SoSS 07/26
•Download as PPTX, PDF•
0 likes•76 views
This document summarizes the agenda for a meeting of the Sisterhood of Salaam Shalom Scottsdale/Phoenix Chapter. The agenda includes quick introductions of new members, an icebreaker activity to find commonalities in small groups, a discussion about members' names including their meanings and origins, a calligraphy lesson, reminders about signing a media release form, and plans to take a group picture at the next meeting.
Report
Share
Report
Share
Recommended
Sample Training: Understanding and Managing Cultural Difference in a Jewish C...
The goal for this sample 90-minute workshop, lesson plan, or training outline is to strengthen the ability of the participants to teach, role model, and/or transmit the topic of understanding and managing cultural differences to others. As a group, we will be defining cultural differences, as well as discussing issues of class, race, and nationality (or national origin).
While we are speaking about cultural differences, we will not specifically focused on all topics of diversity including religious denominations, gender identity, and family structures as this is covered in a different training. Specifically, this workshop aims to have the following learning objectives:
1. To define, re-familiarize and understand what are cultural differences.
2. To challenge participants to look at cultural differences with a new lens.
3. To help participants learn how to manage and advocate for cultural differences.
4. To practice managing cultural differences.
Estimated sample workshop for thirty participants in 90 minutes.
Created by Lisa Finkelstein with direct support from Rebecca Weiner, Director of Education, Congregation Sha'ar Zahav
Getting To Know Sisters During Formal Recruitment
This document provides advice from sorority women on how to navigate formal recruitment and choose a sorority. It includes tips such as asking questions to get to know the sisters on a personal level, focusing on how comfortable and yourself you feel in each house, and trusting your gut feeling to identify where you feel you belong. The overall message is to go in with an open mind, truly engage in conversations to learn about the character of each house, and choose the one that feels like the best fit for you personally.
Student brochure International Friends
The document provides information about an International Student Friendship program that matches international students at a university with American host families to help international students experience American culture and life through personal relationships. It addresses frequently asked questions about the program's purpose and benefits, responsibilities, and concerns about meeting a host family in order to encourage international students to participate. Testimonials from past participants emphasize the meaningful friendships and cultural exchanges gained through the program.
ITBE Conference 2017 ESL Conversation Club
Slides for the 2017 ITBE Conference Presentation: "The Art of the ESL Conversation". Naperville, Illinois, Saturday, February 25th. Speakers: Helen Stewart (Schaumburg Township District Library) and Julie Frost (District 211 Adult Education). The Illinois TESOL-BE is a professional, nonprofit organization which supports research and instruction in the teaching of standard English to speakers of other language or dialect and in bilingual education.
Biographical Sketch.pptx
This document provides guidance on writing a biography and conducting an interview for a biographical sketch. It discusses exploring the meaningful events in a person's life to find understanding. The document recommends setting up an interview with the subject to inquire about their background, family, education, greatest achievements and overcoming obstacles, interests, talents, and life lessons learned from experiences. Sample biographical sketch interview questions are provided to gather details about the subject's life.
Instructions Sheet 1This journal assignment allows you to refl.docx
Instructions
Sheet 1
This journal assignment allows you to reflect on the feedback you received in Writers’ Workshop 1. The purpose is for you to identify what feedback was helpful and what feedback was not, based on what you received from your peers and your instructor, and to explain why. The journal also gives you an opportunity to articulate how you will use the feedback to expand and deepen the story you decide to develop this term.
Reflect on feedback you have received from your peers and instructor, earlier resources offered in the modules, and your own self-analysis of your writing pieces. What has or has not been helpful in developing your stories? Determine from your two story pitches which one you would like to develop further as your final piece of nonfiction. (PITCH 1- Attached)
Describe how you will incorporate feedback or how you will revise less effective passages in order to develop this piece for final submission. Analyze what nonfiction-specific techniques you had the most difficulty adapting to your writing and how you can improve in that area. What was the most helpful part of the peer review process, and what was the most frustrating part? What did you find personally useful about providing actionable recommendations concerning the effectiveness of structure in the work of your peers?
For additional details, please refer to the Final Project II Milestone One Guidelines and Rubric document in the Assignment Guidelines and Rubrics section of the course.
The four hits off the fence
My pitch for the first story is the four hits off the fence, on that sunny spring day of 1995, which brought me into the Rossiano family. Ross is what Mark used for short to camouflage his Italian last name and keep his omnipresent African American roots. We quickly became good friends, not without the typical brother’s spat or disagreements which would test the limits of any common friendship. However, Mark would embrace you(me) and I reciprocated in-kind leaving a sense of mutual understanding and respect. A characteristic which spoke volumes of Marks character and enforced our brotherly bond.(not a whole sentence/revision suggested) Mark (was)devoted his life to his family and friends which further reflected genuine love and sincerity . A family first individual who found no joy more delightful than to spend time with close or distant family. Mark (comma here or Mark was) a product of a biracial marriage often reminisced a lot when the house was full of family, friends or others his mother would simply house. Mark's home was not exempt from family squabbles, heated debates, propositions or even law stretching schemes. However, the family remained close-knit, unified and always willing to support one another. Why Mark? (Central theme?) Mark is the prodigy, who could make all possible; raising his nephews and guiding one into the NFL. Or his daughter born with situs inversus (internal organs reversed) reassuring everyone she will be happy.
Mentor Culture Training
La Sierra University International Office hosts close to 300 international students every quarter and with the idea that these students travel far from home to study in a foreign country, we like to support them by introducing them to mentors that will help nurture and mentor them to experience La Sierra University and California.
Unit II Scholarly ActivityCultural InterviewPick a person to i.docx
Unit II Scholarly Activity
Cultural Interview
Pick a person to interview who has had a different cultural experience than you. Maybe the person or person’s family is from a different region or country. Other forms of diversity or difference are acceptable too. You may interview someone of any age, and it is OK if he or she is a co-worker, neighbor, friend, relative, spouse, or someone else you know. However, please keep in mind the spirit of the assignment. If you are interviewing someone you know well, please work hard in the interview to gain a deeper insight and appreciation for their experience.
Please conduct the interview face-to-face, through Skype/Face Time, or over the phone. The interview should be a minimum of 20 minutes long. Please take notes during the interview. If the interviewee gives you permission, you can record the interview to help you later when writing your assignment. It is not required to record or video tape the interview. You will not be turning in any recordings. You will be turning in a written assignment based on your interview.
Written Assignment Overview: Write a two-page essay about your interview experience. Your essay should include an introduction of your interviewee, summary of the interview answers in essay format, discussion of how the interview content relates to course concepts, and a final section with some concluding thoughts about the interview experience. You will be required to use the following headings: Introduction, Summary of Interview, Culture & Geography, and Conclusion.
Interview Questions and Guidance
Unit 2: Cultural Interview Assignment
This document includes:
Assignment Objective
Assignment Specifics
Tips on Conducting an Interview
Possible Interview Questions
Assignment Objective: To learn more about and gain a deeper appreciation for cultural difference. To investigate the relationship between culture and place. Sharing and learning more about another’s cultural story and differences will give you greater cultural competence!
Written Assignment Specifics
Introduction: In the first paragraph of your essay, please introduce your interviewee. Who is she/he? How old is he/she? How do you know the person? Why did you decide to interview the person? Here is where you provide a little background or biographical information. Please also indicate how you conducted the interview (phone, in-person, Skype, etc.) in the introduction.
Interview Summary: Summarize what you learned about the person’s culture and life from the questions you asked. You do not have to write about every single thing you talked about. You can provide the highlights. *Below is a list of possible questions and tips on conducting the interview.
Culture & Geography: Discuss at least one relationship you saw in the interviewee’s story between place and culture. You can also discuss course topics of population, immigration, migration, or globalization in terms of this connection.
Conclusion: For this final ...
Recommended
Sample Training: Understanding and Managing Cultural Difference in a Jewish C...
The goal for this sample 90-minute workshop, lesson plan, or training outline is to strengthen the ability of the participants to teach, role model, and/or transmit the topic of understanding and managing cultural differences to others. As a group, we will be defining cultural differences, as well as discussing issues of class, race, and nationality (or national origin).
While we are speaking about cultural differences, we will not specifically focused on all topics of diversity including religious denominations, gender identity, and family structures as this is covered in a different training. Specifically, this workshop aims to have the following learning objectives:
1. To define, re-familiarize and understand what are cultural differences.
2. To challenge participants to look at cultural differences with a new lens.
3. To help participants learn how to manage and advocate for cultural differences.
4. To practice managing cultural differences.
Estimated sample workshop for thirty participants in 90 minutes.
Created by Lisa Finkelstein with direct support from Rebecca Weiner, Director of Education, Congregation Sha'ar Zahav
Getting To Know Sisters During Formal Recruitment
This document provides advice from sorority women on how to navigate formal recruitment and choose a sorority. It includes tips such as asking questions to get to know the sisters on a personal level, focusing on how comfortable and yourself you feel in each house, and trusting your gut feeling to identify where you feel you belong. The overall message is to go in with an open mind, truly engage in conversations to learn about the character of each house, and choose the one that feels like the best fit for you personally.
Student brochure International Friends
The document provides information about an International Student Friendship program that matches international students at a university with American host families to help international students experience American culture and life through personal relationships. It addresses frequently asked questions about the program's purpose and benefits, responsibilities, and concerns about meeting a host family in order to encourage international students to participate. Testimonials from past participants emphasize the meaningful friendships and cultural exchanges gained through the program.
ITBE Conference 2017 ESL Conversation Club
Slides for the 2017 ITBE Conference Presentation: "The Art of the ESL Conversation". Naperville, Illinois, Saturday, February 25th. Speakers: Helen Stewart (Schaumburg Township District Library) and Julie Frost (District 211 Adult Education). The Illinois TESOL-BE is a professional, nonprofit organization which supports research and instruction in the teaching of standard English to speakers of other language or dialect and in bilingual education.
Biographical Sketch.pptx
This document provides guidance on writing a biography and conducting an interview for a biographical sketch. It discusses exploring the meaningful events in a person's life to find understanding. The document recommends setting up an interview with the subject to inquire about their background, family, education, greatest achievements and overcoming obstacles, interests, talents, and life lessons learned from experiences. Sample biographical sketch interview questions are provided to gather details about the subject's life.
Instructions Sheet 1This journal assignment allows you to refl.docx
Instructions
Sheet 1
This journal assignment allows you to reflect on the feedback you received in Writers’ Workshop 1. The purpose is for you to identify what feedback was helpful and what feedback was not, based on what you received from your peers and your instructor, and to explain why. The journal also gives you an opportunity to articulate how you will use the feedback to expand and deepen the story you decide to develop this term.
Reflect on feedback you have received from your peers and instructor, earlier resources offered in the modules, and your own self-analysis of your writing pieces. What has or has not been helpful in developing your stories? Determine from your two story pitches which one you would like to develop further as your final piece of nonfiction. (PITCH 1- Attached)
Describe how you will incorporate feedback or how you will revise less effective passages in order to develop this piece for final submission. Analyze what nonfiction-specific techniques you had the most difficulty adapting to your writing and how you can improve in that area. What was the most helpful part of the peer review process, and what was the most frustrating part? What did you find personally useful about providing actionable recommendations concerning the effectiveness of structure in the work of your peers?
For additional details, please refer to the Final Project II Milestone One Guidelines and Rubric document in the Assignment Guidelines and Rubrics section of the course.
The four hits off the fence
My pitch for the first story is the four hits off the fence, on that sunny spring day of 1995, which brought me into the Rossiano family. Ross is what Mark used for short to camouflage his Italian last name and keep his omnipresent African American roots. We quickly became good friends, not without the typical brother’s spat or disagreements which would test the limits of any common friendship. However, Mark would embrace you(me) and I reciprocated in-kind leaving a sense of mutual understanding and respect. A characteristic which spoke volumes of Marks character and enforced our brotherly bond.(not a whole sentence/revision suggested) Mark (was)devoted his life to his family and friends which further reflected genuine love and sincerity . A family first individual who found no joy more delightful than to spend time with close or distant family. Mark (comma here or Mark was) a product of a biracial marriage often reminisced a lot when the house was full of family, friends or others his mother would simply house. Mark's home was not exempt from family squabbles, heated debates, propositions or even law stretching schemes. However, the family remained close-knit, unified and always willing to support one another. Why Mark? (Central theme?) Mark is the prodigy, who could make all possible; raising his nephews and guiding one into the NFL. Or his daughter born with situs inversus (internal organs reversed) reassuring everyone she will be happy.
Mentor Culture Training
La Sierra University International Office hosts close to 300 international students every quarter and with the idea that these students travel far from home to study in a foreign country, we like to support them by introducing them to mentors that will help nurture and mentor them to experience La Sierra University and California.
Unit II Scholarly ActivityCultural InterviewPick a person to i.docx
Unit II Scholarly Activity
Cultural Interview
Pick a person to interview who has had a different cultural experience than you. Maybe the person or person’s family is from a different region or country. Other forms of diversity or difference are acceptable too. You may interview someone of any age, and it is OK if he or she is a co-worker, neighbor, friend, relative, spouse, or someone else you know. However, please keep in mind the spirit of the assignment. If you are interviewing someone you know well, please work hard in the interview to gain a deeper insight and appreciation for their experience.
Please conduct the interview face-to-face, through Skype/Face Time, or over the phone. The interview should be a minimum of 20 minutes long. Please take notes during the interview. If the interviewee gives you permission, you can record the interview to help you later when writing your assignment. It is not required to record or video tape the interview. You will not be turning in any recordings. You will be turning in a written assignment based on your interview.
Written Assignment Overview: Write a two-page essay about your interview experience. Your essay should include an introduction of your interviewee, summary of the interview answers in essay format, discussion of how the interview content relates to course concepts, and a final section with some concluding thoughts about the interview experience. You will be required to use the following headings: Introduction, Summary of Interview, Culture & Geography, and Conclusion.
Interview Questions and Guidance
Unit 2: Cultural Interview Assignment
This document includes:
Assignment Objective
Assignment Specifics
Tips on Conducting an Interview
Possible Interview Questions
Assignment Objective: To learn more about and gain a deeper appreciation for cultural difference. To investigate the relationship between culture and place. Sharing and learning more about another’s cultural story and differences will give you greater cultural competence!
Written Assignment Specifics
Introduction: In the first paragraph of your essay, please introduce your interviewee. Who is she/he? How old is he/she? How do you know the person? Why did you decide to interview the person? Here is where you provide a little background or biographical information. Please also indicate how you conducted the interview (phone, in-person, Skype, etc.) in the introduction.
Interview Summary: Summarize what you learned about the person’s culture and life from the questions you asked. You do not have to write about every single thing you talked about. You can provide the highlights. *Below is a list of possible questions and tips on conducting the interview.
Culture & Geography: Discuss at least one relationship you saw in the interviewee’s story between place and culture. You can also discuss course topics of population, immigration, migration, or globalization in terms of this connection.
Conclusion: For this final ...
Internet Essay - The Writing Center.. Online assignment writing service.
Here are a few key strategies Roger could use to help remember names at the wedding:
- Repeating names back immediately after being introduced. This engages short-term memory by rehearsing the names.
- Connecting names to facial features or other details about the person. Making associations helps transfer information to long-term memory.
- Grouping people together who are introduced around the same time. Categorizing names makes them easier to recall as a unit rather than individually.
- Relating names to prior knowledge or experiences. Finding connections between a name and something already in long-term memory strengthens memory encoding.
- Using visualization. Imagining people's names written on their shirts or visual cues related to their
International Student Friendship Program
This is an overview of a program in which International Students and Americans develop a friendship. This provides a great opportunity for learning about the other person's culture.
Character Sketch Essay
This document provides guidance on writing a character sketch essay about a family member. It discusses including details about the character's personality, actions, values, motives, past experiences, physical appearance, and how they are perceived by others. The document outlines an essay structure with an introduction presenting the character and thesis, a body with paragraphs developing the character's traits with examples, and a conclusion discussing why the character is significant.
A open house eng ss parry 2011 12
This document provides information for parents about the 6th grade English and Social Studies classes. It introduces the teacher, Ms. Parry, and discusses some of the key concepts covered in each quarter. It also outlines typical homework assignments like reading and focuses on reading and writing. Parents are encouraged to support their children by communicating with the teacher, helping with homework like explaining assignments and reading with their children, and making sure children are organized, trying their best, and having fun.
10 aa1 week 2, session 1
This document provides an agenda for an English for Academic Purposes class. The instructor is Regsana Kerimova and the class will cover Chapter 1 of Academic Encounters Listening & Speaking on the topic of marriage, family, and home. The agenda includes a warm-up on academic vocabulary, an activity where students express opinions on personalizing the topic in group work, listening for specific details in an interview, and a homework assignment to read a comprehension passage on family today.
Different_Families_Picture_book_lessons
This resource provides information and discussion prompts for using the picture book "The Seven Chinese Sisters" to talk about different family types in 3rd and 4th class. The story shows how seven sisters with different talents work together to care for their younger sister. It can help students understand that families come in different forms, all members contribute in different ways, and the most important thing is that children are cared for. Suggested follow-up activities include having students draw and write about talents in their own families. The resource also notes the importance of addressing potentially tricky questions or terms in a factual way to promote respect and tolerance.
Week1 Lqhs
The document provides instructions and an agenda for the first week of an English class. It includes directions for icebreaker activities to help students get to know each other, as well as assignments explaining the format of journal entries and a friendly letter for homework. Students are also given information on making inferences from clues and a gallery walk activity where they observe the classroom and write predictions about what the class will entail. Group work and presentations follow to discuss their observations. The document outlines the materials needed for the class and schedules a review of the syllabus.
Clc icebreakers and exercises final (5)
This document provides resources for cultural and linguistic competence training, including icebreakers, exercises, videos, and movies. It describes several exercises that aim to increase awareness and understanding of cultural differences, such as having participants introduce themselves in a cultural way rather than by their job, conveying a message without words, and completing a cultural scavenger hunt. The document also includes instructions and discussion questions for activities like the cultural iceberg metaphor, a cross-cultural communication activity, and exploring one's cultural approaches to healing. The overall goal is to help participants learn about their own and others' cultures in order to better serve diverse communities.
Oral History Everyone is a primary source and all historical expe.docx
Oral History: Everyone is a primary source and all historical experience is important.
Read the details in the prompt attached below regarding the assignment and how to conduct an oral history interview. Then, do an interview with an older family member, someone of your parents’ or grandparents’ generation (or, if an older family member is not available, another older member of your community or a family friend).
Then write a typed, double-spaced, two-page essay that explores a family, community member or older family friend’s experience from their life. Note: You may write this essay in the first person, as in “On March 31, 2016, I interviewed my great-uncle J.D., who is 68.” “My family history reveals....” “I discovered that our community....”
You will share these interviews and experiences in your facilitator groups on Wednesday, September 13. Bring your essay to class that day and be prepared to share both the information shared with you about your family member and the experience you had doing the interview.
Oral History: Everyone is a primary source and all historical experience is important.
Oral history provides a fuller, more accurate picture of the past by augmenting the information provided by other primary sources. Eyewitnesses to events contribute various viewpoints and perspectives that fill in the gaps in documented history, sometimes correcting or even contradicting the written record. Remember history is an interpretation of past events and of past experiences. Interviewers are able to ask questions left out of other records and to interview people whose stories have been untold or forgotten. At times, an interview may serve as the only source of information available about a certain place, event or person. In this unit, you will interview an older family member, community member or friend about a memorable experience in their life tied to a historic event of your interest or about their experience immigrating/migrating to California or some other place in the US if applicable.
Format: Write a typed, double-spaced, two pages, 1” margins essay that explores a family, community member or older family friend’s experience from their life. Note: You may write this essay in the first person, as in “On March 31, 2016, I interviewed my great-uncle J.D., who is 68.” “My family history reveals....” “I discovered that our community....”
Prompt: Read the details below regarding how to conduct an oral history interview. Then, do an interview with an older family member, someone of your parents’ or grandparents’ generation (or, if an older family member is not available, another older member of your community). During the interview, be sure to take copious notes or if the subject is willing record the interview (all smart phones have digital recorders). Based on what you learn in that interview tell the subject's story and ADDRESS all in the last few paragraphs of your essay:
1. What does your family’s (or community’s) history of immigra.
Black Sheep of the Family | Family Idioms
This document provides an introduction to common English idioms related to family situations. It begins by defining idioms and explaining their importance in fluent English. Examples of family-related idioms are then given and explained, including "runs in the family," "flesh and blood," "blood is thicker than water," "bad blood," "in the family way," "like one of the family," and "black sheep of the family." The document concludes with matching and fill-in-the-blank exercises to practice using these idioms.
Facilitating online conversations
This document provides guidance for facilitating online conversations. It discusses excerpt from the Bible about seeing God's back but not his face, and how this relates to virtual relationships where people are "felt but not seen." Several strategies are presented for building community online, including using welcoming language, encouraging participation, allowing wait time for responses, preparing participants, and providing pre-and post-work. The document encourages being willing to suspend disbelief about virtual relationships and seeing the possibilities in this new way of working. Participants are prompted to consider how they can imagine and apply the strategies to an online conversation they will facilitate.
Black sheep of the family
Level 6 ESL student learning English. Black Sheep of the Family is a lesson plan presentation of Idioms used in Family Relationships.
Greetings
This document provides guidance on greetings in different social contexts, including when passing acquaintances, before conversations, in classrooms, in business settings, at social events, and in a friend's home. It offers sample greetings and phrases for each situation. Examples of greetings are provided for classroom introductions between two students, a business meeting between colleagues, mingling at a party, and visiting a friend's home. The document encourages practicing greetings in groups by adding lines to the examples or creating new dialogues.
small-talk-conversation-topics-dialogs_121530.pptx
Small talk refers to light, casual conversation about non-controversial topics like the weather, sports, movies, or other popular interests. Effective small talk requires researching common interests, avoiding sensitive topics like religion, politics, money or personal health, and actively listening to others. Good small talk topics include hobbies, travel locations, jobs or careers, media like books and films, fashion, celebrities, and hometowns. Small talk is an important social skill for networking, getting to know others, and feeling more comfortable in social situations.
Norwood Talking to Kids About Identity Difference and Justice
Folk wisdom tells us young children don't notice differences or have any biases, yet research is telling us otherwise. What are age appropriate ways to develop intentionally inclusive and identity conscious children? Learn and practice tools for talking to children.
5020 week 1 intro (cultural diversity)
The document outlines the agenda for an introductory class session for LCRT 5020: Workshop in Literacy & Language Teaching, including introductions, an activity to get to know each other's cultures, a discussion of cultural diversity and motivation, an overview of the course syllabus and calendar, and preparation for the first assignment observing a classroom and analyzing literacy instruction using Cambourne's conditions of learning.
Family unit plan
This family unit plan focuses on analyzing family relationships and comparing different types of families. Over the course of a week, first grade students will discuss their own families, compare Caucasian, African American, and Latino families using videos, read books about how families work together, participate in hands-on activities, and have their understanding assessed. The objective is for students to understand diversity within families with 80% accuracy.
5 Surprises about Teaching English Language Learners
Professor Kristin Lems, Ed.D., created this for the general public. She is available for consultations and can be found on LinkedIn.
relationships-22292.pdf
This document discusses relationships and how they change over time. It begins by outlining key relationships in a person's life from birth through childhood and into adulthood. [1] Family relationships are the first and most important, starting with parents providing physical needs as infants. [2] Relationships gradually expand to include other family members, then friends through playgroups and preschool. [3] As people age, romantic relationships may form, which can lead to new families being started. However, relationships require work to thrive as situations, roles, and responsibilities change over time.
relationships-22292.pptx
This document discusses relationships and how they change over time. It begins by outlining key relationships in a person's life from birth through adulthood. [1] A person's first relationship is with their parents, who meet physical needs as infants. [2] Relationships then expand to include family members like siblings and grandparents. [3] As children grow, friendships form outside the family through activities like preschool and playgroups. The document stresses that building positive relationships requires skills like good communication and responsibility.
SoSS 04/11
This document asks a series of questions to help the reader reflect on their background, values, goals, strengths, communities, past achievements, and desired legacy. It prompts the reader to consider where they come from, what gives them strength, their hopes and dreams, what holds them back, who supports them, what past actions they are proud of, and what kind of legacy they want to leave. The questions are meant to guide self-reflection.
SoSS 3/21
This document provides information about Passover and Ramadan. For Passover, it summarizes the biblical story of Moses being placed in a basket in the Nile river and rescued by Pharaoh's daughter before going on to lead the Israelites out of slavery in Egypt. For Ramadan, it summarizes the story of Muhammad receiving his first revelation from the angel Gabriel during the month of Ramadan in the year 610 CE. It then lists some common practices during Passover like having a seder meal and during Ramadan like fasting and giving charity. It concludes by asking questions about personal and family experiences with the holidays.
More Related Content
Similar to SoSS 07/26
Internet Essay - The Writing Center.. Online assignment writing service.
Here are a few key strategies Roger could use to help remember names at the wedding:
- Repeating names back immediately after being introduced. This engages short-term memory by rehearsing the names.
- Connecting names to facial features or other details about the person. Making associations helps transfer information to long-term memory.
- Grouping people together who are introduced around the same time. Categorizing names makes them easier to recall as a unit rather than individually.
- Relating names to prior knowledge or experiences. Finding connections between a name and something already in long-term memory strengthens memory encoding.
- Using visualization. Imagining people's names written on their shirts or visual cues related to their
International Student Friendship Program
This is an overview of a program in which International Students and Americans develop a friendship. This provides a great opportunity for learning about the other person's culture.
Character Sketch Essay
This document provides guidance on writing a character sketch essay about a family member. It discusses including details about the character's personality, actions, values, motives, past experiences, physical appearance, and how they are perceived by others. The document outlines an essay structure with an introduction presenting the character and thesis, a body with paragraphs developing the character's traits with examples, and a conclusion discussing why the character is significant.
A open house eng ss parry 2011 12
This document provides information for parents about the 6th grade English and Social Studies classes. It introduces the teacher, Ms. Parry, and discusses some of the key concepts covered in each quarter. It also outlines typical homework assignments like reading and focuses on reading and writing. Parents are encouraged to support their children by communicating with the teacher, helping with homework like explaining assignments and reading with their children, and making sure children are organized, trying their best, and having fun.
10 aa1 week 2, session 1
This document provides an agenda for an English for Academic Purposes class. The instructor is Regsana Kerimova and the class will cover Chapter 1 of Academic Encounters Listening & Speaking on the topic of marriage, family, and home. The agenda includes a warm-up on academic vocabulary, an activity where students express opinions on personalizing the topic in group work, listening for specific details in an interview, and a homework assignment to read a comprehension passage on family today.
Different_Families_Picture_book_lessons
This resource provides information and discussion prompts for using the picture book "The Seven Chinese Sisters" to talk about different family types in 3rd and 4th class. The story shows how seven sisters with different talents work together to care for their younger sister. It can help students understand that families come in different forms, all members contribute in different ways, and the most important thing is that children are cared for. Suggested follow-up activities include having students draw and write about talents in their own families. The resource also notes the importance of addressing potentially tricky questions or terms in a factual way to promote respect and tolerance.
Week1 Lqhs
The document provides instructions and an agenda for the first week of an English class. It includes directions for icebreaker activities to help students get to know each other, as well as assignments explaining the format of journal entries and a friendly letter for homework. Students are also given information on making inferences from clues and a gallery walk activity where they observe the classroom and write predictions about what the class will entail. Group work and presentations follow to discuss their observations. The document outlines the materials needed for the class and schedules a review of the syllabus.
Clc icebreakers and exercises final (5)
This document provides resources for cultural and linguistic competence training, including icebreakers, exercises, videos, and movies. It describes several exercises that aim to increase awareness and understanding of cultural differences, such as having participants introduce themselves in a cultural way rather than by their job, conveying a message without words, and completing a cultural scavenger hunt. The document also includes instructions and discussion questions for activities like the cultural iceberg metaphor, a cross-cultural communication activity, and exploring one's cultural approaches to healing. The overall goal is to help participants learn about their own and others' cultures in order to better serve diverse communities.
Oral History Everyone is a primary source and all historical expe.docx
Oral History: Everyone is a primary source and all historical experience is important.
Read the details in the prompt attached below regarding the assignment and how to conduct an oral history interview. Then, do an interview with an older family member, someone of your parents’ or grandparents’ generation (or, if an older family member is not available, another older member of your community or a family friend).
Then write a typed, double-spaced, two-page essay that explores a family, community member or older family friend’s experience from their life. Note: You may write this essay in the first person, as in “On March 31, 2016, I interviewed my great-uncle J.D., who is 68.” “My family history reveals....” “I discovered that our community....”
You will share these interviews and experiences in your facilitator groups on Wednesday, September 13. Bring your essay to class that day and be prepared to share both the information shared with you about your family member and the experience you had doing the interview.
Oral History: Everyone is a primary source and all historical experience is important.
Oral history provides a fuller, more accurate picture of the past by augmenting the information provided by other primary sources. Eyewitnesses to events contribute various viewpoints and perspectives that fill in the gaps in documented history, sometimes correcting or even contradicting the written record. Remember history is an interpretation of past events and of past experiences. Interviewers are able to ask questions left out of other records and to interview people whose stories have been untold or forgotten. At times, an interview may serve as the only source of information available about a certain place, event or person. In this unit, you will interview an older family member, community member or friend about a memorable experience in their life tied to a historic event of your interest or about their experience immigrating/migrating to California or some other place in the US if applicable.
Format: Write a typed, double-spaced, two pages, 1” margins essay that explores a family, community member or older family friend’s experience from their life. Note: You may write this essay in the first person, as in “On March 31, 2016, I interviewed my great-uncle J.D., who is 68.” “My family history reveals....” “I discovered that our community....”
Prompt: Read the details below regarding how to conduct an oral history interview. Then, do an interview with an older family member, someone of your parents’ or grandparents’ generation (or, if an older family member is not available, another older member of your community). During the interview, be sure to take copious notes or if the subject is willing record the interview (all smart phones have digital recorders). Based on what you learn in that interview tell the subject's story and ADDRESS all in the last few paragraphs of your essay:
1. What does your family’s (or community’s) history of immigra.
Black Sheep of the Family | Family Idioms
This document provides an introduction to common English idioms related to family situations. It begins by defining idioms and explaining their importance in fluent English. Examples of family-related idioms are then given and explained, including "runs in the family," "flesh and blood," "blood is thicker than water," "bad blood," "in the family way," "like one of the family," and "black sheep of the family." The document concludes with matching and fill-in-the-blank exercises to practice using these idioms.
Facilitating online conversations
This document provides guidance for facilitating online conversations. It discusses excerpt from the Bible about seeing God's back but not his face, and how this relates to virtual relationships where people are "felt but not seen." Several strategies are presented for building community online, including using welcoming language, encouraging participation, allowing wait time for responses, preparing participants, and providing pre-and post-work. The document encourages being willing to suspend disbelief about virtual relationships and seeing the possibilities in this new way of working. Participants are prompted to consider how they can imagine and apply the strategies to an online conversation they will facilitate.
Black sheep of the family
Level 6 ESL student learning English. Black Sheep of the Family is a lesson plan presentation of Idioms used in Family Relationships.
Greetings
This document provides guidance on greetings in different social contexts, including when passing acquaintances, before conversations, in classrooms, in business settings, at social events, and in a friend's home. It offers sample greetings and phrases for each situation. Examples of greetings are provided for classroom introductions between two students, a business meeting between colleagues, mingling at a party, and visiting a friend's home. The document encourages practicing greetings in groups by adding lines to the examples or creating new dialogues.
small-talk-conversation-topics-dialogs_121530.pptx
Small talk refers to light, casual conversation about non-controversial topics like the weather, sports, movies, or other popular interests. Effective small talk requires researching common interests, avoiding sensitive topics like religion, politics, money or personal health, and actively listening to others. Good small talk topics include hobbies, travel locations, jobs or careers, media like books and films, fashion, celebrities, and hometowns. Small talk is an important social skill for networking, getting to know others, and feeling more comfortable in social situations.
Norwood Talking to Kids About Identity Difference and Justice
Folk wisdom tells us young children don't notice differences or have any biases, yet research is telling us otherwise. What are age appropriate ways to develop intentionally inclusive and identity conscious children? Learn and practice tools for talking to children.
5020 week 1 intro (cultural diversity)
The document outlines the agenda for an introductory class session for LCRT 5020: Workshop in Literacy & Language Teaching, including introductions, an activity to get to know each other's cultures, a discussion of cultural diversity and motivation, an overview of the course syllabus and calendar, and preparation for the first assignment observing a classroom and analyzing literacy instruction using Cambourne's conditions of learning.
Family unit plan
This family unit plan focuses on analyzing family relationships and comparing different types of families. Over the course of a week, first grade students will discuss their own families, compare Caucasian, African American, and Latino families using videos, read books about how families work together, participate in hands-on activities, and have their understanding assessed. The objective is for students to understand diversity within families with 80% accuracy.
5 Surprises about Teaching English Language Learners
Professor Kristin Lems, Ed.D., created this for the general public. She is available for consultations and can be found on LinkedIn.
relationships-22292.pdf
This document discusses relationships and how they change over time. It begins by outlining key relationships in a person's life from birth through childhood and into adulthood. [1] Family relationships are the first and most important, starting with parents providing physical needs as infants. [2] Relationships gradually expand to include other family members, then friends through playgroups and preschool. [3] As people age, romantic relationships may form, which can lead to new families being started. However, relationships require work to thrive as situations, roles, and responsibilities change over time.
relationships-22292.pptx
This document discusses relationships and how they change over time. It begins by outlining key relationships in a person's life from birth through adulthood. [1] A person's first relationship is with their parents, who meet physical needs as infants. [2] Relationships then expand to include family members like siblings and grandparents. [3] As children grow, friendships form outside the family through activities like preschool and playgroups. The document stresses that building positive relationships requires skills like good communication and responsibility.
Similar to SoSS 07/26 (20)
Internet Essay - The Writing Center.. Online assignment writing service.
Internet Essay - The Writing Center.. Online assignment writing service.
Oral History Everyone is a primary source and all historical expe.docx
Oral History Everyone is a primary source and all historical expe.docx
small-talk-conversation-topics-dialogs_121530.pptx
small-talk-conversation-topics-dialogs_121530.pptx
Norwood Talking to Kids About Identity Difference and Justice
Norwood Talking to Kids About Identity Difference and Justice
5 Surprises about Teaching English Language Learners
5 Surprises about Teaching English Language Learners
More from Rizal Hariadi
SoSS 04/11
This document asks a series of questions to help the reader reflect on their background, values, goals, strengths, communities, past achievements, and desired legacy. It prompts the reader to consider where they come from, what gives them strength, their hopes and dreams, what holds them back, who supports them, what past actions they are proud of, and what kind of legacy they want to leave. The questions are meant to guide self-reflection.
SoSS 3/21
This document provides information about Passover and Ramadan. For Passover, it summarizes the biblical story of Moses being placed in a basket in the Nile river and rescued by Pharaoh's daughter before going on to lead the Israelites out of slavery in Egypt. For Ramadan, it summarizes the story of Muhammad receiving his first revelation from the angel Gabriel during the month of Ramadan in the year 610 CE. It then lists some common practices during Passover like having a seder meal and during Ramadan like fasting and giving charity. It concludes by asking questions about personal and family experiences with the holidays.
SoSS 01/10
This agenda outlines the plans for a meeting that includes catching up with members, completing a crossword puzzle together, discussing an article, sharing thoughts on social media discourse, and setting goals for the chapter in 2021. The meeting will also touch on outreach plans for an early March event for 2nd to 5th graders and provide contact information for an optional planning meeting on January 24th.
SoSS 10/18
This document contains the agenda and notes for a meeting of the Sisterhood of Salaam Shalom. The agenda includes an icebreaker where participants share a story from their life, breaking into small groups to discuss the stories, a conversation about voting and social issues, and making personal campaign posters. Announcements provide information about an upcoming conference and workshop, including registration details, as well as a media release form for a shared Google drive.
SoSS 09/13
This document outlines the agenda for a meeting of the Sisterhood of Salaam Shalom Scottsdale/Phoenix Chapter. The meeting will include an icebreaker game of pictionary, a discussion of media representations of Muslims and Jews led by viewing video clips, an anonymous question and answer session about aspects of both faiths, and planning for their next meeting. It provides details on how to play pictionary and prompts for discussing the media clips. The document encourages participation in an anonymous question submission form and reminds members to sign a media form. It concludes by asking for any additional comments before ending the meeting.
SoSS 08/16
This document outlines the agenda for a meeting of the Scottsdale/Phoenix chapter, including an icebreaker activity where members provide interesting facts about themselves without revealing their identity, a Kahoot trivia game, a discussion, and sharing of goals and interests. It introduces 12 members and their interesting facts, and discusses the objectives of developing understanding of individuals' religions and breaking down stereotypes by sharing meaningful religious objects. It concludes by requesting members sign a media release form.
SoSS 06/14
The document summarizes the first meeting of a local chapter of the Sisterhood of Salaam Shalom. It includes introductions of the co-leaders and members, an overview of the purpose and basic rules of the chapter, announcements about upcoming events, and a question and answer game for the initial meeting. Members provided their contact information at the end to coordinate the next meeting.
DNA Origami
DNA as molecular LEGO brick (part 3). This is the 3rd part of my first lecture at the 2008 Asian Science Camp in Bali
DNA as molecular LEGO brick (part 2)
This document introduces the concept of self-assembly as a bottom-up fabrication process by which living things assemble themselves from smaller components, unlike top-down fabrication where a constructor shapes a final product that is smaller than the starting material. It provides the example of cells assembling into a human to illustrate self-assembly, and suggests molecular self-assembly can be analogous to LEGO bricks spontaneously forming elaborate structures on their own.
DNA as molecular LEGO brick (part 1)
DNA can be used as a programmable engineering molecule. While utilizing biological materials for unnatural purposes may seem strange, this is common such as using wood for construction or silk for clothing. The document discusses how DNA can be manipulated like molecular legos to be used for engineering applications in a similar way that other natural materials like wood and silk are already used for purposes beyond their natural functions.
More from Rizal Hariadi (10)
Recently uploaded
thrifthands-thrift store- get the latest trends
Get the latest trends & designer brands at unbeatable prices with Thrift stores. Elevate your style affordably.
Understanding the Mahadasha of Shukra (Venus): Effects and Remedies
The Mahadasha of Shukra (Venus) is one of the most significant periods in Vedic astrology. Shukra is known as the planet of love, beauty, wealth, and luxury. Its Mahadasha can bring about profound changes in an individual's life, both positive and negative, depending on its placement and condition in the natal chart.
What is Shukra Mahadasha?
Mahadasha is a planetary period in Vedic astrology that affects various aspects of an individual's life for a specific number of years. The Mahadasha of Shukra lasts for 20 years and is known to bring a period of significant transformation. Shukra is associated with pleasures, creativity, relationships, and material comforts. During its Mahadasha, these areas of life tend to get highlighted.
Care Instructions for Activewear & Swim Suits.pdf
SunDaze Surf offers top swimwear tips: choose high-quality, UV-protective fabrics to shield your skin. Opt for secure fits that withstand waves and active movement. Bright colors enhance visibility, while adjustable straps ensure comfort. Prioritize styles with good support, like racerbacks or underwire tops, for active beach days. Always rinse swimwear after use to maintain fabric integrity.
Biography and career history of Bruno Amezcua
Bruno Amezcua's entry into the film and visual arts world seemed predestined. His grandfather, a distinguished film editor from the 1950s through the 1970s, profoundly influenced him. This familial mentorship early on exposed him to the nuances of film production and a broad array of fine arts, igniting a lifelong passion for narrative creation. Over 15 years, Bruno has engaged in diverse projects showcasing his dedication to the arts.
Types of Garage Doors Explained: Energy Efficiency, Style, and More
At Affordable Garage Door Repair, we specialize in both residential and commercial garage door services, ensuring your property is secure and your doors are running smoothly.
Self-Discipline: The Secret Weapon for Certain Victory
Amid the constant barrage of distractions and dwindling motivation, self-discipline emerges as the unwavering beacon that guides individuals toward triumph. This vital quality serves as the key to unlocking one’s true potential, whether the aspiration is to attain personal goals, ascend the career ladder, or refine everyday habits.
Understanding Self-Discipline
MRS PUNE 2024 - WINNER AMRUTHAA UTTAM JAGDHANE
Amruthaa Uttam Jagdhane, a stunning woman from Pune, has won the esteemed title of Mrs. India 2024, which is given out by the Dk Exhibition. Her journey to this prestigious accomplishment is a confirmation of her faithful assurance, extraordinary gifts, and profound commitment to enabling women.
The Fascinating World of Bats: Unveiling the Secrets of the Night
The Fascinating World of Bats: Unveiling the Secrets of the Night
Bats, the mysterious creatures of the night, have long been a source of fascination and fear for humans. With their eerie squeaks and fluttering wings, they have captured our imagination and sparked our curiosity. Yet, beyond the myths and legends, bats are fascinating creatures that play a vital role in our ecosystem.
There are over 1,300 species of bats, ranging from the tiny Kitti's hog-nosed bat to the majestic flying foxes. These winged mammals are found in almost every corner of the globe, from the scorching deserts to the lush rainforests. Their diversity is a testament to their adaptability and resilience.
Bats are insectivores, feeding on a vast array of insects, from mosquitoes to beetles. A single bat can consume up to 1,200 insects in an hour, making them a crucial part of our pest control system. By preying on insects that damage crops, bats save the agricultural industry billions of dollars each year.
But bats are not just useful; they are also fascinating creatures. Their ability to fly in complete darkness, using echolocation to navigate and hunt, is a remarkable feat of evolution. They are also social animals, living in colonies and communicating with each other through a complex system of calls and body language.
Despite their importance, bats face numerous threats, from habitat destruction to climate change. Many species are endangered, and conservation efforts are necessary to protect these magnificent creatures.
In conclusion, bats are more than just creatures of the night; they are a vital part of our ecosystem, playing a crucial role in maintaining the balance of nature. By learning more about these fascinating animals, we can appreciate their importance and work to protect them for generations to come. So, let us embrace the beauty and mystery of bats, and celebrate their unique place in our world.
Analysis and Assessment of Gateway Process – HemiSync(1).PDF
This paper analyses and assesses the process of Gateway methods of excercise
Recently uploaded (11)
Understanding the Mahadasha of Shukra (Venus): Effects and Remedies
Understanding the Mahadasha of Shukra (Venus): Effects and Remedies
Types of Garage Doors Explained: Energy Efficiency, Style, and More
Types of Garage Doors Explained: Energy Efficiency, Style, and More
Self-Discipline: The Secret Weapon for Certain Victory
Self-Discipline: The Secret Weapon for Certain Victory
The Fascinating World of Bats: Unveiling the Secrets of the Night
The Fascinating World of Bats: Unveiling the Secrets of the Night
Analysis and Assessment of Gateway Process – HemiSync(1).PDF
Analysis and Assessment of Gateway Process – HemiSync(1).PDF
SoSS 07/26
- 2. quick introductions icebreaker name discussion calligraphy lesson reminders + next meeting agenda
- 3. new members!
- 4. quick introductions name + grade level + (for new members) what drew you to this group?
- 5. Drew
- 6. Biruni
- 7. Rawiya
- 8. Zainab
- 9. Nada
- 10. Zahra
- 11. Mischa
- 12. Sadie
- 13. Marwa
- 14. Shani
- 15. Leah
- 16. Stella
- 17. Leann
- 18. Annika
- 19. Those who weren’t here for the last/first meeting, please type your phone/email in the chat so we can add you to our shared Google Drive + forward info/updates concerning our chapter + the Sisterhood as a whole. Thanks!
- 20. icebreaker
- 21. Within your group, discuss and find three different (not surface-level) things that you all have in common. Have fun with it! Would you all pick the same character in a book/movie to be for a day? A food you couldn’t live without?
- 23. ● to learn about family customs through sharing the origins of our names ● to begin to understand the influence of our different cultural backgrounds ● to explain how storytelling is key to building empathy and understanding goals
- 24. Tell the story of your name. Feel free to address these questions: ● How do you pronounce your name? ● What does your name mean? ● How did you get your name? ● Do you prefer to go by another name? Why? ● What is the story of your last name? Where does it come from and what does it mean? Is it different from other family members’ last names?
- 25. wheel
- 26. calligraphy
- 29. housekeeping
- 30. Please sign the media release form in the shared drive and email it back to Drew and/or Biruni! Thanks!
- 31. next meeting?
- 32. group picture
Editor's Notes
- Idk whether we should just have the new girls introduce themselves or everyone
- Specify what exactly is meant by “not surface-level” : not like “we all have brown eyes” but Is 5 minutes good for this? Prolly… maybe 6ish? Should they share afterwards? Yes!
- Our families and cultural backgrounds play a large role in the way we define ourselves, as well as the way we are perceived by others. Through sharing the origins of our names, this activity us the opportunity to share part of our family legacies. Sharing personal stories is key to establishing each person’s equal voice, since everyone has a story to share, regardless of her knowledge about her religion.
- Hehe it is a link to a fun little spinny wheel
- We thought a cool way to create connection with our names would be to learn to write them in calligraphy! Grab a pen or a marker, nothing fancy is needed, we’re just going to try it out!
- https://docs.google.com/document/d/1dOO9cTCS02kS3Wz6HiUjNBncMRkFSDgqQB_Ffg7dv80/edit?usp=sharing