zilongwang/ReadingBank huggingface dataset:
9 NA Vocabulary will vary depending on mentor text used for the informational unit. Spelling Principle -ed, and -ing Endings Spelling Words liked, using, riding, chased, spilled, making, closed, hoping, baked, hiding, standing, asked Spelling principle can be taught through MTP Writing Mode Informative Writing-Follow the Lucy Calkins of Study Reading Literature and Informational Text Foundational Skills Lesson Selection Phonological Awareness/Phonics Fluency, High Frequency Words 10 Decodable Readers Decodable Readers can be used for guided reading and independent reading. Students will work on iRead and complete differentiated lessons for Phonics. Reading Skills and Strategies should be taught during guided reading. Reading skills and strategies should be differentiated according to reading level. Refer to Appendix E to lesson planning support for guided reading and skills and strategies to be taught. High-Frequency really, you, because, right, go, they, was, me, old, better HFW and skills can be taught through MTP Speaking and Listening Writing Lesson Speaking and Listening Academic Vocabulary Spelling Language Writing
Reading Literature and Informational Text Foundational Skills Lesson Selection Phonological Awareness/Phonics Fluency, High Frequency 14 Decodable Readers Decodable readers can be used for guided reading and independent reading Students will work on iRead and complete differentiated lessons for Phonics. Reading Skills and Strategies should be taught during guided readning. Reading skills and strategies should be differentiated according to reading level. Refer to Appendix E to lesson planning support for guided reading and skills and strategies to be taught. Fluency Natural Pauses High-Frequency Words front, hair, warm, started, stories, never, all, food, sky, party Speaking and Listening Language and Writing Lesson Academic Vocabulary Writing 14 Academic Vocabulary Vocabulary will vary depending on informational mentor text used. Writing Mode Informational Writing-Follow the Lucy Calkins of Study
Agenda (Activities / Tasks) 4A 1. Introducing the (10 minutes) A. What Have We Already Learned? B. Purpose for Listening 2. Presenting the (15 minutes) A. Beauty and the Beast, Part II 3. Discussing the Read-Aloud (15 minutes) A. Comprehension Questions B. Word Work: Constant 4B 1. Extensions (20 minutes) A. Sayings and Phrases: Better Late Than Never B. Multiple Meaning Word Activity: Tunes C. Domain-Related Trade Book Resources/ Materials: (What digital resources, & materials will be used in this lesson?) Poster 2M (Tunes) trade book Relevance/Rationale: (How do the strategies employed meet students’ This domain will introduce students to classic tales and tall tales and the well-known lessons they teach. This domain will also lay the foundation for understanding stories in future grades. These fairy tales will remind students of the elements of fiction they have heard about in previous grades and will be a good reintroduction to the practice of Listening & Learning. FRIDAY EngageNY Domain #/ lesson # / lesson title L&L Domain 1 / Lesson PP: Mid-Domain Student Performance Task Assessment Supporting target(s) (These are daily targets. What will students know and be able to do as a result of this lesson?) Demonstrate familiarity with particular tales Describe the characters, plot, and setting of particular fairy tales Identify common characteristics of fairy tales such as “once upon a time” beginnings, royal characters, magical characters or events, and happy endings Identify the fairy tale elements of particular fairy tales Identify fairy tales as a type of fiction Agenda (Activities / Tasks) Mid-Domain Student Performance Task Assessment and Reinforcement Activities Resources/ Materials: (What texts, digital resources, & materials will be used in this lesson?) Instructional Master PP-1
Regular Unit Form eleven twelve thirteen twenty twenty-six 1 ten one 1 ten two 1 ten three 2 tens 2 tens six Counting in unit form: Represent a number between 5 and 10 on the with one color counter. Have students add a quantity between 6 and 9 (represented by a second color) to it (e.g., 7 + 6). Encourage students to “fill the frame” and the problem as 10 + 3.
Have students use a “clock” made from a 24 inch ribbon marked off at every 2 inches to skip-count by fives. Compute differences by counting up. 8000 – 673 = 7, 327 Multiplying by 10; students visualize how much 5 10’s is, and relate it to the number line. Tape Diagram Rachel collected 58 seashells. Sam gave her 175 more.
Here’s what’s up in second grade! Math In math we are currently working on adding and subtracting 3 digit numbers. Soon we will be working on measurement and data: -understanding length and measurement tools -measuring length -understanding different measurement units -comparing lengths -adding and subtracting lengths -making line plots Reading In reading we are currently working on sound and rhythm in stories, poems and songs. This includes using rhymes, alliteration and repetition. Soon we will be working on: of a story -point of view of characters -explaining how images help us understand a text -describing how author’s use reasons -comparing and contrasting two Writing The writing curriculum follows a “path” which includes: -learning about writing -unpacking the assignment given =-reading and gathering evidence -planning -drafting -revising -editing -publishing and sharing We are currently working on a creative narrative writing Science/Social Studies We are currently working in science and not social studies. We are focusing on the moon, sun, stars and the way they change or appear to change in our sky. This quarter we will also work on: -animal habitats -life cycles of plants and animals - In social studies this quarter we will work on:
Monday Tuesday Wednesday Thursday Friday Essential Questions 1 2 5 6 7 8 9 Unit __ Week ___: Oral Vocabulary: 12 13 14 15 16 Unit __ Week ___: Oral Vocabulary: 19 20 21 22 23 Unit __ Week ___: Oral Vocabulary: 26 Teacher/ Student Holiday 27 28 29 30 Unit __ Week ___: Oral Vocabulary: June 2014 Monday Tuesday Wednesday Thursday Friday Essential Questions 2 3 4 5 6 Last Day of School Unit __ Week ___:
Course Schedule, Part II Date October 29 October 31 November 5 November 7 November 12 November 14 November 19 November 21 November 26 November 28 December 3 December 5 December 10 December 12 Assignment Locke, Second Treatise, chapters 1-5 Locke, Second Treatise, chapters 1-5 Locke, Second Treatise, chapters 6-10, 19 NO CLASS or OFFICE HOURS Locke, Second Treatise, chapters 6-10, 19 NO or OFFICE HOURS Hume, Enquiry, §§I-IX Hume, Enquiry, §§I-IX Hume, Enquiry, §§I-IX THANKSGIVING Philosophy of Biology Philosophy of Biology Philosophy of Biology Philosophy of Biology
12. Further restrictions on dealing in second hand goods and taking goods in pawn 13. False information and stolen goods 14. Provisions relating to copper and 15. Verifying entries made in registers by manager, or employee 16. Powers of police 17. Transfer of certificate 18. Regulations 19. Offences and penalties 20. Cancellation or suspension of exemption or certificate by court 21. Jurisdiction of magistrates’ courts 22. Transitional provisions 23. Short title and commencement BE IT ENACTED by the Parliament of the Republic of Namibia, as follows:- Definitions 1. In this Act, unless the context otherwise indicates - “acquire” includes buying, collecting, receiving and importing into Namibia, and “acquisition” shall bear a corresponding meaning; “certificate” means a certificate referred to in section 3, and includes a certificate referred to in section 22(3); “dealer” means a person who carries on a business of dealing in second hand goods, and includes a scrap metal dealer and an auctioneer; “deal in” includes acquire and dispose of; “dispose of” includes selling, donating, lending, supplying, distributing, exporting out of Namibia and in any manner, whether for any consideration or not, transfer, exchange or deliver; “Regional Commander” a person appointed under section 4 of the Police Act, 1990 (Act No. 19 of 1990) to be in command of a police region; [This definition is placed as it appears in the Government Gazette, but it is not in the correct alphabetical order.] “goods” means any article of clothing, jewellery, a motor vehicle, including any motor cycle, or any part of accessory thereof, any office or household equipment, any photographic or optical instrument or any part or accessory thereof, any wrought article consisting wholly or principally of gold, silver or steel, any antique, any ferrous metal, lead, copper, tin, aluminium, brass or zinc or any article or substance consisting wholly or principally of one or more of such metals, including scrap metal, and any other article or substance which the Minister may under section 2(2) declare to be goods for the purposes of this Act; “Inspector-General” means the person appointed as Inspector-General of Police under Article 116 of the Namibian Constitution; “Minister” the Minister responsible for policing; [definition of “Minister” amended by Act 14 of 2005]
UNIVERSITY OF ZADAR SYLLABUS 2017/2018 Study programme English Language and Literature - Graduate Study Teacher Education Programme Course Second Language Acquisition Status of the course Compulsory Year 2017/2018 Semester I. (Graduate level) ECTS points 3 Teacher Anna Martinović, PhD, Assistant Professor e-mail amartino@unizd.hr Consultation hours Thursdays, 10-11:00h and by appointment Associate/assistant Dino Dumančić, prof. e-mail ddumancic@unizd.hr Consultation hours Wednesdays, 10-11h, and by appointment Location SK- Room 131 Mode of teaching Lectures, seminars, consultations Teaching Workload Lectures + Seminars + Exercises (30+30+0) Assessment Criteria and Exams During the semester students are required to write a mid-term and end-of-term exam, and one seminar paper. At the end of the semester students are required to write a final written exam. Once students pass the final written exam they are eligible to attend the oral exam which is also obligatory. Students are expected to actively participate in class. All grades will be given as percentages. The teacher reserves the right to exempt individual students from the written and/or oral exam. First day of classes Last day of classes Mid-term and exams 1. 2. Final Exams 1st exam period 2nd exam period 3rd exam period 4th exam period Course objectives The major goal of the course is to introduce students to the main areas of second language acquisition research, as well as to the influences of other disciplines on the theory of the process of second language acquisition that contribute to its interdisciplinary nature. Learning outcomes At the end of the course students will: Understand the basic content and goals of second language acquisition research Gain insight into the development of second language acquisition theories and influences which have shaped these theories Understand the relationship between intra- and extra-linguistic factors which influence the language acquisition process Be able to explain the characteristics of the cognitive and affective factors involved in the second language learning process Be able to identify the characteristics of learner language term
Content 40 % Excellent Presentation includes all information on the topic in an organized fashion. Information is presented clearly and displays a complete understanding of information. Good The students present the information fairly clearly and display a reason-able understanding of information. Most information is factually correct. Information is somewhat organized. Fair Does not have all of the relevant information on the presenation. There is not enough information presented. Information is not well organized. Information contains several factual errors. Poor Does not have relevant information. Informa- tion is unorganized. Style 20 % Excellent The presentation has creativity and is presented in a clear and concise manner with full understanding of the subject. Written in learners own words. Good The presentation is clear and logical and contains facts as well as very few mistakes. Good clear presentation. Mostly written in learners own words. Fair The presentation lacks style and reads more like a list of facts. Somewhat written in learners' own words. Poor The presentation is not written in learners' own Lack of creativity. Work effort 15 % Excellent The work was done well to the best of the learners ability. Quality time and effort was put into the presentation. Good The work was done with good effort that shows what the learner is capable of. It is evident that time was put into this display and presentation. Fair Work is done with fair effort, but the quality is not what the learner is capable of. It is evident that the work was rushed or done with lack of effort. Poor Lack of effort on the learners' part. Work is incomplete. Learner is capable of doing better. Spelling and Grammar 15 % Excellent Writer has completely correct spelling, punctuation and grammar. No missing words. Good Writer has all correct spelling, punctuation and mostly correct grammar. Few missing Fair Writing has mostly correct spelling punctuation, and grammar, some missing words. Poor Writer has some correct spelling, punctuation, or grammar.
Content 40 % Excellent Presentation includes all information on the topic in an organized fashion. Information is presented clearly and displays a complete understanding of information. Good The students present the information fairly clearly and display a reason-able understanding of information. Most information is factually correct. Information is somewhat organized. Fair Does not have all of the relevant information on the presenation. is not enough information presented. Information is not well organized. Information contains several factual errors. Poor Does not have relevant information. Informa- tion is unorganized. Style 20 % Excellent The presentation has creativity and is presented in a clear and concise manner with full understanding of the subject. Written in learners own words. Good The presentation is and logical and contains facts as well as very few mistakes. Good clear presentation. Mostly written in learners own words. Fair The presentation lacks style and reads more like a list of facts. Somewhat written in learners' own words. Poor The presentation is not written in learners' own words. Lack of creativity. Work effort 15 % Excellent The work was done well to the best of the learners ability. Quality time and effort was put into the presentation. Good The work was done with good effort that shows what the learner is capable of. It is evident that time was put into this display and presentation. Fair Work is done with fair effort, but the quality is not what the learner is capable of. It is evident that the work was rushed or done with lack of effort. Poor Lack of effort on the learners' part. Work is incomplete. Learner is capable of doing better. Spelling and Grammar 15 % Excellent Writer has completely correct spelling, punctuation and grammar. No missing words. Good Writer has all correct spelling, punctuation and mostly correct grammar. Few missing Fair Writing has mostly correct spelling punctuation, and grammar, some missing words. Poor Writer has some correct spelling, punctuation, or grammar.
Citations 10% Excellent All parts of citation format are followed consistently Forms for each cited web site included, when necessary, showing that the sites are credible. Good One part of format is missing. Some question about credibility of websites. Fair More than one element is consistently incorrect. Form for website evaluation is missing for more than one site and/or some questions about credibility of sites.. Poor Works Cited portion is missing or not done according to any of the correct format. Student includes Wikipedia or Google.com in works cited list and/or Student shows poor judgment (based on website evaluations) in choice of websites.
Chapter 9 The Environment Identify the appropriate area(s) for each statement below. 12. Should be separated by the playroom and contain a cot and a few toys. 13. Terms such as carpets, draperies, and pillows, that absorb sound. 14. Ways people move through the classroom area. 15. Contains the sensory 16. Contains the library area. 17. Includes jungle gyms, slides, and three houses. 187. For two year old children, toilet fixtures generally are _____ inches high. 19. Colors children six years and younger prefer include shades of _________. 20. The color ______ evokes a happy and cheerful psychological response. 21. What are good recommendations for a technology area? 22. The best shaped playground is __________. 23. The amount of playground covered with equipment should not exceed _______. 24. The best playground surface is made of _________. 25. The wheeled toy path should be adjacent to the _______. 26. What are examples of stationary equipment? 27. The sandbox is best placed near ___________. Chapter 10 Selecting Toys, Equipment, and Educational Material 28. Which of the toys promote gross-motor skills include? Funnels Drums Boxes Matching games All of the above
Monday Tuesday Wednesday Thursday Friday October 3 3.4 Parallel & Perp. Lines Practice 3.4 October 4 3.5 Parallel Lines/Triangles October 5 Quiz 3.4 Practice 3.5 October 6 3.7 Equations of Lines October 7 Quiz 3.5 Practice 3.7 October 10 District Training October 11 3.8 Slopes of Parallel & Perp Practice 3.8 October 12 Test Review October 13 TOPIC 3 TEST October 14 4.1 Congruent Figures 4.1 Practice October 17 4.2 SSS & SAS Congruency October 18 4.1 Quiz 4.2 Practice October 19 PSAT/TESTING 3.6 Construct Parallel & Perpendicular Lines October 20 4.3 ASA & AAS Congruency October 21 4.2 Quiz 4.3 Practice October 24 4.4 Corresp. Parts of Congruent Triangles October 25 4.5 Isosceles & Equilateral Triangles October 26 4.3 Quiz 4.5 Practice October 27 4.6 Congruency in Right Triangles October 28 4.5 Quiz 4.6 Practice October 31 4.7 Shared Parts/Triangles 4.7 Practice November 1 Test Review November 2 UNIT 1B TEST November 3 5.1 Distance & Midpoint 5.1 Practice November 4 5.2/5.3 & Bisectors of Triangles November 7 5.1 Quiz 5.2/5.3 Practice November 8 5.4 Bisectors in Triangles November 9 5.2/5.3 Quiz 5.4 Practice November 10 SIX WEEKS TEST November 11 EARLY RELEASE
Grant Amounts: $500 to $5,000 with a 1:1 match requirement (cash or in-kind). Careful consideration will be given to: Project is part of a community place making or revitalization project and addresses a community challenge. enables documentation of both a before and after photo. Project is accessible to the whole community and all residents. Project has community partners and funding. Includes a budget and plans for gap funding. Includes a design concept/plan, if applicable. The potential impact of the request and the number of people who will benefit. An imaginative and experimental approach. The extent of local volunteer involvement and support for the project. The fulfillment of widely perceived community needs. Demonstrated need for financial support. Documentation of how project will meet local, state, and federal laws, if applicable, including local Zoning, Site Plan Review, Department of Health, Building Rehabilitation Code, etc. For more information, contact Emilie Schada at the Central Upper Peninsula Regional Planning Commission (CUPPAD) at or (906) 786-9234 ext. 1380.
Lester B. Pearson High School Academic Year: 2016-2017 Department: Social Studies Subject: History & Citizenship (History of Quebec and Canada) Level (Cycle and Year): Cycle 2 Year 1 Term 1 - 20% of School Grade School Reporting Date(s) Progress Report: Oct Term I Report Card: Nov 23, 2016 Teacher Methods of Communication: Agenda, Website, and Education Social Platform (ex. Remind) Competency Evaluated and Percentage of Term C1: Examines social phenomena from a historical perspective C2: Interprets social phenomena using the historical method C3: Strengthens his/her exercise of citizenship through the study of history Evaluation Methods/Tools Skill(s) Evaluated Timeline or Frequency of Evaluations Weight of Evaluation 1. Quiz Acquisition of Knowledge 2-4 25% 2. Test All 8 Intellectual Operations 2 50% 3. Essay Document Interpretation 25% Term 2 - 20% of School Reporting Date Term II Report Card: March 2, 2017 Teacher Methods of Communication: Agenda, Website, and Educational Social Platform Mid-Year Evaluations: 30% Competency Evaluated and Percentage of Term Grade: C1: Examines social phenomena from a historical perspective C2: Interprets social phenomena using the historical method C3: Strengthens his/her exercise of citizenship through the study of history Evaluation Methods/Tools Skill(s) Evaluated Timeline or Frequency of Evaluations Weight of Evaluation 1. Quiz Acquisition of Knowledge 2-4 25% 2. Test All 8 Intellectual Operations 2 50% 3. Essay Document Interpretation 1 25%
Working as individuals or in pairs, have students complete the assignment entitled, “Rights Guaranteed Under the Bill of Rights.” As closure, discuss the reasons by students to support the amendments. Also emphasize that with rights come corresponding responsibilities. ASSESSMENT STRATEGY: Participation in class discussion and completion of the assignment. MATERIALS/AIDS NEEDED: “Bill of Rights Overview” (provided) and the assignment entitled, “Rights Guaranteed Under the Bill of Rights” (provided). EXTENSION ACTIVITIES: Have students either draw or locate pictures that illustrate the rights protected by each of the amendments in the Bill of Rights. EXTENSION ACTIVITIES (CONTINUED): Ask students to imagine what life be like without our rights being protected by the Bill of Rights. In complete sentences, have students describe one outcome for each missing amendment from the Bill of Rights. Without this… …this be the outcome. 1st Amendment 4th Amendment 6th Amendment 8th Amendment
CONSTITUTION DAY AND CITIZENSHIP DAY LESSON PLAN GRADE LEVEL: Social Studies – Secondary – Senior High School The Preamble to the U.S. Constitution OBJECTIVES: Objectives from the Florida Standards are with FS. The student will identify the U.S. Constitution as the supreme law of the United States. The student will identify the purposes of government and the essential ideas of American constitutional government as presented in the Preamble to the U.S. Constitution. The student will analyze and describe key phrases in the Preamble to the U.S. Constitution. The student will demonstrate his/her understanding of the Preamble by re-writing it into new, more current language. The student will distinguish among fact, opinion, and reasoned judgment in a text. (FS) The student will determine the central ideas or information of a primary or secondary source; provide an accurate summary of the source distinct from prior knowledge or opinions. (FS) The student will integrate and evaluate multiple sources of information presented in diverse formats and media (e.g., visually, quantitatively, as well as in words) in order to address a question or solve a problem. (FS) The student will produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (FS) SUGGESTED TIME: 1-2 class periods DESCRIPTION OF ACTIVITIES: Distribute copies of the reading entitled, “The Preamble to the U.S. Constitution” (provided).
Section VI – Testing Under-Dispenser Containment (UDC) Test Method Developed By: Spill Bucket Manufacturer Sump Manufacturer Industry Standard ** Other (Specify below) Hydrostatic Describe Test Method Used: Pressure **Other (Specify below) Vacuum ** Specify here: Dispenser # Dispenser # Dispenser # Dispenser # UDC Manufacturer: UDC Depth: Height from UDC Bottom to Top of Highest Piping Penetration: Test Start Date/Time: Initial Reading (RI): Test End Date/Time: Reading (RF): Change in Reading (RF – RI): Test Result: Pass; Fail Pass; Fail Pass; Fail Pass; Fail Was leak detection sensor properly replaced and verified as functional testing? Yes; No; N/A (Not Removed) Yes; No; N/A (Not Removed) Yes; No; N/A (Not Removed) Yes; No; N/A (Not Removed) Was the secondary piping boots opened after test? Yes; No; N/A (Not Removed) Yes; No; N/A (Not Removed) Yes; No; N/A (Not Removed) Yes; No; N/A (Not Removed) Dispenser # Dispenser # Dispenser # Dispenser # UDC Manufacturer: UDC Depth: Height from UDC Bottom to Top of Highest Piping Penetration: Test Start Date/Time: Initial Reading (RI): Test End Date/Time: Reading (RF): Change in Reading (RF – RI): Test Result: Pass; Fail Pass; Fail Pass; Fail Pass; Fail Was leak detection sensor properly replaced and verified as functional after testing? Yes; No; N/A (Not Removed) Yes; No; N/A (Not Removed) Yes; No; N/A (Not Removed) Yes; No; N/A (Not Removed) Was the secondary piping boots opened after test? Yes; No; N/A (Not Removed) Yes; No; N/A (Not Removed) Yes; No; N/A (Not Removed) Yes; No; N/A (Not Removed) Section VI (Continued) – Testing Containment (UDC)
Dispenser # Dispenser # Dispenser # Dispenser # UDC Manufacturer: UDC Depth: Height from UDC Bottom to Top of Highest Piping Penetration: Test Start Date/Time: Initial Reading (RI): Test End Date/Time: Final Reading (RF): Change in Reading (RF – RI): Test Result: Pass; Fail Pass; Fail Pass; Fail Pass; Fail Was leak detection sensor properly replaced and verified as functional testing? Yes; No; N/A (Not Removed) Yes; No; N/A (Not Removed) Yes; No; N/A (Not Removed) Yes; No; N/A (Not Removed) Was the secondary piping boots opened after test? Yes; No; N/A (Not Removed) Yes; No; N/A (Not Removed) Yes; No; N/A (Not Removed) Yes; No; N/A (Not Removed) Dispenser # Dispenser # Dispenser # Dispenser # UDC Manufacturer: UDC Depth: Height from UDC Bottom to Top of Highest Piping Penetration: Test Start Date/Time: Initial Reading (RI): Test End Date/Time: Final Reading (RF): Change in Reading (RF – RI): Test Result: Pass; Fail Pass; Fail Pass; Fail Pass; Fail Was leak detection sensor properly replaced and verified as functional after testing? Yes; No; N/A (Not Removed) Yes; No; N/A (Not Removed) Yes; No; N/A (Not Removed) Yes; No; N/A (Not Removed) Was the secondary piping boots opened after test? Yes; No; N/A (Not Removed) Yes; No; N/A (Not Removed) Yes; No; N/A (Not Removed) Yes; No; N/A (Not Removed) Section VII – Spill / Overfill Containment Bucket
Application and School/Parent/Student Program contract by October 18th, 2013. Students must be registered by October 18th in order to attend the program. Parents are welcome to turn in forms to the School Counseling Office. Registration is on a first-served basis at each school site. A completed registration packet must include the Letter of Invitation, proof of failure, and identification for your student. School staff will determine priority of students registered by grade level and how close the student is to either graduating from high school or entering high school from middle school. Seniors needing one-half credit or one credit to graduate and 8th graders needing one course to enter high school will receive priority in being accepted into the summer program. Transportation includes city bus, walk, car rider, and/or activities bus. Important: As stated above, available seats at each school site will be assigned by staff based upon proximity of the student to graduation or entry into high school on a first-come, first-served basis. Important Note on Secondary Course Recovery attendance policy: Middle and high school students enrolled in Secondary Credit Recovery may be absent from the school site up to a total of three (3) days beginning October 21st, 2013. On the fourth (4th) day of absence from the program prior to successful, verified completion of the credit, the student’s participation in Secondary Course Recovery 2013 is terminated. We do hope that you will consider applying for our Secondary Course Recovery Program. It is a unique opportunity for your student to retake an unsuccessful course and move forward in their educational journey. Should you have any further questions, please contact your School Counseling Office or main office. Thank you. Dr. Nikolai P. Vitti, Superintendent of Schools Duval County Public Schools is committed to providing high quality educational opportunities that will inspire all students to acquire and use the knowledge and skills needed to succeed in a culturally diverse and technologically sophisticated world. — Adopted February 3, 1998
Hispanic Heritage and Culture - Middle and Senior High School Hispanic Heritage Travel Brochures - Middle and Senior High School Notable Hispanics – Middle and Senior High School Hispanic Population Growth – Middle School Analyzing Graphs - Hispanic Population Growth – Senior High School Community Survey - Hispanics by the Numbers – Middle and Senior High School Political Cartoons – Middle and Senior High School The Immigrant Experience – Past and Present – Middle and Senior High School GRADE LEVEL: Social Studies – Secondary – Middle and Senior High School Hispanic Heritage and Culture
Following the research, have students write a 2-3 page encyclopedia-style article for both individuals they researched. (See the last question on the “Biography Profile.”) TEACHER’S NOTE: Short biographies on many notable Hispanics may be found at the following sites: InfoPlease - Biography - Time ASSESSMENT STRATEGY: Completion of two “Biography Profiles” and essays. MATERIALS/AIDS NEEDED: List of “Notable Hispanics” (provided); “Biography Profile” assignment (provided); available research resources EXTENSION ACTIVITIES: If time permits, have students use the “Biography Profile” assignment to conduct a class presentation. These narratives can also be bound together to create a book. Notable Hispanics , writer , Prize-winning physicist , actor , folk singer and activist , soldier and Medal of Honor recipient Simon Bolivar, statesman Fernando Bujones, ballet dancer Pablo Casals, musician , astronaut , leader , labor leader , former U.S. Secretary of Housing and Development
Day Topic Standards / Resources In Class Activities / Notes Homework 1 Intro to Similarity , , , Pgs. 1 – 7 in notes Practice Set on pg. 8 2 Similarity , , , Pgs. 9 - 13 Practice Set on pg. 14 3 Similarity Rational Numbers , , , Pgs. 15 - 19 Practice Set on pgs. 20 – 21 4 Dilations on the Coordinate System , , , Pgs. 22 - 27 Practice Set on pgs. 28 – 30 5 Review for Similarity Unit Assessment Equations of Circles Pgs. 31 - 33 Practice Set on pgs. 34 - 35 Review for Test 5 Unit Assessment 6 Equations of Circles Pgs. 36 – 39 Practice Set on pgs. 40 – 41 7 Sections Building Perfect Squares Pgs. 42 - 50 Practice Set on pgs. 51 – 52 8 Similarity of Circles Pgs. 53 Practice Set on pgs. 54 – 56 9 Review for Midterm Circle Properties Pgs. 57 Review for Midterm 10 Midterm 11 Circle Properties Packet (Pg. 57) Finish Packet an prepare for presentations 12 Group A Circle Properties Inscribed and Central Angles of Circles Pg. 57 & Notes in Packet Practice Set on pgs. 58 – 59 13 B Circle Properties Chords and Segments of Circles Pg. 60 & Notes in packet Practice Set on pgs. 61 – 62
14 Group C Circle Properties Secants, Tangents, and Angles Pg. 63 & Notes in packet Practice Set on pgs. 64 – 66 15 Inscribed Triangles & Review for Properties of Circles Unit Test Pgs. 67 – 69 in Practice Set on pg. 70 Review for Unit Test 16 Properties of Circles Unit Test 17 Circle Intercepts (Solving a Quadratic) Pgs. 71 - 74 Practice Set on pgs. 75 - 76 18 Conic Definition of Parabola Pgs. 77 - 79 Practice Set on pg. 80 19 Definition of Parabola Pgs. 81 - 83 Practice Set on pgs. 84 – 85 20 Different of Equations of Parabolas Pgs. 86 – 88 Practice Set on pgs. 89 – 90 21 Review for Final Review of Functions Pg. 91 Review for Final 22 Final Exam 23 Last Day of Term Building Quadratic Functions Pgs. 92 – 95 Practice Set on pgs. 96 24 Quadratic Functions with data Pgs. 97 - 100 Practice Set on pgs. 101 – 103 25 Graphing Quadratic Functions & Key Features of Graphs , , Pgs. 104 - 109 Practice Set on pg. 110 26 Solving Quadratics & Finding Pgs. 111 - 114 Practice Set on pgs. 115 – 116 27 Real and Imaginary Roots & Intro to Complex Number System , , Pgs. 117 - 121 Practice Set on pgs. 122 – 123 28 Geometry of Complex Numbers , Pgs. 124 - 127 Practice Set on pgs. 128 – 129 29 Complex Number Operations , , Pgs. 130 - 131 Practice Set on pg. 132
Elected Offices in Florida Level of Government Executive Office Name Legislative Office Name Role of Political Parties Federal President U.S. Representative U.S. Senator Candidate are organized on the ballot according to the party in which the state’s governor is registered. For example, in 2014, Rick Scott, a Republican was reelected governor. In the 2016 election, Republicans will be listed first on the ballot, followed by Democrats, and then by candidates of other parties and independents. Method of Selection Voters cast ballots for president that serve as recommendations to Electoral College members chosen by the state parties. Florida is a “winner-take-all” state. The candidate receiving the most votes (whether a 50%=1 majority or a plurality, more than any other candidate but does not meet 50%) earns all of the Electoral Votes in the state. State parties select members of the Electoral College—only the state party whose candidate earned the most votes may select Electors. Direct election Note: U.S. Senators were selected by legislatures until the 17th Amendment was ratified in 1913. State Governor State representative State senator Candidate names are organized on the ballot according to the party in which the state’s governor is registered. For example, in 2014, Rick Scott, a Republican was reelected governor. In the 2016 election, Republicans will be listed first on the ballot, followed by Democrats, and then by candidates of other parties and independents. Method of Selection Direct election Direct election Local Note: Orange County has a county-wide “mayor”; the title of this position was “county chairman” until 2004. County commissioner City Counties may choose as to whether their local government offices will be partisan or If the offices are non-partisan, candidate names are listed in alphabetical order. Method of Selection Direct election Direct election
Repeat your walk about, keep observing and talking about learning. Add in looking at students’ folders and work. Consider how the school acknowledges student and staff achievement through the year – how effective is it? Acknowledge staff successes and achievements. 2 Communication about school progress Get support together to give them feedback on their role in the school goals and links to community, and to seek their suggestions. (They like a bit of food too.) Visit contributing school principals, if possible, to field questions and give feedback about the transition of students to your school. Link to curriculum requirements. Get strategic about links and communication with the parents and whanau in your school community. Identify the ways you interact with them and how successfully student achievement is shared. What else can be done? Link this to your school review processes – see August. 3 Systems Check the Five or Ten year property plan and confirm actions with your board for the next year – for example capital works? maintenance plan? Confirm enrolment and advertising processes of the school for next year. 4 Data and achievement information Use daily attendance records to provide insights to achievement patterns. Use literacy and numeracy data for individualised approaches to learning issues. Has mid-year achievement data been added to students’ records and analysed? 5 Ako – being a learner Remember critical inquiry each week – use Educational Leaders and the internet. Share any progress. June Your notes
1 Working with staff Use mid-year reports to ascertain student progress and how barriers to learning are being overcome. Use mid-year collection of NCEA internally assessed grades to judge progress. Teacher learning to meet curriculum needs. Ensure staff appraisal and coaching processes are implemented and undertake appraisals that principal has responsibility for, for example senior management and administrative staff. Take a mid-year look at all achievement initiatives. Identify any leadership actions that are required – resource issues, planning, data analysis. Include a mid-year review with the board of relevant aspects of any other yearly strategic goals and actions. Repeat your walk about. Acknowledge successes and achievements. 2 Communication about school progress Involve board in annual community survey of school effectiveness and gather feedback from community. Make a point to praise, with notes or spoken word, about 30 students who have produced reports of distinction. Try for a monthly statement of significance. 3 Data and achievement information Undertake biennial community survey on school effectiveness. Collect mid-year evaluations of classroom programmes to look at student progress and how barriers to learning are being met (update Class Descriptions). 4 Ako – being a learner Continue own appraisal. Encourage staff to follow their own lines of inquiry in their areas of responsibility. 5 Systems Ensure all school documentation is prepared and complete for next year: prospectus, course handbook, website. Check essential school records:
Thursday 20 September 2018 Friday 21 September 2018 Tuesday 2 October 2018 9.30am – 11.30am (open morning) 9.30am – 11.30am (open morning) 6.00pm – 9.30pm (open evening) Virgo Fidelis Convent Senior School Wednesday 19 September 2018 Wednesday 26 September 2018 Thursday 4 October 2018 9.00am – 10.30am (open morning) 9.00am – 10.30am (open morning) 4.30pm – 7.30pm (open evening) Woodcote High School Wednesday 19 September 2018 Thursday 20 September 2018 Wednesday 3 October 2018 9.00am – 10.30am (open morning) 6.30pm – 9.00pm (open evening) 9.00am – 10.30am (open morning)
English 11, 6.0 Mr. Manero Critical Paper – Secondary Source Intro: The Great Gatsby So, I have a thesis, 25 primary notes, and I’m starting to look at literary criticism…. Now what? TOPIC: Gatsby is deserving of the title “great” Overall purpose of paper – To argue that Gatsby represents the idea of greatness with man. Gatsby’s experiences and overall character reveal him as a man of true greatness, through his “romantic readiness,” his “extraordinary gift for hope,” and all that he represents in terms of the pursuit of one’s dreams and ambitions Primary source quote: “An instinct toward his future glory led him…to St Olaf’s… He stayed there two weeks, dismayed at its ferocious indifference to the drums of his desiiny.” From “The Importance of the Work” – Richard Secondary source quote: “Fitzgerald’s Gatsby was a man of such heroic vision without the opportunity to find a commensurate experience for it” (Lehan). Putting it all together: The concept of greatness is central to Gatsby, not because of what people see of him on the outside, but because of the ambition and resolve that defines him on the inside. Specifically, explaining Gatsby’s pursuit of greatness, Nick examines Gatsby’s time at St. Olaf’s College as short lived because Gatsby was “dismayed at its ferocious indifference to the drums of his destiny” (Fitzgerald 99). Internally, and from the time he was very young, Gatsby does not accept the place he is given in life; his ambition and resolve drives him further toward something more akin the live he envisions for himself, much like the heart of America at its own inception. However, unlike America itself, “Fitzgerald’s Gatsby was a man of such heroic vision without the opportunity to find a commensurate experience for it,” and so he is left constantly devoid of the fulfillment of his own ambitions desires (Lehan).
Secondary Subject Leader Networks Meetings 2017 – 18 Engli English, Mathematics and Science Cost £230 per delegate (excludes VAT) this includes access to three termly network events per subject. Name of School: Please confirm that you have paid online before submitting this form Signed: Position: Secondary English Date Name of delegate Email address of delegate Autumn Term Monday 4th December 2017 9.15-15.30 Pavilion Spring Term Tuesday 27th March 2018 9.15-12.30 Pavilion Summer Term Thursday 21st June 2018 9.15-15.30 Pavilion Secondary Mathematics Date Venue Name of delegate Email address of delegate Autumn Term Wednesday 6th December 2017 9.15-15.30 Pavilion Spring Term Thursday 22nd March 2018 9.15-12.30 Pavilion Summer Term Wednesday 4th July 2018 School TBC Secondary Science Date Venue Name of delegate Email address of delegate Autumn Term Wednesday 15th November 2017 9.15-15.30 Pavilion Spring Term Monday 19th March 2018 9.15-12.30 Pavilion Summer Term Thursday 7th June 2018 Pavilion Tea / Coffee and Lunch will be provided (please advise of any dietary requirements) V2
Students’ prior learning Students’ personal assets Students’ cultural assets Students’ community assets 4. Deepening Student Learning during Instruction a. Explain how you elicited and built on student responses to promote thinking and develop students’ abilities to construct meaning, interpret, and respond to a complex text. Organize your response Evidence of eliciting responses from students to promote thinking and develop students’ abilities to… Video clip (including time stamps) Describe how you elicited responses and deepened student thinking in this clip Construct meaning from a complex text Interpret a complex text
Homophobic, biphobic and transphobic bullying is widespread in Britain’s schools, affecting hundreds of thousands of young people each year. Research conducted by the University of Cambridge highlights the detrimental impact this has on attendance, attainment and mental health and wellbeing. Course objectives: • Learn practical strategies to train staff in your school on tackling homophobic, biphobic and transphobic (HBT) bullying and language and supporting lesbian, gay, bisexual and trans young people. • Gain an overview of the current state of HBT bullying and its impact on pupil achievement and school performance. • Help you meet legal and Ofsted requirements under the new inspection framework and on promoting British values. • Create an action plan for your school. • Be inspired by best practice from other schools Participating schools receive Stonewall School Champions membership for a year, with a range of benefits including: • An extensive pack of Stonewall’s acclaimed secondary school resources, including posters, curriculum guides, DVDs and learning activities for students and staff. • Free access to Stonewall’s School Role Models programme, through we send inspirational LGBT speakers to give talks in schools. • Ongoing support, guidance and benchmarking from a dedicated point of contact at Stonewall, as well as help implementing your action plan. • Free access to best-practice twilight seminars on issues such as E-Safety to SEN. • Exclusive use of the School Champions logo and the opportunity to apply for Stonewall’s Bronze, Silver and Gold School Champions Awards. … and much more! Inclusion Support Service Kent can further support to schools, including: Support with an inclusive curriculum and resources. Advice on supporting LGBT, minority ethnic, EAL and GRT pupils within your schools. Training and development to meet the Ofsted requirements in regard to equality, including British Values, SMSC and Prevent. Signposting to support agencies and advice for individual pupils and their families. To book a please contact: - Schools training courses For more information contact: Gillie Heath, ISSK Manager 03000 417093 Amanda Maloney, ISSK Business Support 03000 417320
Evaluator’s Signature: Date: or Type Evaluator’s Name: Principal forwards one copy to the Professional Development Office TRAILS Information Literacy Categories Name of School National Benchmarks Grade Level # of students Overall % Developing topic Identifying sources Developing search strategy Evaluating sources Using information responsibly 9 18,089 52.19 41.37 59.48 58.73 49.10 52.29 Pre-Test Grade Level # of students Overall % Developing topic Identifying sources Developing search strategy Evaluating sources Using responsibly 9 Post Test Grade Level # of students Overall % Developing topic Identifying sources Developing search strategy Evaluating sources Using responsibly 9
to the learning segment to the learning segment Students’ practices related to the learning segment Students’ interests related to the learning segment Class as a whole Students with IEPs Students with 504 plans groups of learners Notes: Stay positive – discuss your students’ assets Keep the learning segment in mind – only discuss student assets related to the learning segment 3. Supporting Students’ History/Social Studies Learning Explain how your understanding of your students’ prior learning and personal/cultural/community assets (from prompts 2a–b above) guided your choice or adaptation of learning tasks and materials. Organize your answer: Chosen learning task or material (or adaptation of either) Associated student learning or asset Why did you make this choice? What research supports this choice? How does the research support this choice?
Describe and justify why your instructional strategies and planned supports are appropriate for the whole class, individuals, and groups of students with specific learning needs. Consider students with IEPs, English language learners, struggling readers, underperforming students or those with gaps in academic knowledge, and/or gifted students needing greater support or challenge. Organize your answer: Instructional/planned support How is this tied to the learning objective? Why is this appropriate for the class or what particular group of students is this designed for? Describe key misconceptions within your central and how you will address them. Organize your answer: Possible student preconception How will you identify if students have this preconception? How will you address it during instruction? 4. Supporting History/Social Studies Development Through Language
General Physician or Paediatrician or Immunologist Diagnosis must be verified No Which Specialty Exclusion Criteria The following conditions should not be approved this indication: ; ; . Solid organ transplantation B cell depletion therapy Thymoma-associated hypogammaglobulinaemia (Goods Syndrome) Transplantation-related immunomodulatory therapy (kidney and other solid organ transplantation). Listed exclusions will refer queries to the appropriate section within the written version or the Ig system. Indication for use Prevention of recurrent bacterial infections due to antibody failure associated with haematological malignancies. Prevention of recurrent bacterial infections in patients undergoing HSCT for haematological malignancies. Prevention of recurrent bacterial infections due to hypogammaglobulinemia associated with haematological malignancies. Prevention of recurrent bacterial infections due to hypogammaglobulinemia post HSCT Indication wording has largely been retained. The Indication for HSCT confirmed eligibility is only after HSCT has been completed and that HSCT does not need to be performed for haematological malignancy. HSCT is not unusual in children for non malignant reasons, these patients are cared for by haematologists and SWG recommends retention under the same condition to avoid confusion by prescribers. (A)