...I’ve been in the trenches of the battle of the Somme for a few weeks now, and I can safely say, the conditions have not improved since I’ve been stationed here. We have steadily, for two weeks been trying to push into no-mans land, without success. It seems every time one of our men pushes out of the trench, he falls back in without life. I’m worried one day that the soldier who falls back into the trench next will be myself. It is certainly not an easy life living in these trenches. We typically spend eight days in a frontline trench being shot at, then return to the reserve trench for four days, and after that we would have a short stay in a rest camp for another four days. By far the most relieving step in the trip was the return and stay at the rest camp. Although the Somme and the surrounding area are quite nice normally, in time of war it’s a hellhole. Non-stop shells going off, seeing the ones who you’ve become acquainted to fall, and on top of that, the extremely poor conditions of the trenches. Over these weeks I’ve had to endure the seemingly endless struggle of this great war. At this point I am almost regretting enlisting, however, I know once the war ends, it’ll be well worth it....
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...I remember sitting on the front porch of my house, watching the line of black inch closer with every passing second. A thin wall of fog was apparent in the distance as the thunder roared, threatening the town with a massive downpour. Slowly raising the camera, I shot another picture; It didn’t look any different from the twenty-something pictures I’ve already taken of the same thing. The clouds swirled overhead, circling in a boiling-like pattern. I could already tell this wasn’t going to be like the other storms. I had a few minutes before the front was actually supposed to hit, so I just stayed there in awe of such a beautiful chaos taking place right before my very eyes. The dark-green grass blades soon began bowing down to their roots,...
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...20th June 1918 Hello Father . . . . .… France How are you doing? Is mother holding up fine without me? I wanted to write to you as mother still doesn’t know that I am here. I hope that these questions could be answered immediately but as this letter may not get to you for another month. I shall tell you about what has happened with in the recent weeks. We arrived on the 13th, at 3 o’clock in the morning, under the cover of darkness we were shelled and shot at. Many of my comrades did not make it to the shore. The man next to me, I did not learn his name, was blown away in front of my very eyes. On the 17th, at ten o'clock in the morning, the Boches...
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...through this fine.” I replied. He kept quiet and we kept on marching. We suddenly heard bullets ring out and saw our boys laying on the ground and that feild looked like hell. Debris was everywhere, tanks flipped on their sides, dead bodies lay like a sea of blood. Liutenant Matthew...
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...Marching out of the terminal, Azar noticed how quiet it was. There were no birds, no wind, no rustling in the trees. The gunfire was gone, but so was the laughter, the bond formed with his platoon. They’d all gone their separate ways at the airport in Japan. The ones who were still alive, at least. Azar, for the first time in a while, felt lonely. Azar lugged his suitcase into the terminal. There, a very large man instructed the men that they were to board buses and report to the local Veteran’s Affairs office. Three large buses pulled up outside the terminal. Azar boarded the second one. It was an old Greyhound bus, dark and rather smelly. The bus’ engine slowly turned over, sputtering loudly and gasping for life. As the old Greyhound slowly pulled away from the terminal, Azar spotted a small stray dog, sleeping under the shadow of a bench just outside the airport doors. Suddenly, Azar found himself in...
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...The Mud He spent the best part of the last 24 hours moving prisoners from the front to the holding area. The mud in the bottom of the trench clung to his boots and made it harder to walk. But he knew that to leave the trench meant he would become a target for the men in the trench across “no man’s land”. Along with the mud his canteen, mess, rifle, ammunition and gas mask tried to pull him down and wear him out. He hadn’t eaten more than a couple of stale crackers in over a day and the only water he was able to drink was discolored and nasty tasting. But he had a job to do and he knew he was one of the lucky ones. He knew there was an offensive coming and those men lying in the bottom of the trenches in the water and mud were going to...
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...The soldier lays in a trench all alone, hoping to earn this place the same freedom as his home. Moments earlier he was fighting alongside a friend, but his life was cut short and brought to an end. His earth becomes surrounded by the shots from an enemy's’ gun, this small city awaits for the damage surely to come. The trench where they lay is thick with mud, it slowly fills with another soldier's blood. Injuries caused by this vicious war, the only motivation is what they are fighting for. He closes his eyes and thinks of his home, thinks of the streets where the children freely roam. A maple leaf waves on a flag so dearly admired, a country with a love that leaves him inspired. He thinks of his neighbour, his best friend, and his...
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...I know you have all heard of the war to end all wars that happened between 1939 to 1945. The allies, U.S., Britain, France, USSR, Australia, Belgium, Brazil, Canada, China, Denmark, Greece, Netherlands, New Zealand, Norway, Poland, South Africa, and Yugoslavia, went to war with the autocratic soldiers of Germany and fought a long, hard battle that eventually ended with the allied force’s victory. But, did you know that when the war ended, the real winners were going to be the Germans? Now, you may be sitting there, reading this, and wondering what I’m talking about. There’s another side to this story and we’ll get to that, for now, all you need to know is that Germany was on the brink of world domination with no country left to stand in its...
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... | |Students who decide to write this type of essay should be aware of what is meant by the term ‘personal informed | |interpretation’. Think of this phrase as three separate words: | | | |‘Personal’ - What does the novel mean to you? How does it make you feel? This does not have to be a positive feeling - just | |because someone you know loves this novel above all others, does not mean that you have to! However, do not just write your | |essay in the form of a ‘rant’ - your reasons, whether you love or loathe the novel, must be reasoned and reasonable, but | |above all, personal. | | | |‘Informed’ - Your essay must demonstrate that you have understood the novel. In addition, you will be required to endorse | |this understanding with wider, relevant reading, showing that you have selected and studied appropriate texts in order to | |support your arguments....
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...Senior English Curriculum Map: 2010-2011 School Year English IV * Note: “Sacred Book List” Addendum is at the end of this document Quarter #1 August 23 to October 22 Essential Questions: 1. How do writers and artists organize or construct text to convey meaning? 2. What does it mean to be a stranger in the village? Unit Goals 1. To understand the relationship between perspective and critical theory. 2. To apply critical theories to various texts studied and created. 3. To control and manipulate textual elements in writing to clearly and effectively convey a controlling idea or thesis. Student Published Portfolios: For each of the first three quarters, students are required to complete three to four published writing portfolio products. Quarter 4 is devoted to completion of the Laureate Research Project. . Pacing: This map is one suggestion for pacing. Springboard pacing guides precede each unit in the “About the Unit” sections and offers pacing on a 45-minute class period length. Prentice Hall Literature – Use selections from Prentice Hall throughout the quarter to reinforce the standards being taught as well as the embedded assessments within the SpringBoard curriculum. QUARTER #1 SpringBoard Curriculum Pacing Guide August 23 – October 22 Standards and Benchmarks | Unit Pacing Guide | SpringBoard Unit/Activities | Assessments | SpringBoard Unit 1Literature * The students will analyze and compare significant works of...
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...Developing the use of Information and Communication Technology with Adult Literacies Learners in Scotland A overview of the E-learning Support Project August 2007 – March 2008 Scottish Government Peter Lanigan Development Co-ordinator Learning Connections [pic] Background to the Project During the period 2004 to 2007, funding was provided by Learning Connections for some 26 innovative projects around Scotland using ICT in adult literacies learning. The funding provided small grants of up to £6000 to support developments and has encouraged the use of ICT / e-learning in various different context and locations. In reviewing this programme in 2007, we decided to adopt a different approach for 2007/8 which would encourage and support local integration of e-learning into literacies learning. We engaging the services of Sheerface Ltd. to work with individual literacies partnerships across Scotland. Project Aims The contractor appointed worked with Learning Connections to develop and support local initiatives for integrating ICT / e-learning into adult literacies learning in their particular area. Funding was available to support local initiatives to try out ideas for using ICT which were new to their literacies partnership. The aims were • to raise awareness of the lessons learned from the ICT Innovations projects undertaken 2004 to 2007, and other work undertakes by Learning Connections during that period • to promote...
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...MORE ADVANCE NOISE FOR QUIET “An intriguing and potentially lifealtering examination of the human psyche that is sure to benefit both introverts and extroverts alike.” —Kirkus Reviews (starred review) “Gentle is powerful … Solitude is socially productive … These important counterintuitive ideas are among the many reasons to take Quiet to a quiet corner and absorb its brilliant, thought-provoking message.” —ROSABETH MOSS KANTER, professor at Harvard Business School, author of Confidence and SuperCorp “An informative, well-researched book on the power of quietness and the 3/929 virtues of having a rich inner life. It dispels the myth that you have to be extroverted to be happy and successful.” —JUDITH ORLOFF, M.D., author of Emotional Freedom “In this engaging and beautifully written book, Susan Cain makes a powerful case for the wisdom of introspection. She also warns us ably about the downside to our culture’s noisiness, including all that it risks drowning out. Above the din, Susan’s own voice remains a compelling presence—thoughtful, generous, calm, and eloquent. Quiet deserves a very large readership.” —CHRISTOPHER LANE, author of Shyness: How Normal Behavior Became a Sickness 4/929 “Susan Cain’s quest to understand introversion, a beautifully wrought journey from the lab bench to the motivational speaker’s hall, offers convincing evidence for valuing substance over style, steak over sizzle, and qualities that are, in America, often derided. This book is brilliant...
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...HEMOPHILIA ORGANIZATION DEVELOPMENT MAY 2009 • NO 4 GROUP DYNAMICS AND TEAM BUILDING Second Edition Ann-Marie Nazzaro National Hemophilia Foundation (USA) Joyce Strazzabosco Consultant and Trainer (USA) Published by the World Federation of Hemophilia (WFH), 2003; revised 2009 © World Federation of Hemophilia, 2009 The WFH encourages redistribution of its publications for educational purposes by not-for-profit hemophilia organizations. In order to obtain permission to reprint, redistribute, or translate this publication, please contact the Communications Department at the address below. This publication is accessible from the World Federation of Hemophilia’s web site at www.wfh.org, Additional copies are also available from the WFH at: World Federation of Hemophilia 1425 René Lévesque Boulevard West, Suite 1010 Montréal, Québec H3G 1T7 CANADA Tel. : (514) 875-7944 Fax : (514) 875-8916 E-mail: wfh@wfh.org Internet: www.wfh.org The Hemophilia Organization Development series aims to help hemophilia society leaders, staff, and volunteers develop the skills necessary to effectively represent the interests of people with hemophilia. The World Federation of Hemophilia does not engage in the practice of medicine and under no circumstances recommends particular treatment for specific individuals. Statements and opinions expressed here do not necessarily represent the opinions, policies, or recommendations of the World Federation of Hemophilia, its...
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...Definitions of Curriculum Definition 1: Curriculum is such “permanent” subjects as grammar, reading, logic, rhetoric, mathematics, and the greatest books of the Western world that best embody essential knowledge. Definition 2: Curriculum is those subjects that are most useful for living in contemporary society. Definition 3: Curriculum is all planned learnings for which the school is responsible. Definition 4: Curriculum is all the experiences learners have under the guidance of the school. Definition 5: Curriculum is the totality of learning experiences provided to students so that they can attain general skills and knowledge at a variety of learning sites. Definition 6: Curriculum is what the student constructs from working with the computer and its various networks, such as the Internet. Definition 7: Curriculum is the questioning of authority and the searching for complex views of human situations. Definition 8: Curriculum is all the experiences that learners have in the course of living. (From Marsh, C. J. & Willis, G. (2003). Curriculum: Alternative approaches, ongoing issues. (3rd ed.). Upper Saddle River, NJ: Merrill Prentice Hall.) Types of Curriculum —from Leslie Wilson’s website and Larry Cuban (Courtesy of Dr. Judith Irvin, Florida State University) Overt, explicit or written curriculum is simply that which is written as part of formal instruction of the schooling experience. It may refer to a curriculum document...
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...SECOND DRAFT Contents Preamble Chapter 1 1.1 1.2 1.3 1.4 1.5 Background Rationale Aims Interface with the Junior Secondary Curriculum Principles of Curriculum Design Chapter 2 2.1 2.2 2.3 2.4 2.5 1 Introduction Literature in English Curriculum Framework Strands and Learning Targets Learning Objectives Generic Skills Values and Attitudes Broad Learning Outcomes Chapter 3 5 7 9 10 11 11 13 Curriculum Planning 3.1 Planning a Balanced and Flexible Curriculum 3.2 Central Curriculum and School-based Curriculum Development 3.2.1 Integrating Classroom Learning and Independent Learning 3.2.2 Maximizing Learning Opportunities 3.2.3 Cross-curricular Planning 3.2.4 Building a Learning Community through Flexible Class Organization 3.3 Collaboration within the English Language Education KLA and Cross KLA Links 3.4 Time Allocation 3.5 Progression of Studies 3.6 Managing the Curriculum – Role of Curriculum Leaders Chapter 4 1 2 2 3 3 13 14 14 15 15 16 16 17 17 18 21 Learning and Teaching 4.1 Approaches to Learning and Teaching 4.1.1 Introductory Comments 4.1.2 Prose Fiction 4.1.3 Poetry i 21 21 23 32 SECOND DRAFT 4.1.4 Drama 4.1.5 Films 4.1.6 Literary Appreciation 4.1.7 Schools of Literary Criticism 4.2 Catering for Learner Diversity 4.3 Meaningful Homework 4.4 Role of Learners Chapter 5 41 45 52 69 71 72 73 74 Assessment 5.1 Guiding Principles 5.2 Internal Assessment 5.2.1 Formative Assessment 5.2.2 Summative Assessment 5.3 Public Assessment 5.3.1 Standards-referenced...
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