Stage 13 - 1.10
•Download as DOC, PDF•
1 like•110 views
The document outlines the objectives and lesson plans for an English class taught by Teacher Mark. Over four class periods, students will analyze essay structures, learn how to write effective introductory paragraphs, familiarize themselves with using cohesive devices in paragraphs, practice writing discursive essays using different techniques for paragraph construction, and write discursive essays incorporating a range of techniques and features while getting feedback from peers and teachers. The goal is for students to learn to write for specific purposes and audiences using proper vocabulary, tone and style.
Report
Share
Report
Share
Recommended
Course Outline Technical English 2 31534
This document outlines the syllabus for a Technical English II course offered at the Centre of Foundation and General Studies. The course is worth 3 credit hours and will focus on developing students' academic English skills as well as introducing occupational components to prepare them for future studies and jobs. Assessment will include two online tests, assignments, presentations, and a final exam. The lecturer is Murni Salina and the course objectives are to equip students with language skills for effective social, business, and workplace communication and to develop their ability to understand and respond critically to texts and write accurately for academic and occupational purposes. The course schedule provides details of topics to be covered in each of the 14 lectures, including strategies for reading, writing, speaking, grammar
BTP Meeting 4-13-11
The document provides updates on e4TN's online curriculum development and student usage. It discusses that as of April 2011, e4TN had developed 89 total courses, including 28 full and 40 half high school credit courses. It also notes positive student feedback from surveys of over 3,000 students on the clarity of materials, involvement of instructors, and learning. Additionally, it outlines current projects including the development of new middle school math and language arts courses and over 450,000 views of existing practice tests for end-of-course exams on mobile devices.
Lueck Finalization Worksheet - 2014 2015
This document contains an employee effectiveness rubric and final evaluation for a teacher. The teacher received high ratings in effective instruction and core professionalism, resulting in an overall highly effective rating. Comments note that the teacher motivates students, differentiates instruction to meet varying needs, supports critical thinking and problem solving, and has high expectations and good rapport with students.
PP Eurocall Conference 2015
The steady rise of new technologies, especially in the area of mobile assisted language learning, has created new opportunities as well as challenges for foreign language learning. Since learners have more and more access to a wide range of devices and learning resources, teachers are challenged to explore the potential and benefits of these to support their students’ learning. In the last two decades there have been many attempts to integrate all kinds of mobile devices and apps to support formal as well as informal learning processes. However, most of the available apps still support mainly individual learning, using mobile devices to deliver content rather than providing learners with the opportunity to interact amongst each other.
To address this we have designed an app, based on a highly interactive, ubiquitous and constructive learning approach. The app is called Guess it! Language Trainer and allows learners to share, assess and co-construct their foreign language knowledge. Learning contents are no longer delivered but integrated into versatile tasks which although individually performed, affect the community of learners. The current research paper presents the first results of an ongoing project using the Guess it! Language Trainer app in a compulsory German language course at a Spanish University. In our paper we will firstly describe how the app has been used to support students’ language learning outside the classroom, secondly, how it helped learners to get actively involved in their own learning processes and thirdly, how the teacher can use the information stored in the system to assess students’ language learning.
EARLI 2007
Deelonderzoek: het gebruik van multimediacases om praktijkkennis van mentoren te ontsluiten voor aanstaande leraren.
California content standards
This document outlines standards for written and oral English language conventions, listening and speaking skills, and using technology to support student learning for a particular grade level. It includes standards for sentence structure, grammar, punctuation, capitalization, spelling, organization of oral communication, and using technological resources to create lessons that develop information literacy and problem solving skills.
Disorientation To Application: Integrated math and computing tasks
Please cite as: Moran, D., Durham, E., & Owen, H. (2007, March 17-19). From disorientation to application: Integrated math and computing tasks. Paper presented at the Third Annual Conference for Middle East Teachers of Science, Mathematics and Computing (METSMac) 2007, Abu Dhabi, UAE.
Blue print
The document discusses blueprints, which are matrices that show the number and type of test questions for each topic based on learning objectives and the relative weight of each topic. A blueprint also identifies the percentage weightings for cognitive dimensions and levels of competence tested in different domains.
The rest of the document provides an example blueprint for a test on light and heat propagation. It shows the question breakdown by topic, objective, and question type, allocating different point values and percentages. Finally, it discusses the importance of blueprints in providing a conceptual map of the exam format and content to ensure key topics are assessed.
Recommended
Course Outline Technical English 2 31534
This document outlines the syllabus for a Technical English II course offered at the Centre of Foundation and General Studies. The course is worth 3 credit hours and will focus on developing students' academic English skills as well as introducing occupational components to prepare them for future studies and jobs. Assessment will include two online tests, assignments, presentations, and a final exam. The lecturer is Murni Salina and the course objectives are to equip students with language skills for effective social, business, and workplace communication and to develop their ability to understand and respond critically to texts and write accurately for academic and occupational purposes. The course schedule provides details of topics to be covered in each of the 14 lectures, including strategies for reading, writing, speaking, grammar
BTP Meeting 4-13-11
The document provides updates on e4TN's online curriculum development and student usage. It discusses that as of April 2011, e4TN had developed 89 total courses, including 28 full and 40 half high school credit courses. It also notes positive student feedback from surveys of over 3,000 students on the clarity of materials, involvement of instructors, and learning. Additionally, it outlines current projects including the development of new middle school math and language arts courses and over 450,000 views of existing practice tests for end-of-course exams on mobile devices.
Lueck Finalization Worksheet - 2014 2015
This document contains an employee effectiveness rubric and final evaluation for a teacher. The teacher received high ratings in effective instruction and core professionalism, resulting in an overall highly effective rating. Comments note that the teacher motivates students, differentiates instruction to meet varying needs, supports critical thinking and problem solving, and has high expectations and good rapport with students.
PP Eurocall Conference 2015
The steady rise of new technologies, especially in the area of mobile assisted language learning, has created new opportunities as well as challenges for foreign language learning. Since learners have more and more access to a wide range of devices and learning resources, teachers are challenged to explore the potential and benefits of these to support their students’ learning. In the last two decades there have been many attempts to integrate all kinds of mobile devices and apps to support formal as well as informal learning processes. However, most of the available apps still support mainly individual learning, using mobile devices to deliver content rather than providing learners with the opportunity to interact amongst each other.
To address this we have designed an app, based on a highly interactive, ubiquitous and constructive learning approach. The app is called Guess it! Language Trainer and allows learners to share, assess and co-construct their foreign language knowledge. Learning contents are no longer delivered but integrated into versatile tasks which although individually performed, affect the community of learners. The current research paper presents the first results of an ongoing project using the Guess it! Language Trainer app in a compulsory German language course at a Spanish University. In our paper we will firstly describe how the app has been used to support students’ language learning outside the classroom, secondly, how it helped learners to get actively involved in their own learning processes and thirdly, how the teacher can use the information stored in the system to assess students’ language learning.
EARLI 2007
Deelonderzoek: het gebruik van multimediacases om praktijkkennis van mentoren te ontsluiten voor aanstaande leraren.
California content standards
This document outlines standards for written and oral English language conventions, listening and speaking skills, and using technology to support student learning for a particular grade level. It includes standards for sentence structure, grammar, punctuation, capitalization, spelling, organization of oral communication, and using technological resources to create lessons that develop information literacy and problem solving skills.
Disorientation To Application: Integrated math and computing tasks
Please cite as: Moran, D., Durham, E., & Owen, H. (2007, March 17-19). From disorientation to application: Integrated math and computing tasks. Paper presented at the Third Annual Conference for Middle East Teachers of Science, Mathematics and Computing (METSMac) 2007, Abu Dhabi, UAE.
Blue print
The document discusses blueprints, which are matrices that show the number and type of test questions for each topic based on learning objectives and the relative weight of each topic. A blueprint also identifies the percentage weightings for cognitive dimensions and levels of competence tested in different domains.
The rest of the document provides an example blueprint for a test on light and heat propagation. It shows the question breakdown by topic, objective, and question type, allocating different point values and percentages. Finally, it discusses the importance of blueprints in providing a conceptual map of the exam format and content to ensure key topics are assessed.
Stage 12 - 1.8
Today's English class will examine the style and language of movie reviews. Students will watch trailers for the movies Evita, Diana, and Star Wars and review a passage about movie reviews. They will then discuss their favorite movies in small groups or individually. For homework, students will write a summary of their favorite movie in 300 or more words.
Que Edad Tienes Abuela
La abuela le cuenta a su nieto sobre cómo era la vida cuando ella era joven, antes de la existencia de muchas tecnologías y costumbres modernas como la televisión, las tarjetas de crédito, los teléfonos celulares, el aire acondicionado y los microondas. También habla sobre cómo han cambiado las costumbres sociales en relación al género, las relaciones, la medicina y más. Al final revela que en realidad solo tiene 60 años a pesar de que el nieto asume que debe tener más de 100 años dados los cambios que
new doc 1520161009103934334
The document is a scanned receipt from a grocery store purchase on January 15th, 2023 for $58.46. It lists the items bought which include milk, eggs, bread, cereal, orange juice, bananas, and ground beef. The payment was made with a credit card ending in 4321.
Blogday 2011
Para confirmar su asistencia al evento Blogday 2011, los pasos son: 1) ir a la página web http://20blogs.pe/, 2) hacer clic en "REGISTRO DE ASISTENCIA" en la pestaña, 3) ingresar sus datos personales en los campos provistos y hacer clic en "Confirmar Asistencia Ahora", y 4) hacer clic en el enlace "Haciendo click aquí" en el mensaje de confirmación para completar el proceso.
Stage 13 - 1.9
An English class will explore standard and non-standard English accents over four lessons. The first lesson will involve students watching a video on Queens English and taking notes before discussing different accents. In the second lesson, students will research and debate the notion of standard versus non-standard English. The third lesson focuses on global varieties of English with students analyzing the song "Waltzing Matilda" and taking notes on language varieties. The final lesson has students presenting their research on different Englishes and updating their notes.
St. Peter Life Plan Brand Management
St. Peter Life Plan, Inc. is a pre-paid deathcare company founded in 1970 that offers traditional and affordable life plans. It has over 40 years of experience in the deathcare industry and a 43% market share, positioning itself as the leader and experts in deathcare services. The company aims to provide world-class and affordable deathcare for every Filipino through its various life plans, memorial chapels, and cremation services. It has built its brand through religious imagery, quality services, and affordable options, becoming the trusted choice for Filipinos.
Stage 12 - 1.10
The document contains lesson plans for an English class covering four days. The objectives are to:
1) Explore elements of directed writing and examine exam questions. Students will take notes, participate in group activities, and discuss writing preferences.
2) Produce written text using similar style and language to original examples. Activities include reviewing questions, writing paragraphs, and giving feedback.
3) Analyze and recreate letters in an appropriate tone and style. Students will take notes on sample letters, read and discuss texts, write letters in pairs and individually.
4) Comment on style and language in a specific passage. Activities include discussing commentary features, reading and analyzing examples, and writing their own commentary with feedback.
Viewpoints at the Ulster eLearning Conference 2010
Viewpoints Assessment and Feedback workshops at the Ulster eLearning Conference 2010 - helping practitioners creatively reflect on their assessment and feedback practice, considering the student perspective.
Technology for large group teaching
This document provides an overview of technologies being used to support large group teaching at the University of Bath. It introduces audience response systems (ARS) and discusses how they can be used according to the Mazur sequence to engage students in conceptual questions during lectures. Examples are given of ARS being used in different departments, and the document encourages attendees to create their own ARS quiz to experiment with the technology. Aligning both face-to-face and online learning activities is highlighted as the goal in achieving an effective blended learning approach.
Cengage Learning Webinar, Dev Studies, Course Redesign, Developmental English...
As institutions in North Carolina make the transition into integrated reading and writing courses, many instructors are wondering how best to redesign their courses using technology. Learn how professors at Western Piedmont Community college are implementing new integrated reading and writing courses and how you can too.
During this May 16, 2013 webinar, attendees learned how Western Piedmont Community College plans to implement North Carolina's new DRE 096, 097, and 098 courses. Topics included course formats, course schedules, instructional methods and materials, integrated lessons, assessments, and course policies. Also, this session explained how to incorporate the redesign principles of mastery learning, contextualization, and acceleration.
Curriculum Design, Assessment and Feedback: School of Law First Year Review
Curriculum Design, Assessment and Feedback: School of Law First Year ReviewViewpoints, University of Ulster
This presentation was delivered on the 28th May 2010 as part of the School of Law First Year Review.
It included an overview of the work of the Viewpoints project (helping Ulster staff with curriculum design) and an interactive workshop to let staff redesign their assessment and feedback strategy for a course, in particular to help them redesign one module so that it fits better with the other modules and helps students with the transition to University. Using e-feedback in large classes in a business writing course
The document summarizes using computer-mediated e-feedback in a large business English writing course. It describes the course context, objectives, components, and constraints of large class sizes and limited time. It discusses using Moodle to provide writing tasks and instructor e-feedback. Feedback addressed content, organization, mechanics, and vocabulary. A student survey found that most felt the general e-feedback was sufficient and helped improve their writing and learning.
Presentation final(lisa)
The document summarizes the use of computer-mediated e-feedback in a large business English writing course at Ruppin Academic Center in Israel. The course aimed to develop students' business writing skills through online tasks and feedback provided via the Moodle learning management system. A survey found that most students found the general e-feedback on their writing assignments to be helpful in improving their work and learning. The feedback allowed for ongoing, customized feedback to individual students in a large class setting.
Stage 12 - 1.9
The document outlines the weekly lesson plans for an English class. It includes four lessons that focus on analyzing different elements of writing such as language techniques in reviews, key features of speeches, imagery and tone used in speeches, and writing a commentary on a specific text. Each lesson lists the objectives, materials, activities, homework, and reflects on the language skills practiced.
Curriculum Design, Assessment and Feedback
1. The document summarizes a workshop on curriculum design, assessment and feedback that used interactive activities and worksheets to prompt reflection and discussion.
2. Participants worked in groups to identify objectives and map principles from prompt cards onto a student timeline to develop plans for addressing assessment and feedback.
3. Groups then shared their outputs and plans with the whole workshop, providing examples of objectives and ideas around dissertation standards, feedback methods, and student engagement.
Viewpoints CAMEL meeting - workshop presentation
This presentation is part of an interactive workshop session delivered at the 3rd CAMEL meeting between University of Ulster, University of Strathclyde and Open University. It gives a taster of the Viewpoints Information Skills and Assessment and Feedback workshop sessions.
Viewpoints workshop - CAMEL meeting 27/04/10
A short presentation delivered as part of an interactive workshop session, at the CAMEL meeting between University of Ulster, Strathclyde and Open University. It demonstrates how the workshop session would work, using the Assessment and Feedback and Information Skills strands
Testing & examiner guide 2018 teacher's hand out oued semar a lgiers
The document provides guidance for developing effective exams and assessments. It discusses the purposes of testing, such as evaluating student learning and motivating students. It also outlines recommendations for exam designers, such as ensuring exams align with curriculum objectives and competencies. The document then describes different types of test questions and provides tips for constructing exams, including writing clear instructions, balancing easy and difficult questions, and testing timing. Overall, the summary emphasizes the importance of exams reflecting curriculum goals and being designed to effectively measure student learning.
Curriculum Design - Economics workshop
This presentation was delivered on the 11th June 2010 as part of a workshop for Economics in the University of Ulster
It included an overview of the work of the Viewpoints project (helping Ulster staff with curriculum design) and an interactive workshop to let staff redesign their assessment and feedback strategy for a course.
Testing teacher's hand testing & examiner guide 2018
This document provides guidance for exam designers and teachers on developing effective assessments. It discusses the purposes of testing, such as evaluating student learning and motivating students. It also provides recommendations for exam designers, such as ensuring exams align with curriculum objectives and competencies. The document then describes different types of test questions and provides tips for planning exams, such as writing questions throughout the term, including a variety of question types, and testing the timing. Overall, the document aims to help exam designers and teachers create assessments that effectively measure student learning.
Spec Ed Pres
The document outlines a student assignment with multiple layers of activities focusing on environmental issues. It provides a list of assignment options in three layers - basic knowledge, application of knowledge, and critical thinking. Students must choose activities totaling 100 points across the three layers, with limits of 50 points from the basic layer and 50 from the application layer. The activities range from making posters, writing reports, conducting experiments, and participating in debates. A rubric is also provided to evaluate presentations.
More Related Content
Viewers also liked
Stage 12 - 1.8
Today's English class will examine the style and language of movie reviews. Students will watch trailers for the movies Evita, Diana, and Star Wars and review a passage about movie reviews. They will then discuss their favorite movies in small groups or individually. For homework, students will write a summary of their favorite movie in 300 or more words.
Que Edad Tienes Abuela
La abuela le cuenta a su nieto sobre cómo era la vida cuando ella era joven, antes de la existencia de muchas tecnologías y costumbres modernas como la televisión, las tarjetas de crédito, los teléfonos celulares, el aire acondicionado y los microondas. También habla sobre cómo han cambiado las costumbres sociales en relación al género, las relaciones, la medicina y más. Al final revela que en realidad solo tiene 60 años a pesar de que el nieto asume que debe tener más de 100 años dados los cambios que
new doc 1520161009103934334
The document is a scanned receipt from a grocery store purchase on January 15th, 2023 for $58.46. It lists the items bought which include milk, eggs, bread, cereal, orange juice, bananas, and ground beef. The payment was made with a credit card ending in 4321.
Blogday 2011
Para confirmar su asistencia al evento Blogday 2011, los pasos son: 1) ir a la página web http://20blogs.pe/, 2) hacer clic en "REGISTRO DE ASISTENCIA" en la pestaña, 3) ingresar sus datos personales en los campos provistos y hacer clic en "Confirmar Asistencia Ahora", y 4) hacer clic en el enlace "Haciendo click aquí" en el mensaje de confirmación para completar el proceso.
Stage 13 - 1.9
An English class will explore standard and non-standard English accents over four lessons. The first lesson will involve students watching a video on Queens English and taking notes before discussing different accents. In the second lesson, students will research and debate the notion of standard versus non-standard English. The third lesson focuses on global varieties of English with students analyzing the song "Waltzing Matilda" and taking notes on language varieties. The final lesson has students presenting their research on different Englishes and updating their notes.
St. Peter Life Plan Brand Management
St. Peter Life Plan, Inc. is a pre-paid deathcare company founded in 1970 that offers traditional and affordable life plans. It has over 40 years of experience in the deathcare industry and a 43% market share, positioning itself as the leader and experts in deathcare services. The company aims to provide world-class and affordable deathcare for every Filipino through its various life plans, memorial chapels, and cremation services. It has built its brand through religious imagery, quality services, and affordable options, becoming the trusted choice for Filipinos.
Viewers also liked (7)
Similar to Stage 13 - 1.10
Stage 12 - 1.10
The document contains lesson plans for an English class covering four days. The objectives are to:
1) Explore elements of directed writing and examine exam questions. Students will take notes, participate in group activities, and discuss writing preferences.
2) Produce written text using similar style and language to original examples. Activities include reviewing questions, writing paragraphs, and giving feedback.
3) Analyze and recreate letters in an appropriate tone and style. Students will take notes on sample letters, read and discuss texts, write letters in pairs and individually.
4) Comment on style and language in a specific passage. Activities include discussing commentary features, reading and analyzing examples, and writing their own commentary with feedback.
Viewpoints at the Ulster eLearning Conference 2010
Viewpoints Assessment and Feedback workshops at the Ulster eLearning Conference 2010 - helping practitioners creatively reflect on their assessment and feedback practice, considering the student perspective.
Technology for large group teaching
This document provides an overview of technologies being used to support large group teaching at the University of Bath. It introduces audience response systems (ARS) and discusses how they can be used according to the Mazur sequence to engage students in conceptual questions during lectures. Examples are given of ARS being used in different departments, and the document encourages attendees to create their own ARS quiz to experiment with the technology. Aligning both face-to-face and online learning activities is highlighted as the goal in achieving an effective blended learning approach.
Cengage Learning Webinar, Dev Studies, Course Redesign, Developmental English...
As institutions in North Carolina make the transition into integrated reading and writing courses, many instructors are wondering how best to redesign their courses using technology. Learn how professors at Western Piedmont Community college are implementing new integrated reading and writing courses and how you can too.
During this May 16, 2013 webinar, attendees learned how Western Piedmont Community College plans to implement North Carolina's new DRE 096, 097, and 098 courses. Topics included course formats, course schedules, instructional methods and materials, integrated lessons, assessments, and course policies. Also, this session explained how to incorporate the redesign principles of mastery learning, contextualization, and acceleration.
Curriculum Design, Assessment and Feedback: School of Law First Year Review
Curriculum Design, Assessment and Feedback: School of Law First Year ReviewViewpoints, University of Ulster
This presentation was delivered on the 28th May 2010 as part of the School of Law First Year Review.
It included an overview of the work of the Viewpoints project (helping Ulster staff with curriculum design) and an interactive workshop to let staff redesign their assessment and feedback strategy for a course, in particular to help them redesign one module so that it fits better with the other modules and helps students with the transition to University. Using e-feedback in large classes in a business writing course
The document summarizes using computer-mediated e-feedback in a large business English writing course. It describes the course context, objectives, components, and constraints of large class sizes and limited time. It discusses using Moodle to provide writing tasks and instructor e-feedback. Feedback addressed content, organization, mechanics, and vocabulary. A student survey found that most felt the general e-feedback was sufficient and helped improve their writing and learning.
Presentation final(lisa)
The document summarizes the use of computer-mediated e-feedback in a large business English writing course at Ruppin Academic Center in Israel. The course aimed to develop students' business writing skills through online tasks and feedback provided via the Moodle learning management system. A survey found that most students found the general e-feedback on their writing assignments to be helpful in improving their work and learning. The feedback allowed for ongoing, customized feedback to individual students in a large class setting.
Stage 12 - 1.9
The document outlines the weekly lesson plans for an English class. It includes four lessons that focus on analyzing different elements of writing such as language techniques in reviews, key features of speeches, imagery and tone used in speeches, and writing a commentary on a specific text. Each lesson lists the objectives, materials, activities, homework, and reflects on the language skills practiced.
Curriculum Design, Assessment and Feedback
1. The document summarizes a workshop on curriculum design, assessment and feedback that used interactive activities and worksheets to prompt reflection and discussion.
2. Participants worked in groups to identify objectives and map principles from prompt cards onto a student timeline to develop plans for addressing assessment and feedback.
3. Groups then shared their outputs and plans with the whole workshop, providing examples of objectives and ideas around dissertation standards, feedback methods, and student engagement.
Viewpoints CAMEL meeting - workshop presentation
This presentation is part of an interactive workshop session delivered at the 3rd CAMEL meeting between University of Ulster, University of Strathclyde and Open University. It gives a taster of the Viewpoints Information Skills and Assessment and Feedback workshop sessions.
Viewpoints workshop - CAMEL meeting 27/04/10
A short presentation delivered as part of an interactive workshop session, at the CAMEL meeting between University of Ulster, Strathclyde and Open University. It demonstrates how the workshop session would work, using the Assessment and Feedback and Information Skills strands
Testing & examiner guide 2018 teacher's hand out oued semar a lgiers
The document provides guidance for developing effective exams and assessments. It discusses the purposes of testing, such as evaluating student learning and motivating students. It also outlines recommendations for exam designers, such as ensuring exams align with curriculum objectives and competencies. The document then describes different types of test questions and provides tips for constructing exams, including writing clear instructions, balancing easy and difficult questions, and testing timing. Overall, the summary emphasizes the importance of exams reflecting curriculum goals and being designed to effectively measure student learning.
Curriculum Design - Economics workshop
This presentation was delivered on the 11th June 2010 as part of a workshop for Economics in the University of Ulster
It included an overview of the work of the Viewpoints project (helping Ulster staff with curriculum design) and an interactive workshop to let staff redesign their assessment and feedback strategy for a course.
Testing teacher's hand testing & examiner guide 2018
This document provides guidance for exam designers and teachers on developing effective assessments. It discusses the purposes of testing, such as evaluating student learning and motivating students. It also provides recommendations for exam designers, such as ensuring exams align with curriculum objectives and competencies. The document then describes different types of test questions and provides tips for planning exams, such as writing questions throughout the term, including a variety of question types, and testing the timing. Overall, the document aims to help exam designers and teachers create assessments that effectively measure student learning.
Spec Ed Pres
The document outlines a student assignment with multiple layers of activities focusing on environmental issues. It provides a list of assignment options in three layers - basic knowledge, application of knowledge, and critical thinking. Students must choose activities totaling 100 points across the three layers, with limits of 50 points from the basic layer and 50 from the application layer. The activities range from making posters, writing reports, conducting experiments, and participating in debates. A rubric is also provided to evaluate presentations.
Stage 12 - 1.3
This document contains lesson plans for a class that focuses on analyzing language usage and applying structures for using evidence and quotations. Over four days, students will:
1. Examine a set text to identify and examine the use of lists of three.
2. Evaluate language to identify implied usage of 'voice'.
3. Practice using sensory language to enhance meaning and identify verbs, adjectives, and similes in texts.
4. Analyze language usage in commentaries and apply structures for evidence through group activities and individual exercises.
DLL_4th Qrtr_Week 2.docx
This document provides a daily lesson log for a Grade 7 English class covering a week of lessons. It includes the objectives, content, learning resources, procedures, and reflection for each day. The objectives and content standards cover understanding contemporary Philippine literature, extended text types, lexical and contextual cues, appropriate oral language and behavior, and the use of imperatives, prepositions, verbs and wh- questions. The procedures outline the steps and activities for each day's lesson, which cover topics like forms of essays, functions of modals, and completing sentences using modals. Resources include online links and materials. The reflection section evaluates student learning and progress over the week.
BCC Universal Design for Learning Presentation
The document discusses strategies for universal design in course curriculum and instruction. It provides examples of traditionally designed syllabi versus those with universal design principles applied. Specific strategies are outlined, such as highlighting due dates visually and providing a concept map. The document also discusses instructional techniques like learning style surveys and varying instruction every 20 minutes. Assessment strategies incorporating student choice of medium and rubrics are presented. Resources on project-based learning and learning styles are listed.
SIOP LESSON PLAN Teacher’s NameKaty Long .docx
SIOP LESSON PLAN
Teacher’s Name:Katy Long Grade: 6th
Subject(Class): Math Date:
Theme
Expressions and Equations
Lesson Topic
The Order of Operations
Rationale
(The rationale of a lesson is the purpose of teaching the lesson in the way that you are teaching it. It is also helpful to relate what the students will learn in the lesson to meaningful life examples.)
Completing tasks in the correct order is an important life skill. There are many tasks that must be completed a certain way in order to get an accurate outcome such as: using a recipe to make a meal, putting together a new bookshelf, preparing a lawn, etc. If one does not use the correct order of operations when solving multi-step math problems, the accurate outcome may not be reached.
Content Area Standard
(The content are standard is taken straight from your state's academic standards for whichever content area the lesson is created for.)
Example:
Common Core Math: 6.EE.1.a - Write and evaluate numerical expressions involving whole-number exponents.
English Language Proficiency Standard
(The English Language Proficiency Standard is taken directly from the English Language Proficiency Standards that your state has adopted.)
Example:
IV-LS-1:B-6 The student will listen actively to the ideas of others in order to acquire new knowledge by following multi-step instructions/ directions, procedures and processes which contain specific academic content vocabulary.
Objectives:
Content
(The content objective is what the students will learn. Often times, it is similar to the actual standard, but written in kid-friendly language.)
Example: Solve expressions using the order of operations.
Objectives:
Language
(The language objective is what the student will do to show they understand the content objective. To write the language objective, you should review the English Language Proficiency Standards so that you can be sure to write a language objective that allows students to access language (reading, writing, listening, speaking) and is specific as to the language they will be using.)
Example: Write simplified number sentences while solving multi-step problems and explain to a partner how you got your answer in complete sentences using key math vocabulary (add, subtract, divide, multiply, exponent, parenthesis).
Learning Strategies
(Learning strategies are the research-based SEI strategies that you will use throughout your lesson to teach and engage students in the lesson)
Example: direct instruction, think-alouds, team discussion role cards, problem-solving roles, numbered heads
Key Vocabulary
(Key vocabulary is the key academic vocabulary that students need to know in order to comprehend the lesson)
Example: order of operations, add, subtract, multiply, divide, parentheses, exponent, base number, evaluate, PEMDAS, number sentence, expression
Materials
(Materials are anything you will need to deliver the lesson; so.
Sample teaching strategies and classroom techniques that address the core com...
This document provides examples of teaching strategies and classroom techniques that address both technical accounting content and core competencies. It lists 13 strategies, including modified lectures, questioning and discussion, writing in class, problem-based learning using cases and guided design, group learning through teamwork and cooperative learning, debates, drama, visual and computer-based instruction, technology-based delivery of courses, fieldwork through service learning and accounting internships. The strategies are intended to teach technical accounting content while also developing students' core competencies.
Similar to Stage 13 - 1.10 (20)
Viewpoints at the Ulster eLearning Conference 2010
Viewpoints at the Ulster eLearning Conference 2010
Cengage Learning Webinar, Dev Studies, Course Redesign, Developmental English...
Cengage Learning Webinar, Dev Studies, Course Redesign, Developmental English...
Curriculum Design, Assessment and Feedback: School of Law First Year Review
Curriculum Design, Assessment and Feedback: School of Law First Year Review
Using e-feedback in large classes in a business writing course
Using e-feedback in large classes in a business writing course
Testing & examiner guide 2018 teacher's hand out oued semar a lgiers
Testing & examiner guide 2018 teacher's hand out oued semar a lgiers
Testing teacher's hand testing & examiner guide 2018
Testing teacher's hand testing & examiner guide 2018
Sample teaching strategies and classroom techniques that address the core com...
Sample teaching strategies and classroom techniques that address the core com...
More from Mark Bridgeman
Stage 13 - 1.8
This document outlines the weekly lesson plans for an English class. Over the course of four lessons, students will:
1) Discuss the diversity of languages in the world and watch videos about the Tower of Babel story and the constructed language Esperanto.
2) Examine the status and use of English in their own lives through presentations and discussions.
3) Explore the history and evolution of the English language through note-taking, discussions, and individual activities.
4) Learn about Kachru's Circles model of language variation by watching a video, discussing homework, and doing pair/group work to understand the inner, outer, and expanding circles.
Stage 13 - 1.7
This document outlines lesson plans for a four-day course on language and gender. Day 1 focuses on how gender plays a role in discourse with activities analyzing gender differences in communication. Day 2 has students analyzing a text to identify gender characteristics. Day 3 teaches about dialect, sociolect and idiolect with videos and exercises. Day 4 is a one hour exam to test students' understanding.
Stage 13 - 1.7
This document outlines lesson plans for a four-day course on language and gender. Day 1 focuses on how gender plays a role in discourse with activities analyzing gender differences in communication. Day 2 has students analyzing a text to identify gender characteristics. Day 3 teaches about dialect, sociolect and idiolect with videos and exercises. Day 4 is a one hour exam to test students' understanding.
Stage 12 - 1.7
This document outlines the schedule and objectives for four English literature lessons. Lesson 1 focuses on how dialogue and action affect characterization. Activities include analyzing scenes from the film The Pianist and participating in character analysis exercises. Lesson 2 analyzes the use of humor and hyperbole in personal writing. Students will write their own commentary. Lesson 3 identifies persuasive techniques within a theater review, including matching exercises and analyzing viewpoint. Lesson 4 is a one hour exam on the covered material.
Stage 13 - 1.6
The document outlines the weekly lesson plans and activities for a class. On Monday, students will review a past exam and technique. The activities include analyzing exam questions, sample responses, and revising answers. On Tuesday, students will learn about British accents and pronunciation. They will quiz on IPA and discuss accent videos. On Wednesday, students will analyze sample exam responses to understand expectations. They will discuss linguistic determinism and take an individual quiz. On Thursday, students will sit for a one hour mock exam and review after.
Stage 12 - 1.6
This document contains the daily lesson plans and activities for a class from Monday September 26th to Thursday September 29th. On Monday, students will review a past exam and work on exam technique. Tuesday's lesson will focus on creating focus in personal writing. Wednesday will cover how dialogue and action affect characterization. On Thursday, students will take a 1 hour exam to assess their progress.
Stage 13 - 1.5
The document outlines lesson plans for a group of students across four days. On Monday, students will learn about slang terms and their regional variations through activities like a quiz, homework sharing, and group work. Tuesday focuses on the use of jargon in specific contexts with a jargon list, individual work, and a vocabulary quiz. Wednesday involves analyzing past exam papers and sample responses to understand exam expectations. Friday includes a discussion, review, and CAT Test 1 to assess students' learning.
Stage 12 - 1.5
The document contains the lesson plans for four consecutive days of an English class. On Monday, students will review language and style features of a text. Activities include watching a video, homework discussion, reading exercises, and commentary writing. On Tuesday, students will explore autobiographical writing through guessing games, personal writing, and reading exercises. Wednesday involves analyzing past exam formats, responses, and mark schemes. On Thursday, students will take a 1-hour CAT exam after discussion and revision.
Stage 13 - 1.4
This document contains lesson plans for three days of a class about social class and language in British society. Day 1 focuses on identifying social class and how accent reinforces class. Day 2 discusses how teenagers use inclusive and exclusive language. Day 3 identifies exclusionary language in a specific example and explores British slang. Homework includes research, writing, and language analysis activities.
Stage 12 - 1.4 - Lesson Content
This document contains lesson plans for two days of a term focusing on analyzing mood in personal writing and practicing different tenses. For the first day, students will analyze language used to express mood in letters and practice writing themselves. They will review vocabulary, discuss what personal writing is, and do activities working in pairs and groups analyzing commentary and writing paragraphs expressing point of view. The second day reviews tenses, identifies them in contexts, and has students use a range of tenses to create mood in a diary entry. Activities include watching diary video clips, reviewing homework, tense identification exercises, and writing a diary entry.
Stage 13 - 1.3
This document contains lesson plans for a communication course spanning four days. It includes the following key details:
- The lessons focus on para-linguistics, convergence and divergence, essay structure, and social class and language.
- Each lesson has specific learning objectives and includes various individual and group activities like vocabulary reviews, video analyses, discussions, and writing assignments.
- Homework is assigned each day such as finishing worksheets, presentations, and essays to practice and reinforce the concepts covered in class.
Stage 12 - 1.2 - Lesson Content
This document outlines the schedule and objectives for a course on reading non-fiction. It includes 4 lessons over 4 days with the following key points:
- Lesson 1 focuses on introducing course assessments and key terms for reading non-fiction. Students will analyze styles of writing.
- Lesson 2 has students identify elements of style and their effects. They will analyze passages and discuss findings.
- Lesson 3 is about integrating effective writing elements into a commentary. Students will quiz on key terms and analyze more passages.
- Lesson 4 begins the process of organizing a commentary by identifying keywords and phrases in examples. Students will practice writing a commentary.
Stage 13 - 1.2 - Lesson Content
This document outlines a 4-lesson plan for a unit on unscripted conversation analysis. The lessons include activities like analyzing voice recordings, matching speech anatomy terms, comparing unscripted speech videos, practicing transactional language, writing commentaries on readings, and applying Grice's maxims and conversational face concepts to different conversations. Homework includes vocabulary reviews, further research, and commentaries. The overall objective is for students to become familiar with features of unscripted conversation and speech and practice skills like selecting keywords for writing analyses.
SAT Test Intro.
The SAT is a standardized test used for college admissions in the US, Turkey, and other countries. It consists of tests in math, reading, and writing. The math section includes multiple choice and student-produced response questions covering topics like algebra, geometry, and statistics. The reading section focuses on comprehension and vocabulary with questions requiring inference and analysis of passages. The writing section examines grammar through identification and correction of errors, as well as an essay assignment. Additional SAT subject tests are offered in various academic disciplines. Prep courses are available to help students prepare for the SAT exams.
London 2013
Harlesden is an area of London praised for its vibrant Caribbean culture and unofficial title as London's reggae capital. The population is diverse, including people of Afro-Caribbean heritage as well as Irish, Brazilian, Portuguese and Colombian communities. The document then provides information about transportation lines and notable neighborhoods accessible from Willesden Junction station, followed by shopping and sports/electronics recommendations in central London areas. It concludes with a list of annoying behaviors tourists sometimes display in London according to a 2012 Telegraph survey.
More from Mark Bridgeman (15)
Recently uploaded
বাংলাদেশ অর্থনৈতিক সমীক্ষা (Economic Review) ২০২৪ UJS App.pdf
বাংলাদেশের অর্থনৈতিক সমীক্ষা ২০২৪ [Bangladesh Economic Review 2024 Bangla.pdf] কম্পিউটার , ট্যাব ও স্মার্ট ফোন ভার্সন সহ সম্পূর্ণ বাংলা ই-বুক বা pdf বই " সুচিপত্র ...বুকমার্ক মেনু 🔖 ও হাইপার লিংক মেনু 📝👆 যুক্ত ..
আমাদের সবার জন্য খুব খুব গুরুত্বপূর্ণ একটি বই ..বিসিএস, ব্যাংক, ইউনিভার্সিটি ভর্তি ও যে কোন প্রতিযোগিতা মূলক পরীক্ষার জন্য এর খুব ইম্পরট্যান্ট একটি বিষয় ...তাছাড়া বাংলাদেশের সাম্প্রতিক যে কোন ডাটা বা তথ্য এই বইতে পাবেন ...
তাই একজন নাগরিক হিসাবে এই তথ্য গুলো আপনার জানা প্রয়োজন ...।
বিসিএস ও ব্যাংক এর লিখিত পরীক্ষা ...+এছাড়া মাধ্যমিক ও উচ্চমাধ্যমিকের স্টুডেন্টদের জন্য অনেক কাজে আসবে ...
ANATOMY AND BIOMECHANICS OF HIP JOINT.pdf
it describes the bony anatomy including the femoral head , acetabulum, labrum . also discusses the capsule , ligaments . muscle that act on the hip joint and the range of motion are outlined. factors affecting hip joint stability and weight transmission through the joint are summarized.
The History of Stoke Newington Street Names
Presented at the Stoke Newington Literary Festival on 9th June 2024
www.StokeNewingtonHistory.com
LAND USE LAND COVER AND NDVI OF MIRZAPUR DISTRICT, UP
This Dissertation explores the particular circumstances of Mirzapur, a region located in the
core of India. Mirzapur, with its varied terrains and abundant biodiversity, offers an optimal
environment for investigating the changes in vegetation cover dynamics. Our study utilizes
advanced technologies such as GIS (Geographic Information Systems) and Remote sensing to
analyze the transformations that have taken place over the course of a decade.
The complex relationship between human activities and the environment has been the focus
of extensive research and worry. As the global community grapples with swift urbanization,
population expansion, and economic progress, the effects on natural ecosystems are becoming
more evident. A crucial element of this impact is the alteration of vegetation cover, which plays a
significant role in maintaining the ecological equilibrium of our planet.Land serves as the foundation for all human activities and provides the necessary materials for
these activities. As the most crucial natural resource, its utilization by humans results in different
'Land uses,' which are determined by both human activities and the physical characteristics of the
land.
The utilization of land is impacted by human needs and environmental factors. In countries
like India, rapid population growth and the emphasis on extensive resource exploitation can lead
to significant land degradation, adversely affecting the region's land cover.
Therefore, human intervention has significantly influenced land use patterns over many
centuries, evolving its structure over time and space. In the present era, these changes have
accelerated due to factors such as agriculture and urbanization. Information regarding land use and
cover is essential for various planning and management tasks related to the Earth's surface,
providing crucial environmental data for scientific, resource management, policy purposes, and
diverse human activities.
Accurate understanding of land use and cover is imperative for the development planning
of any area. Consequently, a wide range of professionals, including earth system scientists, land
and water managers, and urban planners, are interested in obtaining data on land use and cover
changes, conversion trends, and other related patterns. The spatial dimensions of land use and
cover support policymakers and scientists in making well-informed decisions, as alterations in
these patterns indicate shifts in economic and social conditions. Monitoring such changes with the
help of Advanced technologies like Remote Sensing and Geographic Information Systems is
crucial for coordinated efforts across different administrative levels. Advanced technologies like
Remote Sensing and Geographic Information Systems
9
Changes in vegetation cover refer to variations in the distribution, composition, and overall
structure of plant communities across different temporal and spatial scales. These changes can
occur natural.
The Diamonds of 2023-2024 in the IGRA collection
A review of the growth of the Israel Genealogy Research Association Database Collection for the last 12 months. Our collection is now passed the 3 million mark and still growing. See which archives have contributed the most. See the different types of records we have, and which years have had records added. You can also see what we have for the future.
What is Digital Literacy? A guest blog from Andy McLaughlin, University of Ab...
What is Digital Literacy? A guest blog from Andy McLaughlin, University of Aberdeen
How to Make a Field Mandatory in Odoo 17
In Odoo, making a field required can be done through both Python code and XML views. When you set the required attribute to True in Python code, it makes the field required across all views where it's used. Conversely, when you set the required attribute in XML views, it makes the field required only in the context of that particular view.
Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...
Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...Dr. Vinod Kumar Kanvaria
Exploiting Artificial Intelligence for Empowering Researchers and Faculty,
International FDP on Fundamentals of Research in Social Sciences
at Integral University, Lucknow, 06.06.2024
By Dr. Vinod Kumar KanvariaHow to Create a More Engaging and Human Online Learning Experience
How to Create a More Engaging and Human Online Learning Experience Wahiba Chair Training & Consulting
Wahiba Chair's Talk at the 2024 Learning Ideas Conference. Pollock and Snow "DEIA in the Scholarly Landscape, Session One: Setting Expec...
Pollock and Snow "DEIA in the Scholarly Landscape, Session One: Setting Expec...National Information Standards Organization (NISO)
This presentation was provided by Steph Pollock of The American Psychological Association’s Journals Program, and Damita Snow, of The American Society of Civil Engineers (ASCE), for the initial session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session One: 'Setting Expectations: a DEIA Primer,' was held June 6, 2024.How to Build a Module in Odoo 17 Using the Scaffold Method
Odoo provides an option for creating a module by using a single line command. By using this command the user can make a whole structure of a module. It is very easy for a beginner to make a module. There is no need to make each file manually. This slide will show how to create a module using the scaffold method.
How to Fix the Import Error in the Odoo 17
An import error occurs when a program fails to import a module or library, disrupting its execution. In languages like Python, this issue arises when the specified module cannot be found or accessed, hindering the program's functionality. Resolving import errors is crucial for maintaining smooth software operation and uninterrupted development processes.
RHEOLOGY Physical pharmaceutics-II notes for B.pharm 4th sem students
Physical pharmaceutics notes for B.pharm students
Natural birth techniques - Mrs.Akanksha Trivedi Rama University
Natural birth techniques - Mrs.Akanksha Trivedi Rama UniversityAkanksha trivedi rama nursing college kanpur.
Natural birth techniques are various type such as/ water birth , alexender method, hypnosis, bradley method, lamaze method etcSouth African Journal of Science: Writing with integrity workshop (2024)
South African Journal of Science: Writing with integrity workshop (2024)Academy of Science of South Africa
A workshop hosted by the South African Journal of Science aimed at postgraduate students and early career researchers with little or no experience in writing and publishing journal articles.Recently uploaded (20)
বাংলাদেশ অর্থনৈতিক সমীক্ষা (Economic Review) ২০২৪ UJS App.pdf
বাংলাদেশ অর্থনৈতিক সমীক্ষা (Economic Review) ২০২৪ UJS App.pdf
Liberal Approach to the Study of Indian Politics.pdf
Liberal Approach to the Study of Indian Politics.pdf
LAND USE LAND COVER AND NDVI OF MIRZAPUR DISTRICT, UP
LAND USE LAND COVER AND NDVI OF MIRZAPUR DISTRICT, UP
What is Digital Literacy? A guest blog from Andy McLaughlin, University of Ab...
What is Digital Literacy? A guest blog from Andy McLaughlin, University of Ab...
Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...
Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...
How to Create a More Engaging and Human Online Learning Experience
How to Create a More Engaging and Human Online Learning Experience
NEWSPAPERS - QUESTION 1 - REVISION POWERPOINT.pptx
NEWSPAPERS - QUESTION 1 - REVISION POWERPOINT.pptx
Pollock and Snow "DEIA in the Scholarly Landscape, Session One: Setting Expec...
Pollock and Snow "DEIA in the Scholarly Landscape, Session One: Setting Expec...
How to Build a Module in Odoo 17 Using the Scaffold Method
How to Build a Module in Odoo 17 Using the Scaffold Method
RHEOLOGY Physical pharmaceutics-II notes for B.pharm 4th sem students
RHEOLOGY Physical pharmaceutics-II notes for B.pharm 4th sem students
Natural birth techniques - Mrs.Akanksha Trivedi Rama University
Natural birth techniques - Mrs.Akanksha Trivedi Rama University
South African Journal of Science: Writing with integrity workshop (2024)
South African Journal of Science: Writing with integrity workshop (2024)
Stage 13 - 1.10
- 1. Teacher: Mark Subject: English Class: 13 W/E: 28/10 (1.10) Objective Today students will analyse essay structures and create effective introductory paragraphs Material Activity Syllabus Link Reflection Textbook 97-99 Essay quiz 1. Essay quiz (5) 2. Essay brainstorm – group (10) 3. p97/98 – note taking (10) 4. 2.25 – pairs - analyse – feedback (30) 5. p98 introduction analysis (15) 6. 2.26 – Writing introductions – HEREIN - individual (20) 7. Feedback (5) write for a specific purpose and/or audience using appropriate vocabulary, tone and style Homework: 2.26 – 2 more introduction paragraphs Discipline: Objective Today students will familiarize themselves with the process of utilizing cohesive devices in paragraph writing. Material Activity Syllabus Link Reflection Textbook 99-100 Linking test 1. Linking word online test (20) 2. Homework – peer checking (20) 3. Handout – cohesive device personal selection (10) 4. p99 – 2.27 – pairs – re-write (20) 5. Answer feedback (10) write for a specific purpose and/or audience using appropriate vocabulary, tone and style Homework: 2.28 ESSAY introduction Discipline: Objective Today students will practice writing a discursive essay using different techniques for paragraph construction Material Activity Syllabus Link Reflection Textbook 102-103 1. Student segregation discussion (10) 2. Peer review – Homework (15) 3. 2.29/2.30 – Single sex schools – individual (40) 4. Feedback (10) write for a specific purpose and/or audience using appropriate vocabulary, tone and style Homework: 2.31 – Essay Conclusion Discipline: Objective Today students will write discursive essays incorporating a range of appropriate techniques and lexical features Book/Material Activity Syllabus Link Reflection Discursive essay prompts 1. Daily news review (5) 2. Discursive essay writing (60) 3. Group feedback (10) write for a specific purpose and/or audience using appropriate vocabulary, tone and style Homework: Make a discursive essay cheat sheet Discipline: Signature of Teacher: Signature of administrator: