zilongwang/ReadingBank huggingface dataset:
Job Description: Post: Lecturer Salary Grade: £28,890 - £35,112 FTE depending upon experience and qualifications Responsible to: Learning Manager Responsible for: Key Purpose: 1 To ensure outstanding success and progression of all students within the relevant Department through the delivery of inspirational teaching, learning and assessment. 2 To engage collaboratively with all Course Managers in a culture of high expectations, high standards and mutual respect 3 To act as Course Manager, Tutor and Assessor as necessary as part of the role Key Responsibilities and Accountabilities: A To plan effectively and deliver high quality teaching, learning, assessment and support, leading to excellent attendance, retention and achievement. B To deliver formal scheduled teaching duties, tutorials (as appropriate) and student assessment. C To attend monthly/termly meetings (to include the sharing of good practice and resources with other colleagues) or as otherwise instructed D To record, share and regularly monitor student progress using College information systems. E To prepare learning plans schemes of work, keep relevant records and undertake all administration relevant to teaching duties. F To attend parents’ evenings, marketing and promotional events. G To participate in student reviews, interviews, reference writing, and the setting and marking of assessed work. H To set and mark internal examinations and moderate subjects/modules as appropriate. I To deliver effective student guidance and participate in the course evaluation processes. Carry out the processes involved in completing student learning agreements. J To undertake relevant continuous Professional Development, maintain effective learning and attend appropriate training as required K To contribute to the College’s Assessment Review process as appropriate and engage in Quality Improvement procedures
Sample Scope and Sequence: English Life Skills – Years 9–12 This scope and sequence illustrates the delivery of the Years 7–10 and Stage 6 English Life Skills* courses in a multi-stage class. An additional Stage 6 unit has been included to meet the requirement of 120 indicative hours for Stage 6 English Life Skills. The indicative hour requirement for Stage 5 English Life Skills is 100 hours per year. Term 1 Week 1 Week 2 Week 3 Week 4 Week 5 Week 6 Week 7 Week 8 Week 9 Week 10 Media Studies (25 hours) This unit develops students’ understanding of representations of media within our society. Students explore a range of media texts, recognising facts and opinions and considering the different perspectives presented. Through close study of social media and advertising, students develop an understanding of how media can influence our lives. English Years 7–10 Life Skills outcomes ENLS5-A, ENLS-7A, ENLS-9A, ENLS10-B, ENLS-11B, ENLS-13C, ENLS-15D English Stage 6 Life Skills outcomes ENLS6-4, ENLS6-5, ENLS6-7, ENLS6-10, ENLS6-11 Term 2 Week 1 Week 2 Week 3 Week 4 Week 5 Week 6 Week 7 Week 8 Week 9 Week 10 My voice, our voices (25 hours) In this unit, students explore how texts can represent individual and collective experiences. Through close study of a range of short texts including songs, poetry, speeches and short stories, students engage with the personal, social and cultural issues presented in the texts and the power of text to tell a story. English Years 7–10 Life Skills outcomes ENLS7-A, ENLS-9A, ENLS-10B, ENLS13-C, ENLS-16D, ENLS17-E English Stage 6 Life Skills outcomes ENLS6-4, ENLS6-7, ENLS6-10, ENLS6-11, ENLS6-12 *This sample scope and sequence has been mapped to the new English Life Skills Stage 6 Syllabus for implementation from 2018.
Outcome code Interpretation ENLS6-6 English Life Skills, Stage 6 – Outcome number 6 ES11-1 English Studies, Year 11 – Outcome number 1 ES12-1 English Studies, Year 12 – Outcome number 1 EN11-1 English Standard, Year 11 – Outcome number 1 EN12-2 English Standard, Year 12 – Outcome number 2 Learning Across the Curriculum Icons Learning across the curriculum content, including cross-curriculum priorities, general capabilities and other areas identified as important learning for all students, is incorporated and identified by icons in the syllabus. Cross-curriculum priorities Aboriginal and Torres Strait Islander histories and cultures Asia and Australia’s engagement with Asia Sustainability General capabilities Critical and creative thinking Ethical understanding Information and communication technology capability Intercultural understanding Literacy Numeracy Personal and social capability Other learning across the curriculum areas Civics and citizenship Difference and diversity Work and enterprise
ENLS6-6 composes texts for a variety of purposes and audiences in a range of modes ES11-4 composes a range of texts with increasing accuracy and clarity in different forms ES12-4 composes proficient texts in different forms Objective B Through responding to and composing a wide range of texts and through the close study of texts, students will develop knowledge, understanding and skills in order to: use language to shape and make meaning according to purpose, audience and context Life Skills outcomes A student: Related Year 11/12 outcomes A student: English Studies English Standard ENLS6-7 identifies how language forms and features of texts vary according to purpose, audience and context ES11-5 develops knowledge, understanding and appreciation of how language is used, identifying specific language forms and features that convey meaning in texts ES12-5 develops knowledge, understanding and appreciation of how language is used, identifying and explaining specific language forms and features in texts that convey meaning to different audiences EN11-3 analyses and uses language forms, features and structures of texts, considers appropriateness for purpose, audience and context and explains effects on meaning EN12-3 analyses and uses language forms, features and structures of texts, justifies their appropriateness for purpose, audience and context and explains effects on meaning ENLS6-8 uses appropriate language forms and features when composing texts for different modes, media, audiences, contexts and purposes ES11-6 uses appropriate strategies to compose texts for different modes, media, audiences, contexts and purposes ES12-6 uses appropriate strategies to compose texts for different modes, media, audiences, contexts and purposes EN11-4 applies knowledge, skills and understanding of language concepts and literary devices into new and different contexts EN12-4 adapts and applies knowledge, skills and understanding of language concepts and literary devices into new and different contexts
film Respond to and compose texts ask questions to access information in a variety of contexts, for example in the community, classroom, workplace people like to do and visit in their local area? After the class discussion, students plan and/or participate in a trip to locations within the local community which may hold cultural significance. Examples may include a memorial park, foundation stones and plaques, council chambers, places significant to Aboriginal peoples, a visitor information centre. Students identify and respond to universal symbols, such as information, toilets, police, first aid, bus stop, pedestrian crossing, walk/don’t walk. Activities may include: identifying the information symbol and visiting the location to obtain information identifying community symbols and using the facility. Students gather travel brochures of the Kimberley and Southeast Asian destinations, such as Cambodia, Indonesia, Thailand, Vietnam, in preparation for future activities. ENLS6-4 Engage personally with texts express a point of view about a text Understand the connections between language, context and meaning use reading behaviours to comprehend written texts, for example reading headings and subheadings, using images and graphics to understand text, predicting, re-reading and self-correcting use digital literacy skills to locate and comprehend information in digital texts use language features to gain meaning from texts, for example bullet points or lists in a written text, icons or symbols Places of cultural significance After exploring places of significance in our local community, discuss with students what other places or landmarks in Australia might hold cultural significance for us. Guide students to identify places of significance to Aboriginal and Torres Strait Islander peoples. Students identify these places on a map and create a legend to illustrate why these places are significant to Aboriginal and Torres Strait Islander peoples. Students go on a virtual road trip to the Kimberley and surrounds. Class discussion/brainstorming: What do we know about Australia and the Kimberley region? Why might tourists visit the area? How is the area significant to local and other Aboriginal and Torres Strait Islander peoples? Locate the Kimberley area on a map and view images. How does the region compare to Print or online maps of Australia
literature is written and read 5. The variety of critical and theoretical approaches to literary study 6 How literature produces and reflects cultural change and difference understanding is assessed by coursework essays, unseen and seen examinations, project-work B. Cognitive (thinking) skills On completion of this programme the successful student will be able to: 1. Deploy skills in the close reading and analysis of texts, and in reviewing their concepts 2. Articulate knowledge and understanding of texts, concepts and theories relating to English studies at an abstract level 3. Articulate how different social and cultural contexts affect the nature of language and meaning 4. Think and judge independently and critically 5. Understand, interrogate and apply a variety of theoretical positions and weigh the importance of alternative perspectives Teaching/learning methods Students learn cognitive skills through lectures, seminars, tutorials and independent study, in particular Reading Discussion of the key issues raised in every component of the course Practice in applying concepts and analysis, both orally and in writing The analysis and interpretation of texts Preparing written assignments. Assessment Method Students’ cognitive skills are assessed by Written work which will be evaluated with regard to the coherence of the topic treated; the appropriateness of the approach adopted; evidence of critical and independent discussion. Seminar discussions and tutorials, where attention will be given to analytical skills, and which will provide feedback on progress. C. Practical skills On completion of the programme the successful student will be able to: . Use bibliographic skills, including accurate citation of sources and consistent use of conventions in the presentation of scholarly work 2. Demonstrate advanced literacy and communicative skills, including the ability to present sustained and persuasive written and oral arguments 3. Show competence in the planning and execution of essays and project-work 4. Demonstrate research skills, including information retrieval, organisation and critical evaluation. Teaching/learning methods Students learn practical skills through Transferable skills being embedded in level 1 modules and beyond Writing essays and projects Participating in seminars and tutorials Seminar and tutorial guidance on the research and planning of coursework Preparing written assignments. Assessment Method Students’ practical skills are assessed by The written component of essays and project-work Unseen and seen examinations
Literary excellence celebrated On Wednesday 15th October the Presentation Evening for the 55th Literary Competition was held at the Queensland Multicultural Centre at Kangaroo Point. With 879 entries for the competition this year, across short story, poetry and prose genres, the competition is sponsored by ETAQ, the Independent Education Union of Australia (Qld & Northern Territory branches) as well as Random house and JCU. Tristan Bancks (shown on back cover with prize winner), author, actor and filmmaker and guest speaker for the evening, shared his writing experience and some very funny anecdotes, with the audience. Congratulations are due to the winners, place-getters and highly-commended awardees, as well as their supportive teachers. Thanks are also due to Deb Peden who recruits the judges and coordinates events throughout the year as well as acting as MC for the presentation evening. Left to right Deb Peden, Garry Collins and Fiona Laing Prize winning entries and judges’ reports will be on our website soon and published in Words’Worth next year See page 4 for a special Awards story Octoberfest delivers a great week of PD Week of enrichment for Queensland teachers! Breakfast with Adjunct Professor Roley Sussex proved a real celebration of language. Roley has created an on-line dictionary of diminutives. Aussies are leaders in the field with 5782 and counting. Roley shared his love of the relentless informality of the Australian language. He decided visiting Rocky would be fine for people from Brissie, But that we are as like to want to stretch words by calling our speaker ‘the Rolster’ or our city Brizvegas. Or adapting London’s rhyming slang for our own particular location. All attest to Australia’s creativity and variability. A beautiful spring day, good food to share and great conversation make this day an ETAQ favourite. Roley helped us to add the take away of a strong understanding of Aussie English. fiction
Subject: English Class II Core reader: The Wolf Whistle Topic: Diary Entry Date: 27.2.13. Objectives Plan(Methodology) Integrated Oracy Time with Routine Lesson: Language Activity-G Time Resources Assessment To enable the students to: include relevant details (facts, ideas, vocabulary) while discussing a diary. ● edit diary entry during shared writing. The objectives of the day’s lesson will be shared with the students. The teacher will write the word diary on the board and ask questions from the students. What is a diary? What do you use a diary for? What kind of information do you put in the diary? Elicit students’ responses and write them on the board. Explain that a diary is used for writing important notes. Another kind of a diary is called a personal diary. In this diary people share their thoughts or happenings of the day in a sequence (i.e. When you woke up, what did you do?) Emphasize that a diary is written usually at the end of the day. It starts with date and day. At the end, an ending note is written with the name and signature. It is always written in past tense. Use shared writing technique to write a diary entry of the previous day on the board. Read it thoroughly with the students, correcting mistakes and adding on. 10 min 5 mins 10 mins 15 mins The students will be assessed on their ability to: Include relevant detail(facts, ideas, vocabulary) while discussing a diary. ● edit diary entry in shared writing.
● use time and sequence vocabulary while writing a diary entry. ● use verbs correctly in the diary entry. (Past tense) ● use full stops and capital letters correctly in the diary entry. Explain the task to students that they have to write about the happenings of the previous day and write about 5 happenings/events/activities in points, using time order words individually in their copies. Allocate time for the students to edit their own work. Wrap up: - Select a few students to share their diary entry with the rest of the class. 20 min 5 min ● use time and sequence vocabulary in writing a diary entry individually. ● use verbs correctly in diary writing. ● use full stops and capital letters correctly in diary writing. Evaluation of Student Learning What did the students learn in this lesson? What did they actually do? Or What were they not able to do/understand? Evaluation of Teaching ( If you were to teach the lesson again what would you do differently? (Comment on any one aspect of your teaching and planning) Made by: F-8/2 Branch, SGO-3
Final list of questions for the interviews A booklet showing combined list of school rules Unit outcome: developing expressive skills which can include writing, speaking, acting, signing, gesturing and/or creating multimodal texts Description of evidence to be collected by teacher Date evidence collected Level of support comments Video of the interview focused on the interviewer Audio recording of student interpretation of the responses to your questions Sample assessment task English – Preliminary Task 3 – Unit 1 Conditions Period allowed for completion of the task: 5 weeks Due Semester 1 Week 15 __________________________________________________________________________________ Task 3: Role play You will participate in one of a range of role plays based on consequences of breaking school or community rules. You are presented with different situations to develop a course of action: ‘What would you do in this situation?’ You need to consider whether your decision would be the most appropriate course of action. You will complete a peer evaluation sheet. For this task, you will need to: use appropriate vocabulary, facial expressions and body language in the role play create, interpret and respond to questions in the role play adapt communication to suit audiences retell ideas or information reflect on oral performance.
COLOUR THE RECTANGLE TASK BOX WHEN YOU COMPLETE AN ACTIVITY GIVEN BELOW AND WRITE A SENTENCE ABOUT THE SAME. 1. I read a story book. 2. I listened to a friend or family member reading to me. 3. I shared a story with my friend or with family member. 4. I drew a picture of a book character. 5. I went to a Library. 6. I read a joke book. 7. I read a magazine. 8. I did a cross word puzzle. 9. I read a set of instructions for a game. 10. I made my own book 11. I made a book mark 12. I read 5 street signs 13. I drew cartoon of a story 14. I designed a cover page for a book 15. I watched a story . BOOKS ARE OUR FRIENDS! COLOUR THE PICTURE
Gediminas Kirkilas, Lithuania‘s Foreign Policy Kitchen. What Determines the Solutions? Discussion 13.30 – 15.00 PARALEL SESSION. Social and ir Exact Sciences in Lithuania: Cooperate Not Separate Room 102 Tomas Krilavičius and Vaidas Morkevičius. Where and How Do the Representatives of Social and Exact Sciences Meet? Good Practice Tomas Žalandauskas and Maryja Šupa. Interdisciplinary Scientists and Students Summer Camp: Lessons from Best Experiences Ainė Ramonaitė. The Meadow of Science: How to Teach Students to Carry out ‘Real‘ Research? Jurgita Kapočiūtė-Dzikienė. Work in Social Sciences Field: Its Value to Exact Sciences Discussion 15.00 – 15.15 SESSION IV. Lithuanian Social Sciences and European Horizons Room 402 Rūta Petrauskaitė. Vilnius Declaration as an Europe SMH Policy Project Giedrius Viliūnas. Lithuanian Social Sciences: Policy or Administration? Jurgita Petrauskienė, Edgaras Leichteris (TBC), Andrius Plečkaitis (TBC), Social Sciences and the Smart Specialization Liutauras Gudžinskas. Lithuanian Political Science – to Lithuania? The conference is sponsored by:
ANSWER THE QUESTIONS. PLEASE WRITE IN COMPLETE SENTENCES: 1.Why is the girl excited that June has arrived? 2. What is her favorite fruit? 3. How long will the watermelons be available? 4. What other summer fruits does the girl enjoy? _____________________________________________________________ ___________________________________________________________ 5. What is your favorite summer fruit? Why do you like this particular fruit? A_______________________________________________________ _________________________________________________________ ________________________________________________________ UNIT- 2 TEAMWORK 1.What is team work? 2.What is a baton? 3. What makes our dream work? 4. “ We are the parts that make up the whole” – Name the poem from which this line taken. ________________________________________________________
5. Name any two team games? 6. Write the full form of the following a. weren`t – b. who`s – FLYING TOGETHER 7.Where did the geese live? 8.Why did the geese cry, “Help Help” ? 9. Complete the following line. United we stand, divided _________ __________ . 10. Who said these words “ So this is where the wild geese live” ? WORKSHEET Class: V Subject: English Make questions for the following statements: She goes to . Q____________________________________________ I have a big bag. Q____________________________________________ You have taken my money. Q____________________________________________ The birds are flying. Q____________________________________________ 5.I am going home. Q____________________________________________ The old goose saw a small creeper at the foot of the tree. Q____________________________________________ The old bird has advised to destroy the creeper.
Activity: Structure Give students some tips on Structure: Start and end with a short, punchy paragraph. Often good to open or close with a rhetorical question or some emotive language. Aim to develop paragraphs in the main body (at least three sentences per paragraph). However, ensure each paragraph only has one main topic, location, event or time. Remember also, the Discourse Markers and Sentence Starters sheet on pages 12 and 13. Great for students’ own writing as well as their reading essays.
Priority Priority Headline Key Actions Lead Organisation When 1. Partnership Working – what do we need to do to deliver the Destination Management Plan? Creation of the Destination Management Group and set the Terms of Reference. Creation of the Sub Reference Group TC DMG 2. Product Development – what quality products do we need to develop to meet the needs of new and existing visitors? Develop an all-year round seasonal product to attract new visitors and overcome extreme seasonality in peak summer months. Define the cultural offer and develop new itineraries. Develop a range of packages and experiences to exploit new opportunities and satisfy the needs of new visitor markets. DMG TCB ERBIDCo
3. Market Development and Communication - where are the new and emerging markets which present the best opportunity and how do we best communicate to existing and new visitors through destination marketing? Develop an all-year round seasonal offer marketing the English Riviera as an all-year round destination, including evolving the current calendar of events/activities to support offer. Ensure regular market intelligence and evaluation takes place to inform effective market development. Scope new opportunities and development into new UK and International visitor markets. Develop the UNESCO Geopark offer to maximise visitor interest and increase visitors. Build upon Torbay’s digital presence - improving the quality, accessibility of information, and increase direct online bookings. ERBIDCo ERBIDCo ERBIDCo ERGGO ERBIDCo
ear ear (/air/) are (/air/) Words ending –y (/ee/ or /i/ depending on accent) New consonant spellings ph and wh The /f/ sound is not usually spelt as ph in short everyday words (e.g. fat, fill, fun). ear, dear, hear, clear, near bear, pear, wear bare, dare, care, share, stare very, happy, sorry, carry, party dolphin, alphabet, phonics, elephant when, where, which, wheel, whisk Using k for the /k/ sound The /k/ sound is spelt as k rather than as c before e, i and y. Kent, sketch, skeleton, kit, skip, husky Adding the prefix –un The prefix un– is added to the beginning of a word without any change to the spelling of the root word. Compound words Compound words are two words joined together. Each part of the longer word is spelt as it would be if it were on its own. unhappy, undo, unload, unfair, unlock football, laptop, playground, farmyard, bedroom, blackberry Common exception words the, a, do, to, of, said, says, are, were, was, I, you, your, they, be, he, me, she, we, no, go, so, by, my, there, love, come, some, one, once – and/or others according to programme used. iv
Year Word structure Sentence structure Text structure Punctuation Terminology for pupils 6 The difference between Use of the passive voice to Linking ideas across Use of the semi-colon, colon active and passive voice, [168] vocabulary typical of informal speech and vocabulary appropriate for formal speech and writing (e.g. said versus reported, alleged, or claimed in formal speech or writing) affect the presentation of information in a sentence (e.g. I broke the window in the greenhouse versus The window in the greenhouse was broken) Expanded noun phrases to convey complicated information concisely (e.g. the boy that jumped over the fence is over there, or the fact that it was raining meant the end of sports day) paragraphs using a wider range of cohesive devices: semantic cohesion (e.g. repetition of a word or phrase), grammatical connections (e.g. the use of adverbials such as on the other hand, in contrast, or as a consequence), and elision Layout devices, such as headings, sub-headings, columns, bullets, or tables, to structure text and dash to indicate a stronger subdivision of a sentence than a comma Punctuation of bullet points to list information How hyphens can be used to avoid ambiguity (e.g. man eating shark versus man- eating shark, or recover versus re-cover) subject and object, hyphen, synonym, colon, semi-colon, bullet points The difference between structures typical of informal speech and structures appropriate for formal speech and writing (such as the use of question tags, e.g. He’s your friend, isn’t he?, or the use of the subjunctive in some very formal writing and speech)
Word List Text: distribution: Verteilung loanwords: Lehnwörter auxiliary (words): Hilfs-(wörter) Lingo: Fachjargon to pun: Wortspiel machen tonal: klanglich inflection: Beugung reinforced: verstärkt numerous: zahlreiche analytic: analytisch Word List: partial – teilweise assumption – Annahme to intrigue – faszinieren to show – zeigen to represent – repräsentieren to associate with - assoziieren mit to comprise – umfassen to allocate – zuweisen
Top Ten Shakespeare Stories, Terry Deary Graphic Novels: A Midsummer Night's Dream, Henry V, Macbeth Manga Shakespeare: A Midsummer Night's Dream, Macbeth, Richard III, Romeo and Juliet, Merchant of Venice MacB, Neil Arksey (Macbeth as a children’s book about football) [AR level: 3.8] Creative Writing: Ghost stories/The Kings Quest Quick Reads: Tremors series [AR levels: 3 to 5] Graphic Novels: The Legend of Sleepy Hollow [AR levels: 5.1] Short Stories: Hauntings, Ghost Stories, True Ghost Stories Novels: Castaways of The Flying Dutchman, Bryan Jacques [AR level: 5.4]. Greyhound of a Girl, Roddy Doyle [AR level: 3.3]. The Haunting Of Tabitha Grey, Vanessa Curtis [AR level: 5.3]. Non-fiction: Ghosts and Hauntings, Haunted Staffordshire, Can Science Solve the Mystery of Haunted Houses? Year 8 Media – Newspapers Article of the Week: a newspaper article and contextual material sent out weekly through email by Miss Hill. Students can sign up in the LRC or by emailing and asking to be added to the group. Newspapers for Schools: Free .pdf files of all new articles available from most major newspapers. Username: Password: library1
ENGLISH LITERATURE MODULES SEMESTER TWO, 2018-2019 1. AL-1202/AN-1302 Literary Appreciation and Criticism (Rinni Amran) 2. AL-2305/AN-2304 Popular Fiction (Kathrina Daud) 3. AL-3303/AM-3403/AN-4304 Postmodern Theatre (Rinni Amran) 4. AL-4307 Literature of America’s Minorities (Hannah Ho) 5. AL-2306 Gender, Time and Space (Hannah Ho) 6. AL-4306 Research Project (K, R, H) 7. AL-3302/AN-3302 Writing Poetry and Short Stories/ Creative Writing (Kathrina Daud)
Figure 1: Title of Figure On the Insert tab, the galleries include items that are designed to coordinate with the overall look of your document. You can use these galleries to insert tables, headers, footers, lists, cover pages, and other document building blocks. When you create pictures, charts, or diagrams, they also coordinate with your current document look. You can easily change the formatting of selected text in the document text by choosing a look for the selected text from the Quick Styles gallery on the Home tab. You can also format text directly by using the other controls on the Home tab. Most controls offer a choice of using the look from the current theme or using a format that you specify directly. To change the overall look of your document, choose new Theme elements on the Page Layout tab. To change the looks available in the Quick Style gallery, use the Change Current Quick Style Set command. Both the Themes gallery and the Quick Styles gallery provide reset commands so that you can always restore the look of your document to the original contained in your current template. Garamond 11, justify, 4 to 6 paragrphs. One paragraphs should consists or at least 4-6 sentences. Table 1.0: Title of table Title Title Title Reference: Author (year) Table - Garamond 10, justify/center. APA 6th Style. Mohd Faeez llias, Muhamad Faiz Ismail, dan Kamarul Azmi Jasmi (2013). Faktor Dorongan dan Halangan Penggunaan Bahan Bantu Mengajar oleh Guru Pendidikan Islam di Sckolah Bestari. International Conference on Islamic Education 2013 (IC1ED2013) at EPF Institute, Kajang, Selangor, Malaysia on 6Ih - 7th April 2013.
Analysis in this context explains: the author’s use of language, point of view/ perspective, imagery ideas, views and values why something is happening in terms of the narrative structure, characterisation, text’s wider concerns and its underlying meaning close analysis/reading concerns examining fine textual detail: effects and nuances of language, punctuation, structure, significance of key passages, connections/relationships between content and structure, voice and perspective and the text and its context. Seminar presentation- oral presentation A seminar presentation comprises an oral presentation on a set topic or inquiry. One (or more) students present views on a topic based on their readings or research. After presentation and consideration of the content presented or questions raised, the class is then invited to join discussion of the topic. A seminar presentation can involve: reading background material preparing and delivering an oral presentation leading a group discussion preparing handouts and visual aids preparing relevant and thought-provoking questions submitting a written assignment based on the presentation topic. Works Cited Beardwood, Robert. Literature for Senior Students. Victoria: Insight Publications, 2010. Print ‘English Glossary.’ Australian Curriculum, Assessment and Reporting Authority [ACARA]. Foundation to year 10 curriculum, 2014. Web. 2 Feb 2017
Key Terms Cotton Mather Covenant George Whitefield Great Awakening Indentured Servitude Indigo John Peter Zenger Jonathan Edwards Middle Passage Slave Codes Stono Rebellion Triangular Trade The Enlightenment Chapter Questions How did patterns of family life and attitudes toward women differ in northern and southern colonies? How did the lives of African slaves change over the course of the first century of slavery? Who emigrated to North American in the seventeenth century and why did they come? What was the intellectual culture of colonial American, as expressed in literature, philosophy, science, education, and law? How and why did life in the English colonies diverge from life in England? What accounted for the rapid increase in the colonial population in the seventeenth century? Why did African slavery expand so rapidly in the late seventeenth century? How did religion shape and influence colonial society?
Spatial Strategy: Sustainable living in a National Park Landscape The majority of the land within the National Park boundary is considered countryside and is the subject of strict planning controls. Land that is not countryside is considered settlement. The National Park’s Settlement Strategy seeks to ensure that the majority of development takes place in sustainable locations such as settlements, but this does not mean that appropriately located allotments in countryside locations would not be encouraged. The National Park Authority will ensure that all the communities in the National Park are assured of a vital and sustainable future and are able to meet their day to day needs within each local community. The National Park want to ensure that all development in the Park is able to adapt to the likely effects of climate change beyond the plan period. In order to do this we will ensure that all development takes account of future risks of flooding, is intelligently sited, climate responsive, built with sustainable materials, resource efficient and accessible to all for the lifetime of the development. The Settlement Strategy The National Park vision is to enable and help settlements identified in the Local Development Plan to enhance their level of sustainability, by providing opportunities for community woodland, community allotments, and community energy generation schemes, to improve levels of self-sufficiency. The National Park will encourage development within and adjacent to defined settlements thereby increasing community sustainability, lowering ecological and carbon footprints and ensuring a more vibrant future for National Park Settlements. ((LDP) paragraphs 4.6.2.5 and 4.6.3.2, 4.7.3, 4.7.3.2). The Settlement Strategy of the Local Development Plan uses a settlement hierarchy to identify five types of settlement. Depending on where the settlement is in the hierarchy the settlement is defined by either a Settlement Boundary or a Settlement Extent. Below
Subject: English Year group: 9 LP6 During this half term I will be beginning preparations for the GCSE English Literature by studying a modern text chosen by my teacher. Homework LP6/1:- To introduce the play/novel being studied and start to read text. Begin to look at key characters and create a quote bank/mind maps Introduce themes of the play/novel Dependent upon teacher choice from a range of the following:- Research about author of the text Character diary entries Re-cap/summary of key events Learning quotations PEAD paragraphs based on key quotes Personal revision Creative writing task LP6/2 Introduce social, historical and cultural context of the text. Continue to read novel/play. Begin to analyse language and what it shows about characters/themes Prediction activities about what will happen next, what will happen to characters in the text. Summarise key points from the play/novel. 1 lesson on descriptive writing skills/techniques Dependent upon teacher choice from a range of the following:- Research about author of the text Character diary entries Re-cap/summary of key events Learning quotations PEAD paragraphs based on key quotes Personal revision Creative writing task LP6/3 Continue to read novel/play. Build up quote bank/mind maps for characters and themes. Carry out roll on the wall activities for characters from key points in the play/novel so far. Newspaper report about a key event so far in the novel/play. 1 lesson descriptive writing skills/techniques – possibly focus on sentence structure Dependent upon teacher choice from a range of the following:- Research about author of the text Character diary entries Re-cap/summary of key events Learning quotations PEAD paragraphs based on key quotes Personal revision Creative writing task LP6/4 Finish reading novel/play Discuss ending – what their opinions are of it, how would they change it. Summarise key points for acts/chapters etc Dependent upon teacher choice from a range of the following:- Research about author of the text Character diary entries
B Language and expression Often identifies and explains vocabulary choices and language features and their effects in texts Often controls vocabulary and language features for clarity of expression, development of voice and awareness of audience Attitudes and values Often identifies and explains how texts work to communicate ideas, values and attitudes Is often aware of the attitudes and values emphasised by the texts the student produces Mechanics of grammar, spelling and punctuation Controls most of the mechanics of grammar, spelling and punctuation Controls most of the mechanics of grammar, spelling and punctuation Purpose, audience, genre/form Comments on the purpose, audience and/or genre/form Adheres to most of the conventions of the genre as modelled Structure Organises response within a logical structure Usually organises ideas in an appropriate structure at sentence, paragraph and whole text level Supporting evidence Addresses most aspects of the task, providing evidence where required to support understanding of texts Addresses most aspects of the task, providing detail where required Oral communication In speaking and listening tasks, the student mostly engages the audience while using most of the conventions of the oral communication form/genre concerned, for example, a speech, a panel discussion or a role play C In reading tasks, the student In writing tasks, the student Language and expression Sometimes identifies and explains vocabulary choices and language features and their effects in texts Sometimes controls vocabulary and language features for clarity of expression and awareness of audience Attitudes and values Sometimes identifies and explains how texts work to communicate ideas, values and attitudes Sometimes shows awareness of the attitudes and values emphasised by the texts the student produces Mechanics of grammar, spelling and punctuation Controls some of the mechanics of grammar, spelling and punctuation Controls some of the mechanics of grammar, spelling and punctuation Purpose, audience, genre/form Refers to the purpose, audience and/or genre/form Adheres to some of the conventions of the genre as modelled ensuring that the genre is recognisable Structure Provides some structure for the response Sometimes organises ideas at sentence, paragraph and whole text level Supporting evidence Provides some evidence to support understanding of texts Addresses some aspects of the task, at times providing detail Oral communication In speaking and listening tasks, the student sometimes engages the audience while using some of the conventions of the oral communication form/genre concerned, for example, a speech, a panel discussion or a role play In reading tasks, the student In writing tasks, the student
English 102 Learner Outcomes Course SLO ILO Method of Assessment Produce a research thesis that is focused and explored with coverage that provides context, history, and/or sides of the research topic. ILO 1, 2, 5, 8 Direct: Course embedded writing assignments (research papers) with rubric Develop a functional MLA Works Cited page. ILO 1 Direct: Course embedded assignments (research papers, annotated bibliography) with rubric Demonstrate effective MLA usage of sources, with an emphasis on using direct quotations, summarizing, and paraphrasing. ILO 1,5 Direct: Course embedded writing assignments (research papers) with rubric Maintain an effective organization of research paper. ILO 1, 5 Direct: Course embedded writing assignments (research papers) with rubric Deploy appropriate Academic English, grammar, usage, mechanics, and punctuation. ILO 1 Direct: Course embedded writing assignments with rubric based
Week Nine: 10/20 – 10/24 M/Tues: Quiz on Hurston’s “Gilded Six Bits” and read Giovanni’s “Legacies” Continue discussion of bio res body paragraphs W/Th: Classroom: Read “Mother” by Gwendolyn Brooks and Quiz on “Sonny’s Blues” by James Baldwin Discuss intro and conclusion Week Ten: 10/27 – 10/31 M/T: Quiz on Carver’s “What We Talk About…” (Just read the non-strike-out text) and read Clifton’s “Forgiving my Father” Intro to final research project (bio) W/Th: Quiz on Joyce Carol Oates “Where Are You Going…” and read “Daddy” by Sylvia Plath Also, we’ll have more discussion of bio res project. Week Eleven: 11/03 – 11/07 M/T: Lib: Bring in four web (edu, org but not wikipedia, and gov only) or online database articles and WC page
United Nations Environment Programme (UNEP) Mrs. Margarita Astrálaga, Regional Director Regional Bureau for Latin America and the Caribbean United Nations Environment Programme Building 103, Morse Ave., City of Knowledge Clayton, Panama Mrs. Mara Murillo, Deputy Regional Director Regional Bureau for Latin America and the Caribbean United Nations Environment Programme Building 103, Morse Ave., City of Knowledge Clayton, Panama Tel.: (+507) 305-3135 Fax: (+507) 305-3105 Email: Website: Tel.: (+507) 305-3130 Fax: (+507) 305-3105 Email: Website:
English 11: Independent Reading Journal Rubric Category 2 points 1 point 0 points Score Content The content of the journal entry met the higher two-page minimum using key details from the reading. The content demonstrated a good reading pace with strong comprehension. The content of the journal was one page, used some details from the text but at times was too general and vague to show the reading pace or comprehension of the material. The content of the journal was incomplete, lacked details from the text, and clearly showed a lack of reading. /2 Quality The journal entry was thoughtful, insightful and demonstrated a clear connection to the reading selection. The journal entry lacked some thought, seemed rushed, gave little insight or simply summarized the reading. The entry was unrelated to the text, lacked any thought, or was copied from the text. /2 Organization The entry had a date, page numbers, sentences, details, strong transitions and a good "flow" in the response. The entry used page citations when needed. The entry was disorganized, lacking a date or page numbers. The entry did not have some key pieces of organization, like topic sentences or transitions. The entry lacked page citations. The entry was messy, disorganized or unclear. /2 Mechanics The entry demonstrated few errors in spelling and mechanics. The writer used interesting vocabulary and descriptions. The writer varied sentences, asked questions , and demonstrated strong voice. The entry had some errors in spelling and mechanics that affected the quality of the work. The writer did not attempt new vocabulary and had basic descriptions. The writer attempted to vary some sentences and demonstrated some voice. The entry was seriously flawed by spelling and mechanics errors. The writer used basic, below-grade level vocabulary and descriptions. The writer had many sentences and fragments. /2 Preparation Student was prepared with the book selection, journal and pen.The student could clearly discuss the book during reading conferences. Student was not prepared more than once with book selection, journal and pen. Student was often unprepared for Friday class. The student did not submit the journal on Thursday. /2 Final Score and Comments: (10)
ONE THOUSAND AMERICANS STOP SMOKING EVERY DAY - BY DYING. THE BEST WAY TO STOP SMOKING IS TO JUST STOP - NO IFS, ANDS OR BUTTS. A CIGARETTE IS A PIPE WIT H A FIRE AT ONE END AND A FOOL AT THE OTHER. CIGARETTES ARE KILLERS THAT TRAVEL IN PACKS. SMOKING THRILLS BUT KILLS. SMOKING IS INJURIOUS TO HEALTH. QUIT SMOKING AND FEEL GREAT Request everyone to take part in the rally on World No Tobacco Day on 2009 at 2pm from the MP Hall to Gandhi Statue, Shankar Nagar 4. Your school is organising a campaign against pollution. Design a poster.
selecting, using and linking oral language features and presentation techniques that are appropriate to the purpose and audience, with control. This may include: having an appropriate, assured manner and delivery style using props, data shows, whiteboard appropriately addressing and engaging the audience variation in the use of eye contact, gesture and facial expressions. The examples above are indicative samples only. presentation, with control to command attention This may include: varying the tone, as appropriate for the content: reflective, humorous, serious etc. using pauses, hesitations, silences effectively using natural, appropriate body language and facial expressions and gestures that emphasise the points being made making appropriate reference to notes demonstrating familiarity rather than 'over learned' content using personal pronouns appropriately (Now I’m thinking that you are thinking … ) which keep the audience focussed on the speaker and his/her personal interest, and 'expertise' on the subject. The examples above are indicative samples only. Final grades will be decided using professional judgement based on a holistic examination of the evidence provided against the criteria in the Achievement Standard.
Week Nine: SPRING BREAK (4/3-4/7) Week Ten: M 4/10 Transcendentalism and the New American-ness of American Literature: Emerson Introduce Essay 3 HW: Read in Norton Hawthorne “Young Goodman Brown” (619-628) and “The Minister’s Black Veil” (636-645) W 4/12 Hawthorne HW: Read in Norton Poe “The Raven” (688-691), “Annabel Lee” (691-692), “The Tell-Tale Heart” (714-717) Journal 13: Hawthorne/Poe: Can we read any if Poe’s stories allegorically, as we might read Hawthorne? To what extent can we read these stories and poems as being fundamentally about the mind, mental states, and/or emotions? Week Eleven: M 4/17 Hawthorne / Poe HW: Read in Norton Poe “The Raven” (688-691), “Annabel Lee” (691-692), “The Tell-Tale Heart” (714-717) W 4/19 Poe HW: Read in Norton “Slavery, Race, and the Making of American Literature” (761-778) and Jacobs “Incidents in the Life of a Slave Girl” (818-838) Journal 14: Jacobs: In Chapter XXI, Jacobs uses the intriguing metaphor of the loophole; explain how a metaphor works and then explain Jacob’s use of the loophole metaphor. What do we learn about the specific condition of enslaved women in Jacobs’ narrative? Week Twelve: M 4/24 Essay 3 Rough Plan OR Outline + thesis due Literature of Slavery and the Civil War: Jacobs HW: Read in Norton Thoreau “Resistance to Civil Government” (843-858) W 4/26 Thoreau HW: Read in Norton Douglass “Narrative of the Life of Frederick Douglass, An American Slave” “Preface” (938-943), Ch. V, VI, VII, VIII (957-968) and “What to the Slave is Fourth of July?” (1002-1005)
If you do not have all of these terms memorized by the time school starts then please bring a copy of the terms and definitions with you to help support you in class throughout the year. Literary Terms: Allegory Antagonist Characterization a. Dynamic b. Static c. Round d. Flat 3. Conflict a. External b. Internal c. Man vs. Man d. Man vs. Nature e. Man vs. Society f. Man vs. Self 4. Figurative Language a. Simile b. Metaphor c. Personification 5. Imagery 6. Irony a. Verbal b. Situational c. Dramatic 7. Point of View a. First Person b. Third Person c. Limited d. Omniscient 8. Protagonist 9. Satire 10. Foil 11. Archetype Rhetorical Devices: 12. Anaphora 13. Epistrophe 14. Symploce 15. Alliteration 16. Polysyndeton 17. Asyndeton 18. Synecdoche 19. Allusion 20. Syllogism 21. Hyperbole 22. Understatement 23. Antithesis 24. Apostrophe 25. Aphorism 26. Maxim 27. Parallelism 28. Chiasmus Rhetorical Appeals: 29. Ethos 30. Pathos 31. Logos