zilongwang/ReadingBank huggingface dataset:
UDL Components Multiple Means of Representation Multiple Means for Action and Expression Multiple Means for Engagement Key Questions Formative Assessment Summary Principle I: Representation is present in the activity. Prior knowledge about fractions is activated through the tasks and visual diagrams and pictures of balls in the Warm-up and Motivation. This technique sets the stage for new learning about ratios. In addition, the colors of the rainbow cubes emphasize various comparisons among ratios. Principle II: Expression is present in the activity. It encourages students to stop and think before choosing the correct category, and the activity prompts students to categorize. Principle III: Engagement is present in the activity. Students work with a partner or in a small collaborative group to engage in this task. Students are given immediate feedback, which is aimed at supporting them in their progress in a timely and understandable manner. Directions: Display the above models and ask students to write the fraction of the shaded region. Then ask them to describe what the numerator and denominator represent. Discuss with students that a fraction represents a relationship. Divide class into pairs or small groups; Give each group a scoop of rainbow cubes. Use the cubes to write fractions that compare each color persevere in solving them as they see relationships between various representations using the rainbow cubes. (SMP #1) Students model ratios based upon various objects with similar classifications. (SMP#4) Students give attend to precision as they write the ratios for each problem. (SMP#6) Students look for and make use structure by recognizing the patterns associated with ratios. (SMP#7)
Method for Determining Student Readiness for the Lesson Use warm-up to determine student understanding of fractional part to whole relationship. Learning Experience Component Details Which Standards for Mathematical Practice does this component address? Warm Up/Drill Students will individually complete numbers 1 – 5 and will then review the answers to compare and contrast the various answers. 1. Which is another way of expressing? + + + + 1 All of the above 2. Model answer choice A by shading the fraction bars below. 3. How would your model look different if you shaded a model for answer choice B?
them in 3 different ways. Activity 2 UDL Components Multiple Means of Representation Multiple Means for Action and Expression Multiple Means for Engagement Key Questions Formative Assessment Summary UDL Components: Principle I: Representation is present in the activity. This activity presents students with an explicit opportunity for the significance of the order in which ratios are written. Principle II: Expression is present in the activity. This task encourages students to stop and think before choosing the correct category and prompts them to think of the correct order of a ratio. Principle III: Engagement is present in the activity. This activity allows for active student participation, exploration, and experimentation. The activity is designed so that outcomes are authentic and can be personalized to the students’ lives. Part A Directions: Hand out the Bird Ratio (Attachment 2). Divide students into groups of 2-3 and have them discuss what they notice and wonder about the provided ratio given the image in each box. In whole-group, discuss the observations and highlight the importance of the order in which the ratio is written. (SMP #1, #2) Part B Directions: On a 10-question quiz a student answered 8 questions correctly. What is the ratio of the number of questions answered correctly to the total number questions? Allen says Students make sense of the problems and persevere in solving them as they see relationships between various ratios in a problem. (SMP#1) Students learn to reason abstractly and quantitatively as they make sense of the different quantities and their relationships in these problems. (SMP#2) Students attend to precision as they calculate efficiently and accurately in each given situation. (SMP#6) Students look for and make use structure by recognizing the patterns associated with ratios. (SMP#7)
Simplifying Expressions (adding and subtracting) with Work mat (Attachment #3.) Teacher will display 2 apples and 3 apples and ask what she will get when she adds these? Then she should display 2 books and 3 books and ask what she will get when she adds these. Finally teacher will display 2 apples and 3 books and ask what she will get when she adds these. Explain that in mathematics (as in apples and books) it is only possible to add terms that are like. In small groups students will be given an envelope with new cards (Attachment #2) and addition/subtraction work mat (Attachment #3). Teacher will randomly draw cards and display under the document camera or using the interactive board. Students will find the same cards in their stack and place them as the teacher did in the appropriate position on the mat. (Students can record in notebook, math journal, etc) Groups of students identify the like terms and simplify the expression. Teacher will monitor and provide feedback and ask guiding questions as needed. Groups will continue to select cards and create algebraic expressions and simplify. One group will share their work and model identifying and simplifying the expression for the class. (SMP # 1,6,7) . (SMP# 7)
Group discussion questions/statements: What operations must you perform to simplify? How can we simplify this expression? Create an example of an expression that cannot be simplified. Create an expression that simplifies to one term. When like terms contain fractions and decimals, how do you simplify them? (example: ) Formative Assessment: Exit Card (Attachment #4)- Simplifying two algebraic expressions using addition and subtraction. Summary: (sample provided) The most important thing about simplifying algebraic expressions is to identify the like terms first. I have to remember to… follow order of operations, apply the operations to the term that follows, and be precise in my calculations. But the most important thing about simplifying algebraic expressions is to identify the like terms first. Activity 3 UDL Components Multiple Means of Representation Multiple Means for Action and Expression Multiple Means for Engagement Key Questions UDL Components: Principle I: Representation is present in the activity. Students use prior knowledge as they identify equivalent expressions. Principle II: Expression is present in the activity. Use the model in Attachment 6 to help the students learn the concept of distributive property. Principle III: Engagement is present in the activity. The individual think time and whole group discourse allows for Students relate current concepts to those previously learned and connect mathematical ideas to one another. (SMP# 1) Students will construct arguments that support equivalent expressions and refute non-equivalent expressions. (SMP# 3)
Lesson Plan Teacher: Mills Subject: Math Week: 09/18/17 Day TEKS Learning Goal Activity (ies) Homework and Due Date Monday 7.10ABC 8.8ABC Students will be able to write and solve equations & Inequalities with variables on both sides Notes: Writing/Solving Equations & Inequalities from real world situations HW 2.3 Tuesday 7.10ABC 8.8C Students will be able to solve equations and inequalities with rational numbers Notes: Solving w/rational numbers Distributive Property HW 2.4 HW 2.4 Wednesday 7.10ABC 8.8C Students will be able to solve equations & Inequalities with variable on both sides. Connect 5 Competition (CW 2.5 None Thursday 7.10ABC 8.8ABC Students will be able to model equations & Inequalities with variable on both sides. Unit 2 Review None Friday 7.10ABC 8.8ABC Students will be able to demonstrate mastery on Unit 2 material Unit 2 Test None
Lesson Plans for Mrs. Whitis Week of August 24-28, 2015 Monday Tuesday Wednesday Thursday Friday Date: 8/24/14 8/25/2014 8/26/2014 8/27/2014 8/28/2014 Important Events: RTI/ Enrichment Multiplication Facts/Automaticity Multiplication Facts/Automaticity Multiplication Facts/Automaticity Multiplication Facts/Automaticity D.E.A.R. (Drop Everything and Read)) Math Problem-Solving Investigation: Use Logical Reasoning Students will use logical reasoning to solve problems. Learn the Concept Case #1-2: Students will use Venn Diagrams to organize information and solve problems. Practice and Apply Case #3-6: Students will collaborate in small groups to solve the problems Homework: PSI Handout Lesson 11-3: Measures of Variation/Variability Students will find the measures of variation Notebook Entry Vocabulary Real-World Link Key Concept Examples Guided Practice Assignment/Homework Lesson 3 Homework Practice WS Measures of Variation/Variability (continued) Common Core Clinic Statistics and Probability Lesson 2 Assignment/Homework Independent Practice Worksheet: 1-10 Lesson 11-4: Mean Absolute Deviation Students will find and interpret the mean absolute deviation for a set of data. Notebook Entry Vocabulary Real-World Link Key Concept Examples Guided Practice Assignment/Homework Lesson 4 Homework Practice WS Mean Absolute Deviation (continued) Common Core Clinic Statistics and Probability Lesson 2 Assignment/Homework Independent Practice Worksheet: 11-16 Common Core 6.SP.1 6.SP.3; 6.SP.5; 6.SP.5c 6.SP.3; 6.SP.5; 6.SP.5c 6.SP.5; 6.SP.5b; 6.SP.5c 6.SP.5; 6.SP.5b; 6.SP.5c Acc. Math Measures of Variation/Variability (continued) Common Core Clinic Statistics and Probability Lesson 2 Assignment/Homework Independent Practice Worksheet: 1-10 Lesson 11-4: Mean Absolute Deviation Students will find and interpret the mean absolute deviation for a set of data. Notebook Entry Vocabulary Real-World Link Key Concept Examples Guided Practice Assignment/Homework Mean Absolute Deviation (continued) Common Core Clinic Statistics and Probability Lesson 2 Assignment/Homework Independent Practice Worksheet: 11-16 Lesson 11-5: Appropriate Measures Students will choose an appropriate measure of central tendency. Notebook Entry Real-World Link Key Concept Examples Guided Practice Assignment/Homework Lesson 5 Homework Chapter Review Vocabulary Check Problem Solving Reflect
10.00-10.30 10.30-12.00 13.30-15.00 15.00-15.45 15.45-16.30 Tuesday Welcome to HMP Interviews with induction officers Meet your personal officer Health and Safety talk LUNCH Tour of the prison Meet the governor Visit to the gym Wednesday Welcome to healthcare Interviews with nurse Education induction Complete English and maths assessments LUNCH Work and Activities talk Meet your wing officers Learn about forms. Question and answer session Resource 7: Induction Timetable
8.30 8.30-12.00 12.15 16.45-17.45 19.45 Tuesday go to work at work/ activities lock up and roll check lunch go to work /activities lock up and roll check dinner association lock up and roll check Saturday go to work if you work in kitchens association lock up and roll check lunch visits collect evening meal lock up and roll check Resource 8: Daily Timetable
cell your room wing the block where you live governor the person in charge of the prison induction when you arrive – what you learn about prison life app a form you fill in if you want something dentist a person who looks after your teeth reception the place where you go when you arrive canteen sheet a list of things you can buy gym a place where you exercise
Mon 10/2 HW 3.1/3.2 Graphing Sine and cosine Tues 10/3 HW 3.3 Vertical and phase shift Wednesday 10/4 Work on 3.1-3.3 Thursday 10/5 Application of Trig Functions Friday 10/6 Using calculator and writing equations as BOTH sine and cosine Dry Erase Sleeves – Matching Activity HW 3.4 Graphing trig functions with calculator Monday 10/9 Graphing Tangent and Cotangent HW 3.5A Graphing Tangent & Cotangent Tuesday 10/10 The Reciprocal Functions: Secant, Cosecant HW 3.5B PLCC (use book section 4.6) Wednesday 10/11 PSAT Work on 3.5 A and B Thursday 10/12 The Reciprocal Functions: Secant, Cosecant & Cotangent HW 3.6 Graphing the reciprocal functions Friday 10/13 Pass out Unit 3 Review Monday 10/16 Work on Review Tuesday 10/17 Unit 3 Test- First Hour Graphing Trig Functions Wednesday 10/18 Unit 3 Test- Second Hour Graphing Trig Functions Thurs-Fri 10/19-20 FALL BREAK
Mon 10/2 HW 3.1/3.2 Graphing Sine and cosine Tues 10/3 HW 3.3 Vertical and phase shift Wednesday 10/4 Application of Trig Functions Due for a grade Thursday 10/5 Using calculator and writing equations as BOTH sine and cosine Dry Erase Sleeves – Matching Activity HW 3.4 Graphing trig functions with calculator Friday 10/6 Graphing Tangent and Cotangent HW 3.5A Graphing Tangent & Cotangent Monday 10/9 The Reciprocal Functions: Secant, Cosecant HW 3.5B PLCC (use book section 4.6) Tuesday 10/10 The Reciprocal Functions: Secant, Cosecant & Cotangent HW 3.6 Graphing the reciprocal functions Wednesday 10/11 PSAT Work on HW 3.6 Thursday 10/12 Inverse Functions (book pg 343 – 346) HW 3-7 pg 349 1-15 odd, 29-40 all Friday 10/13 Compositions (book pg 347 – 348) HW 3-8 pg 349-350 49-65 odd, 71, 72, 77-82 explain the transformation and graph Monday 10/16 Pass out Unit 3 Review Work on inverses and compositions of trig functions; Tuesday 10/17 Review Wednesday 10/18 Unit 3 Test Graphing Trig Functions Thurs-Fri 10/19-20 FALL BREAK
Teacher: K. Thompson Subject/Class: Reading Week Of: August 10-14,2015 Monday Tuesday Wednesday Thursday Friday Standard(s) ELAGSE5RL2: ELAGSE5SL1: ELAGSE5RL2: ELAGSE5RL3: ELAGSE5RL2: ELAGSE5RL2: ELAGSE5RL2: ELAGSE5RL3: ELAGSE5SL1: Essential Question/ Learning Goal What is a theme? What is the theme? What was the problem and solution of the characters in the story? What is the theme? What is the theme? Activating Strategy: Lesson Opener, Warm-up, Hook Have the students unroll as much toilet paper as they need. They will have to tell something about themselves for each square. ( don’t tell them until everyone has unroll their toilet paper) They we will introduce Bubble map on what old people have to offer? Act out vocabulary Theme video: Act out vocabulary
what a theme is. I will ask students what would the theme be for this activity. Teaching Strategies: Procedures, Technology, Performance Tasks We will go over rules and procedures using key note on the I-Pads. We will read First day jitters book. We will discuss the theme by making a list of topics from the book. Read The Old Wise Woman, discuss genre, and answer questions together. Do a problem and solution chart over The Old Wise Women together on the board. Discuss the three types of conflicts: man vs. man, man vs. nature, man vs. self. Together we will make a list of topics that we have learned about what the author wants us to know. We will then change the word author into the word people. Test Summarizing Strategies: Closing Activity Give them a ticket out the door using kahoot. Discuss vocabulary and act out the meanings. Have the students write a story with a problem and swap with a partner. Their partner will write a solution to their story. Have students fill out graphic organizer and place it in their interactive notebooks. Test Assessment/ Evaluation I would assess the students by having them write about their first day jitters. Questions The students story Summary sentence over theme. Test Materials Needed Toilet paper, book, I pad, paper and pencil Old Wise Woman, bubble map, Questions, Interactive Notebook Interactive Notebook I-Pad
Resource 5 1 My pen …………………………………. 2 My toilet ………………………………… 3 The pipe ……………………………….. 4 The hoover ……………………………. 5 The washing machine…………………. …………………………………………… 6 The shower …………………………….
Teachers: De Luna and Medrano Subject: 8th grade U.S. History Differentiation/ Week of: Sept. 16th-20th Objective(s): Activities/Strategies/Procedures including times as well as how the activity will be delivered Modification Evidence of Learning Assessment/Evaluation Monday: Sept. 16 8.3A explain the reasons for the growth of representative government and institutions during the colonial period 8.3B analyze the importance of the Mayflower Compact, the Fundamental Orders of Connecticut, and the Virginia House of Burgesses to the growth of representative government IFA 2. Review last week’s quiz 3. Finish 13 Colonies (PRES for each colony) 4. Introduction to Influential Documents (Magna Carta, English Bill of Rights, John Locke) Power point and foldable 5.Exit Ticket For those students who need differentiated instruction we will provide peer grouping. Teacher guidance and modeling Create foldable reviewing first colonies Tuesday: Sept. 17 8.3A explain the reasons for the growth of representative government and institutions during the colonial period 8.3B analyze the importance of the Mayflower Compact, the Fundamental Orders of Connecticut, and the Virginia House of Burgesses to the growth of representative government IFA 2. Reasons for Growth of Representative Government 3. Start review packet- 4.Exit Ticket For those students who need differentiated instruction we will provide peer grouping. Teacher guidance and modeling Create Review book- over Unit 1 Wednesday: Sept. 18 8.3A explain the reasons for the growth of representative government and institutions during the colonial period 1. IFA 2. Review packet 3. Who wants to be a millionaire? Review game if time allows For those students who need differentiated instruction we will provide peer grouping. Teacher guidance and modeling Finish Review Book Students will work independently then return to whole group, for review Thursday:8.3A explain the reasons for the growth of representative government and institutions during the colonial period 1. IFA 2. Unit 1 Test For those students who need differentiated instruction we will provide peer grouping. Teacher guidance and modeling Students will complete Unit 1 Test Friday:8.3A explain the reasons for the growth of representative government and institutions during the colonial period 1. IFA 2. Discuss test results 3. Set up homework assignment For those students who need differentiated instruction we will provide peer grouping. Teacher guidance and modeling Test results will be reviewed and homework will be assigned.
Design and Reflection (Refer to these questions during the writing process and after teaching the lesson) Is/was the lesson of reasonable difficulty? Before: After: Will/did the students experience music or mainly experience it through words? Before: After: Will/were the aesthetic qualities of the music brought out? Before: After: Will/were the students (be) actively involved in the learning process? Before: After: Will/did the students gain basic understanding in addition to useful information? Before: After: Will/was the material (be) presented in a way that encourages/encouraged remembering and transfer to other musical situations? Before: After: Will/was the lesson (be) presented so that it encourages/encouraged positive attitudes toward music? Before: After:
Differentiation/ extension Use alternative grammar activities related to the film you have chosen. Make up matching cards with target language/ grammar using Template resource 1 cut up. Ask learners to prepare a short dialogue using the target language and perform in small groups or pairs. This could be based on 1 of the scenes from the film. Learners could write simple sentences using the target language. Activity 6 – Speaking and listening Pause the film at a part where it is obvious what is going to happen next and ask learners to tell their partner what they think will happen. Repeat with this or a different scene and invite learners to write their own script for this section. Learners to role play their script in pairs or small groups. Watch scene to compare with what they thought. Differentiation/ extensions You could play the scene without the sound instead of asking learners to predict what will happen next. More confident learners could perform their scene for the whole class. Higher level learners: play the section with subtitles for learners to match their script with the scene. Higher level learners: introduce language for making predictions e.g. ‘He might… They could… They’ll probably...’ play a scene then stop and ask learners to predict what might happen next. Cooler (5 minutes) Ask learners to think of something they’ve watched recently, preferably something all learners likely to have watched. They should describe it without saying the name and the others have to guess. Differentiation/ extension Lower level learners: put learners with a partner. This could be someone who speaks the same language. Ask them to think of something they have watched recently and work together to describe it in English. They could write about a film or television programme they’ve watched or something they like or know well. This could be in their own language. Extension activity 1 – Reading, speaking and pronunciation Group learners with people of the same level. Show a section of the film, and ask learners to take turns reading from the relevant section of the book. Monitor and note issues with pronunciation, intonation, stress, vocabulary. Feedback common pronunciation issues. Upon completion, complete the suggested tasks at the back of the book for writing practice.
[Name of County Program] [e-mail address] /[site manager’s initials (lower case)] Enclosure (tax exempt certificate) cc: (if e-mail address is not available) [Property Owner’s Name, (if applicable)Property Owner’s Company, Address, City, State Zip Code] (if e-mail address is not available) (only include if the RP is not the current property owner)[Responsible Party’s Name, (if applicable)Responsible Party’s Company, Address, City, State Zip Code] ec: (if e-mail address is available) [Property Owner’s Name, (if applicable)Property Owner’s Company – e-mail address] (if e-mail address is available) (only include if the RP is not the current property owner)[Responsible Party’s Name, (if applicable)Responsible Party’s Company– e-mail address] [Consultant’s Name, Consultant’s Company – e-mail address] PRP Accounting – [PRP County Contact Name – e-mail address] File
1. Diagram NOT accurately drawn The diagram shows a circle, centre O. A, S, B and T are points on the circumference of the circle. PT and PS are tangents to the circle. AB is parallel to TP. Angle SPT = 44°. Work out the size of angle SOB. ..................................° (Total 4 marks) 2. A, B, C and D are four points on the circumference of a circle. ABE and DCE are straight lines. Angle BAC = 25°. Angle EBC = 60°. (a) Find the size of angle ADC. .........................° (1) (b) Find the size of angle ADB
Diagram NOT accurately drawn (a) Work out the size of angle PNT. …………………………… (3) (b) Show that PS = SN. (3) (Total 6 marks) 8. In the diagram, A, B and C are points on the circle, centre O. Angle BCE = 63°. FE is a tangent to the circle at point C. (i) Calculate the size of angle ACB. Give reasons for your answer.
Foster good relations between particular communities or groups Positive – low Promote positive attitudes towards different communities or groups N/A Increase participation of particular communities or groups in public life N/A Improve the health and wellbeing of particular communities or groups Positive – low Promote the human rights of particular communities or groups N/A Tackle deprivation faced by particular communities or groups Positive - low 4. Summary Assessment Is a full Equality Impact Assessment required? (A full EIA must be carried out on all high and medium impact proposals) YES NO Rationale for decision: Low equalities impact from proposals while any benefits from this proposal relate to improved alternative housing for 35 existing tenants. Signed : ……David Burns……………………………...Head of Service Date: 17/1/17 Copy to
Religion or Belief: issues relating to a person’s religion or belief (including Allocations policies ensure equality of access to affordable housing for people regardless of their religion or beliefs. No impact is anticipated as the properties developed as a result of the SHIP will be allocated based on the Council’s and Registered Social Landlord’s Allocation Policies which apply equally to people regardless of their religion or beliefs. Sexual Orientation: Issues relating to a person’s sexual orientation i.e. lesbian, gay, bi-sexual, heterosexual Allocations policies ensure equality of access to affordable housing for people regardless of a person’s sexual orientation. No impact is anticipated as the properties developed as a result of the SHIP will be allocated based on the Council’s and Registered Social Landlord’s Allocation Policies which apply equally to people regardless of their sexual orientation. Marriage and Civil Partnership: Issues relating to people who are married or are in a civil partnership. Allocations policies ensure equality of access to affordable housing for people regardless of marriage or civil partnership status. No impact is anticipated as the properties developed as a result of the SHIP will be allocated based on the Council’s and Registered Social Landlord’s Allocation Policies which apply equally to people regardless of their marriage or civil partnership status. Gender Reassignment: Issues relating to people who have proposed, started or completed a process to change his or her sex. Allocations policies ensure equality of access to affordable housing for people regardless of their gender reassignment status. No impact is anticipated as the properties developed as a result of the SHIP will be allocated based on the Council’s and Registered Social Landlord’s Allocation Policies which apply equally to people regardless of their gender reassignment status. Pregnancy and Maternity: Issues relating to the condition of being pregnant or expecting a baby and the period after the birth. Allocations policies ensure equality of access to affordable housing for people regardless of the condition of being pregnant or expecting a baby and the period after the birth. No impact is anticipated as the properties developed as a result of the SHIP will be allocated based on the Council’s and Registered Social Landlord’s Allocation Policies which apply equally to people regardless of the condition of being pregnant or expecting a baby and the period after the birth. Multiple / Cross Cutting Equality Issues Issues relating to multiple protected characteristics. The SHIP may have cross cutting equality issues relating to age and disability. Equality and Diversity Themes Particularly Relevant to South Ayrshire Council
The partner total budget and budget per budget line was respected. e.g. Verified that accumulated partner expenditure is within the partner budget of the latest version of the approved Application Form. [in accordance with Programme Manual Guidance Note 10 - Revenue] Net revenue has been declared by the Project Partner and deducted from the total eligible expenditure. e.g., Inspected information on conferences, events, website, etc. for evidence of potential generation of net revenue accordingly to the AF and/or Partner Report General comments, recommendations, points to follow-up. NOTE: deductions (if any) are allocated to the relevant budget lines 2. Eligibility Criteria – Real Costs [in accordance Programme Manual Guidance Note 8 Budget Lines and Eligibility Rules] Does all expenditure fall within categories of eligible expenditure and is in line with the Partners Reports? Accepted Comments Internal ref. number Yes Not (fully) N.A. Staff costs Office and Administration costs Travel and Accommodation costs External expenses and services Equipment Infrastructure and Work Infrastructure and works exists or evidence of work in progress is available as for example pictures or on-the-spot visit etc. Results, comments, recommendations, points to follow-up. Any issues and observation and concerns even if no deductions were made. 3. Compliance with information and publicity requirements Criteria [In accordance with the Programme Manual Guidance Note 7 – Project Communication.] Accepted Comments Internal ref. number Yes Not (fully) N.A. Information and publicity rules of the EU and the Programme were complied with. All information and communication products acknowledge the support from the ERDF. e.g. inspected publications meet the requirements. (In case of projects exceeding a total public contribution of EUR 500.000 and consisting of the financing of infrastructure or construction projects) A temporary billboard of a significant size, readily visible to the public has been installed. e.g., Inspected site to ensure they meet the publicity requirements outlined in of Art 2.2 of Annex XII of Reg. (EU) No 1303/2013).
Criteria Accepted Comments Internal ref. number Yes Not (fully) Has the Project Partner provided evidence to support the implementation of the relevant Procurement Process? e.g. only the presence of the supporting evidence should be verified. General comments, recommendations, points to follow-up Lead Partner’s signature Location Date DD.MM.YYYY Name Signature Official stamp of the institution
7. Employment / Education History Please provide a full history of employment including periods of post-secondary education or training, and part-time and voluntary work. Please start with your most recent employer and finish with the date that you left secondary education. Please ensure that you provide explanations for periods when not employment, education or training and reasons for leaving. From MM/YY: To MM/YY: Employment status: (Employed / Education / Voluntary work / Not working) Name and address of employer / education establishment / voluntary organisation Job title: Salary: Reason for leaving / Reason for gap in employment: Have you ever accepted voluntary severance, voluntary early retirement or discretionary compensation from Liverpool City Council? Please provide details 8. Person Specification – Essential Criteria. Please provide clear examples of your ability, experience and qualifications against the criteria on the person specification focusing on the essential criteria.
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deadline for this is the end of teaching term. For students with a doctor's note, the deadline is extended, but the work has to be handed in at a date before the end of the teaching year to ensure they can sit the examinations. The normal essay assignment has to be completed by the class deadline. 7. Assessment Modules will be assessed in a variety of ways which will be stipulated within each module. See the Course Handbook for further details. 8. Writing Essays Learning to write clear, succinct and well-structured essays is an important part of your education. You should also learn to adhere to the prescribed word-limit. A lecturer may penalise your work if it is too short and may refuse to read material greatly beyond the word limit. Essays will be assessed on the basis of content, logical structure, spelling, grammar and presentation. All essays must be typed or word-processed. I. Referencing As you write your essays and/or dissertation, you will frequently refer to other people's work and will sometimes quote passages word for word. In this way you show that you are engaging carefully with the material you are reading. When in your essay you quote somebody or refer to something that they have said, you are required to acknowledge your source. This acknowledgement may take the form of either footnotes or endnotes. Footnotes appear at the bottom of each page. Endnotes appear together at the end of your essay. You must also include a bibliography at the end of your essay listing all the works that you have consulted, including internet sites. 1. Referring to the Bible We recommend that you use either the RSV or the NRSV version of the Bible. Students taking the language courses will find the RSV more useful since it is a more literal translation than the NRSV. When referring to the Bible, you do not need to use footnotes or endnotes. Biblical references normally go in brackets in the body of your text. You should use the abbreviations of Biblical books as found in the RSV and NRSV translations. The punctuation of Biblical references should be as follows. The Book of Genesis, chapter 1, verse 1 should be written as ‘Gen. 1:1’. If you wish to refer to a passage of several verses, then write, for example, ‘Gen. 1:1-5’.
Common Application Seminar UNIT: 1 Project Title: Common Application Instruction Lesson # 1 Grade Level: 12 Time Needed: 45 minutes Focus Question: Do students know the necessary steps to complete the common application? MATERIALS NEEDED: Computer/projector Common Application PowerPoint Common App Instructions “Notes” (coincide with PowerPoint) Pre & Post Assessment PowerPoint hand out (for students) Writing Utensils Project Overview (Brief description, context, purpose): The focus of this lesson is common application instruction awareness. In order to succeed at completing and sending the common application, all students must follow a guided process. Through the use of discussion, lecture, PowerPoint and inventories, we will explore the various steps seniors must take to apply to common application schools. CURRICULUM LINKS National Common Core Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text. Use technology, including the Internet, to produce and publish writing and to interact and collaborate with others. ASCA National Standard(s): Academic Development: Students will acquire the skills necessary to apply to colleges using the common application. Academic A:A2:1 Apply time-management and task-management skills A:A3:1 Take responsibility for their actions Career C:A1.7 Understand the importance of planning ‘Personal/Social Development PS:A1.3 Learn the goal-setting process MA Curriculum Frameworks A2-3, W1-1 and PS1-3 MA Career Development Education Benchmarks
Name: _______________________________ Date: _______________ Guidance 101 Where is the Guidance Department Located? What is the name of your Guidance Counselor? ________________________________________ List 2-3 things that Guidance helps students with. Do you know how to make an appointment to see your Guidance Counselor? Explain.
Attitudes and Productivity UNIT: Personal and Social Development Performance Objectives TEACHER PERFORMANCE OBJECTIVES Through the use of a scenario, brainstorming, and discussion, the school counselor will demonstrate ways that attitudes can affect productivity in school and at work. STUDENT PERFORMANCE OBJECTIVES Cognitive: Students will define attitude. Students will describe personal control. Students will differentiate how having either an external or internal locus of control can be linked with having a pessimistic or optimistic outlook Affective: Students will defend the idea that attitudes affect behavior. Behavioral/Performance: Students will list ways that both external and internal loci of control can affect attitudes and behavior.
________________ types of electromagnetic waves in the electromagnetic spectrum: ________________, ________________, ________________, ________________, _________________________, ________________ and ________________ Each type of electromagnetic wave has a different amount of ________________ and different _________________________. They all travel at the same speed – about 300,000 km/s., known as _______________ ________________ Human have also developed ____________________ to produce these waves. Radio Waves: Longest wavelength, lowest frequency Microwaves: microwave ovens – for cooking Radar: to find the position of the distant objects (ships, aircraft) Infrareds rays: given out by anything hot (heat from the Sun) Ultraviolet rays: X-rays: used in hospitals or used for security at airports to check luggage Gamma rays: sterilize medical equipment by destroying any germs on them
Visible Light and Colours Visible light: Any electromagnetic wave that the human eye can see. Can be separated into many colours: ____________, ____________, ___________, ____________, ____________, ____________ and ____________ (Roy G. Biv) The Visible Spectrum Visible Spectrum: The continuous sequence of ____________ that together form ________________ ____________ ____________. Different colours of light in the visible spectrum have different amounts of _________________ . _________________ light has the least energy. _________________ light has the most energy.
Project Budget for the Funded Intervention: LP10: Adult Education and Training (AET) for the employed and unemployed Entity name DG Application reference Illustrative Amounts Entity Selected Amounts Activity Frequency Unit / Cost Frequency Unit / Cost Cost / Learner Learning materials: To be handed to the learners once off at the start of the intervention 1 R1 000.00 1 Administration: Cannot exceed more than 7.5% of the total contract value (R450). To be distributed on a monthly cost across the full duration of the learning intervention 12 R37.50 12 Facilitation: Frequency to be in line with the total number of months in which training will take place according to the Project Implementation Plan 1 R2 500.00 12 Assessment: Frequency to be in line with the months in which assessments will take place according to the Project Implementation Plan 1 R1 450.00 Retention 10% of the training grants to be retained for the number of learners. This is an amount that will be released at certification 1 R600.00 1 R600.00 R600.00 Total cost per learner R6 000.00 Total number of learners Total Contract Value R
ARC Proposals Description (all named investigators on any ARC proposal in which a participant is involved, proposal title, scheme and round) Same Research Area (Yes/No) Support Status (Submitted) Proposal ID 2015 ($’000) 2016 ($’000) 2017 ($’000) 2018 ($’000) 2019 ($’000) 2020 ($’000) Prof AB Example, Prof EF Example, Proposal Title, Linkage Projects 2016. Yes S LP16XXXX XX XX XX x x x x x x x x x x Funding from non-ARC sources Description (all named investigators on any proposal or grant/ project/ fellowship in which a participant is involved, project title, source of support, scheme and round) Same Research Area (Yes/No) Support Status (Current/Requested/Past) Proposal/Project ID (only if NHMRC) 2015 ($’000) 2016 ($’000) 2017 ($’000) 2018 ($’000) 2019 ($’000) 2020 ($’000) x x x x x x x x x x
Time:2:00-2:05 Cots Up Washing hands Time Time:2:05-2:20 Family Style Snack. Potty as needed Crackers, ham, & cheese, and juice. Library center Yogurt, vanilla wafers, and water. Library center Grapes, graham crackers, and water. Library center Oranges, animal crackers, and water. Manipulative time High fiver brownie and juice. Manipulative time Time: 2:20-2:30 Conceptual Refinement/Review Good bye rituals Language Art Journals Counting the days at school Counting the days at school SS Journals Language Art Journals Counting the days at school Students read at the library and take a book to read at home Math Journals Counting the days at school Learning Goals
Transition Learning Opportunities Song from: Growing with Math / Cancionero/ Dr. Jean/ Dan St.Romain/ Alfarrimas/ Codes: PM Progress Monitoring PG Parent Goal T Table Student Interest Integration Music: Different instruments in the classroom and pod to help students expressing through music. Music: Different instruments in the class- room and pod to help students expressing through music. Music: Different instruments in the classroom and pod to help students expressing through music. Music: Different instruments in the classroom and pod to help students expressing through music. Music: Different instruments in the classroom and pod to help students expressing through music.
Current ARC Proposals and newly funded ARC Projects which are not yet active Description (All named investigators on any proposal or grant/fellowship in which a participant is involved, proposal title, scheme and round) Same Research Area (Yes/No) Support Status (Current/Requested/Past) Proposal ID 2016 ($’000) 2017 ($’000) 2018 ($’000) 2019 ($’000) 2020 ($’000) 2021 ($’000) Prof AB Example, Prof EF Example, Proposal Title, Linkage Projects 2017. Yes R LP17XXXX XX XX XX XX x x x x x x x x x x Funding from non-ARC sources Description (All named investigators on any proposal or grant/fellowship in which a participant is involved, project title, source of support, scheme and round) Same Research Area (Yes/No) Support Status (Current/Requested/Past) Proposal/Project ID (only if NHMRC) 2016 ($’000) 2017 ($’000) 2018 ($’000) 2019 ($’000) 2020 ($’000) 2021 ($’000) x x x x x x x x x x
Description (All named investigators on any proposal or in which a participant is involved, project title, source of support, scheme and round) Same Research Area (Yes/No) Support Status (Requested/Current/Past) Project ID (for NHMRC proposals only) 2016 2017 2018 ($’000) 2019 ($’000) 2020 ($’000) 2021 ($’000) Examples: Current ARC Proposals and newly funded ARC Projects which are not yet active Description (All named investigators on any proposal or grant/fellowship in which a participant is involved, project title, scheme and round) Same Research Area (Yes/No) Support Status Proposal/ Project ID 2016 2017 2018 2019 ($’000) 2020 2021 Prof Joe Example, Project title, FL17 N R FL1701XXXX 200 400 400 400 400 200 Funding from non-ARC sources Description (All named investigators on any proposal or grant/fellowship in which a participant is involved, project title, source of support, scheme and round) Same Research Area (Yes/No) Support Status Proposal/ Project ID (for NHMRC proposals only) 2016 ($’000) 2017 ($’000) 2018 ($’000) 2019 ($’000) 2020 ($’000) 2021 ($’000) Prof Joe Example, Prof Jane Sample Y C n/a 205 100 Dr Mary Test, Prof Joe Example Y C n/a 175
Teacher and Co-teacher sit at the tables with the students. Teacher and Co-teacher sit at the tables with the students. Teacher and Co-teacher sit at the tables with the students. Teacher and Co-teacher sit at the tables with the students. Teacher and Co-teacher sit at the tables with the students. Gross Motor Development Time: 12-10- 12:30 Teacher and Co-teacher supervise Activity Center Students play & Interact with teacher and co-teacher Activity Center Students play & Interact with teacher and co-teacher Activity Center Students play & Interact with teacher and co-teacher Activity Center Students play & Interact with teacher and Activity Center Students play & Interact with teacher and co-teacher Time: 12:35-12:55 Science / Social Studies Book: Un beso en mi mano By Audrey Penn Bilingual Discussion Pipo el Puma By: Clarita Kohen Bilingual Discussion Barrigota y Pipón van a la escuela By Nathan Hale Bilingual Discussion & SS/SC Journal Fill a bucket By: Carol McCloud and Katherine Martin SS/SC Journals Book: Un bolsillo lleno de besos By: Audrey Penn SS Journals Journals- Cots down Time: 12:55-1:05 Nap: 1:05-2:05 SS/SC Journal Nap: 1:05-2:05 SS/SC Journal Nap: 1:05-2:05 SS/SC Journal Nap: 1:05-2:05 SS/SC Journal Nap: 1:05-2:05 SS/SC Journal Nap: 1:05-2:05 Cots Up Washing hands Time:2:05-2:15 Family Style Snack. Potty as needed Time Apples, pretzels, and water. Library center Chicken & corn salad and juice. Library center Grapes, animal crackers, and water. Library center Carrots with ranch and water. Manipulative time Granola bar and juice. Manipulative time Time: 2:15-2:30 Conceptual Refinement/Review Good bye rituals Language Art Journals Counting the days at school Counting the days at school SS Journals Language Art Journals Counting the days at school Library time! Students read at the library and take a book to read at home Math Journals Counting the days at school Learning Goals Learning Goals
Transition Learning Opportunities Growing with Math songs / Hello Song / Hola Amigo/ Hello Friend/ El Osito / Canción de los nombres/ Names song / Classroom Expectations song/ abc song/ clean up song Codes: PM Progress Monitoring PG Parent Goal T Table Student Interest Integration Music: Different instruments in the classroom and pod to help students expressing through music. Music: Different instruments in the class- room and pod to help students expressing through music. Music: Different instruments in the classroom and pod to help students expressing through music. Music: Different instruments in the classroom and pod to help students expressing through music. Music: Different instruments in the classroom and pod to help students expressing through music.
Substances produce light when they have _________ been __________________. Electric discharge: When electricity passes through a _________, the gas can give off light. Electric current passes through a gas (neon) → Gas heats up → Gas gives off light Street lights: Sodium – yellow light Neon lights: Neon – red light Argon & mercury – greenish-blue light Krypton – pale violet light Helium – pink light Fluorescence: Substances produce light when they absorb ___________________ (invisible light) and convert it to _________________________________________. Electricity hits mercury vapour → Mercury produces invisible UV light → UV light hits fluorescent coating on the inside of the tube → Fluorescent convert it into visible light Very efficient: use ___________ electrical energy for same brightness last ___________ Phosphorescence:
“Lyrics for Let’s Get Dressed” It’s time to go to school Let’s get dressed! Put on your shirt, put on your shirt, Quick, get ready, put on your shirt. Put on your pants, put on your pants, Quick, get ready, put on your pants. Put on your socks, put on your socks, Quick, get ready, put on your socks. Put on your jacket, put on your jacket, Quick, get ready, put on your jacket. Put on your shoes, put on your shoes, Quick, get ready, put on your shoes. Put on your hat, put on your hat, Quick, get ready, put on your hat. It’s time to go to school, It’s time to go to school, Quick, get ready, let’s get dressed! Gesture for “Let’s Get Dressed” Depending on how many clothes you can find, you can either have everyone dress up at the same time or you can have a few students come up to the front of the class to do the activity. Pile the clothes in a big heap and start the song. As the first clothing item is mentioned (shirt) the students have to scramble in the pile of clothes to find a shirt and put it on before the next item of clothing is mentioned. As the song is played the students put on all the clothes until they are fully dressed. Then finish the game by getting the students to race in taking off their adult-sized clothes-the first to remove them all is the winner. Wrap Up: Conclude the class by having the students practices the clothing vocabulary.