|Name: Jessica Juden |Date: 9/25/14 | Graded Assignment – LACII Unit 5, Lesson 4 [pic]BEFORE submitting this assignment, you MUST complete the 5.02 Quiz. Planning a Letter to the Editor The questions below will help you plan your letter to the editor. You may have already answered some of them in your Student Guide, so refer to your Student Guide, if you wish. Also, please refer to Lesson 5.04 for help with the Outline. (2 points) 1.
All texts A-F can be grouped according to whether they are written or spoken. Texts A and B can be grouped together as they are both transcripts, meaning that they are both spoken and texts C, D, E and F are written. However, Texts E and F can be grouped together as they both use an informal tone to get their points across. Text E is a copy of an email sent to a teacher by an ex-student who has already left school and is taking a gap year. The audience of this is aimed at Ben’s teacher – the receiver of the email.
Students may also submit a Help Desk Ticket by clicking on the Help Desk link at the top of any class page, Help Desk Tickets are monitored on the same schedule as e-mail. Questions to the Help Desk should be technical in nature. Questions about classroom content and grades need to be directed to the instructor. Special Accommodations: If a student requires special accommodations based on a disability, the student must be registered with the Disability Support Services Office and must inform the teacher about the needed accommodations the first week of
If you need extra help, you may call me. First, | | |write your name on the paper. Second, find the first page and draw a picture of something you enjoy doing with| | |your family. | | Assessment: |First the teacher introduces the story. Second, have the students write down a few of the challenging words | | |they may struggle with in the story.
Include a copy of your Jefferson Academic Program Plan signed by your advisor with the documentation at the end of the paper. (Include a copy of the curriculum guide for this major at Jefferson as well as the curriculum guide for any program you plan to study at other institutions in your documentation. If no formal curriculum guide is available from the other institution, describe in this section of the paper the classes you will need to take.) Preparing to Transfer (2 point – 1 paragraph) – Include: • Steps you need to take to transfer to your chosen institution. Check the college web site, transfer advisor, or a transfer guide.
The works cited page should include your interview(s) and any other outside source(s). You also need to use in-text citations whenever you quote or get information from your outside sources. Your handbook provides guidance on how to do this effectively, ethically, and correctly. EXAMPLES Your instructor will help you to distinguish feature articles from other types of articles. You’ll be looking at some feature articles in class, and there are student essay examples in this book.
3) gather information: are there any legal responsibilities, is understanding error free? 4) draft policy: can those who are expected to implement the policy comprehend the language and complexity of the policy. 5) Finalise and approval of the policy: usually the governors approve school policies. Once a new or updated policy has been approved it will need to be communicated to the staff and sometimes the parents, this can be done in staff meetings and training sessions, welcome letters or news letters for parents, school calendars and school information in home school
They read the quote out and stick it on the board in the place they choose. They have to read it aloud and allow students adequate time to copy it down. They have to explain why they have chosen to attach it to ‘Darkness’, ‘Light’ or if they have placed it in-between. Then they must manage a response to the interpretation of the quote (prompts are used underneath the quotes themselves). This means that they ask the class and as students put their hands up; they take ideas and record them on the board.
| | |Using guiding questions, lead students through discussion on the importance of each | | |document. | | |Day Three: | | |Ask students to decide if they would go. This could be a quick write at the | | |beginning of the session, or just something the teacher asks them to think about. | | |Have students stand on a designated side of the room if they would “Go” or “Not Go” | | |west. Working through each object/ document, ask students to use their evidence to
Instructors will be using the rubric to grade the assignment; therefore, students should review the rubric prior to beginning the assignment to become familiar with the assignment criteria and expectations for successful completion of the assignment. You are required to submit this assignment to Turnitin. Refer to the directions in the Student Success Center. Only Word documents can be submitted to Turnitin. Week 3 – Collaborative Learning Community: Educational Program on Risk Management: Outline of Topic Details: This is a CLC