This document describes a lesson plan that combines math and music for 6th-8th grade students. The lesson asks students to solve algebraic equations to decode the notes of a mystery song. Students will work in groups to solve the equations, notate the song on sheet music, and research the composer. The goal is for students to use math skills like solving equations and graphing to understand how music can be represented algebraically.
The document provides information about a theatre language lesson plan. It includes 3 sequences with activities to teach students how to:
1. Ask and show directions, inquire about distances and times, describe biographies, and inquire about daily life using various verb tenses and question words. Activities include role plays, interviews, and describing photos.
2. Make plans, express likes and dislikes, and report on past events using structures like gerunds, present perfect, and past simple. Students complete questionnaires, interviews and compare sounds.
3. Inquire about past events and moods using past tenses and the present perfect. Students identify parts of plays, order sentences, and read texts to answer questions.
The document provides instructions and activities for an English language lesson. It begins with introducing a conversation about asking for and showing directions to an open-air theatre. Students then practice pronunciation, answer comprehension questions, and perform a drill asking about distances and times. Later activities include planning future activities, inquiring about distances and times, identifying tenses, and discriminating between distance and time. The overall goal is for students to learn how to ask for and show directions, make polite requests, and inquire about distances and periods of time.
The document provides a lesson plan for a 3rd grade English class. The 40-minute lesson aims to teach the simple present tense. It begins with a warm-up activity revising simple present sentences. Then, the teacher presents new structures like "have got" through matching and sentence completion activities. Students practice the structures by completing a worksheet individually or in pairs. The lesson closes with a review of the material.
Ms2 level file 1 adapted with file 6 of ms1 level by miss meriam mellahMr Bounab Samir
Good afternoon, my name is ...... I'm here to interview you for the contest. Could you please introduce yourself?
Contestant: Good afternoon. My name is ...... I'm ..... years old. I'm .... tall with .... eyes and .... hair. I weigh .... kg and my height is .... m. I'm a pupil.
The document provides guidance for teaching English alphabet letters and sounds to beginning learners. It includes 8 steps: 1) Greet students and introduce the lesson. 2) Review alphabet letters from their primary language. 3) Introduce the English alphabet with capital and small letters, vowels, and consonants. 4) Practice pronunciation of each letter. 5) Complete exercises identifying letters, sounds, spelling, and vocabulary. 6) Sort letters and words. 7) Reorder words alphabetically. 8) Correct homework practicing the new content. The goal is for students to learn letter names and sounds and be able to recognize, spell, and order basic words in English.
This lesson teaches 5th and 6th grade students about color theory by having them create their own color wheels. Students will be divided into groups to research the color wheel. Each student will then mix primary colors to create a color wheel using tempera paint. They will learn secondary and tertiary colors. Afterwards, students will use the colors they mixed to create their own artworks exploring color. The lesson is meant to help students understand how color affects emotion and mood in art.
The document provides details for an English lesson plan for middle school students. It includes the learning objectives, language skills, topics, and activities. The lesson will focus on means of transportation, daily activities, and adverbs of frequency. Students will learn to name transports, discuss daily routines using common adverbs, and ask/answer questions on the topics. A variety of teaching methods like pictures, questions, and written exercises are outlined to help students practice their communicative skills in English.
Salam,
Sequence 1 ; 2 first lessons
Here are The 2 first lessons of Sequence 1 "Me & My friends"
The lessons are planned rescpecting the four learning situations where the two first ones have been taken into account " intial problem situation & in put one"
The first lesson is planned using PPU speaking frame work and the second one using PIASP grammar item " punctuation"
any comments are welcome
by : Mr Samir Bounab ( Teacher trainer at MONE)
The document provides information about a theatre language lesson plan. It includes 3 sequences with activities to teach students how to:
1. Ask and show directions, inquire about distances and times, describe biographies, and inquire about daily life using various verb tenses and question words. Activities include role plays, interviews, and describing photos.
2. Make plans, express likes and dislikes, and report on past events using structures like gerunds, present perfect, and past simple. Students complete questionnaires, interviews and compare sounds.
3. Inquire about past events and moods using past tenses and the present perfect. Students identify parts of plays, order sentences, and read texts to answer questions.
The document provides instructions and activities for an English language lesson. It begins with introducing a conversation about asking for and showing directions to an open-air theatre. Students then practice pronunciation, answer comprehension questions, and perform a drill asking about distances and times. Later activities include planning future activities, inquiring about distances and times, identifying tenses, and discriminating between distance and time. The overall goal is for students to learn how to ask for and show directions, make polite requests, and inquire about distances and periods of time.
The document provides a lesson plan for a 3rd grade English class. The 40-minute lesson aims to teach the simple present tense. It begins with a warm-up activity revising simple present sentences. Then, the teacher presents new structures like "have got" through matching and sentence completion activities. Students practice the structures by completing a worksheet individually or in pairs. The lesson closes with a review of the material.
Ms2 level file 1 adapted with file 6 of ms1 level by miss meriam mellahMr Bounab Samir
Good afternoon, my name is ...... I'm here to interview you for the contest. Could you please introduce yourself?
Contestant: Good afternoon. My name is ...... I'm ..... years old. I'm .... tall with .... eyes and .... hair. I weigh .... kg and my height is .... m. I'm a pupil.
The document provides guidance for teaching English alphabet letters and sounds to beginning learners. It includes 8 steps: 1) Greet students and introduce the lesson. 2) Review alphabet letters from their primary language. 3) Introduce the English alphabet with capital and small letters, vowels, and consonants. 4) Practice pronunciation of each letter. 5) Complete exercises identifying letters, sounds, spelling, and vocabulary. 6) Sort letters and words. 7) Reorder words alphabetically. 8) Correct homework practicing the new content. The goal is for students to learn letter names and sounds and be able to recognize, spell, and order basic words in English.
This lesson teaches 5th and 6th grade students about color theory by having them create their own color wheels. Students will be divided into groups to research the color wheel. Each student will then mix primary colors to create a color wheel using tempera paint. They will learn secondary and tertiary colors. Afterwards, students will use the colors they mixed to create their own artworks exploring color. The lesson is meant to help students understand how color affects emotion and mood in art.
The document provides details for an English lesson plan for middle school students. It includes the learning objectives, language skills, topics, and activities. The lesson will focus on means of transportation, daily activities, and adverbs of frequency. Students will learn to name transports, discuss daily routines using common adverbs, and ask/answer questions on the topics. A variety of teaching methods like pictures, questions, and written exercises are outlined to help students practice their communicative skills in English.
Salam,
Sequence 1 ; 2 first lessons
Here are The 2 first lessons of Sequence 1 "Me & My friends"
The lessons are planned rescpecting the four learning situations where the two first ones have been taken into account " intial problem situation & in put one"
The first lesson is planned using PPU speaking frame work and the second one using PIASP grammar item " punctuation"
any comments are welcome
by : Mr Samir Bounab ( Teacher trainer at MONE)
This document discusses the importance of digital etiquette for students. It addresses several aspects of digital etiquette including what information to share online, when to disconnect from technology, and establishing clear school policies regarding appropriate technology use. The document recommends developing an effective education program around digital citizenship that involves the entire school community and fosters higher-order thinking and ethical understanding. It also provides recommended online resources for further information.
The document summarizes the School of Information Environment (SIE) at Tokyo Denki University (TDU) in Japan. SIE has approximately 1000 students, most of whom are male, studying across four interdisciplinary courses related to engineering and information technology. SIE aims to foster autonomous learning through projects completed in cooperation with companies and local government. The school also has an international program that allows foreign students to study there for up to 4 months, taking English-language classes, participating in homestays, and earning transferable credits.
The document discusses the results of a study on the effects of exercise on memory and thinking abilities in older adults. The study found that regular exercise improved memory and the ability to multitask in sedentary older adults aged 60-79. Participants who exercised at least 150 minutes per week for 6 months showed significant improvements in memory, attention, and the ability to juggle multiple tasks compared to those who did not exercise.
The document discusses the benefits of exercise for mental health. Regular physical activity can help reduce anxiety and depression and improve mood and cognitive functioning. Exercise causes chemical changes in the brain that may help protect against mental illness and improve symptoms for those who already suffer from conditions like anxiety and depression.
The document provides tips for proper email etiquette. It recommends using good grammar, appropriate language, and proofreading emails. It also suggests keeping emails brief and formal, including a subject, and avoiding random forwards or an inappropriate email address. Proper email etiquette can help ensure messages are understood and make a good impression.
This document is a teacher-created webquest on Facebook etiquette for students. It introduces the task of learning about etiquette rules for social networks like Facebook. The process involves students researching what etiquette rules others think should apply, examples of when rules aren't followed, and deciding for themselves which rules are important. Students will then create a presentation in groups and present their findings to the class. They will be evaluated on their research, response to examples, personal opinions, work quality, and presentation skills.
Wiley About Face 3 The Essentials Of Interaction Design May 2007John Chen, Jun
This document is the front matter and introduction to the book "About Face 3: The Essentials of Interaction Design" by Alan Cooper, Robert Reimann, and Dave Cronin. It includes biographies of the authors, credits for those involved in the publication, and copyright information. The book is published by Wiley Publishing and focuses on the Goal-Directed Design process for creating digital products that meet users' goals.
The document provides instructions for a lesson where high school music theory students will compose their own four-part chorales. Students will research four-part chorale structure and composition rules. They will then create an original 8-bar chorale by writing a melody and harmonizing it according to music theory principles learned in class. Students will be evaluated on their demonstration of techniques like proper chord progressions, non-harmonic tone usage, and avoidance of parallel fifths.
This document is a webquest for high school choir students that guides them through choosing 4 pieces of music for a spring concert. It provides resources for students to research different genres of music. Students are instructed to choose 1 song by a pre-20th century composer, 1 vocal jazz piece, 1 popular ballad arrangement, and 1 contemporary classical song. For each song, students must include a brief biography of the composer. The document includes evaluation criteria to assess students' work.
This document outlines a webquest activity for high school choir students to choose 4 pieces of music for a spring concert. Students are instructed to choose 1 song by a pre-20th century composer, 1 vocal jazz piece, 1 popular ballad arrangement, and 1 contemporary classical song. For each piece, students must include a brief biography of the composer and details about what the song means and why it was written. Resources for finding music are provided, and a rubric evaluates students based on following the genre guidelines, organization, quality of research and writing, and inclusion of composer biographies.
This document provides instructions for a student project on music history. Students will research four composers - Bach, Debussy, Hendrix, and themselves - and create a PowerPoint presentation covering each composer's dates, musical period, contributions, and analysis of one of their pieces. Students will work in groups, with each student focusing on different aspects of each composer's history and music. They will then combine their research into the group presentation. Sources for researching each composer are provided.
This document provides information for a teacher-created WebQuest on Romantic period composers. It includes sections on the introduction, task, process, evaluation, conclusion, and credits. The WebQuest asks students to research a composer from the Romantic period and write a newspaper article covering their life and most influential work as if reporting from the time period. Students select a composer to research, gather biographical information and details on one of their pieces, and write a newspaper article presentation.
This document provides instructions for a student project where students research a Romantic era composer and their most influential work. Students are assigned a composer from a list and research their biography and a major composition. They then write a newspaper article as if they are a journalist reporting on the composer and work from the perspective of having just exited the Romantic period. The document outlines the tasks, resources, evaluation criteria, and provides background on the lesson and standards addressed.
This document contains a daily lesson log for a Grade 3 MAPEH (Music, Arts, Physical Education, and Health) class. It outlines the objectives, content, learning resources, procedures, and reflections for lessons taught from August 26-30, 2019. The lessons focused on singing songs with correct pitch, analyzing melodic contours, painting landscapes using complementary colors, and perceiving harmony in artworks. Formative assessments were conducted during each lesson. The teacher noted strategies that worked well, such as games and group collaboration, and challenges around unavailable technology equipment.
This lesson teaches early phonics skills by having students sort small personal items into boxes labeled with letters corresponding to the starting sound of the item's name. Students bring in 3 small items from home. The teacher sets up 26 labeled boxes around the room. Students place their items in the correctly matching boxes based on starting sound. The class then reviews each item to reinforce letter sounds.
From music to math teaching fractions through rhythm to fourth gradersBeth Campbell
This document outlines a lesson plan for teaching fractions to 4th grade students through rhythm and music. Students first create a 4-measure rhythm composition using quarter notes, half notes, eighth notes, and sixteenth notes. They then express the rhythms of each measure as fractions using fraction bars, pie graphs, decimals, and percentages. Students perform their rhythms on percussion instruments and display their fraction work in a portfolio, which is assessed using rubrics. The lesson aims to help students make connections between math and music concepts involving fractions.
This document is a teacher page for a WebQuest on Romantic era composers. The WebQuest guides students through researching a composer, writing a newspaper article, and presenting their findings. Students choose a composer, research their biography and a major work, then write a newspaper article covering this information. The goal is for students to learn about Romantic composers and how they influenced music during this period.
The ms1 level "daffodil teacher's guide" by mr samir bounabMr Bounab Samir
The “daffodil MS1 teacher’s guide “is designed for the teachers dealing with Middle School level 1 ,
The guides deals with how to plan lessons accroding to the 2nd Generation Curriculum program March 2015,
The guide takes into account ; The CBA – competency based approach principles ; Introducing the project work & the principle of the “4 learning situations” ( initial problem solving situations , input situation ( PPU speaking lessons , PDP reading & listening lessons followed by “inductive teaching grammar lessons using my ow teaching method “PIASP =( presentation – isoalation – analysis- stating rule – practice ), the third leanring situation “ situation of integration “ splet into “2” sessions “ learning integration & assessing integration”
The Daffodil MS1 teacher’s guide “ contains “4” sequences lesson plans
Each sequence is planned as follows ;
Planning sequence which states all the lessons that sequence contains
Guided sheet of “lesson focus”which details all what a lesson deals with :
Learning objectives ( fucnction – grammar – vocabulary related to – teaching sounds – type of tasks )
Aim of the lesson and the needed material
The 2G principles: “teaching values & cross curricular competencies”
Hope the “ daffodil MS1 teacher’s guide will be of some help for the teachers dealing the first time with the 2G program,
Mr Samir Bounab ‘ teacher trainer”
This WebQuest lesson is designed for high school music students to learn about composer J.S. Bach. Students are split into groups and each assigned a role - biographer, theorist, or apprentice composer. They research Bach's life, compositional techniques, and styles. Then students create a presentation and short composition in Bach's style. The goal is for students to gain knowledge of music theory, history, analysis, and composition through exploring Bach's life and work.
This document describes a jazz drumming WebQuest for 12th grade students. The task is for students to purchase 3 jazz albums and transcribe a drum solo, and learn to play 5 jazz tunes. The process involves daily practice of technique and mental exercises, then discussion of comping exercises and emulating tunes. Evaluation includes scoring students on objectives like sight reading, comping styles, and performing with a combo. The conclusion is that students will qualify as intermediate jazz drummers.
This document provides information about a lesson on 2-dimensional shapes for Year 1 students. The lesson uses a song and two worksheets to teach students to identify and classify common 2D shapes such as circles, triangles, squares and rectangles. The learning objectives are for students to be able to identify shapes by their appearance and descriptions. The teacher introduces the topic using the shape song, shows shape examples, and has students complete and review the worksheets.
This document discusses the importance of digital etiquette for students. It addresses several aspects of digital etiquette including what information to share online, when to disconnect from technology, and establishing clear school policies regarding appropriate technology use. The document recommends developing an effective education program around digital citizenship that involves the entire school community and fosters higher-order thinking and ethical understanding. It also provides recommended online resources for further information.
The document summarizes the School of Information Environment (SIE) at Tokyo Denki University (TDU) in Japan. SIE has approximately 1000 students, most of whom are male, studying across four interdisciplinary courses related to engineering and information technology. SIE aims to foster autonomous learning through projects completed in cooperation with companies and local government. The school also has an international program that allows foreign students to study there for up to 4 months, taking English-language classes, participating in homestays, and earning transferable credits.
The document discusses the results of a study on the effects of exercise on memory and thinking abilities in older adults. The study found that regular exercise improved memory and the ability to multitask in sedentary older adults aged 60-79. Participants who exercised at least 150 minutes per week for 6 months showed significant improvements in memory, attention, and the ability to juggle multiple tasks compared to those who did not exercise.
The document discusses the benefits of exercise for mental health. Regular physical activity can help reduce anxiety and depression and improve mood and cognitive functioning. Exercise causes chemical changes in the brain that may help protect against mental illness and improve symptoms for those who already suffer from conditions like anxiety and depression.
The document provides tips for proper email etiquette. It recommends using good grammar, appropriate language, and proofreading emails. It also suggests keeping emails brief and formal, including a subject, and avoiding random forwards or an inappropriate email address. Proper email etiquette can help ensure messages are understood and make a good impression.
This document is a teacher-created webquest on Facebook etiquette for students. It introduces the task of learning about etiquette rules for social networks like Facebook. The process involves students researching what etiquette rules others think should apply, examples of when rules aren't followed, and deciding for themselves which rules are important. Students will then create a presentation in groups and present their findings to the class. They will be evaluated on their research, response to examples, personal opinions, work quality, and presentation skills.
Wiley About Face 3 The Essentials Of Interaction Design May 2007John Chen, Jun
This document is the front matter and introduction to the book "About Face 3: The Essentials of Interaction Design" by Alan Cooper, Robert Reimann, and Dave Cronin. It includes biographies of the authors, credits for those involved in the publication, and copyright information. The book is published by Wiley Publishing and focuses on the Goal-Directed Design process for creating digital products that meet users' goals.
The document provides instructions for a lesson where high school music theory students will compose their own four-part chorales. Students will research four-part chorale structure and composition rules. They will then create an original 8-bar chorale by writing a melody and harmonizing it according to music theory principles learned in class. Students will be evaluated on their demonstration of techniques like proper chord progressions, non-harmonic tone usage, and avoidance of parallel fifths.
This document is a webquest for high school choir students that guides them through choosing 4 pieces of music for a spring concert. It provides resources for students to research different genres of music. Students are instructed to choose 1 song by a pre-20th century composer, 1 vocal jazz piece, 1 popular ballad arrangement, and 1 contemporary classical song. For each song, students must include a brief biography of the composer. The document includes evaluation criteria to assess students' work.
This document outlines a webquest activity for high school choir students to choose 4 pieces of music for a spring concert. Students are instructed to choose 1 song by a pre-20th century composer, 1 vocal jazz piece, 1 popular ballad arrangement, and 1 contemporary classical song. For each piece, students must include a brief biography of the composer and details about what the song means and why it was written. Resources for finding music are provided, and a rubric evaluates students based on following the genre guidelines, organization, quality of research and writing, and inclusion of composer biographies.
This document provides instructions for a student project on music history. Students will research four composers - Bach, Debussy, Hendrix, and themselves - and create a PowerPoint presentation covering each composer's dates, musical period, contributions, and analysis of one of their pieces. Students will work in groups, with each student focusing on different aspects of each composer's history and music. They will then combine their research into the group presentation. Sources for researching each composer are provided.
This document provides information for a teacher-created WebQuest on Romantic period composers. It includes sections on the introduction, task, process, evaluation, conclusion, and credits. The WebQuest asks students to research a composer from the Romantic period and write a newspaper article covering their life and most influential work as if reporting from the time period. Students select a composer to research, gather biographical information and details on one of their pieces, and write a newspaper article presentation.
This document provides instructions for a student project where students research a Romantic era composer and their most influential work. Students are assigned a composer from a list and research their biography and a major composition. They then write a newspaper article as if they are a journalist reporting on the composer and work from the perspective of having just exited the Romantic period. The document outlines the tasks, resources, evaluation criteria, and provides background on the lesson and standards addressed.
This document contains a daily lesson log for a Grade 3 MAPEH (Music, Arts, Physical Education, and Health) class. It outlines the objectives, content, learning resources, procedures, and reflections for lessons taught from August 26-30, 2019. The lessons focused on singing songs with correct pitch, analyzing melodic contours, painting landscapes using complementary colors, and perceiving harmony in artworks. Formative assessments were conducted during each lesson. The teacher noted strategies that worked well, such as games and group collaboration, and challenges around unavailable technology equipment.
This lesson teaches early phonics skills by having students sort small personal items into boxes labeled with letters corresponding to the starting sound of the item's name. Students bring in 3 small items from home. The teacher sets up 26 labeled boxes around the room. Students place their items in the correctly matching boxes based on starting sound. The class then reviews each item to reinforce letter sounds.
From music to math teaching fractions through rhythm to fourth gradersBeth Campbell
This document outlines a lesson plan for teaching fractions to 4th grade students through rhythm and music. Students first create a 4-measure rhythm composition using quarter notes, half notes, eighth notes, and sixteenth notes. They then express the rhythms of each measure as fractions using fraction bars, pie graphs, decimals, and percentages. Students perform their rhythms on percussion instruments and display their fraction work in a portfolio, which is assessed using rubrics. The lesson aims to help students make connections between math and music concepts involving fractions.
This document is a teacher page for a WebQuest on Romantic era composers. The WebQuest guides students through researching a composer, writing a newspaper article, and presenting their findings. Students choose a composer, research their biography and a major work, then write a newspaper article covering this information. The goal is for students to learn about Romantic composers and how they influenced music during this period.
The ms1 level "daffodil teacher's guide" by mr samir bounabMr Bounab Samir
The “daffodil MS1 teacher’s guide “is designed for the teachers dealing with Middle School level 1 ,
The guides deals with how to plan lessons accroding to the 2nd Generation Curriculum program March 2015,
The guide takes into account ; The CBA – competency based approach principles ; Introducing the project work & the principle of the “4 learning situations” ( initial problem solving situations , input situation ( PPU speaking lessons , PDP reading & listening lessons followed by “inductive teaching grammar lessons using my ow teaching method “PIASP =( presentation – isoalation – analysis- stating rule – practice ), the third leanring situation “ situation of integration “ splet into “2” sessions “ learning integration & assessing integration”
The Daffodil MS1 teacher’s guide “ contains “4” sequences lesson plans
Each sequence is planned as follows ;
Planning sequence which states all the lessons that sequence contains
Guided sheet of “lesson focus”which details all what a lesson deals with :
Learning objectives ( fucnction – grammar – vocabulary related to – teaching sounds – type of tasks )
Aim of the lesson and the needed material
The 2G principles: “teaching values & cross curricular competencies”
Hope the “ daffodil MS1 teacher’s guide will be of some help for the teachers dealing the first time with the 2G program,
Mr Samir Bounab ‘ teacher trainer”
This WebQuest lesson is designed for high school music students to learn about composer J.S. Bach. Students are split into groups and each assigned a role - biographer, theorist, or apprentice composer. They research Bach's life, compositional techniques, and styles. Then students create a presentation and short composition in Bach's style. The goal is for students to gain knowledge of music theory, history, analysis, and composition through exploring Bach's life and work.
This document describes a jazz drumming WebQuest for 12th grade students. The task is for students to purchase 3 jazz albums and transcribe a drum solo, and learn to play 5 jazz tunes. The process involves daily practice of technique and mental exercises, then discussion of comping exercises and emulating tunes. Evaluation includes scoring students on objectives like sight reading, comping styles, and performing with a combo. The conclusion is that students will qualify as intermediate jazz drummers.
This document provides information about a lesson on 2-dimensional shapes for Year 1 students. The lesson uses a song and two worksheets to teach students to identify and classify common 2D shapes such as circles, triangles, squares and rectangles. The learning objectives are for students to be able to identify shapes by their appearance and descriptions. The teacher introduces the topic using the shape song, shows shape examples, and has students complete and review the worksheets.
This document provides information about a lesson on 2-dimensional shapes for Year 1 students. The lesson uses a song and two worksheets to teach students to identify and classify common 2D shapes such as circles, triangles, squares and rectangles. The learning objectives are for students to be able to identify shapes by their appearance and descriptions. The teacher introduces the topic using the shape song, shows shape examples, and has students complete and review the worksheets.
Salam , MS3 Level : File 3 " Work & Play" The file is planned with PPu & PDP listening & reading frame works and PIASP teaching grammar and pronunciation item I included many worksheets that may help remedy any weaknesses in TD sessions Good Luck By: Mr Samir Bounab ( teacher trainer at MONE) The links:
This document provides information and instructions for the Hypatia Contest, a 75-minute, 4-question mathematics contest for grade 11 students. It will take place on April 16, 2014 in North America and South America and April 17, 2014 elsewhere. Questions can include short answer parts worth 2-3 marks each and full solution parts making up the remainder of the 10 marks per question. Students should write all answers in the provided booklet and show their work. The top scoring students' names and schools may be published. The document encourages students to write future contests and teachers to use CEMC resources.
The document provides a term plan and module of integration for grammar, lexis, pronunciation, and projects. It includes:
- The second term schedule from January to March, divided into weeks.
- Learning objectives for each week covering grammar, lexis, pronunciation, and a module of integration (project).
- Details of tests, exams, and holidays during the term.
The provided document outlines the curriculum and assessments for the second term, dividing it into weekly modules focused on specific language skills, with integrated projects to apply the learning.
The document outlines a lesson plan for an English language class. It includes:
1) The learning objectives which are to describe daily activities using adverbs of frequency and describe actions that started in the past and still affect the present.
2) The procedures for the lesson which include warm-up activities, practicing describing regular activities with adverbs of frequency and the present perfect tense through various exercises, and a speaking activity where students talk about their first day of middle school.
3) The materials needed which are the student manuals, pictures, worksheets, and scripts from the book.
Introduction of Cybersecurity with OSS at Code Europe 2024Hiroshi SHIBATA
I develop the Ruby programming language, RubyGems, and Bundler, which are package managers for Ruby. Today, I will introduce how to enhance the security of your application using open-source software (OSS) examples from Ruby and RubyGems.
The first topic is CVE (Common Vulnerabilities and Exposures). I have published CVEs many times. But what exactly is a CVE? I'll provide a basic understanding of CVEs and explain how to detect and handle vulnerabilities in OSS.
Next, let's discuss package managers. Package managers play a critical role in the OSS ecosystem. I'll explain how to manage library dependencies in your application.
I'll share insights into how the Ruby and RubyGems core team works to keep our ecosystem safe. By the end of this talk, you'll have a better understanding of how to safeguard your code.
Skybuffer SAM4U tool for SAP license adoptionTatiana Kojar
Manage and optimize your license adoption and consumption with SAM4U, an SAP free customer software asset management tool.
SAM4U, an SAP complimentary software asset management tool for customers, delivers a detailed and well-structured overview of license inventory and usage with a user-friendly interface. We offer a hosted, cost-effective, and performance-optimized SAM4U setup in the Skybuffer Cloud environment. You retain ownership of the system and data, while we manage the ABAP 7.58 infrastructure, ensuring fixed Total Cost of Ownership (TCO) and exceptional services through the SAP Fiori interface.
Threats to mobile devices are more prevalent and increasing in scope and complexity. Users of mobile devices desire to take full advantage of the features
available on those devices, but many of the features provide convenience and capability but sacrifice security. This best practices guide outlines steps the users can take to better protect personal devices and information.
How to Get CNIC Information System with Paksim Ga.pptxdanishmna97
Pakdata Cf is a groundbreaking system designed to streamline and facilitate access to CNIC information. This innovative platform leverages advanced technology to provide users with efficient and secure access to their CNIC details.
Driving Business Innovation: Latest Generative AI Advancements & Success StorySafe Software
Are you ready to revolutionize how you handle data? Join us for a webinar where we’ll bring you up to speed with the latest advancements in Generative AI technology and discover how leveraging FME with tools from giants like Google Gemini, Amazon, and Microsoft OpenAI can supercharge your workflow efficiency.
During the hour, we’ll take you through:
Guest Speaker Segment with Hannah Barrington: Dive into the world of dynamic real estate marketing with Hannah, the Marketing Manager at Workspace Group. Hear firsthand how their team generates engaging descriptions for thousands of office units by integrating diverse data sources—from PDF floorplans to web pages—using FME transformers, like OpenAIVisionConnector and AnthropicVisionConnector. This use case will show you how GenAI can streamline content creation for marketing across the board.
Ollama Use Case: Learn how Scenario Specialist Dmitri Bagh has utilized Ollama within FME to input data, create custom models, and enhance security protocols. This segment will include demos to illustrate the full capabilities of FME in AI-driven processes.
Custom AI Models: Discover how to leverage FME to build personalized AI models using your data. Whether it’s populating a model with local data for added security or integrating public AI tools, find out how FME facilitates a versatile and secure approach to AI.
We’ll wrap up with a live Q&A session where you can engage with our experts on your specific use cases, and learn more about optimizing your data workflows with AI.
This webinar is ideal for professionals seeking to harness the power of AI within their data management systems while ensuring high levels of customization and security. Whether you're a novice or an expert, gain actionable insights and strategies to elevate your data processes. Join us to see how FME and AI can revolutionize how you work with data!
Monitoring and Managing Anomaly Detection on OpenShift.pdfTosin Akinosho
Monitoring and Managing Anomaly Detection on OpenShift
Overview
Dive into the world of anomaly detection on edge devices with our comprehensive hands-on tutorial. This SlideShare presentation will guide you through the entire process, from data collection and model training to edge deployment and real-time monitoring. Perfect for those looking to implement robust anomaly detection systems on resource-constrained IoT/edge devices.
Key Topics Covered
1. Introduction to Anomaly Detection
- Understand the fundamentals of anomaly detection and its importance in identifying unusual behavior or failures in systems.
2. Understanding Edge (IoT)
- Learn about edge computing and IoT, and how they enable real-time data processing and decision-making at the source.
3. What is ArgoCD?
- Discover ArgoCD, a declarative, GitOps continuous delivery tool for Kubernetes, and its role in deploying applications on edge devices.
4. Deployment Using ArgoCD for Edge Devices
- Step-by-step guide on deploying anomaly detection models on edge devices using ArgoCD.
5. Introduction to Apache Kafka and S3
- Explore Apache Kafka for real-time data streaming and Amazon S3 for scalable storage solutions.
6. Viewing Kafka Messages in the Data Lake
- Learn how to view and analyze Kafka messages stored in a data lake for better insights.
7. What is Prometheus?
- Get to know Prometheus, an open-source monitoring and alerting toolkit, and its application in monitoring edge devices.
8. Monitoring Application Metrics with Prometheus
- Detailed instructions on setting up Prometheus to monitor the performance and health of your anomaly detection system.
9. What is Camel K?
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Webquest
1. What is that Song? Student Page Title Introduction Task Process Evaluation Conclusion Credits [ Teacher Page ] A WebQuest for 6 th -8 th Graders Math and Music Designed by Joshua Shugg [email_address] Based on a template from The WebQuest Page
2. Introduction: Student Page Title Introduction Task Process Evaluation Conclusion Credits [ Teacher Page ] The relationship between Music and Math has been under research for many years, dating back to 5th century BC with Pythagoras. As many may say, there is a strong connection in the brain due to the same sort of spatial reasoning and problem solving found in both math and music. Now that you have a little background on the subject, lets see if we can put aside your fears of having to write yet another research paper. Today we are going to get down and dirty with music. We will be listening to music, creating music, and doing some math along the way.
3. The Task: Student Page Introduction Task Process Evaluation Conclusion Credits [ Teacher Page ] Title You are going to try and decode a song in which you are only given an algebraic representation of the notes. This song was written many years ago by a world renown musician, but when the song was transposed it was put into mathematical equations! WE NEED YOUR HELP to decode the song from mathematical numbers to musical notes. You will recreate the song, listen to your creation, and check to see if this was a correct match. Finding the song seems like a hard task at first, but you will soon find its not as challenging as you think. Basically you are about to become an expert in the algebraic area of music representation.
4. The Process: Student Page Title Introduction Task Process Evaluation Conclusion Credits [ Teacher Page ] You will be assigned groups of three. Each person will be required to do an equal amount of the required math work. This includes solving equations, notating the song, and doing the presentation on the composer. These are the equations for the mystery song: y = x +2 {x=1} The first note y = x +1 {x=2, 3, 4} The second, third, and fourth note y = - (x)+10 {x=5,6,7,8,9} Notes 5,6,7,8,9 y= x-9 {x=10,11,12} Notes 10,11, 12 y = - (x)+16 {x=13,14} Notes 13, 14 y = x-13 {x=15,16} Notes 15, 16 y = x-14 {x=17, 18, 19} Notes 17, 18, 19 Solve the equations for the given set of x's listed. (The set notation designates which values for "x" should be used with each equation. Split the work up evenly amongst the group. Use a T-Chart to show and organize work. This allows you to list the points as (x,y). These points are the first 19 notes of the mystery song. Hint: For the first equation, y=x+2 for the set x=1; y=3. The x values tell us where the note is in the song, 1st, 2nd, 3rd, . . . For x=19 this is the 19th note in the song. The y values tell us what eh actual note is: c, d, e, f, g, a, b, c, etc. Change the numbers for y into the letters for notes using the model that middle C is the number 1, and there are no flats or sharps. See below: Now you will find out about the song's rhythm. Notes have values so we know how many seconds long they are. These values are called whole, half, quarter, or eighth. The mystery song is in 4/4 time. The first 13 notes are quarter notes. The 14th note is an eighth note and the 15th is a half note. The remaining notes you need to solve are quarter notes. Since I have given you all the note values, your job is to write out this melody that you come up with on manuscript paper. But first, you will build a spreadsheet in excel. It should look something like this: After you have finished the chart, you are then going to hand write on manuscript paper what you have come up with. Submit that to the teacher. You will then copy what you wrote into finale. Once you know who the composer is of this song, you will then give a small 3-5 min. presentation in class about the composer using Power Point! Lets make music!! C B A G F E D C notes 8 7 6 5 4 3 2 1 y The second note is E and it is a quarter note. ¼ E 3 2 The first note is E and it is a quarter note. ¼ E 3 1 Meaning Note Value Note Y X
5. Evaluation: Student Page Title Introduction Task Process Evaluation Conclusion Credits [ Teacher Page ] The work appears sloppy and unorganized. It is hard to know what information goes together. The work is presented in an organized fashion but may be hard to read at times. The work is presented in a neat and organized fashion that is usually easy to read. The work is presented in a neat, clear, organized fashion that is easy to read. Neatness and Organization It was hard to tell what the topic was. Stays on topic some (89%-75%) of the time. Stays on topic most (99-90%) of the time. Stays on topic all (100%) of the time. Stays on Topic Student is unable to accurately answer questions posed by classmates about the topic. Student is able to accurately answer a few questions posed by classmates about the topic. Student is able to accurately answer most questions posed by classmates about the topic. Student is able to accurately answer almost all questions posed by classmates about the topic. Comprehension Does not seem to understand the topic very well. Shows a good understanding of parts of the topic. Shows a good understanding of the topic. Shows a full understanding of the topic. Content Rarely speaks in complete sentences. Sometimes (70-80%) speaks in complete sentences. Mostly (80-98%) speaks in complete sentences. Always (99-100% of time) speaks in complete sentences. Uses Complete Sentences No group effort in presenting the information. Slides did not flow together and not on correct topic. Some group effort in presenting the information. Slides kind-of flow together and not on correct topic. Some group effort in presenting the information. Slides flow together and stay on correct topic. Group effort in presenting the information. Slides flow together and on correct topic. Power Point Presentation Table is less than 50% correct and matches some of your work. Table is 60-70% correct and matches your work. Table is 80-90% correct and matches your work. Table is 100% correct and matches your work. Excel Table Song is less than 50% correct and is nothing like the original song. Song is 50% correct and is close to the original song. Song is mostly correct and close to the original song. Song is correct and matches the original song. Copy of song in Finale Presentation is less than 1 minutes OR more than 5 minutes. Presentation is 1 minutes long. Presentation is 2 minutes long. Presentation is 3-5 minutes long. Time-Limit General attire not appropriate for audience (jeans, t-shirt, shorts). Casual business attire, but wore sneakers or seemed somewhat wrinkled. Casual business attire. Business attire, very professional look. Attire 0 1 3 5 CATEGORY
6. Conclusion: Student Page Title Introduction Task Process Evaluation Conclusion Credits [ Teacher Page ] You are now an expert in the algebraic representation of music. What exactly does this mean? Is it important to know how to code music into algebra? Maybe not, but its a lot more interesting to see algebra in a musical respect. Throughout this lesson you learned many very difficult mathematical objectives including: slope, y-intercept, ordered pairs, graphing, solving and creating equations!
7. Credits & References: Student Page Title Introduction Task Process Evaluation Conclusion Credits [ Teacher Page ] Images from Clip Art, Icon Depot, Rasputin, and Oxford Journals. Evaluation rubric created at http://rubistar.4teachers.org
8. What is that Song? [ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Page A WebQuest for 6th-8th Graders Math and Music Designed by: Joshua Shugg [email_address] Evaluation Conclusion Based on a template from The WebQuest Page
9. Introduction: [ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Page This webquest was created to fulfill my requirements for both my teaching degrees. I was trying to find a way to put both my music and math skills to work and try to find something that would put both of my degrees to work in one classroom. This was created to try to bring core class material into the music classroom to help reinforce what the students already are leaning in math class. This lesson is about taking a simple piano part to a song that students know and bring math into the classroom. The students will use the equations to find out what notes go where. Once they have that, the students will then place what they wrote out into finale and lay it back. If they know what the song is , then they will do a research project on the composer and do PowerPoint presentations over the composers. Evaluation Conclusion
10. Learners: [ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Page Evaluation Conclusion This lesson could be handed out in a 6 th – 8 th grade classroom depending on the materials that you have covered. It is built around algebra and music standards. It can easily be simplified to cover pre-algebra and or extended to incorporate trigonometry by using trig functions rather than linear functions. Prior to this lesson students will need to know how to solve equations for a designated variable, and have understanding of what substitution means. They also will learn about composers and some of the songs that they have composed. Throughout the lesson they will learn the rest of the material.
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12. The Process: [ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Page This project could be taken out of the music classroom and even be used in a math classroom. If one of the teachers has all the equations laid out, then the students might be able to take time in math class to solve the equations and ask questions. You will need more than one day to do this. This should cove about 1 weeks worth of time. Students will take at least one class period to do the math, one class period to do the writing of the music. And several days in the library doing research for their presentations. Working in groups is always tough. You do not know if all the students understand what you are trying to teach them, and you do not know if one student is just doing all the work. This webquest is just written for one song. I would try to sit down and find a different song every group. This could take awhile, but it would be worth it to me. To have all the students doing something different so they are not cheating. As the teacher, this will take a long time to plan out. Once it is in motion, it will run fine. I do not suggest that first through 3 year teachers try to do this. You might be able to work on building up to this, but you need to have a lot of free time to put this all together. Evaluation Conclusion
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14. Evaluation: [ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Page Evaluation Conclusion Student performance will be evaluated based upon how well they solve equations, how well they work with the technology, presentation, and their overall contributions to the group. They should show an understanding of composers, solving math equations and working with the giving technology.
15. Conclusion: [ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Page Evaluation Conclusion Now students can express music through math. They also have learned a lot about what technology they will be using in the future, ways to notate music, solve equations, and maybe learn how music is in some ways linked to math! You as the teach will have found a way to bring all three subjects together in one classroom. This will help students find some of the core class materials a lot more fun when they can use what they are learning in other classes.
16. Credits & References: [ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Page Images from Clip Art, Icon Depot, Rasputin, and Oxford Journals. Evaluation rubric created at http://rubistar.4teachers.org Evaluation Conclusion