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Embedding culturally-relevant pedagogy into teaching can help students to: - build self-esteem, understanding, and tolerance between individuals, classrooms, and greater community; - increase open and acceptable communication among and between students, staff, admin, parents, and community; - build respect, aid in collaboration, and allows for integrated and differentiated teaching approaches that benefit all diverse cultural backgrounds and special needs for all students. Students benefit from culturally responsive teaching approaches because it: - fosters less fear and greater confidence, - increases the feeling of being understood, decreases the feeling like they must assimilate to fit in, - helps individuals to embrace and feel accepted for their own culture, and - allows students to feel comfortable to always set higher standards for learning and achievement, because they are accepted and understood. The truth is, we never know what our student’s cultural backgrounds are. Just because students may appear to be Caucasian, does not mean that they are not of First Nations, Metis, or Inuit heritage, or another cultural background. Questions Educators can Consider: - How many of our students self-identify? - What are the residual effects of the Indian Act and Residential school system that we are unable to ‘see’ just because a student looks to be Caucasian? - Do we have to know the cultures of all of our students Culturally Responsive Teaching Practices can accomplish, an increased awareness and mutual understanding of our diversity. Educators don’t necessarily need to know each and every culture, but we should aim to understand that they exist, and aim to understand each student as a whole person, including the cultures that make each and every one of them special and unique. Differentiated Instruction practices, and using a wide variety of resources, including the students themselves, and other members of the community can help to infuse diversity into the classroom as well. If we are using resources that do not include diversity, this can also be an important discussion point, and opportunity to engage in further inquiry, and critical thinking. Culturally Responsive Teaching Practices can be infused using a variety of Differentiate Teaching strategies, talking circles, Holistic Teaching practices, and through students own research and sharing within the classroom. Examples of Culturally Responsive Teaching Practices: - Providing Continuous Communication with parents in appropriate ways that meet their needs - Inviting parents to communicate - Recognizing own limitations and communicating them - Conducting needs assessments and surveys for parents - Sending home Weekly or monthly newsletters - Researching cultural backgrounds of students - Touring student’s neighborhoods - Understanding student’s behaviours in light of community norms - Setting clear expectations - Creating respectful environments - Adapting lessons to reflect ways of communicating and learning that are familiar for students - Differentiating instruction - Teaching and talk to students about differences between individuals - Encouraging students to direct their own learning - Working with other students on projects that are culturally relevant to them - Culturally mediated Instruction - Helping students to recognize that there are more than one way to interpret a statement, event or action, - Setting realistic yet rigorous goals - Allowing for opportunities to share culture - Teaching students to question and challenge their own beliefs and actions - Creating meaningful connections between curriculum and real life - Giving Choices of working alone or in groups - Integrating units around universal themes - Accessing appropriate websites, videos, and links that will support your Pedagogy - Using eLearning strategies to share and teach others about student cultures Teaching Strategies & Best Practices: - The use of ‘Talking Circles’ within the classroom to introduce cultural perspectives into the classroom is very important. Additional benefits of Talking Circles can include turn taking, respect, creating a classroom community, sending positive messages relating to Character Education & Inclusiveness, and building Community, Culture, & Caring into the Education system. - Engaging in Holistic Teaching is also important so that educators can help students to connect personal feelings, emotions, and experiences with the knowledge to create meaning. - Integrating Medicine Wheel Teachings into the Curriculum is valuable to integrate First Nations, Metis & Inuit perspectives, and create a positive classroom community for behavior and learning, and helping students reflect on their own gifts & strengths, and to set personal and educational goals. - Engaging in ‘Storytelling’ where students can create their own ‘Stories’ or legends about their special gifts. Best Practices can also Include: - Helping families out by filling out paperwork etc.; - Going that extra mile to help make personal connections to teachers and staff - Incorporating cultural teachings across the curriculum into content areas including science, art, music, language, history, geography, & social studies - Inviting families to share with the classrooms and schools if they are comfortable - Helping to connect families to community network supports - Teaching students to deconstruct bias in learning resources - Inviting Aboriginal Elders, Storytellers, Authors & Artists into the classroom - Using resources that represent an Authentic voice - Technology may or may not be used within the home, so use this form of communication with caution. We must use it in ways that support our families and students, not alienate them. - Ontario First Nation, Metis, and Inuit Education Policy Framework. Aboriginal Education Office, Ministry of Education, 2007 - Aboriginal Perspectives: Guide to the Teacher’s Toolkit: Teaching resources and strategies for elementary and secondary classrooms, 2009.http://www.edu.gov.on.ca/eng/aboriginal/Guide_Toolkit2009.pdf - Toulouse, P.R. (2011) Achieving Aboriginal Student Success: A guide for K to 8 classrooms. Portage & Main Press, 2011 - Primary Teaching Strategies: http://www.edu.gov.on.ca/eng/aboriginal/secStrategies.html - Secondary Teaching Strategies: http://www.edu.gov.on.ca/eng/aboriginal/elemStrategies.html - Principles for Culturally Responsive Teaching: http://www.alliance.brown.edu/tdl/tl-strategies/crt-principles.shtml#perspectives - Culturally Responsive Teaching Matters: http://www.equityallianceatasu.org/sites/default/files/Website_files/CulturallyResponsiveTeaching-Matters.pdf

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Each individual module explores a different focus topic relating to the First World War and memorialisation, and is comprised of four to five videos that adopt the following structure: - Introduction to the module and to the Anzac Memorial building. - A story or play in audio format. - A reflective exercise. - An exploration of history relevant to the individual module. - A creative exercise for the classroom or home, featuring elements of creative arts, historical source analysis and literacy. Students are guided through activities by our engaging team of presenters and actors. At the end of each program, students are invited to share their work with the Anzac Memorial learning team, who will provide feedback via email. We invite you to explore these modules and their curriculum links below and get in touch with us to make a booking! FOR PRIMARY SCHOOLS Rosemary for Remembrance (Stage 2) Conduct an historical inquiry through the stories and lives of our Anzacs in this engaging and creative workshop. Students discover the meaning behind the rich symbolism and emblems within the Anzac Memorial. Students will listen to the engaging story of Lone Pine, exploring the power of symbols in storytelling through this transportive story and its rich soundscape. Using art, objects and storytelling as a creative starting point, students will reflect on how the values of the Anzacs translate to their own lives. Curriculum links: History K–10: Community and Remembrance; Creative Arts K–6: Visual Arts | Key inquiry question: How and why do people choose to remember significant events of the past? | Content: Days and weeks celebrated or commemorated in Australia (including Anzac Day) and the importance of symbols and emblems (ACHHK063) | Outcomes: HT2–1, HT2–5, VAS2.1, VAS2.4 FOR PRIMARY SCHOOLS ANZAC War Horses (Stage 3) In this inspiring and moving module, we explore the role of the Australian Light Horse and the unbreakable bond between man and horse, through literacy and drama. Discover our compelling Australian war horse story – the battles fought, won and lost that helped forge our national identity and give birth to a legend. This online module includes an audio recording of Loyal Creatures, written by acclaimed author Morris Gleitzman, which takes students on the remarkable journey of one Light Horse Trooper and his beloved horse, Daisy. Featuring a performance by an actor and a transportive soundscape, students are invited to immerse themselves in this fictional First World War adventure from the farms of Mudgee to the deserts of Egypt and Palestine. Students will explore the true stories housed in the Memorial that relate to the story, reflecting on the decisions the character makes in the story through an historical lens. Participants are then invited to respond to the performance through a creative writing exercise. Curriculum links: English K–10: Stage 3 Creative Arts K–6: Drama Also incorporates History K–10 | Content: Speaking and Listening (EN3–1A) Writing and Representing (EN3–2A) Responding and Composing (EN3–5B) Thinking imaginatively, creatively, interpretively and critically (EN3–7C) Appreciating – Responding critically to a range of drama works and performance styles (DRAS3.4) Australia as a Nation – the contribution of individual groups to the development of Australian society (ACHHK116) FOR PRIMARY SCHOOLS Devoted Service (Stage 3) During this workshop students will explore the lives of four courageous servicewomen, brought to life by an engaging audio drama, performed by actors. Created entirely from letters and diary entries, these dramatised readings explore different perspectives of women who served in the First World War. Focusing on the role of nurses and matrons, this workshop highlights the physical and emotional labour provided by over 2,000 Australian women. In this audio-visual module, students will explore the Memorial and investigate primary sources unique to the Centenary Exhibition that were written by wounded soldiers and the nurses that cared for them. Students will then be encouraged to reflect on the values present in these sources, and how they can apply these values in their own lives and communities. Curriculum links: English K–10: Stage 3, Creative Arts K–6: Drama, History K–10 syllabus | Content: Speaking and Listening (EN3–1A) Writing and Representing (EN3–2A) Thinking imaginatively, creatively, interpretively and critically (EN3–7C) Responding critically to a range of drama works and performance styles (DRAS3.4) Australia as a Nation – the contribution of individual groups to the development of Australian society (ACHHK116) FOR PRIMARY SCHOOLS Amazing ANZACS (Stage 3) With brave hearts our first Anzacs left our shores to fight on foreign soil. Students will explore some of the Australian experiences of the First World War through the lens of four individual stories of four amazing Anzacs, learning along the way about the quintessential human qualities our Anzacs possessed. They will then explore their own creativity in response to the unique artwork, architecture and artefacts of the Anzac Memorial using living sculpture and puppetry as an artistic medium. Curriculum links: History K–10: Australia as a Nation; Creative Arts K–6: Visual Arts What contribution have significant individuals and groups made to the development of Australian society? | Content: The contribution of individual groups including Aboriginal and/or Torres Strait Islanders and migrants, to the development of Australian society, for example in areas such as the economy, education, sciences, the arts, sport (ACHHK116) | Outcomes: HT3–3, HT3–4, HT3–5, VAS3.2, VAS3.4 FOR SECONDARY SCHOOLS Devoted Service (Stage 5) This moving and revealing workshop is divided across five videos, and explores the vital role that the Medical Corps played throughout the First World War. In a powerful, engaging audio drama performed by four actors, the actions and values of three nurses and a matron are conveyed through first-hand written accounts, brought to life by an immersive soundscape. Students will learn about both the medical support provided, as well as the often-overlooked emotional labour. Accessing original sources of poetry and reflections written by convalescent soldiers, students will explore the significance and purpose of correspondence, and will be encouraged to write their own letter from the perspective of someone serving during the war, based on their own source analysis. This activity can be completed at home or in class. The workshop concludes with a short film that brings to life an object on display in the exhibition that belonged to one of the NSW nurses who served during the Great War. Curriculum links: Depth Study 3: Australians at War: World War I (1914–18) | Key inquiry question: What was the significance of World War I? How did new ideas and technological developments contribute to change in this period? | Content: Overview of the causes of the war; the scope and nature of warfare; significant events and the experiences of Australians at war, in particular the role of women; impact of the wars on Australia; significance of the war to Australia. | Outcomes: HT5–1, HT5–5, HT5–7, HT5–9, HT5–10 FOR SECONDARY SCHOOLS ANZAC War Horses (Stage 5) In this inspiring and moving online module, we explore the role of the Australian Light Horse, to learn more about our First World War history through the unbreakable bond between man and horse. Discover our compelling Australian war horse story – the battles fought, won and lost that helped forge our national identity and give birth to a legend. The workshops is delivered across four videos, and includes an immersive audio recording of Loyal Creatures, written by Morris Gleitzman, a remarkable piece of historical fiction enriched by a transportive soundscape. Students learn about the real history in the Anzac Memorial building that relates to the story, before being provided with an in class or at home activity, reflecting on personal events in their own lives that are expressed through the medium of poetry. The mix between history and creativity made for a compelling performance piece which left a significant emotional impact on me. Curriculum links: Depth Study 3: Australians at War: World War I (1914–18) | Key inquiry question: What was the significance of World War I? How did new ideas and technological developments contribute to change in this period? | Content: Overview of the causes of the war; the scope and nature of warfare; significant events and the experiences of Australians at war; impact of the wars on Australia; significance of the war to Australia; commemorations and the nature of the Anzac legend. | Outcomes: HT5–1, HT5–5, HT5–7, HT5–9, HT5–10

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I just read an article about how stories can change how a child thinks. This process is called narrative psychology and most of the current research is focused on adult outcomes, the results are still compelling for children. If stories can change your child’s thoughts, memories and how they live their lives, wouldn’t it be great if we could help them change their negative stories into stories that are positive and healing. Repetition is important It does take time and many repetitions for children to retrain their brains into new and positive channels. Negative thinking is like a wheelbarrow that has made ruts in the ground. The more you push it over the same track the deeper the ruts get. Just as it’s easier to push a wheelbarrow in the same deep grooves, children’s brains finds it easier to replay old negative thoughts. Our job is to help children get their thinking into new and healthy patterns. They need to know they can change their story. Many children we see think the trauma they and their families have been going through is somehow their fault, we need to help them realize it isn’t that way. 5 Ways to Help The article suggested 5 Ways to Help Children Change Their Stories and Manage Anxiety - Validate – Calmly validate children’s fears…never dismissing them. When children’s fears aren’t validated it can lead to increased anxiety. - Educate – Let children know they have the power to change the story. That fact has probably never occurred to them. Some therapists use the analogy of a light switch – learning to switch how they are thinking in their brain. - Contemplate – Find the root cause of the fear, once you find the root cause of the fear, the issues can be put into perspective. Sometimes you know the fear, sometimes the child will eagerly share the fear, and other times it might take a bit of detective work. - Restate – Once you know the story, discuss ways to re-tell and re-write the story. If your child doesn’t write, have them dictate it to you. Add affirmations, wherever you can, to replace worried what-ifs with positive words. - Create – Little ones might like to draw their story, create it out of Play-Doh or act it out with stuffed animals. Other artistic outlets for storytelling include making a storyboard or collage (from online photos or magazines), turning their story into a song or poem, or putting on a skit or puppet show. The more opportunities the child has to explore and rehearse the positive story, the more likely the positive script will replay in their minds when facing their fears. The Center and its work Helping a child overcome trauma and the negative patterns of thinking it brings is not easy, but it is important. At FCCC we strive to empower parents to be the change agents in their child’s life and this is a great skill for parents to learn. To read more about how the Center works with children click on the link and thanks for reading our blog today.

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Download Class 7 English NCERT Solutions, NCERT Books, Sample papers with solutions, solved past year question papers, latest syllabus and worksheets and other useful study material prepared based on latest guidelines, term examination pattern and blueprint issued by CBSE and NCERT Click below for Class 7 English NCERT Solutions, worksheets with important questions, latest syllabus, NCERT CBSE books, hots, multiple choice questions (mcqs), easy to learn concepts and study notes of all class 7 English chapters The students who are studying in Class 7 English should be able to perform the following activities: - Consciously listen to songs/poems/stories/prose texts in English through interaction and being exposed to print-rich environment. - Participate in different events/ activities in English in the classroom, school assembly; and organized by different Institutions. - Listen to English news/debates (TV, Radio) as input for discussion and debating skills. - Watch / listen to English movies, serials, educational channels with sub-titles, audio-video materials, teacher reading out from materials and eminent speakers. - Share their experiences such as journeys, visits, etc. in pairs /groups. - Introduce self, converse with other persons, participate in role play / make speeches, reproduce speeches of great speakers; - Summarise orally/ in writing, a given text/ stories, /an event; - Learn vocabulary associated with various professions (e.g. cook, cobbler, farmer, blacksmith, doctor etc) and solve related Worksheets for Class 7 English - Read stories / plays (from books/ other sources in English / Braille) and locate details, sequence of ideas and events and identify main idea. - Use material from various sources in English and other languages to facilitate comprehension and co-relation. - Understand the rules of grammar through a variety of situations and contexts focussing on noun, pronoun, verb, determiners, time and tense, passivation, adjective, adverb, etc. - Interpret tables, charts, diagrams and maps, and incorporate the information in writing. - Think critically on inputs based on reading and interaction and try to provide suggestion/solutions to the problems raised. (The themes could be social issues, environment problems, appreciation of culture and crafts.) - Refer sources such as dictionary, thesaurus and encyclopaedia to facilitate reading. - Read text, both familiar and unfamiliar, and write answers for comprehension and inferential questions and solve Question Papers for Class 7 English - Take dictation of a paragraph with a variety of sentence structures. - raft, revise and write with appropriate beginning, middle and end, along with punctuation marks. - Know the features of various types of writing: messages, emails, notice, letter, report, short personal/ biographical experiences etc. - Use ICT (Net, mobile, website, You tube, TED talks etc) to browse for information, for projects/PPT discussion, debate etc. - Attempt creative writing, like stories, poems, dialogues, skits etc. Latest NCERT & CBSE News Read the latest news and announcements from NCERT and CBSE below. Important updates relating to your studies which will help you to keep yourself updated with latest happenings in school level education. Keep yourself updated with all latest news and also read articles from teachers which will help you to improve your studies, increase motivation level and promote faster learning The first thing to learn about Time Management is that time is theoretical so you can’t really manage it. What you do when you get into time management, is that you manage yourself. You decide what has to be done, when it must be done and how to do it in the stipulated... SOF~ The most desired name for Olympiads in the Educational World! SOF” refers to the Science Olympiad Foundation. It is an Academic Institution assisting educational based competition and enhancing competitive spirit among the School- Level students. The Science... Looking to the present situation of the pandemic and school closures, and also taking in account the safety and well-being of the students, it is decided as follows: 1. The Board Exams for Class XIIth to be held from May 4th to June, 14th, 2021 are hereby postponed.... SOF IMO refers to the International Mathematics Olympiad organised by SOF, the Science Olympiad Foundation. SOF is the educational foundation involved in the academic upgradation of students. This Olympiad is a maths competitive examination conducted for the aspiring...

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In October, last year, Dr. Andrew McCarthy, a professor of archaeology at the University of Edinburgh, and his team unearthed a series of prehistoric barbecue pits, in the Paphos district of Cyprus. Dating back to the Pre-Pottery Neolithic era, these pits, and the artifacts found inside them, provide valuable information about the food and cooking habits of the early humans. To test these ancient culinary techniques, McCarthy and his colleagues recently recreated a prehistoric pit feast of slow-roasted pig and goat. Among the discoveries made last year was an enormous 9,000-year-old pit oven, found at Prastio Mesorotsos, in the island’s Diarizos Valley, a site that has been home to a number of civilizations right from the Neolithic age . Measuring up to 8 feet (nearly 2.5 meters) in diameter and around 3 feet (or 1 meter) in depth, the pit was so big that it took the team three whole years of digging to reach its bottom. Lined with stones along its circumference, the ash-covered cavity was likely used for barbecuing food. Speaking about the find, McCarthy said: I think it’s probably the closest to the theoretical maximum that a pit oven of this type could be. It was kind of at the limits of what’s possible. After we reported on what was found, we decided that the best thing to do would be to test our hypothesis in a number of ways. Before embarking on another round of excavations, this summer, the team recreated a prehistoric BBQ party, roasting large amounts of pig and goat meat in a replica fire pit dug outside a neighboring restaurant, called Extreme View Cafe. To reproduce the spirit of Stone Age revelry, the archaeologists followed the ancient methods as closely as possible. For uniform heat distribution, they chose to line the oven with big chunks of igneous rocks, which they carried from the nearby riverbeds in sacks and even a yoke built using a stick and a pair of baskets. McCarthy added: We pretty much came to the conclusion that this would have been a slow process of collecting stones — maybe even over the course of years. They used clay to hold the stones together, and produced their own charcoal with the help of locally-sourced lemon and carob wood. Neolithic humans were known to feed on meat, mainly pigs, goats and even deer. For their party, therefore, the archaeologists ordered a 150-lb (or 70 kg) pig and around 80-lb (nearly 38 kg) of goat meat, from a local butcher. Prehistoric feasts, of this kind, would usually be a three-day affair, the first of which would be spent warming the cold damp ground with a 24-hour-long fire. McCarthy explained: A fire of this size sustained for three days is probably something you wouldn’t have seen all the time. If you think about this being a feast, a festival or big inter-community gathering, you would have had light and heat throughout the night. This is a very dramatic spot, and where the oven is located is almost like an amphitheater – it’s between two rocks, it’s shaded and sheltered, but at night it would have been a real stage, and you can imagine dancing and storytelling and all sorts of activities taking place there. A day before the festivity, the team lit the charcoals and dumped the pig, stuffed with bulgur wheat and herbs, and the chopped lamb meat, packed into tanned goat skin parcels, onto the fire. The oven was then sealed using a top layer of clay-and-mud mixture, and allowed to burn overnight. According to McCarthy, there was enough food to feed nearly 200 guests, with the leftovers lasting for up to a week. He said: I think it was a success. It really was delicious. You could taste the lemon wood and the carob and the bay leaf. It infused into the meat… I’ve been told that the fat that’s rendered from the pig liquefies to some extent and you can put meat in a container of the fat. The fat itself will go rancid, but the meat will not, and you can store it for up to a year. Apart from the huge ancient roasting pit, the archaeologists also uncovered a smaller above-the-ground domed oven, which, they believe, was used for normal, everyday cooking. Via: Live Science

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What is SEL? Social and emotional learning (SEL) is the process through which children and adults acquire and effectively apply the knowledge, attitudes, and skills necessary to understand and manage emotions, set and achieve positive goals, feel and show empathy for others, establish and maintain positive relationships, and make responsible decisions. Social and emotional competencies can be expressed similarly across developmental stages but differently by culture. If educators and leaders implement SEL without regard to students’ cultural, racial/ethnic, linguistic, or economic backgrounds, some students may feel more alienated in their classrooms. Effective SEL processes involve aligning relationships, instruction, structures, and systems in ways that are culturally responsive, developmentally appropriate, coherent, and beneficial for all. Effective SEL practices are taught through explicit instruction, as well as embedded across all academic and non-academic components of the school day, including after-school and expanded learning programs and extracurricular activities. Done well, SEL holds the promise of transforming education as we know it. Transformative SEL is a process whereby students and teachers build strong, respectful relationships founded on an appreciation of similarities and differences; learn to critically examine root causes of inequity; and develop collaborative solutions to community and social problems. We view SEL through the lens of Social Justice and Equity – Mental Health and Wellbeing. When we refer to SEL, we are including systematic efforts to promote any or all of the following areas: social and emotional development, character development, 21st century skills, workforce readiness, employability skills, multi-tiered systems of support (MTSS), positive behavioral interventions and supports (PBIS), mindfulness, grit, growth mindset, whole child development, moral development, positive youth development, restorative justice, behavioral skills, positive climate and culture, and caring schools and communities. Taken together, these areas increase students’ personal and interpersonal skills, which in turns sets them up for continued success in school and life. An extensive body of rigorous research (including randomized control trials, longitudinal follow-ups, and multiple replications) demonstrates that education that promotes SEL gets results, and that teachers in all academic areas can effectively teach SEL. Evidence demonstrates that social and emotional learning (SEL) improves mental health, social skills and behavior, academic achievement, and college and career readiness. Educators Value SEL Teachers are calling for schools to prioritize integrating SEL learning practices and strategies. Principals Value SEL Principals say SEL is essential, but want more guidance, training and support to teach these skills effectively SEL Investment Yields Return On average, for every $1 invested in SEL programming, there is a return of $11.

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The history of the National Football League’s Chicago Bears, surveying the franchise’s biggest stars and most memorable moments from its inaugural season in 1919 to today. Using the graphics, students can activate prior knowledge--bridge what they already know with what they have yet to learn. Graphically illustrated biographies also teach inference skills, character development, dialogue, transitions, and drawing conclusions. Graphic biographies in the classroom provide an intervention with proven success for the struggling reader. When Renata is chosen to play the lead role in the school musical, students who used to ignore her start saying hello and congratulating her in the hall. She is happy until it becomes evident that Karin, a wealthy girl who expected to get the lead role, will go to great lengths to ruin Renata's reputation. This title takes a look into the history of haunted prisons and asylums and the unusual behaviors that have happened there throughout history. This title gives students an inside look at the fundamentals of baseball, as well as the rules and equipment used. This title looks into the paranormal activity of haunted houses around the world. This titles gives students an inside look at the fundamentals of basketball and the rules and equipment used to play the game. This title gives students an inside look at the fundamentals of ice hockey and the rules and equipment used to play the game. This title gives students an inside look at the fundamentals of soccer, along with the rules and equipments used. This title explores haunted battlefields and cemeteries aroung the world and the paranormal activities that happen there. This title explores haunted ships, planes, and cars with scary photos and actual events and places. This title gives students an inside look at the fundamentals of golf as well as the equipmant and rules needed to play the game. This title looks at how objects can be haunted and gives examples of famous places with such objects. Investigates 12 great moments in the history of TV. Includes amazing facts along with information about key players and innovations. Investigates 12 great moments in the history of radio. Includes amazing facts along with information about key players and innovations. Investigates 12 great moments in the history of newspapers. Includes amazing facts along with information about key players and innovations. Learn about the Camaro, General-Motors muscle car with four distinct generations of design before 2002. Find out how this classic vehicle has been continually re-invented since its original heydey in the 1960s and '70s. Discover what makes this "pony car" unique with this in-depth look at the history, the legendary models, and the stats. A meeting with the queen might have a totally different meaning at one of England’s haunted palaces—she may not be alive! This title for young readers recounts brushes with spirits in the gilded halls of England’s castles, including sightings of the famous Anne Boleyn! What if the spirits of the dead stay behind at the place where they died? Visitors to famous battlefields think some may do just that. They tell stories of ghostly fighting and spooky feelings of strange presences. Read on to determine if they are long-dead soldiers defending their ground or just strange coincidences in this chilling title. People have reported hearing footsteps and seeing shadowy figures at prisons that have been empty for years. Could phantom inmates still roam the halls? Read eerie stories from famous prisons to decide for yourself in this title for reluctant readers. The elegant houses of the wealthy may hold more than just expensive things. Some are said to be home to ghosts! Reluctant readers will love reading the famous ghost stories from lavish locales in this spooky book. Presidents of the United States might get some creepy houseguests during their time at the White House—former presidents! Find out which presidents have been sighted haunting their old home and what their unfinished business might be in this high-interest title for young readers. Some sailors come back to land full of ghost stories about cursed crews or flaming ships. But do they truly sail the seas? Or are they just tricks of the mind? Find out for yourself in this high-interest book for reluctant readers. Who’s that knocking on your hotel room door? Is it room service or a ghostly visitor? Guests have recounted strange occurrences likes these during their stays at some hotels. This title introduces reluctant readers to some of these haunted encounters with unwanted hotel guests. Alien robots from the planet Cybertron, Transformers characters have a fascinating backstory. They also have the special ability to alter their form for battle, morphing into weapons and machines. Advancing readers will be intrigued to learn more about how the Transformers brand has changed over the years.

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We think you have liked this presentation. If you wish to download it, please recommend it to your friends in any social system. Share buttons are a little bit lower. Thank you! Presentation is loading. Please wait. Published byPhillip Peters Modified over 5 years ago ACT A major unit in a play (similar to a chapter in a book) SCENE A smaller division of an act STAGE DIRECTIONS The italicized instructions in a play Describe the setting, suggest the use of props, lighting, scenery, sound effects and costumes TRAGEDY A dramatic work that presents the downfall of a dignified character who is involved in historically, morally or socially significant events. TRAGIC FLAW A trait that leads a character to his/her downfall MONOLOGUE A long, uninterrupted speech that is spoken in the presence of other characters SOLILOQUY A single character alone on stage thinking out loud A way of letting the audience know what is on the character’s mind ASIDE Words that are spoken by a character in a play to the audience or to another character but that are not supposed to be overheard by the others onstage A way for characters to tell a secret FOIL A character whose traits contrast with those of another FORESHADOWING Lines that give hints or clues to future events IRONY How a person, situation, statement or is not as it would actually seem ELEMENTS OF A SHAKESPEAREAN TRAGEDY Exposition Rising action with exciting force Climax Falling Action Catastrophe Drama Terms Romeo & Juliet. Craft Lesson: Structure and Elements of Drama. History of drama… Drama was developed more than 2,500 years ago. The ancient Greeks held a dramatic competition. Dramatic and Literary Elements Dramatic and Literary Elements Tools for Reading and Understanding Shakespeare. The Crucible Literary Elements. Elements of Drama. Five act structure. Five Acts Shakespeare follows the Greek format developed by Sophocles. Tragic character suffers a reversal of fortune Reversal of. Drama is the specific mode of fiction represented in performance. ◦ (DRAMA IS FICTIONAL ACTING) The term comes from a Greek word meaning "action" Drama Unit Terms and definitions. DRAMA the literary genre of works intended for the theater. the Vocabulary of DRAMA Romeo and Juliet is filled with… Similes Metaphors Personification Imagery Allusions and Puns Foreshadowing Irony – Dramatic, Situational, and Verbal Tone. Iambic Pentameter – a line of verse consisting of 10 syllables that follows an unstressed/stressed pattern Couplet – two lines of verse that form a unit. Elements of Drama. A drama is written to be performed. The written form is called –A script The author is called a playwright or a dramatist. DAY ONE Romeo and Juliet Terms. MONOLOGUE A single character gives a speech Elements of Tragedy. Tragedy A dramatic work that presents the downfall of the tragic hero. The events of a tragic plot are set in motion by a decision. Shakespearean language. Drama- a story written to be acted for an audience Tragedy- a play, novel, or other narrative that depicts serious and important. Drama Elements ALLUSION: a reference in a text to something in history or literature. © 2021 SlidePlayer.com Inc. All rights reserved.

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At Poppyfield Primary Academy, we want pupils to have a deep conceptual understanding of mathematics. We teach our pupils to embed and reinforce the three main aims of the National Curriculum: fluency, reasoning and problem solving. Mathematics is essential to everyday life. Through teaching and learning in this area we aim to ensure that all pupils become confident and fluent in the fundamentals of mathematics, including through varied and frequent practice with increasingly complex problems over time. Our teaching programme is based on the Primary National Curriculum and sets out what children learn on a year-by-year basis in the areas of: - Number – place value; addition & subtraction; multiplication & division; fractions, decimals and percentages - Geometry – properties of shape; position & direction To ensure whole consistency and progression, the school uses the White Rose Maths scheme. New concepts are shared within the context of an initial related problem; which children are able to discuss in partners. This initial problem-solving activity prompts discussion and reasoning, as well as promoting an awareness of maths in relatable real-life contexts that link to other areas of learning. In KS1, these problems are almost always presented with objects (concrete manipulatives) for children to use. Teachers use careful questions to draw out children’s discussions and their reasoning. The class teacher then leads children through strategies for solving the problem, including those already discussed. Independent work provides the means for all children to develop their fluency further, before progressing to more complex related problems. Mathematical topics are taught in blocks, to enable the achievement of ‘mastery’ over time. Each lesson phase provides the means to achieve greater depth, with more able children being offered rich and sophisticated problems, as well as exploratory, investigative tasks, within the lesson as appropriate. We understand the importance of maths in life and are committed to ensuring that every child leaves our school with confidence in the subject and a sound mathematical knowledge. We teach daily maths lessons in the classroom, and also outside, taking account of every type of learner and making maths fun and engaging at all levels. Early Years Mathematics The children in our Nursery and Reception follow the Early Years and Foundation Stage Curriculum EYFS. The focus of mathematical teaching and learning for this age group is very practical to ensure that the children are fully engaged while learning the initial concepts through role play, dressing up, storytelling etc. Children also take part in lots of singing through our link to the Number Fun Portal. Key Stage 1 (Years 1 & 2) In Key Stage 1 the children continue to build on the skills and knowledge gained in Early Years. They learn about number bonds, how to count, read, write and order numbers to 100 and beyond, where appropriate. Through practical activities children explore and gain a better understanding of shape and space and through talk they begin to grasp and use mathematical language. Children continue their maths songs through the Number Fun Portal. Key Stage 2 (Years 3 to 6) By Key Stage 2 children are becoming much more confident and fluent with numbers, calculating mentally and using written methods. They increase their understanding of the links between the four mathematical operations (addition, subtraction, multiplication and division) and how to use that knowledge to check calculations. Children are given every opportunity to link their mathematics to “real life problems.” Again, children continue their maths songs through the Number Fun Portal. Why is Mathematics so important? Mathematics equips children with a uniquely powerful set of tools to understand and change the world. These tools include logical reasoning, problem-solving skills, and the ability to think in abstract ways. As such, mathematics is a creative discipline. It can stimulate moments of happiness and wonder when a child solves a problem for the first time, discovers a more efficient solution to a problem or suddenly sees hidden connections. Many life stages and skills require a solid grasp of mathematics, from entering university to balancing a household budget, applying for a home loan, or assessing a possible business opportunity. When children eventually leave education and seek out a career, they will inevitably need to call upon the mathematical skills and strategies they have learnt at school. They will soon realise that many careers require a solid understanding of maths. Doctors, lawyers, accountants and other professionals use maths on a daily basis, as do builders, plumbers, engineers and managers. Maths is a critical skill for many professions and opens a world of opportunity for children.

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ADHD is generally defined by: Inattention, Impulsivity, and sometimes Hyperactivity. Impulsive behaviours are common. One of the main characteristics of people with Attention Deficit Disorder is the tendency to act impulsively (acting before thinking about the consequences of their behaviour). Impulsivity often shows itself in a lack of understanding of cause and effect. Research suggests that ADHD students can often verbalise the rules but have difficulty internalising them and translating them into thoughtful behaviour. Difficulties in waiting for what they want also add to the impulsivity. Some clinicians believe that this lack of "self-control" (poor regulation and inhibition of behaviour), rather than their problems with paying attention, is the primary problem with attention deficit disorder. Let's look at how to address this. 1. Give your ADHD students a break once in a while - they need breaks to regain attention. 2. Know the difference between big things and little things, and don't confront attention deficit students on each little thing. It is hard for ADHD students to control themselves all of the time. 3. Distinguish between premeditated and impulsive behaviours. Consequences still need to be applied in both situations but telling a student who has been impulsive that you realise it was impulsive can help him/her feel more understood. 4. By having attention deficit students think "out loud" when they are problem-solving, the teacher will gain insights into their reasoning style, and the process will slow them down before they respond impulsively. 5. Quite often, ADHD students will make the same mistakes over and over again, both socially and with school work. Students with attention deficit disorder often have problems with taking turns, over-interpreting others' remarks as hostile, personalizing others' actions excessively, and misreading social cues. 6. With the help of your ADHD student and his trusted peers, common problematic themes can be identified. Role-play scenes involving these behaviours, preferably with his friends, identifying and practicing better ways to solve problems. 7. To teach your ADHD students to slow down before they say things that they'll regret later, encourage them to practice "stopping and thinking" before talking. Let them practice by encouraging them to wait about five seconds before responding to your questions. This one technique can help ADHD students a great deal. 8. It is important for attention deficit students to identify a "support network" of peers and adults that can help give him hints when he needs to "slow down". This group can also practice the "slow down" techniques with their ADHD friend. 9. Students with attention deficit disorder can benefit greatly from behavioural interventions that are sensitive to their processing style. Rewards, or punishments, should be as immediate as possible. Changing the reward periodically is usually necessary. 10. A major consideration in forming an effective behavioural plan is assessing what is workable for the classroom teacher on a regular basis. Some plans that require extensive charting do not succeed because the teacher can not follow through effectively within the context of the daily classroom demands. Keeping the plan simple and flexible is the key to success. 11. Have someone actively monitoring your ADHD student during tests, especially multiple-choice, fill in the "bubble" tests. He can get off track and fill in the wrong places or become so frustrated that he might answer at random to simply complete the test. 12. Emphasise that part of the work routine is to "check your work". Students with ADHD tend to complete work and turn it in without checking it over. Give the attention deficit student some instruction in how to check his work and practice it with him. In assignments that require research reports and creative writing, have the ADHD student dictate the words to someone rather than writing it down. The attention deficit student can then copy the words using the word processor. This technique will yield greater output on tasks requiring expressive written language skills by removing the written component.

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This post is part of a series on the Science of Learning Physics Story-telling as a primary means for learning and passing on information is ancient. In his book Why Don’t Student’s Like School, Daniel Willingham suggests that lesson plans are carefully constructed to tell a story. This may seem obvious, lessons have a beginning middle and end, and perhaps some sort of conflict that students wrestle with, however in order to truly engage in effective story-telling we must be even more intentional. Willingham suggests the structure of the four C’s: Causality (the connection between information), Conflict (what challenges the student’s thinking), Complications (additional conflicts that arise en route to the goal) and Character (the players in the story and their interactions). The benefits of using storytelling is that they are digestible, since they follow a common framework, interesting and easily remembered. When we frame our lessons as creating and telling a story, we offer the opportunity for our content to be better embedded into our students’ minds. When implementing story-telling as a lesson plan structure, Willingham advises several considerations: - Consider what part of the lesson students are most likely to think about - Think carefully about your attention-grabber so that it not only inspires, but engages your students with the intended learning - Use discovery learning with care - Design the lesson so students must engage with developing meaning - Organize the lesson around conflict. Eugenia Etkina’s Investigative Science Learning Environment (ISLE) cycle of active learning (similar in some ways to the American Modeling Association curriculum) is one of the most powerful tools to turn physics units and lessons into stories. While that this is also a fundamental feature of the NGSS story-line model, as well as Problem-based Learning cycles. In this post I am explicitly using Etkina’s cycles due to their research-proved efficacy in the classroom. Each of Etkina’s cycles begins with the “attention-grabber” which she calls the “need to know” Take for example, this Pepsi ad: It’s fascinating to discuss that not only is this possible, but that it’s not even particularly incredulous: his speed at the top isn’t insanely fast. This video as an attention grabber is also particularly valuable because the entire premise of “can it be done” lies in the understanding of physics. Students can picture themselves trying to run the loop and can consider what that would feel like and what challenges might be presented. In contrast, doing a bunch of demos to “wow” students, such as whipping a penny around on a hanger, might be cool but are much more challenging for students to engage in the how and the way. Etkina’s cycles rely on a fundamental and critical shift in how we approach the teaching and learning of physics. Specifically, that everything we do is framed in a similar context to how scientists work; everything is an experiment. (She recently published some research that highlights the cycles and I strongly suggest it for further reading). This relates to Willingham’s second point of designing discovery (we know it as inquiry) learning with care. As wonderful as inquiry is, it can be all too easy for students to head down inefficient paths if left entirely to their own devices. By framing the learning as a series of experiments with specific end-goals in mind, the teacher acts as facilitator to guide student learning down the path of interest without stifling their own creative thought. Uniform circular motion comes at some point after forces where students have learned that a force is an interaction between objects and that when there are unbalanced forces, that results in a net force which causes an acceleration. The acceleration is in the same direction as the net force. Circular motion is often very challenging for students because so much of it is counterintuitive to students: enter the conflict. But rather than trying to explain to students (which is totally ineffective, see chapter 2 in Dr. Mestre’s book), students are engaged in a cycle of experiments to construct their understanding. One of the first observational experiments that can be done is to ask students to get an object moving in a circle. I have seen this done in many ways, from giving students straws and a marble, to getting a students to come up with a broom and move a bowling ball in a circle. (Side-note: I overwhelmingly prefer the bowling ball example because it is much more obvious to the students what is happening) In this observational experiment students should notice two facts: first, that a force needs to constantly be applied, and second that the force is directed in towards the center of the circle. Similar, but different observational experiments allow students to confirm and refine their hypothesis (bucket of water, rollerblader holding a rope). As the cycle continues students eventual construct mathematical models and then begin to test and apply those models to a variety of situations. Here, we see Willingham’s final two points: making and discovering meaning is completely unavoidable through this model and conflict is central to the story as students continuously refine their understandings. There is a great wealth to learn and discuss about active learning, but what I want to bring your attention to at this moment is how this structure creates a story. This story is not just some instructor-invented story, nor is it some obscure hypothetical problem that may be defined in a PBL lesson plan, but rather it is a story where the student is the main protagonist, and all learning and model development is directly related to the experiments performed in class and their outcomes. Eugina Etkina is a physics professor at Rutgers and author of the book College Physics: Exploring and Apply. She has a facebook group for teachers to discuss the text as well as her cycles which all all shared to members in the group! Questions for Consideration - Pick a lesson that starts off “today we’re going to learn about ___” that is then followed by the definition or equation for ____. Can you identify the conflict for students? Can you think of something for a “need to know” attention-grabber that would get students thinking about the conflict before you dive into your lesson? Share it in the comments. - What are your biggest fears or concerns with implementing active learning every single day in your classroom? - Have you used an NGSS storyline or PBL cycle? Talk about the four C’s as they apply (or are missing) from that lesson. Discuss Willingham’s considerations for story-telling learning and how they are or are not addressed. One of my first posts on this blog was about modeling vs intentional modeling. If you’re new to this idea, this post might resonate with you

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Name of Book: Miss Spider’s Tea Party Author: David Kirk Illustrator: David Kirk Audience: Written for ages 4 – 6 Summary: A charming but very lonely spider wishes to invite her neighbor insects to tea. All that she invites are fearful, dash off, scurry away, etc. It isn’t until Miss Spider is able to render aid to one small soaked moth that she at last has a guest for tea. Miss Spider dries off the poor helpless creature and invites it to tea. Her kindness convinces the neighbor insects they have nothing to fear from this very large and very friendly spider. Literary elements at work in the story: This is a charming rhyming story that is used primarily as a counting book. The bright colors and illustrations lend to an enchanting read. Miss Spider is bright yellow, like a rain slicker. Each insect in the story is an individual with equally bright eye popping color. (How) does the perspective on gender/race/culture/economics/ability make a difference to the story? Some children and some very cynical adults may find this story completely incredulous; How could a spider be portrayed in such a kind way? The point of the story is overcoming stereotypes that inhibit friendship. In this example, the fears of the other insects are very reasonable. It is only by accident that the moth, and then the others, learn of Miss Spider’s generosity and kindness. Theological conversation partners: Miss Spider’s Tea Party would pair well with the Parable of the Wedding banquet found in Matthew 22. The insects are afraid of Miss Spider and do not want to attend her tea party. Their fears are reasonable. Their inability to accept her invitation initially excludes them from Miss Spider’s gentleness. The comparison between the king (God) in the parable to Miss Spider might seem tenuous. The king’s repeated invitations are refused just as Miss Spider’s. The parable refers to how the reign of God had been refused by the Israelites, and how they would beat and reject the servants of God (the prophets). Another comparison that may seem weak or tenuous is the wet moth in contrast to the final group of people invited to the wedding banquet. The poor little wet moth does accept Miss Spider’s kindness and can be an example of Jesus’ final zinger, “Many are called but few are chosen.’ I know the Miss Spider story doesn’t work on every level, but, there are elements that really fit the Parable of the Wedding beautifully. Faith Talk Questions: - How would you feel if you were going to have a big party, you invited all of your friends, and everyone had an excuse about not coming to your party? - What do you think the little wet moth felt when it was brought into Miss Spider’s home? - When Miss Spider took such good care of the little wet moth, what do you suppose it felt? Relief? Gratitude? - If you were the little wet moth, would you go tell all of your friends and neighbors about Miss Spider’s kindness? Extend that to telling yours friends and neighbors about God. This review was written by Union Presbyterian Seminary student Cheryl Couch-Thomas. Miss Spider’s Tea Party by Storypath is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.

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Goethe was a German poet, writer and scientist, one of the key figures of European culture. Besides he was one of the most highly gifted and variously accomplished men of the 18th century. Goethe’s works span the fields of poetry, drama, literature, theology, philosophy and science. Literature. His earliest lyric poems, set to music, were published yet in 1769. But he first gained literary fame with the 1773 play Götz von Berlichingen, a pure product of Sturm und Drang and especially the 1774 novel Die Leiden des Jungen Werthers (The Sorrows of Young Werther), which Goethe, on the verge of suicide, wrote after his unrequited love for Charlotte Buff. Werther gave him immediate fame and was widely translated. Initially Goethe stressed the role of passion in art, but after visiting Italy (1786-88) he had a greater appreciation of the classical tradition and ideal. Under the classical impact some works were written: the final, poetic version of the drama Iphigenie auf Tauris (1787), the historical drama Egmont (1788), well known for Beethoven's incidental music; Römische Elegien (1788); the psychological drama Torquato Tasso (1789); the domestic epic Hermann und Dorothea (1797). The novel Wilhelm Meisters Lehrjahre (The apprenticeship of Wilhelm Meister) (1796), became the prototype of the German Bildungsroman, or novel of character development. His novel Die Wahlverwandtschaften (1809, Elective Affinities) is one of his most significant novels, but perhaps his best-known work in that genre is the Wilhelm Meister series. In 1829 the last installment of Wilhelm Meisters Wanderjahre (Wilhelm Meister's journeyman years), a series of episodes, was published. His most enduring work and magnum opus, indeed, one of the peaks of world literature, is the two-part dramatic poem Faust. He began work on this masterpiece in 1775 year. The first part was published in 1808, the second shortly after his death. His other works include an autobiography, Dichtung und Wahrheit (Poetry and Truth, 1811-33), and his travel account in Winckelmann und sein Jahrhundert ( Winckelmann and his century) (1805) and Die italienische Reise (1816). Music. An accomplished amateur musician, Goethe conducted instrumental and vocal ensembles and directed opera performances in Weimar. Many of his operetta librettos were composed, none achieved lasting fame. Goethe's exquisite lyrical poems, often inspired by existing songs. Science. His approach to science was one of sensuous experience and poetic intuition. He tried not only to explain the nature, but rather to persive “the pulse of life”, to grasp the universal laws in the flow of commonplace events. He was the author of the scientific Theory of Colours (1810), in which he purported to refute the Optics of Newton. In his essays on botany Metamorphosis of Plants (1790) and he advanced some influential ideas on plant and animal morphology and homology, which were extended and developed by 19th century naturalists including Charles Darwin. Philosophy: Goethe himself expressly and decidedly refrained from practicing philosophy in the specialized sense. His Worldview most clearly presented in his poetic works: Faust, West-Eastern Divan, 'Eins und Alles' ("One and All"), "The soul of the world" and also in his conversations, reflections and maxims. For Goethe God and Nature were one. He stated the pantheist formula “One and All”, “Nothing's inside, nothing's outside. For the inside is the outside”, “If God's own power lay not inside us, how could divinity delight us?”, “Each one sees what he carries in his heart”, In the year 1771, the young poet, now 22 years of age, took his degree as Doctor of Laws, and went for a short while as a lawyer to Wetzlar am Lahn, the seat of the imperial chamber of the German empire. In 1775, Goethe was invited to visit Charles Augustus, duke of Saxe-Weimar, at whose court he was to spend the rest of his life. In 1779, at the age of 30, he became Privy Councilor ("Geheimrat") of the duchy of Weimar, holding the highest dignity that a German subject could then attain. For ten years Goethe was chief minister of state at Weimar, while at the same time working on plays, poems, essays, novels and scientific studies. In 1782 Emperor Joseph II conferred a knighthood on him. In 1792 Goethe accompanied Duke Charles Augustus as official historian in the allied campaign against revolutionary France. He appreciated the principles of the French Revolution but resented the methods employed. It was in 1808 that Goethe's encounters with Napoleon took place at Erfurt and Weimar. In the year 1815, he was made minister of state. Later Goethe refused to share in the patriotic fervour that swept Germany, distanced from his former friends, immersed in scientific and philosophical problems. Universal Person: Goethe was one of the greatest masters of world literature and his genius embraced most fields of human endeavour. The variety and extent of his accomplishments and activities were monumental. Goethe knew French, English, Italian, Latin, Greek, and Hebrew and translated works by Diderot, Voltaire, Cellini, Byron, and others. Goethe was also the originator of the concept of Weltliteratur ("world literature"). Goethe was born in the year 1749 at Frankfurt am Main, where his youthful years were spend. Goethe was the first and only son of Johann Caspar Goethe, a Frankfort magistrate with the title Counselor, and lived with his family in a large house in Frankfurt. Goethe's mother, Catharina Elisabeth Textor, a descendant of Lucas Cranach the Elder and Henry III, Landgrave of Hesse-Marburg, married 38-year-old Johann Caspar when she was 17. All their children, except for Goethe and his sister, Cornelia Friederike Christiana, who was born in 1750, died at early ages. Goethe describes his happy and sheltered childhood in his autobiography. His father and private tutors gave Goethe lessons in all the common subjects of that time, especially languages (Latin, Greek, French and English). Goethe also received lessons in dancing, riding and fencing. His great passion was drawing. Goethe quickly became interested in literature; Friedrich Gottlieb Klopstock and Homer were among his early favourites. In the year 1765, he went to the university at Leipzig where studied law from 1765 to 1768. As a student, he pointed, by external profession, towards the law; but his real studies were in the wide domain of literature, philosophy, and above all, life and living character. In the year 1770, he went to Strasburg, to finish his juridical studies, but here he mainly studied anatomy, chemistry and architecture. He was a friend and patron of numerous artists. The friendship of Friedrich von Schiller and his death (1805) made a deep impression on Goethe. He is buried, alongside Schiller, in the ducal crypt at Weimar. Goethe died in March 1832, at the age of 84 year, shortly after completing the second part of Faust. Remains: Buried, Historischer Friedhof, Weimar, Germany.

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Students will be able to tell a consistent and well-formed improvised team story by utilizing the basic elements of storytelling in the improv game “Storyline.” Finish up any show and tell stories that must be finished. If all have been finished, allow a few rounds of “Liar” to warm up. Ask the students how “Liar” ties into “Yes, and…”? Inform them that “Yes, and…” is not only a game in improvisation, but it is also a principle. Taking what someone gives you and tying it in without blocking that person in any way is called the yes, and principle in improvisation. Blocking someone means that you either refuse to use what you are given, or you manipulate what you are given to only use a piece of it or not fully receive what is given. Step 1 (Checking for Understanding/Group Practice): As a class, play “Yes, and…” twice, reviewing storytelling elements needed for a good team story. Remind them that consistency is key in the creation of their stories, as well as the “yes, and…” principle in its entirety (meaning the students must not “block” one another in any way—they cannot change up someone else’s contribution). Step 2 (Smaller Group Practice): Separate the students into two different circles and have each circle make create two stories each using the game “Yes, and…”. Give both circles the same conflict (such as “there is a fire in the Empire State Building”) for the second story and allow them two minutes to create and finish it (which, of course, means that we will be going around the circle more than once). Step 3 (Checking for Understanding): Ask the students to be seated. Verbally assess the students’ knowledge of how to make a team story work by assessing what worked in each circle. Questions you may ask include: • How did working in as a full class differ from working in a smaller circle? • What made the story progress? • What made the game fun? • Were there any times where the game wasn’t fun? Why? • What happens when someone doesn’t take what is given to them? • What happens when we move away from what setting and conflict we are given? • How can we make a story as a team instead of as individuals? • How did the second story differ in both groups? How did that happen? (The point here is to bring to the kids’ attention that each story in improv is different. There should not be any point where stories are the same, even if they are given the same conflicts or prompts.) Step 4/Informal assessment: Teach the students to play “Storyline.” In this game, 4-6 people stand in a line in the middle of the classroom. The class gives a setting and a conflict. The teacher is “the pointer” for the first round. “The pointer” points to one of the people in the line, and that person is the only one allowed to speak. At any point, “the pointer” can change who is telling the story by pointing to someone else in line. The storytellers are responsible for changing as soon as someone new is pointed to—this means even in the middle of a word. This game is to solidify the ideas of creating a cohesive story with a team, as well as bringing the yes, and… principle into a different game. Informally assess the students’ abilities to take what had been given in the story before and to tie it into what they say to create a cohesive story.

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I have been moved by the stories I have heard this season about the use of the ‘Christmas Jar’ by families in communties around the United States. I would like to propose that we start our own tradition at Balanced Life Skills with all of our classes. The concept teaches a number of lessons that are valuable for all of us. One lesson is how a little bit of action on a daily basis adds up to a total that yields great results. Second lesson I draw from this is an awareness we can develop of the needs of our neighbors and the satisfaction we gain by taking action to be kind to others. Third lesson is taking a moment each day to contemplate what we are grateful for that day. I would suggest that taking a moment to consider all we have to be thankful for would reduce the desire we have for wanting more. I added a page to our site – Christmas Jar Project. If anyone in our community would like to join in this project please do so on a personal level or with us. What a great way of practicing kindness. Here are the first two entries into to the art contest. Can you write a story, poem or make a picture or video that describes kindness. Kindness is… Each Month we define and discuss a word of character development with all of our students. This month the word is Courtesy. It will be defined this way. Young students: Courtesy means “I am thoughtful, polite and kind to others.” Older students: Courtesy means showing respect kindness and consideration for others. Showing respect is just one way of demonstrating our appreciation. When we think about our home, our school, nature and the environment, and the people in our lives we can see that showing respect is an important part of demonstrating appreciation. You have heard me comment before about not doing things out of fear or anger. This is one of the areas that we can practice that. Respect is treating others the way we want to be treated. How can we show respect for our home, school, environment and the people in our lives? When I think about this I think about how we care for our possessions. Do we maintain our home? Do we contribute to the neatness and cleanliness of our home, office or school? We live in such a throw away society that it is easy to think that we can just replace this or that. But what if we did not have that kind of resources. How would we treat our possessions then? How would we treat the environment or our bodies, if we recognized that while it does a real good job of healing itself, that we can show how much we value it by taking care of it to the very best of our ability. Even our friends and neighbors. Do we value them for who they are and demonstrate our respect for them by the way we speak and the kindness we show them. Are we on time for appointments, do we listen deeply when conversing with them, or do we value our own opinion more? Thinking about the impact we have on others with the words we use with them, is another way of being aware of showing appreciation for our companions.

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“Music is the means by which the sage stirs heaven and earth, moves the spirits, shepherds the multitudes, and perfects the myriad things.” —Ying Shao “Musical training is a more potent instrument than any other, for rhythm and harmony find their way into the inward places of the soul.” —Socrates Musicality, developed through musical training, consists of skills, sensibilities, and knowledge used to understand, reflect upon, and respond to musical content and context. A sense of its significance is universal among cultures; yet approaches to understanding this significance are as diverse as the musics of the world. Students in DRBU’s Music strand draw such approaches from the world’s classics traditions and integrate them with an embodied engagement in each musical tradition in order to explore and develop their musicality. Students begin this exploration of musicality through direct engagement with primary sources, reading and listening in order to broaden their musical horizons. As students gain familiarity with the symbols, language, and style of each work, they will also practice exercises drawn from each musical tradition. This combined engagement in practice and analysis is simultaneously deeply intellectual and emotional, revealing over time not only the interconnected relationships between one’s own feelings and ideas, but also opening up new understandings of others’ perspectives and experiences. The yearly curriculum is organized around musical skills grouped into topics that develop and unfold as various musical approaches are applied to them. This exposes students to musical styles from across cultures and centuries through a pedagogical focus around specific musical skills. Students develop skills to listen, understand, and communicate in yet another “language” while also gaining an appreciation of the diversity of expression possible in musical languages. The first year of the Music strand begins with the topic of common musical elements. We will examine correspondences between music and musical instruments, relationships with poetry and ritual, and perspectives on rhythm and pitch. Examples include uses in religious ritual, the human voice and other musical instruments, rhythmic patterns, repetition, and systems of musical notation. Students will begin to explore skills in listening and performing both through practice and textual explorations of the significance of these skills in different traditions. The second year will explore the topic of melody, including intonation, phrasing, and texture. The course will begin by looking at instrumental timbre and its relationship to pitch class and proportion. Tuning systems will be discussed from the perspectives of a number of musical traditions and their corresponding instruments as students begin to understand more deeply the significance of melodic voice and texture in various styles of music. Students will continue to develop basic musical skills with greater depth as they both broaden and deepen their musicality. The third year will explore the topic of musical form, including systems of organization of large-scale musical works and the contribution of form to different contexts. Examples include storytelling, repetition and variation, and functional harmony. Students will integrate skills developed over the course of the three-year program, reflect on their own development of musicality, and apply critical thinking to each work, its context, and its potential significance. Selection of composers and works explored in the Music strand - Bharatamuni, Treatise on Performing Arts - Confucius, The Classic of Rites - Nicomachus, Manual of Harmonics - Rameau, Treatise on Harmony - The Vedas, The Koran, Gregorian Mass, Metta Sutta, Lotus Sūtra - Traditional, The Great Ambush - Varimezovo, Makedonsko Horo - Traditional, Sala Kpa Kpa - Brubeck, Three to Get Ready and Four to Go - Shankar, An Introduction to Indian Music - Traditional, Gending Bortang Babar Layar - Josquin, Pange Lingua Mass - Traditional, Dikobo Damu Da Sombe - Bach, Fugue in C-Sharp Minor - Monteverdi, Orpheo - Mozart, The Magic Flute - Beethoven, Symphony No. 9 in D Minor - Smetana, Ma Vlast - Traditional, Jin Yuan Seeks Her Son

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Narratology is a branch of literary theory that studies narrative structure and function. Fiction narratives are communicated through a voice that belongs to the narrator. The narrator is the fictitious character that verbally transmits the events of the narrative. The narrator can share events from a position outside the story, using the omniscient point of view (POV) of “someone who, for some reason, knows everything about the story” (Freiburg). More likely, narrators will employ the limited point of view of one or more characters in the story. If so, they’re unable to know anything they cannot see, hear, or otherwise perceive. Focalization and Focalizers Choosing a perspective is separate from determining whether the narrator is a character in the story. The term focalization distinguishes between narrative voice—Who speaks?—and perspective—Who sees or perceives? Narration is what is told; focalization is what is perceived (Scott). There are two kinds of focalizers: - An external focalizer is a POV character external to the story. An external focalizer is called a narrator-focalizer because perception belongs to the narrator. - An internal focalizer‘s perception belongs to a character within the story. Internal focalizers are also called character-focalizers. If you’re using an external focalizer as a heterodiegetic narrator, you may tell your story in omniscient point of view. If you employ a homodiegetic or autodiegetic narrator as an internal focalizer, you may choose from second person, distant third, intimate third, or first person POV. You’re not stuck with only one focalization or POV in your story. You can change focalizers to introduce other POVs. For example, you may have multiple first or third character-narrators, or mix and match POVs from scene to scene or chapter to chapter. Not all narrators are reliable. As writer, you may lead readers to distrust what your narrator says. “Some narrators tell deliberate lies or omit crucial information” (Freiburg). One such narrator is Holden Caulfield in J.D. Salinger’s The Catcher in the Rye. Villains may deliberately lead readers down the wrong trail. Other characters, however, may be unable to provide objective information because they’re “naive, insane, unaware, or mistaken” (Scott). A given narrator’s unreliability can be obvious or hidden, providing only faint hints that something’s wrong. In the next installment, we’ll dig into the meat of narrative modes. Further reading: https://blog.bookbaby.com/2016/03/focalization-smart-writers-never-ignore-it/ by Rose Scott.

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Due to the school closures as a result of COVID-19 and due to the current guidance in relation to safely reopening, there will be some changes to the overview this academic year. Changes may include the inclusion of previous year’s content that has been missed, additional lessons to secure knowledge and skills as well as the order in which topics are taught due to the current guidance. At Westfields, we recognise that the quality and variety of language that children hear and speak are key factors in developing their vocabulary, grammar and understanding for reading and writing. Through a range of speaking and listening and drama based activities, we ensure the continual development of children’s confidence and competence in spoken language. Throughout lessons, children develop a capacity to explain their understanding of books and poems, and to prepare their ideas prior to writing. They are assisted in making their thinking clear to themselves and to others and teachers ensure they build secure foundations by using discussion to probe and address misconceptions. Children are taught to understand and use the conventions for discussion and debate. We use a variety of collaborative activities to develop spoken language so children are equipped and able to talk for a range of purposes e.g. explaining, sequencing, providing a counter-argument, persuading and evaluating. The collaborative activities we adopt, listed below, also help our children to understand the importance of active listening. - Pair or group discussions - Working together on shared tasks and presentations - Activities with a competitive element/games - Drama and role play The Great Debate Having a sound understanding of SPaG is key in enabling children to express themselves clearly when writing. Because of this, we ensure that children experience spelling lessons, spelling tests and grammar lessons on a weekly basis. As this is best understood within a context, our Grammar lessons are linked to our writing units. Throughout each year at Westfields, children will learn various spelling patterns, for example words that end in -cious or -cial and are assigned a spelling rule to learn each week. The pattern is taught in class and children are expected to be able to apply this pattern to other words that sound similar. As well as these spelling patterns, the National Curriculum has outlined a list of key words that your child is expected to know at different points within the key stage. The lists are a mixture of words children frequently use in their writing and those which they often misspell. These are the words that your child will be expected to learn by the end of Year 4. Click here for a downloadable version. These are the words that your child will be expected to learn by the end of year 6. Click here for a downloadable version. We would really appreciate it if you could support your child with practising their spellings. Every child learns in different ways and it is important to learn spellings in a way that best suits them. Click here for suggestions of activities to practise spellings in engaging ways. Westfields Library: To support reading across the curriculum, we have an extensive library that is at the heart of our school; it is extremely well-stocked and contains over 6000 books. Unlike most junior schools, we also have a fully trained librarian who ensures that our books are current and appealing to children. In addition, they work with both groups and individuals to help children progress with their reading skills and they recommend books appropriate to individual children. Our librarian is supported by a fantastic group of Junior Librarians who support and organise reading events, competitions as well as complete weekly library duties, review new titles and so much more! This is currently being rolled out throughout the school, it is a web library provided by Hants SLS in conjunction with Wheelers. The eLibrary contains a brilliant selection of age appropriate texts for all year groups. It also has a selection of audio books. To access the Westfields Junior School eLibrary, either download the ePlatform app (by Wheelers) or go to http://westfieldsjun-hantssls.wheelers.co search for Westfields Junior School and use the log in and password provided by the school. The app can be adapted to suit specific requirements such as dyslexia or visual impairment. For more information please speak with your class teacher or Mrs Colyer. The Day Explorer: This is an online current affairs site for children provided by Hants SLS. It explains the news in a way that children can understand and broaden their knowledge. It includes articles, cartoons, points for discussion and looks at all aspects of the curriculum in relation to the news. Parental Engagement: As reading is such a core skill, it is important that children are supported in their learning at home as well as during the school day. To support families with this, workshops are held each year. These workshops cover a variety of topics including: questioning, comprehension, developing fluency in reading and much more! Here are the key documents from our most recent workshop: Reading Events: We understand that bringing reading to life is vital in promoting a life-long love of reading. As a result of this, we hold a variety of events throughout the school year including: Reading Matters Week, Big Buddy Read, Poetry Slam, World Book Day, Book Fairs, Storytime and many more Library challenges/competitions. Poetry Slam 2021 Friday 26th March marked the greatly anticipated return of the WJS Poetry Slam! During the weeks leading up to this, each class practised, performed and recorded their chosen poem. This year a wide variety of poem styles were selected, varying from ‘Walking with my Iguana’ to ‘Dog in the Playground’. The event also celebrated some of our favourite poets including: Berlie Doherty, Michael Rosen, Alan Ahlberg to name a few. To view some of the class recordings, please visit the Year Group pages on the website. This year’s Poetry Slam winners are: Year 3 & 4 – 4RM and Year 5 & 6 – 6HC Reading Matters Week 2019 Our Reading Matters Week (The Big Brilliant Book Off!) has been a fantastic success and it has been so lovely to see the children enjoying reading and completing creative writing and practical activities based on their new class books. Despite the not so perfect weather, it was great to welcome so many family members (an impressive 109!) to our Share a Story session on Wednesday afternoon. Poetry Slam 2019 Listed below are the classes and the details of their chosen poetry performance. Every class was original and creative and this was such a fantastic opportunity for the children to work collaboratively to develop their speaking and listening skills. 3MP – The Sound of the Train – David McCord 3CC – From Red Hot Liquid to Metal Sword – Mary Green & Julie Stanley 3RP – Christine Crump – Colin West – 3rd place 4LB – The Pig – Roald Dahl 4EC – Walking with my Iguana – Brian Moses 4TR – The River – Valerie Bloom 5RM – Sick – Shel Silverstein 5DC – Jabberwocky – Lewis Caroll 5DT – Daffodils – William Wordsworth 6LL – Macavity: The Mystery Cat – T.S. Eliot 6HP – The Spider and the Fly – Mary Howitt – 1st place 6HC – Gran Can You Rap? – Jack Ousby – 2nd place World Book Day 2019 Westfields Junior School celebrated World Book Day with a bang on Thursday 7th March! As this year’s theme was rather similar to last year, we decided to have our own theme for the day too. As such, each class across the school explored a different book written by the incredible children’s favourite, Julia Donaldson. Each class was given a different book, which they shared and discussed; many may think that these picture books would only be suitable for younger children, but we do not believe this to be the case. With a little creative thinking these relatively simple children’s books offer a wonderful stimulus for quality analysis and writing. Throughout the day, the children completed a range of activities; they delved into their chosen text and explored characters, settings and plots. The children also had the opportunity to consider what questions they would like to ask the author and wrote letters to her. Some classes wrote a quiz to strengthen their comprehension skills and summarised main events identifying key vocabulary. Just before home time, there was great excitement as the children scattered around the school to listen to a story read by a member of our fantastic staff team; there were plenty to choose from including latest titles as well as some old favourites! A great day of sharing stories and strengthening reading and writing skills was had by all! Reading Matters Week 2018 Reading Matters Week and our ‘Big Buddy Read’ Reading Matters Week has been an amazing event because every class have had the chance to share and enjoy different activities linked to one of Roald Dahl’s books. We have celebrated the importance of reading and have been reminded that reading is a very important part of all our learning and can help us in the future. Each class has enjoyed and read a different Roald Dahl story and we have all created lots of fantastic activities linked to our story. Some of these include: character descriptions, vocabulary cards, games, arts and crafts and books reviews. We cannot wait to see which activities will be in our class story packs in the library for everyone to see and use. We ended the week with our ‘Big Buddy Read’ and had the chance to read to others and meet new people. It has been an amazing experience and a great start to the year! Written by Scarlett Brown and Gabriella Stephenson 6LL Writing Events: To further encourage a love of writing, we hold a variety of events throughout the year. Examples of this include our Remembrance Poetry Competition and whole-school Writing Challenges. Poetry Slam 2019

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If you could teleport the Earth to any place in the Universe, what would you want to look at in the night sky? The bright explosion of a supernova? A black hole passing over your house? How about a nebula? How would this gorgeous gas cloud look from up close? And how would the Earth change if it was inside it? What is a nebula anyway? A nebula is a giant cloud of dust and gas in interstellar space. Some nebulae are born from the explosion of a dying star; others are regions of space where stars are born. They are vast, sometimes taking up hundreds of light-years of space. But with all that size, they aren’t massive. A nebula the diameter of the Earth would only have a mass of a few kilograms. That’s because nebulae aren’t very dense. To put it in perspective, any vacuum that we can create in the Earthen environment is denser than any nebula out there. And that’s why, if we lived inside one, it wouldn’t look like anything you might expect. Some 1,344 light years away from Earth, is the Orion Nebula — the brightest nebula in our sky. It’s 24 light-years across, and has a mass equivalent to 2,000 Suns. If the Earth was formed inside it, all you’d see in the night sky would be this. Not impressed? I know, I wasn’t either. It turns out it’s not that easy to see a nebula when you look at the night sky. To your eye, most galaxies in the Universe don’t look anything like this. More like this. And most nebulae are invisible altogether. Your eyes aren’t sensitive to the kind of light a nebula produces. But look at the image taken by the Hubble Space Telescope, and you’ll see a beautiful gas cloud. That doesn’t mean these beautiful images of space are fake. Their colors just represent the lightwaves that your eyes aren’t able to detect. So, if you had the Hubble Telescope, would you be able to see a nebula if you lived in one? Sorry to disappoint you again, but no. Nebulae are pretty only when they are hundreds of light-years away. They look thick and cloudy only because you see the structures of light-years in thickness. Once you’re close to them, their light spreads out so much that you can’t see them. You could fly your spaceship right into the nebula and never even know it. If the Earth were inside a nebula, the only effect you’d see would be brighter Auroras, unless the solar wind blew all the nebular particles far away from the planet. How do we know we are not living inside a nebula right now? Simple. After gathering the data on our own Sun, we can calculate the expected brightness of the neighboring stars. If we did live inside a nebula, we’d notice that our star was much brighter compared to others. The nebula would be dimming the light coming in from outside of it. But don’t be sad. There are some bigger and brighter nebulas out there for you to see. Like the Tarantula Nebula, 160,000 light-years away from us. If this monstrous cloud were in our galaxy right where the Orion Nebula is currently located, it would take up the area of 60 full Moons in our sky. Its glow would be bright enough to cast shadows on the ground. We can’t teleport the Earth, yet. But we may be able to travel to distant exoplanets that experience incredible light shows in the night sky. “Nebulae: What Are They And Where Do They Come From? – Universe Today”. 2015. Universe Today. Accessed May 24 2019. - “What Would Skies Look Like On Worlds Inside Nebulae?”. Tim B. 2014. Worldbuilding Stack Exchange. Accessed May 24 2019. - “In Reality, Nebulae Offer No Place For Spaceships To Hide – Universe Today“. 2013. Universe Today. Accessed May 24 2019. - “What Does A Nebula Look Like Up Close? – Bad Astronomy”. Phil, Plait, 2008. Bad Astronomy. Accessed May 24 2019. - “Galaxies And Nebulae – What They Really Look Like – Sacred Space Astronomy”. Christopher Graney, and View Graney et al. 2017. Sacred Space Astronomy. Accessed May 24 2019. - “National Optical Astronomy Observatory Press Release: NEIGHBOR GALAXY CAUGHT STEALING STARS”. 2019. noao.edu. Accessed May 24 2019.

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Maintaining Reading, Writing and Math Skills If your son or daughter is continuing their schooling from home then you may be wondering how to maintain their reading, writing, and math skills so they do not fall behind. If you are also working from home then this has exacerbated the problem by making it increasingly difficult to keep your child on a homeschooling schedule. Make Shared Reading A Habit Reading Rockets defines shared reading as “An interactive reading experience that occurs when students join in or share the reading of a book or other text while guided and supported by [an adult or older child]. The [adult or older child] explicitly models the skills of proficient readers, including reading with fluency and expression.” Margaret Kristin Merga advocates for a shared reading experience between parents and children. Parents who create such experiences for their children can help them experience at least one of these benefits: - Enriched language exposure - Improved listening skills, spelling, reading comprehension, and vocabulary - Development of fundamental literacy skills - Positive attitudes to reading - Tutors on Call has provided a list of other long-term benefits to reading Here are some tips for creating a shared reading experience with your child: - Allow your child to select books he or she likes. Paperback books tend to work best because of the tactile and visual experience they create. However, ebooks are also useful. - Encourage them to read books that are at their level. Struggling through a book with really difficult vocabulary will only make them bored and discouraged. Ask them to read one page of the book and if there are 5 or more words on a page that they can not pronounce or do not know the meaning to then the book is too difficult. - Don’t be overly critical. A child will clam up and develop a disdain for the shared reading experience if you are overly critical and, therefore, make the experience unpleasant. - Give your child your full attention. Put away the cellphone, turn off the TV and show your child that you appreciate this quality time. - Ask your child questions to determine whether he or she is understanding the book. Tutors on Call has created a list of the most popular novels. Many of them are award-winning novels that may inspire your son or daughter in their own writing and prompt critical thinking skills. Give Your Child Fun Creative Writing Prompts Children often struggle with writing because it often seems boring and difficult. However, it seems less burdensome when you give your child a creative writing prompt based on his or her interests. For instance, your child may be obsessed with Fortnite. Why not ask them to write about some of the exciting features of the game that he or she can share with his cousins and friends? Better yet, why not ask him or her to create a short story based on the Fortnite theme? Use Cooking to Reinforce Fundamental Math Skills Cooking is one of the best ways to bring the fundamentals of geometry and measurement to life. Let’s say that you want to bake some cookies. You could purchase this set of plain edge geometric shape cutters to teach your child how to calculate the area of plain shapes and even how to create composite shapes. Measurement will be crucial for this cookie making process. Here’s an idea of how this basic math lesson could develop. - Have your child measure out all the wet and dry ingredients; and then combine them to make the cookie dough. - Ask your child to identify each cookie cutter shape as you use them to cut the cookie dough. (This step is best suited for a child at the grade 4 level.) - When the cookies are done, ask your child to arrange them into a tangram such as the one shown in this video. A tangram is an example of a composite shape. - Ask your child to calculate the area of the tangram that has been created. This step works best when you allow your child to figure it out, but you have to keep an eye out so that all the cookies don’t disappear into your child’s belly. Your child shouldn’t miss out on developing fundamental math, English, and writing skills while out of school. We’ve suggested three ways that you can develop these skills right at home. However, these suggestions only scratch the surface of what’s possible. Don’t forget to check out our top-notch online tutoring services to further enhance your homeschooling efforts.

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In the homeschool community there’s no conversation more enticing, or controversial, than how we teach language arts and reading. Thousands upon thousands of blog posts, curriculum, and methods have been created to teach our students how to read and write. But, the real challenge often isn’t teaching our homeschoolers how to read or write well, it’s making it interesting and fun for them so that they love the written word long term. As a trained English teacher, I struggled with this in the traditional classroom and with my homeschoolers. But, you don’t have too! Take my advice and learn from my failures. If you’re struggling to engage your students in homeschool English or homeschool writing, these five tips (and don’ts) will help you make homeschool English and reading fun! 7 Do’s and Don’ts to Make Homeschool English Fun - Don’t start with the book or reading, start with an engaging activity. Immersing students in the culture, context, and core learning elements before you start a book or unit will peak their interest. For example, before tackling Jane Eyre, study gothic art together and create your gothic masterpiece. Paint, listen to music, act out a scene, watch a film, cook, or visit a museum. After these activities, present your lesson or book and dive in together. - Do read, but don’t write. I know, I know, writing is important. But, if we want our homeschoolers to love reading, we often need to disconnect reading and writing altogether. There’s nothing more predictable than writing an essay, letter, or paragraph after reading a book. We all remember our 5th-grade book reports, don’t we? Instead, allow for discussion or projects as assessments instead of essays and paragraphs. There will be plenty of time and opportunity to write in social studies and science. Why not allow reading to be its subject and focus on critical thinking skills like analysis and evaluation through reading group discussions, hands-on projects, and even games as your form of assessing learning. Talk about the different words used in the book and come up with synonyms as your grammar lesson. Summarize and act out passages together. Focus on togetherness and the story, and you’ll create lifelong reading addicts! - Do write, but make it creative. It’s important that our homeschoolers learn to write well. But, writing doesn’t have to be boring and formulaic! Allow your students to write about what they are interested in, practice more creative writing like poetry and short stories, and write for specific purposes (think letters, recipes, grocery lists, thank you cards, etc.) Make sure to publish their books and put them on the shelves right alongside your favorites to show them how important their written words are to you! Use this list of 25 ways to get kids started writing and you’ll see their love of writing bloom. - Do play games, lots of them. Jeopardy, Name the Author/Book/Poem, Character or Literary Term Bingo, etc. Everything is more fun when it’s a game! Grammar is often hated by all students, not just homeschoolers. So, use these fun grammar games to engage and challenge your homeschoolers, and make homeschool grammar fun! - Don’t force classics. I love the Charlotte Mason and Good Books method of English teaching. From Black Beauty to Jane Eyre to Shakespeare, we’ve read more classics before our kids are in high school than most non-homeschoolers will in their lifetime! But, forcing students to read period literature can backfire and create students who hate reading. We save classics to read aloud together at night or during lazy days. Until high school, my homeschoolers get to choose their literature based upon their interests. Studies show that students who read what they are interested in have higher fluency and comprehension. So, save the classics for family time and high school British Literature. Instead, choose to allow your homeschoolers to choose from an approved list of books based on what you’re studying AND what interests them. - Do use technology.There are amazing writing, books, games, lessons, and more all at your fingertips using a tablet or phone! Blending technology with curriculum and traditional lessons mean you fit homeschool English into their world. They will thank you for it! - Do focus on success and put down the reading pen!When children struggle to read or write, they are fully aware of the challenge and often feel like failures. That’s why it’s so important to focus on what your child is doing well and to resist the urge to correct every sentence. Focus on the successes and celebrate every single improvement. There will be plenty of grades in your child’s portfolio; you don’t have to make writing or reading one of them! Remember, the goal is to create functional writers and book lovers, not kings and queens of grammar. So, set goals with your homeschoolers about what they want to accomplish and then praise and reward their efforts and accomplishments. This will boost confidence and give your child the support he/she needs to overcome the challenge! Teaching Homeschool English can be fun, challenging, engaging, and exciting. By focusing more on successes and pumping our lessons full of fun, interesting, and engaging activities, your homeschoolers will love language arts, and you’ll find their noses in books long after the school year has ended. What’s your favorite homeschool English curriculum? Tell us in a comment below!

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Our Star-Spangled Story is a year-long U.S. history course for grades one through four that reflects a Christian worldview and patriotic attitudes. It has many elements of a unit study since, along with the study of history, it incorporates literature, music, creative writing, geography, and art. In addition, coloring, drawing, singing, dancing, arts, crafts, games, recipes, and projects reinforce learning and help address children’s different learning styles. The course consists of six books published by Notgrass plus eight storybooks that you can borrow from the library or purchase. The Notgrass course books are: - Our Star-Spangled Story: Part 1 and Part 2 (two separate books) - Star-Spangled Rhythms and Rhymes – book with a CD (with MP3 files). Both contain the same 60 songs, poems, and dances. - A Star-Spangled Timeline – a visual reference book that shows images of key people and events chronologically on a timeline - My Star-Spangled Student Workbook – with a colorful activity page for each of the 90 lessons - Our Star-Spangled Story Answer Key and Literature Guide – answer key plus notes and discussion questions for the eight storybooks All of these books except the Answer Key and Literature Guide are very attractively illustrated and printed in full color. The first four books are hardcover. If you are teaching more than one student, each of them needs only an additional student workbook. The course is taught from Our Star-Spangled Story: Part 1 and Part 2. Each of these books has more than 300 pages, which explains why the course is split into two books. Beginning with the first European settlers of America and Native American cultures, the course continues up through the present day. Rather than trying to cover U.S. history in a comprehensive fashion, much of the time it uses stories of historical people in relation to significant events. For example, Lesson 72: “Walking to School with Ruby Bridges” relates the story of a six-year-old African-American girl who was one of the first to attempt to act on the Supreme Court decision in Brown v. Board of Education to attend a school that had been reserved for white children only. This lesson continues with an explanation of the civil rights movement, including brief information about Rosa Parks and Dr. Martin Luther King Jr. The two course books together have 30 units, with three lessons per unit. The intent is for lessons to take place three days per week, but parents can spread lessons out over five days if they wish to do so. Each lesson presents the text information first, with all of the other activities listed at the end. Parents can read the text aloud to children, or older children can read it for themselves. The reading should take only about 15 minutes per day. There are three sections for the activities: Lesson Activities, Review Questions, and Hands-On History Ideas. Under Lesson Activities are three or four of the following: map activities (using maps at the front and back of each book), Rhythms and Rhymes activities, a page in the student workbook to complete, a storybook to be read, and pages in the timeline book to explore. The Review Questions should be used for discussion. Hands-On History Ideas are generally a pretend scenario and a building blocks activity, although sometimes they refer to a unit project. Pretend scenarios are presented like this one from page 127: “Pretend you are Daniel Boone or a member of his family, exploring, hunting, trapping, and preparing the way for new settlers.” The same lesson also suggests that students use building blocks to construct a wilderness fort. Unit projects (found at the end of each unit) are for crafts, games, recipes, or projects such as creating a care package. Since each unit takes one week to complete, you will have one of these projects every week. The time required for activities and projects can vary greatly, and some families might choose to skip some or substitute ideas of their own. The eight storybooks used with the course are: - Benjamin West and His Cat Grimalkin - Toliver’s Secret - Freedom Crossing - Farmer Boy - Mountain Born - Emily’s Runaway Imagination - The Year of Miss Agnes The storybooks were selected to support lesson content, so they need to be read at the points designated within the course books. While the lessons and end-of-lesson activities are “open and go,” the projects require planning ahead to gather resources. A Unit Projects Supply List is available on the Notgrass website along with other extras such as a list of additional suggested literature; video demonstrations of singing, games, and dances; downloadable files required for two of the projects; and printable maps. Our Star-Spangled Story is perfectly suited to the homeschool environment and offers a well-designed blend of easy-to-use textbooks with storybooks, activities, and projects. In addition, the underlying Christian worldview and positive attitudes toward America are likely to be well received by many homeschooling families.

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In the last issue, we discussed the value of oral storytelling. Here we delve into the importance of explicitly teaching the text structure of narratives as one means of facilitating students’ comprehension. Text structure, one of the five big ideas discussed in Comprehension: Knowledge to Practice, refers to how a text is organized. This organization guides the reader’s—or listener’s—comprehension by enabling them to recognize relationships among structural elements in the text. Recognition of these elements helps readers form a mental model of the story so they can attend to salient text details, thereby increasing comprehension. As discussed in our book, it is important to teach both narrative and informational text structures. Even with a shift in emphasis in the Common Core State Standards to the use of nonfiction texts to develop students’ background knowledge, teachers should not overlook the value of narratives. Whatever our age, we can be changed by the lives of others if we learn to connect the whole of the reading circuit with our moral imagination. In The Science and Poetry in Learning (and Teaching) to Read, Maryanne Wolf makes the case for teaching narratives: “Stories are one of humanity’s most powerful vehicles for making lasting connections to people we will never meet. To feel like Charlotte about Wilbur’s plight in Charlotte’s Web, to identify with Martin Luther King Jr. in Martin’s Big Words: The Life of Dr. Martin Luther King Jr. or with Ruby Bridges in Through My Eyes prepares children to empathize both with their neighbors and with people around the world or across the proverbial railroad tracks … Whatever our age, we can be changed by the lives of others if we learn to connect the whole of the reading circuit with our moral imagination.” The Role of Interactive Read Alouds Before students even begin to acquire the alphabetic principle, they largely focus on meaning through oral language, i.e., speaking and listening. Teachers can—and should—use listening-level text for read alouds to develop the language processing abilities that underpin all of the comprehension big ideas. This practice addresses one of the criticisms of a “balanced literacy” approach, namely that it confines students to “leveled” or “just right” text, depriving them of the growth opportunities more difficult texts would confer. Decades of research “confirm that listening comprehension outpaces reading comprehension from early childhood through at least middle school” (Fisher and Frey, 2014). This fact supports using listening-level text as part of a comprehensive plan, not only with beginning readers, but also through intermediate and middle school years. Read alouds should be interactive, with the teacher (or parent) and student actively thinking about and discussing the story. For example, parents can ask their children about the setting (where and when the story took place), the characters (the people, animals, or creatures who act out the events), the problem (what happened to set the story in motion), and the solution (how the problem turned out). Teachers can explore our book to learn how to plan effective, purposeful read alouds around carefully selected text. Teaching Story Grammar Moreau provides a student-friendly Critical Thinking Triangle (CTT) model—depicted below—to support students in their understanding of the dynamics that drive a narrative. The CTT incorporates the three important elements of story grammar—the initiating event, the internal responses or feelings, and the plan for action. Understanding these elements is what helps build our moral imagination as Wolf described above. The CTT model also includes two additional elements: the mental state of thinking verbs and cohesive words that connect the three components of the triangle. Teachers can use the five parts of the CTT to explicitly teach students to express orally their understandings of stories that they read or listen to. A Story Map can serve as a graphic organizer to aid in this process. Drymock (2007) points out, “Story grammars are rather like the set of grammatical rules that are used to structure sentences … Story grammar research moves the teacher away from general explanations of story structure (e.g., that stories have a beginning, middle, end) to the more specific (e.g., that stories have characters, a theme, and a plot.)” These more specific story grammar elements are a scaffold, facilitating understanding and recall. Teachers can turn to our book to learn more about narrative and informational text structures.

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All hands hoay with these creative writing tips! For parents and teachers: This is a fun unit of work for years 3-6 that will boost creative thinking and expression, explore language, improve vocabulary, and examine the importance of character and setting in imaginative texts. It is appropriate for independent learning and can be done in 1 to 1.5 hours or broken up into shorter segments. For students: Follow the steps below and by the end of it, you’ll have written an adventure story about pirates! 1. Read an extract from Atticus Van Tasticus 2. On the sheet below, circle the character you liked most and write underneath why you liked them. If you can’t print off the page, write your answer on a blank piece of paper. 3. Make up a name for a character you’d have in a story about pirates. Write a sentence that describes what is special about this character. 4. Find the words in the word search below. 5. Some of the words in the word search were a bit odd, weren’t they? You probably wouldn’t use them in everyday language. Answer the below to work out what type of words they are. Some questions might have more than one answer, but you don’t have to list all the answers: - What is a sound a pirate might make? - Find a person's name: - What is something you might find on a pirate ship? CHALLENGE: What does the word doubloon mean? Is it: - a) A pirate's hat - b) A piece of silver - c) A cloak that doubles as a blanket - d) A Spanish gold coin 6. Look at the picture below. It’s missing a bit in the middle. Perhaps it’s a sea monster, or an alien or another pirate ship, or something else entirely. What would you put here? Let your imagination go wild. Draw what you picture in your mind. It doesn’t matter if you’re not good at drawing, put in some details to make it interesting. As long as you can see it in your imagination, that is the main thing. 7. Now you’re ready to write a short story about a pirate! Include the following in your story to help you on your way: - The character you created in step 3) - Some of the words you found in step 4) - The scene in step 6) The main thing is to have fun with your story. When you have finished writing it, read it aloud to hear how it sounds. If some bits don't make sense, have a go at re-writing that sentence or paragraph so that it sounds better. This step is called editing. When you have edited your story, there's only one more thing you need to do... 8. Give your story a heading! You can make your heading fun, or exciting or mysterious – it’s up to you. Underneath your heading, write who the story is by, it’s by you! Well done, that’s the end of the lesson. If you would like to read more pirating adventures, you can buy the Atticus Van Tasticus books from all good bookstores. Teachers and parents, further resources around this book can be found here: Keep the kids entertained with these fun book-related ideas. There's an activity book for every age: one for littlies, one for kids and one for grown-ups too! Celebrating 80 years of Puffin! Book Week is an amazing chance for your child to get creative, engage with their favourite books and dress up in character. If you need a costume, stat, here are a few ideas to help you get something incredible off the ground before the big day . . . Plus a visit from Andrew Daddo! Dig a little deeper to find a hidden world! A fun and inspiring practical guide on how young people can make a real difference. Everything you need to know about what we’re doing to our environment, good and bad. A gorgeously illustrated book all about oceans for young animal and conservation enthusiasts. How do you communicate your feelings? In what part of the world could you find an Orchid Mantis? Celebrate 50 years of the wonderful world of Mr Men and Little Miss with this fun party pack Get ready to discover a whole new world of colours.

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By Krystal Tan Character relates closely to a child’s inward and outward behaviours. A child’s character is very much nurtured through his interactions with people and his surroundings. Hence, character education forms an essential part of a child’s learning and development. Having good character yields positive results and desired outcome. People choose to associate with others who know how to show respect, are caring, hold responsibility, have positive attitude, are helpful, show empathy to others and often demonstrate an optimistic frame of mind. When a child feels engaged, respected and safe, he shows enhanced ability to focus on both academic as well as non-academic goals. Character education strives to teach children the basic values and principles of right and wrong, and it plays a transformative role in every child’s cognitive, social and emotional development. Though schools may impart good character values in children, the key educators of positive character values remain in the hands of parents and immediate family members. As their primary character development influence, here are the ten essential character values parents should focus and instil in children. Treat others the way you want to be treated. We want to be respected, so do our children, and they also need to learn that respect is to be earned. To earn the respect of others, we must take initiative to show respect for others. Teaching our children to respect people, animals and the environment helps ensure our children care for the world we live in. Honesty is the best policy. We have seen or heard the story of The Boy Who Cries Wolf. When a child tells a lie, whether out of mischief or intentionally to hide from fear of being reprimanded, he would have lost his trustworthiness. As parents, we need to share the importance of honesty with our children so they will grow to be respectable adults of high integrity. A responsible child is one who accountable for his actions, which can serve as good inspiration for surrounding people. By assigning simple household chores to our children in the home environment, we teach our little ones what it is like to be responsible. Children who pack their school bags, keep their rooms clean and tidy, complete their schoolwork and hand it in on time will develop a good sense of responsibility. Empathy is the ability for one to be in the shoes of others and feel for others. Children who know how to feel for others, stand by the side of others and are always there to encourage and support their friends and family, are often better received. Parents can be a good role model and share with the children on how we can show empathy for others. 5. Gratefulness Studies have shown that grateful people are happy people. Children who show gratitude for the things they have, especially the love they receive from their parents and other family members and friends will be more fulfilled and happier in live. Parents can share the blessings with our children and show them how grateful we are to be living in peace and harmony. 6.Kindness An act of kindness a day enriches one’s life and it takes little effort to be kind. By setting the example of giving up your seats to those who need it more than you, lending a helping hand to people in need or volunteering in charity events, you model how to be kind to others. Kindness always brings smiles to the faces of everyone. 7. Patience Patience is the ability to not show any anger or frustration while waiting. Queuing patiently in a line or waiting patiently for a turn at the playground greatly improves the overall experiences. The opposite is true when a child gets impatient and starts to show their temper. Thus, it is essential to learn to be patient for a better quality of life. 8. Self-control Most people have heard of the famous marshmallow test where young children in a room had the choice of taking a marshmallow placed in front of them immediately or to follow instructions and wait for an adult to return before taking the marshmallows. This is a test of one’s self-control. Children who waited for the adult to return are seen to have better self-control. They are often more composed when faced with challenging situations and tend to achieve better success in life. 9. Resilience Resiliency builds strength, and strength builds courage. Resilient children do not give up easily under challenging situations, and when failure strikes, they tend to rebound back quickly and fight on. Research has also shown that resilient children often move on with better life achievements. 10. Sportsmanship A child who is socially active and engages in many team sports or activities need to be generous to ensure he enjoys every moment of the engagement. This is especially true when it comes to team sports. Children who play a fair game and congratulate a winning opponent team have better sportsmanship and enjoy a better quality of life. Character values are to be taught and cultivated. Parents and teachers form the best role models when it comes to instilling good values and behaviours in our children. Krystal Tan is the founder of Krystal Charm Etiquette Academy, a well-established training provider that specialises in etiquette training and character education for children and youths. Learners will pick up essential life skills to value add to their overall learning and development. Parents who wish to make a positive difference in your child’s social and emotional development can visit Krystal Charm Etiquette Academy Year End Holiday Workshops and enrol your child in the many interactive curriculums.

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The purpose of this module is to stimulate an interest in and a sense of wonder about places The existence of this striking 65 metre stack defies all probability and has become an icon of climbing. In 2002, two Greenpeace climbers braved it to send a message: 'Pirate fishing trades away ocean life!' over the ocean to the south of Australia where massive amounts of pirate fishing is driving the long-lived toothfish towards commercial extinction. How do sea stacks form? Why is the Totem Pole a Fantastic Place for climbers and others? The base of the cliff is subjected to constant erosion from the waves. The main types of coastal erosion are corrosion, attrition, solution and hydraulic action Over time the joints, faults and bedding planes in the base of the cliff become eroded and larger cracks appear The cracks become wider and weaker as the erosion continues, causing caves to form. Caves are often found on headlands because wave erosion is particularly strong here. In some cases the roofs of caves may be broken through to form blowholes When caves develop on opposite sides of a headland they will join up to form a natural arch, as the cliff is being eroded from both sides The arch continues to be eroded and will gradually become bigger and bigger until just a slim pillar is left, attached to the top of the cliff The top of the pillar collapses as it can no longer support the weight of the connecting rock, leaving behind a stack The stack is then continuously eroded at the base by the waves, and eventually will be worn down until only a stump remains. These can become so eroded that they are only visible at low tide Stumps will eventually be worn away until they remain constantly underwater as areas of shallow water, known as reefs Over a period of hundreds of years this process will continue until all evidence of past landscapes has been eroded and coastal retreat occurs The Totem Pole is part of the Tasman National Park, as it is part of the many miles of rugged coastline and diverse forest ecosystems, which contain several species of rare plant. The park also includes many small islands and the southern end of the park has some of the highest and most spectacular cliffs in Australia. The National Park is a very popular area for tourism as it is within a few hours drive of the main city on the island, Hobart. The Totem Pole is thought to be one of the hardest rock climbing routes in Australia, with hundreds of climbers attempting the climb every year. The global campaigning group Greenpeace which specialises in high-profile, non-violent demonstration used climbers to scale this icon to highlight the plight of the toothfish which suffers from pirate fishing. Toothfish is a popular dish in the United States - where it is sold as Chilean Seabass. The species is currently managed by the Commission for the Conservation of Antarctic Living Marine Resources, the body which introduced a catch and trade documentation scheme as an attempt to tackle illegal poaching of this species. Climbing the Totem Pole video Patagonian Toothfish image Greenpeace Totem Pole protest image What is the connection between these two images? The link is that Greenpeace climbers scaled the Totem Pole in Tasmania, Australia to highlight attention to the pirate fishing trade during in 2002. Download The Toothfish and Totem Pole PowerPoint for classroom use. Greenpeace climbing the Totem Pole Watch the video of people climbing the Totem Pole. How do sea stacks like the Totem Pole form? Look at the coastal stacks fact sheets. Use the information about the formation of coastal stacks in the fact sheets to add annotations to the PowerPoint explaining the physical processes that create stacks. If you have access to a digital video camera you could create an animation or ‘claymation' video. Could you write a piece of creative writing about climbing the Totem Pole using a photo of the Totem Pole as inspiration. Paul Prichard suffered a serious accident while climbing the Totem pole. He wrote a book 'The Totem Pole: Surviving the Ultimate Adventure' which tells of the accident and his road to recovery. By placing a booking, you are permitting us to store and use your (and any other attendees) details in order to fulfil the booking. We will not use your details for marketing purposes without your explicit consent. You must be a member holding a valid Society membership to view the content you are trying to access. Please login to continue. Join us today, Society membership is open to anyone with a passion for geography Cookies on the RGS website

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The key to handling an autism meltdown is to first understand them. This means identifying why they are occurring and spotting the warning signs that lead up to them. Parents can learn how to effectively minimize meltdowns by recognizing events and actions that can trigger them. Oftentimes, parents can avoid a meltdown altogether by recognizing that one is coming and removing the potential stressor. An autism meltdown is different from a typical temper tantrum in young children. For a child with autism, a meltdown can occur at any age, and it is not used as a manipulative tool. Autistic meltdowns occur when a person becomes so emotionally overwhelmed, or experiences such a strong sensory overload, that they can no longer control their behaviors. This can manifest as withdrawal, an emotional outburst, or physical lashing out. These meltdowns can be prolonged and intense. Meltdowns can be tough on parents of autistic children. But remaining calm is pivotal to managing a meltdown that is in progress. Techniques that can be used ahead of time can help to prevent an autism meltdown, and coping strategies can help parents to diffuse a meltdown that is in progress. Why These Meltdowns Happen Autism is a spectrum disorder that impacts as many as 1 out of every 54 children. As a developmental disorder, symptoms of ASD (autism spectrum disorder) include problems understanding emotions in both oneself and others. Language delays and communication deficits are aspects of autism that can lead to frustration and an inability to effectively communicate wants and needs. Sensory issues, emotional outbursts, and aggression are common in autistic children. Temper tantrums are a normal method children use to gain negative attention or to impact their situation. An autism meltdown is different. It is not used as a tool to get something the child wants. Instead, it represents a loss of control. Autism meltdowns signify a complete overwhelming of the system (senses and/or emotions) and a loss of behavioral control as a result. Autistic children have difficulties regulating their emotions and struggle with changes to their routine. They often have sensory issues and problems communicating effectively. All of these things can lead to a meltdown when their system feels overloaded and they can no longer control what is going on in their minds or bodies. - Can occur at any age and are not specific to young children. This can be challenging for parents when out in public since the child may not show outward signs of disability. - Are not used for a purpose. Autism meltdowns, unlike temper tantrums, are not manipulative in nature. Instead, an autistic meltdown is a sign of an internal crisis and a call for help. - Are frequently preceded by warning signs. There is often an outward sign of distress before an autism meltdown ramps up. This sign can be either verbal or physical. - Can include self-stimulating behaviors, either before or during the meltdown. Repetitive motions — such as rocking back and forth, tapping, or pacing — can be signs of an oncoming autism meltdown. Recognizing an Autistic Meltdown An autistic meltdown can manifest in a variety of ways, including both physical and emotional outbursts. Aggression is common in children with autism. In one study, over half of the participants directed this aggression toward their caretakers. Self-harm is another concern, as a quarter of children with autism hurt themselves intentionally in some way. An autistic meltdown can include: - Social withdrawal. - Running away or bolting. - Zoning or tuning out. - Screaming or yelling. - Hitting, kicking, or aggression toward others. - Self-harming behaviors, such as biting, hitting, or head banging. - Extreme crying. Autism meltdowns can be the result of several different triggers, such as sensory overload, a change in schedule or routine, communication difficulties, or anxiety. It is helpful to know what can lead to a meltdown in order to minimize their frequency. Managing a Meltdown There are several steps that can be used to manage autism meltdowns. - Identify the possible cause of meltdowns. It can be helpful to track a child’s meltdowns. Note what was happening before, during, and after the meltdown. This can help you get a better handle on why they occur, what works to diffuse them, and how to better avoid them in the future. This diary or written record can help you to notice patterns in these meltdowns. - Anticipate and circumvent the meltdown before it occurs. There are often signs or “rumblings” that autistic children present with prior to a full meltdown. Self-stimulating behaviors and signs of anxiety are often present beforehand. When these signs appear, distraction, diversion, or a removal of the potential stressor can often diffuse a meltdown before it starts. - Minimize potential triggers. There are several things that can lead up to an autism meltdown, and many times, these things can be managed. A child sensitive to loud noise can be soothed with noise-cancelling headphones in loud environments, for instance. It can also be beneficial to have a method for dealing with sudden and unavoidable changes as well. Build in relaxation time, and teach your child techniques to manage anxiety and stress, such as breathing deeply. Work to improve communication, so the child is able to express their needs more easily. - Stay calm. It is important to be kind, understanding, and as calm as possible during an autism meltdown. You can learn coping skills in therapy that you can then practice with your child. - Give the child space when needed. It can take some time for a child to calm down during an autistic meltdown. A safe space or quiet room can help. This can be difficult when out in public. It can be helpful to carry a card to give out or have some other visible sign to explain that the child has autism and needs some space and understanding. Children with autism do not generally have any outward signs of disability, and a meltdown can be disconcerting for passersby and feel shameful to parents. Having an easy way to let others know what is going on helps some parents to focus on their child and manage these uncomfortable feelings. - Use a distraction. Once the child has calmed down a little, a distraction or diversion can work to change the focus and bring the sense of control back. This can be an object or conversation topic that is comforting to the child. It is important to keep a child safe during a meltdown. This may mean holding tightly to the child, taking them to a quiet space or a controlled environment, or just leaving them alone. Autistic children can hurt themselves or others during a meltdown. Sometimes, it may take more than one adult to keep everyone safe during a full-blown meltdown. Interventions & Therapeutic Techniques While parents are essential in helping to minimize and deal with meltdowns, they need assistance. Therapy plays an essential role in managing the problem overall. Applied behavior analysis (ABA) therapy is considered the primary form of therapy for autism. It teaches emotional regulation and communication skills. When a child is able to recognize and express what they are feeling, meltdowns are far less likely to happen. Parents are active participants in ABA therapy, giving the therapist and technician valuable information that shapes the overall treatment plan. The lessons taught in therapy will be reinforced by parents in everyday life, helping these new skills to take hold. Roleplaying can be an effective way for therapists and parents to set expectations for how to act in various situations. Your child can practice how to interact and react in specific environments with a therapist while in the safety of your home. Potential problems can be explored in this safe environment, such as the experience of having to wait in line or walking through possible changes that can suddenly arise. When autistic children know what to expect ahead of time, and know what is expected of them, they are more likely to behave better. Reward positive behavior to reinforce the lesson. Autistic meltdowns can be scary and unpredictable, but with the right tools and assistance, parents can learn to successfully minimize and manage these outbursts. Talk with your child’s treatment team to come up with specific strategies that work best. - Data & Statistics on Autism Spectrum Disorder. (March 2020). Centers for Disease Control and Prevention (CDC). - How Autistic Meltdowns Differ From Traditional Temper Tantrums. (April 2020). Verywell Health. - Aggression in Autism Spectrum Disorder: Presentation and Treatment Options. (June 2016). Neuropsychiatric Disease and Treatment. - Large Study Shows Self-Injury Common Among Children With Autism. (July 2017). Spectrum News. - Meltdowns. (2018). National Autistic Society. - ‘Meltdowns,’ Surveillance and Managing Emotions; Going Out With Children With Autism. (September 2010). Health & Place. - Parents of a Child With Autism Seek Help With Public Meltdowns. (September 2018). Autism Speaks.

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Sure Fire Tips to Improve Writing Skills in KidsFri, 26 Feb by Kunal Writing is one of the most critical skills required for success in the 21st century. Therefore, these skills must be imbibed and improved in children from a young age. But how to make the learning process fun? Check out the top eight tips to improve writing skills in kids: 1. Encourage Reading – Avid readers usually turn out to be good writers since they learn new vocabulary in context. The more words kids learn to use through writing, the better writing skills they develop. Understand your child’s interests and give them the right books to stay more attentive and interested while reading. 2. Encourage Journaling – Not only does journaling help acquire good writing skills, but it is also a good outlet for kids to vent their feelings. Give them fun and colorful stationery of their choice and encourage them to journal whatever happens throughout their day. You can help them develop an interest in journaling by asking them to write about things they like, their friends, the day at school, etc. 3. Create a Writing Space – Kids easily get distracted. So, to prevent that, set aside a corner away from doors, people, and their toys. This would help them focus on practicing their writing skills and grammar. 4. Proofread Their Content – Your child must know that you are ready to invest time in helping them improve their writing skills. This way, they would see that they’re not alone and will take enhancing writing skills seriously. You can proofread pieces that they write and give them more ideas to nurture their skills. 5. Create Writing Prompts – – Encourage your kids to write, but not just anything. Give them interesting creative writing prompts to relate to the things they like, for example, their friends, a school picnic, a visit to their grandparents, etc. This way, writing won’t feel like a task to them but rather a fun activity. 6. Teach them How to Work in Drafts– A perfect piece of writing consists of various steps, including jotting down ideas, putting them in sentences, fixing errors, etc. Children must understand that improving writing skills is a continuous process, and they do not need to get everything right in the first go. Teach them how helpful, multiple drafts can be. To make it easier, help them type on a computer to track the changes and understand what works while writing a great piece. 7. Play Word Games– Word games, such as Pictionary, are very useful for kids in terms of storing new words in their receptive vocabulary. Moreover, word games make learning more fun and interactive. In a Pictionary game, one player draws a word or a phrase, and the other person has to guess what it is. You can make this more interesting by asking your kid to write a story based on the word you drew as a clue. 8. Don’t Keep Correcting – Kids can get discouraged when parents continuously correct their grammar and spelling mistakes. So, help them learn from their mistakes in a more indulging experience. You can keep a dictionary where you can together learn new words and use them in sentences and stories. Find out what works best for your kid and use these tips to improve writing skills accordingly. Hope this helped! You can also sign up your child for a PlanetSpark writing program appropriate for them.

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Mr R Pettit Key Stage 3 Pupils are introduced to the concept of Expressive Arts through an introductory task which introduces the ideas of communicating through non-verbal means i.e. signs and symbols. In Art, pupils will design and make a ceramic piece which reflects symbols based on their own identity. Skills across Expressive Arts: Communication skills, Imaginative responses, Problem solving. Learners will explore 'What it means to be Welsh', and strengthen their appreciation for Welsh traditions culminating in a celebration of pupil’s work at the annual school Eisteddfod. In Art, the focus will be on investigating and interpreting stories from the Mabinogi to produce illustrations. This will combine imaginative responses and elements of observational drawing. Skills across Expressive Arts: Observational Drawing, Imaginative Composition, Performance Skills, Storytelling Skills, Vocal Skills, Communication Skills. Learners will explore a sense of identity and belonging through the lens of African tribal cultures. In Art, they will be exploring patterns and how they can be manipulated to create repeat sequences which can be transferred to fabric. Skills across Expressive Arts: Pattern, Colour, Ceramic Work, Movement Skills, Ensemble Skills, Singing Skills, Keyboard Skills, Rhythm Skills. Pupils are introduced to the work of Bridget Riley and start to explore the concepts of abstract art, focussing on how line, shape and pattern can convey meaning. This theme of visual communication is developed and pupils are given a series of tasks/design briefs such as decorating letters, logo design and experimentation with text. They look at a range of artists and designers related to the theme. They also produce a storyboard and study relevant artists from Roy Lichtenstein to Frank Quitely. Pupils are encouraged to develop designs for their own "Mythical Creatures" and look at a wide range of source material, from "Flanimals" to the work of Surrealists such as Salvador Dali. Outcomes are produced in a range of media, such as drawing, frottage and print-making, as well as creative writing. Extension Work may be adapted to produce a 3D creature using clay. Pupils consider suitable strange environments for their creatures and look at relevant artists for inspiration. As preparation for Year 9 work, which explores colour and pattern, pupils look at work from other cultures, such as Aboriginal Art and produce a painted outcome in response to increasingly independent research. Pupils begin to experiment with the concept of positive and negative space to produce two painted images, extracting half-tones, based on a portrait of their choice. They look at the use of chiaroscuro in painting, film and other media, making connections to their own work. As preparation for a final coloured painting, pupils look at the work of Hundertwasser and start to explore the concepts of colour theory in greater detail. They also make observational drawings from natural forms, focussing on pattern. Pupils enhance their understanding of the work of Hundertwasser and the influence of Art Nouveau. They produce a produce a colourful patterned painting in the style of Hundertwasser and investigate his life and work, making links to their own outcomes. Extension Work may be adapted to explore a range of media and techniques, such as Computer Aided Design, 3D outcomes/Ceramics. Pupils are encouraged to consider the presentation of their work and produce interesting design sheets to showcase their work. They are encouraged to further their investigations into colour and pattern by looking at work from different cultures. Ways in which parents can help: - Ensure that pupils come to Art lessons with appropriate equipment. - Support pupils with homework tasks. - If possible, ensure that pupils have access to a variety of materials at home, such as colouring pencils, glue, etc. - Try to experience works of art first hand, with trips to galleries/museums. - The 20th Century Art Book. - Ways of Seeing, By John Berger. - The Story of Art – Gombrich

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By the end of the year, most first graders are able to read easy books by themselves. Ready to teach smarter and save time. Prompt ideas for students paragraph-long writing assignments, second grade by nancy. On these worksheets, students learn to improve their writing by finishing the story, responding to questions, writing in practical situations, arguing a position, and writing ly and creatively. Our presentation includes information on how worksheets are not appropriate for young children and why. She contributed 46 fabulous journal writing prompts are no set rules for the telling of writing prompt ideas shared by nancy. We explain how writing on paper with lines two solid and a dotted line in the middle is not appropriate for certain ages and why visual accuity, fine motor not developed enough, creates frustration and lack of desire to write etc We also tell parents that there is a difference between their young child and older siblings and how older children are more developmentally ready to profit from using worksheets occasionally. Communicate with a variety of audiences. Each worksheet is colorful, has examples, and space for students to write their responses. This activity helps students learn about a flying mammal of their choice. Draw a picture and use simple text to explain persuade why an item food, pet, person is important to them. They can expect https: Brian dodson uses sentence and put them a creative writing prompts for a way to get my own. Super teacher worksheets and story and use these 2nd-grade writing prompts. Phonics Worksheets - View our entire collection. Written English Language Conventions Students in 1st grade are expected to write and speak with a command of Standard English conventions appropriate to this grade level. Choose one of creative writing prompts are no set rules for. This shows that they are doing actual scientific experimentation and recording the data. This four page shapebook asks students to create their own character. Create Your Own Character' printable worksheet in the classroom or at home. Writing standards for first grade define the knowledge and skills needed for writing proficiency at this grade level. By understanding first grade writing standards, parents can be more effective in helping their children meet grade level expectations. Printable letter L tracing worksheets for douglasishere.com writing practice worksheets for 1st graders. Letter L for Lione. Printable letter L tracing worksheets for douglasishere.com writing practice worksheets for 1st graders. Letter L for Lione. For the Kiddos. from douglasishere.com Free Printable letter H tracing worksheets for douglasishere.com writing practice worksheets for 1st graders. Letter H for hippo worksheets Encuentra este Pin y muchos más en Co-Op Kindergarten Class, de Selena Lemmond. First graders develop fluency through a series of vocabulary, reading comprehension and writing activities that incorporate discovery learning and direct instruction. Learn more lesson by lesson details by reading our first grade language arts lesson plans. Third Grade Worksheets Online. JumpStart’s large collection of fun 3rd grade worksheets is perfect for 8 and 9 year old kids. Students can use these free and printable worksheets to review and practice important concepts in math, language, writing, science and social studies. Writing Worksheets. In this language arts worksheet, your child gets practice looking up words in a dictionary, writing words in alphabetical order, and drawing. Airplane message banners This worksheet presents airplane-drawn messages and gives your child practice with counting, reading, and writing skills.Writing a letter worksheets for 1st graders

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Oceanic cartographer Marie Tharp helped prove the theory of continental drift with her detailed maps of the ocean floor. This animation by Rosanna Wan for the Royal Institution tells the fascinating story of Tharp’s groundbreaking work. ➡ Subscribe: http://bit.ly/NatGeoSubscribe ➡ Get More Short Film Showcase: http://bit.ly/Shortfilmshowcase About Short Film Showcase: The Short Film Showcase spotlights exceptional short videos created by filmmakers from around the web and selected by National Geographic editors. We look for work that affirms National Geographic's belief in the power of science, exploration, and storytelling to change the world. The filmmakers created the content presented, and the opinions expressed are their own, not those of National Geographic Partners. Know of a great short film that should be part of our Showcase? Email SFS@ngs.org to submit a video for consideration. See more from National Geographic's Short Film Showcase at http://documentary.com Get More National Geographic: Official Site: http://bit.ly/NatGeoOfficialSite About National Geographic: National Geographic is the world's premium destination for science, exploration, and adventure. Through their world-class scientists, photographers, journalists, and filmmakers, Nat Geo gets you closer to the stories that matter and past the edge of what's possible. In the early part of the 20th century, German geophysicist Alfred Wegener proposed a revolutionary idea that made him the laughingstock of his peers. His “continental displacement” theory suggested that the earth’s continents once formed a single land mass that had gradually drifted apart over time. Wegener was largely disregarded by the geoscientific community until 1953, when a young cartographer named Marie Tharp began charting ocean floor depth measurements. In partnership with geologist Bruce Heezen, Tharp’s detailed maps of the ocean floor revealed rifts and valleys that supported Wegener’s controversial theory. Initially dismissed as “girl talk,” Tharp and Heezen finally brought the concept of plate tectonics to the mainstream in 1968 when they published their ocean floor map in National Geographic Magazine. Cementing her place in history, Tharp was awarded the National Geographic Society’s Hubbard Medal in 1978 for her pioneering research. This animation by Rosanna Wan for the Royal Institution tells the fascinating story of Marie Tharp’s groundbreaking work to help prove Wegener’s theory. Rosanna Wan - http://www.rosanna-wan.com/ Royal Institution - https://www.youtube.com/user/theroyalinstitution How One Brilliant Woman Mapped the Secrets of the Ocean Floor | Short Film Showcase Tagged under: Marie Tharp,oceans,maps,oceanic cartographer,ocean floor,continental Drift,Royal Institution,Bruce Heezen,National Geographic Magazine,Hubbard Medal,National Geographic Society,plate tectonics,animation,Short film showcase,national geographic,nat geo,natgeo,science,explore,discover,survival,nature,documentary,Showcase,short films,filmmakers,wildlife films,films,PLivjPDlt6ApRiBHpsyXWG22G8RPNZ6jlb,PLivjPDlt6ApSV6IhEzPW2w60mwFVtXgNR,PLivjPDlt6ApTDlm7OufY6HAzNmFAqxWSo Clip makes it super easy to turn any public video into a formative assessment activity in your classroom. Add multiple choice quizzes, questions and browse hundreds of approved, video lesson ideas for Clip Make YouTube one of your teaching aids - Works perfectly with lesson micro-teaching plans 1. Students enter a simple code 2. You play the video 3. The students comment 4. You review and reflect * Whiteboard required for teacher-paced activities With four apps, each designed around existing classroom activities, Spiral gives you the power to do formative assessment with anything you teach. Carry out a quickfire formative assessment to see what the whole class is thinking Create interactive presentations to spark creativity in class Student teams can create and share collaborative presentations from linked devices Turn any public video into a live chat with questions and quizzes

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Metaphorical thinking is fundamental to cognition, communication and our ‘narrative mind’. This makes it a valuable tool for helping friends, family, colleagues and clients gain new perspectives on their lives. Using a metaphor is a helpful way of talking about emotional and relational experience. The mind has the capacity to understand new ideas by relating them to concepts it is familiar with. Using metaphor has been a tradition in all the major schools of therapy and is a particularly helpful way of talking about emotional and relational experience. Akhyayika (आख्यायिका) is a word of Sanskrit origin which means a fable, a chantefable, a short episodic narrative (short story) or an anecdote. The book itself is an anthology of short stories and anecdotes. Storytelling has been an intrinsic part of Indian tradition, right from the Vedic ages. The best example is the great Indian epic – the Mahabharata, which is not just a masterpiece of epic storytelling, but truly a discourse on life and living. Most of us have grown up hearing stories from our grandparents, parents, teachers and books. And there is a reason why stories have played such an important role in the life of human beings – they teach without appearing to do so. A short story has several advantages. It quickly engages a reader, especially a contemporary young reader who may find thick novels daunting. It encourages the reading habit and allows the reader to read in ‘chunks’ by allowing them to focus on the key theme and story lines quickly. This book also allows a reader to choose a story at random as they do not require to be read in a specific sequence. The natural dialogue and conversational tone make it easy for non-native speakers too. A story has the inherent capacity to put your whole brain to work! Preaching or advocating or recommending a belief or course of action does not work with either children or adults. Whereas the message within a story becomes apparent to the reader who often thinks, ‘I know this’ even as the person is reading the story. The belief or consequential course of action is therefore ‘self-initiated’ by the reader itself. Now, whenever we hear a story, we want to relate it to one of our existing experiences. That's why metaphors work so well with us. The simpler a story, the more likely it will embed itself into your subconscious mind. The best way to truly learn and relate is through a short story with simple language and low complexity. Using metaphor has been a tradition in all the major schools of therapy and is a particularly helpful way of talking about emotional and relational experience. No number of lectures, power points or vision and mission statements can so pithily and impressively convey what a story can. Each little story in this book will leave a definite imprint on your subconscious mind, changing the way you think and behave, spurring and inspiring you to greater heights.

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Note: The following information is from the Virginia Department of Historic Resources and used with permission. People lived in Virginia for about 17,000 years before European contact. The native people had no written language. They recorded their historic events through storytelling and symbolic drawings. Through patient work in the field and in the lab, archaeologists have reconstructed some of the history and lifeways of these first people by uncovering buried clues of their unwritten past. Archaeology is the scientific study of the remaining traces of past human culture, technology, and behavior. Archeology is about studying the people who lived and worked on a site and who made and used those artifacts. Archeologists recommend research questions to learn how specific ways of life developed and how they changed over time. Training and skill are required to analyze and interpret these artifacts. Scientists are not in agreement as to when people entered the New World. Some controversial findings being discussed among archaeologists across the Western Hemisphere are the pre-Clovis dates and tools from a site named Cactus Hill in southern Virginia. Here a small band of people lived on top of a sandy hill overlooking the Nottoway River. One piece of white pine was dated to almost 17,000 years ago using radiocarbon dating. Associated with the pine were stone tools and the raw material from which the tools were made. These findings are challenging prevailing theories regarding human settlement of North America. By the Late Archaic Period, the people in Virginia totaled perhaps in the tens of thousands. Their growing numbers caused them to intensify their hunting and gathering practices. Concentrations of bands settled along the rich floodplain, which some researchers describe as the "supermarket of the prehistoric world." Archaeologists have uncovered at riverside sites large hearths of fire-cracked rock, proof that the Late Archaic people prepared large amounts of food there. In the Coastal Plain, the people started to harvest large numbers of saltwater oysters, a custom that would continue to the historic period. Especially in the early spring, before plants came up, oysters were a rich food source. The discarded shells formed thick middens or refuse heaps that archaeologists find to be a rich source of household debris. In their quest for food and raw materials, the people ventured into every section of Virginia. Soapstone, commonly found along the eastern foothills of the Blue Ridge, was one of the most sought-after materials around 2,000 B.C. Because it was a type of soft rock that carved easily and did not break when heated, it made excellent cooking pots. The people quarried large mushroom-shaped pieces of soapstone from outcroppings, and, with stone and bone tools, hollowed out bowls. When people started making heavy soapstone cooking vessels, they were probably more settled, as the vessels were too heavy to move often. Archaeologists have found fragments of soapstone vessels across Virginia, sometimes hundreds of miles from a quarry. In a similar fashion, cobbles of quartzite along the Fall Line, and outcrops of quartzite and rhyolite in the mountains were mined for the production of large points and knives. These tools, like the soapstone bowls, also found their way across Virginia, confirming the widespread trading in Virginia between people living in the mountains and along the coast. The Woodland period refers to the more sedentary cultures that lived in the extensive woodlands of what is now the eastern United States. A major innovation occurred about 1,200 B.C. when the people began making fired clay cooking and storage vessels. Archaeologists believe this technology was introduced to Virginia from the people along the coast of Georgia and South Carolina. There, the earliest pottery in North America may have been made as early as 2,500 B.C. The shape and size of the first pottery in Virginia was patterned after that of soapstone vessels. Clay pots quickly proved to be more versatile and practical than soapstone. Though pottery vessels were fragile and easily broken, they could quickly be replaced. Superior cooking pots, they also provided drier storage than earlier fiber or skin vessels. Archaeologists have recorded the changes over time in the size, shape, temper, surface treatment, and decoration of pottery from 1,200 B.C. to the present. This wealth of pottery information provides archaeologists with ways to help date sites and to define Indian groups and interpret their interaction and movement. Populations grew in Virginia so that diverse tribes now lived in scattered settled hamlets along major rivers that wound through the mountain valleys and down through the Piedmont and the Coastal Plain. One example of the great diversity can be found in the Stone Mound Burial culture in the northern Shenandoah Valley. This culture, dating from 400 B.C. to A.D. 200, placed hundreds of low stone mounds in clusters on ancient bluff-like river terraces overlooking the floodplain. Only a few people were buried with great ceremony in each mound. Sometimes, the Stone Mound people placed rare and sacred objects made from exotic materials in the graves. These objects included tubular and platform pipes, copper beads, hematite cones, pendants, basalt celts, spear-throwing stones, and caches of projectile points. The people placed the objects within the mound for the deceased to use on their afterlife journeys. The few graves within each mound, the few clusters of mounds, and the special objects suggest that the Stone Mound Burial culture gave only higher-ranking people this preferential treatment. One of the best-stratified sites in southwestern Virginia is the Daugherty's Cave site, Russell County (Benthall 1990). It is located on Big Cedar Creek, a tributary of the Clinch River, and it provides some data on Woodland period habitation in southwestern Virginia. The earliest Woodland occupations occurred from approximately 500 B.C. to A.D. 1. During this period, the cave was used by people penetrating the Clinch River valley and the Big Creek watershed area from upper Eastern Tennessee. The pottery found at Daugherty's Cave for this period is similar to ceramic types defined in the Tennessee River Valley. Benthall (1990) designated this limestone-tempered pottery as Long Branch Fabric Marked. The projectile points found at Daugherty's Cave are also comparable to types defined in the Tennessee Valley. The assemblage includes Ensor, Camp Creek, Ellis, Nolichucky, Greenville and Ebenezer. This occupation zone exhibited an intensified use of the site during this period evident by the increased number of shallow pit features found in this zone. Most of the features are thermal in appearance and are all shallow. Some of the features appear to be smudge pits that were used to smoke-cure hides or fire pottery. Activity areas could be distinguished at the site. Food preparation is suggested by the presence of charred food remains in a hearth. Flint knapping activities were indicated by large quantities of lithic debitage next to the hearth, and a nearby smudge pit surrounded by postmolds implies that pottery making or hide tanning was undertaken in this area. The site was probably a temporary food procurement station during this time. During the Middle Woodland period, the people slowly replaced their spears with the bow and arrow as a hunting weapon. Evidence for this change is found in smaller projectile points, particularly the triangular shapes. Further advances came as people redesigned the grooved axe and used what is called a celt, or ungrooved axe. Sleek and polished the celt enabled people to refine their woodworking techniques. The Late Woodland people achieved a richness of culture that was unmatched to date. Sophisticated craftsmanship created a wide range of pottery forms, stone artifacts, and bone tools such as awls, fishhooks, needles, beamers, and turtle shell cups. Accoutrements for the rich, such as beads and pendants, were made from imported shell and copper. Ceremonial and symbolic objects of stone, copper, and shell were also manufactured. A wide range of rather elaborate burial customs reflected the people's fascination with the passage from life to death.Since the preservation of artifacts from the Late Woodland period is outstanding and the cultures are rich and dynamic, archaeologists have been able to collect much information about group variation across Virginia. Although many of the pieces are missing, we know certain things about a few of the more prominent groups.

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Honesty means having the courage to speak the truth. An honest person is always respectable and admirable in society. A person with honest behaviour is always appreciated by all. For one to build the character of honesty entirely depends on his/ her family values and ethics of his/ her surroundings. Being honest never means to bear the bad habit of others or bear ill-treated activities. You must have seen in the classroom during examinations that many students seem to cheat because of fear of failure in exams. Some students, being honest, inform their teachers about their friend's wrong actions without thinking that their relations with their friends can be jeopardized. What is respect? Do we need to earn it or we get it by birth? Respect is something that is the result of your good actions. Respect must be shown to the people who impact our lives. One of the best ways of showing respect is by listening carefully to the person even if you do not agree with their points. Respect is a two-way street- Whatever you give, you will get back. It consists of trust, support, safety, cooperation and accountability. Ways of showing respect Respect for elders: When you listen and obey them Respect for the environment: when you take care of them. Respect for your equipment: When you value your equipment. Respect for other efforts: When you appreciate them Respect for animals: When you feel their pain. Self Respect: When you believe in yourself even when the world is against you. Honesty and Respect are directly interlinked with each other. If you are an honest person, people will respect you. They will appreciate you for your honesty. If you are respectful in society, people will be honest with you. The connection is not built for pleasing people. It happens when you are honest with someone and they respect you for what you are. Now the question is how these values can be developed in our child? And the answer is -open discussion in classrooms. -Debates on topics related to honesty and respect. -Storytelling on topics by students. -Solving case studies. -Asking them their real-life story when they had been honest and in return they got respect. Youths are the future of any country so they should be given better opportunities to develop moral character so that they can lead the country in a better way. First and foremost priority is, to be honest with yourself and respect yourself then only you can spread these values. The Fabindia School

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Different types of literature have been part of America since the 1630’s and the varieties of literature still exist to this day. Frederick Douglass’s work and speeches during his lifetime caught the attention of many people in the United States, including slave owners themselves. Douglass has not only changed American literature, he has also inspired many other writers and speakers to seek freedom of expression for themselves. Even though he had a rough childhood because he was a slave, Douglass found ways to make the most of it. Fortunately it was because he had a nice and caring owner who taught him to read and write. We all have seen or used Africana folklore tradition, dance or music just you may not realize it. As Africana folklore has been around for centuries and passed downed from generation to generation and preserved, for creating stories, teaching lessons for kids, teaching history for future generations to view upon information that may not be addressed in their history textbooks, and their fashion, dancing, and music sense still exist till this day, thus allowing us to continue preserving their cultures and following their beliefs and learning! Folklore has Slavery accounts were for a long time not considered. They give us a unique glimpse into the souls of slaves. Many of the narratives published are windows into slavery and are first person accounts. Numerous were used for political endeavors and now are part of history, Context: Ellen Craft was born in Georgia to a mixed race slave and her planter master. Ellen was very fair and resembled the other children in her master’s family. Sundiata is an epic of a powerful king who expanded the Mali empire to a great territorial area and he did so because he was destined. My mother read me a more simplified story of Sundiata as a child and through reading this book, I remembered so many lessons and African cultural traditions that I learned as a child. There were several interesting aspects of this epic that reflected some of the material we have learned thus far in class as well as other interesting themes that are repeated throughout it. Sundiata is an epic that recounts a historical event while teaching various African ideologies. Storytelling has a special importance in culture throughout the African continent; Anansi the spider in Ghana, is one great example of an African fable that teaches children important lessons including respect for elders, the importance of wisdom, and the importance of culture. An ironsmith, ship steward, crewman, cook, clerk, navigator, amateur scientist, and even a hairdresser. These are all jobs that Olaudah Equiano held during his lifetime. He has been called the "most influential African writer in both Africa, America and Britain before the Civil War", and was born in Essaka, Nigeria sometime during 1745 (O'Neale, 153). His family was part of the Ibo tribe, which was located in the North Ika Ibo region of Essaka. In his earliest years, Olaudah Equiano was trained in the art of war. Faulkner’s works, although now uncommonly read by American youths, show not only the socioeconomic aspects of rural life in the South but also a way of life and a collection of mindsets still affecting Southern culture, views, practices, and even everyday life. Born on September 25, 1897, to Murry Cuthbert Faulkner and Maud Butler Faulkner, in New Albany, near Oxford, Mississippi, where he spent most of his life, William Faulkner became one of the most influential authors in American literature (Minter). Faulkner spent his childhood listening to stories told by family and neighbors. Most of these stories revolved around his prominent great-grandfather, “The Colonel”, who was a Civil War hero and the owner of a plantation. In response to these stories, William Faulkner invented a fictitious county which showed the world the effect that the past was having, and some would say is still having, on the Deep South and the population and social classes thereof. One is able to infer that he yearns for a life that is filled with adventures. He wants to have the ability to tell interesti... ... middle of paper ... ...ad he been acquainted to this word, he may have placed more value in his family, friends, and home. He may have come to enjoy the small things in life, instead of complaining about his lack of adventure. Perhaps Hugh, the character in which Sedaris aspired to be like, lived a life of excitement because he understood hygge, or a word similar to it. The stories Remembering My Childhood on the Continent of Africa and Self-Discovery and the Danish Way of Life may appear to be similar because of the comparable aspirations of the narrators. Theodor Seuss Geisel or better known as Dr. Seuss is a very popular children’s book author. He is one of my top favorite authors of children books. Dr. Seuss got many of his crazy ideas for his books from his hometown . His hometown was Springfield, Massachusetts. His mother was his inspiration for making rhymes. During that time, Equiano experienced a long voyage through various African regions, Equiano described his journey, “Thus I continued to travel, sometimes by land, sometimes by water, through different countries and various nations till, at the end of six or ... ... middle of paper ... ...d served his master faithfully for many years. After the following incident, Equiano believes that it was a result of God's punishment for his sins and God will soon create a new life for him, so he keep on moving forward. Captain Doran takes him back to the West Indies, and there he was purchased by Mr. Robert King, a Quaker merchant. With the help of one of King's boat captains, an Englishman named Thomas Farmer, Equiano is now begins to buy and sell goods to starts his own trading business during each voyage. After sometimes serving for Mr. Robert King, Equiano listened to his wise words to start pursuing an entrepreneurial path. These people of ancient times lived contentedly through the land’s provisions of plants and abundant species of animals and through prosperous trade with each other. Today, this simple way of life conflicts the nation’s potential wealth in democracy, cattle industry, diamond-mining, and other technologies. Both lifestyles have their advantages and disadvantages, a majority of which will be portrayed within this composition. Botswana is entangled in a struggle to produce what is healthiest for its country’s people and environment for the present time and for the infinite years to come. This study will explore several different hardships that Botswana is suffering and the peace that the people have maintained throughout the years.

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CC-MAIN-2021-17

https://www.123helpme.com/essay/Wesr-African-Fable-Kweku-Anansi-a-k-441845

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Welcome back to the South Pacific…this time to explore the fascinating independent country of Samoa! Want to learn more about Samoa? - Capital (and Largest City): Apia - Population (2017): 196,315 (177th) - Total Area: 2,842 km² (174th) - Official Languages: Samoan, English - Currency: Samoan tālā (WST) History of Samoa Very little is known about the early centuries of Samoan settlement and history. As people expanded over the many islands in the Pacific Ocean, it is likely some mixed and matched, finding their way to Samoa and beyond. The people of Samoa were generally close in culture and way of life to those in Tonga and Fiji. Exploration and Struggle for Power In the early 18th century, Western explorers began to land on the shores of Samoa. The Dutch were the first, followed by the French, English, Christian missionaries, the Germans, and even the United States to a degree. By the late 1800’s, interest in the islands was largely divided between the Brits, Germans, and Americans. In the late 1800’s, a civil war gripped Samoa with the three powers backing different factions for trade benefits and resources. A second civil war in 1898 resulted in rebel forces rising up against Prince Tanu while the three colonial powers fought for dominance amongst each other. While the rebels were defeated, peace between the foreign powers took a little longer to sort out. In late 1899/early 1900, the islands were divided up with the eastern part going to the US (known henceforth as American Samoa) while the Germans claimed the larger western portion (Samoa as we know it). The British for their trouble got German acceptance of their claim in Tonga, as well as other islands and land in West Africa. From 1900 to 1914, Samoa was under the rule of Germany. While the colonial governor held all the power, this time was generally viewed as a progressive and successful period for Samoa. This ended however with the onset of World War I. Not long after fighting began, New Zealand troops captured the islands from Germany at the behest of the British government. New Zealand Rule After WWI, the League of Nations ratified New Zealand’s ownership of Samoa. Things were not always smooth sailing, with an influenza epidemic in 1918 and a protest against colonial rule. Overall, New Zealand rule was not very popular amongst the people. In one major event, police fired at demonstrating leaders – killing a chief along with ten others. The protest movement, the Mau, remained committed to nonviolence and grew in size following this. Independence and the Modern Era In the end, independence was agreed for Samoa (then still known as Western Samoa) in 1961 and confirmed in 1962. They also put their past differences with New Zealand aside and signed a friendship agreement. The newly independent country also joined the Commonwealth of Nations in 1970. Western Samoa changed its name to Samoa in 1997, much to the chagrin of nearby American Samoa. Things have been generally stable in the country since then, with a jump across the International Date Line in 2011 making business dealings with Australia and New Zealand easier going forward. Tradition is very important in Samoa, the fa’a Samoa (the old way of life) remaining a constant part of Samoan culture. Ritual and ceremony, chiefs, language, and spirituality all fall under this umbrella. Christianity is also very important across the islands – with the faith named the state religion and nearly the entire population identifying as such. Traditional dance, music, and storytelling remain widespread, with the mythology of Samoa (and the old gods that go with) still popular throughout. The Samoan flag was adopted in 1949 (though it wasn’t official until independence in 1962). It consists of a red background with a blue rectangle in the upper left corner. Inside of that, there are five white stars (with one significantly smaller than the rest). These stars represent the Southern Cross constellation. Samoan cuisine makes use of local produce, including meat (pig is popular), seafood, seaweed, rice, and coconut. On Sundays, it is common practice for families to have an umu together. This is an oven of hot rocks placed on the ground, and can include foods such as a whole pig. Like many of the other islands in Oceania, the most popular sport in Samoa is rugby union. The national team is considered strong despite the country’s small size, and competes on a similar level to nations such as Fiji and Togo. Samoan cricket (also know as kilikiti) is enjoyed by many throughout the islands. Soccer has grown in popularity over the years, though the national team is not very strong. Geography of Samoa Samoa is dominated by two main islands (Upolu and Savai’i), while eight small islets account for 1% of the land area. The islands are volcanic in nature, though only one remains active. Tropical forests are found throughout the larger islands. Cities and Towns Apia, located on the island of Upolu, is the largest (and only) city in Samoa – as well as its capital. The village district of Salelologa is the main port of entry for Savai’i. Did you know? - Tattooing is common in Samoan culture, with many gender specific and having significant traditional meaning - Samoa was the first Pacific island country to gain independence - Canned tuna is a key export - Few animals are found here: namely snakes, rats, and some birds - The youngest boy of a family with many boys is sometimes raised as a girl. They are known as fa’afafine - Obesity has been considered a symbol of wealth and happiness - To change time zones in 2011, December 30th was skipped Samoa has been shaped by decades of colonialism and traditional culture, today creating a unique country that is unlike anywhere else. Stay informed. Stay Current.

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https://blog.continentalcurrency.ca/samoa/

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5-7th Grade Science/Reading/Writing/Public Speaking 9 am – 5 pm Week 1 Jun 17- Jun 21 Week 2 Jul 24 – Jul 28 Week 3 Jul 1 – Jul 5 Week 4 Jul 8 – Jul 12 Each day, our teachers will conduct science experiments with students, such as using pickle as battery, dish wash liquid to make clouds, DNA extraction, using celery for plant biology, and many other interesting science experiments, including: - Density: Measurement and calculations - Water: What are properties of water? - pH: cabbage experiment - Egg drop project: What is gravity - Terrarium – Learn about different environment (survival) - Roller coaster tubing: speed and acceleration - Balloons launcher: Precision & Accuracy - Cells: making a cell out of recyclable items - Tongue Depressor Harmonica: Learn about waves and sounds - Bottle Rocket: What is pressure & force? - Cooling system: Learn about temperature control - Creating ice cream - Genetics: Mendelian Genetics - DNA: What is DNA Every day, our teachers work on critical reading, grammar, vocabulary, creative writing or essay crafting, and public speaking. We aim to train our students to become avid readers, advanced writers, curious scientists, and confident public speakers. The advanced writing and enriched reading curriculum is designed for advanced readers and writers who are exceptional 6-8th graders. Students will exercise their developing critical reading and thinking skills to interpret and write stories, essays, and poems. The curriculum aims to develop students’ ability in: - Critical thinking - Creativity in problem solving - Collaboration in team work and projects - Connecting the dots across subjects and topics This summer camp is rewarding and praised by both parents and students. We helps students build up interest in science, gain exposure to classical literature and language art, and become confident public speakers. - Summer Science Camp - Summer Reading/Writing/Math Camp - Summer Public Speaking Camp Daily Public Speaking Practice: - Develop speaking ability in front of an audience without stage fright - Organize a message or a speech by structuring and adapting material to audience - Convey a message orally with clarity, accuracy, and conviction - Develop appropriate hand gestures, eye contact, and posture - Develop enthusiasm and active participation in class or club activities - Create valuable relationships with other students and teachers - Increase self-confidence in all aspects: speaking, communicating, writing, etc. - Develop effective communication skills and leadership abilities, build up interest and confidence in pursuing leadership roles in middle and high school, in clubs leadership roles, and in community services, as well as future in college Location: 2705 Hunter Mill Road, Oakton/Vienna, VA 22124

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CC-MAIN-2021-17

https://www.oaktonacademy.com/summer-program/sciencewriting-summer-camp/

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Give your students the opportunity to practice foundational skills in a hands-on, engaging way with Reading A-Z's Learning Centers. Each Learning Center allows students to practice previously learned skills in six key content areas: Phonological Awareness, Phonics, Grammar and Mechanics, Word Work, Fluency, and Writing. Learning Centers encourage cooperation and communication in a small-group setting, while allowing students to apply their knowledge of a skill. Why Learning Centers Reading A-Z's Learning Centers provide teachers with all the materials needed for small-group practice of skills. Students can apply their knowledge of each of skill in a new, collaborative way to help solidify their understanding. The activities in each Learning Center are highly engaging and will keep students' attention so that teachers can focus on guided reading instruction or other small-group work. How to Use Learning Centers Teachers can organize small groups of students with similar reading levels to work together during guided reading time or have students work on center activities under the guidance of a teacher. - Easy-to-use Posters assist teachers with center organization. - The Overview guides teachers through the set-up and implementation of the Learning Centers. - Customize any of the Learning Centers for your class with the provided Templates. Many other Reading A-Z resources can be repurposed for Learning Centers. Find resources you like, use our Templates, and add additional Learning Centers to your collection. Phonological Awareness focuses on the sounds of language. Reading A-Z's Learning Centers aid students in developing phonological awareness through activities surrounding words, rhyme, onset and rime, syllable, and phoneme practice. According to research, awareness of words and sounds in spoken language is the most important indicator of success in developing readers. Phonics teaches the relationship between phonemes and graphemes, or the letters that represent individual sounds. With Reading A-Z's Phonics Centers, students can practice various phonics skills that help students develop the foundation for reading. Grammar and Mechanics Centers Grammar and Mechanics focuses on the structure of language. Use the Reading A-Z Grammar and Mechanics Learning Centers to help students practice activities that focus on sentence structure, parts of speech, punctuation, and more. Understanding and implementing grammar and mechanics skills helps students to become more successful in reading and writing. Building and breaking apart words helps solidify for students how words are constructed and how the meaning of words can change with affixes. Reading A-Z's Word Work Learning Centers will help students in their reading and writing by focusing on spelling patterns, affixes, high-frequency words, relationships between words, and more. Fluency Centers Reading fluently allows students to focus their attention on understanding the meaning of text. Readers who are fluent read words with automaticity. They read accurately, they read with expression, and they read at an appropriate rate. Develop students' fluency by having them practice with Reading A-Z's Fluency Centers. Research shows that reading and writing develop hand in hand. Strengthening writing skills will help students develop their reading skills. Reading A-Z's Writing Learning Centers will help students practice letter formation, sentence construction, creative writing, and more.

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CC-MAIN-2021-17

https://www.readinga-z.com/learning-centers/

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Students will show basic knowledge of stage directions by performing the game “Captain’s Coming”. Let the students play “Freeze” in two different circles. (This improvisation game involves scene work and is one of the most frequently played games in drama–its rules can be found in previous lesson plans.) After about ten minutes of play, ask the students for their attention and ask them to imagine that those in the circle are a formal audience watching a skit put on by the two in the middle. Ask them what this kind of theatre might be called. If nobody knows, inform them that it is called theatre in the round or arena style theatre. Let them know that for most formal productions in theatre (including improv shows!), the stage and audience relationship is called proscenium theatre (which would be what they will think of when they think of an auditorium). For their next major assignment, they will have to perform with proscenium staging. Ask all of the students to go to one side of the room. In various games played in previous units, they would have had the option to do this, but were not necessarily mandated to do so. They are now to see themselves as an audience in a proscenium-style theatre. Step 1 (Group Practice): Inform the students that they will be playing “Location, Career, Death” (a game they would have already learned in their elements of storytelling unit) and must keep in mind that their audience is only on one side now. Let them know that they will have the extra challenge of keeping the entire round to three minutes or less. As they play, remind the students who have volunteered to be aware of their staging by simply asking “where is your audience?” if they begin to turn away or upstage one another. Step 2 (Discussion/instruction): Ask the performers, after you have gone through and learned what each person thought was going on, what was different about performing this game simply by changing the audience around. Was it harder to pay attention to what your partner was giving to you? Why? Ask the members of the audience how hard it was to see what was going on when the performers were only focused on one another and didn’t pay attention to what the audience would be seeing. Ask the performers to look at one another with their profiles (or sides) to the audience. Ask the audience how much they can see of the performers. Now ask the performers to turn their bodies and faces so they mostly face the audience while still keeping eye contact with the performer across from them. Again, ask the audience how much they can see. Which is better? Why? Inform the students that this technique of having one’s body mostly facing the audience while still looking in the direction of the other performer is called “cheating out”. This is a technique that all of them must use in their performances from now on. Step 3 (Instruction): Ask the students who have been in a play or participated in theatre classes before to stand up on “the stage” that they have created out of the room. Ask if they have ever heard of stage directions before. Let students explain what they are if that is possible. If it is not, explain that stage directions are exactly what they sound like: directions (as in the places you are supposed to go) on the stage. Ask the students up on “the stage” to go stage right together. Stage left. Upstage. Downstage. Ask the audience what they noticed about the movements their fellows made. It should have been evident that the students on stage went to the audience’s right when you asked them to go stage left. Explain that the stage directions are given from the actor’s perspective (or, whoever is on the stage looking out to the audience). What about upstage and downstage? Explain that stages used to be raked, or slanted. The back of the stage would literally be higher than the front so that the action could be seen by the audience better. Therefore, when an actor goes backward on the stage, he is going upstage. When he goes forward (toward the audience), he is going downstage. Step 4 (Class Practice): Ask the class to get up and move together as you call out different stage directions. Add center stage, downstage left, upstage center, etc. as you feel that they are able to do so. Step 5/Assessment: Teach and play the game “Captain’s Coming.” This is a game of elimination in which the students all begin up on the stage. You can call any stage direction you wish, and they must move together to that place. If anyone dawdles or goes the wrong way, that person is out and has to sit down. If you say “center stage”, they all have to go center stage and shout “ta-dah!” with their arms out in a dramatic fashion. Other ways to get people out are if they are left out of the following directions: • Bunny in a Bush — one person kneels on the ground making bunny ears with his or her fingers on either side of his or her head and saying over and over “bunny, bunny, bunny…”. The other person stands behind the bunny and moves his or her hands over the bunny’s head in a covering movement saying “bush, bush, bush…” Anyone who is not in a partnership is out. • __-Person Buffet — any amount of people can be called here, but it’s good to stick to 3-6 people. They students must quickly make groups of exactly how many you called, sit in a circle, and “eat” from the middle of that circle saying “om nom nom nom nom”. Anyone not in a group is out. Any group with less or more than the number you said is out. • __-Person Conga Line — this one is like the buffet, except that amount of students must create a conga line and do the conga dance with the typified music. Anyone not in a line is out. Any line with less or more than the number you said is out. • Hit the Deck — all of the students must lie flat on the floor. Anyone who doesn’t immediately go to the floor is out. (Please take into consideration any infirmities or disabilities in the class.) • Captain’s Coming — all of the students must make a straight line and stand in a salute with a straight face. This is an opportunity for those students who are out to get up and try to “break” those who are still standing, but they are not allowed to touch the players at all. This usually lasts for ten seconds before you say “at ease”. If any of the players have broken, they are now to sit down with the others who are out. These directions can be given in any order at any time. If there are only two students remaining, they are to do a shoot-off. The students start back to back, center stage. They walk away from each other when you say “walk”. When you say “go”, the student who turns and says “zoom zoom!” first is the winner.

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CC-MAIN-2021-17

http://tedb.byu.edu/?page_id=425

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The pricelessness of lapis lazuli and the association of blue historically as a royal colour (certainly in the Byzantine tradition) meant that throughout the 14th and 15th centuries the ultramarine blue pigment that this rare mineral produced would be reserved for the most special and revered usage by western illustrators. It was used as the colour of the heavens and even more specifically, to clothe the Queen of Heaven herself, the Virgin Mary, who even gave her name to the colour, ‘Marian blue’. However, it must be noted that the blue pigment in a medieval manuscript is not always necessarily lapis lazuli, as azurite was a cheaper and more plentiful alternative. In early iconography Mary was literally an Empress, commonly seated on a throne holding the Christ child as in this ivory above. In western art this image later softened and we begin to see an emphasis on the Virgin’s humanity, showing her more frequently as a tender young mother (1). The formality of her throne was gone but the ‘royal’ blue remained. The four images below are all of the annunciation from Rylands manuscripts ranging from the 13th to the 16th centuries. Clearly there are significant stylistic differences, but in each a consistent symbolism is also apparent. Naturally, each of the figures of Mary is clothed either fully or partially in her characteristic blue. Gabriel appears to Mary and the scene is an interior one: Mary is enclosed, reminding us that she is ‘intact’, i.e. a virgin. The archangel Gabriel is placed to the left and the Virgin is to the right; it is unusual to see these figures reversed. In each the divine word of God, the power of the Holy Spirit in the form of a Dove, signalling the moment of Immaculate Conception, is visible travelling towards Mary. In three of the examples Mary is kneeling, showing her submission to the will of God and she is also depicted reading, demonstrating her wisdom (2). There are of course further clues in the images. The gold-strewn border from Latin MS 21 (above left) contains wild roses, a flower often associated with Mary (the rose without thorns) and also a peacock, an ancient symbol of Christ’s resurrection. The blue gown of Mary in Latin MS 24 (above right) is decorated with a pattern of three white dots which refers to the Holy Trinity of God the Father, Son and Holy Spirit. In Latin MS 38 (above left) we actually see the heavenly father, a small figure in a burst of gold and of course blue, the exact blue in fact of the Virgin’s cloak, explicitly making a connection between the two figures. Similarly Latin MS 39 (above right) also signals the blue heavens between the arched frame of the room and the gold-strewn border in the same shade as Mary’s gown. The use of gold in and around all the images (illumination) is liberal. This is another signifier. The light that shines back at us from the gold represents the light of Christ and also the eternal nature of God: unlike silver, it does not tarnish and the gold in these masterpieces remains gleaming centuries on. Next – Medieval storytelling: From Golden Pages to the Golden Legend - Wendy A. Stein. How to Read Medieval Art, Metropolitan Museum of Art, New York (2016), p.109.

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CC-MAIN-2021-17

https://rylandscollections.com/2020/09/22/medieval-storytelling-ave-marina/

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In “The Monkey’s Paw,” a short story published in 1902 by W.W. Jacobs, the White family comes to possess a magical artifact, a monkey’s paw that can grant its owners three wishes. Of course, there is a catch. Any wish granted by the monkey’s paw comes with dire consequences. The moral of the Monkey’s Paw, as you may have guessed, is be careful what you wish for. The Moral of “The Monkey’s Paw” Beyond “be careful what you wish for,” the moral of “The Monkey’s Paw” digs deeper into the reader’s psyche. The White family has everything they could need, but they lose their happiness and security because they want too much. So another moral of “The Monkey’s Paw” is to appreciate what you have and avoid the temptations of greed. “The Monkey’s Paw” Lesson Plan Ideas Reading “The Monkey’s Paw” is an effective way to teach several higher-level literary devices, such as foreshadowing and irony. “The Monkey’s Paw” lesson plan ideas will incorporate critical reading skills like making inferences because irony has to be inferred in the story’s context. Example lesson: Ask students to read the text aloud as a group. As they read, students should use context clues to understand the meaning of words in context. Students should write down words they don’t know and look up the words later in the lesson. After reading, students should answer text-dependent questions, so the teacher can measure their reading comprehension. For deeper analysis, students can write an extended response answer that assesses the moral lesson of the story through its use of situational irony. Teachers should grade these responses on a rubric to normalize assessment criteria. Other “The Monkey’s Paw” lesson plan ideas should include more hands-on activities. “The Monkey’s Paw” Activities After students have read the story for understanding, “The Monkey’s Paw” activities can help them better interact with the ideas of the story. “The Monkey’s Paw” activities can include storytelling and group work, and they should work to assess either the story’s major theme or its higher level literary devices. The best “The Monkey’s Paw” activities will do all of these things. Example activity: Ask students to get into groups of three. They’re going to tell each other spooky stories with a twist. Give each student a piece of construction paper and colored pencils or other art supplies. Tell the students to decide as a group what their magic wishing object will be. Each student should draw their own version of the object. Separately, the students should each write something they would wish for at the top of their page. Tell the students their object is cursed like the monkey’s paw. They will get what they wish for — for a price. Each student should write the curse that comes with their wish at the bottom of the page. Using situational irony, students should match the curse with the wish so that it’s obvious they should have been more careful what they wished for. Students should illustrate their wishes and curses then return to their trio to relate their spooky stories to their group. Rebecca Renner is a teacher and freelance writer from Daytona Beach, Florida. Her byline has appeared in the Washington Post, New York Magazine, Glamour and elsewhere.

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CC-MAIN-2021-17

https://www.theclassroom.com/activities-monkeys-paw-7732759.html

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At a glance - Learn how to tell an engaging story - Look into basic principles of pacing and characters - Taught by professional filmmakers Storytelling is a healing, resiliency, strength and culture empowerment. Becoming good at storytelling is not difficult if you invest your time and thoroughly study and practice it. Storytelling teaches self-awareness, identity and how to express genuine emotion. Why is it important to tell our own personal stories? What does storytelling teach us about other people? How is storytelling performance? What you will learn - Vocal mechanics - Research information - Write an outline for a story - Characterization and appropriate pacing - Perform the basic principle of storytelling. Who should attend? - People who are new to Storytelling - Everyone regardless of prior experience or training - People who are looking for a creative way to improve their confidence and public speaking skills. What will it cover? What is Storytelling? What makes a story great? What makes someone a good storyteller? Storytelling is something we all do naturally, starting at a young age, but there is a difference between good storytelling and great storytelling. Every story that is told has a foundation, or structure.one of the most basic story structures is “it begins, something happens, and it ends”. However, a story’s structure can be complex, and if used well you are not even aware of it. Learn about important storytelling principles like shaping the beginning, building the middle, and making the ending powerful. Picking a Story Students will demonstrate their understanding of the art of storytelling by choosing and writing their personal story. - How to influence audiences - How to speak in a memorable manner - Confidence in your ability to captivate any audience - How to become an excellent storyteller in your presentations. Tell your story Storytelling is important, that is how people build communities and share ideas around the world. The storytelling course will help you to create a story that develops empathy and delivers impact and to develop your skills and using stories to deliver messages that matter. By now, you will know the basic of how to affect audiences and shape attitudes for building empathy. You will perform your story and get peer to peer feedback. What will you achieve? On completion of the Storytelling course, the student will have the skills, knowledge, and confidence to: - Techniques of storytelling - How professionals use stories - How to introduce multi perspectives in the stories - The elements of effective stories and how to use them - How to use visual elements to enhance your storytelling - How empathy and belief affect storytellers and audiences - How to communicate a message and engage the audience. How will it be taught? A mix of lecture-style, demonstration, brainstorming, and thinking out of the box, with practical instruction with tutor guidance. Did you know? - Raindance members save 20% on this course? You can join online >HERE< and start saving immediately - This course is FREE for our HND students - Raindance doesn’t teach screenwriting. Raindance makes screenwriters. - The Raindance Guarantee: If this course fails to meet your expectations, let us know at the break and we will make a full, 100% no-questions-asked refund *Final course cost is subject to currency conversion rate at the time of purchase.

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https://www.raindance.org/courses/storytelling-for-beginners/

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We like to think of the modern world as one in which different cultures intertwine and overlap with one another, but there were complicated cross-cultural interactions in the ancient world as well. For example, look at this wall painting from an Etruscan tomb. This scene depicts an incident from the Trojan War. After his friend Patroclus was killed in battle, the great Greek warrior Achilles went mad with grief. He piled up an enormous funeral pyre for Patroclus, on top of which he also killed twelve Trojan prisoners. At the center of this painting, Achilles slits the throat of a naked Trojan prisoner while a Greek soldier leads another prisoner to the slaughter from the right. To the left, the ghost of Patroclus, in a blue cloak with a bandage over the fatal wound in his chest, looks on in dismay. This incident comes from the Greek legends of the Trojan War and is mentioned in the Iliad, but it is a rather obscure scene. It was rarely, if ever, referred to in later Greek literature or depicted in Greek art. The fact that an Etruscan artist could use this event as the basis for a tomb painting demonstrates a more than passing knowledge of Greek myth. The Etruscans were a people of northern Italy who had extensive trade contacts with the Greeks and imported large quantities of fine pottery and other Greek luxury goods. They also imported Greek legends and stories, which they frequently depicted in their own artworks. Like the painting in the François Tomb, Etruscan art often picks up on obscure or unusual incidents that were not widely depicted in Greek art. This selectiveness tells us that Etruscans were not just copying the Greek art that they acquired but were making conscious artistic choices based on extensive knowledge of the Greek material. This painting also adds some uniquely Etruscan elements to the scene. The winged woman directly behind Achilles is Vanth, an Etruscan goddess whose role seems to have been to decide the fate of the souls of the dead. The blue-skinned man to Achilles’ right is Charu, another Etruscan god who led the souls of the dead to wherever Vanth decided to send them. Vanth and Charu are purely Etruscan characters with no basis in the Iliad. Greek myth had figures who performed similar functions, but they looked nothing like Vanth and Charu. These two figures are not simply added to the scene. The way that they frame the sacrificial act and share a knowing look over Achilles’ head changes the scene’s meaning. Rather than just seeing Achilles’ awful act, we see that his act happens in a context that transcends the mortal world. The Greek afterlife was pretty much universally bleak, except for a few select troublemakers who got ironically tortured. The Etruscan afterlife is poorly understood, but they seem to have believed that the deeds of the living affected the fate of the dead, which could be pleasant or terrifying. In this painting, Vanth and Charu seem to be saying to one another: “We see what’s happening here, and it won’t be forgotten. We’re here for the Trojans this time, but Achilles’ day is coming.” This painting is one that a Greek artist would never have painted and that a Greek viewer wouldn’t have understood. It only made sense to an Etruscan, but to an Etruscan who knew their Iliad well enough to recognize the figures of Achilles and Patroclus and identify the moment in the story that was being depicted. Here in this image we have a moment of cross-cultural interaction on display. History for Writers is a weekly feature which looks at how history can be a fiction writer’s most useful tool. From worldbuilding to dialogue, history helps you write. Check out the introduction to History for Writers here.

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Storytelling increases a child’s understanding and enjoyment of language and the printed word. The objective is to stimulate imagination and encourage creativity. It also helps develop oral communication skills, and strengthens listening and pre-reading skills. Storytelling can be approached in a number of ways, including the use of flannel boards, props, starters and books. Each room has a Book Corner. We provide daily opportunities to encourage enthusiasm and a love for books as the children embark on their reading journey. Spending time in books helps increase language, vocabulary and spelling skills, and matching information with real life experience. The High Scope curriculum comes from two sources: children’s interests and the key experiences, which are lists of observable learning behaviors. Basing a curriculum in part on children’s interests is very constructivist and implements the philosophies of Dewey, Piaget, and Vygotsky (Jul 20, 2010). High Scope incorporates a Plan Do Review approach to centers. The children learn to plan what they will be doing, go and do it, and then review how it went. Treasures is Macmillan/McGraw-Hill’s comprehensive reading/language arts program that offers proven tools and strategies for helping teachers give the children what they need to succeed. High-quality literature, coupled with explicit instruction and ample practice, insures that all children have what they need to learn and grow as lifelong readers and writers. Our Pre-Kindergarten and Kindergarten classes use this program. Writing is a valuable part of literacy development and is available to children on a daily basis. Given opportunities and various materials, children begin to experiment with writing on their own, as they being to understand the importance of letters, signs, and symbols. Our Pre-Kindergarten and Kindergarten classes spend time practicing their writing by keeping journals. Math concepts are best learned using manipulative materials which motivate children to explore concepts that include counting, classifying, patterning, measuring, sequencing, estimating, graphing, sorting, comparing, and one-to-one correspondence. Activities are hands-on, and children are free to explore and study with minimal interruption. Singapore Math is taught in our Kindergarten class and is a comprehensive, activity-based program designed to provide children with a strong foundation. This program aims to equip young children with mathematical thinking skills. Mathematical concepts are developed in systematic, engaging, and fun ways with hands-on tasks, meaningful activities, and attractive illustrations. Children are full of questions and are naturally curious. We incorporate Science into our curriculum on a weekly basis. It is important to encourage opportunities to explore and discover the world around them. Some of the things we explore include recycling, animal’s habitats, our environment, and floating and sinking. Our Kindergarten science curriculum focuses on the five senses, trees and wood.

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School-age children spend most of their time surrounded by their peers. Classmates, teammates and fellow club members far outnumber the adults in students' lives. Peer pressure can become a formidable influence in the lives of children in grades two through twelve. Defining Peer Pressure From birth through age six, the family unit crafts a child's sense of identity. Parents and siblings affect a child's likes, dislikes, tastes in clothing, food and music and, perhaps most importantly, values. Once children enter school, they form connections to the larger group of their peers. This group brings new ideas and experiences. Peer pressure occurs when a student's actions are influenced by this group. The "pressure" happens when peers suggest or insist on actions that stray from the child's normal behavior and values. Though the phrase is often used negatively, peer pressure can sometimes cause positive outcomes. Negative Peer Pressure Peer pressure leads to some disturbing negative behavior in schoolchildren. About 30 percent of students are offered drugs by their friends in middle or high school. Just over 75 percent of high school students have tried alcohol. Half of all teenagers feel pressured by their peers about sexual activity. In a survey conducted by Survelum Public Data Bank, students felt pressured by their peers between 35 and 49 percent of the time. Psychiatrists attribute the power of peer pressure to a child's growing desire to fit in to a group -- particularly if the group has a social status within the school. Positive Peer Pressure Thankfully, peer pressure can also be positive. For example, wanting to join an athletic group of friends may compel an otherwise sedentary student to try out for the soccer team. In the Survelum Public Data Bank survey on peer pressure, 51 percent of teenagers felt that peer pressure was sometimes positive. One respondent wrote, "...sometimes it [peer pressure] can help you gain confidence...." Other examples of positive peer pressure include students encouraging a classmate to run for school president, or friends suggesting that a talented peer try out for a choir solo. Peers vs Parents Researchers differ over whether parents or a student's peers has more influence over that student's behavior. In a study published in The Journal of Primary Prevention, researchers concluded that when parents tolerate drug use, teens are more likely to use illicit drugs. They also noted that when parents closely supervise their teens, the students were less likely to have friends who used drugs. Conversely, in her book "The Nurture Assumption: Why Children Turn Out the Way They Do," Judith Rich Harris argues that peers have more influence than parents in shaping children's behavior. Diane Kampf has more than 20 years of teaching experience ranging from middle school to college freshmen. She holds a Master of Arts degree in creative writing and English literature and a New York State Secondary Teacher Certificate. She has written educational materials for Learning Express, LLC, Kaplan and Pearson.

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Which set of standards are you looking for? Voice is that magical quality that makes a creative writing idea sing! Sparkling, confident, undeniably individual. These adjectives describe a page of writing with voice. Voice is the author's passion shining through the language. It's what keeps us as readers lost within a story long after bedtime. It's what makes an essay about tree toads fascinating, even though we didn't think we cared all that much about tree toads. Helping students become aware of their voice in writing couldn't be more easier or more rewarding. When students are excited about an upcoming event, frustrated by a difficult task, or curious about an unfamiliar topic, point out that their voice is showing. A simple comment such as "I can tell from all the pictures you've drawn of marine animals that you're looking forward to the aquarium visit", goes a long way toward confirming that a student has what it takes to express a voice in writing. You know voice is working when it springs from a page with energy and credibility, shouting, "Look at me! I'm writing about what I know and care about! I'd recognize her voice anywhere! Affirm your students' signs of voice when expressed in different media: Demonstrate how voice makes a difference. Read passages aloud in monotones and expressive voices. Compare the readings and discuss the implications for writing. Ask your students to describe the voices in a variety of books. Fine tune their eyes and ears to the voice trait of the six trait writing process. Help students see how voice is present in daily life, through pictures, signs, and speech. Draw heavily from the arts. Distinctive voices abound in paintings, songs, poetry, and plays. Encourage kids to take risks when they write. Praise them for not taking the easy road "I like my cat. Below are some favorite classroom-tested activities for helping your students develop voice in writing. Finding a Voice in Writing: Distribute a selection of simple puppets. Using favorite readers' theatre scripts, ask students to create the "just right" voice for each of the characters. The Voice of the Minute. Create a list of various "mood voices"- amused, scared, silly, angry, whiny, sad, frustrated, tired, and so on- and write each one on a card. Flash the "sad" card, for example, and ask students to converse in a "sad voice" for a full minute.Voice in writing is a frequently misunderstood concept that often seems difficult, if not impossible to teach. This article demonstrates how teaching voice in writing can be nurtured and honed through awareness, discovery and informed teaching. Your voice is unique and identifiable when you speak, so it should be no surprise that when we talk of using voice in writing, it means a specific way of writing that makes it sound like a person. Step 1: Now that students understand how authors use emotion to add voice to their writing, it's time for your students to try it out for themselves! Pass out one of the cut-out Voice Cards from the Voice Cards Template printable to each student. There are many ways that writers can add voice to their writing, including dialect, emotion, word choice, and ALL CAPS. Use with the lesson Using Font . Effective Voice in Student Writing. If helping students with revision, instruct students to read their draft (rough or final). Ask: Who is your intended audience? What voice would be most effective? Discuss that when you determine the most appropriate voice for your purpose, write with that voice. identify verbs in a variety of contexts. analyze verbs to determine whether constructions rely on active or passive voice. draw conclusions about how to match active and passive voice to their writing situation. choose verbs (active or passive) appropriate for the audience and purpose of their.

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12 tips and tricks for using music in the social studies classroom I am not musically inclined. I like music. I listen to music. Love the Spotify. But I don’t play an instrument and karaoke only in large groups. Maybe I just never had the right training but it’s hard to imagine any music teacher being very successful in coaxing out my inner Bob Dylan. Which is why it’s not easy for me to think about using music as an important piece of social studies instruction. You might be the same way – integrating music and song lyrics into your classroom just isn’t the first or second thing that comes to mind when you’re designing lessons and units. But it should be. I was reminded last night how powerful music can be and how we can use it to help kids connect with our content during the weekly #sschat. Focused on the intersection of music and social studies, the chat provided a wide variety of useful ideas and resources. Led by Chris Hitchcock and the folks at Get Sounds Around, a bunch of us sat around and shared tips and tools. You can get the full transcript over at sschat but here’s a few of the tidbits I gathered: - Pre or post learning writing prompt: What would be the music themes for different historical figures? As in, what would Abe Lincoln play at his political rallies? This could be current songs or songs of the period. Explain your thinking. - A variant would be walkup music. Most MLB baseball players have specific music playing as they walk to the plate. NBA players have specific music during introductions. What would Harriet Tubman’s walkup music be? - Create both mini and full-blown DBQs that incorporate music and lyrics as one or all of the primary sources. - Songs and their lyrics are great primary sources, helping our kids to make sense of time, place, events, and culture. Use the National Archives and Library of Congress primary source analysis worksheets to help students make sense of lyrics and context. - Songs have been used for protest and social justice forever. Vietnam, civil rights, American Revolution, South African apartheid, women’s rights. If there’s been a protest, there have been songs that have gone along with it. The New York Times Learning Network has a great lesson that models what this might look like in your classroom. - The flip side of protest songs might be to have students look at how governments use music to rally support or as propaganda. Perhaps compare and contrast the music of the Allies and Axis governments during World War Two. Look at songs sung in the US during World War One. - One #sschat post discussed how US Civil War music was very upbeat, cheerful, and optimistic in 1861 but changed the mood and lyrics changed over time by 1865. Ask kids to look at context and events that may have had an impact on the music of the time. - We can ask our students to look at how popular music develops and changes over time. What’s the history of music? How have different groups and their music influenced what we listen to? - There are lots of songs that we sing but never finish. This Land of Your Land and Star Spangled Banner are examples of songs with verses that we don’t sing. Why were those verses included by the author? Why don’t we sing them very often? - Musicals are great storytelling devices that provide additional context and richness to historical content. Many teachers have been using Hamilton as part of their lessons. The National Council for the Social Studies Social Education journal has a great Hamilton article and this presentation from a recent NCSS conference is also useful. - The NCSS has many other articles and lessons on the use of music. Listening for History: Using Jazz Music as a Primary Source and Integrating Art and Music into Social Studies Instruction are two examples. Another helpful article is “I Didn’t Raise My Boy to Be a Soldier:” Ideas and Strategies for Using Music from the National Jukebox to Teach Difficult Topics in History. - The American Historical Association published a longer read way back in 1996 titled Different Drummers: Using Music to Teach History that highlights why and how music should be part of what you do. - And don’t forget the power of YouTube. So many of the songs – both new, old, mashed up – are available online. This is a no-brainer. Need some song titles tied to specific topics and periods? Check out these two crowdsourced Google Docs:

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The first anti-discrimination law in a U.S. state or territory passed in Alaska in 1945, and was signed into law on Feb. 16–or what we now know as Elizabeth Peratrovich Day in Alaska. Many people fought long and hard to pass the Alaska Equal Rights Act of 1945, and Peratrovich brought her experience, intelligence, and potent oratory skills to the legislative chamber on the day of the vote to cut through the palpable and overt racism. Alaska’s Governor Ernest Gruening, who supported and signed the bill into law, said her words were instrumental to the bill’s passage. Signs and symptoms Peratrovich was born in 1911 and adopted as a baby by Andrew and Jean Wanamaker. She grew up speaking English and Tlingit, and living a traditional Tlingit way of life that included harvesting, preserving, and preparing food, dancing and storytelling, and weaving spruce root baskets. Her family lived in Sitka and then Klawock in Southeast Alaska, where she met her future husband Roy Peratrovich. Later, she moved with her family to Ketchikan where she saw that she, a Tlingit whose ancestors had lived in the region for thousands of years, was not always welcome. There, she saw for the first time a sign she would see again and again: “No Natives Allowed.” An early education Elizabeth and Roy graduated from high school and married in 1931. They had three children, and lived for many years in Klawock, where Roy served as mayor for four terms. They moved to Juneau in 1941, where they encountered more signs of racism. When the couple first looked for houses to rent, they were turned down because neighbors didn’t want to live near “Indians.” And when it came time to send their eldest child to school, they were told he had to go to go to a separate school rather than one in the neighborhood. Notably, Elizabeth had a word with the superintendent, and Roy Jr. was the first Tlingit student admitted to that school. The city’s public schools were fully integrated by 1947. You can fight with us, but not sit with us During World War II, the Alaska Territorial Guard defending Alaska’s shores was almost entirely comprised of Alaska Native volunteers, while many other Alaska Native people joined United Service Organizations and served overseas. Yet at home, on their homelands, they were forced into segregated theaters, segregated stores, segregated hospitals, and segregated schools. They were punished for speaking their languages. They were denied jobs. They were prevented, even, from voting. They were confronted with signs that said, “No Natives Allowed.” During legislative debate over the equal rights bill in 1945, Senator Allen Shattuck from Juneau expressed the racist foundation of these exclusionary signs and discriminatory practices: “Far from being brought closer together, which will result from this bill, the races should be kept further apart. Who are these people, barely out of savagery, who want to associate with us whites with five thousand years of recorded history behind us?” By the time Elizabeth Peratrovich, the Grand President of the Alaska Native Sisterhood, stood up to speak before the legislature that February, she had already spent a life fighting for what the white settler legislators had always taken for granted—their right to speak, to be heard and seen, and to be respected. So after her husband Roy spoke in support of the bill and the planned testimony had ended, the Senate president asked if anyone else wanted to speak, as was customary at the time. The gallery was packed. Elizabeth Peratrovich put down her knitting needles, stood up, and strode down the aisle. Certain she had everyone’s attention, she turned to the legislators and began: “I would not have expected that I, who am barely out of savagery, would have to remind gentlemen with five thousand years of recorded civilization behind them of our Bill of Rights…” Then she continued, sharing her stories of experiencing and witnessing discrimination, challenging its logic and foundation, and calling out the role of lawmakers in recognizing wrongs and acting on them. In response to a question about whether a law would eliminate racism, she replied: “Do your laws against larceny and murder prevent those crimes? No law will eliminate crimes but at least you as legislators can assert to the world that you recognize the evil of the present situation and speak your intent to help us overcome discrimination.” Applause broke out from the gallery and Senate floor. The fight continues Peratrovich died in December 1958, just over a month before Alaska statehood, and thirty years before the Alaska Legislature established Feb. 16 as Elizabeth Peratrovich Day. In 2019, the New York Times included Peratrovich in its “Overlooked No More” series about remarkable people whose deaths went unreported in The Times. In December 2020, Google put up a doodle honoring Elizabeth Peratrovich, and in February, the U.S. Mint released a one-dollar coin commemorating her. The passage of the Alaska Equal Rights Act of 1945 helped stop overt discrimination, though we continue to confront the racism and colonialism that drives inequity in Alaska and across the country today. Honoring Elizabeth Peratrovich reminds us of our obligation to find the strength and hope that she brought with her words that February day so long ago to continue the work. - Fighter in Velvet Gloves, by Annie Boochever with Roy Peratrovich Jr., University of Alaska Press, Fairbanks - Overlooked No More: Elizabeth Peratrovich, Rights Advocate for Alaska Natives, The New York Times - Google taps Tlingit artist for Doodle honoring Alaska Native civil rights icon Elizabeth Peratrovich - The Raven Outsmarted the Chief and freed the sun, giving light to the world, by Susan Pierce - “A Recollection of Civil Rights Leader Elizabeth Peratrovich 1911–1958”. Compiled by Central Council of Tlingit and Haida Indian Tribes of Alaska.

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Stack of paper, or newspaper, some marker pens one or two rolls of masking tape Whatever furniture or bigger objects are already in the classroom, for example, desks and chairs, or books and other furniture, school bags, etc. Exercise One: LARGE OBJECT EXPLORATION – - Find a larger object in the space that you can still pick up and manipulate. Possibly a chair. - Look at your larger object from all angles. - Explore it’s balance. - Explore it’s orientation. Exercise Two: REPETITIVE PATTERNS – - Separate into groups of five. - Find a bunch of the same object (chairs, or tables, or pens, or books etc.) - With your group, design your own repetitive pattern with your object. - Find how the pattern can move around the space. - Play with all the dimensions - When you’re done, show the other group. Exercise Three: CREATING A SET PIECE – - In your group of five… - Bring your objects all together to create one large object. - Make sure it’s large, and impressive, and bold. - Explore ways in which one person can interact with the object. Exercise Four: SMALL OBJECT EXPORATION – - Find some paper. - Explore the different qualities of your piece of paper. - Explore how you can change the paper to adjust its volume, texture and look. Exercise Five: BODY SHAPES – - Crumple up some paper. - Place the crumpled paper under your clothes in different places to change the shape of your body. - Observe and explore how this changes your posture, movement and sense of character. - Think about the character that you made with Billy, how you changed your body shape. You can use paper to build upon that. Exercise Six: COSTUMES – - List all of the pieces of clothing or accessories you can possibly name. - Pick one that would suit a character (possibly the character you created with Billy) - Use your masking tape and paper (or whatever else you have on hand) to create that piece of clothing. - Each participant should have one piece of costume created with paper and masking tape or whatever else they had on hand. Exercise Seven: GIMMICKS – - Separate into groups of five. - Use your paper and marker pens to create three speech bubbles. - The speech bubbles should just be one word, or a sentiment (i.e. Wow, Haibo, No! Yes! Etc.) - Play out a short scene with your three actors, each has an action that provokes a speech bubble popping up. - Rehearse your short silent play, and show it to your other group. WORKSHOP LEADER – JEMMA KHAN Jemma Kahn is a theatre and film maker born and based in Cape Town. She studied Fine Art and Drama at Wits University. Shortly after graduating, she spent two years in Japan which has had a strong impact on the content and form of her work. Her primary theatre focus is Japanese kamishibai or ‘paper theatre’, a 12th Century highly visual storytelling medium. The kamishibai as it is practiced today evolved from a street theatre performance form that involves a narrator who travels around the small towns of Japan with sets of illustrated boards that are placed in a miniature stage-like device and narrated by changing each image to illustrate scenes. Kahn has been creating and performing kamishibai since 2009. To date there have been over 600 original drawings produced by her and other South African artists that are used in the performances. All her kamishibai shows are intensely collaborative, bringing together a broad range of South African writers, illustrators and directors. Since 2012 Kahn has been developing a stylistic shift in the medium. The story boxes in her shows have developed to include panoramic images, composite images and boxes that pivot from landscape to portrait. At the time of writing, Kahn is the only person in the world to have pushed the medium of kamishibai in these directions. Her shows include The Epicene Butcher and Other Stories for Consenting Adults (2012), We Didn’t Come to Hell for the Croissants (2015), in bocca al lupo (2016) and The Borrow Pit (2018). They have been performed at Edinburgh Fringe, Brighton Festival, Venice Biennale as well as in Holland and Australia. In 2018 Kahn was awarded the Standard Bank Young Artist Award for Theatre. WORKSHOP 4 – OBJECTS AND UPPETRY WITH LIEZL DE KOCK WORKSHOP 5- SOUND WITH NLANHLA MAHLANGU

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Anyone who has been exposed to creative writing classes, workshops, or seminars has undoubtedly been informed that one of the cardinal rules is to SHOW not TELL. But to the non-writer or newbie to the craft, what does that mean? Whether fiction or non-fiction, isn’t telling a story every author’s job? Yes, but it’s how the story is told that makes the difference. I usually explain that perusing a tale that belabors a TELLING writing style compares to reading a repair manual––no imagination required, just follow the step-by-step procedures. SHOWING, on the other hand, typically features a more active and descriptive quality that allows readers to visualize the story and become more personally involved with the scenes, the characters, and the plot line. So, how can a writer SHOW more and TELL less in their work? Based on what I’ve learned from both the classroom and hands-on experience, here’s some suggestions from my perspective. - Avoid lengthy narrative. True, many literary classics convey their plots via abundant narrative. But lengthy narrative can lull writers into a TELLING mode and also slow the pace. Overall, use a well-proportioned blend of narrative and dialogue to keep the plot moving (a segue to item 2). - Allow characters to speak for themselves. Most novels are written in either first-person or third-person format. First-person is most often presented from the protagonist’s point of view. Third-person utilizes an omniscient narrator to guide readers through the plot. In either case, don’t gag characters by allowing the narrator to TELL what they said. Instead, let the characters speak for themselves and relate their stories through their own words/dialogue - Use more active verbiage (active voice). Certainly verbs such as go, went, walked, talked, and looked are all valid verbs, but they are also pretty bland––pretty passive and TELLING. Instead, think about how the character moved, spoke, saw, etc. Allow readers to picture the action, not just read about it. For example: shuffled / strolled / ambled /swaggered instead of walked; muttered / hollered / whispered / cooed instead of talked; ogled / leered / sneered / squinted instead of looked. Also, be creative. Many nouns can be easily converted to active verbs that will help readers visualize the action. For example: Most folks know what a pinball is and how it moves. Stating that ‘a drunkard pinballed down the hallway’ converts a noun to a verb and SHOWs how the sot bounced from wall to wall as he traversed the hallway. - Utilize vivid description. SHOW by painting strong, clear images with words that will help readers immerse themselves into the story’s characters, objects, and scenes. Caution: Avoid information dumps, lengthy paragraphs that detail everything about a character or scene in one spot. Instead, spread out the details as the story/scene progresses so that description doesn’t become a distraction that kills the plot’s momentum. - Utilize all the human senses. Sight is the obvious sense that dominates storytelling. But what about the other four senses to help SHOW readers exactly what’s happening to the characters and their surroundings? Expanding the use of the senses allows readers to further use their imaginations and draw themselves into the story. They begin to see, feel, taste, smell, and hear what takes place in any given scene. Then there’s the “sixth sense, which” may be a tough one to pull off, but don’t totally ignore it as an effective tool. Okay, you won’t find these last three items listed in anyone’s on-writing textbook or curriculum outline. I confess. The labels are mine. - The “I” factor. Using I, I, I, or he, he, he, / she, she, she to excess. Sure, these are valid and necessary pronouns. But when one of them opens every paragraph, the writing gets stale. When I, he/she links to a verb that describes one of the human senses––I watched, I touched, I felt, I smelled, I heard––it’s often the tipoff to a TELLING writing style. Once a character’s point of view is established, readers don’t need to be told who sensed what. Instead, use what the character sensed as the subject of the sentence. Describe / SHOW the scene and its action and leave “I” out of the picture. The resulting sentences will be more active and better paced. TELL: I watched many butterflies in the garden. SHOW: Monarch butterflies swarmed the garden. - Bad compass: Avoid unnecessary directives. If characters in an airplane look anywhere but DOWN to view terra-firma, everybody’s in deep poop. A character describing the summit of Mt. McKinley from the valley below will definitely be looking UP. There’s no need to TELL readers the obvious, something they can already visualize without cues. - Dumb-down dilemma: Avoid over explaining content. Instead, allow readers to further enjoy the plot line and characters by exercising their imaginations. Yes, there can be instances when a writer needs to add a bit more detail for clarification. But give readers some credit. The simple fact that they are reading indicates they are likely intelligent enough to also grasp individual situations without walking them through step-by-step. Hope this post helped some folks. As always, thanks for stopping by.

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To become familiar with the sign letters used by the hearing impaired. Make your own or purchase a set of ASL alphabet flash cards. For example, we have a double set of alphabet cards available through the LT Store, that you can download, and print immediately. We would recommend any number of the following options to preserve the life of the cards. 1. If your printer has the capability to pull through cardstock (60 lb), use it! This prevents seeing the images through the paper. 2. If you or your children are the least bit crafty, print out the cards, trim excess paper, paste onto cereal box cardboard, then cut along the lines. 3. For a set of cards impervious to spilled pop and dirty fingers: print on cardstock, cut out each card individually, then laminate them, leaving a wide border to ensure a secure seal between each. Office supply stores (Kinkos, Staples, etc.) will provide this service on a per page basis. Amazon.com sells a variety of mini laminators that may just be the handiest purchase you make this year (right after the hot glue gun or the can of spray adhesive!) 1. Mix up all the alphabet flashcards. Allow the student to become familiar with the signs by making the alphabet sign and then placing it on a table in order. For example, draw out the card for B. Make the sign for B, carefully matching the picture on the card. Place the card on the table. Draw another card. Perhaps this card is H. Make the sign for H. Place it on the table after B. (Were the next card an A, it would go before the B.) Continue until all cards are on the table in order. Then sign the alphabet, looking at the cards if need be, in order. 2. Mix up the alphabet flashcards. One by one, hold each card in a manner that covers the letter notation. The student must call out the alphabet letter that matches the sign. Once recognition is consistent except for a few, place the cards that are identified correctly in a pile but put the cards that are incorrectly identified back in the deck to be examined again. Continue with the activity until all cards have been identified and placed in the pile. 3. This activity requires two decks of ASL flashcards. Mix up the alphabet flashcards. Place them face down in rows on a table. A game may be played that is similar to “Concentration.” The first player turns over two cards, perhaps a D and an S. The player should try to remember where they are and then turn them back over, face down. The next player may then turn over two cards, for example, F and Z. Again, the object is to concentrate on where those two cards are so that they can be found again. Mental notes should be made of the signs that correspond to the letters. For example, the player might say to him/herself, “That is an F and it is found on the second row, second to the right.” The card is then replaced face down. Then the next player turns over his or her first card. Suppose it is a D. The object is for the player to remember where the D was from the first round and turn it over to “match.” If he or she is successful, the pair of cards goes to his or her pile. After all cards have been paired, each player counts his or her pairs and must make the appropriate signs for each letter represented on the flashcards. With younger children, the sign language flash cards might be combined to reinforce phonics lessons. Try this activity: Mix up the ASL alphabet flash cards. Ask your child to close his or her eyes and draw a flashcard from the pile. Look around the room and help your child select a word that emphasizes the phonetic sound that letter can represent. Concentrate on nouns – persons, places, and things. For instance, for the letter “d,” you might name dog, dollar, dot, desk, and door. Make the sign for the letter. As familiarity with the signs increases, you may want to try spelling some of the items that you name in their entirety. For example, you might first make the sign for “D” when you name “dog.” After practice, you and your child may wish to spell “d-o-g.” - ASL Alphabet Printable Flashcards - Baby Signs Printable Flashcards - Baby Signs, TOO! Flashcards - ASL Basic Signs Printable Flashcards - ASL Survival Signs Printable Flashcards - Signs of Summer Flashcard Set - Signs of Autumn/Fall Flashcard Set - Signs of Winter Flashcard Set - Signs of Spring Flash Card and Activity Set Other ASL resources available for purchase in the [email protected] include: - Sign a Phrase of Prasie a Day - Toddler Tasks in Simple Signs - Introducing ASL to Preschool – K Learners - Preschool – K Songs Adapted for ASL - Sign and Sing a Song for Christmas Volumes 1, 2, and 3 - O Canada! Adapted for ASL - The Pledge of Allegiance and God Bless America Adapted for ASL - Boy Scout Oath and Pledges; Law, adapted for Signs - Girl Guide Promise and Law Adapted for ASL Signs - Classic Camp Songs Adapted for ASL - Amazing Grace Adapted for ASL - I’ll Fly Away Adapted for ASL - The Lord’s Prayer (SE) and the 10 Commandments (ASL) - 23rd Psalm Adapted for ASL - Sunday Songs and Prayers Adapted for ASL - Sunday Songs and Pledges Adapted for ASL - … and more! Submitted by: Elaine Ernst Schneider entered the classroom as a special education teacher in the 1970’s. Since then, she has taught mainstream English Grammar, Literature, music K-12, deaf education, psychology, Algebra, creative writing, social studies, law, and science in both public and private schools. Presently, Elaine is a curriculum author for multiple educational publishers and is the managing editor of Lesson Tutor, a lesson plan website found at https://www.lessontutor.com. Her most recent books, 52 Children’s Moments (Synergy Publications) and Taking Hearing Impairment to School (JayJo Books and the Guidance Channel) can be found at Amazon.com. She is currently working on a project with Pearson Prentice Hall as an author of an on-line teacher’s professional development course for the Council for Exceptional Children.

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By- Angela Padrón Storytelling is a powerful method of communication. It offers people the opportunity to connect to, relate to, or see the world from someone else’s perspective. Stories provoke our emotions. They can make us laugh, cry, feel afraid, get angry, think, and dream. Following a character on a journey of exploration, empathizing with the character’s problem, yearning for a solution, and reveling in the outcome helps to shape our mental state. There are ways to bring storytelling into the classroom at any age level. Here are some suggestions: #1- Share your own experiences with students: When students are having a hard time grasping a concept or are dealing with something emotional, share a story about your past and experiences as a young student. This allows the students to feel that you understand what they’re going through and perhaps find some inspiration and answers to their own problems. #2- Introduce a new topic through a story: Telling a story is a great icebreaker and a way to introduce a concept. It allows the student to relate better to the content and gets them interested before learning. It could also allow you to activate prior knowledge, which also assists students in learning new content. #3- Use a story to present a concept: Presenting a story can allow students to retain information in a more creative, memorable way. It can even provoke their interest in learning a new concept. #4- Develop and strengthen listening skills: When stories are presented in a fun and creative way, teachers can grab students’ attention, which is not easy to do these days with all of the distractions from social media, television, and other stimuli. Telling a story will help students focus on one thing and really let the information sink in. #5- Motivate students: A good storyteller can get students more engaged and motivated, especially by using movement, having the audience repeat particular lines, getting members from the audience to participate in the story, providing music, and having visuals to help tell the story. #6- Teach grammar and vocabulary through storytelling: Telling stories in different parts of speech and at differing levels of difficulty can help students practice and develop their skills. A story can be told in the past, present, or future tense; use older styles of language; have the characters use advanced or simple vocabulary; incorporate synonyms and antonyms; and use strong active verbs and highly descriptive adjectives to describe settings or actions in the story. Teachers can focus in on one of these areas and ask students to be aware of any they hear while the story is being read. #7- Conduct interactive storytelling: Stories are best told when they portray the characters’ voices and actions. Teachers should model good inflection and fluency and move around, using hand gestures and facial expressions while telling the story. Sound effects work great, too and will definitely help keep students engaged. #8- Read many different types of stories: Don’t just focus on one type of story. Vary your options with world folktales, fables, myths, and legends that provide context to history and various cultures. This will allow students to experience stories in different formats and help them appreciate the writing and messages behind the stories. #9- Allow students to be the storytellers: Why not take a break and allow students to read stories aloud to the class? They could even act out a story. If you’ve modeled effective ways to read and portray a story, they will follow in your footsteps! #10- Have student write a new version or different ending: After reading a story, have students write the story from another character’s point of view or come up with a continuation of the story. Better yet, leave students in suspense by leaving off the ending — and then have them write their own. You’ll be surprised at the different versions you receive! #11- Use wordless books: Storytelling doesn’t need words. Sometimes stories can be told just through pictures or illustrations. Show students a sequence of pictures or drawings depicting a particular event or experience in a character’s life. Then have students write the text that would go with each picture. This is especially helpful for students who have difficulty writing but are able to tell a story orally. Teachers can transcribe the story as the student speaks, then have the student practice reading and spelling his or her own words. #12- Use props and manipulatives: Many stories, especially at the elementary level, work best when visuals accompany the words. Visuals help engage students, allowing them to focus so they can hear proper grammar and develop vocabulary. Teachers can use cut-out character and setting pieces on a felt or magnetic board, pictures or illustrations, puppets, or props when telling the story. You can even have students come up and move the pieces for you as you read for maximum engagement. You may also like: Seven Ways to Integrate Art in the Classroom

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Second grade reading worksheets encourage kids to take reading outside of the classroom. The printable worksheets include second grade appropriate reading passages and related questions. All worksheets are created by experienced and qualified teachers. Kids gain a lot of practice in sequencing events, decoding common prefixes and suffixes with the worksheets here. Live worksheets > english > english as a second language (esl) > reading comprehension. Free worksheet jumbo workbooks for second graders: Get free worksheets by email! The printable worksheets include second grade appropriate reading passages and related questions. Supplement your child's education with these free this collection of free reading worksheets covers a variety of subjects like alphabet recognition, phonics, sight words, comprehension and more. Free printable reading comprehension worksheets for grade 2. Reading worksheets help children develop the early skills needed to become a good reader. 1st grade reading comprehension worksheets. Both young and older learners can practise basic reading and writing skills with this worksheet. Read stories and articles for your level of english. Use these fun and engaging second grade reading comprehension worksheets to help your children grow in confidence. A series of reading comprehension worksheets for second grade (2nd grade). It can also be used to stimulate thinkin. The second grade reading worksheets contain good comprehension questions that will challenge the student at the beginning reading level. Printnpractice free printable worksheets are all. We have alphabet games, creative writing prompts, and 2nd grade reading worksheets to make learning the variety of skills second graders need to succeed. All you need to do is read the description to find out what each one is about. Free reading response journals for teaching reading. Little worksheets printable worksheets for preschool through grade 5. Second grade reading worksheets encourage kids to take reading outside of the classroom. Each worksheet (as well as the spelling words) also includes a. The worksheets on this page are written at the 2nd grade reading level. Get free worksheets by email! Live worksheets > english > english as a second language (esl) > reading comprehension. Free printable reading comprehension worksheets for grade 3. Improve your students' reading comprehension with readworks. Free worksheet jumbo workbooks for second graders: These children's stories and reading worksheets will help kids practice reading and improve their comprehension skills. Using jumpstart's second grade worksheets. (first grade reading comprehension worksheets). Grab some of these handouts for. Free interactive exercises to practice online or download as pdf to print. Second grade reading comprehension worksheets.

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What is a Synopsis and How to Write it Properly✔ Synopsis definition and explanation are the basic things a learner should know in order to write a successful paper. Before get down to writing, make sure you understand the basic concepts and requirements to this type of assignment. What Is a Synopsis? As soon as teachers ask their students to prepare a synopsis on some topic, many learners are puzzled with a question “What is a synopsis?” Experts define synopsis as a summary of the main ideas of some composition. It is an overview of the plot and defining elements of a literary work, such as genre, characterization, setting, style, etc. Synopses are written for any type and genre of books and academic publications, including journal articles, as well as for movies, plays, video games, and TV shows to name a few. Buy Research Papers In High Quality Along with the definition of synopsis, a learner should know the amount of detail such papers have to provide. Typically, this depends on the purpose of a synopsis. For example, when offering a literary work to publishers, an author has to create a lengthy synopsis that would provide an in-depth overview of the plot (including the resolution), character development, comprehensive explanation of the storyline as well as any other meaningful details. In this guide, we will concentrate on short synopses, like those found on websites and journals. What Does Synopsis Mean? As a student, you will frequently be asked to prepare a book or movie synopsis, so you might be asking yourself (or Google) “What does synopsis mean?” In short, it is a brief description of the central theme and the main ideas of a piece. A movie synopsis or a book synopsis describes the main characters and highlights major conflicts. However, you do not have to discuss any subplots – those are to be mentioned only if they affect the main plot. As a professional writer, you will be preparing book synopses for editors and potential publishers. Although editors and agents will definitely read a few chapters of the book, they will also request a synopsis to understand the complete work. The skills of writing synopses will also be useful if you become a researcher or simply if you have to conduct a research for college. You have probably seen synopses of research articles in academic journals. Such synopses (abstracts) are very helpful when you are working on a literature review for your own research paper. A synopsis highlights the main aspects of the article, its arguments, methodology, and conclusion. Therefore, a synopsis helps you decide whether a certain article is relevant to your research and if it is worth reading in the first place. Another occasion that requires you to present a synopsis is a conference. Before presenting their topic to the audience, researchers have to submit a synopsis of their work. Later, it will be delivered to the conference delegates so that they could decide whose presentation to attend. Finally, as an undergraduate student, you will be requested to prepare a synopsis of your report or a long paper. In this case, like in a film synopsis, you will have to include a short description of your main arguments and conclusions. If you are submitting a detailed book review, include a plot synopsis. The same applies to a novel synopsis. It should be no longer than two paragraphs and it appears before the introduction of your paper. Synopsis vs Summary: Which Is Better? Synopsis vs summary is a competition with no winners because these two paper types are very similar and can be used interchangeably. The main difference between a synopsis and a summary is that the latter is usually very brief, around one page, while the former can reach up to 30 pages. Both paper types summarize the main ideas of the works and retain the author’s viewpoint. The Structural Components of a Synopsis When writing a book synopsis, include the following: - Description of the main characters - Plot overview - Central conflicts Avoid redundancies and superfluous information. It might be quite a challenge to fit the whole novel into a synopsis, so many authors prefer delegating this task to custom writing services. A synopsis of a novel is a concise description of what it is about. An effective synopsis will provide the reader with just enough details to grasp their attention and persuade them to read the novel. DISCOUNTS FOR NEW AND RETURNING CUSTOMERS! The discount is automatically included in the order with more than for 15 pages for 30 pages for 50 pages RETURNING CUSTOMERS GET 5, 10 OR 15 % DISCOUNTS Related Paper Formats It is a short summary of a scholarly publication. Similar to synopsis, an abstract gives the readers an understanding of a work. However, synopsis and abstract differ by area of application: the term ‘synopsis’ is used in creative wiring to denote a summary of a book, story, film, etc., while ‘abstract’ refers to a summary of an academic paper. It is a short plan of what is going to be discussed in a written piece. Unlike synopsis, an outline is created during the pre-writing stage and is likely to undergo changes as the work progresses. In short, an outline is a roadmap of the future piece and it is prepared in the brainstorming phase. To conclude, synopses are written for the benefit of the intended audience. A synopsis performs two functions: summarizes the most important ideas of the bigger work and attracts the readers’ attention so that they want to continue reading. Besides, a synopsis allows the readers to select the works that might be beneficial for their professional activity.

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American Indian/Alaska Natives The number of LGBT individuals in American Indian and Alaska Native communities is not definitely known, although it is believed to resemble the parameters of the dominant population. From self-reports and the small amount of research findings available, American Indians and Alaska Natives in gay or lesbian relationships report a higher degree of bisexuality than do their Caucasian counterparts. Historically, some American Indian and Alaska Native communities viewed the role of a native person who was different from other community members as having a strong spiritual component. Being different was seen as a result of a spiritual experience and a path chosen by the Creator or the Spirits for that person. Many American Indian and Alaska Native communities used the term "twospirited" to describe LGBT individuals. Traditionally, American Indian and Alaska Native nations were taught to celebrate the differences and to see all their members as sacred beings fashioned by the Creator. At least 168 of the more than 200 Native American languages still spoken today have terms for genders in addition to male and female. Many LGBT people prefer the term "two-spirited" because it expresses their sense of combining a male and female spirit. It is also considered empowering for a person to choose what to be called as opposed to accepting a label given by another. This may be particularly true for this group. In the past, the culture, language, and religion of American Indian and Alaska Native people were oppressed by the majority culture. Christian missionaries used their influence in converting many traditional rituals into Christian rituals. Many native children were sent to government-run boarding schools and were prohibited from speaking their native languages and practicing their native customs. Along with erasing traditional roles, the traditional respect for two-spirited people also was diminished. While American Indian and Alaska Native clients are in treatment, it is important to determine their level of acculturation, their tribal affiliation, and the degree to which their sexual or gender identity is accepted by their tribal community and family. In many communities, being accepted by one's family is a measure of health and connectedness. If the family has difficulty accepting the client's sexual orientation, recovery from substance abuse may be hindered. Reintegrating the individual into his or her family may help in the recovery process. Becoming reconnected with family is seen as necessary for health in native tradition. Achieving awareness of one's sexual orientation or identity may occur in a different way for native men and women than for their non-Indian LGBT counterparts. Values. Some common tribal values are the importance of sharing and generosity, allegiance to one's family and community, respect for elders, noninterference, orientation to the present time, and harmony with nature. Respect for individual autonomy within the community, respect for family, and honoring the earth are entwined, and each person depends on others for meaning and existence. Traditional beliefs support the existence of a Supreme Creator and the view that each human has many dimensions such as the body, mind, and spirit. Like humans, plants and animals are part of the spirit world that coexists and intermingles with the physical world. Language. Words are to be honored and not wasted. Language is used to impart knowledge, often through stories. The legends and stories often have specific meanings and involve intricate relationships. Use of symbolism, animism, subtle humor, and metaphors is important. Direct questioning is not as important. Practitioners need to be aware of both their language and nonverbal behavior when communicating with this group. Nonverbal behavior. Their emphasis on observant, reflective, and integrative skills leads American Indian and Alaska Natives to behavior patterns of silence, listening, nonverbal cues, and learning by example. Some traditional natives would view a firm handshake as intrusive and rude; eye contact is used minimally; and a passive demeanor is appropriate. Learning styles. Historically, their survival depended on learning the signs of nature, so observation is central to American Indians and Alaska Natives. Learning is accomplished by watching and listening and through trial and error. Cultural norms and values are passed from generation to generation through rituals, ceremonies, and the oral tradition of storytelling. The relationship with a teacher is important, but trust needs to be established. Healing. Wellness is harmony of the mind, body, and spirit, and native people feel they are responsible for their own wellness. Healing is interconnected with the whole person and rooted in spiritual beliefs connected to the earth and nature. Some traditional practices are the talking circle, sweat lodge, four circles, vision quest, and sun dance and involve community healers, elders, and holy persons (CSAT, 1999b).

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Narrative writing assignments for 6th graders Narrative writing graphic organizer Write a story describing what happened, who was involved, and where it took place. This will help them make sure that they actually have a story to tell, with an identifiable problem, a sequence of events that build to a climax, and some kind of resolution, where something is different by the end. So start off the unit by getting students to tell their stories. Describe how the room looks, what equipment it has, and where everything is, including where students sit. Delve into highly-engaging spoken-word poetry, music videos, TED Talks, and an essay written by young author Jordan Womack. Students could create illustrated e-books out of their stories. A skilled writer could tell a great story about deciding what to have for lunch. When teaching narrative writing, many teachers separate personal narratives from short stories. By telling their own short anecdotes, they will grow more comfortable and confident in their storytelling abilities. Write a science fiction story telling what the zombies do, what happens to everyone you know, and what you do about it. A student might tell a true story that happened to someone else, but write it in first person, as if they were that person. Need prompts in multiple writing modes for every day of the school year? What you want is a working draft, a starting point, something to build on for later, rather than a blank page or screen to stare at. If you have a suggestion for the list, please email us through our contact page. Make sure you create and describe characters, conflict, and the setting. And remember to tell some of your own. 8th grade writing prompts common core Since most people have a built-in. Join my mailing list and get weekly tips, tools, and inspiration that will make your teaching more effective and fun. What you want is a working draft, a starting point, something to build on for later, rather than a blank page or screen to stare at. The best way to learn how to tell good stories, much like learning how to ice skate without falling on your backside, is to practice. Think about a memorable event that happened when you were in elementary school. Tell your story, being sure to include the challenges you faced, what might have prevented you from reaching your goal, and how you were transformed by the journey. A skilled writer could tell a great story about deciding what to have for lunch. Write an essay to convince your classmates to vote for the subject you like best. Did you use precise language and description? Amplify Student Voices Through Narrative and Argumentative Writing Projects Looking for an interactive project that will foster student empathy, encourage activism, and build group collaboration skills as part of a writing project? Creating a diagram like the one below forces a writer to decide how much space to devote to all of the events in the story. based on 116 review

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According to scientific research microbes live deep inside earth’s crust in a labyrinth of tunnels and shafts making one of the biggest biomes on the planet. Despite extreme heat, darkness, limited nutrition and intense pressure, scientists estimate the Earth’s subsurface is teeming with more than 40 billion tonnes of micro-organisms. This treasure trove of life lives as deep as five kilometres inside the Earth’s biosphere along with an abundance of water and nutrients like iron, phosphorus and nitrogen. However without a sun, these slow-moving metabolically active-microbes have to find a way to make energy. Enter the Sage of microbes, the Chemolithoautotroph, the guru of the underground world. These microbes of the biome use elements like sulphur, iron, manganese, nitrogen, carbon – just like plants do – but Chemolithoautotrophs also use pure electrons to make food. And just as plants have a waste product (which is oxygen), so do Chemolithoautotrophs. The waste product they make is in the form of minerals, like rust, pyrite, carbonates, essentially rocks. Two years ago a team of scientists visited Costa Rica’s subduction zone. This a an area where the ocean floor sinks beneath the continent and volcanoes tower above the surface. They wanted to find out if microbes can affect the cycle of carbon moving from Earth’s surface into the deep interior. The interior is made up of a series of layers that sit below the surface crust. The Scientists found that tonnes of carbon dioxide escapes from oceanic plates but the carbon was not being released out into the atmosphere. This is the first evidence that subterranean life plays a role in removing carbon from subduction zones and it was due to the Chemolithoautotrophs. The microbe converts carbon dioxide into solid carbonate minerals. This find led one of the top Microbiologist Scientist Karen Lloyd to ask could these Chemolithoautotrophs help with our carbon problem. Lloyd is one of a thousand scientist on a ten-year quest to understand the quantities, movements, forms, and origins of carbon inside Earth. You can follow Deep Carbon Observatory on social media or via their website. I’ve always been passionate about storytelling and impressed by the influence it has on people and the decisions they make in life. I love engaging with the projects I work on, diving headfirst into the research, investigation, and production of stories and articles I feel are worth writing about.

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Immersive experiences are fashionable at the moment, as virtual reality finally emerges into the mainstream with headsets now commercially available. But immersion is a technique much older than technology. It is the key to storytelling, in literature, film, videogames, even in the spoken stories told by our ancestors around the campfire. We are taken in by the experience: we become so involved with a character that we share their emotions, or build expectations about their progress in the story – and react when these expectations are either fulfilled or thwarted. Look at immersion from a historical perspective and we see the rituals and social practices that gave rise to immersive experiences, and the relevance of the past to the hyped products of today. In the middle ages, the use of stained glass in churches was designed to create an immersive sense of otherworldliness by bathing the church’s interior with coloured light. It was designed to provide churchgoers with a sense of direct contact with the divine, through visual stories aimed at a largely illiterate population. Stained glass was an important form of visual storytelling. It was one of the ways that religious institutions could exert their hold on believers through the sanctity of messages delivered through colour and light, for which believers had to crane their necks up towards the sky to face the high windows. A great example of this is the recently restored Great East Window at York Minster, a very large expanse of painted glass created in the early 1400s. The sheer scale of this window is extraordinary. It is the largest expanse of glass in the minster and one of the biggest in Europe. All designed and created by one artist, John Thornton. Its subject is no less than the beginning and the end of the world representing in its huge number of panes scenes from Genesis and from the Day of Judgement. As such, it can be easily interpreted as a form of immersive storytelling for audiences of the late middle ages. You can imagine the multi-sensory aspects of this experience: the design and shape of the space would have been critical to its impact on the audience, with light flooding in from the east. With dust and smoke in the interior, and the sound of a priest’s sermon and choir reverberating around the vaulted ceilings, even by today’s standards it would be pretty immersive. Smoke and mirrors In the late 18th century, the quirkily named phantasmagoria used – quite literally – smoke and mirrors along with magic lanterns, a form of early image projector, invisible screens and sound effects to create a theatrical performance. Recovered written accounts of the phantasmagoria are very interesting, as they link the rise in the use of magic lantern projections with the history of cinema. Via these immersive experiences, we get to the development of contemporary virtual reality devices. The origins of phantasmagoria are associated with the work of German Johann Georg Schropfer who used magic lantern projections as part of monastic rituals – another form of immersive religious experience. Participants would often fast for 24 hours prior to a performance and were greeted ceremoniously with drugged punch or salad. Skulls, candles and other monastic paraphernalia were used to set the scene. Accounts indicate that in these original performances three ghosts would be summoned, serving the monastic search for a deeper truth through contact with the spirit world. This soon became popular entertainment, and the showman Paul Philidor produced elaborate shows for audiences in Vienna. Another was the Belgian Etienne-Gaspard Robertson in the first few years of the 19th century in Paris. He would use three moving magic lanterns behind a transparent screen, accompanied by elaborate costumes and decorations and augmented with horrifying sounds, to inflict terror upon his audience. With the growing Victorian interest in all things gothic, phantasmagoria performances spread to England where they were delivered alongside seances to deceive, terrify and manipulate their audiences. Some of the mechanics of today’s immersive experiences can be found in these early examples. The use of a projection system is common to phantasmagoria and to contemporary cinema. Head-mounted displays seen in modern VR systems can be first seen in the stereoscopic imagery of the View Master, which dates back to the 1930s and is still available in children’s toy shops today. From the 1950s, different cinematic techniques were introduced, including 3-D cinema using stereoscopic glasses, an approach that still captivates audiences to this day – the 3-D film Avatar is among the most financially successful movies of all time. I remember one of my first immersive experiences was watching How the West Was Won in the 1960s on a Cinerama screen – where a film is projected onto a giant, curved screen that provides an immersive experience via the wrap-around effect of the huge screen on the viewers’ field of view. So the current obsession with immersive virtual and augmented reality experiences will continue – we love our illusions and the stories that go with them. But we should not forget that to be swept away and out of the present by an immersive story is a timeless human desire, that’s origins go back as far as we do.

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One of the key skills children must develop before they learn how to read is phonemic awareness— being able to hear and manipulate the sounds that make up words. Phonemes are the smallest units of sounds that can change meaning -- if you switch the middle vowel sound in hat, everything shifts from definition to part of speech and usage. A child with phonemic awareness knows that sat is made up of three distinct sounds. They may also realize that sat and bat end in a similar sound and that hat and heart start with the same sound. It is the recognition that language is made up of these sounds that is so important in reading. Developing language and sounds Just as written language is composed of letters of the alphabet, phonemes are the building blocks of oral language. A child begins learning the phonemes of his or her mother tongue from birth. In fact, babies are born with the ability to hear all of the sounds that make up the 6,000+ spoken world languages. However, by the time they are 1-year-old monolingual children have tuned their ears to the sounds around them. Babbling prepares them for speaking; they practice making sounds until they are ready to string them together into words and coherent utterances. As their vocabulary grows, kids begin to develop phonological awareness – of which phonemic awareness is a part, at home. Nursery school and kindergarten help them hone their skills, including the ability to rhyme, count syllables and segment words into beginning, middle and end sounds. Children acquire phonemic awareness through learning nursery rhymes, singing songs that contain phoneme strings like E-I-E-I-O in “Old McDonald Had a Farm” and being read stories that use alliteration or nonsense words for proper nouns. Dr. Seuss books are a great example of books that play with phonemes by substituting sounds in and out in order to create long strings of similar sounding language such as “HE, ME, He is after me. HIM, JIM, Jim is after him," from Hop on Pop. Clapping hands and banging on drums supports counting the syllables in words and tasks such as providing a starter word and having kids come up with words that rhyme are commonly used to test for phonological awareness. TIP: Did you know Dr. Seuss books also commonly contain vocabulary from the Dolch List? The Dolch List is a set of high frequency terms that are found in printed material for children. Building familiarity with these words can help children recognize them by sight, which reduces the cognitive load for beginner readers. Learn more in teaching Sight Words. Understanding how spoken language works helps children prepare for learning the alphabet and developing strong phonics skills, so they can map sounds to letters in order to decode words in reading. It also supports early spelling skills. It’s not surprising then that researchers have identified phonemic awareness as the single most important factor in the success of a child who is learning how to read. It also explains why some individuals, including children with dyslexia, struggle when it comes to reading. Additional pre-literacy skills In addition to manipulating phonemes, there are six pre-literacy skills that can support early reading efforts in children. It’s important to foster a love of reading and familiarity with how books work. Parents can do this by reading to children from the day they are born – learn more about motivating kids to read. It’s also crucial to help children expand their oral vocabulary, as it is easier to read a word you already know. Ensuring a child is exposed to examples of print, teaching them the alphabet, and practicing narrative through sequential storytelling also prepares children for reading. Learning to read Reading instruction starts by teaching kids to sound out one word at a time. Repeat exposure to this word will eventually help the child recognize it by sight. The more vocabulary children recognize, the less cognitively demanding reading becomes, as they only need to decode unfamiliar terms. Children acquire most of their vocabulary through reading when they take a guess at the meaning of an unknown word using contextual clues. As their vocabulary grows and they recognize more words, they become faster and more adept at understanding meaning, including the gist, main ideas and specific details of a text. Learn more about teaching children to read. When phonemic awareness is complicated by a specific learning difficulty, it is important to reinforce phonics skills through targeted training. The Touch-type Read and Spell program teaches touch-typing in a dyslexia friendly way by presenting individual letters on the screen, playing the corresponding sound or word aloud, and showing users how to type the correct key(s). Multi-sensory learning reinforces sound-letter mapping and the course includes Dolch Words to build familiarity with common vocabulary. It’s also possible for kids to repeat modules until they are comfortable with the material covered and ready to move on. This process enhances spelling skills and facilitates sight reading at the same time. Do you have any tips on teaching phonemic awareness? Join the discussion in the comments!

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SHOW AND TELL Bring a picture of a service profession, police officer, nurse, or teacher. Topic: Service Professions We’ll learn about such adult work as those professions we normally call “public service”. It includes teachers, mayors, garbage collectors, librarians, and police officers. The value we’ll be studying is humility, and we’ll do our very best every day. For safety, we talk about being water-safe kids and sunburn. Outside, we’ll be playing Red Light/Green Light. The songs we’ll be singing are Getting to Know You, It’s a Small World, Happy Talk, Singing in the Rain, and Catch a Falling Star. For creative dramatics, we’ll be police officer and lost child. Our art activities will be firefighter hats, police vest and badge, and driver’s license. For motor development, we’ll be working on stamina with jumping jacks and running in place. For body movement, we’ll be working on vestibular function with snake rolls and dizzy izzy. TIPS FOR STORYTELLING When we did the coffee klatches, one of the ideas to increase self-management was to encourage your child to tell stories. Here are some additional ideas from Lory Britain, Ph.D., in her book I’m Happy-Sad Today: Making Sense of Mixed-Together Feelings. Across cultures and throughout history, storytelling connects people and communicates values, traditions, and beliefs. When storytelling is valued, children who hear stories are inspired to tell their own. Today our children are bombarded with media-driven stories and images. Yet with purpose and intent, we can encourage children to be storytellers and to share stories from their hearts. Places that ensure a positive storytelling experience include bedtime, car rides, sitting under a tree, mealtimes, family gatherings, and a cozy chair. Here are some tips to help inspire storytelling: - Value real and imaginary stories. Stories from everyday events and from children’s imagination are worthy of being told. - Use open-ended questions. When encouraging children to begin and expand their stories, ask open-ended questions such as, “What happened after the gate was left open?” or “What did the chickens do after they got out?” - Honor children’s drawings. Ask them about their pictures with open-ended questions and statements such as, “Tell me about how the girl climbed the hill,” or “What happens after she is on top of the hill?” - Help children express feelings. Help children express feelings by asking them questions such as, “And how did you feel about _____?” or “What feelings did the dragon have when it _____?” - Collect story-starter pictures. Keep a file of pictures that will inspire children to tell their own stories about something similar or to begin an imaginary story. Collect pictures of everyday events, such as a child riding a bike, or of common sights, such as a fallen tree. A simple question like, “I wonder how this child learned to ride a bike?” or “What would the tree say to the flower after it fell over?” can get stories started. - Ask questions about everyday events. Encourage children to share about events and feelings that happen every day. This is also a good memory enhancer. - Bring in something from nature. Sharing a rock or a leaf or a twig can be a story-starter. Share where and how you found the object and tell a story about how it came to be. - Introduce story-starter phrases. For example, “If I were a _____, I would _____.” Or introduce a “problem,” such as, “Once there were two children who forgot to pick up their clothes and . . . ” or “What would you do if _____?” - Share wordless books. Some help children follow the sequence of story development, while others include a series of delightful scenes to encourage imagination. - Encourage explaining. Children can make a story based around explaining how an object (or even a recipe) is made or how to perform an action such as sweeping or building a block house. Imagine talking objects. Imagine that an object such as a piece of furniture or a tricycle can talk. What stories would your dog tell? For Your Information Stormy Weather – In the event of bad weather our school follows Spring Branch ISD if you hear that Spring Branch is closing our school will also be closed. When possible we will post a notice on our website and our Facebook page. Extra Clothes – our supply of extra clothes is limited if your toddler or older child has outgrown their clothes consider on donating them to the school. We are in need of boy and girl pants, shorts. Safety Drill – You may have noticed the sign in the foyer stating that we’ve had a safety drill in reality it’s an intruder drill, things we can do in the event an unwelcomed person enters the school. The key word that we are using is “earthquake” so your child may come home saying we had an earthquake drill. Toddler Class – By 8:50 each morning the toddlers are gearing up for the start of class and the teachers are putting all of their attention with the children, many times parents arriving after class time has started need to speak with their child’s teacher but with 18 little ones this is not the ideal time to engage the teacher in conversation. We would like to try having parents indicate their desire to speak with the teacher by speaking with Mr. Warren or Ms. Belinda and a follow up phone all will happen around nap time.

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WELCOME BACK TO SCHOOL! This term our topic will be ‘Invaders and Settlers’ We will start by looking at the text ‘Who Let The Gods Out’ which was sent home for the children to read during Lockdown. We will be using this book to stimulate some drama activities and creative writing. Then, using our class text, Beowulf by Michael Morpurgo, we will immerse ourselves in the writer’s style, analysing and unpicking his sentence structures and language used to invent our own pieces of writing. We will then move onto looking at other texts, linked to our topic on The Vikings, where possible. We will be following a new scheme of work for whole class reading called ‘Pathways to Read’ and the children will access this daily. Already, the children are showing enjoyment in what they have read and progress in their inference skills. We begin the term by building on the children’s knowledge and understanding of place value and in particular, their ability to reason and problem solve around the topic area. The children will then move onto addition and subtraction. The children will apply the formal methods of addition and subtraction to numbers with up to 5 digits. In the next unit on graphs and tables, the children will build on statistics work from years 3 and 4. The work covered will also allow children to apply their knowledge of place value and number operations to solve simple problems based on the data presented in tables and line graphs. Children will look at examples of line graphs and dual line graphs. For the first time, children will also make, complete and interpret two-way times tables. All children will continue learning their times tables up to 12×12. Our topic this term is Invaders and Settlers. We will learn all about the raids and invasions by Vikings in Anglo-Saxon Britain. The children will learn who the Vikings were as well as when and where they raided and settled. They will learn about significant events from the period and order these chronologically on a timeline. The children will find out about the Anglo-Saxon kings who ruled during the ‘Viking Age’ and examine their influence and significance in British history. The children will also have the opportunity to learn about different aspects of everyday Viking life. They will explore the types of houses that the Vikings lived in, what clothes they wore and even what types of food they ate. This term, our Science topic will be ‘Properties and changes of materials’. Children will compare and group together everyday materials on the basis of their properties, including their hardness, solubility, transparency, conductivity (electrical and thermal), and response to magnets. They will also be experimenting to find out which materials dissolve in a liquid to form a solution, and will find out how to recover a substance from a solution. The children will continue to experience lessons taught through our music scheme, ‘Charanga’. Some children will also access music lessons through Love Music Trust after half term. Art Design and Technology This term the children will be making Viking shields, longboats and jewellery. The children will continue to use ICT as part of their everyday lessons; however, this term we will be looking at designing, writing and debugging programs to accomplish specific goals. The children will be able to explain how some simple algorithms work, and be able to detect and correct errors. The children will continue to learn about online safety. We have started off this academic year by looking at the book ‘Here We Are’ as part of our transition work back into school. During this term the children will also learn how to recognise their worth as individuals and develop their ability to face new challenges positively. Anti-bullying week is held from 16th-20th of November with a theme being, ‘United Against Bullying’ and we will be looking at diversity and respect later on in this term. This term we will be starting by looking at how different religions use sacred books. We will be concentrating on Islam, in particular. The children will also be learning about Values and Beliefs for Christians and Harvest. They will be comparing these to their own values and beliefs as well as looking at what is important to them. We will also be learning about Christian charities and Christmas. The children will take part in two P.E lessons a week. Monday’s lesson will be netball skills, followed by football skills after half term. Your child is expected to come to school in their outdoor P.E. kit on this day. Swimming will be on Friday afternoon. Your child is expected to wear their swimwear under their outdoor P.E. kit on a Friday and bring their swimming hat, towel and underwear in a bag to change into. All children should be collected from Congleton Leisure Centre at 3pm unless you have informed school that you would like your child to be walked back to school. All children are expected to read to an adult for 20 minutes every day. Planners will remain in school so the children are expected to write down each morning what they have read the night before. Spellings and times tables should be practised daily for 10 minutes. Spellings will be given out on a Monday to parents via Class Dojo and all children will be tested on a Friday. Maths and English/Topic homework will be set on a Friday with the expectation that it will be completed by the following Wednesday. All tasks will be sent by Class Dojo and the expectation is that it will be returned on Class Dojo too. Modern Foreign Language – French : No French will be taught this term due to school priorities at this time.

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The plot is the sequence of events in a story. Less experienced readers often read only for plot; better readers also consider what revelations about life or character are presented by means of the plot. Plot, therefore, is often best studied in terms of its function or its relationship to the total meaning of the story. The analysis of the central conflict of a story is often very helpful in determining what is really at issue in the story. In most stories: - The main character, the protagonist, has a certain motivation or goal, but obstacles arise which may prevent the protagonist from achieving this goal. - Conflict results. Forces working against the protagonist are called the antagonists. - The conflict that results may be both internal and external for the protagonist and may result in a dilemma (a situation where one must choose between two equally undesirable courses of action). - As the suspense builds, the writer may plant clues to forecast the ending. This technique is called foreshadowing. What Goes into a Plot? It's not always a straight line from the beginning to the end of a story. - Exposition: It is the information needed to understand a story. It is an introduction that includes the setting—time and place; introduces main characters; provides background information; sets scene; establishes potential for conflict. (no action) - Rising point: It is the point at which the exposition ends and the first action begins; it is the catalyst that begins the major conflict. - Complication or Rising events/action or Action Dynamics: It is a series of events that lead to the climax. Characters engage in conflicts; antagonism is heightened. - Climax: It is the major event of the story, the problem itself; the turning point that occurs just before characters try to resolve the complication. It is moment of greatest emotional intensity, the highest point in the story where there is the most suspense, turning point. - Falling Events/Action: It is the set of events that bring the story to a close; the immediate consequences of the crisis. - Resolution/Denouement: the conclusion that includes unraveling of tensions; most questions answered; characters left to deal with consequences of conflicts. It is what happens at the end / closure. (no action) Good stories always have all the plot elements in them. Reading Strategies and Literary Elements Transparency The Elements of Plot Development Page Created on September 8, 1998 Last updated on April 1, 2009 Copyright © 1998/2009 by Nada Salem Abisamra University Projects || Nada's Second Language Acquisition || Teaching Culture || Teaching Reading || Teaching Writing || Teaching Idioms Affect in Language Learning: Motivation "Error Analysis: Arabic Speakers' English Writings" Back to Nada's ESL Island

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6 +1 TAKEAWAYS about the importance of storytelling in 21st century schools Stories have always been present in every culture in our world. They have entertained us, provided information and, last but not least, taught us about the world and ourselves. So why would we forget about the power and value of storytelling? And why would we neglect the importance of storytelling in formal education in the 21st century? BOOKR Class would like to suggest reasons why we should never overlook the benefits of storytelling in education and why new storytelling tools have become increasingly popular. What is the importance of storytelling in teaching? Despite the fact that we associate the benefits of storytelling in education to reading in the first language, it can provide equally exciting opportunities in second language learning. PROVIDES AUTHENTIC INPUT First of all, it provides authentic input with a great variety of linguistic elements, such as grammatical structures and vocabulary items. One might doubt this variety in graded readers, but these elements are just as diverse for language learners, as an original story is for a native speaker child. Therefore we can call the input authentic. FACILITATES LANGUAGE ACQUISITION AND IMPROVES READING COMPREHENSION Secondly, a story, fictional or non-fictional, enables the reader to make sense of the language items in context. For example new words, expressions or even grammatical structures and verb tenses. The reappearance of these language items in different sentences or situations enables encoding and memorisation. How many words can you recall that you’ve learnt through reading stories, watching series or checking lyrics? Did you focus on them or was it simply incidental learning? Therefore, reading in a foreign language facilitates language acquisition at all levels. Understanding and interpreting the text and the linguistic items improves reading comprehension, too. How to improve reading comprehension? Recommend books that your students can read for fun, include stories in your lessons or invent a project or reading challenge. Read our article and tips on How to make reading a habit. Check out the BOOKR Class Catalogue of various graded readers and the Activity Tips in the Teacher’s Dashboard. ONE STORY CAN BE USED IN A VARIETY OF WAYS IN CLASS DEPENDING ON THE TEACHER What is the role of storytelling in a language class? Learning English through storybooks might seem unconventional, yet, they can be implemented to any classroom in many different ways. Some teachers prefer to study language items and structures through the text because students can understand the function of the items more easily. Others focus on receptive or productive language skills, such as reading and listening comprehension, or talking or writing about a story. A third group of teachers may prefer to focus on the content of the story. For example, teaching about Native Americans through myths, geography through an adventure book or about animals with the help of picture books. Therefore, you teach the language, you improve (language or soft) skills and you are also able to present factual knowledge of the world and different cultures at the same time. 21ST CENTURY SKILLS ARE EASILY DEVELOPED WITH THE HELP OF NARRATIVES This complexity is particularly important in the development and improvement of 21st century skills, such as communication and cultural competence. Most well-known stories originate from mythology and folklore of different cultures, and thus teach about cultural differences and aspects, history and values of the target language. Idiosyncrasies of different languages are visible through expressions and even at the level of words which can be more easily understood through storytelling and narratives. Did you know that the words ‘silly’, ‘awkward’ or ‘cool’ as an expression of approval only exist in English? Do your students know how to use these words? This is part of their cultural competence and intercultural communication skills. Without the cultural background and idiosyncrasies of cultures, languages cannot be transmitted fully. Knowing and understanding cultural aspects of the target culture is therefore essential in learning.What is more, through stories, students can learn about themselves, formulate personal opinions, analyse and judge the characters and situations. Through stories, students can become more empathetic, open-minded, critical or even more humorous. These qualities are necessary soft skills which are all related to emotional intelligence and global citizenship. STORIES ENABLE DIFFERENTIATION IN AND BEYOND THE CLASSROOM Advantages of the storytelling method include not only flexibility as a teaching material, but also that it can be easily tailored to age, level, pace and individual needs. It mainly depends on the teacher’s choice of story, method and activities used in storytelling. Whether a classroom lesson, or books assigned as homework, differentiation is easily possible by choosing the convenient topic, complexity and length of the story for the students. The depth of analysis depends on the teacher: if they want to study sentences, practice intonation and pronunciation, improve reading comprehension or simply read for fun for extra input and motivation. On the other hand, students can also benefit from this flexibility and freedom: they can interpret a story in different ways, they can relate to it or criticise it the way they like: a huge variety of language output is possible with the help of stories. STORIES MAKE FACTUAL KNOWLEDGE MORE ACCESSIBLE Content and language integrated learning exploits the complexity of language learning, skills development and information content. A story about Benjamin Franklin’s inventions and aspirations brings history closer to students. They gain knowledge of the era, the lifestyle of people, American history and the personality of Benjamin Franklin. At the same time, they are provided with the opportunity to learn expressions related to physics and politics among others. It can be an introduction to a history or science lesson or even assigned homework after discussing some of the content of the digital interactive book in class. Check out the digital interactive book of The Genius Benjamin Franklin. +1 DIGITAL INTERACTIVE BOOKS ENSURE STUDENT ENGAGEMENT AND MOTIVATION Recommending the most suitable books optionally accompanied by relevant activities can result in greater student engagement in reading in general. We believe that storytelling is eternal – it is only the platform and format that change. To answer the needs and preferences of students in the 21st century, digital interactive animated storybooks have gained popularity in the form of e-readers and most recently, as applications. With the new generation of readers using technology like BOOKR Class, students can read authentic texts supported by narration and text highlighting, accompanied by illustrations and explanatory animation and sound effects. The features of these storytelling tools facilitate understanding and engagement and improve motivation. What is more, the games at the end spark intrinsic motivation and a genuine interest in the activities. Is there anything more important than that? Check out the BOOKR Class website to learn more about high-quality digital interactive animated storybooks.

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Performing an experiment and collecting data is only part of a science project -- you must also present that data in a project report. This paper tells readers about your hypothesis, method and results, but it’s not complete until you summarize what you discovered through your experiment. Your conclusion is one of the most important parts of your project. It shows readers what you learned and why it’s important. In the beginning of your project report, you probably asked a question, which led you to hypothesize that a particular result would happen through an experiment. In the conclusion, you answer this question. For example, if you asked, “What makes one bubble solution better than another?” you could have hypothesized that glycerin solution would produce better bubbles than regular dish soap. Begin your conclusion by restating this question and hypothesis. This opening of the conclusion, which should be two to three sentences long, reminds readers about your research question and provides a segue into discussing your results. Ask yourself what happened when you tested your hypothesis -- whether your experiment supported or contradicted your guess about what would happen. In the next part of your conclusion, tell the reader whether or not your hypothesis was correct based on your experiment results. You could write, “The experimental data confirmed my hypothesis because the glycerin solution produced bubbles nearly twice as large as the dish soap solution.” While this section makes up the bulk of your conclusion, you want to summarize your results in as few sentences as possible because you assume your audience has already read the full discussion of your results previously in your paper. This summary serves to remind the reader about key results and to clearly and concisely say whether your hypothesis was proved correct or incorrect. What You Learned Tell your readers about the success of your experiment. Even if your hypothesis was disproved, you discovered something new. In a couple sentences, point out the importance of your research or how your findings could benefit other budding scientists. For example, write, “Through this experiment, I learned that glycerin solutions produce better bubbles than dish soap. My results suggest that glycerin is an ideal additive to bubble solution.” Consider whether your project had any shortcomings or if there would be a way to change the procedure to make it more efficient or accurate. Not all methods are perfect in science projects, so finish your conclusion with recommendations for replicating your experiment, in one paragraph or less. For example, if you used a pipe cleaner as a bubble wand in your experiment, suggest trying other materials to determine whether the wand makes a difference in the results. Also ask yourself whether your project left some questions unanswered, and suggest ideas for future research. About the Author Cara Batema is a musician, teacher and writer who specializes in early childhood, special needs and psychology. Since 2010, Batema has been an active writer in the fields of education, parenting, science and health. She holds a bachelor's degree in music therapy and creative writing.

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It’s time for the second post in the Class Objects Revisited series and this time I will focus on class activities which make use of or are inspired by rulers. For those of you not familiar with my challenge, it is based on goal 13 “Making a Global connection” featured in cycle 4 of Sherryl Terrel’s 30 Goals Challenge. So, what can you teach with a ruler then? 1) On a scale of 1-10, how…? – Teaching numbers is an obvious activity when it comes to using rulers. Apart from number instruction though, a ruler provides a handy scale of 1-10 which you can use for speaking activities concerning your students’ feelings/preferences/ ambitions/wishes etc. 2) Comparisons – turning rulers into growth charts. If you manage to find a paper or fabric growth chart, you instantly have a great tool which you can use to introduce compartive/superlative forms. Ask your students to measure each other’s height, compare their heights and finally find out who is the tallest in the class. 3) Stop the action – Rulers as clapperboards (past simple vs. past progressive). This is a way of turning book-based grammar exercises into fun, class activities. Tape two rulers together so that they can look like a clapperboard. Now, split your class in pairs. Tell them that one of them will have to read and then act out the sentence they’re working on. (eg. I __________ (walk) in the forest when I suddenly __________ (see) a green monster.) The second student will have to spot the word which denotes that the longer action is interrupted by a shorter one and correctly “stop the action” the moment that past simple should be used. 4) Creative Writing – inspired by the story of Jack and the Beanstalk. Turn a paper ruler into a tree and tell your students to imagine that the different numbers indicate how close they are to achieving their dreams. Ask them to choose a number and then tell them that at the top of the tree there is a land where everything is possible. Looking at their number, they should write how far they are from getting there and what they would do so as to reach the top. 5) Introducing vocabulary 1 (types of measurement). Rulers could also be used when presenting advanced vocabulary since they relate to measurement and change. Tape a ruler in the middle of your board and draw two circles on either side, then write the words measure and change in them. Create a mindmap of synonyms by asking your class to brainstorm synonyms for the two verbs. 6) Introducing vocabulary 2 (education/types of power). Introduce the second meaning of the word ruler and show your class pictures of old school teachers (I mostly like those that come from Pink Floyd’s film “The Wall” -you could also work on Floyd’s song “Another brick in the wall”.) Relate rulers to strict classroom environments, explain how educational paradigms have changed and introduce words like corporal punishment, discipline, rigidity, obedience etc. 7) Chain story on the wall. Instead of writing a chain story on a piece of paper, students can tape a strip of paper on the back of their ruler and write their sentences there. Then, you can tape all rulers on construction paper and have your own story artwork!

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The term “landform” encompasses all of the geological features on our planet. For example, continents, valleys, canyons, sand dunes and mountains all qualify as landforms. In addition, bodies of water, such as oceans and lakes and water-related landscapes, such as bays and peninsulas, are also landforms. Aside from being part of a continental landform, the United States is covered in geographical features. The Appalachian Mountains may be some of the oldest mountains on earth. The segmented chain of landforms cuts across the eastern side of North America, including U.S. states such as New York, Pennsylvania, Connecticut and Alabama. The highest range is the Blue Ridge Mountains, and the highest peak is at Mount Mitchell. The Rocky Mountains are a mountain range that passes through the western states, such as Utah and Colorado. The Rockies are taller, steeper and craggier than the Appalachians because the western mountains are not old enough to have experienced the same amount of wearing by the elements. Yellowstone National Park and Royal Gorge are examples of the various tourist attractions that are set in the Rocky Mountains. Great Salt Lake Utah is home to Great Salt Lake, one of the world’s largest terminal lakes. Several nearby rivers empty minerals into the lake, increasing its salinity level. No fish live in Great Salt Lake, but species of shrimp and algae can endure the salty waters. At its broadest point, the Grand Canyon is 18 miles wide. The chasm, which is nearly 280 miles long, was formed by the Colorado River. Before becoming a National Park in 1919, the Grand Canyon was a Forest Reserve and National Monument. Great Plains are predominantly low, flat lands that expand through states such as Nebraska and Kansas. Much of Tornado Alley, an area frequently visited by twisters, falls in the Great Plains. The Mississippi River stretches from Lake Itasca to the Gulf of Mexico, passing through many states, such as Missouri and Kentucky, along the way. The Mississippi National River and Recreation Area encompasses more than 70 miles of the river’s corridor. Mojave Desert & Death Valley The Mojave Desert is the hottest desert in the U.S. The desert spreads across Nevada, Utah, Arizona and California. You can find Death Valley National Park in the Mojave Desert. The lowest point in the valley is nearly 300 feet below sea level, making it the lowest point in the U.S. Temperatures in the desert have reached 134 degrees Fahrenheit. About the Author Mitch Reid has been a writer since 2006. He holds a fine arts degree in creative writing, but has a persistent interest in social psychology. He loves train travel, writing fiction, and leaping out of planes. His written work has appeared on sites such as Synonym.com and GlobalPost, and he has served as an editor for ebook publisher Crescent Moon Press, as well as academic literary journals. rocky mountain national park,rocky mountains,mount image by Earl Robbins from Fotolia.com

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- What linguistic means? - What is duality in language? - What is linguistic creativity and why is it important? - What is a creative approach? - Why is language a creative act? - What is language creativity? - What does creativity or a creative aspect of language imply? - What are the features of human language? - Why is language special? - Are animals capable of language? - What is English creative writing? - What do you mean by linguistic competence? - How is language creative? - How is language unique? - What makes human language special? What linguistic means? Linguistics is the scientific study of language, and involves an analysis of language form, language meaning, and language in context. Linguists traditionally analyse human language by observing an interplay between sound and meaning.. What is duality in language? Duality of patterning is a characteristic of human language whereby speech can be analyzed on two levels: As made up of meaningless elements; i.e., a limited inventory of sounds or phonemes. As made up of meaningful elements; i.e., a virtually limitless inventory of words or morphemes (also called double articulation) What is linguistic creativity and why is it important? The Linguistic Creativity: Language comprehension plays a crucial role during the adulthood in one’s routine life. It depends on the ability to correctly process word and phrase meanings, sentence grammar, and text structure whether the language is spoken or written. What is a creative approach? 1 having the ability or power to create. 2 characterized by originality of thought or inventiveness; having or showing imagination. a creative mind. 3 designed to or tending to stimulate the imagination or invention. Why is language a creative act? Why is creativity important in language classrooms? Language use is a creative act: we transform thoughts into language that can be heard or seen. … By giving learners creative exercises, we get them to practise an important sub-skill of using a language: thinking creatively. What is language creativity? Linguistic creativity is primarily the activity of making new meaning by a speaker (in the. broadest sense of the user of language in all forms and in all mediums), and the re- creation and re-interpretation of meaning(s) by a receiver. Linguistic creativity is secondar- What does creativity or a creative aspect of language imply? The notion of creativity has been used by many theorists to describe that aspect of language which enables a language user to use language in a novel way or to devise new forms of language. Chomsky especially uses the “creative aspect of language use” to describe the innovative uses of language. What are the features of human language? Language can have scores of characteristics but the following are the most important ones: language is arbitrary, productive, creative, systematic, vocalic, social, non-instinctive and conventional. These characteristics of language set human language apart from animal communication. Why is language special? One reason language is special is that it is a universal form of human creativity. All humans are creative when it comes to talking. There is no human trait more pervasive, or more valuable, than language. It is capable of expressing all of human thought. Are animals capable of language? Researchers say that animals, non-humans, do not have a true language like humans. However they do communicate with each other through sounds and gestures. Animals have a number of in-born qualities they use to signal their feelings, but these are not like the formed words we see in the human language. What is English creative writing? Creative writing is any writing that goes outside the bounds of normal professional, journalistic, academic, or technical forms of literature, typically identified by an emphasis on narrative craft, character development, and the use of literary tropes or with various traditions of poetry and poetics. What do you mean by linguistic competence? Linguistic competence is the system of linguistic knowledge possessed by native speakers of a language. It is distinguished from linguistic performance, which is the way a language system is used in communication. How is language creative? Language is a creative system because it is a means of expressing an infinite number of thoughts and ideas and can react in an infinite number of ways to new situations (Coppock). Creativity is located within the individual but only in a fashion which can be understood by all. How is language unique? Researchers from Durham University explain that the uniquely expressive power of human language requires humans to create and use signals in a flexible way. They claim that his was only made possible by the evolution of particular psychological abilities, and thus explain why language is unique to humans. What makes human language special? What is special about human language? Human language is distinct from all other known animal forms of communication in being compositional. Human language allows speakers to express thoughts in sentences comprising subjects, verbs and objects—such as ‘I kicked the ball’—and recognizing past, present and future tenses.

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Research & Action Report Spring/Summer 2003 Making mathematics interesting to young children has been an ongoing challenge faced by parents, teachers, and other education professionals for years. The problem is that children are asked to do abstract mathematical activities that have little intrinsic meaning for them. As a result, children often remain disengaged. Even the attempts to bring in “relevant” or “real world” examples—such as how many cookies each child will get or how long would you have to wait in line—are still not compelling enough to engage a young mind. The answer may lie in the ancient art of storytelling. Experts have begun to realize that in order to place mathematics in a meaningful context, the material should be rich in such dramatic elements as character development, plot, surprise, conflict, and suspense. This is where storytelling comes in. |Casey and her team of scholars and elementary-school teachers developed | the six-book series ‘Round the Rug Math: Adventures in Problem Solving, published in 2002 by WCW researcher Sumru Erkut heads a team evaluating innovative supplementary mathematics materials that were developed by Beth Casey and colleagues in the Lynch School of Education at Boston College. These materials, which combine oral storytelling with the teaching of math, had their origins in a study group on gender equity inmath and science that met at the Wellesley Centers for Women when Casey was a WCW visiting research scholar. The study group’s interest in equity in math and science education was coupled with Casey’s Boston College colleague Michael Schiro’s experience in storytelling in early math education to produce a successful grant application to the National Science Foundation. With support from the grant, Casey and her team of scholars and elementary-school teachers developed the six-book series ‘Round the Rug Math: Adventures in Problem Solving, published in 2002 by Wright Group/McGraw-Hill. The ‘Round the Rug Math program introduces mathematical thinking through storytelling and puppetry. Children are encouraged to help the characters in the story solve problems that confront them during their adventures. “When the reason for solving a mathematical problem is intertwined with young children’s fascination with fantasy as well as their love of being playful, then they will put all their energies into solving the mathematical problem,” says Casey. Different stories in the series teach different skills. For example, “Froglets Do the Measuring” helps develop estimation skills and the concept of length.“ Sneeze Builds a Castle” fosters an understanding of spatial relations through block building. The math becomes more complex as the stories evolve. Throughout, children are active learners as they help characters solve their problems. In addition, the stories draw on themes from many cultures, making them meaningful and accessible to all. The evaluation team is assessing the effect of the ‘Round the Rug Math program on children’s math skills and on their interest in math. They are conducting a field experiment in 16 kindergarten classrooms in urban and suburban school systems that have large minority populations. Classrooms are randomly assigned to either control or implementation conditions. Teachers in the implementation classrooms supplement their regular math curriculum with “Tan and the Shape Changer” from the ‘Round the Rug Math series; teachers in the control classrooms teach only the regular math curriculum. Pre- and post-test assessment tools include the triangles subtest of the Kaufman ABC battery and a measure to gauge interest in math by choice of activity during free-play time in class. Erkut, the principal investigator for the evaluation, says: “Our hypothesis is that kindergartners who have participated in the implementation classrooms will not only show greater gains in geometry, they will select “shapes” for free play more often in the post-test than will kindergartners in the control classrooms.” So far 230 Kindergartners from varying cultural and economic backgrounds have been interviewed. The evaluation will continue until the end of July 2003 to assess the persistence of skills and preferences over time. In the end, combining age-old storytelling and teaching mathematical concepts may be one of the answers for which educators and parents have been searching.

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Francena Elyne March 16, 2021 Worksheets kindergarten Letter Tracing- Both NO PREP alphabet worksheets and reusable Write & Wipe printables to help children practice forming their letters.Also printable alphabet letters to practice forming letters with Duplo, playdough, candy, and more.; Phonics Practice – Fun activities to help kids practice identifying the sound letters make.You’ll love our hugely popular letter of the day hats, clever themed. Find a variety of Alphabet Printables to use with your Pre-K, Preschool, or Kindergarten class. These printables include Letter Cards, Letter Tiles, Large Letter Outlines, and Bingo Dot Marker pages. Worksheets are not included here, Printable a-z alphabet letters for children to cut out including coloring and tracing letters. Suitable for usage with kids activities, toddlers, kindergarten, preschool crafts, and anything else that you can think of. Print Alphabet Outline Letters. Printable Full Page Letters of the Alphabet. Bubble Letters in Printable Format. Preschool worksheets age 2. Worksheets for toddlers Age 2 and Preschool Worksheets. An appropriate person isn’t identified exclusively by his right clothes or with an excellent family. At any moment, someone is going to have several things he wants to achieve in regards to long term and short term. There are a lot of means. Beyond the usual age appropriate reading, writing and math exercises — all of which were designed by professional educators — our preschool worksheets teach kids everything from sorting techniques and the five senses to feelings and emotions. Make learning engaging for pre school age kids with over 3000 pages of free pre k worksheets, preschool games, and fun activities for teaching alphabet letters, preschool math, shapes, counting, phonemic awareness, visual discrimination, strengthening fine motor skills, and so much more. worksheets for toddlers age 2 – Coloring Kids. worksheets for toddlers age 2. 3 Year Old Activities Toddler Learning Activities Educational Activities Book Activities Preschool Activities Preschool Books Children Activities Shapes Worksheet Preschool Lesson Plans For Preschool Prime numbers worksheets. Students are given a list of numbers up to 50 or 100 and asked to identify the prime numbers. No hints, trees or method is given. Printable math worksheets from K5 Learning; no login required. Prime and Composite Numbers – Wonderopolis. COMPOSITE NUMBER: A whole number that has two or more factors. Example: 8 is considered composite because it has more than two factors that when multiplied together will equal 8. 1 x 8 and 2 x 4 both equal 8 The following chart lists all of the prime and composite numbers from 1 to 100. Prime & Composite Numbers 2 On this printable worksheet, your students list all of the factors of a given number. Then they tell whether the number is composite or prime. The number 1 has only one factor so 1 is not a prime number. Composite Numbers. A natural number that has more than two factors is called a composite number. In other words, a composite number has factors in addition to one and itself. All even numbers are divisible by two and so all even numbers greater than two are composite numbers. All. Preschool portfolio printables. A portfolio is a collection of a student’s work that represents a sample of his performance and provides a way to monitor his progress over time. You can help a kindergarten student create a portfolio with these printables, starting, of course, with a cover page. Slide the pages into sheet protectors as the student completes each one, and put. You can get all the assessment pages, portfolio pieces and teacher data pages in Preschool & Kindergarten Portfolio & Assessments BUNDLE! To start, I have a crate to keep ALL my student work samples and assessments in. This avoids pages piling up all over the room. I also have my student assessment binder. Aug 8, 2019 – Explore jacquelinekayy’s board ”Preschool Portfolio”, followed by 223 people on Pinterest. See more ideas about Preschool, Preschool portfolio, Preschool learning. In our portfolios, I include anecdotal notes, photographs, art, stories, and other samples of children’s work.I take photos of children building with blocks, participating in science explorations, dramatic play, pretend-reading a story, etc. and attach it to a page along with a description of what the child was doing and quotes of things the child said while engaged in the activity. A free printable art worksheet for a painting tutorial on value. Image: ©2006 Marion Boddy-Evans. Licensed to About.com, Inc. A collection of free art worksheets for various painting exercises. Details of the painting exercise each art worksheet is intended for can be found with the worksheet. Free Printable Art Worksheets. My favorite go-to art lessons come from the Art Appreciation Worksheet Bundle. It’s as easy as 1, 2, 3! 1. Pick an artwork 2. Print one of the Art Appreciation Worksheets 3. Watch with joy as your students connect with and interpret art Days of the Week Download Modernize The Advertisement Download Exploring Geometric Shapes Download Designer Face Masks Download How to Make a Hexa-Hexaflexagon Download How to Divide a Circle into 7 Equal Parts Download How to Create a Circle Design With Sixfold Symmetry Download How to Make a Stomachion Download How to Make a House Booklet … Apr 30, 2012 – Explore Pauline Cameron Weisz’s board ”Art: Worksheets/Printables”, followed by 1476 people on Pinterest. See more ideas about Art lessons, Art handouts, Art worksheets. Preschool spelling worksheets. Spelling Practice Worksheets for Preschool Printables. Download Spelling Practice Tracing worksheets and printables Kids educational preschool, kindergarten and grade school for kids. Preschool Spelling Curriculum Sequence. In preschool, spelling words start with basic two-letter words. For example, a good starting point for preschoolers would be: AT, ME, BE, and IT. Children then start to expand the list by working through “word families”. From AT, in preschool spelling, the curriculum, worksheets, and then spelling. Preschool Spelling Resources. Preschool focuses on pre-writing: ABCs, vowel sounds and simple words. Prep for writing success with these worksheets that focus on letter recognition, word-building and a bit of storytelling. Preschool. Reading & Writing. I am a Christian mother of four, with over 13-years experience homeschooling in Southern Oregon. The resources and products I create are designed to keep the prep to a minimum while also bringing a little educational fun to your classroom Tag Cloudprimary one math worksheets for free mixed multiplication and division fraction addition and subtraction problems cpt math practice test enter algebra problems and get answers multiple choice quiz maker large sheets of graph paper dads homework sheets adding and subtracting fractions with like and unlike denominators worksheets math play decimals

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Zora Neale Hurston has come to be regarded as an experienced writer in both African American literature and women’s literature, for her use of literary elements such as symbolism, motifs and imagery. One of Hurston’s most celebrated novels is Their Eyes Were Watching God, in which she uses many examples of symbolism such as the mule, Janie’s hair, and the pear tree to illustrate to the readers the many trials of which her characters overcome. Zora Neale Hurston utilizes symbolism in Their Eyes Were Watching God to portray Janie Crawford as a character who realizes that, through hard work and perseverance, one may find out who he or she really is on the inside rather than the imperfections on the outside. In the beginning of Their Eyes, Hurston cleverly uses a pear tree as one of her many uses of symbolism. Janie discovers this pear tree after she runs away from her grandma after she gave Janie the news of her marrying Logan Killicks. Janie makes a realization about the tree when she lies beneath it,“She was stretched on her back beneath the pear tree soaking in the alto chant of the visiting bees, the gold of the sun and the panting breath of the breeze when the inaudible voice of it all came to her. She saw a dust-bearing bee sink into the sanctum of a bloom; the thousand sister- calyxes arch to meet the love embrace and the ecstatic shiver of the tree from root to tiniest branch creaming in every blossom and frothing with delight. So this was marriage! ”(Hurston 11). Hurston, being an anthropologist understood the relationship between bees and pear trees thus making the comparison relevant to Janie’s experiences throughout her journey. As Keiko Dilbeck says in his critical essay in the second paragraph, “Attuned to the Connection between man and woman, Janie desperately wants the love and affection from a man that the tree receives from the pollen-bearing bee: Oh to be a pear tree—any tree in bloom! ” (11). Because Janie’s first marriage was so bad Hurston used the pear tear to emphasis the negativity: “Logan Killicks was desecrating the pear tree”(13). In Janie’s next marriage Hurston strengthens the use of the pear tree. Joe became jealous very easy because of the other men are looking and thinking of Janie very attentively. Janie wants to be free but Joe is keeping her from living her life as she wants to: “Janie pulled back a long time because Joe did not represent the sun-up and pollen and blooming trees. ”(28). Janie finally reaches the level of the pear tree when she marries her final husband, Teacake. Janie finally has learned about herself when she meets Teacake and achieves womanhood: Teacake looked like the love thoughts of women. He could be a bee to a blossom—a pear tree blossom in the spring” (101) Teacake is not like her other previous husbands, he respects her and cherishes her for who she is and her beauty. Equally important, one of the most used symbols that Hurston uses in Their Eyes to elaborate on Janie’s role and attitude in the story is the comparison to the mule. The use of the mule imagery indicates the way in which African American females have been mistreated and dehumanized by the society. Hurston uses the image of the mule to comment on the disparity between speech and silence in the life of Janie Crawford Killicks Starks Woods (Haurykiewicz, par. ). Janie is compared to a mule in the first half of the book because mules also usually are looked down upon and not heard from. Janie was born from her mother being raped by her school teacher and Nanny was raped by a white slave owner as well, this explains Janie’s very fair skin. Until the age of six, she thinks that she is white, and “the same as everyone else. ” When she goes to school, the other black children are jealous of Janie because she wears the Washburn children’s hand-me-downs; these clothes are much nicer than what the other black children wear. Nanny does not like the fact that Janie is picked on by the other black children for living in the white family’s backyard, so she asks the Washburn’s to help her buy some land and create a home of her own. This heritage is similar to that of a mule because mules are the crossbreed of horses and donkeys and are not accept in either community. Like a mule, Janie is the product of mixed parentage. Her mother, Leafy, was raped by a white school teacher. (18) Throughout her first marriage she is forced to work on Killicks farm, as if she was just another mule. However in her second marriage she is not treated so harshly but she is given less respect and no right to speak her mind, while she is married to Logan Starks, just as a mule is treated. It is not until the end of the novel does Janie finally finds herself and becomes conformable with speaking her mind, with her third husband Teacake. She is respected with Teacake and her coming of age journey finally comes to and end after all the trials she goes through to prove she is not a mule. Moreover Janie’s hair is a big symbol in Their Eyes Were Watching God as well. Janie’s hair is a symbol of her power and unconventional identity; it represents her strength and individuality in three ways. First, it represents her independence and defiance of petty community standards. The town’s critique at the very beginning of the novel demonstrates that it is considered undignified for a woman of Janie’s age to wear her hair down. Her refusal to bow down to their norms clearly reflects her strong, rebellious spirit. Second, her hair functions as a strong symbol; her braid is constantly described in powerful terms and functions as a symbol of a typically masculine power and potency, weakens gender lines and thus threatens Jody. Third, her hair, because of its straightness, functions as a symbol of whiteness; Mrs. Turner honors Janie because of her straight hair and other Caucasian characteristics. Her hair contributes to the normally white male power that she wields, which helps her disrupt traditional power relationships (male over female, white over black) throughout the novel. Jody Starks finds her hair to be threatening; therefore, he forces her to tie it back as a form of control. When he dies, Janie burns all of her handkerchiefs as a sign that she is now a free and independent woman. Tea Cake, Janie’s third husband adores her hair and embraces her femininity for example Hurston includes: “Tea Cake treats Janie’s hair with considerate devotion and it is under these circumstances that Janie’s identity is her own” (103). Even when Mrs. Turner is ranting about how inferior the African American race is, Janie is neutral because her racial identity is intact. Having these symbolic examples such as the mule, the pear tree, and Janie’s hair in this novel helps Zora Neale Hurston to explain the relationship between male and female and what women must do to find out who they really are. As Haurykiewicz says “Janie’s growth may be charted as one that travels from mule to muliebrity (the state or condition of being a woman. )” (Paragraph, 1) For a long time women have been mistreated and looked down upon by men, Hurston shows that, with hard work and perseverance that women can find their calling just as men can. Ashmawi, Yvonne. “Janie’s Teacake: sinner, saint, or merely mortal? Janie Crawford from Their Eyes Were Watching God)(Critical essay). ” Heldref Publications 1. 1 (2009): 1-3. Web. 1 Mar 2011 Dilbeck, Keiko. “Symbolic representation of identity in Hurston’s Their Eyes Were Watching God. (Zora Neale Hurston)(Critical essay). ” Heldref Publications (2008): 1-3. 1 mar 2011. Database. 26 Mar 2011. Haurykiewicz, Julie. “From mules to muliebrity: speech and silence in Their Eyes Were Watching God. (Zora Neale Hurston). ” University of North Carolina Press 1. 1 (1997): 1-11. Web. 1 Mar 2011.. Hurston, Zora. Their Eyes Were Watching God. 1. Philadelphia: J. B. Lippincott, inc. , 1937. 193. EBook. Cite this Zora Neale Hurston’s Use of Symbolism in Their Eyes Were Watching God Zora Neale Hurston’s Use of Symbolism in Their Eyes Were Watching God. (2017, Mar 14). Retrieved from https://graduateway.com/zora-neale-hurstons-use-of-symbolism-in-their-eyes-were-watching-god/

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If a story is not about the hearer he [or she] will not listen . . . A great lasting story is about everyone or it will not last. The strange and foreign is not interesting-only the deeply personal and familiar." "• John Steinbeck, Storytelling has likely been around since the beginning of time. The first cave paintings from 27,000 thousand years ago are seen as an early form of storytelling. People have been fascinated by stories. While sitting around a fire, stories were the first and only way to share information, dreams, to entertain, inspire and connect with others long before humans had any other forms of communication. Effective communication has always been about storytelling and today, the best communicators are also good at it. Not only is it commonly accepted that good storytelling beats other forms of communication hands down, there is scientific evidence that backs this up. When we receive information from a power point presentation, the language part of our brain that decodes words into meaning becomes activated. However, when we listen to a story, a lot more happens. Not only does the language processing part of our brain become activated, but other parts of our brain begin to process the experience of the story for ourselves. For example, descriptions for foods would activate our sensory cortex. In other words, hearing a story puts much more of our brain to work than simply listening to a presentation. Not only can we stimulate various areas of the brain, but if the listener relates to a story, their brains can become synchronized with the storyteller's. Emotions that the storyteller is experiencing can be shared with the listener. Knowing the influence that telling a good story can hold, we can use storytelling to not only share information, but connect with the people around us. Here are some things to keep in mind. Keep it simple Less is more; this is a basic rule of good storytelling. Avoid the complex, detailed, as well as the use of adjectives and complicated nouns. Using simple language is the best way to activate regions of the brain that help us relate to the events in a story. Remember that you are not trying to impress, but to share an experience. Always keep the audience in mind To be effective, the audience must be able to relate to the story. Talking about an experience on a yacht would not be a good way for the CE0 of an organization to connect with front line workers. This would likely have the opposite effect and distance his audience from him or her. Telling a heart-felt story about going fishing with a family member or a grandchild would be much more effective as this would be something many in the audience could identify with. Use it as an opportunity to share something of yourself Talking too much about ourselves directly can be viewed by others as being self-serving and turn them off. Skillful storytellers can weave information about themselves, they want the audience to know, without appearing to be pretentious. Past stories of struggles, failures and overcoming barriers the storyteller has experienced are excellent sources that help the teller connect with the audience as everyone has experienced these in life. This will compel the story teller to appear more human, more like one of the audience. Don't take yourself too seriously Audiences love speakers who are able to laugh at themselves. Let yourself be vulnerable. Everyone has done something downright embarrassing and silly. Sharing these moments will resonate strongly with the audience. Share sincerely felt emotions I have attended numerous seminars from an individual that I have grown to admire and respect. At some point in the workshop he always shares the story about how his brother and he almost lost their company. At a certain point he tears up as he shares this experience. You can feel the connection with the audience. Even though I have heard the story a number of times, I know he is sincere when he is sharing this and my respect for him increases. If you have strong emotions that come up when telling a story, don't try to suppress them. Of course you would need to manage your feelings as an uncontrolled display of crying or laughing would not create the desired result. However, showing some emotion increases trust and forms a bond between the speaker and the audience. Some Amazing Comments Click The Book Cover Below Pre-order Steven Aitchison’s new book The Belief Principle: 7 Beliefs That Will Transform your Life

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This lesson plan introduces students to the poetry of Rafael Campo and helps students to find their own voice while gaining confidence writing their own original poetry. In this lesson, students will look at aspects of identity through an intersectional lens—that is, seeing multiplicities of identities as inextricably linked within a person and their lived, narrative experiences through analysis of three poems. In this lesson, students will learn about the 1965 marches from Selma to Montgomery during the Civil Rights Movement. They will examine the Voting Rights of 1965 and watch clips from the movie Selma. Most importantly, students will think critically about sources of information. Use this powerful lesson plan to help students authentically understand the ethical challenges faced by non-Jewish citizens of Europe during the period of the Holocaust who were asked to risk much to save the lives of others. Students will write an opinion essay. In this lesson, students learn more about the work of the United Nations by researching an issue they care about. The second objective is for students to understand the importance of their voice in the world and how to use social media responsibly in order to share their knowledge with the wider community. This lesson is intended to be used with the PBS FRONTLINE documentary "League of Denial" and supports students learning by contextualizing the concussion crisis in the NFL with background on concussions in youth. This lesson offers a series of activities that allow students to explore and interact with poetry by writing letters to poets. In four linked activities, students will apply their knowledge of ratios, proportions, fractions, decimals, percents, scientific notation, mean, median, mode, range, and pie graphs to interpret data and statistics regarding the U.S. government’s budget for prisons and correctional services. Then students will synthesize what they have learned and communicate it using diagrams and mathematical evidence. In this lesson, students reflect on the life of Maya Angelou and how her experiences influenced her poetry. Then they will analyze the poem "On the Pulse of the Morning," and discuss their emotional reactions to the poem. In this lesson, students will use text from Mandela's autobiography "Long Walk to Freedom" to connect with Mandela's life and words. This lesson asks students to think critically about their relationship to comedy–in particular, satire–and explore the question of how it helps us interpret global events. Students will read three articles as part of the lesson. In this lesson, students are challenged to identfy negative sterrotypes about women and men. Students are introduced to Anne Bonny (a woman who breaks traditional gender stereotypes) and gives them the opportunity to use creative writing skills to create their own profile on one of four other "rule-breaking" women in history.

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Our Best Ever List of Summer Reading Tips Useful info for kids of all ages By Anne Sieker, Language Arts Teacher & Mom of 3 Reading at any age promotes healthy brain development. From the first sounds babies make and hear, their brains are working hard to grow language skills, which are the building blocks of reading. With summer in full swing, and many typical summer time activities cancelled, parents may be looking for ways to keep kids busy—and learning. Incorporating reading into your summer routine, no matter how old your child is, will help accomplish that. Don’t get nervous at the thought of reading Shakespeare to your two-year old! There’s so much more to reading than sitting in a chair and turning pages. Here are some tips by age: Learning how to read begins with learning how to speak. Simply hearing the rhythm and patterns of language is a powerful tool. - Babies love voices, especially the voices they heard in utero. Snuggle them close and sing lullabies or folk songs. - Use everyday activities like diapering, feeding, and bathing to “self-talk” to your baby. Coo and smile and explain what you’re doing. When your baby gurgles and coos back, respond with smiles and encouragement. - As your baby rolls over or starts to play with toys more actively, give your child the words to what they are doing. “You are pushing up with those strong arms!” - Choose brightly-colored books and let your child touch and hold cloth or cardboard books. - Point out the familiar objects on the pages and name them. - Choose books with rhyme. - Vary your voice from high to low while reading or singing. Make noises for what is going on in the story. Ask your child simple questions and explain what is happening around them. This helps build their vocabulary and their understanding of the world—which can lead to future success in reading. - Lots of children are squirmy and need something in their little hands to keep them busy while you read. Giving them a piece of play-doh, for example, can make a big difference. - Interactive books where they have to find something on a page can keep kids entertained while you read. - As you walk down the street and your child stops to gather rocks, ask questions that require more than a yes or no answer. “Which rocks look the same?” - Use “what if” questions. “What if a robin landed on your shoulder?” Questions like these are creative and fun and children can build them into stories. - Be patient with never-ending “why?” questions. They can be an opportunity to say, “I don’t know! Let’s go look it up!” Show your child that you don’t know all the answers and that reading can be useful. - Choose books that have repetition and rhyme. Children love to join in and pretend to read with you. Pause before a phrase or word is repeated and encourage your child to fill in the pause. Smile and nod when they do! - Spell and sound out familiar words out loud when you read. “Look at the word ‘sun’. S-U-N.” Make the sounds as you spell. In the early elementary grades, your child will learn how to read. In the later grades, they will learn to read independently about a wide variety of topics. - Allow kids to choose their books. Your child has different tastes in reading than you. Allowing them to choose gives them the power to explore their own interests. - Try different types of books like poetry, graphic novels, joke books, weird facts books, gross science books, world record books, cookbooks, or even wordless books. Keep an open mind and remember that reading comes in many different forms. - Listen to audible books or storytelling podcasts. Pause to ask questions and make your own connections to the story. - Continue to read aloud to your child. Don’t be afraid to make mistakes! Showing them that even you make mistakes is a great way to encourage them to take risks in their reading. - While you read aloud, your little one will interrupt with questions. That’s okay! Answer them and don’t worry about breaking the flow of the story. Have them make predictions about what will happen next. - Librarians are an incredible resource! They can help direct you if your child has a particular interest in something, or they can track down that one book that will engage your child. - If you think your child has trouble reading, don’t’ be afraid to advocate! Call your child’s school district and talk to them about your concerns. You’re the one who knows your child the best. Reading is a complex activity. Children need lots of encouragement and patience. This just means it’s time to get creative—and summer is the perfect time! And remember—if your child sees you reading, they’ll want to read too.

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What We See Every picture is viewed the same way. By understanding how people look at and gather information from pictures you can direct the eye and present a message without words. Every visual, like every story, is made up of three key components. BEGINNING, MIDDLE, END. What you need to do is decide what is your SUBJECT and how people view it. When looking at this picture what do you notice first, next and last? Visual Storytelling Tools Use the tools below to help you direct the eye and construct clear visual stories. Create simple three word statements. It's an effective and efficient way to ensure you know what you want to shoot. More commonly referred to as where the camera is focused, is important because eyes are obviously drawn to what is sharp. Amateurs often rely too heavily on Auto Focus to capture their images which often leads to their subjects being slightly out of focus. Pay close attention to your focal point to ensure a quality picture. Rule of Thirds By creating an imaginary grid and placing your subject at one of the intersect points, you can help draw eyes to your subject. This tool also helps create a balanced picture. How it Works So how does this help you? Let's look at a couple of examples. Below are two pictures, both have the same general subject - a student is holding a container. However they both convey two very distinct messages using focal point or rule of thirds. Depicts the idea that the most important thing is "what's in the container" RULE OF THIRDS Sends us the message that the student who is holding the container is the focus of the image. Our eyes are inevitably drawn to light. So if you want someone to look at something first make sure it’s lit well! Our eyes are naturally drawn to the biggest objects in the picture. If you want people to notice it first, make it BIG! Want people to notice your subject without using size or light? Contrasting colors and/or shapes can highlight your subject. After the larger parts of the picture our eyes wander the photo looking for any other information that conveys the message. Extreme Wide (Landscape) An Extreme Wide helps the audience understand general location of a story. It also helps frame the period of time the story takes place in. Wide (Environment > Subject) A Wide shot establishes the subject in relation to the surrounding environment. It can also still hide specific details. A Medium shot will be used to emphasize the subject, while still allowing the audience to distinguish where things are happening. Close Up (Details and Emotion) These shots are used to bring details to the forefront of the audiences minds or when trying to convey specific emotions. Extreme Close Up (Specific Detail) Use this shot when you want to show only one detail. The audience will be forced to look at one and only one thing. Control the Message! Framing is such a powerful tool. It can drastically change the outcome of your photo and alter the messaging. Remember "with great power comes great responsibility". Understanding the difference between the two extremes will help you frame the proper message. Can you spot the differences between the two example below? Check the Fine Print No matter how good the picture is sometimes those fine details can sneak in an distract viewers from the message. High production value can only be achieved by those who pay attention to the details. Before we wrap this lesson up and move onto our activity, lets review what makes great visual storytelling. It doesn’t matter if you’re a big Hollywood production, designing a poster, shooting a photo or video, “The Basics” are something everyone uses. Simple Statements to focus your message. What in your picture is in focus? RULE OF THIRDS An imaginary grid with intersect points. LIGHT, SIZE, CONTRAST, FINE DETAIL Simple tools to help focus messages. Control the field of view. Project Duration: 1 Day | Groups: 1 (max) | Media : 10 Photos | Difficulty: Beginner Task: Choose one of the following focus statements to capture a photo using each of the five framing techniques. Compose each shot using the rule of thirds. Upload your photos for review. Objective: Students will demonstrate their understanding of basic visual storytelling through 5 photos. - Student drinks water - Student reads book - Student ties shoes - Student recycles bottle - Student eats snacks SHOOT ALL FIVE - Extreme Wide Shot - Wide Shot - Medium Shot - Close Up Shot - Extreme Close Up Shot

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Exemplum also appears in speeches and other forms of language to explore doctrines. They sometimes take the form of folktales or legends. Writers use exemplars to clarify points or demonstrate something the writer believes to be true. Usually, this is something in the realm of ethics or morality. Sometimes, they’re known as moral exemplars or parables. While a lot of these are short, some can be as long as novels or plays. Definition of Exemplum The word “exemplum” comes from the Latin meaning “example.” This means that the word is used more broadly than the above definition suggests. Today it can be used to refer to a moral narrative or any kind of example. For instance, someone might say that something is an “exemplum” or an example of a particular type of behavior, action, or other. In literature though, the word is most commonly associated with parable-like stories that seek to convey a particular ethical or moral message. Types of Exemplum - Real: moral lessons or stories, taken from history or mythology. - Fictional: use invented facts and storytelling to express a moral lesson. Usually in the form of fables, comparisons, and parables. Examples of Exemplum in Literature The Canterbury Tales by Geoffrey Chaucer Chaucer’s most famous literary accomplishment, The Canterbury Tales, is a collection of 24 stories. It was written in Middle English sometime between 1387 and 1400. Most are written in verse, although some also appear in prose. They contain the results of a storytelling contest between a group of pilgrims traveling from London to Canterbury. There are several different exemplars to be found in this masterpiece, one o the best-known is in the General Prologue. Here are a few lines, in the original Middle English, from this section of The Canterbury Tales: A frere ther was, a wantown and a merye, A limitour, a ful solempne man. In alle the ordres foure is noon that can So muche of daliaunce and fair langage. He hadde maad ful many a mariage Of yonge wommen, at his owne cost … As doon the sterres in the frosty night. This worthy limitour was cleped Huberd. This passage is a direct attack and criticism on the Catholic Church. The lines speak about a friar named Hubert who lived excessively, not all in line with the teachings of the church. He was a sweet-talking, playful beggar who could get anyone and everyone to give him money—even those who were in most need of it themselves. As the passage progresses, the speaker adds that Hubert was one of the Church’s finest members. This makes it clear that the speaker has a very dark opinion of the Catholic Church as a greedy institution that does not practice what it preaches. Within these lines, the speaker is trying to convey the exemplum that one must act in accordance with the word of God, no matter their position if they want to go to heaven. Read more about the characters in The Canterbury Tales. The Divine Comedy by Dante Alighieri The Divine Comedy, or Divina Commedia, is an incredibly famous, long poem written by Alighieri in the 1300s. It is one of the most important works of Italian literature and one of the most influential in history. It presents an imagined vision of the afterlife, including portraits of Hell, described in Inferno, Purgatory, described in Purgatorio, and Heaven, described in Paradiso. It follows the author and his guide, the Roman poet Virgil, through three different stages. They see all the levels of Hell, encounter various famous historical figures, and eventually make their way to Heaven where Dante encounters his true love, Beatrice. Here are a few lines from Inferno: They now commingle with the coward angels, the company of those who were not rebels nor faithful to their God, but stood apart. The heavens, that their beauty not be lessened, have cast them out, nor will deep Hell receive them — even the wicked cannot glory in them. This epic is often regarded as one long exemplum or a series of exemplars. The writer notes the immoral behaviors that landed men and women in Hell and demonstrates why the seven deadly sins are so terrible. “The Good Samaritan” Luke 10:25-37 The story of the Good Samaritan from the Bible is a classic example of a moral exemplum. In this story or parable, Jesus describes a traveler who is stripped and left for dead by the side of the road. Several people pass him by before a Samaritan finds him and stops. This is despite the fact that Samaritans and Jews hated one another. He helps the injured man and proves himself to be a good neighbor. Often, Jesus is placed in the role of the Samaritan, helping those in need and saving humankind from sin. Today, the phrase “good samaritan” is used regularly to describe anyone who goes out of their way to help someone they don’t know and how is in need. Why Do Writers Use Exemplum? Writers use exemplum throughout literary work and oratory. It’s one of the most widely used rhetorical devices in the English language. It helps to encourage readers and listeners towards a particular type of behavior. For example, one might use a short story to teach a young reader about the importance of being kind and treating others how they want to be treated. Storytelling is at the heart of human existence, as is sharing experiences and lessons from one generation to the next. Stories that contain moral lessons are one primary way of accomplishing that. Related Literary Terms - Fable: a short and concise story that provides the reader with a moral lesson at the end. - Myth: a genre of folklore that usually includes a hero and sometimes fanatical elements. - Novel: a long, written, fictional narrative that includes some amount of realism. - Parable: a short fictional story that speaks on a religious attitude or moral belief. - Anecdote: short stories used in everyday conversation in order to inspire, amuse, caution, and more.

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When you grasp persuasive writing techniques and processes, you can help draw people to your opinion or encourage them to think differently about a topic you are passionate about. Rhetoric is an ancient art, and it's one that many people in modern society lack. During Classical Greek history, rhetoricians used this form to persuade listeners through powerful speeches. While speeches still hold a role in contemporary society, today, rhetoric often comes through the written word, not the spoken word. Persuasive writing uses writing skills to get the reader to the point of agreeing with you. By using the right writing techniques, you can guide the reader to your desired conclusion. Here's what persuasive writing is, where it is found, and how you can use it to be a stronger writer. What Is Persuasive Writing? Persuasive writing is writing that helps the reader come to the writer's opinion on a topic. It is a type of argumentative essay that uses logical arguments to pull in the reader and, through the writing process, present arguments that will support a stance on an issue. While the goal may not always be reached, the process involves a logical presentation of those arguments until the reader can come to a conclusion. Choosing a Thesis Statement At the heart of persuasive writing is the thesis statement. The thesis statement is the statement of the writer's position on the argument. A thesis statement will narrow a topic into a specific area of focus, then establishes the direction for the piece of writing. The thesis statement will also state the author's opinion on the argument. At its heart, a thesis statement is a statement of opinion, not fact. It provides the basis for argumentative and persuasive wring. So, a fact would state: - Electric cars use less fuel than gas-powered cars. This is true and leaves nothing for persuasion. You could write an informative piece of non-fiction writing with this statement, but you could not write persuasively. A thesis statement would use that fact to create an opinion, such as: - State governments should offer more tax incentives to drivers for purchasing electric cars to cut down on fuel use. This statement can be the basis for an entire piece of persuasive writing. To Persuade Your Audience, You Must Know Them Before you can write a persuasive essay, you must understand your audience. Research your audience to appreciate their preconceived ideas and positions on the topic. This will help you craft arguments that will pull them closer to your opinion. Once you have studied your audience, delve into the research. You need convincing evidence and facts to persuade your audience. Use many sources, backed by facts and statistics if appropriate. Research both sides of the argument so you can argue appropriately against the opposition's most convincing points. Structuring the Persuasive Essay Once you have done some preliminary research, it's time to create an outline. This style of writing follows the same basic template, no matter what your points may be. A persuasive essay has four essential parts, which include: The introduction paragraph needs to hook the reader. They need a reason to continue reading your essay. It will introduce the writer's opinion and outline the points, but not delve too deeply into the details of the piece. Each paragraph in the main body of a persuasive essay will cover one point. After stating the point, provide details to support it. This is where facts are more important than the writer's opinion and personal experience, whenever possible. Research findings are compelling in many types of persuasive writing. The essay can have as many body paragraphs as necessary to persuade the reader. Opposing View Paragraph A persuasive essay can't ignore the opposition's view. In your research, you should identify some of the key points that your opposition may bring. Successful persuasive writers will state the opposing viewpoint and then use more facts to refute the opposition's main points. The conclusion is a powerful part of a piece of writing. It gives the chance to restate the persuasive piece's main points and draw it all together. Often, a writer will restate the thesis with different wording. Writing the Piece The initial research and outlining process are both parts of the pre-writing process. Once that is done, the writer is ready to write a first draft of the piece. Even a persuasive letter requires careful writing and editing to do its job well. As you write, use these essential elements of rhetorical arguments: - Ethos – Ethical reasoning - Logos – Logical reasoning - Pathos – Passionate reasoning When used well and in concert with one another, ethos, logos, and pathos create strong arguments that are hard to refute. For ethical reasoning, make sure your points are factual and are not misleading in any way. When it comes to logical reasoning, make your points centered on the facts, and take the reader through a logical progression of arguments. Passionate reasoning is usually the easiest when writers choose good topics. Strategic repetition and an emphasis on your points help with pathos, as will your passion for the subject. Balancing these three will make your writing quite persuasive and powerful. When you can find that balance, the reader will naturally walk through the logic of your thinking. You may not persuade them, but you will present a persuasive argument that will help them think about your position. Editing Your Persuasive Essay Once you have your persuasive essay drafted, you're ready to edit it. First, edit the essay for grammar, spelling, and punctuation, then look at it again. What are your arguments? What counterarguments do you cover? Have you thoroughly backed your main points with facts and research? Have you explained why the opposing viewpoint is wrong? Have you guided the reader toward a particular action? Use the editing stage to make your writing stronger. Use effective persuasive techniques to inspire your audience to change their opinion or take action on the topic you are discussing. Add stronger words and more personal experience or research findings to reinforce what you are saying. Ensure your word choice is strong, so you do not leave questions in the reader's mind. The art of writing a persuasive piece is worth embracing. By learning this form of writing, you can use your skills as a writer to persuade others to reach a particular conclusion. Whether you are writing a letter, essay, or blog post, the process is similar. Join over 15,000 writers today You'll get a free book of practical writing prompts.

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CURRICULUM AREA: RELIGIOUS EDUCATION Purpose of Study: At Calmore Infant School we teach RE through our Integrated Curriculum projects and through separate blocks of learning to immerse the children e.g. Diwali in Year 1 We believe RE is an important subject within our school curriculum because of the influence of religions and beliefs on individuals, culture, behaviour and national life. Most religions and beliefs offer answers to life’s deepest questions. Children are naturally inquisitive and we encourage them to seek answers to those questions, as they grow into independence and work out how to live a good life. RE provides opportunities for children to reflect and analyse, to discuss and debate, to explore and discover, and to learn more about the world in which they live. We use the syllabus Living Difference 3 as a guide. Through this syllabus we explore a range of concepts: A- Concepts which are common to all people (e.g. remembering, specialness or celebration) B- Concepts which are shared by many religions (e.g. God, worship or discipleship) C- Concepts which are distinctive to particular religions or non-religious tradition (e.g. remembrance, and Easter). How we teach RE All the concepts we learn about are taught through a cycle of enquiry: - Apply their own beliefs and values to situations in their own and others’ lives - Enquire into religious/non-religious concepts - Contextualise what is being studied in religious practice and belief and specific situations - Evaluate what has been discussed, taught and learnt. - Communicate their own responses to what has been discussed, taught and learnt In the Foundation Stage (Year R), the children will learn that others don’t always enjoy the same things and will be sensitive to this. They will learn about similarities and differences between themselves and others and among families, communities and traditions, for example the Harvest, Nativity and the Chinese New Year. Where possible, RE will be linked to early learning goals. As the children enter Year 1 they will start to develop curiosity about people, places and events. They will begin to develop a greater awareness of feelings about what is special and precious and begin to become aware that certain people, objects, places, clothing and time have special importance. They will begin to understand the concept of light as a symbol through Diwali and the concept of change by learning about how Jesus changed people’s lives. In Year 2, the children will explore some of the symbols used in religious and everyday life. They will be able to discuss similarities and differences between themselves and others. They will accept and value themselves and celebrate the common bond between all people. Some children will be able to make simple connections between aspects of the religions they encounter. National Curriculum Provision Aims: The national curriculum for Religious Education aims to ensure that all pupils: Pupils should develop their knowledge and understanding of religions and worldviews, recognising their local, national and global contexts. They should use basic subject-specific vocabulary. They should raise questions and begin to express their own views in response to the material they learn about, and in response to questions about their ideas” (NCFRE p18). A balanced curriculum would include: a. Learning about the place of religion and belief in their local community – recognising diversity and the influence of those religions and worldviews, and exploring questions about the meaning, purpose and value of life b. Learning about key features of Christianity (selected from key beliefs, teaching and values behind celebrations and commemorations, patterns of worship, places of worship, and stories) exploring their significance for Christians c. Learning about key features of at least one other religion or non-religious worldview (selected from key beliefs and, in the case of religion, teaching and values behind celebrations and commemorations, patterns of worship, places of worship, and stories ) exploring their significance for followers of that religion or worldview. Subject Content KS1: Pupils will be taught about: Concepts that start to increase in complexity, for example, remembering, storytelling, symbol of light and some simpler concepts as they progress to the end of the key stage, for example, God, angels and special places.

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The purpose of the activities in this section is to enable you to produce an effective dissertation, in accordance with the academic writing conventions followed at British universities. You will learn about the different parts of a dissertation and how they relate to each other. You will also have the opportunity to consider different writing styles and choose the most appropriate for your subject area. Finally, you will consider the importance of developing your own study skills and explore some useful dissertation writing tips and techniques. What is a dissertation? In this subsection, you will examine the overall structure of a dissertation and the common information elements found in each part. You will also reflect upon a number of important factors that need to be considered when selecting a topic for your dissertation. Defining a dissertation and its structure In this activity you will consider, the difference between a thesis and a dissertation. You will also identify different types of research and consider how the type of research affects the overall organisational pattern of the dissertation. The elements of a dissertation You will identify the information elements that the different chapters of a dissertation are likely to include. The numbering system that is typically employed for different sections of a dissertation is introduced. Selecting a topic for your dissertation Here you will explore the factors which will help you select a topic for your dissertation. Focusing on a topic Here you will learn about techniques that can help you focus on a topic for your dissertation: creating mindmaps, formulating and refining research questions, and developing strategies for reading efficiently. Brainstorming and mindmaps You will practise using the techniques of brainstorming and creating mind maps to explore the possible areas you wish to cover in your dissertation. Research questions and hypotheses Here you will find out how to formulate and refine research questions. The meaning of the term hypothesis is also discussed. Accessing and organising the literature for the dissertation You will explore effective ways to search for information and read efficiently. You will also find out how to manage, organise and record the literature that you access. Research proposals, dissertation titles and personal journals In this subsection you will identify the important elements in a research proposal, practise ways of writing an effective dissertation title, and explore the benefits of keeping a personal journal as part of the research process. Writing a research proposal for a dissertation Here you will examine the important information elements that should be included in a research proposal. Writing an effective title for your dissertation You will find out how to write an effective title for your dissertation and how to present your title page. Keeping a research journal or diary You will explore the value of keeping a research journal whilst conducting your research. The literature review Different aspects of a dissertation literature review are explored. You will investigate the multiple purposes for which sources are cited in a literature review, explore different techniques for integrating sources into your text, consider the meaning of criticality in a literature review, and learn about strategies for giving your own voice prominence in your writing. The multiple purposes of a literature review This looks at how a literature review can be structured. It also considers the variety of purposes for which the related literature is used in a dissertation. Different citation practices are introduced and the variety of ways in which the literature can be integrated into a text are considered. Establishing your own position You will learn about the organisational and linguistic techniques you can use to establish your own position in relation to the literature you are citing. How to be critical in a literature review Here, the meaning of 'being critical' in a literature review is explored. Making linguistic choices You will examine some of the linguistic strategies you can use to show your strength of commitment to the work you are citing. Here, the different purposes of dissertation abstracts are considered. You will identify the common information elements in abstracts and the tense and voice changes that often occur in the text. The purposes of a dissertation abstract The various purposes of abstracts are explored. You will also analyse two abstracts to identify the different information elements which can be included. Choices of verb tense and voice in different parts of an abstract You will look at the changes in verb tense and voice that are likely to occur in an abstract and consider the reasons for these choices. Writing and revising a draft abstract Here you will have the opportunity to write a draft for your own dissertation abstract while considering the common information elements, as well as tense and voice choices. This subsection explores different aspects of a dissertation introduction. It focuses on its various functions, the common information elements it contains and its organisational structure. The differences between the dissertation introduction, abstract and literature review are also examined. The purpose of an introduction and different information elements You will focus on the purposes of dissertation introductions, their common information elements and their organisational structure. Abstracts and introductions The differences between a dissertation abstract and introduction are examined. The relationship between the introduction and the literature review Here the difference between an introduction and a literature review is discussed. You will also look at examples of how the initial chapters of a dissertation can be organised. Here you will be introduced to the methodology section of a dissertation. The typical information elements and possible organisational structures will be presented. You will also focus on using appropriate verb tense and voice when describing your methodology. Typical information elements when describing your methodology You will be introduced to the methodology section of a dissertation and consider what information elements are typically included. You will then read four extracts and be given practice in identifying different elements. You will consider the different ways that methodology sections can be organised. Common tense choice and voice choices You will be given practice in choosing appropriate verb forms to complete short extracts which describe the methodology. Presenting and discussing findings In this subsection, you are introduced to the various ways in which findings can be presented in dissertations. In particular, this section will cover the difference between the presentation of findings in a dissertation based on empirical research and in a library-based dissertation. You will also examine techniques for integrating tables and figures into a text. Presenting findings from empirical research studies You will explore the various ways in which research findings can be presented in a dissertation. Including tables and figures in your dissertation Here important techniques for integrating figures and tables into a text are presented. Presenting findings in library-based dissertations You will look at examples from library-based dissertations which illustrate the way findings are integrated into these types of text. Interpretation and discussion This subsection examines approaches to the discussion and interpretation of findings. The session includes an overview of the common information elements in the Discussion chapter of a dissertation, an analysis of the different meanings of interpretation, and practice in techniques for expressing different degrees of certainty in your writing. Common elements in discussion chapters You will consider the different ways in which you can organise the final chapters of your dissertation. The common information elements of the Discussion chapter of a dissertation are presented and explored. Different ways of interpreting findings You will explore the various meanings of interpretation and analyse examples in texts. Expressing degrees of certainty You will practise the various language techniques available for expressing different degrees of certainty about your findings and interpretations. Conclusions and dissertation writing techniques In this final subsection, you will examine the role of the conclusion in a dissertation and its links to other sections. Typical information elements will be presented. You will also focus on the need for cross referencing within a dissertation. You will consider a number of general techniques which will help you throughout your dissertation. You will consider the role of a conclusion in a dissertation and how it is linked to other sections. You will also look at the different information elements often found in a conclusion. Cross referencing between dissertation chapters You will look at how authors refer back to previously given information within a dissertation and consider why it is necessary to cross reference in longer texts. Time management, dealing with writer's block and revision strategies Here you will focus on the importance of planning your time carefully during your dissertation. You will then be introduced to a number of strategies to help you keep writing. Finally, you will think about the importance of proof reading your work and making revisions.

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In this unit, students will become familiar with fables and trickster tales from different cultural traditions and will see how stories change when transferred orally between generations and cultures. They will learn how both types of folktales employ various animals in different ways to portray human strengths and weaknesses and to pass down wisdom from one generation to the next. Use the following lessons to introduce students to world folklore and to explore how folktales convey the perspectives of different world cultures. Allegories are similar to metaphors: in both the author uses one subject to represent another, seemingly unrelated, subject. However, unlike metaphors, which are generally short and contained within a few lines, an allegory extends its representation over the course of an entire story, novel, or poem. This lesson plan will introduce students to the concept of allegory by using George Orwell’s widely read novella, Animal Farm, which is available on Project Gutenberg. The Bedouins of ancient Arabia and Persia made poetry a conversational art form. Several poetic forms developed from the participatory nature of tribal poetry. Today in most Arabic cultures, you may still experience public storytelling and spontaneous poetry challenges in the streets. The art of turning a rhyme into sly verbal sparring is considered a mark of intelligence and a badge of honor. Students will learn about the origins and structure of Arabic Poetry. Australian Aboriginal art is one of the oldest continuing art traditions in the world. Much of the most important knowledge of aboriginal society was conveyed through different kinds of storytelling—including narratives that were spoken, performed as dances or songs, and those that were painted. In this lesson students will learn about the Aboriginal storytelling tradition through the spoken word and through visual culture. They will have the opportunity to hear stories of the Dreamtime told by the Aboriginal people, as well as to investigate Aboriginal storytelling in contemporary dot paintings. Through studying Beatrix Potter's stories and illustrations from the early 1900s and learning about her childhood in Victorian England, students can compare/contrast these with their own world to understand why Potter wrote such simple stories and why she wrote about animals rather than people. Becoming Human is an interactive documentary experience that tells the story of human origins. Multimedia, research and scholarship are presented to promote greater understanding of the course of human evolution. This site includes classroom materials, subject-designed exercises, games and activities to help make connections between the concepts that are presented and student learning. PDF versions of the resources may be downloaded from the site. Noh, the oldest surviving Japanese dramatic form, combines elements of dance, drama, music, and poetry into a highly stylized, aesthetic retelling of a well-known story from Japanese literature, such as The Tale of Genji or The Tale of the Heike. This lesson provides an introduction to the elements of Noh plays and to the text of two plays, and provides opportunities for students to compare the conventions of the Noh play with other dramatic forms with which they may already be familiar, such as the ancient Greek dramas of Sophocles. By reading classic examples of Noh plays, such as Atsumori, students will learn to identify the structure, characters, style, and stories typical to this form of drama. Students will expand their grasp of these conventions by using them to write the introduction to a Noh play of their own. The Comic Creator invites children and teens to design their own comic strips. Their creations can be just for fun or as part of more structural learning activities: planning writing activities, before- and after-reading activities, and responding to books. This FREE, pioneering curriculum is designed to empower students to think critically and make informed choices about how they create, communicate online In this text, you will see information literacy examined from the perspective of students in the School of Education and the School of Information at the University of Michigan. The diversity of these perspectives contribute to new understandings and realizations as their divergent backgrounds, experiences, aspirations, and influences, both in libraries and 'in the wild', are examined in common. Their findings lend a fresh perspective to the existing body of literature on information literacy. Sociology is the study of human social life. Human social life is complex and encompasses many facets of the human experience. Because of the complexity, the discipline of sociology subdivided over time into specialty areas. The first section of this book covers the foundations of sociology, including an introduction to the discipline, the methods of study, and some of the dominant theoretical perspectives. The remaining chapters focus on the different areas of study in sociology. Introduction to Sociology is a featured book on Wikibooks because it contains substantial content, it is well-formatted, and the Wikibooks community has decided to feature it on the main page or in other places. Note: See "Instructor Resources" to find a list of Course Adoptions and accompanying PPTs. Respecting a child's race, colour, gender, religion, political view, nationality, origin of birth. What does this have to do with the students in my classroom or children all over the world? Ethics and social responsibility in the classroom are invited in this unit of study.Have your students ever thought about looking at an idea through different lenses? What about thinking about one item in different ways? Through the thinking, writing, speaking exercises the students will examine the Declaration of the Rights of The Child and will create a scrapbook weaving multiple genres. Listen to "The Attribution Song" and learn to always give credit where credit is due when using other people's creations. Some of the most the most essential works of literature in the world are examples of epic poetry, such as The Odyssey and Paradise Lost. This lesson introduces students to the epic poem form and to its roots in oral tradition. Over the past 35 years, instructors at the University of California, Santa Cruz have taught organic farming and gardening skills to more than a thousand apprentices through the UCSC Farm & Garden Apprenticeship program. Teaching Organic Farming & Gardening: Resources for Instructors is their 600-page manual and covers practical aspects of organic farming and gardening, applied soil science, and social and environmental issues in agriculture. Units contain lecture outlines for instructors and detailed lecture outlines for students, field and laboratory demonstrations, assessment questions, and annotated resource lists. Although much of the material has been developed for field or garden demonstrations and skill building, most of the units can also be tailored to a classroom setting. The training manual is designed for a wide audience of those involved in teaching farming and gardening, including colleges and universities with programs in sustainable agriculture, student farms or gardens, and on-farm education programs; urban agriculture, community garden, and farm training programs; farms with internships or apprenticeships; agriculture extension stations; school gardening programs; organizations such as the Peace Corps, US AID, and other groups that provide international training in food growing and ecological growing methods; and master gardener programs. In this lesson, students study issues related to independence and notions of manliness in Ernest Hemingway’s “Three Shots” as they conduct in-depth literary character analysis, consider the significance of environment to growing up and investigate Hemingway’s Nobel Prize-winning, unique prose style. In addition, they will have the opportunity to write and revise a short story based on their own childhood experiences and together create a short story collection.

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The extinction of the dinosaurs, 65 million years ago, allowed mammals to rapidly evolve a range of body sizes, according to a November 2010 study. But even so, no land-dwelling mammals were able to get as large as the largest dinosaurs. Biologist Felisa Smith, an author of the study, explained. Felisa Smith: Mammals are what are called endotherms. They regulate their own body temperature. A mammal of a given size uses ten times more energy than does a reptile or a dinosaur of the same size. In other words, mammals can’t evolve bodies as large as the largest dinosaurs because they need to use so much of their physical energy – provided by the food they eat – towards keeping their bodies warm. For example, we humans need to maintain a temperature of 98.6 degrees Fahrenheit, or 37 degrees Celsius, in order to stay alive. But dinosaurs, like today’s reptiles, did not regulate their body temperature, and the extra energy allowed them to grow larger, Smith said. Felisa Smith: I think it’s really intriguing that the largest dinosaurs are just about ten times larger than the largest mammal. Smith said that size difference is in line with the theory that energy capped the maximum body size of mammals, and energy constraints might have also limited the size of the dinosaurs. Felisa Smith: It’s important to consider how much the evolution of any given organism is influenced by the environment, and by the presence of other organisms on the planet. Mammals evolved 210 million years ago. But for first 140 million years of our existence, we didn’t do much. We stayed small, didn’t diversify in any huge capacity. As soon as dinosaurs were removed from the scene, we diversified rapidly to a huge size of body size niches, and also ecological niches. Smith said that before dinosaurs went extinct, mammals were no larger than football-sized, weighing about 10 – 100 grams. Many mammals went extinct along with the dinosaurs, but the species that survived expanded dramatically. Felisa Smith: When the Earth reset, if you will, here was enormous ecosystem that had no dominant animals in it. Mammals diversified incredibly quickly, and occupied all ranges of body sizes we see today, plus some that no longer exist. But 42 million years after the dinosaurs went extinct, mammals hit a plateau in their body sizes. Smith said this was a phenomenon that occurred across all continents, shown in the fossil record. In the study, Smith and her colleagues found two things that explain the constraints on mammal size. Felisa Smith: Our study suggests that the constraints acting on maximum body size of mammals were twofold. Temperatures constrains mammal evolution. Colder temps permit larger body sizes. That may mean that it has to do with heat loading. Maybe, when you get too big, you can’t get rid of excess heat. The second one is land area, which is probably a proxy for energy that’s available to support populations of really large animals. Learning to love science. As a producer for EarthSky, Lindsay Patterson interviews some of the world's most fascinating scientists. Through EarthSky, her work content is syndicated on some of the world's top media websites, including USAToday.com and Reuters.com. Patterson is also charged with helping to stay in steady communication with the thousands of scientists who contribute to EarthSky's work of making the voice of science heard in a noisy world. She graduated from Colorado College with a degree in creative writing, and a keen interest in all forms of journalism and media.

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As a teacher, you might want to give your students some homework to further their learning, consolidate what they learnt in class, or prepare them for an upcoming topic. Students from primary school to secondary school will regularly be given homework by their teachers. However, a teacher will often need to mark or correct the homework they give students in a way that provides educational benefits to the student. When giving out homework, teachers sometimes forget to think about how they’re going to fairly mark it so that a student or parent can clearly understand how well they’ve performed. In this article, Superprof is looking at how to fairly mark the homework that you give your students so that it offers valuable feedback to them and a clear indication of what they’ve done well, how they can improve, and what they’ve got wrong. What Is Homework For? Whether students are studying maths, science, English, French, geography, or history, their homework must be marked in a way that they can learn from the feedback. Sometimes, homework is given to help students revise for an upcoming exam, a marked activity that counts towards their overall grade or to help them improve upon what they studied in class, meaning that their academic performance can be affected by how well they do their homework. The advantages of handing out homework include: - Homework can act as evaluation or training. This allows students to learn how to work independently and also see how well they’ve retained the information given to them during their course. - Mark schemes give students a goal to achieve. They can look to improve on their scores. - Homework is also a way to encourage students to work in groups, allowing them to improve their teamwork and communication skills. - Parents and family members are given an opportunity to get involved with their children’s schooling and also work on the aforementioned group skills. - Students can revise less if they’ve effectively used homework to consolidate their knowledge from in class. - Doing homework is a good opportunity for students to catch up to their peers, especially if they’re starting to struggle in a given subject. - Homework gives the teacher more time for teaching as they can use homework to evaluate students rather than tests and exams during class time. That said, there are also disadvantages to evaluating students through homework rather than an exam. - Homework mightn’t necessarily be all the student’s own work. Family members, friends, and even the internet can help students with their homework. However, this can teach students to be resourceful and do their own research both online and offline. - By evaluating students outside of the classroom, their scores, grades, or marks mightn’t be representative of what they can achieve or how they would perform under exam conditions or in class. - Some students may struggle to do their homework and some really bad grades could knock their confidence. You may want to be merciful when giving out incredibly low scores. - A teacher will need to spend a lot of time making copies of worksheets, preparing homework activities, and then correcting them. Homework can be a useful tool for encouraging students to work on their own and improve their academic performance when done right. Furthermore, hard-working students will take pride in their work and fully enjoy the benefits of homework. Make sure that students understand why they’re doing their homework and that they’re free to ask questions about it before you set their homework. After all, they can’t clear up any confusion once they get home. Marking According to the Type of Homework Not all homework is the same and the type of homework you’ll set will depend on the level and subject being taught. Homework gives struggling students an opportunity to spend more time on their work while also being able to call upon their parents, family members, or private tutors for help. There are three main types of homework that students can be given: - Exercises. This type of homework is common in maths and science. To correct or evaluate this type of homework, you need to check if the student has the correct answer and has used the technique or approach that you’re trying to teach them. It doesn’t take long to correct as it’s often just a matter of checking whether the answer or working is right. - Research and reasoning. This type of homework is common in the humanities and subjects like history, philosophy, and languages. Students are tested on how well they can research a given topic, put forward an argument, and show their logic and reasoning. This type of homework can take longer to correct, but it’s less likely that any student will get a really low score. This type of homework includes essays, dissertations, etc. - Projects and creative writing. This type of homework is common in language courses and the arts. Generally, this is an opportunity for students to create something on a given topic or theme. Normally, students won’t need much help with these tasks as they’re about using their creativity to make something within a set of constraints. The latter is a great way for students to express themselves. Make sure that you adapt the homework you set to your students. The homework has to be at their level, on a topic that they’ve studied, and an activity that will improve their academic performance. Things to Keep in Mind There are a few things you need to consider when marking your students’ homework. The rules are stricter in secondary school and students will be expected to follow guidelines and methodologies when doing their homework but the mark scheme will also be clearer. The overall grade or mark will reflect on how well the student has achieved the objectives outlined in the homework or project. If they’ve kept the objective or goal in mind whilst they did their homework, it won’t be surprising if they get a high mark. If they’re expected to show their working or use a particular approach, you need to make sure that this is clear to the student and that arriving at the right answer using a different approach may not result in the student getting high marks. However, in subjects like history, languages, and the arts and humanities in general, the lines are a little blurrier. If the goal is to use a particular grammatical tense or specific vocabulary in a foreign language exercise, they could lose marks by not including this in their answer, even if it’s a really well-written piece of work. It’s important that they’ve used the right approaches or methods. While there are often other solutions to problems, you’re probably testing them on a certain approach rather than testing whether or not they can get the actual answer. In subjects where the quality of the research is important, marks will often be awarded for high-quality research and also sound logic. In these cases, the quality of the argument will be more important than the final answer. In short, homework should be marked according to: - The goal or brief. - The use of techniques being tested or evaluated. - The quality of logic or reasoning on display. - The overall presentation of the work and expected quality. Of course, there is always some leeway for the teacher to prioritise certain parts of the homework. In any case, this framework is a good place to start when marking students’ homework. More Things to Consider There are a few more things you need to think about when marking homework. Again, this will depend on the subject you’re teaching, but most of these things can be applied to most subjects. Plagiarism shouldn’t be tolerated. Of course, this is harder to prove in maths than in English. With the humanities, it’s quite easy to check if the student’s work is original. If you search for a sentence from the student’s work on Google, you’ll be able to see if it’s appeared elsewhere online. If you search for the entire text and get something, it’s probably been directly lifted from another source. A fully plagiarised piece of work should instantly be disqualified from evaluation. It’s important that the students understand that this type of practice is unacceptable. As part of the rules, you may want to penalise homework that’s handed in late. You can always mark a student down for late submission or give them half marks. This is often at your discretion. Keep in mind that your scoring needs to be consistent and that it’s a good idea to outline the boundaries. For example: - 60-70%: Fine. - 70-80%: Good. - 80-90%: Very good. - 90-100%: Excellent. You don’t need to use these exact numbers, especially if you rarely give students higher than 70%, for example. Now you should know a bit more about marking homework. To learn more about homework, check out our other articles. You can even look for help from a private tutor on Superprof!

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Belle Nora March 21, 2021 Worksheets kindergarten Preschool phonics worksheets. Sounds and phonics worksheets for preschool and kindergarten, including beginning sounds, consonants, vowels and rhyming. These worksheets help kids learn to use letters to make sounds and words. Free phonics worksheets from K5 Learning; no login required. Preschool Phonics Worksheets. Kids can take the first steps towards literacy with this series of free phonics worksheets for preschool. Children can trace each letter of the alphabet, identify beginning sounds by matching pictures with the letters they start with, complete a simple cut and paste phonics activity, and separate similar letters by matching the uppercase and lowercase form of each. Printable Preschool Phonics Worksheets. The worksheets found here would be great for either preschool students or those students currently in Kindergarten or on their way there. (It’s finally summer break here, gotta get ready for Kindergarten!) There are currently twelve papers in all. The instructions for all of them are the same. Mar 2, 2017 – Collection of phonics activities, worksheets and lesson ideas for children in preschool, pre-k or kindergarten classrooms. Learn about beginning sounds, ending sounds and short vowels. Visit www.littledotseducation.com for more preschool related resources. See more ideas about Phonics, Worksheets, Beginning sounds. Printable Art Worksheets. Spark your students’ creativity with our selection of printable art worksheets! With activities to challenge and inspire children of all ages, these printable art worksheets help your students discover new talents in drawing, music, creative writing, and more. Young learners will love tracing and coloring pictures and. This set of 5 Solar System Worksheets set is perfect for introducing the planets to your child. Perfect to accompany Solar System Unit. Landform and Waterbodies Worksheets. This colorful set of Landform Worksheets covers waterbodies as well. The Free Printable Worksheets are perfect for homeschooling or in classroom usage. Vocabulary Worksheets. Our Vocabulary Worksheets provide vocabulary and word usage exercises for grade 1-5 students. Spelling Worksheets. Our Spelling Worksheets for grades 1-5 help kids practice and improve spelling. Grammar Worksheets. Learn about the parts of speech, sentences, capitalization and punctuation with our free & printable Grammar. Free Language Arts Worksheets for Teachers, Parents, and Kids. Easily download and print our language arts worksheets. Click on the free language arts worksheet you would like to print or download.. The quality of your printable language arts worksheet will be pristine with the PDF version of the worksheet. We recommend downloading the PDF file. Preschool worksheets age 2. Worksheets for toddlers Age 2 and Preschool Worksheets. An appropriate person isn’t identified exclusively by his right clothes or with an excellent family. At any moment, someone is going to have several things he wants to achieve in regards to long term and short term. There are a lot of means. Beyond the usual age appropriate reading, writing and math exercises — all of which were designed by professional educators — our preschool worksheets teach kids everything from sorting techniques and the five senses to feelings and emotions. Make learning engaging for pre school age kids with over 3000 pages of free pre k worksheets, preschool games, and fun activities for teaching alphabet letters, preschool math, shapes, counting, phonemic awareness, visual discrimination, strengthening fine motor skills, and so much more. worksheets for toddlers age 2 – Coloring Kids. worksheets for toddlers age 2. 3 Year Old Activities Toddler Learning Activities Educational Activities Book Activities Preschool Activities Preschool Books Children Activities Shapes Worksheet Preschool Lesson Plans For Preschool Prime numbers worksheet for 6th grade children. This is a math PDF printable activity sheet with several exercises. It has an answer key attached on the second page. This worksheet is a supplementary sixth grade resource to help teachers, parents and children at home and in school. Identify Prime and Composite Numbers Worksheet 5. Identify Prime or Composite Numbers Worksheet. Identify Prime or Composite Numbers Worksheet 1. Identify Prime or Composite Numbers Worksheet 2. Identify Prime or Composite Numbers Worksheet 3. Prime and Composite Number Cut and Paste Activity Worksheet. Prime Numbers or Composite Numbers | Worksheet #1. Let your children display heaps of arithmetic creativity with this printable worksheet with 3 sections each. Students practice identifying numbers as either prime or composite and also circle the given numbers as per the instructions provided. Prime and composite numbers worksheets have a variety pdf exercises to understand recognize prime and composite numbers. Also amusing display charts which list the prime and composite numbers from 1 to 100 and extremely engaging activities like coloring, cutting, pasting and mazes are here for your children in grade 4 through grade 7. preschool worksheets age 2 2 – There are lots of explanations why you will need to obtain a preschool worksheets age 2 2 for the Kindergartners.There are several math problems your child can’t solve independently, and you desire to make certain that they’ve a approach to take about solving the problem. Free Printable Preschool Worksheets. Our site is filled with freebies to make learning fun for toddler, preschool, pre k, and kindergarten age students. So whether you are a parent, teacher, or homeschooler – have fun exploring our many, many resources. On this page you can see all our free preschool printables arranged by most popular. Pre Writing Tracing Pack for Toddlers Or Preschool Worksheets Age 2 2 . Remember that the best artifice for preschoolers to acquire supplementary skills and learn ideas is through play. It is in view of that important that children are complete many opportunities to play. Preschool art worksheets that will inspire any little artist! With fun pages to color, crafts to make and projects to excite the imagination. These art worksheets will inspire budding artists. Easy step by step drawing tutorials, mirror drawing pages, comic book pages and grid coloring pages. These printable worksheets are a great place to start for beginning artists of all ages. Art history worksheets work well for art or history lessons and encourage young learners to explore their own creativity. Read about Pablo Picasso or try replicating early Egyptian art. Share the gift of imagination with art history worksheets. Different kinds of symmetry…. Reflective symmetry– a line could be drawn down the middle of the shape and the shape on side of the line is “reflected” onto the other side.The reflected shape will be exactly the same as the original. Radial symmetry-a condition in which similar parts are regularly arranged around a central axis.There are other, more specific, kinds of symmetry such as.

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October 2020 Agenda—Sheboygan, Wisconsin Begin at 9:00am 1. The next workshop date is scheduled for Thursday, November 19. Let’s take some time to reflect on last month’s TEC21 Challenges and share experiences. Share a success, a challenge you experienced, or a lesson learned. ASHLEY: Learn about apple classroom/Google classroom efficiency HEIDI: Make a google quiz and try EdPuzzle BECKY: USe Gimkit! or EdPuzzle KATHY: How to use these for Pre-school/REMIND - Discover the value of engaging your students in a digital storytelling project. - Explore digital storytelling tools and resources to use with your students. - Identify a tool or resource to share with a colleague. Everyone has a story to tell! What’s yours? “Digital storytelling has emerged as a fundamental, cross-curricular technique that provides structure for both sharing and understanding new information. It has become an essential way of providing information and enhancing education…by making abstract or conceptual content more understandable. In all disciplines, it offers more ways to engage students and enrich learning through the inclusion of digital media that represents, illustrates, and demonstrates. Digital storytelling brings together text, graphics, audio, and video around a chosen theme, often with a specific point of view. Bernard Robin observes that a digital story may be a personal tale, a depiction of a historical event, or simply a way to creatively impart information or provide instruction. In the classroom, they can also foster collaboration when students are able to work in groups, and enhance the student experience through a personal sense of accomplishment (Robin, 2006). The National Council of Teachers of English in 2003, challenged teachers to develop instructional strategies for students to master composing in nonprint media that could include any combination of visual art, motion (video and film), graphics, text, and sound—all of which are frequently written and read in nonlinear fashion (Porter, 2008, p. 11). Included was the process of digital storytelling, where information is conveyed in a way that is more engaging than plain text.” Strategies for digital communication skills across disciplines: The importance of digital stories (Links to an external site.) Common Core writing standards require writing and publishing using digital tools beginning already in Kindergarten and continuing through Grade 12. Use technology, including the Internet, to produce and publish writing and present the relationships between information and ideas efficiently as well as to interact and collaborate with others. Use technology, including the Internet, to produce, publish, and update individual or shared writing products in response to ongoing feedback, including new arguments or information. What is it? Digital storytelling is the practice of combining narrative with digital content, including images, sound, and video, to create a short movie, typically with a strong emotional component. Check out this example of Following Jesus on Twitter. Traditional Book Style Storytelling When most students think of a story, they think, “book.” Before we lead them out of the box, so-to-speak, digital storytelling can look a lot like traditional books. Here is a link to a couple of examples… Click edit button to build out your 1st sub-topic. Resources for Digital Storytelling – Sorted by device and level of ease Low-tech option: Paper Slide Storytelling Paper Slide Videos are a quick way to do a one-take recording of students teaching information. Use your iPad or iPhone in video mode and slide the prepared papers in one at a time as you talk about each, telling the story of what you learned or wrote. Here is a link to a sample rubric if you want to get an idea of how to make one for a paper slide video. Digital Citizenship Integration Whether students are learning in-person, remotely or in hybrid scenarios, online learning activities are a part of the education process. As educational leaders, we have the extraordinary opportunity to be a positive influence in their lives when it comes to modeling and teaching them about digital citizenship. Common Sense is a nonprofit organization dedicated to provide parents and teachers lessons and resources to teach children in grades K-12 skills and responsible behaviors to thrive in the 21st century. Below are their six core curriculum topics. Check out their website HERE. - Media Balance & Well-being - Privacy & Security - Digital Footprint & Identity - Relationships & Communication - Cyberbullying, Digital Drama & Hate Speech - News & Media Literacy Digital Tools & Resources Book Creator is the number 1 book app for the iPad in over 90 countries, was voted best educational app in 2015, and just became a free website as well. Allows you to add pictures, video, voice, and publish in ibook format. Students use to write interactive stories, science reports, research journals, instruction manuals, and more. Then build a school library of student-created books in iBooks on your iPad. Here’s how you can add video of sign language to each page of your book with Book Creator! Storyjumper.com is the number 1 rated website for making digital stories. Best feature is the site can automatically translate the book into 38 different languages to share with students, parents, and relatives who don’t speak English. Use your own pictures or graphics provided. Create narratives or informational reports with this versatile tool StoryJumper example Have you ever heard of Genius Hour? Listed below are several resources to help understand what it is all about and why some teachers have been integrating this project-based learning strategy into their classrooms. Jerrita Staehr, one of our workshop facilitators, created all of the necessary assets for TEC21 Teachers to use either for themselves during their TEC21 experience or to make copies and adapt them to use with their students. She’s broken it down into steps and provided wonderful examples and templates. Excellent work, Jerrita, and thank you for sharing this with everyone! Here’s a link to the shared Google folder with all of her resources if you are are interested: Jerrita’s Genius Hour TEC21 Style Resources. - “What is Genius Hour?” (Genius Hour) - How to Build Community Leaders of Today – And Tomorrow – Through Genius Hour (EdSurge, 2017) - Genius Hour in Elementary School (Edutopia, 2017) - Tips and Tricks to Keep Kids on Track During Genius Hour (MindShift, 2017) - Inspire Drive, Creativity in the Classroom with 20-Time (20-Time in Education) - 20-Time Projects in Education: 41 Projects in 4 Minutes (YouTube, 2014) Flippity.net. Easily turn your information into a gaming activity for learning. Begin with a Google Spreadsheet, use the template provided, and you have flash cards, Jeopardy, a random name picket, an interactive scavenger hunt, a timeline, a Bingo game, and much more. This would be a great way to add an experiential learning component to your lesson! Or have students create one to review learning. Flippity Random Name Picker to randomize groups, teams, seating chart https://www.freetech4teachers.com/2019/07/create-your-own-mobile-friendly-random.html Animoto is a platform for easily making great-looking videos and photo slideshows. Teachers, do you… - Not have enough time for grading? - Want useful measurements on student performance? - Want to assess student understanding in real-time? - Need a free solution to help? Voki enables teachers and students to use speaking animated characters to enhance the learning experience. Tellagami® is a mobile app that lets you create and share a quick animated Gami video. StoryJumper is a site that gives teachers, students, parents, and authors a fun set of intuitive tools for writing and illustrating stories. Our goal is to inspire anyone that’s ever wanted to write an illustrated story to get started! Google Slides works well as a platform for basic storytelling, screencasting, and even stop motion animation! Flipgrid It’s simple, fun and takes only a few minutes! Learners pause and flip their camera while recording, add uploaded photos and videos, trim unlimited clips and include a whiteboard, video styles, text, emoji, inking and more to superpower their stories! Using the WriteReader White Label Solution, you can: - Teach children to read by enabling them to write, share, and publish their own digital books - Transform screen-time into a positive, active learning experience shared among friends and family - Provide an interactive, digital companion to more traditional publications and media - Enhance existing digital products or amplify your brand with a high- retention, engaging product Lunch Hour at 11:30am/Back to Work at 12:30pm - Digital: Engage your students in a digital storytelling activity or project. Share your experience by posting for others to see! - Social: Post a question, an answer, a resource, a picture of your students working on digital storytelling, or an example of a student project to the TEC21 Educators Group on Facebook. - Spiritual: Be a resource to at least one new person on your faculty before we meet again. To open the reflection in its own tab, select HERE. Dismiss at 2:00pm My Contact Info School – 920-452-6882

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Very early in their life, children will start to identify rhythm and even move to the beats of music. After all, music is meant to touch our souls! Besides that, music provides cognitive benefits that support children’s early development. In this article, we talk about the benefits of getting musical around your toddlers. Here are our top five reasons why music can be beneficial to the development of your child. 1. Music increases toddler’s sensory development Just as taste, textures and colours aid a child’s sensory development, so does music. Exposing your child to different types of music can help create more pathways between the cells in their brains. This effect increases even more when you link music to different activities such as dancing. 2. Music can improve literacy and numeracy From an early age, babies can hear the difference between different types of sounds. After just a few weeks, a baby is able to identify their mother’s voice from other people’s. Exposure to music enhances a child’s natural ability to decode sounds and words. By singing nursery rhymes to your child, you can help them to identify sound patterns and learn through repetition. In addition to that, music also helps children anticipate what is coming next in a poem or a song and they know how to put these patterns in a sequence. By mastering these skills, children build the base of literacy and numeracy. 3. Music is a mood lifter A lot of parents tuck their children in with a lullaby or calm them down with a song. Just as music can soothe a child, it can also lift their spirit. Tip: You can use music to indicate play time, sleep time or different moments in your child’s daily schedule. 4. Music helps toddlers build coordination Even if your child doesn’t understand the lyrics of a song yet, they can definitely move to the rhythm of the music. You may have already noticed your child dancing to certain songs or liking certain pieces of music more than others. Music encourages children’s inclination to move, developing their fine motor skills and gross motor skills. Plus, if the rhythm is very entertaining, you may even notice your toddler starting to jump up and down, which helps with their muscle development, strength and balance. Tip: When you see your child dancing, give them a toy drum or other homemade musical instruments and dance with them. They will try to mimic your moves, which can help them with their hand-eye coordination and exercise their clutch grip. 5. Music can help toddlers develop their vocabulary Even though at first your child may not understand the words in a song or in a nursery rhyme, they do develop their understanding by identifying the storytelling in a song. Take as an example the ABC song, where many children think that the sequence “l-m-n-o-p” is a word, “elemenopee”. As they grow, they will start to realise that it’s not a word, but a sequence of sounds, each sound being a separate entity. Tip: To help children learn more words and identify the story in a song, try singing their favourite nursery rhymes and inserting their name into the song. You can also encourage your child to change words in a song to keep them engaged and learning. Learn new tunes at playgroup Children may be inclined to learn new songs and new dance moves when they play in the company of other children. Playgroups are the perfect environment where your child can socialise with other children their age and discover the joy of music. If you want to find a playgroup in your area, click here. Kinderling Kids Radio, a Playgroup NSW partner is a family-friendly kids radio for children and their grown-ups. You will find heaps of music for you and your young children at kinderling.com.au that you can access online or by downloading their app.

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Many pupils today are very familiar with social media tools like Facebook and Twitter, whether they themselves use them or from the many references on television, film or media. It teaching literacy today there is an expectation built into curricular guidelines that pupils should have a familiarity with a wide range of genre, whether in printed form, film or digital. And that includes social media. And it’s recognised by many that the tools with which many pupils are familiar could be harnessed to engage them in their learning. However there are concerns from many areas about how to best prepare pupils for the digital age in which they live, so that pupils are best equipped with the skills so they can stay safe if and when they use social media, while at the same time recognising the legal and societal constraints on schools. Facebook and Twitter are currently two tools with which many pupils will already be familiar, whether themselves, or familiy members or through references in television, film and media. And many teachers have recognised the potential for pupil engagement in learning across the curriculum when using tools in the style of Facebook and Twitter, while at the same time in many schools they may be unable to have pupils themselves use these specific tools themselves. What Facebook-like or Twitter-like tools are available for schools? SMART Notebook Facebook format template Amber Coggin has produced a SMART Notebook file for use with a SMART Board which is in the form of a Facebook template which can be downloaded and used without an Internet connection. This can be used both to reinforce safety messages about the use of social networking tools, and the SMART Notebook file can be edited so that pupils can create their mock page for a historical character or for a character from a novel study, or for pupils to develop a character they themselves have made up in a piece of their own writing. Click here to access this resources: http://smartboardgoodies.com/2011/02/11/facebook-page-template-notebook/ Fakebook and Twister from Classtools.net Alternatively from the iLearn Blog http://t.co/nXhLLC3 comes the links to use online fake social media pages Fakebook and Twister created by @russeltarr to teach about the use of Facebook and Twitter. Use them by getting the pupils to create fictional pages for historical characters or create fictional characters in creative writing. While there is then the curricular purpose with a creative tool there is also the opportunity to reinforce the message about safe use of social networking tools. Fakebook from Classtools.net is a free online tool which lets pupils create a Facebook-like profile for a fictional or historical character. Just by adding the name of the character in history or from a novel the tool will search for and add an appropriate image. Likewise for “friends” of the character these will add images automatically. In this way the tool has been designed specifically for school use and encourages pupils to research details of a character (fictional or historical) to make approriiate choices of event sequencing for the status updates. So if using a historical character from the time of a specific event in history there is considerable reading and research required of a pupil in order to sequence events correctly, to interpret and summarise a sequence of events, to include the viewpoints of other real-life associated historical characters in their posts on the original character’s timeline and make inferences basd on what information may have been available at that time in history to these characters. The familiar format of Facebook, and the automatic addition of appropriate visuals, has been found by teachers to engage pupils in the learning about the historical characters, often demonstrating a much deeper understanding of the information than might be expected. Fakebook profiles for historical or fictional characters can be saved online – a user simply adds a password so only they can edit it (but keep a note somewhere of the direct link to the Fakbook profile you created in order to find it again!). The completed Fakebook profile can also be saved as a PDF file for saving elsewhere as evidence of the learning of the pupil. If you are looking for ideas to get started or to demonstrate for pupils then click here to search for Fakebook profiles created by others. Twister from Classtools.net is a free online tool which provides a fill-the-blanks format for pupils to enter information about a historical or fictional character. Images will appear automatically so time is not wasted in searching for suitable images. The limited-character nature of status updates of Twitter (and use of hashtags) encourages pupils to summarise factual information appropriate to their character, and the familiarity of such to pupils today has been found by teachers to be a particularly engaging and effective way to teach the skill of summarising. The Twister homepage provides links to a host of examples of the use of the tool to create Tweets as if created by historical or fictional characters – so provide useful starting points for those who may be unfamiliar with the tool or who may be looking for ideas to spark their own imagination for characters related to the historical character under study. Further tools for teaching about safer use of social networking tools like Facebook while also teaching about historical figures can be found on Richard Byrne’s blogpost here Powerpoint and Word Templates Templates using Microsoft Word or Powerpoint have been created by teachers so that pupils can create profiles of fictional or historical characters in the style of Facebook or Twitter. Click here for one example – others are available and doing an online search for “fake Facebook Word or Powerpoint templates” will provide others. If you are looking for resources about making use of Twitter itself for a class or school account then click here. If appropriate in your own situation Twitter itself can be used for fictional characters or historical events or characters. This has been used by teachers with a class to send messages (Tweets) in the sequence of time that an event happened in history or in a novel. If Twitter had been available at that time what would the messages have been? Click here to see an example account set up by a S4 pupil retelling the journey of David Balfour in Robert Louis Stevenson’s novel. If you are looking for resources for supporting digital citizenship and safe use of online tools then click here.

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Astronomy is a subject that often fascinates students of every age. The solar system is very spread out, which makes accurate scale models difficult to draw. Planets such as Jupiter are 1/10 the size of the sun, but Earth is 1/100 the size of the sun. With the right materials it is possible to draw a fairly accurate scale model of the solar system. - Large rectangular piece of cardboard - Very large sheet of artist's paper (as from a giant sketch pad) - Math compass - Colored markers - Ruler or tape measure Use pencil to trace. You may find after the first time that you need to redo the scale and measurements. Have more than one piece of paper or cardboard handy in case you make a mistake. The scale can be hard to get down the first time. Choose between using either a large circular piece of cardboard, or a very large sheet of paper from an artist's sketch pad. The circular piece of cardboard can be helpful because the sun will be the center and the planets' orbits are easier to draw, but finding a piece large enough can be a problem. Cutting a circle from the side of an unwanted refrigerator box could be a good method. Most find it easier to find the largest sheet of paper available from a sketch pad and to work from there. Measure out the entire length of the page in either millimeters or centimeters. Most of the time millimeters will be the better option because of how spread out the solar system is. It is easier to scale in millimeters than centimeters most of the time. You will need to know the total length in millimeters because this will help you determine the scale you're going to use. Examine the real distances between planets and the sun to figure out what your scale should be. This will vary based on the length of your paper or cardboard cut out. The best way to get a quick rough estimate is to look up the distance between the furthest planet you're going to chart and the sun (for Neptune, it's 2.27 billion miles or 4.45 billion kilometers). Take that number and divide it into the number of millimeters you have to work with on your cardboard or paper. Give yourself a little bit of extra space and that will give you an idea of your scale. Draw the sun in the exact middle of the page, sketching lightly with a pencil. Use a ruler or measuring tape and your scale to figure out how far away each planet should be. Put a little dot on both sides of the sun, then use a compass to draw the orbit by connecting the dots. Repeat this step for all eight planets (or nine if Pluto is still counted). Rsearch the relative size of each planet to make an appropriate-sized dot. Earth is only 1/100 the size of the sun, but Jupiter is 1/10 the size of the sun. In a scale model then the sun should be 10 times the size of Jupiter, while Jupiter should be 10 times the size of Earth. Because the scale measures distance as opposed to radius, you can get away with fudging the sizes a little, just remember that the relative sizes should just about match. Draw a different color for each individual planet with marker. Remember that with the orbits marked on the page, the planets don't all have to be lined up behind one another: in fact, in real life they never are. Things You'll Need - Use pencil to trace. You may find after the first time that you need to redo the scale and measurements. - Have more than one piece of paper or cardboard handy in case you make a mistake. The scale can be hard to get down the first time. About the Author Monty Dayton is a professional freelance writer who has worked for the ACLU, Touchstone Publishing LLC, the University of Alaska, Fairbanks and many other employers. He holds a Master of Fine Arts in creative writing from the University of Alaska and loves writing about travel, the outdoors and health topics.

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A Simple Way to Teach Third Graders How to Write a Simple Paragraph By third grade, many children understand how to create an idea or choose a topic for a story, use punctuation appropriately and spell most sight words correctly. Third-grade students can use these skills to recognize parts of paragraphs and write their own simple paragraphs. There are many components to a paragraph and coherent writing in general, but if you break these parts into simple steps, third-graders can grasp the concepts needed for writing. Sentences as Complete Thoughts Before you dive headfirst into teaching your third graders how to write a paragraph, review how to write a sentence. Third graders should understand that one sentence is just like one complete thought, according to Readingrockets.org. Read sentences aloud to your third graders, and pause at periods to allow these students to hear the natural pauses in between sentences, so they can hear a clear beginning, middle and end. Practice writing complete sentences as a group, and review grammatical concepts, such as capitalizing the first letter of a sentence and adding punctuation. Identifying Parts of a Paragraph Now that your third graders understand how to write sentences, explain that a paragraph is just a collection of sentences focused on one idea. Tell your third graders that in order to write a paragraph, they have to understand the parts, as suggested by Melissa Packer, author of "Write On! Step by Step Paragraph and Report Writing." A paragraph usually starts with a topic sentence, which is the main idea of the paragraph. The next part of the paragraph, called the transition, tells the readers what you want them to know about the topic. The final part of the paragraph, the conclusion, restates your topic sentence but should not be exactly the same. Practice identifying these parts by reading paragraphs as a group. Making a Sandwich One way to teach third graders something new is to compare the new thing to something these students already know. Tell your third graders that writing a paragraph is a lot like making a sandwich; you start with a piece of bread, also called your topic sentence, add some ingredients to the middle, which are like your transition sentences, and finish the sandwich with another piece of bread, or the conclusion sentence. Give your students an outline drawing of a sandwich with at least three ingredients, and ask them to write a sentence in each section. Share some paragraphs with everyone and analyze them by asking if the topic sentences were clear and if each transition sentence related to the topic. Starting With Outlines Another way to simplify writing a paragraph is to start with an outline. On a piece of paper, write the names of the parts of a paragraph: Topic Sentence, Transition 1, Transition 2, Transition 3 and Conclusion. Ask your third graders what they want to write about -- write the topic, such as “birthdays,” next to the words “Topic Sentence.” Prompt your third graders to come up with details about your topic; your students might come up with “birthday cake,” “candles,” “parties” or “presents” for the birthday topic. Write these words by the “Transition” words. Next to “Conclusion,” rewrite the word “birthdays” to remind your students to restate the topic. Now write a paragraph using this outline. - Scholastic: A Leap Ahead in Writing: 3rd Grade Cara Batema is a musician, teacher and writer who specializes in early childhood, special needs and psychology. Since 2010, Batema has been an active writer in the fields of education, parenting, science and health. She holds a bachelor's degree in music therapy and creative writing.

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Transitions are words and/or phrases used to indicate movement or show change throughout a piece of writing. Transitions generally come at the beginning or end of a paragraph and can do the following: Alert readers of connections to, or further evidence for, the thesis; Function as the topic sentence of paragraphs; Guide readers through an argument Using Transitional Words to Make Your Essays Flow The transitional words you use in an essay will change depending on the type of essay you're writing; descriptive, narrative, expository, or argumentative. Each of these four modes, or types of essays, do slightly different jobs, and information is delivered to the readers in slightly different ways for each mode. 027 Argumentative Essay Transition Words Example Essays ... 24+ files of 027 argumentative essay transition words example essays paragraphs college paper academic service for writing an transi list transitional surprising counterclaim pdf ~ Thatsnotus Transition Words In Argumentative Writing Worksheets ... Transition Words In Argumentative Writing. Showing top 8 worksheets in the category - Transition Words In Argumentative Writing. Some of the worksheets displayed are Useful argumentative essay words and phrases, Using transition words, Using transitions effectively, Transition words and phrases, Opinion words and phrases, 4th and 5th grade writing folder, Using signal words and phrases lesson ... A List Of Transition Words For Persuasive Essay To Improve Your Writing. Persuasive essays use reason and logic to argue two ideas and show one idea as more legitimate that the other. The motives are to present two sides of the same coin and through the use of a series of arguments prove that one idea is redundant to the other. By (date), after reading a grade-level persuasive text and given a word bank of transitional phrases, (name) will write a (5)-paragraph essay that opposes or affirms the original author's argument and contains a thesis... statement, (3) body paragraphs with (1) piece of relevant evidence each, (1) counterclaim and at least (3) transitional words or phrases (e.g. on the other hand, additionally ... Paragraph Transition Words Paragraph Transition Words. Transition words and phrases may appear anywhere in an essay but their most important value comes as paragraph transition words connecting the idea in one paragraph with another idea in a succeeding paragraph. Argumentative Essay Transition Words Argumentative Essay Transition Words. argumentative essay transition words Pay for essay writing online a fair price and choose an academic writer who will provide an original and complete well-researched college paper in return. Transition Words in English | Linking Words and Phrases ... Transition words for essays to start paragraph 45 Best Transition Words and Phrases To Use In Essays The words and phrases below are mostly used in persuasive (argumentative) essays where you need to convince the readers of your opinion in a confident manner. But in fact, they’re useful in almost any type of writing (such as expository essays ) simply to keep the structure intact. List of Transitional Words for Essay Writing | Synonym Transitional words make it easier for students to connect their thoughts and ideas when writing essays. As a student, the goal is to select transitional words to help guide readers through your ... Complete List of Transition Words - thoughtco.com 100 Transition Words. It is normal, after a first draft, for your paragraphs to be a little choppy and out of order. This might seem to be a big problem to tackle, but it is really easy to address. First, be sure to work with a printed copy of your paper (instead of working on a computer screen). Transition Words for Persuasive Essays Transition Words & Phrases Best 25+ Conclusion transition words ideas on Pinterest ... Find and save ideas about Conclusion transition words on Pinterest. See more ideas about Conclusion transitions, Conclusion phrases and Accommodations for students with disabilities. Transition Words useful for Argument Writing | NS Argument ... Transitional Words/Expressions to Use in Writing To show… Words/Expressions to Use Similarity also, in the same way, just as, likewise, similarly Exception/Contrast But, however, in spite of, on the one hand, on the other hand, nevertheless, nonetheless, notwithstanding, in contrast, on the contrary, still yet Sequence/Order First, second, third…, next, then, finally Time After, afterward,… Transition Words for Argument Writing - qacps.org Transition Words for Argument Writing Introducing Examples That is to say In other words For example For instance Namely An example of this As in the following examples Such as Including Especially Particularly In particular Notably Chiefly Mainly Mostly Writing in Lists/Sequence First(ly) Second(ly) Third(ly) Another Yet another In addition Transition words for an argumentative essay writing Transition Words - List of Transition Words for Essays PDF ... Like laying out a common line of: introduction, vocabulary and writing service! Disadvantages of creative writing to get a rule, avoid summary since the big words. 100 Transition Words. It is normal, after a first draft, for your paragraphs to be a little choppy and out of order. This might seem to be a big problem to tackle, but it is really easy to address. First, be sure to work with a printed copy of your paper (instead of working on a computer screen). Transition Words for Persuasive Essays Commonly, effective persuasive essays use an introductory transition word in the first supporting paragraph (usually, that is the paragraph after your introduction). Few of the transitions you can use are ‘to begin with’ , ‘in the first place’ , ‘firstly’ , and ‘the first reason’ . Transition Words For Compare And Contrast Essay - PapersOwl.com

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Features: Wordle is a tool for generating word clouds from the text that a user provides. Click on “Create,” and paste your text or enter the URL of any Web page (an online passage, blog, etc.), and then click “go” or “submit.” Greater prominence is given to the words that appear more frequently in the source text. You can twist your Wordle text with different fonts, layouts, and color schemes, and with the advanced options you can give chosen words more weight and choose individual word colors. You can print them out or save them to the Wordle gallery to share them with others.Classroom Application: This tool can be used for classroom projects or to create posters. Additionally, it can be used for a prereading activity to formulate a general idea about a passage by looking at the main words; after creating the Wordle, engage students in group discussions about what the reading is about, and the major and minor ideas.NOTE: You cannot make the words fill a particular shape. Features: With this tool you can copy and paste a text or insert a URL and then, with the click of a button, summarize what you have entered.Classroom Application: This tool can help students in reading. It summarizes the main points of each paragraph. It also can be useful for text analysis; if you click on the “Show sentences” option, the tool provides the entire text as a numbered list of sentences. Students can use this list to look at certain language patterns, like collocation, sentence structure and variety, or vocabulary distribution.NOTE: This tool summarizes; it does not paraphrase. Features: This Web site allows you to upload pictures and create word balloons. It is interactive, easy, and fast. Upload your picture and then add word balloons or bubbles with different shapes and styles. You can save them to your computer as a JPEG or e-mail them to someone.Classroom Application: This Web site can be used to help students create comic books (which was its original function) or posters. It can be also used by beginner learners to describe certain pictures to practice, for example, using the correct order of adjectives or to write a descriptive paragraph.NOTE: If the file you are uploading is large, it can take a long time. Features: This is a collaborative platform that allows users to interact online and leave comments using text, voice, audio file, and video, which appear as a slide show.Classroom Application: This Web site can be used to engage students in an online discussion. The teacher can post specific questions or pictures related to a reading passage and have students discuss these questions. This can be assigned for homework as a prereading or postreading activity. The teacher can log in any time to read or listen to the comments of the students or participate in the discussion.NOTE: Signing up is needed for a free account, and you have to pay to upgrade your account. The free account offers limited storage, commenting minutes, and voice threads, and does not provide a secure environment. Features: This is an easy-to-use timer. Just enter the duration you need. After you enter the needed time, it will appear as a screen saver. It has other features, such as setting up permalinks for specific durations and settings.Classroom Application: It can be used to time classroom presentations or discussions.NOTE: You cannot stop the countdown; you have to close the window if you want to do so. Features: The LEGO City is a comic strip builder. The instructions are clear and easy to follow: You select the layout you want, choose from a library of images and clips, and then add word bubbles to your pictures. After you are done, print and share with classmates.Classroom Application: This would be fun for a classroom project such as creating a comic book in which students are asked to focus on a specific tense or use certain vocabulary to put what they have learned into practice. It gives students the chance to be creative and design their own stories by combining visuals and writing.NOTE: You cannot upload your own images. You can only choose from the images in the library. Features: This Web site works as a tool to comment on or annotate different types of files such as PDF, Word Docs, and images. You simply upload your file and are able to complete different tasks such as highlighting; adding text, comments, or drawings; and striking out existing text.Classroom Application: This Web site can be used by teachers or students to comment on or highlight files, which is especially useful for files that do not allow any editing or for which you do not have the proper software to edit. A teacher who likes to integrate technology in their teaching can have the students analyze and comment on electronic articles. They can look at certain vocabulary or grammatical points in context and use this tool to highlight, comment, or draw images to clarify the meaning or the use.NOTE: You can highlight, insert comments, strike out text, or write, but you cannot edit the actual words of the document. Feaures: This Web site allows you to create a Web page with a collection of your favorite sites, documents, images, and videos. You can share it with someone by providing them with the URL. In the “Your List Items” section, all your items are saved as snapshots with a display of the name and a description below.Classroom Application: Weblist works well for teachers and students for quickly sharing a collection of sites, videos, or documents. A teacher can use this tool to post classroom documents and share useful Web sites and videos with students. It can be also used by students to share classroom projects or PowerPoint slides and provide feedback to one another.NOTE: You need to register for a free account in order to save multiple lists and edit your lists. Features: Dushare is a simple and direct way for file transfer between two people. Click on “Send a file,” upload your file (any size), and a link to it will appear. Copy your link and send it or share it with others. The receiver then can use the link to view, download, and save the file. If you want to protect your file with a password, you can create one and notify the receiver about it. It also offers chatting that enables the sender and the receiver to communicate any comments or messages.Classroom Application: It can be useful for a quick and easy way of sharing files between the teacher and students or among students, such as for a student video project or any small group work in which students need to share files.NOTE: According to the Dushare Web site, a secure, direct transfer is guaranteed; Dushare does not view or monitor your files or chat. Nonetheless, always be cautious when sending confidential or private documents. Features: This Web site is similar to Wikipedia. It covers millions of topics about, for example, figures known worldwide, historical events, and countries. However, it can be classified as educational. In addition to texts, the topics are presented via storytelling. It is a new way for students to search for information and receive a response in an engaging way. It integrates different language skills such as reading and listening.Classroom Application: Students can research about a historical event, a country, a famous figure, and so on, and receive information in an entertaining way with visuals, text, videos, and narration. A teacher can also use this site for reading comprehension because it combines text, audio, and visuals that assist students in understanding the topic. It can be used by students to collect information about a certain topic for a classroom presentation or project.NOTE: The pronunciation of some non-English names is sometimes unclear or incorrect.

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- What is formal tone in literature? - What is the difference between formal and informal writing style? - What are five guidelines to using the informal tone in writing? - What is an informal sentence? - What is a professional tone in writing? - What are examples of tone in a poem? - What is informal example? - What makes a text informal? - What are tone words? - What is informal tone? - How do you describe formal tone? - What are the informal words? - Can Tone be formal or informal? - What are examples of tone words? - What is informal tone in writing? - What makes a text formal or informal? - What are examples of formal and informal sentences? - Is Okay informal? What is formal tone in literature? A formal tone helps establish the writer’s respect for the audience and suggests that the writer is serious about his or her topic. It is the kind of tone that educated people use when communicating with other educated people. Most academic writing uses a formal tone.. What is the difference between formal and informal writing style? The difference between Formal Writing and Informal Writing is that formal writing is more professional, in nature, and mainly utilized for business or education purposes, while informal writing is personal and utilized for casual purposes. What are five guidelines to using the informal tone in writing? 15 Tips for Writing in a Conversational ToneRecord yourself talking. Record a conversation between you and a friend, then try to transcribe it. … Use contractions. … Shorter sentences. … Start sentences with “and” or “but” … End with prepositions. … Use common words. … Incorporate slang. … Ask questions.More items…• What is an informal sentence? Informal language allows the use of nonstandard English forms, colloquial vocabulary and typically shorter sentence structures. What is a professional tone in writing? “The business writer should strive for an overall tone that is confident, courteous, and sincere; that uses emphasis and subordination appropriately; that contains nondiscriminatory language; that stresses the “you” attitude; and that is written at an appropriate level of difficulty” (Ober 88). What are examples of tone in a poem? Example: Some words that can describe the mood of a poem might be: romantic, realistic, optimistic, pessimistic, gloomy, mournful, sorrowful, etc. Some words that can describe the tone of a poem might be: serious, humorous, amused, angry, playful, cheerful, sad, gloomy, etc. What is informal example? The definition of informal is something or someone who is casual or relaxed. An example of informal used as an adjective is informal clothing, such as comfy casual jeans and a sweatshirt. What makes a text informal? Formal and informal language serve different purposes. … Informal language is more casual and spontaneous. It is used when communicating with friends or family either in writing or in conversation. It is used when writing personal emails, text messages and in some business correspondence. What are tone words? Tone words are specific words that help express an author’s attitude about the subject matter. Words typically have a positive, negative, or neutral connotation. What is informal tone? The informal tone is for when you are discussing things with people you know on a personal level, such as fellow students when working together on a group project, or when submitting a discussion blog post. The formal tone is used when you are writing a paper for a class or an email to a professor. How do you describe formal tone? In formal writing, your tone should be clear, concise, confident, and courteous. The writing level should be sophisticated, but not pretentious. In creative writing, your tone is more subjective, but you should always aim to communicate clearly. Genre sometimes determines the tone. What are the informal words? Emphasis Words – Informal & FormalInformalFormallots of/ a lot ofmuch, manytons of, heaps oflarge quantities of, a number oftotallycompletely, stronglyreally, verydefinitely Can Tone be formal or informal? Tone describes the attitude of a piece of writing: whether the writing is formal or informal, playful or serious, ironic or sincere. You can convey tone in a variety of ways, but here we cover a few simples strategies for adapting tone to audience. What are examples of tone words? The tone in a story indicates a particular feeling. It can be joyful, serious, humorous, sad, threatening, formal, informal, pessimistic, and optimistic. Your tone in writing will be reflective of your mood as you are writing. What is informal tone in writing? Informal language is more casual and spontaneous. It is used when communicating with friends or family either in writing or in conversation. It is used when writing personal emails, text messages and in some business correspondence. The tone of informal language is more personal than formal language. What makes a text formal or informal? Formal English is used in “serious” texts and situations — for example, in official documents, books, news reports, articles, business letters or official speeches. Informal English is used in everyday conversations and in personal letters. What are examples of formal and informal sentences? Formal English often sounds more serious and formal:Formal: Good morning! How are you? … Formal: They will be attending the meeting tomorrow. Informal: They’ll attend the meeting tomorrow. … Formal: I would like to apologise for any inconvenience caused. Informal: Sorry! … Formal: I want to pass my English exam tomorrow. Is Okay informal? “OK” is not considered a formal word. It can be used sometimes in formal conversations, but not in writing. Some words you can use in its place are “acceptable”, “all right”, or “decent”.

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Amia Sixtine January 1, 2021 worksheets Preschool phonics worksheets. Sounds and phonics worksheets for preschool and kindergarten, including beginning sounds, consonants, vowels and rhyming. These worksheets help kids learn to use letters to make sounds and words. Free phonics worksheets from K5 Learning; no login required. Preschool Phonics Worksheets. Kids can take the first steps towards literacy with this series of free phonics worksheets for preschool. Children can trace each letter of the alphabet, identify beginning sounds by matching pictures with the letters they start with, complete a simple cut and paste phonics activity, and separate similar letters by matching the uppercase and lowercase form of each. Printable Preschool Phonics Worksheets. The worksheets found here would be great for either preschool students or those students currently in Kindergarten or on their way there. (It’s finally summer break here, gotta get ready for Kindergarten!) There are currently twelve papers in all. The instructions for all of them are the same. Mar 2, 2017 – Collection of phonics activities, worksheets and lesson ideas for children in preschool, pre-k or kindergarten classrooms. Learn about beginning sounds, ending sounds and short vowels. Visit www.littledotseducation.com for more preschool related resources. See more ideas about Phonics, Worksheets, Beginning sounds. Our preschool worksheets are specifically designed to include all the age-appropriate skills. Explore these worksheets to help your preschooler child learn alphabets, numbers, colors, shapes, pre-writing skills, vocabulary building and other skills. Age Group: 2-5 years Grade Level: Preschool Free Printable Worksheets For Toddlers Age 2 Free Printable Toddler Worksheets Children Worksheets Free Free Toddler Worksheets Back To School Activities Grade 5 Free Back To School Worksheets For Second Grade shape worksheets for toddlers alphabet worksheet for kids color red worksheets for toddlers preschool activity sheets toddler learning printables free worksheets for kids worksheets for. This is an extensive collection of free preschool worksheets designed for ages approximately 3 & 4 years old. These free printable preschool worksheets are designed to help kids learn to write the alphabet, numbers, plus a free printable color matching sheet! The youngsters can enjoy preschool worksheets age 2, Math Worksheets, Alphabet Worksheets, Coloring Worksheets and Drawing Worksheets. They could play games in the Nursery like Numbers Match Games and Alphabet Puzzles and preschool worksheets age 2.Such a lot of fun they could have and give another kids. A free printable art worksheet for a painting tutorial on value. Image: ©2006 Marion Boddy-Evans. Licensed to About.com, Inc. A collection of free art worksheets for various painting exercises. Details of the painting exercise each art worksheet is intended for can be found with the worksheet. Free Printable Art Worksheets. My favorite go-to art lessons come from the Art Appreciation Worksheet Bundle. It’s as easy as 1, 2, 3! 1. Pick an artwork 2. Print one of the Art Appreciation Worksheets 3. Watch with joy as your students connect with and interpret art Days of the Week Download Modernize The Advertisement Download Exploring Geometric Shapes Download Designer Face Masks Download How to Make a Hexa-Hexaflexagon Download How to Divide a Circle into 7 Equal Parts Download How to Create a Circle Design With Sixfold Symmetry Download How to Make a Stomachion Download How to Make a House Booklet … Apr 30, 2012 – Explore Pauline Cameron Weisz’s board ”Art: Worksheets/Printables”, followed by 1476 people on Pinterest. See more ideas about Art lessons, Art handouts, Art worksheets. Preschool spelling worksheets. Spelling Practice Worksheets for Preschool Printables. Download Spelling Practice Tracing worksheets and printables Kids educational preschool, kindergarten and grade school for kids. Preschool Spelling Curriculum Sequence. In preschool, spelling words start with basic two-letter words. For example, a good starting point for preschoolers would be: AT, ME, BE, and IT. Children then start to expand the list by working through “word families”. From AT, in preschool spelling, the curriculum, worksheets, and then spelling. Preschool Spelling Resources. Preschool focuses on pre-writing: ABCs, vowel sounds and simple words. Prep for writing success with these worksheets that focus on letter recognition, word-building and a bit of storytelling. Preschool. Reading & Writing. I am a Christian mother of four, with over 13-years experience homeschooling in Southern Oregon. The resources and products I create are designed to keep the prep to a minimum while also bringing a little educational fun to your classroom Since a prime factorization of zero is not possible…zero is neither prime or composite. Prime and Composite Numbers Worksheets: Though we may or may not go into that much detail with our students, it is important for them to play around with prime and composite numbers, and this prime and composite numbers worksheet packet allows them to do so. Numbers can be categorized as prime or composite. In this quiz, you’ll recall what makes a number prime, and then pick prime and composite numbers from given options. Quiz & Worksheet Goals Identify prime and composite numbers. Identify prime and composite numbers www.algebraforchildren.com. Identify from the list below prime numbers and composite numbers ANSWER SHEET 1) 97 2) 91 3) 25 4) 2 5) 14 6) 47 7) 3 8) 37 9) 99 10) 19 11) 82 12) 11 13) 54 14) 40 15) 52 16) 70 17) 31 18) 38 19) 59 The printable alphabet letters on our website come in different fonts for your own convenience. For formal events, we have printable cursive letters; for children’s parties, we have bubble letters for that; and for old-school-themed events, we have vintage letters ready to be printed and decorated. These free printable alphabet templates and letters are great for arts and crafts projects, DIY gifts, educational purposes, and much more. Just sign up for the Freebie Finding Mom email list to get an all access pass!. Printable alphabet templates have a lot of different uses. Here are just a two of the ways I’ve put these alphabet printables to use in my home. We have prepared for you Free Alphabet Practice A-Z Letter Worksheets – Preschool Printable to Learn the Alphabet. Our A-Z Letter Worksheets are perfect for any preschooler who is just learning to write and read. These Free alphabet printables will help children practice fine motor skills. Holding the pen correctly is only seemingly easy. The free printable stencils are in a block font and include all the alphabet letters A through Z, numbers 1 though 9, and of course punctuation. It’s a timeless font in all uppercase and always does the trick and takes minutes to make. Tag Cloudhttps cool math games division geometry formulas 9th std math 1st grade algebra worksheets extra math practice grade 3 working together to solve problems basic math assessment algebra worksheets ks2 year 6 christmas activities for middle school printable algebra 1 state test everyday learning corporation bill spreadsheet 5th grade math equations addition and subtraction year 1 daniel pinkwater

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Prep | Kindergarten News Unit of Inquiry: How We Express Ourselves Central Idea: Creative thinking allows for the expression of different perspectives. Students in kindergarten have been further developing their understanding of the form of stories. We are discovering that not all stories are expressed in the same way. Some are expressed through drama, puppets, actions, singing and art. There are many ways a story can be told. By exploring the many forms of storytelling, students are developing their creative thinking skills. In the last few weeks, students have been creating settings for their stories and will work towards sharing their own stories while developing their expressive language skills. I wonder if you have experienced different forms of storytelling at home. Maybe you have been to a play or a musical? I wonder if you have watched an opera, concert or dance? Exposure to all forms of storytelling helps our young learners to develop an open-minded attitude as he explores the perspectives of others. This term, we have been focusing on developing our oral language and verbal communication skills. Oral language is important as it forms the foundation for our journey as readers, writers and communicators. To support our oral language development, the boys have been investigating different books and looking at key vocabulary, the characters, the setting and the storyline. We have investigated: Magic Beach by Alison Lester where we looked at the words: Glee, Plunging, Dazzled. We also used our imagination to create our own ‘Magic Beaches’ – where we were encouraged to describe our creative ideas. We have also been able to re-tell the story in the classroom. Tiddalick by Robert Roennfeldt which introduced us to a dreamtime story about a frog who caused a flood. We were able to engage with this story through drama activities and a small world scene. Giraffes Can’t Dance by Giles Andreae where we thought about the sequence of events in the story, looked for interesting words and made connections between our own experiences and the text. Ernie Dances to the Didgeridoo by Alison Lester which introduced interesting vocabulary such as sneaks, inspected and humid. We thought about other times when we could use these words and how Alison Lester chooses words in her stories to add details and to make it more interesting. We have also enjoyed reading a variety of different rhyming books that have helped to consolidate our understanding of how rhyme works. Developing Fine Motor Skills For more ideas on developing your son’s fine motor skills you could try a few of the strategies from the list below: - painting and drawing on paper at large easels that requires whole arm movement - playing on climbing frames and obstacle courses that allow children to pull themselves up and build upper body strength - filling cups, jugs and a range of different sized containers with water and pouring water during water play - using spades, filling buckets to scoop sand and dig with hands in the sandpit - rolling playdough with hands, using cookie cutters and rolling pins - squeezing trigger on spray bottles to water plants - building with smaller wooden building blocks or connecting blocks, strengthening fingers and practice control to build intricate structures (e.g. lego, small blocks) - threading with beads - picking up objects with tongs and tweezers (e.g. picking up pompoms with tongs and placing them in a jar) - making smaller objects using pinching with playdough and using smaller rolling movements with fingers. - tearing paper into tiny pieces to increase finger dexterity - using pegs (e.g. helping to hang the washing up and squeezing each peg) - using scissors to cut a variety of materials (paper, playdough, cardboard) - Drawing with chalk outside on the sidewalk - Finger painting - Dressing and undressing a doll (including the use of buttons and zips) - Completing puzzles with various different sized pieces - Using large nuts and bolts to screw and unscrew (the twisting motion with fingers) In Kindergarten we have been exploring patterns. The boys have explored patterns in the environment. They have used a range of materials to demonstrate their understanding. We are now inquiring into two dimensional shapes. We will manipulate, sort and describe representations of two-dimensional shapes, including circles, triangles, squares and rectangles, using everyday language. At home you could discuss the following language: shape, circle, triangle, square, rectangle, features, side, straight line, curved line, open line, closed shape. This term, the boys have been talking about ‘Being REAL’ Ready AND Reliable Engaged and Enthusiastic Accepting, Assured and Appreciative Be a Learner We are focusing on being a Trinatarian, respecting and valuing the school uniform. The boys are using their self management skills by checking their shirts are tucked in, socks are pulled up and they are ready to learn. Next term, we will explore what it means to be engaged and enthusiastic. If you have a passion or an interest that you are engaged and enthusiastic with and would like to share it with our boys, please contact your class teacher. During this term, the boys have been investigating the question, “Who is Jesus – his power and authority.” They have explored a series of miracles including healing the paralyzed man, calming the storm, feeding the 5000, and raising Lazarus. Over the next few weeks, they will be thinking about Easter and why Jesus died on the cross for us. They will be exploring the events of Easter through some drama and outside activities. They continue to use their thinking, research and communication skills to help them share their knowledge with their peers. It is also encouraging to hear boys come back to school sharing their joy in reading new stories from the “Read with me Bible”. In Chapel, they have been reflecting on parables – stories Jesus told with a heavenly meaning and working on the connection between God, us and our relationship with him. Kindergarten boys have continued to develop a sound foundational understanding of colours in addition to simple greetings and classroom routine in Mandarin. The concentration that the boys are displaying to develop their communication and inquiry skills is truly impressive. It is wonderful to see them expressing their feelings with curiosity in observing colour changes in nature and when two colours are combined together. Advanced learners are learning to associate colour with classroom objects, shapes, fruits and balloons with Chinese numbers. Welcome Back Welcome everyone to the 2021 winter season of the world game. At recess and… Imagine reorganising the week, so that ‘Saturday’ sport happens on a Wednesday and classes happen on… Last Saturday we had our Winter Sport trials day. We were fortunate enough to be given permission…

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Pulitzer prize winner and winner of the 1993 Nobel Prize in Literature, Toni Morrison celebrated her 88th birthday last week. The acclaimed American novelist has written more than two dozen novels, non-fiction books, plays, children’s literature and more. In celebration of this icon’s birthday, we wanted to take a look at Morrison’s first published work, which also happens to be one of her most notable: “The Bluest Eye.” Published in 1970, the novel is about Pecola, a young Black girl who wishes, more than anything, that she could have blue eyes. Morrison explores this deep-rooted and complex desire through a writing and storytelling style that can only be described as daring. First, the vernacular of the novel is executed in a way that is authentic and immersive. Second, the story is narrated by a secondary protagonist Claudia, a young Black girl and friend of Pecola’s, whose youthful and sometimes naïve perspective offers a rawness to the story that would have been lost otherwise. Finally, the novel follows the chronology of the seasons, yet each season is in a different time period and follows a different character. It’s not until the climax of the story that the role of these characters becomes clear; they are all a part of Pecola’s larger story. Furthermore, they are all representative of aspects of a racially divided society. Morrison touches on several important themes regarding race in this book, the central theme being that Pecola’s desire for blue eyes highlights a social context that views blue eyes, which in this case is synonymous with White-ness, as the standard of beauty to strive for. This plays into the larger message of the novel, which is ultimately concerned with the idea of internalized racism: racial conditioning that occurs when people in a group targeted by racism begin to believe in their own inferiority. Therefore, Pecola and her desire for blue eyes is simply a product of deep oppression. One that causes even children to believe the inferiority that society has conditioned them to feel. One that turns families against each other, and individuals against their own communities. In “The Bluest Eye,” Morrison does more than tell a story, she shows readers what it’s like to walk a couple hundred years in an institutionally oppressed Black woman’s shoes; when the world is so against her, that she has no choice, but to turn against herself.

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Using to her advantage conventions of narrative stories such as character development, plot control, and irony, she is able to bring the reader into a world of emotions that society would scoff at. Disability Explain what is meant by: Diversity is valuing and accepting those differences Equality is treating everyone in a way that is fairly to them. Not to be confused with treating everybody exactly the same. We will write a custom essay sample on Discrimination and Equality or any similar topic specifically for you Do Not Waste HIRE WRITER Describe ways in which discrimination may deliberately or inadvertently occur in the work setting There are different types of discrimination; these include indirect discrimination, positive discrimination, racial discrimination, and stereotypes. Discrimination may not always be deliberate. Identify which legislation and codes of practice relating to equality, diversity and discrimination apply to own role. There are various pieces of legislation in place to promote equality and reduce discrimination. There are a variety of legislations and codes of practice that relate to equality, diversity and discrimination. All apply to own job role. Show interaction with individuals that respects their beliefs, culture, values and preferences. Describe how to challenge discrimination in a way that encourages change Record and report it immediately — it is more likely to be addressed if it has been written down. Challenge discriminatory remarks with explanations of why they are wrong; back it up with your policies and procedures on equality and rights. Identify a range of sources of information, advice and support about diversity, equality and inclusion There are a variety of different ways to obtain information about such things; some include government websites, a settings policies and procedures, asking a supervisor, leaflets etc. Describe how and when to access information, advice and support about diversity, equality and inclusion How to access information, advice or support can be done in many ways, some include asking someone a manager or senior staff member within the setting, reading the settings policies and procedures, going on websites, doing an internet search, phoning a child line, etc. The information could be accessed when you want to check something for yourself or support another person.When you pay for essay, we ensure that our writers focus on the instructions of your coursework to meet your expectations to the fullest. EssayPay is a committed team that makes sure every academic paper is exactly what you are looking for! No matter if you are just getting started or want to break into fiction writing, setting is a crucial element to any story. In order to create an imaginary world for your story, you’ll need to know the fundamental elements of setting first. Summary and Response – Essay 1. 4 Replies. Being stressed from work can often lead us to think that we are the center of attention. In other words, the brain switches to its ‘natural default setting’. Every one of us has a ‘natural default setting’ we all go back to at the end of the day. Get Expert Essay Editing Help > Build Your Thesis Statement > Log in. Search Essay Examples. Setting Analysis Essay Examples. 18 total results. An Analysis of the Idea Behind "Pat Conroy" words. An Analysis of the Setting and Plot of The Lord of the Flies. Unlike an environment that is removed from the work, Tolkien’s setting sometimes is the story. Possibly the setting could even tell the story if there were no characters. For example, in the house of Elrond of the elves, Frodo's experience is defined by the setting. Write an essay in which you analyze the role that setting and character play in driving the plot events in a story from - Answered by a verified Writer Write an essay in which you analyze the role that setting and character play in driving the plot events in a story from the readings. Poetry or nonfiction will not work for this.

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Known as “America’s Classical Music,” jazz is a uniquely American contribution to the music world. It’s impossible to fully explain jazz’s influence on music and culture in a few paragraphs, though we’ll do our best to give you a taste! First came the Blues The Blues was its own genre long before jazz developed. Originating on Southern plantations in the 19th Century, the Blues is deeply rooted in various forms of African American slave songs such as field hollers, work songs, spirituals, and country string ballads. From the Blues, we get many of the elements of jazz, such as the wide use of seventh chords and the Blues scale. The Blues is also a form of music – maybe you’ve heard of the 12-Bar Blues on our site before! It’s a simple yet versatile structure that lets the performer experiment and improvise – something that became one of jazz’s defining elements. The Rise of Jazz Jazz rose from New Orleans as “Dixieland,” blending together the uniquely African American sounds of Blues, Ragtime, and Afro-Caribbean music. The Jazz Age (1920s-30s) was an important period in America’s music history due to the significant cultural shift taking place in a post-World War I society. Jazz was about celebration, joy, rebellion, and dancing! It brought an element of freedom back into people’s lives after the hard times of the war. In an era where cultural differences divided people, jazz music was a great unifier. However, despite this connection, segregation continued for many years to come. New Orleans was the home to many of the early African American jazz musicians, but due to the racial violence and tension there, many artists fled to other cities such as Chicago, Kansas City, and New York. At the same time, jazz music was being played on national radio, spreading jazz to new audiences across the United States. A Few Big Names There are too many influential jazz performers to name in a single post, let alone to write about! There’s Bessie Smith, one of the first African American jazz musicians to be recorded. Duke Ellington evolved the genre and featured many other famous names in his band. Count Basie, Dizzy Gillespie, Nat King Cole – the list goes on! Let’s look at four influential individuals in detail today. Louis Armstrong (1901-1971) “He was and will continue to be the embodiment of jazz.” – Duke Ellington New Orleans native Louis Armstrong did a lot for jazz. Trumpet solos? Thank Armstrong. Scat singing? That was (partly) Armstrong. Jazz as a serious solo art? Armstrong’s doing. A virtuoso trumpet player, he was equally known for his charisma on stage and his distinctive, gravelly voice. He’s probably best known for his covers of other people’s music, like La Vie en Rose. However, he also composed many jazz standards still played today. Armstrong was widely accepted by audiences of all races. This allowed him to be an influential voice for both music and civil rights. The FBI actually kept a file on him because of that! Once, Armstrong refused to tour the Soviet Union on behalf of the U.S., saying that he couldn’t represent his government when it was in conflict with its own people. Ella Fitzgerald (1917-1996) “I never knew how good our songs were until I heard Ella Fitzgerald sing them.” – Ira Gerswhin Ella Fitzgerald is one of the most popular jazz singers of the 20th century. During her career, she won 13 Grammys and recorded over 200 albums! With a powerful and versatile voice, she sang with many of her fellow jazz geniuses, including Louis Armstrong. Here’s the two of them singing Gershwin’s They Can’t Take That Away from Me! The “First Lady of Song” faced many struggles in her career due to racist Jim Crow laws. She had to enter many of her own performance venues through the back door, and she and her colleagues were sometimes harassed by police. Many big venues were off-limits to African Americans. However, in the 1950s, Ella changed that with help from actress Marylin Monroe. Monroe called the owner of a major club in Hollywood, saying that if he booked Ella, she would be at the front table every night. After that, Ella never had to play a small jazz club again. Billie Holiday (1915-1959) “It is Billie Holiday who was, and still remains, the greatest single musical influence on me.” – Frank Sinatra In late-1920s Baltimore, neighbors might have heard teenage Billie Holidaysinging along to records of Louis Armstrong. Today, her face graces postal stamps, complete with her iconic gardenia in her hair. Born Eleanora Fagan Gough, Holiday made her debut in obscure Harlem nightclubs. One of her most acclaimed songs, Strange Fruit, is also considered the first protest song of the Civil Rights Era. She also popularized many classics, such as April in Paris. Billie Holiday died tragically young, but her legacy lives on. Her vocal stylings influenced countless pop artists, including Frank Sinatra. She won four Grammy awards after her death. In 1972, Diana Ross starred in a biopic called Lady Sings the Blues. The play Lady Day at Emerson’s Bar and Grill features Holiday as a primary character, played on Broadway and in film by Audra McDonald. Chuck Berry (1926-2017) “The best rock and roll got its birth in the blues. You hear it…in Chuck Berry.” – Angus Young Anyone familiar with Chuck Berry’s music might wonder why we’ve included him here! Well, he may be the “Father of Rock ‘n’ Roll,” but his music is deeply rooted in the Blues. If Beethoven was the bridge between the two major Classical eras, then Chuck Berry was a bridge between the Blues and Rock. If that comparison isn’t enough, one of Chuck Berry’s famous songs is called Roll Over Beethoven! As jazz began to fall out of popularity in the 1950s, Rock ‘n’ Roll took its place. Chuck Berry helped shape it into what we know today, using many elements of his Blues roots. To the stage, he brought the swagger of a jazz great; to rock music, he brought guitar solos and an emphasis on storytelling through lyrics. Many of his songs use the 12-bar blues structure. His legacy has been cemented through countless covers by famous Rock stars, and will continue to live on in music history. Continuing the Legacy There are so many ways to honor these musical legacies at home! - Check out your local jazz concerts or radio stations, or find stations on Spotify! - Learn more about the history of jazz and its greatest contributors at PBS. They even have a Classroom page for grades 6-12! - For younger audiences, here’s a great book about the experience of jazz performers in the segregated South: When Grandmama Sings by Margaree K. Mitchell - Learn more about the Blues with our Music Notes episode, What Is a 12-Bar Blues? - And of course, listen to our special Spotify playlist for African American Music Appreciation Month! Join us next time for Funk & Motown Masters!

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Our project for the Spring Term is ‘Traditional tales and fairy stories’ Why do young children enjoy a traditional story so much? Apart from giving you some close one-on-one time with your child, these stories often have a moral underlying the tale which you and your child can talk about together. Ask questions about how the story made them feel, what did they think about the main characters and who they would most like to be in the tale. This gives your child great chances to express themselves which will help with their verbal development and communication skills. Another thing with fairy tales that’s important, is the way they are passed down from generation to generation. It’s not just the process of reading a book, it’s storytelling, and one of the best ways of engaging children and sparking their imagination. Tradition helps fairy stories endure. Children’s literature helps a young child make sense of what it is to be human and helps them understand the world around them. The fairy tale genre provides ways for children to receive important messages whilst entering a magical, but safe, realm of the story world. They not only captivate the imagination of young minds, but also enhance their creativity and reasoning skills. A child learns a lot by simply listening to these amazing stories. But studies show that fairy stories and traditional tales bring significant positive results in the development of a young mind. They are extremely important in developing the young child’s imagination. They show worldly common truths regarding humans and the world around them, in a simple manner. When listening to fairy tales, children are often deeply affected by their contents and, at the same time, their imagination develops and takes on new shapes. Fairy tales, fables and other traditional stories from around the world teach us about society, class, relationships, emotions, values and even good and evil. Folktales were often employed to share a common history, to reinforce cultural values or highlight important traditions. As part of this term’s project we’ll be basing activities around some traditional tales and fairy stories including; - Goldilocks and the Three Bears - Red Riding Hood - The Three Little Pigs - Jack and the Beanstalk - The Three Billy Goats Gruff - The Gingerbread Man These are often stories that are already familiar to, and loved by, our children and we can easily cover all areas of learning included in the Early Years curriculum. The project lends itself extremely well to role play and fancy dress, which children always love! We will also be acting out the stories with props and hand puppets… There will be lots of opportunities for small world imaginative play… and of course, some amazing arts and crafts with a whole spectrum of different media! If you have any well-loved stories at home that would make a good contribution to our project this term, please do let us know! We’re looking forward to a magical story filled term ahead!

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How to Enhance Your Child’s Learning & Development Through Effective Interactions The extent to which children progress depends hugely on the level, timing and quality of adult interactions. Effective communication paves the way for developing crucial skills and positive relationships in later life by building confidence and positive social bonds. These active interactions can elevate the simplest of activities to an enhanced learning experience. How can you develop positive interactions at home? By focusing on modeling behaviour, providing commentary, and introducing enabling environments are three fundamental elements of enhancing early development through interaction. Communication includes verbal and non-verbal interactions, both allow us to gain a deeper understanding of children’s personality, interests and recognising potential worries. You can enhance learning significantly by providing an insightful running commentary about what’s happening during an activity. Questioning yourself, for example, “I wonder what colour paint I should use? I’ll try red first,” this demonstrates problem-solving and encourages sustained interactions. As well as this, you can ask your child questions, this promotes self-esteem and confidence as it allows them to draw their own conclusions like; “Why do you think this has happened?” and “can you do it another way?” Giving a child your full attention is essential. Showing genuine interest in what they are saying and engaging in conversation is pivotal for the development of new vocabulary and the critical thinking processes. Fennies Sanderstead Nursery Manager, Annalise D’Mello says, “Children are observers, who learn best through copying actions and words they have seen or heard. Narration is a great way to support and engage children during play. By discussing what is happening during an activity, we expose children to new vocabulary which helps develop their communication skills.” Annalise recommends not shying away from complex vocabulary as this exposes them to a variety of new words. The interactions your child has at home with family members is also very important for their development and overall well-being. It’s been proven that non-verbal communication, such as facial expressions and gestures can be just as powerful. For example, when praising a child, if our expression is angry or frustrated, this can send out confusing mixed signals. However, if our facial expression is reflective of your words, this can reinforce what you’re saying. This can be particularly important when a child feels uneasy about communicating with adults as they observe social interactions by watching what’s happening around them. Our staff are regularly trained in effective interactions to ensure they are ultimately harbouring a love for learning in children by providing challenge, stimulation, motivation and praise. An enabling environment that challenges and stimulates children is also a key contributing factor to learning and development. The impact of children’s surroundings promotes exploration and sparks their natural curiosity to enhance daily learning opportunities both at home and at nursery. It is important that our recourses reflect equality, diversity and real-life objects, at Fennies all our nurseries incorporate designated areas, specifically developed to support every stage of development. Such as role play areas, in which children can use multicultural fabrics, daily objects such as telephones and cooking utensils to encourage creativity and allow for inclusive interactions. As well as a storytelling space, this quieter time can support development by allowing children to reflect on experiences and assimilate knowledge in a calming space. You can create a stimulating environment at home by providing access to lots of everyday objects for them to investigate and play with. This allows children to make sense of the world around them by developing their own responses. Effective interactions give parents and practitioners the opportunity to elevate daily activities into inspiring and challenging learning opportunities. This is crucial for shaping children into active communicators who are able to express themselves in a positive way during each stage of development. How to develop effective interactions at home: - Pay attention and be fully in the moment: Avoiding any potential distractions when communicating - Use modelling language: Ask questions and provide running commentary to demonstrate problem-solving - Have fun! Effective interactions are more likely to occur in a positive environment For more information about Fennies Day Nurseries and to book a virtual tour, please contact firstname.lastname@example.org or call 020 8770 3222.

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Why you should get your students switched on to coding, whatever you teach@headingTag> You might have seen the news that the BBC micro:bit is now being sent out to all year 7 students. The aim of these mini, programmable computers is to inspire students to develop creative and digital skills through coding, and get more young people interested in science, technology, engineering and maths. It is clear from this alone that coding has become the hot topic for technology in the classroom, having been made a part of the curriculum as of September 2014 . With over 12 million people in the UK unprepared to fill the looming digital skills gap, it’s no surprise that coding has been highlighted as such an important aspect of current and future teaching models Though coding may seem very technical and sometimes daunting to tackle, confined to the realms of the computer labs, I’d like to dispel this myth. Granted, the digital skills learnt from coding are a major benefit to the changing needs of the labour market; in today’s digital world, it’s not enough for the next generation to know how to use programmes and software – they also need an appreciation for how these things are developed and how coding is used to produce them. But we shouldn’t consider it a teaching practice exclusively designed for computing lessons. This is because coding is a tool that anyone can master, a lot of fun to use and, most importantly, a doorway to developing a range of cross-curricular skills. It can be a collaborative process, giving students the opportunity to work together, solve problems and evaluate each other's work. It can also help to develop problem solving, patience, resilience, logical thinking, creativity and communication. This means that as well as computing, it can be a great asset in all manner of subjects – you may want to get students using programming languages to tell stories as part of creative writing in English, for example. Or devising solutions to real-world environmental challenges in a geography lesson. They could even try creating impressive presentations or interview role-play games in PSHE or careers sessions. Not only is it relevant to many subjects, it’s a great way of bringing lessons to life and introducing new techniques that spark imaginations and fuel new ideas! So how does coding build on these skills, what is the mechanic behind it all? The answer is computational thinking, a way of breaking down complex information into manageable chunks and devising ways to solve it, similar to the algorithms a computer would use. This is now central to both the primary and secondary curriculum and can be easily developed when we learn to code. Through practising this process of thinking, students are not only employing technical skills, but also a strategic, step-by-step approach to solving a problem. It also teaches that making mistakes can help to solve future problems through evaluation. Students can find this useful in all sorts of areas, such as planning an essay, managing a group project or captaining a sports team. Once understood, coding is a simple thing to teach, but where to start? As mentioned before, if you’re a Year 7 teacher, you can register to receive your free micro:bit here. And if you’d like some more information about the micro:bit, you can download our support guide from the LifeSkills homepage. On top of this, there are tons of other resources out there for teachers and students; here are a few of my favourites: - Computing at school's website is a great starting point as they have loads of resources for teachers, including a CPD toolkit designed to help deliver the new curriculum - The Progression Pathways website can help teachers to plan, record and assess their computing curriculum. I’ve developed my own computing curriculum too - Game labs such as Scratch and Kodu are excellent ways of teaching students about visual programming languages through making their own stories, games and animations, as well as building creativity and problem solving skills - Code Academy offers a fantastic and free range of programming activities to inspire your students, including interactive exercises and quizzes - As well as the BBC micro:bit, there’s other low-cost hardware you and your students can add to your coding kit. Check out Arduino, CodeBug and RaspberryPi If you haven’t already, I highly recommend you explore the resources out there and consider ways that coding can help introduce new dimensions to your teaching. At the end of the day, it’s all about preparing students for the demands of the future world of work, and having a bit of fun in the process! A free account gives you access to all educator content, tools and resources Already have an account?Log in Thank you for liking Help us to continue creating relevant content for you by leaving some additional feedback.

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October 7, 2020 | Kristen Jordan What can you do if someone has something that you want? What does taking turns mean? In addition to learning routines, getting to know each other, playing and working hard, these questions have been on our minds and in our discussions. It can be hard to exercise impulse control when someone else has something you want. For instance, when you would like a turn at holding a fun branch… Or when storytelling with small figures… We have been working with the children on how to use words to say things like: “Could I please have a turn?” “I’d like to play with those blocks too.” “May I please have that book?” And also how to respond: “I’m using it now but when I’m done, you can have it.” “Sure, here you go!” Sometimes you have to wait to play with that stick. Or when you really want to hold that cute little ant. And that can feel hard. The children have really been thinking about how to use words to solve problems and express their needs. Sometimes, just saying something like “It feels hard to wait” or “I feel disappointed that I don’t get to play with that now” can help so much with regulating emotions. That, in turn, can actually make it easier to be patient. The children have really thought about what it means to take turns and they came up with some great ideas! Do you hear any of this language or see any of these ideas in this interaction? Ms Gluckow has been working with the children and their bears on many of these ideas in the drama area as they enjoy being a server, preparing food, and enjoy a meal together. They are practicing helping friends, thinking about others’ needs, and waiting for their turn as they play. Acting out ideas through imaginary play gives children the opportunity to develop a repertoire of language and skills that they can then use when they are in real-life situations where they may have to wait, share materials, take a turn, or use words to express their wants or needs. They are likely unaware of learning and practicing these habits because it’s just so much fun to play with bears and friends! Sharing, working together, using words to express what you want, and waiting are all big and important parts of being in school, particularly when you are a 3, 4 or 5 year old. We will continue to work with children all year as we help them develop these skills and habits. And, speaking of waiting your turn… it was REALLY HARD to have to wait to make clothing for the bears! However, it was well worth it! Each child took such thought and care in choosing an outfit for his or her bear. We thought you’d enjoy seeing the results!

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About the Holiday Today, library lovers and readers of all kinds honor Melvil Dewey who was born on this date in 1851 and at the age of twenty-one revolutionized the way libraries organized their collections with an elegant numerical system that gave each book their own place on the shelf. Dewey went on to make more changes within libraries from whom they served to who ran them even to the amount of noise that was allowed inside—Shhh! To celebrate today, show your local librarians and library staff how much you appreciate them by sending them a thank you email or leaving an encouraging comment on their social media. To learn more about Melvil Dewey, kids will also want to check out today’s book. The Efficient, Inventive (Often Annoying) Melvil Dewey Written by Alexis O’Neill | Illustrated by Edwin Fotheringham Melvil Dewey is one organized kid! He spends his free time labeling his mother’s pantry and then the basement. He records all of his pertinent personal information and balances his finances in a ledger. And when he has enough money he heads to the bookstore—on foot—ten miles away. “Melvil loves books.” What do you imagine he buys there? If you guessed Webster’s American Dictionary of the English Language—unabridged version—you’re right! At night before going to sleep, Melvil wonders what he’ll do with his life. He wants to do something valuable, something meaningful. But what? A fire at Hungerford Collegiate Institute in Adams, New York, where Melvil goes to school, gives him a new perspective. While rescuing books, smoke inhalation causes damage to his lungs. The doctors say he won’t live a year, but he proves them wrong. Now, however, he wants to word “efficiently. He wants to make the biggest difference in the world in the least amount of time.” Noticing the large number of immigrants entering the country, Melvil decides he want to help them learn English and get an education as quickly as possible. Books would do that. After all, Melvil believes that steam power and electricity pale in importance to reading. First, though, Melvil needs to go to college. He chooses Amherst College and spends copious amounts of time at the library. “He even gets a job there.” But he notices that the library is woefully underused. Melvil can understand it. Instead of grouped by subject, the books—all 30,000 of them—are organized by shelf number, which requires frequent rearranging as new books are added. Melvil loved libraries, but only rich institutions and wealthy people could afford to have them. Melvile believes in free public libraries for everyone. But as Melvil studies the problems of libraries, he discovers that no two libraries organize their books the same way. And some don’t even seem to bother with orgnainzation—they just stack the “books from floor to ceiling.” In addition to books and libraries, Melvil loves decimals. He ponders and muses, and then, suddenly, he has it! “He gets the idea of using numbers and decimals to organize library books.” After extensive research, “Melvil assigns numbers to ten broad classes of knowledge. He divides these into divisions and the divisions into sections and subclasses. When displayed on the spine of the books and the books neatly tucked away on shelves, finding what you want becomes “totally efficient!” The trustees at Columbia College in New York invite Melvil to become their head librarian. Once installed, Melvil begins to think bigger. He wants to open a whole school dedicated to training librarians, and… he thinks women would be perfect for this profession. Their qualifications in his eyes? “…clear heads, strong hands, and great hearts. (Also, they will work for less money than men.)” But Columbia College’s trustees are aghast. Women are not welcome on their campus. Melvil is not to be dissuaded. He secretly opens his school in a storeroom across the street from Columbia with twenty students, seventeen of which are women. He rushes through his lessons for best efficiency, then back at his job tinkers with the rules of the library. He instates a strict quiet policy—even going to far as to put rubber tips on chair and table legs and rubber wheels on book carts. Librarians and staff are given slippers to wear. And, of course, there is NO talking. Melvil’s flood of ideas, constant changes, and insistent personality upsets people, but he barrels on. He becomes the State Librarian for New York, “organizes the New York State Library Association… provides books for the blind…and launches a traveling library system.” He even helps establish the Children’s Library Association, among other work. People were still divided in their opinions of Melvil, but one thing they all could agree on was that he fulfilled the wishes he had as a boy to “make a difference in the world.” Extensive back matter includes an Author’s Note with an honest assessment of his successes and faults that in itself can prompt discussions of the legacy people leave behind, a timeline of his life, a discussion on other reforms he championed, a quick overview of how Dewey’s classification system works, and a list of selected sources. No fusty, dusty story of the Dewey Decimal System this! Alexis O’Neill’s present-tense storytelling sweeps readers up in a whirlwind of the ideas, dreams, quirks, and persuasive, even steamrolling personality of Melvil Dewey. (And if you wonder about that unusual spelling, the answer is here too.) Her wry delivery masterfully straddles the divide between the numerous contributions he made to the library system and the anger his convictions and obsessions often caused. She invites kids into Dewey’s mind and actions as ideas spark, flame, and fuel innovation. The details O’Neill includes about the times, the pre-Dewey system of library organization, and Dewey’s hand in expanding the reach of libraries as well as his often abrasive personality gives adults and children plenty to unpack, discuss, and research. Edwin Fotheringham matches O’Neill’s robust storytelling with action-packed illustrations that seem to sprint across the pages as quickly as notions raced through Melvil Dewey’s mind. Striking images—such as a speeding train hurtling into a tunnel made from an overturned book and later smashing through a mountain of books; the moment when Dewey is struck with the decimal-system answer to his problem; and a class lecture given at 180 words per minute—reveal the whirlwind pace of Dewey’s life. A two-page spread in which two profiles of Dewey—one smiling and one scowling—meet in the middle demonstrate the dual nature of this complex man and the contrasting reactions to his beliefs. Fotheringham brings the shotgun quality of Dewey’s thoughts to life with bold, emphatic typography that highlights concepts important to him while hinting at the conviction he had in his own ideas and solutions. The Efficient, Inventive (Often Annoying) Melvil Dewey is a compelling biography which can be read to inform children of all ages about a man who wished to make an impact on the world and succeeded in ways that nearly all people recognize. The book can also be used to stimulate important discussions about difficult and current issues with older children when used with the back matter and further research. The book will be fascinating and eye-opening for library lovers unfamiliar with the early history of libraries. It well deserves a place on school and public library shelves. Ages 7 – 10 and up Calkins Creek, 2020 | ISBN 978-1684371983 Discover more about Alexis O’Neill and her books on her website. To learn more about Edwin Fotheringham, his books, and his art, visit his website. National Dewey Decimal System Day Activity Book Love! Word Search There are all kinds of books for every reader. Find your favorite along with twenty favorite genres in this printable puzzle. You can find he Efficient, Inventive (Often Annoying) Melvil Dewey at these booksellers To support your local independent bookstore, order from Picture Book Review

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