zilongwang/ReadingBank huggingface dataset:
A student was asked to construct a line through point C that is perpendicular to . She constructed a circle with center C passing through A and labeled the other point where the circle intersects as point D. Then she constructed two more circles, one with center A passing through D and the other with center D passing through A. She labeled one of the points where those circles intersect as point E. Finally she drew segments , , and . Prove that ∆ACE ∆DCE. (Optional Hint: Use the SSS Congruence Theorem.) because ___________________________________________ is a straight angle since its sides lie on one line. Use this fact to explain why ⃡ How would you find the midpoint of a segment if the only tools you had were a compass and straightedge? (No marked ruler!) You may use the segment below to demonstrate. Write proofs for each of these exercises: a. Given: C is the midpoint of both and Prove: ∆ACE ∆BCD b. With the same diagram and given in part (a), now prove that || . (draws on Unit 3)
Question 53 – Find the measure of the exterior angle. Question 54 – Name the triangle A) Equilateral C) Regular B) Equiangular D) All of the above Question 55 – Solve for b: Question 56 – Describe the translation which maps the preimage into the image in the picture below. A) B) C) D) Question 57 – Angle 2 and angle 4 are what type of angle pair?
Name: _______________________________________ Postulates WS Geometry CC If you are given You can conclude A B C D E F Statement: Reason: D N C A M B Statement: Reason: <ABG <DEH <GBC <HEF C F G H B E D A Statement: Reason: E F H G C D Statement: Reason: Statement:
MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY WEEK 1 August 8 TWD 9 TWD 10 BASIC DEFINITIONS 11 Segments Angles 12 QUIZ Angle Pairs WEEK 2 15 Midpoint Distance 16 Coordinate plane 17 CHAPTER 1 TEST Lines/angles slope 18 Parallel lines/ transversals 19 Proving Parallel TASK WEEK 3 22 QUIZ Perpendicular Linse 23 Lines in Coordinate Plane 24 Slope TASK 25 CHAPTER 3 TEST Triangle angle Sum theorem 26 Triangle Angles/Classify WEEK 4 29 Triangles Continued 30 QUIZ Triangle Congruence Proofs 31 Proving Triangles Congruent September 1 Triangles In the Coordinate Plane 2 CHAPTER 4 TEST Triangles WEEK 5 5 LABOR DAY 6 Triangles 7 Bisectors 8 QUIZ Midsegments 9 Triangle Inequalities WEEK 6 12 Pythagorean Theorem -Triples 13 Special Rights 14 QUIZ Proving Triangles Similar 15 Triangle TASK 16 CHAPTER 5 TEST WEEK 7 19 Similarity 20 Triangle Similarity 21 Proving Triangles Similar 22 Similarity Area and volume RATIOS 23 CHAPTER 7 TEST WEEK 8 26 Right Triangle Trig 27 Finding missing sides And angles 28 Angles of elevation and depression 29 Trig TASK 30 CHAPTER 8 TEST 3 4 5 6 7
Foundation courses required for all majors in Mass Communication (12 credits) Notes Course # Description Credits Grade Semester/Year MASSCOMM.110 Intro to Mass Communications 3 MASSCOMM.310 Media Law and Ethics 3 MASSCOMM.398 Research Methods 3 MASSCOMM.498 Capstone 3 Core courses required for all majors in Mass Communication (12 credits) Notes Course # Description Credits Grade Semester/Year MASSCOMM.120 Emergent Media in Mass Communications 3 MASSCOMM.230 Newswriting 3 MASSCOMM.251 PR Theory & Practice 3 MASSCOMM.271 Video Production I 3 Electives (12 credits from among any of the concentrations below): Telecommunications Notes Course # Description Credits Grade Semester/Year Required Course MASSCOMM.271 Video Production I 3 Course Options MASSCOMM.336 Digital Video Editing 3 MASSCOMM.367 Broadcast Writing and Reporting 3 MASSCOMM.371 Broadcast Journalism 3 MASSCOMM.436 Advanced Editing 3 MASSCOMM.480 Telecomm Workshop 3 Emergent Media/New Media Notes Course # Description Credits Grade Semester/Year Required Course MASSCOMM.120 Emergent Media in Mass Communication 3 Course Options MASSCOMM.220 Multimedia in Mass Communication I 3 MASSCOMM.260 Introduction to Mediated Communication 3 MASSCOMM.280 Visual Communication 3 MASSCOMM.320 Multimedia in Mass Communication II 3 MASSCOMM.420 Media Intensive Workshop 3 Journalism Notes Course # Description Credits Grade Semester/Year Required Course MASSCOMM.230 Newswriting 3 Course Options MASSCOMM.241 Online Journalism 3 MASSCOMM.334 Editing 3 MASSCOMM.340 Feature Writing 3 MASSCOMM.435 Journalism Workshop 3 MASSCOMM.446 Magazine Editing and Production 3 Public Relations Notes Course # Description Credits Grade Semester/Year Required Course MASSCOMM.251 PR Theory & Practice 3 Course Options MASSCOMM.352 Publicity and PR 3 MASSCOMM.455 PR Cases and Problems 3 MASSCOMM.475 PR Workshop 3 ECON.121 Principles of Economics 3 MKTG.210 Marketing Principles and Practices 3 Required Internship (3 credit hours) To be eligible, student needs 2.5 QPA, 80 credits, and 6-7 major courses completed. Credits Grade Semester/Year MASSCOMM.497 Internship in Mass Communication MASSCOMM 482 Mass Communications Seminar Additional Electives: MASSCOMM.275 Cinema Appreciation MASSCOMM.297 Practicum in Mass Communication (1 credit)
Environmental Checklist Georgia Environmental Policy Act GEORGIA/AREA CATEGORY IS AREA AFFECTED? IF ADVERSELY AFFECTED, BY WHAT EXTENT No Yes Unknown Minor Median Major Unknown 1 Wetlands 2 Flood Plain/River Corridor 3 Water Supply 4 Water Resources 5 Groundwater Recharge Area 6 Storm Water 7 Waste Water 8 Air Quality 9 Solid Wastes 10 Soil Stability/Erodibility 10a Do you need a land disturbing variance for buffer requirements? 10b Do you need a land disturbing permit? 10c If the answer is yes to # 10a or # 10b, have you contacted your local City- County Government? 11 Protected Mountains 12 Protected Species 13 Critical Habitats 14 Historical 14a Does the proposed project involve any structures 50 years old or greater? 14b Have proposed project plans been reviewed by the State Historic Preservation Office? 15 Archeological 16 Parks/Recreation 17 Energy Supplies 18 Beaches 19 Dunes 20 Shoreline 21 Estuary 22 Forest Land 23 Barrier Island 24 Aquatic Life/Trout Streams Institution: University of Georgia Project No. Project Title: Signature: Signature Date
Environmental Checklist Georgia Environmental Policy Act Project Number: Project Title: CATEGORY IS AREA AFFECTED? IF ADVERSELY AFFECTED, BY WHAT EXTENT No Yes Unknown Minor Median Major Unknown 1 Wetlands 2 Flood Plain/River Corridor 3 Water Supply 4 Water Resources 5 Groundwater Recharge Area 6 Storm Water 7 Waste Water 8 Air Quality 9 Solid Wastes 10 Soil Stability/Erodibility 10a Do you need a land disturbing variance for buffer requirements? 10b Do you need a land disturbing permit? 10c If the answer is yes to # 10a or # 10b, have you contacted your local City- County Government? 11 Protected Mountains 12 Protected Species 13 Critical Habitats 14 Historical 14a Does the proposed project involve any structures 50 years old or greater? 14b Have proposed project plans been reviewed by the State Historic Preservation Office? 15 Archeological 16 Parks/Recreation 17 Energy Supplies 18 Beaches 19 Dunes 20 Shoreline 21 Estuary 22 Forest Land 23 Barrier Island 24 Aquatic Life/Trout Streams Signature Printed Name Affiliation/Title Date
JUDGEMENT Ability to evaluate and assess information and situations, together with the ability to formulate appropriate conclusions and decisions. This mental function may be impaired due to brain injury, or to conditions such as schizophrenia, major depression, anxiety, dissociative states or other mental disorders. Guides for the rating of impairment of judgement: Class 1 Impairment 0–5% Description Normal to Slight – may lack some insight and misconstrue situations but with little interference with function 2 10–20% Mild – persistently misjudges situations in relationships, occupational settings, driving and with finances. The misjudgements are noticed by others but are accommodated. 3 25–50% Moderate – misjudging social, work and family situations repeatedly leading to some disruption in relationships, occupational settings, living circumstances and financial reliability. – inappropriate spending of money or gambling 4 55–75% Moderately Severe – moderately severe misjudgement with regular failure to evaluate situations or implications, causing actual risk or harm to self or others – failure to respond to any regular guidance and requirement for constant supervision. 5 Over 75% Severe – persistently assaultive due to misinterpretation of the behaviour or motives of others; – sexually disinhibited (may occur following a head injury).
Pre-AP / Advanced Geometry Syllabus 2018-2019 Teacher: Laura Washington Email: School Phone: 205-629-6222 The Geometry course builds on Algebra I concepts and increases students’ knowledge of shapes and their properties through geometry-based applications, many of which are observable in aspects of everyday life. This knowledge helps develop visual and spatial sense and strong reasoning skills. The Geometry course requires students to make conjectures and to use reasoning to validate or negate these conjectures. The use of proofs and constructions is a valuable tool that enhances reasoning skills and enables students to better understand more complex mathematical concepts. Technology should be used to enhance students’ mathematical experience, not replace their reasoning abilities. Because of its importance, this Euclidean geometry course is required of all students receiving an Alabama High School Diploma. Parents and Students, The above description for Geometry is found in the Alabama Mathematics Course of Study. We will be implementing the Course of Study which contains the National Common Core Standards. In this syllabus, I am including important information about the day to day expectations for my classroom. I am also including my classroom rules, supply list, grading, and other important information. Please feel free to contact me by email or call the school to set up an appointment before or after school. Sincerely, Mrs. Washington
In some cases when we have more than one mappings of the same type in the GER solution tree (i.e. when we have mappings in the model configurations with version lower than 8, or in case of additional customization mappings not provided by Microsoft), we should specify which mapping to use by selecting the Default for model mapping checkbox. Task recording is available: . After configurations are imported, set both Payment model mapping 1611 and Payment model mapping to destination ISO20022 as default for model mapping: Trouble shooting GER framework is updated Check that you use the latest configurations versions available on LCS Delete usage data Reset IIS Delete existing report configuration and import it again If you need but cannot delete a configuration, check migration cleanup tool (Organization administration > Periodic > Migration cleanup) and delete the configuration. If not available deploy KB 4045747. Import configuration manually at Shared assets library Note: Importing configurations manually, you need to start on the root level (from Payment model to ISO20022 Credit transfer (Country context)). Importing the configurations from MS LCS repository, you need to import the child level first (From e.g ISO20022 Credit transfer (Country extension) to Payment model). Some important links:
Essential Question(s) A question is essential when it stimulates multi-layered inquiry, provokes deep thought and lively discussion, requires students to consider alternatives and justify their reasoning, encourages re-thinking of big ideas, makes meaningful connections with prior learning, and provides students with opportunities to apply problem-solving skills to authentic situations. Bolded statements represent Essential Questions that span many units and courses. The statements shown in italics represent Essential Questions that are applicable specifically to the content in Unit 3 of Geometry. How is visualization essential to the study of geometry? In what ways do visualization aids help to analyze the two-dimensional figure formed by a cross section of a figure? In what ways does visualization help to determine what three-dimensional figured is formed by a rotation of a figure about a line? How does visualization facilitate the selection of a geometric figure as a model for a real-world object? How does geometry explain or describe the structure of our world? In what ways do geometric shapes, their measures and their properties, describe real-world objects? How can reasoning be used to establish or refute conjectures? What type of argument must be presented to establish the validity of formulas for circumference of a circle, area of a circle and volume of a cylinder, pyramid or cone? dimensional
An informal limit argument for the circumference or area of a circle is performed by fitting n-gons of increasing number of sides into a circle to approximate the circumference or area of the circle. Example: Dissect a circle into increasingly more “pizza slices”, arranging the slices into a shape that approximates a parallelogram; find the area of the parallelogram to approximate the area of the circle (height of the parallelogram = r, base of the parallelogram = G.GMD.3 Use volume formulas for cylinders, pyramids, cones, and spheres to solve problems.★(additional) See the skills and knowledge that are stated in the Standard. Note: This is an overarching standard that has applications in multiple units Students should solve real-world application problems using volume formulas for cylinders, pyramids, cones and spheres. (see resources) G.GMD.4 Identify the shapes of cross-sections of three- objects, and identify three-dimensional objects generated by rotations of two-dimensional objects. *(additional) Ability to make connections between two-dimensional figures such as rectangles, squares, circles, and triangles and figures such as cylinders, spheres, pyramids and cones Use hands-on kits or computer generated graphics to demonstrate cross-sections. Have students predict and experiment with other two-dimensional shapes. Use an old fashioned carousel slide holder as a base. Prepare cardboard cut-outs of the shapes to be rotated. Add a tab to each base to insert in the carousel. Rotate the carousel to demonstrate the various 3-D results.
system. In Algebra I, students: graph functions on the coordinate plane. solve systems of linear equations graphically. In Geometry Unit 1, students: prove theorems about lines, angles , triangles and parallelograms. In 6th and 7th grade, students: analyze ratios and proportional relationships and used them to solve problems. In 8th grade, students: study the connections between proportional relationships, lines and linear relationships. interpret unit rate as the slope of a line. In Algebra I, students: calculate the average rate of change of a function over a specified interval. Find the point on a directed line segment between two given points that partitions the segment in a given ratio In future mathematic courses, students may: calculate the distance between numbers in the complex plane as the modulus of the difference, and the midpoint of a segment as the average of the numbers at its endpoints. apply the same reasoning to finding a weighted average in statistics. recognize vector quantities as having both magnitude and direction. Represent vector quantities by directed line segments, and use appropriate symbols for vectors and their magnitudes (e.g., v, |v|, ||v||, v). Common Misconceptions This list includes general misunderstandings and issues that frequently hinder student mastery of concepts regarding the content of this unit.
PARCC Components Key Advances from Grades K–8 According to the Partnership for Assessment of Readiness for College and Careers (PARCC), these standards highlight major steps in a progression of increasing knowledge and skill. PARCC cited the following areas from which the study of the content in Geometry Unit 4 should progress: The skills that students develop in Algebra I around simplifying and transforming square roots will be useful when solving problems that involve distance or area and that make use the Pythagorean Theorem. In grade 8, students learned the Pythagorean Theorem and used it to determine distances in a coordinate system (8.G.6–8). In high school Geometry, students will build on their understanding of distance in coordinate systems and draw on their growing command of algebra to connect equations and graphs of circles (G-GPE.1). The algebraic techniques developed in Algebra I can be applied to study analytic geometry. Geometric objects can be analyzed by the algebraic equations that give rise to them. Some basic geometric theorems in the Cartesian plane can be proven using algebra. Fluency Recommendations According to the Partnership for Assessment of Readiness for College and Careers (PARCC), the curricula should provide sufficient supports and opportunities for practice to help students gain fluency. PARCC cites the areas listed below as those areas where a student should be fluent. G-GPE.4, 5, 7 Fluency with the use of coordinates to establish geometric results, calculate length and angle, and use geometric representations as a modeling tool are some of the most valuable tools in mathematics and related fields.
Scenario States, Modifiers and Triggers Patient State Patient Status Learner Actions, Modifiers & Triggers to Move to Next State 1. Baseline State Patient initially refusing vital signs to be taken but will allow if appropriately approached. Rhythm: sinus rhythm HR: 86/min BP: 150/70 RR: 14/min O2SAT: 95 % T: 37.3 oC Patient confused and slightly agitated. Learner Actions - Patient reassurance - Check vitals - Cap sugar (6.4mmol/L) - Attempt history targeted to presenting complaint - Request family member/collateral history Modifiers Changes to patient condition based on learner action - Patient allows vitals to be taken when reassurance provided - Confederate nurse to offer reassurance and take vitals if not done by sim participants Triggers For progression to next state - All actions completed or after 5 mins 2. Worsening Confusion 2. Worsening Confusion No change in vital signs. Patient answers a couple of questions then stops interacting. Seems distracted. Learner Actions - Collateral history - Verbal de-escalation - Environmental management - Offer oral sedative - IV access with broad panel of blood work drawn - IV/IM sedative Modifiers - Patient allows IV access when distracted - Confederate nurse to prompt for IV access if not volunteered Triggers - Outstanding de-escalation by team or sedative given 3. 3. De-escalation No change in vital signs Patient asking about her mother and wants to go home, but more settled and cooperative. Learner Actions - Make plans for further investigations – ECG/CXR/urine/CT head - Make plans for admission - Possible IV fluid. Modifiers -Confederate nurse to prompt by asking about patients disposition END CASE PRN Section VI: Scenario Progression Section VII: Supporting Documents, Laboratory Results, & Multimedia Laboratory Results
Standards Curriculum Map Bourbon County Schools Level: German 2 Grade and/or Course: Updated: 5-22-2012 Unit 1 Wiederholung Standards Activities Learning Targets Vocabulary Days 1- Themes: Reviews the themes and grammar presented in German 1. Hallo! Guten Tag! Herzlich Wilkommen!: Communicative Bell ringers Grammar Practice Activities Communicative Group activities I can get get reacquainted with all that I learned in German 1 Unit Vocabulary will be handed out to students and posted on my website. Unit 2 Freizeit und Sport Standards Activities Learning Targets Vocabulary Days Themes: Free time activities and sports. Seasons and weather. Free time activities and sports Seasons and weather. Weather reports Coordinating conjunctions Expressing contrasts: Aber vs. Sondern The Present Perfect Tense The formation of the past participle with weak verbs, strong verbs, mixed verbs and verbs with inseparable and separable prefixes The use of Haben and Sein in the present perfekt. Discussing how often one does something. Sport in Germany 3.NM.PS.1, 3.NM.IC.1 3.NM.PS.1, 3.NM.IC.1 1.NM.L.1, 1.NM.R.1 1.NM.L.1, 1.NM.R.1 1.NM.L.1, 1.NM.R.1, 2.NM.IC.2 1.NM.L.1, 1.NM.R.1, 2.NM.IC.2 1.NM.L.1, 1.NM.R.1 5.NM.P.1 5.NM.P.1 Communicative Bell ringers Grammar Practice Activities Communicative Group activities I can discuss what I and others like to do in our free time I can use conjunctions to link sentences . I can use the perfect tense to speak about events in the past Unit Vocabulary will be handed out to students and posted on my website.
Standards Curriculum Map Bourbon County Schools Level: German 3 Grade and/or Course: Updated: 6-5-2012 Unit 1 Wiederholung Standards Activities Learning Targets Vocabulary Days 1-29 Themes: Reviews the themes and grammar presented in German 1 and 2 Hallo! Guten Tag! Herzlich Wilkommen!: Communicative Bell ringers Grammar Practice Activities Communicative Group activities I can get reacquainted with all previous German material as well as getting used to only speaking German in class Unit Vocabulary will be handed out to students and posted on my website. Unit 2 Die Start in die Zukunft Standards Activities Learning Targets Vocabulary Days Themes: Our interests, wishes and expectations. Careers. Job Offers and Applications Our interests, wishes and expectations Careers: Job offers and applications The Future Tense Expressing probability Describing things with Relative Clauses The Relative pronouns The Interrogative Pronouns, Was für ein Negating sentences: Position of Nicht Negation with: noch nicht/noch kein(e): nicht mehr/ kein(e) mehr German schools 3.NM.PS.1, 3.NM.IC.1, 2.NM.IC.2 1.NM.L.1, 1.NM.R.1 1.NM.L.1, 1.NM.R.1, 2.NM.IC.2 1.NM.L.1, 1.NM.R.1 1.NM.L.1, 1.NM.R.1 1.NM.L.1, 1.NM.R.1 1.NM.L.1, 1.NM.R.1 1.NM.L.1, 1.NM.R.1 1.NM.L.1, 1.NM.R.1 5.NM.P.1 Communicative Bell ringers Grammar Practice Activities Communicative Group activities I can talk about my plans for the future and correctly use relative pronouns. Unit Vocabulary will be handed out to students and posted on my website.
Unit 6 Gestern und Heute Standards Activities Learning Targets Vocabulary Days Themes: German History and an introduction to German literature A short history of Germany Wir leben in Verborgenen by Ceja Stojka Letters to Herbert Hoover 5.NM.P.1 5.NM.P.1, IM.R.2 5.NM.P.1, IM.R.2 Communicative Bell ringers Grammar Practice Activities Communicative Group activities Students will become acquainted with German history and begin to see ho it has influenced literature. Unit Vocabulary will be handed out to students and posted on my website. Days 126- 155 Unit 7 Literature We will read a selected work of literature by a German author and discuss it in class. Students will write a short paper about the work. 5.NM.P.1, IM.R.2, IM.PW.3 Unit 8 Projekte und Präsentationen Standards Activities Learning Targets Vocabulary Days Students will choose an activity or topic that they find interesting and research the needed vocabulary to communicate about this activity in German. Students will present his vocabulary to their classmates. 3.NM.PS.4 Communicative Bell ringers Grammar Practice Activities Communicative Group activities Students can research a topic of their interest and present their knowledge to their peers. Vocabulary will be different for every student Reviewing for Final Exam Days Reviewing units 1-8 with emphasis on units 5-7 to prepare for the final exam.
An outline of ten Essential units are provided below and are to be taught in the following order: ESSENTIAL UNITS: (must be assessed for mastery) E01 – Greetings/Introducing People E02 – My Family & Pets E03 – My Day and Time E04 – Daily Activities E05 – Food and Drinks E06 – Clothing E07 – Parts of the Body E08 – Free Time E09 – Weather &Seasons E10 – All About Me Suggested Materials: Beste Freunde A1/1 und A1/2. Hueber.: Kursbuch; Arbeitsbuch; Lehrerhandbuch ; Audio CD Pack ; Video - DVD; Interaktives Kursbuch für Whiteboard. Prima-Deutsch für Jugendliche Band1 und Band2. Cornelsen.: Kursbuch; Arbeitsbuch; Handreichungen für den Unterricht; Testvorberietungsheft Audio CD Pack ; Video - DVD. Ideen. Deutsch für Jugendliche 1.(A1). Hueber.: Kursbuch; Arbeitsbuch; Lehrerhandbuch ; Audio CD Pack ; Video - DVD; Interaktives Kursbuch für Whiteboard.
Mini dictionary A description of Jake’s uncle * English word English definition German translation description words that tell what someone or something is like or looks like Beschreibung uncle the brother of your mother or father, or the husband of your aunt Onkel tall a tall person, building, tree etc. has a greater height than is normal or average groß slim someone who is slim is attractively thin schlank receding hairline if your hair recedes, you gradually lose the hair at the front of your head einsetzende Stirnglatze sparkle clear and bright, shining with a lot of very small points of light funkeln distinguished important, noble, respectable stilvoll pale light in colour, almost white blass sincere sincere people are honest and mean what they say aufrichtig, ehrlich expression a look on someone's face that shows what they are thinking or feeling Ausdruck dress informally wear casual clothes which people usually wear when they relax at home, not when they go to work in an office leger well-worn worn or used for a long time abgetragen comfy comfortable, nice to be in or wear bequem jumper piece of clothing made of wool that covers the upper part of your body and arms Pullover respect good opinion of somebody’s character and ideas Respekt shun avoid or keep away from someone or something meiden
Mini Dictionary A description of Jake’s uncle English word English definition German translation description words that tell what someone or something is like or looks like Beschreibung uncle the brother of your mother or father, or the husband of your aunt Onkel lanky unattractively tall and thin schlaksig skinny very thin in an unattractive way mager bald little or no hair at the top of the head glatzköpfig sweat water that comes out of your skin when you are hot or afraid Schweiß glisten shine because it is wet or oily glitzern, glänzen unkempt untidy, not looked after carefully, not kept neat ungepflegt ashen very pale, unnaturally white kreidebleich gloomy unhappy, sad trostlos, trüb expression a look on someone's face that shows what they are thinking or feeling Ausdruck dress put on clothes sich kleiden untidily not neatly, not nicely arranged unordentlich tatty worn-out, untidy, rather dirty, not cared for zerschlissen, geschmacklos jumper piece of clothing made of wool that covers the upper part of your body and arms Pullover respect good opinion of somebody’s character and ideas Respekt shun avoid or keep away from someone or something meiden
GRMN 351H (GERM 303H) German Culture to 1900 3 GRMN 352 H (GERM 304H) German Culture 1900 – Present 3 GRMN 362Y Germanic Mythology & Culture 3 Complete the following courses: LING 270S Introduction to Linguistics 3 MCLG 410 Methods of Teaching Foreign Languages (coreq. EDU 395) 3 Total Credits 54 Department Advisor Signature for Student Teaching Date Major GPA
DRAFT SAMPLE HYPERLINKED SCHEME OF WORK FOR 1ST YEAR GERMAN (Trish McNeill Killina) Syllabus Linked Learning Outomes (Bloom’s Verbs) Resources AfL AoL Literacy Numeracy in Context Greetings in German speaking countries Say goodbye in German speaking countries Introduce oneself Recall/recite the German alphabet Count from No.0-100 in German Identify and recognise German speaking countries and cities Describe your family Create resources and games/activities for world celebrations: Languages Day (Sep 26th) Halloween Christmas St. Patrick’s Day Easter Textbook: XXXXXXXXX www.german.ie www.hotpotatoes.com Teachers worksheets Teachers powerpoints Sharing learning intention at the beginning of each lesson Discussing criteria for success for an exercise or activity Think-Pair-Share Groupwork Giving students adequate wait time to respond Differentiation of questioning (Bloom’s prompts) Peer assessment Use of Asking students to share new words Vocab recall at beginning of lesson Listening tests Oral tests Reading Tests Spelling Tests Written tests Correcting copies/hw Pre, during and post- listening, speaking, reading comprehension and writing activities BUG technique Building up vocabulary in notebooks Checking vocabulary notebooks Using Graphic Organisers to learn new vocab… Work with Nos: 0-100 Age Birthdate Time 12 hour 24 hour Adverbs of time Building Connections: Proceeding from one chapter to next linking themes Using logic to construct sentences Patterns: verb Patterns Estimations:
A-Level Overview Year 2: German Throughout year 2, students will work independently (with some guidance) on their IRP (Individual Research Project). Term Mrs Hall Mr Hall Key Skills and grammar 1 Immigration. Reasons for migration. Adv/disadv for immigrants. Issues affecting migration policies. Literature: Der Besuch der alten Dame. Understanding of post-war Germany. Book content. (Possibly into part of term 2) Translation into English. Reading for gist. Writing summaries. Pronunciation. Tenses. Adjective endings. Cases & prepositions. 2 Integration. Promoting the integration of migrants and refugees. Problems. Pos/neg experiences. REVISION Germany and the EU. Germany’s role. Adv/disadv of EU for Germany. Impact of EU expansion. REVISION Planning a discussion. Discussing priorities. Translation. Persuasive speaking. Word order. Pronunciation. Negative expressions. Tenses 3 JANUARY MOCKS Racism Impact on victims and support available. Origins of racism. The fight against racism. JAN MOCKS Reunification. Events leading to reunification. Desired and actual outcomes. Comparing culture & identity of old/new states. Translation. Listening strategies. Writing summaries. Revision of tenses. Passive voice. Sep/insep verbs. Pluperfect subjunctive in cond sentences. Cases. 4 Politics and Youth. Youth engagement in politics. Priorities for youth politics in Germany. The role of pressure groups. Das Leben der Anderen. Revision of the film. Analytical response. Revision of book Der Besuch der alten Dame. Translation. Presenting. Answering questions. Word order in subordinate clauses. Relative, demonstrative & indefinite pronouns. 5 Revision of all year 1 and 2 topics. Revision of all year 1 and 2 topics.
segment are equidistant from the ends of the segment. Activity 3: One student stands on point A while another student stands on point B. The eight pairs of ribbons are divided equally between these two students, with each student holding one end of every pair. Other students pick up the free ends of the ribbons and move until each ribbon is pulled taut. All of these students should end up standing on the perpendicular bisector. This activity leads to development of the idea that points that are equidistant from the endpoints of a segment lie on its perpendicular bisector. Guiding Questions: What are the properties of a perpendicular bisector of a line segment?
Assessment component Assessment type (from syllabus) Assessment type weighting (from syllabus) Assessment task weighting When/due date/start and submission date Assessment task Written examination 20% 10% Examination week Task 7: Semester 1 written examination A representative sample of the syllabus content from Semester 1 – using a modified examination design brief from the Year 12 syllabus – 2.5 hours. 10% Examination week Task 13: Semester 2 written examination A representative sample of the syllabus content from Semester 2 – using a modified examination design brief from the Year 12 syllabus – 2.5 hours. Total 100% 100%
points from the text. Makes little or no reference to the text. 0 Linguistic resources (Accuracy and range) /4 Uses a broad language, including vocabulary, grammar and a variety of sentence structures appropriate to the context and purpose of writing. 4 Uses a range of language, including vocabulary, grammar and sentence structures mostly accurately. 3 Uses language, including vocabulary, grammar and sentence structures, that is suitable and mostly accurate. 2 Uses a limited range of language, including vocabulary, grammar and sentence structures. 1 Ability to use language, including vocabulary and grammar, is limited. 0 Criteria Marks Text type and sequencing /4 Uses all the key conventions accurately for the audience, context, purpose and text type. Writes a summary, which includes: a title an introduction and a conclusion all the points provided in the text formal language. Content is very well organised and sequenced logically; for example, within and between paragraphs and throughout the writing as a whole. 4 Uses the key conventions appropriately for the audience, context, purpose and text type. Content is organised and sequenced logically; for example, within and between paragraphs and throughout the writing as a whole. 3 Uses the key conventions suitably for the audience, context, purpose and text type. Content is usually organised and sequenced logically. 2 Uses few of the key conventions suitably for the audience, context, purpose and text type. Ideas are disjointed with little attempt to organise or sequence them. 1 Limited use of key conventions, organisation and sequencing of ideas. 0 Total /12 Sample assessment task German: Background Language – ATAR Year 11 Task 9 – Unit 2 Assessment type: Written communication Conditions Time for the task: 45 minutes Other items: Monolingual and/or bilingual print dictionaries permitted Task weighting 10% of the school mark for this pair of units
Presentation: You have a choice as to how you would like to create and present your project. Your options are: Poster Booklet PowerPoint Prezi () Prezi is easy to use and is similar to creating a PowerPoint by has different visual effects and can be accessed online. *If you choose to use PowerPoint or Prezi, the files must be e-mailed to me by 8:00 a.m. on the due date.* Grading: Each picture is worth 2 points. 32 points total Each description is worth 2 points. 32 points total 1 page writing part: 10 points Neatness/display of presentation: 6 points **The project is worth 80 points** Example Photo: Category: #16 (2 lines cut by transversal) Description: This picture of a parking lot has many parallel lines that are all cut by a transversal. One set of 2 lines is highlighted. Since parking lots are made for cars, this fits my theme of cars/driving. Or, maybe your theme was shopping, then: This fits my theme of shopping because this is from the Garden State Plaza mall parking lot. Name:
Supporting Information Details Interventions/Enrichments Students with Disabilities /Struggling Learners ELL Gifted and Talented Additional methods of indirect measurement may be used to enrich and extend learning. e.g. mirror method, pencil method, stadioscopes, clinometers Additional models or proofs of AA triangle similarity using dynamic geometry software Alternate methods to solve proportions for struggling students. Pair struggling students in small groups with mentor pair Materials Patty paper, Protractors measuring tapes white boards dry erase markers Resources AA Triangle Similarity Placement (see page 8)
Sample assessment outline German: Second Language – ATAR Year 11 Unit 1 and Unit 2 Assessment component Assessment type type weighting Assessment task weighting Week due Assessment task Practical Oral communication 20% 10% Semester 1 Week 5 Task 1: Welcome to my country Participate in an 8–10 minute interview in German. 10% Semester 2 Week 4 Task 8: Keeping fit and healthy Participate in a 10–12 minute conversation in German. Practical (oral) examination 10% 5% Examination week Task 6: Semester 1 examination A representative sample of the syllabus content from Semester 1 – 10–12 minutes. 5% Examination week Task 12: Semester 2 examination A representative sample of the syllabus content from Semester 2 – 10–12 minutes. Written Response: Listening 15% 7.5% Semester 1 Week 13 Task 4: Technology and travel Listen to German texts and respond in English to questions in English. 7.5% Semester 2 Week 10 Task 10: Young people at work and leisure in German-speaking countries Listen to German texts and respond in English to questions in English. Response: Viewing and reading 15% 7.5% Semester 1 Week 7 Task 2: At home in a German-speaking country Read/view German texts and respond in English to questions in English. 7.5% Semester 2 Week 14 Task 11: Technology in daily life Read/view German texts and respond in English to questions in English. Written communication 20% 5% Semester 1 Week 10 Task 3: At home in a German-speaking community Write a series of journal entries in approximately 150 words in German. 5% Semester 1 Week 14 Task 5: Technology and travel Write a blog posting in approximately 150 words in German. 10% Semester 2 Week 5 Task 9: Keeping fit and healthy Write an article in approximately 150 words in German. Written examination 20% 10% Examination week Task 7: Semester 1 examination A representative sample of the syllabus content from Semester 1 – using a modified examination design brief from the Year 12 syllabus – 2.5 hours. 10% Examination week Task 13: Semester 2 examination A representative sample of the syllabus content from Semester 2 – using a modified examination design brief from the Year 12 syllabus – 2.5 hours. Total 100% 100%
Her cousin claims that Mia couldn’t survive (live/go/last) without Facebook for two weeks. 1 1 Question 8 /2 Klaus has asked her if she wants to go to the cinema and she doesn’t know what to do. 1 1 Total /14 Text 2 Ohne Handy überleben? Response Marks Question 9 /2 Making phone calls (telephoning) from aeroplanes. 1 1 Question 10 /2 Mobile phone ban on all public transport. 1 1 Question 11 /2 Quiet zones where you are not allowed to make phone calls. 1 1 Total /6 Text 3 Kurznachrichten – WDR Jugendkanal Response Marks Question 12 /2 The biggest social networking site for school students. 1 1 Question 13 /2 The 30 millionth member of the website signed up. 1 1 Question 14 /3 Organisers of the social networking site rang her up/contacted her Sent a bunch of flowers Much media hype/frenzy. 1 1 1 Question 15 /3 horse riding 1 growing flowers reading 1 swimming 1 bike riding Total /10
Marking key for sample assessment task 10 — Unit 4 Text 1 Werbung Response Marks Question 1 /3 increase future job prospects 1 1 1 Question 2 /2 you are independent mastery of a foreign language 1 1 Question 3 /8 to get to know the country in a special way (different from other tourists) to have great experiences meet lots of nice people from different cultures not only work but have fun too 1 1 1 1 1 1 1 1 Question 4 /3 flight visa vaccination 1 1 1 Question 5 /4 send an email with application resume passport photo 1 1 1 1 Total /20 Text 2 Das Bewerbungsschreiben Response Marks Question 6 /1 how to apply for a job/position 1 Question 7 /6 1. covering letter 2. curriculum vitae (CV) 3. copies of last reports 4. and completed practicums/internships 5. list of special skills 6. recent photograph 1 1 1 1 1 1 Question 8 /2 foreign languages (electronic) data processing OR ICT 1 1 Question 9 /3
English verbs ‘to have’ and ‘to be’ understanding and describing current and recurring actions using verbs such as essen, fliegen, fressen, laufen, leben, schwimmen, sprechen and trinken understanding the meaning of and using common time phrases and cohesive devices, for example, gestern, heute, dann and zuerst Begin to develop a metalanguage in German for talking about language, using terms similar to those used in English Lehrerin singt ein Lied; Herr Schwarz trinkt Kaffee; Sie spielt Tennis; Mein Freund und ich sprechen Englisch using ordinal numbers to give the date, for example, Heute ist der dritte Juli; Er hat am siebten August Geburtstag referring to quantities of people and things (including money) using cardinal numbers up to 100 Begin to develop a metalanguage in German for talking about language, using terms similar to those used in English Grad; Ich habe eine Halbschwester Begin to build a metalanguage in German to comment on vocabulary and grammar, describe patterns, grammatical rules and variations in language structures perfect tense and using knowledge of common verbs in the simple past tense, for example, Ich habe heute meine Hausaufgaben nicht gemacht; Wir sind nach Bali geflogen describing frequency using adverbs and adverbial expressions such as oft, manchmal, jeden Tag, immer, selten and nie understanding the meaning of the conjunctions dass and weil understanding questions using warum and responding with a simple sentence, for example, Warum bist du müde? Ich habe heute Fußball gespielt referring to a date, including the year, for an event such as a birth, for example, Meine Oma ist am 11. April 1956 geboren understanding and locating events in time, including the use of the 24-hour
influences such as globalisation and new technologies and knowledge changing environments due to globalisation, language shifts and exchange, technology and intercultural experience Role of language and culture Understand that language use reflects cultural expression, assumptions and perspectives Reflect on different aspects of the cultural dimension of learning and using German and consider how this might be interpreted and responded to by members of the community Explore how language both reflects and shapes cultural distinctions such as community, social class, gender and generation Understand that German language and culture are interrelated and that they shape and are shaped by each other in a given moment and over time
Sample assessment outline German: Second Language – General Year 11 Units 1 and 2 Assessment type (from syllabus) Assessment type weighting (from syllabus) Assessment task weighting Week due Assessment task Oral communication 30% 10% Semester 1 Week 10 Task 4: School life in a German-speaking country Participate in a 4–5 minute conversation in German. 10% Semester 2 Week 5 Task 8: My neighbourhood Participate in a 4–5 minute conversation in German. 10% Semester 2 Week 16 Task 12: German speakers down under Participate in a 5–8 minute conversation in German. Response: Listening 25% 7.5% Semester 1 Week 4 Task 1: My daily routine Listen to German texts and respond in English to questions in English. 7.5% Semester 1 Week 15 Task 5: Communicating in a modern world Listen to German texts and respond in English to questions in English. 10% Semester 2 Week 15 Task 11: German speakers down under Listen to German texts and respond in English to questions in English. Response: Viewing and reading 25% 7.5% Semester 1 Week 9 Task 3: School life in a German-speaking country Read/view German texts and respond in English to questions in English. 7.5% Semester 2 Week 4 Task 7: My neighbourhood Read/view German texts and respond in English to questions in English. 10% Semester 2 Week 10 Task 9: Australia as a travel destination Read/view German texts and respond in English to questions in English. Written communication 20% 5% Semester 1 Week 5 Task 2: My daily routine Write a blog posting in approximately 100 words in German. 5% Semester 1 Week 16 Task 6: Communicating in a modern world Write a review in approximately 100 words in German. 10% Semester 2 Week 11 Task 10: Australia as a travel destination Write an article in approximately 100 words in German. Total 100% 100%
6:00pm: Evenings: Friday evening: Question 12 Why does Susanne ask the reader to cross their fingers? (3 marks) _______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ Marking key for sample assessment task 3 – Unit 1 Text 1 Matthias Response Marks Question 1 /4 Age: 16 1 Place of residence: Salzburg (Austria) 1 Siblings: Jens 1 Friends: Julia 1 Question 2 /7 Matthias plays football and he plays for Salzburger U17 (under 17). He trains every Tuesday and Thursday, and the tournaments are held on Sundays. Next week his team plays in the finals against Linz Juniors. 1+1 1+1+1 1+1 Question 3 /1 semester examinations 1 Question 4 /3 expresses his personality through his clothing 1 1 1 Question 5 /4 blue jeans sporty T-shirt comfortable sneakers woollen beanie 1 1 1 1 Question 6 /3
short skirts or tight jeans and sleeveless tops 1 1 1 Total /22 Text 2 Susanne Response Marks Question 7 /6 Age: 16 1 Place of residence: Neuberg (Germany) 1 Year at school: Year 11 1 Siblings: Nina 1 Friends: Petra and Frauke 1+1 Question 8 /2 she used Susanne’s (pink) lipstick without asking 1 1 Question 9 /1 skiing (ski week) 1 Question 10 /3 blue Diesel jeans black short sleeved top pink gloss lipstick 1 1 1 Question 11 /10 6:45am Tuesday: gets up (as she has kitchen duty) 1 7am: gets up 1 7.30am: breakfast 1 8:30am: skiing 1 For lunch: eats cheese sandwiches and (Landjäger) sausages 1 In the afternoon: 1 hour of ski lessons 1 3:00 – 4:00pm: free time (snowboard/ski) 1 6:00pm: evening meal 1 Evenings: plays board games 1 Friday evening: disco 1 Question 12 /3 hopes that Sven will talk to her at the disco on Friday 1 1 1 Total /25 Text 1 and Text 2 /47
Sample assessment outline German: Second Language – General Year 12 Unit 3 and Unit 4 Assessment type (from syllabus) Assessment type weighting (from syllabus) Assessment task weighting Week due Assessment task Oral communication 30% 10% Semester 1 Week 5 Task 1: Welcome to my country Participate in a 4–5 minute conversation in German. 10% Semester 2 Week 6 Task 7: A healthy lifestyle Participate in a 6–7 minute conversation in German. 10% Semester 2 Week 15 Task 9: Technology in daily life Participate in a 6–7 minute conversation in German. Response: Listening 25% 10% Semester 1 Week 15 Task 5: Technology and travel Listen to German texts and respond in English to questions in English. 15% Semester 2 Week 4 Task 6: A healthy lifestyle Listen to German texts and respond in English to questions in English. Response: Viewing and reading 20% 10% Semester 1 Week 10 Task 2: Exploring a German-speaking country Read/view German texts and respond in English to questions in English. 10% Semester 2 Week 11 Task 8: At work and leisure in German-speaking countries Read/view German texts and respond in English to questions in English. Written communication 10% 5% Semester 1 Week 10 Task 3: Exploring a German-speaking country Write a blog posting in German of approximately 100 words. 5% Semester 2 Week 16 Task 10: Technology in daily life Write an article in German of approximately 100 words. Externally set task 15% 15% Semester 1 Week 13 Task 4: A task set by the SCSA based on the following content from Unit 3 – <teacher to insert information provided by the Authority>. Total 100% 100%
flight visa vaccination 1 1 1 Question 10 /4 send an email with application résumé passport photo 1 1 1 1 Total /20 Text 3 Mein Praktikum (13 marks) Response Marks Question 11 /3 is in first year group that only attends eight years of Gymnasium 1 1 1 Question 12 /7 Social service placement Kindergarten 1 Working hours 7am–2pm or 4pm, or 36 hours per week/in one week 1 Tasks undertaken played with children helped with their meals and getting them dressed office work 1 1 1 1 Benefits of placement new social skills 1 Question 13 /3 how strenuous and important social work is 1 1 1 Total /13