Year 10 introduction copy
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This document provides information about the Year 10 English course to new students. It will comprise qualifications in English Language and English Literature with exams in November 2010 and May 2011. Students will have four English lessons per cycle and likely the same teacher for the two-year course. They will study modules including Romeo and Juliet, a novel, poetry, and exam texts. Students will complete exams and coursework testing reading, writing, speaking and listening skills. All written work must be submitted through Turnitin. Students are instructed to organize their English notes in folders on their computers. The first unit of study is an inquiry into language and literature, where students will research topics of interest to present to peers.
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Year 10 introduction
This document provides students with information about their Year 10 English course, which will focus on developing language and literature skills. It outlines the modules, exams, and coursework requirements. Students are instructed to set up a structured computer folder system to organize their English work. The first unit asks students to consider why language and literature are studied and how they personally connect to these areas. They will complete introductory activities and stations before developing an individual or group inquiry project related to language and literature.
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The document summarizes a teacher's experience at the SO(u)L Camp for teachers held in Sremski Karlovci, Serbia. It provides details about the camp, including its aims to give teachers opportunities to reflect on and explore their beliefs about teaching in an international environmentally friendly setting. The teacher found it to be a fantastic experience where they learned innovative and practical teaching ideas. The camp also looked at helping teachers cope with pressures while creating a special atmosphere through its international group of sharing teachers.
2019 February Teachers Activities - Cambridge English
February is full of events and they have inspired us to create activities that you can use in the classroom to make your teaching more meaningful. New York and Madrid Fashion Week take place in February so we have created an activity for Pre A1 Starters to learn some new clothes vocabulary. A1 Movers, A2 Flyers and A2 Key students will find out about The Year of the Pig and Chinese traditions. Finally, it is impossible to forget Valentine’s Day, so A2 Key and B1 Preliminary will take part in a speed dating activity and B1 Preliminary and B2 First students will write their own story. Happy February!
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The document discusses the importance of teaching academic language to English language learners. It defines academic language as the language used in the classroom, textbooks, and assessments. Students who master academic language are more likely to be successful in school and their careers. The document provides examples of lessons and activities teachers can use to explicitly teach academic vocabulary, grammar structures, and other features of formal academic language to help English learners access content material and develop proficiency over time.
Building Bridges Between Languages in a Bilingual Setting
Presentation on how to build bridges between languages in a dual language setting based on the information presented at the 2014 La Cosecha Conference in Santa Fe, New Mexico as applied to Avenues: The World School, NY, NY
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This document provides an overview of an introductory linguistics course being offered at the University of Idaho in the fall 2019 semester. It outlines class details like time, location, instructor contact information, and a brief course description. The document also lists required textbooks and outlines course outcomes, assignments including blog posts, homework, exams, and a final project. Additionally, it covers policies regarding attendance, participation, grading, late work, technology use, email communication, plagiarism, and disability accommodations.
Year 7 Digital Studies Gothic SOW
Pupils will study the Gothic genre over 12 weeks, creating their own Gothic eBook. They will learn about Gothic conventions like atmosphere, suspense and the supernatural. Pupils will analyze Gothic texts and create characters. They will write their eBook as a series of diary entries in an epistolary style. Throughout the unit, pupils will build vocabulary in a Gothic glossary and receive feedback to improve their writing. Their final eBook will be presented to peers and assessed on Digital Studies and English criteria.
Academic language for Secondary
The document discusses the importance of teaching academic language to English language learners. It defines academic language as the language used in the classroom, textbooks, and assessments. Students who master academic language are more likely to be successful in school and their careers. The document provides examples of how a student's writing improved after receiving instruction in academic language and discusses strategies for teaching vocabulary, grammar structures, and other components of academic language.
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This document provides an overview of an upper-division ethnic American literature course taught remotely in fall 2020. It outlines the course objectives, texts, assignments, assessments, and policies. The main texts are novels and some films from Native American, African American, and Latino/a authors. Students will analyze how these works resist historical amnesia and provide counter-histories. Assignments include discussion participation, essay pitches, a film review, a critical article response, and a final persuasive essay.
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This document provides an overview of an English literature course titled "Studies in Ethnic American Literature: Resisting Historical Amnesia" taught in fall 2020. The course will explore Native North American, African American, and Latino/a literary works through the lens of historical amnesia and how ethnic writers resist it. Students will analyze how these writers take on the double burden of writing both fiction and history to fill gaps in official histories. The course will be delivered remotely via Zoom and an online learning platform. Assessment will include discussion participation, writing assignments such as pitches and essays, and a film review.
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This document outlines lessons for a creative writing course. It includes an overview of the course framework, objectives, activities and lessons. The first lesson described is a "Show & Tell" where students share an important personal item with the class. The second lesson is a "Round Robin" storytelling activity where students take turns adding to a collaborative story.
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إضغ بين إيديكم من أقوى الملازم التي صممتها
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1- مُترجمة ترجمة تُناسب جميع المستويات
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#فهم_ماكو_درخ
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Event Link:- https://meetups.mulesoft.com/events/details/mulesoft-mysore-presents-mule-event-processing-models/
Agenda
● What is event processing in MuleSoft?
● Types of event processing models in Mule 4
● Distinction between the reactive, parallel, blocking & non-blocking processing
For Upcoming Meetups Join Mysore Meetup Group - https://meetups.mulesoft.com/mysore/YouTube:- youtube.com/@mulesoftmysore
Mysore WhatsApp group:- https://chat.whatsapp.com/EhqtHtCC75vCAX7gaO842N
Speaker:-
Shivani Yasaswi - https://www.linkedin.com/in/shivaniyasaswi/
Organizers:-
Shubham Chaurasia - https://www.linkedin.com/in/shubhamchaurasia1/
Giridhar Meka - https://www.linkedin.com/in/giridharmeka
Priya Shaw - https://www.linkedin.com/in/priya-shaw
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Year 10 introduction copy
- 1. Welcome to Year 10! What you need to know right from the first lesson!
- 2. The Course… The English course comprises two qualifications: English Language English Literature You will have 4 lessons of English per cycle and it is most likely you will the the same teacher throughout the 2 year course.
- 3. The Course… This year the course differs from previous ones due to a change in syllabus, so you will sit the Literature exam in November 2010 and the Language exam in May 2011. Details of these courses are in the handout ‘Welcome to Year 10’: please read through this now and ask your teacher if you have any questions.
- 4. The modules of study… An introductory inquiry unit Study of Romeo and Juliet Study of wider reading novel Creative writing How to read with insight (Section B) Poetry Carousel Introduction to exam texts: ‘A View from the Bridge’ and ‘Balzac and the Little Chinese Seamstress’
- 5. Exams and Coursework As you read in the handout, you will complete 2 exams and a number of coursework pieces which test your reading, writing, speaking and listening skills. These will be done throughout this year and the next, and all written work MUST be submitted through turnitin.com. Please set up your turnitin account now.
- 6. File system We expect that you will file your English ‘notes’ in your computer in a logical manner within a range of folders:
- 7. English General Language - Anthology texts - Genres - Coursework - Exams Literature - A View from the Bridge - Balzac - Poetry - Exam
- 8. Please save your ‘Welcome to year 10’ doc into the ‘General’ folder. In the same folder, set up a sub-folder called ‘Year 10 Inquiry into Language and Literature’ Now we are ready to start…
- 9. Now on to more exciting things… The first unit you will undertake this year is ‘Language and Literature: how we express ourselves through the spoken and written word’. The purpose of the unit is to consider why we study language and literature at school, and our personal connection with language and literature.
- 10. The Unit… We will start by asking you to complete a series of activities (in stations) that relate to language and literature. Then you will need to consider an inquiry, related to language and literature, that you are interested in. You may choose to work individually or in small groups.
- 11. You will spend a number of lessons researching your inquiry, with the aim of showing your findings through the creation of a product, or a performance that will be shared with your peers. You will be guided through each step of the process: - engaging - investigating - connecting
- 12. First things first… Think about all of the ways we choose to communicate and express ourselves. In groups, create a visual map/ mind map on the whiteboards. Once done, try to rate which you think are the most effective. Share with the class.
- 13. Please open your student reflection journal and respond to the following questions: How would you define the terms ‘language’, ‘literature’ and ‘express’? Discuss in small groups/ the class once done. What are your experiences of language and literature, to this point in your life?
- 14. Station work Your teacher will now introduce the stations you can choose from. You need to complete ___(fill in considering the time available) this lesson and do 1 for homework. Next lesson you will also have station work to do. GOOD LUCK!!!