zilongwang/ReadingBank huggingface dataset:
Internal Assessment Resource Achievement standard: 91105 Standard title: Use information literacy skills to form developed conclusion(s) Credits: 4 Resource title: What’s it all about? Resource reference: English 2.8C Student instructions Introduction This assessment activity requires you to carry out an independent inquiry into the ideas behind an article about a current sporting issue. You will gather information and ideas from a range of sources in order to draw and present developed conclusions. You are going to be assessed on how you use information literacy skills to form perceptive conclusions about the topic of your selected article. Your conclusion/s need to be based on the information you have gathered and must be clearly connected to the purpose of the inquiry. You can express your conclusion/s as opinions, judgements or possible decisions. The following instructions provide you with a way to structure your work to demonstrate what you have learnt and allow you to achieve success in this standard. Teacher note: It is expected that the teacher will read the student instructions and modify them if necessary to suit their students. Task Part 1: Choose a topic Read through a range of articles, editorials, columns and/or feature articles about sporting issues. Choose one article as the starting point for your inquiry. For example, some students read articles about the continuing commercialisation of sport. Part 2: Frame your inquiry Identify and record the facts and opinions expressed in the example you have selected. Draw on your own knowledge as well as the knowledge of others to build your background knowledge on the issue. Formulate effective key questions to help you explore and draw conclusions about the focus of your inquiry. Part 3: Select and use appropriate strategies to locate and process information Skim and scan a range of other texts/sources for relevant material about your key questions. Make notes of key information and evaluate the information you have gathered (i.e. how useful and/or accurate it is). Make sure you reference your sources.
that provides comprehensive civil rights protection for persons with disabilities. Among other things, this legislation requires that all students with disabilities be guaranteed a learning environment that provides for reasonable accommodation of their disabilities. If you have a disability requiring an accommodation, please contact the Office of Student Resources and Services, Gee Library Room 132, (903) 886-5150, (903) 886-5835, c.edu. All students enrolled at the University must follow the tenets of common decency and acceptable behavior conducive to a positive learning environment. Higher education provides the opportunity to explore difficult and controversial material in a safe, supportive, non-destructive locale. Additionally, I enforce standards of inclusiveness in my classes and will not tolerate discrimination and disrespect in regard to race, color, creed, religion, national origin, sex, age, marital status, disability, public assistance status, veteran status, or sexual orientation. You are responsible for reading and understanding all items included on the syllabus and on additional course materials received during the term. English 406: Schedule of Assignments and Readings (some small revisions may occur during the course of the semester) Week 1 1/14 Mon Syllabus and Introductions 1/16 Wed Read syllabus in entirety Miscellaneous readings on censorship (download from eCollege, Doc Sharing) Herbert N. Foerstel, “Panama City, Florida: Darkness in the Sunshine State” (download from eCollege, Doc Sharing) Gloria T. Pipkin, “Filthy Little Books” (download from eCollege, Doc Sharing) In class: lecture and discussion on censorship issues and tactics 1/18 Fri Robert Cormier, The Chocolate War (Chapters 1-20) Week 2 1/21 Mon No class 1/23 Wed The Chocolate War (Chapters 21-39) 1/25 Fri Reading Robert Cormier, “A Book is Not a House: The Human Side of Censorship” (download from eCollege, Doc Sharing) In class: watch ending scenes from film, The Chocolate War (1988) Week 3 1/28 Mon Mark Twain, Adventures of Huckleberry Finn (Chapters 1-10_ Note: librivox.org has a decent free audio version of Huck Finn available at ) Paper 1 due by 11:59 p.m. on Tuesday, 1/29, in eCollege, Week 3 Dropbox 1/30 Wed Adventures of Huckleberry Finn (Chapters 11-16)
6. What is the meaning of the phrase "vulnerable to" as used in this sentence from the second paragraph of the article? Men without property could not be independent and uncoerced because they were vulnerable to their landlords. a. able to be injured by b. unable to escape from c. likely to be influenced by d. susceptible to attack from 7. What action was John Adams justifying when he said, "You have to draw the line somewhere"? a. denying voting rights to women b. requiring property ownership for voting c. writing a new constitution for the country d. restricting constitutional privileges of men 8. Abigail Adams' letters are important today because they a. provide insight into early U.S. history. b. changed opinions of the Founding Fathers. c. influenced the language of the Constitution. d. established policy for John Adams' administration. 9. In his response to Abigail Adams' letter of March 31, 1776, John Adams wrote the following: Your letter was the first intimation that another tribe, more numerous and powerful than all the rest, were grown discontented. Based on information in Abigail Adams' letter, what is the "tribe" to which John Adams is referring? a. ancestors b. husbands c. ladies d. tyrants
played hide and seek among them. They were busy and hissing as if they had to speak as much as possible before the light strengthened around them. Then they came closer together, and the boys seemed suddenly very far away. The stooks were pressed against each other, composing a thorny spiky wall. He screamed suddenly and stopped, for at the sound the stooks had resumed their original positions. They were like pieces on a board. He began to count them again, his heart beating irregularly. Thirteen, where there had been twelve before. Where had the thirteenth come from? He couldn’t make out which was the alien one, and then counted them again and again. Then he saw it, the thirteenth. It was moving towards him, it had sharp teeth, it had thorny fingers. It was sighing inarticulately like an old woman, or an old man, its sigh was despairing and deep. Far beyond on the road he could sense that the boys were all gathered together, having got out of their boxes. They were sighing, everyone was sighing like the wind. Straw was peeling away from them as if on an invisible gale. And finally they were no longer there, but had returned to their boxes again and pulled the roofs over their heads. He didn’t notice the lights of the house go out as he walked towards the thirteenth stook, laid his head on its breast and fell asleep among the thorns. Adapted from a short story by Iain Crichton Smith National 5 Learning Intention: The following assignments are designed to assess your skills in Reading. You are expected to show that you can: Understand, analyse and evaluate detailed written texts, by: Identifying and explaining the purpose and audience as appropriate to genre Identifying and explaining the main ideas and supporting details
A Step from Heaven - An Na Far North - Will Hobbs Mystery/Thriller: We Were Liars - E. Lockhart *IT - Stephen King The Adventures of Sherlock Holmes - Sir Arthur Conan Doyle Murder on the Orient Express - Agatha Christie A Northern Light -Jennifer Donnelly Hawaiian / Local / Pacific Literature: Hawaiian Fishing Traditions – Moku Manu and Others *Ka ‘Olili: The Shimmering – Keola Beamer Ancient O’ahu Tales – Fornander and Thrum The Hawaiian Survival Hand Book - Brother Noland Eddie Would Go: The Story of Eddie Aikau, Hawaiian Hero- Stuart Coleman Night of the Howling Dogs - Graham Salisbury *The Red-headed Hawaiian - Chris McKinney *Molokai - Alan Brennert Nahi‘ena‘ena - Sacred Daughter of Hawai‘i - Marjorie Sinclair Middle Son - Deborah Iida My Name is Loa - Dee Buckingham School for Hawaiian Girls - Georgia Ka‘apuni McMillen Ka‘ahumanu: Moulder of Change - Jane L. Silverman Pouliuli - Albert Wendt Nahi‘ena‘ena Sacred Daughter of Hawai‘i - Marjorie Sinclair Sports Literature: Boy 21- Matthew Quick Slam - Walter Dean Meyers Game - Walter Dean Meyers First Team - Tim Green The Only Game - Mike Lupica Eddie Would Go: The Story of Eddie Aikau, Hawaiian Hero - Stuart Coleman Stupid Fast - Geoff Herback Classic Literature: A Separate Peace - John Knowles; Catʻs Cradle - Kurt Vonnegut The Pearl - John Steinbeck Treasure Island - Robert Louis Stevenson Island of the Blue Dolphins - Scott O’Dell The Good Earth - Pearl S. Buck
Little Women - Louisa May Alcott Lord of the Flies - William Golding *Catch-22 - Joseph Heller Wuthering Heights - Emily Bronte Jane Eyre - Charlotte Bronte Sense and Sensibility, by Jane Austin The Prince and the Pauper - Mark Twain Cry, the Beloved Country - Alan Paton Call of the Wild - Jack London Fantasy / Science Fiction: The Hobbit - J. R. R., Tolkein; The Lord of the Rings Trilogy - J.R.R. Tolkien Ender’s Game, by Orson Scott Card; Micro - Michael Crichton Jurassic Park - Michael Crichton *Sphere - Michael Crichton Congo - Michael Crichton Andromeda Strain - Michael Crichton Timeline - Michael Crichton Watership Down - Richard Adams Ship Breaker - Paolo Bacigalupi Every Day - David Levithan Phantom Tollbooth - Norton Juster A Wrinkle in Time - Madeleine L’Engle An Endless Ring of Light - Madeleine L’Engle Fat Vampire: A Never Coming of Age Story - Adam Rex Beauty Queens - Libba Bray Harry Potter Series - J.K. Rowling Maze Runner - James Dashner Daughter of Smoke and Bone - Laini Taylor A Great and Terrible Beauty - Libba Bray Hitchiker’s Guide to the Galaxy - Douglas Adams (Any of the books in the series) Holes - Louis Sachar The Neverending Story - Michael Ende Delirium - Lauren Oliver Eragon - Christopher Paolini The Scorpio Races - Maggie Stiefvater Martian Chronicles - Ray Bradbury Gone- Michael Grant *Wicked - Gregory Maguire The Red Pyramid-- Rick Riordan Soulforge - Margaret Weis Fahrenheit 451 - Ray Bradbury 1984 - George Orwell Time of the Twins - Margaret Weis
Honor Code The Honor Code is the University's statement on academic integrity written by students in 1921. It articulates University expectations of students and faculty in establishing and maintaining the highest standards in academic work: The Honor Code is an undertaking of the students, individually and collectively: 1. That they will not give or receive aid in examinations; that they will not give or receive unpermitted aid in class work, in the preparation of reports, or in any other work that is to be used by the instructor as the basis of grading. 2. That they will do their share and take an active part in seeing to it that others as well as themselves uphold the spirit and letter of the Honor Code. 3. The faculty on its part manifests its confidence in the honor of its students by refraining from proctoring examinations and from taking unusual and unreasonable precautions to prevent the forms of dishonesty mentioned above. The faculty will also avoid, as far as practicable, academic procedures that create temptations to violate the Honor Code. 4. While the faculty alone has the right and obligation to set academic requirements, the students and faculty will work together to establish optimal conditions for honorable academic work. Course Material Support Stanford University and its faculty are committed to ensuring that all courses are financially accessible to all students. If you are an undergraduate who needs assistance with the cost of course textbooks, supplies, materials and/or fees, you are welcome to ask the Diversity & Office for assistance by completing their questionnaire on course textbooks & supplies: or by contacting Joseph Brown, the Associate Director of the Diversity and First-Gen Office (; Old Union Room 207). Dr. Brown is available to connect you with resources and support while ensuring your privacy.
9th Grade English Writing/Language/Literature Literacy Course Syllabus Outline Course Information Course Title: English 9 (1 Credit) Location of Classroom: Room C-13 Instructor Information Teacher’s Name: TC Porter Contact Phone Number: 334-567-5158 Email Address: thad.porter@elmoreco.com Twitter acct: https://twitter.com/tcporter06 Class Blog: http://goodchatter.blogspot.com/ Tutoring Time: Tuesday-Thursday from 3:00-3:30(Mornings if requested) Mission Statement Our mission is to motivate, instruct, & nurture students to become respectable, resourceful, & responsible citizens. OUR VISION To equip students with the necessary skills & information to be productive citizens in an ever changing society. Texts, Books, Readings, Materials, Supplies Supplies for All Students Students will need to have the Class Period Classroom Supplies Needed First Hand Sanitizer Second 6 pack of pens (blue/black) Fourth Kleenex Fifth Kleenex Sixth 1 ream of copy paper Seventh Paper Towels following routine materials: Ink pens (black/blue) 1 ½” or 2” Binder or Three-pronged folder or spiral back notebook (150 sheets) or composition notebook AND one (1) class folder from the aforementioned Filler Notebook paper Flash/thumb drive White out Recommended: Webster’s Pocket Dictionary Hand-held Pencil Sharpener (pencil used for notes ONLY) Post-it Notes Hand sanitizer
Department of English National Qualifications Close Reading Skills Practice Booklet Please do not write on the booklet. Use lined paper to write your answers. Tasks to be completed are indicated by a task number in a box throughout this booklet. Task Number Mark Task Number Mark Task Number Mark Task Number Mark 1 / 26 / 51 / 76 / 2 / 27 / 52 / 77 / 3 / 28 / 53 / 78 / 4 / 29 / 54 / 79 / 5 / 30 / 55 / 80 / 6 / 31 / 56 / 81 / 7 / 32 / 57 / 82 / 8 / 33 / 58 / 83 / 9 / 34 / 59 / 84 / 10 / 35 / 60 / 11 / 36 / 61 / 12 / 37 / 62 / 13 / 38 / 63 / 14 / 39 / 64 / 15 / 40 / 65 / 16 / 41 / 66 / 17 / 42 / 67 / 18 / 43 / 68 / 19 / 44 / 69 / 20 / 45 / 70 / 21 / 46 / 71 / 22 / 47 / 72 / 23 / 48 / 73 / 24 / 49 / 74 / 25 / 50 / 75 / UNDERSTANDING THE MEANING 1. USING YOUR OWN WORDS
description. 8. Read Paragraphs 18-29. “Inside was as bright as a tube train.” (Paragraph 19) With close reference to the language, explain why this is an effective description of the tomb. 2 1.3 1.3 Task 7 Tone 1.3 Applying knowledge and understanding of language to explain meaning and effect, using appropriate critical terminology Read Passage 2: Sailmaker 2b. Look at the sentence: "Get a job as company director or something." What is the tone of this sentence? 1 2 1.2 1.3
For Unit 3 Outcome 3, the teacher plans a sequence of teaching and learning activities that will enable students to develop pre-task knowledge and skills. This will include opportunities to listen to and discuss a range of different audio sequences where students can explore the context and purpose of the text, the structure and language of the text, as well as the delivery including intonation, stress, rhythm, pitch, timing and volume of the speaker/s. Teaching and learning activities that could support students to prepare for this assessment include: 1. Listening to an audio interview from a station such as ABC Radio National and asking students to record a summary of the interview in their own words. 2. Providing students with a transcript of a conversation between two speakers. In groups of three, ask two students to adopt the roles of speakers with the third student being allocated the role of listener. The pair of students read the text aloud and the third student listens to the exchange. The speakers pose questions to the listener about the conversation that took place. The listener responds to the questions in oral form. 3. Asking students to record a short paragraph about their life on an audio file. In small groups, play the recording and, in turn, have each student ask one question to the speaker about their life. The speaker is then required to respond to the question. 4. Teaching a lesson on the differences between open and closed questions, ask students to write five open questions and five closed questions about a general topic such as the weather, a key incident in the news and so on. 5. Reading a detailed paragraph from an everyday text and then constructing five open questions that will elicit more information from it. Other considerations When to assess the students The teacher must decide the most appropriate time to set this task. This decision is the result of several considerations including: the estimated time it will take to cover the key knowledge and skills for the outcome when tasks are being conducted in other subjects and the workload implications for students where there are multiple classes in English/EAL, a common School-assessed Coursework scheduling is advisable. Marking the task The marking scheme used to a assess student's level of performance should reflect the relevant aspects of the and be explained to students before starting the task. Unit 4 Outcome 1
• Week N°1 - Weekly report • Week N° 2 - Weekly report • Week N°3 - Weekly report Report • Company • The work • A sale leaflet • An example of animation Week N° REPORT N° 1 Date : Training period Weekly report / Student Company : Person in charge (coach/trainer) : Student’s name : Attitudes
points assessed My assessment Trainer My assessment Trainer My assessment Trainer Attitude Ponctuality Reliability Autonomy Knowledges VG G B points assessed My assessment Trainer My assessment Trainer My assessment Trainer The company values The customer approach Product knowledge The introduction of products The health and safety VG = Very good G = Good B = Bad Report and opinion about the trainee The company / the shop Name : Address: Phone number : Email :
Year month day Guardians Elementary school Principal の Home visit のが、に、のをきます。 A classroom teacher will visit your house to talk about your child. といますが、をつくってください。 We understand that you might be busy, but please make the time to talk with the classroom teacher. 記 Note 〇 : ~ : Home visit time date day of the week town name Spare day ・ くらいでします。 したいことをおいてください。 Classroom teacher will stay in your house about for 10 minutes. Please prepare any questions you may want to ask to the classroom teacher. やはいりません。Please do not prepare tea or sweets for the classroom teacher. ・ どうしてものがだめなときは、にので、にしてください。 If the day above is not available for your family, the classroom teacher will visit your house on the spare day. So please let us know.
ENGLISH LANGUAGE SCHOOL-ASSESSED COURSEWORK Performance Descriptors Unit 4 Outcome 1 Investigate and analyse varieties of Australian English and attitudes towards them. DESCRIPTOR: typical performance in each range Very low Low Medium High Very high Limited understanding of the role of Standard and English in Australian society. Some explanation of the role of Standard and non-Standard English in Australian society. Clear explanation of the role of Standard and non-Standard English in Australian society. Detailed discussion of the role of Standard and non-Standard English in Australian society. Complex and insightful discussion of the role of Standard and non-Standard English in Australian society. Limited identification of the distinctive features of Australian English. Some identification of the distinctive features of Australian English. Sound understanding of the distinctive features of Australian English. Thorough understanding of the distinctive features of Australian English. Comprehensive understanding of the distinctive features of Australian English. Very limited discussion of the geographical and cultural influences on variation in Australian English. Some discussion of the geographical and cultural influences on variation in Australian English. Satisfactory discussion of the geographical and cultural influences on variation in Australian English. Complex discussion of the geographical and cultural influences on variation in Australian English. Sophisticated discussion of geographical and cultural influences on variation in Australian English. Little understanding of how a sense of national identity may be constructed through language. Some discussion of how a sense of national identity may be constructed through language. Relevant exploration of how a sense of national identity may be constructed through language. Careful exploration of how a sense of national identity may be constructed through language. Insightful exploration of how a sense of national identity may be constructed through the language in texts. Few references to attitudes that are shown towards varieties of English. Basic description of the range of attitudes that are shown towards varieties of English. Appropriate analysis of the range of attitudes that are shown towards varieties of English. Well-developed analysis of the range of attitudes that are shown towards varieties of English. Critical analysis of the range of attitudes that are shown towards varieties of English. Limited use of metalanguage. Some knowledge of metalanguage terms with some understanding of when to use them. Mostly appropriate use of metalanguage. Accurate and appropriate use of metalanguage to support the response. Proficient and appropriate use of metalanguage to support the response. KEY to marking scale based on the outcome contributing 50 marks Very low 0–10 Low 11–20 Medium 21–30 High 31–40 Very high 41–50
We need you (and you need us) There are two reasons to fill in that yellow form that came to you in the mail or jump on line and renew. We need your support to keep sponsoring quality PD and to advocate for you. You need to be a member of ETAQ to keep receiving quality publications, timely communication and members’ rates. 2015 sees a new government and some large changes on the table for senior assessment and tertiary entry. ETAQ will have a voice at the table with the QCAA Working Group and you will have the chance to have your say (see p2 for more details). The weight of our numbers means our voice will need to be listened to. Because you are members, all manner of people contact ETAQ, offering services and other PD for English. Through E-pistles, English Matters and mail outs, you know what’s ‘on’ and can access all manner of exciting resources to help you in your professional life. Members also contribute to Words’worth, edited by Stew Riddle, and English in Australia, our national refereed journal, providing individual and corporate members with quality publications to read. ETAQ certainly needs you to renew and we think you need us to keep being the great English teacher that you are. Time to think again about senior assessment As I write, it seems likely the government will change which means the landscape, in terms of senior assessment may change. At the end of 2014, then-Education minister, John-Paul Langbroek, published his draft response to Gabrielle Matters and Geoff Masters’ report on Senior Assessment and Tertiary Entrance. The government also instituted a series of working groups to assist in moving forward with this agenda. ETAQ has been offered representation on the English working group which is scheduled to meet throughout semester one 2015. This is a welcome invitation the
3 – (When-Where-Who) does your uncle live ?in America . 4 – (What-Who-When ) do you go to sleep ? at 9 o`clock . 5 – ( Who-Whose-What ) are they ? They are my uncles . 6 – ( Who –What-Whose ) is your friend`s name ? Sam . Correct the mistake : 1 – Where does your school start ?In September . ..……..........… 2 – Who colour are your eyes ?Black. ……………… 3 – Whose is in the kitchen ?Mum . ……………….. 4 – What are your books ?On the desk. …………………. 5 – When is your favourite hobby ?Playing football. …………… 6 – Who car is this ? It is dad`s ................................ Plural Singular Plural He – she – it They
Countable and uncountable nouns Countable Uncountable Things that we can count Things that we can`t count How many How much Is – are Is Add ( s ) Pens – books – pupils Piasters – pounds –bottles Cans – glasses - pieces …. Don’t add ( s ) Sugar – rice – meat – salt – butter – cheese -Juice - bread water – milk – coffee –tea – Jam – Pepsi – coke –lemonade Money Examples : 1 – There are many pupils in the class. 2 – There is much sugar in the cup. 3 – How many books do you have ? 4 – How much milk is there in the fridge ?
2-Ramy (ride - is rideing- is riding) (a - an) elephant at the moment . (Choose) 3-There (is - are) (many - much) lemons on the table. (Choose) 4-There (isn’t - aren’t)(any - some) apples in the fridge but there (is - are)(any - some) juice on the table. (choose) 5-We always (go -goes - are going) to the club (on - in - at) the weekend. (choose) 6-……..Christmas day I always go to the park. (preposition) 7-My Birthday is………. July. (preposition) 8-We(have)……a party last night. (correct) 9-I(be)…….. at home yesterday but my parents(be)…..at the club. (correct) 10-My Father (drink).…………….tea two hours ago. (correct) 11-I didn’t (sleep)…………… early yesterday. (correct) 12-Mary(doesn’t- don’t - didn’t) (go -goes - went)to the cinema last week. (choose) Revision (5) Do as asked:
"How you shot the goat and frightened the tiger to death", said Miss Mebbin, with her disagreeably pleasant laugh. In the above statement, Miss Mebbin is making fun of Mrs. Packletide. Why? (b) What characteristic of Miss Mebbin is highlighted in the above extract? (c)How did the tiger die? Mrs. Packletide indulges in no more big-game shooting. "The incidental expenses are so heavy", She confides to inquiring friends. a)Why did Mrs. Packletide indulge in big-game hunting? b)Why did she want to give up big-game hunting? c)How did the incidental expenses become heavy? "And for LoonaBimberton, she refused to look at an illustrated paper for weeks and her letter of thanks for the gift of a tiger-claw brooch was a model of repressed emotion. Loona didn't look at papers for weeks because Who gave her the gift? Her emotions were repressed because "Now, Now! urged Mrs. mebbin with some excitement. What is she excited about? What nature of Mrs. Mebbin is through this line? Where is Miss Mebbin when she speaks this lines? Level A (Fundamental Level) .1. How did Miss Louisa Mebbin blackmail Mrs. Packletide? Who was Miss Mebbin? What was her relationship with MrsPackletide? What had MrsPackletide already arranged in her mind for Loona Bimberton? MrsPackletide was a good shot Discuss? Why did MrsPackletide decide to give a party in the honour of Loona Bimberton? What did she plan to present Loona on her birthday? What was MrsPackletide's pleasure and intention? Why did she decide to kill a tiger? How did Louisa Mebbin manage to buy the pretty weekend cottage? Why were the villagers happy? Do you think that Louisa Mebbin was devoted to MrsPackletide? Give reasons for your answer? "MrsPackletide indulges in no more big game shooting". What put her off from going on further hunts? What did Mrs. Packletide carry with her when she went to hunt a tiger & why?
maintained (I will do spot checks intermittently and I expect your binder to look pristine at all times. These are lessons that will serve you well in general. complete with appropriate materials (real tabs) rather that post it notes or tape as tabs neatly marked and arranged in the order listed All papers must be in the rings – no papers in pockets** Please make neat tabs for numbers 1-6 and arrange in the following order: Startup material (it’s this packet you’re looking at now) on top of the first tab. You should refer to this packet of rules and regulations several times over the course of the semester and pay special attention to the Taboo Words and Forms to Avoid sheet. DOL/Grammar – I will give you some grammar handouts; the DOL will be posted on the DAILY AGENDA and you must handwrite so please keep them in order. Vocabulary –Includes all Vocabulary Lists. Arranged from oldest (on top) to newest (on bottom). Should include vocabulary list on top, then the worksheet (if applicable), then sentences, and finally the test in that order Writing – Here you will maintain any writer’s workshop materials or writing practice work. Study Unit/Notes – Study Units include anything I give you related to our unit of Study. Taking notes is a key to this class. Notes should be handwritten and not typed on the iPad. It is scientifically proven that your learning experienced in enhanced through handwritten note-taking rather than typing, so I want to enforce this strategy. You will use these notes to review and study; often you will use your notes for preparation on tests and timed essays. It is critical then that you maintain organized and current notes. Essays – With essay logs (I will provide these and model if you have never completed one before) Misc. – Anything left over Materials You Will Include: Current text; no ebooks allowed (when we are reading a novel) –a MUST Several pens for writing (all colors are welcome) Five red pens for editing and correcting Pencils for Scantron tests Highlighters Colored Post-It tabs (the little thin ones for marking pages) When we have group discussions, this will help you mark off vital passages with new insights you may not initially have had. These “research” and analytical strategies are useful when prepping for essays. Highly recommended but not required:
ENGLISH 11 Early America through Civil War Unit 2 – American Romanticism (approximately 6 weeks) Topic 1 – Early Romantics Essential Question: What does “noble savage” mean? Reading Author Essential Question Focus Thanatopsis William Cullen Bryant What can death teach us about life? blank verse; structure; theme Ashes to Ashes (handout) Book of Common Prayer The Devil and Tom Walker Washington Irving Are you willing to pay any price? imagery; satire; drawing conclusions Robert Johnson Bio (handout) Rolling Stone Encyclopedia of Rock and Roll Deerslayer (excerpt, handout) James Fenimore Cooper Describe a time you’ve felt connected to nature. character; imagery; summarize Reading Literature Standards Met: RL.11-12.1, 4, 5, 6, 10 Reading Information Standards Met: RI.11-12.1, 5 Writing Standards Met: W.11-12.2, 4
Speaking & Listening Standards Met: SL.11-12.1, 2, 3 Topic 1 Essay: Explain elements of Romanticism in the works of Bryant, Irving, and Cooper. Topic 2 – Fireside Poets Essential Question: From where do we learn morals? Reading Author Essential Question Focus The Chambered Nautilus Oliver Wendell Holmes When is it time to move on? inference; symbolism; figurative language; paraphrase; draw conclusions The First Snowfall James Russell Lowell Psalm of Life Henry Wadsworth Longfellow What gives life purpose? tone; rhyme scheme; metaphor; repetition; compare/contrast The Tide Rises, The Tide Falls Reading Literature Standards Met: RL.11-12.1, 2, 4, 6 Reading Information Standards Met: Writing Standards Met: W.11-12.1, 2, 4 Speaking & Listening Standards Met: SL.11-12.1, 2, 3 Topic 2 Essay: Explain how the Fireside Poets made social issues personal for their readers. Topic 3 - Transcendentalists Essential Question: When is protest justified or necessary? Reading Author Essential Question Focus
Self-Reliance Ralph Waldo Emerson What is your motto? Transcendentalism; aphorisms; essay Nature Walden Henry David Thoreau Do you chart your own course? essay; tone; figurative language; anecdote; imagery; evaluate ideas; Transcendentalism; paraphrase Civil Disobedience On Civil Disobedience Gandhi Women in the 19th Century Margaret Fuller What does society expect of us? author’s perspective; paraphrasing; main idea; summarize; making inferences Because I Could Not Stop for Death Emily Dickinson Success is Counted Sweetest Much Madness is Divinest Sense I Hear America Singing Walt Whitman What does America look like? free verse; imagery; tone; Transcendentalism Song of Myself A Noiseless Patient Spider (handout) I Heard the Learn’d Astronomer (handout) I Saw in Louisiana a Live Oak Growing (handout)
English 11 REPRESENTING THEME IN KAFKA’S METAMORPHOSIS Directions: Choose a theme that emerged from your reading of Kafka’s Metamorphosis and use it as your basis for a creative/artistic rendering of an important passage/event from the text. OPTION ONE: ARTISTIC RENDERING You are to create a colorful, creative drawing that illustrates an important idea that resonates with you from Gregor’s predicament. Your drawing should include: A sentence (or a few words) describing the theme that you’re representing in your drawing. One passage/quote from the text that relates to the theme. A creative and thoughtful representation of the theme/idea based on the text. Your name (on the back) The title of the book (optional—but nice if you can work it in) Your drawing can be as abstract as you like, as long as you demonstrate your understanding of the depth of the ideas explored in the text. OPTION TWO: CREATIVE WRITING You are to write at least 2 pages handwritten or 1 page typed in order to represent an important passage/event from the story from someone’s perspective other than Gregor’s. How would the message of the story be different if it were told from another character’s point of view? How do Gregor’s family members feel about Gregor’s metamorphosis? The boarders? The cleaning lady? Your written piece should: Demonstrate a new take on the themes of the text. Include the inner-thoughts of a character other than Gregor. Illustrate a pivotal/important scene from another perspective. Utilize a passage (or passages) from the text as appropriate.
community partners Gathering information Organizing Predicting obstacles Setting goals and discussing objectives Reading literature to broaden perspectives Reading nonfiction to find support Annotating texts relationship with possible community partners Offering options for information, literature, texts Clarity and mechanics of written objectives/goals Score and offer feedback on literature/text responses Action Suggested timeframe : 1-5 days What Students are Doing What Teachers are Doing Possible Assessments Standards Set up service project (can be on campus or off campus) Participate in service (this can be a one day event or several days of service) Interact with those who are receiving the service Understand reciprocal relationship of those giving service and those receiving Daily reflection or self-evaluation Close down service project Organize student tasks or student leadership groups Record attendance and participation Supervise service Sample Service rubric Reflection Suggested timeframe : 2-4 days What Students are Doing What Teachers are Doing Possible Assessments Standards Narrative writing over experience Individual question authoring Distributing writing rubrics to guide writing process Facilitating reflective Writing evaluation for different genres of writing
Group reflections through strategies like: T-charts, 3-2-1, Sticky Bars, 4 corners, Agreement circles, etc… Small reflective writing Developing inferences or drawing conclusions Persuasive writing using (C.E.R) Debates S.W.O.T (strengths, weaknesses, obstacles, threats) Compare/Contrast using published texts about service projects around the nation discussions Scaffolding persuasive/argumentative writing through small activities Finding and providing articles/texts of other service projects for comparison C.E.R rubric for claim, evidence, reasoning Demonstration Suggested timeframe : 7-15 days What Students are Doing What Teachers are Doing Possible Assessments Standards Final research paper Mini-research paper Class Presentations Creating and demonstrating writing rubrics Offering credible resources for research or Writing & research evaluations with feedback Speaking
Read pp 20-39 “Beowulf” pp 38-70 Handshake Prereading to the Prologue pp140-143 “Prologue to the Canterbury Tales” pp144-166 “Sir Gawain and the Green Knight” Essay 2 Unit Three-English Renaissance Interview questions and dress Read pp 288-311 “The Passionate Shepherd to His Love” Marlowe p 312 “The Nymph’s Rely” Raleigh p 316 “Sonnet 30” Spenser p 318 “Sonnet 75” Spenser p 321 “Sonnet 130” Shakespeare p 330 “A Valediction: Forbidding Mourning” Donne p 516 “Holy Sonnet 10” aka: “Death Be Not Proud” Donne p 521 “To His Coy Mistress” Marvell p 530 “To the Virgins, to Make Much of Time” Herrick p 534 Macbeth Shakespeare pp 348-431 Unit Four-Restoration Reading pp 558-575 “A Journal of the Plague Year” Defoe pp 592-598 Unit Five- Romanticism Prereading pp 750-767 “Songs of Innocence” Blake p 768 “The Lamb” p 770 “The Chimney Sweeper” p 772 “Songs of Experience” Blake p 774 “The Tyger” p 774 “The Chimney Sweeper” p 776 “To a Mouse” Burns 782 “Lines Composed a Few Miles Above Tintern Abbey” Wordsworth pp 798-798 “Kubla Khan” Coleridge pp 840-841 “Ozymandias” Shelley p 860 “Ode on a Grecian Urn” Keats pp 886-887 Unit Six- The Victorians Prereading pp 910-927 “My Last Duchess” Browning p 944 “Porphyria’s Lover” Browning p 949 Supplies List: Three ring binder for class work, notes, and handouts A Flashdrive to save documents which need editing Black inkpen Highlighters Paper
ENGLISH LITERATURE: RENAISSANCE TO BAROQUE Language Semester (winter/ summer) ECTS (credits) Number of hours per semester Professor Lectures Exercises/ Seminars Practical work English Summer semester 4 30 30 Prof. Dr. Evgenia Pancheva Asst. Prof. Dr. Georgi Niagolov Requirements: Proficiency in English (C1-C2 CEFRL), some experience in studying and discussing literature in English, academic writing and presentation skills Annotation of the course: The course focuses on the main currents and representative figures of the High Renaissance in England and the transition to the Baroque. Offering an outline of the Elizabethan, Jacobean and Stuart ages, it highlights the social, political and cultural characteristics of each. The discussion centers around the key figures of Sidney, Spenser, Marlowe, Shakespeare, Jonson, Donne and Milton. Seminar discussions follow a similar agenda, offering a close reading of exemplary texts, such as The Faerie Queene, Doctor Faustus, As You Like It, Macbeth, Volpone and Paradise Lost. ENGLISH MORPHOLOGY Language Semester (winter/ summer) ECTS (credits) Number of hours per semester Professor Lectures Exercises/ Seminars Practical work English Winter semester 4 30 30 Assoc. Prof. Dr. C. Stamenov Senior Assist. Prof A. Stoevsky Requirements: Philology degree or Introductory module; high competence in English (level C1 of the European Language Portfolio) required. Duration: 3rd semester, 2nd year, Credits: 5 Teaching: - lectures – 30 - seminars – 30 The course begins with a brief introduction dealing with the place of morphology among the other levels of language, basic units (morpheme, word), the parts of speech, grammatical categories and markers. The main part of the course concentrates on the grammatical categories of the two major word-classes: the noun and the verb. The topics include number, case and gender of the noun, tense, futurity, aspectuality and aspect, modality and voice of the verb. ENGLIAH LANGUAGE– Part IV Language Semester (winter/ summer) ECTS (credits) Number of hours per semester Professor Lectures Exercises/ Seminars Practical work English Summer semester 6 60 Senior Assist. Prof. Roumiana Blagoeva
DATE 9. What is the estimated TOTAL cost of this project? 10. Amount requested from UNWG 11. Are other organizations/donors contributing to costs? □ YES □ NO 11a. Funding detail when other donors are supporting the project: Source and Contact Information Amount in € or US$ Which part of the Project is to be supported? 12. Are you also applying to other organizations/donors for this project? □ YES □ NO 12a. Please provide more information on your application to other donors: Source and Contact Information Amount in € or US$ Which part of the Project is to be supported?
TG English 350 Professor Ramser 23 November 2016 Tag...Your Building’s it! Unwarranted symbols and signatures plaster sides of many building’s encompassing the South Central Los Angeles California area. The term “tagging” refers to this unlawful act of vandalism. “Tagging” is defined as the practice of spray painting or writing names and initials…usually on trains, walls and other property” (Carrington 411). Surprisingly, in my literature review many people debate whether taggers are gang members that are marking their territory or simply mischievous adolescents defacing property to fit in socially, “part of the culture of belonging to a tagging crew is repeated engagement in tagging, marking territory and gaining fame” (Russell 91). Additionally, Russell explained, “gang tagging serves the function of defining territory, communication between initiates, and intimidation” (Russell 93). The average person with little to no gang knowledge probably assumes the varied writings displayed across South Central walls are placed there with no rhyme or reason. During my quest for answers; I found that to be untrue. In fact, while interviewing Jose Martinez, an ex-gang member and a current employee of Fred’s Burger declared, “Tagging is like marking your territory. It lets them fools know what’s up and to not come around in our hood”. In my opinion, “tagging” provokes neighborhood violence and goes far beyond the mere defacing of property. The showcase of “tagging” can be considered a wall of shame, placing enemy names of those individuals dwelling among opposing sides. The markings are directly sending a warning and
(NIV) 13 When it was almost time for the Jewish Passover, Jesus went up to Jerusalem. 14 In the temple courts he found people selling cattle, sheep and doves, and others sitting at tables exchanging money. 15 So he made a whip out of cords, and drove all from the temple courts, both sheep and cattle; he scattered the coins of the money changers and overturned their tables. 16 To those who sold doves he said, “Get these out of here! Stop turning my Father’s house into a market!” 17 His disciples remembered that it is written: “Zeal for your house will consume me.”[] 18 The Jews then responded to him, “What sign can you show us to prove your authority to do all this?” 19 Jesus answered them, “Destroy this temple, and I will raise it again in three days.” 20 They replied, “It has taken forty-six years to build this temple, and you are going to raise it in three days?” 21 But the temple he had spoken of was his body. 22 After he was raised from the dead, his disciples recalled what he had said. Then they believed the scripture and the words that Jesus had spoken. 23 Now while he was in Jerusalem at the Passover Festival, many people saw the signs he was performing and believed in his name.[] Questions: 1. What does this story tell us about God? พระธรรมตอนนี้บอกอะไรเราเกี่ยวกับพระเจา? 2. What does this story tell us about people? พระธรรมตอนนี้บอกอะไรเราเกี่ยวกับคน? 3. If this story is true, what behaviour should we change this week? หากเนื้อหาเรื่องนี้เป็นจริง 4. Who will you tell this story to this week? ยอห์น (ERV-TH) 13 นั้น แกะ [] 17 ว่า 18 19 20 21 22
6 หลังจากนั้นอีกสี่สิบวัน โนอาห์เปิดหน้าต่างเรือ 7 และปล่อยกาตัวหนึ่งออกไป 8 9 จึงกลับมาหาโนอาห์ที่เรือ โนอาห์ก็ยื่นมือออกรับนกพิราบเข้ามาในเรือดังเดิม 10 แล้วปล่อยนกพิราบออกไปจากเรืออีกครั้งหนึ่ง 11 มันคาบใบมะกอกเขียวสดมาด้วย 12 แต่คราวนี้มันไม่ได้กลับมาหาเขา 13 เมื่อวันที่หนึ่งของเดือนที่หนึ่งในปีที่โนอาห์มีอายุ 601 ปี โนอาห์เปิดหลังคาเรือออกมาดูก็เห็นว่าพื้นดินแห้งแล้ว 14 พอถึงวันที่ยี่สิบเจ็ดเดือนที่สอง แผ่นดินก็แห้งสนิท 15 แล้วพระเจ้าตรัสกับโนอาห์ว่า 16 “เจ้า ภรรยาของเจ้า บรรดาบุตรชายและบุตรสะใภ้ของเจ้า จงออกจากเรือ 17 ทั้งนก สัตว์ต่างๆ สัตว์ที่เลื้อยคลาน 18 ดังนั้นโนอาห์จึงออกมาพร้อมกับบุตรชาย รวมทั้งภรรยาและบุตรสะใภ้ของเขา 19 สัตว์ทั้งปวง สัตว์ที่เลื้อยคลานทั้งปวง นกทั้งปวง คือสิ่งมีชีวิตทั้งหมดบนโลกต่างทยอยออกจากเรือทีละชนิด 20 หลังจากนั้นโนอาห์สร้างแท่นบูชาแด่องค์พระผู้เป็นเจ้า+ 21 “เราจะไม่สาปแช่งแผ่นดินเพราะมนุษย์อีกต่อไป 22 ตราบใดที่โลกยังคงอยู่ ตราบนั้นจะมีฤดูหว่านและฤดูเก็บเกี่ยว ความหนาวเย็นและความร้อน ฤดูร้อนและฤดูหนาว วันและคืน อยู่เรื่อยไป” 1. Draw the story 1. What does this story tell us about God? 2. What does this story tell us about people? พระธรรมตอนนี้บอกอะไรเราเกี่ยวกับคน? 3. If this story is true, what behaviour should we change this week? หากเนื้อหาเรื่องนี้เป็นจริง 4. Who will you tell this story to this week? En
34 5. My school Today is ... 35 The third day is Wednesday 36 On Thursday I... 37 We must do our homework 38 School subjects 39 Project 40 Control work 3 Dictation 41 6. I like English. Do you? I like … . It’s fun. 42 What time is it? 43 Midday? Midnight? 44 Do you like English? 45 They have lunch at school 46 Project 47 Independent work.2 .Making 48 7. In the classroom Classroom things 49 Whose pen is red? 50 It’s mine 51 Whose bag is that? 52 Our school is new 53 Project 54 Control work 2.Test III Term 55 8. My day I usually get up at … 56 Anvar often plays football 57 The Whitfields visit Tashkent 58 She never lies 59 Does he ...? Yes, he does. 60 Project 61 9. Things I like I like playing … 62 Have you got a hobby? 63 Do you like singing? 64 I like music 65 What’s on Channel 4? 66 Project.Control work 5 Dictation 67 10. Furry friends Pets and domestic animals 68 Domestic animals 69 My dog can … 70 Have fun with my pets! 71 Happy pets 72 Independent work 3 Translating the
73 11. Wildlife Habitat is home 74 What can animals do? 75 At the zoo 76 Dangerous animals 77 How long can animals live 78 Project .Control work 6. Test 79 12. Seasons My favourite season 80 Summer holidays are fun! 81 Autumn IV Term 82 13. The weather Winter days 83 Spring is coming 84 Project 85 What’s the weather like? 86 Sunny days are lovely 87 What’s the temperature? 88 Seasons and weather 89 Stormy weather 90 Project 91 Control work 7 Read and translate 92 Grammar exercises 93 Revision 94 14. Spring holidays I like Navruz 95 Come and stay with us 96 Fun in April 97 May Day holiday 98 Project 99 Control work 8 . Test. 100 Grammar exercises 101 Individual work 4 Making story on 102 Revision Total
TITLE IS IN ALL CAPS UP TO TWO LINES BLACK SUBTITLE IS ARIAL BOLD 16 PT ALL CAPS CAN BE TWO LINES Subtitle Arial Bold 14 Pt Initial Caps: Bullet points are in Arial Regular 14 pt with a space after of 6 pts Bullet points are in Arial Regular 14 pt with a space after of 6 pts Bullet points are in Arial Regular 14 pt with a space after of 6 pts Body copy is Arial Regular 14 pt. Otatibus quation sedicia cum acil inctinimaxim que commoditam coreh endam sime no nsequam sam vendaepuda sumet as aut fac cuptisque volorat empor ro ressit quis di seror sitis den debis eum ac cuptisque volorat empor ro ressit. For more information: Workforce Solutions – Employer Service 713.688.6890 jobs@wrksolutions.com
responsibility to approach the teacher and request any missed assignments. He or she will be given seven days to make up the work from the day of absence. Any student absent for a school activity must receive the work prior to the absence. Extra credit will be offered throughout the year (generally 20-25 points a quarter). See the Extra Credit opportunities (attached). Grades: Grades are weighted by category -- practice or assessment. Students are graded 35% on practice and 65% on assessment. Practice grades include daily homework, bellringers, prewriting assignments, exit tickets, etc… Assessment grades will be quizzes, tests, and final projects. The grade scale is as follows (District Wide): 100-93 A 92-90 A- 89-87 B+ 86-83 B 82-80 B- 79-77 C+ 76-73 C 72-70 C- 69-67 D+ 66-63 D 62-60 D- 59 & BELOW F sign, detach, and return to Miss Wallis by Friday, September 11. Student’s Name: _________________________________________________ As my child’s parent or guardian, I understand the course policies set forth by Miss Wallis and have discussed them with my student. Parent/Guardian Signature: _________________________________________ Comments: (If you wish to leave your contact information or any other