The document provides information about implementing Common Core State Standards in a 3rd grade classroom. It discusses the goals and structure of the standards, focusing on areas like text complexity. It then describes a classroom unit where students analyzed primary sources about Christopher Columbus's voyage and wrote inner monologues from the perspectives of Europeans and Taino people. The unit incorporated complex texts and role-playing to help students understand multiple sides of historical events.
This document provides guidance and questions for students to analyze a passage titled "Sudanese Tribes Confront Modern War" and make connections to the novel A Long Walk to Water. Students are instructed to read the passage and answer questions in groups. The passage discusses how tribes in Sudan turned to killing each other with guns when the rebel army split in 1991, rather than with traditional weapons as they had in the past.
This document provides a book review of Chetan Bhagat's novel "2 States". It summarizes that the book tells the story of an inter-state marriage in India between a Punjabi man and a Tamil Brahmin woman, and their struggle to gain approval for their marriage from their parents. The review praises the book for its simple language, humor, and portrayal of cultural differences between northern and southern Indian families, but notes that the ending is somewhat predictable.
This document provides a book review of Chetan Bhagat's novel "2 States". It summarizes the plot of the story, which is about an inter-state love story between a Punjabi man and a Tamil Brahmin woman who meet in business school. Their relationship is challenged when they want to get married but face opposition from their families due to cultural differences between their home states. The review discusses Bhagat's writing style, the humor in the novel, and how it examines cultural differences within diverse India.
This document provides learning objectives and instructions for students to read and analyze the article "Time Trip: Sudan's Civil War". It directs students to take out their homework, think about the differences between novels and news articles, and read the article to understand its main ideas. As they read, students are told to annotate the text and identify important vocabulary. They are then asked questions to analyze how the events in the article relate to the novel A Long Walk to Water and who the Lost Boys are.
El documento presenta una lista de términos relacionados con el personaje de Don Quijote de la Mancha y su historia. Entre los términos se encuentran su fiel escudero Sancho Panza, su caballo Rocinante, su amor platónico Dulcinea del Toboso, y otros personajes como el cura y la sobrina que aparecen en la novela. El documento también menciona rasgos de la personalidad idealista y soñadora de Don Quijote.
This document provides information and examples about innovation and giving formal presentations. It includes vocabulary related to innovation, as well as sections on brainstorming innovative concepts, overcoming obstacles, and prototyping ideas. The document also gives tips for organizing and delivering a formal presentation, such as using an agenda, speaking clearly, acknowledging questions, and using superlatives to describe innovative concepts. Examples of language for introductions, bodies, and closings of presentations are provided.
This document provides guidance and questions for students to analyze a passage titled "Sudanese Tribes Confront Modern War" and make connections to the novel A Long Walk to Water. Students are instructed to read the passage and answer questions in groups. The passage discusses how tribes in Sudan turned to killing each other with guns when the rebel army split in 1991, rather than with traditional weapons as they had in the past.
This document provides a book review of Chetan Bhagat's novel "2 States". It summarizes that the book tells the story of an inter-state marriage in India between a Punjabi man and a Tamil Brahmin woman, and their struggle to gain approval for their marriage from their parents. The review praises the book for its simple language, humor, and portrayal of cultural differences between northern and southern Indian families, but notes that the ending is somewhat predictable.
This document provides a book review of Chetan Bhagat's novel "2 States". It summarizes the plot of the story, which is about an inter-state love story between a Punjabi man and a Tamil Brahmin woman who meet in business school. Their relationship is challenged when they want to get married but face opposition from their families due to cultural differences between their home states. The review discusses Bhagat's writing style, the humor in the novel, and how it examines cultural differences within diverse India.
This document provides learning objectives and instructions for students to read and analyze the article "Time Trip: Sudan's Civil War". It directs students to take out their homework, think about the differences between novels and news articles, and read the article to understand its main ideas. As they read, students are told to annotate the text and identify important vocabulary. They are then asked questions to analyze how the events in the article relate to the novel A Long Walk to Water and who the Lost Boys are.
El documento presenta una lista de términos relacionados con el personaje de Don Quijote de la Mancha y su historia. Entre los términos se encuentran su fiel escudero Sancho Panza, su caballo Rocinante, su amor platónico Dulcinea del Toboso, y otros personajes como el cura y la sobrina que aparecen en la novela. El documento también menciona rasgos de la personalidad idealista y soñadora de Don Quijote.
This document provides information and examples about innovation and giving formal presentations. It includes vocabulary related to innovation, as well as sections on brainstorming innovative concepts, overcoming obstacles, and prototyping ideas. The document also gives tips for organizing and delivering a formal presentation, such as using an agenda, speaking clearly, acknowledging questions, and using superlatives to describe innovative concepts. Examples of language for introductions, bodies, and closings of presentations are provided.
The document discusses recent movements and key support and resistance levels for several currency pairs. For EUR/USD, important levels are 1.3000 providing strong support previously. 1.2750 capped the pair after Greek elections. For GBP/USD, resistance levels are at 1.6130 and 1.6060 with support at 1.5600 and 1.5521. For USD/JPY, the recommendation is to sell at 80.71 and buy at 77.52. For USD/CHF, the recommendation is to sell at 0.9777 and buy at 0.9618. More information can be found at the listed website and phone number.
This document outlines a career development program that focuses on self-assessment. It includes activities to help participants define their skills, values, interests and set career goals. The program involves writing stories about proud experiences to identify personal attributes, then conducting assessments to understand career interests and types. Participants will learn job searching skills like resume writing and interviewing. They will also learn the importance of safety, adapting to organizations, avoiding office politics and periodically re-evaluating career direction. The overall goal is to help people understand themselves and find fulfilling work through self-reflection and action planning.
This document provides a forecast of training events for 2nd Battalion The Highlanders Army Cadet Force from July 2012 to December 2013. It details events in the next 6 months, gives a general overview of the following 6 months, and an outline of the final 6 months. Major Gordon Rae, the Battalion Training Officer, issued the forecast to provide a clear 18 month training directive. Annex A specifically lists the events, dates, and requirements for July to December 2012, including annual camp, exercises, competitions, and courses for cadets and instructors.
This executive summary provides 3 key points:
1) The report advocates for the slogan "Make a job, don't take a job" and encourages creative entrepreneurship and self-employment over unemployment. It notes that the creative sector traditionally has high rates of freelancing.
2) It summarizes the social and economic context, noting the importance of the creative industries to the UK economy and the challenges young creatives face in finding work. Government cuts could deprive the UK of creative talent.
3) It emphasizes the need to provide financial, physical, and advisory support to help young creatives become self-employed or start small businesses. Affordable working space and business mentoring are highlighted as particularly important
This document provides instructions for a knife skills lesson that teaches students how to correctly dice vegetables. It includes a pre-lesson quiz about knife cuts and knife safety. The lesson objectives are to demonstrate proper knife grip and how to dice vegetables, as well as correctly prepare a bruschetta recipe through hands-on practice in a production kitchen setting. Students are instructed to take detailed notes during a demonstration of the bruschetta recipe and then work with group members to execute the lab. At the end, students write a one-minute summary of the lesson.
Moodle es una plataforma de aprendizaje virtual que ofrece múltiples ventajas para profesores, alumnos, padres y centros educativos. Permite a los profesores organizar y dar clases de forma virtual, evaluar tareas de estudiantes y crear materiales educativos. Proporciona a los estudiantes flexibilidad en su aprendizaje y acceso a recursos en línea. Facilita la comunicación entre profesores, estudiantes y padres. También ayuda a las escuelas a gestionar la organización y colaboración entre
A Close Look at Immigration - Dorie Combs - KRA 2013Dorie Combs
A “Close” look at Immigration: Addressing Literacy Standards for Social Studies. Presented at the KY Reading Association conference, Lexington, KY, October 18,2013.
Dorie Combs, Eastern KY University
21st Century Literature Q2 Resized Module 1_6 (2).docxAMIHANGRANDE2
The document provides a reading comprehension assessment for students consisting of 15 multiple choice questions about topics like literature, geography, history, and equality. It also includes passages about reading approaches like skimming, scanning, and extensive reading. The assessment is meant to test students' understanding of applying different reading techniques to analyze and interpret literary texts.
I love that moment at the end of the day, or the end of the we.docxwilcockiris
I love that moment at the end of the day, or the end of the week, or the
end of the manuscript, which might be a couple of years, when I am
reading it over and thinking , “This is what I meant to do. This is how I
wanted it to sound.”
–Anna Quindlen
Learning Objectives
After reading this chapter, you
should be able to:
1. Recognize the common misconcep-
tions and fears about the writing
process.
2. Describe the challenges and rewards
of the writing process.
3. Summarize the difference between
formal and informal language, and
identify the reasons to avoid code
switching.
4. Explain how to utilize useful tools
for writers, including style guides,
thesauruses, and etymological
dictionaries.
5. Apply the use of resources such as
online libraries, writing centers, and
tutoring services.
1Introduction to College Writing
James Woodson, Digital Vision/Getty
con80878_01_c01.indd 1 8/26/13 12:51 PM
CHAPTER 1Section 1.1 Good Writers Are Made, Not Born
Writing can be an enjoyable and rewarding process, and this class is an opportunity for
you to strengthen your writing skills and to learn the methods of college writing. The
writing process gives back to you, the writer, what you put into it. Writing helps you
discover what you think. Have you ever written down your thoughts about a subject in a
journal or notebook? If so, chances are that in doing so you learned something about your
own thought process. While much of the writing that you will do for a college course will
not be personal, all writing is reflective. In fact, journaling your thoughts on any writing
assignment can be a great way to start sorting out what you will write in the essay.
One of America’s most famous authors, William Faulkner, once claimed that, “A writer
needs three things: experience, observation, and imagination, any two of which, at times
any one of which, can supply the lack of the others” (Faulkner, 1968, p. 248). If Faulkner—
who wrote and revised tirelessly—had faith that the writing process could be cultivated
so easily, then becoming an effective writer is a possibility for most people. This chapter is
an introduction to the tasks, requirements, and elements of writing, and to the resources
available to help you create well-written college papers.
1.1 Good Writers Are Made, Not Born
Some students believe that writing is an inborn talent: You either have it, or you do not—but this is completely untrue. So-called “good” writers commit time to work-ing on their writing, including revising. Since writing is an acquired skill, anyone can
become a good writer through a combination of hard work and commitment. Reading
formal or informal writing extensively is also an excellent way to work on one’s writing.
Through reading and paying attention to various writing structures and techniques, writ-
ers build a stronger vocabulary, a sense of how to organize ideas, and an understanding
of writing structure.
You might be surp.
Digital Storytelling - connecting people through language, culture and creativity, Presentation given by Kirsty Mc Geoch at AFMLTA conference Sydney 2009
This document provides information about book club selections for different grade levels. It includes a list of books assigned for each grade from 8-12, along with rationales for the selections. One book assigned for Grade 8 is summarized in 3 sentences: "Schooled" by Gordon Korman, which tells the story of Capricorn Anderson, a teen who grows up isolated on a hippie commune until he must attend junior high, where he struggles to fit in at first but eventually wins his classmates over with his kindness. Accompanying activities and complementary texts are also suggested for teaching some of the books.
This document provides a summary of notable books for promoting global awareness and 21st century learning skills. It discusses how using quality global literature can help students explore literary elements, diversity and common humanity, develop critical thinking skills, and make connections between literature and activism. Several book recommendations are provided across different genres including picture books, fiction, non-fiction, and poetry. Each book highlighted portrays other cultures authentically and promotes reflection on societal and global issues.
This document provides a detailed lesson plan for a 9th grade English class on Anglo-American literature. The lesson plan aims to teach students about point of view in literature. It includes learning objectives, materials, procedures and activities. Students will analyze passages from works to identify the point of view, discuss how point of view is useful in literature, and do group and individual activities designing their own poems, stories and advertisements from different points of view.
The document provides instructions for creating an account and submitting assignment requests on the website HelpWriting.net. It outlines a 5-step process: 1) Create an account with an email and password. 2) Complete a 10-minute order form with instructions, sources, and deadline. 3) Review bids from writers and choose one. 4) Review the completed paper and authorize payment. 5) Request revisions to ensure satisfaction, with a full refund option for plagiarized work. The purpose is to guide users through obtaining writing assistance from the website.
The document discusses recent movements and key support and resistance levels for several currency pairs. For EUR/USD, important levels are 1.3000 providing strong support previously. 1.2750 capped the pair after Greek elections. For GBP/USD, resistance levels are at 1.6130 and 1.6060 with support at 1.5600 and 1.5521. For USD/JPY, the recommendation is to sell at 80.71 and buy at 77.52. For USD/CHF, the recommendation is to sell at 0.9777 and buy at 0.9618. More information can be found at the listed website and phone number.
This document outlines a career development program that focuses on self-assessment. It includes activities to help participants define their skills, values, interests and set career goals. The program involves writing stories about proud experiences to identify personal attributes, then conducting assessments to understand career interests and types. Participants will learn job searching skills like resume writing and interviewing. They will also learn the importance of safety, adapting to organizations, avoiding office politics and periodically re-evaluating career direction. The overall goal is to help people understand themselves and find fulfilling work through self-reflection and action planning.
This document provides a forecast of training events for 2nd Battalion The Highlanders Army Cadet Force from July 2012 to December 2013. It details events in the next 6 months, gives a general overview of the following 6 months, and an outline of the final 6 months. Major Gordon Rae, the Battalion Training Officer, issued the forecast to provide a clear 18 month training directive. Annex A specifically lists the events, dates, and requirements for July to December 2012, including annual camp, exercises, competitions, and courses for cadets and instructors.
This executive summary provides 3 key points:
1) The report advocates for the slogan "Make a job, don't take a job" and encourages creative entrepreneurship and self-employment over unemployment. It notes that the creative sector traditionally has high rates of freelancing.
2) It summarizes the social and economic context, noting the importance of the creative industries to the UK economy and the challenges young creatives face in finding work. Government cuts could deprive the UK of creative talent.
3) It emphasizes the need to provide financial, physical, and advisory support to help young creatives become self-employed or start small businesses. Affordable working space and business mentoring are highlighted as particularly important
This document provides instructions for a knife skills lesson that teaches students how to correctly dice vegetables. It includes a pre-lesson quiz about knife cuts and knife safety. The lesson objectives are to demonstrate proper knife grip and how to dice vegetables, as well as correctly prepare a bruschetta recipe through hands-on practice in a production kitchen setting. Students are instructed to take detailed notes during a demonstration of the bruschetta recipe and then work with group members to execute the lab. At the end, students write a one-minute summary of the lesson.
Moodle es una plataforma de aprendizaje virtual que ofrece múltiples ventajas para profesores, alumnos, padres y centros educativos. Permite a los profesores organizar y dar clases de forma virtual, evaluar tareas de estudiantes y crear materiales educativos. Proporciona a los estudiantes flexibilidad en su aprendizaje y acceso a recursos en línea. Facilita la comunicación entre profesores, estudiantes y padres. También ayuda a las escuelas a gestionar la organización y colaboración entre
A Close Look at Immigration - Dorie Combs - KRA 2013Dorie Combs
A “Close” look at Immigration: Addressing Literacy Standards for Social Studies. Presented at the KY Reading Association conference, Lexington, KY, October 18,2013.
Dorie Combs, Eastern KY University
21st Century Literature Q2 Resized Module 1_6 (2).docxAMIHANGRANDE2
The document provides a reading comprehension assessment for students consisting of 15 multiple choice questions about topics like literature, geography, history, and equality. It also includes passages about reading approaches like skimming, scanning, and extensive reading. The assessment is meant to test students' understanding of applying different reading techniques to analyze and interpret literary texts.
I love that moment at the end of the day, or the end of the we.docxwilcockiris
I love that moment at the end of the day, or the end of the week, or the
end of the manuscript, which might be a couple of years, when I am
reading it over and thinking , “This is what I meant to do. This is how I
wanted it to sound.”
–Anna Quindlen
Learning Objectives
After reading this chapter, you
should be able to:
1. Recognize the common misconcep-
tions and fears about the writing
process.
2. Describe the challenges and rewards
of the writing process.
3. Summarize the difference between
formal and informal language, and
identify the reasons to avoid code
switching.
4. Explain how to utilize useful tools
for writers, including style guides,
thesauruses, and etymological
dictionaries.
5. Apply the use of resources such as
online libraries, writing centers, and
tutoring services.
1Introduction to College Writing
James Woodson, Digital Vision/Getty
con80878_01_c01.indd 1 8/26/13 12:51 PM
CHAPTER 1Section 1.1 Good Writers Are Made, Not Born
Writing can be an enjoyable and rewarding process, and this class is an opportunity for
you to strengthen your writing skills and to learn the methods of college writing. The
writing process gives back to you, the writer, what you put into it. Writing helps you
discover what you think. Have you ever written down your thoughts about a subject in a
journal or notebook? If so, chances are that in doing so you learned something about your
own thought process. While much of the writing that you will do for a college course will
not be personal, all writing is reflective. In fact, journaling your thoughts on any writing
assignment can be a great way to start sorting out what you will write in the essay.
One of America’s most famous authors, William Faulkner, once claimed that, “A writer
needs three things: experience, observation, and imagination, any two of which, at times
any one of which, can supply the lack of the others” (Faulkner, 1968, p. 248). If Faulkner—
who wrote and revised tirelessly—had faith that the writing process could be cultivated
so easily, then becoming an effective writer is a possibility for most people. This chapter is
an introduction to the tasks, requirements, and elements of writing, and to the resources
available to help you create well-written college papers.
1.1 Good Writers Are Made, Not Born
Some students believe that writing is an inborn talent: You either have it, or you do not—but this is completely untrue. So-called “good” writers commit time to work-ing on their writing, including revising. Since writing is an acquired skill, anyone can
become a good writer through a combination of hard work and commitment. Reading
formal or informal writing extensively is also an excellent way to work on one’s writing.
Through reading and paying attention to various writing structures and techniques, writ-
ers build a stronger vocabulary, a sense of how to organize ideas, and an understanding
of writing structure.
You might be surp.
Digital Storytelling - connecting people through language, culture and creativity, Presentation given by Kirsty Mc Geoch at AFMLTA conference Sydney 2009
This document provides information about book club selections for different grade levels. It includes a list of books assigned for each grade from 8-12, along with rationales for the selections. One book assigned for Grade 8 is summarized in 3 sentences: "Schooled" by Gordon Korman, which tells the story of Capricorn Anderson, a teen who grows up isolated on a hippie commune until he must attend junior high, where he struggles to fit in at first but eventually wins his classmates over with his kindness. Accompanying activities and complementary texts are also suggested for teaching some of the books.
This document provides a summary of notable books for promoting global awareness and 21st century learning skills. It discusses how using quality global literature can help students explore literary elements, diversity and common humanity, develop critical thinking skills, and make connections between literature and activism. Several book recommendations are provided across different genres including picture books, fiction, non-fiction, and poetry. Each book highlighted portrays other cultures authentically and promotes reflection on societal and global issues.
This document provides a detailed lesson plan for a 9th grade English class on Anglo-American literature. The lesson plan aims to teach students about point of view in literature. It includes learning objectives, materials, procedures and activities. Students will analyze passages from works to identify the point of view, discuss how point of view is useful in literature, and do group and individual activities designing their own poems, stories and advertisements from different points of view.
The document provides instructions for creating an account and submitting assignment requests on the website HelpWriting.net. It outlines a 5-step process: 1) Create an account with an email and password. 2) Complete a 10-minute order form with instructions, sources, and deadline. 3) Review bids from writers and choose one. 4) Review the completed paper and authorize payment. 5) Request revisions to ensure satisfaction, with a full refund option for plagiarized work. The purpose is to guide users through obtaining writing assistance from the website.
This document outlines an integrated English unit for Stage 3 students focused on the texts "Flytrap" and "Big Rain Coming", including a situational analysis of the school, a rationale and overview of outcomes, and planned teaching and learning experiences over 9 weeks involving close analysis of language features, characters, and themes in the two texts.
This document discusses the genre of memoir writing. It defines a memoir as a snapshot of one's life experiences that focuses on a vivid or intense moment. Memoirs aim to connect or allow readers/writers to reflect on the past. Contemporary memoirs differ from autobiographies by not encompassing one's full life and focusing more on reflection. Using memoirs in class allows students to discover themselves, make sense of their experiences, and open communication. The document provides examples of how to create a memoir writing lesson plan around Sandra Cisneros's story "My Name".
LITERACY SLIDES (click here to get full screen)lorilisi
There is no agreed upon definition of literacy as understandings of it are socially constructed. Literacy involves reading, writing, communicating, and gaining knowledge and can take many forms including cultural, informational, financial, media, scientific, critical, and digital literacies. Literacy is an ongoing social practice that allows for freedom, social action, and rereading of the world from different perspectives.
The power of reading in the second languageBIZ University
The document discusses strategies for getting students interested in reading in a second language. It provides evidence that extensive reading leads to improved second language acquisition. Sustained silent reading programs have been shown to improve student performance across multiple skills. The document recommends choosing interesting reading materials, focusing on pleasure over tests, and integrating reading with other activities to motivate students.
The document provides a 7-part text set on the concept of exploration. It includes literary and informational texts about topics like Lewis and Clark, pirates, slavery, astronauts, and pioneers. Each text is summarized and includes questions for comprehension as well as suggestions for classroom use. The document also outlines 3 essential questions that could be revisited throughout the text set to help students think deeply about exploration: 1) What kind of setting does exploration take place in? 2) How does having a community affect exploration? 3) What is the impact of exploration?
Advanced ELL students, while often proficient orally, have a limited vocabulary, and read and write below grade level.This presentation will describe how ELL teachers in two high schools use engaging material and effective strategies that prepare students for mainstream classes.The techniques, readings, and writing assignments can also be used in the post secondary setting.
Detective Ellie Koo investigates a robbery and assault at the home of a wealthy couple, Evan and Nancy Reed. They were drugged and almost died, while over $500,000 worth of jewelry, cash, and rare stamps were stolen from a hidden wall safe in their bedroom. Ellie examines the crime scene and interviews witnesses to determine who committed this crime.
The document discusses connecting what is read to life, other readings, and the world. It states that learning and enjoyment occur when connections are made. The overall message is that life involves making connections.
1. idioms, find someone who, all about you, grange fair, short novel, textbookIECP
This document provides an agenda for an IECP reading course. It outlines topics to be covered such as idioms, course skills, a newspaper reading, short novel introduction, and textbook introduction. Students will learn about identifying main ideas and supporting details. A diagnostic test is scheduled for the following Wednesday. Key course objectives are to improve reading rate, vocabulary, cultural knowledge, and comprehension.
Thinkers’ Alchemy: Using “The Alchemist” to Stimulate Critical ThinkingMonique Senseii
This paper presentation seeks to encourage teachers to no longer view literature as something not practical for ESL/EFL students, but as a necessary part in building students’ English skills. Teachers will learn how to feel more confident in their ability to help students use modern literature, such as “The Alchemist,” to express personal thoughts and listen attentively to others. This session will enhance teachers’ capacity to more easily comprehend their students’ personal experiences as it relates to the novel’s young protagonist coming of age during a travel adventure.
This document outlines the Schoolwide Enrichment Model for reading (SEM-R), which aims to increase reading achievement and address the needs of talented readers. It discusses three phases: Phase 1 exposes students to a wide range of books and employs questioning to engage students. Phase 2 involves supported independent reading with individual conferences. Phase 3 allows student-directed explorations through interest-based activities. The goal is to encourage joyful, challenging, and self-directed reading through choice, skill development, and creative opportunities that develop students' interests.
Level 3 NCEA - NZ: A Nation In the Making 1872 - 1900 SML.pptHenry Hollis
The History of NZ 1870-1900.
Making of a Nation.
From the NZ Wars to Liberals,
Richard Seddon, George Grey,
Social Laboratory, New Zealand,
Confiscations, Kotahitanga, Kingitanga, Parliament, Suffrage, Repudiation, Economic Change, Agriculture, Gold Mining, Timber, Flax, Sheep, Dairying,
🔥🔥🔥🔥🔥🔥🔥🔥🔥
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 💊💊
🔥🔥🔥🔥🔥🔥🔥🔥🔥
Information and Communication Technology in EducationMJDuyan
(𝐓𝐋𝐄 𝟏𝟎𝟎) (𝐋𝐞𝐬𝐬𝐨𝐧 2)-𝐏𝐫𝐞𝐥𝐢𝐦𝐬
𝐄𝐱𝐩𝐥𝐚𝐢𝐧 𝐭𝐡𝐞 𝐈𝐂𝐓 𝐢𝐧 𝐞𝐝𝐮𝐜𝐚𝐭𝐢𝐨𝐧:
Students will be able to explain the role and impact of Information and Communication Technology (ICT) in education. They will understand how ICT tools, such as computers, the internet, and educational software, enhance learning and teaching processes. By exploring various ICT applications, students will recognize how these technologies facilitate access to information, improve communication, support collaboration, and enable personalized learning experiences.
𝐃𝐢𝐬𝐜𝐮𝐬𝐬 𝐭𝐡𝐞 𝐫𝐞𝐥𝐢𝐚𝐛𝐥𝐞 𝐬𝐨𝐮𝐫𝐜𝐞𝐬 𝐨𝐧 𝐭𝐡𝐞 𝐢𝐧𝐭𝐞𝐫𝐧𝐞𝐭:
-Students will be able to discuss what constitutes reliable sources on the internet. They will learn to identify key characteristics of trustworthy information, such as credibility, accuracy, and authority. By examining different types of online sources, students will develop skills to evaluate the reliability of websites and content, ensuring they can distinguish between reputable information and misinformation.
A Visual Guide to 1 Samuel | A Tale of Two HeartsSteve Thomason
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.
CapTechTalks Webinar Slides June 2024 Donovan Wright.pptxCapitolTechU
Slides from a Capitol Technology University webinar held June 20, 2024. The webinar featured Dr. Donovan Wright, presenting on the Department of Defense Digital Transformation.
Gender and Mental Health - Counselling and Family Therapy Applications and In...PsychoTech Services
A proprietary approach developed by bringing together the best of learning theories from Psychology, design principles from the world of visualization, and pedagogical methods from over a decade of training experience, that enables you to: Learn better, faster!
1. Common Core State Standards in
the Classroom
Vera Zinnel Teacher Grade3
2. Why Common Core State Standards?
Mission Statement
The Common Core State Standards (CCSS) provide a
consistent, clear understanding of what students are expected to
learn, so teachers and parents know what they need to do to help
them. The standards are designed to be robust and relevant to the
real world, reflecting the knowledge and skills that our young
people need for success in college and careers. With American
students fully prepared for the future, our communities will be
best positioned to compete successfully in the global economy.
(Common Core State Standards Initiative, 2011)
Council of Chief State School Officers (CCSSO)
National Governors Association Center for Best Practices (NGA Center)
3. What Are The Common Core State Standards?
The standards establish specific K-12 grade-by-grade standards
or strands(and grade spans in high school) in
reading, writing, speaking and listening, and language with a
steady progression of development leading to college and
career readiness by the end of high school.
Each strand is broken into College and Career Readiness (CCR)
Anchor Standards. These are numbered and divided into
categories.
The broad CCR Anchor Standards are broken down into grade
specific standards. These grade level standards are what each
student should know and be able to do by the end of each
grade.
4. Common Core State Standards
Strands
for
English Language Arts
Reading
Writing
Speaking and Listening
Language
Media and Technology
5. Areas Of Focus in the Classroom
Text Complexity
Quantitative: determined by computer
software based on sentence length, word
frequency
Qualitative: subjective measure based on
levels of meaning or purpose
Reader and Task: based on reader’s
motivation, knowledge, experiences
“One of the key requirements of the Common Core State Standards for Reading is that all students must
be able to comprehend texts of steadily increasing complexity as they progress through school. By the
time they complete the core, students must be able to read and comprehend independently and
proficiently the kinds of complex texts commonly found in college and careers” (Common Core State
Standards Initiative, 2011)
6. Common Core Standards in the
Classroom
RL 3.10 By the end of the year, read and
comprehend literature, including
stories, dramas, and poetry, at the high
end of the grades 2 – 3 text complexity
band independently and proficiently
RL 3.11 Recognize and make connection
in narratives, poetry, and drama to other
texts, ideas, cultural
perspectives, personal events, and
situations
W 3.1 Write opinion pieces on topics or
texts, supporting a point of view with
reasons
W 3.3 Write narratives to develop real or
imagined experiences or events using
effective technique, descriptive
details, and clear event sequences
7. Who Writes History?: A Study of Columbus’s Voyage
This unit incorporated many complex texts and primary sources
Different books and handouts were chosen to match the tasks
Students were asked to role play
Each student wrote an inner monologue from the perspective of a
Tiano or European person
8. Inner Monologue
An inner monologue is a conversation you have with
yourself. After learning about Columbus’s voyage and the
Taino people he encountered, each student chose a person
they wanted to be. They imagined what life must have
been like for that person using details from the variety of
sources incorporated into the lesson.
9. I think the people taking
my friends and family
should not be taking
them. I am frightened
I am a sailor. I am Rodrigo
because I don’t want to
de Triana. I sailed on the
be taken. I told my
Pinta. I saw land first. I
friend that did not get
wanted to become rich.
taken, “Don’t get too
Columbus said the money
close or they will take
is his. The King promised
you too!” He did not
money to the first man
listen to me. They took
who saw land. I really
him away! Now they’re
wanted to get rich. I was
gone and I feel very
mad because I didn’t get
upset.
any money. When I go
Ava – Grade 3
back to Spain I will
say, “Columbus took my
money!”
Kyle – Grade 3
10. My name is Sunrise Girl. I am a native. I sleep on a hammock. With my friends I like to have
fun and to make stuff. I see mom plant and I see dad hunting for food. I go to see the water
and my friends come with me. I saw three ships coming my way and I ran to tell the chief
what I saw. He said, “What are you talking about?”
I said, “I saw three ships.” Then he saw the ships. Soon little boats came and landed here.
We said hi to the people. We gave them stuff. They were looking for gold when I was playing
and talking with friends. Everyone thinks the strangers are nice but I think they want
something that is ours, and when I mean something… that something is food! The
asked, “Where is the gold?” Then their leader took our people and made them show them
where the gold was. My friends and I ran away. “I told you that he is bad,” I said to my
friends.
They said, “You were right and we were wrong.”
“We have to leave if they don’t leave,” I said. So we went to see if the strangers were gone.
They were… but so were some of our friends. My friends and I are alone. How can we live if
we don’t know how to plant and to hunt? Soon we walked down to our hammocks, but we
have a hard time sleeping. When I woke up I thought it was a bad dream, but it was real. I
soon figure out how to plant because I did it with my mom. We ate the food. 50 years later I
have grown old. When I was sleeping, I died with my friends.
Ashley – Grade 3
11. Moving Forward
What We Learned
Not everything you read is true
There are many sides to an event in history
History, for the most part, is written by
those in power
Just because something is common practice
does not make it right
What We Did With What We Learned
We applied what we discovered to other
historical events
We put ourselves in others shoes to try
to understand them
We created inner monologues for other
characters in books to imagine what they
may have been thinking
We asked questions… all the time… and
tried to find answers.
12. Resources
Rethinking Columbus edited by Bill Bigelow and Bob Peterson
Encounter by Jane Yolen
Morning Girl by Michael Dorros
Pedro’s Journal by Pam Conrad
Where Do You Think You’re Going, Christopher Columbus? by
Jean Fritz and Margot Tomes
Columbus and the World Around Him by Milton Meltzer
A Short Account of the Destruction of the Indies by Bartolome
de lasCasas
What Became of the Taino? By Robert M. Poole Smithsonian
Magazine October 2011
Columbus: Fact vs Fiction Prepared by The Order Sons of Italy
in America October 2005