zilongwang/ReadingBank huggingface dataset:
Name:_____________________________________ Historical Character:__________________________ Find Someone Who... Has Children Likes science Has a career in Singing Is a different race or ethnicity Is from a foreign country Has invented something Is older than 25 Has been in a leadership position Is an athlete Speaks a different language Has long hair Has been in a movie or t.v. show Is an only child Has blonde hair Has been in a play Has been in a commercial Wears glasses Has a physical impairment Likes reading Was murdered Lived in another country (other than the U.S.) for more than a year Is taller than 5’8’’ Is royalty Makes or made more than $100,000,000 a year Dated or married someone famous ***Only one signature from each person. You cannot have multiple signatures from the same character.
c) a) b) c) a) b) c) a) b) c) a) b) c) a) b) c) Factor the following equation for surface area. Any 3-digit number can be represented by the expression where . The reverse of the above number is . Prove that the difference of a 3-digit number and its reverse is divisible by 99. Solutions a) b) c) a) b) c) a) b) c) a) b) c) a) b) c) a) b) c) Various solutions available. Factor the following. a) b) c)
Lesson 4-2: Patterns and Linear Functions 4-2.1 – Representing a Geometric Relationship Vocabulary: Independent Variable – A variable that provides the input value of a function Dependent Variable – A variable that provides the output value of a function Input – A value of the independent variable Output – A value of the dependent variable To represent a relationship you first must identify what is the independent and dependent variables. They become the input and the output. Take the following example: The number of rectangles is the independent variable (x) and the perimeter is the dependent variable (y). First, set up a table to show the relationship between the number of rectangles and the perimeter. Rectangles Perimeter 1 14 2 16 3 18 4 20 So, because the lengths are always 2*6 or 12 and the widths are the same as 2*rectangles. We can then use the table to make a graph. Example #2: Y=4x+6
4-4.3 – Identifying Continuous and Discrete Graphs Some graphs need to consist of only isolated points instead of being connected. This is determined by the independent variable. If you can have partial amounts of the variable then the graph would be continuous, but if you have to have a whole number of those items then it would have to be discrete to eliminate the in between values. Examples: Continuous or discrete The graph of the amount of water in a pool over the time you are filling it – Continuous because you can measure parts of a minute The cost of basketball tickets to get into a game – Discrete because you cannot buy a half of a ticket 4-4.4 – Graphing Non-Linear functions When the function has an exponent or an absolute value in it then the graph will be non-linear. Luckily, these all have a specific type of graph that goes with them. If the exponent is even then the graph will look like a U shape If the exponent is odd and then it is a U with ½ of it turned the other way If it has an absolute value then the graph is a V shape You have to plot/find enough points to show the change in the graph and show the shape. Examples: X Y 1 2 2 9 0 1 -1 0 -2 -7 X Y 1 2 2 1 0 3 4 1 5 2 X Y 1 2 2 5 0 1 -1 2 -2 5 If the term with the variable is negative then the U or V shape would just be upside down.
In the “X List” box, press “x”. In the “Y List” box, press “y”. Press “Ok” If it asks whether you want a column reference or variable reference, choose variable reference, then press OK. Do this for both x and y. Press “ctrl” “doc” to select + page. Press “1” to Add Calculator. Part 6: Interpolate/Extrapolate To interpolate or extrapolate, press “var”. Select “f1” from the list and press enter. “f1()” should appear on the screen. Enter the x-value (year) that you are trying to interpolate/extrapolate. For example, if you want to find the average count of youths in a correctional facility in the year 1995, you would see “f1(1995)” on the screen. Press “enter”. The value you want should be on the right side of the screen. Estimate the average count of youths in a correctional facility in the year 1995. Estimate: _________ Is this interpolation or extrapolation? _______________ Estimate the average count of youths in a correctional facility in the year 2012. Estimate: _________ Is this interpolation or extrapolation? _______________ Estimate the average count of youths in a correctional facility in the year 2015. Estimate: _________ Is this interpolation or extrapolation? _______________
Scene One: “What did you do last night?” A: Hi! B: Hello. A: How’s everything? B: Fine. I guess. A: Do you know what time it is? B: No. Not exactly. A: Don’t you have a watch? B: Not on me. A: Well? B: Well what? A: What did you do last night? B: What do you mean? A: What did you do last night? B: Nothing. A: Nothing? B: I said, nothing! A: I’m sorry I asked. B: That’s all right. Taken from Acting One by Robert Cohen Scene Two: “I’m going away.” A: Hi! B: Hello. A: You all right? B: Yes. A: Are you sure? B: Yes, I’m sure. A little headache, that’s all. A: Oh good. You want some aspirin? B: No. Don’t be so helpful, OK? A: You are upset. B: Good Lord! A: OK, OK. I thought you might want to talk. B: About what? A: About anything. B: I’m going away. A: What do you mean? B: I’m going away, that’s all. A: Where? B: Not far. Don’t get excited. A: When? B: Now. [Starts to leave] Taken from Acting One by Robert Cohen Scene Three: “I wish I knew you.” A: It’s been a long time. B: Yes. A: Any luck these days? B: With what? A: Uh, the world? B: Oh. Yes. A: Yes what? B: Yes, I have had luck with the world. And you? A: Yes. B: Yes what? A: Yes, I have not had luck with the world. B: Down about it? A: Hm? B: You doin’ alright? A: I’m fine. Things have been looking up lately. B: Good to hear. A: Don’t you want to know what thing or things have been looking up lately? B: No. A: I wish I knew you. B: What do you mean? A: Just that. I wish I knew you? B: You do.
(http://en.maquilasolidarity.org/) to learn more about Maquiladoras. Create a slideshow presentation of your research. Use the questions below as a guide to your slide content. How did the Maquiladoras get started? Do you need a Mexican partner to operate a Maquiladora? What are the benefits of Maquiladoras to foreign businesses? What is transfer pricing? Are Maquiladoras subject to tariffs? Maquiladoras are sometimes described as sweatshops. How are they described by the Maquila? Rubric Maquiladoras Rubric Categories Level 1 (50 - 59%) Level 2 (60 - 69%) Level 3 (70 - 79%) Level 4 (80 - 100%) Knowledge and Understanding Subject knowledge is evident throughout the presentation. - subject knowledge is limited. - there is some evidence of subject knowledge. - there is considerable evidence of subject knowledge. - subject knowledge is evident to a high degree. Thinking The sequence of information is well organized. - limited organization of the information. - some organization of the information. - considerable organization of the information. - high degree of information organization. Communication Presentation addresses slide content questions. - presentation addresses slide content questions in limited detail. - presentation addresses slide content questions in some detail. - presentation addresses slide content questions in considerable detail. - presentation addresses slide content questions in extensive and thorough detail.
Graph End Behaviour # of Turning Points # of Group B Graph End Behaviour # of Turning Points # of Compare the graphs in Group A and Group B. How are they different? Summary Odd Degree Functions Type General Equation Degree of Polynomial Maximum Number of Max Number of Sketch
7 In September 1967, Alexander Dubcek, a key Communist, presented a long list of problems with the Czech government. This led to many demonstrations against the existing leader of Czechoslovakia, Novotny. In January 1968 Alexander Dubcek became the new leader of the Communist Party in Czechoslovakia. Dubcek stated: "We shall have to remove everything that strangles artistic and scientific creativeness." He promised the Czech people, “Communism with a human face” 8 9 During February 1968, Dubcek announced a series of reforms. This included the abolition of censorship and the right of citizens to criticize the government. Newspapers began publishing revelations about corruption in high places, including the president, Novotny. In April 1968 the Communist Party of Czechoslovakia said that members would no longer be forced to be obedient to party policy. Instead it declared that each member "has not only the right, but the duty to act according to his conscience." 10 11 Jan Palach had always been interested in politics, but during 1968 his interest grew. In the spring of 1968 he attended many discussion sessions and student meetings. In August, Dubček assured Moscow that Czechoslovakia would remain in the Warsaw Pact and that they had nothing to worry about with regards to the reforms. Meanwhile he allowed farmers to form and suggested that opposition parties could be set up. 12 13 On 3rd August Brezhnev stated that the USSR would intervene in any country trying to end Communism (Brezhnev Doctrine). Hard-line Communist leaders in Europe wrote to Brezhnev in Russia, demanding he stopped the reforms in Czechoslovakia. On the night of August 20th/21st 1968, 500,000 Warsaw Pact troops invaded Czechoslovakia. The invasion was nearly bloodless and there was very little resistance from the Czech people. 14 15 The reforms of Dubček were abandoned. He was arrested and sent to Moscow. Here he was told what was expected of Czechoslovakia and he was released and sent back to Prague. During autumn of 1968 Prague radio broadcast demands for passive resistance – secret broadcasters showed the world what was happening until they were discovered and silenced. 16
Image — (Australian Museum, number E68140, http://www.australianmuseum.net.au) Supporting learning resource — Supporting learning resource — Sheet — Sheet — Sheet — Supporting learning resource — Supporting learning resource — Sheet — Monitoring task — Mixtures and substances Sheet — Monitoring task — Mixtures and substances: Modelled student response Helpful Information Website — (Queensland Museum) http://www.qm.qld.gov.au/Learning+Resources/QM+Loans/Whats+New Video — Video — Safety Teachers need to: identify safety issues relevant to practical activities and conduct risk assessments refer to Workplace health and safety (WHS) policy pertaining to schools. use Chemwatch Gold to consult the relevant MSDS (Materials Safety Data Sheets) for chemical safety information pertaining to the use of borax Ideas for monitoring Monitor students’ ability to: identify substances and mixtures and state everyday applications of separation techniques across professions. Learning alerts Be aware of: students stating that mixtures containing liquids cannot be separated. Suggested next steps for learning Demonstrate to students that liquid mixtures are able to be separated using a range of techniques such as evaporation and chromatography. Ideas for differentiation Support Students practise simple separation techniques such as sieving to assist in their understanding of mixtures. Extension Students develop a fair test for a simple separation technique.
The hamartia is the tragic flaw that causes the tragic hero’s downfall. Tragic heroes all have tragic flaws to make them more like us. One common tragic flaw is “hubris” (pronounced: hew-bris) and means “great pride” or “arrogance”. The hamartia is usually caused by bad choice the tragic hero makes and not by fate. “Hamartia”, or Tragic Flaw Pronounced : “hah – mar – TEE – uh” The hamartia is the tragic flaw that causes the tragic hero’s downfall. Tragic heroes all have tragic flaws to make them more like us. One common tragic flaw is “hubris” (pronounced: hew-bris) and means “great pride” or “arrogance”. The hamartia is usually caused by bad choice the tragic hero makes and not by fate. Catharsis Pronounced: “cuh – THAR– siss” Aristotle did not want tragedy to leave people depressed by the story. Catharsis cleanses the audience of sad emotions like pity and fear that come from the play. Catharsis means a cleansing or purging of emotion.
Winter 2006 Spring 2006 Winter 2005 Spring 2005 Open Response Questions – Full solutions and explanations required Winter 2007 ***For the EQAO don’t use the short forms we used in our class – they won’t know what they mean! Winter 2010
Answers: 1. a) odd b) even c) odd d) even e) odd f) neither 2. a) odd b) neither c) even 3. a) odd b) neither c) odd d) even e) even f) even g) neither h) even i) even j) even
A and B BOTH HAVE: Term A: write “more” or “less/fewer” in the boxes below B: write “more” or “less/fewer” in the boxes below Term A: write the kinds in the boxes below B: write the kinds in the boxes below SIMILARITIES MORE/LESS KINDS A and B BOTH DO: Term A: write “more” or “less/fewer” in the boxes below B: write “more” or “less/fewer” in the boxes below Term A: write the kinds in the boxes below B: write the kinds in the boxes below Review your I column, and move any appropriate items to the A or N columns. THE “ANI” CHART 1. State the issue with which your essay is concerned: 2. Fill out the form below, 25 numbered items per column. Affirmative: Negative: Interesting:
Acting Techniques Final Scene DUE: Students will be able to demonstrate their understanding of different acting methods by presenting a 2-3 minute scene using one of the acting methods learned in class. Students will not be graded on the time, but the content. Psychological Acting: Objectives, Tactics, Emotional & Sense Memory Psycho-physical Acting: Objectives, Psychological Gestures Physical Acting: Objectives, Pantomime, Abstract Movement, Viewpoints Physical-Social Acting: Objectives, Gestus, Alienation Effect, Social Moral or Message Superior (15-13) Excellent (12-10) Good (9-7) Fair (6-0) Score Application of Acting Method It is clear that my partner and I used the acting techniques appropriately, creatively, and boldly in our scene. It is clear that my partner and I used the acting techniques, but choice could have been bolder. It isn’t clear that we understood the acting technique that well, but evidences of acting choices are seen. My partner and I didn’t use the acting techniques we were assigned, and didn’t make choices. Commitment It is clear my partner and I worked hard to memorize, rehearse, and perform this scene. It is clear that we put forth a good effort, but the scene could’ve used some more rehearsal. We weren’t really ready to perform (not memorized, not rehearsed, not blocked) but evidences of acting choices are seen. We were not ready to perform at all. Our movement was appropriate and bold for the acting method we were assigned. Our movement was mostly appropriate for the acting method we were assigned. Our movement wasn’t really appropriate for the acting method we were assigned, but we did make some creative choices. We didn’t have much movement. Emotion and Meaning We portrayed strong emotions or meaning through our voice, movement, and other scene We portrayed strong emotions or meaning through our voice, movement, and other scene We portrayed some emotions or meaning, but it was few and far between. We didn’t incorporate emotion or meaning into our scene.
Nomen ___________ Lipids Identification Worksheet Part A. Identify each molecule as a triglyceride, phospholipid, or steroid. How do you know? Molecule What is it? How can you identify it? Part B. Identify the fatty acid as saturated or unsaturated. Then, re-draw it as a line structure. Fatty acid Saturated or unsaturated? Line structure You will practice showing the formation of a triglyceride by condensation. (a) In your notebook, draw the molecular structures below. (b) Circle the atoms that will be removed during a condensation reaction. Glycerol Saturated fatty acid with 7 carbon atoms Monounsaturated trans fatty acid with 9 carbon atoms (show the double bond between carbons 4 and 5)
Teacher Information – Learning styles What are learning styles? Learning styles are simply different approaches or ways of learning. What are the types of learning styles? Visual Learners: learn through seeing... These learners need to see the teacher's body language and facial expression to fully understand the content of a lesson. They tend to prefer sitting at the front of the classroom to avoid visual obstructions (e.g. people's heads). They may think in pictures and learn best from visual displays including: diagrams, illustrated text books, overhead transparencies, videos, flipcharts and hand-outs. During a lecture or classroom discussion, visual learners often prefer to take detailed notes to absorb the information. Auditory Learners: learn through listening... They learn best through verbal lectures, discussions, talking things through and listening to what others have to say. Auditory learners interpret the underlying meanings of speech through listening to tone of voice, pitch, speed and other nuances. Written information may have little meaning until it is heard. These learners often benefit from reading text aloud and using a tape recorder. Tactile/Kinesthetic Learners: learn through moving, doing and touching... Tactile/Kinesthetic persons learn best through a hands-on approach, actively exploring the physical world around them. They may find it hard to sit still for long periods and may become distracted by their need for activity and exploration.
Purpose Destination Checklist 1 Checklist 2 (extra ) Information I need to know before I go Things I need to remember to bring Purpose Destination Checklist 1 Checklist 2 (extra ) Information I need to know before I go Things I need to remember to bring
Example 4: In an amphitheatre, seats are arranged in 50 semicircular rows facing a domed stage. The first row contains 23 seats, and each row contains 4 more seats than the previous row. How many seats are in the amphitheatre? Example 5: At a fish hatchery, fish hatch at different times even though the eggs were all fertilized at the same time. The number of fish that hatched on each of the first four days after fertilization was 2, 10, 50, and 250, respectively. If the pattern continues, calculate the total number of fish hatched during the first 10 days.
The profit function of a company is . Determine if the company can break even (hint: use the discriminant). If the company can break even, determine how it can do so (hint: find the zeros). Simplify. b) c) d) Factor fully.
4. a) y = 6x 4 b) 5. a) slope: 8; y-intercept: 4 b) slope: ; y-intercept: 4 6. a) x-intercept: 2; y-intercept: 4 b) x-intercept: 6; y-intercept: 2 c) x-intercept: 2; y-intercept: 4 d) x-intercept: 3; y-intercept: 5 7. 2x 3y + 12 = 0 and 3y = 2x + 6 8. 2x 3y + 12 = 0 and 3x + 2y = 4; 3y = 2x + 6 and 3x + 2y = 4 9. 4 10. y = 3x + 1 11. 12. y = 9x + 23 13. a) 1.1 b) d = 1.1t + 5 c) About 4.5 s 14. (1, 1) 15. (2, 4)
Lesson Design What will the teacher be doing? What will the students be doing? (Structured Student Interaction) What will the teacher be listening for? (What do we expect students to say?) Probing Questions for Differentiation Assessing Questions (“stuck”) Advancing Questions (further learning) Engage (Launch) Activity or Task 1 Activity or Task 2 Activity or Task 3 Closure
Security Camera Footage from Courthouse Subject Disorder Description Hand Size (cm.) / Eye Color Down syndrome Extra chromosome 21 Ted: L 25 X W 17 Tonia: L 18 X W 13 Ted: Brown Tonia: Green Klinefelter syndrome Extra X in male (XXY) Brian: L 23 X W 16 Brian: Green- Hazel Turner syndrome Single X in female (XO) Anita: L 19 X W 12
Lesson Observation Report Form Placement: _____ Week: _____ Tick statements indicating strengths in the lesson. Highlight statements to indicate areas to reflect on. Use these statements as prompts in written feedback. Trainee Date School/College Number in group Mentor/Teacher/Tutor Year group/ability information Lesson Topic Observation Focus (Standards or previous target(s) Establish a secure learning environment that promotes good pupil progress and behaviour (S1) Build on, consolidate and extend pupils’ capabilities, prior knowledge and understanding (S2) Ensure all learners make progress that is at least good (S2) Have good subject knowledge (S3) Stimulate and maintain pupils’ interest and curiosity in the subject (S3) Promote high standards of literacy, numeracy and communication (S3) Use questioning and discussion to promote learning (S4) Reflect on learning and teaching (S4) Use time effectively (S4) Be aware of the needs of all pupils and differentiate appropriately (S5) Be aware of potential barriers to learning with an understanding of the needs of all pupils, including those with SEN, EAL and those with disabilities (S5) Maintain a good relationship with pupils (S7) Manage pupil behaviour effectively and appropriately inc. low level disruption (S7) Have clear rules and routines and high expectations of behaviour (S7) Deploy support staff effectively (S8) Teaching and Learning Evaluate key features, as appropriate.: behaviour management including low level disruption, resources used, differentiation and individual needs, subject knowledge, numeracy and literacy, SMSC, questioning skills Trainee impact on pupil progress / learning
Common Core Teaching Standards/INTASC Standards LESSON OBSERVATION FEEDBACK FORM Based on UMF Supervisor Observation Student Teacher: ____________________________________Program: ____________ Date: __________ Subject/Topic/Skill: ________________________________Grade Level:__________________________ Observer:_____________________________________________________________________________________ Standard #1 : LEARNER DEVELOPMENT The teacher understands how learners grow and develop, recognizing that patterns of learning and development vary individually within and across the cognitive, linguistic, social, emotional, and physical areas, and designs and implements developmentally appropriate and challenging learning experiences. THE TEACHER: *assesses individual and group performance to design and modify instruction to meet learner needs in each area of development *creates developmentally appropriate instruction taking into account individual strengths, interests and needs *collaborates with families, communities, colleagues and other professionals Comments/suggestions: Standard #2: LEARNER DIFFERENCES The teacher uses understanding of individual differences and diverse cultures and communities to ensure inclusive learning environments that enable each learner to meet high standards. THE TEACHER: *designs, adapts and delivers instruction to address each student’s diverse learning strengths and needs and creates opportunities for students to demonstrate learning in different ways *makes appropriate and timely provisions for individuals with particular learning differences or needs *designs instruction to build on learners’ prior experience and allow learners to accelerate as they demonstrate understandings. *brings multiple perspectives to content including learners’ personal, family, community and cultural norms *incorporates tools of language development including strategies for English language learners *accesses resources and specialized assistance and services to meet learner differences or needs. Comments/suggestions:
School Trainee’s name Observer’s name, status(CT/UT/mentor) Year group/class Lesson Aspect (e.g. Shape) Date Time Teachers’ Standards Focus for observation linked to Standards. This is the TRAINEE’S responsibility to identify These boxes provide the opportunity to summarise the strengths and areas for development demonstrated in this lesson. Focus TS Comments Children’s learning and progress 2 Quality of planning and teaching 4 5 Subject Knowledge Please comment on trainee SK in relation to the Trainee Grading Profile 3 Behaviour, attitudes and expectations of learning 1 7 Assessment and evaluation 4 6 Behaviour and safety of pupils 7 TARGETS for improvement linked to the Teachers’ Standards: Teachers’ Standards Target (Link targets to the Trainee’s Grading Profile)
Value of Weight Training Project Grading Rubric Group member names: Project Product 0 - No Presentation/Project Product submitted 5 – Presentation/Project product is only partially complete and lacks a lot of quality and creativity 10 – Presentation/Project product is complete but lacks some quality and creativity 15 – Presentation/Project product was high quality and creative Presentation Score 0 – Did not present or speak during presentation. Had no visual. 5 – Presented but frequently mispronounced information, did not speak clearly, disorganized, read off of visual aid/PowerPoint/paper the whole time. Incomplete/weak visual. 10 – Presented and gave adequate information, may have lacked detail and/or occasionally mispronounced words and occasionally read off of visual aid. Adequate visual. 15 – Presented in an organized and thorough manner, including details and correct pronunciation. Very well informed about subject. Very detailed visual. Accuracy Score 0 – Gave no information or incorrect information during presentation and question responses. 5 – Gave information but was unable to answer questions during presentation or had mostly accurate information. 10- Gave information but occasionally did not know answers, or did not have correct details. Did understand the most basic information about subject. 15- Gave information and was mostly able to answer questions. Knew most information about subject. 20- Gave information, was able to answer questions and knew many details about subject. Was well informed. Total Points
Spelling List Lesson 16 (words that end with the /əl sound) tropical animal April arrival trample bottle camel capital couple swivel festival gentle level national normal tremble puddle rebel single tunnel Spelling List Lesson 16 (words that end with the /əl sound) tropical animal April arrival trample bottle camel capital couple swivel festival gentle level national normal tremble puddle rebel single tunnel
EXAMPLE TEMPLATE FOR THREE DAY CYCLE: ESSENTIAL QUESTIONS BELLRINGER BACKGROUND PRESENTATION PRACTICE CLOSURE EVAL/ PROJECTS DAY 1 EQ: WHAT ARE SIMILIARITIES AND DIFFERENCES BETWEEN HAIKU AND TANKA POETRY? WHAT IS AN ALICE WORLD? VOCABULARY: EMOTIONS FEELINGS METER HAIKU TANKA WORLD BACKGROUND OBJECTS PROGRAMMING DIRECTIONS ANIMATION CAMARA VIEWS DUMMY METHODS EVENTS STUDENTS GO TO CLASS SITE ON EDMODO.COM TO ACCESS ANY MATERIALS. GRAMMAR WARM-UP GRAMMAR WARM-UP APPLY GRAMMAR CONVENTIONS TO EDIT SENTENCES BY CORRECTING SENTENCES ON BOARD IN THEIR BINDERS AND SHARING OUT WITH THE CLASS. STUDENTS GO THE CHOMP, CHOMP GRAMMAR AND WORK ON 5 SENTENCES ABOUT FRAGMENTS. STUDENTS SHARE OUT ANSWERS. www.chompchomp.com/ DIFFERENTIATION: STUDENTS EDIT THE FOLLOWING SENTENCES: STUDENTS READ THEIR CHARACTERISTIC CHECKLIST FOR HAIKU POETRY. THEY APPLY THE TEXTUAL FEATURES TO THRE DIFFERENT TEXTS AND IDENTIFY WHICH IS/ARE HAIKU POETRY. STUDENTS SUPPORT THEIR REEASONS WITH TEXTUAL EVIDENCE. DIFFERENTIATION: STUDENTS ASK ABOUT “HAIKU” POETRY. BOTH OTHER STUDENTS AND TEACHER ANSWER QUESTIONS. STUDENTS HAVE AN ORGANIZER WHERE THEY NOTE-TAKE. STUDENTS DIVIDE INTO LITERATURE CIRCLE GROUPS AND ASSIGN THEMSELVES THEIR ROLES (SEE LIT CIRCLE WORKSHEET). STUDENTS BEGIN ALICE TUTORIAL TOUR FOR BUILDING AN ALICE WORLD. FOCUS: CHOOSING A BACKGROUND, PUTTING IN OBJECTS, AND MAKING THEM MOVE WITH THE SIMPLE COMMANDS. STUDENTS CREATE A SIMPLE ALICE WORLD WITH CHARACTERS AND SPEAKING “TEXT” USING THREE CHARACTERISTICS FROM THE HAIKU CHECKLIST. . EXIT QUESTION: WRITE DOWN TRHEE CHARACTERISTICS OF HAIKU POETRY. PLACE THE THREE CHARACTERISTICS WITH A CHARACTER “SAY” IN ALICE. GRAMMAR CHOMP CHOMP AND EDITING OF SENTENCES BRAINSTORMING WH-QUESTIONING NOTE-TAKING ORGANIZER HAIKU CHECKLIST WITH EXAMPLES
BELL RINGER BACKGROUND PRESENTATION PRACTICE CLOSURE DAY 3 GRAMMAR WARM-UP APPLY GRAMMAR CONVENTIONS TO EDIT SENTENCES BY CORRECTING SENTENCES ON BOARD IN THEIR BINDERS AND SHARING OUT WITH THE CLASS. STUDENTS WRITE OUT THREE SENTENCES TO USE IN THEIR ALICE WORLD, CHECKING FOR CAPITALIZATION, PUNCTUATION, AND SPELLING WITH A PARTNER BY APPLYING EDITING AND DEVELOPMENT CONVENTIONS. (PEER EDITING) REVIEW: STUDENTS COMPLETE THE ALICE QUIZ ABOUT HAIKU AND TANKA BY CATEGORING, COMPARING, AND CONTRASTING HAIKU AND TANKA. STUDENTS USE THEIR IMAGE OF NATURE AND EMOTIONS TO CREATE THEIR TANKA AND HAIKU POEMS. STUDENTS WRITE OUT THEIR POEMS IN A WORD DOCUMENT AND PASTE THEIR IMAGE INTO THE DOCUMENT. STUDENTS PEER EDIT WITH CLASS AND PRESENT POEMS ON ELMO/SMARTBOARD. . STUDENTS CREATE THEIR ALICE WORLDS WITH SIMPLE VISUALIZATIONS OF THEIR HAIKU AND TANKA POEMS. THEY INTEGRATE TEXT AND/OR SOUND INTO THEIR WORLD PRESENTATIONS. STUDENTS ASK TWO NEW QUESTIONS THEY HAVE ABOUT THE CREATION OF THEI ALICE WORLDS.
18.00 Welcome Summarise lesson plan and objectives Powerpoint 18.10 Recap on last weeks ideas. Use photo of Jack Nicholson to see what they have understood and remind them of the ideas Powerpoint Comments and answers made during discussion. 18.25 Focussing options on your camera. Expo how point of focus can be changed. Metering options Two stage shutter release on all cameras. PowerPoint Comments and Questions. 18.45 Look for focussing options on their own camera Own cameras Individual checks and discussions. 19.00 Break Tea and Coffee Biscuits 19.10 Group work. Same as before. Problem pictures. Printed photos and copies on PowerPoint. Discussions with groups and individuals. 19.25 Expo: Picture sizes Colour Balance PowerPoint 19.30 Group work. Find out how to set focus, colour balance, metering and size options on your own camera. Learners own cameras and my camera for demo. Discussions with groups and individuals. 19.55 – 20.00 Summarise lesson Say what we are doing next lesson. PowerPoint After Go through things with individuals Reflection and critical evaluation This seemed to go OK.
18.10 Welcome Summarise lesson plan and objectives PowerPoint 18.15 Chessboard Problem Hand out chessboard picture and ask for comments about squares A and B. Hand-outs with chessboard picture and PowerPoint Individual responses and questions. 18.30 Basic photo editing. Introduction to Picasa Interactive Plasma screen. Picasa software 18.45 Students working in six groups examine photos and do some cropping, white balance manipulation. Examine exif data and histograms. Pictures saved to accessible area on network. Desktop computers with Picasa software available Discussions with individuals and with groups. 19.00 Break Tea and Coffee Biscuits 19.10 Answer the question about the colour correction cards. Colour correction cards Individual responses and questions. 19.20 Introduce ideas about sharpness PowerPoint 19.20 Continue working with Picasa, exploring ideas about sharpness. Seeing what affect edits have on pictures. Pictures saved to accessible area on network. Desktop computers with Picasa software available Discussions with individuals and with groups. 19.50 – 20.00 Summarise lesson Say what we are doing next lesson. PowerPoint After Go through things with individuals Reflection and critical evaluation Some card readers were very reluctant to work with the Windows 8 computers in the room. This made it hard for some learners to access their photos from their camera. I need to get better ones so that they will actually work.
Voc.) Cues Other Supports Arrival/ Departure □ Visual □ Verbal □ Gestural □ Partial physical □ Physical □ Tactile □ Direct Instruction □ Model □ Guided Practice □ Behavior Support □ Peer Support □ Other Transitions □ Visual □ Verbal □ Gestural □ Partial physical □ Physical □ Tactile □ Direct Instruction □ Model □ Guided Practice □ Behavior Support □ Peer Support □ Other Lunch/ Recess □ Visual □ Verbal □ Gestural □ Partial physical □ Physical □ Tactile □ Direct Instruction □ Model □ Guided Practice □ Behavior Support □ Peer Support □ Other Activity: □ Visual □ Direct
□ Verbal □ Gestural □ Partial physical □ Physical □ Tactile Instruction □ Model □ Guided Practice □ Behavior Support □ Peer Support □ Other Activity: □ Visual □ Verbal □ Gestural □ Partial physical □ Physical □ Tactile □ Direct Instruction □ Model □ Guided Practice □ Behavior Support □ Peer Support □ Other Activity: □ Visual □ Verbal □ Gestural □ Partial physical □ Physical □ Tactile □ Direct Instruction □ Model □ Guided Practice □ Behavior Support □ Peer Support □ Other Activity: □ Visual □ Verbal □ Gestural □ Partial physical □ Physical □ Direct Instruction □ Model □ Guided Practice □ Behavior
□ Tactile Support □ Peer Support □ Other Activity: □ Visual □ Verbal □ Gestural □ Partial physical □ Physical □ Tactile □ Direct Instruction □ Model □ Guided Practice □ Behavior Support □ Peer Support □ Other Actions Suggested to promote movement towards independence and social competence: Accommodations Suggested: Person Responsible: Instructional Strategies Suggested: Person Responsible: Training Suggested (May include training of student/ paraprofessional in instructional strategies) Person Responsible: Supplemental Materials Suggested: Person Responsible: Other: Person Responsible: Persons Responsible: GE= General Educator SE= Special Educator RS= Related Service P= Peer SS= Support Staff Adapted from MCIE, 2006; Young, 2004; Howard County, MD Public Schools, 2008 Adapted Barthold 2008
“Student Goals in the General Education Classroom” “Student Goals in the General Education Classroom” is a description of a planning process developed and used by a SETSS provider. The SETSS provider first fills his/her plan book with what students will be doing in the general education classrooms for the week. For some classes, the information is more detailed than for others. This information is obtained from: general education class schedules, SETSS attending grade level meetings, SETSS emailing and talking to teachers, and sometimes from the paraprofessionals. Next, the SETSS schedules the week, indicating what he/ she will be working on with scheduled students (see below photograph); this is for each period. The topics for direct support/separate location are based primarily on IEP goals, and may be linked to skills needed to access the general education curriculum. Again, the level of detail and accuracy for direct support/ general education is dependent on the information the SETSS gathered. After the SETSS has created the weekly plan, more detailed daily plans are developed.
Accessing the Common Core for Students with Disabilities Special Education Teacher: Teaching Assistant: Class: Date: Students: Barriers include: Standards to be addressed: Unit Study: Objective (Learning Target): Materials: Explicit Core Instruction Specially Designed Instruction Introduction: - learning target - Connect to previous learning Objective (I Can): Engage: Activate Prior Knowledge: Connection to previous learning: Active Teaching/ Modeling/ “I Do”: Description of “I Do”: Guided Practice/ “We Do”: Provide time for: Check for Understanding: Lesson Closure Independent Practice/ Application/ “You Do”: Assessments: Formative: Summative:
Lesson Plan Stage: 1 Date: 20th June 2011 Time: Start 2:00pm Finish 3:00pm Key Learning Area: HSIE Lesson Topic: Looking at past generations and lifestyles through photographs ( Australian photographer , Max Dupain) Syllabus Outcomes: CCS1.2 – Identifies changes and continuities in their own life and in the local community ENS1.6 - Demonstrates an understanding of the relationship between environments and people. Indicator of Learning for this lesson: By the end of the lesson, the students will: Describes differences and similarities of photographs taken from the past and present of Sydney Compares how things were and the way they are now Identifies the ways in which environments change to meet the needs of the people. Identifies that interaction with the environment have changed and continue to change Sydney Uses historical language of time and change e.g. old, new, past, future generation. Assessment: T to mark worksheet for assessment on Ss understanding of historical language and being able to identify differences in past and present photographs and how human interaction changes environments to meet the needs of the people. T to observe Ss contribution to class discussion in their understanding of historical language and being able to identify differences in past and present photographs of Sydney’s built and natural environments. Any Safety issues to be considered: General classroom safety Resources: PowerPoint Worksheet
Each correct (90% correct) sentence is worth one point for the group, each wrong sentence end up in the bin. Interaction: T-Ss, Ss-T, Ss-Ss (whole class) Timing:15 min ACTIVITY 4: Which one is cleverer … Aim: to consolidate the usage of comparative forms Procedure: Ss are divided into groups: an orange group, a yellow group and a green group. Second round of the contest: They are given handouts with names of animals and they have to build correct sentences about them (eg. Elephants/monkeys/ big – Elephants are bigger than monkeys) Each correct (90% correct) sentence is worth one point for the group, each wrong sentence end up in the bin. Third round of the contest: Each group will be given slips of paper with singular nouns and they have to write their plural forms. Each correct form will be rewarded with 1 point for the team. Interaction: T-Ss, Ss-T, Ss-Ss (Team work, Group work) Timing:15 min ACTIVITY 5: I can fill in Aim: to provide extra practice in Procedure: Ss open their books and do exercise 9 on page 56 T explains the task – time limit 7 min Everybody takes a red pen and checks to see if they did the exercise correctly Interaction: T-Ss, Iw, Ss-Ss (whole class) Timing: 10 min
CLOSURE: Ask for a couple of volunteers. Give them an impromptu speech topic. Give them an opportunity to try speaking. Have the class provide feedback about the aspects of voice and physical presence. AUTHENTIC STUDENT ASSESSMENT: Lesson success will be evaluated based on cadet response and participation as well as their PO check at the end of the . Identify a friendly face Body language Breathing Gestures Pitch Practice Movement Equipment Volume Room layout Dress Pause Deportment Facial expressions Speed Attitude Materials Facial expressions Practice Articulation Movement Tone Eye contact Equipment Gestures Attitude Deportment Room layout
Practice Body language Pause Facial expressions Deportment Gestures Eye contact Practice Speed Movement Dress Room layout Articulation Body language Identify a friendly face Tone Deportment Volume Dress Facial expressions Pause Practice Body language Speed Materials Pitch Gestures Eye contact Identify a friendly face Practice Tone Deportment Room layout Articulation Gestures Body language Dress Eye contact
Hydrocarbon Chain Nonpolar; the longer the chain the less polar Usually not reactive Methyl —CH3 Nonpolar Usually not reactive Hydroxyl —OH Polar -H or -OH may be removed during condensation reactions Carboxyl —COOH Polar Acidic (releases H+ in solution, forming -H may be removed during condensation reaction Amino —NH2 Polar Basic (removes H+ from solution, forming NH3 +) -H may be removed during condensation reactions Phosphate —PO4 Very polar Acidic (releases H+ into solution, forming PO3-) -H or -OH may be removed during condensation reactions Examples of Amino Acids Glycine Leucine Serine
LESSON PLAN NAME OF THE FACULTY: - Sh. Rajpal (Theory)/ Smt. Anshu Bhalla (Practicals) DISCIPLINE: - ECE SEMESTER:- 4th SUBJECT—NFTL Lesson Plan Duration:- 15 weeks (January-2018 to May-2018) Work Load (Lecture/Practical) per week (In hours): Lecture- 03, Practical -03 Week Theory Practical Lecture Day Topic (Including assignment/test) Practical Topic 1st 1st Introduction to subject, Basic concepts of Symmetrical and asymmetrical networks, Balanced and unbalanced network 1st To measure the characteristic impedance of symmetrical T and Л networks 2nd Balanced and unbalanced network, T-network, Л network 3rd Ladder network; Lattice network, L-network and Bridge T-network 2nd 4th Concept and significance of the terms characteristic impedance, propagation constant, attenuation constant 2nd To measure the characteristic impedance of symmetrical T and Л networks 5th phase shift constant and insertion loss of T-network & phase shift constant and insertion loss of T-network 6th Concept and significance of iterative impedance, image impedance, image transfer constant and insertion loss. 3rd 7th The half section (L-section); symmetrical T and Л sections into half sections 3rd To measure the Image impedance of unsymmetrical T and Л networks 8th Units of attenuation (Decibels and Nepers): General characteristics of attenuators 9th Analysis and design of simple Symmetrical T attenuator 4th 10th Analysis and design of simple Symmetrical Л type attenuator 4th To measure the Image impedance of unsymmetrical T and Л networks 11th Analysis and design of simple L type attenuator 12th Design practice of attenuators
March (17th) Industrial Visit Industrial Visit March (20th-21st) 2 Constructor Overloading, Method Overriding March (22nd-23rd) 2 Abstract, Interface, Introduction to Packages March (27th-28th 2 RDBMS: Data Processing, Database Technology March (29th-30th) 2 Data Models, Data Independence April (3rd -4th) 2 ER Modeling Concept, April (5th-6th) 2 Converting ER Diagram into Relational Schema April (10th-11th) 2 Keys Primary key, Foreign key Unique Key. April (12th) 1 DDL Statements April (13th) 1 DML Statements April (14th) 1 DCL Statements April (17th-18th) 2 Joins ,Sub queries, Views. April (19th-21st) Sessional Test-II
12/1/18 Day-5 Duties -Meaning ,Different kinds of Duties 13/1/18 Day-6 Duties of a modern citizen 15/1/18 WEEK-3 Day-1 Relation of Rights and Duties 16/1/18 Day-2 Revision C H -2 Universal Declaration of Human Rights 17/1/18 Day-3 Universal Declaration of Human Rights 18/1/18 Day-4 Development of universal Declaration of Human Rights 19/1/18 Day-5 Universal Declaration of Human Rights (contents) 20/1/18 Day-6 Article 1-10 22/1/18 WEEK 4 Day-1 Article 11-20 23/1/18 Day-2 Article 21-30 24/1/18 WEEK 4 Day-3 Importance of Human Rights 25/1/18 Day-4 Short Question/Answers -lesson 2 27/1/18 Day-6 Class test C H -3 Liberty and Equality 29/1/18 WEEK 5 Day-1 Liberty -Meaning and Definition 30/1/18 Day-2 Aspects of liberty
31/1/18 Day-3 Difference between Negative and positive Liberty 1/2/18 Day-4 Different kinds of liberty-Natural liberty 2/2/18 Day-5 Civil and political liberty 3/2/18 Day-6 Economic and National liberty 5/2/18 WEEK 6 Day-1 Personal ,Religious and Moral liberty 6/2/18 Day-2 Safe guards of liberty 7/2/18 Day-3 Relation between liberty and law 8/2/18 Day-4 Liberal theory of liberty 9/2/18 Day-5 Marxist theory of liberty 10/2/18 Day-6 Criticism of Marxist theory 12/2/18 WEEK 7 Day-1 Discuss-short question-answer 13/2/18 Day-2 Class test 14/2/18 Day-3 Equality -Meaning and Definitions 15/2/18 Day-4 Various kinds of equality-Natural 16/2/18 Day-5 Civil and social equality 17/2/18 Day-6 Political & Educational Equality 19/2/18 WEEK 8 Day-1 Relation between Liberty & Equality
9/1//18 Day-2 Important conventions of the British constitution 10/1/18 Day-3 Important conventions of the American constitution C H. 3 Salient feature of the constitution 11/1/18 Day-4 Main features of the constitution of the United states of America 12/1/18 Day-5 Procedure of Amendment in the constitution of U.S.A 13/1/18 Day-6 Class Test C H.4 Basis of the constitution 15/1/18 WEEK-3 Day-1 Socio -Economic Basis of British constitution 16/1/18 Day-2 Socio -Economic Basis of the constitution of U.S.A C H.5 Executive :comparative study 17/1/18 Day-3 Executive:Meaning and Definition 18/1/18 Day-4 Types of Executive 19/1/18 Day-5 Functions of the executive 20/1/18 Day-6 Short questions ,group Discussion C H.6 Executive in England :Monarchy 22/1/18 WEEK 4 Day-1 Difference between THE King and the crown
president of United states of America 8/2/18 9/2/18 Day-5 Stages in the Election of president 10/2/18 Day-6 Crictism of the election system WEEK 7 12/2/18 WEEK 7 Day-1 Powers and Functions of the American President 13/2/18 Day-2 Actual position of the American President 14/2/18 Day-3 Comparison between American president and British sovereign 15/2/18 Day-4 Same 16/2/18 Day-5 Comparison between American President and The British Prime Minister 17/2/18 Day-6 Comparision between British and American cabinet WEEK 8 19/2/18 WEEK 8 Day-1 Class test C H .9 Legislature study 20/2/18 Day-2 Introduction and functions 21/2/18 Day-3 Organisation of the legislature 22/2/18 Day-4 Merits of Bi-cameralism 23/2/18 Day-5 Demerits of Bi – cameralism comparative
27/3/18 Day-2 Short question /Answer `C H.13 political party system 28/3/18 ` DAY 3 Political parties-Introduction and Definition 29/3/18 Day-4 Functions and role of the political parties C H .14 pressure Groups 30/3/18 Day-5 Interest group and pressure group -meaning 31/3/18 Day-6 Functions. Importance and utility of pressure groups 2/4/18 Week 14 Day-1 Criticism of pressure groups 3/4/18 Day-2 Methods and working system of pressure groups 4/4/18 Day-3 Role of pressure groups in England 5/4/18 Day-4 Pressure groups in U.S.A 6/4/18 Day-5 Class Discussion on pressure groups C H.Electoral Process and voting Behaviour 7/4/18 Day-6 Electoral system in Britain 9/4/18 WEEK 15 DAY-1 Electoral system in U .S .A 10/4/18 DAY-2 Bureaucracy -Meaning , characteristics 11/4/18 DAY-3 Kinds of Bureaucracy 12/4/18 DAY-4 Role of Bureaucracy in England and U.S.A 13/4/18 DAY-5 Solving queries of student continues 14/4/18 DAY-6 Test of syllabus covered Week 16 Examination guidance lecture
LESSON PLANNING CHECKLIST INTRODUCTION NOTES Does your introduction… State what the cadets will learn? Describe where and when the information can be used? Describe why the information is important to learn? BODY Does the body of your lesson… Incorporate the different principles of instruction? Include an appropriate method of instruction for each teaching point? Include questions? Provide for the use of instructional aids? Use explanation and demonstration (skill lesson)? Confirm each teaching point? END OF LESSON CONFIRMATION Did you conduct an end of lesson confirmation by using questions or conducting an activity? CONCLUSION Does your conclusion… Summarize the lesson? Re-motivate the cadets by commenting on their progress and restating why the information learned is important? Describe the next lesson? LESSON PLAN
time (in minutes) water Valley High School SUBJECT: TEACHER: DATES: Pre-Planning OBJECTIVES: ASSESSMENT: Prior Knowledge Assessment- Daily in the form of bell ringer 5 Lesson Cycle Do Now /Bell Ringers: \ 10 INTRODUCTION OF NEW MATERIAL (Engage, Input, Model): 15 GUIDED PRACTICE: 10 INDEPENDENT PRACTICE: 5 CLOSURE: HOMEWORK: SPECIAL EDUCATION STUDENTS:
We use this same template for our classes with Recreational players ages Lesson Plan Recreational (2.5-4.5) Week 1 Class Name: Day: Date: Equipment Needed: Pros teaching: Warm Up 10 min Drills to be used 1 Check Drill Baseline Drill 10 min Drills to be used 1 Cross-court / Down-the-line - PLUS Net Drill 10 min Drills to be used 1 Boot Camp Groundies Serve & Return Drill 10 min Drills to be used 1 Box Drill Passing & Lob Drill 10 min Games to be used 1 Consistency Battle Fun Class Ender 10 min Games to be used 1 No Guts
Professional Development Plan: Topic: “The Lottery”, “Stains”, “Road to the Isles” wrap-up Date: September 14th, 2012 Name: Stephanie Possberg Observer(s): Mr. Ryan Hall Professional Target/Goal/Objective Student understanding. Instructions for Observer When going over “The Lottery” and the work sheets for “The Road to Isles” and “Stains”, did students express a lot of confusion or demonstrate understanding in discussion? If students had questions, did the teacher address them in a clear and concise manner that was easy to understand for students?