Students will discover by looking as word choice and sentence structure how language styles Diction and Syntax from Civil have changed over time. After the reading lesson, students will write two RAFTs in the style of the times to show their War Times to the Present: understanding. In this lesson, students will read and analyze literary devices used in Edgar Allan Poe's "The Masque of the Red Death." They will read the first part of the story with support and modeling from the teacher, the next part in small Creating Suspense Lesson 1: groups, and the final section on their own. Students will examine Poe's use of imagery, foreshadowing, simile, Analyzing Literary Devices in personification, symbolism, and characterization.
A good way to teach this to a child who is having problems with synthetic patterns, is to give them books, like Cat in the Hat by Dr. Seuss. Orally repeating words that sound alike and practicing writing them as we say them. As we do this the child will be able to say that –at makes this sound in a words, which will help them learn new and bigger words. Also a good way to use this type of instruction is to use actual objects and have the child sort them by the way they sound, then writing those words, and then making sentences out of them. Alternative #2: Spelling Based Instruction, on pages 234 and 235, is an approach that focuses on each child individual level of knowledge.
Evidence-based Task 3 Toni Annette Roberts Western Governors University Evidence-Based Task 3 This paper will describe an appropriate perioperative process or procedure and why it needs change. This paper will explain who determined the basis for the practice in the nursing area. This paper will explain the rationale for making the decision for the procedure. This paper will explain why the procedure is performed this way. This paper will provide an APA-formatted reference list documenting more than five sources used in the review.
Subject: Language Arts/Reading Topic or Unit of Study: James and the Giant Peach Grade/Level: 4 Summary: • Students will study key vocabulary terms. • Students will discover main points in the reading and in the movie through the use of a Venn diagram. • Students will study in-depth word study related to the book. • Students will study poetry and its importance within the book. Standards: Strand 1: Reading Process Concept 4: Vocabulary: PO 1.
It would also be appropriate to include a statement as to what you learned and how you will apply the knowledge gained in this exercise to real-world situations. The assignment must be formatted according the APA (6th edition) style, which includes a title page and reference page. If you would like to refer to APA samples and tutorials, log into the Ashford Writing Center (USER NAME: ashford; PASSWORD: student). Click on the “ENG122 Resources” tab and review the resources in the “Week 5” section. Carefully review the Grading Rubric for the criteria that will be used to evaluate your
10 Visual Argument Practicing Rhetorical AnalysisRead: Zinczenko’s “Don’t Blame the Eater” in TSIS pp.195-97. | 8 | 10/11 | In class: Identify Zinczenko’s central claim and reasons, and examine how she supports her reasons; TRACE Selecting a Topic for the RAERead: Review essays in topic clusters and select a cluster.Due: RR #4 TRACE or other Rhet. Situation analysis of one essay from one cluster | | | | 9 | 10/16 | Review and discuss a sample RAE.Read: Sample RAE pp. P 37-38 in FYW.Due: First draft of RAE.Writing Center WorkshopsOct. 16, 5 p.m.—ENGL1301: Rhetorical Analysis Essay (RAE)Oct. 17, Noon.—ENGL1301: Rhetorical Analysis Essay (RAE) | 9 | 10/18 | In-class work on RAE/Assign peer review.Due: Second draft of RAE.
Must include a cover page that includes: Name of paper Student's name Course number and name Instructor's name Date submitted Must include an introductory paragraph with a succinct thesis statement. Must address the topic of the paper with critical thought. Must conclude with a restatement of the thesis and a conclusion paragraph. Must use APA style as outlined in your approved style guide to document all sources. Must include, on the final page, a Reference List that is completed according to APA style as outlined in your approved style guide.
Choose one of the major characters from the list below. Abigail Williams Reverend Samuel Parris Judge Thomas Danforth John Proctor Reverend John Hale Mary Warren Elizabeth Proctor Thomas Putnam Mercy Lewis Rebecca Nurse Giles Corey Martha Corey Part I- Biographical Information: Now that we have almost finished reading the play, you will have to research the character you chose above. Using the worksheets we have completed throughout the play and your research, you will write a minimum 6-sentence paragraph biography describing your character. You must provide one cause and effect relationship demonstrated in the play as a result of something your character did throughout the play. You must include act and page number from the textbook.
KSA Literacy Self-Assessment Form Your Name: Saldia Foster Date: 01/12/14 Your Instructor’s Name: Kelly Flurry Directions: Refer to the KSA Assessment guidelines and grading rubric found in Doc Sharing to fill in the form below. 1. Perform a self-assessment of your skills and fill in the form with the rating you give yourself for each competency: 0 = not familiar 1 = beginner (familiar but need help) 2 = advanced beginner (understand and perform basics) 3 = competent (understand and perform basics plus some advanced functions) 4 = expert (can understand and teach both basic and advanced functions) 2. Next, prioritize each competency rated at 2 or less as one of the following: A = need to know THIS session or B = need to
First Draft Worksheet Instructions: Copy and paste the following text into a document or create a document that contains the same information. Using your essay in response to the unit's writing prompt, complete the following steps to improve your essay. Introduction 1. Insert your introductory paragraph. Include any revisions your instructor asked you to make.