An introductory presentation that includes several opening day assignments and presentations that can be used over the course of several days. Includes information for the AP Language and Composition course.
This is a first day of school presentation for a high school English Advanced Placement class. This includes rules, expectations, two activities, and information about the AP test and course
This is an introductory presentation for the first day of a high school English class.The presentation includes rules, expectations, and two activities
This document provides information for students in an AP English III class. It includes sections on student information, classroom rules and expectations, what to do when entering and exiting class, supply lists, grading policies, late work policies, tutoring availability, the school bell schedule, and available academic teams. The document also shares the course syllabus which outlines readings by historical period, available online resources, the AP exam breakdown and scoring, and prompts students to ask interview questions of their classmates.
The document provides guidance on conducting classroom observations through an ethnographic lens. It emphasizes noticing small details without judgment, recording evidence descriptively, and focusing on what teachers and students say and do. The best tool for observation is ethnographic description, as it provides objective evidence to help teachers explore, discover, identify strengths and weaknesses, and create action plans. Teachers can analyze observation transcripts to identify stages of a lesson and create alternative sequences to improve instruction. Different observation tools like checklists, groupwork questions, and video can focus attention on various aspects of teaching. Feedback should describe rather than prescribe and invite self-evaluation from the teacher.
This lesson plan outlines an English class for 7th grade students focused on expressing opinions through debate. The objectives are for students to distinguish affirmation and negation, express opinions through debate, and actively participate. Students will do a word search activity, discuss what opinions are, learn how to introduce, agree with, and disagree with opinions. Then students will participate in a debate activity by forming groups, choosing sides on topics, and having speakers state positions while others judge the winner. An evaluation quiz and assignment asking for an opinion complete the lesson.
This is a first day of school presentation for a high school English Advanced Placement class. This includes rules, expectations, two activities, and information about the AP test and course
This is an introductory presentation for the first day of a high school English class.The presentation includes rules, expectations, and two activities
This document provides information for students in an AP English III class. It includes sections on student information, classroom rules and expectations, what to do when entering and exiting class, supply lists, grading policies, late work policies, tutoring availability, the school bell schedule, and available academic teams. The document also shares the course syllabus which outlines readings by historical period, available online resources, the AP exam breakdown and scoring, and prompts students to ask interview questions of their classmates.
The document provides guidance on conducting classroom observations through an ethnographic lens. It emphasizes noticing small details without judgment, recording evidence descriptively, and focusing on what teachers and students say and do. The best tool for observation is ethnographic description, as it provides objective evidence to help teachers explore, discover, identify strengths and weaknesses, and create action plans. Teachers can analyze observation transcripts to identify stages of a lesson and create alternative sequences to improve instruction. Different observation tools like checklists, groupwork questions, and video can focus attention on various aspects of teaching. Feedback should describe rather than prescribe and invite self-evaluation from the teacher.
This lesson plan outlines an English class for 7th grade students focused on expressing opinions through debate. The objectives are for students to distinguish affirmation and negation, express opinions through debate, and actively participate. Students will do a word search activity, discuss what opinions are, learn how to introduce, agree with, and disagree with opinions. Then students will participate in a debate activity by forming groups, choosing sides on topics, and having speakers state positions while others judge the winner. An evaluation quiz and assignment asking for an opinion complete the lesson.
This document provides an analysis of the learners and objectives for a 7th grade English classroom. There are 16 students, with some having vision impairments, ADD, IEPs, or Asperger's. The objectives are for students to understand genre and writing style from YouTube videos, brainstorm ideas for a project, and start reading The Outsiders while answering questions. Methods include the videos, a discussion, podcast, and wiki for materials. Students will watch videos, discuss, brainstorm ideas, read an excerpt, and answer questions to meet the objectives. Their understanding will be evaluated during discussion to determine if changes are needed.
Shearer / Syllabus / English102 / Fall 2019Clare Shearer
This document provides the syllabus for an English 102 college writing course focused on writing about place and identity. The course will explore how environment shapes lives and events through diverse voices and perspectives. Students will write from personal experience as well as conduct traditional research. Major assignments include reading responses, a personal narrative essay, an annotated bibliography, an exploratory research essay, and an op-ed essay. The syllabus outlines course goals, assignments, policies on attendance, late work, and technology use, as well as contact information for the instructor.
The lesson plan aims to teach 3rd grade students the difference between facts and opinions. It includes defining facts and opinions, identifying keywords that indicate opinions, and classifying sentences from a book as facts or opinions. Students will complete an activity where they move from desk to desk to categorize 20 sentences. The teacher will assess understanding through class discussions, student worksheets, and a review of answers.
This syllabus outlines the expectations and requirements for a 2nd trimester reading fundamentals class. The class is designed to help students improve their literacy skills. Students will practice reading strategies, discuss literature in groups, complete a research project, maintain a writing journal, and follow rules regarding attendance, tardiness, behavior, cell phone use, and music. Grades will be based on assignments, participation, and completion of reading materials and journals.
This document outlines the rules, procedures, and expectations for an English I classroom. It discusses classroom policies like rules, grading, assignments, attendance, and classroom procedures. Cornell note-taking style is required. The document provides the course outline, materials needed, and contact information for the teacher. Students are expected to follow all classroom and school rules.
This document outlines the assignments and deadlines for an introductory college course across 5 weeks in August and September 2004. It includes assignments such as posting an introduction, responding to other students, completing a reading log and quiz, practicing Turnitin submission, and bringing materials to class. Deadlines are provided for assignments due in class, on Sunday August 30th at 11:55pm, and Tuesday September 1st at 11:55pm. Students are also instructed to obtain an iClicker device, sign up for office hours, and read through course materials.
This document outlines classroom guidelines, procedures, and expectations for an English II Honors class taught by Ms. Barbie Nall. It details policies regarding being prepared for class, following directions, respecting others, and consequences for violations. Infractions will result in warnings, detention, or referral depending on the offense. The document also describes how class will be conducted, including entering the room, handling tardiness, getting attention, and dismissing students.
This document describes the Structure Enrichment Model for Reading (SEM-R), which is designed to teach talented readers in elementary school. The SEM-R has three phases that gradually increase student choice and independence. Phase 1 uses high-interest read alouds and questions to expose students to new books. Phase 2 focuses on supported independent reading with individual conferences. Phase 3 allows students to pursue self-selected, in-depth projects on topics of interest. The goal is to shift students from learning to read to reading to learn.
1. Choosing essay topics for students is a mistake as it leads to boring, uninspired writing. When the author first started teaching, they assigned standardized topics from textbooks which resulted in dull, passionless essays from uninterested students.
2. The author recalls hating writing assignments in grade school despite being a talented young writer because they were forced to respond to unengaging prompts. This aversion to writing continued through high school where they completed assignments out of obligation rather than interest.
3. After experimenting with letting students choose their own topics, the author found that interest, engagement, and writing quality dramatically increased. Students enjoyed the freedom and challenge of discussing and writing about topics they cared about. They provided
This document provides an overview of an English 9 course for the week of January 24-27. It includes the instructors teaching the course, Common Core standards being covered, daily schedules and lesson plans. The lessons will focus on analyzing literature using textual evidence, determining meanings of words, comprehending text complexity, and understanding figurative language. Classroom expectations and procedures are also outlined. Students will be introduced to literary terms and expected to actively participate in discussions.
Mrs. Anderson teaches 8th grade English and literature. She outlines several classroom procedures and guidelines for her students to follow, including being respectful, bringing required materials to class, following directions, and participating in class discussions. Students will receive warnings or demerits for not following the guidelines. The document details procedures for entering and leaving the class, asking questions, turning in assignments, and being dismissed at the end of class.
The teacher administered surveys to learn about students' reading attitudes, self-perceptions as readers, and interests. The surveys showed that half the students liked reading, few saw themselves as good readers, and they enjoyed adventure, mystery, science fiction and superhero stories. The teacher will use this information to select appropriate books to build confidence and match interests. Strategies will include choosing readers' interest level, incorporating writing, and having students discuss characters and stories to develop critical thinking.
This document provides instructions for several reading activities to use in EFL classes. It begins with an activity called "Up Against the Wall" where the teacher cuts a reading passage into paragraphs and posts them on the classroom walls. Students are assigned in pairs to questions about the passage and must read the paragraphs to find the answers. Another activity is "Mixed Up Comprehension" where students write their own passage to answer comprehension questions from a sample reading. The document concludes with additional pre-reading activities to help students understand a passage before reading it, such as brainstorming vocabulary and questions.
1) This document outlines the course guidelines for a 10th grade Western Perspectives class, including the essential question of "What does it mean to be human?". 2) Students will read and analyze texts to develop their understanding, with a focus on persuasive writing and vocabulary development. 3) Novels to be read include The Curious Incident of the Dog in the Night-time, Frankenstein, and Othello. 4) Classroom policies require students to be respectful, responsible, and rational, and outline consequences for late work and absences.
This document provides details of a lesson plan for 4th grade students on distinguishing between facts and opinions. The lesson will include defining facts and opinions, providing examples for students to categorize, and having students play a game in small groups to identify facts and opinions in passages. As an assessment, students will color code a new passage with facts in one color and opinions in another. The goal is for students to understand the difference between facts and opinions and be able to identify them in persuasive writing.
The document outlines a lesson plan to teach students the difference between facts and opinions. The lesson involves students playing a game to identify facts and opinions in sentences. They then discuss statements as a group to determine if they are facts or opinions. Students are asked questions to help distinguish between the two. As an activity, students list facts and opinions about their favorite movie or artist. The lesson aims to help students compose definitions of facts and opinions and identify language that indicates whether a statement is a fact or an opinion.
Communicating Their Stories: Strategies to Help Students Write Powerful Colle...Rebecca Joseph
We believe that all high school English teachers can help students begin to prepare for college by embedding personal narratives into their curricula. Students must write powerful college application and scholarship essays as seniors. What better way to help students write authentic stories by helping them throughout high school learn how to write about themselves?
Presentation on two interactive class activities for students learning a second language - a Taste Test and a Murder Mystery (originally done in Japanese)
Syllabus reading and eng 2012 2013 a color for blogkiaallen
This document provides an overview, tasks, policies, and requirements for an English/Reading class. The key points are:
1) The class will focus on integrating language arts skills through exploring various writing genres, reading literature, public speaking, grammar, vocabulary, and skills for standardized tests.
2) Tasks include creative writing, research projects, reading literature, presentations, grammar studies, and vocabulary building.
3) Classroom policies outline behavior rules and consequences, attendance policies, make-up work, testing procedures, and grading scales.
4) Requirements include maintaining a binder with class materials, supplies needed, assignment formatting guidelines, and plagiarism policies.
This document provides information about a Reading 12 course offered at Treasure Valley Community College in fall 2011. The 3-credit course emphasizes developing reading skills needed for college-level textbooks, including vocabulary, identifying main ideas, critical thinking techniques, and study strategies. Required textbooks and supplies include two books on reading skills and vocabulary as well as class supplies. Instruction will involve lectures, discussions, and hands-on assignments. The course objectives are to equip students with study skills, develop vocabulary skills, and improve comprehension. Student performance will be assessed through various assignments, quizzes, exams, and class participation. The policies outline attendance, late work, plagiarism, and classroom expectations.
This document provides an analysis of the learners and objectives for a 7th grade English classroom. There are 16 students, with some having vision impairments, ADD, IEPs, or Asperger's. The objectives are for students to understand genre and writing style from YouTube videos, brainstorm ideas for a project, and start reading The Outsiders while answering questions. Methods include the videos, a discussion, podcast, and wiki for materials. Students will watch videos, discuss, brainstorm ideas, read an excerpt, and answer questions to meet the objectives. Their understanding will be evaluated during discussion to determine if changes are needed.
Shearer / Syllabus / English102 / Fall 2019Clare Shearer
This document provides the syllabus for an English 102 college writing course focused on writing about place and identity. The course will explore how environment shapes lives and events through diverse voices and perspectives. Students will write from personal experience as well as conduct traditional research. Major assignments include reading responses, a personal narrative essay, an annotated bibliography, an exploratory research essay, and an op-ed essay. The syllabus outlines course goals, assignments, policies on attendance, late work, and technology use, as well as contact information for the instructor.
The lesson plan aims to teach 3rd grade students the difference between facts and opinions. It includes defining facts and opinions, identifying keywords that indicate opinions, and classifying sentences from a book as facts or opinions. Students will complete an activity where they move from desk to desk to categorize 20 sentences. The teacher will assess understanding through class discussions, student worksheets, and a review of answers.
This syllabus outlines the expectations and requirements for a 2nd trimester reading fundamentals class. The class is designed to help students improve their literacy skills. Students will practice reading strategies, discuss literature in groups, complete a research project, maintain a writing journal, and follow rules regarding attendance, tardiness, behavior, cell phone use, and music. Grades will be based on assignments, participation, and completion of reading materials and journals.
This document outlines the rules, procedures, and expectations for an English I classroom. It discusses classroom policies like rules, grading, assignments, attendance, and classroom procedures. Cornell note-taking style is required. The document provides the course outline, materials needed, and contact information for the teacher. Students are expected to follow all classroom and school rules.
This document outlines the assignments and deadlines for an introductory college course across 5 weeks in August and September 2004. It includes assignments such as posting an introduction, responding to other students, completing a reading log and quiz, practicing Turnitin submission, and bringing materials to class. Deadlines are provided for assignments due in class, on Sunday August 30th at 11:55pm, and Tuesday September 1st at 11:55pm. Students are also instructed to obtain an iClicker device, sign up for office hours, and read through course materials.
This document outlines classroom guidelines, procedures, and expectations for an English II Honors class taught by Ms. Barbie Nall. It details policies regarding being prepared for class, following directions, respecting others, and consequences for violations. Infractions will result in warnings, detention, or referral depending on the offense. The document also describes how class will be conducted, including entering the room, handling tardiness, getting attention, and dismissing students.
This document describes the Structure Enrichment Model for Reading (SEM-R), which is designed to teach talented readers in elementary school. The SEM-R has three phases that gradually increase student choice and independence. Phase 1 uses high-interest read alouds and questions to expose students to new books. Phase 2 focuses on supported independent reading with individual conferences. Phase 3 allows students to pursue self-selected, in-depth projects on topics of interest. The goal is to shift students from learning to read to reading to learn.
1. Choosing essay topics for students is a mistake as it leads to boring, uninspired writing. When the author first started teaching, they assigned standardized topics from textbooks which resulted in dull, passionless essays from uninterested students.
2. The author recalls hating writing assignments in grade school despite being a talented young writer because they were forced to respond to unengaging prompts. This aversion to writing continued through high school where they completed assignments out of obligation rather than interest.
3. After experimenting with letting students choose their own topics, the author found that interest, engagement, and writing quality dramatically increased. Students enjoyed the freedom and challenge of discussing and writing about topics they cared about. They provided
This document provides an overview of an English 9 course for the week of January 24-27. It includes the instructors teaching the course, Common Core standards being covered, daily schedules and lesson plans. The lessons will focus on analyzing literature using textual evidence, determining meanings of words, comprehending text complexity, and understanding figurative language. Classroom expectations and procedures are also outlined. Students will be introduced to literary terms and expected to actively participate in discussions.
Mrs. Anderson teaches 8th grade English and literature. She outlines several classroom procedures and guidelines for her students to follow, including being respectful, bringing required materials to class, following directions, and participating in class discussions. Students will receive warnings or demerits for not following the guidelines. The document details procedures for entering and leaving the class, asking questions, turning in assignments, and being dismissed at the end of class.
The teacher administered surveys to learn about students' reading attitudes, self-perceptions as readers, and interests. The surveys showed that half the students liked reading, few saw themselves as good readers, and they enjoyed adventure, mystery, science fiction and superhero stories. The teacher will use this information to select appropriate books to build confidence and match interests. Strategies will include choosing readers' interest level, incorporating writing, and having students discuss characters and stories to develop critical thinking.
This document provides instructions for several reading activities to use in EFL classes. It begins with an activity called "Up Against the Wall" where the teacher cuts a reading passage into paragraphs and posts them on the classroom walls. Students are assigned in pairs to questions about the passage and must read the paragraphs to find the answers. Another activity is "Mixed Up Comprehension" where students write their own passage to answer comprehension questions from a sample reading. The document concludes with additional pre-reading activities to help students understand a passage before reading it, such as brainstorming vocabulary and questions.
1) This document outlines the course guidelines for a 10th grade Western Perspectives class, including the essential question of "What does it mean to be human?". 2) Students will read and analyze texts to develop their understanding, with a focus on persuasive writing and vocabulary development. 3) Novels to be read include The Curious Incident of the Dog in the Night-time, Frankenstein, and Othello. 4) Classroom policies require students to be respectful, responsible, and rational, and outline consequences for late work and absences.
This document provides details of a lesson plan for 4th grade students on distinguishing between facts and opinions. The lesson will include defining facts and opinions, providing examples for students to categorize, and having students play a game in small groups to identify facts and opinions in passages. As an assessment, students will color code a new passage with facts in one color and opinions in another. The goal is for students to understand the difference between facts and opinions and be able to identify them in persuasive writing.
The document outlines a lesson plan to teach students the difference between facts and opinions. The lesson involves students playing a game to identify facts and opinions in sentences. They then discuss statements as a group to determine if they are facts or opinions. Students are asked questions to help distinguish between the two. As an activity, students list facts and opinions about their favorite movie or artist. The lesson aims to help students compose definitions of facts and opinions and identify language that indicates whether a statement is a fact or an opinion.
Communicating Their Stories: Strategies to Help Students Write Powerful Colle...Rebecca Joseph
We believe that all high school English teachers can help students begin to prepare for college by embedding personal narratives into their curricula. Students must write powerful college application and scholarship essays as seniors. What better way to help students write authentic stories by helping them throughout high school learn how to write about themselves?
Presentation on two interactive class activities for students learning a second language - a Taste Test and a Murder Mystery (originally done in Japanese)
Syllabus reading and eng 2012 2013 a color for blogkiaallen
This document provides an overview, tasks, policies, and requirements for an English/Reading class. The key points are:
1) The class will focus on integrating language arts skills through exploring various writing genres, reading literature, public speaking, grammar, vocabulary, and skills for standardized tests.
2) Tasks include creative writing, research projects, reading literature, presentations, grammar studies, and vocabulary building.
3) Classroom policies outline behavior rules and consequences, attendance policies, make-up work, testing procedures, and grading scales.
4) Requirements include maintaining a binder with class materials, supplies needed, assignment formatting guidelines, and plagiarism policies.
This document provides information about a Reading 12 course offered at Treasure Valley Community College in fall 2011. The 3-credit course emphasizes developing reading skills needed for college-level textbooks, including vocabulary, identifying main ideas, critical thinking techniques, and study strategies. Required textbooks and supplies include two books on reading skills and vocabulary as well as class supplies. Instruction will involve lectures, discussions, and hands-on assignments. The course objectives are to equip students with study skills, develop vocabulary skills, and improve comprehension. Student performance will be assessed through various assignments, quizzes, exams, and class participation. The policies outline attendance, late work, plagiarism, and classroom expectations.
This document provides the syllabus for a college writing course. It outlines the course description, goals, required texts and materials, assignments, grading scale, attendance policy, and weekly schedule. The main assignments include five writing projects of different genres like personal essays, reviews, proposals, and argumentative essays. Students will complete drafts, get peer feedback, and submit final versions. Other requirements are spontaneous writings, homework, presentations, vocabulary quizzes, and submitting a final portfolio. The course aims to develop students' expressive and persuasive writing and reading skills through practicing different techniques.
The document provides tips for students on successfully continuing their education. It discusses how students must learn to juggle coursework, finances, and family responsibilities. It emphasizes setting priorities and keeping goals in sight to handle the challenges. The document then lists specific tips on taking control of one's life, developing self-confidence, avoiding procrastination, using effective study methods like SQ3R, and seeking help when needed.
This document outlines the syllabus for an online English 102 course titled "Writing About Place & Identity" taught during the summer of 2019. The course focuses on applying principles of expository and argumentative essay writing through exploring how one's environment shapes their life and identity. Major assignments include a personal narrative essay, annotated bibliography, exploratory research essay, and op-ed essay. The course aims to help students develop composition and research skills to communicate effectively for different audiences and contexts. It provides learning outcomes, assignment requirements and deadlines, grading policies, textbook information, and instructor contact details.
Sociology of Food and Agriculture Syllabusteperkins
This course introduces students to the sociology of food and agriculture. The goals are to develop students' sociological imagination as it relates to food, analyze the US food system through lenses of race, class and gender, and improve skills in reading, research, writing, and critical thinking. Students will complete reading responses, facilitate class discussions, maintain an annotated reading portfolio, draft and present a Wikipedia article, and write a reflection paper. The course aims to create a respectful learning environment.
This document provides an overview of the goals, requirements, texts, grading, and policies for an English 1A course. The course aims to prepare students to analyze college texts and write papers. Key requirements include 5 formal papers, weekly posts to a class blog, and tests/quizzes. Grades are based on a 1000 point scale divided among essays, blog posts, tests, and other assignments. Course policies address issues like plagiarism, attendance, participation, workshops, and late work. The primary texts are The St. Martin's Guide to Writing and The Hunger Games novel.
Welcome to english 9 week of tuesday september 4thRegina Navejar
This document contains the lesson plans and instructions for an English 9 class over the course of one week. On the first day, the instructors are introduced and the course expectations and materials are reviewed. Students complete an introductory activity and homework is assigned on punctuation. Subsequent lessons cover assessments, curriculum maps, textbooks, and persuasive writing techniques, with homework assigned each day focusing on language skills.
This document provides an overview of the goals, requirements, texts, grading, and policies for an English 1A course. The course aims to prepare students to analyze college texts and write papers. Key requirements include 5 formal papers, weekly posts to a class blog, and tests/quizzes. Grades are based on a 1000 point scale divided among essays, blog posts, tests, and other assignments. Course policies address issues like attendance, academic dishonesty, late work, and use of student papers. The primary texts are The St. Martin's Guide to Writing and The Hunger Games novel.
This document provides information about an English 1A hybrid class. Key points:
- The class meets partially in-person and partially online, with homework assigned on Fridays to be completed before an online Monday session.
- The class website is an important resource, where students will post homework. Students must create a WordPress account to access the site.
- The goals of the course are to improve students' reading, writing, and analytical skills through assignments including five essays, website posts, tests, and workshops.
- Grades are based on a 1000 point system divided among various assignments, with letter grades corresponding to certain point ranges. Policies cover submission formats, attendance, conduct, and late work
This document provides an overview of the goals, requirements, policies, and grading for an English 1A course. The course aims to develop students' abilities to analyze texts, write essays with varying purposes and strategies, and practice writing as a process. Requirements include 5 papers, weekly posts to a class blog, and tests/quizzes. Students will be assessed on their writing process, analysis of diverse texts, argument development, and MLA citation. Grades are based on a 1000-point scale across assignments like essays, tests, and participation. Course policies address submission formats, attendance, conduct, and late work.
This document provides information about an English 102 college writing and rhetoric course. It outlines details such as class time, instructor information, attendance policy, assignments including revisions and homework, learning outcomes, and policies regarding plagiarism, technology use, and disability support services. The goal of the course is to help students become better communicators through practicing skills like reading, writing, speaking, and applying rhetorical strategies. Becoming Rhetorical by Jodie Nicotra is the required textbook.
This document provides an overview of the EWRT 30 creative writing course. It introduces the instructor, Kim Palmore, and outlines the course objectives, requirements, student learning outcomes, grading policy, and class policies. The main goals of the course are for students to explore and refine their creative writing techniques through analyzing published works and receiving feedback on their own writing in multiple genres, including poetry, fiction, and drama. Students will complete writing assignments and projects, participate in class discussions, and compile a final portfolio of their best work to demonstrate their understanding of creative writing elements and skills.
This document provides information about an English 1A hybrid class. It summarizes that the class will meet both in person and online, with assignments due on Fridays to be completed before the next class meeting on Monday. It also outlines the course goals of improving reading, writing, and critical analysis skills. Key requirements include active participation, five essays, blog posts, tests and quizzes. The grading scale and policies on attendance, late work, and academic dishonesty are also summarized.
This document provides information about an introductory creative writing course called EWRT 30. It outlines the course objectives, which include identifying elements of diverse literary works, analyzing and critiquing examples of writing, applying knowledge to students' own writing, and writing and revising poems and stories. Requirements include regular class participation, online assignments, readings, and a portfolio. The grading system and policies around attendance, conduct, late work, and adding/dropping the course are also summarized.
This document provides information about an introductory creative writing course called EWRT 30. It outlines the course objectives, which include identifying elements of diverse literary works, analyzing and critiquing examples of writing, applying knowledge to students' own writing, and writing and revising poems and stories. Requirements include regular class participation, posting assignments online, keeping up with readings, and manuscript critiques. The grading system and policies around attendance, conduct, late work, and adding/dropping the course are also summarized.
This document provides objectives and assignments for a reading and explorations class over several days. It introduces class rules and expectations around respect, responsibility, and procedures. It outlines the course goals of developing reading comprehension, using reference materials, and improving skills like summarizing. It also describes activities like taking pre-tests, learning about the explorations board categories, completing 5, 10, and 15-point questions, and introducing study skills lessons.
This document provides objectives and assignments for a reading and explorations class over several days. It introduces class rules and expectations around respect, responsibility, and procedures. It outlines the course goals of developing reading comprehension, using reference materials, and improving skills like summarizing. It also describes activities like taking pre-tests, learning about the explorations board categories, completing 5, 10, and 15-point questions, and introducing study skills lessons.
This document provides the syllabus for an English 102 college writing course titled "Writing About Place & Identity" taught in the spring 2019 semester. The course focuses on applying principles of expository and argumentative writing through exploring how one's environment shapes their life and identity. Major assignments include personal narratives, annotated bibliographies, research essays, and op-eds. The syllabus outlines learning outcomes, assignments, policies, and grading criteria.
This document outlines the syllabus for an English III Honors course. It details the required texts which include novels, short stories, and vocabulary books. Students will learn composition skills through writing analytical papers on various literary works. They will also learn research techniques, the writing process, and MLA formatting. Expectations are outlined for written assignments, class participation, technology use, testing procedures, and grading. The course will cover units on grammar, vocabulary, literary elements, and various reading assignments throughout the year.
Similar to Welcome to English III AP - 2019-20 (20)
The Romantic Era in British literature lasted from 1780-1830. Writers during this period reacted against aristocratic society and rationalism, instead emphasizing emotions, nature, and common people. Some major literary trends included critiquing or invoking the past, speaking to common people, love of nature, and nationalism. Famous Romantic authors included Lord Byron, William Wordsworth, Samuel Taylor Coleridge, William Blake, Mary Shelley, John Keats, Percy Shelley, and Mary Shelley. Three important concepts were the sublime (passion, terror, infinity), beautiful (beauty with imperfections like love), and picturesque (having a painted quality, rough beauty).
This document defines key terms related to mythology including: mythology, myth, legend, fable, epic poem, oral tradition, archetype, epic hero, hero's task, in media res, deus ex machina, omen, and muse. It explains that mythology is the body of myths from a given culture, a myth is a traditional story that explains a natural phenomenon, a legend generally has some basis in fact but gets exaggerated, and a fable uses animals to teach a moral lesson.
This document provides an overview of MLA formatting and citation guidelines. It discusses the general formatting for papers, including 1 inch margins, 12 point Times New Roman font, and a header with the author's last name and page number. It also covers in-text citations, giving credit to sources without disrupting the paper's flow. Examples are given for citing books, magazines, websites, and other sources both in-text and in the works cited page. Two helpful tools - the Purdue OWL and EasyBib - are recommended for more details and assistance in properly citing sources.
This document provides guidance for writing an argumentative essay in response to a prompt about adversity. It discusses using deductive reasoning, qualifying rather than absolutist language, and developing a narrow and debatable thesis. Examples should come from at least six arenas such as history, literature, politics, and personal experience to thoroughly support the argument. The prompt asks students to defend, challenge, or qualify the idea that adversity elicits dormant talents.
The document provides a strategy for answering single short answer questions on standardized tests in three steps: A) Answer the question, C) Cite evidence from the text using quotations to support the answer, and E) Explain how the evidence supports the answer and the significance or importance of the evidence. An example question and response demonstrating this ACE strategy is also provided.
The document outlines the ACE technique for answering questions about a text in 3 steps:
1) Answer the question by restating it and providing a response,
2) Cite evidence from the text using a direct quote to support the answer,
3) Explain or expand on the answer in a simple concluding sentence without new information.
It then provides an example of using this technique to answer a question about how Jackie Robinson demonstrated perseverance by not quitting baseball despite facing discrimination, citing a quote as evidence and concluding he was able to break barriers. The document advises that connecting questions on tests will link two stories using this ACE approach.
I did not make this PowerPoint. Credit should go to the author listed on the last page.
This is a great presentation using the metaphor of a bicycle to explain the essentials of a complete sentence to students. I use it in my ninth grade English classes at the beginning of the year.
This document defines and provides examples of adjectives and adverbs. Adjectives describe or modify nouns and pronouns, and can be proper, comparative, or superlative. Adverbs describe or modify verbs, adjectives, or other adverbs, and can indicate when, where, how, how often, how long, or degree something occurred.
A verb expresses an action or state of being. There are transitive verbs that require a direct object and intransitive verbs that do not. Verbs can also describe a state of being by linking the subject to a noun or adjective. Helping verbs are used to form tenses like past or perfect. Tenses like present, past and future indicate when an action occurs. The subject can perform or receive the action of the verb. Mood shows the tone or attitude of a statement. Some verbs can function as other parts of speech by adding suffixes like "-ing" or "-ed".
Pronouns are words used in place of nouns that have antecedents. Pronouns can function the same as nouns and include simple, compound, and phrasal pronouns. There are also reflexive, intensive, relative, interrogative, demonstrative, and possessive pronouns that have specific uses and functions.
Nouns name people, places, things, ideas, or qualities. Proper nouns are capitalized and name specific people or places. Common nouns are more general and not capitalized. Abstract nouns name ideas or feelings while concrete nouns name tangible things. Collective nouns name a group taken as a whole. Nouns can function as subjects, direct objects, indirect objects, objects of prepositions, or predicate nouns in a sentence.
The document defines and provides examples of different types of irony. It explains that irony is when what actually happens differs from what is expected, and identifies three main types: verbal irony involves saying one thing but meaning another, situational irony occurs when a situation turns out opposite of expectations, and dramatic irony exists when the audience knows something characters do not.
This document provides a rubric for scoring short answer responses that connect ideas between two given selections. It outlines four score points - 0 for no answer, 1 for a reasonable idea but lacking evidence, 2 for a reasonable idea supported by evidence from both selections, and 3 for a perceptive idea supported by specific, well-chosen evidence. The document also provides examples of sample questions and answers that demonstrate how to structure a response by explaining the idea for each selection and citing relevant evidence from both.
This document outlines the TP-CASTT method for analyzing poetry in 3 steps and 8 sections: T=Title, P=Paraphrase, C=Connotation, A=Attitude, S=Shift, and T=Theme. It instructs the reader to first make a prediction about the poem based on its title before reading. Then to paraphrase the literal meaning and examine for deeper connotations and the author's attitude. It notes to look for shifts in speakers and attitudes and re-examine the title and identify the overall theme of the poem.
This document provides a rubric for scoring student responses to reading comprehension questions on English exams. It defines the characteristics of responses that would receive scores of 0 to 3, with higher scores indicating more accomplished reading ability. A score of 0 means the response did not answer the question or was too vague. A score of 1 means the response and evidence were partly sufficient. A score of 2 means the response went beyond a literal reading and had accurate evidence. A score of 3 means the response was perceptive and had specific, well-chosen evidence demonstrating a deep understanding.
This document uses the analogy of a bicycle to explain the basic structure and components of a sentence. It states that a sentence requires two essential parts: a subject and a predicate. These two parts form the two wheels of the bicycle, with the subject as one wheel telling who or what, and the predicate as the other wheel telling what about the subject. The document provides examples of basic sentences and how more details can be added to each wheel through modifiers like adjectives and adverbs. It also discusses dependent and independent clauses, as well as fragments that lack either a subject or predicate. Overall, the bicycle analogy aims to give a concise and concrete way to understand sentence structure.
Main Java[All of the Base Concepts}.docxadhitya5119
This is part 1 of my Java Learning Journey. This Contains Custom methods, classes, constructors, packages, multithreading , try- catch block, finally block and more.
it describes the bony anatomy including the femoral head , acetabulum, labrum . also discusses the capsule , ligaments . muscle that act on the hip joint and the range of motion are outlined. factors affecting hip joint stability and weight transmission through the joint are summarized.
Thinking of getting a dog? Be aware that breeds like Pit Bulls, Rottweilers, and German Shepherds can be loyal and dangerous. Proper training and socialization are crucial to preventing aggressive behaviors. Ensure safety by understanding their needs and always supervising interactions. Stay safe, and enjoy your furry friends!
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
MATATAG CURRICULUM: ASSESSING THE READINESS OF ELEM. PUBLIC SCHOOL TEACHERS I...NelTorrente
In this research, it concludes that while the readiness of teachers in Caloocan City to implement the MATATAG Curriculum is generally positive, targeted efforts in professional development, resource distribution, support networks, and comprehensive preparation can address the existing gaps and ensure successful curriculum implementation.
How to Add Chatter in the odoo 17 ERP ModuleCeline George
In Odoo, the chatter is like a chat tool that helps you work together on records. You can leave notes and track things, making it easier to talk with your team and partners. Inside chatter, all communication history, activity, and changes will be displayed.
This slide is special for master students (MIBS & MIFB) in UUM. Also useful for readers who are interested in the topic of contemporary Islamic banking.
Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...Dr. Vinod Kumar Kanvaria
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Introduction to AI for Nonprofits with Tapp NetworkTechSoup
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This presentation was provided by Steph Pollock of The American Psychological Association’s Journals Program, and Damita Snow, of The American Society of Civil Engineers (ASCE), for the initial session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session One: 'Setting Expectations: a DEIA Primer,' was held June 6, 2024.
3. Come to class prepared; materially, physically, and mentally.
Only use technology when it is allowed by the teacher for educational purposes. (Cell phones, headphones,
and personal devices are prohibited.)
Understand that they must be active participants in their own education.
Get to class on time.
Always have something to read with them.
Respect themselves and others, and are polite and considerate.
Show respect for themselves and others.
4. When I Come Into Class
1. Come in and turn in any homework.
2. Sit in your assigned seat.
3. Check the board for assignments and/or warm-up and begin working if
possible.
5. Discourse
◦ Speak in complete sentences
◦ Don’t speak when someone else is speaking
◦ Be respectful of the opinions and views of others
◦ Be confident – your ideas are worth sharing
◦ Don’t use foul or offensive language
6. At the End of Class
The bell does NOT dismiss you.
Make sure that all supplies and materials have been cleaned up.
Wait for my signal before beginning to pack up
7. Supply List
◦ Composition Notebook
◦ Spiral Notebook
◦ Pocket Folder
◦ Pens and/or Pencils
◦ Colored Pen
◦ College Ruled Paper
◦ Highlighter
◦ Post-its (or other sticky notes)
◦ Always bring to class:
◦ Charged Laptop
◦ Something to Read
8. Use the MLA Heading for EVERY Paper
Full Name
Ms. Mendoza
English III AP – Pd
Date - Day Month Year
Assignment Title
10. Late Work
Late work will NOT be accepted. The only exception is an excused absence.
If you cheat, plagiarize, or are otherwise academically dishonest, you will receive a zero.
Academic dishonesty is excluded from the re-do policy.
This is a college level course and it will be run in that manner.
11. Re-do Policy
◦ Every student that does not make a 70 on an assignment has an
opportunity to re-do the assignment/assessment twice.
◦ The new grade will be the average of the attempts.
◦ Re-do’s must be done within five school days from the time the grade was
posted.
◦ The re-do can be different from the original.
◦ In order to re-take a test, you must complete an hour of tutoring/study time.
This study requirement can be completed at Homework Haven and/or
during teacher tutoring hours.
◦ Students are to receive a zero for Academic Dishonesty and cannot re-
do the assignment/assessment.
12. Tutoring
EVERYONE is welcome to come and get extra help
Monday - Friday
8:30 - 8:45 & 3:55 - 4:30
*Extra times available as needed*
You are also welcome to seek help from other English teachers.
HOMEWORK HAVEN is also available Monday – Thursday from 4:15– 6:15 in the
Library.
13. New Bell Schedule
7: 45 – 8: 30 a.m. Zero Period
8:30 a.m. First Bell
8:45 – 10:15 a.m. 1st / 5th Period
10:23 – 11:57 a.m. 2nd / 6th Period
11:57 – 12:39 p.m. Lunch
12:47 – 2:17 p.m. 3rd / 7th Period
2:25 – 3:55 p.m. 4th / 8th Period
15. Shameless Plug
Franklin’s UIL Academic Teams have openings!
Literary Criticism
Spelling & Vocabulary
Social Studies
Ready Writing & Current Issues
(see Ms. Longoria)
23. Units
Fall Semester
Unit 1: Argument and Early American Texts
foundational skills, argument essay, and close reading
Unit 2: Puritanism, Societal Influences, and Novel Study
The Scarlet Letter, modern connections, close reading, author’s purpose, symbolism
Unit 3: Student Led Novel Study and Rhetorical Analysis
student taught novel, rhetorical terms and analysis, essay writing
Unit 4: Race and Culture, Theme Study and Synthesis
Narrative of the Life of Frederick Douglass, Things Fall Apart, debate, synthesis of sources and
texts
Spring Semester
Unit 5: Craft and Civil Disobedience
American poetry, author’s craft, American drama, foundational texts in American philosophy,
argument, The Night Thoreau Spent in Jail, Civil Disobedience
Unit 6: Gender Studies: Satire, Realism, and Feminist Voices
The Awakening, satirical essays, rhetorical analysis
Unit 7: Extended Non-Fiction
student selected book length non-fiction, presentation, argument and synthesis
Unit 8: Modern Issues (Race, Gender, and Class) and Research
The Great Gatsby, Passing, Baldwin and Coates, research and synthesis of sources with modern
issues studies, close reading, comparison of author’s craft
Unit 9: Year in Review – Synthesis via Theme
final exam and term preparation, theme paper
24. What Will We Be Doing Here?
• Zoom in on an author’s craft by identifying and examining rhetorical devices
• Analyze individual parts of a text and understand how they fit into the whole
• Write with more intention by choosing from a variety of strategies to best suit
your purpose
• Gain familiarity with the types of questions on the AP exam through repeated
practice
• Share your writing
• Read thought-provoking material and discuss your ideas in class regularly
• Develop and practice close reading skills
25. Current Events
◦ It is essential to be caught up with what is going on in the world. This
will help you make connections in your writing and discussions.
◦ Some suggested news sources
◦ New York Times
◦ The New Yorker
◦ The Atlantic
◦ BBC
◦ TIME
◦ NPR
26. Ongoing Journal Assignment
◦ Journals: It is essential to keep up your practice of writing by doing it every day. To this end, you will be
turning in a set of 5 journals approximately every two weeks. 2 of the five journals need to be responses to
a current event (name the article and the news source and then reflect, react, and/or respond to the issue
addressed). **Please note that the current events that you write about need to substantive.** The other 3
can be a topic of your choice, another current event or journals that were written in response to in-class
prompts. These can be hand written (encouraged). There is no length requirement as a thorough
discussion or reflection of the topic is more important.
29. Prompt Types
◦ Synthesis
◦ Students read several texts about a topic and create an argument that synthesizes
at least 3 of the sources to support their thesis
◦ Rhetorical Analysis
◦ Students read a non-fiction text and analyze how the writer’s language choices
contribute to his or her purpose and intended meaning for the text
◦ Argument
◦ Students create an evidence-based argument that responds to a given topic.
34. Time to Know Your Classmates
Step 1:Choose a partner with the same color name
tag as you.
Step 2: Take 3 minutes to write down a list of
adjectives and other descriptors about yourself.
Step 3: Compare lists with your partner, and write a
short two-voice poem.
36. Article Reading
◦ Each group will be assigned a set of paragraphs. Read your paragraphs, discuss with
your partners, and then share out.
◦ Group 1 – paragraphs 1-3
◦ Group 2 – paragraphs 4-7
◦ Group 3 – paragraphs 8-11
◦ Group 4 – paragraphs 12-14
◦ Group 5 – paragraphs 15-17
Article: ”The Value of Remembering Ordinary Moments” by
Cody C. Delistraty from The Atlantic