zilongwang/ReadingBank huggingface dataset:
This sheet is a bargain! You’re told in the question the literal scenario! Permutation with repetition A boy walks to the shop and shows interest in buying an amount of oranges, lemons, limes, bananas and papayas. He purchases three of the fruits mentioned, one at a time and can buy more than one of a type. How many ways are there for him to do this if we consider order too? Combinations without repetition A boy eats 4 of 10 sweets, all of different flavours. How many combinations of ways are there for him to eat the 4? Permutation without repetition One morning, a man chooses his breakfast from 10 different cereals. He eats the box entirely. The next day he chooses his breakfast again from one of the remaining cereals and eats the entire box. He does this once more the following day. How many ways are there for him to do this considering order? Combinations with repetition A spinner with numbers 1 – 6 is spun 4 times. How many ways are there to get numbers if we forget order? An Introduction to Combinations & Permutations – Hard You have to figure out which formula to use! This is likely to be the type of question you will receive in the exam, good luck! A bicycle lock has a 3 numbered lock code with possible digits for each 0 to 4. How many possible codes are there? A man goes to a small theme park and rides on 7 different rides out of the total number of 12 available. Assuming we aren’t interested in the order that he rode the rides, how many ways could he have ridden them? How many 4-digit numbers can be made if all digits have values 0 to 5 and no digit can appear twice in the number? A boy tells us his favourite 4 one-digit numbers. What combinations of numbers are possible for him to tell us? At a sushi restaurant, there are 5 types of sushi on special offer. A man tries 6 dishes on offer. What must have happened for him to try 6 sushi from a list of 5? State the number of combinations of sushi he could have had.
1-4 Skills Practice Angle Measure For Exercises 1-12, use the figure at the right. Name the vertex of each angle. 1. ∠4 2. ∠1 3. ∠2 4. ∠5 Name the sides of each angle. 5. ∠4 6. ∠5 7. ∠STV 8. ∠1 Write another name for each angle. 9. ∠3 10. ∠4 11. ∠WTS 12. ∠2 Classify each angle as right, acute, or obtuse. Then use a protractor to measure the angle to the nearest degree. 13. ∠NMP 14. ∠OMN 15. ∠QMN 16. ∠QMO ALGEBRA In the figure, and are opposite rays, bisects ∠EBC. 17. If m∠EBD = 4x + 16 and m∠DBC = 6x + 4, find m∠EBD. 18. If m∠EBD = 4x - 8 and m∠EBC = 5x + 20, find the value of x and m∠EBC. 1-4 Practice Angle Measure For Exercises 1-10, use the figure at the right. Name the vertex of each angle. 1. ∠5 2. ∠3 3. ∠8 4. ∠NMP Name the sides of each angle. 5. ∠6 6. ∠2 7. ∠MOP 8. ∠OMN
RED, INC. Spreadsheet for the Statement of Cash Flows Dec.31 Changes Dec. 31 2015 Debits Credits 2016 Balance Sheet Assets: Cash 110 (13) 86 24 Accounts receivable 132 (3) 46 178 Prepaid insurance 3 (4) 4 7 Inventory 175 (5) 110 285 Buildings and equipment 350 (8) 230 (9) 180 400 Less: Acc. depreciation (240) (9) 171 (2) 50 (119) 530 775 Liabilities: Accounts payable 100 (6) 13 87 Accrued expenses payable 11 (7) 5 6 Notes payable 0 (10) 50 50 Bonds payable 0 (11) 160 160 Shareholders' Equity: Common stock 400 400 Retained earnings 19 (12) 50 (1) 103 72 530 775
Exercise 21–31 (continued) Spreadsheet for the Statement of Cash Flows (continued) Dec.31 Changes Dec. 31 2015 Debits Credits 2016 Statement of Cash Flows Net income (1) 103 Adjustments for noncash effects: Depreciation expense (2) 50 Increase in accounts receivable (3) 46 Increase in prepaid insurance (4) 4 Increase in inventory (5) 110 Decrease in accounts payable (6) 13 Decrease in accrued expenses (7) 5 Net cash flows (25) Investing activities: Purchase of equipment (8) 230 Sale of equipment (9) 9 Net cash flows (221) Financing activities: Issuance of note payable (10) 50 Issuance of bonds payable (11) 160 Payment of cash dividends (12) 50 Net cash flows 160 Net decrease in cash (13) 86 (86) Totals 1,087 1,087
upward line on the S-shaped curve begins its ascent. Rogers and other diffusion researchers have identified five separate innovation-adoption categories into which all people in a society will fall. Innovators Early adopters Early majority Late majority Laggards Innovators Innovators are described as venturesome and ready to try new things. Their social relationships tend to be more cosmopolitan than those of other groups. Such people tend to form cliques and communicate with one another despite geographical distances 2. Early adopters Early adopters are more localite than cosmopolite. Due to their integral part in the local society, this adopter category produces the most opinion leaders of any other category. They are sought for information about innovations, and their advices are valued. Those in this adopter category have the respect of others in the community because of their success and willingness to try innovations. The respect of others in the community is important to the early adopter, and actions are geared toward preserving that respect 3. Early majority This adopter category includes people who do not wish to be the first to adopt new technologies or new ideas. Instead, the early majority prefers to deliberate, often for some period of time, before its members make a decision to adopt. These people serve the important function of
The lesson helps students develop and use multiple grade-appropriate elements of the science and engineering practices (SEPs), disciplinary core ideas (DCIs), and crosscutting concepts (CCCs), which are deliberately selected to aid student sense-making of phenomena or designing of solutions. Document evidence of specific grade-banded elements (DCIs, CCCs, and SEPs) of each dimension—including what evidence was in the lesson, where it occurs, and why it should be considered to be evidence. To be considered as evidence it should be clear how the student learning will develop or apply a specific element in a way that distinguishes it from other grade bands. Use the table below to help gather evidence about how each dimension is used in this lesson. Record specifically where you find each dimension in the lesson. Describe in the response form how this evidence is or is not a strong enough indicator to meet the criterion. Include detailed suggestions for improvement. If you are working in a group, compare lists of evidence and reasoning and come to consensus about whether this lesson met Criterion B. Designed Lesson will look less like this Designed Lesson will look more like this No Evidence Some Evidence Strong Evidence A single practice element shows up in the lesson. □=0 Evidence □=1 Evidence □=2 Evidence The lesson helps students use multiple (e.g., 2-4) practice elements as appropriate in their learning. The lesson focuses on colloquial definitions of the practice or crosscutting concept names (e.g., “asking questions”, “cause and effect”) rather than on grade-appropriate learning goals. Contact ALSDE science specialist for copies of grade band endpoints. □=0 Evidence □=1 Evidence □=2 Evidence Specific grade-appropriate elements of SEPs and CCCs are acquired, improved, or used by students to help explain phenomena or solve problems during the lesson. The SEPs and CCCs can be inferred by the teacher (not necessarily the students) from the lesson materials. □=0 Evidence □=1 Evidence □=2 Evidence Students explicitly use the SEP and CCC elements to make sense of the phenomenon or to solve a problem. Engineering lessons focus on trial and error activities that don’t require science or engineering knowledge. □=0 Evidence □=1 Evidence □=2 Evidence Engineering lessons require students to acquire and use elements of DCIs from physical, life, or Earth and space sciences together with elements of DCIs from engineering design to solve design problems. Comments:
Assignment Option Two: Make a Media Presentation Throughout this lesson you have explored how hydrophones work and what data they provide scientist. Using what you know, or additional information from a variety of sources, create a media piece (such as a poster, Prezi, PowerPoint, Glogster or other) that explores the following issue: Using graphic data, how would you explain how a hydrophone collects data? How would you demonstrate what can be learned from hydrophone data? Your presentation, should answer the following questions: What is a hydrophone and how does it record data? What have we learned using hydrophones? What are the advantages to using a hydrophone in a marine environment? What are some possible disadvantages? Criteria: 4 3 2 1 Explains or demonstrates a hydrophone and how it collects data. Covers key components of the technology showing a basic understanding of how data is collected. Mostly covers key components and has key, but not all features of how data is collected. Some key elements of the technology are missing, including how data is collected. Major elements are missing, and how data is collected is not explained. Clearly explains what we have learned using hydrophones including at least three relevant examples. Mentions three or more relevant, clear examples that lead the reader to a better understanding of hydrophones. Mentions less than three relevant examples that help the reader shape a better understanding of hydrophones. Provides one example that might help the reader understand the hydrophone. Does not provide examples or examples are irrelevant and or confusing. Accurately discusses advantages and disadvantages. Clearly defines and addresses advantages and disadvantages of hydrophones. Touches on most advantages and disadvantages of hydrophones. Touches on some but not all advantages and disadvantages. Misses key features of the discussion and technology. Project has been proofread for spelling, grammar, and accuracy, and includes name, date, and title. No mistakes. 1-2 mistakes. 2-4 mistakes. Many mistakes are evident.
Geography of Ancient Egypt Presentation Rubric (50 points) King Tut is Dancing in his tomb with excitement! The Nile and Ancient Egypt will be remembered FOREVERRRRR! 10-9 points King Tut is satisfied with your presentation and believes people will remember the Nile. 8-7 points The Nile River is important to Egypt but that’s all people really remember about it. King Tut wants more explanation! 6-4 points The Nile what??? King Tut is disappointed because the people are intrigued but confused about the geography of Egypt. 3-2 points King Tut is rolling over in his tomb with despair because your group did not use their time wisely and disappointed him with your project. 1-0 points Relevance of research to theme in presentation Your research was thorough and in depth. You included all the research requirements into your presentation. Your research was thorough but was missing 1-2 aspects of the research requirements in your presentation. You needed to follow the research format and requirements a little more closely. Your presentation drifted away from the theme. Your research was lacking a lot of key components and did not make connections to the requirements. Next time you are given computer lab time, do not waste it researching sports stats or entertainment gossip on the internet Inclusion of Primary source analysis You included one of the sources and made it relevant to the theme and presentation. It contributed to the audiences understanding of the importance of geography in Ancient Egypt. You included a source and were able to explain it but it needed more connection to the theme. You included a source but it did not fit smoothly into the presentation. You showed a picture of the source and that is it. You did not include one of the primary sources. Presentation creativity Presentation is creative and keeps the audience’s attention. Presentation is creative but loses the audience at times. Presentation is generic and does not bring anything new to the table. Presentation was not rehearsed and is very hard to pay attention to. Your group made the choice to slack off and your grade earn is reflecting your decision Group Participation All group members participated equally. All group members participated but some more than others 1 group member stood there and did not contribute 2-3 group members did not present You only had 1-2 group members present and now your entire group is losing points.
l/m pd/V 0.100 0.68 0.200 1.30 0.300 1.75 0.400 2.39 0.500 2.80 0.600 3.65 0.700 4.00 0.800 4.67 0.900 5.52 Current 0.35A Absolute uncertainties were as follows Uncertainty in voltmeter 0.01v Uncertainty in ammeter 0.01A Uncertainty in the cross sectional area of wire- The wire was measured three times along its length with a digital micrometer and a mean taken. The readings were as follows 0.248 0.252 0.254 0.251 Uncertainty in a range of readings is half the range of the spread of results so This is the absolute uncertainty in the diameter of the wire ±0.003mm. We need the diameter in the area and the area is so radius is = 4.95x10-8 m2 -because the radius is squared we have to take the uncertainty into account twice. However, we can’t just add absolute uncertainties; rather, we have to add the percentage uncertainties. m
Course 1 – 6 weeks 30th Jan, 6th,13th,20th,27th Feb and 6th March Course 1 – 6 weeks 1st,8th,15th,22nd Feb and 1st, 8th March Course 1 – 5 weeks 3rd,10th,17th,24th Feb and 3rd March Course 2 – 5 weeks 13th,20th,27th March and 3rd, 10th April Course 2 – 5 weeks 15th,22nd,29th March and 5th, 12th April Course 2 – 5 weeks 10th,17th,24th March and 7th, 14th April ( and NO class Easter SATURDAY 31st March) ADULT LESSONS – bookings essential * Private Lessons: 20 minutes at $30 per session (minimum booking 5 weeks). Payments are due 7 days from invoice date. Enquiries to: info@kellysswimacademy.com or Jo on 0478 655 998
5. Adapt teaching to respond to the strengths and needs of all pupils know when and how to differentiate appropriately, using approaches which enable pupils to be taught effectively have a secure understanding of how a range of factors can inhibit pupils’ ability to learn, and how best to overcome these demonstrate an awareness of the physical, social and intellectual development of children, and know how to adapt teaching to support pupil’ education at different stages of development have a clear understanding of the needs of all pupils including those with special needs; those of high ability; those with English as an additional language; those with disabilities; and be able to use and evaluate distinctive teaching approaches to engage and support them. 6. Make accurate and productive use of assessment know and understand how to assess the relevant subject and curriculum areas, including statutory assessment requirements make use of formative and summative assessment to secure pupils’ progress give pupils regular feedback, both orally and through accurate marking, and encourage pupils to respond to the feedback. 7. Manage behaviour effectively to ensure a good and safe learning environment have clear rules and routines for behaviour in classrooms, and take responsibility for promoting good and courteous behaviour both in classrooms and around the school, in accordance with the school’s behaviour policy • have high expectations of behaviour, establish a framework for discipline with a range of strategies, using praise, sanctions, rewards consistently and fairly • manage classes effectively, using approaches which are appropriate to pupils’ needs in order to involve and motivate them • maintain good relationships with pupils, exercise appropriate authority, and act decisively when necessary. 8. Fulfil wider professional responsibilities deploy support staff effectively take responsibility for improving teaching through appropriate professional development, responding to advice and feedback from colleagues Feedback Strengths 1. 2. 3. Areas for development 1. 2. 3. On the evidence of this lesson is the NQT likely to satisfactorily meet the Teachers Standards? Yes No Overall comments
Lesson Packet Grade Rubric 5 4 3 2 1 Packet Requirements Lesson packet has more done then what time allowed for in class. Lesson packet has what time allowed for in class. Lesson packet has 1 or 2 things missing that were done in class. Lesson packet has 3 things missing that were done in class. Lesson packet has 4 or more things missing that were done in class. Answer requirements Answers are focused on the questions. Answers are focused on the questions. Answers are focused on the questions. Answers are focused on the questions. Answers are focused on the questions. or Any number of answers are not focused on the questions. Lesson Packet Grade Rubric 5 4 3 2 1 Packet Requirements Lesson packet has more done then what time allowed for in class. Lesson packet has what time allowed for in class. Lesson packet has 1 or 2 things missing that were done in class. Lesson packet has 3 things missing that were done in class. Lesson packet has 4 or more things missing that were done in class. Answer requirements Answers are focused on the questions. Answers are focused on the questions. Answers are focused on the questions. Answers are focused on the questions. Answers are focused on the questions. or Any number of answers are not focused on the questions.
Week Theory Practicals Lecture day Topic (including assignment / test) Practical day Topic 9th Monday Pathology of Blood and urine Tuesday Diastase in urine Thursday Blood Friday Diastase in urine Friday Test for enzymes Monday Test for Proteins Tuesday Withdrawal of blood 10th Thursday Erythrocytes Friday Withdrawal of blood Friday Anaemia 11th Monday Lymphocytes Tuesdy Method of injecting drug by various routes Thursday Lymphocytes & their role in health disease Friday Method of injecting drug by various routes Friday Test for enzymes Monday Disorders of RBC Tuesday Protein free filtrate 12th Thursday Disorders of WBC Friday Protein free filtrate Friday Platelets
Nail Salon Workers Guide Rubric for Visual Display – Nail Disease or Disorder Anticipatory Set (May include pre-assessment for prior knowledge) Before class begins: Display as many of the materials and equipment from the Materials and Specialized Equipment Needed section as you have available. Allow students to view the items as they enter the classroom. Ask the following questions: Do you recall seeing any nail disorders on someone? What did you think was wrong? Do you think nail disorders can be treated? Would you work on a client’s nails if they showed signs of nail disorders? Discuss how many people have experienced a common nail disorder at some time in their lives. It is important that as a cosmetologist, they are able to recognize these disorders to assist their clients. Direct Instruction * Have you ever noticed that everyone’s hands and nails look different? Sometimes you may see different types of nail disorders. You can treat nail disorders. Nail diseases must be treated by a physician. As a manicurist, we must be aware of the nail problems our clients might bring to us. We must be able to identify the problem to give the client the very best service possible. Distribute handout Be Visually Aware – Nail Diseases and Disorders Notes so that students may take notes during slide presentation. Introduce PowerPoint Be Visually Aware – Nail Diseases and Disorders. Discuss the common nail diseases and disorders students may see while employed in a salon. View YouTube video: Nail Disorders Dr. Scott Robertson shows examples of common finger and toe nail disorders. Note: video is only 3.50 minutes but repeats itself without voices. Individualized Education Plan (IEP) for all special education students must be followed. Examples of accommodations may include, but are not limited to: checking for understanding providing assistance with note-taking
Goals and Objectives (Specify skills/information that will be learned.) Goals: Students should understand how to find the distance between two data points on an XY-coordinate graph. Students should understand how to find the midpoint between two date points on an XY-coordinate graph. Objectives: Students will be able to calculate the distance between two data points on an XY-coordinate graph. Students will be able to calculate the midpoint between two data points on an XY-coordinate graph. Formative: Summative: Students should have minimum 2 bridge designs completed. The must show their design work as a check to ensure the students understand the material and are progressing forward. Select Instructional Strategies – Information (Catch, give and/or demonstrate necessary information, misconceptions, etc…) Catch (10 mins) A video of bridge support beam under an increasing load until the support beam factures is shown. The purpose of the catch is to illustrate the need to design bridges to meet specific guidelines for safety. Direct Lesson (20 mins) Students should be knowledgeable of the Pythagoras Theorem prior to this lesson. Given two data points on an XY-coordinate graph, the formula for the distance and the midpoint between the points and will be shown by applying the Pythagoras Theorem. See Appendix A for in class example for the distance and midpoint formula. Activity (30 mins) The activity is introduced to the classroom. The activity will take the remainder of the day1 and all of day 2. Utilize Technology Calculators Other Resources (e.g. Web, books, etc.)
Hairdresser and Cosmetologist Careers Everyone wants to look their best and hairdressers and cosmetologists can help them achieve that goal. Individualized Education Plan (IEP) for all special education students must be followed. Examples of accommodations may include, but are not limited to: checking for understanding peer assistance with notetaking providing printed PowerPoint notes extra time to take notes Guided Practice * Introduce students to: My Next Move – O*Net Interest Profiler website. The O*NET Interest Profiler can help you find out what your interests are and how they relate to the world of work. You can find out what you like to do. The O*NET Interest Profiler helps you decide what kinds of careers you might want to explore. Allow students to answer each question as to whether they like the activity or not. There are four sections to the profiler: Interests Results Job Zones Careers If possible, allow them to print the results to discuss in the Lesson Closure section. Individualized Education Plan (IEP) for all special education students must be followed. Examples of accommodations may include, but are not limited to: allow extra time needed to complete handwritten sample job application assisting student in gathering information provide praise and encouragement grade according to work done Independent Practice/Laboratory Experience/Differentiated Activities * Student will design a poster with a selected career. Place the Cosmetology Careers O*Net Flashcards in a basket. Ask each student to choose one career that they will research. They may exchange careers with their peers or with you as long as each student has a different career. Direct students to the O*Net Online website. Students will type in the O*Net SOC (Standard Occupational Classification) code in the Occupation Search.
Within each of us are two selves, suggests David Brooks in this meditative short talk: the self who craves success, who builds a résumé, and the self who seeks connection, community, love — the values that make for a great eulogy. (Joseph Soloveitchik has called these selves “Adam I” and “Adam II.”) Brooks asks: Can we balance these two selves? Graphic Organizers: Goals and Values Time and Energy Management Handouts: FCCLA Planning Process Rubric for Values and Goals Tree Project Values and Goals Crossword Values and Goals Crossword (Key) Values and Goals Project Anticipatory Set (May include pre-assessment for prior knowledge) Before class begins: Display as many items from the Materials or Specialized Equipment Needed section as you have available on a table in the front of the room. Divide the table in half with labels of NEEDS on one side and WANTS on the other. Lead students into a discussion on Needs versus Wants. Divide the board in two columns and label one side with NEEDS and the other with WANTS. Assign a scribe to write student answers to the following questions on the board: What things do we need? What things do we want? Do we really have to have the name brand purse, jeans, and shoes? Are the name brands different from the no-name brands? Is the quality different between the name brands and no-name brands? Is the price different between the name brands and no-name brands? How much different? What do we value? How do we achieve things we want? Direct Instruction * Introduce lesson objectives, terms, and definitions. Distribute handout The FCCLA Planning Process and review the decision-making process. Distribute graphic organizers Goals and Values and Time and Energy Management and allow students to answer the worksheet as you review the slide presentation. Introduce PowerPoint Needs, Wants, Values, and Goals: Making the Right Decisions.
Construction company The owners’ corporation selects a suitable construction company (contractor) with the assistance of a construction consultant. The contractor should carry out renovation, improvement or decoration works in accordance with the specifications set out in the tender. Economic dimension Unfair competition deprives companies from getting business through proper way. Dubious construction companies affect the businesses of proper construction companies. Social / rule of law dimensions Corruption undermines “fair competition” and destroys the level playing field of Hong Kong. Corruption disturbs social order and perverts social justice. Construction consultant / professional sector Construction consultants are responsible for producing works designs, selecting construction companies, supervising works, coordinating various parties and ensuring work quality until completion of the project. Economic dimension Lack of public confidence in professional sector will jeopardize the interests of the sector in the long run. Professional misconduct ruins the career prospects of individual professionals. Social / rule of law dimensions The professionals concerned have to shoulder legal liability. Public confidence in open tendering and even the rule of law is affected. Annex 4 Video Subtitles “Crocodile Consultant” (8-minute version) Characters: SHUM (SHUM Wing-ching, Chairman of Owners’ Corporation) LEUNG (LEUNG Pak-wah, ICAC investigator) Kenny (CHOW Pak-kin, ICAC investigator) LAU (LAU Tsz-chun, triad member) WONG (Wong Keung, triad member) Carmen (LEUNG Hang-ka, ICAC investigator) Uncle Kau (contractor) LAM (Dr. LAM, engineer consultant) Madam (ICAC investigator) LAU CC (LAU Chi-chiu, ICAC investigator) Scene 1 (Inside a convenience shop) SHUM： Right, I’m shopping next door, will come back afterwards, you wait for a while, right, I know, in the shopping mall, alright.
WED Lab – How wind, water and ice can change the Earth’s surface – WIND – Stream table, straws and sand Water – Stream table, sand and water bottles Ice – Ice cubes and sand Thur. 12/1 ***STEMSCOPE: Intervention Closing in on Science, Concept Attainment Quiz and Science Art ******Formation of Coal – teacher tube video on “How is Coal Formed?” Coal Formation Lab – Use aluminum pie plates, wooden clothes pins, crayon shavings, pencil sharpeners and candles. ***Sharpen crayons and place shavings on pie plate. ***Attach wooden clothes pins to pie plate and hold pie plate over candle (heat needed to make fossil fuel – coal) ***Pour melted crayons onto wax paper and the “press” another piece of wax paper on top of it to represent the pressure needed to create fossil fuels. The shavings will cool and harden, then each student places a piece of the coal on their portfolio page. ***If time allows begin…..Alternative Energy Resources – Discuss how if we run out of our Natural Resources, we have to have alternative resources. Discuss how we have to be conservative and take care of our natural resources. ***aluminum pie plate ***wooden clothes pins ***candles/matches ***crayons ***pencil sharpeners Fri 12/2 ***Study and review for test….. ***CA 3.1 – Energy Resources ***Portfolio Check ***Test & portfolios
CMS Lesson Plan Template Teacher: Carter, D. Robinson, Wright Course/Level: 6th – Social Studies Week of: Monday ____________ Tuesday____________ Wednesday____________ Focused Standard/Element(s) SS6H5 The student will analyze important contemporary issues in Canada. a. Describe Quebec’s independence movement. SS6H5 The student will analyze important contemporary issues in Canada. SS6H4 The student will describe the impact of European contact on Canada. SS6H5 The student will analyze important contemporary issues in Canada. SS6H4 The student will describe the impact of European contact on Canada. Essential Question(s) How would you describe Quebec’s independence movement? What is the impact of independence movements in Canada? What is the impact of independence movements in Canada? Opening (5-10 min) Canada is the world's second largest country in terms of land area. However, about 75 percent of Canada's population lives within 100 miles of its southern border. Which statement does not provide a reason why so many Canadians live in their country's southern region? A) More jobs are available in Canada's southern region. B) Canadian law encourages people to live in its southern region. C) Much of Canada's northern region is tundra. D) Canada's southern region has a milder climate than its northern region. Which of these factors best helps to explain why a strong navy and a large fleet of trading ships have been an important part of Great Britain's history? A) its form of government B) its large population C) its type of climate D) its geographic location Which of these is MOST LIKELY to be classified as a reason for Canadians' concern about pollution of the Great Lakes? A) The Great Lakes are a favorite Canadian tourist destination. B) The Great Lakes are a major source of Canada's drinking water. C) Canadians prefer the beaches along the Great Lakes to those along the coast. D) Diving on shipwrecks is a growing Great Lakes sport which attracts divers from around the world.
Initial Activities Routine activities. Teacher reviews the lesson given the day before. Teacher tells the student that he/she will have the opportunity to write using a combination of copying, drawing and writing and that in that way they will create an informational text (about a favorite holiday) with the teacher’s help. Routine activities. The teacher explains to the student that he/she will start working on a special project named: “My Favorite Celebration” where he/she will select a special holiday and has to create a product to represent why we celebrate and what are the ways we celebrate this holiday. Routine activities. The teacher shows the student how to gather information about the topic in books and/or interviewing others in school. Students go out of the classroom to the library or to other place where they can make their research or their interviews. Routine Activities. Teacher reviews some of the topics (patterns, holidays) given before today’s activity that led to the final product that will be presented today. Instructions for the oral presentation will be given. Routine activities. Clarify any doubt that students might have regarding the presentations. Development Activities The teacher brings the phonics flip books where students can create words already created by him/her. (Teacher can use the link provided in the curricular map and included in the unit lesson plan to create the flip books). Teacher helps student with the activity and motivates him/her to create as many words as possible. The teacher guides the student helping him/her in the process of choosing from all the holidays discussed in class. Then, the teacher can present some types of sentence starters to help the student create the sentences and organize his/her ideas in the book. The teacher does a walkthrough of a non-fiction text and describes how information is organized (table of contents, titles, subtitles) so that the student will have an idea on the way he/she will organize the book. While students are working on the project, teacher supervises them. Also, the teacher can be very helpful with the type of questions students will ask (Just two or three questions will be enough) When the student comes back to the classroom, he/she is ready to select the format. The student can select to make a book, a poster, crafts or painting with written descriptions or can write a song, poem or a little story. Oral Presentations. (Volunteers first, then the teacher can start calling students by their names in the roll book, or at random) Continue the oral presentations.
cardboard and writes the words that will be used. The teacher makes purposeful mistakes so the student can find them and change the lowercase letter for uppercase ,practice. Closing Activities Teacher checks student’s works, reviews the steps followed by the student to complete the activity and summarizes the class. Teacher checks student’s works, summarizes the class. Teacher asks the student to come ready to present his/her job next day. Brief discussion about the posters that have been presented. Summarize the class and invite the student to continue tomorrow. Summary of the class and brief discussion about the oral presentations. Summarize the class, clarify doubts regarding capitalization. Formative Assessment – Other evidence Poster Creation – Teacher’s Observation on student’s verbal communication. Poster Creation – Teacher’s Observation –Student’s verbal communication Oral Presentation – Evaluation Rubric Oral Presentation – Evaluation Rubric Student’s participation – Oral Communication Materials Homework Differentiated Instruction Strategies ___ Special Education ___ LSP/LEP ___ Section 504 ___ Gifted Teacher Reflection
instructions. Development Activities Students will use their notes towards the attributes of a good friend and complete the Persuasive Essay Pre-Writing attachment. Students will revise the use transitional expression and organizational structure. Closing Activities The teacher will revise that the students have incorporated transitional words and phrases correctly. The teacher will revise that the students have incorporated transitional words and phrases to have a completed Essay. Formative Assessment – Other evidence Materials Attachment Persuasive Essay – Pre-Writing Attachment Persuasive Essay – Pre-Writing Homework Differentiated Instruction Strategies ___ Special Education ___ LSP/LEP ___ Section 504 ___ Gifted Teacher Reflection The teacher must revise the writings.
Development Activities Students along with others will listen to the presentation. Students along with others will listen to the presentation. Students along with others will listen to the presentation. Students along with others will listen to the presentation. Students along with others will listen to the presentation. Closing Activities Students will ask questions towards the presentations from the day. Students will ask questions towards the presentations from the day. Students will ask questions towards the presentations from the day. Students will ask questions towards the presentations from the day. Students will ask questions towards the presentations from the day. Formative Assessment – Other evidence Materials Homework Differentiated Instruction Strategies ___ Special Education ___ LSP/LEP ___ Section 504 ___ Gifted Teacher Reflection Completion of PT-3 Shared Experiences – Life in High School Argumentative essay
Lesson Plan (Daily Plan) The PDP Framework Stage Strategies and procedures Obs Task Time Aim Focus Procedure Pre- 05-10 min To introduce the topic of the lesson t-pp pp-t T: gives an example to start the lesson. Example : It was raining. We played golf. (even though) => Even though it was raining, we played golf. T asks: what have I done to collect the two sentences together ; Pps answer T and pps discuss
Unit Theme: Unit 11.1: Memoir – My Point of View Week: # 1 Teacher: Subject: English Grade: 11th Date: From ________________ to __________________ 20____ Desired Result Enduring Understanding Assessment Evidence Summative Evaluation (Performance Task) The student will complete entries in his/her Double-Entry Journal and Reading Response Journal (unit projects, exams, etc.) Learning Plan Suggested Learning Activities: Day 1 Day 2 Day 3 Day 4 Day 5 Standards Listening Listening Listening Speaking Speaking Expectations 11.L.1 c 11.L.1d 11.L.1c 11.R.4I 11.W.8 11.L.1c 11.R.1 11.S.1 11.S.3 11.LA.1 11.S.1 11.S.3 11.LA.1 Academic Strategy Instructional Strategy and Phase Objective The student will explore the characteristics of memoirs by listening to memoir Read-Aloud. At the end of the class, the student will have written a short summary of a read-aloud memoir. At the end of this lesson, the student will have worked in small groups to read and analyze a given memoir. By the end of this lesson, the student will have used complex spoken language to explain orally the analysis of a given memoir. By the end of this lesson, the student will have used complex spoken language to explain orally the analysis of a given memoir. Depth of Knowledge (DOK) ___ Recall / Memory ___ Skill / Concept ___ Strategic Thinking ___ Extended Thinking ___ Recall / Memory ___ Skill / Concept ___ Strategic Thinking ___ Extended Thinking ___ Recall / Memory ___ Skill / Concept ___ Strategic Thinking ___ Extended Thinking ___ Recall / Memory ___ Skill / Concept ___ Strategic Thinking ___ Extended Thinking ___ Recall / Memory ___ Skill / Concept ___ Strategic Thinking ___ Extended Thinking
Development Activities The student will write no more than one paragraph of background information leading up to the event in order to capture the events of the moment in the essay and use appropriate sentence structure to avoid run-on sentences and sentence fragments. process. The students will discuss the structure of a narrative The student will write no more than one paragraph of background information leading up to the event in order to capture the events of the moment in the essay The student should follow the steps of the writing process to produce a high-quality final copy The student should follow the steps of the writing process and continue writing narrative essay. . The student should follow the steps of the writing process to produce a high-quality final copy. The students will write an engaging personal narrative essay Closing Activities Exit slip/ rubric The Five W’s Students explain the who, what, where, when, why and how of the lesson. Summary Summary ( GIST) Journal Entry Formative Assessment – Other evidence outline to helps to plan an essay http://www.barrettsbookshe lf.com/files/week14.pdf Self-assessment The teacher assesses the student using a rubric and self-assessment The teacher assesses the student using a rubric and Self-assessment
Development Activities The student identifies cause and effect in the novels read during the unit The student s uses this graphic organizer for each novel he/she reads. The students participate in a group discussion about cause and effect in the read aloud novel. They can also add to the graphic organizer during the discussion as they get other ideas from their classmates. Learning Activity – Predict and Infer The students participate in a group discussion about their predictions and inferences in the read aloud novel using their graphic organizers as preparation for the discussion. They can also add to the graphic organizer during the discussion as they get other ideas from their classmates. The teacher reviews subject and predicate and discusses sentence fragments. Closing Activities Three W’s Students discuss or write • What did we learn today ? • So What ?(relevancy, importance, usefulness) • Now What? (how does this fit into what we are learning, does it affect our thinking, can we predict where we are going) Gallery Walk Students create graphic representations of their learning and post Them Choose from the Daily Dozen Student choose two questions from a generic list to respond to about the day’s lesson. Thumbs Up / Thumbs down Pose some questions that can be answered thumbs up/down/ sideways, ask for explanation of the decisions. Thumbs Up / Thumbs down Pose some questions that can be answered thumbs up/down/ sideways, ask for explanation of the decisions. Formative Assessment – Other evidence using attachment 11.2 Other Evidence – Cause and Effect. graphic organizers as preparation for the discussion Establishing Cause and Effect (see attachment: 11.2 Other Evidence – Cause and Effect The student uses graphic organizer for each novel he/she reads. graphic organizers as preparation for the discussion. The teacher uses attachment 11.2 Learning Activity
Initial Activities The teacher chooses a memoir to read aloud to the class. The teacher chooses a memoir to read aloud to the class. The teacher has a key interest word list on the board, word choice, organizational pattern, transitions, syntax, and style. The teacher chooses a memoir to read aloud to the class. The teacher will provide a brief model of what the students will present orally in their group analysis of the given memoirs. The teacher will explain the rubric used to assess the student’s oral performance. (See Oral Presentation Rubric in PRCS) The teacher will recap on the presentations of the previous class. Students will continue to present orally their memoir analysis. Development Activities The student listens to the teacher reading a chosen memoir aloud and reacts to the memoir in their Double entry journal. The student researches the definitions’ of the concepts listed on the board. The student prepares a on separate sheet of paper with the concepts on the left column and awaits for the teacher to reread of the days memoir. The student spends quality time reading in small groups and analyzing the memoirs read aloud in Days 1-3 previously chosen by the teacher. The student will present with their small group their analysis of each memoir read and analyzed. The students should provide evidence of the author’s use of word choice, organizational patterns, and style. The student will present with their small group their analysis of each memoir read and analyzed. The students should provide evidence of the author’s use of word choice, organizational patterns, and style. Closing Activities Activity: The student keep a log in their journal of the story heard and writes a short summary. The teacher rereads the days chosen memoir. While the teacher rereads the student will identify examples of each concept on their and write them on the right column. The teacher opens a Q & A session to assess of the small groups are progressing in their reading and analysis of the memoirs. The teacher will provide informal feedback to the students who presented on the given day. The teacher will provide informal feedback to the students who presented on the given day. The student will turn in an activity feedback slip. Formative Assessment – Other evidence Double-Entry Journal – The student makes a two-column chart in his/her notebook with the titles “A sentence I like” and “This makes me think…” The student writes quotations from what he/she heard and responds to them making Key concept T-Chart Oral Report Rubric Oral Report Rubric Activity Feedback Slip
*Brainstorming Other: The teacher leads the class in a brainstorming session to think of words containing the roots. Other: _________________________ _________________________ Other: ______________________ ____________________________ Other: ______________________ ____________________________ Other: ______________________ Development Activities The teacher provides 15-20 Greek and Latin root words and their meanings to students. The student works individually or with a partner to make note cards for each root. The student will read, Red Scarf Girl or any other story chosen from the additional resources bank The student will express and defend viewpoints and opinions, be able to soften arguments to support the thesis of their written notes. Use attachment 11.3 Performance task. The student selects editorials from the websites recommended from the curricular map or the teacher’s provision. Closing Activities Reference materials to find the meanings of the words. Individual or partner work to make note cards for each root. Graphic organizer: (Additional Resources) or print-outs provided by the teacher. Using attachment 11.3 Gathering topics – page 11 Formative Assessment – Other evidence Anecdotal evidence of comprehension and participation is collected during discussions and group work The student uses context clues and reference materials to find the meanings of the words. Activity evidence slip. Anecdotal evidence of comprehension and participation is collected during discussions and group work Attachment 11.3 Performance Task Editorial Pre-Writing to plan his/her editorial. Attachment 11.3 Performance Task Editorial Pre-Writing to plan his/her editorial. Anecdotal evidence of comprehension and participation is collected during discussions and group work Materials
*Brainstorming Other: ______________________ Other: _________________________ _________________________ Other: ______________________ ____________________________ Other: ______________________ ____________________________ Other: ______________________ Development Activities The student will download organizer files for the writing process. The student works individually or with a partner to make note cards for each root. The student will read, Red Scarf Girl or any other story chosen from the additional resources bank The student will express and defend viewpoints and opinions, be able to soften arguments to support the thesis of their written notes. Use attachment 11.3 Performance task. The student express, clarify, and defend viewpoints and opinions according to personal interest. Closing Activities Individual or partner exit activity game. Individual or partner work to make note cards for each root. Integrating technology Differentiating exercise: Activity: Newspaper card note. Formative Assessment – Other evidence Reader’s Response and Writer’s Response questions in his/her persuasive essay. Performance Task – Editorial to plan his/her editorial. Reader’s Response and Writer’s Response questions in his/her persuasive essay. Performance Task – Editorial Pre-Writing to plan his/her editorial Activity evidence slip. Anecdotal evidence of comprehension and participation is collected during discussions and group work Attachment 11.3 Performance Task Editorial Pre-Writing to plan his/her editorial. Attachment 11.3 Performance Task Editorial Pre-Writing to plan his/her editorial. Anecdotal evidence of comprehension and participation is collected during discussions and group work Materials