Be sure to bring a copy of the most recent draft of the latest essay with you to every class for in-class peer review/revision work. Please be advised that this calendar is tentative and that adjustments, substitutions, and additions/deletions may occur. Any changes will be announced in class and by email. WEEK DAY READ IN-CLASS DUE 1 FRI 01/25 ● Syllabus/Calendar ● BB – Pope except
LESSON PLAN Lesson:1 Date: Monday January 24, 2011 Client’s Name: Hannah Rodrigue Tutor’s Name: Denise Watkinson | FOCUS OFLESSON | GOAL/LEARNING OUTCOME (3-4) | MATERIALS REQUIRED | KEY READING COMPONENT(S )TO COVER | INTRODUCTIONTime :10-15 minutes | -Client Reading Interest Survey -San Diego Quick Assessment/ Graded Word List | -see what the client is interested in and the reading level which they are at -identify words being asked | -survey -san Diego instructional worksheet and instructional sheet | -want to see the reading level which the client is at, and what are their interest -build relationship with the client | MIDDLETime: 25 – 30 minutes (Includes BREAK) | - Read a book which Client brought
School:_______________________ Grade 11 Teaching’s name: Vương Thị Chánh Date:__/09/2012 Period 45 LESSON PLAN Textbook: Tiếng Anh 11, Unit 8 (CELEBRATIONS) A. Reading I.Objectives: By the end of the lesson Ss will be able to: * develop such reading micro-skills as scanning for specific ideas, skimming for general information, guessing meaning in context, and dictionary skills. * deciding on True or False statements. * use the information they have read to discuss the topic. II.Mareials: Textbook,handouts.
This would be a good pre-reading activity for the students to take part in. If they only had a year to live, what would their priorities be? They could record their lists in a journal, and those who wish to could share their answers, or they could all share their lists on an electronic discussion board. With such a delicate subject, the latter might be preferable, as students sometimes feel more comfortable expressing themselves in writing (Rozema and Webb 31). The Moe Bandy song "Too Old to Die Young" (written by Scott Dooley, Kevin Welch, John Hadley; see YouTube video below) appears several times in the novel.
Example Paper for Week 1 Assignment: Literature Search (Student’s name goes here) Grand Canyon University NRS-433 V Christine Thompson-Sanxter June 1, 2012 (Date for your assignment submission goes here.) Students please note: This is an example paper. The formatting is my own, but it shows you how easily the flow of the paper can be arranged. A Literature Search will usually follow this basic style. I endeavored to utilize APA 6th Edition Criteria.
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Week of : Nov. 12-16, 2012 Teacher’s Name Camellia Staab Course name & number English 135 Hours course is taught 1,2,3,5,7 Resources/ Materials Objectives Monday 11.12.12 No SchoolVeterans Day Tuesday 11.13.12 Students will engage in writing a simply organized short text based on teacher generated prompt Activities Assessments Homework CCSS Students will identify the different qualities of characters from Of Mice And Men and note what techniques of characterization were utilized by the author to convey those traits Wednesday 11.14.12 Students will engage in writing a simply organized short text based on teacher generated prompt Students will analyze and explain the significance of the essential elements
3, 4, 7, or 8 of A Writer’s Workshop. Or, you may cluster, ask and answer questions, brainstorm, list, or engage in a focused free-write. Focus your prewriting exercises on developing the Comparison and Contrast OR Classification Essay due in Week Three. You have two goals for these prewriting exercises: First, you must practice these individual techniques so you will have mastery of them for future essays. Second, you must generate material for the specific Comparison and Contrast OR Classification essay you are developing.
Some of my first memories are about learning my alphabet, writing my name, and starting to read. In preschool my teacher, Ms. Fairview, would bring inflatable letters into class for us to learn with. Our class would spend one week on a letter and everyday there were fun activities that went along with that letter. By the end of those twenty-six weeks we were expected to recite the alphabet. As the rest of the students said their ABC’s I found that I struggled when it came to putting them in the correct order.
I was flooded with language. I was curious about it as well. I looked at the world around me and would just point at things and look at my mom waiting for her to say something about it. Whatever she said it was I believed her and made a connection in my head with the sound made and the object. I believe most of my literacy was all dependent on my Mom’s ability to help me make these connections, especially with reading.