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Sonnet essay question
Sonnet essay question
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Sonnet essay question
Sonnet essay question
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Lesson 12- Students gave their preference to which country they would expand their soda company to and had to back their decision with support from data Lesson 3-Rolling dice game with partners gave students the chance to practice using the exponent properties and then checking their answers with their partners Lesson 4- Students combined their individual properties posters to create a large group poster. They had to make a list of similarities and difference between all their posters. Lesson 8- Students had to think, pair, share on which property of exponents they would be applying to the new concept of multiplying/dividing numbers in scientific notation Lesson 4-Students were able to create properties of exponents posters, collaborate and they were posted in the hall way
In the science rooms we would buy the kind chairs in the exploratory rooms and put them in the science rooms. We wouldn't want you to spill chemicals all over a recliner or a couch. The staff would also get really nice chairs so that they would have a good time too. To make sure the students don't fight, there will be a sign up sheet so people can get to choose where they sit. The only catch is if you have a 70% or below you have to must sit at the tables.
I would use this day to allow the students to have independent work and practice time to work on the different properties that we studied during the week. I would have 4-5 activities picked out and ready for the students to work on. The first activity that I would have the students work on is an instructional math game on the laptops. The game is from Math Blaster and explains to students that a+b=b+a (commutative property), and then provides an example of this with numbers; (example- 3+6=9 and 6+3=9 or 9-6=3). Students would also be able to do an instructional computer game on the Associative property of addition.
You all can repeat the nursery rhyme aloud after me. Then we will sing the rhyme aloud again and listen for words that rhyme, or sound the same at the end. After that, we will have discussions and I would ask questions like: “Did you hear any words that rhyme?” Can you name some words that rhyme with "Horn" or "Sheep"? " Lesson Development Hold up the three Rhyming Picture Cards and ask students to identify what the pictures show (a horn, a sheep, and a cow).
I would have a conversation with the students, on what they are most interested in, what they would like to see or do. I remember taking a in-person scavenger hunt in the library. Activities like these allow student to learn from themselves more about the library resources and functions. As a SDACA employee, I know that there are many activities an events available for students to participate in, that are affordable and free. I would need to know the events date/time, purpose and information that the student will need.
Then we began our activity! First, I just gathered white t-shirts that would belong to each child in my class. I then got some fabric paint, some sponge letters and the fun began. I had each child dip the sponge letters into the fabric paint as they printed each letter of their last name onto the the white t-shirt.
Alden Nowlan organized his poem into four stanzas. He arranged his ideas in chronological order to help the readers have a sense of what is ahead of the protagonist, in this case, Warren Pryor. He started the poem with Warren Pryor’s parents’ decision to board their son to a school, and Nowlan concluded the poem with Warren Pryor finishing school¬¬¬. This shows how the author arranged his ideas according from the very beginning to the very end, which can influence the readers’ predictions of happenings in the poem.
I used a “quiz” as a warm up and had the students draw four lines: Angry, happy, sad, and content. I gave it as a quiz but then went on to show them how many of the students had similar lines, and how we all have an idea of how certain lines might look. This was a fun part of the class for the students as they got to show off the lines they had made and the reasons for making them. This was the beginning of my elements of design lesson and “hook” to get the students interested in the upcoming lesson. After notes covering the other elements of design, I went on to assign a monochromatic collage.
*Have the children sit in a circle & place A4 sized photos of different breeds of puppies. Ask the children to point out the differences between each puppy, for example eye colour, fur colour, size, short or long fur etc. Ask questions of regardless of each difference would they love the puppy any less, would they be less interesting if the puppy was white or brown, just to generate a discussion. This can then lead into talking about our peers that have different coloured eyes, hair, skin & explain we are all the same but we just have differences or perhaps different beliefs etc *
For my anticipatory set I will ask students to raise their hand if they have ever been camping? Then they will be instructed to think in your brain what supplies people need to go camping. They will kiss their brains and then turn to the person on the left side of them and tell them one thing they would bring camping. I will take three students to share.
Theodor Seuss Geisel, also known by his pen name Dr. Seuss, was an American writer and author and his work is loved by children all over the world. He was born and raised in Springfield Massachusetts and attended Dartmouth College and later attended Lincoln College Oxford. He wrote comics for various newspapers and magazines and during world war 2 he wrote political cartoons. After the war Dr. Seuss started writing children's books and that is what he is best known for today. He became one of the most famous children book writers and his work is almost instantly recognizable.
students read and answer questions as a group. Teacher confirms answers orally. ‐ Teacher indicates locations of “tap” bin and bucket; reminds students of classroom rules (no pushing, tripping etc.). ‐ Teacher distributes timers and situation cards (red, yellow) and announces when students can begin. ‐ Teacher highlight differences in consumption, availability and use of water in two contrasting nations.
If a quick walk around the school (outside if the weather permits) is possible, demonstrate the use of the viewfinder: look through the window with the viewfinder held at arms length. Describe what you see, moving it both horizontally and vertically so that something different can be seen within the window. Pretend to take pictures of the views that you are seeing. Explain that an artist looks carefully and plans their landscape work.
Make sure that the quiet areas are together and the louder ones next to each other. Make sure that you have enough learning items for all the children. I would make sure to read with the children and maybe pick a different child every week to help me read a book. I would also play in the different interest areas with the children so that I could be on that level with
If you would like to have a sheet with the examples I am going to do and the examples that we are going to do together on your desk, please raise your hand. (Pass out accommodating sheet) If I have to words Tell, Bell, and Ball, the two rhyming words are tell and bell. (Write words on the board as I say them.) Notice that the vowel is the same in tell and bell, but not in ball even though they end in an l sound.