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David Wiesner was born and raised in New Jersey and graduated from Rhode Island School of Design with a BFA in Illustration. His books have received honors like the Caldecott Medal. His most recent book, Hurricane, received praise for its detailed illustrations bringing the magic of a storm to life without the danger.
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Graphic evidence1
Taking your own photographs allows you to depict exactly what you want and tell your story more clearly and effectively. Using unedited photographs can produce interesting results for children's books by conveying a lot of expression. Illustration is a flexible way to create graphic narratives, as the limitations are only the artist's imagination. Rotoscoping can create stylish, lifelike images popular in graphic novels, though it requires some skill and a demonstration to learn.
Graphic narrative evidence template
Robyn is evaluating different techniques for illustrating a children's book adaptation of The Little Mermaid by Hans Christian Andersen. These techniques include digital photography, illustrations, comic book effects, and rotoscope work. Through experimenting with these options on sample images, Robyn determines that rotoscope work in Photoshop would be the best approach. While illustrations would be nice, drawing detailed pictures is difficult and time-consuming for Robyn. Comic book effects and rotoscope work produce satisfactory results, but rotoscope allows more control over the finished images. Therefore, Robyn concludes rotoscope work will be used to create the pictures for the book.
Los tres cerditos david wiesner
La Unión Europea ha acordado un paquete de sanciones contra Rusia por su invasión de Ucrania. Las sanciones incluyen restricciones a las importaciones de productos rusos clave como el acero y la madera, así como medidas contra bancos y funcionarios rusos. Los líderes de la UE esperan que las sanciones aumenten la presión económica sobre Rusia y la disuadan de continuar su agresión contra Ucrania.
Los tres cerditos (versión contada por el lobo)
El lobo narra su versión de los hechos de los tres cerditos. Vive solo en el bosque y quiere ser amigo de los tres cerditos pero ellos siempre huyen asustados de él. Un día ve cómo los cerditos construyen sus casas, la más pequeña de paja, la mediana de madera y la mayor de ladrillos. El lobo intenta jugar con ellos pero accidentalmente derriba las casas de paja y madera al estornudar y aullar, respectivamente. Los cerditos huyen a la casa de ladrillos. El lobo intenta
Development pro forma 2
The document outlines a student's proposal and idea generation for an illustrated children's book about The Ugly Duckling. It provides details on the production methods, formats, strengths and areas for improvement in the proposal and idea generation. Feedback notes the proposal thoroughly explains the approach but could include a story overview, and the idea generation clearly defines elements but might expand on the choice of story and art style.
Where The Wild Things Are
This document discusses the elements of a story and how to identify them using the children's book "Where the Wild Things Are" as an example. It explains that a story has an author, main characters, setting, conflict, and plot. It provides definitions for each of these story elements and encourages identifying them in the book. Readers are instructed to fill out a story web graphic organizer to map out the parts of the story.
Digital graphics evaluation pro forma
The peer feedback was entirely positive. Feedback praised the clarity of the graphics, well-coordinated colors, highlighted text that stands out, and easy to read font. No suggestions were made for improvement, with one peer saying the graphics were "absolutely fine as they are" and another seeing "nothing that could be improved really."
Development pro forma
The document contains evaluations from students on various graphic design exercises they completed. It includes feedback on images of a duck, tennis player Roger Federer, a city skyline, text with patterns, boxing gloves, actress Angelina Jolie, and a Cinderella illustration. Students provided what they liked about their images and how they could be improved. The feedback showed an understanding of techniques like rotoscoping, highlights and shadows, and using different tools to enhance images.
Recommended
Graphic evidence1
Taking your own photographs allows you to depict exactly what you want and tell your story more clearly and effectively. Using unedited photographs can produce interesting results for children's books by conveying a lot of expression. Illustration is a flexible way to create graphic narratives, as the limitations are only the artist's imagination. Rotoscoping can create stylish, lifelike images popular in graphic novels, though it requires some skill and a demonstration to learn.
Graphic narrative evidence template
Robyn is evaluating different techniques for illustrating a children's book adaptation of The Little Mermaid by Hans Christian Andersen. These techniques include digital photography, illustrations, comic book effects, and rotoscope work. Through experimenting with these options on sample images, Robyn determines that rotoscope work in Photoshop would be the best approach. While illustrations would be nice, drawing detailed pictures is difficult and time-consuming for Robyn. Comic book effects and rotoscope work produce satisfactory results, but rotoscope allows more control over the finished images. Therefore, Robyn concludes rotoscope work will be used to create the pictures for the book.
Los tres cerditos david wiesner
La Unión Europea ha acordado un paquete de sanciones contra Rusia por su invasión de Ucrania. Las sanciones incluyen restricciones a las importaciones de productos rusos clave como el acero y la madera, así como medidas contra bancos y funcionarios rusos. Los líderes de la UE esperan que las sanciones aumenten la presión económica sobre Rusia y la disuadan de continuar su agresión contra Ucrania.
Los tres cerditos (versión contada por el lobo)
El lobo narra su versión de los hechos de los tres cerditos. Vive solo en el bosque y quiere ser amigo de los tres cerditos pero ellos siempre huyen asustados de él. Un día ve cómo los cerditos construyen sus casas, la más pequeña de paja, la mediana de madera y la mayor de ladrillos. El lobo intenta jugar con ellos pero accidentalmente derriba las casas de paja y madera al estornudar y aullar, respectivamente. Los cerditos huyen a la casa de ladrillos. El lobo intenta
Development pro forma 2
The document outlines a student's proposal and idea generation for an illustrated children's book about The Ugly Duckling. It provides details on the production methods, formats, strengths and areas for improvement in the proposal and idea generation. Feedback notes the proposal thoroughly explains the approach but could include a story overview, and the idea generation clearly defines elements but might expand on the choice of story and art style.
Where The Wild Things Are
This document discusses the elements of a story and how to identify them using the children's book "Where the Wild Things Are" as an example. It explains that a story has an author, main characters, setting, conflict, and plot. It provides definitions for each of these story elements and encourages identifying them in the book. Readers are instructed to fill out a story web graphic organizer to map out the parts of the story.
Digital graphics evaluation pro forma
The peer feedback was entirely positive. Feedback praised the clarity of the graphics, well-coordinated colors, highlighted text that stands out, and easy to read font. No suggestions were made for improvement, with one peer saying the graphics were "absolutely fine as they are" and another seeing "nothing that could be improved really."
Development pro forma
The document contains evaluations from students on various graphic design exercises they completed. It includes feedback on images of a duck, tennis player Roger Federer, a city skyline, text with patterns, boxing gloves, actress Angelina Jolie, and a Cinderella illustration. Students provided what they liked about their images and how they could be improved. The feedback showed an understanding of techniques like rotoscoping, highlights and shadows, and using different tools to enhance images.
Development 1 1
Here is a revised script based on your feedback:
It is a beautiful summer morning. The sun rises over a small farm near a wide river. Behind the farmhouse, a mother duck sits on a nest of ten eggs. "Peep, peep!" One by one, the eggs crack open.
All the eggs hatch except the largest one. Mother duck patiently waits as this egg wobbles. Finally, it splits open with a "Peep, peep!" Out tumbles the last duckling. But this one is much bigger than the others - it is grey and ugly.
The next day, Mother Duck leads her fluffy yellow ducklings to the river. She jumps in and they follow,
1.development pro forma
This document contains evaluations from a student named Ethan Andrews of various digital graphic narrative exercises they completed. For a shape task, Ethan liked being able to create an animated picture easily but wanted to try something more complex. For another shape task, Ethan appreciated the increased precision but wanted to try animating an insect or creature. Ethan enjoyed the increased detail possible with rotocoping and wanted to add shading or color differentials. Ethan also provided positive feedback and areas for improvement for additional exercises involving rotocoping, text, comic books, photography, and illustration.
1.development pro forma
Here are the storyboards for the simplified children's version of "The Boy Who Cried Wolf":
Page 1:
- Panel 1: A boy is sitting in a field watching over a flock of sheep. He looks bored.
- Panel 2: The boy gets an idea and shouts "Wolf! Wolf!" while pointing off into the distance.
Page 2:
- Panel 1: The villagers come running up the hill towards the boy.
- Panel 2: The villagers ask "Where's the wolf?" The boy is laughing.
Page 3:
- Panel 1: The next day, the boy shouts "Wolf!" again while laughing.
- Panel 2: The villagers come running again and ask
1.development pro forma
This document contains evaluations from a student named Ethan Andrews of various digital graphic narrative exercises they completed. For a shape task, Ethan liked being able to create an animated picture easily but wanted to try something more complex. For another shape task, Ethan appreciated the increased precision but wanted to try depicting an insect or unusual creature. Ethan enjoyed the precision and color range tools used for rotocoping and wanted to depict a more detailed person. Overall, Ethan aimed to improve their skills and try more complex images with each new exercise.
Project 8
This document provides guidance on teaching students how to draw conclusions from texts. It explains that drawing conclusions involves using prior knowledge and details from the text to make inferences. The document recommends explaining the process as like solving a mystery and focusing on important facts. It also includes vocabulary words, discussion questions, and an assessment related to drawing conclusions from the story "The Three Little Pigs."
Digital graphics evaluation pro forma
The document provides a template for evaluating a graphic narrative project. It prompts the user to praise strong elements of their work and identify areas for improvement. It suggests including both written explanations and visual examples. The summary evaluates a children's book project based on the template. It notes that illustrations helped plan page layouts and flat plans mirrored intentions. While techniques like rotoscoping and warping were useful, some images could be improved by filling gaps or adding missing details. Overall, the project reflects the target audience of ages 3-7 through its use of color, characters, and story elements.
Story writing skills
This document provides guidance on writing a story by outlining the key elements: main character, setting, problem, and resolution. It recommends starting with describing the main character using a character web. The setting should be established by considering where and when the story takes place. An engaging problem for the character to face is important to create conflict. Finally, the resolution should involve the character solving the problem on their own using their strengths. Practice writing stories from beginning to end is emphasized to develop storytelling skills.
Development pro forma
The document contains evaluations from students on various digital graphic tasks they completed, providing what they liked about their images and how they could improve. Students provided feedback on tasks involving shapes, gradients, rotoscoping, narratives, environments, and more. Many commented on using tools like the gradient and selection tools more effectively or adding more details.
Development fin
Here is a revised script based on your feedback:
It is a sunny morning and the ugly duckling wakes up feeling lonely. All of his brothers and sisters are yellow and happy together, but he feels different.
He looks at his reflection in the pond and sees that his feathers are white. He feels sad that he does not fit in.
The ugly duckling wanders into the forest, hoping to find others like him. He meets a goose but the goose says "you do not belong here because you are white like snow."
Feeling sadder, the ugly duckling keeps searching. He finds a rabbit but the rabbit also says "you are too big to be a rabbit."
The ugly duck
Development pro forma(3) (1)
The original Little Red Riding Hood story is summarized in 3 sentences:
Little Red Riding Hood is sent by her mother to bring custard and butter to her ill grandmother. On the way, she meets the wolf who tricks her by saying he will get there first. The wolf arrives at the grandmother's house before Little Red Riding Hood and eats the grandmother after she lets him in by his trick of imitating Little Red Riding Hood's voice.
Development pro forma
The document summarizes the original story of Little Red Riding Hood. It describes how Little Red Riding Hood's mother sends her to bring custard and butter to her ill grandmother. On the way, Little Red Riding Hood meets the wolf who tricks her by saying he will arrive at her grandmother's house first. He gets there before her and eats the grandmother. When Little Red Riding Hood arrives, the wolf pretends to be the grandmother until he eats Little Red Riding Hood as well.
Development pro forma
The document provides feedback on a proposal for a children's graphic narrative book. The proposal includes a mind map of story ideas, mood boards for inspiration, and details on the 8-page story, production process, and target audience. The feedback praised the clear description of aims and production plans but noted the story explanation lacked structure. It also suggested exploring a wider range of art styles and story elements. The feedback recipient agreed the story needs more clarity and plans to improve the narrative.
1.development pro forma
The storyboards depict the classic tale of the boy who cried wolf, showing a bored shepherd boy calling out "Wolf!" when there is no real threat, amusing himself by tricking the villagers. However, when a real wolf does appear and the boy cries for help, the villagers no longer believe him and the wolf is able to attack the sheep. The storyboards effectively illustrate the key moments and lessons of this well-known fable.
Development pro format updated
The document provides details about a proposed 10-page children's storybook about a Chinese scholar. Key points:
- The story is about a scholar whose book is burned when a firefly lands on it, prompting him to learn a lesson about respect.
- Production methods will include rotoscoping and shape tasks to simplify images from photos into cartoons.
- The target audience is children ages 4-7 to teach respecting all creatures.
- The deadline for completion is April 7th and the format will be a high-quality PDF.
Development pro forma
The document outlines a student's digital graphic narrative development project where they created images using different tools in Photoshop and evaluated each part of the process, providing what they liked and could improve. They developed an idea for a comic book telling the story of Little Red Riding Hood and included proposal details, idea generation, and initial script before providing a final script and page layouts.
1.development pro forma
The document contains evaluations from a student of various digital graphic narrative exercises they completed, including using shape tools to create images, rotoscoping, working with text, comic book styles, photography, and illustration. The student provides what they liked about each image and how they could improve if they did the exercise again, focusing on adding more complexity, detail, or challenging elements.
The Art Of Storytelling
This document provides guidance on writing children's stories, including important elements like plot, characters, setting, conflict, resolution and moral. It discusses choosing characters and settings, the basic story format with introduction, body and conclusion, and covers illustration, publishing, presentation and famous children's authors. Key aspects of writing children's literature mentioned are using age-appropriate language and themes, and crafting stories that teach lessons or morals through entertaining narratives.
1.development pro forma
Here is a revised script that incorporates some of the feedback:
There once was a shepherd boy named Peter who was bored as he sat on the hillside watching the village sheep. To amuse himself, he took a great breath and called out in a raspy voice, "Wolf! Wolf! The big bad wolf is after the sheep!"
The villagers came running up the hill, waving their pitchforks and clubs, ready to chase the sneaky wolf away. But when they arrived at the top, they saw no wolf - only Peter laughing at his little trick.
The next day, Peter cried "Wolf!" again just for fun. This time, the villagers were less amused. "Don't bother us with
1.development pro forma
Here is a revised script that builds on the original story while making it more suitable for young children:
There once was a shepherd boy named Peter who watched over the fluffy sheep each day. One sunny afternoon, Peter felt very bored. To have some fun, he called out "Wolf! Wolf!" even though there was no wolf around.
All the villagers heard Peter calling for help. Mr. Baker dropped his bread. Mrs. Weaver stopped her weaving. They all came running up the hill as fast as they could, worried that a big bad wolf was chasing the sheep.
When the villagers reached the top of the hill, they searched all around but saw no wolf. "Peter, there is no wolf here
1.development pro forma
The document contains a student's evaluations of various digital graphic narrative exercises they completed, including shaping images, rotoscoping, adding text overlays, and developing comic book and illustration styles. For each exercise, the student notes what they liked, such as the ability to add precise details, and opportunities for improvement, such as incorporating more complex backgrounds or subjects. They express an interest in more challenging assignments that allow them to improve their skills.
Writing a paper an introduction
This document provides guidance on writing an effective argument paper. It discusses choosing a topic, forming a thesis statement, organizing the paper with an introduction, body paragraphs with topic sentences, and a conclusion. Body paragraphs should build upon claims from the introduction and consider opposing viewpoints. Research should be incorporated to support the argument. Overall, the document stresses the importance of organization and using logical reasoning and evidence to build a clear and convincing argument.
The Christmas Smiles Project
The Christmas Smiles Project began in 1999 with two regular people giving toys to a couple kids with volunteers. It has since grown to serving over 500 underprivileged children. On December 19th, the project will visit the Baby House, a facility for children with disabilities, at 9:30am to bring toys and happiness. They will then deliver toys collected for girls and boys ages 4-12 at Florida City Elementary at 1:30pm. Volunteers are needed to donate toys by the 18th and to help spread Christmas smiles on the 19th dressed in holiday attire.
More Related Content
Similar to Tuesday
Development 1 1
Here is a revised script based on your feedback:
It is a beautiful summer morning. The sun rises over a small farm near a wide river. Behind the farmhouse, a mother duck sits on a nest of ten eggs. "Peep, peep!" One by one, the eggs crack open.
All the eggs hatch except the largest one. Mother duck patiently waits as this egg wobbles. Finally, it splits open with a "Peep, peep!" Out tumbles the last duckling. But this one is much bigger than the others - it is grey and ugly.
The next day, Mother Duck leads her fluffy yellow ducklings to the river. She jumps in and they follow,
1.development pro forma
This document contains evaluations from a student named Ethan Andrews of various digital graphic narrative exercises they completed. For a shape task, Ethan liked being able to create an animated picture easily but wanted to try something more complex. For another shape task, Ethan appreciated the increased precision but wanted to try animating an insect or creature. Ethan enjoyed the increased detail possible with rotocoping and wanted to add shading or color differentials. Ethan also provided positive feedback and areas for improvement for additional exercises involving rotocoping, text, comic books, photography, and illustration.
1.development pro forma
Here are the storyboards for the simplified children's version of "The Boy Who Cried Wolf":
Page 1:
- Panel 1: A boy is sitting in a field watching over a flock of sheep. He looks bored.
- Panel 2: The boy gets an idea and shouts "Wolf! Wolf!" while pointing off into the distance.
Page 2:
- Panel 1: The villagers come running up the hill towards the boy.
- Panel 2: The villagers ask "Where's the wolf?" The boy is laughing.
Page 3:
- Panel 1: The next day, the boy shouts "Wolf!" again while laughing.
- Panel 2: The villagers come running again and ask
1.development pro forma
This document contains evaluations from a student named Ethan Andrews of various digital graphic narrative exercises they completed. For a shape task, Ethan liked being able to create an animated picture easily but wanted to try something more complex. For another shape task, Ethan appreciated the increased precision but wanted to try depicting an insect or unusual creature. Ethan enjoyed the precision and color range tools used for rotocoping and wanted to depict a more detailed person. Overall, Ethan aimed to improve their skills and try more complex images with each new exercise.
Project 8
This document provides guidance on teaching students how to draw conclusions from texts. It explains that drawing conclusions involves using prior knowledge and details from the text to make inferences. The document recommends explaining the process as like solving a mystery and focusing on important facts. It also includes vocabulary words, discussion questions, and an assessment related to drawing conclusions from the story "The Three Little Pigs."
Digital graphics evaluation pro forma
The document provides a template for evaluating a graphic narrative project. It prompts the user to praise strong elements of their work and identify areas for improvement. It suggests including both written explanations and visual examples. The summary evaluates a children's book project based on the template. It notes that illustrations helped plan page layouts and flat plans mirrored intentions. While techniques like rotoscoping and warping were useful, some images could be improved by filling gaps or adding missing details. Overall, the project reflects the target audience of ages 3-7 through its use of color, characters, and story elements.
Story writing skills
This document provides guidance on writing a story by outlining the key elements: main character, setting, problem, and resolution. It recommends starting with describing the main character using a character web. The setting should be established by considering where and when the story takes place. An engaging problem for the character to face is important to create conflict. Finally, the resolution should involve the character solving the problem on their own using their strengths. Practice writing stories from beginning to end is emphasized to develop storytelling skills.
Development pro forma
The document contains evaluations from students on various digital graphic tasks they completed, providing what they liked about their images and how they could improve. Students provided feedback on tasks involving shapes, gradients, rotoscoping, narratives, environments, and more. Many commented on using tools like the gradient and selection tools more effectively or adding more details.
Development fin
Here is a revised script based on your feedback:
It is a sunny morning and the ugly duckling wakes up feeling lonely. All of his brothers and sisters are yellow and happy together, but he feels different.
He looks at his reflection in the pond and sees that his feathers are white. He feels sad that he does not fit in.
The ugly duckling wanders into the forest, hoping to find others like him. He meets a goose but the goose says "you do not belong here because you are white like snow."
Feeling sadder, the ugly duckling keeps searching. He finds a rabbit but the rabbit also says "you are too big to be a rabbit."
The ugly duck
Development pro forma(3) (1)
The original Little Red Riding Hood story is summarized in 3 sentences:
Little Red Riding Hood is sent by her mother to bring custard and butter to her ill grandmother. On the way, she meets the wolf who tricks her by saying he will get there first. The wolf arrives at the grandmother's house before Little Red Riding Hood and eats the grandmother after she lets him in by his trick of imitating Little Red Riding Hood's voice.
Development pro forma
The document summarizes the original story of Little Red Riding Hood. It describes how Little Red Riding Hood's mother sends her to bring custard and butter to her ill grandmother. On the way, Little Red Riding Hood meets the wolf who tricks her by saying he will arrive at her grandmother's house first. He gets there before her and eats the grandmother. When Little Red Riding Hood arrives, the wolf pretends to be the grandmother until he eats Little Red Riding Hood as well.
Development pro forma
The document provides feedback on a proposal for a children's graphic narrative book. The proposal includes a mind map of story ideas, mood boards for inspiration, and details on the 8-page story, production process, and target audience. The feedback praised the clear description of aims and production plans but noted the story explanation lacked structure. It also suggested exploring a wider range of art styles and story elements. The feedback recipient agreed the story needs more clarity and plans to improve the narrative.
1.development pro forma
The storyboards depict the classic tale of the boy who cried wolf, showing a bored shepherd boy calling out "Wolf!" when there is no real threat, amusing himself by tricking the villagers. However, when a real wolf does appear and the boy cries for help, the villagers no longer believe him and the wolf is able to attack the sheep. The storyboards effectively illustrate the key moments and lessons of this well-known fable.
Development pro format updated
The document provides details about a proposed 10-page children's storybook about a Chinese scholar. Key points:
- The story is about a scholar whose book is burned when a firefly lands on it, prompting him to learn a lesson about respect.
- Production methods will include rotoscoping and shape tasks to simplify images from photos into cartoons.
- The target audience is children ages 4-7 to teach respecting all creatures.
- The deadline for completion is April 7th and the format will be a high-quality PDF.
Development pro forma
The document outlines a student's digital graphic narrative development project where they created images using different tools in Photoshop and evaluated each part of the process, providing what they liked and could improve. They developed an idea for a comic book telling the story of Little Red Riding Hood and included proposal details, idea generation, and initial script before providing a final script and page layouts.
1.development pro forma
The document contains evaluations from a student of various digital graphic narrative exercises they completed, including using shape tools to create images, rotoscoping, working with text, comic book styles, photography, and illustration. The student provides what they liked about each image and how they could improve if they did the exercise again, focusing on adding more complexity, detail, or challenging elements.
The Art Of Storytelling
This document provides guidance on writing children's stories, including important elements like plot, characters, setting, conflict, resolution and moral. It discusses choosing characters and settings, the basic story format with introduction, body and conclusion, and covers illustration, publishing, presentation and famous children's authors. Key aspects of writing children's literature mentioned are using age-appropriate language and themes, and crafting stories that teach lessons or morals through entertaining narratives.
1.development pro forma
Here is a revised script that incorporates some of the feedback:
There once was a shepherd boy named Peter who was bored as he sat on the hillside watching the village sheep. To amuse himself, he took a great breath and called out in a raspy voice, "Wolf! Wolf! The big bad wolf is after the sheep!"
The villagers came running up the hill, waving their pitchforks and clubs, ready to chase the sneaky wolf away. But when they arrived at the top, they saw no wolf - only Peter laughing at his little trick.
The next day, Peter cried "Wolf!" again just for fun. This time, the villagers were less amused. "Don't bother us with
1.development pro forma
Here is a revised script that builds on the original story while making it more suitable for young children:
There once was a shepherd boy named Peter who watched over the fluffy sheep each day. One sunny afternoon, Peter felt very bored. To have some fun, he called out "Wolf! Wolf!" even though there was no wolf around.
All the villagers heard Peter calling for help. Mr. Baker dropped his bread. Mrs. Weaver stopped her weaving. They all came running up the hill as fast as they could, worried that a big bad wolf was chasing the sheep.
When the villagers reached the top of the hill, they searched all around but saw no wolf. "Peter, there is no wolf here
1.development pro forma
The document contains a student's evaluations of various digital graphic narrative exercises they completed, including shaping images, rotoscoping, adding text overlays, and developing comic book and illustration styles. For each exercise, the student notes what they liked, such as the ability to add precise details, and opportunities for improvement, such as incorporating more complex backgrounds or subjects. They express an interest in more challenging assignments that allow them to improve their skills.
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Writing a paper an introduction
This document provides guidance on writing an effective argument paper. It discusses choosing a topic, forming a thesis statement, organizing the paper with an introduction, body paragraphs with topic sentences, and a conclusion. Body paragraphs should build upon claims from the introduction and consider opposing viewpoints. Research should be incorporated to support the argument. Overall, the document stresses the importance of organization and using logical reasoning and evidence to build a clear and convincing argument.
The Christmas Smiles Project
The Christmas Smiles Project began in 1999 with two regular people giving toys to a couple kids with volunteers. It has since grown to serving over 500 underprivileged children. On December 19th, the project will visit the Baby House, a facility for children with disabilities, at 9:30am to bring toys and happiness. They will then deliver toys collected for girls and boys ages 4-12 at Florida City Elementary at 1:30pm. Volunteers are needed to donate toys by the 18th and to help spread Christmas smiles on the 19th dressed in holiday attire.
The true Story Of The Three Little Pigs
1) Jon Scieszka is an author and advocate for children's literacy who is known for collaborating with illustrator Lane Smith.
2) The passage discusses identifying an author's point of view, including looking at clues from the title, cover, and asking questions about what the author wants readers to believe.
3) A fun classroom activity involves making paper masks by coloring, cutting, and attaching elastic straps for students to wear.
The Polar Express Final Project.
The document discusses teaching students how to make inferences when reading. It explains that making inferences involves reading between the lines to understand what is not directly stated. Examples are given of how students already make inferences in their everyday lives. The document then proposes doing a Christmas-themed bingo game using details from the story "The Polar Express" to help students practice making inferences from passages.
Project 10
William Steig was a children's book author born in 1907 in Brooklyn, New York. He began his career in art and illustration before publishing his first children's book in 1968 at age 61. Steig went on to write over 30 children's books and continued writing and illustrating until his death in 2003 at age 95. Some of his most famous works included Shrek!, Sylvester and the Magic Pebble, and the Doctor De Soto series. Steig helped popularize children's literature through his whimsical stories and illustrations.
Project 9
The document provides information about a lesson plan to teach the story "Click, Clack, Moo: Cows That Type" by Doreen Cronin. It includes pre-reading, during reading, and post-reading questions and activities. Before reading, the teacher will sing a song about Farmer Brown and the cows, and ask students about cows, hens, and ducks. During reading, the teacher will ask comprehension questions. After reading, students will write letters to Farmer Brown and discuss what convinced him to satisfy the farm animals' demands.
Project 7
The document summarizes a final project comparing and contrasting the characters Miss Nelson and Miss Viola Swamp from the children's book Miss Nelson is Missing. It includes activities and worksheets for teaching comparing and contrasting skills, such as a Venn diagram graphic organizer comparing the two teachers. It also interviews Mr. Benitez, a biology teacher, who provides advice on finding similarities and differences between characters.
Project 6
The document provides biographical information about author Harry Allard and describes his collaboration with James Marshall on the Miss Nelson book series. It then outlines a lesson plan for teachers to compare and contrast characters from the Miss Nelson is Missing book using activities like role playing, a vocabulary quiz, and a graphic organizer. Students will dress up as characters, retell the story, and compare two students at the front of the class.
Project 5
The document summarizes a lesson on the skill of active reading. It includes a summary of the book "Thank You Mr. Falker" about a girl who struggles with reading. It then outlines the lesson plan which involves introducing the skill, reading the book, discussion questions, vocabulary, and a fun activity. Finally, it provides examples of how to teach active reading techniques to students.
Project 4
The document provides biographical information about author Eve Bunting and summarizes her Thanksgiving story "How Many Days to America?". It describes Bunting moving to California and beginning her writing career. It then gives a brief overview of the plot of "How Many Days to America?", where a child and their family escape soldiers on their island and take a dangerous boat trip to celebrate Thanksgiving in America. The document also includes vocabulary words and discussion questions about the story.
Project 3
The document summarizes Jon Scieszka's book "The True Story of the Three Little Pigs". It tells the story from the perspective of the wolf, A. Wolf, who claims he simply had a cold and sneezed down the pigs' houses by accident. He was visiting to borrow sugar for his grandmother's birthday cake. The third pig insulted his grandmother, so A. Wolf tried to break down his door, which is what the news reported as the original story.
Project 2
Maurice Sendak is an American writer and illustrator best known for his 1963 book Where the Wild Things Are. He began his career illustrating textbooks in 1947 before focusing on children's books in the 1950s. Where the Wild Things Are tells the story of a boy named Max who is sent to bed without supper and imagines sailing to a land inhabited by wild creatures who name him their king. The book has had a major impact on children's literature.
Project 1
The document provides a summary of the children's book "If You Give a Mouse a Cookie" by Laura Numeroff. It discusses that the book was initially rejected by publishers 9 times before becoming a hit series. The story is about a mouse who asks for more and more items like milk, scissors for a hair trim, and a broom to clean up, after being given a cookie. The document also provides vocabulary words and a student worksheet related to identifying causes and effects in the story.
Final Project
The document summarizes a lesson on the skill of active reading. It includes a summary of the book "Thank You Mr. Falker" about a girl who struggles with reading. It then outlines the lesson plan which involves introducing the skill, reading the book, discussion questions, vocabulary, and a fun activity. Finally, it provides examples of how to teach active reading techniques to students.
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Social Laboratory, New Zealand,
Confiscations, Kotahitanga, Kingitanga, Parliament, Suffrage, Repudiation, Economic Change, Agriculture, Gold Mining, Timber, Flax, Sheep, Dairying,
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Practical manual for National Examination Council, Nigeria.
Contains guides on answering questions on the specimens provided
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In this presentation, we will explore how barcodes can be leveraged within Odoo 17 to streamline our manufacturing processes. We will cover the configuration steps, how to utilize barcodes in different manufacturing scenarios, and the overall benefits of implementing this technology.
Educational Technology in the Health Sciences
Plenary presentation at the NTTC Inter-university Workshop, 18 June 2024, Manila Prince Hotel.
A Visual Guide to 1 Samuel | A Tale of Two Hearts
These slides walk through the story of 1 Samuel. Samuel is the last judge of Israel. The people reject God and want a king. Saul is anointed as the first king, but he is not a good king. David, the shepherd boy is anointed and Saul is envious of him. David shows honor while Saul continues to self destruct.
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Bossa N’ Roll Records by Ismael Vazquez.
Bossa N Roll Records presentation by Izzy Vazquez for Music Retail and Distribution class at Full Sail University
skeleton System.pdf (skeleton system wow)
🔥🔥🔥🔥🔥🔥🔥🔥🔥
إضغ بين إيديكم من أقوى الملازم التي صممتها
ملزمة تشريح الجهاز الهيكلي (نظري 3)
💀💀💀💀💀💀💀💀💀💀
تتميز هذهِ الملزمة بعِدة مُميزات :
1- مُترجمة ترجمة تُناسب جميع المستويات
2- تحتوي على 78 رسم توضيحي لكل كلمة موجودة بالملزمة (لكل كلمة !!!!)
#فهم_ماكو_درخ
3- دقة الكتابة والصور عالية جداً جداً جداً
4- هُنالك بعض المعلومات تم توضيحها بشكل تفصيلي جداً (تُعتبر لدى الطالب أو الطالبة بإنها معلومات مُبهمة ومع ذلك تم توضيح هذهِ المعلومات المُبهمة بشكل تفصيلي جداً
5- الملزمة تشرح نفسها ب نفسها بس تكلك تعال اقراني
6- تحتوي الملزمة في اول سلايد على خارطة تتضمن جميع تفرُعات معلومات الجهاز الهيكلي المذكورة في هذهِ الملزمة
واخيراً هذهِ الملزمة حلالٌ عليكم وإتمنى منكم إن تدعولي بالخير والصحة والعافية فقط
كل التوفيق زملائي وزميلاتي ، زميلكم محمد الذهبي 💊💊
🔥🔥🔥🔥🔥🔥🔥🔥🔥
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(A Free eBook comprising 3 Sets of Presentation of a selection of Puzzles, Brain Teasers and Thinking Problems to exercise both the mind and the Right and Left Brain. To help keep the mind and brain fit and healthy. Good for both the young and old alike.
Answers are given for all the puzzles and problems.)
With Metta,
Bro. Oh Teik Bin 🙏🤓🤔🥰
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Tuesday
- 11. Setting Characters Main idea Problem Solution The pond and all over the town. The man in the begging of the story , frogs, and pigs and dog How you use imagination, also how the frogs do things you cant really do in real life. There adventure stops. They have to go back home. the pads fall to earth and the frogs leap back to their pond.