This document outlines a debate assignment for middle school students on topics related to The Hunger Games novel. Students will be randomly assigned to debate positions on whether Panem should revolt against the Capitol, if Katniss should have volunteered for her sister, if Katniss should help the revolution or Capitol, or if the Hunger Games should continue. Students will work in groups of 4, with roles of introduction speaker, two debate speakers, and closing speaker. They will research evidence from the book and SparkNotes to support their assigned position over two class periods, with one for preparation and one for the debate presentation.
English Language - Spoken Interaction Part 2Goh Bang Rui
Link to part 1 of Spoken interaction
https://www.youtube.com/watch?v=H1RbChWPd58
Subscribe to my channel for more upcoming education videos.
bit.ly/gohbangrui
These slides are used to explain the idea of part 2 of Spoken Interaction of oral examination for O Level English Language Examination in Singapore. Students are introduced to the concept of Spoken Interaction which consists of 20 marks or 67% of the Oral Examination. Students are expected to carry out a conversation based on the given picture after given 10 minutes to practise reading as well as using the picture as stimulus. They are then expected to answer given prompts and provide well-developed responses related to the theme given in the picture.
The video is divided into three sections.
1. Introduction
2. Why conversations break down (02:55)
3. 10 tips from examiners (09:48)
4. Practices (13:30)
If you have any feedback, please comment and like it if you find it useful.
Subscribe to my Youtube channel if you like what you are watching.
Thank you
This lesson plan try to guide teachers in order to improve Listening Skill in their classes. Because many students have a lot of problems with this skill.
English Language - Spoken Interaction Part 2Goh Bang Rui
Link to part 1 of Spoken interaction
https://www.youtube.com/watch?v=H1RbChWPd58
Subscribe to my channel for more upcoming education videos.
bit.ly/gohbangrui
These slides are used to explain the idea of part 2 of Spoken Interaction of oral examination for O Level English Language Examination in Singapore. Students are introduced to the concept of Spoken Interaction which consists of 20 marks or 67% of the Oral Examination. Students are expected to carry out a conversation based on the given picture after given 10 minutes to practise reading as well as using the picture as stimulus. They are then expected to answer given prompts and provide well-developed responses related to the theme given in the picture.
The video is divided into three sections.
1. Introduction
2. Why conversations break down (02:55)
3. 10 tips from examiners (09:48)
4. Practices (13:30)
If you have any feedback, please comment and like it if you find it useful.
Subscribe to my Youtube channel if you like what you are watching.
Thank you
This lesson plan try to guide teachers in order to improve Listening Skill in their classes. Because many students have a lot of problems with this skill.
Introduction to Writing to argue - using similar ideas to question formulation technique and transcript of One Direction Comic Relief Campaign to analyse.
Detailed Lesson Plan (Reading and Writing) Techniques in Critical ReadingAnjenette Columnas
This is a lesson plan that was collaboratively made with my fellow student interns during our internship days. It is about the techniques in critical reading and tips on how to distinguish and be a critical reader. Enjoy!
These are the WJEC English language writing exam layouts for an article, a report, a letter, a speech and a leaflet (does not include review). Each slide include examples and detail for each part of the layout. I made this because I struggled to find slides that actually showed how the type of writing should look on the paper, so I figured that others would find this helpful too.
Table Talk is conversation-based learning. This book is designed to help teachers create an atmosphere conducive to conversation by making the language spoken in class both comprehensible and engaging and build student confidence in answering questions. This will allow students to practice speaking English without the fear of being “on stage”. With “Table Talk!” students can spend time formulating their conversations, self-reflect and self-assess, have realistic conversations with peers of differing skill levels, and in the end, feel confident in their abilities. This will encourage participation by making sure everyone get a turn to use their ability in a way they are comfortable to. When something can be learned without effort, great effort has gone into its teaching. This book has done the hard work for you. Enjoy.
Part – 2 Individual Speech Presentation Draft From last week.docxherbertwilson5999
Part – 2
Individual Speech Presentation: Draft
From last week: Email your instructor early in the week to obtain speech topic approval if you have not already done so. Continue researching your topic and create a good thesis statement. Write at least three sentences for the main ideas concerning your topic.
This week, update your thesis statement and your main idea sentences, create at least two subtopics for each of the three main points, and add to your research notes. Use these items to write a first draft for your outline. Do the outline tutorial exercises provided in the lecture. Spend time learning about outlining and solving your topic organization, sequence, and outline problems. Your outline is not due this week. You will complete working on this outline next week. Nothing is due in the Dropbox yet for your speech.
PowerPoint presentations with recorded narration are due in Week 6. Begin practicing the use of your microphone with your computer and the PowerPoint narration feature. See the iConnect tab and the Presentation tab under Course Home for the tutorials on how to use these features.
Note: Notify your instructor now if you do not understand how to create an outline. If you are having great difficulty creating a draft of your outline, e-mail specific questions to your instructor. You may wish to ask for a personal phone call.
Written Assignment: Team Collaborative Outline Exercise
The following is a list of ideas that were brainstormed in a meeting with your company employees. The company needs to include all these ideas in an all-company presentation, but the list is very disorganized right now. What would be the best way to sort these ideas into some sequence of main points with subpoints?
With your assigned team, unscramble the following statements to create a logical outline for an upcoming business presentation. Use standard outline format as described in your textbook.
1. Ensure that the language is used correctly.
2. Speaker credibility influences how listeners feel about the speaker.
3. Character is the quality of being honest, trustworthy, and showing goodwill.
4. Deliver the speech with confidence.
5. Credibility is an extremely important factor in determining speaker effectiveness.
6. Connect the audience to the topic.
7. Practice your delivery.
8. Verbally cite personal subject knowledge.
9. Present error free written materials.
10. Credibility has three primary characteristics: the three Cs.
11. Ensure that typographical errors are eliminated.
12. Charisma is the quality of being assertive, confident, and enthusiastic.
13. Speaker credibility influences the listener's ability to learn or to believe.
14. Demonstrate expertise.
15. Verbally cite expert sources.
16. Connect yourself to the topic.
17. Plan your delivery.
18. Ensure that facts are correct.
19. Competence is the quality of being an expert and intelligent.
20. Connect with the audience on a personal level.
21. Establish common ground.
Introduction to Writing to argue - using similar ideas to question formulation technique and transcript of One Direction Comic Relief Campaign to analyse.
Detailed Lesson Plan (Reading and Writing) Techniques in Critical ReadingAnjenette Columnas
This is a lesson plan that was collaboratively made with my fellow student interns during our internship days. It is about the techniques in critical reading and tips on how to distinguish and be a critical reader. Enjoy!
These are the WJEC English language writing exam layouts for an article, a report, a letter, a speech and a leaflet (does not include review). Each slide include examples and detail for each part of the layout. I made this because I struggled to find slides that actually showed how the type of writing should look on the paper, so I figured that others would find this helpful too.
Table Talk is conversation-based learning. This book is designed to help teachers create an atmosphere conducive to conversation by making the language spoken in class both comprehensible and engaging and build student confidence in answering questions. This will allow students to practice speaking English without the fear of being “on stage”. With “Table Talk!” students can spend time formulating their conversations, self-reflect and self-assess, have realistic conversations with peers of differing skill levels, and in the end, feel confident in their abilities. This will encourage participation by making sure everyone get a turn to use their ability in a way they are comfortable to. When something can be learned without effort, great effort has gone into its teaching. This book has done the hard work for you. Enjoy.
Part – 2 Individual Speech Presentation Draft From last week.docxherbertwilson5999
Part – 2
Individual Speech Presentation: Draft
From last week: Email your instructor early in the week to obtain speech topic approval if you have not already done so. Continue researching your topic and create a good thesis statement. Write at least three sentences for the main ideas concerning your topic.
This week, update your thesis statement and your main idea sentences, create at least two subtopics for each of the three main points, and add to your research notes. Use these items to write a first draft for your outline. Do the outline tutorial exercises provided in the lecture. Spend time learning about outlining and solving your topic organization, sequence, and outline problems. Your outline is not due this week. You will complete working on this outline next week. Nothing is due in the Dropbox yet for your speech.
PowerPoint presentations with recorded narration are due in Week 6. Begin practicing the use of your microphone with your computer and the PowerPoint narration feature. See the iConnect tab and the Presentation tab under Course Home for the tutorials on how to use these features.
Note: Notify your instructor now if you do not understand how to create an outline. If you are having great difficulty creating a draft of your outline, e-mail specific questions to your instructor. You may wish to ask for a personal phone call.
Written Assignment: Team Collaborative Outline Exercise
The following is a list of ideas that were brainstormed in a meeting with your company employees. The company needs to include all these ideas in an all-company presentation, but the list is very disorganized right now. What would be the best way to sort these ideas into some sequence of main points with subpoints?
With your assigned team, unscramble the following statements to create a logical outline for an upcoming business presentation. Use standard outline format as described in your textbook.
1. Ensure that the language is used correctly.
2. Speaker credibility influences how listeners feel about the speaker.
3. Character is the quality of being honest, trustworthy, and showing goodwill.
4. Deliver the speech with confidence.
5. Credibility is an extremely important factor in determining speaker effectiveness.
6. Connect the audience to the topic.
7. Practice your delivery.
8. Verbally cite personal subject knowledge.
9. Present error free written materials.
10. Credibility has three primary characteristics: the three Cs.
11. Ensure that typographical errors are eliminated.
12. Charisma is the quality of being assertive, confident, and enthusiastic.
13. Speaker credibility influences the listener's ability to learn or to believe.
14. Demonstrate expertise.
15. Verbally cite expert sources.
16. Connect yourself to the topic.
17. Plan your delivery.
18. Ensure that facts are correct.
19. Competence is the quality of being an expert and intelligent.
20. Connect with the audience on a personal level.
21. Establish common ground.
This powerpoint is for a post-convention institute at TESOL 2010, Boston. The four-hour session was very interactive, so the ppt will give only a limited sense of what was included.
This is the powerpoint for a post-convention institute at TESOL 2010 in Boston. It was a very experiential four-hour session, so the ppt conveys a limited portion of the content.
ENGL 102 Netiquette Statement In order to maintain a pTanaMaeskm
ENGL 102
Netiquette Statement
In order to maintain a positive online environment for our class, we all need to follow the
netiquette guidelines summarized below.
All students are expected to:
1. show respect for the instructor and for other students in the class
2. respect the privacy of other students
3. express differences of opinion in a polite and rational way
4. maintain an environment of constructive criticism when commenting on the work of other
students
5. complete all assignments on time
6. avoid bringing up irrelevant topics when involved in group discussions or other collaborative
activities
The following list summarizes the kind of behavior that will not be tolerated. Each item listed
below is grounds for removal from the class.
Students should not:
1. Show disrespect for the instructor or for other students in the class
2. Send messages or comments that are threatening, harassing, or offensive
3. Use inappropriate or offensive language
4. Convey a hostile or confrontational tone when communicating or working collaboratively with
other students
5.USE ALL UPPERCASE IN THEIR MESSAGES -- THIS IS THE EQUIVALENT OF
SHOUTING!!!
6. Place images in the body of their discussion questions messages. Other students and the
instructor may be using a dial-up connection. If you feel compelled to refer to an image please
either attach the image to the DQ message or upload the image to the Web and place a link to it
in your message.
If I feel that a student is violating any of the above guidelines, I will contact that student to
discuss the situation in person. If you feel that a student is behaving inappropriately, please
send me a private e-mail message explaining the situation as soon as possible.
Discussion Board Tips / Rubric
1. Contribute in a timely manner and frequently. Do not wait until the end of the discussion
window for each week. This will help you to stay on top of the discussion and to gain the
most from it. If you develop a habit of just jumping in at the beginning, in the middle or at
the end, you will not be able to read all the discussion comments, capture the key issues
discussed and to contribute in a meaningful manner.
2. Read posts from others thoroughly and reflect before responding.
3. Contribution to the discussion should not be based on cutting and pasting information
from different resources but rather on a summary of findings from key resources as they
pertain to the topic being discussed in your own words. Respond to others’ comments by
writing your comment first and then update your subject line.
4. Posts should be sound, with argument or analysis supported by research and literature,
with attention to grammar, typos, and punctuation
5. Be clear and concise. Short comments may be appropriate in some cases but effective
comments may need to be longer to be more comprehensive (Suggest 2 paragraphs
maximum).
6. But I don’t know what to say! ...
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
Honest Reviews of Tim Han LMA Course Program.pptxtimhan337
Personal development courses are widely available today, with each one promising life-changing outcomes. Tim Han’s Life Mastery Achievers (LMA) Course has drawn a lot of interest. In addition to offering my frank assessment of Success Insider’s LMA Course, this piece examines the course’s effects via a variety of Tim Han LMA course reviews and Success Insider comments.
Acetabularia Information For Class 9 .docxvaibhavrinwa19
Acetabularia acetabulum is a single-celled green alga that in its vegetative state is morphologically differentiated into a basal rhizoid and an axially elongated stalk, which bears whorls of branching hairs. The single diploid nucleus resides in the rhizoid.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
The French Revolution Class 9 Study Material pdf free download
Webquest
1. Rebecca Haught
The Hunger Games and The World.
Welcome Page:
Welcome: The Hunger Games
Description: Welcome Students! For this task your groups will be preparing your
debate! Debate is the life-blood of politics and is critical for voters to understand.
Grade Level: 6-8
Curriculum: English / Language Arts / Speech
Keywords:Debate, The Hunger Games
Author: Rebecca Haught
Introduction Page:
Hello my young debaters! For this task we will be working in our groups again, and
breaking into four roles: introduction, speaker 1, speaker 2, and closing arguer.
Debate is a crucial part of politics in the world, so we will be practicing what we
know about “The Hunger Games,” and what we know about persuasive writing, and
having a live debate in the classroom! We can also invite students from around the
school so they may view it and give us feedback!
Task Page:
2. Your task is to convince more students to believe what you are arguing in favor of.
You will be randomly assigned pro or con on one of four topics. The Topics are as
followed: should Panem revolt against the Capitol, should Katniss have volunteered
for her sister, should Katniss be part of the revolution or help the Capitol, or should
the Hunger Games continue?
I understand that some of you may not agree with the point of view you are
assigned, but if you can debate in favor of something you can agree with, you can
debate anything. The best way to understand your opposition is to try walking in
their shoes.
Process Page:
Step one: Break into your groups of 4
Step two: Take time to analyze your topic, and go on a mission to find evidence for
why your side is right. The evidence can be found in your book, “The Hunger
Games,” but a much faster way would be to use the link provided below for
SparkNotes. SparkNotes has summaries of each chapter, so you can find what you
are looking for quickly, and then reference the book if you need more specific
information. Once your team has gathered information, you should have 4-6 points
and examples to support your argument.
Step three: Decide who will be each role.
Intro speaker: The introduction speaker will deliver a 1-2 minute speech
3. summarizing your groups’ point of view and main points. This role is
important because your audience does not have a piece of paper with the
speech on it, so they can not remember at the end everything that you said,
but giving a brief introduction, and then hearing the points repeated in the
speech, will help the audience remember your examples and evidence.
Speaker 1:Speaker one will speak first if your team is pro. They will
highlight the first 2-3 points and examples your group has prepared. If your
team is con, speaker one will rebuttal the pro argument using your
researched examples.
Speaker 2: Speaker two will speak third if your team is pro. They will deliver
the final 2-3 points your group has prepared, and address arguments your
opposition has made. Speaker two will be the last debater to speak if your
group is con. This will be your groups’ final chance to directly rebuttal the
opposition.
Closing Arguer: The pro team will again go first in closing arguments. This is
very similar to the introduction speaker. The closing arguments should
include a summary of your points, and your main idea. This will be a chance
to refresh your audience on your main points throughout the debate.
After the debate is over, the students will vote on which side convinced them most.
The students can choose to give some feedback to help the debaters so in the next
debate they can improve!
4. Remember: When debating it can be hard to remember your manners. You should
always be polite to your opposing team. Never insult them; beat them with your
information, not with mean remarks. When the debate is over, you should shake
hands and thank one and other. No one wants to vote for someone who is rude.
Resources:
SparkNotes- The Hunger Games
Basic Debating Skills
A video of another student debate
Nonverbal Communication
Debate Tips
A video I created that summarizes the above
information.
5. Evaluation Page:
Your evaluation for this assignment will be fairly simple. It will be broken into two
categories.
Topics discussed
Speech Performance
Topics discussed - 20 points.
0-7 less than two points supporting argument.
7-14 three points supporting argument.
14-20 4-6 points supporting argument
The creative-ness of the points made, will allow for some wiggle room with
grading.
Speech Performance:- 10 points.
0-5 Students had trouble speaking clearly, making eye contact, or speaking
audibly.
5-10 Students spoke clearly, made eye contact, and spoke loudly.
Conclusion Page:
6. Congratulations students on completing a successful debate! I hope you all enjoyed
this as much as I did! Remember that this is how we can practice persuasive writing,
without being forced to write long papers. I encourage feedback on the debate. If
you liked or disliked the assignment for any reason, please let me know so I can
alter it for future students. Pat yourselves and your group members on the back!
You are all successful debaters now!
Conclusion Page:
This assignment is about teaching students how to write or speak persuasively
without having to write a long paper about it. I think the students like this
assignment because they get to work as a class on something and showcase it to
other students. This will take about 2 days in the class. One day is to prepare and
one is to present.
Standards:
1. Relate and analyze connections/themes among ideas in literary and
informational texts, such as text to self, text-to-text, text to world
connections, and recognize that global awareness promotes understanding,
tolerance, and acceptance of ethnic, cultural, religious and personal
differences.
2. Use examples, and details in practical texts to make inferences and logical
predictions about outcomes of procedures in such texts.
7. 3. Using student-prepared notes, create an outline and use it to develop a
written and/or oral presentation using computer-generated graphic.
4. Use analogies, illustrations, examples, or anecdotes to enhance oral and
written communication
5. Use oral/visual information to research, explore, question and imagine a
topic.
Credits:
The link to the video is included above. The “how to” video was created by me.
Thanks to the teachers who taught me the usefulness of WebQuest!