between your chosen text, concepts, videos, and readings from the course. The purpose of the exercise is to help you to critically examine the way how text inscribe meanings that influence how we conduct education in this country. You may do this paper with a partner.
GUIDELINES
All papers must be typed and should be between 3 to 5 pages long.
Use the handout on Text Analysis while working to make sure all criteria are met. If you work with a partner, only one paper is required. The grade the paper achieves will be assigned to both students.
The format for the paper should be analytic, interpretive, and normative – do not mix up the order of the three perspectives. These perspectives must be clearly delineated in your paper in order to ensure full credit.
It is essential that you remember that this is an analysis and not a report. As such, your goal is to analyze the text not “re-describe” it. Remember! This is not a book report or a “text” description.
Restrict your analysis to a few themes of the text (preferably the main theme), focus on how the argument was constructed and how the text informs education in contemporary society. Utilize course concepts, videos, written texts, quotes, paraphrases, readings, discussion, etc. to help ground your ideas. Failure to do so will result in a weak, one-sided paper.
If you work with a partner, note where you disagree (on what and why). Not everyone shares the same position.
Refer to the "Worksheet on Reading Texts" handout below for explicit questions to guide you in the text analysis.
Worksheet For Reading Text
To really “read” a text, as opposed to just decoding it, requires the reader to construct meaning from the text. To help you in this process, you should attempt to answer at least the following questions for each text? ANALYTIC READING
1. What is the major argument (conclusions) presented in the text?
a. What is the author/speaker trying to convince you?
2. What is the evidence presented to support that claim (Premise)?
3. Is the argument implicit or explicit?
4. Is it an empirical (facts, statistics, etc.), analytical (concepts and definitions) or normative (making a moral claim) argument?
5. What type of reasoning does the author employ (inductive or deductive)?
6. How is the argument presented, i.e. what rhetorical devices are used to make the argument (narrative, metaphors, visual imagery, imagery, ideographs, euphemisms, rhetorical questions, labels, etc.)?
7. Are you able to detect any fallacies in the argument? INTERPRETIVE READING
1. When was the text made?
2. What was going on around that time that might have influenced the writing of this text or the way audiences interpreted it?
3. What might those who r ...
Peer review for Essay #2Part 1 Answer the following questions to .docxkarlhennesey
Peer review for Essay #2
Part 1: Answer the following questions to provide feedback to your peers.
Please provide specific and constructive feedback. You can write on the paper itself.
1. How can the introduction be improved? Is there a hook? Does it grab your attention? Does it give background information about the topic that will be discussed?
2. Can you identify the thesis statement? Does it give a preview of the author’s main topics? How could it be improved? What do you think the rest of the paper is going to be about based off this thesis statement?
3. Does each paragraph stick to one main idea? Where in the paper are the author’s ideas unclear?
4. Is the author adopting an academic tone? If not, which areas can they make more formal?
5. How effectively does the paper accomplish the purpose of the essay? Are they summarizing, giving context, and discussing their interpretation of the text’s exigence and aims?
6. How can the conclusion be strengthened? Does it review the main points and then offer a -so what? Does it show the implications of their interpretation of this text?
7. What grammatical issues do you suggest the writer focus on when writing the second and/or final draft?
8. As a whole does the essay flow nicely from one idea to the next? Where in the paper were the transitions too abrupt?
9. Where does the author need additional explanation to make their point clear?
10. What additional suggestions do you have for the author?
Research Paper Rubric
Component 100% 75% 50% 25% 0
Basic
Requirements
Formatted correctly, at
least 500 words in
length, citation page
and internal citations
correct (APA format), at
least 2 cited peer
reviewed sources.
Does not meet required
page length, and/or
does not have 2 cited
peer reviewed sources.
Thesis
Statement
Engaging, challenging,
and clearly focuses the
paper. Effectively
stated in the
introduction and
carried throughout the
paper.
Clear and articulate,
engaging and clearly
focuses the paper, but
is not challenging. Is
effectively carried
throughout the paper.
Clearly stated in the
introduction, attempts
to be engaging, is
adequate, but lacks
insight and focus, and is
carried through the
paper.
Included in the
introduction, but is
vague. Lacks insight,
focus, and is not carried
throughout the paper.
Is vague or may be
lacking in the
introduction; is not
focused and lacks
development; is not
carried throughout the
paper.
Introduction Strong and effective, it
is engaging and clearly
defines the thesis, as
well as provides a
foundation for the body
of the paper.
Effective and engaging,
defines the thesis and
provides foundation for
the body of the paper.
Introduces the topic of
the paper and builds a
connection between
the topic, the thesis,
and the body of the
paper. Informative but
not engaging or strong.
Introduces the topic of
the paper loosely and
includes the thesis
stat ...
Rubic_Print_FormatCourse CodeClass CodePOS-500POS-500-O503Constitution Day Presentation100.0CriteriaPercentageUnsatisfactory (0.00%)Less than Satisfactory (74.00%)Satisfactory (79.00%)Good (87.00%)Excellent (100.00%)CommentsPoints EarnedContent80.0%Create a 12-15 slide PowerPoint presentation about the core tenets of the U.S. Constitution: Checks and balances Federalism Judicial review Limited government Popular sovereignty Separation of powers 30.0%PowerPoint content does not address the core tenets of the U.S. Constitution.Some of the core tenets of the U.S. Constitution are minimally presented and are overgeneralized, or lacking detail. One or more core tenets from the list are missing.All of the listed core tenets of the U.S. Constitution are adequately presented.All of the listed core tenets of the U.S. Constitution are presented clearly with a logical progression of ideas.All of the listed core tenets of the U.S. Constitution are thoroughly presented and clearly delineated.Speaker notes include content-related commentary for each slide, in a minimum of 50-100 words. 15.0%Speaker notes are not included.Speaker notes are not complete sentences and do not appropriately describe the content of the slide. Minimum word count is not met.Speaker notes are included with some detail. Minimum required word count is met.Speaker notes are clear and brief with appropriate details. Minimum required word count is met. Speaker notes are clear and thoroughly describe content presented on each slide. Minimum word count is met. Audience selection and appropriateness of language and content (includes sentence construction, word choice, etc.) 15.0%Intended audience is not specified and is not clear based on content of presentation. Intended audience is specified, however the vocabulary and content are not appropriate for the intended audience. Intended audience is specified, and the vocabulary and content are appropriate for the intended audience. Intended audience is specified, and the writer is clearly aware of audience. Uses a variety of appropriate vocabulary to enhance the content for the specified audience. Intended audience is specified, and the writer uses a variety of sentence constructions, figures of speech, and word choice in distinctive and creative ways that are appropriate to purpose, discipline, and scope.Include a 250-500-word essay describing two interactive learning activities for your intended audience to coincide with your presentation. 20.0%The essay describing two interactive learning activities for your intended audience is missing.The activities are not described clearly, not interactive, or not appropriate for the audience.The description of the activities is somewhat unclear or the activities do not fully contribute to the learning of the intended material.Both activities are described well enough, interactive, and suitable for the intended audience.Both activities are clearly described and thoughtfully developed to provide meaning.
Scoring Guide for Rhetorical Analysis (10 of grade; 100 po.docxaryan532920
Scoring Guide for Rhetorical Analysis (10% of grade; 100 points)
The scoring guide helps you and your instructor see some of the specific ways your writing is matching expectations. No rubric can encompass everything a piece of writing can or
needs to accomplish, so your instructor will comment both about and beyond these categories to help you understand how this piece of writing is effective and how it (or future pieces)
could be more effective. Your grade will be determined by your instructor’s overall evaluation of this piece of writing and the revision process it enjoyed, with the top three categories
carrying more weight than the bottom three. Note: If for any category, the piece does not meet “Developing” standards, your instructor will assign no credit for that category.
KHO/16
Categories Excellent (A) Effective (B) Adequate (C) Developing (D)
Invention and
Purpose
Provides exceptional detail, depth,
and clarity about the effects of one or
two specific elements (e.g., patterns,
rhetorical strategies, audience,
purpose); interesting, sophisticated
argument develops through the paper
Provides solid detail, depth, and clarity
about the the effects of one or two
specific elements (e.g., patterns,
rhetorical strategies, audience,
purpose); solid argument develops as
the paper progresses
Provides some detail and clarity about
the effects of one or two specific
elements (e.g., patterns, rhetorical
strategies, audience, author, purpose);
consistent argument
Provides little detail, depth, or clarity
about the effects of specific elements,
may attempt to discuss many
elements without depth; may use
terms inaccurately; confusing, vague,
or inconsistent argument
Arrangement
and Audience
Awareness
Arrangement enhances the central
idea; intro intrigues readers, provides
helpful context, and prepares readers
well; sophisticated transitions guide
readers; conclusion refines thesis,
provides a satisfying resolution
Arrangement supports the central idea
and its development; intro provides
context and prepares readers well;
effective transitions guide readers;
conclusion recasts thesis and provides
a satisfying resolution
Arrangement mostly supports the
central idea; intro provides limited
context or reader preparation;
transitions formulaic or not always
effective; conclusion merely repeats
thesis or provides little resolution
Arrangement doesn’t consistently
support the central idea; intro provides
little context or reader preparation;
transitions missing or ineffective;
relationship among ideas unclear;
conclusion off-topic or underdeveloped
Ethos and
Evidence
Evidence and overall content easily
convince the reader that the author is
credible and that the analysis is valid;
evidence fully supports or enhances
writer’s claims
Evidence and overall content convince
the reader that the author is credible
and that the analysis is valid; evidence
supports writ ...
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
Palestine last event orientationfvgnh .pptxRaedMohamed3
An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
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.
We all have good and bad thoughts from time to time and situation to situation. We are bombarded daily with spiraling thoughts(both negative and positive) creating all-consuming feel , making us difficult to manage with associated suffering. Good thoughts are like our Mob Signal (Positive thought) amidst noise(negative thought) in the atmosphere. Negative thoughts like noise outweigh positive thoughts. These thoughts often create unwanted confusion, trouble, stress and frustration in our mind as well as chaos in our physical world. Negative thoughts are also known as “distorted thinking”.
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
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
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
1. Division of Language Arts/Reading Page 1 of 3 10-07-2010
HIGH SCHOOL QUESTION TASK CARDS
MAIN IDEA
(LA.910.1.7.3)
MAIN IDEA
Which statement best expresses the main idea of the article?
What is the main idea of this article?
What would be another good title for the article?
Based on all the information given, how does each piece contribute to the
idea that_______________?
Which sentence gives the best summary?
Which statement best describes the lesson/moral of this story?
What is the primary topic in the article?
What is the essential message in the article/story?
What is the central idea of the article?
What is the main goal of ?
RELEVANT SUPPORTING DETAILS
In what ways did ______ experience ______ ?
According to the article, which (person) helped _________ ?
Which sentence best characterizes ‘s attitude toward ?
How does support the idea that ?
How can the reader prove the idea that is the main idea of this
text?
CONCLUSIONS/ INFERENCES
From reading the article, the reader can infer that _____ will _______ .
Based on the passage, which action will the narrator most likely take in the
future?
SUMMARY STATEMENT
Which statement best summarizes the article / passage?
HIGH SCHOOL QUESTION TASK CARDS
TEXT STRUCTURE/ORGANIZATIONAL PATTERNS
(LA.910.1.7.5)
ORGANIZATIONAL PATTERNS
Based on the main heading and subheadings, the reader can
determine that the main organizational structure of the article is ____.
How does the author organize the information in the passage to
illustrate _________?
How does the organization of the webpage help visitors find information
about ______?
What would an additional paragraph at the end of this passage most
likely be about?
What is the connection between in paragraph ____and
in paragraph ?
Why does the author connect the ideas of and ?
Why did the author begin this passage by saying ?
Why did the author use to develop this text?
Why did the author conclude this passage by saying “ ?”
What would happen if had been changed to ?
What happened after ?
How did the author organize the _______ paragraph?
How does the author develop the information in this article?
Which organizational pattern does the author use in this
passage/article/essay?
TEXT STRUCTURE
How has the order in which the author arranged this passage about
helped the reader understand ?
This section ____ is different from the other sections of the website
because it _______.
HIGH SCHOOL QUESTION TASK CARDS
CHARACTER & PLOT DEVELOPMENT/
POINT OF VIEW/ SETTING/
CONFLICT RESOLUTION
(LA.910.2.1.5)
PLOT DEVELOPMENT
How do ______’s comments contribute to the development of the story/article?
What events lead to the resolution?
CONFLICT
What is the main conflict in the essay?
When is the central conflict between ____ and _____ introduced in the
story/poem?
RESOLUTION
What in the passage indicates that the conflict is resolved?
CHARACTER DEVELOPMENT
How does _____'s character change from the beginning to the end of
___________?
What word best describes the character?
What pair of words best describes _______?
How do the character’s responsibilities affect how he/she reacts?
What phrase best describes the narrator’s _____?
Which statement from the essay illustrates the characteristic the author
appreciates most about _______?
How does ___ change ____’s opinion about _____?
CHARACTER POINT OF VIEW
How do ____’s comments contribute to the development of the
passage/poem?
What is _____’s opinion of _____?
THEME
Which statement best describes ’s approach to life?
Which sentence from the passage mostly expresses its theme?
Which line from the poem clearly reveals its theme?
How do the changes in the narrator’s feelings toward ___contribute to the theme?
SETTING
How does the setting add to the feeling that ______?
Why is the setting at the beginning of the passage important?
HIGH SCHOOL QUESTION TASK CARDS
VALIDITY & RELIABILITY OF INFORMATION
(L.A.910.6.2.2)
Which sentence from the article best illustrates the__________?
Which sentence form the article best explains why ___ appeals to
________ ?
Which statement best indicates that_________________?
What qualifies __________as an expert to provide information
about_____________?
According to the information in the article, what is the most valid
argument for ___________?
Which statement best supports the idea that_____________?
What is the greatest benefit of ?
What evidence supports _____________________________?
What is the best evidence that ?
What is the strongest evidence in support of ______ theory?
According to the evidence in the article, ______________?
What does the author use to support the points he/she makes
about___________?
The author appears qualified to claim that________ because
he______?
What arguments does the author use to ______________?
2. HIGH SCHOOL QUESTION TASK CARDS
COMPARE/ CONTRAST
(LA.910.1.7.7)
COMPARE
How are and similar?
Why does the author compare and in this passage?
How does the comparison between and help to
illustrate ?
In what way is an appropriate comparison?
What do and have in common?
How is ‘s attitude toward like his/her
attitude toward ?
CONTRAST
How does the narrator’s impression of _____ and ______ change throughout
the passage?
Explain how _______ ‘s opinion about ______ changed throughout _____ .
The ______ chart is different from the other text features because ______.
How are and different?
What advantage did have over ?
Why did have more than ?
How does the concept in article relate to the concept in the
article ? Use details from and to support your answer.
HIGH SCHOOL QUESTION TASK CARDS
ANALYZE & EVALUATE INFORMATION
(LA.910.6.2.2)
Based on all information given, how does each part add to the idea that
?
The homepage of ______ webpage would be useful for the following
purposes EXCEPT __________?
Which aspects of _____’s homepage would be most helpful in writing a
research report about _______?
How do and suggest the central
idea that ?
According to the information given (including the chart, graph, etc.) about
__________ , which pair of ________ would _________?
People who read this article will learn to/that ?
How does the concept in article relate to the concept in
the article ? Use details from and to support your
answer.
What factors should _____consider when making decisions about____?
Read this sentence from the passage/article
“____________________________”
Explain how the author’s own experiences support this idea.
HIGH SCHOOL QUESTION TASK CARDS
AUTHOR’S PURPOSE & PERSPECTIVE
(LA.910.1.7.2)
AUTHOR’S PURPOSE
The author uses comparison to _____ .
What is the most likely reason the author of _____ included the section
_____ in the article?
Explain how _____ uses information to persuade readers to _____ .
How does the author persuade the ________ to ?
What is the author’s purpose for saying ?
What type of article did the author most likely intend________ to be?
The author discusses ________ because _____________?
What is the author’s purpose for writing this passage?
AUTHOR’S PERSPECTIVE
What is the author’s point of view about ?
How does the author’s experience lead to ?
What words or phrases create the tone of ?
The author wants the reader to think .
With which statement would the author most likely agree?
Which feature would the author value the most?
What is the author’s attitude toward ?
Which statement best describes what the author probably thinks about
?
The author of this passage would most likely make the statement that
________ .
HIGH SCHOOL QUESTION TASK CARDS
SYNTHESIZE INFORMATION
(LA.910.6.2.2)
Based on all information given, how does each part add to the idea that
?
How do and suggest the central
idea that ?
According to the information given (including the chart, graph,
photograph caption, etc…) about , explain ________?
People who read this article will learn to/that ?
How does the concept in article relate to the concept in
the article ? Use details from and to support your
answer.
What information supports the conclusion that____________?
Based on the passage, how does the author support the idea that the
characters have a ______ relationship?
What leads the reader to believe that_____________?
Division of Language Arts/Reading Page 2 of 3 10-07-2010
3. HIGH SCHOOL QUESTION TASK CARDS
CAUSE/ EFFECT
(LA.910.1.7.4)
CAUSE
What caused to ?
Why did happen to ?
How did the conflict between and
begin?
What is the main reason/cause that
happens?
Which factor forces/influences ?
Why does the author describe the character as ______________?
Why is _________ a significant event?
EFFECT
What was the effect of ?
What were the results of ________________________?
What effect did _______ have on _______?
HIGH SCHOOL QUESTION TASK CARDS
VOCABULARY/ CONTEXT CLUES/ MULTIPLE MEANINGS
Context (LA.910.1.6.3)
Read the sentence from the passage.
“ ”
What does the word _____ mean as used in the sentence above?
In this text, what does “ “ mean?
Word Relationships (LA.910.1.6.8)
Which pair of words from the article best describes ______ conveyed in
the pictures on page ____ ?
How do the words _____in the title relate to the information in the article?
Which phrase best describes both _____ in ____ and the speaker of
________?
Analyze Words in Text (LA.910.1.6.8)
What does the author mean by saying, “ ?”
Which words help the author convey the meaning that ?
What does the author imply by saying “ ?”
Read these lines from the poem.
“____________________ “
Based on the rest of the poem, which sentence best restates the
meaning of the lines above?
Read the quotation from the article:
“ “
What does the phrase reveal about the narrator’s view of the situation?
Multiple Meanings (LA.910.1.6.9)
Read the excerpt from the passage:
“ “
In which sentence does the word have the same
meaning as in the excerpt above?
Read the lines from the poem:
“ “
In the lines above, what does the word_____ reveal about the ____?
Roots & Affixes (LA.910.1.6.7, LA.910.1.6.11)
The origin of is the root , meaning .
What does mean?
Division of Language Arts/Reading Page 3 of 3 10-07-2010
HIGH SCHOOL QUESTION TASK CARDS
TEXT FEATURES IN INFORMATIONAL TEXT (LA.910.6.1.1)
Why did the author use subtitles in the passage?
How does the caption under the photograph help the reader to
understand___________________?
How does the photograph of______________ help the reader
understand _______________?
How do the photograph(s) and caption(s) help the reader
understand___________________?
Explain how the (chart/ map/ diagram/ sub-heading/ caption/
illustration/ graph) aid the reader’s understanding.
Based on the passage, which sentence would best serve as a
caption for the illustration on page ___?
Based on the map and the italicized introduction, what can the
reader conclude about ____ and ____?
Which text features of the website offers the most accurate
information about _________?
The purpose of the brochure’s bold-print heading and
subheadings is to inform readers about _______.
TEXT FEATURES IN LITERARY TEXT (LA.910.2.2.1)
The timeline is important to the passage because it _______.
The author’s use of italicized print in the _____ aids the reader’s
understanding by _____.
The section ______ is important to the passage because it ____ .
After reading the essay, what can readers conclude from the title
of the essay and the illustration?
HIGH SCHOOL QUESTION TASK CARDS
DESCRIPTIVE, IDIOMATIC, and FIGURATIVE LANGUAGE
(LA.910.2.1.7)
DESCRIPTIVE LANGUAGE
What words/phrases create the tone of _____?
What word best characterizes the overall tone of the passage?
How does the author’s use of descriptive language help ____know
what to expect?
Explain how the author creates a mood of _______.
FIGURATIVE LANGUAGE
Read these sentences from the passage.
“____________”
Which literary device is used in the sentence above?
Read this line from the poem.
“__________”
What does the speaker mean in this line?