Using SEI Strategies in a SIOP Lesson Plan Fawn L. Stevens Grand Canyon University: ESL 533N February 17, 2014 The class is learning about Native Americans. I am working with their science, language arts and math teachers. All the other teachers are also discussing Native Americans in their classes. Today's lesson is about the Navajo Indians. The students will be conducting research in a small group setting on some basic facts about the Navajo Indians and presenting their findings to the class when they are done.
August 14, 2012 Olivia ACP English Many people reading My Five-Paragraph-Theme Theme by Ed White would probably agree with what he’s saying. I’m not one of them. Although he does stand strong on his opinion and he writes with a very persuasive voice it didn’t quite change my mind. First off, I completely disagree with how he approached his entire article. Secondly, his points don’t support what he’s saying at all.
To me, my cultural artifact speech felt like it was just going to naturally flow out. I practiced it several times but every time I practiced the speech I found myself changing bits and pieces of it. My Livestrong bracelet means so much to me and to talk about it sounded like it was going to be easy, but I was wrong. I did not stick to my outline, I feel like because I didn’t decide on one last final draft is why my speech delivery wasn’t good. Not staying with my speech outline it made me nervous and because I didn’t want to stumble, I stumbled
For me, I insistently said that this book is a wonderful book I have read by John Green, even though some negative reviews on Amazon claim that the character Hazel is too perfect, people want to stop reading when they only finish the first chapter, and the story is too boring. One of the reviews on Amazon says that Hazel is too perfect and she is not a normal teenager. I disagree with the review. Although I have not finished reading this book, I already found some parts showing that Hazel is not really perfect. For instance, when Hazel is talking with her parents, she says “I am like.
Alexis Joyner September 16, 2013 ENG 099-B5 Professor Donohue Literacy Narrative Essay #2 During high school, there's a lot of occurrences where you have to write essays. For instance, in my school we had regents in various subjects where the task was to write essays on various topics. There was also summer readings where we were required to read a certain amount of books and write essays on what the book was about. In class, mostly English and History, we practiced writing essays on what we learned. Basically it was important to write essays in high school.
The seventh grade population consisted of 20 males and 11 females of which 19 students were Latino and 12 students were white or non-Latino. The study skills teacher introduced new vocabulary on the first day of the lesson. During this time students completed context clue exercises which enabled them to work directly with the vocabulary by creating sentences and using dictionaries to get accurate definitions. At
“Close Relationships Sometimes Mask Poor Communication” Week 1 Assignment 1 COM200: Interpersonal Communication Michelle Wiley September 9, 2013 I find that the article, “Close Relationships Sometimes Mask Poor Communication” to be extremely true. Before reading our text for this week I thought I communicated very well. I have had several incidents where I thought I understood what was being said but I really didn’t when it came to the end result. My husband and I thought we understood each other very well until now. I often wondered why we had so many misunderstanding because he or I was very clear on what we were saying.
Considering the length of time I was given to work on my country/culture speech and practice it, I was feeling more confident than I had been with the peer-introduction speech. However, after watching the video, my eye contact was poorer than I had realized. I need to work harder on focusing my attention on the audience, not the podium. The familiarity I have been acquiring with some of the students did help me with some of my eye contact problems, but I still have some work to do. I noticed a few moments where I had gotten nervous and sped up my speech, which only led to me getting tongue twisted and I stumbled on a few points.
So i can say that in this class, ideology impacted me to an extent, but in certain areas, its still undefined for me. Though my education and how i can ideologically apply it to literature is still undefined, I can easily say that i really enjoyed this class. I walked out knowing more than i did when i came in, and it also altered the way i view things such as friends, family, work, religion and so on. I could never study ideology itself and truly be interested but i am very glad that i was given an opportunity to learn that there are other ways of viewing everyday
There was always someone braver than the others who would introduce themselves and ask me questions about how I was liking Forks. I tried to be diplomatic, but mostly I just lied a lot. At least I never needed the