This document provides an overview of assessment objectives for GCSE English Language exams. It outlines four assessment objectives, including understanding how language works, summarizing and synthesizing ideas from a text, analyzing language use and structure, and evaluating different views expressed in a text. The document provides descriptors for candidates who partially or fully meet the objectives, noting abilities like recognizing language techniques, making references to language features, and conveying and justifying ideas about a text.
This document is a post-session report from a presentation on "The Hunger Games" that included a quiz. It provides details on student participation, quiz scores, and responses to multiple choice and open-ended questions about events and characters in the first three chapters of the book. The report lists the 14 students who participated, their responses to 10 multiple choice questions, and one open-ended question asking why they felt most sympathy for a particular character. Overall student participation was high at 98% and the average quiz score was 88%.
This document contains weekly lesson evaluations and reflections from a teacher. Key points include:
- The teacher felt a Year 7 lesson on monologues went well but realized they need to distinguish between stage and film monologues.
- A Year 8 assessment preparation lesson helped students plan responses, while a Year 9 reading of Act Three engaged students in discussion.
- The teacher recognized they need to provide clearer instructions and learning objectives in some lessons to improve student understanding.
- Overall reflections show an emphasis on continual improvement, such as balancing praise and feedback to motivate students.
This document contains a teacher's weekly lesson evaluations and reflections for lessons taught between the 16th and 20th of May 2016. The teacher targeted using more independent learning strategies and a more literary approach in lessons. For year 8, a "Quote Quest" game engaged students in identifying quotes from Shakespeare that matched different themes, and students learned to choose appropriate quotes for writing. However, a year 8 lesson on assessment feedback was disrupted by poor behavior, rushing the second half. Overall, most year 7-9 lessons focused on annotating texts were successful, while a year 10 library lesson had some disruption that was addressed.
This document contains weekly lesson evaluations and reflections for Years 7-10 over the week of May 2nd-6th, 2016. Key points include:
- Lessons for Year 7 focused on comparing life in District 12 and the Capitol from the book being read and students were able to extract evidence and discuss differences.
- Feedback was provided to Year 8 students on their assessment drafts and a library lesson went smoothly.
- Year 9 received feedback on assessment questions and worked on improving their PEE paragraphs through analysis of vocabulary in a text.
- The formal observation of a Year 9 lesson on Mrs. Birling's character went well with feedback to incorporate more independent learning and role-playing activities.
This document contains weekly lesson evaluations and reflections for years 7, 8, and 9. For year 7, students compared Theseus and the Minotaur to Katniss Everdeen from The Hunger Games, engaging with historical implications. Students also designed their own tributes. In year 8, a lesson using a primary source newspaper article went well though there were some behavior issues. Providing an event sheet and model helped with understanding. For year 9, the teacher was absent but later used roleplaying to help students empathize with characters from Gerald & Sheila in preparation for an assessment.
The document contains weekly lesson evaluations and reflections from a teacher over the course of one week. The teacher taught multiple year groups and subjects. Some key reflections included needing more preparation when using new technology like Nearpod and ensuring clear expectations are set when using iPads. Setting ground rules and modeling appropriate discussion techniques could have improved a forum theatre lesson with one class. Overall, the teacher aimed to implement more independent learning and develop a more literary approach in future lessons.
This document provides an overview of assessment objectives for GCSE English Language exams. It outlines four assessment objectives, including understanding how language works, summarizing and synthesizing ideas from a text, analyzing language use and structure, and evaluating different views expressed in a text. The document provides descriptors for candidates who partially or fully meet the objectives, noting abilities like recognizing language techniques, making references to language features, and conveying and justifying ideas about a text.
This document is a post-session report from a presentation on "The Hunger Games" that included a quiz. It provides details on student participation, quiz scores, and responses to multiple choice and open-ended questions about events and characters in the first three chapters of the book. The report lists the 14 students who participated, their responses to 10 multiple choice questions, and one open-ended question asking why they felt most sympathy for a particular character. Overall student participation was high at 98% and the average quiz score was 88%.
This document contains weekly lesson evaluations and reflections from a teacher. Key points include:
- The teacher felt a Year 7 lesson on monologues went well but realized they need to distinguish between stage and film monologues.
- A Year 8 assessment preparation lesson helped students plan responses, while a Year 9 reading of Act Three engaged students in discussion.
- The teacher recognized they need to provide clearer instructions and learning objectives in some lessons to improve student understanding.
- Overall reflections show an emphasis on continual improvement, such as balancing praise and feedback to motivate students.
This document contains a teacher's weekly lesson evaluations and reflections for lessons taught between the 16th and 20th of May 2016. The teacher targeted using more independent learning strategies and a more literary approach in lessons. For year 8, a "Quote Quest" game engaged students in identifying quotes from Shakespeare that matched different themes, and students learned to choose appropriate quotes for writing. However, a year 8 lesson on assessment feedback was disrupted by poor behavior, rushing the second half. Overall, most year 7-9 lessons focused on annotating texts were successful, while a year 10 library lesson had some disruption that was addressed.
This document contains weekly lesson evaluations and reflections for Years 7-10 over the week of May 2nd-6th, 2016. Key points include:
- Lessons for Year 7 focused on comparing life in District 12 and the Capitol from the book being read and students were able to extract evidence and discuss differences.
- Feedback was provided to Year 8 students on their assessment drafts and a library lesson went smoothly.
- Year 9 received feedback on assessment questions and worked on improving their PEE paragraphs through analysis of vocabulary in a text.
- The formal observation of a Year 9 lesson on Mrs. Birling's character went well with feedback to incorporate more independent learning and role-playing activities.
This document contains weekly lesson evaluations and reflections for years 7, 8, and 9. For year 7, students compared Theseus and the Minotaur to Katniss Everdeen from The Hunger Games, engaging with historical implications. Students also designed their own tributes. In year 8, a lesson using a primary source newspaper article went well though there were some behavior issues. Providing an event sheet and model helped with understanding. For year 9, the teacher was absent but later used roleplaying to help students empathize with characters from Gerald & Sheila in preparation for an assessment.
The document contains weekly lesson evaluations and reflections from a teacher over the course of one week. The teacher taught multiple year groups and subjects. Some key reflections included needing more preparation when using new technology like Nearpod and ensuring clear expectations are set when using iPads. Setting ground rules and modeling appropriate discussion techniques could have improved a forum theatre lesson with one class. Overall, the teacher aimed to implement more independent learning and develop a more literary approach in future lessons.
This document contains linguistic terminology questions asking for definitions and examples of pre-modifying adjectives, implicature, discourse markers, orthography, sociolects, head words, register, third person possessive pronouns, exclamative utterances, and asydentic listing, as well as the difference between connotation and denotation.
The document is a dense passage written in an unfamiliar language or code using unusual punctuation and symbols. It discusses various topics ranging from nature, technology, science, and philosophy. Specific people, places, events or overall meaning cannot be understood from the text alone due to the unconventional writing style and lack of context.
This document provides an overview of a 7-week unit plan for teaching Suzanne Collins' novel The Hunger Games in a KS3 English class. Key elements of the unit include:
- Using the novel to spark discussions on morality and relationships through its dystopian themes.
- Developing reading comprehension through strategies like reciprocal reading and close analysis of quotes.
- Creative writing assignments like diary entries, monologues, and designing fictional tributes for the games.
- Comparing the novel's world to reality television and examining how tension is built in the opening paragraphs.
- Having students summarize chapters, compare characters to mythological heroes, and work to understand different perspectives.
The unit
Katniss volunteers as tribute to replace her sister Prim at the reaping. She is taken to the Capitol to prepare for the Hunger Games. Upon arriving, she is overwhelmed by the extreme differences between the impoverished District 12 and the excessively luxurious Capitol.
This lesson plan is for a 7th grade mixed-ability English class about The Hunger Games. The learning goals are for students to select relevant evidence from the text and analyze the text by comparing District 12 and the Capitol. Students will engage in starter, formative, and summative assessments including drawing a mockingjay, filling in a comparison table, and discussing similarities between the Capitol and modern society. The teacher provides scaffolding like a differentiated worksheet and plans for collaborative work. Students are expected to finish designing their own tribute for homework.
This lesson plan is for a Year 7 class studying The Hunger Games. The objectives are for students to understand the start of Chapter 3 and empathize with the main characters. Students will listen to an audio recording of Chapter 3, participate in a hot-seating activity where they ask questions of characters Prim, Katniss, and their mother, and write a paragraph summarizing the characters' feelings and which one they empathize with most. The teacher will help students who have difficulty writing the summary paragraph.
This lesson plan is for an 8th grade mixed ability English class on Romeo and Juliet. The learning objective is for students to write a draft of their newspaper article assessment on Romeo and Juliet. During the lesson, students will be given a sample article to analyze, asked questions to scaffold their understanding, and time to write a draft of their own assessment. The teacher will formatively assess students during these activities and provide feedback to support writing their drafts.
This lesson plan is for a mixed ability 8th grade class studying Romeo and Juliet. The objectives are for students to learn how to write a newspaper article focusing on purpose, layout, audience and style. Formative assessments include recapping events from Act 3 Scene 1, ordering events in a worksheet, and analyzing sample opening paragraphs and homework articles using PALS conventions. Students will work in pairs to analyze articles and order events using APK and collaborative learning strategies. Key terminology includes Romeo and Juliet, William Shakespeare, newspaper articles, and headlines. Resources are a worksheet ordering events from Act 3 Scene 1 and students' own newspaper articles.
This lesson plan is for a mixed ability Year 7 class studying The Hunger Games. The learning goal is for all students to write up their assessment in a neat format. Students will find their draft assessments and rewrite them neatly, which will allow the teacher to formatively assess their work. Key terms that will be discussed are dystopia, utopia, characters from the book, and resources include copies of The Hunger Games books and lined paper for students to rewrite their assessments.
This lesson plan is for a Year 9 class studying An Inspector Calls. The learning goal is for students to understand feedback and write an improvements paragraph based on individual and group feedback. All students are expected to write an improvements paragraph incorporating the feedback. Formative assessment includes self-reflection, teacher questioning, and students writing an improvements paragraph. Students will have to focus on the feedback to write their paragraph, thinking about how to personally improve as well as feedback from peers and the teacher. A collaborative learning strategy of pair and sharing ideas will be used.
1) The lesson plan is for a Year 9 class studying An Inspector Calls and focuses on planning for an assessment question on the theme of responsibility.
2) Students will collaboratively plan for the assessment question using a PEELA template and share character quotes they have found that relate to responsibility.
3) Formative assessment includes students sharing quotes, writing quotes on posters for others to see, and receiving a model for planning their essay answers.
Jeremy Tang observed a Year 7 class focused on narrative writing techniques. The class read from The Hunger Games and discussed vocabulary. Students then worked in groups to create mind maps of descriptive writing techniques. While the lesson engaged students and developed independent work, the observer noted areas for improvement, including better planning reading time to promote comprehension, considering alternative writing forms, and providing more examples to illustrate descriptive techniques. The observer praised student enthusiasm but encouraged the teacher to give more explicit instruction on descriptive writing.
This document summarizes a student teacher's lesson observation. The observer provides feedback on the lesson, which involved analyzing a sonnet from Romeo and Juliet. The student teacher led a discussion of religious imagery in the sonnet and had students write diary entries analyzing the poem. The observer notes strengths like clear instruction and student engagement, and targets for improvement like planning transitions between activities and ensuring homework is consistently assigned. The observer concludes the student teacher is making the required progress in their PGCE program.
Jeremy Tang, a student teacher, was observed teaching a lesson on errors in writing to a class of 7th graders. The observer notes that Jeremy sets high expectations, treats students with respect, and provides evidence of good subject knowledge in explaining writing errors. Some targets for improvement are identified, such as focusing more on writing content than just spelling and grammar. Overall, the observer judges that Jeremy is making the required progress in the PGCE program at this stage.
This document contains linguistic terminology questions asking for definitions and examples of pre-modifying adjectives, implicature, discourse markers, orthography, sociolects, head words, register, third person possessive pronouns, exclamative utterances, and asydentic listing, as well as the difference between connotation and denotation.
The document is a dense passage written in an unfamiliar language or code using unusual punctuation and symbols. It discusses various topics ranging from nature, technology, science, and philosophy. Specific people, places, events or overall meaning cannot be understood from the text alone due to the unconventional writing style and lack of context.
This document provides an overview of a 7-week unit plan for teaching Suzanne Collins' novel The Hunger Games in a KS3 English class. Key elements of the unit include:
- Using the novel to spark discussions on morality and relationships through its dystopian themes.
- Developing reading comprehension through strategies like reciprocal reading and close analysis of quotes.
- Creative writing assignments like diary entries, monologues, and designing fictional tributes for the games.
- Comparing the novel's world to reality television and examining how tension is built in the opening paragraphs.
- Having students summarize chapters, compare characters to mythological heroes, and work to understand different perspectives.
The unit
Katniss volunteers as tribute to replace her sister Prim at the reaping. She is taken to the Capitol to prepare for the Hunger Games. Upon arriving, she is overwhelmed by the extreme differences between the impoverished District 12 and the excessively luxurious Capitol.
This lesson plan is for a 7th grade mixed-ability English class about The Hunger Games. The learning goals are for students to select relevant evidence from the text and analyze the text by comparing District 12 and the Capitol. Students will engage in starter, formative, and summative assessments including drawing a mockingjay, filling in a comparison table, and discussing similarities between the Capitol and modern society. The teacher provides scaffolding like a differentiated worksheet and plans for collaborative work. Students are expected to finish designing their own tribute for homework.
This lesson plan is for a Year 7 class studying The Hunger Games. The objectives are for students to understand the start of Chapter 3 and empathize with the main characters. Students will listen to an audio recording of Chapter 3, participate in a hot-seating activity where they ask questions of characters Prim, Katniss, and their mother, and write a paragraph summarizing the characters' feelings and which one they empathize with most. The teacher will help students who have difficulty writing the summary paragraph.
This lesson plan is for an 8th grade mixed ability English class on Romeo and Juliet. The learning objective is for students to write a draft of their newspaper article assessment on Romeo and Juliet. During the lesson, students will be given a sample article to analyze, asked questions to scaffold their understanding, and time to write a draft of their own assessment. The teacher will formatively assess students during these activities and provide feedback to support writing their drafts.
This lesson plan is for a mixed ability 8th grade class studying Romeo and Juliet. The objectives are for students to learn how to write a newspaper article focusing on purpose, layout, audience and style. Formative assessments include recapping events from Act 3 Scene 1, ordering events in a worksheet, and analyzing sample opening paragraphs and homework articles using PALS conventions. Students will work in pairs to analyze articles and order events using APK and collaborative learning strategies. Key terminology includes Romeo and Juliet, William Shakespeare, newspaper articles, and headlines. Resources are a worksheet ordering events from Act 3 Scene 1 and students' own newspaper articles.
This lesson plan is for a mixed ability Year 7 class studying The Hunger Games. The learning goal is for all students to write up their assessment in a neat format. Students will find their draft assessments and rewrite them neatly, which will allow the teacher to formatively assess their work. Key terms that will be discussed are dystopia, utopia, characters from the book, and resources include copies of The Hunger Games books and lined paper for students to rewrite their assessments.
This lesson plan is for a Year 9 class studying An Inspector Calls. The learning goal is for students to understand feedback and write an improvements paragraph based on individual and group feedback. All students are expected to write an improvements paragraph incorporating the feedback. Formative assessment includes self-reflection, teacher questioning, and students writing an improvements paragraph. Students will have to focus on the feedback to write their paragraph, thinking about how to personally improve as well as feedback from peers and the teacher. A collaborative learning strategy of pair and sharing ideas will be used.
1) The lesson plan is for a Year 9 class studying An Inspector Calls and focuses on planning for an assessment question on the theme of responsibility.
2) Students will collaboratively plan for the assessment question using a PEELA template and share character quotes they have found that relate to responsibility.
3) Formative assessment includes students sharing quotes, writing quotes on posters for others to see, and receiving a model for planning their essay answers.
Jeremy Tang observed a Year 7 class focused on narrative writing techniques. The class read from The Hunger Games and discussed vocabulary. Students then worked in groups to create mind maps of descriptive writing techniques. While the lesson engaged students and developed independent work, the observer noted areas for improvement, including better planning reading time to promote comprehension, considering alternative writing forms, and providing more examples to illustrate descriptive techniques. The observer praised student enthusiasm but encouraged the teacher to give more explicit instruction on descriptive writing.
This document summarizes a student teacher's lesson observation. The observer provides feedback on the lesson, which involved analyzing a sonnet from Romeo and Juliet. The student teacher led a discussion of religious imagery in the sonnet and had students write diary entries analyzing the poem. The observer notes strengths like clear instruction and student engagement, and targets for improvement like planning transitions between activities and ensuring homework is consistently assigned. The observer concludes the student teacher is making the required progress in their PGCE program.
Jeremy Tang, a student teacher, was observed teaching a lesson on errors in writing to a class of 7th graders. The observer notes that Jeremy sets high expectations, treats students with respect, and provides evidence of good subject knowledge in explaining writing errors. Some targets for improvement are identified, such as focusing more on writing content than just spelling and grammar. Overall, the observer judges that Jeremy is making the required progress in the PGCE program at this stage.
Philippine Edukasyong Pantahanan at Pangkabuhayan (EPP) CurriculumMJDuyan
(𝐓𝐋𝐄 𝟏𝟎𝟎) (𝐋𝐞𝐬𝐬𝐨𝐧 𝟏)-𝐏𝐫𝐞𝐥𝐢𝐦𝐬
𝐃𝐢𝐬𝐜𝐮𝐬𝐬 𝐭𝐡𝐞 𝐄𝐏𝐏 𝐂𝐮𝐫𝐫𝐢𝐜𝐮𝐥𝐮𝐦 𝐢𝐧 𝐭𝐡𝐞 𝐏𝐡𝐢𝐥𝐢𝐩𝐩𝐢𝐧𝐞𝐬:
- Understand the goals and objectives of the Edukasyong Pantahanan at Pangkabuhayan (EPP) curriculum, recognizing its importance in fostering practical life skills and values among students. Students will also be able to identify the key components and subjects covered, such as agriculture, home economics, industrial arts, and information and communication technology.
𝐄𝐱𝐩𝐥𝐚𝐢𝐧 𝐭𝐡𝐞 𝐍𝐚𝐭𝐮𝐫𝐞 𝐚𝐧𝐝 𝐒𝐜𝐨𝐩𝐞 𝐨𝐟 𝐚𝐧 𝐄𝐧𝐭𝐫𝐞𝐩𝐫𝐞𝐧𝐞𝐮𝐫:
-Define entrepreneurship, distinguishing it from general business activities by emphasizing its focus on innovation, risk-taking, and value creation. Students will describe the characteristics and traits of successful entrepreneurs, including their roles and responsibilities, and discuss the broader economic and social impacts of entrepreneurial activities on both local and global scales.
A Visual Guide to 1 Samuel | A Tale of Two HeartsSteve Thomason
These slides walk through the story of 1 Samuel. Samuel is the last judge of Israel. The people reject God and want a king. Saul is anointed as the first king, but he is not a good king. David, the shepherd boy is anointed and Saul is envious of him. David shows honor while Saul continues to self destruct.
Temple of Asclepius in Thrace. Excavation resultsKrassimira Luka
The temple and the sanctuary around were dedicated to Asklepios Zmidrenus. This name has been known since 1875 when an inscription dedicated to him was discovered in Rome. The inscription is dated in 227 AD and was left by soldiers originating from the city of Philippopolis (modern Plovdiv).
Leveraging Generative AI to Drive Nonprofit InnovationTechSoup
In this webinar, participants learned how to utilize Generative AI to streamline operations and elevate member engagement. Amazon Web Service experts provided a customer specific use cases and dived into low/no-code tools that are quick and easy to deploy through Amazon Web Service (AWS.)
The chapter Lifelines of National Economy in Class 10 Geography focuses on the various modes of transportation and communication that play a vital role in the economic development of a country. These lifelines are crucial for the movement of goods, services, and people, thereby connecting different regions and promoting economic activities.
ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...PECB
Denis is a dynamic and results-driven Chief Information Officer (CIO) with a distinguished career spanning information systems analysis and technical project management. With a proven track record of spearheading the design and delivery of cutting-edge Information Management solutions, he has consistently elevated business operations, streamlined reporting functions, and maximized process efficiency.
Certified as an ISO/IEC 27001: Information Security Management Systems (ISMS) Lead Implementer, Data Protection Officer, and Cyber Risks Analyst, Denis brings a heightened focus on data security, privacy, and cyber resilience to every endeavor.
His expertise extends across a diverse spectrum of reporting, database, and web development applications, underpinned by an exceptional grasp of data storage and virtualization technologies. His proficiency in application testing, database administration, and data cleansing ensures seamless execution of complex projects.
What sets Denis apart is his comprehensive understanding of Business and Systems Analysis technologies, honed through involvement in all phases of the Software Development Lifecycle (SDLC). From meticulous requirements gathering to precise analysis, innovative design, rigorous development, thorough testing, and successful implementation, he has consistently delivered exceptional results.
Throughout his career, he has taken on multifaceted roles, from leading technical project management teams to owning solutions that drive operational excellence. His conscientious and proactive approach is unwavering, whether he is working independently or collaboratively within a team. His ability to connect with colleagues on a personal level underscores his commitment to fostering a harmonious and productive workplace environment.
Date: May 29, 2024
Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
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🔥🔥🔥🔥🔥🔥🔥🔥🔥
إضغ بين إيديكم من أقوى الملازم التي صممتها
ملزمة تشريح الجهاز الهيكلي (نظري 3)
💀💀💀💀💀💀💀💀💀💀
تتميز هذهِ الملزمة بعِدة مُميزات :
1- مُترجمة ترجمة تُناسب جميع المستويات
2- تحتوي على 78 رسم توضيحي لكل كلمة موجودة بالملزمة (لكل كلمة !!!!)
#فهم_ماكو_درخ
3- دقة الكتابة والصور عالية جداً جداً جداً
4- هُنالك بعض المعلومات تم توضيحها بشكل تفصيلي جداً (تُعتبر لدى الطالب أو الطالبة بإنها معلومات مُبهمة ومع ذلك تم توضيح هذهِ المعلومات المُبهمة بشكل تفصيلي جداً
5- الملزمة تشرح نفسها ب نفسها بس تكلك تعال اقراني
6- تحتوي الملزمة في اول سلايد على خارطة تتضمن جميع تفرُعات معلومات الجهاز الهيكلي المذكورة في هذهِ الملزمة
واخيراً هذهِ الملزمة حلالٌ عليكم وإتمنى منكم إن تدعولي بالخير والصحة والعافية فقط
كل التوفيق زملائي وزميلاتي ، زميلكم محمد الذهبي 💊💊
🔥🔥🔥🔥🔥🔥🔥🔥🔥
Gender and Mental Health - Counselling and Family Therapy Applications and In...PsychoTech Services
A proprietary approach developed by bringing together the best of learning theories from Psychology, design principles from the world of visualization, and pedagogical methods from over a decade of training experience, that enables you to: Learn better, faster!
Level 3 NCEA - NZ: A Nation In the Making 1872 - 1900 SML.pptHenry Hollis
The History of NZ 1870-1900.
Making of a Nation.
From the NZ Wars to Liberals,
Richard Seddon, George Grey,
Social Laboratory, New Zealand,
Confiscations, Kotahitanga, Kingitanga, Parliament, Suffrage, Repudiation, Economic Change, Agriculture, Gold Mining, Timber, Flax, Sheep, Dairying,