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.
I check for understanding and try to engage my ELL students to actively participate in the lesson. When they are done, I then ask each group to share their fact sheets and for the rest of the class to fill out the Navajo Culture handout on the board from what they learn from their classmates. When each group has presented their fact sheets, I instruct the students to fill out the other part of the Culture handout with their own culture. We then put those answers on the board. I instruct the students to put away their worksheets until tomorrow and project cloze sentences with the new vocabulary.
| | Patterns of Reasoning Midterm for Ecomp 6102 Anna Lizier Lesley University Abstract My research paper is about the reasoning targets from Rick Stiggin’s book An Introduction to Student – Involved Assessment FOR Learning. Reasoning is how we use knowledge to solve problems. I will define the seven different reasoning targets and give examples of how I use these targets when teaching my students. With the support of other sources I will show my understanding of reasoning and the importance it has to me and my students. Patterns of Reasoning in the Classroom It is my understanding that reasoning is defined as a way of
I gave more details about the relationship between MacFarland and Mike. I also included Ken into my summary to help with the confusion of who he is. I also reworded sentences that were confusing. I’m hoping my revised final draft will give insight into this excerpt by Mike Rose. Ashley Reuzenaar Professor Hickman English 111 05D 2 September 2015 Summary and Response Educational scholar Mike Rose authored I Just Wanna be Average excerpt from Lives on the Boundary, a semi biography of his high school experience in vocational education at Our Lady of Mercy.
I am responsible for admin like students computer passwords, attendance and lunch and bus pass statistics. I also help the tutor by teaching mindfulness classes, arts and crafts and helping with IT classes. I must ensure I work within all company policies and procedures such as health and safety, confidentiality, equality and diversity, grievance and complaints. I must also ensure I work within the codes of practice set by the care quality commission. My mentor is the tutor Paula and my manager is Sam Nolan.
Describe own role and responsibilities and those of others in the team My role of a Teaching Assistant is extremely important in the class room. I am there to support the pupils and the teacher in charge as well as other staff working in the school. A teaching assistant is responsible for preparing the class room ready for the day ahead as well as clearing the classroom after the school day. The Teaching assistant is required to float between pupils helping them to confidently complete their work and tasks set. We are also required to sometimes work with individual groups of pupils on set tasks or individually with pupils who need one to one support.
Constructing Meaning through Reading and Writing Shannon Zelayandia Grand Canyon University: EED-475 April 7, 2013 Constructing Meaning through Reading and Writing |Strategy |Activity |Assessment | |Teach the Author-Reader Relationship |Write Aloud: Give the students a small passage |Have the students hand in their papers and | | |and then have the students write what the |check for a clear understanding by what answers| | |author’s purpose is. Including main characters,|the students put down. Have each student bring | | |plot, main idea, and setting. They can also |up the paper one by one and ask further | | |draw a picture to go with it. |questions to the students t check for a better | | | |understanding.
Assessments [pic] Grand Canyon University:ESL-523N Shaquana J. Stephens-Myers June 18, 2012 |Teacher Name: |Shaquana J. Stephens-Myers | | | | |Stages |1 for a Beginners | |Topic: | How do we use our journal? | |Content: |This exercise is given to help the students master journaling. The students will be in small groups
Study the assigned textbook chapters and lecture slides for the missed lecture. 2. Discuss the questions you may have with another student who attended the lecture. Bring your official documents to secure the full credits of the missed assignments or assessments. 3.
Fundamental Reading Ralph Washington EDU 371 Phonics Based Reading & Decoding Jennifer Hanson October 8, 2012 This week’s lesson started with me reviewing some of the sounds from last week. In order to read, we must first know and understand the sounds of the letters. After our review we began with lesson 3 and began to work with our grapheme sounds. These are sounds that are represented by a letter or group of letters that make up one sound such as “ch”, “sh”, and “th”. By using these shortcuts we were able to slide the sounds together to make words and begin our reading process.