Datasets:

Lambent

/

creative-writing-2048-fineweb-edu-sample

like 3

An Age of Exploration & Human Greatness Developmental Picture of the Student Seventh graders navigate two worlds. They enjoy an introspective inner life as well as an active, outer perspective. Students yearn for independence and solitude, but they also want to make social connections. Adolescence is marked by many physical and emotional changes–indeed, seventh graders may go through periods of emotional volatility, self-absorption, or youthful exuberance. The curriculum challenges students’ cognitive and creative skills, promotes interest in the outer world, and nurtures their inner lives. How the Curriculum Meets the 7th Grader The seventh grade curriculum focuses on the Renaissance, the Age of Discovery, the Protestant Reformation, and the Scientific Revolution. Exploring these eras of human discovery and creativity sparks the student’s own developing engagement with—and questioning of—the world. The students read biographies of innovative thinkers whose thirst for knowledge came with a fearless need to question and defy authority. Independent work and group projects invite the students to consider a broader perspective. As a preview to high school, guest faculty may periodically teach a special topics block from their chosen fields of expertise. The students hear historical accounts of individuals whose ideas challenged and changed the world. The core theme of renewal embodied in the Renaissance mirrors the adolescent’s rebirth into a new stage where thinking and feeling capacities expand. In geography, students learn about the environments, climates, and social structures of indigenous cultures in Africa or South America. In the arts, they paint in the style of the Renaissance masters, learn perspective drawing, and explore light and shadow in design. For language arts, students practice careful note taking, write comprehensive essays, and construct research papers and expository reviews. Poetry writing gives the students an opportunity to express their observations on life and to explore their own inner feelings. In mathematics, students study geometry, including triangle constructions, angle theorems, proofs, the golden ratio, and the Pythagorean Theorem. Seventh graders also advance their conceptual thinking with an introduction to algebra. They move from simple logic structures to more complex problem solving and abstract reasoning. In physics and chemistry, the students use their senses to make objective observations of scientific phenomena. They study mechanical force and simple machines. The science blocks explore the lime cycle, salts, acids, and bases, which are all related to the digestive system. The human physiology block focuses on health issues that relate to the growing adolescent, including digestion, respiration, circulation, and reproduction. In learning about themselves as growing individuals, the students gain an understanding of the responsibilities and choices they will face as they mature. - The Age of Exploration and Discovery, Renaissance, Reformation - Creative Writing and Poetic Structure - Physics, Chemistry - Geography, Astronomy - Algebra, Euclidean Geometry - Physiology, Health and Nutrition - Spanish, German - Fine and Practical Arts, including Perspective Drawing, Woodworking - Class Play, Recorder, Violin, Orchestra - Physical Education Life Skills and Homework EXPERIENCED IN 7th GRADE - Writing: take notes out of a lecture review, write rough drafts, proofread material, edit and transcribe final revisions, write research papers, write poetry, practice grammar skills - Reading: read complex material, participate in class discussions - Science: practice observational skills; explain and write experiment details, draw conclusions - Math: solve computation problems and conceptual word problems, do mental math to strengthen processing dexterity and flexibility - Organizational Tasks: effectively use an assignment notebook, turn assignments in on time and complete, have materials ready for class, manage time to handle several assignments at one time, individual responsibility for homework

<urn:uuid:aae8bff9-9108-4831-bf0b-7538c79db6d7>

CC-MAIN-2023-14

https://greatoakschool.org/curriculum/grades/7th-grade/

s3://commoncrawl/crawl-data/CC-MAIN-2023-14/segments/1679296943695.23/warc/CC-MAIN-20230321095704-20230321125704-00546.warc.gz

en

“If there is no struggle there is no progress.”– Frederick Douglass Juneteenth marks a momentous day in American history, yet one that has only recently come to prominence. What is Juneteenth? On June 19, 1865, several months after the end of the Civil War and two and a half years following Lincoln’s Emancipation Proclamation, the Union proclaimed the freedom of slaves in Texas. While slaves had been liberated throughout the war, Texas was one of the last states to surrender. With the enforcement of General Order No. 3 in Galveston, Texas, these Black Americans too were finally free. For those in Galveston, the day was cause for jubilation. And though Juneteenth celebrations originated in the State of Texas, dating back to 1866, the holiday spread across the country over the next several decades. Today, the holiday is formally celebrated in 47 states—the three exceptions being Hawaii and both Dakotas. It is also, as of June 17, 2021, a federal holiday. Despite its long history, Juneteenth only became widely recognized in 2020, following George Floyd’s murder and the subsequent Black Lives Matter protests. The lack of visibility only underscores the challenges Blacks and other U.S. minorities continue to face. Still, there’s strength in awareness—and momentum is building. How to build awareness about the holiday As Juneteenth is a relatively new holiday in the public eye, you may be celebrating it for the first time. So, it’s understandable if you’re not sure how to spend the day. That you’re reading this blog is a great first step. But Juneteenth represents more than just a moment in history. It’s an opportunity to shine a light on the systemic issues that hinder and impede minorities today. This past week, we at PI heard from a prominent voice in the Detroit community: Darryl Woods, minister, activist, and founder of the youth empowerment program “Fightin’ the Good Fight.” At the age of 18, Woods went to prison to serve a life sentence on a murder charge. Despite a witness recanting their initial testimony, Woods spent 29 years behind bars, until his sentence was commuted in 2019 by Michigan Governor Rick Snyder. Woods, together with his son, Darryl Woods, Jr., walked us through the circumstances that led to his conviction. A former NAACP Prison Branch President at his corrections facility, he has seen firsthand the injustices within the U.S. prison system—namely, the tendency to overcharge felons without “the opportunity for redemption.” Today, Woods is helping educate communities and organizations across the country. In partnership with non-profit SAY Detroit, he launched the Better Together initiative, with the goal of building empathy between police officers, former inmates, activists, and underserved youth. According to Woods, “Some of the biggest obstacles to rid our city of systemic racism is the will to come together. This is not the time to turn on each other but the time to [support] each other. We can’t get anywhere without first having a conversation and identifying what the problems are.” Juneteenth is a time to do just that: Have a conversation. If you’re in Detroit, attend a Better Together barbeque. For those elsewhere, reach out to your community. Attend a local function. Invite your friends and family. Learn about the biggest issues people in your district, city, or state face today—and find out how you can get involved. Juneteenth resources and ways to take action No matter where you live, here are some other ways you can commemorate Juneteenth—while acknowledging the work to be done: - Juneteenth.com has a great page that shares how you can celebrate the day at home, in your organization, or with your community. - If you live in a major city, Lonely Planet put together a list of notable events taking place in your area. - For cities left off the above list—namely New York City, Los Angeles, Chicago, Phoenix, Boston, and Seattle—here are some good resources. - Familiarize yourself with Black history and culture via the National Archives, History.com, Columbia, NPR, and other learning institutions. - Combat racism by exploring resources curated by Stanford, Berkeley, Harvard, Glaad, and many more. - Help families impacted by mass incarceration through organizations like Angel Tree, Inside-Out, and the Center on Wrongful Convictions. - Support legislation for policies such as the Clean Slate Initiative and 8Can’tWait. There’s strength in numbers. Ask your co-workers how they plan to spend the day. At PI, some employees are visiting the Museum of Fine Arts in Boston for an afternoon of art and music. Others are bringing their families to a storytelling session led by a local theater group. Whether you pick up a book, attend a parade, donate to a worthy cause, or do something wildly different, what’s important is to come from a place of sincerity and compassion. And then, to reference the work and words of Frederick Douglass, keep that fire going—long after the day ends. “For it is not light that is needed, but fire; it is not the gentle shower, but thunder. We need the storm, the whirlwind, and the earthquake.”– Frederick Douglass

<urn:uuid:07b2319e-1561-4b71-994c-11512922acb4>

CC-MAIN-2023-14

https://fr.predictiveindex.com/blog/juneteenth-progress-made-change-to-come/

s3://commoncrawl/crawl-data/CC-MAIN-2023-14/segments/1679296946637.95/warc/CC-MAIN-20230327025922-20230327055922-00147.warc.gz

en

by Maria Denholm December 06, 2021 5 min read Children spend most of their time engaging in some form of play. As children get older, their play gets more complicated and expressive. Usually, they begin to create imaginative role-playing games from the age of four. This is commonly known as dramatic play. Dramatic play occurs when children play parts in pretend scenarios or act out a familiar story. For example, they may mimic their home life by playing family in the kitchen area. One child may act as the parent while other children play roles like "the baby" or "the kitty." Children may also develop some pretend scenarios based on books, tv shows, video games, or movies that they have seen, such as The 3 Little Pigs. When children engage in dramatic play, they develop cognitive skills like storytelling and sequencing logical events. Children also develop fine and gross motor skills by putting on costumes and manipulating props. However, social skills are widely considered the most essential skills children explore during pretend play. By engaging in role-play, children gain the ability to form connections and collaborate effectively with their peers. In addition, when a group of children engages in creative, pretend play, they build emotional intelligence and communication skills. Emotional intelligence is the ability to be aware of one's emotions and navigate interpersonal relationships with thoughtfulness and empathy. The child acting as the parent is reading the baby's behavior and attempts to respond appropriately. Roleplaying gives children an abundance of opportunities to strengthen oral and written communication skills. The child acting as a waiter is using pictures and letters to convey meaning. Children do not engage in dramatic play exclusively with their peers. They also enjoy role-playing with their parents and other familiar adults. There are several ways that grown-ups can encourage children to engage in creative play. Take notice of the toys or interests that hold their attention. For example, a child who never interacts with dress-up clothes might not be willing to participate in games that involve costumes. Children often mimic stories they see in books, tv shows, or movies. Read several books with them and allow them to watch an appropriate amount of video content. A little screen time is just fine. You'll soon see your child engaging in play that mirrors familiar stories. For example, they may search the house looking for small, big, and "just right" things to play "Goldilocks." Children also mimic the behavior of their family members and other close associates. While making dinner, talk your child through the steps. "I'm putting the chicken on your plate. We're eating chicken for dinner." You may soon see your child "cooking chicken" in their toy kitchen. Sometimes children want to engage in dramatic play but are reluctant to initiate role-play scenarios by themselves. When this happens, you can make suggestions to help give them ideas. For example, if a child is making car noises, you can sit next to them and say, "It sounds like you're driving somewhere. Let's go together." The child might then create a scenario where they drive to the store. It's important to note that this strategy is most effective when adults follow the child's lead. Play along when they expand on your suggestion, but don't force it. Pushing an idea the child is disinterested in will cause them to disengage. Creative role-playing allows children to explore and develop cognitive, social, and language skills. As a result, dramatic play is a precious tool in the home and classroom. If you want to help your child grow, add a little bit of drama to their day.

<urn:uuid:4e537990-9d5a-4313-ac23-92ad650cca2f>

CC-MAIN-2023-14

https://www.yourteacherspetcreature.com/blogs/social-skills/how-dramatic-play-builds-social-skills-and-what-adults-can-do-to-help

s3://commoncrawl/crawl-data/CC-MAIN-2023-14/segments/1679296945333.53/warc/CC-MAIN-20230325130029-20230325160029-00766.warc.gz

en

Reading aloud can be an anxiety-inducing ordeal for many young people but this does not mean you should stop reading aloud in class. There are numerous reading aloud benefits that give your pupils the opportunity to listen to others read, become confident public readers and build their stamina for reading and enjoying texts. You should definitely encourage reading aloud in your classroom! People who struggle with reading aloud often feel anxious because they are too busy thinking about what they want to say next, how they might sound and what people are thinking of them. This mental chatter stops them from getting curious, focusing on reading the text and enjoying the story! Your words could come out rushed, jumbled or stammered which makes it difficult for others to follow along with you. Just breathe, pause, relax, take your time when you’re reading. Just breathe, relax and take your time when you’re reading. Here are some reading aloud benefits for students: 1. Classroom Chill Time No matter how grown up our pupils think they are, most of them are still partial to a good storytime session. On those occasions when you finish your lesson early or have a lively class at the end of the day reading aloud is as relaxing as it gets! Your pupils are kept engaged and learning with minimal distractions and less stress on you. 2. Hearing fluent readers helps with independent reading skills and improving vocabulary. Hearing fluent readers can help pupils visualise and understand passages better. Sometimes our mental chatter is so loud we can’t drown it out when we are reading in our heads. Taking the time to read aloud can help us to understand exactly what is going on. Reading aloud creates a classroom community because it serves as a building block for critical thinking skills that are related to reading and wider life. Listening to the changes in tone of voice and inflection helps students to pick up on important cues that they might have missed while reading independently. It allows them to move past simple comprehension into a deeper analysis. 3. Reading aloud helps students develop good listening habits. Active listening allows pupils to ponder and reflect on what they are hearing. Telling stories from different points of view helps pupils grasp the bigger picture and anticipate or predict what will happen next based on the characters’ personalities. Reading aloud will allow your pupils to become engrossed in the story’s narrative flow. Listeners are able to forget their surroundings and fully engage their senses into the story. This state fosters active, deeper learning. 4. Easy formative assessment Another reason why reading aloud is such a big classroom win is because it provides quick and easy assessment of your pupils comprehension. The questions we ask after reading a line, passage or chapter reveal far more about what your pupil understands.It’s a great way to invite your pupils to consider different perspectives and to ensure pupils are listening and not zoning out! If you want to discuss theme, tone, character development or anything else, verbal questioning when reading aloud is an effective method of formative assessment.I 5. Encourages diversity and inclusion in your classroom Characters in books can serve as a great way for pupils to learn about the world we live in and the diverse people that inhabit it. Reading a variety of inclusive texts will spark deep conversation and will teach your pupils to be more empathetic and considerate. Books can cover areas where the curriculum might fall short. Don’t forget to read even more of our blogs here! You can also subscribe to Beyond for access to thousands of secondary teaching resources. You can sign up for a free account here and take a look around at our free resources before you subscribe too.

<urn:uuid:01b48973-0a1a-45f5-944a-b2b0861fb518>

CC-MAIN-2023-14

https://twinklsecondary.blog/reading-aloud-benefits-for-the-classroom/

s3://commoncrawl/crawl-data/CC-MAIN-2023-14/segments/1679296948609.41/warc/CC-MAIN-20230327060940-20230327090940-00344.warc.gz

en

How to write dialogue? That’s something that should come naturally. After all, most of us spend at least a portion of each day in conversation with other people. But creating dialogue is more than simply transcribing actual speech. It’s even more complicated in children’s books, because the age of the reader must also be taken into consideration. Written dialogue is a compressed form of real speech; it’s the meat of the conversation with all the fillers removed. Picture books and easy readers–books written for children ages eight and under–are told primarily through action, and the dialogue reflects this action. The characters’ speech in these books must give a sense of their personalities, but also clue the reader into what’s happening in the story. Just as plot has a forward direction, so must the dialogue. In Arthur’s Loose Tooth, an easy reader by Lillian Hoban, Arthur’s dilemma is presented to the reader through a portion of a conversation with his sister: “Guess what we are having for dessert,” said Violet. “It is your favorite treat! It is taffy apples!” “Taffy apples!” said Arthur. “I can’t eat taffy apples with a loose tooth! It might get stuck in the taffy!” “Well, if it gets stuck, you can pull it out,” said Violet. “I don’t want to pull it out,” said Arthur. Using simple, complete sentences necessary in an easy reader, the author has revealed the story’s action through natural-sounding dialogue. But how to write dialogue as stories get longer and more complicated? In these cases, the back-and-forth chatter between characters can be less linear. In real life, each person bring his or her own viewpoint into the conversation and gets something different out of the exchange. Allowing the dialogue to bounce around naturally can add humor to the scene and go a long way toward character development. However, the author still needs to be mindful of giving the reader new information that supports the plot. In this excerpt from Marvin Redpost: Alone in His Teacher’s House, a chapter book for ages 6-9 by Louis Sachar, Marvin is dog sitting for his third grade teacher: “Let me see the key,” said Stuart. “Did you look in her closet?” asked Nick. “No,” said Marvin. Why would he look in her closet? “How about her refrigerator?” asked Nick. “Did you at least look in her refrigerator?” “Let me see the key,” Stuart said again. “How about her bathroom?” asked Nick. “I don’t remember,” said Marvin. “You don’t remember if you saw her bathroom?” asked Nick. “Let me see the key,” said Stuart. Dialogue is a chance for the character to speak in his own voice. But real dialogue is not exclusively something that’s said out loud. The speaker is also carrying on an internal conversation at the same time. In book genres such as middle grade and young adult novels, this inner dialogue of the main (viewpoint) character can also be shown to the reader. It’s the author’s perfect chance to allow the character to divulge deeper elements of her personality without stopping the forward movement of the plot. Rachel Vail’s The Friendship Ring series offers terrific examples of seventh grade dialogue. In this excerpt from Zoe, the first book in the series, Zoe and a classmate are talking about best friends: “Well,” CJ said slowly. “I was best friends with Gideon Weld when we were little, but then, you know, we figured out he was a boy and I was a girl, so that ended that.” “Right,” I said, like obviously you couldn’t be best friends with a boy. I’m just friends with anybody. Nothing of my own. Why didn’t that ever bother me before? “And since fourth grade, it’s been Morgan, although, sometimes, lately, I feel like she doesn’t understand me,” CJ whispered. “But yeah, I guess it’s Morgan. Who’s yours?” “I don’t know.” I faced away from her, toward the door, and folded my pillow over. “I don’t For those struggling with the question of how to write dialogue, remember that dialogue that’s convincing and interesting is so much more than the words that come out of characters’ mouths. How a character speaks–complete with pauses and sentence fragments–can show his emotional state. How a character moves while talking adds layers of meaning to the dialogue. The setting within which the conversation takes place can affect the discourse. Dialogue is intricately connected to every other element of writing, and only when it’s seamlessly woven into the fabric of the story does the book become whole. Tags: craft, dialogue, easy readers This is a necessary workshop as when I eavesdrop on kids and their conversations they speak with accents and leave out grammar that is correct, but if I spell it like they say it the self correct corrects it and it will not pass an agent of editor’s inspection. So it will be nice to hear what Teresa says to do in that instance or when a child says, “‘Spose ya don’t do what yer Mom says?” Thanks for this workshop What a great comment and helpful for us all! What a good topic. Trying to find the way children talk now, is a problem so hearing about better realistic dialogue will be a boon. Thanks This advice about dialogue w/ examples from mentor texts is one if your best posts. I hope you and Teresa will discuss how to write boy’s dialogue when you are a female. I struggle with boy voices in my MG writing. I cannot include talk of ” boggers” and bathroom talk easily and the teasing is painful too. Thanks for this extra advice on dialogue, such an important part of our writing! As an artist I always find it amusing to listen to kids talk. Some sound so adult while others sound so innocent and naive. I am fascinated by the cartoony nature of some kids expressions. For instance, I once overheard two kids having a conversation in a park. One kid wanted to go to his house while the the other kid did not. He said, ” your house is like a million, million gazillion miles away.” I then thought to myself, “what a great line for a children’s book. Very good subject.

<urn:uuid:7cc97eff-b191-4fca-a6a2-f82355c183d2>

CC-MAIN-2023-14

https://writeforkids.org/blog/writing-dialogue-flows/

s3://commoncrawl/crawl-data/CC-MAIN-2023-14/segments/1679296946637.95/warc/CC-MAIN-20230327025922-20230327055922-00147.warc.gz

en

Give your young writer a boost with these fourth grade writing worksheets. Worksheets grammar grade 4 sentences. Connectives Worksheets Activities Greatschools Writing Worksheets Fourth Grade Writing 4th Grade Writing Worksheets grammar grade 4. Writing worksheets for 4th grade. These worksheets also include prompts to get those creative juices flowing. For other students it can be challenging to comprehend. 4th grade writing requires a certain level of proficiency in english to be mastered. Our grade 4 sentences worksheets provide more practice in the writing of proper complete sentences topics include sentence fragments run on sentences combining sentences with conjunctions subjects and predicates direct objects and subject verb agreement. Our fourth grade poetry worksheets will help students read write and interpret different forms of poetry. Sentences worksheets for fourth grade. Children will complete mystery narratives learn about monsters from around the world and edit passages and more. Use these fourth grade writing worksheets for students who need or want to practice writing. English grammar definitions define the words that we use in studying sentence structure. For some fourth grade students poetry can be a natural form of self expression. Fourth grade writing worksheets. Free writing lessons and worksheets for fourth grade students. Parts of a sentence. These worksheets will also guide students to analyze the rhythm and rhyme of poetry. Jumpstart s writing worksheets for 4th grade cover all the areas included in the writing curriculum this year and are thus great devices for 4th graders to perfect the requisite skills with. Fourth grade essay writing worksheets and printables that help children practice key skills. Bring out your fourth grade students inner wordsmith with our fun exciting writing worksheets that will inspire and motivate even the most reluctant writers. The exercises help kids hone their narrative writing skills and turn their ideas into well written stories essays and persuasive texts. They re a great tool for students who need or want more practice with writing. Grade 4 grammar worksheets. 4th grade writing worksheets. Parts of a sentence. Once your student is handy with the mechanics of writing words and sentences of their own it is good to begin to teach english grammar and how it structures our sentences. In this language arts worksheet your child gets practice creating and spelling words by adding s ing and ful. 30 4th grade writing worksheets. 4th grade writing worksheets should begin to teach grammatical structure. Our grade 4 grammar worksheets focus on more advanced topics related to the various parts of speech verb tenses and the writing of proper sentences the correction of common problems sentence fragments run on sentences double negatives etc is emphasized. In the fourth grade students become fluent writers with a heightened ability to write about texts they read. Worksheets Word Lists And Activities Greatschools 4th Grade Reading Worksheets Reading Worksheets Writing Comprehension Our 3 Favorite Writing Worksheets For Each Grade Writing Worksheets Reading Worksheets 2nd Grade Reading Worksheets 4th Grade Essay Writing Worksheets Grade 4 English Resources Printable Worksheets Topic Random In 2020 Writing Worksheets Essay Writing Printable English Worksheets Worksheets Word Lists And Activities Greatschools Writing Worksheets 3rd Grade Writing Daily Oral Language 4th Grade 3rd Grade 4th Grade Writing Worksheets Building Words Greatkids Fourth Grade Writing 4th Grade Writing Language Arts Worksheets Worksheets Word Lists And Activities Greatschools Writing Worksheets 4th Grade Writing Language Arts Worksheets 2nd Grade 3rd Grade 4th Grade Writing Worksheets Using A Dictionary Word Origins Greatkids Word Origins Root Words Activities Dictionary Skills Worksheets Word Lists And Activities Greatschools Fourth Grade Writing 4th Grade Writing Language Arts Worksheets 4th Grade Reading Street Amazing Words Writing Activity Units 1 6 Writing Activities 6th Grade Reading Reading Street Worksheets Word Lists And Activities Greatschools 4th Grade Writing Fourth Grade Writing Prepositional Phrases Compound Sentences Greatkids Writing Worksheets Compound Sentences Classroom Writing Worksheets Word Lists And Activities Greatschools 4th Grade Reading Worksheets Reading Worksheets 4th Grade Reading Understanding Paragraphs Paragraph Writing Paragraph Writing Activities Paragraph Writing Worksheets 4th Grade Reading Cc Worksheets From Greatschools Org Lots To Read Through And F Reading Worksheets 4th Grade Reading Worksheets Teaching Figurative Language 3rd Grade 4th Grade 5th Grade Writing Worksheets Prefixes Aplenty Greatkids Prefixes Writing Worksheets Third Grade Writing Book Report Worksheet Grades 3 And 4 Third Grade Writing 6th Grade Writing Writing Practice Worksheets My Favorite Subject 3rd And 4th Grade Writing Prompt Worksheet 4th Grade Writing Prompts Writing Prompts For Kids Third Grade Writing Reading Comprehension Voice Of Nature 4th Grade Reading Writing Worksheet Greatschools Reading Worksheets Reading Comprehension 4th Grade Reading Grade 4 English Resources Printable Worksheets Topic Random Topics Essays Descr Writing Worksheets Creative Writing Worksheets Printable English Worksheets

<urn:uuid:6b0653ef-8ffd-4ee5-ba60-6b305d9ea6ae>

CC-MAIN-2023-14

https://kidsworksheetfun.com/writing-worksheets-for-4th-grade/

s3://commoncrawl/crawl-data/CC-MAIN-2023-14/segments/1679296943562.70/warc/CC-MAIN-20230320211022-20230321001022-00746.warc.gz

en

Poverty and Schools in Ontario: How Seven Elementary Schools Are Working to Improve Education Poverty and Schools in Ontario will be a valuable resource to help us better understand students’ lives. The researchers – Darlene Ciuffetelli Parker from Brock University, and Joe Flessa from the Ontario Institute for Studies in Education at the University of Toronto – studied 11 schools in poor neighbourhoods. Their case studies focus on seven of these schools and what they do every day to ensure that all students are provided with the best opportunity for success. Their research adds an Ontario perspective to the largely American body of knowledge on the impact of poverty on education. In his foreword Ben Levin, former deputy minister of education in Ontario and Manitoba, writes, “The examples, stories, and ideas in this book provide much food for thought for everyone wanting a school system that truly treats all children as deserving good education, no matter their background.” ETFO commissioned this research as part of a larger project, funded by the ministry of education, that looked at what teachers could do to improve the academic chances of students living in poverty. Details of the project were highlighted in “Poverty and Learning,” a special issue of Voice published in June 2008. It is available on the Voice website, etfovoice.ca >back issues. The authors describe how schools work to understand different kinds of school success. Many focus on character development. Some actively engage parents and families in their children's education. In some, teachers work together to help all the students in the school. Each chapter focuses on one school and concludes with a set of questions to encourage readers to reflect on the issues in the context of their own experiences and setting. Here are some examples. - How would you describe the relationship between your school's goals and the goals of the school district? In what ways do they work in conjunction and in what ways do they work at cross purposes? - How might teachers, staff, and administrators welcome parents and families into the school building, considering such issues as physical layout, cultural context, or language barriers? - What is the historical/traditional context of your school? Can connections be made between the history/tradition of the school and present day programs and community partnerships? This inquiry approach acknowledges that there is no one solution or strategy that will work for all schools, for all teachers, for all students: each situation brings its own set of unique challenges and requires its own strategies. However, there are lessons to learn across schools. The authors have identified five major cross-case findings. - Teacher inquiry:" ... inquiry-based approaches, which take context into account, matter." (p. 95) - School leadership: "[Activities like coordinating professional learning, organizing the school play or finding volunteers] represented some of the multitude of ways that a team of educators and sometimes parents had shared the leadership responsibilities for initiating and sustaining attempts for positive school change." (p. 96) - Making community connections: "All schools in our study described the importance of making connections between school and home, and between school and community agencies. Most of the schools viewed these efforts as some of their greatest challenges; for no school was it easy." (p. 96) - School climate and culture: "In addition to efforts to bridge the distance between home and school, our case study schools were concerned with building community within school walls." (p. 99) - Multiple supports needed for multiple issues: "Intergenerational poverty and long histories of distrust and negative experiences with schooling in one community are not the same as episodic poverty experienced in communities experiencing a sudden economic downturn ... Our case study schools represent this diversity of experience, and what this variability indicates is that there are multiple places for policy to intervene in supportive ways!'(p. 101) What would it really involve for all of us to take the issue seriously? The final recommendation is to everyone: "Acknowledge that incremental improvements can be important steps; improvements are not all or nothing. None of the schools we visited thought they were 'there' yet but all could point to important successes that grew from an intentional focus on improving learning opportunities for students affected by poverty." (p. 106)

<urn:uuid:15493ba1-58e5-433a-99c1-2c550c6fae34>

CC-MAIN-2023-14

https://etfovoice.ca/feature/poverty-and-schools-ontario-how-seven-elementary-schools-are-working-improve-education

s3://commoncrawl/crawl-data/CC-MAIN-2023-14/segments/1679296948867.32/warc/CC-MAIN-20230328135732-20230328165732-00347.warc.gz

en

While preparing any kind of imagery for storytelling, digital picture books etc., sometimes we will need to edit images. Although there are many programs for image editing, beginners might find them too difficult to navigate – that is, until we learn some basic steps in simpler programs. It is quite important to remember that no matter what type of images we use, we should always use visually clear images – crisp images without any watermarks. There is a plethora of free image databases where we can find images to use, such as: PIXABAY (you can choose “photos” or even “illustrations”) TWINKLE – this is a platform dedicated to teachers where you can find many illustrations from well-known fairy tales (in the search area, write the name of the story and then “sequencing”, in order to find images following the plot of the story). Before editing any images, it might be beneficial to mention that there are many image formats. The most common image format is .jpg. While an JPG image may be appropriate when using it as a background image in our digital stories, characters we wish to animate should be illustrations/images in PNG format. In the image below, you can see the difference between a JPG and PNG image. What can you notice? *If you wish to check what type of image you have, just click with the RIGHT mouse button on the image file on your computer and then on “Properties”. A window will show up where you can see the name of the file and the appropriate format. Unlike JPG images that consist of a shown element (Red Riding Hood) and a (white) background, a PNG image allows us to see only the character, without its background, which may be very useful when making a visually attractive digital picture book. Look at the example below… So, how can we find or make a PNG file? The simplest way is – search for it on the internet! Using Google images or any other search engine, write the term you are looking for and simply add .png. For example, in a search engine, we could write “wolf.png” or “wolf ISOLATED” (which means we are looking for an image that shows a wolf isolated from the background). On our computer screen, that image will probably look like the image shown below, with a checkered background. However, if the image is PNG, once downloaded, the background won’t be visible anymore. Sometimes, we will want to isolate a part of an image from its background ourselves, and for that, we will need a little bit of effort and – a MAGIC WAND! Choose an image which you wish to work on. You can remove the background using a free platform – PHOTOSCISSORS. In images with a simpler background, the program will automatically recognize the background and remove it. Explore the program and when you are done with image editing, simply click on the disk icon in the right upper corner and save the image as a PNG file. In its free version, this platform offers removing the background in images with lower resolution, but the quality is usually good enough for beginners in image editing. Download and install the free program Paint.net. Watch the video tutorial and learn how to use this simple program to remove the image background and make a JPG image into a PNG image that can be used in making digital picture books. 2 misli o “REMOVING A SIMPLE IMAGE BACKGROUND”

<urn:uuid:76ce7998-cb9d-4e3f-8274-713ab69bc4e7>

CC-MAIN-2023-14

https://sedammora.com/2020/10/24/removing-a-simple-image-background/

s3://commoncrawl/crawl-data/CC-MAIN-2023-14/segments/1679296949035.66/warc/CC-MAIN-20230329213541-20230330003541-00345.warc.gz

en

ARCS Model of Curiosity One way to increase your students’ motivation to learn and love of learning is to use the ARCS curiosity model developed by John Keller(2010). The ARCS model defines curiosity as a product of attention, relevance, confidence, and satisfaction. The ARCS curiosity model can be implemented into any curriculum. Hattie and Zierer (2018) argue that it is the role of the teacher “to set the tone in the class and to motivate students, not vice versa” and that this can be accomplished using strategies from the ARCS model (p. 50). A lesson that stimulates ATTENTION harnesses students’ curiosity and interest. A RELEVANT lesson is driven by relating to students’ diverse needs and experiences. A lesson that builds CONFIDENCE involves scaffolding meaningful tasks and a lesson that prompts SATISFACTION builds students’ sense of achievement. Each factor is a prerequisite for the others. Without sustained attention, students won’t be able to understand the relevance of a subject to their lives. Relevance builds confidence which in turn leads to greater satisfaction. We can increase attention by introducing the subject and presenting the material in an engaging way. We can increase relevance by giving students choice, helping them understand how this knowledge is applicable in their lives, or by “introducing a curiosity-arousing situation which has at least some familiarity to the learner (that is, the learner already has some knowledge about it)” (Arnone & Small, 1995, p. 9). We can increase students’ confidence by selecting appropriate challenges and building positive expectations. Lastly, we can increase students’ satisfaction by helping them recognize the feelings of accomplishment and pleasure that come from learning new things. A list of additional ways to practice the ARCS model in your classroom is included below. Guided questions taken from Keller (2010,2016). Learning strategies adapted from Keller (2010) and LearningTheories(2022). |Guiding Questions for Educators||Learning Strategies| Activities that involve novelty, inquiry and variety such as: humor, puzzles, games, roleplay, problem-solving, brainstorming, mind-mapping, audiovisual content, varying presentation, discussion, storytelling. ||Activities that align with students’ goals, needs and experiences such as: modeling, building on prior skills, providing examples that students will recognize, having students give examples from personal experiences, have students ask themselves “How will the subject matter help me today?...tomorrow?”, student choice, guest speakers.| ||Activities that involve goal-oriented scaffolding such as: allowing students to choose goals, providing small and manageable steps for goal achievement, consistent feedback and praise, student choice in assessment of learning.| ||Activities that foster intrinsic and extrinsic motivation such as: providing some external rewards but avoid over-rewarding, providing frequent constructive feedback, giving students certificates for skill mastery, and having prior students share their learning experiences. Praise and feedback should be equitable. Praise should be effort focused, rather than ability focused.| Does it work? Feng and Tuan (2005) assessed the effectiveness of integrating the ARCS model into chemistry lessons on high school students’ motivation and engagement in the lessons. Fifty-one 11th grade students participated, half assigned to the lessons using the ARCS model and the other half to a control group with traditional lecture-style lessons. Students in the ARCS model classroom reported higher levels of learning motivation following the intervention. Students had a greater sense of self-efficacy and confidence, more frequent use of active learning strategies, and a deeper understanding of the value of science learning. Also, students reported an improved ability to pay attention and be engaged for the duration of the class period (Feng & Tuan, 2005). A meta-analysis of 38 controlled experiment studies of ARCs model use in classroom instruction, with a total effect size of over 8000 students from grades K-12 and higher education, also found that the ARCS model has a positive effect on both student motivation and academic achievement (Gosku & Islam Bolat, 2021). Arnone, M. P. & Small, R. V. (1995). Arousing and sustaining curiosity: Lessons from the ARCS model. Proceedings of the 1995 Annual National Convention of the Association for Educational Communication and Technology. https://edtechbooks.org/-GXqm Feng, S.L., Tuan, H.L.(2005). Using ARCS model to promote 11th graders' motivation and achievement in learning about acids and bases. International Journal of Science and Mathematics Education, 3, 463–484. https://edtechbooks.org/-EvCK Goksu, I., & Islam Bolat, Y. (2021). Does the ARCS motivational model affect students’ achievement and motivation? A meta‐analysis. Review of Education, 9(1), 27-52. https://edtechbooks.org/-ghDT Hattie, J. & Zierer, K. (2018). 10 mindframes for visible learning: Teaching for success. New York: Routledge. Keller, J. (2010). Motivational design for learning and performance: The ARCS model approach. London: Springer. https://edtechbooks.org/-LeJA Keller, J. M. (2016). Motivation, learning, and technology: Applying the ARCS-V motivation model. Participatory Educational Research, 3(2), 1-15. LearningTheories (2022). ARCS model of motivational design theories (Keller). https://edtechbooks.org/-aToD CC BY-NC: This work is released under a CC BY-NC license, which means that you are free to do with it as you please as long as you (1) properly attribute it and (2) do not use it for commercial gain. End-of-Chapter Survey: How would you rate the overall quality of this chapter? - Very Low Quality - Low Quality - Moderate Quality - High Quality - Very High Quality

<urn:uuid:d324994c-8e5c-4ef6-9412-388a683461aa>

CC-MAIN-2023-14

https://edtechbooks.org/addressing_wellbeing/arcs_model_of_curios?book_nav=true

s3://commoncrawl/crawl-data/CC-MAIN-2023-14/segments/1679296949331.26/warc/CC-MAIN-20230330132508-20230330162508-00347.warc.gz

en

The Gardening Workbook PLUS Plant Science & Nutrition For Kids, Families and Classrooms is perfect if you want to plan, create, and maintain a small container garden. Plus you can learn about the circle of life through plant science, do fun and creative projects with many materials found around the house or from a fun hunt outside, use fun creative writing prompts to write neat stories, and jumble your brain with fun challenging questions that make you super smart! The Gardening Workbook PLUS Plant Science & Nutrition: For Kids, Families and Classrooms From the author: Can you imagine a world without plants and trees? It would be impossible for us to live without plants and trees as they provide us with the necessary oxygen that all humans and animals need to breathe. And since the beginning of time, the fruits, leaves, seeds, roots, and other parts of plants and trees have been used by humans and other animals for food, shelter and medicine. They provide us with nourishment, joy, and connect us to other people and our environment. The Gardening Workbook PLUS Plant Science & Nutrition For Kids, Families and Classrooms provides 32 fun and cohesive lessons about gardening, plant science, and nutrition for children in grades 2 through 6. Each lesson guides children in creating, maintaining and measuring individual container gardens and includes coordinated projects, creative writing prompts, and fun challenging questions that help their minds to grow stronger. And unlike typical handouts at school that get disposed of, stashed away, or lost from week to week, this workbook was created in hopes that each child would be able to receive their own copy. This means each child can have the opportunity to reflect on lessons over and over again and be inspired and empowered to maintain their container gardens as well as create fun, low to no cost crafts from basic materials during the months when school is out. 1 – Planning For a Year-Round Garden 2 – Planting Seeds – Germination 3 – Container Gardening 4 – Regeneration: Regrown Gardening 5 – Garden Maintenance 6 – Gardening Benefits 7 – Garden Safety 8 – Garden Tools 9 – Healthy Soil & Mulch 10 – Compost 11 – Ecosystems 12 – Biodiversity 13 – Threats to Biodiversity 14 – Photosynthesis 15 – Consumption 16 – Decomposition 17 – All About Seeds 18 – Flowering Plant Life Cycle 19 – Plant Parts & Function 20 – Pollination 21 – Birds 22 – Bees 23 – Butterflies 24 – Snails 25 – Worms 26 – Garden Pests 27 – Spores & Fungi 28 – Harvest Time & Preserving Food 29 – Types of Plants 30 – Fruit & Vegetable Nutrition 31 – Food Geography 32 – GMO: Genetically Modified Organisms

<urn:uuid:dee65b29-5498-4265-90d9-f24b7a289697>

CC-MAIN-2023-14

http://www.missfrit.com/behind-the-scenes-at-miss-frit-studios/yes-a-kids-gardening-workbook/

s3://commoncrawl/crawl-data/CC-MAIN-2023-14/segments/1679296949387.98/warc/CC-MAIN-20230330194843-20230330224843-00768.warc.gz

en

Looking to create a new language arts curriculum, add to an existing one, or give it a complete overhaul? In this post, you’ll find first quarter ELA curriculum ideas that will help you to meet standards and focus on student learning. These ideas are intended for junior high and high school teachers, and they are merely a guide. It took me many years to develop a solid curriculum I enjoyed teaching (and it’s still evolving). If these ideas can help another teacher, I’m happy to share. As a cautionary note, because this post is intended to help teachers across multiple grade levels, specific learning standards are not included. It’s important to develop your units based upon specific learning objectives that are tied to standards before altering curriculum. So, let’s get started. This is what I do during the first nine weeks. Some of the teaching resources I use are linked. At the beginning of the year, I like to lay the groundwork for expectations. I also try to establish a culture of learning, choice, and accountability for students. Three lessons are important to this foundation: - Plagiarism 101: Students need to know that whenever they cite research, they have three ways to cite it. If they aren’t including internal citations and a Works Cited page for paraphrased, summarized, and directly quoted material, they are plagiarizing. It can be difficult to change expectations mid-year, so I begin with this fun introductory or review unit. - Email Etiquette: I intersect annoying emails from the get go. No one wants to receive emails from students full of demands or rude requests. Yet, students don’t know any better until we educate them on proper digital etiquette. Sometimes I condense this unit to three days, and other times, I stretch it out to a full week. - Why Read?: When I introduce book club, I begin with a lesson where students can reflect on who they are as readers, set goals for growth, and learn about why reading for pleasure is important. Obtaining student and parent buy-in for choice reading units is half the battle. READING LESSONS FOR FIRST QUARTER A large part of what I do in my classroom is to get students reading novels they enjoy. I run a year-long, full-choice book club program, which was inspired by The Book Whisperer. Students read for the first ten minutes of every class period, and we make it a social experiment. This post details if you’d like to get started with how to run a book club in your classroom. The same ideas can be incorporated with any independent reading arrangement. During first nine weeks, in addition to the ten minutes of choice reading time, I cover reading strategies with my seventh through ninth graders. At this age, students are just becoming aware of metacognition. Teaching them how to think about thinking is important. What does reading look like? What do purposeful readers do in order to comprehend better? While I cover a wide range of strategies, I really zero in on summarizing, analyzing, evaluating, inferring, and synthesizing. To reach these learning objectives, I incorporate paired texts. I pair nonfiction articles and news clips with short films, music, and other high-interest selections. The other piece of my first nine weeks curriculum is a short story unit. The stories I teach from year-to-year vary, but some of my favorite staples for ninth grade include: “The Interlopers,” “The Most Dangerous Game,” “Sound of Thunder,” “The Veldt,” “The Necklace,” “Lamb to the Slaughter,” “The Scarlet Ibis,” and “The Cask of Amontillado.” During this unit, we study literary elements, like setting, characterization, plot, and conflict. In doing so, the goal is for students to be able to determine how each of these elements shapes the theme of the story. These are some of the literary analysis teaching resources I use. WRITING LESSONS FOR FIRST NINE WEEKS I ease my students into writing. My courses are heavier on formal writing than narrative or creative, although I do sprinkle them in occasionally, especially later in the year. This is the writing sequence I typically follow with younger secondary authors or even with those who tend to struggle. I think logically, and I’m a better teacher when I have a sequence that builds and provides scaffolding. It fits my style. First nine weeks, we start with the writing process (this and/or this), and then we move into paragraph writing. Students write a paragraph on a regular basis in which they analyze a theme, draw comparisons between paired texts, summarize an article, or evaluate an author’s style. Toward the end of the nine weeks, students write a literary analysis essay in which they analyze a short film. In doing so, they explain what aspects of the film impact the development of the overall theme. I enrich this skill for older students or for those who need a challenge by asking them to write an essay on paired texts to draw comparisons between themes. VOCABULARY ACTIVITIES FOR FIRST QUARTER Vocabulary is something I teach throughout the year. I like to be consistent with it. My most successful vocabulary experiences have occurred when I introduce one word per day, and each day, I allow a little bit of time for review. I love teaching students to appreciate words. If you’d like more guidance, you can read this article, which is all about how I make vocabulary fun and how I add differentiation and brain-based learning opportunities. Whether you’re using a word list from literature, from the web, or from another source, these unique vocabulary activities can be used to complement any word list. GRAMMAR LESSONS FOR FIRST NINE WEEKS Wondering how to sequence grammar instruction? Just like anything else, approaches vary. I do think it’s important to teach grammar throughout the year rather than in isolated pockets. Students need to see the continuum. Taking too many breaks disrupts their understanding of how each piece builds onto the next. During first nine weeks, my goal is always to make sure students can define, identify, and use: - parts of speech - subjects and predicates - complete sentences, avoiding common sentence errors - parts of sentences - verbals / phrases Most students have learned about these concepts in earlier years (even though many like to say they haven’t!). Instead of asking them, Have you learned about the parts of speech before?, I’ve learned to ask, What is a noun, and what is its function in a sentence? When students reply that they don’t know, can’t remember, or haven’t been taught, I tell them to pull out their book or iPad and look it up! That’s what adults do, so we should train students to do the same. While they have heard of these concepts before, I always find a quick review to be beneficial. My grammar units follow a gradual release format. I try to begin with a hook to engage students and get them thinking critically. Framing the unit with writing experiences helps also. If you feel like you’re always struggling to create a grammar lesson you enjoy, you could read this post about how to structure a grammar lesson. This post details how to sequence grammar for the whole first semester. Hopefully this outline will help you to give your own first quarter ELA curriculum the adjustments you desire. Creating an effective curriculum can be challenging, but I’ve learned it’s always best to be true to you. Choose an approach you feel comfortable navigating, keep the rigor, add differentiation, engagement, and choice, and make sure student learning objectives are identified from the beginning. If you don’t make it all the way through your best-laid plans, it’s okay! Responsive teaching and getting to know our students as people…as learners…that matters, too. If you’d like another angle for first quarter ELA curriculum, read about Language Arts Classroom’s approach.

<urn:uuid:8f0c80ef-df4a-4ffc-9b35-1246bc373cb4>

CC-MAIN-2023-14

https://www.readingandwritinghaven.com/secondary-language-arts-curriculum-guide-1st-nine-weeks

s3://commoncrawl/crawl-data/CC-MAIN-2023-14/segments/1679296946445.46/warc/CC-MAIN-20230326173112-20230326203112-00545.warc.gz

en

How Libraries Help Build a Safer Internet 07 February 2017 Libraries have always been about giving people access to the knowledge they need to take on the world. Through promoting literacy, innovation and creativity, they empower users to discover new perspectives for themselves, find better jobs, and generate new ideas. These are the foundations of a strong society. The Internet offers the opportunity to access more information, faster, than ever before. The opportunities are immense, and with more and more people online (although far from al!), they can be shared. However, alongside the opportunities there are also perceived threats: cybercrime (as well as more traditional crime), hate speech, and fears about privacy amongst others. Concern about these may turn many off the internet, or at least ensure they stay only on certain sites or platforms. In many countries, governments use these as an excuse to take decisions on behalf of their citizens through censorship or Internet shut-downs. While both responses may make the problems go away in the short term, they are not a sustainable solution. In line with the IFLA Internet Manifesto, libraries around the world are working to give people the knowledge, skills and confidence to be empowered, responsible Internet users. This makes a vital contribution to a richer, more effective, more participatory web. To mark Safer Internet Day 2017, here are just some examples of what libraries are doing: UK: The Society of Chief Librarians has proposed five steps which libraries can take to help children stay safe online, including awareness raising, group activities, and ensuring that children are able to report things that make them feel uncomfortable. Wales: Coleg Sir Gâr has set up bilingual displays, developed a ‘stay safe online’ helpsheet as well as a resources handout promoting relevant materials, and will be offering users the chance to test the strength of their passwords using an iPad. Wales: Torfaen Libraries run weekly 'IT Drop-in Sessions' where users can do everything from learn how to work their tablets to discovering the possibilities of the Internet. They help new users understand the Internet, how it works, and how to protect themselves, working from stronger passwords to spotting suspicious e-mails and safe online banking. Australia: Queensland University of Technology library has created an interactive social media skills online tool – ‘Create a Better Online You’ – and resources under a Creative Commons Licence. This is aimed at young adults (although works for all adults), whereas many other tools focus on children. In Tasmania, the Office of the Children's eSafety Commission has been training librarians in how to help young boost their skills and confidence, ahead of a nationwide roll-out. Germany: Stuttgart Public Libraries have organised a week of action, with a series of events, from cryptoparties to coding sessions and interactive workshops on staying safe online. Latvia: there is a map of all the institutions – schools and libraries – participating in Safer Internet Day. Activities range from storytelling hours and discussions to board and virtual games and creative labs. United States: New York Public Library has a set of Intenet Safety Tips for children and teenagers. The Netherlands: libraries are using an e-learning package on online privacy to understand how best to advice users on keeping their data safe online. Brazil: The Professora Etelvina Lima Library, located in the Federal University Minas Gerais, offers courses and training to help users conduct internet searches autonomously and securely. Ukraine: On 7 February, the Busk Ivan Kotlyarevsky Central Rayon Library (Lviv oblast) raised awareness among its users about safe internet use, including guidelines for educators and students. The Zhytomyr Regional Library for Children (Ukraine) also joined the Safer Internet Day. Children of junior classes had interactive information sessions "Best Sites for Children “and "History and Etiquette of E-mail"; A virtual lesson "Netiquette – Etiquette of Computer Networks" was conducted for senior students (http://childlibr.org.ua/7-lyutogo-v-sviti-vidznachavsya…/). Lviv Central Children's Library offered a lesson on internet safety for children and parents, usinga selection of commercials on the topic of internet security. They also talked about how to identify dangerous sites, and how to becoming a victim of deception, as well as developing a methodology for network security with a list of recommended safe web sites. In addition, Ivano-Frankivsk, Kharkiv oblast libraries, the National Library for Children of Ukraine, Mariupol City Library (Donetsk oblast) and others have Code Clubs where children and teenagers have weekly coding sessions and interactive lessons on staying safe online. The Center for Continuing Information and Library Education in Kyiv, the State Library for Youth and other libraries also provide training on safe Internet use for librarians, and Ukrainian libraries work with NGOs and other partners to achieve the goals of Safer Internet Day. Other organisations, such as EDRi also have useful resources. If you have further examples to share, please contact us!

<urn:uuid:5115a039-8056-49ee-9b19-19a0f3cda280>

CC-MAIN-2023-14

https://www.ifla.org/news/how-libraries-help-build-a-safer-internet/

s3://commoncrawl/crawl-data/CC-MAIN-2023-14/segments/1679296948867.32/warc/CC-MAIN-20230328135732-20230328165732-00348.warc.gz

en

metaphor for fast Fact and Opinion Worksheets and Activities Figurative Language Practice 2 With Long Responses Life is the night with its dream-visions teeming, / Death is the waking at day. CCSS.ELA-Literacy.RL.5.4 – Determine the meaning of words and phrases as they are used in a text, including figurative language such as metaphors and similes. Differentiated Reading Instruction Worksheets and Activities Contractions Worksheets and Activities Author's Purpose Practice 1 Phyllis, ah, Phyllis, my life is a gray day. Katie’s plan to get into college was a house of cards on a crooked table. Laugh a drink from the deep blue cup of sky. But into her face there came a flame; / I wonder could she have been thinking the same? Fact and Opinion Practice 2 can you please explain to me what is the meaning of this methapors sample? Sentence Structure Activities verbal irony, puns) in context. Answers? The rain came in and the animals slipped, occasionally falling. Capitalization Worksheets and Activities But the rare herb, Forgetfulness, it hides away from me. And therefore I went forth, with hope and fear / Into the wintry forest of our life; My soul was a lampless sea and she was the tempest. Figurative Language Practice | O. Henry With Long Responses Point of View Worksheets The first list contains metaphors that are easier to comprehend and identify. Life: a lighted window and a closed door. Why aren't the two together good enough? I need to know if “Its Antarctica here “ is a metaphor. Genre Worksheets Each blade of grass was a tiny bayonet pointed firmly at our bare feet. Figurative Language Examples CCSS.ELA-Literacy.L.9-10.5a – Interpret figures of speech (e.g., euphemism, oxymoron) in context and analyze their role in the text. When the teacher leaves her litte realm, she breaks her wand of power apart. A sweetness seems to last amid the dregs of past sorrows. Think now: history has many cunning passages and contrived corridors. Main Idea Practice 1 We will call these “hard metaphors.” Another way to consider this would be as a list of metaphors for kids and adults. My dreams are flowers to which you are a bee. Thanky. Mostly about animals if that’s ok. I’m using this for my home work and it’s really helped me. She was fairly certain that life was a fashion show. Pronoun Worksheets and Activities Phyllis, ah, Phyllis, my life is a gray day. Figurative Language Worksheets Hummingbirds | Nonfiction Reading Test (Gr. Characterization Worksheets and Activities We have the "Mc-" prefix, indicating something done the way the McDonalds fast food company would do it. Story Structure Activities Giving the check mark too early may discourage others from answering, and I'm sure there are other reasonable answers to this question. Main Idea Worksheets and Activities Here’s another example: Illogical, right? I have separated the metaphors on this page into two lists. Low voltage GPU decoupling capacitor longevity. He cast a net of words in garish colours wrought to catch the idle buzzers of the day. Author's Purpose Worksheets and Activities The path of resentment is easier to travel than the road to forgiveness. Change ), You are commenting using your Facebook account. Author's Purpose Practice 4 Figurative Language Worksheets The child was our lone prayer to an empty sky. Units and Lesson Plans Aligned With Common Core State Standards, About Me It generally implies something that is done quickly and cheaply, but also repetitively. CCSS.ELA-Literacy.L.4.5a – Explain the meaning of simple similes and metaphors (e.g., as pretty as a picture) in context. The Coliseum | Nonfiction Reading Test (Gr. This page contains 100 metaphor examples. Making Predictions Worksheets Do you have any metaphors about something crazy that didn’t need to happen? I have separated the metaphors on this page into two lists. 5-9) A metaphor (from the Latin “metaphora”) takes an object or action and compares it to something blindingly familiar, but completed unrelated. Figurative Language Practice | Edgar Allan Poe With Long Responses Genre and Subgenre Practice 2 what is a single word metaphor for fast and cheap [closed], Creating new Help Center documents for Review queues: Project overview. Each flame of the fire is a precious stone belonging to all who gaze upon it. Mongooses | Nonfiction Reading Test (Gr. She let such beautiful pearls of wisdom slip from her mouth without even knowing. Semicolon Worksheets Quite frequently, the two overlap. Write a metaphor about someone who is a fast runner. What light through yonder window breaks? 5-9) His cotton candy words did not appeal to her taste. In capitalism, money is the life blood of society but charity is the soul. Maginot Line | Nonfiction Reading Test Ereading Worksheet (Gr. Blind fools of fate and slaves of circumstance, / Life is a fiddler, and we all must dance. Figurative Language Practice 3 With Long Responses Plain Barrel Shotgun Rear Sights, Word For Unintentionally Hurting Someone, Flower Description Creative Writing, Chad Lewis Net Worth, W3af Vs Zap, Robux Code Generator 2020, Super Hypo Motley Boa, Rajiv Kanakala Sister Death, John Edward Thomas Moynahan Instagram, Famous Buildings With Columns In America, Who Did Keith Robinson Marry, Non Denominational Invocations For Meetings, Theoden Quotes How Did It Come To This, Csgo Grenade Trajectory For Everyone, When Does Bolin First Lava Bend, Towa Hololive Twitter, White Bump On Lash Line, Bugzy Malone House, Bob Uecker Masked Singer, Is Apache Trail Open 2020, Jamie Otis Net Worth, Leslie Lopez Actress, Rare Coco Quinn Lyrics Karaoke, Where Is Oscar Pistorius Today 2020, Francisco Garcia Net Worth, Tammy Townsend Parents, The Sum Of Durable Goods, Nondurable Goods, And Services Equals, Publix Passport Login, Sensation Transference Examples, Leading Causes Of Death In The World 2020, Mcmillan And Wife Yellow Car, The Goldfish Boy Chapter 1 Summary, Yankee Dog Names, David Shor Wikipedia, Call For Book Chapters 2021, I Wish You Could Understand How Much I Love You, Stay In My Arms Macybeth Tobler, Sms Pour Convaincre Son Amour, Wandering Reviver Weakness, Steve Bean Bohemian Rhapsody Tab, Adrian Lee Counterparts, Cpap Mask Blowing Air,

<urn:uuid:008aaee4-77cf-458c-b4a2-016c7687a1f9>

CC-MAIN-2023-14

http://parentproject.org.pl/forum/page.php?c4d45d=metaphor-for-fast

s3://commoncrawl/crawl-data/CC-MAIN-2023-14/segments/1679296949701.0/warc/CC-MAIN-20230401032604-20230401062604-00767.warc.gz

en

Another Way of Studying World War I * This guest post was written by David Finkelstein. The interactive animated story Apocalypse 10 Lives allows viewers to follow the stories of 10 different characters as they make their way through the landmines—both figurative and actual—of World War I. The experience begins as viewers choose to follow one of four characters; from there, encounters with additional characters make it possible to redirect the story and trace new pathways along different story arcs. With obvious connections to Canadian and 20th-Century History curriculums, Apocalypse 10 Lives would also be valuable in high school English or Civics classrooms. The supplementary resources are adaptable to intermediate students as well. I wholeheartedly endorse this production and have already reflected on how to integrate it into my own classroom. An invaluable resource I am also thrilled to say that the Learning Resource included with Apocalypse 10 Lives is invaluable. The variety of supplementary materials for both teachers and students (including maps, charts and lessons grouped into categories such as “Progress in Medicine and Surgery” and “The Emancipation of Women”) gives educators the opportunity to provide students with a grab bag of extension information and activities to further their inquiry. Interactive storytelling is revolutionizing how students connect with historical and literary concepts. As “digital natives,” most of our students feel more at home on a tablet than a classroom table, and Apocalypse 10 Lives makes the most of a unique format to present both (fictional) primary and (historical) secondary sources to viewers. Similarly, it has “gamification” elements whereby the discovery of highlighted items in each scene connects the viewer to maps, newspapers, pictures and radio addresses to flesh out the fictional characters’ stories. Apocalypse 10 Lives also adds a feature of inquiry learning to the process, as each viewer can choose which and how much additional information they want to explore, and at which junctures. A “score” at the end of each character’s story shows you how many different secrets remain to be uncovered. One of the challenges I find in teaching History is that large numbers can be difficult to conceptualize. For example, over 400,000 Canadians served overseas during World War I—a number larger than the populations of all but about 10 cities in Canada—and around 60,000 Canadians were killed. I find Apocalypse 10 Lives to be so successful precisely because, by focusing on individual stories, it shows viewers events through a much smaller lens, making it easier to get one’s bearings. As Canadians, we may feel some pride that one of the main characters of the story is Louise Masson, a French-Canadian nurse sent to France to support the troops. Through her experiences, viewers encounter soldiers affected by poison gas, Spanish Influenza and the aftermath of Versailles. Overall, the most significant success of Apocalypse 10 Lives is the opportunity it creates for students to explore at their own pace and in their own way. Inquiry-based learning, in which students take control of their own curriculum, can be one of the most effective ways of imparting information. Because the students have choice, they have agency, and through that agency they come to the “cold hard facts” of their own volition. Students are much more likely to share their findings when they are engaged with the material. My name is David Finkelstein. I love the surprises found in each new batch of CAMPUS films. The range of viewpoints and voices offered by the NFB’s productions is almost unparalleled. In the classroom, I want my students to focus on critical thinking and empathy, two essential life skills. I am an OCT-certified teacher and have developed curriculum for a number of CAMPUS films, including the Blackfish study guide and an Audio Literacy unit developed to accompany the L.A. Theatre Works collection. Apocalypse 10 Lives is a online interactive project (or animated story) that comes with learning resources. Both are online and free! By visiting this link –> https://www.nfb.ca/tenlives you will find links to both these elements and all the info you need to get started. Thanks for your interest and take care! Carolyne This sounds of interest to the history classes at Wellington SEcondary, Nanaimo, BC. Is this a film with digital resources, an online interactive resource or ??? What is its cost? and how do I connect with this to get it to the teachers here? It is not obvious from this web page. Thanks.

<urn:uuid:0180983d-ff96-443e-b2f2-aebe354da5e8>

CC-MAIN-2023-14

https://blog.nfb.ca/blog/2015/11/03/another-way-of-studying-world-war-i/

s3://commoncrawl/crawl-data/CC-MAIN-2023-14/segments/1679296943845.78/warc/CC-MAIN-20230322145537-20230322175537-00346.warc.gz

en

Course Meeting Times Lectures: 1 session / week, 3 hours / session What this Course is About Science is the most highly specialized form of knowledge we possess. But science also sells, and sells well - in newspapers, magazines, popular books, radio programs, TV documentaries, films, plays, exhibitions and new media. In these and other ways, science is constantly communicated far beyond the confines of the academy and the laboratory. This course considers the importance of popular science communication - for working scientists, for science policy makers and funding agencies, and for citizens whose lives are affected by scientific research and its practical applications. We shall look at the wide range of people who are involved in communicating science, asking questions like: what motivates these people to popularize science, and what challenges, opportunities and pitfalls do they face in the process? We shall also explore why non-scientists care about what is going on in science. What prior interest, knowledge, attitudes and expectations do so-called lay people bring to their encounters with science? And what do they hope to take away from the experience? Starting with questions like these, we shall construct a picture of the complex and frequently difficult relationship between science and the public. Then we shall look at some different forms of popular science communication - journalism, creative writing, radio programs, films and museum displays. Each form of science communication presents particular challenges, and these will be explored with the help of guest practitioners who have professional expertise in particular media. Finally, we shall apply what we've learnt to a series of case studies: a famous public debate about recombinant DNA technology in the 1970s; an equally famous public debate about genetically modified food in the 1990s; and the current debates about stem cell research and 'Intelligent Design'. Throughout, the course will combine 'theory' and 'practice'. Students will learn about how science communication is supposed to work ('theory'), and at the same time they will have the opportunity to discover for themselves just what is involved in presenting science to non-specialist audiences ('practice'). The MIT Museum will be used as an experimental laboratory for the practical work, providing students with opportunities to join in the processes of program and exhibit development. Students will also have the chance to contribute to an iCampus project designed to create a new multi-user educational game based around exploration of science and society issues with the help of hand-held electronic devices. What this Course Aims to Do - To provide an introduction to popular science communication in the broader contexts of (a) the role of communication in science, and (b) public perceptions of science and technology; - To provide intellectual resources for constructive critical analysis of popular science communication in a variety of real-world contexts; - To cultivate practical skills in popular science communication, through hands-on projects at the MIT Museum (including collaboration in POSIT, an iCampus initiative to develop an innovative interactive educational electronic game around a topical issue in science, technology and society); - To explore the distinctive nature of science communication through journalism, creative writing, radio, TV and museums; - To explore popular science communication through a series of case studies of science, technology and society issues in the public domain. What this Course Requires The course will meet for one 3 hour lecture/seminar per week. In addition, there are two required Saturday classes focused on practical learning, both to be held at the MIT museum. These Saturday classes will substitute for two of our usual weekday classes. The course has four main components: 'Principles', 'Practice' and 'Case Studies' are three sequential elements; and a 'Practical Project' element runs throughout the semester. Key texts required for individual sessions should be read prior to the class. There are two required texts for the course: Gregory, J., and S. Miller. Science in Public: Communication Culture and Credibility. New York, NY: Plenum Press, 1998. ISBN: 9780306458606. Chittenden, D., G. Farmelo, and B. V. Lewenstein, eds. Creating Connections: Museums and the Public Understanding of Current Research. Walnut Creek, CA: Altamira Press, 2004. ISBN: 9780759104761. Additional readings are either available on-line or will be handed out in class in a timely fashion. All students taking this course will be asked to develop a significant practical project of their own in science communication; individual guidance will be provided. The final project counts for 40% of the final grade. The remaining 60% will be assessed on the basis of class participation, a take-home midterm exam, and mini-research projects and presentations. See course calendar for details. |Take-home Midterm Exam||25%| |Mini-research Projects and Presentations||15%|

<urn:uuid:337c699c-33b1-4c6d-9e6c-9bdc02c0a329>

CC-MAIN-2023-14

http://ocw.abu.edu.ng/courses/science-technology-and-society/sts-014-principles-and-practice-of-science-communication-spring-2006/syllabus/

s3://commoncrawl/crawl-data/CC-MAIN-2023-14/segments/1679296945218.30/warc/CC-MAIN-20230323225049-20230324015049-00346.warc.gz

en

Tiffany J Chen Get Slimed!!-Science with Toddlers Updated: May 14, 2019 This week, I want to share one of my favorite activities working with kids (Drum roll please~~~~~~~) -The "WOW" factor: Kids any age will love it! -Introduce science vocabulary -Build on their storytelling skills: have them tell grandma how they made it! -Understanding cause-and-effect relationship: we added powder to make it explode! -Bonding with your child with a low-cost hands-on activity Here I have a short video showing you how I make slime. I've had so much fun creating this experiment with preschool kids and elementary school kids; they just can't stop exclaiming how cool it feels and how the effect happened within seconds! How did I use the Slime experiment for two different age-ranges? -Vocabulary: Ingredients (e.g., borax, food coloring), textures (e.g., slimey, gooey, wet, squishy, stretchy), action (e.g., mix, stir, knead, scoop) -Location: in the bowl, stir around and around -Amount: one teaspoon, one cup of water, more food coloring, less food coloring, some water, a little water School-Age Kids/Advanced Preschoolers: -Cause-and-effect relationship: ask them how the water and glue formed into slime; ask them what key ingredient created this chemical reaction -Sequencing/ Story-telling: When your child goes home with their new toy, aka slime, have them tell their parents how they made it. First..Next...Then...Last. -Writing a narrative: After the kids can tell you how they made the slime, you can have them practice writing. Talking about it helps organize the steps of experiment and build the structure of a written paragraph Slime is just one example of how science experiments can be a fun way to introduce language! My advice: look for science experiments for kids online, and you'll find even more fun activities for you and your child at home! Language is Power- XOXO Tiffany #scienceexperiment #pediatrics #parenting #activities #kids #slime #languageenrichement #vocabulary #narratives #inferences #materials

<urn:uuid:b171edc9-bb37-4ff0-a314-ddccf96d2a27>

CC-MAIN-2023-14

https://www.speechwithinreachslp.com/post/get-slimed-science-with-toddlers

s3://commoncrawl/crawl-data/CC-MAIN-2023-14/segments/1679296948620.60/warc/CC-MAIN-20230327092225-20230327122225-00548.warc.gz

en

Literacy pedagogy is no longer limited to “teaching and learning to read and write in page-bound, official, standard forms for the national language.” Today, many terms such as “multimedia” and “digital storytelling” are commonly used to describe practices that transcend language. Many educators are looking for visual learning tools to augment traditional literacy practices to enhance learning and foster creativity. Research and classroom experience tells us that young children don’t devote much time to planning. This is due to many reasons but some don’t see the value in the pre-writing process while others simply get overly excited when an idea comes to mind. Cameron and Moshenko (1996) found that 6th graders took merely 15sec – 387sec to plan for their writing. To encourage students to think more about the beginnings, middles and ends, digital storyboarding could be useful to visually communicate ideas and concepts before writing a story. Online storyboard websites (such as www.storyboardthat.com) allow students to plan their story and save their work easily with its user-friendly interface and image gallery. [For the free version, the storyboard is limited to three panels, but what you could do is to take a screen shot of the different panels and combine them on a word document]. Here is a storyboard of a Pourquoi Tale that I modelled for students before I wrote my own story: Since the storyboard can be done online with the help of clipart and inserted text, students can easily revise their ideas. They can then either retrieve this on the iPad or print this out for quick reference while writing their draft. USING STORYBOARD IN READING Every year when I teach Charlotte’s Web, I usually teach summarising skills by having students re-tell a chapter in “beginning, middle and end”. This is quite challenging for 3rd graders because they must identify and condense the important information from their reading without including every detail. This is where a visual learning tool comes in. Storyboard would be a great tool to use for visual learners who want an alternate way to do the beginning, middle, end. Here is an example of the entire story of Charlotte’s Web in 3 panels. The students just took a screenshot rather than the hassle of saving the file and unzipping it. In addition to summarising, you can also have students make predictions of a story using storyboard, or to plan a more elaborate role play / dialogue using storyboarding. I believe this is a great tool because of its versatility, and user-friendly nature. Students really enjoyed searching through the large selection of pictures, backgrounds and enhancing their storyboards with thought bubbles and dialogues. 2 thoughts on “How to encourage students to plan & analyse stories using digital storyboarding tools” Thank you for your sharing. This tool is very useful and entertaining. I guess Chinese learners in primary schools will love it. Thank you for your recommendation. The tool is very interesting. It can enhance students’ learning interest.

<urn:uuid:c70a1ea3-0fc4-4fa7-bbaf-d67f7e7230b8>

CC-MAIN-2023-14

https://claude331.wordpress.com/2014/02/19/storyboard/

s3://commoncrawl/crawl-data/CC-MAIN-2023-14/segments/1679296945381.91/warc/CC-MAIN-20230326013652-20230326043652-00548.warc.gz

en

A 19th-century scientist and suffragette was the first person to discover carbon dioxide could warm the Earth but her work was lost to history. Eunice Foote devised a series of ingenious experiments that involved isolating the component gases that make up the atmosphere into glass cylinders and leaving them in sunlight. She discovered the cylinder filled with carbon dioxide trapped the most heat and “was many times as long in cooling”. “An atmosphere of that gas would give to our Earth a high temperature,” she wrote in her 1856 paper Circumstances Affecting the Heat of the Sun’s Rays. Foote’s paper was presented at the 1856 annual meeting of the American Association for the Advancement of Science (AAAS) by Professor Joseph Henry, who was founding director of The Smithsonian Institution. It is not clear why Foote did not present it herself – she did present a paper on a different topic at the event the following year. Had it not been lost to history, her work would have formed the basis of modern climate science. Three years later, the Irish scientist John Tyndall published his famous paper identifying the gases responsible for the greenhouse effect. He did not cite Foote’s earlier paper and, for more than 160 years, he has been credited with discovering the link between carbon dioxide and global warming. “On the face of it, the significance of the paper passed everyone by who could have had a particular interest in it,” said scientist and historian Roland Jackson. Some historians think Tyndall was simply unaware of Foote’s paper. Others say he must have been since it was published in the November 1856 issue of The American Journal of Science and Arts (page 382) and he had an article about colour blindness in the same issue (page 143) – although he would not be the first scholar to thumb straight to his own work. Tyndall – with his rigorous training and state-of-the-art laboratory – conducted a more sophisticated experiment but Foote’s hypothesis that “long-term changes in atmospheric carbon dioxide levels could affect the temperature of the Earth was remarkably prescient,” said Katharine Hayhoe, a climate scientist at Texas Tech University. She "was the first person to say in print that if carbon dioxide levels were higher, the planet would be warmer". Storytelling for MarketersThe Wonderful Wizard of Oz Storytelling for LeadersMoby Dick Storytelling For LawyersAlice’s Adventures in Wonderland

<urn:uuid:c8ad7196-cad4-416e-8eba-175ed9878160>

CC-MAIN-2023-14

https://storycode.co/story/the-mother-of-climate-science/

s3://commoncrawl/crawl-data/CC-MAIN-2023-14/segments/1679296945317.85/warc/CC-MAIN-20230325064253-20230325094253-00348.warc.gz

en

Arithmetic or math skill is the ability to recognize and apply mathematical concepts in all areas of life. Arithmetic skills involve understanding numbers, counting, solving number problems, measuring, estimating, classifying, detecting patterns, adding and subtracting numbers, and more. Children and adults alike need math skills to perform daily tasks such as: - Problem Solving – for example, do I have time to walk to school? - Analyze and make sense of information – for example, how many wins does my team need to reach the top of the competition? - Understand diagrams/patterns – for example, what number would be the next house on that street? - Make decisions – for example, which bike has the best value for money? Math skills are a part of your child’s daily routine, all you have to do is help your child understand and grasp the basic numeracy skills at an early for a solid foundation in future. And here below are a few ways to help your child develop early math skills. How To Develop Early Math Skills In Your Child Children begin to learn numbers from birth. In fact, without really realising the existence of math all around, children start using numeracy skills from a very early age. This learning occurs by observing and experiencing arithmetic in action, especially in everyday activities, games and activities. This is good news because these skills are important in being ready for school and laying a solid foundation for future growth. However, this does not mean you simply force the kid to understand develop numeracy skills. The educators and parents need to understand that building any skill in the child cannot be done forcefully. Instead, you should look for fun ways to teach the children. And this applies to developing early math skills as well. By forcing them to take interest may result otherwise. They would not only lose interest but also might build the fear of math. According to the experts, before enrolling on schools, children should have a basic knowledge of counting, knowing shapes, recognising colours, addition and subtraction, etc. Fortunately, there are many ways that parents and educators at early school learning centres can help build their children’s confidence and math skills. 1. Start with the basics: If you are just starting to develop your child’s math skills, start with the basics. These include age-appropriate counting, simple addition and subtraction problems, etc. 2. Active learning: Children actively use their knowledge to build self-confidence, overcome challenges and learn to take risks. It also triggers character development – they may begin to see failures as learning opportunities, not obstacles. Introduce some fun games into their daily routines that will help them h=get more familiar with numbers and m=numeracy skills. 3. Use a variety of methods that strengthen math skills: To help your child develop a solid foundation in math skills, he or she will need to be exposed to many learning and practice opportunities. To show creativity! Incorporating games can help develop addition and subtraction skills. Play math rhyming poems to get them accustomed to tables. Or practice counting from 1-10 and reverse counting from 10-1 in a different and creative way. The point is to let the kids fall in love with math skills. 4. Believe and Think Critically: When children learn new concepts and actively use what they have learned, they begin to absorb this knowledge into their long-term memory. During this phase, they begin to use their existing knowledge to think independently and make new connections between concepts and ideas and create strategies to do things their own way. 5. Don’t worry about mistakes: Making mistakes is a normal part of learning something new. Do not be angry or scold the child if they make mistake while on the path to learning. As long as you offer support and guidance, give your child the freedom to practice independently, then relearn the concept as needed. 6. Show the use of math in everyday life: Take this opportunity to show that we use math on a daily basis! Show the children how numbers are an essential part of our daily life. When you go shopping, have your child help you count the items in the basket or calculate the total cost. Let children develop math skills by helping you to set the table by counting the number of family members and plates required. You can also ask for their help in measuring the ingredients when cooking. 7. Understanding the uniqueness of your child: Comparing your child to their peers can be very damaging. Each child has their own needs and learning styles. Don’t panic, instead, try to focus on finding the right way to help your child. It is not your fault or your child’s fault that you need more advice in certain areas. Don’t judge because your child can be extremely good at other subjects. Encourage your child not only to aim for good grades but also to be happy, friendly and creative. Regardless of your child’s age or level of difficulty, follow these tips to improve their basic knowledge and math skills and give them a head start in school and beyond. At Kumon, we understand that each child is unique and has unique potential. Therefore, the Kumon Method of Learning offers personalised programs for each child. Join our free orientation and assessment program to know more about Kumon.

<urn:uuid:872aa2f5-dd25-4cd8-b521-85a05f15f057>

CC-MAIN-2023-14

https://newzbuff.com/help-your-child-develop-early-math-skills/

s3://commoncrawl/crawl-data/CC-MAIN-2023-14/segments/1679296946535.82/warc/CC-MAIN-20230326204136-20230326234136-00768.warc.gz

en

Does your child hate writing? Try poetry! As parents and teachers, we are all too familiar with the “...but… it’s boring!” Writing assignments can be daunting for learners of all ages, especially for those with learning disabilities that may be left feeling flustered or discouraged. At Jill Abrams Tutoring, Inc., we recognize that one of the most constructive ways to deconstruct writing and language arts mindsets is poetry- especially for young learners. Introducing a child to the diversity and sometimes whimsically artful style of poetry writing can allow them to intertwine their creativity into their work while improving skills such as reading, vocabulary, pronunciation, spelling, and many more. Image: Poems for Kids by Lorrie L. Birchall Here are a few ways Jill Abrams Tutoring Inc. describes how poetry can improve your child’s reading and writing skills while also motivating them to keep up the good work! Increase understanding of word, vowel, and consonant sounds. Poems provide fantastic opportunities for young children to practice sound patterns by matching and identifying rhyming words. Poetry helps children work on pitch, voice, and inflection in turn helping them develop a deeper understanding of language and writing. Improve your child’s vocabulary and grammar. In poetry, common rules include rhyming, imagery, personification, and more. To maintain rhyming patterns, synonyms can be used to replace certain words due to their ability to rhyme. Poem writing, as well as reading, can challenge students to think more creatively and reach for the thesaurus to broaden their scope. Help with spelling. Repetition of words with similar endings will help fortify students’ spelling by solidifying the articulation of phonemes and practicing phonics. Boost creativity. Since poetry plays with language in an artistic way, poets can be deliberate with poem construction and message delivery causing the readers to engage in a different way. There are so many ways to construct a poem: long, short, acrostic, rhyming, haiku, etc. Poetry truly is a form of art and expression unlimited in possibilities in topics, construction, and execution. It can be intertwined with illustration, emotion, humor, or even abstract ideas. Poetry can help students to break away from traditional writing styles and embrace this artistic style of literature. Motivation to keep reading. If students are lacking in motivation to pick up a book, poetry can be a fun alternative to keep them practicing important language arts skills. Poems can be diverse! Whether they’re incorporated into a holiday themed activity, a puzzle exercise, a creative writing piece, or a group activity, they are a fantastic way to engage students in writing opportunities! Image: 7 Fun Ideas for Writing and Publishing Student Poetry by We Are Teachers There are many different ways to get students more involved with writing. As described above, poetry offers a creative and constructive way for learners to practice important skills in a fun and effective way. There are countless resources available that provide examples of how to write poems, different kinds of poetry, and additional ways to introduce a bit of poetry to your students' curricula. At Jill Abrams Tutoring, Inc., we emphasize the importance of trying new and different teaching techniques to connect with our kids. Be sure to encourage your students to try new styles and use their creativity! The possibilities for growth are endless! By Sabrina Fox

<urn:uuid:4e63f12c-2a5a-478e-88e5-1d1cf58d668c>

CC-MAIN-2023-14

https://www.thereadingtutor.com/single-post/does-your-child-hate-writing-try-poetry

s3://commoncrawl/crawl-data/CC-MAIN-2023-14/segments/1679296948932.75/warc/CC-MAIN-20230329023546-20230329053546-00146.warc.gz

en

Person vs person is one of the seven main literary conflicts. It’s a conflict between two characters in a story. In this article, we will use several movie and book examples to explore what this conflict is and how it’s used in storytelling. What Is Person vs Person? The person vs person conflict is a type of external conflict in literature. It’s traditionally called man vs man conflict, but person vs person is a more inclusive term. You might also see it called character vs character because literary characters aren’t necessarily humans. We use these terms interchangeably. There are seven types of literary conflicts: - Person vs person - Person vs society - Person vs technology - Person vs nature - Person vs supernatural - Person vs fate - Person vs self The first five conflicts are external conflicts. The last two are internal conflicts. Most stories have more than one type, and the different types of conflict work together to examine a theme or message. Person vs person conflict occurs between two characters in a story. These characters are typically the protagonist and antagonist, although the protagonist can experience conflict with secondary protagonists or other minor characters. It’s a type of external conflict because it occurs between one character and an outside source. Often, it’s only one type of conflict present because it’s more minor in scope. There’s often not enough external conflict to drive the plot, nor does it address character growth through an internal conflict. It is common to pair character vs character conflicts with larger scale external conflicts, such as character vs society or character vs nature. These pairings drive the plot and explore big, heavy themes with a zoomed-in lens. In other stories, the two characters in the man vs man conflict represent larger ideas or themes that are pitted against each other. This is especially true in good vs evil stories. There’s also usually a person vs self conflict in character vs character stories. The main character must have some sort of character arc in order to overcome their conflict with the other character. Person vs Person Example We often think of character vs character conflicts as good guy vs bad guy but that’s not always the case. For example, love stories between two characters are a type of person vs person conflict. Stories about enemies becoming friends are another example. But hero vs villain stories are the easiest way to understand this external conflict. Think of the fairy tale Cinderella. The primary conflict is between Cinderella and her wicked stepmother. Another example of a character vs character story is the fairy tale Beauty and the Beast. The Beast isn’t truly the villain. Belle and the Beast are in direct conflict, but the resolution isn’t defeat. Instead, the Beast changes and the couple fall in love. Person vs Person in Books The best method for teaching person vs person conflict is through examples. Here are two examples from well-known pieces of literature. Person vs Person Book Examples F. Scott Fitzgerald’s The Great Gatsby is a great example of how protagonist vs antagonist conflicts work with other types of conflict. Jay Gatsby is madly in love with Daisy, but she is married to Tom Buchanan. Gatsby shows off his newfound wealth to win Daisy back but Tom is possessive and abusive. He doesn’t truly care about Daisy, as he has a mistress, but he stakes a claim on his wife. Gatsby and Tom are in direct conflict. But this is just a tool for social commentary. The largest conflict is actually person vs society. Gatsby and Tom both represent the harmful aspects of wealth, self-centeredness, and the American Dream. Another example of person vs person is in The Lion, the Witch, and the Wardrobe by C.S. Lewis. This children’s novel is a classic good vs evil story. Aslan, the lion who created Narnia, is in conflict with the White Witch, the root of all evil in the land. While there are other conflicts, such as character vs nature with the never ending magical winter, the character vs character conflict is the primary one. Like many magical stories, the plot represents good triumphing over evil. Person vs Person in Movies Movies lend themselves to person vs person conflicts because it’s an easy type of conflict to resolve quickly. Let’s look at a few famous movie examples of this conflict. Person vs Person Movie Examples Star Wars is another example of a good vs evil conflict that uses person vs person conflicts. The primary person vs person conflict is between Luke Skywalker and Darth Vader. Luke represents the Light Side of the Force, while Darth Vader represents the Dark Side. This conflict is one of many in the movie. Luke has a major internal conflict with himself (man vs self) and also with fate. There’s also a person vs society conflict with commentary about totalitarianism through the form of the Empire. The Sound of Music has different types of character vs character conflicts. Maria is a carefree nun assigned to care for the seven challenging von Trapp children. Colonel von Trapp is a staunch military man who treats his family like cadets. Maria and von Trapp are in heavy conflict throughout the movie until they eventually fall in love, despite their differences. Maria has character vs character conflicts with most of the children. Liesl, the eldest child, also has a conflict with her father. These interpersonal conflicts are set against a wider man vs society conflict with the rise of the Nazis in Austria. Von Trapp also undergoes a major character vs self shift, as he learns to enjoy life and take a stand against the Nazi party. Person vs Person: Final Thoughts In all of these book and movie examples, we can see how person vs person conflicts are just one type of conflict within a story. They serve a purpose for a broader conflict or to explore heavy themes like good vs evil.

<urn:uuid:95e43b9c-4e7f-4557-82c0-a1cd2d7a144e>

CC-MAIN-2023-14

https://prowritingaid.com/person-vs-person

s3://commoncrawl/crawl-data/CC-MAIN-2023-14/segments/1679296949642.35/warc/CC-MAIN-20230331113819-20230331143819-00748.warc.gz

en

In 1983, Howard Earl Gardner revolutionized how we think about intelligence with his groundbreaking book Frames of Mind: The Theory of Multiple Intelligences. By challenging the idea of a single dominant type of intelligence and instead recognizing multiple intelligences that create an individual’s unique blend, this revolutionary theory opened new doors for learning and education. Despite skepticism at its conception, it is now widely accepted by educators and learners alike – offering a fresh perspective on how people learn. Gardner’s theory advocates for the idea of learners being empowered and having access to multiple methods of teaching, not just one. His seven leading intelligence include: linguistic, logical-mathematical, spatial, musical, bodily-kinesthetic, interpersonal, and intrapersonal. With this approach comes a broad range of learning opportunities that can be tailored to each. Rather than conforming learners to a single model, Gardner’s seven bits of intelligence approach encourages educators to individualize instruction according to students’ needs. This article will focus on the foundational framework of these original seven bits of intelligence, exploring how it affects Online Learning and illustrating practical applications for course development. Additionally, three additional intelligence types have recently been added — naturalistic, existential, and pedagogical – yet their discussion is beyond the scope of this piece. Linguistic/ Verbal Intelligence. The capacity to analyze and communicate information via spoken or written language is second nature for linguistic learners. Consequently, these individuals find that learning through narratives such as storytelling and scenarios or interactive activities like online discussions are great tactics to understand the Online Learning content and reach their desired objectives. To ensure success with this learning style, providing links to pertinent resources like relevant Online Learning blogs and articles can go a long way in aiding comprehension. Logical learners relish problem-solving, so Online Learning activities that include reason-based challenges like Venn diagrams and tables or critical thinking scenarios where they have to apply a series of clues to find the answer can help them analyze information logically, thus making it easier for them to remember. This ability – analyzing patterns and structures and scientifically discerning abstract problems – is essential for learner success. Visual Intelligence is the capacity to distinguish and evaluate visual information. This implies that an individual can acknowledge and use images and comprehend objects in space. Artists, architects, sculptors, engineers, pilots, and sailors are a few professions typically connected with this craftsmanship. Visual learners react positively to color-coding, illustrations, visuals & graphics – likewise, games & multimedia, which visually appeal to them. Suppose you want your Online Learning course to be more engaging for these students. In that case, utilizing all or some of these elements will surely help! The capacity to acknowledge, compose, and execute different tunes and rhythms of sound and music is known as Musical Intelligence. It has been connected with professionals such as musicians, composers, conductors, opera singers, and music professors. How does this impact Online learning? Learners with a strong musical aptitude think in terms of melody, which implies they react exceptionally well to Online Learning material that includes audio-like multimedia introductions with sound effects. Why not create an engaging experience for these learners by utilizing melodic pieces that reinforce the subject matter? This is the capacity to employ one’s physicality to solve issues; here, cerebral capabilities work harmoniously with bodily movements. Vocations typically related to this intelligence include athletes, physicians (particularly surgeons), dancers, and physiotherapists. Integrating Online Learning with Kinesthetic Learners: Kinesthetic learners learn best through real-world experiences. To engage this type of learner, integrate several interactive methods and techniques that allow them to feel, touch, move around or manipulate objects in a virtual environment. For example, use drag & drop interactions, simulations, and educational games to make learning more engaging for kinesthetic learners. This is emotional intelligence – the capacity to recognize, comprehend and respond to the feelings, intentions, wishes, and motivations of others. It’s a critical skill that helps you collaborate effectively with your peers for successful outcomes. Careers commonly associated with this type of intelligence include educators, politicians, counselors, religious leaders, psychologists, vendors, and trainers. Regarding Online Learning specifically: social learning is one of the most powerful methods for engaging interpersonal learners who enjoy collaborating and interacting with their peers as they learn. Encourage students to exchange ideas in online discussions through both inside or outside social media channels; furthermore, ask them to consider others before making decisions using scenario-based activities. Developing an understanding of one’s own emotions, intentions wants, and motivations is a key element in emotional intelligence. Pursuing careers such as university professors or philosophers can boost this critical skill set; however, those who choose high-status professions may also benefit from the power that comes with self-awareness. Empowering Intrapersonal Learners Through Online Learning: Intrapersonal learners are most engaged when they can contemplate how their knowledge can be applied to their own lives. Providing them with meaningful scenarios and real-world benefits increases enthusiasm, introspection, and self-reflection. Additionally, it is beneficial to provide resources for further independent study so that intrapersonal learners can identify personal or professional goals and mistakes to achieve success. Can Someone take my online class? So, if you’re wondering, ‘Can someone take my online class?’ – the answer is yes! With a better understanding of multiple intelligences, you will know exactly how to get the most out of your online learning experience. And remember – no matter what kind of learner you are, there’s always something new and exciting to discover! My online class services provide the perfect solution to get you started on your journey of understanding multiple intelligences. Whether a single course or a whole semester, my online class services can provide the resources and guidance needed to make sure you make the most out of your learning experience. With do my online class services like this at your disposal, there’s no need to worry about not having enough time or knowledge to do well – take advantage of multiple intelligence theories and get the best result possible! So, that’s all, folks! We hope this article has provided you with some insight into the concept of multiple intelligences and do my online class services. Whether you’re a student, teacher, or just interested in learning more about different forms of intelligence, do my online class services can help! With do my online class services like these, learning how to use multiple intelligence theories is easier than ever – so get out there and start exploring! Who knows what new insights and ideas you’ll discover! Good luck on your journey to understanding multiple intelligences – we wish you success!

<urn:uuid:e3bac9d9-d3b6-4f03-b30f-359bd679732e>

CC-MAIN-2023-14

https://businessheight.com/multiple-intelligences-in-online-learning-the-theory-its-impact/

s3://commoncrawl/crawl-data/CC-MAIN-2023-14/segments/1679296948756.99/warc/CC-MAIN-20230328011555-20230328041555-00548.warc.gz

en

Artistic and cultural expressions Film and moving images are a natural part of children’s and young people’s everyday lives, whether at the cinema or on TV, online or through social media. Film can be a door opener for different ways of experiencing and telling stories, and mirror children and young people’s own lives and the society in which we live. Through film in DKS, students can meet filmmakers and film genres such as the documentary, short film, feature film and animated film. They get the opportunity to see and experience film art, participate in a film workshop and get an introduction to film history, film production and film criticism. All people have a cultural heritage, with their personal combination of culture, experiences and history. We are thus all involved in defining what will be the cultural heritage of the future. It is about the big questions in life, the dilemmas and the opportunities – which enable us to reflect on the people of the past. Cultural heritage in DKS covers many subject areas and subjects. It includes, for example, storytelling, traditional crafts and cultural monuments, industrial heritage and the heritage of minorities. Intangible and tangible cultural heritage are equated in the DKS context. The themes embrace both what we are proud of, which we want to safeguard – in addition to the history we are ashamed of, but which equally deserves a place for debate and criticism. Cultural heritage in The Cultural Schoolbag is thus a space for the great conversation about history writing and selection. What was the first book someone read to you? What book has changed you and the way you think? What is the best book you have read? The encounter with literature in The Cultural Schoolbag should offer pupils something more than the literature they receive through teaching; whether it’s by meeting an author or other ways of disseminating quality literature. In this meeting lies the opportunity to create both enthusiasm and a curiosity which will hopefully make the pupil want to continue into the book. In the book you can find identity and belonging, you can seek comfort and you can escape. It should broaden horizons and give children and young people something they might not have known they needed. Therein lies the power of good literature and good literature dissemination. Music occupies a large place in the culture and life of children and young people, and The Cultural Schoolbag wants to convey the great expressive and cultural range that exists. Music in DKS aims to inspire new experiences that can leave a mark, open ears and doors to sounds and melodies you didn’t know existed. Music in DKS will offer everything from folk music and classical music, to hip-hop and rock. The student can meet orchestras, bands or solo performers. Performing arts in The Cultural Schoolbag includes a variety of scenic expressions and genres within theatre, dance, opera and modern circus. Here we find both large-format performing arts productions, which are shown in cultural venues for several hundred students at a time, and smaller-format performances, interactive productions and workshops that can easily take place in the classroom. Visual arts in The Cultural Schoolbag also includes the disciplines architecture, design and handicrafts. The productions take all imaginable forms: Artist meetings, museum visits, screenings, studio visits, performative works, lectures and workshops. It almost has to be this way, because the art in DKS must be as diverse, boundless and unruly as all other art. Therefore, visual art will also often form part of various constellations with other artistic and cultural expressions, such as film, literature or performing arts.

<urn:uuid:168b5337-7ec0-4caf-833e-ac8303bfa4e7>

CC-MAIN-2023-14

http://www.denkulturelleskolesekken.no/english-information/artistic-and-cultural-expressions/

s3://commoncrawl/crawl-data/CC-MAIN-2023-14/segments/1679296944996.49/warc/CC-MAIN-20230323034459-20230323064459-00148.warc.gz

en

A Literary Analysis by Megan in grade eight Bouchard, David. The Colours of British Columbia. Vancouver: Raincoast Books, 1994. I know this author is reliable because he has written five other books including the best selling If You’re Not from the Prairie… and the award-winning The Elders are Watching. I also know he is a reliable because he is now a school principal in West Vancouver and a popular storytelling performer in schools throughout Canada. The category of this perfect picture book is repetitive pattern, informational pattern and rhythm-rhyme pattern. It is a repetitive pattern because the author uses “I remember” more than once at the beginning of sentences. It is also an information pattern because it tells readers about beautiful British Columbia and the wonderful colours in the towns in which we live. This amazing illustrated picture also contains a rhythm-rhyme pattern because the author uses “een” words in the same sentences. The author also uses “ame” sounds and “o” sounds. This wonderful picture book describes, in words and pictures, famous sites in beautiful British Columbia. This book has amazing paintings which I am sure readers would love. It is recommended for readers of all ages. Point of View: This picture book is in the 2nd person point of view. Here are some examples: - pg.12 “You’ll probably remember clowns at the circus or toys that were lost as you’ve grown” - pg. 22 “To learn of our brown, you will have to go into the heart of our wonderful land.” - pg. 24 “To seek out our purple you’ll have to go down to the beach anytime of the year.” The tense of this picture book is present tense. Here are some examples: - pg.12 “It’s always the colour we see in the evening, a sunset so often aflame.” - pg.8 “Let me now tell you, while fresh in my memory, i found my first colour in trees.” - pg.18 “Of the moaning and calling of distant fog horns, like a crying with no one around.” - pg.18 “…it’s a spirit that speaks…” - pg.12 “It’s like a picture, painted on velvet…” - pg. 12 “… a sunset so often aflame.” - pg.10 “… tall trees…” - pg.14 “… this truly…” - pg.8 “more and mere” - pg.14 “ were and here” - pg.14 “ earth and birth” - pg.29 “wondrous and gardens - pg. 28 “ winter and summer” - pg.12 “It’s just like a picture, painted velvet…” - pg.12 “Well it doesn’t look like velvet, it does looks like dreams…” - pg. 18 “Somewhat like blue but softer and wet…” - pg.18 “That feels much like rain, hung low in a cloud with tones of soft gentle clay” - pg.18 “…like a crying with no one around.” - pg.10 “ I remember…” “I remember…” “I remember…” - pg. 29 “ It’s not just our wondrous gardens” “It’s not just our mountain trails.” - pg. 29 “ It’s more than our B.C. fruit.” “It’s more than our salmon or whales.” - pg. 10 “…unless you have stood deep in the rain.” “Stood deep in our forest…” - pg. 16 “…blue…blue…” I can connect to this picture book because when I was little I traveled around B.C with my family. I hardly remembered what anything looked like, but reading this book reminded me of all the beautiful sights I saw so long ago. Reading this picture book also reminded me of all the colour we have here in B.C. I guess I still travel B.C, just not as much. But I still go in summertime, for a couple of weeks, to Kelowna and places like Peachland, West Bank, and Summerland. (One summer I even went to Rattlesnake Island, in the middle of Okanagan Lake, to a place where customers can park their boats right in front of a restaurant!) Every summer, I also go up to 100 Mile House and stay with my grandfather for a couple of weeks. We travel up to Williams Lake and Prince George and go fishing, quading and horseback riding. I love travelling to far-away places. I like seeing the beauties of nature and visiting all the little towns. This picture book by Bouchard brought back all those wonderful memories. A Planning Sheet to help you write your own Literary Analysis

<urn:uuid:e0d15b4e-5440-4e2a-bf2c-7e329171e060>

CC-MAIN-2023-14

https://msrosenreads.edublogs.org/2015/11/15/a-literary-analysis/

s3://commoncrawl/crawl-data/CC-MAIN-2023-14/segments/1679296945473.69/warc/CC-MAIN-20230326142035-20230326172035-00347.warc.gz

en

Mental health issues vary among communities, especially in the extent to which they are discussed and prioritized. Growing up in a Hispanic household and living in a predominantly Hispanic community, I observe firsthand how mental health struggles are commonly viewed as inappropriate, embarrassing, or even shameful. This mindset contributes to the stigma surrounding mental illnesses, causing people to suffer in silence for lengthy periods of time. This silence exacerbates a variety of circumstances that might contribute to mental health problems, such as immigration, acculturation, trauma, and generational conflicts. It should be noted that the Latinx/Hispanic population faces unique structural and institutional barriers that may make it harder for them to get mental health care, which makes them less likely to ask for help. Barriers in Hispanic communities: As a Hispanic first-generation individual, I notice how Hispanic families and communities are highly private and do not like to share their mental struggles in public. This perspective perpetuates the cycle of stigma around mental health in the community, as discussing it might be considered taboo. Many Latinx individuals are familiar with the saying "la ropa sucia se lava en casa" (roughly translated as "don't air your dirty laundry in public"). Some people avoid seeking mental health therapy for fear of being labeled "locos" (crazy) or attracting humiliation and unwelcome attention from their families. Stigma within the Hispanic/Latinx community can also prevent individuals from recognizing the symptoms of mental health conditions and seeking assistance. As a result, individuals may avoid seeking treatment. Hispanic communities are vulnerable in the face of mental health struggles, but they are also subjected to disparities in both access and quality of treatment. According to the National Alliance on Mental Illness, more than half of young adults ages 18–25 with serious mental illness do not receive treatment. This inequality makes the Hispanic community more vulnerable to coping with the stressors hindering their lives because, without accessible help and treatment, mental health struggles are difficult to overcome. Many Hispanics come to the United States illegally in hopes of a better life, and this choice is often accompanied by the terror of deportation. As a result, many Hispanics don't get the aid they need when they really need it. For example, my mother emigrated to the United States when I was two years old, and this experience would be a constant hindrance to her. My mother once told me that she suffered from "mental instability, sadness, and fear" but that she was unable to get professional assistance due to a lack of insurance and documentation. In spite of the fact that millions of children of illegal immigrants are eligible for health insurance under the Affordable Care Act, many families may be unaware of their eligibility or reluctant to register for coverage out of fear of separation or deportation. When seeking counseling for personal or highly intimate situations, a person's inability to communicate effectively with professionals due to a language barrier can be heartbreaking. These are not easy discussions for anybody to have, but they can be much more challenging for people who may not share a common language with a potential provider. But things are changing for the better, and minority groups in the U.S. are slowly becoming more open to getting mental health care when they need it. Mental Health Resources for the Hispanic Community: Lack of information surrounding mental health issues can prevent people in Hispanic/Latinx communities from getting the help and support they need. Compartiendo Esperanza is a three-part video series that explores the journey of mental wellness in Hispanic/Latinx communities through dialogue, storytelling and a guided discussion on the following topics: Youth and Mental Wellness: “Sanando Juntos”/“Healing Together” Community Leaders and Mental Wellness: “Las Raíces de Nuestra Sanación”/“The Roots of Our Healing” Latinx Families and Mental Wellness: “La Mesa”/“The Table” American Society of Hispanic Psychiatry Promotes the research, education, advocacy and support for those in the Hispanic community. Offers a “Find a Physician” feature on their website. A database of therapists who either identify as Latinx or has worked closely with and understands the unique needs of the Latinx community. The website is also offered in Spanish. A database for Latinx individuals seeking a diversity of mental health and wellness resources, courses and workshops. The website also offers a national directory to help find a therapist and navigate the patient/client-mental health provider journey. Mental Health America’s Resources for Latinx/Hispanic Communities General mental health Spanish-speaking resources, including a list of Spanish-language materials and Spanish-language screening tools. A directory of Hispanic/Latinx therapists.

<urn:uuid:11135e86-3fcd-4e32-901a-6ff5ef3d8f49>

CC-MAIN-2023-14

https://www.intouchblog.com/post/the-fear-of-being-labeled-loco-in-the-hispanic-community-disparities-in-mental-health

s3://commoncrawl/crawl-data/CC-MAIN-2023-14/segments/1679296943750.71/warc/CC-MAIN-20230322051607-20230322081607-00749.warc.gz

en

Assessment: Becoming Authors – A Case StudyGalileo Educational Network November 24, 2016 Focus On Inquiry Research Series and Dimensions of Inquiry Creative writing is a classic school assignment. But getting students to write without understanding how actual authors do the job is only scratching the surface. Here, students from Exshaw School in southern Alberta are apprenticed into the world of being a writer, editor and publisher. They end up engaged in the process and excited for the outcome. We’ll outline the details, but you can also check out the full video below. Students watched the beginning of an animated short and were asked what could happen next – how does the story end? In this task, they were challenged to think and behave like real authors. Rubrics, detailed conversations and other assessment tools were used to apprentice students into brainstorming, writing, editing and presenting the rest of the story. This task illustrates how assessment that mirrors work in the discipline can be meaningfully woven into task design. The Teacher’s Objective: “(Going into the task) I wanted to build on a lot of the work that we had done previously, which was to dissect stories, and to look at all the parts of a story so that when they go to write, they know that they’re capturing all those pieces that a real author would put in their book.” - After the animated short was paused right before the climax, the class was abuzz with what was going to happen. Students immediately started to problem solve and make predictions. They brainstormed in pairs. According to the teacher, this was important to further develop comprehension, oral language and communication skills: “Talking through the story is very valuable, even before you put pen to paper.” - Working in groups, students identified story components and made storyboards to visually map out the climax, the attempts to solve the problem presented in the story, and what the resolution would be. “They got to feel like they were writers,” said the teacher “but they were not alone in that process.” - Using their completed storyboards, students continued to work in their group to prepare an initial draft. The process was ongoing, with feedback from other groups and from the teacher, who used small-group conferencing strategies: “Conferencing for me, was like immediate feedback,” the teacher said. “We could talk about where they’re at and what they’re writing. And ask them questions to probe their processing. There was opportunity for me to do some assessment for learning in that moment so that they can continue to work on their piece.” - There were more edits and drafts. As they fine-tuned their story, students used a rubric they helped develop. This determined next steps, whether their work was ‘on track’ and whether it was up to the standards of a professional author, editor and publisher. “We talked about what would we be looking for and we tried to use real, professional writer terminologies,” said the teacher. “So we talked about when you’re a writer, you have to bring your work to an editor who’s going to look at it and make sure that all these important things are included in your writing: The story has to make sense, it has to be exciting and interesting and of course, it has so be done correctly in terms of grammar, sentence structure, things like that.” As they finished their stories, students were still curious to find how the animated short ended. Seeing how someone else concluded the story helped the kids realize they’re authors too. “Writing isn’t just what happens on the paper,” said the teacher. “It’s a creative process where the conversation and the ideas and dialogue between partners when writing the piece is just as important. So the student who maybe isn’t as strong in actually recording, they were very much involved with myself, and their partner and/or another adult in the room, to contribute to the story….the kids were all involved in that process of being an author, creating the story, and including all those elements.”

<urn:uuid:6c23bf67-2c87-4903-b85b-3999dac40c22>

CC-MAIN-2023-14

https://galileo.org/blog/becoming-authors-a-case-study/

s3://commoncrawl/crawl-data/CC-MAIN-2023-14/segments/1679296943562.70/warc/CC-MAIN-20230320211022-20230321001022-00748.warc.gz

en

What Are Personal Boundaries? Personal boundaries are a collection of physical and psychological limitations that individuals require to maintain a sense of privacy and autonomy in their day-to-day lives. While what defines acceptable limits for personal boundaries varies from individual to individual and also from culture to culture, common themes exist. Increasing levels of portable and easily accessible communications technology have also served to add stress to the ability to maintain acceptable levels of distance and privacy within society. Included in the concept of personal boundaries is the concept of acceptable behavior in social groups. Both religious and political beliefs as well as levels of economic and social status in a group will create a unique set of personal boundaries for each individual. What may be entirely tolerable for one person as a subject of conversation may be intolerable for another. Such violations of personal boundaries often remain hidden unless the offended individual is willing to face rejection and admit that the behavior is unacceptable to him or her. Spatial empathy, or the study of proxemics, is one aspect of personal boundaries that is immediately apparent when individuals intermix in unfamiliar social settings or cultures. Human beings retain a personal space, or bubble of territory, around themselves as they move about, with a psychological claim to it as their own. When this is intruded upon, it can be a violation of personal boundaries. Proxemics is the study of how this space is defined by individual cultures, and includes not only individual space, but also the space allotted to distinguish homes and towns from one another as well. Citizens of the US and Northern Europe tend to define a larger personal space than people of other cultures, which is the distance close enough to shake hands, or about 2.5 feet (0.8 meters), whereas Latin American or Middle Eastern concepts of personal space can be less than 1 foot (0.3 meters). This has the net result of social encounters where those with larger defined spaces back away from those with more narrowly defined spaces, who are compelled to continually move in closer, creating discomfort for both groups. By contrast, some Asian cultures like that of Japan demonstrate an even larger personal space, where the practice of bowing requires at least three feet (0.91 meters) of distance from the other individual. The merging of acceptable personal boundaries involves nonverbal communication, such as hand gestures and body movements, which are known to be a large part of how human beings convey emotions. Nonverbal communication is used to communicate personal boundaries in one of two ways. Either it is composed of symbolic gestures meant to establish levels of assertiveness such as a thumbs up gesture, or a raised fist, which can be a bullying gesture used to limit someone else's personal boundaries. Such communication can also be composed of conversational gestures coordinated with speech to convey an increased sense of meaning and group solidarity. Environmental psychology suggests that when an individual has mixed into a culture or social group that is different from his or her own, it is his or her obligation to adapt his or her personal boundaries to more closely align with those of the group, at least on a temporary basis. At the same time, most social psychology recommendations are for individuals to be more vocal in expressing their comfort level and values with regard to boundaries since the natural inclination is to suppress them. When such boundaries are rebuilt however, it can often lead to failed relationships, as strong differences prevent close interaction. My problem has always been setting personal boundaries in relationships. There are times when I don't want someone hugging me or putting their arm around when I'm not prepared for that kind of intimacy. It has nothing to do with my feelings for that person, but more to do with the way I grew up. My family usually kept their distance around each other, and we rarely gave out hugs or pats on the back. I've dated women who grew up in families that practically wrestled each other every time they met. It's never easy to have the conversation about personal space boundaries. Someone who enjoys snuggling or hugging might not understand why someone else doesn't like to be touched. I have found that my personal space boundaries change depending on the circumstances. My wife and children can practically climb on top of me, but I feel uncomfortable if a co-worker stands within three feet of me. There have been times when I've tried to work on a creative writing project and have had to order people out of my imaginary personal space. I just can't concentrate when someone gets too close for comfort. Post your comments

<urn:uuid:1107a068-792d-4c9f-8324-ce2903fce507>

CC-MAIN-2023-14

https://www.wise-geek.com/what-are-personal-boundaries.htm

s3://commoncrawl/crawl-data/CC-MAIN-2023-14/segments/1679296948867.32/warc/CC-MAIN-20230328135732-20230328165732-00348.warc.gz

en

How can your child create an effective word bank? You can tell your child till you're blue in the face, "You have to build a word bank. Just start picking out words and writing a list in your notebook, or at the back of your exercise book". It's simple! But, is it that simple? Once they have done this, there are a few questions that they need to ask when deciding which words should be part of their word bank: Are they collecting words that phonetically sound the same? Do they want to collect words that they have previously spelled incorrectly? Do they want to collect words that are similar (synonyms) or totally opposite (antonyms), or both? Do they want words that are categorised by grammar, topic, or are from other literacy groups? If you are unsure, don't worry. I have a few methods that can help answer most of these questions... How to organise your word bank for writing Children feel more at ease when there is a structure or order. Especially when it comes to collecting new vocabulary to use for their writing. Categorise your word bank into Grammar Groups Quick Tip 1: Nouns: Always list nouns first. Be sure your child lists specific, concrete nouns and help them generate synonyms for frequently used words related to the topic. Adjectives: Split the column into six sections to differentiate characteristics and the five sensory adjectives (sight adjectives, sound adjectives, smell, touch, and taste). Adverbs: Show your child how to turn adjectives into adverbs by simply adding the ly. Verbs: Ensure your child includes power verbs to help a reader vividly picture the action. Quick Tip 2: When your child has organised their words into the basic grammar terms, why not get your child to place the words into other more advanced writing groups, that can help develop their creative or analytical writing. Why Does Your Child Need A Word Bank? As an adult, it might be quite self-explanatory to why your child needs an effective word bank, but young people would beg to differ. Many of my students only see the benefits of a word bank when they are actively using it and they clearly know how to. But the benefits of using a word bank consistently includes: It helps your child to remember keywords or terms to either a specific topic or language. It helps your child to be more organised and independent in their own learning. It helps your child to prioritise ideas and words more effectively in their writing. And finally, it helps your child to be more consistent and create a routine when collecting vocabulary. Interactive Ways To Create A Word Bank At Home Create a Word Wall Word walls can be really useful for every child, especially visual learners. It gives them the opportunity to have their words displayed on their bedroom wall where they can see them at all times. Also, they can design their word wall and this can create a sense of ownership over their list. Why not have your child's list displayed on their wall in a bold and colourful text? You can also have pictures that associate with the words, which will help your child with word association. Have a dedicated notebook This is the most common way to collect a word bank, and it would be best for your child to have a dedicated book that is only used for their word bank. In my experience, when most students keep a word bank behind their exercise books, this tends to get lost in the archives. So if your child has a notebook for only their word bank, this would help your child to be more organised when recording their desired words. This might also be a great opportunity for your child to design and decorate their notebooks and a great excuse to be creative! Store words on the computer As we all know, with every notebook we own, it can easily go walkies or get lost. So it is always useful for your child to have their list stored on a word document as a backup. You can have their word bank on the computer as the master copy and their notebook as a rough copy, that might be good practice for your child. This will encourage them to take more responsibility in their word bank. Create a Wordle Wordles are a great way to get your child interested in words and their association. It is a great visual tool that many of us educators use for lessons, but they are very easy to create at home too. This type of format is great to use if your child has certain subject terminology that they need to learn for a specific topic. Please go to the following link so they can start creating their wordle: https://wordart.com/ Get some useful word banks online There are many sites you can access online that can give you a great word bank. But I think the best ones I have seen is from: This site has not only amazing word banks that are categorised depending on the subject, age level, and topic. But it also contains other great resources that are so easy to access and print for your child at home. This is definitely my go-to when it comes to great literacy resources. This site has some awesome word banks and other useful visual resources for your child. A lovely platform to discover new ideas from other educators and parents alike. So to conclude, when creating a word bank for your child make sure: Categorise your word bank into a specific group: - Grammar: Adjectives, Adverbs, Verbs, and Nouns - Advanced writing techniques E.g Poetic Verbs, Onomatopeia, Sensory Language, Emotive Language, etc - Pick a way to store or collect your word bank. E.g Word wall, notebook, word document on the computer, wordles, using word banks online.

<urn:uuid:0582ef86-8a63-464c-b0d8-6234e4f08091>

CC-MAIN-2023-14

https://www.chamatuition.com/post/how-can-your-child-create-an-effective-word-bank

s3://commoncrawl/crawl-data/CC-MAIN-2023-14/segments/1679296949701.0/warc/CC-MAIN-20230401032604-20230401062604-00767.warc.gz

en

poetry as a strong option in the Language classroom of the time literature is mainly related to reading and writing, but it may play the same meaningful role in teaching speaking and listening if we design creative activities. Teachers can use literature in the classroom for different purposes such as reading aloud and dramatizing a poem, teaching pronunciation, and many other activities.There are many advantages of using literature in the Language classroom. To talk about the general advantages of literature can be a broad approach thus; we will not focus on them. Instead, we will have a look at the benefits from three different perspectives: literature as genuine and authentic material, as a good language source and as a bridge to get the learner interested and also, we will mention poetry as a strong option to develop students’ skills. is authentic material which keeps our students motivated and promotes favorable attitude toward learning.Poems, novels, and stories can bring powerful emotional responses to the classroom. Furthermore, students can relate their own real lives to the stories they read.Literary texts help students to improve language learning. However, literature by itself is not enough; teachers need to use imaginative techniques for integrating literature work with language teaching. It is also necessary to bring motivating methodology and to choose the right material to keep students interested. they use literature they learn about language structure without even noticing, this helps to develop their communicative competence, what as we know, is the ultimate aim of English learning. can be seen as the bridge between the learner and the culture of the people whose language they are studying; in order to get the learners interested in the culture, we have to carefully select the literary texts according to their interests and level of comprehension. WHY DO WE USE POETRY WITH THE LANGUAGE LEARNER? is a short piece of imaginative writing, of a personal nature and laid out in lines. In this sense, poetry is a product of the language and a tool to teach it, a tool to teach grammatical clues and a product when students make a composition of any topic. of the poems include metaphors. Students can use cognitive skills by making comparisons between two different things and finding their similarities. The figures of speech used in poetry such as metaphors, similes and personifications help students to have a better understanding of the use of language in an is a way for teaching and learning basic skills. It can be used as an enjoyable and a rewarding tool with the properties of rhyming and rhythm. It helps students to easily learn with the supra-segmental aspect of the target language, such as stress, pitch, intonation. Using poetry while teaching English can have many benefits: It encourages creative writing. It helps students appreciate sounds words and patterns. It develops phonic skills. It makes students express feelings and opinions. It provides a great opportunity to play with language. It reinforces the ability to think and to experiment with students’ understanding of the world. It helps to acquire vocabulary, creativity and imagination. it reveals, restates, reinforces and affirms those things which we think are true. It gives the chance to discover and explore the use of the It generates collaborative activities (pair and group work).

<urn:uuid:7c00ee75-d08c-436e-9bca-913bb1150656>

CC-MAIN-2023-14

https://csmefgi.blogspot.com/2014/07/

s3://commoncrawl/crawl-data/CC-MAIN-2023-14/segments/1679296949678.39/warc/CC-MAIN-20230331175950-20230331205950-00148.warc.gz

en

Add Character to Your Course By Justin Lawrence | When creating a course, you want to make sure that the learner can easily grasp the concept. Crafting perfect learning outcomes that align with the course content often takes precedence over content such as graphics, film, or animation. However, you need to be sure to look at all the aspects and how they work together. Animation is a great way to help with the learning process and is a more interesting way to communicate complex information. Content Is King It is important to make sure that the content is well written and simple to learn, and it needs to be written with a broader perspective. Engage with the various teams involved and make sure that it works across each process of creating a course. Content is very important as everything stems from here and if it is well written, translating it into different forms of learning becomes less of a challenge. Also, ensure that the way the learner will grasp the content is part of the thought process. A great video is only as good as the written content, and adding visuals enhances what is already there. The word “ANIMATE” comes from the Latin verb “ANIMARE,” meaning to make alive or to fill with breath. Why Character Animation If you think about your favorite stories, what do you remember? What is it about the interaction between the characters that strikes you? It’s natural to feel empathy when seeing a hero overcome his/her challenge or go through a difficult time. There’s something about seeing this that allows us to relate and understand what the character is going through. This is what the learner sees and experiences when going through an online course. Character animation allows the learner to be more engaged and understand more complex concepts that are difficult to explain. Learning by seeing how someone does something is more effective, and it allows for a lighter and more fun approach to what is often quite boring content. You can also avoid being limited by reality or the realistic way things work, allowing for creative approaches and new ways to explain the content. Animation is all about storytelling and usually has a lesson or moral to the story. You can use these two concepts when thinking about how to enhance online learning. On this journey of education, there are various checkpoints along the way to the end goal. Instead of thinking of learning as a straight line, it’s more of a winding road, and you should approach crafting the learner’s journey this way. It is simply more interesting to read a story filled with ups and downs than to read a synopsis of what happened. You might already know how the story ends, but still enjoy discovering how to get to the ending. Finding ways to tell a story that the learner can follow will allow the course to be captivating, helping with the learning process. How Long Does It Take? Time is the deciding factor in most cases. Character animation indeed takes more time, but the advantages outweigh the time spent. You can communicate without being limited by language barriers and don’t have to worry about misinterpretation. That being said, there is a particular skill set that is required to achieve this. There are various processes involved in creating a story through animation, like character design, rigging, and character performance. Be mindful of these processes when deciding to use this learning approach and avoid overloading videos with too much content. To sum up, character animation is a great way to transform your content into a story that the learner can stay engaged with throughout the course. However, it is important to be mindful of the time and budget required to achieve this. There are endless possibilities and ways you can create interesting videos; the only limitation is your imagination. Animator at Construct

<urn:uuid:09cc49ec-8524-4b3c-b7a8-02b9f8363097>

CC-MAIN-2023-14

https://www.proversity.org/post/add-character-to-your-course

s3://commoncrawl/crawl-data/CC-MAIN-2023-14/segments/1679296950528.96/warc/CC-MAIN-20230402105054-20230402135054-00769.warc.gz

en

If you are studying Physics, here are five tips on how to score well in your exams and tests: #1 Read the units for measurements correctly Read the units carefully and convert them to the correct base units whenever necessary. For example, whenever a physical quantity is substituted into a formula, it should be converted into its base unit (eg: 5 km = 5000 m). This ensures the teachers know that you understand the question fully. Students sometimes miss out this step and lose marks. Remember to write the correct units of an answer. It’s often observed that students leave the final portion of a calculation without mentioning the correct units. Just a number without a unit makes no sense in Physics. It shows that the student is either not mindful of the importance of using the correct units, or that they do not fully understand the concept of the question, even if the numbers in the answer are correct. It can make the difference between scoring an ‘A’ grade or a ‘B’ grade. #2 Utilize the entire graph sheet Utilize the entire graph sheet when drawing a graph. A part of Physics is the ability to plot down values and compare them based on other values that increase linearly (units such as time, temperature, and gravitational strength). Students are marked on their ability to draw graphs which accurately illustrate points of comparison between the different values. It is important to choose a proper and relevant scale on the X and Y axes so that the points plotted in the graph are spread across the entire sheet. This ensures that a more accurate best fit curve can then be drawn. Students will often overlook this point and end up losing marks for drawing a relatively small graph, even if their calculations from the graph are correct. #3 Memorise definitions There are many questions in Physics which require students to understand and write down the proper definitions using relevant scientific terms. In certain cases where there may be alternative ways of expressing a concept, it is imperative to use the correct terminology when writing down your definition. Use of alternative words and rewriting a definition without the specific terms of the set definition will lead to lost marks. Teachers are not looking for creative writing, but rather a student’s ability to remember specific quotes or definitions. You can minimize the chances of being marked down by simply remembering the key words and phrases and then practising them in and out of class. This will help you to get maximum marks for any definition based question. #4 Write down the formulas Write down the formulas you are likely to need when writing an answer. A subject like Physics requires students to understand and use many formulas when answering a question or providing a solution to a set scenario. Students will often forget to write the formulas used to analyze or logically evaluate a scenario. Writing the correct formulas will not only help you to get more marks but it also saves time when explaining something. This is because examiners want to assess how well you understand a concept. By writing down the correct formulas even if the final answer may not be correct, you will still receive marks for partial competence with regards to the set scenario. #5 Show the workings of calculations Students must show all the required working, including the use of appropriate formulas, conditions and conclusions in order to obtain the full allocation of marks for a given question. Some students do not get rewarded with the full marks for a question even though their final answer is correct because certain steps required to derive the answer are missing. Double check your calculations in an exam, so that any mistakes that you may have made when tackling a scenario can be identified and then corrected. Students should also ensure that they do not spend too much time on one question, so that they will have adequate time to check through their answers to ensure that careless mistakes are spotted and corrected.

<urn:uuid:b18a6ac7-0d49-4d30-adda-29ee43e70cb2>

CC-MAIN-2023-14

https://www.insworld.edu.sg/physics-tips-simple-tricks-to-score-higher-grades/

s3://commoncrawl/crawl-data/CC-MAIN-2023-14/segments/1679296945333.53/warc/CC-MAIN-20230325130029-20230325160029-00769.warc.gz

en

#youcanbeawriter #bookcampaign #booksontourpr A writing session unto itself, to teach budding writers how to structure stories, incorporate all the necessary elements, and inject sparks of imagination, You Can Be A Writer opens up a plethora of literacy and language opportunities for primary school-aged children. From setting up for writing, to planting and sowing the idea seeds, to fleshing out characters and storylines and being an editing story inspector, each task can be broken down into simple and fun steps as a part of the writing process. Here, we’ll explore a few activities to help with the start, and the end, of the creative writing adventure. *You Can Be A Writer is written by Teena Raffa-Mulligan, published by Sea Song Publications. Key Curriculum Links: ENGLISH Ages 6 -12 years *The full set of You Can Be A Writer teaching and learning activities, (with BLM worksheets) can be downloaded at Teena’s website here. Decorate the front of a notebook that can be used to jot ideas, sketches and stories. Include a title (____’s Writing Journal), and a title page with ‘About Me’ information. Becoming a Story Gardener – Idea Plant (ACELA1443) (ACELA1447) (ACELA1453) (ACELA1454) (ACELA1460) (ACELA1463) (ACELA1470) (ACELT1581) (ACELT1582) (ACELT1584) (ACELT1589) (ACELT1591) Ideas are everywhere! Discuss where we can find ideas, and how we can grow them. On leaf shapes, write down places where ideas can be found. For example, in your imagination, feelings about an event, from memories, dreams, TV / movies, books, songs, other people, and so on. Paste all the leaves onto a large paper stem. At the top of the stem, paste a flower shape with six petals. This is the fertiliser to grow your ideas. In each petal write the questions; Who? What? Where? When? Why? How? and in the middle; What if? Display and use as a reference when writing stories, or include a small version in each student’s writing notebook. “It’s time to be a story inspector.” Use or make a magnifying glass to find the different punctuation marks in the book, You Can Be A Writer. What do they represent? Point out some full stops, commas, question marks, exclamation marks, ellipses, colons. Are there any others that you know? Make punctuation stick puppets to use with your own sentences. Begin with a question mark, exclamation mark, comma and full stop. Where in the sentence can they go? Read your sentences aloud with intonation and expression! #youcanbeawriter #creativewriting #primaryeducation #literacy #language #imagination Please follow Teena Raffa-Mulligan at these links: You Can Be A Writer is available for purchase at Teena Raffa Mulligan | Booktopia You Can Be A WINNER! It’s the You Can Be A Writer #BookGiveaway! Click here to enter to WIN a copy of the fabulous writing tool, You Can Be A Writer! Join us on a storytelling adventure across the blogosphere as we take Teena Raffa-Mulligan and her interactive picture book, You Can Be A Writer on tour, appearing at the following media sources. Organised by Books On Tour PR & Marketing. Email: [email protected]

<urn:uuid:7d54c3a3-b3dd-4433-acdd-2862d189d290>

CC-MAIN-2023-14

https://www.justkidslit.com/you-can-be-a-writer-educational-activities/

s3://commoncrawl/crawl-data/CC-MAIN-2023-14/segments/1679296944996.49/warc/CC-MAIN-20230323034459-20230323064459-00148.warc.gz

en

Tips for reading and writing instruction with Flocabulary From nouns to verbs to research skills and argumentative essays, Flocabulary’s language arts units teach key concepts for all grades. Our standards-aligned hip-hop videos and supporting activities are uniquely engaging and student-centered. Flocabulary’s reading and writing instruction covers grammar, research and study skills, and literature too! Teaching and writing poetry Flocabulary is the perfect platform to support teaching and writing poetry in reading and writing instruction. Hip-hop is a form of art and each rap’s lyrics are like poetry. Teachers can bring poetry into every ELA lesson with Lyric Lab. Lyric Lab is Flocabulary’s academic rhyme writing activity. After watching a video about a topic students can complete supporting activities to deepen their academic vocabulary exposure. The most comprehensive way for students to show what they know from a lessons vocabulary is with Lyric Lab where students use the vocabulary terms in any Flocabulary video and use them to write academic rhymes. Lyric Lab’s built in rhyme-generator makes this process easier. When finished with a 4 line (or longer) academic rhyme, students can set it to a beat and perform it as rap or just use it as academic poetry. Teachers can use the Rhyme (grades K-2) and Rhyme & Rhythm (grades 3-12) and Hip-hop Fundamentals lessons to support poetry writing in the classroom. Assign grammar videos as independent work You may find that students are consistently making the same grammatical errors in their writing. Perhaps some have difficulties with prepositions, and others need to better understand commas. Assign Flocabulary grammar videos after writing to help meet students where they’re at and master grammar usage. Make writing engaging We know writing can be hard to teach in any grade level or subject area. There are lots of reasons students avoid writing. It could be they feel overwhelmed by writing since it’s an abstract task, they struggle organizing their thoughts, the writing process takes too long, they struggle with poor reading and spelling skills which makes writing even more difficult. Throughout these struggles, it can be difficult to keep students engaged. We know that student choice and topics students can relate to keep academics engaging. Before students can sit down to write anything they need to understand the vocabulary of a topic. With Flocabulary, students can master academic vocabulary in any K-12 core subject area through a variety of activities with varying levels of complexity. Flocabulary’s focus on connecting school to student culture gives students topics they can relate to. Flocabulary’s lessons are culturally relevant and applicable to real life. This can jumpstart writing engagement in the classroom. For any writing topic, start with Flocabulary to spark interest and creativity, give student choice and agency over the activities and ways they master vocabulary related to a topic. Use Flocabulary writing lessons to support writing strategies or have students use Lyric Lab for creative writing opportunities. Here are a few videos we love to support writing instruction: - The Five Paragraph Essay - The Writing Process - Writing a Thesis - Five Elements of a Story - The Research Process - Works Cited Focus on non-fiction and informational texts We know teachers are always looking for more ways to bring informational texts into the classroom. Every Flocabulary K-12 standards-aligned lesson includes a Read & Respond activity to practice reading comprehension. This activity gives students an informational text passage and asks them to respond to questions about that passage to show what they know about the vocabulary and concepts in each lesson. Teachers can also use the Fiction vs. Nonfiction video to teach informational and nonfiction texts and how they’re different from fiction. Check out a language arts lesson to dive deeper into reading and writing instruction with Flocabulary today!

<urn:uuid:3b2b3865-2b0b-4352-b7b5-54edc48610d3>

CC-MAIN-2023-14

https://blog.flocabulary.com/tips-for-reading-and-writing-instruction-with-flocabulary/

s3://commoncrawl/crawl-data/CC-MAIN-2023-14/segments/1679296950528.96/warc/CC-MAIN-20230402105054-20230402135054-00770.warc.gz

en

Language development in preschoolers Updated: Mar 14, 2020 We give a lot of attention to linguistic (reading, writing) and mathematical development in our children. Early childhood is a crucial time creating a foundation of linguistic and mathematical development. A curriculum that fosters language development must approach it as a process, as reading is a complex process involving different parts of the brain. A carefully planned environment is essential for this. Meaningful experiences need to be created, these are mostly rooted in PLAY for young children. This environment involves certain features which are presented below. Connect with Culture: To find meaning, activities for children should connect them with their culture and community. Observe the children: Children create their own meaning through invented spelling and symbols. Instead of pressurising them of memorising spelling they should have freedom of expressing their phonetic sounds. Emotions: A safe environment which allows children to express their emotions is essential. Drilling them with words or having inappropriate expectations from them can have a negative impact. DEVELOPMENTAL PROCESS: Reading & Writing are developmental, it begins with awareness and exploration in preschoolers (Age: 2-4),where it’s a nice idea to explore them to print environment, letters, sounds and genres. In Phase two (kindergarten): experimental reading and writing should be promoted. Begin with Stories: Reading and Writing begins with stories and this can’t be stressed enough. Storytelling communicates history, cultural importance and exposes them to the beautiful world of imagination and listening. This brings us to an important question. What kind of stories should you read to your child? Anything from Fairy Tales, Myths and Legends can offer a rich language, sense of history, a sense of place in the world , develop imagination in the child. Nature Stories, stories about children themselves and poems offer appropriate storytelling experiences. Inspire a reading environment: One can develop reading corners in each class with age-appropriate books. A cozy and accessible environment should be given so children can feel good about a book in the hand. There are numerous sources available who are doing a great job to promote reading in early years. Some of the instagram accounts handle that can recommend age-appropriate books are @growingbookbybook @tokabox @thenestery.in In a preschool environment, teachers form an important role as they create the supporting environment for the children in a childcare facility. The parents need to be also involved so they can support this learning at home. TEACHER'S ROLE IN CREATING THE ENVIRONMENT A teacher is responsible for knowing her children. She has a better idea of what is relevant and necessary for them. How can this be done? Pick up their interests: Activities should be planned as per their interests and their developmental needs. A Teacher needs to pick up clues from the environment. Shared language experiences with children: Children are used to being talked at (Do this, Don’t go there, This is right, That is wrong). They are rare opportunities for them to be talked with. Create opportunities so you can talk with children. Story Telling often presents good opportunities to talk with children. A combined effort of teachers and parents at home can help make a conducive environment for children to read, learn and be effective communicators when it is the most crucial that is in the early years.

<urn:uuid:afeb7801-ef5c-401d-a9f4-8831027577d3>

CC-MAIN-2023-14

https://www.gulmoharschools.com/post/raising-readers-in-a-preschool

s3://commoncrawl/crawl-data/CC-MAIN-2023-14/segments/1679296946637.95/warc/CC-MAIN-20230327025922-20230327055922-00150.warc.gz

en

“The camera is an instrument that teaches people how to see without a camera.” Photographs are one of my favorite tools to use as a museum educator. One technique I like to use, known as a Visual Thinking Strategy (VTS), is a very simple and effective way for people to start to see more in an image than they otherwise would have noticed. There are three main steps to follow: - Show an image to your audience—either project it on a screen in front of a classroom, or pass it around so everyone can get a good look at the details. - Ask students to sit silently and look closely at the image for a minute or two. - Guide the students through a series of questions that help them think critically about the image and start asking questions of their own. We might start with an image like this one: Tintype portrait of unidentified group of African American women. SHSND 10737-310. After taking in all the details for a couple of minutes, I would first ask my audience to tell me what is going on in the photograph. It is important that we don’t tell them what we want them to know. We have to be patient and let them make observations; compare and contrast their own answers; and start asking questions. We can keep the conversation going by asking follow up questions—“What makes you say that?” and “What more can we find?” This will help students continue their observations and will help them associate details in the image with their own personal experiences or prior knowledge. This is a great activity for teachers of any discipline. English teachers can use this activity to initiate a creative writing activity. Science teachers can use this to connect observations of an image to classroom lessons such as identifying physical properties of an object. Math teachers can use images this way to help make connections for students between the real world and abstract concepts—for example, you could ask younger students to find basic shapes or to add or subtract the number of items in an image. This exercise is great for someone teaching North Dakota Studies or other history classes. We can talk about the clothing and interior décor styles of past decades. We can talk about how a historian or archivist could do some detective work to try to find out more about who these unidentified women are. We could even talk about the preservation of historic images, and the process used to create a tintype. Using a strategy like VTS gets people to start noticing details and interpreting what is going on in an image. Students begin to understand how other people might have a completely different understanding of what is going on in an image than they did. I always try to pair appropriate images to any lesson I’m teaching so that students start to exercise their history detective muscles. It can spark an interest in students of all ages.

<urn:uuid:7c8e28b8-04c2-4f1a-8100-b76b7e243743>

CC-MAIN-2023-14

https://blog.statemuseum.nd.gov/blog/teaching-people-to-see

s3://commoncrawl/crawl-data/CC-MAIN-2023-14/segments/1679296949331.26/warc/CC-MAIN-20230330132508-20230330162508-00346.warc.gz

en

As an elementary Spanish teacher, I am constantly on the lookout for new and novel ways to for teaching languages to kids while giving them practice and reinforcing vocabulary. However, there are those activities that stand the test of time. Ones I return to again and again for their versatility, effectiveness, and general fun! Here are three I find to be great workhorses in the classroom; tried and true classics that provide opportunity for practice at any age level. Activities for Teaching Languages to Kids With endless possibilities for vocabulary practice, Bingo is that all-time fantastic activity to reinforce listening comprehension! Kids are usually familiar with how to play it. Therefore, it is easy to incorporate bingo into a foreign language classroom without translating the instructions. One thing I like to do is play along with my students, thus allowing me to model additional game vocabulary. For example, ‘Yay!’, ‘One more!’, ‘Rats!’, ‘I have ___’, etc. As with Bingo, Charades is a game that can be played with a wide range of vocabulary sets. I like the opportunity for my students to be able to get up and out of their seats in order to play. It provides both comprehension and speaking practice. Students must name the vocabulary item in order to guess what is being acted out. A support I like to provide to my students is a set of visuals that represent the vocabulary we are working on. For example, if the Charades game we are playing is comprised of vocabulary related to the forest, I have all the words illustrated using cards so there is a reference point for those guessing. This also helps those kiddos who may have challenges with recall, as I also make sure all visuals are labeled. Formulating questions can be a challenge for language learners, but 20 Questions allows practice of this skill within a fun format. For novice learners, be sure to keep the mystery items very concrete and provide scaffolding in terms of posted questions they can use as supports to be sure the game doesn’t stall. As with Charades, I also like to have a visual word bank handy so that students have some idea what might be the mystery item. There are many ways you can set this game up. For example, by including having a mystery item in a bag, taped to a student’s back, or on slips of paper. What activities are YOUR classroom favorites for teaching languages to kids? We would love to hear! The Power of Storytelling for Children in Second Language Acquisition “Show Your True Colors” Language Learning Fun With Idioms 6 Tips to Motivate and Support Your School-Age Bilingual Childby Latest posts by Julie Hoffman (see all) - Making Simple Arpilleras with Kids - September 19, 2022 - Teaching Languages to Kids: 3 Tried and True Activities - February 1, 2021 - Tips to Advocate for a Foreign Language Program in Your Child’s Elementary School - August 28, 2017

<urn:uuid:16033afc-e742-4bfa-a1c0-6e8fab3e8204>

CC-MAIN-2023-14

https://multiculturalkidblogs.com/2021/02/01/teaching-languages-to-kids/

s3://commoncrawl/crawl-data/CC-MAIN-2023-14/segments/1679296949025.18/warc/CC-MAIN-20230329182643-20230329212643-00149.warc.gz

en

Does your teen express their thoughts and feelings when they disagree with friends or family? Do they ask for help when they need it? Do they know how to resist peer pressure? You may find communicating with your teen challenging at times. They may struggle with expressing themselves while respecting you and being able to empathize with others. In good news, there are things we can do to help our teens learn to be more assertive. Assertiveness is the ability to express your wants, needs, and thoughts in a self-assured, direct manner while respecting what others want, need, and think (Noonan & Gaumer Erickson, 2018, p. 105). This 3-minute video introduces the concept of assertiveness, its definition, and some examples of how to support the development of assertiveness at school and at home. When teens are either too passive or communicate too aggressively, they likely lack the ability to communicate respectfully through assertiveness. Learning specific assertiveness skills can help your child express their thoughts and feelings more effectively, build better friendships and relationships over time, and feel more connected to the people in their lives. Being assertive means that they can speak up for themselves and others, even when it is difficult. Whether it is helping your teen learn to ask for help when they are having difficulty in school, resisting peer pressure to do something they are uncomfortable with, or requesting time off from their afterschool job, the ability to assert themselves enables adolescents to respectfully express their wants, needs, and thoughts. Listen as McKenzie, a high school senior, explains what assertiveness is and shares how she was assertive with her supervisor at work. To understand assertiveness, it’s important to also understand how passive, aggressive, and assertive communication styles differ. Many teens are unaware of the differences between these styles and confuse assertiveness for aggressiveness. As parents, we want our children to be able to identify these communication styles in others but, most importantly, in themselves. Listen as Dr. Pattie Noonan introduces assertiveness and discusses the three types of communication. As you listen, think about how you might help your teen identify these types of communication in daily life. Previously, McKenzie shared that assertiveness is both expressing your wants, needs, and thoughts while respecting others’ wants, needs, and thoughts. Part of being able to express ourselves effectively is being able to identify what we are feeling and why, and then respectfully communicate those feelings. We can help teens explore and better understand their emotions. Dr. Noonan shares one way to help our teens describe the emotions they are experiencing. By understanding our feelings, we are better able to control how we act on and communicate those feelings. Think about how you could support your teen to identify feelings for a specific situation by encouraging them to determine the more complex emotions on the outer two rings of the Feeling Words Wheel. Listen to Declan, a high school student, as he describes the Feeling Words Wheel and empathy. As you listen, consider situations when it might be helpful to use the Feeling Words Wheel to help your teen express themselves while empathizing with others. Communicating in an assertive manner might seem difficult at first. In this 5-minute video, Dr. Noonan suggests teaching your teens to use a three-part statement. Using this recipe, students can communicate their wants, needs, and thoughts while respecting what others want, need, and think. No one is assertive in every interaction, but giving teens practice in using a three-part assertive statement can help ensure that when they need to be assertive, they know how to do so. Dr. Noonan also discusses setting personal boundaries. These protective assertions promote healthier relationships and limit your teen’s chances of doing things they may regret. Now that you’ve learned about assertiveness and how it can help your teen communicate more effectively, consider the following steps to support your teen in developing assertiveness: - After watching a movie or show, or after interactions with others, talk with your teen about the types of communication they saw and how passive, aggressive, and assertive communications are received and interpreted. - Download Assertiveness Resources for Home Learning to facilitate practice and learning at home. Included in this resource are links to both the Feeling Words Wheel and the 3-Part Assertive Statement resources. - Consider a discussion with your teen about the need for protective assertions, or personal boundary statements. Support them in identifying what boundaries are important to them, and have them practice creating corresponding 3-part assertive statements. - Consider roleplaying scenarios like asking for time off at work, expressing a concern to a friend, or requesting an extension on an assignment from a teacher so that your teen can practice being assertive in many areas of life. - Share examples from your own life where you were either too passive or too aggressive and how assertiveness might have resulted in a better outcome. Other resources for home learning are available when you download the Assertiveness Resources for Home Learning from the https://www.cccframework.org/ website.

<urn:uuid:1a0ea8d9-30f9-4378-8969-b98b3b520419>

CC-MAIN-2023-14

https://www.cccframework.org/teaching-your-teen-to-communicate-respectfully-using-assertiveness/

s3://commoncrawl/crawl-data/CC-MAIN-2023-14/segments/1679296943750.71/warc/CC-MAIN-20230322051607-20230322081607-00750.warc.gz

en

The Diocesan Reparations Committee Collecting and documenting evidence of the benefits derived by the diocese from the institution of slavery Our definition of Reparations: Reparations is the process to remember, repair, restore, reconcile and make amends for wrongs that can never be singularly reducible to monetary terms. The process of reparations is “an historical reckoning involving acknowledgement that an offense against humanity was committed and that the victims have not received justice.*” *Passage in quotes offered by Bernice Powell Jackson, Executive Minister for Justice Ministry, The United Church of Christ. The New York Diocesan Reparations Committee was created by the 330th Diocesan Convention in response to three 2006 General Convention resolutions calling on dioceses to respond to the Transatlantic Slave Trade and its aftermath of segregation and discrimination. The role of the Reparations Committee is to collect and document information on the complicity of the Diocese of New York in the institution of slavery and its subsequent history of segregation and discrimination. The committee will consider the benefits the Episcopal Church derived from the institution of slavery and collect, through documentation and storytelling, information on historical and present-day privilege and under-privilege in order to discern a process toward restorative justice. The Committee’s findings will help to determine whether the diocese is called to conduct a truth and reconciliation process with regard to the legacies of racial discrimination and oppression. In order to facilitate the storytelling and documentation of congregations, the Reparations Committee has produced a DVD for churches called, The Diocese of New York Examines Slavery: Talking About Reparations, Repair and Reconciliation. It is a 30-minute exploration of the Church’s involvement in the Transatlantic Slave Trade. Congregations are asked to view the DVD and use it as a guide in helping them examine the history of their church and its connection to the Transatlantic Slave Trade and its aftermath of segregation and discrimination – including economic benefits, the establishment of separate chapels for Africans, the seating of Africans in balconies of churches, the construction of churches by enslaved people, the ownership of slaves by early rectors or the work of church abolitionists. Members of the New York Reparations Committee are requesting that congregations examine their histories and send their findings to Committee members in compliance with General Convention Resolution A123. Mission Office Contacts The Rt. Rev. Mary D. Glasspool The Rev. Yamily Bass-Choate Liaison for Global Mission Ms. Michelle Chang Executive Assistant to the Bishop Suffragan and the Assistant Bishop Visit the Reparations Committee’s Website Click here or on the screenshot above to visit the Reparation Committee’s website. Follow the Reparations Committee on Facebook 2019 Resolution: Reconsideration and Adoption of the John JayTabled Resolutions of September 28, 1860Download 184.84 KB 2019 Resolution requiring Anti-Racism Training for Anyone Running for Diocesan OfficeDownload 309.81 KB 2019 Resolution re: Task Force Concerning the Participation of theEpiscopal Diocese of New York in the Slave TradeDownload 697.12 KB

<urn:uuid:077e1c64-7e41-4de8-aa0f-84cc169ca867>

CC-MAIN-2023-14

https://dioceseny.org/mission-and-outreach/social-concerns/reparations-for-slavery/

s3://commoncrawl/crawl-data/CC-MAIN-2023-14/segments/1679296943695.23/warc/CC-MAIN-20230321095704-20230321125704-00549.warc.gz

en

Flowers Native to Ecuador Ecuador covers less than 0.2 percent of the Earth’s surface but is home to nearly 10 percent of the plant species known in the world. Over 25,000 species of plants grow in Ecuador. Ecuadorian tropical rain forests can be home to over 300 species of trees in a single hectare. The mountains of Ecuador are home to the cloud forests, where thick humidity and rainfall combine with mild temperatures to create unique climactic environments. Passionflowers are native to Ecuador but grow at around 7,200 feet in the hot, tropical Ecuadorian climate. High altitudes offer cooler temperatures with full, tropical sun, and generally offer high humidity and higher levels of rainfall. Passionflowers result in a fruit known as granadilla, a seedy fruit that resembles a melon. Passionflowers are pink flowers with yellow and green pistils and stamen. They require deep, fertile soil that drains well but can grow on soils that range from volcanic to sand to decomposing granite. In less than ideal soils, however, passionflower vines may not be as productive. - Ecuador covers less than 0.2 percent of the Earth’s surface but is home to nearly 10 percent of the plant species known in the world. - Passionflowers are native to Ecuador but grow at around 7,200 feet in the hot, tropical Ecuadorian climate. A number of magnolias are native to Ecuador, including some that are significantly different from North American magnolias. The mamey is a flowering tropical fruit tree that can grow to 70 feet tall. The fragrant flowers of this tree are 1 to 1 1/2 inches across and have four to six white petals with orange stamens and pistils. This flowering tree thrives from sea level to around 3,300 feet in elevation in Ecuador. Although it grows best in deep, fertile, well-drained soils, it is very tolerant of soils and can also grow in shallow soils. Bromeliads are a family of flowers that cover a wide range of shapes, sizes, foliage colors and type, and flower shapes, sizes and colors. Pineapples are a form of bromeliad. Bromeliads can grow outdoors in areas that do not get frost. In places that get hard freezes, bromeliads grow very well in a pot, which makes it easy to bring them inside for the winter. Bromeliads tend to do fine in low light, but will grow better in full sun. Because of the variances in these plants, however, you may find some varieties that do not do well in full sun. Bromeliads do best with daytime temperatures of 70 degrees F to 75 degrees F and nighttime temperatures of 60 degrees F to 65 degrees F. - A number of magnolias are native to Ecuador, including some that are significantly different from North American magnolias. - Bromeliads tend to do fine in low light, but will grow better in full sun. Although he grew up in Latin America, Mr. Ma is a writer based in Denver. He has been writing since 1987 and has written for NPR, AP, Boeing, Ford New Holland, Microsoft, RAHCO International, Umax Data Systems and other manufacturers in Taiwan. He studied creative writing at Mankato State University in Minnesota. He speaks fluent Mandarin Chinese, English and reads Spanish.

<urn:uuid:0b86e4bc-1baa-41d3-91c5-5516e4e6de0b>

CC-MAIN-2023-14

https://www.gardenguides.com/116992-flowers-native-ecuador.html

s3://commoncrawl/crawl-data/CC-MAIN-2023-14/segments/1679296948684.19/warc/CC-MAIN-20230327185741-20230327215741-00149.warc.gz

en

Emotion expression is hard! It is hard even for adults, not to mention for kids. However, understanding others’ and ourselves’ emotions and expressing the feelings to others are important skills in building self-confidence and relationship with others. Today we share learning tools for kids on feeling and emotional expressions. To be able to express the feelings, one has to be able to recognize the feelings and emotions first. You will find most of the learning tools here are focused on two aspects: recognize the feelings and emotions, both oneself and others; express the feelings and emotions calmly with words. We also include free printable flashcards, games, and books for kids about feelings and emotions. This is part of our Best Learning Tools for Kids on iPad series. For the whole list of the series, please visit Free Essential Learning Tools for Kids on iPad and Other Tablets Feeling and Emotion Expression Learning Tools for Kids on iPad Avokiddo Emotions: great for younger kids who can’t read yet. There is no speaking in the app. Kids interact with 3 expressive animals and watch the animal’s reactions and facial expressions. To help kids develop language expression skills, parents can play along and use words to describe the animals’ feelings. iLearnWith Poko: Emotions: designed for preschool kids, this app not only teaches kids the different emotions, but also how to interact with others to bring in positive emotions. Kids learn and practice with real social scenarios that are familiar to them, like playing on the playground. Daniel Tiger’s Grr-ific Feelings: from PBS Kids, this app offers various activities to help kids connect words with their feelings and strategies to handle them. ABA Flashcard Emotions: a set of flashcards with different emotional facial expressions and corresponding words describing the felling and emotions. It is a great tool for kids who just start getting verbal. FeelElectric: a great app by PBS Kids. The cast is from the popular show The Electric Company. Through different games, kids learn to recognize their emotions and verbalize the emotions with English words. Positive Penguin: designed for school age kids to go through a self-guided process for the kids to work as a group to learn about the feelings and techniques to change negative feelings into positive ones. Between the Lines: focus on the skills in reading others feelings and emotions, with well designed leveled lessons. Kids learn to read other people through facial, body, and voice expressions. Feeling and Emotion Expression Learning Tools for Kids Off iPad For those who don’t have iPads or other tablet devices, here are some wonderful tools for you: Emotional Flashcard with emotional Robots: a set of Free printables with various emotions Today I Feel Silly: a wonderful picture book showing kids different feelings and it is ok to have them. Emotion Memory Game:This educational and entertaining memory game allows children to learn to distinguish between different emotions by matching identical pairs of cards depicting emotions. This is part of our Best Learning Tools for Kids on iPad series. For complete list of best learning tools for Kids on iPad and links to all posts, please visit: Free Essential Learning Tools for Kids on iPad and Other Tablets. In the series, we have best learning tools for the following subjects: Math Concepts in General ; Counting ; Telling Time Phonics ; Spelling ; Vocabulary ; Grammar ; Storytelling Computer Coding ; Critical Thinking & Problem Solving Like our Best Learning Tools for Kids series? You will also like Best Educational Apps for Kids, Grouped by Age and Learning Objectives. Pinned to my promote classroom kindness board! Tweeted! Thanks, Carolyn Great list of tools for young children to express their feelings!

<urn:uuid:33074752-551e-455e-814e-536c25e794a6>

CC-MAIN-2023-14

https://igamemom.com/best-learning-tools-for-kids-feeling-and-emotion-expression/

s3://commoncrawl/crawl-data/CC-MAIN-2023-14/segments/1679296943625.81/warc/CC-MAIN-20230321033306-20230321063306-00150.warc.gz

en

BY PATRICIA NEWMAN What makes a story? A River’s Gifts shares the story of the Elwha River’s Restoration Project. Scientists and community members of The Lower Elwha Klallam Tribe (or The Strong People) came together with scientists from the Olympic National Park and government officials in Washington state and Washington, D.C. to restore the health of the river by removing two dams blocking the passage of salmon. Salmon are part of The Strong People’s culture and spirituality. Their stories, food, rituals, and songs revolve around salmon. In the back matter of A River’s Gifts, the Lower Elwha Klallam Tribe gave permission to reproduce Roger Fernandes’s painting of the Lady of the Mountain breaking the dam. According to Roger, “Storytelling is the most powerful way of sharing, teaching, and communicating…Our ancestors carried hundreds of stories in their hearts.” - Listen to Roger Fernandes talk about the importance of stories in the video below. Then listen to several of the stories he tells: - Huckleberry Medicine Story - Coming of Camas Story - Gossiping Clams Story - Grandmother Cedar Story - Raven and the Headman Story: Water Gives Life - Teachings of the Basket Story - Choose one of the stories and discuss with the class using the following questions as a guide. - Ask the students what the story meant to them? Why are stories important? - What are some of the strategies Roger uses to make his stories interesting? Some possible replies might include repetition, words that make pictures in our minds, and changes in his tone of voice. - Student notebooks - Copy of A River’s Gifts Creating salmon stories - After reading A River’s Gifts, make a list of what salmon mean to The Strong People. You might also use ideas from the box below to generate questions and prompts for the students. - Examine the “Safe Place for Salmon” graphic on the third spread of A River’s Gifts. Then discuss with students each stage of the salmon life cycle and the importance of habitat to the success of each stage. - Now, ask students to write a short story about salmon in the Elwha River. - Help students polish this story so it’s as perfect as possible, stressing peer critique groups, reading aloud for rhythm of words, and clarity. - Once the students’ stories are in final form, ask them to “memorize” their story — not necessarily word for word, but they need to know their story well enough to share it aloud without reading it. - Ask students to sit in a circle and share their stories orally using one of the same strategies Roger Fernandes uses to tell a good story. - Finally, discuss what the stories mean to the audience. What salmon mean to Native Americans |What Salmon Mean to Native Americans| |Salmon are part of our spiritual and cultural identity| Over a dozen longhouses and churches on the reservations and ceded areas rely on salmon for their religious services. The annual salmon return and its celebration by our people assure the renewal and continuation of human and all other life. Historically, we were wealthy people because of a flourishing trade economy based on salmon. Salmon and the rivers they use are part of our sense of place. The Creator put us here where the salmon return. We are obliged to remain and protect this place. Salmon are indicator species: as water becomes degraded and fish populations decline, so too will the elk, deer, roots, berries, and medicines that will sustain us. As our primary food source for thousands of years, salmon continue to be an essential aspect of our nutritional health. The annual return of the salmon allows the transfer of traditional values from generation to generation. Without salmon returning to our rivers and streams, we would cease to be Indian people. |from the Salmon Homecoming Activity Book on the Since Time Immemorial: Tribal Sovereignty in Washington State page of the Washington Office of Superintendent of Public Instruction website.| Featured image llustrated by Natasha Donovan from A River’s Gifts (Millbrook Press/Lerner, 2022). Critically acclaimed author of nonfiction books for children, recipient of a prestigious Sibert Honor for best informational book written in English, Patricia Newman empowers her readers to seek connections to the real world and to use their imaginations to act on behalf of their communities. Using social and environmental injustice as inspiration for books, Patricia frequently speaks to adults and children share how we can affect change. Find her online at patriciamnewman.com. Patricia’s nonfiction books for children have been welcomed in classrooms and libraries around the country. Considered one of the best nonfiction authors writing for students in today’s market, her new release A River’s Gifts received starred reviews from Booklist and Kirkus. Other titles include: - Planet Ocean – Orbis Pictus Recommended, Children’s Book Committee at Bank Street College Best Children’s Book of the Year, Outstanding Merit - Sea Otter Heroes – Robert F. Sibert Honor, ALA Notable Book, Green Earth Book Award - Eavesdropping on Elephants – Outstanding Science Trade Book; Children’s Book Committee at Bank Street College Best Children’s Books of the Year; Eureka! Gold Award from the California Reading Association - Zoo Scientists to the Rescue – Eureka! Gold Award from the California Reading Association, Bank Street Center for Children’s Literature Best Children’s Books of the Year - Plastic, Ahoy! – Green Earth Book Award, AAAS/Subaru Science Books and Film Prize, finalist - Neema’s Reason to Smile – Parents’ Choice Recommended Leave a Reply Your email is safe with me.

<urn:uuid:855c428b-2bab-4271-87ef-076f47ffc531>

CC-MAIN-2023-14

https://www.patriciamnewman.com/litlinks-what-do-salmon-mean-to-the-strong-people-lets-find-out/

s3://commoncrawl/crawl-data/CC-MAIN-2023-14/segments/1679296946445.46/warc/CC-MAIN-20230326173112-20230326203112-00550.warc.gz

en

Number the Stars novel study unit includes 124 pages of ready-to-go activities, handouts, comprehension questions, literary analysis activities, language and grammar practice, writing skills activities, quizzes, tests, and more! Students will be able to self-direct their study in many cases, making it perfect for in-person or distance learning. Please note, however, that this product is a printable PDF and will need modification for use in Google Classroom. Classroom-tested by over 1,000 teachers with a 4.9/5 Rating! Here's what Casey Z. said: This novel guide was wonderful! I was worried since I hadn't spent that much money on a resource, but it is 100% worth it. There are quality background activities, the chapter questions are good, and the extension activities are fantastic! It was perfect to be able to practice language and writing skills while still connecting them to our story. Highly recommend! Anne I. said: Absolutely love Simply Novel! I have purchased a few of their novel studies and love the set up of comprehension questions, vocabulary and assessments!! Marcelene K said: This unit covered so much more than simple comprehension questions and vocabulary practice. Many questions were designed to get students to use quotations, or to cite textual evidence. Other questions asked students to make inferences, one of our essential standards. In addition, two writing projects were included. The first was an opinion essay and the second was a research paper. In this comprehensive Number the Stars Complete Novel Study you'll get: Texts and Pre-Reading Activities to engage students and to support and introduce themes and genre before reading *Pre-Reading Ideas and Activities List *Pre-Reading Activity - Sorting Literature By Genre *Author Biography with questions on Lois Lowry *Informational Text - Historical Context -- Hitler's Plan *Informational Text - The Star of David *Vocabulary Lists, with and without definitions *Allusions and Terminology List *Note-Taking and Summarizing Organizers Novel-based Literary Analysis Activities that support student practice in text analysis and close reading and dig deeper into the text, specifically, activities on: - Fact vs. Fiction - Character Compare and Contrast - Figurative Language - Using Textual Evidence - Point of View - Sorting Fact from Fiction Novel-based Language and Grammar Worksheets, specifically on: - The Function of Conjunctions - Perfect Tense - Misused Verbs -- Lay and Lie - Vocabulary Acquisition and Use Novel-based Writing Skills Practice, specifically on: - Stating Your Opinion and Gathering Details - The Introduction and Organization - Conclusions and Revisions - Researching New Questions - Drawing Conclusions from Research - Putting Your Research Together *Comprehension Questions PLUS all Questions in Task Card Format! *Vocabulary Review Crossword Puzzles *35-Question Final Test that includes multiple-choice and short response questions *35-Question Multiple Choice Final Test *Post-Reading Ideas and Alternative Assessment Activities List *Essay Prompts and Creative Writing Ideas *Sample Teacher Agenda *Project & Writing Rubrics *Complete Answer Key *Common Core Alignment Documentation Here's what teachers are saying about this Number the Stars Teaching Guide: - This was an amazing resource to use in my student's reading journals. They were highly engaged and this resource met so many standards. This resource really encouraged deeper thinking. -Shades and Grades Teacher - I just started teaching sixth grade and I was nervous that I wouldn't teach reading well enough. This guide is wonderful and couldn't be more thorough. Very helpful. - Catherine L. - I love the literature units from Simply Novel. They are so well-written and take a lot of the guesswork out of planning. I love that they include well-written questions that are more thought-provoking than simple comprehension questions. I also love that the unit comes with grammar, writing, and literature all built into one product. It has been awesome! - Mandi B. - This is a very good novel study! Students are working very hard finding evidence ad close reading! Makes them dig deep! - Carrie N. - Excellent unit! Made teaching Number the Stars so much easier with all of the great resources! - Katherine M. Hello i love this book i was wondering if you could make more like this my school reads this book it is very interesting and I really like it Thank you from your friend Chelsey I have been teaching this novel for years and have collected a lot of resources for it. This resource is definitely in the top two! I highly recommend it. I was able to jigsaw some pre-reading activities and have students work in groups and then present. Questions cover a large range of depth and complexity. I was easily able to use make this digital for my students who were remote. This resource is now the resource I use most for my unit.

<urn:uuid:d312ce4d-112d-4ebb-8bd1-608918bd9a3a>

CC-MAIN-2023-14

https://simplynovel.com/products/number-the-stars-common-core-aligned-novel-study-teaching-guide

s3://commoncrawl/crawl-data/CC-MAIN-2023-14/segments/1679296943637.3/warc/CC-MAIN-20230321064400-20230321094400-00349.warc.gz

en

The Primary program at The Children’s House is a three-year, curricular cycle for children approximately three to six years old. Each multi-age Primary classroom includes a trained Montessori teacher (or “guide”) and assistants. The emphasis in this classroom setting centers around independent work, movement, grace and courtesy, healthy living, and the introduction to basic reading, writing, cultural studies, and mathematics. Children entering this program must display impulse control, take verbal direction, and be out of diapers. Kindergarten is the culminating year of the Primary program. During this year the child has additional privileges and responsibilities, as they are the oldest members of their classroom community. Montessori believed that young children had a distinct receptivity for new information during the ages of infant to six years, a period of childhood development she called “the absorbent mind.” Classroom guides in this program are trained to offer children “keys to the world” through presentations on concrete classroom materials. The materials are then available to the children for self-directed, purposeful activity as they repeat and practice skills. Lessons are presented in the following areas: The carefully prepared work of practical life includes meaningful activities that help children care for themselves and their environment. Lessons such as carrying, polishing, hand-washing, fastening clothes, plant care, and pouring aid children on their paths to independence. These activities also offer them experiences with concentration and repetition while working on meaningful tasks as they refine their large and fine-motor skills. Children in the primary environment absorb information through their senses. All of the hands-on materials in the sensorial area of the classroom are designed to isolate sound, taste, texture and/or shape, which gives students experiences to refine their senses. Practice with sensorial materials also entices the children to learn descriptive vocabulary and to prepare for the exercise of writing. Activities in language begin on a child’s first day in the classroom. At first, the focus is on spoken language, listening to stories, singing songs, and learning descriptive words for objects in the environment. Experience with a variety of small group activities such as storytelling, poetry, sound identification, and lessons of grace and courtesy are ongoing for every child. Practice with letter sounds and eventually reading and writing, gradually follow. The language-rich primary classroom offers constant opportunity for conversation where children learn how to communicate based on the premise of mutual respect. The Montessori math curriculum finds its foundation on the universal human tendency of exploration. Much like language that relates information about ideas, surroundings and feelings, mathematics is used to communicate information from one human to another. Montessori math lessons begin with hands-on concrete materials where children learn the concept of one-to-one correspondence. The materials become more abstract as children acquire skills of mathematical operations and numeration incorporating both the mind and body in the process of learning. Cultural lessons are ongoing in the primary environment. Geography, foreign language, art, music, and science are integrated into daily, classroom life. Guided by their natural curiosity of the world, children are exposed to a variety of stories, language, and activities. Within the classroom, the independence of making choices for purposeful activity allows children constant opportunity for refining large and fine motor skills. Rhythmic games, songs, stories, and yoga also happen in the classroom on an ongoing basis. Our full-size gym and 8.5-acre campus allow children room to move on a larger scale. Primary-aged children are naturally curious about the people around them. The children spend three years within their social group, each becoming a valued and meaningful part of their classroom community. Each child’s contribution to the community is seen as valuable and essential. Because of the classroom freedom allowed, authentic interactions between multi-aged children allow them to learn from each other about social graces and nuances in a safe and respectful setting.

<urn:uuid:f5ac482c-4415-4694-852b-ae5d7ea8dd9a>

CC-MAIN-2023-14

https://www.traversechildrenshouse.org/primary.asp

s3://commoncrawl/crawl-data/CC-MAIN-2023-14/segments/1679296950030.57/warc/CC-MAIN-20230401125552-20230401155552-00350.warc.gz

en

STEM is becoming essential to the K12 curriculum because it teaches kids how to think and apply those skills to real-life problems–which is always a great skill no matter your job field. As technology continues to expand, so do STEM occupations. The U.S. Bureau of Labor Statistics projects STEM occupations to grow by almost 10.8% by 2031. That growth is more than two times the total for all professions. Not only does STEM provide job opportunities, but also it leads our future. STEM teaches innovation of technologies that improves tomorrow’s world. During the pandemic, innovative thinkers had to create solutions that allowed us to socialize, learn, and work without risking our health. Thus, we had Zoom. To this day, Zoom and many other online meeting platforms have become commonplace. Technology can also save our planet. Coral reefs support about 25% of all marine species. However, scientists estimate 70-90% of coral reefs will disappear. Scientists are using 3D printing to recreate coral reefs to improve a reef’s resistance to corrosion and save marine ecosystems. Scientists intend to prevent the extinction of coral reefs with 3D printing machines. How cool is that?! STEM programs for kids and teens are excellent ways to immerse your students in STEM. By enrolling your student in STEM programs, they can build a passion for technology and science, plus gain critical thinking skills needed for all walks of life. In this article, we’ll share some programs for any elementary, middle school, or high school student. Discover some of the best STEM programs for kids and teens If you’re seeking to put your child on the path to innovation, enroll them in a STEM program. We listed some programs that have the best STEM classes for kids. 1. Create & Learn Our STEM program offers more than 35 tech courses for K12 students! Create & Learn offers Scratch coding, Minecraft coding, Roblox coding, Python, and more classes and summer and winter camps. Highly experienced instructors lead all of our courses designed by tech experts from Google, Apple, Stanford, Harvard, and MIT. These courses have a class size of 5 students max per teacher, so your child gets the feedback and attention they need for successful learning. Create & Learn courses are fun because your kid will have many hands-on projects to demonstrate their skills and growth. Best for ages: 5 & up Get started: Have your child begin with Scratch coding. Here they will learn core coding concepts with the help of Scratch, a visual programming language. Or check out our other free coding classes. 2. Quantum Physics Quantum physics is a science increasingly growing in value as this field contributes to the foundation of modern technologies like solar energy, computers, wifi, etc. In this quantum physics program, middle and high school students can join a course that prepares them to enter the Breakthrough Junior Science Challenge to compete for a $250,000 scholarship! Professor Baraket is a highly experienced instructor who will help your child develop a research topic in twelve weeks. In the past five years, he’s had one student win. Your student could be the next grand prize winner! For younger students interested in quantum physics, try Atom Secrets & The Periodic Table of Elements. In this four-session course, students will learn about atoms, particles, elements, electron orbitals, molecular bonds, and more! Best for ages: 11 & up Get started: Check out previous Breakthrough Junior Challenge winners and their ideas for some inspiration this year! 3. Bricks for Kidz If in-peron STEM learning is ideal for your student, this could be a nice option for your family. With ten years of STEM education experience, Bricks for Kidz introduces kids to the idea that they can be scientists, mathematicians, engineers, and more. This company uses LEGO to teach real-world concepts while having fun! Brick for Kidz offers various programs, from art to coding to video game design, to help fuel your child’s interest in technology and innovate solutions for tomorrow. Best for ages: 3 & up Get started: Find a location near you and see what courses they’re offering this season. The National Aeronautic Space Agency (NASA) is an intriguing agency to learn about because they’re responsible for various programs and research about space! Space exploration can pique curiosity about our world and the frontier outside our atmosphere. If your child wants to learn more about the world beyond Earth, have them attend a free event with NASA explorer Sandra Cauffman. Your child could have a few of their space questions answered too! Some other NASA programs to check out are the NASA STEM Club, Star Trek & the NASA Connection, and the Path to Space Careers. Bruce Callow, a space educator who worked under NASA and the Costa Rica Institute of Technology, teaches the Star Trek and Space Career courses. You can also explore the NASA website for even more events for kids! Best for ages: 6 & up Get started: Sign up for the next upcoming free event with Sandra Cauffman. 5. American Museum of Natural History Are your students interested in science and wonder how things work? Check out some of their spectacular programs: Lang Science Program, Science Alliance Program, Early Adventures Program, and Science and Nature Program. All of AMNH’s programs teach students how to stay inquisitive about the world around them and find answers. The Lang Science Program is an incredible six-year program where students can take classes in the museum to learn about different exhibits, collections, labs, and how to conduct research. Admittance into this program is a magnificent opportunity for students who are passionate about nature and want to make discoveries. In Science Alliance, middle school students can explore topics like anthropology, astrophysics, conservation & earth science, and evolutionary biology. Best for ages: 5 & up Get started: For Pre-K students, check out the Early Adventures Program. For elementary students, check out the Science and Nature Program. For 6-8th grade students, check out the Science Alliance. Middle and high school students can take part in the Lang Science Program. 6. Smithsonian for Kids The Smithsonian Institute is the largest museum in the world, with 21 museums in total! The Smithsonian aims to discover new knowledge and share resources with the world. One way they do this is by hosting activities for kids and teens. This institute offers engaging STEM programs that connect students to animals, nature, and science. The Smithsonian website lists fun activities where your child can learn about coral reefs, explore the Learning Lab, 3D printing, and more! Best for ages: 5 & up Get started: Check out a free live event to learn more about the Elephant Herd or see other events the Smithsonian offers. You can also take a virtual tour of the many collections available online. Synthesis is an enrichment program designed to cultivate super collaborators that can solve challenging problems in our current world. Students will enjoy this program because they’ll have the opportunity to think through difficult challenges together, experiment with different solutions, and take ownership of their decisions. Synthesis provides time for students to practice problem solving skills earlier in life. Here your student can turn mistakes into opportunities. Best for ages: 8 to 14 Get atarted: Check out how you can join Synthesis. Join top STEM programs for kids and teens STEM is a gateway to expanding one’s possibility to succeed in our highly technological society. No matter what STEM field your child hopes to pursue, there will always be something for them to solve and use to change the world. Try signing your student up for these top STEM programs and watch their creativity, problem-solving, and critical thinking skills grow. Up next, explore STEM activities for kids. Written by Hunter Wilkinson, a fervent reader and learner. She got into education to share her passion for storytelling and STEAM instruction. In her free time, Hunter loves to write songs/poems, run, play video games, and hang out with her two fluffy cats.

<urn:uuid:02ddf703-49e8-484a-8561-8e7930c6cee7>

CC-MAIN-2023-14

https://www.create-learn.us/blog/stem-programs-for-kids-and-teens/

s3://commoncrawl/crawl-data/CC-MAIN-2023-14/segments/1679296948708.2/warc/CC-MAIN-20230327220742-20230328010742-00350.warc.gz

en

How Sabdamala is Organized Each lesson contains instructions on two letters of the alphabet. The lessons begin with a review of the previous letters. Each new letter is introduced with an explanation of pronunciation using a corresponding sound found in the English language. The instruction focuses on: - Writing each letter - A visual explanation of the writing techniques - Review and repetition - Several example words that begin with the letter being taught are provided for language context and recognition. The lessons also contain reasons to learn reading and writing (to keep the student motivated). The lessons contain interesting facts about Nepal (to build the student’s knowledge base). Tips for Parental Involvement - Set aside 15 minutes per day on weekdays to help teach your child to read and write Nepali. - Go through each lesson carefully and slowly. - Set a goal that is attainable for your child’s age and personality. - Encourage your child to tackle the homework on their own. - Review your child’s homework diligently and assign it a grade. - Pay particular attention to the tracing sheets, correcting any patterns that need improvement. - Now review the homework with your child. - Encourage your child to practice, practice, practice…especially between lessons! - Talk about the importance of reading and writing Nepali together! - Review the facts about Nepal together. Enhance their learning by adding your own knowledge and experience. - Celebrate milestones! Every time your child has successfully completed 3 lessons take them out to do something special together. Encourage their success by spending time together. - Once they have learned some letters, encourage them to show their Nepali friends what they have learned. - Have them send sample letters to their grandparents and relatives in Nepal. - Review the importance of Parental Involvement in your child’s learning. - Below are some suggested times. This can become a family tradition that is integrated into your life with deep meaning. For example: - The first thing your child does when they come home from school is sit down, have a snack with you and learn 15 minutes of Nepali reading and writing. - Right after dinner and before the tv gets put on and every family member goes off on their own, sit down and spend 15 meaningful minutes teaching your child how to read and write Nepal. - Just before bedtime, take 15 minutes to learn Nepali together. End each evening spending meaningful and qualify time with your child as they uncover the treasures of their native tongue.

<urn:uuid:3832835b-5336-4901-9d5f-136d7d708aa8>

CC-MAIN-2023-14

https://www.sabdamala.com/course/

s3://commoncrawl/crawl-data/CC-MAIN-2023-14/segments/1679296948871.42/warc/CC-MAIN-20230328201715-20230328231715-00747.warc.gz

en

It is overwhelming and devastating for any parent to see fear in their child as a result of abuse in school because it affects the development and learning which robs the child of self-esteem and trust in facing others and developing as a learner. The idea of bullying has gradually developed over some time and is now not only limited to the schoolyard or working workplace. Marshall, (2012) on her paper cited and outlined that Research has found that bullying results in various negative consequences for pupils involved (i. e. bullies, victims, bully-victims, and bystanders), including short to long term behavioral (i.e., Nansel et al., 2001), physical (i.e., Srabstein & Piazza, 2008), social-emotional (i.e., Craig et al., 2009) and mental health issues (i.e., Gladstone, Parker, & Malhi, 2006). Although there is no observation on the concept of bullying, the literature focuses on several key attributes of bullying, including ‘the intentional expectation of hurting other people; the repetition of the behavior of bullying for some time; as well as the inequality of authority to a point which the victim becomes traumatized ‘ (Cowie and Jennifer, 2008:1). Bullying is not a new novel from this century but a reality that has been going on since history was published (Bolton, 2015:12). The purpose behind this study is to build up knowledge on mistreatment to the depth of olden understanding and to broaden the perceptions of school-based bullying and the effectiveness of prevention initiatives. Initially, the report will emphasize how the definition of the term ‘bullying’ has changed over the years and will focus on three different forms of bullying; cyberbullying, direct bullying, and indirect bullying and. The study would, however, examine the social impacts of bullying, especially in the setting up of schools and the implementation of safe and effective initiatives. Bullying as a learning barrier is an unacceptable but real problem that may arise in any education institute, whether verbal, physical, or electronic, offensive, intimidating, or deliberately harmful towards others (Lee, 2016:43). (Lancaster, 2013:23) proposes that bullying is the most important problem in school, putting it higher than the shortage of bathroom facilities, hot tap water, and late-coming staff. Not only is bullying a new up headline as the most problematic matter affecting our school and learner performance, but significantly more individuals are recognizing it as a concern (Wakefield, 2013:56). Today, bullying is seen in a rather special manner, as compared to it in the old days, the word is characterized by the big problems it poses (Olweus, 2007:14). Although with the number of strategies and methods available to handle and track bullying, the problem continues in classrooms. Significant work has already been done on the implementation of effective measures to handle violence in South African schools, and no study has been performed in this manner. How is bullying a learning barrier in schools? The control of the bullying of learners poses the following questions: Studying the handling of bullying of learners in classrooms. The objectives of this research are to determine follows; The theoretical framework to be used in this study is the social-learning theory. Social learning theory relates improvements like personality and individual behavior to external factors and cognitive behaviors such as the preference of action, exposure to examples, external reinforcement and discipline, basic expectations of moral conduct, societal beliefs, self-regulation skill, basic and group interests, and importance associated with a given task.. (Bandura, 2011:56). Literature study involves a search and study of current writings on the problem understudying (Bless & Higson-Smith, 2013:49). It is aimed at providing a condensed review of the following: the definition of bullying, forms of bullying, and causes. Literature sources related to the problem under investigation will be reviewed, as well as possible remedies and solutions to the problem. The researcher will use government documents, journals, books, and previous researches regarding the problem of studying. Bullying is defined as the deliberate use of power, aggression, intimidation, abusive behavior to manipulate and influence others (Allison et al, 2014) Behavior needs to be repetitive and routine, which is driven by various qualities which patterns that are necessary to control improvement in the processes. There are many types of bullying, including but not restricted to emotional bullying, intimidation, threats, physical manipulation, and aggressive behavior. There are many types of abuse, varying from one-on-one intimidation to attacking many people. It is these qualities that make it important to evaluate the effect of bullying and to identify the contributing factors leading to bullying in the community; particularly for young children in primary schools, here are some of the ways that bullying could occur. This is the primary mode of abuse that is followed by violence and threats when one is intimidated at school (Smith et al, 2016). Physical abuse has a direct emotional effect on the child, causing schools and the learning environment unsafe, thus affecting the growth of the child. This is a kind of harassment that includes: intimidation, name-calling, racial comments, and threats. This type of harassment is dangerous even if it is encouraged by those inside the school system (Burger et al, 2015). Verbal abuse is more morally compelling to the perpetrator because it is not conducted by one, but by others including their accomplices and witnesses. It is a modern form of abuse in which the victims use the Web to distribute rumors and intimidate people in school. The rise of the number of learners who own gadgets indicates that the level of abuse remains very successful in doing a great deal of damage to the individual due to the existence of the rumors circulated (Kowalski et al, 2014). Several possible concerns have been identified which add to the problems of bullying. According to Bronfenbrenner’s idea, the family is a micro-system that influences the immediate behavioral patterns followed by a child. Children learn from watching and imitating those within the community, as a direct result of which the family molds the psychological and behavioral patterns of a person. The social context and supervision at school have been shown to play a significant role in the intensity and frequency of the problem of bullying. Although school personnel does not influence individual and family factors, bullying problems can be considerably reduced in seriousness by close supervision, involvement. One of the key consequences of bullying is that it decreases the degree of self-esteem and confidence among children. Self-esteem and confidence are central to inspiring people to achieve and creating the right therapeutic strategies for involving others in the community (Golmaryami et al, 2014). The victims are often morally fragmented and find it impossible to develop long-term interactions with those in society. This is a big concern because victims are cheated on their natural bravery and desire to connect with those in the community. It contributes to shyness and lack of good character development for a person whose unique characteristics have been drastically diminished by bullying. Children are more prone to become introverts because they feel alone and excluded within society. We lack the vital standards of endurance and professional behavior that are essential to the creation of the appropriate relational frameworks and approaches required to implement progress appropriately. Victims are also skeptical and cautious of those in community and experience confidence problems when they get older which delays their growth (Fahie and Devine, 2014). Bullying thus negatively affects the emotional and social aspects of victims within the community, which may be problematic in years ahead. 5.6 Strategies on how to manage bullying behavior Schools can work actively to mitigate bullying by creating a healthy and inclusive environment, and a well-established system involving parents, students, and community involvement can dramatically reduce bullying (Olweus, 2011:84). He also suggests the introduction of such group learning exercises in the school, the teaching of social skills, and the establishment of a board of staff members to take the lead in the adoption of the program. A qualitative design will be used as a case study approach would be included in this research. A qualitative study intends to observe factors that have an impact on the lived reality of people or groups in a specific sociocultural context, studies strongly rooted in a methodological school of thought are delicately textured and straightforward, producing a much higher quality result (Milles & Birks, 2014:45). Miles and Birks (2014:45) describe a case study method as an exploratory type of research, offering an in-depth view of a study unit that may be an individual, a community, an institution, or a social context. The purpose of this study is to increase the knowledge of bullying as a learning barrier in terms of past experiences, and It seeks to expand the understanding of school-based bullying and the success of preventive programs. The research will lead to the approaches that schools should follow to tackle the problem of learners bullied in schools. Because learning is to take place in a healthy and organized setting, the measure that will be implemented in this proposed research must lead to the development of such an environment.

<urn:uuid:0c56b5b6-721b-42f7-b873-e8e4ac90b9de>

CC-MAIN-2023-14

https://paperap.com/bullying-is-an-unacceptable-but-real-problem/

s3://commoncrawl/crawl-data/CC-MAIN-2023-14/segments/1679296945218.30/warc/CC-MAIN-20230323225049-20230324015049-00350.warc.gz

en

A book is a portable object with a unique shape and size that is used to store and transmit information. It can be made from a variety of materials, from deer bones to tortoise shells. The book is a resilient transmitter of knowledge, entertainment, and culture, and it can be easily stored, shared, and preserved. The history of books offers new insights on the book as an object and form. The changing nature of the book has prompted a fundamental reevaluation of what a book is. New forms of books such as eBooks and audiobooks are challenging the concept of a book, and this calls for a rethinking of what it means to be a book. Many commercial publishers assign ISBNs to their books. ISBNs are part of a worldwide system of identifiers that buyers can use to identify books. However, many government publishers do not participate in the ISBN system. Catalogues are an essential part of large or public collections of books. In libraries, call numbers are used to relate books to the catalog. These numbers are based on the Library’s classification system and are usually found inside or on the spine of the book. A book is a long work of fiction or nonfiction that is usually made of sheets of paper bound together. It is a common medium for writing and recording business transactions. A book may be part of a larger literary work, or part of a larger division, a set of rules, or a libretto. The size of a book can vary widely, and many different printing methods are available. Some books are printed on sheet-fed offset presses and some are printed on web presses. These machines require less material than offset presses and can produce more copies in less time. A book’s size also depends on its binding and folding techniques. A novel is a newer form of book and differs from the previous forms. Novels have different structures and use compelling storytelling features, including plot, character development, and setting. These elements are meant to invoke an emotional reaction in a reader. Most books do not have such an emotional element and are used primarily for expository purposes, with the exception of poetry collections. A book launch party is a great opportunity to meet and connect with your readers and get them to purchase your book. Authors can host a book launch party or an author reading at local bookstores and libraries. Authors should also think outside of the box in terms of how to market their book. For instance, an author who wrote a cookbook may pair the cookbook with local beverages. This approach requires understanding your target audience and giving them compelling reasons to join your tribe. E-books are another good way to attract potential customers. An e-book can build brand awareness and explain to potential customers how your brand can address their particular concern. As with any type of marketing, it is important to understand your customer’s wants and needs before determining the content of your e-book.

<urn:uuid:6d4fda7d-6c76-4eea-b0e5-c8b145944cf9>

CC-MAIN-2023-14

https://www.ccgedicions.com/what-is-a-book-17/

s3://commoncrawl/crawl-data/CC-MAIN-2023-14/segments/1679296945333.53/warc/CC-MAIN-20230325130029-20230325160029-00771.warc.gz

en

Activities support interaction among intergenerational partners. Practice 7 • Interaction Intergenerational programs are most effective when activities support interaction among intergenerational partners. The partners in intergenerational programs are the adults and the children. Individually, children may not have developed particular skills in their thinking or motor functioning. Adults possess skills that children have not developed, but they may also have diminishing abilities in sight, hearing, memory, or hand functioning. Partners may need skills that the other has to engage fully in an activity. Prior to and during the activity, the skilled facilitator should note which skills are emerging in children or diminishing in adults. Activities can be created that encourage partners to work together to be successful. Consider these phrases: “Jeremy, can you reach the scissors for Miss Lucy?” “Miss Lucy can hold the paper while you trace your hand.” “Mr. Ralph, can you show DeShawn which one is the zebra in the picture?” “Teacher hands two paint brushes to Joey to share.” Application of the Practice - Facilitators can encourage interactions with cues or verbal instructions that are important in engaging partners with one another. - Instead of pairs, consider small groups of four for some activities (such as nature walks or dancing). - Gardening, cooking, woodworking, and making models are all concrete learning tasks that use adult skills and teach pre-math and science skills to children. - Plan activities and materials so partners or groups need each other to successfully complete them (e.g., children collect materials from adults who are holding them for a storytelling activity). - While children’s skills are growing, adult skills may diminish but can be exercised. |Building children’s skills||Exercising adult skills||Examples for programming| Hand-eye coordination developing. Limited depth perception. |Reaction time slows; motor skills may diminish with arthritis or Parkinson’s disease.||Folding, holding, cutting, rolling, measuring.| Concrete learner (must see it), sometimes hard to imagine. Difficulty thinking of ideas. |Abstract learner (can picture it in their minds). Can conjure up ideas.||Telling stories, using props with stories, costuming, drawing, easel painting, putting things in order.| Natural curiosity but limited attention span. |Most pay close attention; dementia may reduce attention span.||Cloud watching, outdoor listening, texture exploration, music.| Difficulty sitting still for long. |Some may find it hard to stand for long periods.||Movement, exercise, walking, focus.| Ability to read, order story, tell story, recognize words. |Patience with reading; can listen, can point to words.||Reading together, sight words, nursery rhymes, letter recognition, printing words together.| Interest in technology, willing to push buttons. |Apprehension with new technology.||Pair together to learn a simple and fun task. Self-photos are often a fun way to learn together, then move into the use of simple applications for adult topics like gardening or music.| Providing specific materials to share and uniquely pairing adults and children can cause great things to happen! Best Practices for Intergenerational Programming - Staff members of the adult and child programs collaborate to plan activities. - Participants are involved in decision-making about the activity and during activities. - Participation is voluntary. - Participants are prepared ahead of time and reflect on the activity afterward. - Activities reflect interests, backgrounds, and social histories of program participants. - Activities are age- and role-appropriate. - Activities support interaction among intergenerational participants. - Facilitators skillfully stage the environment to promote interaction. - Facilitators consider the social environment and the role of staff members. - Adaptive equipment is used as appropriate. - Facilitators document and communicate experiences to build on in future activities. For more ideas, see: http://intergenerational.cas.psu.edu/Docs/Sourcebook.pdf. Jarrott, S. E. 2011. “Where Have We Been and Where Are We Going? Content Analysis of Evaluation Research of Intergenerational Programs.” Journal of Intergenerational Relationships 9:37-52. doi:10.1080/15350770.2011.544594. Transforming Relationships Through Intergenerational Programming A Children’s, Youth, and Families at Risk project of Virginia Tech with the Jeerson Area Board for Aging and the YMCAs of Charlottesville and Louisa County, Va. Shannon Jarrott, Associate Professor, Human Development, Virginia Tech Karen DeBord, Extension Specialist, Family and Human Development, Virginia Tech Reviewed by Crystal Tyler-Mackey, Extension Specialist, Community viability, Virginia Tech Contact: Shannon Jarrott, [email protected] This is one of 11 fact sheets on the emerging best practices associated with intergenerational programs. Intergenerational programs are those that connect younger and older generations to foster positive experiences. Research continues to grow, noting that when successfully delivered, intergenerational programs result in positive health eects, child learning, and appropriate socialization for both young and old (Jarrott 2011). The seventh practice relates to interaction among intergenerational partners. Virginia Cooperative Extension materials are available for public use, reprint, or citation without further permission, provided the use includes credit to the author and to Virginia Cooperative Extension, Virginia Tech, and Virginia State University. Virginia Cooperative Extension is a partnership of Virginia Tech, Virginia State University, the U.S. Department of Agriculture, and local governments. Its programs and employment are open to all, regardless of age, color, disability, gender, gender identity, gender expression, national origin, political affiliation, race, religion, sexual orientation, genetic information, military status, or any other basis protected by law. May 3, 2019

<urn:uuid:ae2a8064-6ea0-4435-9846-e8d05587c7d9>

CC-MAIN-2023-14

https://www.pubs.ext.vt.edu/FCS/FCS-40/FCS-40.html

s3://commoncrawl/crawl-data/CC-MAIN-2023-14/segments/1679296945168.36/warc/CC-MAIN-20230323132026-20230323162026-00750.warc.gz

en

In the realm of teaching, it is easy to say that you will be remembered more for the impressions you made on the students than the actual knowledge taught to them. If a teacher doesn’t make an impression on their students, the students are probably not learning. Below are five ways for teachers to positively impact their students and foster a more learning-conducive environment. Discovery often begins in curiosity and feeds inquiry and learning. It is a flexible and open state of mind which allows information to become substantive and accessible. Foster creativity within all students. Plan appropriate instruction: collaborates with colleagues to monitor student performance and make instruction reflective and responsive to cultural differences and individual learning needs. Storytelling doesn’t have to just be a tool for elementary teachers to use. The time-honored tradition of oral recitation is one of the foundations upon which human society was formed. Teachers who use this and a variety of methods to assess learning are more successful in their classrooms. These methods include various tasks which encompass formative and summative assessments to monitor and evaluate student progress and inform instruction. Use data to inform instruction and improve students’ learning. Varying methods of instruction and assessment are utilized to provide evidence that student gains 21st century knowledge, skills, and dispositions to easily become a member of society upon graduation. Reach out and form relationships Relationships are essential to every classroom, teacher, and student. Children who have good relationships with their teachers learn better because they feel more comfortable in their environment. Teachers who make a positive impact establish clear expectations, hold students to high (but attainable) standards, and provide the opportunities for success. Recognizing and acknowledging emotions is also important in the development of strong relationships. Provide a safe learning environment A good teacher works to develop a classroom atmosphere in which respect is a guiding principle, in which each student feels safe to share thoughts and feelings, and where mistakes are learning opportunities instead of failures. Potential ideas for what this looks like in the classroom includes: regular community-building activities which allow students to express thoughts and ideas, build relationships, and practice collaboration; display student work which allows students to feel ownership of their classroom; have rules and procedures and be consistent in enforcement; model trust and respect in all school relationships; and smile often. Model appropriate behavior Adults often take for granted how much is learned tacitly. Using each opportunity to model the appropriate reactions to varying situations will encourage students to follow this model. Address grudges and problems early on. A teacher’s ability to facilitate conflict resolution allows students to learn the process of mediation and proper communication without anger or emotional reactions. Additionally, the ability for a teacher to admit vulnerability or that they do not know all the answers is appreciated. Students appreciate when teachers show their humanity. Additionally, modeling kindness, respect, and maintaining proximity to the students during their activities allows them to feel safe. Teachers play a vital role in the development of students as people and can be proactive in cultivating their motivation and engagement in school activities. Increased student engagement and motivation is elemental to academic and behavioral success. Teachers can continue to improve themselves by pursuing a master’s degree in education which may provide more tools to positively impact students. By modeling appropriate behavior, facilitating a safe learning environment, forming relationships, having a varied repertoire of teaching techniques, and fostering curiosity, teachers can make a positive impact on the life of a student and forever change the way that student views their education.

<urn:uuid:b7cc4840-f2e1-4dc3-96e1-915a522be5db>

CC-MAIN-2023-14

https://www.foroes.net/5-things-that-will-positively-impact-your-students/

s3://commoncrawl/crawl-data/CC-MAIN-2023-14/segments/1679296948867.32/warc/CC-MAIN-20230328135732-20230328165732-00349.warc.gz

en

Note: Make sure to note the day that you wish to come under the note section when making the payment Instead of uninstructed play or watching TV passively on school out days or after-school hours, STEMA can help kids have fun while gaining meaningful knowledge. Our interdisciplinary programs (robotics, coding & digital arts) are designed to spark and develop students’ capability to - Think critically and analytically - Be creative, be self-aware - Explore and take thoughtful risks - Work effectively in a team, or independently - Present their ideas confidently - Lead and be a good leader During our daily camp, students will have hands-on experience working with one or many different STEAM/STEM activities: - Build robots, machinery, and structures using different materials. - Learn about the various science and engineering concepts behind each build. - Explore coding concepts, and code robots to perform certain tasks - Computer programing: - Younger students: learn block-based coding to make interactive stories, animation, and mini-games. Children as young as five can start learning coding to develop logical thinking and problem-solving skills. We have block coding with no/little text for pre-readers, to begin with. Block code builds a very strong foundation for kids as they move on to text-based coding/ real code (Python, JavaScrip) at higher levels. - Older students/ students with prior knowledge in block code: Work with text-based coding like Python, and markup languages (HTML/CSS) to create websites. - Digital Arts: Work with 3D design and 3D modelling, storytelling, and movie production. Students create their designs in a 3D platform and can choose their designs printed out. - Science & Engineering: Construct robots, structures, and machinery from cardboard and different craft materials. Learn the science and engineering concepts behind each build. |9:00 am – 10:15 am||1:00 pm – 2:15 pm||STEAM Project 1| |10:15 am – 10:45 am||2:15 pm – 2:45 pm||Snack, Group activity break, or Outdoor Activity (for full day only)*| |10:45 am – 12:00 pm||2:45 pm – 4:00 pm||STEAM Project 2| *Depending on the weather condition, we might take kids out to nearby parks or playgrounds for physical activities. Please send snacks with your child for half-day camp and lunch for full-day camp. There are no reviews yet.

<urn:uuid:d1e2609d-5149-4ab5-9631-8d08fe461041>

CC-MAIN-2023-14

https://stemalearning.com/index.php/product/daily-camp-robotics-coding-digital-arts/

s3://commoncrawl/crawl-data/CC-MAIN-2023-14/segments/1679296949181.44/warc/CC-MAIN-20230330101355-20230330131355-00150.warc.gz

en

Getting Kids Excited about Reading and Writing This brochure from the National Association for the Education of Young Children comes home with every about-to-be-a-Kindergartner at our school. This is their guide to parents for raising a reader and writer. I just condensed it and added a few ideas of my own. 1. Talk, Sing, and Play with Your Child. - Expand on what your child says. - Talk as you do simple everyday things together. - Recite nursery rhymes and do finger games like the “This Little Pig Went to the Market.” - Describe the child’s activities. 2. Make Time to Read Together Each Day - Don’t forget reading time with dad or granddad– it’s not just a “girl” thing. - Bring a few books when you head out for errands. Waiting at pick-ups for older siblings is a great time to read a book together! 3. Choose Books With Care - Involve your child in the book selection. - Look for books that relate to what’s happening in your child’s life at home. Going on vacation? Starting school? 4. Surround Your Child with Reading Material - Consider subscribing to a children’s magazine. Children love getting mail! National Geographic has some great ones! - Help your preschooler create a book of their own with drawings, photos or other things that have meaning for him or her. My son likes to staple together coloring sheets and then dictate a story to me or create a story using a sheet of stickers. - A librarian suggested keeping (and rotating) a basket of books in the bathroom just to look at. 5. Slow Down and Have Fun - Read at a leisurely pace - Occasionally pose a question or make a remark that will prompt the child to think a little, express himself, or relate the story to his own experience (even if your child’s response to you is, “Mommy, just read the story!”) 6. Read It Again … And Again! - Repetition is great for kids! - If the books are really of good quality, you won’t mind as much! 7. Foster Your Child’s Awareness of Print and How We Use It - Point out everyday print like street and store signs - Provide magnetic or plastic letters to play with. - Write notes for kids to read…lunch boxes are great places for this! 8. Provide a Variety of Writing Tools and Materials - Stock a writing area with scrap paper, used greeting cards, bank forms, mail-order tear off cards, envelopes and notebooks. - Provide different kinds of markers, pens, crayons, pencils and other writing tools such as alphabet stampers and letter stencils. - Allow children to use the computer to write. 9. Don’t Push or Pressure Children About What or When to Read - Don’t nag your child to read. - Comic books count! 10. Show Children that You Value Their Efforts - Display their work prominently. - Ask your child to read to you, even if it’s just one word a page. Rhyming books are great for a child to read the last word of each page. - If a child makes a mistake when reading aloud, don’t interrupt. If the mistake doesn’t change the meaning, let it go. - Respond positively to the message in your children’s writing rather than focus on the handwriting or spelling. Get Kids Writing with a Progressive Story Writing for Reluctant Readers by Ty Drago Writing Hi Lo Fiction and Books for Boys Writing Tips for Children from NS Blackman Getting Kids Involved with Creative Writing Writing Revision Tips for Kids: Why Writing is All About Revising Connecting Reading with Writing in Kindergarten A Teacher Turned Author Inspires Writing Seeds Write Now Read Later: Summer Writing Prompts for Kids Write First Read Later: Alien Writing Prompts for Kids Reading and Imagining Writing Exercise For Kids Middle School Writing: How to Use the COMMA To examine any book more closely at Amazon, please click on the image of the book. As an Amazon Associate, I earn from qualifying purchases. BEST #OWNVOICES CHILDREN’S BOOKS: My Favorite Diversity Books for Kids Ages 1-12 is a book that I created to highlight books written by authors who share the same marginalized identity as the characters in their books.

<urn:uuid:dcb969e3-58c7-4bce-bbf1-aece7691d2ae>

CC-MAIN-2023-14

https://www.pragmaticmom.com/2010/03/10-ways-to-raise-a-reader-and-a-writer/

s3://commoncrawl/crawl-data/CC-MAIN-2023-14/segments/1679296945317.85/warc/CC-MAIN-20230325064253-20230325094253-00350.warc.gz

en

You must be logged-in in order to download this resource. If you do not have an AOE account, create one now. If you already have an account, please login.Login Create Account Great! you're all signed in. Click to download your resource.Download Can art teachers confidently incorporate creative writing into lessons? Is there space for writing in the art room? Can handwriting turn into artwork? The answer to all these questions is—yes! Incorporating writing into the artmaking process will benefit your students’ learning regardless of age or grade level. Students can discover a love for creative writing and gain confidence in their literacy skills. You can help them improve their writing skills, make bigger connections, and formulate new ideas. Get your students writing in the art room with these five engaging art activities. These art and writing activities are appropriate for 4th, 5th, and 6th grade, but you can adjust them for younger and older artists. The ideas allow students to use their imaginations and get creative with their writing and art. Students can incorporate their handwriting into a final art piece. This idea comes from the work of the artist Cy Twombly. Twombly was an Abstract Expressionist who used writing and language in his artwork. His abstract paintings often showcase poetry, scribbles, and distinctive lines inspired by handwriting. Select a specific theme, such as school, community, art, positivity, connection, or friendship, and help students generate a list of related words. Students select one word and handwrite it several times to create a pattern. Paint over the text with translucent watercolors or thinned tempera paints. To finish, trace the text with oil pastels, pen and ink, or markers. For this lesson, students design and illustrate an original Pokémon character. Their card will include a visual image as well as a written description of abilities and animal information. Students go wild over this assignment! You can even make more interdisciplinary connections if you bring in science with types of energy and animal habitats. Are you unable to spare valuable class time for lots of writing? No need to worry! You don’t have to design an entire lesson plan centered on writing. Check out Literacy through Storytelling, a FLEX Collection full of strategies for writing integration. The Mini Artist Statement is a fabulous student-facing resource in this Collection that scaffolds the reflective writing process. You can also do a deeper dive into writing with these prompts. For even more tips, check out the article, 3 Stress-Free Ways to Bring Writing Into Your Art Room. This interactive printmaking activity is a sure bet to get your students excited about the power of text. Show video clips and/or provide written excerpts of famous speeches throughout history. Facilitate a class discussion about specific words or phrases that capture the essence of the selected speech. Students carve a word or short phrase into their printing plate and create a series of prints using different colors. Discuss how color can impact the word or phrase. This lesson is another opportunity to make interdisciplinary ties. You can highlight historical connections by researching influential leaders and speakers from the past and present to show to your students. Check out the FLEX Lesson, Printmaking to Convey a Message, for more ideas and resources! Students love to write and illustrate a story. This activity will help your students express storytelling ideas visually. And the best part is that the sky’s the limit! You can choose a fairytale, a folk tale, or any creative writing piece. Take this opportunity to collaborate with their classroom teacher to find out what students are reading in their ELA curriculum, and challenge them to illustrate part of the story or even create a sequel. Assign each student a section of the story. Discuss and show examples of how to illustrate words, scenes, action, and mood. Students draw images to illustrate their sections of the story and assemble the pages to form a storybook. Read the story as a class, holding up the students’ illustrations for all to see! Implementing writing into the artmaking process is fun and engaging. We can use art to improve students’ writing skills by incorporating literacy into art lessons. Students can expand their vocabulary, improve communication, and practice writing. Additionally, they will make connections between art, history, and literacy. Use these lesson ideas to challenge your students to harness the power of words in their art! How will you adapt your art projects to incorporate writing? What literacy skills do you want to focus on improving this year? What questions do you still have about bringing writing into the art room? Magazine articles and podcasts are opinions of professional education contributors and do not necessarily represent the position of the Art of Education University (AOEU) or its academic offerings. Contributors use terms in the way they are most often talked about in the scope of their educational experiences.

<urn:uuid:40f30f32-e5ed-4c66-9166-399f9cd47c4b>

CC-MAIN-2023-14

https://theartofeducation.edu/2022/10/10/aug-5-innovative-art-activities-to-incorporate-writing-in-the-art-room/

s3://commoncrawl/crawl-data/CC-MAIN-2023-14/segments/1679296945168.36/warc/CC-MAIN-20230323132026-20230323162026-00749.warc.gz

en

In this article we will consider the main styles and directions of African music. The music of Africa contrasts strongly not only with the music of other continents, but also has great differences within the region itself. This is due to the fact that the territories of central, northern and western Africa were mastered and developed in different historical periods. To date, the following main African musical styles can be distinguished: hausa, fuji, griot, jali, The fuji style originates from the ancient apala through the transformation of once-religious rhythms into dance ones. The main instrument in this direction are drums, but in addition to them, much attention is paid to the ukulele, which determines the dance component. The style got its name due to the fact that its founder drew parallels between his music and The Hausa style got its name from the Hausa people who live in Nigeria and are the founder of this musical direction. This style surprisingly combines Islamic vocals and ethnic sound in music. The leading instruments of this direction are lutes and drums. It should be noted that in rural areas, ethnic melodies prevail in this direction, while in the urban environment, more emphasis is placed on the Islamic tradition. The next traditional African style is jali, which originated in the Mande region, where the musicians who played in this style even belonged to a separate caste! It should be noted that this skill was transmitted exclusively by kinship. Jalis in all ages were under the patronage and protection of the higher castes and always lived at the court, often playing the role of advisers. This style was formed from the ancient musical direction of the Apala, the music of the Yoruba people. These are musical rhythms that used to have a religious meaning and later turned into dance ones. Muslim traditional chants are superimposed on ancient African rhythms, but without the religious orientation of both. In addition to drums, the main role in this music is played by the ukulele with mamba rhythms, which largely determines its dance direction. The style was founded by Sikiru Ayinde, a Nigerian artist who compared his music to Mount Fuji in the late 70s, which is how the style got its name. Ayinla Kollington and Wasiu Barrister continued to work in this direction. Music styles in Africa – Hausa The Hausa people also live on the territory of modern Nigeria in the area of the spread of Islam. Hausa music consists of a fusion of the ethnic traditions of the area and Islamic vocals. Praises to Allah are sung to the accompaniment of lutes and talking drums, where melody plays a paramount role. Moreover, in the countryside, the Hausa style is represented by more diverse ethnic aspects, while in the cities the Islamic tradition is of primary importance. The main musical line is played on small drums supported by a lute and violin. This style of African music was born in the Mande region. The ancient Mande society had a strictly hierarchical order, where the musicians who performed a given music belonged to a special caste, consisting of musicians and artisans. Jali – the so-called hereditary musicians who played this music. All representatives of this profession had certain surnames, and the type of activity was transferred strictly by kinship. Until now, people born in a jali family are considered exactly as jali, even if they have never picked up any instrument. They were patronized by representatives of the highest caste from the ruling class. One legend tells of a musician who tempted the Prophet Muhammad three times with disbelief and froze three times, after which he believed and sang prayers and praises to Allah. Since then, the praise of the Almighty has been the main theme of jali. "A noble person will not speak freely with any representative of his own class, because he can become an adversary, at the same time, musicians can be trusted, because they do not pose any threat … They are journalists who talk about both the present and and about events from the past. The art of the jali lies in their ability to offer prayers that gave our kings the courage to win battles, "- this is how the outstanding contemporary performer Jali Nyama Suso says about his art. Jalis have always lived at the courts of their princes and acted as advisers, mediators and just friends and confidants. Thanks to the art of singing and speaking, they were ideal mediators and played important social roles. They settled conflicts, served as matchmakers and ambassadors. Traditionally, jali lived off the generosity of their patrons. They never received payment, but accepted gifts of various kinds, sometimes of great value, such as allotments of land, animals, or slaves. Each jali is in a state of honest and sincere friendship with his patrons. Therefore, in the songs there are constant reminders of the need to be tolerant and loyal in relationships between people. The peacekeeping mission and prayer chants are the main meaning of the work of jali. In today's society, they also interact with today's presidents and politicians in Considering the various styles of music, one cannot fail to note the next modern style of Makossa, which reached its popularity in the 70-80s of the last century. Born in Cameroon, it quickly gained popularity thanks to the talented performers of our time. These are folk songs and dances performed on guitars and accordions. In the 80s, makossa became very popular in Paris, where its rhythms formed the basis of electronic dance music for clubs. Famous makoss performers: Bebe Manga, Eboa Lotin, Misse Ngoh, Lapiro Mbanga, San Fan National song genre in Cape Verde. Morna is something between music and poetry. The whole soul of the people of Cape Verde is reflected here. Morna was formed from the fusion of the Portuguese fado, the rhythms of ancient Angola and the Portuguese-Brazilian modinha. The classic themes of long melancholic poems characteristic of this style are death and love, meeting and parting, travel and return to relatives and loved ones. Sometimes the morna is cheerful satirical improvisation, but more often soulful and melancholic music. Before the advent of electric instruments, mornas were played mainly on strings, often with accordion and piano. The classical sound of the morna is high string sounds, sometimes a guitar was used. The cavaquinho and viola, guitar-like instruments with 4 and 12 strings respectively, are most commonly heard in early morna recordings. They give recognizable characteristic high sounds. The main rhythm is distinguished, as a rule, by maracas. Modern performances often involve many European instruments, up to and including a drum set. The most famous performer of this genre is Cesaria Evora. She is well known in Russia, she has repeatedly come with concerts. The violinist Josinho and the singer Bana are also quite famous, continuing their performances to this day. There are many more well-known performers. If you want to know about more extreme entertainment – visit the m22Bet platform. Musical style, in fact, has nothing to do with music. It's mostly a storytelling tradition. In Africa, there is not much difference between a singer and a storyteller, and both are done mainly to rhythmic accompaniments. Since ancient times, there have been wandering storytellers who are the keepers of ancient cultural traditions. Here and there they gathered people around them and led their story about what they saw and heard in different places. They told the stories of their ancestors, legends and tales have survived to this day precisely thanks to such people. Like the jali, the griot is always out of politics and human passions. They accompanied their stories by playing the bark or drum. Traditional modern rap has its roots from them. Leave a Comment

<urn:uuid:32f9d1b1-240b-453a-bcba-d72548c983f5>

CC-MAIN-2023-14

https://www1.naijahits.com/news/african-music-styles/

s3://commoncrawl/crawl-data/CC-MAIN-2023-14/segments/1679296945248.28/warc/CC-MAIN-20230324051147-20230324081147-00771.warc.gz

en

How to Make a Storyboard Part 1: What is Storyboard? In the storytelling process, a storyboard is used to visually plan the entire narrative from beginning to end. Through images and words placed in cells, a storyteller can use a storyboard to show what happens in a story sequentially. While its roots can be traced back to the early Walt Disney days in film, they are now used in fields such as advertising agencies for commercials, and artists for comic books. Essentially, they have become a staple in the visual arts process. Storyboarding a project or process is a simple way to visualise a sequence of events. The artist can use it as a visual guide to lead stakeholders through his creative process. Additionally, they can be used in business to improve collaboration and speed up the brainstorming and content creation process. Part 2: How to Make a Storyboard Effortlessly? How to make a storyboard easily? Using EdrawMax to create your own storyboard. Step 1: Open EdrawMax desktop software or EdrawMax web-based application. Step 2: Navigate to [New]>[Graphic Organizer]>[Storyboard] Step 3: Select one storyboard template to edit on it or click the [+] sign to start from scratch. Also, you can use massive storyboard symbols and elements from libraries in left menu to customize your diagram. Step 4: Once finished your creation, you can export the file in multiple formats, including Graphics, PDF, editable MS Office file, SVG and Visio vsdx file. Step 5: Besides, you can share your diagram with others via social media and web page. Or publish your diagram in EdrawMax template gallery to show your work with others. Part 3: Storyboard Examples Example1: Storyboard with Blank Slides A storyboard template allows one artist to create the entire storyboard as per their requirements. The blank slides can be transformed into all sorts of storyboard ideas. Post working on the blank slides, one can also use EdrawMax’s other tools to add or import different graphics into them. Example2: Video Storyboard A storyboard template can be customized as per the requirements. If someone is creating a film or a video, then they can use a free storyboard video template to add intrinsic details about the project. Part 4: Conclusion According to this article, there are mainly three parts to illustrate what is storyboard, to tell you how to create storyboards and to show you some storyboard examples. Generally speaking, the storyboard is a graphic organizer that consists of images or illustrations displayed in sequence for the purpose of pre-visualising a motion picture. EdrawMax is an easiest all-in-one diagramming tool, you can create storyboard and any other type diagram with ease! With substantial storyboard symbols and cliparts, making storyboard could be as simple as possible. Also, it supports to export your work in multiple formats and share your work with others. Get started to create your storyboards now!

<urn:uuid:8c3ead8b-cb76-4c42-b4ee-15b0c6070b8d>

CC-MAIN-2023-14

https://www.edrawsoft.com/how-to-make-storyboard.html

s3://commoncrawl/crawl-data/CC-MAIN-2023-14/segments/1679296943562.70/warc/CC-MAIN-20230320211022-20230321001022-00750.warc.gz

en

What is a modern short story? It is a fiction work that presents a world in the moment of an unexpected change. The traditional short story obeys some rules, such as the unexpected change and major events with detail. The modern short story is a revolution which is based on the traditional short story. Why short story is important? Stories help to develop a child’s imagination by introducing new ideas into their world – ideas about fantastical worlds, other planets, different points in time and invented characters. It’ll encourage the children to realise that they can, and should, imagine anything they want. Why are short stories powerful? Why short, powerful stories can be more effective than novels in learning. Stories sit at the heart of communication; building rapport and empathy, creating and sharing schemas of shared understanding, imparting knowledge in a structured and predictable way. Who is the greatest master of modern short story? Canadian author Alice Munro has won the Nobel Prize in literature. What is a short story and its features? Short stories tend to be less complex than novels. Usually, a short story will focus on only one incident, has a single plot, a single setting, a limited number of characters, and covers a short period of time. As with longer stories, plots of short stories also have a climax, crisis, or turning-point. What makes a story modernism? Modernist fiction spoke of the inner self and consciousness. Instead of progress, the Modernist writer saw a decline of civilization. Whereas earlier, most literature had a clear beginning, middle, and end (or introduction, conflict, and resolution), the Modernist story was often more of a stream of consciousness. What is the importance of short story in modern times? Nowadays, short stories have one certain benefit: they are short. And “short” doesn’t only mean the number of words or characters. It also means the fast pace, the single-minded plot, and the concise form. Someone may say a short story is a substitute for a novel. When did the modern short story start? The modern short story developed in the early 19th century. What are main features of characters in short story? The main features of short stories are: - Setting – the place and time where the events take place. - characters – the number of characters is limited. - events – the facts that drive forward the action and form the storyline. What are the 7 elements of a short story? Most storytelling experts agree that there are 7 key elements of a story that must exist….What are the Elements of a Story? - 1 — A Theme. - 2 — Characters. - 3 — Setting. - 4 — Point of View. - 5 — Plot. - 6 — Conflict. - 7 — Resolution. What are the features of modernism? The Main Characteristics of Modernist Literature - Individualism. In Modernist literature, the individual is more interesting than society. - Experimentation. Modernist writers broke free of old forms and techniques. - Absurdity. The carnage of two World Wars profoundly affected writers of the period. What is modernism and its features? Modernism was a revolt against the conservative values of realism. Arguably the most paradigmatic motive of modernism is the rejection of tradition and its reprise, incorporation, rewriting, recapitulation, revision and parody in new forms. What are the benefits of reading short stories? 6 benefits of reading short stories - A certainty you’ll read the entire piece. - A pleasure of finishing a story. - An incentive to reach for the next read. - A convenient way to try new genres and authors. - A great read between the novels. - A way to bring back the habit of daily reading. How do you write a modern short story? The Top 10 Tips For Writing Great Short Stories - Understand that a short story is not the same as a novel. - Start as close to the end as possible. - Keep up the pace. - Keep the number of characters small. - Give the reader someone to root for. - Create conflict! - Suggest a backstory but don’t elaborate. - Appeal to the five senses.

<urn:uuid:dfb19a16-66b0-438f-92eb-e96366711e54>

CC-MAIN-2023-14

https://thisisbeep.com/what-is-a-modern-short-story/

s3://commoncrawl/crawl-data/CC-MAIN-2023-14/segments/1679296945473.69/warc/CC-MAIN-20230326142035-20230326172035-00349.warc.gz

en

What Is the Connection between Pragmatics and Discourse? In language, pragmatics and discourse are closely connected. Discourse is the method, either written or verbal, by which an idea is communicated in an orderly, understandable fashion. Used as a verb, discourse refers to the exchange of ideas or information through conversation. Comparatively, pragmatics involve the use of language to meet specific needs or for a predetermined purpose. As such, pragmatics and discourse are related in that pragmatics are the means by which the purpose of discourse is achieved. Both pragmatics and discourse involve concepts far deeper than mere word definitions and sentence structure. Unlike grammar, which involves the rules governing proper language structure, pragmatics and discourse focus on the meaningfulness of spoken or written language. Whether storytelling, explaining, instructing, or requesting, a speaker or writer has an intended purpose for communicating. How a speaker or writer constructs sentences to meet his intended purpose involves both pragmatics and discourse. For example, there are several ways to warn a person about the risk of burns associated with a hot surface. The process of explaining the concept must follow a logical order to be understood by listeners. A speaker might change the wording of such explanations, depending on the age and developmental ability of listeners. Determining the order of the explanation is discourse, whereas determining how to word the explanation for different audiences is pragmatics. Pragmatics and discourse go hand-in-hand with context. Changing the language used for an audience is an integral part of pragmatics, but can easily affect context clues and thus, affect discourse. Sentences changed too much or taken out of context lose the ability to further a conversation. Without the necessary information preceding or following a particular sentence, its meaning can easily be lost. Such omissions affect the cohesiveness of a conversation or text, thus making it difficult to maintain common understandings. Likewise, failure to follow the social rules of pragmatics can drastically affect discourse. Although not necessarily rules in the same sense as grammar, the rules of pragmatics include such concepts as allowing both speaker and listener time to express ideas, expanding on or rephrasing ideas to increase understanding, or choosing words to best fit the speaker's purpose. If a speaker is requesting something, for example, a poor choice of words can make the request sound more like a demand. Alternatively, complex sentence structure or an overly long explanation can undermine the purpose of discourse by making it impossible for listeners or readers to follow along. Discuss this Article Post your comments

<urn:uuid:eb4366d6-8669-429c-9b4f-aec7a7e78687>

CC-MAIN-2023-14

https://www.languagehumanities.org/what-is-the-connection-between-pragmatics-and-discourse.htm

s3://commoncrawl/crawl-data/CC-MAIN-2023-14/segments/1679296945218.30/warc/CC-MAIN-20230323225049-20230324015049-00349.warc.gz

en

Kids N Technology puts the “T” in STEM! It’s the main ingredient of Kids N Technology’s secret sauce! Kids N Technology has developed an integrated, interdisciplinary curriculum that includes science, technology, engineering, and mathematics, which is largely lifestyle driven. Students engage in real-world experiences through critical thinking, creativity, effective collaboration, research skills, and communication. What Makes Kids N Technology’s Curriculum • KNT’s enrichment education challenges and guides through the use of exploration, discovery, and play. • Our unique and customized approach focuses on learning, not teaching. • KNT blends divergent thinking, creativity, communication, and collaboration to give students the opportunity to engage in activities that develop their learning journey. • We use technology to address STEM challenges. We incorporate 1:1 technological tools to make learning easier for each individual student. • Each session includes an authentic assessment of skills, creativity, attitudes,and student participation. Build a Boat! Introduction to 2D Animation Choose the STEM/STEAM Program activity that you would like to have implemented at your site. Biome-in-a- Baggie: Grades K-5. Students explore the world’s land biomes through short video clips and a hands-on investigation. Kids will create their own biome and take it home! Students will nurture and grow their plant creations at home. Bubble Bath Science: Grades K-5. Build research, creativity and critical thinking skills and make your own bubble bath. Students explore basic science concepts like atoms and molecules, Build a Boat: Grades K-5. Students will create a boat, then test it to see if it floats. Project Based Learning and Creativity. Learn about matter, investigate atoms, elements, molecules, and compounds. Build-a-Bridge: Grades 5 -8. Excellence in engineering! Students are given materials to design and build a bridge that can hold up under stress. This activity teaches problem solving, divergence, and critical thinking skills. Code for the Cure: Grades K-3. Make a bracelet and build cancer awareness. Students create a Binary Bracelet using the binary number system. Students are introduced to code and how it is stored in a computer. A socially conscious project that builds technology and math skills. Color Science: Grades K-5. Explore Soap Science and make soap crayons! Build research and creativity skills and discover the science of color. Computer Science – Explore Coding: Grades K-8. Students design and create digital stories, animations, and digital art designs! Builds literacy, creativity, problem solving, technology, critical thinking, and communication skills. Computer Science – Game Design: Grades 5-8. Students design and create a game that can be played and shared with friends. Students setup their own account to continue learning computer science at home. Cyber Bullying: Grades K-5. Cyber Bullying explores the social nature of digital media and technology. Including the role of digital media, how to use it, and how to protect your privacy online. Lip Balm Science: Grades K-5. Explore chemistry and math. Lip balm prevents our lips from becoming too dry or chapped. Choose your color, fragrance, and moisturizer! Students will learn the important components of lip balm and how it is made. Lotion Science: Grades 3-8. Learn how lotion works to keep your skin hydrated and moisturized. Discover the three layers of the skin, then make your own lotion. Micro Robotics: Grades 5-8. Students design and build their own Robot! Students will build a Brush bot, a very simple type of “robot”. Micro robotics is the field of miniature robotics, which builds technology and engineering skills. Mini-Magazine “Zine”: Grades K-5. Cool and creative writing and literacy activity. Create, design and make a mini magazine! Builds vocabulary development, reading comprehension, literature, writing strategies, writing applications, English language conventions, listening, and speaking. Rocketry: Grades K-8. Design and build an air-powered rocket and countdown to blast off! Lessons in aerodynamics, gravity, and point of balance. This fun activity builds problem solving skills that improve students’ performance and attitude toward math.

<urn:uuid:fcb427a7-aaf3-4681-9fc6-79609f8d78ba>

CC-MAIN-2023-14

https://kidsntechstemacademy.com/what-we-do/curriculum/

s3://commoncrawl/crawl-data/CC-MAIN-2023-14/segments/1679296948965.80/warc/CC-MAIN-20230329085436-20230329115436-00550.warc.gz

en

Mindfulness involves focusing your awareness on the present moment. It means paying attention to your sensations, feelings, thoughts, and environment in the here-and-now with an attitude of acceptance. Some of the potential benefits of mindfulness include lowering stress, decreasing depression, improving memory, and strengthening your relationships, among other things. In a large-scale review of more than 400 previous studies, mindfulness was identified as an effective mental health practice for helping almost all people improve their physical and psychological well-being. This article discusses the many benefits of mindfulness as well as some things you should consider before you decide if mindfulness-based practices are right for you. Reduced depression is one of the important benefits of mindfulness. It can help relieve symptoms of depression and may help prevent these symptoms from returning in the future. Mindfulness-based cognitive therapy (MBCT) is a type of therapy that incorporates cognitive-behavioral therapy (CBT) with mindfulness-based stress reduction (MBSR). It is a relatively brief therapy, taking place over eight weeks utilizing group sessions that incorporate mindfulness practices. In addition to mindfulness practices, MBCT also incorporates other activities such as meditation, body scan exercise, and yoga to help people focus on becoming more aware and accepting of their thoughts. Research suggests that MBCT can not only be effective in reducing depressive symptoms but may also help prevent a relapse of depressive symptoms as effectively as antidepressant medications. Increased Emotional Regulation Another potential benefit of mindfulness is that the practice may help you identify and manage your feelings. Emotional regulation refers to your ability to exert control over your own emotions. This means being able to both enhance or reign in emotions depending on the situation and need. This ability can play an important role in mental well-being and difficulties managing emotions are linked to a number of conditions including depression and borderline personality disorder (BPD). Research has found that mindfulness-based practices can be helpful for enhancing emotional regulation skills. Neuroimaging studies suggest that mindfulness training alters areas of the brain that are activated and deactivated in response to emotion-inducing stimuli. Dialectical behavior therapy (DBT) combines elements of mindfulness with CBT and emotional regulation training to help treat symptoms of conditions such as borderline personality disorder. Research suggests that DBT can be effective in helping people manage their emotions. It has also been effective in treating anxiety, depression, and PTSD. The emotional regulation benefits of mindfulness can make it easier to cope with your feelings, ultimately improving many areas of your life, including your relationships and well-being. Reduced Anxiety and Stress Chronic stress is a significant problem for many adults that can contribute to a variety of health problems, including an increased risk of depression and anxiety. According to the American Psychological Association, mindfulness can be helpful for soothing feelings of anxiety and stress. Mindfulness practices have also been adapted specifically for treating symptoms of stress. One approach, known as mindfulness-based stress reduction (MBSR), is an eight-week program that combines elements of mindfulness and yoga to help people address thoughts, feelings, and behaviors that contribute to feelings of stress. Research suggests that MBSR can be a helpful way to reduce stress levels. One review of the research found that mindfulness-based therapy was also effective in the treatment of anxiety.1 A 2016 study concluded that mindfulness was both a simple and cost-effective way to reduce negative emotions, stress, and anxiety. However, mindfulness may not always be the best tactic for reducing stress, particularly in moments of a crisis. One study found that using mindfulness tactics when coping with a stressful event had no impact on how people responded to the event. In times of crisis, proven strategies such as deep breathing are often more effective, while mindfulness might be best used as you reflect back on the event once it is over. Mindfulness may also have potential as a way to boost your memory. If you’ve ever forgotten an important meeting or misplaced your car keys, then you know that even simple, everyday memory problems can be a major hassle. Many of these moments of forgetfulness are caused by something known as proactive interference, where older memories interfere with your ability to access newer ones. In one 2019 study, participants either received four weeks of mindfulness training or took a creative writing course. Memory tests indicated that those who had been trained in mindfulness practices showed the greatest reductions in proactive interference, which resulted in improvements in their short-term memory. Participants didn’t just show improvements in memory performance, however. They also demonstrated changes in their brains. Brain imaging also revealed that participants in the mindfulness training condition experienced volume changes in their hippocampus, an area of the brain associated with memory. Mindfulness doesn’t just help you focus on your thoughts or remember things more readily—evidence suggests it can actually play a role in your ability to think flexibly and clearly. It makes sense that the practice of mindfulness can change your thinking. After all, the practice itself is all about learning to be more aware of your thoughts without imposing judgments on them. There are several important cognitive abilities involved in mindfulness, including: - Being able to focus your attention for a period of time (sustained attention) - Being able to shift your thoughts and attention in spite of the distractions around you (cognitive flexibility) - Suppressing other thoughts that interfere with your focus (cognitive inhibition)10 These cognitive abilities are important for a wide variety of everyday tasks. They allow you to think quickly and adapt to changing information. Such skills also help you switch from one task to another easily and make it easier to concentrate on tasks and solve problems more efficiently. There is also emerging evidence that practicing mindfulness may have a positive impact on your interpersonal relationships. A 2018 study found that people who were more mindful also tended to be more accepting of their partner’s flaws and imperfections. People who are more accepting of their partners are also more satisfied with their relationships. Instead of focusing on their partner’s flaws and trying to change them, mindfulness makes it easier to accept that their partner is not always perfect. An approach to treatment known as mindfulness-based relationship enhancement (MBRE) has been shown to help improve partner acceptance, relationship satisfaction, empathy, and well-being. It incorporates mindfulness practices such as mindful touching to improve intimacy, becoming mindful of everyday activities, and practicing partner-focused loving-kindness meditation. Better Physical Health Research also suggests that mindfulness can help relieve symptoms of a range of different health conditions. Mindfulness practices have been linked to improvements in lower back pain, rheumatoid arthritis, psoriasis, Type 2 diabetes, and fibromyalgia. Because mindfulness can help improve mood and combat stress, it may also be helpful for people who are dealing with chronic illness. When to Use Caution Any type of self-reflective inner work has the potential to bring difficult feelings or thoughts to light. This can be particularly true if you have a history of trauma or if you have been diagnosed with a condition such as post-traumatic stress disorder (PTSD) or complex PTSD. There are few guidelines regarding the potential side effects or situations where caution should be used. Researchers have reported instances where participants have experienced distressing adverse effects when practicing mindfulness and meditation that were serious enough to require additional treatment. One study found that around 6% of participants who practiced mindfulness experienced side effects that included increased anxiety, dissociation, social withdrawal, and emotional numbness. However, the authors note that these effects were also accompanied by significant improvements in symptoms of depression. This doesn’t mean that you shouldn’t try mindfulness. Instead, it simply means that you should use some caution and be aware that it is not a panacea for immediate well-being. Mindfulness and other inner work practices may make you feel worse before you begin to feel better. Focusing deeply on your inner self can trigger uncomfortable or even distressing feelings, so you should be aware of this potential and have emotional tools you can utilize to help cope with such experiences. If you are concerned that practicing mindfulness might be difficult or distressing for you, consider working with a trauma-informed therapist. A mental health professional with experience in this area can help guide you through the process, integrate your experience, and develop skills that will help you cope. A Word From Verywell There are many possible benefits of mindfulness including lowering stress, improving emotional regulation, boosting cognitive abilities, and strengthening relationships. Research has also shown that mindfulness can lead to changes in the structure and function of the brain. Adverse side effects can occur in some cases, so people should consider talking to their doctor or therapist before deciding if mindfulness is right for their needs. Mindfulness is not a one size fits all approach to well-being. It can be a powerful wellness tool with a wide range of benefits, but that doesn’t mean that it is right for everyone. There are many mindfulness guides, apps, and other tools that can help you get started if you are interested in trying it, but you can also talk to a therapist about mindfulness-based treatment options.

<urn:uuid:6dc30fcb-7d30-4a50-aa05-83b5cdc5ffb2>

CC-MAIN-2023-14

https://sensalus.com/en/benefits-of-mindfulness-3/

s3://commoncrawl/crawl-data/CC-MAIN-2023-14/segments/1679296950422.77/warc/CC-MAIN-20230402074255-20230402104255-00550.warc.gz

en

Gamification is a strategy used to influence and motivate the behavior of people. It encourages participation and long-term engagement, which can be displayed by the employees of a company. It is applied in numerous scenarios. Gamification as the pedagogy. The procedure consists of adding game mechanics or elements to non-game environments like websites, online communities, learning management systems or business’ intranets; hence it is not an actual game. This will aim to increase user engagement, happiness, and loyalty. Learners can complete more course elements and to a higher standard. The goal is to engage better with consumers, employees, and partners in order to inspire collaboration, sharing and interactions. Gamification and Dopamine : Gamification training or gamification learning has gameplay elements as part of the learning experience. Psychology and gamification training go hand in hand and can be used to help inspire students to challenge themselves. Dopamine is a hormone that controls pleasure and affects one’s mood, memory and thinking process. The human is like a lab rat in a maze that is getting food rewards for correctly navigating through it and finding the way out. In an analogous, way the human that is participating in gamification will respond to rewards that include levels, points, quizzes, badges, progress tools, timers and sounds that make up the user interface for gamification. Therefore, the brain will release dopamine. This will allow one to learn and be more likely to hold what one has learned in the long term, as well as to have a pleasurable experience at the same time thus making gamification a powerful and fun eLearning tool. Gamification and E-learning Gamification can be great for corporate training as well and in E-Learning, since it rewards learners and challenges them to keep going. As individuals are motivated to improve and/or beat the competition, it gives them autonomy, since they can learn at their own pace and level. Games give instant feedback as players demonstrate their mastery and if one does well then, they will move onto the next level, if not then they have a chance to try again. From another perspective, the learning process has a social theme, since it creates friendly competition and collaboration that will allow learners to forge new connections. Emotional and social connections are formed through storytelling in gamification. Moreover, gamification can also be used by people of all ages 5 to 50 years old. Learning can be done in digestible pieces. This kind of games is usually segregated into making learning interesting and fun. This process of Gamification will allow an immediate application and interaction with the material. This means understanding can be increased and so the engagement, retention, grades, and overall happiness. Gamification and Training: Gamification has in fact been around for a long time. Astronauts have used it to train for years before leaving for areas with no gravity. The military uses ‘war games’ to simulate battlefield conditions and so do pilots to simulate flight. Gamification can keep soldiers, pilots, and astronauts alive. It surprisingly functions well which means that it can also be used for corporate and other training. To conclude, the gamification experience must translate to what motivates the audience and what game features matter most and the game must translate to the workplace and not distract the learner from productivity. Gamification should also be simple and not complex.

<urn:uuid:2cdba454-5765-4c15-81b7-f7d7c8420241>

CC-MAIN-2023-14

https://www.alfihri.org/post/gamification-as-the-pedagogy-of-the-future-today

s3://commoncrawl/crawl-data/CC-MAIN-2023-14/segments/1679296949689.58/warc/CC-MAIN-20230331210803-20230401000803-00349.warc.gz

en

The One Pager is a great way for students to respond creatively and imaginatively to a text, be it a novel, short story, article, poem etc. But one-pagers can be used in a multitude of ways and across multiple content areas. Students can create one-pagers for: - Research Topics - Chapter Summaries - Character Analysis - Act Summaries - Scene Summaries - Ice Breaker (About Me) Teaching concepts is pretty universal for teachers no matter the subject area we are in. So, utilizing the one-pager activity can be a great way for students to demonstrate their knowledge of a key concept they have learned. The quality of the one-pagers may also alert you to any students who may not fully understand the concept the one pager is about. Students can use a one pager to showcase what they learned about a research topic! Whether the research project is a person, event, movement, thing, location, the one-pager activity still works and provides students with a unique way to show what they learned about their research topic! Below are some examples from my students! As part of our reading of the March Trilogy that chronicles the life of Representative John Lewis, students had to choose a civil rights leader or group mentioned in the book and conduct research on them. I then tasked them with creating a one-pager that contains the information they found about their research topic! Many students struggle with theme, so using a one pager activity can help them understand theme more in a creative and engaging way. This can be a great end of the unit activity for students to show their understanding of a book or play, or even a wrap up activity for any text, film, music activity or even work of art that has a message/lesson! Below are some examples my students did with identifying theme in Homer’s the Odyssey! Chapter, Act or Scene Summary One-pagers are a great way for students to showcase their understanding of a major chapter in a book or a major act or scene in a play! The beauty of a one-pager is how much freedom you have with what you require students to include in it. So you can have students only focus on main events, or you could get more specific with what students focus on. For example, you could have students include how major events in the scene impact characters, or maybe the climax of the story happens, and you want students to include an analysis of it in the one-pager. You have total freedom of what you want your students to focus on! Below are some examples my students did with summarizing Act 3 of Romeo & Juliet! Have students show their understanding and knowledge of a character in a creative and engaging way. You can choose to have students focus on indirect/direct characterization or character development. This also works great any time of the year when you want to work on class culture! You can participate as well! Say goodbye to boring summaries! Having students create a one-pager offers a significantly more engaging way to show their understanding of an article they read. The same thing students would use to summarize the article (major events, purpose, quotes etc.) can now be put in a more creative format with students having more freedom on how they structure their “summary.” The One-Pager activity is a powerful tool to help students respond to the material they learn in class in an engaging and creative way! I hope you found these 9 one pager assignment ideas useful! If you did, you can grab my bundle deal here. It includes activities for: - Research Topics - Character Analysis - Character Development - Chapter, Act and Scene Summaries - About Me Don’t need all 9? You can check out my individual prices here. 5 thoughts on “9 Creative One Pager Ideas” Pingback: Use One Pager Ideas – Education is Lit Blog Pingback: Benefits of Reading the Best Blogs for Teachers – Education is Lit Blog Pingback: The Best Criteria to Use When Looking For a Classroom Management Plan – Site Title Pingback: Important Classroom Management Tips to Always Consider – Site Title Pingback: Reasons Why Getting Education is Important – Education is Lit Blog

<urn:uuid:65ec6c4c-03de-45a6-944e-5edfd3b480b4>

CC-MAIN-2023-14

https://educationislit.com/9-creative-one-pager-ideas/

s3://commoncrawl/crawl-data/CC-MAIN-2023-14/segments/1679296948868.90/warc/CC-MAIN-20230328170730-20230328200730-00551.warc.gz

en

Creative play is important for children because it allows them to explore their imaginations and creativity. There are many different ways you can encourage creative play in your children but it’s a matter of finding what interests them. Here are some ideas of different activities that will help get your kids thinking creatively: 1. Provide your child with a variety of arts and crafts supplies You can find many different art supplies online or at your local department store. Some great types of art supplies include crayons, colored pencils, markers, and paints. This allows your child to choose what art medium they would like to work with and what colors and drawings they would like to create 2. Allow your children access to the outdoors The outdoors is a great place for kids because it’s filled with many different materials that allow kids to be creative, such as rocks, leaves, pine cones, and wood. This encourages your children to think outside of the box because they can use these materials in unique ways. 3. Set up a playroom for your child This playroom should be stocked with toys and games that encourage creativity, such as dolls, action figures, engineering blocks, and puzzles. These toys will allow your children to create their own imaginative play, which can be very educational and engaging. Just make sure that these toys are age-appropriate. 4. Encourage your child to tell stories Storytelling allows children to use their imaginations and creativity, which is important for them as they are developing their communication skills. This can be done through picture books or board games that encourage storytelling, such as The Cat in the Hat, The Little Prince, Candyland, or The Game of Life. You can also help your child by allowing them to tell you stories on a regular basis. 5. Allow your child the time to play with friends Creative play is often done in groups where kids can share ideas and support each other’s creativity. This allows children to learn from one another and broaden their creativity because they are able to see different perspectives. This can be done through play dates, which should also have other toys available to allow the kids to switch things up. 6. Give them opportunities to express themselves through music, dance, or writing All of these activities will help your child develop their creativity because it allows them to use their bodies and voices to express themselves. This can be done through dance classes, singing lessons, or writing poetry. These are great ways for children to release stress, learn discipline, and self-express – all important tools kids need as they grow up. 7. Let them experiment with different types of food Cooking can be a great way to encourage creativity! Let them experiment with ingredients and recipes to create delicious meals. You can simply let them interact with your food preparation tasks to encourage their interest in food. 8. Take your kids to a museum or an art gallery This can be a great way to expose children to many different types of art, which allows them to try out different kinds of creative activities. There are also some great apps that can help encourage creativity in children such as ArtByte, which allows children to draw pictures that are then turned into art. You can also let your child take an art class at their school or local community center to equip them with skills for their interest in art. 9. Let your child watch educational television or movies This will allow them to learn new things beyond what they are learning at school. Kids can also develop teamwork and problem-solving skills through watching these shows/movies with their parents. There are many great children’s movies that are educational, such as Pete’s Dragon, Annie, and Peter Pan. 10. Encourage your child to try new things. Lastly, if they say they don’t like something you suggest, ask them why instead of just saying that they do or don’t like it. This will help nurture their curiosity and let them think about their own preferences. Maybe they’re just not into the arts and would prefer to do other things like play sports or learn about history. This is where you have to acknowledge their interests and be open to trying new things with them. Many parents find that their child’s interests change as they grow older, so what may have interested them when they were young may not interest them now. As children get older they are able to handle more imaginative and creative play and this should be encouraged and supported by parents everywhere. Remember that creativity is not something that can be killed because it should be nurtured. By encouraging creative play, children are developing their language skills, developing discipline, and growing every day into better individuals.

<urn:uuid:c0ac678e-0f55-4a1b-8545-66e5cb6fecff>

CC-MAIN-2023-14

https://www.royalbambino.com/encouraging-creative-play/

s3://commoncrawl/crawl-data/CC-MAIN-2023-14/segments/1679296944452.74/warc/CC-MAIN-20230322180852-20230322210852-00550.warc.gz

en

What Are Learning Videos Learning videos are a powerful tool for delivering educational content online. They offer an engaging and interactive way to learn, allowing students to gain knowledge in a more efficient and effective manner. Learning videos can be used for a variety of purposes, such as providing instruction on how to use a product or service, training employees, teaching students in an online classroom setting, and more. By leveraging the power of video, learning videos can help people better understand complex concepts and retain information more effectively than traditional methods. Furthermore, learning videos allow learners to access educational content from anywhere at any time. As such, they are becoming increasingly popular in learning and online education. Step-by-Step Guide to Creating Engaging Learning Videos Creating engaging learning videos can be a daunting task for many, but with the right step-by-step guide, it can be done easily. Learning videos are an effective way to transfer knowledge and engage students in the classroom. With the help of this guide, you will learn how to create educational content that is both engaging and informative. This guide will provide you with an overview of academic video production, from creating a storyboard to choosing the right equipment and software for your project. You will also learn about different techniques for creating educational content that is both engaging and effective. By following these steps, you will be able to create learning video tutorials that are sure to captivate your audience. 1. Choose a Topic When choosing the topic for your project, determine what facet of the topic will be focused on. Whether you want to make a long-form documentary or a short-form vlog, setting out a specific goal will help you create content that is both interesting and informative for your audience. Make sure that you have enough background knowledge about the topic and have brainstormed different ideas. For example, if your project is about video games, it would be beneficial to watch YouTube videos on how video games are made to brainstorm different production ideas. 2. Develop a Production Plan and Schedule Once you have narrowed down your topic, develop a production plan and start scheduling the duration of each component of your project. For example, if you are creating an informational video about how video games are made in general, set out plans for filming what you want to show and determine how long those scenes will take to film. Create schedules for voiceovers (if applicable) as well as for editing and production. 3. Save time by asking The Hound Studio for help The team of creative minds at Hound Studio is fond of creating amazing videos, carefully crafted for each new client. Moreover, they don’t have any limits. It’s incredibly important for them to do their best and make projects that are worthy of attention. 4. Utilize Technology for Productivity Makers, like Google Docs/Slides It is helpful to have access to technology when creating a project; however, this does not need to be a hurdle. If you are unfamiliar with technology, it is more helpful to use Microsoft Word or Google Docs, which can easily create a presentation of your project. 5. Stay Flexible when Creating Your Project There are many different ways that you can deliver your project; however, the most important thing is that you produce something of quality. It is important not to get too caught up in what others might think of the final outcome and to make sure that it reflects your intentions in the best way possible. Why choosing the right video production tools is important? Choosing the right video production tools and equipment can be a challenging task. It requires the right equipment to ensure that your content is engaging and informative. There are many different types of tools for creating educational content, ranging from smartphone apps to desktop software to professional editing systems. 5 Tips for Optimizing Your Learning Videos for Maximum Impact Learning videos have become an essential part of the modern learning experience. They are a great way to engage your audience and make sure that they are getting the most out of the content. However, it’s not enough to simply create a video and post it online. You need to optimize your learning videos for maximum impact if you want them to be effective. Here are five tips for optimizing your learning videos for maximum impact: 1. Keep it short – A learning video should never be more than 10 minutes long because if it’s too long, people start to lose interest and the impact will not be as great. 2. Start with a hook – Make your opening sentence interesting and catchy so that you have enough time to set up the following content before the audience loses interest or becomes distracted by something else in the video. 3. Create an engaging story arc – Your audience is only going to stay engaged if they are rooting for your hero at every step of their journey! Create a story arc that includes key turning points in the hero’s journey that keep your audience on the edge of their seats. 4. Use storytelling techniques and a linear story arc – If you are interested in taking a more holistic approach, use storytelling techniques like suspenseful music, captivating visuals, and surprising twists to keep your audience engaged until the very end. 5. Explain key concepts at the beginning – The first thing your video should do is explain what it is about so that people know what they’re getting into before watching it. This will help people start out with an understanding of who gets what from which person or group so that you can gain their trust. The best way to do this is through an intro. Training content is essential for any organization to ensure that its employees are familiar with the company’s policies and procedures. However, training content can be dull and uninteresting if it isn’t presented in an engaging way. Learning videos provide a great way to bring your training content to life! They can help you engage your audience, increase knowledge retention, and provide an enjoyable learning experience. With the use of learning videos, you can make sure that your employees understand the material better and retain it longer. Contact The Hound Studio, and don’t hesitate to start creating engaging learning videos for your organization today!

<urn:uuid:22abc97e-7de0-4cf0-add5-c542f93a8b9f>

CC-MAIN-2023-14

https://hound-studio.com/blog/how-to-create-learning-videos/

s3://commoncrawl/crawl-data/CC-MAIN-2023-14/segments/1679296946535.82/warc/CC-MAIN-20230326204136-20230326234136-00772.warc.gz

en

You probably already know that reading aloud to a child can help improve his or her language development and affect future success in school. Well, these benefits of reading are now starting to get some serious research chops behind them, and the results are fascinating. We’ve compiled some of the most up-to-date research on the benefits of picture books and reading to small children. We hope you’ll be inspired to start reading more with your own little bears! - Stories literally light up a child’s brain. Until now, we haven’t had a good understanding of what’s happening in a child’s brain when he or she hears a story. A recent study in the journal Pediatrics looked at just that. They monitored the brain activity in 3-to 5-year-old children as they were being read to. And for the children whose parents reported more reading at home and more books in the home, their brains showed significantly greater activation of areas in the left hemisphere, where multisensory integration, integrating sound, and visual stimulation occur. And even though the children in the study were just listening to the story and did not see any pictures, they also showed more brain activity in the areas that process visual association—which suggests that they were seeing the images in their imaginations. Who doesn’t want their little bear to have a more active brain and a healthy imagination? - Picture books may use a bigger vocabulary than you do. From our work editing picture books, we know that picture book creators spend countless hours choosing just the right words and images to complement and enhance their storytelling. But in case there are any doubters out there, it’s great to know that research has proven just how special picture books really are. A study from the journal Psychological Science looked at the language content of picture books. Choosing from a selection of teacher recommendations, Amazon bestsellers, and popular bedtime books, the researchers compared the language in the books to the language used by the parents when speaking to their children. It turns out that the picture books contained more “unique word types.” That means reading picture books to your little bears could expose them to a wider vocabulary. - Picture books are not just for little bears. Many educators are now using picture books to teach higher-level skills to older students. These teachers have noticed less resistance to new vocabulary when it’s presented in picture books (which ties in with our point #2 above). And of course, kids of all ages like to hear a good story. Picture books can also serve as a great introduction or a supplement to the larger topics that older kids are learning about (for example, reading a picture book biography about a black civil rights activist to tie in with Black History month). So just because your child progresses in reading skills doesn’t mean he or she should stop reading picture books altogether. That’s also why we at Book Bears advocate for reading time to be a family event. It’s our belief that family members of all ages can benefit from reading picture books together. Looking to add more books to your home bookshelf but don’t have time to do the research? Consider a subscription to Book Bears. Book Bears read! Visit us at www.bookbears.com. Want to hear more about the studies mentioned above? Check out this New York Times article. To learn more about how teachers are using picture books with older kids, check out this article from School Library Journal. We also love this list from the Nerdy Book Club.

<urn:uuid:bc5694e2-ce97-4ee3-a25c-d3aef66a884a>

CC-MAIN-2023-14

https://bookbears.com/2016/03/05/3-more-reasons-to-read-more-picture-books/

s3://commoncrawl/crawl-data/CC-MAIN-2023-14/segments/1679296948609.41/warc/CC-MAIN-20230327060940-20230327090940-00351.warc.gz

en

Seasonal Science: Spring Activities Spring is perfect for spending time outdoors and learning more about how plants and animals grow. Whether you live somewhere with lots of green or somewhere where the cars outnumber the trees, getting outside as the weather gets warmer provides great opportunities for little learners. Spring Science Activities for Preschoolers: Books About Spring for Preschoolers: Planting Seeds by Erika L. Shores Rain Showers by Kathryn Clay Animals in Spring by Kathryn Clay Up in the Garden Down in the Dirt by Kate Messner Goodbye Winter, Hello Spring by Kenard Pak Some Bugs by Angela DiTerlizzi We Dig Worms by Kevin McClosky Compost Stew by Mary McKenna Siddals A Seed is Sleepy by Dianna Hutts Aston An Egg is Quiet by Dianna Hutts Aston A Butterfly is Patient by Dianna Hutts Aston A Nest is Quiet by Dianna Hutts Aston Fruit is a Suitcase for Seeds by Jean Richards The Reason for a Flower by Ruth Heller Planting a Rainbow by Lois Ehlert Waiting for Wings by Lois Ehlert The Honeybee by Kirsten Hall Spring is Here by Will Hillenbrand Crinkle, Crackle, CRACK It’s Spring by Marion Dane Bauer Fantastic Flowers by Susan Stockdale Hank’s Big Day: The Story of Bug by Evan Kuhlman Cricket in the Thicket by Carol Murray Errol’s Garden by Gillian Hibbs Lola Plants a Garden by Anna McQuinn Sidewalk Flowers by JonArno Lawson Plant the Tiny Seed by Christie Matheson Tap the Magic Tree by Christie Matheson And Then It’s Spring by Julie Fogliano Pitter and Patter by Martha Sullivan It’s Raining, It’s Pouring by Kin Eagle National Geographic: Oh Baby! Which Animal Families Lay Eggs and Live Birth? SciShow Kids: The Science of Spring Backyard Composting: stopwaste.org/ Spring Science Webinar Recording: Spring Science Presentation Download the Spring Science webinar presentation here. Standards & Alignments The activities and resources outlined here align with many early learning standards. - Children have a natural desire to explore, to build, and to question. Through open-ended exploration, children interact with materials in nature and scientific materials/tools to explore and learn about their world. PA Early Learning Standards - Children have an innate desire to experiment and investigate while gathering data to make conclusions. - Children’s immediate environment and daily surroundings provide the best context for science learning. Some ways they do this include observing, measuring, investigating, sorting, and comparing. - Adults scaffold children’s thinking by asking open-ended questions that encourage problem-solving and critical thinking. - Children first construct scientific knowledge by using their five senses to interact with the environment. That is how they make sense of their world. - Young children’s inclination to be curious, explore, experiment, ask questions, and develop their own theories about the world makes science an important domain for enhancing learning. - Problem-solving skills, children’s reasoning, and their representation of their learning becomes more complex as they gain new abilities to ask questions, gather information, and think critically. - Adults facilitate activities to promote students’ higher-order thinking skills, such as problem-solving, predicting, comparing, and classifying. - Adults facilitate children’s development of those skills that support discovery and inquiry while promoting their natural curiosity. Share Your Spring Activity Photos with us! We'd love to see how these actvities worked out for you and your students. Tag us on Facebook or Instagram! Hollie is certified K-8 teacher who has been educating in the informal education field since 2005. She has developed and implemented countless exciting STEAM programs for families, classrooms, and teachers focused on the natural world, the scientific process, and ancient life. Her professional passions are inquiry, whole family learning, experiential learning starting in early childhood, and the intersection of literacy and science instruction. She has recently developed a community-based program that encourages families to use dramatic play to learn science, increase literacy skills, and have fun together for which she received the Drexel University Presidential Award for Civic Engagement. She is most proud of her work on a popular science storytelling program for preschool families and classrooms that combines a book club format with engaging programs, innovative curriculum, and a hysterical puppet storyteller.

<urn:uuid:c42b028e-f799-46bc-800d-4a647488a9df>

CC-MAIN-2023-14

https://www.shopbecker.com/resource-cafe/beckers-blog/stem-steam/seasonal-science-spring-activities/

s3://commoncrawl/crawl-data/CC-MAIN-2023-14/segments/1679296943555.25/warc/CC-MAIN-20230320175948-20230320205948-00552.warc.gz

en

A first-person narrative is a way of storytelling through the narrator’s point of view. It uses first-person pronouns such as ‘I,’ ‘me,’ and ‘we.’ Along with the first-person narrative, there is second person, where the writer uses second-person pronouns such as ‘you.’ There is also a third person, where the story is told by an outsider watching things unfold. This uses third-person pronouns such as ‘he,’ ‘she,’ and ‘they.’ Examples of First Person The best way to help pupils recognize the first-person narrative is to get them to identify if first-person pronouns have been used. These include: - I/We (subject, singular/plural) For example: ‘I like going shopping.’ (first-person singular) ‘We like going shopping.’ (first-person plural) - Me/Us (object, singular/plural) For example: ‘Harry smiled at me.’ ‘Harry smiled at us.’ - Mine/Ours (possessive, singular/plural) For example: ‘That food is mine.’ ‘That food is ours.’ - My/Our (possessive, modifying a noun, singular/plural) For example: ‘I love my dog.’ ‘I love our dog.’ How is First Person used? Sentences and stories can be written in the first person and told through the lens of a character in the story. This character is typically the main character: the protagonist. The aim of using the first-person narrative is to make the reader feel close to the character effectively. This is because, through their journey, the characters often reveal truths about themselves using first-person pronouns. As a result, the character’s thoughts and emotions are at the forefront of the narrative, ready for the reader to see them. Writing in the first person allows the reader to understand the character’s thoughts and opinions on other characters and events happening in the story. Why is First Person effective? Having a first-person narrative can be a very effective technique – it allows the reader to get inside the character’s head and watch the story unfold through their eyes. It also gives a sense of ‘being there,’ which makes the story more engaging for the reader. This contrasts with a third-person narrative, where the character is seen through a separate narrator’s point of view. First-person closes the gap between the reader and the character, allowing them to experience the story more closely. First-person, second-person, and third-person can all be effective ways to write a story differently – it just depends on the particular level you’re trying to tell. How do you write in First Person? Writing in the first person can be completely different from writing in the third person, whether you’re writing a story or a diary entry. Not only are you using different pronouns, but the writing style can also change. For example, rather than writing from an objective, third-person point of view, you’re in the character’s mind, expressing their direct thoughts to the reader. Before children write their story or diary entry in the first person, you might want to share some tips with them. Here are some that they might find helpful: - Establish the character’s voice. When writing in the first person, the main character does all the talking! That’s why it’s important to know what they sound like, how they talk and how they feel before writing. For example, does the character talk formally or informally? Are they shy or confident? - Decide if the narrator is reliable. The character’s thoughts and feelings influence how we write in the first person. Therefore, before writing, it’s essential to decide whether the reader can trust what the narrator is saying – are they telling the truth, or do they tend to exaggerate or underplay things? This is especially important for diary entries, where the text should recount specific events. - Use the active voice. The active voice is important for creating engaging, first-person writing. Since it’s in the first person, the narrator should carry out actions themselves rather than simply having things happen to them. - Past or present tense? Just like the second or third person, we can write in the past or present in the first person. But it’s a good idea to decide which one before writing. Writing in the present tense helps bring the reader closer to the action and the character’s reactions, but an essay in the past tense allows the narrator to express their thoughts and feelings retrospectively. - Remember ‘I,’ ‘me,’ and ‘my.’ When learning to write from different points of view, many children might slip between first and third person without realizing it. Children should remember to check their writing to ensure they’ve used first-person pronouns to refer to the narrator/main character throughout their work.

<urn:uuid:292ac256-3d65-444f-b5b4-8c8dd0759290>

CC-MAIN-2023-14

https://pedagogue.app/what-is-the-first-person/

s3://commoncrawl/crawl-data/CC-MAIN-2023-14/segments/1679296943746.73/warc/CC-MAIN-20230321193811-20230321223811-00152.warc.gz

en

The term executive functioning refers to an important set of skills that allow people to successfully navigate life. These skills include the ability to plan, self-evaluate, self-control, retain information, manage time, and organize thoughts and information. According to a useful infographic published by Harvard, these abilities are not innate to anyone, but may be learned by nearly everyone. Children between the ages of 3 and 5 years old tend to develop these skills rather rapidly, and this development is significantly bolstered by early childhood education and care (ECEC). An exploratory report was published in May of this year, examining the effect of ECEC on children’s executive functioning skills at the start of the COVID-19 pandemic. In addition to these important skills, the study also examined the effect of this care on language, and the difference socioeconomic status may make on the development of vocabulary and executive functioning. The study looked at children between 8 months and 36 months old from monolingual families, and approximately half the group was male and half female. There were limitations to the study, such as the information gathered being self-reported by parents/caregivers of the children studied rather than objective observations being made by the researchers or by those providing the education. Despite these limitations, however, the data is still useful in showing that formal ECEC has a positive impact on the development of executive functioning skills and vocabulary. Socioeconomic status did not make a difference when it came to the former; children from all backgrounds saw similar improvement in executive functioning. It did, however, play a role in the effect of ECEC on vocabulary, as children from lower socioeconomic backgrounds were found to have a greater improvement in this area. Executive functioning skills are not only useful in allowing children to become adults capable of making future plans, recalling important information, and remaining focused on a task, but have also been found to have other benefits as well. For instance, Harvard reports that “Neuroscientists are also beginning to relate specific aspects of executive functioning, notably attentional skills, to specific steps involved in learning to read and to work with numbers.” By bolstering the growth of these skills early in childhood, there may be an increase in school readiness and an improvement in classroom performance. Much of what we do as children’s librarians contributes to the development of executive functioning skills in children. Lap games, playing peekaboo with objects or body parts, imitation games that have the child repeat a hand motion or song, storytelling, and much more all contribute to the growth of these skills. In addition to their infographic, Harvard has also published a guide on helping children from infancy through adolescence grow these skills. Though many of us already make use of these activities in our programs, this guide may be useful in explaining the why behind what we do. Today’s blog post was written by Kat Baumgartner, Acting Branch Head at the Great Neck Library in Great Neck, NY, on behalf of the ALSC Early and Family Literacy Committee. She can be reached at [email protected]. This blog relates to ALSC Core Competencies of III. Programming Skills and V. Advocacy and Outreach.

<urn:uuid:da0e3c54-c04f-4bff-b86a-9c7cb59254ba>

CC-MAIN-2023-14

https://www.alsc.ala.org/blog/2021/12/fostering-the-growth-of-executive-functioning-skills-in-children/

s3://commoncrawl/crawl-data/CC-MAIN-2023-14/segments/1679296945248.28/warc/CC-MAIN-20230324051147-20230324081147-00771.warc.gz

en

In the early chapters of Jane Eyre, Charlotte Bronte presents Jane as a young girl who is struggling with her identity and place in the world. Jane is an orphan who is sent to live with her aunt and cousins, where she is treated poorly and feels like an outsider. However, Jane is a determined and independent spirit, and she eventually manages to find her way in the world. Bronte does an excellent job of depicting Jane’s childhood experiences in a relatable and realistic way. Jane is a complex character who goes through a lot of growth and development throughout the novel, and readers can’t help but root for her as she struggles to find her place in the world. Bronte’s depiction of Jane’s childhood is one of the many reasons why Jane Eyre is such a timeless and classic novel. In terms of themes and issues, Charlotte Bronte’s Jane Eyre was a groundbreaking work, particularly in terms of passion and a woman desiring liberty. Bronte placed an unusual heronie in a typical Victorian home. Jane is a low-income, female, young girl; thus she instantly becomes an antagonist for Victorian readers. This is due to the fact that she belongs to one of three despised groups in Victorian society. In this essay, I’ll examine how Charlotte Bronte utilized plot devices such as setting, characterization, and environment to elicit empathy for Jane. One of the main techniques used by Charlotte Bronte is pathetic fallacy. Jane’s poor living conditions are resemblant to her inner state. For example, when Jane is locked in the red room, the description of the room reflects Jane’s feelings of being trapped and alone. The “great book case…with its dark shelves and gothic ornaments” (Bronte, 1847, p.52) creates a feeling of gloom which mirrors Jane’s emotions. Another example is when Rochester is injured in the fire. The fact that he is “blinded and maimed” (Bronte, 1847, p.461) represents his inner state of being broken and desolate. This technique allows readers to feel empathy for Jane as they understand her feelings and experiences. Another technique Charlotte Bronte uses is the use of light and dark. This is used to contrast Jane’s good qualities with the bad qualities of other characters. For example, when Jane first arrives at Gateshead, she is described as having a “pale face” with a “faint flush” on her cheek (Bronte, 1847, p.13). This immediately makes her seem like a victim. In contrast, Georgiana is described as being very beautiful with a “glowing complexion” (Bronte, 1847, p.14). However, it is later revealed that Georgiana is actually quite selfish and cruel. This contrasts Jane’s good nature with Georgiana’s bad nature, making Jane seem more sympathetic. Lastly, Charlotte Bronte uses the technique of foreshadowing to create sympathy for Jane. For example, when Jane is locked in the red room, she has a vision of her uncle’s ghost. This foreshadows Jane’s later experiences with ghosts and gives readers a hint that Jane is not crazy, as she is often accused of being. Another example of foreshadowing is when Mrs. Reed tells Jane that she will go to Lowood because “it is a charity school” (Bronte, 1847, p.20). This foreshadows Jane’s later experiences at Lowood and creates sympathy for her as readers know that she will be going to a difficult place. The weather in Jane Eyre reflects how Jane feels throughout the story. From the very beginning, Bronte establishes the pathetic fallacy. Jane is talking about the outside world in a way that reflects her feelings, and her circumstances. Clouds hanging so gloomy and rain pummeling intently are examples of this. The idea of perpetual rain gives the impression that these disasters are never-ending, and since it is mentioned from the start that Jane cannot recall a joyful period in her life, it implies she can’t either. She has no hope that anything will ever get better, and this is shown by the fact that it is always raining. The novel Jane Eyre is set during the Victorian era, which was known for its high levels of poverty and inequality. This is reflected in Jane’s situation, as she is a poor orphan who is constantly mistreated. Charlotte Bronte uses the weather to show how Jane’s childhood experiences have shaped her into the person she is today. The first time we see Jane really suffering is when Mr. Reed locks her in the ‘Red Room’ This room is significant because it represents Jane’s mind, and how she feels locked away from the world. The room is also red, which is traditionally seen as a symbol of anger and danger. Jane is locked in the room as punishment, and she is so scared that she faints. This shows how Jane feels trapped and helpless, like she can never escape her misery. The fact that she faints also suggests that Jane has given up hope, and doesn’t believe that things will ever get better. When Jane finally escapes the ‘Red Room’, she runs outside into the garden. The garden is usually seen as a place of peace and calm, but for Jane it is just another place where she feels trapped. She compares herself to a caged bird, which is unable to fly free. This symbolizes how Jane feels restricted by her situation, and how she longs for freedom. Charlotte Bronte uses the garden to show how Jane’s childhood experiences have made her into a person who feels trapped and oppressed. When Jane leaves Lowood, the weather depicts how she is feeling. When Jane goes to Lowood, it’s winter, so the weather has grown worse and is now described as harsh chilly. The situation of many of the students at Lowood is also mirrored by the environment, which is in brown decline owing to their sickness and deaths from fever. The school is a dreary, dark place. Jane, however, manages to find some happiness here, in her friendship with Helen Burns. Jane’s character is further developed through her interactions with Mr. Brocklehurst, the administrator of Lowood. Jane is able to see through his false piety and recognizes the hypocrisy in his actions. She speaks up for herself and the other students when she has the opportunity, despite Mr. Brocklehurst’s attempts to silence her. Jane’s time at Lowood is not all negative, as she does form a close friendship with Helen Burns. Jane looks up to Helen, who possesses all the Christian virtues that Jane admires. Jane is devastated when Helen dies, but she finds comfort in knowing that Helen is now in a better place. Jane’s experiences at Lowood have made her a stronger person, and she is ready to face the next phase of her life. However, Jane’s stay at Lowood cannot and does not always take place during the winter. Many people believe that the return of spring and the departure of the ailment are merely a natural progression for the two, with one leading to the other. I believe that Bronte was attempting to highlight new life in the spring when she wrote this passage, and that another new stage in Jane’s life is approaching. The change in weather at Lowood allows readers to connect with Jane by empathizing with her, as well as providing something similar to what they have experienced themselves to assist them relate to Jane. When Jane first arrives at Lowood, it is during the winter. She is cold, both physically and emotionally. She has just been rejected by her aunt and cousins, and she is feeling very alone in the world. The cold weather at Lowood mirrors Jane’s inner state, and helps the reader to understand how Jane is feeling. When spring comes to Lowood, Jane’s life begins to change. She makes friends, she begins to feel more comfortable in her surroundings, and she starts to feel more hopeful about her future. The change in weather symbolizes the change in Jane’s life, and helps the reader to see how far Jane has come since she first arrived at Lowood. Bronte uses the weather to symbolize the different stages of Jane’s life, and to help the reader understand how Jane is feeling. The cold weather at Lowood represents Jane’s loneliness and isolation, but the arrival of spring symbolizes new hope and a new beginning for Jane.

<urn:uuid:91fcadef-8e4a-40fa-8ba6-6d363ac8cfe9>

CC-MAIN-2023-14

https://answerpoint.org/jane-eyre-and-her-childhood/

s3://commoncrawl/crawl-data/CC-MAIN-2023-14/segments/1679296944452.97/warc/CC-MAIN-20230322211955-20230323001955-00771.warc.gz

en

Writing Activity for Children Creative writing can be a favorite activity, but sometimes when a child is told to write a story she feels overwhelmed because there are so many choices. We might feel the same way when we head to the grocery store and there are several shelves of options for the item we need to buy. Providing clear expectations to creative writing can help. Are you looking for an engaging activity for your child? Why not use story prompts? I’ll share photographic prompts here, but your family could have fun creating your own! Story Prompts from Photographs: Other Writing Prompt Ideas · Find a painting at a resale shop to start a story. Here are some possible questions to answer in the story: What are the subjects doing? Why are they there? · Choose an object at the house, the quirkier the better, and have your child write a story that somehow incorporates it. Optional questions to answer: Why is this object significant to the story? How does this object save the day? · Use an old magazine or catalogue and choose a photograph to base the story off of. Perhaps ask: Who is this character? How does this item advertised fit into the story? How is the world rescued using this object? A great story will have a problem. Have your child think of the books and movies they enjoy. Discuss the big problem that the main character had to face. Here’s an example: In Disney’s Ralph Breaks the Internet, Vanellope is tired of racing on the same track over and over. She wants a challenge. Ralph wants his best friend to spend time with him and things to be the way they had been. The Basic Story Structure: There is a beginning, middle, and an ending to a story. There is a problem to be solved. Each story has a big idea, sometimes called the “heart of the story,” which is the reason the story is told. If you have young elementary children, a song you might like to look into and possibly share with them is Parts of the Story from the Jack Hartmann Kids Music Channel. Older students study the narrative plotline in more detail. In order to be sure students include all the parts of a story, teachers might have their students plan the parts of the story out before writing. Here are some basic questions a student needs to be able to answer for the story: What is the problem? What is the solution? What is the purpose of the story? This is the general plotline of a story: * The Exposition: establish the characters, setting, and problem (this is also called the conflict) * The Rising Action: create tension and build excitement, the problem is clear * The Climax: the biggest moment of the story * The Falling Action: story begins to resolve * The Resolution: the main problem is solved Grade Level Goals: Standards and benchmarks (expectations students must meet) will vary for your child based on their grade. I’ll go through a variety of grade level goals and then share some educational standards that relate. If you have a pre-kindergarten or a pre-writing student but would like to have him try creative storytelling, simply ask him to make up a story based on the picture you provide. You can be his scribe and write it down. Invite your child to draw a picture to help tell the story. Thoughtfully ask questions that will help guide your child’s story if they feel stuck. The goal of a child’s first draft is simply to get ideas on the page, there is no need to worry about spelling yet. Some teachers have students circle a word that they know they need to go back and spell correctly later. A fourth grader should be able to establish a situation and introduce the narrator and/or characters. The narrative (story) should unfold naturally. He or she should be able to use dialogue. The conclusion should follow naturally from the events in the story. In sixth grade a student should be able to use a variety of narrative techniques, make relevant descriptions, plan and revise. CCSS.ELA-LITERACY.W.K.3 Use a combination of drawing, dictating, and writing to narrate a single event or several loosely linked events, tell about the events in the order in which they occurred, and provide a reaction to what happened. CCSS.ELA-LITERACY.W.K.5 With guidance and support from adults, respond to questions and suggestions from peers and add details to strengthen writing as needed. CCSS.ELA-LITERACY.W.4.3.A Orient the reader by establishing a situation and introducing a narrator and/or characters; organize an event sequence that unfolds naturally. CCSS.ELA-LITERACY.W.4.3.B Use dialogue and description to develop experiences and events or show the responses of characters to situations. CCSS.ELA-LITERACY.W.4.3.E Provide a conclusion that follows from the narrated experiences or events. CCSS.ELA-LITERACY.W.6.3.A Engage and orient the reader by establishing a context and introducing a narrator and/or characters; organize an event sequence that unfolds naturally and logically. CCSS.ELA-LITERACY.W.6.3.B Use narrative techniques, such as dialogue, pacing, and description, to develop experiences, events, and/or characters. CCSS.ELA-LITERACY.W.6.3.D Use precise words and phrases, relevant descriptive details, and sensory language to convey experiences and events. CCSS.ELA-LITERACY.W.6.5 With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach. (Editing for conventions should demonstrate command of Language standards 1-3 up to and including grade 6 here.) Involving the Whole Family: The adults and children at home can all be involved. Even if you don’t have time to write up a story, you could tell a creative story using the same prompt as your child. After your child writes his or her story, why not have a presentation for the family? After she shares her story, offer her specific praise. General praise (“I like your story”) is fine, but specific praise helps a child see what they did well. Here are some examples: - Your characters were very realistic. - The words you chose to describe the setting helped me picture it in my mind. - You used believable dialogue. Do you have a family member or friend of the family who you would love to visit but can’t right now because of social distancing? Your child’s story could be a fun way to connect over the phone or video chat! Perhaps they could get involved by having the same story prompt as your family! Stories can be very different based on the same prompt, this could be a fun way to see the creativity of others. What prompts can you think of to engage your family in creative writing? How does storytelling help connect your family? What are the problems in your favorite stories and how were they resolved? Other Storytelling Tools: Khan Academy has many courses to offer. Here’s a great one from Pixar in a Box called The Art of Storytelling. Story Structure is described here as the story spine and comprised of “story beats.” Looking for Great Educational Websites? Here’s a post I shared about websites teachers love, parents want, and children need. English Language Arts Standards for Writing: http://www.corestandards.org/ELA-Literacy/W/introduction/ The Author Learning Center: https://www.authorlearningcenter.com/writing/fiction/w/plot-planning/6366/how-to-structure-a-story-the-fundamentals-of-narrative---article

<urn:uuid:0329935e-5772-47f1-81b8-8e1fca7650c3>

CC-MAIN-2023-14

https://www.lifeandlearning365.com/post/writing-activity-for-children

s3://commoncrawl/crawl-data/CC-MAIN-2023-14/segments/1679296945317.85/warc/CC-MAIN-20230325064253-20230325094253-00349.warc.gz

en

This post is co-authored by Sylvia Singh and Amara Atif. Designing assessments that capture the best understanding of students is a complex process. Assessments should be part of the overall learning process and not a standalone activity. Academics often need to design assessments that are meaningful, engaging, and can effectively gauge student learning. One way of doing this is using authentic assessments. What is authentic assessment? A form of assessment in which students are asked to perform real-world tasks that demonstrate meaningful application of essential knowledge and skills.Jon Mueller Professor of Psychology, North Central College. Naperville, IL Student feedback has suggested that some traditional assessments can be boring and repetitive. It is important to ask when designing an assessment, ‘What are we trying to assess or measure through our assessments’?. As suggested in Authentic Assessments: The Ultimate Guide, ‘Authentic assessments measure the student’s actual ability of what he or she learns. Exhibiting knowledge of a subject is one thing. But learning how to apply it is another. We want students to use the knowledge they learn in the classroom well beyond graduation.’ This Jamboard, posted by a LinkedIn user depicts a variety of attributes of what incorporates authentic assessments. A blog post from Dimity Wehr (IML) and Leslie McInnes on Authentic, practical alternatives to face-to-face presentations describes the experiences of five academics who have implemented practical alternatives to face-to-face oral assessments. ‘What does good assessment look like online’, gives further insights on creating authentic assessments for remote learning and teaching. An example with digital storytelling Amara Atif from the FEIT faculty uses a variety of authentic assessments for her subjects to enhance the learning and assessment journey of the students. Here she describes and shares an example of how she has used authentic assessment of digital storytelling as an artefact in the Experience Mapping and Prototyping phase of Design Thinking project in her studio subject 41192: IS Value Creation Studio. Prototypes and storytelling are intertwined. Digital storytelling is an important tool for feedback on the iterative process of prototyping that lead to solutions. Once students have developed an innovative solution, they have to go through that whole process of communicating that solution to their audience (people for whom the product/service is created for). Digital storytelling is a medium that shows how an idea or solution can bring positive change by connecting the message at an emotional, human-level as well as influence and inspires other to act. However, there are lot of times when solutions are very difficult to explain or show because it might be really complex or might be even too abstract. Digital storytelling helps the students to give voice to the persona’s story which is developed in the Analysis and Synthesis phase of their Design Thinking project. Educat – the app developed by the students This digital storytelling is part of the group work done by our BIS – UG students Tate Fairhurst, Bri-anne Lake, and Aisha Waqar in the Design Thinking project from 41192 in Autumn 2021. The group chose to develop an app called “EduCat” that can be used for educational purposes allowing the students to remotely access all study content without feeling ‘left behind’ along with the features to socially engage with their peers. According to the students: EduCat – We feel cats give the comfort one needs when times get tough, so this is represented in our app name and logo. The images below show the story of their persona ‘Todd’, how they have addressed his pains in their problem statement and they have introduced EduCat into Todd’s personal journey. The hypothetical persona of Todd is described in the following: Todd Dickinson is a male, 17 year old high school student who lives in Sydney and is an explorer and creator by nature. He is an independent learner and works casually on the weekend. The disruptions and abnormalities in his HSC studies because of COVID-19 have significantly affected his educational and social life. The detrimental learning environment is making it hard for him to learn. The ambiguity of the university admissions process as well as the lack of confidence in his knowledge leading up to the HSC is making him anxious. He is looking for applications that can assist in time-management, easier scheduling, help with easier explanation of course content, more relevant supply of resources and help with retention of course content. You can view a screenshot of Todd’s persona profile here. For more resources on authentic assessments: - Authentic assessment: an oral pitch on LX Resources. Feature image by Anna Zhu.

<urn:uuid:21f0c43f-d8e0-4155-b75d-3424c56cde2f>

CC-MAIN-2023-14

https://lx.uts.edu.au/blog/2021/10/07/what-does-authentic-assessment-mean-to-you/

s3://commoncrawl/crawl-data/CC-MAIN-2023-14/segments/1679296946637.95/warc/CC-MAIN-20230327025922-20230327055922-00150.warc.gz

en

Free Printable Worksheets For Kindergarten Events 2020vw.com – By teaching sequencing worksheets for kindergarteners, you are helping them develop important life skills such as organizing their daily schedule, prioritizing tasks and events in their lives, following a routine, and maintaining a positive attitude. As children grow, they may find these skills particularly useful. They may even be able to use the knowledge of sequencing worksheets to help themselves with schoolwork or other activities. For example, some children who have trouble following a routine may find using a worksheet set up to identify the different events of the day helpful. As children progress through the various stages of development, they will also need to become more organized. To teach sequencing worksheets for kindergarten learners, start by listing down the things that they should do each day. Work from left to right and top to bottom, beginning with the easiest task on your list. It may be something as simple as counting backward from five to twenty, or it could be something as complex as following a recipe or writing a poem. When you are teaching kids how to do simple things, just about anything is acceptable. For example, if you want to teach them how to tie their socks, the right sequence would be to put one sock on the left leg, the left sock on the right leg, and then the right sock over the left leg. Once you have listed down the events worksheets, the next step is to create a worksheet for each of the events. Each morning, show your child where he or she needs to be at what time. Then, provide them with a list of things that he or she needs to do each day. By using free-sequencing worksheets for kindergarten learners, you can help them develop an understanding of how the events in their day are related to one another. By creating a detailed calendar for them to follow, you will give them the tools they need to successfully complete daily tasks in school. Preschool Teacher Resources – Free Printable Story Sequencing Worksheets For Kindergarten When teachers incorporate story event writing and presentation into the curriculum, they often make use of story sequencing worksheets. This method of teaching aids children in developing and expanding their capacity to think creatively, tell a story and recall information from a series of events. Many parents and kindergarten teachers rely on story event writing to inspire their young children to be imaginative and to create their own stories. It is a great way to help prepare kids for kindergarten. In addition to being creative, story event writing is also a wonderful method to help kids remember things that have already happened in the story, or that they need to repeat back to themselves during the rest of the lessons. Sequencing worksheets for kindergarteners are a great way to help these kids develop an early sense of sequence, focus, and organization. As a preschooler progresses through the grades, the teacher will begin to work on increasing both her teaching methods and the variety of approaches that she utilizes to teach her students. The most effective teachers often integrate various teaching methods to create cohesive, interesting lessons that build on the basic reading comprehension skills that all children must master. While most teachers choose to include only memorization or repetition in the teaching of fundamentals, many other teachers make use of storytelling techniques to create a fun, hands-on learning experience. Many kids do very well in the beginning stages of grade school because they are introduced to concepts such as direction and time management. Story event writing and sequencing worksheets provide a simple and fun method of introducing younger children to these concepts. By using story event writing and sequencing exercises, teachers can create a fun environment in which kids can learn to develop their own ideas and creations, as well as hone their critical thinking skills and develop their ability to organize and sequence their thoughts. Benefits of Using Free Sequencing Worksheets For Preschoolers The benefits of using sequencing worksheets for preschoolers is that they can easily be used as a visual reference guide and therefore provide much-needed structure to the education of children. Sequencing sheets can be used to introduce the alphabet to preschoolers, and also as an effective way of introducing numbers and counting from one to twenty. This basic level of education in mathematics is essential if your child is to learn how to read, write and spell. While it is important to teach this early, you should also supplement this teaching with educational games that teach more complex topics, such as colors, shapes, and animals. These games are available in a range of topics and themes from nature, through cooking, to dinosaurs, to farm animals. A great example of this would be farm animal food – there are a variety of farm-themed games on the internet that can be played with preschoolers. Another benefit of using free sequencing worksheets for preschoolers is that they are so easy to use. All you need to do is print them out at home, fold the separate pages according to the lesson outline and paste them into your computer. The benefits of using this method are that there are no long hours spent tidying up or rearranging materials, and the kids simply do what they are told to do! You may also choose to use these worksheets to organize your kids’ belongings so that they know where they place their books, toys, and other items that are school-related. There are a number of different websites that offer sequencing printables for kids. These include a huge variety of topics, from animals, counting, and alphabet to more advanced topics such as plant biology, digital art, and music. No matter how much preschool time you have available, there are many fun and engaging options for teaching your kid’s sequencing skills, which can help build up their knowledge and confidence as they get older. Worksheets For Kindergarten – Number Sequencing Worksheets Can Help Foresight Your Education A number of kids in education find math and language fun, but number sequencing worksheets for kindergarten can provide you with the tools to make this an integral part of your teaching plan. We all have lists of numbers that we need to remember and write down. Many of us also have lists of vocabulary words that we have to learn. Writing down these numbers, vocabulary words and spelling them can be a tedious task, but it is essential for our education. A number of kids are now turning to technology as a way to supplement their teaching in this area. Number sequences and worksheets for kindergarten can be designed and printed by your computer program, using Microsoft Office, or any other word processing program. These types of programs are readily available online. You can find resources that will teach you how to use these worksheets with your kids, or that will show you how to design your own customized number sequencing worksheets for kindergarten that will suit the age of your kids. Once you have your worksheets you will want to create a calendar for each day of the year, and then you can print them off when they are done for use in your classroom. If you find that these worksheets are not challenging enough for your kids, consider creating worksheets that include both math and art activities. This will help to add some variety to your teaching sessions in mathematics and language. As you get creative with your education software, it is possible to incorporate many different learning experiences into the classroom, and kids are sure to enjoy them. Preschool Worksheets For Sequencing Events Kids are the most impressionable students in a preschool, and they benefit greatly from a program like sequencing events worksheets for kindergarten students. Through this educational program, kids learn how to write and understand what they are reading. In preschool, kids should start developing cognitive skills such as organization, sequencing, reading, writing, and listening. Kids in these young years of learning need to have exposure to education so that they will develop a desire to pursue education later in life. Sequencing events for kindergarten is a wonderful opportunity to expose kids to educational opportunities and foster a love of education in them. The sequencing activity worksheets for kindergarten students provide a fun way for kids to learn about each lesson. They also help kids develop their memory skills for school by reviewing previously learned material. Kids also enjoy the process of creating and reviewing work with their parents. This activity promotes a positive attitude toward learning while providing kids with a valuable education. A sequencing events Free Printable Worksheets For Kindergarten Events class promotes creativity and imagination through the use of different colors, shapes, and sizes. Colorful shapes and pictures encourage kids to utilize their imaginations and further develop their senses. As children grow older, they may find the process of sequencing very helpful and enjoyable. While it may seem like a fairly simple concept, kids enjoy the beauty and simplicity of this educational product and enjoy drawing and writing with it. Table of Contents

<urn:uuid:50fd739d-d5f9-4874-8525-3082f07b001b>

CC-MAIN-2023-14

https://www.2020vw.com/2260/printable-worksheets-for-kindergarten-events/

s3://commoncrawl/crawl-data/CC-MAIN-2023-14/segments/1679296945183.40/warc/CC-MAIN-20230323194025-20230323224025-00152.warc.gz

en

Let’s face it. At some point in your life, you will be required to write an essay — whether for a school homework, college standardized tests or even for work-related purposes. There are several basic types of essays to choose from, the most common are expository, narrative, persuasive and analytical. Which one you choose really depends on your objectives. We'll explore each type in depth, and offer recommendations on the typical word counts for each essay type. An expository essay gives a brief explanation of an issue, idea or theme. Purdue OWL expands on this, offering some common requirements in step form: investigation of an idea, evaluation of evidence, a systematic and detailed explanation of the idea, and a clear and concise statement of an argument about the idea. Because brevity is required for this type of essay, the recommended length is around 500-800 words. In order to be effective, an expository essay should possess: - A clear-cut thesis statement, research question, or statement of intent - A no-frills approach to answering the question or addressing your thesis - factual evidence to support your claim or position The first paragraph of an expository essay should be the shortest since it only seeks to briefly yet clearly state your thesis, research question, or intent. A maximum of 200 words should suffice. Now, the succeeding paragraphs will be VERY crucial because they should contain all the necessary details to support your thesis statement. That means they would require a bigger chunk of your word count. But remember to still keep them succinct — no- frills, factual, and straightforward. Finally, the last paragraph will serve as your conclusion to tie it all together. Emphasize your point but don’t dwell on it too much. A narrative essay is all about the storytelling of real-life experiences. This essay type usually relays a personal or experiential account and uses a first-person point-of-view. Any story requires a beginning, middle and end — a narrative essay should be structured in the same way. According to Essay Info a narrative essay possesses the following qualities: - It is usually written with a first-person point-of-view - It contains vivid imagery and sensory details - It has all the essential elements of a story (i.e. plot, theme, character, setting, style, tone, etc.) Because descriptive and evocative language is needed for this type of essay, around 1,000 words may be required at the least in order to tell a full-bodied story. Think of a narrative essay as a short version of a novel — each paragraph represents a “chapter” in the story. Make your essay riveting by adding anecdotes or dialogues into the narrative. Most importantly, end your essay with a conclusion or a personal statement — a takeaway will make your story more memorable to the reader. A persuasive essay (also referred to as an argumentative essay) makes use of logical reasoning to influence the reader to adopt the writer’s point of view. This essay type works harder compared to other essay types because the writer needs to convince the reader to espouse his position. In order to be eloquent and convincing, a definitive rationale or argument is imperative. The qualities of a persuasive essay include: - Factual evidence - Valid reasoning - Sustaining the reader’s interest - A natural progression from one idea to the next - a forceful and convincing conclusion To create a compelling argument, Scribbr advises an essay length of about 2,500 words. Anything under 2,000 words may be construed as “under-explaining” your point. However, your essay should go beyond just meeting the required length. Your writing should still be concise, on-point and progressive. Avoid fluff or fillers because they will only digress from the topic and may discredit your argument altogether. Scribbr also provides some useful tips on how to structure paragraphs. It is important for paragraphs “to support a single claim or idea that helps establish the overall argument or purpose of the paper.” To be able to achieve this, having a topic sentence for every paragraph will be helpful. However, the core of a persuasive essay is its ability to provide substantial evidence to support one’s argument. Additionally, the use of transitional devices will make your sentences more coherent and cohesive. An analytical essay requires the presentation of an argument or claim by breaking down and examining the core components of an issue, idea, or works of art such as films, books, paintings, etc. Some of its characteristics include: - An introduction and presentation of argument to highlight the text in the literary work which you will be deliberating about - An analysis of said text which should be relevant to your argument as well as your own take on whether the author’s goals were met or not supported by examples - Sustaining the reader’s interest - A personal response to demonstrate your in-depth comprehension of the text in formulating your opinion — whether positive or negative A literary analysis essay can be from 500-700 words. For as long as it covers all the principal points, it need not be lengthy. However, the bulk of your essay should concentrate on the analysis of the text. Bucks Community College elaborates on these three principles to help you write an essay that has “tight organization and control.” - Your writing “must stick with great determination to the specific point of development” - Your essay should have a central idea or thesis that will dictate its development - Your writing should be systematic and organized such that every paragraph aids the reader to have a deeper understanding of your central idea Here are some other helpful tips to guide you through writing an analytical essay: - Always write in the present tense - Avoid using contractions and informal language or colloquialisms - Avoid writing in the first person - Analyze, don’t retell the story - Be critical — your personal response need not be positive Now that you have a clearer idea of the different types of essays and how to go about each of them, it’s time to start writing one. Make sure to use our word counter to keep it succinct.

<urn:uuid:fbf8ddae-2cbc-4656-87ad-2b816b6fddde>

CC-MAIN-2023-14

https://wordcounter.io/blog/the-4-different-types-of-essays

s3://commoncrawl/crawl-data/CC-MAIN-2023-14/segments/1679296950383.8/warc/CC-MAIN-20230402043600-20230402073600-00351.warc.gz

en

Storytelling: Deeper Than Learning A version of this article was originally published in the CACE Blog on November 29, 2018. The universe is made of stories, not atoms. Muriel Rukeyser Sonya was a very mature kindergartner whose mother was concerned that she would be bored in my class because she already knew how to do everything in the curriculum. Mom was especially peeved that I would be spending two days on the letter M, when her daughter already knew how to read. I told a story about a magic mountain. The children painted the mountains, drew the mountains, and then discovered the M in the mountains they painted. The little girl scoffed with obvious contempt, “Mr. Levy, I already knew how to make an M,” then continued with delight and satisfaction at having made a great discovery, “but now I know what an M is!” (1996, Levy)1 That’s the difference a story makes. Story gives meaning to facts. It’s how we organize our experiences. It digs deeper than skill, down to the hidden treasure of “aha!” If I had to summarize in one word what we should look for in every lesson we teach, that’s it–aha! Aha opens the door to wonder, and wonder to worship. The best way to get there is through a story. Jesus knew it. What is it About a Story? Think of the elements of a story. It has a setting we can imagine, characters we identify with, a plot we lose ourselves in, a conflict that intrigues us, and a resolution that satisfies or leaves us wondering. A good story commands the complete attention of our minds and provokes the full spectrum of our emotions. It leaves room for the Holy Spirit to whisper meaning and relevance. At any grade level, when a teacher begins to illustrate an abstract concept with a story, students immediately pay attention. In the upper-grades, teachers use case studies, stories of particular people, places, or events to illuminate the big ideas of the discipline. Primary teachers use stories to promote conceptual understanding, content mastery, and character development. At the kindergarten level, the story contextualizes the content with concrete examples that invite students to explore academic concepts and wrestle with complex issues of right and wrong, good and evil, spirit and flesh. The right story inspires empathy, awakens a love for the goodness and justice of God, a hatred for the evil and oppression of sin. It educates the emotions as well as the mind. It’s as much about transformation as information. Rather than put a period at the end of a learning experience, the story lingers on, encouraging further exploration and deeper connection. Most of all, it invites the listener to create her own meaning as she weaves the weft of the story with the warp of her own experience on the loom of God’s living word. Heads on a Stick James K. A. Smith suggests in his book You Are What You Love that our educational system operates as if the students were “brains on a stick.” What will really shape their spiritual yearning, build intellectual curiosity, and inspire a life longing for God is what appeals to the imagination–more to the gut than to the head. In the end, we do what we love, not what we rationally decide. And what we love is formed at a level deeper than cognition. Great stories speak to that deeper imagination. They provide metaphors, not propositions. They are not just understood but also “felt.” They appeal to both head and heart. A story invites a different kind of knowing. The Wonder of Story Ruth Wilson defines knowing that combines feeling and thinking as wonder, when “the world is known through the heart as well as the mind.” Wonder leaves something to the imagination, for students themselves to discover. When I visit primary classrooms, I can usually predict too much teacher talk. Too much explaining to “brains on a stick.” Whenever a teacher sees the word “explain,” she should translate “tell a story.” In a beautiful 1st-grade lesson about the fascinating life of birds, the teacher is asked to explain what an ornithologist is. Young children love to master technical vocabulary. It’s good for them to know the term ornithologist. But instead of explaining, what if she told a story: When I was a little girl, we went over to my grandfather’s house every Sunday for dinner. I’ll never forget the beautiful settings on the table. Grandmother put out her best plates that had little red and blue roses all around the edges. There were even two forks! All my aunts and uncles and cousins gathered at the table. One Sunday, in the middle of dinner, Grandfather put down his fork and cupped his hands behind his ears. “Listen,” he whispered. We heard a beautiful song coming from the front yard. Grandfather led us to the window, and we looked out and saw the most amazing bird! It had a red dress like it was going to a party. Grandfather gave us some binoculars, and we could see the smooth feathers and sharp claws clasping the branch. My grandfather loved birds so much he had a special name. He was called an “ornithologist.” He had a beautiful book where he drew pictures and wrote notes because he never wanted to forget anything he learned. If you love birds as much as my grandfather, you might become an ornithologist when you grow up. And I have a book for you, just like my grandfather’s, where you can draw pictures and write down all you learn about birds. No, she might not really have such a grandfather. If that bothered her moral conscience, she could say, “I had a friend who. …” That might not be true, either. But not to worry, there is always “Once upon a time. …” Levy, Steven. Starting from Scratch. Heinemann, 1996.

<urn:uuid:3ca5b0c1-03a5-4512-a4d7-51feb77e3825>

CC-MAIN-2023-14

https://www.christiandeeperlearning.org/post/storytelling-deeper-than-learning

s3://commoncrawl/crawl-data/CC-MAIN-2023-14/segments/1679296949093.14/warc/CC-MAIN-20230330004340-20230330034340-00552.warc.gz

en

To prepare for my racial reconciliation independent study, I read Dr. Rodney Cooper’s book entitled, We Stand Together: Reconciling Men of Different Color. I appreciate the insight provided by the men of different ethnicities. Each chapter closes with a summary of what the featured race or ethnicity can do, and what those approaching people from that particular ethnic group can do to enhance opportunities for racial reconciliation. Several conclusions shared here are drawn from that resource. In Chapter Five, Jeff King shares from the perspective of the American Indian. Jeff is an enrolled member of the Muscogee (Creek Nation) of Oklahoma on his mother’s side. His father is white. In the book, Jeff King briefly shares about the Muscogee Creek Nation. In my effort to hear from other voices in the Muscogee Creek nation, I found a Creek history and storytelling interview with Principal Chief George Tiger who echoes King’s sentiments. Who are the American Indians? American Indians are either referred to as such, or as Native Americans or indigenous peoples. Indians use the term Indian amongst themselves. Jeff recommends using American Indian when addressing this particular people group, at least until a personal relationship is developed. American Indian demographics from Dr. Cooper’s resource are provided in the previous post. A brief history of the American Indians reveals a common thread of oppression and mistreatment at the hands of whites. When European settlers arrived, land was taken from the American Indians. In an attempt at maintaining some level of fairness, treaties were established with the United States government. However, King writes that over 400 of those treaties were broken. In attempts to educate, civilize the Indian people, and convert them to Christianity, Europeans stole the Indians property; often ignored the Indian ways of life; undermined the role of the Indian parents; and removed Navajo children from their homes and families, while forcing them to learn and speak the English language. Until the 1920s, “the federal government strongly enforced this ‘process of assimilation’ (84).” Why do we need to get the Thanksgiving story right: When I spoke with Kimberly Owen, she revealed prior to the Europeans arrival, her tribe had a regular culture of offering thanksgiving and celebration. Thanksgiving was not a one time event or simply an annual thing. Our celebration of Thanksgiving is at least in part adopted from the history and traditions of the Indian people. We need to honor this truth when celebrating the Thanksgiving holiday with our children. Thanksgiving is not just about celebrating the Pilgrims, their “Christian” heritage, and all the “goodness” they brought to this country. In many ways, Thanksgiving can be a time for us to confess sins against the Indian people, while honoring their history and sacrifices as we continue to benefit as a result of them. We can correct the stories of the history books and the false images shared through our school systems. King sets the record straight in his writing: “The Wampanoag tribe [helped] save the Pilgrims that first Thanksgiving…the Wampanoags did not live in tepees. Plains tribes lived in tepees; most Northeastern tribes lived in longhouse or similar structures (85).” We have much to learn about the stereotypes of American Indians that we have so nonchalantly accepted as truth. What can the American Indian do for racial reconciliation to take place? 1. Be willing to forgive. 2. Be willing to embrace the love and forgiveness of Christ. 3. Be willing to work through feelings of bitterness. 4. “Probably the most difficult task for us as Indian men is to address the issues of discrimination, prejudice, inequity, ignorance, and oppression without becoming like those we oppose (93).” Be willing to take this risk of confrontation. 5. Be willing to “cultivate an attitude that trusts a faithful Creator who will right all wrongs and execute righteous judgment throughout the earth (1 Pet. 2:23; 4:17-19) (93).” What can non-Indians can do for racial reconciliation to take place? 1. Be willing to recognize the sins against the Indians and be willing to ask for forgiveness, even though you did not directly complete them. 2. Be actively involved in the reconciliation process. 3. Be willing to understand: To “live in harmony with the Indian also means that one lives in harmony with the group. Cooperation rather than competition is emphasized [among the Native American culture]…In Indian culture what is emphasized is interdependency, being part of the group, and allowing others’ input into your decision making (94).” 4. Be willing to recognize that generally, “time is not of the essence to the Indian man…time is not a big issue for Native people (94-95).” To find more accurate stories concerning the American Indian people group, Jeff King recommends the following TV documentaries: “How the West Was Lost,” a historical presentation of U.S. truces “In the White Man’s Way”, a look at Indian boarding schools and education. Actual video is linked. Natasha: PBS.org also has a channel of Native American documentaries viewable online. Here are a couple of present day Christian American Indian voices to pay attention to: Richard Twiss, President of Wiconi International. I look forward to hearing him speak at The Justice Conference in February 2013. Tom Claus, Founder and President of Chief Ministries. All summaries, paraphrases, a research from Rodney Cooper’s, We Stand Together: Reconciling Men of Different Color, Chicago, IL: Moody Press, 1995. One thought on “#RacialRec: Voice # 2 ~ American Indian” American Indians from the Shinnecock Nation gives their side of the story about Thanksgiving:

<urn:uuid:8c4f98d6-7e6d-4831-98be-ad7f2ae03706>

CC-MAIN-2023-14

https://asistasjourney.com/2012/11/12/racialrec-voice-2-american-indian/

s3://commoncrawl/crawl-data/CC-MAIN-2023-14/segments/1679296948684.19/warc/CC-MAIN-20230327185741-20230327215741-00151.warc.gz

en

What is an example of third person limited point of view? “Bring me the prisoner,” she told her chief of police. Third person limited is where the narrator can only reveal the thoughts, feelings, and understanding of a single character at any given time — hence, the reader is “limited” to that perspective. For instance: “She couldn’t tell if the witness was lying.” What is an example of an omniscient point of view? Example #1: The Scarlet Letter (By Nathaniel Hawthorne) The narrator in Nathaniel Hawthorne’s novel, The Scarlet Letter, is an omniscient one, who scrutinizes the characters, and narrates the story in a way that shows the readers that he has more knowledge about the characters than they have about themselves. What is an example third person limited? In third person limited, the reader can’t know more than the protagonist knows. For example, in a third person limited POV, we can know that our protagonist John loves waffles and has a crush on his colleague Brenda, but we cannot know that Brenda prefers pancakes and has barely noticed her colleague John. Is Harry Potter third person limited or omniscient? Harry Potter isn’t only written in third-person limited; it slips into moments that feel more like third-person omniscient. With omniscient, the audience is watching the events unfold from an aerial view. “Omniscient” comes from a word that means “all-knowing” in Latin. What is a story told in third person limited? Third person limited point of view, on the other hand, is a method of storytelling in which the narrator knows only the thoughts and feelings of a single character, while other characters are presented only externally. What is the difference between third person omniscient and limited? Third-person omniscient shows us what many characters in the story are thinking and feeling; third-person limited point of view sticks closely to one character in the story. Using third-person limited point of view doesn’t mean you tell the story entirely from the one character’s perspective using I. What is third person limited objective? In Objective Point of View the reader has access to nobody’s thoughts. In Third Person Limited Point of View the reader has access to one person’s thoughts at a time. In Third Person Omniscient Point of View the reader has access to everybody’s thoughts at the same time. What is third person limited? Third person limited point of view, on the other hand, is a method of storytelling in which the narrator knows only the thoughts and feelings of a single character, while other characters are presented only externally. Third person limited grants a writer more freedom than first person, but less knowledge than third person omniscient. What does 3rd person limited mean? Third person limited refers to the method of narration of a novel or short story, even an epic poem or film. The narrator does not refer to him/herself personally as “I”, but although the text uses the third person (“he or she”), we see the thoughts from the perspective (point of view of only one character). What is the definition of third person limited? Third Person Limited. Third person limited, also known as third person close, tells us the story using pronouns such as he and she but only gives us access to what the protagonist thinks and feels, and we cannot know more than the protagonist knows.

<urn:uuid:59285c52-e950-4049-8a9f-ecb6e5ee6add>

CC-MAIN-2023-14

https://www.cravencountryjamboree.com/lifehacks/what-is-an-example-of-third-person-limited-point-of-view/

s3://commoncrawl/crawl-data/CC-MAIN-2023-14/segments/1679296945323.37/warc/CC-MAIN-20230325095252-20230325125252-00549.warc.gz

en

Social Skills Lesson Plans For Special Needs Students – Social skills are an important component in helping children achieve social, emotional, personal and even academic success. These are behavioral skills that help children participate in conversations, cooperate with peers, build strong friendships, stand up for themselves when help is needed, and more. It would be ideal if all students entered the classroom equipped with strong social skills ready to succeed. However, the truth is that children are children; They are still developing, learning, growing and trying to understand the social world around them. As adults, the biggest impact we can have on helping children develop social skills is to teach them. I am often asked: “Doesn’t everyone need social skills? Why are you targeting children in particular?” To me, the answer is obvious. If we teach children and youth these social skills from an early age, they will have the foundation they need as adults. So, when kids need social skills, let’s teach them! Social Skills Lesson Plans For Special Needs Students To highlight the importance of these social skills, I created a whole set of social skills visuals. You can use them as a bulletin board, post them as reminders, or use the pages to highlight a few skills each week. And if you’re looking for more ways to teach social skills, feel free to check out my social skills activities for elementary and social skills for older kids. Stories To Teach Social Skills Following are the instructions. It is the ability to listen, understand expectations and complete tasks on time. Students must learn to follow instructions to help them complete a task, whether it’s a class assignment or an instruction from a future boss. Use of pickles. Our manners are polite behavior to show that we are kind and respectful. All children need to understand etiquette so they can be socially acceptable in various settings such as a restaurant, library or even answering the phone. Positive attitude. A positive attitude is the first step to a growth mindset. With a positive attitude, children can learn to be more optimistic and see the bright side of things. Work with others. All students need the skills to work positively with others by listening, cooperating, helping and doing their part. What Is Inclusive Education, And How Can You Implement It? Good hygiene. Being well groomed and tidy to take care of yourself properly. This is an important skill because it’s not just about cleanliness, it helps everyone make a positive first impression. Use polite words. Using kind and gentle words is another way to increase kindness towards others. Sometimes I call it “use only kind words.” In turn Learning to take turns involves two or more people taking turns. Showing courtesy and respect during conversation and other activities is an important skill. Congratulations Accepting others and making them feel valued is an important social skill. Teaching children and youth how to properly greet others can help create a positive community for all. It is an important lifelong social skill in the workplace and beyond. Special Needs Teaching Assistant Cover Letter Examples Waiting and patience. Patience is an important skill to develop when we have to wait. Children and teenagers may have to wait in line for a pencil sharpener or wait their turn to perform in a group, just to name a few. By being patient, they show that they are polite and respectful to everyone. Be a good sport. Learning sports will help children and youth develop a respect for games and activities. This can help them deal with loss in a positive way by focusing on having fun rather than winning. Listening to others. Listening skills are important for building positive relationships with others. Children and young people need to learn to focus their attention on others, avoid distractions and really think about what someone is saying. Understanding personal space. A good understanding of personal space helps everyone feel more comfortable in social situations. It also provides ways to teach that consent is required to be in someone else’s personal space. Ways To Integrate Social Emotional Learning If you have other suggestions or ideas for teaching these skills, feel free to share them! I would like to add to the list. Also check out all my social skills resources to start teaching these important skills right away! Looking for incredibly fun social skills activities for children with special needs? These printable lesson plans with social skills worksheets for autism in PDF format are perfect with a primary focus on social situations and social cues! Just add them to your everyday printables and have them ready for kids to use all year round Diagnosing an ASD can be quite challenging, but adapting the materials we use with our students can be so easy! These printable activities for toddlers will help them learn about facial expressions, body language, personal space, and more! I want to incorporate social storytelling into my social skills curriculum. They are great visual aids and useful tools for my special needs students. Social stories are a great bridge between the need to explain simple situations to children in a format they can understand. Social Skills For Autistic Children Check out this common social story about separation anxiety. I just love to use it, especially at the beginning of the year! These worksheets and printables have some great ideas for instilling excellent communication skills in your students. It is an effective way to develop communication skills and effective social skills groups. I’ve talked a lot before about how to calm kids down after they go into the red zone! It can be quite difficult. Check out some printable worksheets about it here! I created this fun workbook primarily to help my students learn all about social connections and develop their social skills. My students usually respond well to this type of activity. It’s personal, where they can indicate their own emotional well-being (coloring how they feel that day). Expert Special Education Resume Examples For 2023 They also learn new skills with a variety of social skills worksheets. This is a great way to use free resources to help you develop these social norms for children. I usually add them to my activity area with markers after laminating them, then the kids start pointing out what behaviors are acceptable. This is one of the best ways to use social skills worksheets. Ask children to practice good behavior by answering questions about whether the picture shows kindness, compassion, or something else. This social development printable is designed for young children. There is little social support for them. Available materials are too complicated for them. Special Education Sample Schedules So, if I explain the target behavior first, say “getting organized,” I want them to tell me what that means. Give some examples of student organizations, perhaps from the children’s perspective. This is a great way to develop problem solving skills. If you would like to see the complete workbook covering over 27 social skills and values, check it out below! These printouts are in color and black and white. Choose your favorite set for class and student! Fantastic & Free Social Skills Worksheets For Kids! Sometimes I add them to the plastic cover and the students work on them with dry erase markers. This page may contain affiliate links, which means we receive a small commission for everything you buy. As an Amazon partner, we earn on qualifying purchases. Do your own research before shopping online. A child with many friends? A child who is comfortable in different settings or a child who plays well with others? While this is normal for some children, it is not for others. The good news is that you can use social skills to help your child improve in these areas. In this article, we’ll identify 15 social skills activities that will help your child’s emotional development. Don’t worry. These actions are not difficult and do not take much time. In fact, most social skills activities are common everyday activities, emphasizing the development of social awareness, empathy, and cooperation. So let’s get to it. Free Social Science Lesson Education Presentation Template In Google Docs Social skills are intentional activities your child can participate in that will help them interact better with others. So why are social skills so important? According to psychotherapist Amy Morin LCSW, “Good social skills allow children to enjoy better peer relationships. But the benefits of hard social skills go beyond social recognition. Children with better social skills are more likely to benefit immediately.” Some of these benefits include less stress and better friendships. A study published in the American Journal of Public Health even cites strong social skills in kindergarten as a key factor in career success throughout life. With the increasing pressures of unemployment, cultural differences and forced lifestyle changes, it is imperative that children do their part to ensure the social and coping skills necessary to survive in our ‘new normal’. Social Skills File Folder Game Grade Pk 2 Team sports are considered one of the best ways to help nurture children Life skills for special needs lesson plans, lesson plans for special needs, free lesson plans for special needs students, life skills lesson plans for special needs students, social skills lesson plans, social skills lesson plans for elementary students, lesson plans special needs students, social skills activities for special needs students, social skills for special needs students, social skills activities for secondary students with special needs, lesson plans for special needs students, art lesson plans for special needs students

<urn:uuid:09fdfb3e-ecfc-4148-941c-ed982445e5af>

CC-MAIN-2023-14

https://www.idesignandwrite.com/social-skills-lesson-plans-for-special-needs-students

s3://commoncrawl/crawl-data/CC-MAIN-2023-14/segments/1679296943483.86/warc/CC-MAIN-20230320114206-20230320144206-00153.warc.gz

en

Hyperbole, or intentional exaggeration, can make writing more interesting—and sometimes give it a little more personality. Being able to use hyperbole doesn’t come easily to every student, but there are ways to improve this skill with practice and encouragement. We’ve put together a list of writing prompts to help students work on this skill, whether they’re expert exaggerators or reluctant retellers. The first few prompts encourage students to explore the meaning of hyperbole and how it can be used, and the rest encourage them to explore their storytelling skills. Using These Prompts These writing prompts can be used as writing exercises in class, or separately as homework assignments. As long as students practice this skill, they’re already on the right track to succeed. Here are a few ways you can use this writing guide with your class: - Challenge students to use one writing prompt in their journal every day for a week. - Have students choose a number between 1 and 41 and use it to choose their prompt. - Use these activities for students who finish their work early and need something to do while they wait for others to finish. - Have students add their birth date and month, and use the resulting number to choose their writing prompt. The Writing Prompts - Define hyperbole. - Compare and contrast hyperbole, similes, and metaphors. - Choose a song that uses hyperbole and explain the true meaning behind the lyrics. - Think back on the past week. Is there a common hyperbole you’ve recently used? - What are some places you use or see hyperbole used in everyday life? - Set a timer for ten minutes and write a story using as many examples of hyperbole as you can. - Share a time that you exaggerated to make a point. What effect did it have? Did it help or hurt you in getting your point across? - Give three examples of companies using hyperbole in advertising or slogans. What are the companies trying to say with their language? Does hyperbole make sense in this situation? - Describe a time when it felt like time was passing very slowly. - Write about a time when you were extremely tired. - Write a poem about your school day using hyperbole. - Write a story about an extremely cold day. - Finish the story: She was so angry that… - Write a story about a time when you were confused. - Write about the best pizza you’ve ever tasted. - Tell a story about someone who is carrying something very heavy. - Write about an adorable animal. - Write about a time when you were extremely excited about something. - What is your favorite example of hyperbole in a movie or show you’ve seen recently? - Write a story about being stuck in traffic while you’re on your way to something exciting. - Write a story about being stuck outside on an extremely hot day. - Tell a story about someone who has to walk a long way. - Finish the story: The house was so expensive… - Write a story about a crowded sporting event. - Write about a tricky piece of homework. - Tell a story about someone who is learning a new skill. - Write about being excited about the holidays. - Tell a story about an inpatient child who is waiting for dinner. - Tell a story about being afraid to try something new. - Write a story about the night sky. - Tell a story about someone who goes on a difficult hike. - Finish the story: I was so embarrassed that… - Tell a story about a time when you felt extremely tired. - Write about something you find very funny. - Talk about a time when you enjoyed a meal. - Finish the story: When the spider crawled across the desk, she let out a shriek so loud that… - Write a story about finally seeing someone who you haven’t seen in a long time. - Tell a story about a very messy bedroom. - Write a story about someone desperately looking for something. - Tell a story about a student who finds a large amount of something in their locker. - Finish the story: It was raining so hard outside that… Looking For More? We offer an abundance of free writing resources for parents, guardians, and teachers to help give young writers the tools they need to succeed. Don’t hesitate to reach out if you are looking for something specific and can’t find it on our site. We love hearing all of your ideas!

<urn:uuid:63c5c621-9b81-4713-bfaa-d3353ebf3cb0>

CC-MAIN-2023-14

https://www.teachersnotepad.com/hyperbole-writing-prompts/

s3://commoncrawl/crawl-data/CC-MAIN-2023-14/segments/1679296943845.78/warc/CC-MAIN-20230322145537-20230322175537-00351.warc.gz

en

GUEST BLOGGER JENNA GRODZICKI I See Sea Food: Sea Creatures That Look Like Food introduces the reader to sea animals that actually look like foods we eat. The playful text combined with the brightly colored photographs are sure to wow students. That makes this book an ideal choice to help students understand the idea of physical adaptations and possibly inspire some creative writing. Introduce the term “adaptations” and explain the two types. Have the definitions already written on the chart paper. - Physical Adaptations – special body parts that help plants and animals survive in their environment. - Behavioral Adaptations – actions or behaviors that help plants and animals survive in their environment. Tell the students that today you’re going to focus on physical adaptations using the book, I See Sea Food: Sea Creatures that Look Like Food. For this adaptations lesson, you will need: - Chart paper and markers - copy of I See Sea Food: Sea Creatures That Look Like Food - Paper and pencils - Enlarged photographs of a pufferfish (both normal and inflated), leafy sea dragon, and great white shark with sharp teeth on display Ask students to share the different types of physical adaptions the animals have and why they have them. Make a table on the chart paper to organize their thinking. It might look something like this. |armored scales | |protection from | |Chocolate chip sea star||pointy horns||protection from | |Banana wrasse||females have yellow | |easier to find mates| |Lettuce sea slug||ruffled leaves | |Louisiana pancake | |shape and coloring||provides camouflage| |Sea apple||shape||escape from danger| |Cauliflower jellyfish||large, curly arms||provides food| |Pizza crust sea slug|| round bumps | Organize the students into small groups. Pass out paper, pencils, and the photographs ( pufferfish (both normal and inflated), leafy sea dragon, and great white shark with sharp teeth on display). Tell the students to discuss what each of these animals look like, what they think the adaptations are, and possible reasons for each adaptation. Have them record their thinking on the paper. Once each group has finished, come back together as a whole class. Call on volunteers to share what their group thought about each animal’s physical adaptation and possible reasons for it. Challenge: Invent Your Own Sea Creature For students looking for a challenge, ask them to invent their own sea creature that looks like food. Have them draw a picture of this new animal and write about why it looks the way it does. What adaptation does it have? What does this adaptation do? - What Makes a Monster?: Discovering the World’s Scariest Creatures by Jess Keating, illustrated by David DeGrand - Pipsqueaks, Slowpokes, and Stinkers: Celebrating Animal Underdogs by Melissa Stewart, illustrated by Stephanie Laberis - Creature Features: 25 Animals Explain Why They Look the Way They Do by Steve Jenkins and Robin Page - Glow: Animals with Their Own Night-Lights by W.H. Beck Jenna Grodzicki loves researching and writing about weird and wonderful animals. During her fifteen years as an educator, she saw firsthand how young readers connected to these types of nonfiction books. Jenna has a Bachelor’s Degree in Elementary Education from Boston College and a Master’s in Education from the University of New England. In addition to I SEE SEA FOOD: SEA CREATURES THAT LOOK LIKE FOOD (Millbrook Press), she is the author of FINN FINDS A FRIEND (Clear Fork Publishing), PIXIE’S ADVENTURE (eTreasures Publishing), and the forthcoming HARMONY HUMBOLT: PERFECT PETS QUEEN (Clear Fork Publishing). Visit her online at www.jennagrodzicki.com or on social media @jennawritesPB on Twitter and Instagram. Leave a Reply Your email is safe with me.

<urn:uuid:b42cd6d7-d0da-4ff8-9c75-b3c24c5a0387>

CC-MAIN-2023-14

https://www.patriciamnewman.com/litlinks-exploring-animal-adaptations-leads-to-creative-writing/

s3://commoncrawl/crawl-data/CC-MAIN-2023-14/segments/1679296946445.46/warc/CC-MAIN-20230326173112-20230326203112-00552.warc.gz

en

Plot segmentation is a technique used in storytelling to divide a story into distinct parts or segments. This can be done for a variety of reasons, including to increase suspense, to reveal character development, or to provide a sense of structure to the story. One common method of plot segmentation is to divide a story into three acts. The first act introduces the main characters and sets the stage for the conflict that will drive the rest of the story. The second act is typically where the conflict reaches its climax, and the third act is where the resolution is achieved. Another way to segment a plot is to use a series of flashbacks or flash-forwards to reveal information about the characters or events that have occurred in the past or will occur in the future. This can be a useful tool for adding depth and complexity to a story, as it allows the reader to see how events in the present are connected to events in the past or future. Plot segmentation can also be used to create tension and suspense in a story. By breaking the story into smaller segments, the writer can build up the tension gradually, leaving the reader wondering what will happen next. This can be especially effective in mysteries or thrillers, where the reader is trying to piece together the puzzle of what happened or who is responsible for a particular event. Overall, plot segmentation is a powerful tool for writers to create a sense of structure and build tension in a story. By dividing the story into distinct parts, writers can reveal information at the right moments, creating a sense of momentum and keeping the reader engaged. When using the 'Generate on Due Date' setting, this can cause problems when users select the Resubmit icon resulting in duplicate submissions. If this did not answer your question or if you need further assistance, click Due to privacy and security concerns, we cannot give out passwords. However, they should not use in-line comments unless they are confident their student's have already accepted the Turnitin EULA. However, are recent change altered the way file names are generated. On a small number of papers, the similarity layer can occasionally disappear when loading a different layer. This can help you to absolutely beat the plagiarism detectors. We apologize for any inconvenience this may have caused. Turnitin Feedback Studio slow or unresponsive; submission inbox not updating after marking If your problem appears on the list, we're aware of the problem and currently looking into it. We are looking at different ways of improving how we gather these statistics to improve their reliability. Workaround: Create a standard paper assignment before using Moodle quizzes and have all students who will use that assignment type submit to it. Unfortunately, it was reported that these were not being received. The setting can still be clicked to reveal the multiple options however it is not very intuitive that these options exist without the arrows. A similarity report is then generated to help you identify if your document is plagiarism free. Update 2022-08-17: Blackboard have informed us that this issue has been resolved as of August 11th 2022. We noted each of the times and got the conclusion below with regards to the time taken to detect plagiarism and give a report. While this issue is present when using Firefox, other browsers appear to be unaffected. Turnitin is used by many people including students, professionals, and different instructors. Fool Turnitin by Paraphrasing to avoid similarity This is one of the tricks that have existed for long. School is in place for a reason, and basic facts are published for a reason. What do I do if Turnitin is slow/unresponsive or my comments aren't saved? Basically, there are several ways that one can use to cheat Turnitin. To curb plagiarism in educational institutions, Turnitin works by keeping a database of all scanned papers to detect any previously submitted content, and the university it was submitted to. It also scans against content found on different websites including large academic proprietary databases. Do you have a questionable essay that you want to upload and you want to know how to cheat Turnitin? If this did not answer your question or if you need further assistance, click Our system does not allow students to submit more than one paper per assignment. Also, If the user is unlinked and then goes on to change their email address, a new Turnitin user account will be created making two separate users. However, if the email account you use to log contains uppercase letters, an error message will be shown. If a course containing Turnitin assignments is copied and a student attempts to submit to the copied course before it is in any way edited by the instructor, the name of the copied course will automatically change to ' LTI Class' in Turnitin. Typically, this happens in the case of an image or a scanned file. This can be done by replacing a letter from the word with a letter that looks exactly the same in the Cyrillic alphabet. If you are trying to submit a PDF file, it needs to be created from a text document. History, and Googled the topic real quick to get a basic idea of what to write about. We're here to help. Therefore, if you have several components to your submission, please submit them together as one document. How to Cheat Turnitin: Plagiarize and don't get Caught 2021 We are actively investigating solutions to this issue. In the meantime, students should use the navigation links provided in the Revision Assistant headers, rather than the back button on their browser, to move to and away from their homepage. Think about it: the site charges a fee for the instructor so that students are able to turn in their work, but the essays are placed into an archive instead of being restricted for the eyes of teachers. It focuses on the reference and citation information to detect plagiarism. However, to effectively fool Turnitin using any of the tricks, you must cite and reference the sources well. When a large number of submissions are selected to download in an anonymous marking assignment, the bulk download may timeout before the file can be downloaded. It also compares them with a precomputed index of fingerprints for all documents of that suspected type. This supposed educational site also plays upon a student's honesty. Users of the Firefox browser may find that the arrows depicting a dropdown menu will not appear in the assignment settings. And when someone does use the service, it then makes money off of someone's work, which is a legal problem. What do the Colors mean on the Turnitin Report Turnitin percentage represents the matching content of the file uploaded compared to the content in the Turnitin database. Professors and teachers have to accept the reality of the Internet and the reality of common knowledge. Yet, Turnitin would still count that because it is most likely already written by another individual, or archived by TurnitIn itself. We apologize for any disruption this may have caused. How long does it take to generate the similarity report in Turnitin? TurnitIn could be responsible for the expulsion of bright, brilliant students from many institutions within and outside of America. We would ask that students use a different browser to submit to Turnitin while this issue is investigated. Draft Coach needs to edit your draft directly to apply highlighting. This means that a paper that has a very low percentage of content detected could still be problematic. It is baffling how such highly educated people could believe the percentage of plagiarism stated by some pathetic website, but yet tell their students to not use Wikipedia. We have received reports that particularly large bulk submission downloads will produce an empty zip file as opposed to providing one containing the submissions from the assignment. Provide full reports on the similarity of the content 3.

<urn:uuid:cfa6f341-0219-4bf3-a26b-57c32a5ef54c>

CC-MAIN-2023-14

http://opportunities.alumdev.columbia.edu/turnitin-slow.php

s3://commoncrawl/crawl-data/CC-MAIN-2023-14/segments/1679296950247.65/warc/CC-MAIN-20230401191131-20230401221131-00752.warc.gz

en

“Fiction” and “Nonfiction” are associated with how books, blogs or articles are written. Authors use either writing styles to convey their stories or to relay meaningful information to the reader. - Fiction is a literary genre that involves the creation of imaginary characters, events, or worlds; nonfiction encompasses works based on real events, people, or facts. - Fiction includes novels, short stories, and other works that explore imagined experiences or situations; nonfiction covers a wide range of topics, such as history, biography, and science, presenting factual information or analysis. - Both fiction and nonfiction are forms of literature. Still, fiction focuses on storytelling’s imaginative and creative aspects, while nonfiction aims to inform, educate, or persuade readers with accurate information and insights. Fiction vs Nonfiction The difference between fiction and nonfiction writing is that the former is based on non-existent and invalid facts, while the latter is based on actual and real-life events. Want to save this article for later? Click the heart in the bottom right corner to save to your own articles box! Fiction is a form of writing in which the author bases their story or article on something imaginative or made up. There is no real-life truth behind it. Nonfiction is a form of writing where the information conveyed is accurate or based on real-life events. The stories being told here have happened or are based on factual events that have occurred in the past or might occur in the future. |Parameters of Comparison||Fiction||Nonfiction| |Type of Writing||It is a personal form of writing, meaning it is based on the personal opinions and emotions of the writer.||It is an objective form of writing, which means it is based on evidence and facts.| |Definition||When something is written in fiction, it is based on the writer’s imagination and creative license.||When something is written using nonfiction, it is all based on real-life and authentic events that have transpired.| |Purpose||Written work based on fiction is generally for entertainment and pleasure or to convey information in an ironic sense.||Works based on nonfiction convey meaningful information or events that have impacted the world.| |Information used||The writer has no creative limits, so their work can be inspired by real-life events moulded by their imagination.||The writer must ensure that all the information mentioned is genuine and that nothing is made up.| |Responsibility to reader||The writer holds no responsibility here and wishes to push the reader’s creative boundaries ad limits.||The writer must ensure the information is factual, as they hold all responsibility and liability.| |Examples||Written works such as poems, short stories, novels, and plays.||Journal articles, Blog accounts, newspapers legal documents are all nonfiction works.| What is Fiction? Fiction is a term used to describe written works based on the writer’s imagination and artistic sense. All the facts and details have been made up and are non-existent. The first time a work of fiction was ever written and published was during the late 1100s. Specifically, during the 1170s, a Frenchman by the name of Chrétien de Troyes had published a book about King Arthur and the Knights of the Round Table. Everything the writer puts into words is their ideology and opinions, which manifests into a creative storyline made for the reader’s delight. A writer can also use parts of real-life events in his work, or his writing can be inspired by something that has taken place in the real world. The writer then uses that information to form a story with the help of his imagination. They can create characters that do not exist or incorporate real-life people into their accounts. Fiction is usually written for the reader’s pleasure and entertainment and to help them push the limits of the imagination. A writer here has no responsibility to provide facts and uses his creative licence to help the reader have a good time. Many written works come under the fiction category, such as poems, short stories, fiction novels, sonnets, plays, etc. What is Nonfiction? Nonfiction is used for written works based on valid and actual events. Here anything that the writer incorporates has to be accurate and factual. The origin of nonfiction work can never be dated, as every form of information circulated worldwide is considered nonfiction. The author is responsible when providing information through their written work to the reader and has to ensure that everything they publish is factually accurate. If even a few details are fabricated, it will incorrectly affect the writer’s credibility. There are interesting points to be noted that pose some form of contradictions regarding whether the works are nonfiction or fiction. For example, a newspaper is a nonfiction work, but sometimes some stories have been fabricated and faked to gain popularity. Other works that come under nonfiction are – journal articles, online news articles, legal papers and documents handled by law firms. Main Differences Between Fiction and Nonfiction - Fiction is a subjective form of writing. Nonfiction is a purely objective-based form of writing. - Fiction is the art of using one’s imagination and creativity while writing. Nonfiction is using actual events and facts to convey information in a written format. - Works of fiction are written for the pleasure and entertainment of the reader, while nonfiction work is written to help the reader gain knowledge or information about worldly events. - A writer who uses fiction is not responsible for being credible in his work, while a nonfiction writer does. - Works of fiction include sonnets, plays, short stories, and poems. Nonfiction write-ups include newspapers, journalistic blogs, articles, and legal documents. I’ve put so much effort writing this blog post to provide value to you. It’ll be very helpful for me, if you consider sharing it on social media or with your friends/family. SHARING IS ♥️ Emma Smith holds an MA degree in English from Irvine Valley College. She has been a Journalist since 2002, writing articles on the English language, Sports, and Law. Read more about me on her bio page.

<urn:uuid:6b936548-6de6-4b0b-b5da-2f7493d58b4a>

CC-MAIN-2023-14

https://askanydifference.com/difference-between-fiction-and-nonfiction/

s3://commoncrawl/crawl-data/CC-MAIN-2023-14/segments/1679296948951.4/warc/CC-MAIN-20230329054547-20230329084547-00352.warc.gz

en

What is a thematic message. What is a Thematic Statement: Definition, Format 2022-10-23 What is a thematic message A thematic message, also known as a theme, is a central idea or message that is conveyed through a piece of literature. It is the overarching message or lesson that the author is trying to impart to the reader, and it often reflects the values, beliefs, and experiences of the author. The thematic message of a work can be conveyed through various elements of the text, including the characters, plot, setting, and symbols. It can also be revealed through the conflicts and resolutions that occur within the story. The thematic message is not always explicitly stated, but rather is often implied or hinted at through the events and experiences of the characters. One example of a thematic message is the theme of love in William Shakespeare's play Romeo and Juliet. Throughout the play, the characters experience various forms of love, including romantic love, familial love, and self-love. The thematic message of the play is that love can conquer all obstacles and bring people together, even in the face of societal and cultural differences. Another example of a thematic message is the theme of redemption in the novel Great Expectations by Charles Dickens. The main character, Pip, goes through a journey of self-discovery and redemption as he learns the value of compassion and humility. The thematic message of the novel is that everyone has the potential for growth and change, and that it is never too late to seek redemption for past mistakes. In conclusion, a thematic message is a central idea or lesson conveyed through a piece of literature. It can be revealed through the characters, plot, setting, and symbols of the text, and often reflects the values and experiences of the author. Understanding the thematic message of a work can help readers gain a deeper understanding and appreciation of the literature. How to Write a Thematic Essay Daisy also was count by many young and wealthy pursuers. Rather, it should be the original expressions of opinion instead of using famous punchlines. The thematic essay outline structure can help students develop their ideas and encourage them to think about their writing in a more organized way. For example, you could examine how different literary works all have similar themes running through them. So, these are the mistakes you have to take care of while drafting the statement in the document. Then, instead of sitting in the most convenient seat, she chooses one in the back, a quiet spot that contrasts against her former busy, noisy life of working, gym, and parties. What is a thematic statement for coming of age? Theology is defined as a collection of assembled religious beliefs, or is the study of God and religion. Which is the best definition of a thematic message? With the tips in this article, you now understand what a thematic is and how to write one. Thematic Statement Versus Theme The difference between a Thematic Statement and a theme is that while a Thematic Statement is specific and contains a value judgement or opinion, themes tend to be more general, and may be explored from various angles. First of all, a thematic statement helps you understand what you are writing in a clear and simple way. Hence, thematic statements should never sound personal. This will lead you to the core ideas and values emphasized upon. Tips to Write a Perfect Thematic Statement She is one of the most influential women in America today, and has been on television for more than thirty years. That is, I have already established the contents of the Story, the characteristics of the Narrative Conflict, the typology of the characters and even how the events could take place in the Final Equilibrium! Death The book thief by Marcus Zusak is narrated by death itself, exploring his role in taking lives in setting Germany in World War 2. So, in this story, Generosity also has a negative impact on things. It does so by examining the way in which the author develops and displays these themes. Thematic Statement Examples What are the literary elements of a thematic statement? A good thematic essay should cover all three aspects listed above with equal weight given to each. Make sure you get this done before writing anything else! This could include the behaviour of your main characters and sub characters, how the settings are conveyed, and the events that take place. What is a Thematic Statement: Definition, Format Theme analysis essays have distinct advantages over traditional papers in that they encourage students to think more creatively and develop their own thesis rather than just proving one provided by the instructor. Storybook authors, in particular, should be well-aware of thematic statements and their undeniable importance. Thematic statements do not target a specific audience. Hence, we see that theme and topic are not the same. Oprah was born into poverty but rose above it all because of her determination and desire to succeed. What is a Thematic Statement and How to Write One? This will be the focal point of the essay. Introduction The thematic essay introduction presents the main subject of discussion in a captivating way. My favorite part of the book is when Oprah shares her story about how she overcame sexual abuse and poverty to become one of the most admired women in America today. It might have more than one theme, but there's always something behind those themes without it being said outright. Composing it is all about chipping away all the external scaffolding of plot, characters and specifics to reveal the hidden inner message that forms the substratum of the entire work. Although examples of this Thematic essays are often used as benchmark tests for evaluating reading, writing and analytical skills. Therefore, there must be solutions to help decrease crime rates in our communities. What is a Thematic Statement (and How to Write One) It should be engaging, but not confusing to your audience. When you reach a point, where no further reduction is possible, you may stop. However, more often than never, you are not so sure whether what you want to say applies to all situations. However, since the beginning of time, crime rates have never declined. In other words, when someone is greedy, it makes things worse. Knowing how to write a thematic statement is crucial for the students of literature and creative writing. Writing Theme: The Simple Way to Weave a Thematic Message into Your Story I highly recommend this book, but be ready for tears because it will make you cry! In your essay, you are supposed to address this detailed task and the issues, concepts or questions it prompts you to explain or interpret. In this way, your thematic argument will move out of the realm of intellectual consideration and become a viewpoint arrived by feel. The works remained stainless and memorable — despite the lapse of time — are those that have left in the Reader an unexpected emotional imprint, a new way to interprete and understand a certain topic, a reason to reflect on something never considered before. Avoiding Absolute Terms Writers often add absolute terms in composing a statement, which shows the poor reasoning. Thematic essay example 1: Below is an illustrated essay of a thematic essay example on the theme of crime. Stanza 1, Line 5, tells the reader that they see 4 black Jube Jubes, and in the next line, states that they are squished. Your Thematic Message You may want to begin with an outline, which can help aid you in identifying the main points of your argument as well as give you structure for writing your paper. A thematic assertion is essentially an explanation, lesson, or central message the story conveys. It comes from the word theos which is Greek for? While reading the story written by you, get the main subject on which it is based. . For example, it is wrong to steal in general. He chooses West Egg because it is close to where Daisy lives, East Egg. How to Create a Powerful Thematic Message Brainstorm Ideas Pay careful attention to developing a consistent and coherent argument in every paragraph. Together, they play both sides of the moral dilemma Greed vs. In these lines, it is seen that the persona described themselves with positive terms. The book covers several valuable life lessons from growing up in poverty and overcoming sexual abuse to becoming a famous celebrity on television. First of all, restate your thesis statement in a new way. Nothing makes reading more irritating than grammatical mistakes, clean that stuff up as much as possible. Employment for massage therapists is expected to increase 21% from 2019 to 2029.

<urn:uuid:9df8b7c0-a9e8-42ef-b49b-f5f48d049128>

CC-MAIN-2023-14

http://links.lfg.com/what-is-a-thematic-message.php

s3://commoncrawl/crawl-data/CC-MAIN-2023-14/segments/1679296945242.64/warc/CC-MAIN-20230324020038-20230324050038-00552.warc.gz

en

The East India Company’s confrontation with Mysorean rockets came in 1780 at the Battle of Guntur. The closely massed, normally unflinching East India Company troops broke and ran when the Mysorean Army laid down a rocket barrage in their midst. Image courtesy of Wikimedia Commons. Centuries before the United States military was launching GPS-guided missiles from battleships, warplanes, and helicopter gunships, armies waged war with surprisingly capable technologies of their own. The first documented use of rockets in a military capacity was in 1232 during the battle of Kai-Keng between China and the Mongols. The Chinese repelled Mongolian invaders with a barrage of “arrows of flying fire.” The fire arrows were tubes of gunpowder capped at one end and mounted on long sticks that helped keep the rockets’ flight paths steady. Tipu Sultan, the king of the state of Mysore in India, is famous for the next big development in rocket technology: Mysorean rockets. It was actually Tipu Sultan’s father, Hyder Ali, who first developed and deployed the rockets in the late 1700s. They were cased in iron, and Tipu Sultan used them against the British army. “The rockets and musketry from 20,000 of the enemy were incessant,” a British officer wrote at the time. “No hail could be thicker. Every illumination of blue lights was accompanied by a shower of rockets, some of which entered the head of the column, passing through to the rear, causing death, wounds, and dreadful lacerations from the long bamboos of twenty or thirty feet, which are invariably attached to them.” The British stole the technology and dubbed it the Congreve Rocket. Congreve rockets became famous when British ships used them in an attack on Fort Henry in the War of 1812, which served as the inspiration for Francis Scott Key’s line regarding “the rockets’ red glare” in his poem that became “The Star-Spangled Banner.” In World War II, Nazi scientists raced to develop the V-2 rocket, a precursor to postwar-era intercontinental ballistic missiles (ICBMs). These 46-foot, liquid-fueled, long-range rockets could deliver 2,200-pound warheads 200 miles on trajectories that reached altitudes of 55 miles. These V-2 rockets also had mobile launchpads, which allowed operators to set up stations without being detected and strike targets unexpectedly. Although the rockets were only in use toward the end of the war, the Nazis still managed to launch 3,000 of the V-2s, killing an estimated 7,250 Allied personnel and civilians. The Nazis were defeated, and their empire lay in ruins, yet their missile program advanced with the help of the top-secret intelligence program called Operation Paperclip. The program, operating under the US government’s umbrella, recruited former Nazi scientists to work for NASA and give the US superiority in the space and arms races against the Soviet Union during the Cold War. In the late 1950s, the US government put roughly $8 billion and 33,000 workers toward perfecting a brand-new ICBM program, Project Atlas. “The Air Force’s Ballistic Missile Program represents a concerted effort of unprecedented magnitude jointly pursued by the most competent and widespread government, science, and industry teams ever assembled on a single project,” recalled Gen. Bernard A. Schriever, a veteran of World War II B-17 combat missions. Russia’s success in sending Sputnik — the world’s first satellite — to space in 1957 was enough to drive the US military to invest heavily in the project. In Vietnam, rocketry took off with the emergence of varied aerial platforms, including aircraft, helicopters, and gunships. The Hughes AIM-4 Falcon was the first air-to-air missile the US Air Force adopted. It was conceived as a self-defense weapon for B-52 bombers. However, legendary ace fighter pilot Col. Robin Olds, an outspoken critic of the missiles, wrote about his displeasure in his book Fighter Pilot: The Memoirs of Legendary Ace Robin Olds. “In the thick of an engagement with my head twisting and turning, trying to keep track of friend and foe, I’d forget which of the four I had (already) selected and couldn’t tell which of the remaining was perking and which head was already expiring on its launch rail,” Olds wrote. “Twice upon returning to base I had the tech rep go over the switchology and firing sequences. We never discovered I was doing anything wrong.” While fast movers didn’t appreciate the unreliable missiles, AH-1 Cobra “Snake” and Hughes OH-6A “Loach” helicopters made names for themselves using 2.75-inch air-to-ground rockets divided between two rocket launchers mounted on each side of the craft. Lt. Col. Ace Cozzalio, a colorful character who wore an 1860s American Civil War cavalry uniform, flew Snakes and Loaches in Vietnam. These helicopter gunships flew together on search-and-destroy missions. The Loaches used their agility to scout and recon targets, and if caught in a dicey scenario, they had miniguns that’d decimate a platoon-sized element of Viet Cong with ease. It was the Cobras that engaged enemy combatants hidden in fortified bunkers with rockets. Following his actions on Jan. 25, 1969, the US Army Air Cavalry officer was only referred to as that “crazy helicopter pilot.” A seven-man long-range reconnaissance patrol (LRRP) from the 9th Infantry Division was ambushed by the North Vietnamese Army in an area north of Phu My and called for immediate close-air support. Cozzalio and another Cobra gunship from D Troop, 3-5 Air Cavalry, took flight. Upon entry into the battle space, he located the LRRP team, snaked his aircraft to hover 30 feet above them, and raked the tree line with rockets, miniguns, and 40 mm grenades. It was because of Cozzalio that the LRRP team made it out that day. In his three tours of duty, he was awarded 49 medals, and remarkably, because of his fast-and-low flying style, he was shot down six times and suffered injuries in three additional hard landings. With the Vietnam War coming to an end, the AH-64 Apache made its first flight in 1975. The Apache helicopter is considered the US Army’s Swiss Army knife, and among its most capable weapons systems is the Hellfire missile. These air-to-ground missiles were developed to destroy tanks and other heavily armored vehicles. The first combat use of the Longbow Hellfire Modular Missile System was Dec. 20, 1989, during Operation Just Cause in Panama. AH-64 Apaches fired seven Hellfire missiles, and all were direct hits. The Apaches and their Hellfire missiles and Hydra-70 rockets destroyed two Iraqi early-warning ground control radar sites as the first shots fired in Operation Desert Storm on Jan. 17, 1991. During this period, the Tomahawk cruise missile also made its debut in warfare. The Tomahawk cruise missile program, which had been canceled in the 1940s, was revived in the 1970s. In 1983, defense contractor McDonnell Douglas introduced the new missile. The Tomahawk premiered when it was fired from the USS Paul F. Foster in the Persian Gulf War. The US Navy launched nearly 300 additional missiles from ships and submarines in the subsequent days of the war. And it’s been here to stay ever since. As wars end and new conflicts begin, the technology of the past is forever relevant in the battles of the future. This article first appeared in the Summer 2021 edition of Coffee or Die’s print magazine. Read Next: The 10 Most Ridiculously Awesome Artillery Weapons Ever Used Matt Fratus is a history staff writer for Coffee or Die. He prides himself on uncovering the most fascinating tales of history by sharing them through any means of engaging storytelling. He writes for his micro-blog @LateNightHistory on Instagram, where he shares the story behind the image. He is also the host of the Late Night History podcast. When not writing about history, Matt enjoys volunteering for One More Wave and rooting for Boston sports teams. The original plan was to send Ukraine 31 of the newer M1A2 Abrams, which could have taken a year or ... The Biden administration announced Monday that it has determined all sides in the brutal conflict in Ethiopia’s northern Tigray region committed war crimes and crimes against humanity. In its yearlong study of almost 900,000 service members who flew on or worked on military aircraft b... American veterans are taking the lessons they learned in the military and changing the craft distilling industry. In a memo released Thursday, Austin called for the establishment of a suicide prevention working gro... The Sea Dragon 23 exercises that started on Wednesday will culminate in more than 270 hours of in-fl... In his latest poetry collection, Ranger-turned-writer Leo Jenkins turns away from war to explore cosmic themes of faith, fatherhood, and art. The Pentagon on Thursday released video of what it said was a Russian fighter jet dumping fuel on a ...

<urn:uuid:8389be01-9cfa-487a-a286-73fc7fef5893>

CC-MAIN-2023-14

https://coffeeordie.com/history-military-rockets-missiles/

s3://commoncrawl/crawl-data/CC-MAIN-2023-14/segments/1679296944452.74/warc/CC-MAIN-20230322180852-20230322210852-00552.warc.gz

en

The Abidji language is a member of the Kwa subfamily of the Niger-Congo language family, spoken by approximately 100,000 people in the southeastern region of Côte d’Ivoire. Linguists have noted that the Abidji language is part of a cluster of languages in the region, including Baoulé and Agni, which share many linguistic features. The Abidji language has been subject to extensive study by linguists and anthropologists in the past few decades. One area of research has been on the phonology and tonality of the language. The Abidji language has two phonemic tones, high and low, which can be used to differentiate between words. The tones can be used to indicate different grammatical features, such as tense or mood. The language also has a system of vowel harmony, which affects the pronunciation of certain words. Another area of research has been on the syntax and morphology of the Abidji language. The language is primarily a subject-verb-object (SVO) language, with a few exceptions. The morphology of the language is agglutinative, with many affixes used to indicate tense, aspect, and other grammatical features. One interesting feature of the language is that it has a system of noun classes, which is used to classify nouns based on their gender or animacy. These classes are marked by specific prefixes, which are used in conjunction with other affixes to indicate other grammatical features. Linguistic anthropologists have also studied the sociolinguistic aspects of the Abidji language. One area of research has been on the language’s role in local identity and culture. The Abidji language is an important marker of identity for many people in the region, and it is often used in traditional rituals and ceremonies. Linguists have noted that the language has a rich cultural history, and that it is an important part of local folklore and storytelling. Another area of research has been on language contact and language change in the region. The Abidji language has been in contact with several other languages, including French and other local languages, and this has resulted in a number of linguistic changes over time. For example, there has been borrowing of vocabulary and grammatical structures from other languages, which has led to the creation of new words and expressions in Abidji. Linguistic anthropologists have also studied the relationship between language and power in the region. The Abidji language has historically been marginalized in relation to French, which is the official language of Côte d’Ivoire. This has led to a situation where French is often seen as the language of education, government, and power, while Abidji is seen as a more informal or even stigmatized language. Linguists have noted that this situation has led to a language shift among some younger Abidji speakers, who are increasingly choosing to speak French in order to gain access to education and employment opportunities. The Abidji language is a rich and complex language that has been the subject of extensive study by linguists and anthropologists. Research on the language has covered a wide range of topics, including phonology, syntax, morphology, sociolinguistics, language contact, and language change. Linguists have noted that the language is an important marker of local identity and culture, and that it has a rich cultural history. However, they have also noted that the language is in a complex sociolinguistic situation, where it is often marginalized in relation to French. As such, the study of the Abidji language is an important area of research for anyone interested in the linguistics and anthropology of West Africa.

<urn:uuid:bb70f8a7-5c97-41a2-810b-eef51d79aeaa>

CC-MAIN-2023-14

https://glocal.soas.ac.uk/abidji/

s3://commoncrawl/crawl-data/CC-MAIN-2023-14/segments/1679296949035.66/warc/CC-MAIN-20230329213541-20230330003541-00353.warc.gz

en

Stories hold the key for unlocking the door towards powerful learning experiences. As a teacher, you’ll find that stories play a huge part in your students’ lives. They might be obsessing over their favorite books or TV shows, or their favorite Youtube personality. They’re looking for role models, a sense of community, and plainly enjoy stories in a variety of media. This is a big opportunity to show them how they could become creators as well. Anyone who studied at least a little bit of Psychology knows that students retain information better when they make a connection between a concept and their personal stories. Digital storytelling is no different. It can enable students to share their stories and teachers to make learning more personalized. Storytelling allows students to understand the meaning behind each assignment and nurtures their innate curiosity. 5 digital storytelling misconceptions - debunked More and more schools integrate digital storytelling in their curriculum, which is great. However, there are still some digital storytelling misconceptions that could hinder an educator from using it to its full potential. So today, it’s all about debunking them! Digital storytelling is only for classroom engagement Student engagement during classroom activities is definitely improved when digital storytelling is used. However, this is not the only benefit. As this study involving 15,000 students shows, there are many direct and indirect benefits of digital storytelling. Students are more curious about a subject, their knowledge and retention of material are also improved. Their communication skills are enhanced, as they collaborate better with teachers and students. Students develop their digital literacy skills and are more interested in new technology. Read more: Digital literacy vs. Computer literacy: Students need to develop both Perhaps not surprising to some teachers, students gain the ability to organize content better, a very useful skill for the future. Speaking of the future, they also show more responsibility, discover new talents, learn how to express themselves, and feel included. All of these indirect benefits will surely come in handy later on. Digital storytelling has to be up to a high standard Teachers need to set a standard for their students, and have high expectations for them to succeed. However, when assigning digital storytelling projects, setting too high a standard for using technology can be counterproductive. It’s not about the actual tools that they’re using, it’s about the meaning of the story. Creating a space where students feel free to explore their creativity is the ultimate role of the teacher. On a similar note, it’s OK for students to use something the teacher doesn’t personally know how to use such as video editing software. A general rule is that digital storytelling becomes less effective when students feel that they should play it safe and stick to one medium just to please the teacher. Digital storytelling is time consuming Crafting a compelling digital story doesn’t have to take a lot of time. When they immerse themselves in storytelling they are participating in an educational activity with a purpose so it’s time well spent. To actually save time, students have more tools at their disposal than ever before, be it social media, blogs, apps etc. Digital storytelling is not just for older students that are more experienced in using technology. Even elementary school students can benefit from digital project-based learning, especially when it comes to developing their reading and writing skills. They can also unleash their creativity for free or on a very low budget. For example, students can use green screen to tell their story, which takes less time and money than most people think. Digital storytelling is not for STEM Storytelling not for STEM? Say that to Columbia Assistant Professor Christopher Emdin, who uses storytelling through rap to teach science, or to Neil deGrasse Tyson. In fact, science teachers know that students learn better when storytelling is involved — yet not all of them know how to harness its power. Teachers who successfully do this almost always use storytelling to illustrate how concepts were discovered, how things are made, and how to use science in everyday life. Plus, storytelling can make assignments more interesting. Students can do their research to see how different professionals use Math, for example, in their work. They can use data to tell stories and create charts to support their point of view. Students can do just as well with analog stories I tend to agree with this partially. Personally, I prefer to read and write more than anything, which also means that I always did well academically. However, when creating their own stories, some students are better at writing essays, others are better at taking photos, and others can express themselves through stop motion animation. Educators shouldn’t be dismissive of different forms of expression. It’s all about augmenting and finding other forms to express themselves beyond what is traditionally seen as “academic”. I, for one, love the work of Emily Bailin, a hip hop educator, who helps students tell their stories using photographs, video, music, and more. Let’s tell a story! According to research as well as the hands-on experience of teachers, the common myths about digital storytelling don’t hold water. There are many ways in which educators can use digital storytelling, whether it’s for assignments, classroom teaching, or as a method to create a more inclusive learning environment. The benefits of digital storytelling extend to all types of subjects, including STEM. Yet, the greatest benefit is enabling students to find their own voice, their own strengths and talents, and giving them a space to use them to their full capacity.

<urn:uuid:95d9380c-2b98-439e-903d-90c69d6b7583>

CC-MAIN-2023-14

https://www.cypherlearning.com/blog/k-20/debunking-5-digital-storytelling-misconceptions

s3://commoncrawl/crawl-data/CC-MAIN-2023-14/segments/1679296943749.68/warc/CC-MAIN-20230322020215-20230322050215-00550.warc.gz

en

How do bilingual books work? Bilingual books are a wonderful aid to learning a second language and are particularly effective for toddlers and young children. They are sometimes referred to as ‘Dual Language Books’ or ‘Side-by-Side Books’ and have 2 different languages on the same page with the second language being a translation of the first, allowing the reader to compare vocabulary, language style, grammar and alphabetical characters with ease. Bilingual books have been around since the 1980’s and are widely recognised as a valuable resource for parents and educators to use with children, as they provide a child-friendly bridge to reading and speaking in another language. Some reading methods for you to try There are many different ways to read a bilingual book and you will find the right method for you and your child. There is no right or wrong and bilingual books are there to bring the joy of storytelling to a language learning environment in a fun and interactive way. 1. Read the book first in the main language, then in the second/weaker language One of the most popular methods is to read the story aloud in the child’s main language first, so that they can get to know it. Treat it like any other story book and look at the pictures, talk about the story and interact with the characters. Understanding the story in the stronger language can help in the process of learning the weaker language. Go back and read the story again, this time in the second or weaker language and then again in the first language. Don’t worry if your pronunciation isn’t quite correct in the weaker language, just have fun trying it out. The idea is to stimulate curiosity and interest in the second language. When you think you and your child are ready, you can try reading the story in the second language only. Ask them to read it with you if they are keen to try. 2. Let your child have a go! Above all encourage your child to have a go. Unlike adults, young children are usually not that self-conscious and this is excellent for building up confidence in a foreign language. Remember, having fun is the most important part of learning a language. Bilingual books provide a good base for this on many levels. Comparing the words, the different sounds and showing the new letters in a language’s alphabet are just a few ways to make languages fun and exciting. A bilingual book will work in any language combination and here at Unuhi we feature 20 languages which makes for a total of almost 200 different language combinations! We are bringing bilingual books to as many kids as we can across the globe. 3. Remove the weaker language and ask your child to translate For more advanced learners, try removing the weaker language and ask your child to have a go at translating into it. Then reveal Unuhi’s translation and see how they compare. 4. Go wordless Remove both languages and go wordless! Wordless picture books are a fun way to promote creativity and imagination. You can enjoy Unuhi’s illustrations, talk about what you see and even create your own story. 5. Play games Play games to identify the nouns, adjectives, pronouns and verbs in the stories. Find things that are interesting in the illustrations. (For example, have you spotted the duck-shaped cloud in ‘Rikki’s Week of Weather’?) 6. Try different languages Randomly select a language and have fun letting another person guess which one it is. 7. Have fun with our flashcards When you’re reading our flashcards, try to guess which other languages use the same word for the object you’re looking at. You might be surprised at the similarities! Tell us your methods! If you have a unique way of reading your bilingual books, or a game you play with the app, we would love to hear from you so please do get in touch with us Why not download and try your first book for free? The Unuhi App is available on iOS and Android. Start reading bilingual books to your children today!

<urn:uuid:fa6c2134-2850-49a7-9385-3b411d83a301>

CC-MAIN-2023-14

https://unuhi.com/what-is-a-bilingual-book-and-how-do-you-read-one-with-your-children/

s3://commoncrawl/crawl-data/CC-MAIN-2023-14/segments/1679296943746.73/warc/CC-MAIN-20230321193811-20230321223811-00151.warc.gz

en

Different people have different names for creative writing. It was traditionally referred to as literature. It is an art of imagination and making things up. In the world of writing, creative works are done in a way far from academic or technical use. It is majorly aimed at attracting an audience. In the simplest terms, creative writing is writing original works, with self-expressive ideas. We cannot, for instance, call a newspaper creative writing because it carries facts, to mainly inform, rather than entertainment. Creative writing seeks to create awareness through entertainment and sharing of human experience. It expresses anything and everything that defines humanity, i.e., love, hate, loss, politic, and much more. Creative writers attempt human stories and truth through poetics and storytelling. We can define the word “creative” in several ways. First, it is the ability to create textual content from something or nothing. It can also be defined as imaginative work or productive and imaginative. Creative writing can be termed as “characterized by expressiveness and originally. It is mostly linked to the writing of fiction. The creator comes up with an even world where events, scenes, and characters flow with their imagination. This means creative writing can include all expressions, apart from instinctive utterances. To study creative writing, we can define it as an artistic work that expresses events and emotions through imagination. The primary intent of such work in this context is to arouse emotions. This brings us to types of creative writing, which is fiction, using imaginary events, and non-fiction, which is based on facts and true events. Fiction and non-fiction writings have a fragile line between them. It is all about the level of creativity the writer uses to bring out their feelings. To some extent, all writing is creative. As long as there is re-creation, selection of some component, and removal of others, then one can argue that whatever piece of writing they have is creative, even when it may not seem so. Human beings naturally love telling stories. They can create anything in their mind and tell in such a way that creates a picture to the listener. Consider a statement spoken in excitement, such as the following: “Nanna, see the dog mummy gave me… he has such a big nose, just like mine.. Yesterday he ate a whole burger… he will be a big big dog Nanna, my bestest puppy.” In this announcement, you can feel the excitement in the boy’s voice. Even the language he uses expresses the idea at his level of understanding, conveying both information and as an idea. You can tell the boy expects a particular kind of response that will reciprocate the excitement. If the statement was any less exciting, the answer would come with the same magnitude. Communication generally has a creative aspect. All communication ends up being about reality. In other words, every piece of idea communicated tries to re-create the idea they represent. Every idea is different from another, even in their representation. It is crucial to understand how creative writing differs from other kinds of writing. As stated above, all writing goes through a creative process and is delivered on the writer’s terms. Creative writing, therefore, conveys information, just like informative writing (detailed statements/explanations). All forms of communication aim to deliver information, and creative writing is no exception. However, the overall goal of creative writing is to evoke certain emotions, more than inform. And in so doing, it elicits a reaction based on the feeling stirred. In a narrative, for instance, the storytellers express their feelings about a specific area of life and engage the reader in their opinions. A poet, on the other hand, uses images, people, and events, delivering more concrete emotions. For dramatists and screenwriters, it is all about providing action in dialogue. And when someone writes a feature on a magazine, their comments to real people and real lives evoking, empathy, delight, horror, or concern because it touches their lives directly. We can write any category of written works to engage the reader in an emotional as well as intellectual manner. However, the point of emphasis may make certain work, more or less creative. Sometimes we may not even see the differences between creative and informative writing. There are many pieces of work we know very well are primarily educational, but the way they are delivered involves a lot of creativity. There are other creative works as well, which carry so much information one may think they are informative. In many other instances, creative writing and informative works carry almost the same weight. In this case, we can say creative writing should use the same writing skills that do excellent informational writing. It should have a good basis for arguments or great exposition. A good writer with exceptional skills can use such skills to convert any works into a creative piece. Even in fiction, there are very many elements of real life. It takes part in reality; it creates fiction. Even science fiction and fantasy fiction draw in use ideas about the world and what it could be like in certain instances. Genres and forms of writing Genre is a term used to refer to categories of types in written works. Creative writing has several genres, the main ones being: - Short stories - Stage play scripts - Music lyrics Creative writing also features in: - Magazines articles - Features stories - Card greetings and These genres follow specific forms of writing. Regardless of the genre, most popular writing forms include: - Exposition or Reporting Creative writing is a way of expressing ideas and emotions through written work. Whichever type it takes, the work should have information as well as entertain. For those trying to get into the world of creative writing should take both informative and innovative approach. As discussed above, every idea comes from real-life experience and should be related as such. Mar 27, 2020

<urn:uuid:4184d1bb-e871-402b-9803-7deff17973f3>

CC-MAIN-2023-14

https://essayrx.com/article/creative-writing-the-art-of-writing

s3://commoncrawl/crawl-data/CC-MAIN-2023-14/segments/1679296945315.31/warc/CC-MAIN-20230325033306-20230325063306-00153.warc.gz

en

From: Eric Miller, World Storytelling Institute Date: Sat 17 Oct 2020 ________Notes on Using ____Storytelling for Healing What is a Healing Story? What are some ways that Healing Stories work? In what ways could stories and storytelling assist, stimulate, and support healing (growing, and transforming) processes? Healing may be called for after traumatic events in life -- losses, or having been injured. Healing in the physical sense refers to recovery after flesh is cut, crushed, or otherwise damaged. The wound needs to be cleaned. The external toxic situation needs to be resolved so there is no further damage. Nutrition and other conditions conducive to healthy life need to be there. Then what is usually called for are: rest, time, and love (support). How could this be applied to the emotional and psychological levels? Part of a psychological healing process might involve remembering (in one's memory and imagination) a situation in which one experienced a trauma. One might role-play -- speaking to and as characters in the situation. One may benefit from expressing towards the characters (including oneself) emotions such as disappointment, anger, forgiveness, acceptance, understanding, and love. This is sometimes known as taking care of "unfinished business" -- this term is a metaphor for an interaction that one feels was not fair or satisfying. This kind of role-playing may lead to experience and release of emotion, often called catharsis and abreaction. Then perhaps one could let go of "old baggage". One cannot heal someone else. Only the client could heal the client. Things a facilitator could do is stimulate, nourish, guide, and seek to raise awareness in the client. The very process of using one's imagination (alone and/or with others); of exploring thoughts, feelings, images, and characters; and of developing an inner dialogue with various feelings and thoughts within oneself (which could be personified as "voices"), could increase healing and wellness in oneself. The theme of healing includes growing, maturing, finding unexpected resources within oneself, developing one's imagination and creativity, resiliency, healthy coping mechanisms, "finding one's voice", "finding one's self", maturity, emotional intelligence, and social (inter-personal) intelligence. This theme may involve recovering from traumas and building up one's ability to be resilient, as well as non-traumatic situations such as 1) Growing, like a seed may grow to become a tree, and 2) Creativity (including finding and creating solutions to challenges). A story can be a model of the past and a model for the future. But a Healing Story can be more than just a model to follow. The right story could "do its work" on one. Poetically-speaking: a story may tap one on the shoulder, wanting to be told. A Healing Story could engage with a client's conscious and unconscious, and comfort, encourage, nourish, support, and stimulate the client. Such a story could help the client to transform and grow. Symbols of transformation can trigger actual transformative processes in a person. The right story could help one to integrate various aspects of one's self and one's experience. It could help one to "get oneself together", "straighten oneself out", "put the pieces together", and "connect the dots". Feelings of wellness increase -- When one feels connected to one's unconscious, and to the collective unconscious. When on feels one knows who one is, where one is coming from, and where one is going (on various levels). When one knows "what one is about". When one knows one's abilities and aptitudes (potentials). A person may suffer a "broken heart", feeling crushed, lost, and devastated. At such a point, a client may lose hope, and become de-motivated. There may be "a dream that never will come true". However, what the client was dreaming of may still be able to come true in a different way. This is where one could practice "Life-story Repair" -- re-chart one's course, taking the new circumstances into account. One could still "live happily ever after" -- or do a reasonable facsimile of such (which is all anyone could do in the real world anyway). Sometimes "one can't see the forest for the trees", because one's vision is being blocked by a large tree right in front of one. One may lose perspective. Get overwhelmed. At such times, one needs to see things with a broader perspective. One needs to reframe one's perception of the situation. Framing and reframing concerns how one looks at one's situation. A glass can be perceived as being half-empty (insufficient, falling short) or half-full (some has been done, and more could be done). Reframing one's circumstances, how one sees one's circumstances, can get one "back on track". One can regain hope and motivation. Helplessness, seeing no way out of an unpleasant situation, leads to depression. Carl Jung's term for integration is individuation. This is a process by which one becomes a mature individual -- 1) the various aspects of oneself are connected, and 2) one is connected with the cosmos. 1) Become aware of, bring into play, and acknowledge the existence of, the various aspects of oneself. One could personify -- and converse with -- various personality traits within oneself. People we have known become aspects of our imagination, and finally aspects of ourselves. We internalise that which we remember and hold near and dear. 2) Come to a clear understanding of one's place in society, culture, history, and the cosmos. Is one a member of a social movement? Is one a member of a religion which has a concept of how life began on earth and how it might end? Fairytales may concern maturing, learning a lesson, and/or overcoming -- or coming to be at peace with -- a challenging situation. In fairytales, characters may undergo difficult experiences. The perseverance, resourcefulness, determination, resiliency of these characters could relate to healing. Coming to a realisation about oneself or others could be healing. It might be useful to keep this saying in mind: "I hope to change that which I can change, to accept that which I cannot change, and to have the wisdom to know the difference". Notes on a Method of Storytelling Therapy (8 Steps) Using Storytelling for Psychological Counselling, Psychotherapy, Facilitating Healing, Life Coaching, and Facilitating Personality Development (of self and others). The 8 Steps 1) Tell your Life Story. 2) Listeners share similar experiences. 3) Identify turning points, outstanding motifs, and themes of the Life Story. 4) Gather Associative Stories. 5) Modify / Add to / Subtract from any of the above-mentioned stories. 6) Speak to and as characters in the stories. 7) Seek to bring to mind metaphors for aspects of the stories. 8) Compose a Healing Story (Inspiring / Encouraging / Guiding / Integrating / Transforming). To read about using metaphors for healing, please see the "Metaphor Therapy" wiki page, and Susan Perrow's essay, "The Mystery and Magic of Metaphor". An example of a Healing Story is the "Moon Rabbit Story". Also, this article may be of interest: "There's a New Therapist in Town: Storytelling Therapy", Indian Express, City Express section, page 5, 11th Sept 2019. On World Mental Health Day 2020 (10th Oct), I spoke for 10 minutes about "Using Storytelling to Improve Mental Health". The link to the recording is here. To WSI homepage

<urn:uuid:c88bfc4b-da2a-4b40-9255-1def041de816>

CC-MAIN-2023-14

https://storytellinginstitute.org/Storytelling_and_Healing.html

s3://commoncrawl/crawl-data/CC-MAIN-2023-14/segments/1679296949025.18/warc/CC-MAIN-20230329182643-20230329212643-00154.warc.gz

en

A teaching model for fostering literacy through the arts in early elementary in which children learn to create characters, settings and stories through multi-media puppetry arts. Puppetry is rooted in the storytelling of cultures around the globe and easily engages diverse groups of students. The goals of Bridges are: • To clearly demonstrate the connection between the artistic process and the process of building literacy skills • To build capacity in arts and literacy educators to implement Puppetry Arts for Literacy in their classrooms • To advocate for this approach and to publish comprehensive online curricula that will be accessible to a national audience How We Bridge the Arts and Literacy: Bridge 1: Multi-Sensory Immersion in Story Concepts and Skills Students learn literacy concepts such as settings, characters, dialogue and plot through physicalizing, visualizing and vocalizing stories. Immersing in stories through sensory information is developmentally appropriate for early childhood learners. It makes literacy concepts accessible and meaningful for a wide variety of learners, including students who are English learners, students with disabilities and talented and gifted. Take a look at how sensory immersion helps students understand an unfamiliar story setting: Bridge 2: The Descriptive Language Process This step by step process integrates descriptive language into the art-making process. Teachers describe students’ artwork in detail as they make it, modelling for students how to use language to talk about what we observe. They give students many opportunities to describe—this description helps students develop their artwork further and builds a habit of speaking in detail about their own perceptions and drawing inferences. Check out this example of teachers describing students’ physical expression of character emotions: Bridge 3: Thinking and Working Like an Artist Using a Rigorous Artistic Process The process of developing an idea through puppetry mirrors the process used in literacy, but it provides many more entry points for early childhood learners. We teach students a rigorous series of steps for coming up with and expressing story ideas through the arts and language. The steps of the artistic process we teach includes: brainstorming, explore and play, develop an idea, reflection or feedback and revision. Check out this first grade group’s artistic process as they develop an original story: Bridges was developed through the work of ArtsConnection staff, teaching artists and classroom teachers at schools in Brooklyn and Queens over the past ten years. The program is supported by grants from the U.S. Department of Education: Professional Development Arts Education Program (PDAE) Grant (2014-2018) A recently awarded Assistance for Arts in Education Model Development and Dissemination Grants Program (AAEDD) (2018-2022) No comments yet.

<urn:uuid:42a17f8e-3627-4970-97f3-3483a7a931db>

CC-MAIN-2023-14

https://artsconnection.org/puppetry-early-childhood-literacy/

s3://commoncrawl/crawl-data/CC-MAIN-2023-14/segments/1679296950528.96/warc/CC-MAIN-20230402105054-20230402135054-00774.warc.gz

en

If you are a teacher, there might be children in your class who have recently arrived in the country and have limited English proficiency. Although language barriers can be a problem for grade-level learning, young children are naturally able to learn another language quickly alongside their academics. Sometimes, the biggest obstacles are those that educators cannot control such as having to adapt to life in a different country or home environment. It takes a little patience, love and support, and young English language learners (ELLs) will demonstrate excellent academic performance. In this article, we will take an in-depth look at the techniques used for teaching english as a second language. We will also discuss the best tips for parents. Strategies for General Education Teachers It can be difficult to find the right way to support ELL students, regardless of what programs are available at your school. These ideas will help you offer them better support. Apps have advanced significantly in recent years, particularly the ones aimed at students who require extra help and attention. Such software can be accessed by both parents and teachers through their school district, or individually. These apps range from grammar games to translator tools. You might want to try: - Free english learning worksheets from Kids Academy - Google Translate - Grammar Up Use the Buddy System Peer learning is a most powerful tool. Look for the students in your class who are natural leaders and at the same time great learners. Choose peers for your English language learners. A buddy system will allow them to feel at ease and get support during assignments and group activities. Language learners who are paired with a friend can learn greetings and colloquialisms, as well as improve their grammar through interactions. For students learning English, vocabulary alone is not very helpful. Your lessons should connect vocabulary to the topic you are currently teaching. For instance, when reviewing spelling words or sight words make sure to connect them with a topic or context students are learning about. Pre-teach and Reteach Pre-teaching difficult words is very useful for both native speakers and language learners. Target words should be taught in advance so that students can understand their meaning and place them in context. Make sure that you have a plan for reteaching and retesting. Stick to RTI processes of your school, as well as those of your district to ensure you follow the necessary regulations while reteaching targeted skills. Use ESL Techniques During Whole Group Reading It’s important for a teacher to use definite strategies when previewing words and reading aloud with the class. These ideas will help words and their meanings stick: - Point to pictures and words, use gestures and facial expressions to explain the meaning - Display real objects - Use the whiteboard to draw explanations - Use simple language to make sure that students understand what you mean It’s a good idea to break down assignments and projects into smaller pieces and then offer the students the specific support and accommodation they need. Contact your campus ESL coordinator and ask for bilingual dictionaries and assistive devices. Make sure to review information before you present and reteach it. ESL Instruction in Schools Teaching ESL to children can be very different depending on your state, district or school. While the federal government has a list of recommended practices, the states have specific regulations and mandates regarding programs for ELLs. What is more, some districts may follow these procedures in their own way. Resource teachers and materials vary by campus. In addition, some private schools don’t include any ESL staff or services altogether. However, you might find these models no matter where you are teaching: Pull-Out and Push-In Services ESL classes can be held in a separate classroom when a teacher who is certified to teach ELLs pulls a student out of a regular ELA class. This is called “pull-out”, where the student joins others who need similar support for a small group lesson that replaces a general education class. Push-in services, on the other hand, use a nominated staff member who co-teaches a class with a general education teacher. This cooperative approach allows the regular instructor to work out lesson plans that are geared toward the whole class while the ESL instructor offers accommodations for students who need them. Many students arrive in the country without knowing any English and of course they require a lot of support. They must not only learn the basics of a foreign language, but also face the danger of falling behind their peers in such important subjects as math and reading. Many schools have a resource class that completely replaces the traditional classroom. This class will allow students with similar language skills to collaborate with the ESL instructor for as many hours as they need. Dual Language Programs There is nothing better than teaching ESL to children alongside native speakers who want to learn ELLs’ mother tongue. For example, such dual language programs may be an excellent option for speakers of Spanish. These programs promote bilingualism and are usually held in regular campuses in your community, but they can also be offered in charter or private schools. Half the day students are taught in Spanish, and half the day in English. Both Spanish and English speakers benefit from total immersion which facilitates the acquisition of a second language. Teachers and Parents Working Together It is important for educators to maintain open communication between schools and parents of ELLs, but when language barriers become a hindrance to collaboration, you might reach out to your colleagues who will help you with translation. Parents, too. need to communicate openly with teachers and help their children in learning a second language, as well as their academics. Different countries often have different policies and curricula, and this may seem daunting at first; however, these tips will help both parents and teachers to contribute to students’ academic success. Continue the development of the first language At first sight, it might seem counterproductive to improve skills in an ELLs’ native language. However, it is essential that language learners go on improving their reading and writing skills in their native tongue. Teachers and parents should not expect English to substitute a student’s mother tongue and cultural background. Their goal should be bilingualism, when students’ culture is appreciated and celebrated. Educational Television Shows and Apps Parents can watch educational videos with their children or use apps and learn together. These are some of the most popular resources: - Sesame Street - Free English learning videos by Kids Academy - Leap Frog Encourage parents to read with their children Parents might only speak their native language or might not be able to read. In this case, they might like the idea of using wordless picture books as a way to practice both their mother tongue and English, as well as have storytelling sessions with their families. In addition, parents are also recommended to read books in their own language with their children. It can be overwhelming to teach ESL, in particular when you are a general education teacher and must adjust your teaching to suit many different personalities, abilities and challenges. Luckily, there are many tricks and techniques you can adopt to help your ELL students succeed.

<urn:uuid:f5e1282c-c926-4134-8c1e-85d044f6b7d9>

CC-MAIN-2023-14

https://thetecheducation.com/how-to-teach-english-as-a-second-language-to-children/

s3://commoncrawl/crawl-data/CC-MAIN-2023-14/segments/1679296948609.41/warc/CC-MAIN-20230327060940-20230327090940-00354.warc.gz

en

'Multimedia' is the word used to describe the combination of different digital media like text, graphics, photographs, animation clips, video, voice, and music and sound effects. The benefits of multimedia methods of information delivery are encrypted. People have both visual (sight) and auditory (sound) capabilities for processing information, and multimedia products take advantage of both to convey information and knowledge in an effective manner. Materials produced using a combination of these media are generally more attractive and easy to follow than single medium products. They enable complex ideas and procedures to be presented in a simplified way, and allow the projection of more complete and rounded concepts and models. The potential benefits of 'good practices' can be shown visually and illustrated with step-by step instructions that can be followed even by those with poor literacy skills. Multimedia products are more effective in delivering messages and lead to better learning and retention. As they are electronic, they can be reproduced and used to deliver information and knowledge consistently and economically to different locations and audiences, with a flexible schedule, regardless of the availability of qualified teaching or extension staff. An important complementary approach that can be used to link with and enrich multimedia products is the use of 'alternative media'. Alternative media in the sense used here refer to traditional ways of communicating from person to person and community to community like songs, dance, storytelling, poetry, street theater, drama, and puppet plays. These methods have been used over centuries to convey information and knowledge from one community to another and one generation to the next. They entertain and are familiar, and can be especially successful in reaching a broad range of people and and more communities. The 'products' can be developed locally to suit local needs, but they usually only reach a small audience. However, by capturing the plays, songs and other products electronically – on film, on tape, in photos – and including them in a multimedia product, they can be shared far more broadly and used to enrich the multimedia product itself. The multimedia approach itself is 'hi-tech', but can be made very user friendly with the right equipment and software. Even inexperienced local NGOs can develop useful multimedia products for themselves with only a small amount of training. These local products – on anything from agriculture and livestock, through health problems and sanitation, to eco-tourism, gender and equity – can be collected centrally to provide a pool of resources for use in telecentres, schools, colleges and other community learning / information centers. This is the approach that IMCO is starting to develop. Read more on this Shared Knowledge of Issue 14 – Click here .

<urn:uuid:1361fda3-70c4-41f9-a566-c66431edff55>

CC-MAIN-2023-14

http://yesshare.com/archives/211/multimedia-approach-for-sustainable-knowledge-delivery

s3://commoncrawl/crawl-data/CC-MAIN-2023-14/segments/1679296943747.51/warc/CC-MAIN-20230321225117-20230322015117-00354.warc.gz

en

Elementary Program ( Ages 6 -12 Years ) Our elementary program continues to foster a love of learning. The ‘cosmic curriculum’ demonstrates to students how they are part of a global family and is intended to spark their curiosity and inspire them to explore and discover. Classrooms offer a non-competitive environment with endless opportunities to pursue knowledge through independent and self-directed work. Social interaction among children of different ages facilitates the development of co-operation, self-confidence and respect for others. Students learn responsibility and problem-solving as they develop essential life skills. Children may remain in our elementary program until the age of 12 and can enter a grade 7 program at a school of their choice. Our curriculum is comprehensive and places emphasis upon time management, self-discipline, initiative, independence. They are guided and encouraged to reach their full potential in all subject areas: mathematics, geometry, language, geography, history, botany, zoology, French, music, art, and physical education. Math and Geometry These areas focus on developing a comprehensive understanding of mathematical rules and concepts. Children develop logical, analytical and problem-solving skills. They experience concepts concretely with the materials as they progress towards the abstract. Children develop a solid understanding of the decimal system and numeration from 1-1,000,000. Memorization of maths facts and an understanding of the maths operations is a main focus of our lower elementary program. As children move into the upper elementary program they begin to work more abstractly and apply previously learned concepts. Some topics studied are operations, fractions, geometric classification, names of shapes, angles, measurement of angles, decimals, negative numbers, etc. At this level the students use their preliminary reading skills, established in the casa program, to develop a love of reading. The use of concrete materials is still vital as students explore the rules of grammar and study the history and function of words. Verbal and written expression as well as listening comprehension are valued components of the program. Analytical skills are used in examining written literature and children are encouraged to experience various forms of writing. Creative writing is also an important part of our language program and basic writing rules and skills are developed. Geography, History, Botany, Zoology The ‘cosmic curriculum’ is the basis for the curriculum in the cultural area. Students explore the history of time, the universe, animals, plants and humankind. It is the primary aim of the cultural curriculum to instill a respect and appreciation for all that has occurred throughout history. The students discover where their place is within the universe and ultimately what their role is within society. Topics taught at this level are presented in historical order so that the students develop a deep understanding of how all events are interconnected and have helped shape today’s world. Time lines, classification charts, experiments and other concrete materials are used to demonstrate key concepts. Children are encouraged to explore or research topics that are of interest to them individually so that their own inquisitiveness is satisfied. At the elementary level the goal of the French program is to develop a solid comprehension of the spoken language while also developing verbal communication skills. As they progress through the program they are introduced to written rules and skills and acquire the ability to combine all areas of communication in the French language. The music program continues to foster a love of music. The program includes music appreciation, music history, basic music theory, introduction to various instruments and singing. Music play is the music curriculum taught to the elementary children in levels 1 to 6. Orff and Kodaly form the basis for the program. The children sing, play games, read and write notation in a workbook, play percussion and Orff instruments, learn solfege hand signs, listen to works by famous composers and learn to play the recorder. Music also continues to be integrated within the classroom so that students are exposed to various styles of music. The Physical Education program stresses the importance of exercise and a healthy lifestyle. Nutrition and physical fitness is part of our curriculum and children are introduced to various sports and skills. We also offer exposure to other activities such as drama, yoga and dance.

<urn:uuid:c45e2e4a-217f-455e-a8eb-e310079fe825>

CC-MAIN-2023-14

https://kwmontessorischool.com/elementary-program/

s3://commoncrawl/crawl-data/CC-MAIN-2023-14/segments/1679296945323.37/warc/CC-MAIN-20230325095252-20230325125252-00553.warc.gz

en

Strategies to Incorporate Mindfulness in Your Classroom Curriculum Strategies to Incorporate Mindfulness – Since ancient times humans have realized the power of staying alert, living in the moment and how these practices enhance our performance and success in our lives. Mindfulness is the practice of staying alert, being aware and ever present in the moment. It involves relaxing one’s body, spirit and mind to improve their focus and mood. We live in a turbulent world. Due to the rigors of modern lives, we all experience some form of stress or anxiety on a daily basis. The life of a student is equally stressful if not more than adults. The burden of studies coupled with high expectations from parents, teachers and friends can be stressful for the students. Nowadays, schools are doing just about everything to make teaching, learning and management more efficient. From smart classes to LMS, ERP and likewise, there are a myriad of tools available to make teaching more efficient and effective. However, it is equally important to ensure that our students are in the right frame of mind which is conducive to learning. This is where incorporating mindfulness in your classroom can help you reap dividends. Mindfulness not only enhances the attention span and learning skills of the students, but it also improves their Emotional Quotient and social skills. Here are a few strategies to incorporate mindfulness in your classroom which will ensure that your students make full use of their brainpower to realize their potential…. Mindfulness strategies suitable for Elementary Classes- A great way of introducing elementary school students to mindfulness is practicing a technique known as breath control. As any good book on meditation and mindfulness will tell you, the first and foremost step towards getting good at meditation is getting a hang of breath control. Learning proper breath control can make learning advanced mindfulness techniques simpler and straightforward. Educators can ask the students to count to three while inhaling and again while exhaling. Alternatively, teachers can ask the students to inflate their stomachs like a balloon or picture their lungs expanding and contracting with each breath, quite similar to a Hoberman sphere. Group projects and mindfulness routines managed by students themselves are yet another option for the educators. Even listening to soothing and relaxing melodies, going on a trip outside the classroom, storytelling and likewise can be mindfulness inducing experiences for young students. Mindfulness strategies suitable for Middle Classes- Teaching the students to transition calmly, or observing themselves while sitting in the classroom in order to calm themselves and learning how to connect physically with their surroundings are great strategies to teach mindfulness to middle school students. Providing students with the opportunity to reflect on various things by assigning each student some points they can ponder over is yet another effective method of introducing mindfulness to middle school students. Educators can also employ the help of various apps and digital tools for teaching mindfulness to students in this age group. In this way, students are free to practice mindfulness at their own time after the school hours. Moreover, this also helps students to customize their learning experiences and choose the ones which reflect their requirements and interests. Mindfulness strategies suitable for upper classes and college students- Meditation is a very useful practice which can be used for teaching mindfulness to students of this age group. Apart from traditional meditation techniques, there are many variations which can be integrated easily even into a very busy schedule such as body-scan or walking meditation. If you are a student who is often stressed out and is especially prone to exam-related anxiety, target mindfulness techniques can be particularly helpful for you. A simple example is curling and uncurling one finger with each breath. Many mindfulness techniques can be practiced anywhere and at any time. For instance, during a class you can practice mindfulness techniques by keeping quiet, observing your breath and being in the moment and watching your thoughts without judgement. In the words of the legend Bruce Lee, “The successful warrior is the average man, with laser-like focus.” Well, the life of a student is similar to a warrior in many ways and mindfulness in the classroom helps the student achieve that laser-like focus and reduce anxiety and stress. Therefore, educators must encourage their students to practice mindfulness in the classroom in order to help them succeed academically as well as socially.

<urn:uuid:f0fddeef-87e0-40e1-b32a-023295c02765>

CC-MAIN-2023-14

https://www.red-redial.net/strategies-to-incorporate-mindfulness/

s3://commoncrawl/crawl-data/CC-MAIN-2023-14/segments/1679296948620.60/warc/CC-MAIN-20230327092225-20230327122225-00554.warc.gz

en

How Music Strengthens Social Bond Music has through the ages bonded different human civilizations and cultures. Even newborns and those suffering from dementia respond to music. We listened to music when we were born with lullabies and at graduation at weddings and funerals. There is something about music that brings people together and connects us as a community. It seems that humans are naturally wired for music. But how does music strengthen social bonds? Music Brings Us Together Before we invented the ability to record music for individual listening and enjoyment, music was performed publicly. To be able to listen to music, people had to perform in front of a live audience and this coming together helped provide a social bond and interaction that have helped our early ancestors survive. Performing music together required cooperation and for us to synch our efforts to produce a pleasing sound. Research has shown that this act of playing music in a group helps us develop positive social feelings towards those whom we are synchronizing with, even if they may not be in the same room. Coordinating musical movement with another person releases the pleasure chemical endorphins in the brain. Playing in a band or singing together in a choir definitely requires cooperation and working together develops trust between people. Music Increases Empathy Music has been found to activate many areas of the brain. It includes helping us understand what others are thinking and feeling and to predict what they might do. This skill is termed “theory of mind” by social scientists and is related to empathy. In a study, scientists hooked participants up to a piece of music they were told was either composed by a human or by a computer. When participants believed that the music was composed by a human, their “theory of mind” cortical network lit up, but it did not when they thought the music was made by a computer. This suggests that the brain does not only process music but listens to music to understand the intention of the musician. In another study, a group of primary school-aged children was involved in musical games with other children for an hour a week in an academic year. Another two control groups of same-aged children received either no games or games with the same purpose but instead of music, they were involved in drama or storytelling. At the end of the study, the children were measured for empathy scores. The group exposed to music had a significantly higher score, suggesting that music has a strong influence in empathy development. Music Increases Social Bond Think of the time when you were in school singing the national anthem with your schoolmates and teachers in the morning. Or when the anthem is played at the Olympics. The music increases our sense of belonging and reminds us of our cultural roots and safety toward the group we belong to. In our own social world, we tend to talk more and think better of someone who shares the same musical preference as we do. Studies have shown that people associate musical taste holding certain values. It also influences how we think others will get along. Research has shown that social cohesion is higher among families and peer groups who listen to music together. Even in societies where interdependence is less valued, social cohesion between groups is stronger with the sharing of music. This strongly shows music as a social glue that binds people together. Music has also been used for aggressive and negative aims. Music has been used to bond groups such as neo-Nazis and encourages violent actions as well. This tells us that music is like a language where listeners can be influenced by the composer’s intentions and thoughts. It can be passed on from generation to generation creating loyalty and a sense of continuity to a tribe. Knowing the potentials of music as a strong social communication tool, we can learn to use it responsibly. Ritmo Music Studio offers music lessons in Singapore. Come check out the lessons we offer and learn to jam with your friends or family for a tighter bond.

<urn:uuid:9d4f76be-e9ac-4adf-9967-503b1385321e>

CC-MAIN-2023-14

https://www.ritmostudio.sg/post/how-music-strengthens-social-bond

s3://commoncrawl/crawl-data/CC-MAIN-2023-14/segments/1679296945248.28/warc/CC-MAIN-20230324051147-20230324081147-00774.warc.gz

en

Senator John C. Calhoun’s words,” the South! The poor South!” was allusive to the rising segregation and the Great Depression that would prove to be the downfall of the South. In the 1930’s, schools were racially segregated and there was little emphasis on expanding the learning progress. Equal opportunity for African-Americans in the classroom was not offered and many of them could not read or write even in their adult years. The little emphasis in the classroom was because of the turn of the economy called the Great Depression. The shortage of money and taxes in the United States, caused teachers and students to cut school short and some children had to drop out of school early to help work on farms. Alabama in the 1930’s, was a difficult time for many children to continue their education. New laws have enforced the attendance of children to schools During slavery, most black slaves were denied proper education and many laws were passed in the South prohibiting slave literacy. Even free blacks in the century before and after the Civil War were limited in their access to quality education and career training. Education of African American people was not supported in Southern States, this was because white people believed that if they permit their slaves to learn to write, speak and talk in English, they would eventually become rebellious to their masters and become disobedient. This fear led them to think that fundamentally African American people were unable to absorb education. Education before the Civil War in the South was not as important as in the North. In the South, states did not stress over education and thought it was a private matter. They believed the education should be given in a house where the values of society would be taught. Public schools before the 1830s weren’t technically public because education was not open to the general public. At the time, the “public” schools were made up of a majority of white children, because their parents were wealthy enough to pay for their education. While some schools in both the North and the South allowed African Americans to attend, a lot of the African American families still could not afford to send their children. On top of not being able to afford school, in the South most schools did not believe in educating slaves. The monetary problem holding kids back from getting an equal opportunity to access education was what sparked the movement to reform the public schools. In the South, it was very well known for slaves to be working in plantation fields. The often would work cultivating cotton, tobacco, and sugar. Tobacco was a very popular cash crop, but died out due to the harsh conditions it would give the soil. Moreover, southern states were referred to as Cotton Kingdom. The reason being is because in the southern states, cotton was the major cash crop they grew. In addition, more than 50% of the cotton was grown in the south. Additionally, the culture in the South was quite different compared to the slaves that were in the North. The southern slave states culture was determined by plantation owners and families. The slaves were not authorized to be educated, and only the plantation owners had the right to be educated. They were not allowed to attend school and their culture revolved around the plantations. To add in, their economy revolved around the agricultural plantations. The southern grew cotton, tobacco, rice, sugar cane, and indigo. Many of The southern states were a slave society, and were known to being the way of life. It was the root to everything in the south, and southerners were very protective about it. In the south southerners “feared that without slavery’s expansion, the abolitionist faction would come to dominate national politics and an increasingly dense population of slaves would lead to bloody insurrection and race war” (The American Yawp, Chap.13), and southerners did not want to jeopardize their way of life. The south would press on the notion that racial mixing and racial wars would break out, and that blacks were a threat to white supremacy. Besides the racial fears the south would speak out on, they also stressed that slaves were property, which entitles them to their owner. People in the south also used the bible to justify slavery because it was present in the bible. The southern states believed in the ‘mudsill’ theory. James Henry Hammond speech on the ‘mudsill’ theory explained the theory. Hammond and other pro slavery southerners defined slavery as a good thing. Paternalism was another justification, to influence their belief that slavery was a caring establishment. That south argued that they took care of their slaves, and that the north did not treat their workers with such The education of Blacks in Mississippi was a very volatile issue for Whites. It was generally believed by Mississippi’s whites that the education of blacks was a waste of time and money because blacks would never be given jobs where they could use their minds. Those who supported education for blacks usually favored what they called “the right kind of education” which taught blacks how to become better laborers. Blacks who could read or showed any traces of an education were viewed with contempt by many White Mississippians who believed education made blacks resentful of the Jim Crow system under which they lived. As a result, black schools were extremely under funded by the Prior to the civil war, Education in the south was limited to private tutors and church classes. Only white The growth of factories and mills in the North, drew more people to move to the cities for work. During this time, many immigrants arrived from European countries, mainly from Ireland and Germany. These immigrants became a workforce in factories in the cities. As Northern cities grew, cities became centers for trade. It was a time when reformers worked on providing education for all citizens, as well as fighting for women’s rights.Many in the North were opposed to slavery, but still discriminated against the African Americans. In the South, slavery was part of the Southern culture. Most people lived in rural areas and on plantations. The textbook states that,” a small group of plantation owners in the South-about 12% of the population-held more than half the slaves.” Education in the South was very limited. Only the wealthy sent their children to private schools and others living in rural areas did not have access to education. It was also against the law for African Americans to get an education. While the culture of the South was plantation life, the African American slaves had their own culture from Africa that they tried to keep alive with storytelling, music , and religion. Both region had very different types of beliefs about education and slavery, and had very different groups of people that provided the When ex-slaves demanded a formal public schooling, they were really asking the South to develop and embrace a relatively new philosophy of education. Effectively, they were having white southerners pay for the education of people they once “owned” as property, and had the right to receive what most whites in the region hadn’t had available previously. Slaves went through a lot of struggles they worked, they didn't get to go to school so that meant they didn't get their education. There were social developments in the South during this time period as well. Since slavery was an extreme moral issue, there were many people arguing either for or against it. The southern whites came up with many different reasons to defend slavery. One way they defended it was by saying that the Bible did not condemn it. They argued that the Bible said it allowed the enslavement of Heathens, which the south believed African Americans to be. They also said that many other societies depended on slavery, like they did. They believed that some of the greatest empires, like classical Greece and Rome, depended on slavery and would not have existed without it. Slavery defenders reasoned that African Americans didn’t have the ability to care for themselves and that they were an inferior race, in which needed someone to care for them. They argued that slaves in the South lived better than the factory workers of the North. Masters cared for the slaves; while northern workers had no claim to their employer. They thought that the manner in which the slaves were treated was much more humane than how the workers in the factories were treated. There were several classes of whites in the Antebellum South. The first class is what you call your elite or high class which were the wealthy, high society, grower gentry who were land rich. The first class possessed at least 20 or more slaves and accomplished their wealth from the development and sale of the cash crops, cotton and rice. The children of the upper class were often educated by personal tutors or at private schools in South Carolina and abroad. Next, there was the middle class of white people. The middle class consisted of tradesman, merchants, sharecroppers and etc. When the economy stayed steady, it allowed the middle class people to make a living. Their children were taught to read and write, basically learn the The struggle for education for the african americans was like a crime. Not only weren't african americans allowed to go to school with the whites but they didn't have many school utilities like the whites did. The whites had many textbooks that were up to date and they had clean rooms and enough seats while schools for the african american were like prisons. They didn't have enough seats or books and sometimes they only had enough teachers to teach since white folk didn't want anything to do with african americans. Before the end of the civil war the education was a real struggle for the african americans. Even though there was effort to make schools for the african americans only a few could go to school since there was no money and they simply

<urn:uuid:596b43e7-9fff-4742-b62f-205d92c3a697>

CC-MAIN-2023-14

https://www.bartleby.com/essay/Private-School-System-In-The-1800s-FCZSZS8LSKM

s3://commoncrawl/crawl-data/CC-MAIN-2023-14/segments/1679296945168.36/warc/CC-MAIN-20230323132026-20230323162026-00754.warc.gz

en

Adding Transition Words | Worksheet | Education.com Have fun with functional and informative transitions with this cooking-themed activity. Students will solidify their knowledge of important transition words to improve their sequencing and informational writing skills. Easy Words to Use as Sentence Starters to Write Better Essays ... These "easy words" that help you start sentences are also called "transition words," and their job is to link ideas together. You can use them in starting an essay or in any sentence in a paper; however, they are most effective when used inside the text, and particularly so as the first word in a paragraph. Persuasive Writing Flashcards | Quizlet 5th Grade Informative Writing Rubric 1 - Beginning 2 - Developing 3 - Secure 4 - Above and Beyond Connections (Key Question: Are my ideas connected in a way that makes sense?) * I do not use transition words, phrases and clauses to connect my ideas. * I do not connect related ideas together. * I use basic transition words, phrases Expository Writing Worksheets. Expository writing worksheets and printables learning to write, expository writing lesson plans and rubrics. Forms of writing, writing genres, writing prompts. Expository writing is writing to explain, inform, give information or to describe something. Non fiction is often a good example of expository writing. Transition Words - Worksheets Transition words help a reader transition smoothly between sentences or ideas. Examples of transition words include: similarly, therefore, however, although, first, finally, meanwhile. Here you'll find a collection of PDF worksheets for teaching students to write sentences with transition words. PDF Powerful Verbs for Essays - salt.arizona.edu Each word has specific usage patterns that are unique to its meaning. Literary Essay Report or Persuasive Essay that refers to an expert's opinion or research studies Report or Persuasive Essay that describes beginnings, causes, effects, etc. Persuasive Essay that refers to the possibilities of what ideas can do, create, or assist with Report or 10+ Informative Speech Outline Examples that will Help EXPOSITORY ESSAY BRAINSTORMING Now, you will create circle maps for two of the prompts to brainstorm which prompt will be the best option for you. For the fashion prompt: Make a circle map to Awesome Writing Anchor Charts to Use in Your Classroom Draw the stoplight first and then invite students to help come up with different words. Then encourage students to put the transition words into practice. 5. Writing Pie . Source: Unknown . This is a quick and easy anchor chart to help students see different types of writing. It'll also help them do a quick check to make sure their writing ... Informative essay transition words - bellaperumassage.com Sample admissions essay for graduate school interesting things to write a paper on research proposal on effects of domestic violence texting while driving research papers how to write an inspired creative brief essay creative writing scholarship contest assignment of policy proceeds and loss payee controversial topics for an argument essay essays on the masque of the red death buy cheap term ... Transition Word & Phrases to Write Exceptional Essays ... Transition words also add necessary organization and structure to any writing and are critical for creative, expository, or academic writing. Successful writers use transition words and phrases in both fiction and non-fiction works - research papers, essays, stories, narratives, and other prose types directly benefit from these important ... 21 Words to Use in Your Essays to Impress Your English ... Transitional Words | Time4Writing Transition Words and Phrases. Size Transitions: The largest Larger than The smallest The small-sized The tallest The next largest Equal to The next smallest The medium-sized The shortest The smallest Smaller than The largest The large-sized. Time Transitions: 19 Best Transition Words - Informational Writing images in ... Mar 18, 2014- Explore kathireece's board "Transition Words - Informational Writing", followed by 351 people on Pinterest. See more ideas about Teaching cursive, Teaching writing and Reading. Informative Writing Vocabulary | Teach Starter Two sentences become a sentence, using transitions words or phrases that link sentences and paragraphs together smoothly so that there are no abrupt jumps or breaks between ideas. Here is a list of some common transition word that can be helpful for writer to use the word to link two sentences ... Informative Thesis Statement Examples | Study.com If you are writing an informative essay, you might be struggling with how to best formulate your thesis statement. This lesson will help with some examples of how the thesis might look and why it ... 40 Useful Words and Phrases for Top-Notch Essays It is much better to select an easy theme. You are free choosing interesting, provocative informative essay subject that gathers attention of different people. The number of sentences, words, concepts, and definitions used in the paper has less importance than the properly selected topic. Informative essay is a chance to explain important facts. Teaching Paragraph Writing: Conclusions - The Teacher Next Door

<urn:uuid:97bb0718-d108-4149-908f-23134d4d3b18>

CC-MAIN-2022-21

https://ghostwriteistznlz.netlify.app/pluid76027zir/transition-words-for-informative-essays-819.html

s3://commoncrawl/crawl-data/CC-MAIN-2022-21/segments/1652662529538.2/warc/CC-MAIN-20220519141152-20220519171152-00350.warc.gz

en

As an artist, I have always been fascinated by achieving realism in my artwork. Proportion is a principle that has enabled me to do just that. In this article, I will explore one of the types of proportion, a concept called standard proportions in art, and how artists can use them to create aesthetically pleasing works of art. But before that, let’s understand some basics. Table of Contents What is a Standard Proportion in Art? You may have heard the term “standard proportion in art” used to create balanced works of art. But what exactly does this mean? “Standard proportion in art” refers to the relative size and scale of elements used within a composition that is generally universal, standard or natural. This principle has been influenced heavily by the human body, which artists idealized during the Renaissance period. Using standard proportions in a painting, an artist can create balanced artwork with better visual appeal. Standard Proportion is one type of Proportion and is also a Principle of Art. What are the Rules of Standard Proportion in Art? The “Rules of Standard Proportion in Art” refer to artists’ established guidelines to create balanced and harmonious compositions. These rules are based on the principles of symmetry and balance and are designed to create aesthetically pleasing artworks that are pleasing to the eye. Some of the most common rules of standard proportion in art include: The Rule of Thirds: This rule suggests that the composition should be divided into thirds, both vertically and horizontally, with the essential elements of the composition placed at the points where the lines intersect. Golden Ratio: This proportion is derived from a mathematical formula and is aesthetically pleasing. The ratio is approximately 1:1.618 and is often used in architecture and design. Human Proportions: These proportions refer to the ideal measurements of the human body, which artists have studied and refined over centuries. They are often used as a reference point for creating realistic and lifelike figures. Unity and Harmony: These principles suggest that the various elements of a composition should work together to create a feeling of balance and harmony. This can be achieved through color, shape, and texture. Overall, the rules of standard proportion in art are guidelines that can help artists create balanced and visually appealing compositions. However, these rules can also be broken or adapted to suit the individual artist’s vision and style. What are the Qualities of Standard Proportion in a Painting? Below are some of the qualities of standard proportion: - Balance: Standard proportion creates a sense of balance and symmetry within an artwork, which can make it more aesthetically pleasing to the viewer. - Realism: Standard proportion is based on observations of the human form and the natural world, which means that artworks created using standard proportion can have a greater sense of realism. - Accessibility: Because standard proportion is based on established ratios, it can be learned and applied by artists of all skill levels, making it an accessible technique for creating art. - Universality: Standard proportion has been used in art across different cultures and periods, making it a universal concept that can be understood and appreciated by a wide range of people. - Versatility: While the standard proportion is based on established ratios, it can be applied in various ways to create different effects within an artwork. This versatility allows artists to use standard proportions in various styles and techniques. - Timelessness: Standard proportion has been used in art for thousands of years, and its continued use today speaks to its timelessness and enduring appeal. These qualities make standard proportion an essential concept for artists to understand and apply. Standard Proportion and Why is it Important in Art? To become a professional artist, you must understand and appreciate the importance of using standard proportions. Here are seven reasons why standard proportion is important in art: - Brings balance and harmony: Standard proportion refers to the size relationship between elements in an artwork. By following established proportions, an artist can create a sense of balance and harmony to make the artwork more visually appealing. - Provides structure and organization: Standard proportion provides a framework for an artist to organize the elements within their artwork. This framework can provide structure and make it easier for the viewer to understand the artist’s intended message. - Creates a sense of realism: In representational art, a standard proportion is essential to creating a sense of realism. By following established proportions, an artist can create figures and objects that look like they belong in the real world. - Aids in storytelling: Standard proportion can help an artist tell a story within their artwork. For example, by making a figure smaller than the other elements in an artwork, the artist can convey a sense of vulnerability or insignificance. - Used throughout history: Standard proportion has been used throughout art history, from ancient Greek sculpture to Renaissance paintings. By learning these established proportions, artists can connect to a long history of art making. - Allows for creativity within the structure: While standard proportion provides a structure for an artist to follow, it also allows for creativity within that structure. An artist can create unique and innovative artworks by manipulating proportions or breaking the rules. This type of proportion is a fundamental element of visual art that allows for balance, structure, realism, storytelling, and creativity. How does an Artist use Standard Proportion in an Artwork? An artist’s use of standard proportion in an artwork can vary depending on their style, technique, and subject matter. However, here are some general ways in which an artist may use standard proportions in their work: Human form: One of the most common ways artists use standard proportion is their representation of the human form. An artist can create a sense of realism and anatomical accuracy in their figure drawings or paintings by using established ratios for body parts such as the head, torso, arms, and legs. Objects and scenery: Artists may also use standard proportions when creating depictions of objects and scenery. By ensuring that the size of these elements is consistent with real-world proportions, an artist can create a sense of realism and spatial coherence within the artwork. Style: While the standard proportion is based on established ratios, artists may use these ratios uniquely to create their style or achieve a particular effect within their artwork. For example, an artist may exaggerate proportions to create a sense of distortion or stylization. What is meant by Standard Proportion in Human Body? The Standard proportion in the human figure refers to using specific ratios and measurements to create a realistic representation of the human form. Artists use proportion within the human figure to ensure that each body part is correctly sized and positioned concerning the others. This creates a sense of balance and harmony in the piece’s overall composition. An example of this is The Vitruvian Man by Leonardo Da Vinci. By using proportion, artists can create a sense of realism and accuracy in their depictions of the human figure, which is essential in creating a believable and engaging work of art. The use of standard proportion is a fundamental aspect of the human figure in art, and artists use it across all mediums and styles. A Standard proportion is a fundamental principle of art used throughout history to create aesthetically pleasing, balanced, and realistic works of art. By understanding and applying the principles of standard proportion, artists can bring balance and harmony to their work, provide structure and organization, create a sense of realism, and tell stories within their art. Understanding and utilizing standard proportions is crucial for artists who wish to create successful art pieces. While it provides a framework for an artist to follow, standard proportion also allows for creativity within that structure. The key principles of standard proportion include the golden ratio, the rule of thirds, the proportional relationships within the human form, and other elements in the composition. Frequently Asked Questions What is the ideal proportion in art? Ideal proportion in art refers to using balanced and harmonious ratios between different parts of a composition, often based on the human form. It can be achieved through mathematical systems such as the Golden Ratio or observation and intuition. Ideal proportion helps create a sense of beauty, balance, and unity in art. How do you measure proportion in art? Proportion in the art can be measured by comparing the relative size and placement of elements within a composition to each other and the overall size of the artwork. This can be done using various methods, such as the golden ratio or the rule of thirds, which provide guidelines for creating balanced and harmonious compositions. Other factors such as line, shape, and color can also affect the perception of proportion in art. How to explain proportion to a child in art? Proportion in art refers to the size relationship between different elements in a composition. You can explain it to a child using familiar objects and comparing their sizes. For example, a person’s head is typically one-seventh the size of their body. It may be challenging to understand and comprehend, but please explain them patiently. Can I deviate from Standard Proportion and still create good art? The deviation from standard proportion can create unique and compelling art, but it requires a strong understanding of proportion and intentionality in breaking the rules. Experimenting with proportion can lead to new artistic expressions and visual interest, but it should be done thoughtfully and purposefully. Are there any contemporary artists who use Standard Proportions in their work? Many contemporary artists used Standard Proportion as a foundation for creating realistic or representational art. However, some artists intentionally distort proportions to create a specific effect or to challenge traditional artistic conventions. Examples of contemporary artists using Standard Proportion include Jenny Saville, Kehinde Wiley, and Chuck Close. Leave a Reply

<urn:uuid:bbb1ac54-4dbe-4231-8c32-73693c081d52>

CC-MAIN-2023-14

https://madhansart.com/art/art-basics/principles-of-art/standard-proportion-in-art/

s3://commoncrawl/crawl-data/CC-MAIN-2023-14/segments/1679296949598.87/warc/CC-MAIN-20230331082653-20230331112653-00552.warc.gz

en

Drama is a genre of narrative fiction (although initially a genre of poetry) and specifically the mode of fiction most commonly represented by performances, whether a theater play or on radio, television or movie. The earliest work of dramatic theory was Aristotle’s Poetics. A definition of literary drama states ‘a composition in prose or verse presenting in dialogue or pantomime a story involving conflict or contrast of character, especially one intended to be acted on the stage; a play. 2. the branch of literature having such compositions as its subject; dramatic art or representation’. This genre can be qualified by the many sub-genres: legal drama, domestic drama, comedy-drama, political drama or historical period drama etc. Each of these represents a specific setting or subject matter. - Crime drama and legal drama: character development based on themes involving criminals, law enforcement and the legal system. - Historical drama (epic) (including war drama): films that focus on dramatic events in history. - Horror drama: a film that focuses on imperiled characters dealing with realistic emotional struggles, often involving dysfunctional family relations, in a horror setting. The film’s horror elements often serve as a backdrop to an unraveling dramatic plot. - Docudrama: the difference between a docudrama and a documentary is that in a documentary it uses real people to describe history or current events; in a docudrama it uses professionally trained actors to play the roles in the current event, that is “dramatized” a bit. Not to be confused with docufiction. - Psychodrama: an action method, often used as a psychotherapy. - Comedy-drama: film in which there is an equal, or nearly equal, balance of humour and serious content. - Melodrama:a sub-type of drama films that uses plots that appeal to the heightened emotions of the audience. Melodramatic plots often deal with “crises of human emotion, failed romance or friendship, strained familial situations, tragedy, illness, neuroses, or emotional and physical hardship”. Film critics sometimes use the term “pejoratively to connote an unrealistic, pathos-filled, camp tale of romance or domestic situations with stereotypical characters (often including a central female character) that would directly appeal to feminine audiences”. Also called “women’s movies”, “weepies”, tearjerkers, or “chick flicks”. If they are targeted to a male audience, then they are called “guy cry” films. - Romantic drama: a sub-type of dramatic film which dwells on the elements of romantic love. What ‘drama’ genre do your novels fit into? Which of your novels would you most want to become a movie? For me I think The Twesome Loop – I would concentrate on the four main characters for the movie though.

<urn:uuid:d00fbfca-6627-4006-b6f9-4c2015101b4d>

CC-MAIN-2023-14

https://mandyevebarnett.com/tag/legal-drama/

s3://commoncrawl/crawl-data/CC-MAIN-2023-14/segments/1679296946637.95/warc/CC-MAIN-20230327025922-20230327055922-00152.warc.gz

en

Stories serve a purpose beyond entertainment. Today, parents have be on their toes to engage their children and improve their learning ability- Stories are a great solution! “Once upon a time there was a King and a Queen” … “Deep in the forest, there lived a Lion” … Words such as these ruled our lives long before the advent of the mobiles and gadgets. Anyone who remembers listening to stories by parents or grandparents remembers the joy and comfort that stories bring with them. They will remember the various emotions such as fear, surprise and wit of the stories. Stories are Everywhere! When a grandparent narrates an event about his or her life to a grandchild, they pass on a piece of history to the new generation. Children get a glimpse of the lives of people during that time, their ways of living, the language, the clothes, etc. It transports them to a whole new world. Storytelling is an ancient art form. It is through stories that our folklore, art, customs and epics pass on from one generation to the next. Besides this, the practice of listening to stories is helpful for children because- - It makes them better listeners, a very important quality - It improves memory and recollection, which helps in academics - It builds their knowledge and adds information - It improves empathy, i.e. makes them sensitive towards other’s feelings - It helps them solve problems better - It encourages humour and creativity. - It builds their vocabulary - It makes them more curious Stories are beneficial for the parent too… Storytelling or Story narration is also extremely beneficial for a parent. Today parents have to think of new ways to keep their children engaged and they have to think one step ahead. Storytelling is important because of the below reasons- - It helps spend quality time with the child - Sharing information helps strengthen it - It passes important events about one’s life and improves family bond - It makes parents creative. Teaching difficult concepts? Use Storytelling The teachers at Little Aryans, the best preschool for kids, thought of an innovative and fun- filled workshop by the name “Stories come Alive”. The workshop involved both parents and children to kindle their love for stories. In an interactive session which was attended by more than 100 parents, the teachers at Little Aryans demonstrated different mediums of storytelling such as– - Audio Visual, - Creative boards, - Flash Cards and - Pretend Play. A concept can be taught through different mediums of storytelling. Children, especially when they are in pre-primary, understand and remember such concepts much better. The parents found the program useful as there were some practical tips on how to use stories to enhance learning. “How Milk turns into Curd?” “How do Rainbows appear?”, can all be taught innovatively. Mediums such as Flash Cards and Audio Visuals can help to teach alphabets. A Pretend play corner for the kids can help them engage in free play. Learn with your Child! Learning needs to be fun for children and parents need to be more involved in the child’s learning. New innovative activities such as these hep achieve this aim. Most parents are aware about the need to generate new ideas to help their child cope with new concepts, but they don’t know how to execute it. When a parent takes time out to engage in free play, to sing and dance and pretend play with the child, they get new insights on the child’s thinking, likes and dislikes. This helps one grow as a parent too. While tuition classes make the child repeat, engage in rote learning and aim to complete syllabus, methods such as these make the child intellectually sharp, generates a love for learning and teaches life skills.

<urn:uuid:a2b866b0-c161-45f7-9c3d-a0de15135459>

CC-MAIN-2023-14

https://blog.littlearyans.in/stories-come-alive-at-little-aryans/

s3://commoncrawl/crawl-data/CC-MAIN-2023-14/segments/1679296950247.65/warc/CC-MAIN-20230401191131-20230401221131-00753.warc.gz

en

How to Write a Number in a Letter When writing a business or formal letter, the way you write numbers can influence how the recipient sees the readability and professionalism of your writing. Drawing on common writing style principles and accepted standards for particular topics, you can appropriately write out numerals and other quantities in a way that will solidify the quality of your writing. The main trick is to be consistent throughout. Write addresses the same as you would for an envelope, with the street address on one line and the city, state and ZIP code on the next line. Example: 123 Elm Street on one line and Eagletown, LA 71234 on the next. Write contact phone numbers as either (999) 123-4567 or 999-123-4567. Write out the month in dates, such as January 1, 2012. Stick to words for zero through one hundred and numerals for 101 and above. You could say your organization has eighty-five members or 185 members. Use numerals for consistency, if your letter includes numbers above and below 100. This avoids awkward phrasing, such as "between ninety-five and 105." Spell out large, round numbers with only a numeral at the beginning, as in 8 million. Use numerals for figures that would require many words, opting for 775,000 rather than seven hundred seventy-five thousand. Use numerals for all percentages, as in 87 percent or 87.75 percent. You can use either the word percent or the sign % as long as you remain uniform. Do not include trailing zeroes (such as 55.0 percent) unless directing your letter to a math or science audience warranting significant digits. Even tens numbers can be in words, as in twenty percent, though keeping consistent with other percentages would trump this. Use numerals for decimal figures such as 3.14, and include a zero at the beginning of a number less than one, such as 0.375. Again, omit trailing zeroes unless they are central to the accuracy of the data that you're discussing. Write out fractions in words, such as two-fifths, only if the number is less than one. Use numerals for greater mixed numbers, such as 3 3/4. Use the dollar sign and numerals for money amounts below 1 million, omitting the decimal and zeroes for whole dollars, such as $15 or $20,000. Write round figures of 1 million or more with only the beginning numerals, as in $10 million. You can use a maximum of two decimals for a number like $12.75 million, but otherwise use only numerals, such as $12,755,500. When in doubt, find a guide such as "The Chicago Manual of Style" and stick to that writing guide's rules. "The Associated Press Stylebook" is the norm for journalism, and it's an alternative option for letters regarding public relations or being directed to the media. When writing a letter for a specific audience, perhaps a grant request or a letter to a colleague about research findings, follow the number format common to academic or professional papers from that field. Things You'll Need - Pen and paper - When in doubt, find a guide such as "The Chicago Manual of Style" and stick to that writing guide's rules. "The Associated Press Stylebook" is the norm for journalism, and it's an alternative option for letters regarding public relations or being directed to the media. - When writing a letter for a specific audience, perhaps a grant request or a letter to a colleague about research findings, follow the number format common to academic or professional papers from that field. John Bland has been a freelance writer since 2009, with his essays, fiction and poetry appearing in "Shine Magazine," "North Texas Review" and many online journals. He received a Bachelor of Arts in creative writing from the University of North Texas in 2008.

<urn:uuid:0a5157f9-a1f3-46dd-b342-866279016a0f>

CC-MAIN-2023-14

https://penandthepad.com/write-number-letter-8076410.html

s3://commoncrawl/crawl-data/CC-MAIN-2023-14/segments/1679296945315.31/warc/CC-MAIN-20230325033306-20230325063306-00154.warc.gz

en

- What is process writing? - Why should teachers be interested in a process approach to writing? - The changing roles of teacher and students - What stages are there in a process approach to writing? - Classroom activities - The importance of feedback - Writing as communication - Potential problems - Further reading What is process writing? The process approach treats all writing as a creative act which requires time and positive feedback to be done well. In process writing, the teacher moves away from being someone who sets students a writing topic and receives the finished product for correction without any intervention in the writing process itself. Why should teachers be interested in a process approach to writing? White and Arntd say that focusing on language errors 'improves neither grammatical accuracy nor writing fluency' and they suggest instead that paying attention to what the students say will show an improvement in writing. Research also shows that feedback is more useful between drafts, not when it is done at the end of the task after the students hand in their composition to be marked. Corrections written on compositions returned to the student after the process has finished seem to do little to improve student writing. The changing roles of teacher and students The teacher needs to move away from being a marker to a reader, responding to the content of student writing more than the form. Students should be encouraged to think about audience: Who is the writing for? What does this reader need to know? Students also need to realise that what they put down on paper can be changed: Things can be deleted, added, restructured, reorganised, etc. What stages are there in a process approach to writing? Although there are many ways of approaching process writing, it can be broken down into three stages: The teacher needs to stimulate students' creativity, to get them thinking how to approach a writing topic. In this stage, the most important thing is the flow of ideas, and it is not always necessary that students actually produce much (if any) written work. If they do, then the teacher can contribute with advice on how to improve their initial ideas. During this stage, students write without much attention to the accuracy of their work or the organisation. The most important feature is meaning. Here, the teacher (or other students) should concentrate on the content of the writing. Is it coherent? Is there anything missing? Anything extra? Evaluating, structuring and editing Now the writing is adapted to a readership. Students should focus more on form and on producing a finished piece of work. The teacher can help with error correction and give organisational advice. Here are some ideas for classroom activities related to the stages above: Getting started can be difficult, so students divided into groups quickly produce words and ideas about the writing. Students make a plan of the writing before they start. These plans can be compared and discussed in groups before writing takes place. - Generating ideas Discovery tasks such as cubing (students write quickly about the subject in six different ways - they: - 1. describe it - 2. compare it - 3. associate it - 4. analyze it - 5. apply it - 6. argue for or against it. In groups, the idea is to generate lots of questions about the topic. This helps students focus upon audience as they consider what the reader needs to know. The answers to these questions will form the basis to the composition. - Discussion and debate The teacher helps students with topics, helping them develop ideas in a positive and encouraging way. - Fast writing The students write quickly on a topic for five to ten minutes without worrying about correct language or punctuation. Writing as quickly as possible, if they cannot think of a word they leave a space or write it in their own language. The important thing is to keep writing. Later this text is revised. - Group compositions Working together in groups, sharing ideas. This collaborative writing is especially valuable as it involves other skills (speaking in particular.) - Changing viewpoints A good writing activity to follow a role-play or storytelling activity. Different students choose different points of view and think about /discuss what this character would write in a diary, witness statement, etc. - Varying form Similar to the activity above, but instead of different viewpoints, different text types are selected. How would the text be different if it were written as a letter, or a newspaper article, etc. Evaluating, Structuring and Editing Students take the notes written in one of the pre-writing activities above and organise them. What would come first? Why? Here it is good to tell them to start with information known to the reader before moving onto what the reader does not know. A good writer must learn how to evaluate their own language - to improve through checking their own text, looking for errors, structure. This way students will become better writers. - Peer editing and proof-reading Here, the texts are interchanged and the evaluation is done by other students. In the real world, it is common for writers to ask friends and colleagues to check texts for spelling, etc. You could also ask the students to reduce the texts, to edit them, concentrating on the most important information. The importance of feedback It takes a lot of time and effort to write, and so it is only fair that student writing is responded to suitably. Positive comments can help build student confidence and create good feeling for the next writing class. It also helps if the reader is more than just the teacher. Class magazines, swapping letters with other classes, etc. can provide an easy solution to providing a real audience. Writing as communication Process writing is a move away from students writing to test their language towards the communication of ideas, feelings and experiences. It requires that more classroom time is spent on writing, but as the previously outlined activities show, there is more than just writing happening during a session dedicated to process writing. Writing is a complex process and can lead to learner frustration. As with speaking, it is necessary to provide a supportive environment for the students and be patient. This approach needs that more time be spent on writing in class, but as you have seen, not all classroom time is spent actually writing. Students may also react negatively to reworking the same material, but as long as the activities are varied and the objectives clear, then they will usually accept doing so. In the long term, you and your students will start to recognise the value of a process writing approach as their written work improves. Hedge T 1988 Writing Oxford University Press Krashen SD Writing : Research, theory and applications Pergamon Press Kroll B 1990 Second Language Writing : Research insights for the classroom Cambridge University Press Raimes A 1983 Techniques in teaching writing Oxford University Press White R & V Arndt 1991 Process Writing Longman Written by Graham Stanley, British Council, Barcelona Dear Graham, I have learned a lot from your article and I'm looking forward to apply it with my children and in my class too, in fact I am going to apply the process writing to my own writing as well. Dear graham thanks it is very helpful and Ill use these techniques in the class Thank you for these excellent ideas! thank u so much Mr Graham, I m working on cognitive and meta-cognitive strategy application in developing the writing proficiency with students between the age of 16-19, and i need help concerning this issue ( some useful ideas), if you don't mind of course, I have also used your articles like writing next, and teaching writing strategies. Hello Jo jo I'm really interested in knowing more on Writing strategies...can you suggest me any article...where can i find the one u mentioned in your comment! Thank you, the article was very helpful. I am now much more aware of students needs related to writing. Will use these strategies in my lessons from now on. Hi, Graham your piece of work is really great. I happen to write at times. And you are dead right writing is a whole process. Thanks for your work. your article really helped me a lot...

<urn:uuid:77e2bddd-8ac1-4e0b-a96c-00db0b3ee729>

CC-MAIN-2022-21

https://www.teachingenglish.org.uk/article/approaches-process-writing?field_site_structure_tid%5B18803%5D=18803&order=title&sort=desc&page=2

s3://commoncrawl/crawl-data/CC-MAIN-2022-21/segments/1652662604495.84/warc/CC-MAIN-20220526065603-20220526095603-00550.warc.gz

en

Table of Contents - Why Spanish (and not bilingual) Storytime? - Applying the 5 practices & 6 skills - Myths VS Facts of Bilingual Language Development - Spanish Storytime Reminders/ Tips Whether we are trying to attract the Spanish speaking community to our library or create an inclusive space for the children that come from Spanish speaking households, we recognize that there is not enough content out there. There is still a huge gap between the Spanish speaking/Latinx community and the educational and library services that needs to be bridged. Educators and caregivers that work with Spanish speaking children have very limited resources and an evident lack of support which means there is a lack of equality or inclusiveness. This is why we will provide a guide to develop Spanish language storytimes for teachers and librarians. The guide is being elaborated in a consistent and cohesive way so that it is easy for all to use regardless of your level of experience with storytime. Information is also provided in Spanish for native speaking librarians and educators. Why Spanish (and not bilingual) Storytime? Research has shown that children who are immersed in their native language, through conversations, stories, and songs, will have an easier time learning to read in their second language. Spanish Storytime centers families that are native Spanish speakers and/or immigrants and fosters inclusiveness in the school or library. When caregivers talk or read to children in the language they are most comfortable with or that is spoken at home, they are encouraging a stronger development of their child’s pre-literacy skills than children who were only exposed to books in their caregiver’s second language (Association for Childhood Education International, 2003). It takes up to 7 minutes to switch our brains from one language to another. Even children learning Spanish as a second language benefit from an immersive language environment. Spanish Storytime promotes literacy in the language of our heart (for those of us that are native Spanish speakers/ Latinx) Caregivers want an immersive experience in their own language for their kids. Applying the 5 practices & 6 skills When applying the 5 practices and 6 skills from ECRR to the Spanish language, some differences stand out, like the additional letters in the Spanish alphabet or other unique concepts like the importance of learning vowel sounds and playing with syllables. Below are brief descriptions on some ways you can highlight these aspects in Spanish storytime. - Play with sounds (ie. rr, ll, ñ, ch). Books like ‘Llama, Llama Rojo Pijama’ by Anna Dewdney work to introduce the ‘ll’ sound. Tongue twisters or trabalenguas help with pronunciation and some are specific to rolling ‘rr’ practice. Play with vowels and syllables. Practicing vowel sounds or vocales is key to Spanish language learning as is the rhythmic breakdown of the words or the syllables. - Feminine and masculine nouns. Words in Spanish can represent a female and a male, just by changing the article and the ending (ie. la doctora and el doctor). And many words are specifically feminine while others are specifically masculine. Note: There are exceptions to this rule. Point out these differences during a read aloud or during a rhyme. - Tell stories. Oral storytelling is a powerful way to share culture and history related to the Spanish language. - Use books that represent the Latinx community and culture. Seek out books written by Latinx authors and books originally written in Spanish. - Talk about words. When reading books, singing songs or chanting rhymes, you may find the words you read or use are different from words used by your audience. This is a great opportunity to connect with families and talk about the richness of the Spanish language. For example, many different words in Spanish have the same meaning. Marrano, cochino, puerco and cerdo are all correct ways to say pig. Highlight the regional differences in which words are used. This validates the Spanish spoken by parents and caregivers at home. Myths VS Facts of Bilingual Language Development - Speaking two or more languages to children “confuses” them, so it is best to only speak to them in one language. - It is best for families to speak only the language that children are taught at school, even if it is a language they cannot speak fluently. - Bilingual children lag behind in learning languages compared to peers who only speak one language. - Bilingual children should not mix word-parts from different languages when speaking. - Children become bilingual just by hearing other people around them speak a different language than their own. - All children have the ability to learn multiple languages. Even children with delayed development or with different abilities. - Families should communicate in the language in which they feel most comfortable so that children gain strong language models and can better verbally interact with other members of their community. - Being bilingual does NOT cause any delay in language learning and on the contrary, it has been shown to improve and increase the learning of new words, help to identify new sounds and increase the ability to solve problems. - “Translanguage” is what happens when people grammatically mix certain words (a form of “compound words”). This forms cultural adaptations and linguistic awareness. - Language learning is an active process that requires many opportunities for children to practice communication in different contexts with other individuals. Listening and responding is crucial for language development skills. Spanish Storytime Reminders/ Tips Download a PDF copy Find more tips for parents in Spanish at Colorín Colorado Selecting Spanish Picture Books Look for books that have cultural representation and support a positive cultural identity. What is the book’s country of origin? Check the text for regional vocabulary that may be unfamiliar. Some vocabulary from Spain may be unfamiliar to families from Mexico or South America. Seek out books written by Latinx authors and authors whose native language is Spanish. Look for books originally written in Spanish, often published in a Spanish speaking country. If the book is a translation, check that it maintains an appealing rhyme and rhythm. Check the text for regional vocabulary that may be unfamiliar, or mistakes in the translation. Where to Find Books in Spanish Denver Public Library Best and Brightest: Each year Denver Public Library selects to top children’s books published that year, including books published in Spanish. Lorito Books: Book vendor specializing in authentic and translated children’s books in Spanish. Chulainn Publishing Corp: Local distributor of Spanish language books, original and translated. The Best Children’s Picture Books of the Year in Spanish [ 2022 edition] Since 2018, Bank Street College of Education has selected the best picture books published in Spanish that year. Selecting Songs and Music Authentic songs and music helps preserve the culture and traditions and gives children a better sense of inclusiveness and belonging. Authentic songs usually have a larger vocabulary that translated songs. There is nothing wrong with using translated songs, as long as they do not dominate the songs you share. A healthy mix of translated and authentic music is encouraged. Incorporate flannel boards, finger plays, and games. Make sure you have the lyrics available for your audience to read and follow along. There are many Spanish speaking countries, each with their own versions of traditional songs and regional songs. Learn from the families in your storytime what songs they sing at home. Children’s Music in Spanish - Grupo Infantil El Mundo De Los Niños in Spotify - Cantoalegre in Spotify - Duo Tiempo de Sol on YouTube - Pica-Pica in Spotify - Mariana Mallol on YouTube - 123 Andrés - Jose Luis Orozco - Valor Vereda

<urn:uuid:d4213671-2b5a-4168-8cc9-38cd22e44142>

CC-MAIN-2022-21

https://www.clel.org/early-literacy/spanish-storytime/

s3://commoncrawl/crawl-data/CC-MAIN-2022-21/segments/1652662644142.66/warc/CC-MAIN-20220529103854-20220529133854-00150.warc.gz

en