...Running Head: Children's Literature Task 1 1 Children;s Literature Task 1 Arthur Carroll Western Governor's University Children's Literature Task 1 2 Children's Literature Task 1 It is well known that the world is filled to the brim with a rich history in athletics, education, science, politics, and the arts. What is not common knowledge is the history and richness of children's literature and how it eventually became what it is today. Just like most things, what we now know as children's literature is nothing like what it was originally, it has transformed into something else entirely. Nonetheless, it has as colorful a history as it does some of it's own books. Before children's literature was ever even written down it was given to children in a less tangible way; orally. Prior to publishers like Scholastic and Golden Books existence, the technology to write books was long and tedious, especially if the author was trying to make many copies. So instead, children's literature was told out loud where many could hear it at once and the time factor for preparation was at a minimum. Once authors had better technology to help simplify the process of physical writing, oral literature transformed into written literature. It wasn't always computers or even typewriters though, written used to literally mean written. Like the transformation from mouth to pen, pen evolved to computer...
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...is appropriate for themselves. | | | | | | | | | 1. If there is some time left (unexpectedly) at the end of the lesson, teachers can decide which of the “Choices” it would be appropriate for their students to follow. 2. If one or more pairs or groups in a class finish the task before the others, they can look for relevant follow-up material according to their needs 3. The “choices” are available for work outside class. 4. The “choices” sections can be left towards the end of the course and studied as coherent mini-syllabuses for review work in the various areas. 5. If one or more pairs or groups in a class finish the task before the others, the teachers can assign relevant follow-up material according to their needs 6. The “choices” sections can be left towards the end of the course and taught as coherent mini-syllabuses for review work in the various areas. 7. Teacher can assign “choices” for homework 8. If there is some time left (unexpectedly) at the end of the lesson, students (individually or in groups) can decide which of the “Choices” it would be appropriate for them to follow. 2. What kind of CHOICE are they? “Writing” “pronunciation” “leaning to learn” “grammar” “talking” Figure 1: Extra vocab: scientist president king queen queen artist writer 1. Pair work: take turns asking and answering about famous people from...
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...TAT2 Task 1: Integration Design This unit is an eight day unit on how to use the concept of historical periodization to write a claim evidence, reasoning essay about the agricultural revolution. The unit of instruction is designed for high school ninth and tenth graders in World History. Please see the various sections below for more details on my unit. Instructional Goal Given writing prompts that require content knowledge from the Ancient Civilizations unit, students will write a claim, evidence, reasoning paragraph that meets the requirements of at least a three out of four on the Social Studies/ELA rubric. Instructional Objectives The following is a list of instructional objectives used in this unit plan: Given the twenty definitions...
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...Contents GCSE History Exemplars for Controlled Assessment 2015-2016 Topic Area 1: Political, social and economic developments in Wales and England in the nineteenth century and the twentieth centuries This document contains the WJEC set controlled assessment exemplars for topic area 1 that are available for award up to 2016. This should be used alongside the general guide to controlled assessment available on the WJEC website. Topic Area 1: Political, social and economic developments in Wales and England in the nineteenth century and the twentieth centuries Exemplar Tasks 1. The Rebecca Riots 2. Jack the Ripper’s London 3. The Depression of the 1930s 4. Quarrying in North Wales 5. Life in the 1960s Introduction Controlled Assessment is a compulsory unit for GCSE History. Please note the following advice: These exemplars are written in a consistent style to ensure comparability of demand. These exemplars can be used for entry in any year of the current specification. Centres must change their controlled assessment tasks each year Centres must submit a proposal form for each two year cycle demonstrating to WJEC that they are using different tasks in consecutive years. Centres who are not studying any British history in their examined units must select controlled assessment tasks that focus on British history. Centres cannot mix and match parts (a) and (b) from different tasks. The controlled assessment unit can only be entered at the end of the course....
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...English 11 EN 981 = Semester One / EN 991 = Semester Two COURSE DESCRIPTION The central purpose of this course is to extend students’ growth in all communication arts. Reading, writing, listening, discussing, speaking, using language, understanding media, using technology, and employing research skills will be applied to help students enhance their abilities to become creative and critical thinkers. Language Arts B.11/12.1 B.11/12.2 B.11/12.3 C.11/12.1 C.11/12.2 C.11/12.3 D.11/12.1 D.11/12.2 E.11/12.1 E.11/12.2 E.11/12.3 E.11/12.4 E.11/12.5 F.11/12.1 Key Learning Targets Create substantial pieces of proficient writing to effectively communicate with different audiences for a variety of purposes, including literary analyses. Apply the writing process to create and critique writing composed in a variety of situations. Edit and critique writing for clarity and effectiveness. Use advanced presentation skills on self-selected and assigned topics. Evaluate oral messages for accuracy, logic and usefulness. Summarize and evaluate the validity and relevance of ideas, arguments, hypotheses and evidence presented in a discussion. Identify and analyze the history, origin and usage of English words and phrases. Compare and analyze the use of symbol systems and expressions in other cultures’ languages. Use advanced computer skills to assist in the acquisition, organization, analysis and communication of information. Develop and apply criteria to evaluate various...
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...The writing of the long song “How can I be proud of my Jamaican roots, when my ancestors had been slaves”? This question asked by a woman with Jamaican roots followed British novelist Andrea Levy for a long time. She wondered how anyone could be ashamed of his or her legacy and thus the foundation of her book, The Long Song, was laid. However, writing the book was a more difficult task than presumed. Levy considered many things at the preliminary stage of the book as she knew that she didn’t want to write yet another historical novel about slavery. This is the reason why she chose to write the “behind the scenes”-essay, The Writing of The Long Song. Herein she elaborates and discusses the process of writing her book and raises important questions that deal with extremely relevant themes such as family pride and the filtering of history. Levy opens her essay with a flashback to the conference she attended several years earlier in London where the main theme was the legacy of slavery. She remembers a woman asking the panel how she could be proud of her Jamaican roots when her ancestors had been slaves (p. 7, ll. 5-7). Levy doesn’t remember the panel’s answer to the woman but the question stayed with her for a long time and it ended up being her motivation for writing the book The Long Song. Levy is of Jamaican heritage herself and in contrary to the young woman, she proudly acknowledges her slave ancestry: “If our ancestors survived the slave ships they were strong. If they...
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...literary history, or, more accurately, to position her book in relation to our understandings of literary history. For truthfully, if literary history were faithful to the developments of, and reactions to, literature of the past, Susan Fenimore Cooper's name would be well-known to all scholars of nineteenth-century American literature. Her book was immensely popular both in America and abroad; it went through six printings by 1854, the publication year of Thoreau's Walden. Rural Hours was reissued with a new chapter in 1868, reprinted again in 1876, and then abridged by 199 pages and reissued in 1887. When critics praised Rural Hours1 and the volume sold well, Susan Fenimore Cooper achieved literary fame as a writer of natural history. However, while many of her contemporaries knew her name, most scholars in the 1990s know only of her father. Why this oversight in the construction of literary history?2 In 1968, David Jones, a visitor to the Otsego Lake region in New York, reissued the 1887 edition of Cooper's book. In his introduction he compares Rural Hours to the canonically established Walden and claims, "Rural Hours is not, like Walden, a multi-level book" (xxxvii). Instead Cooper's text, Jones asserts, "tells us as [well] as a book can...how a representative part of the rural northeastern United States looked, sounded, smelled, and even felt in the middle of the nineteenth century" (xxxvii-viii). Admittedly, portraying a location so fully is no small task, and...
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...Expectations of an Ingroup: interactions within ingroups and how they punish deviant members Abstract Ingroup and outgroups in society view punishment of members differently, ingroups especially. The variables in this study were the group in which the offender belonged to and the writing task. In the study there were 6 male and 27 female psychology students they participated to aid in writing their research paper. Participants read a fictional scenario and were then asked to determine a fine and answer four questions that judged fairness and justice. The hypothesis was that the ingroup would judge deviant ingroup members higher on a retributive justice scale and give them a higher fine. The results of this study showed that when it came to justice the ingroup rated deviant ingroup members lower then the outgroup but created a higher fine. Expectations of an Ingroup: interactions within ingroups and how they punish deviant members In society people are divided into two groups the ingroup and the outgroup both Social Identity Theory and the Black Sheep Effect deal with the idea of these two types of groups. Social Identity Theory is the expectation the ingroup offenders would be treated less harsh than outgroup offenders (Gollwitzer & Keller, 2010). While the Black Sheep Effect states that people see unlikable ingroup members more adversely than unlikeable outgroup members (van Prooijen & Lam, 2007). The theory that these two support is that ingroup members judge deviant...
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...submitted on a deadline just one or two days away. In such situations too, you may benefit by obtaining an essay that is custom written to match your assignment requirements. Benefits of a Custom Essay If you are unsure of whether it is a good idea to enlist help with essay writing, you should read on to find some of the benefits of obtaining customized essays. • Topic selection will take up as much time as the writing of the essay. You need to brainstorm and deliberate upon topic options. With a customized essay, students are ensured that this task will be done by a professional writer. • Research is one of the most important elements of an essay. This takes away the time which students can spend doing other important academic tasks. By obtaining a custom essay, they do not have to spend countless hours at libraries and the computer looking for information and sources. • Many students lack the proper knowledge of formatting their essays, regardless of whether it is a history essay format or a scholarship essay format. They have no idea how to cite their sources, or even how they should include information in the essay. Custom essays are written by professionals who are knowledgeable with this task and as a result their papers will be formatted correctly. • With a custom written essay you are guaranteed to obtain a good grade. Essays...
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...Maryland In press Keywords: discipline, domain, learning, history, knowledge, mathematics, reading, science, writing. Abstract The roots of current disciplines and domains of study reach well back in history. An exploration of their development shows that these areas of knowledge have not only reflected cultural changes but have also influenced societies, especially through formal educational systems. Besides being characterized by their focus on a particular part of the world, disciplines are also distinguished by a specific way of thinking about their respective domains of study. Psychological research has identified several features of these pathways to knowledge (e.g., reading, writing, history, mathematics, and science) that generally define the landscape of academic practice. Although educational psychologists’ interest in how knowledge develops within specific domains has fluctuated across time, formal education throughout the world is organized around particular fields of studies and students soon come to characterize their experience of school in terms of subject matters. Thus, in education, domains seem to make a difference. The term knowledge domain refers to the part of the world investigated by a specific discipline. In other words, the domain can be characterized as the object (e.g., plants, numbers, or the past) of a specific body of knowledge (e.g., botany, mathematics, or history). Herein, we offer a survey of the development of increasingly...
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...(Title Page) You can create your cover by preparing your material with a word-processing program. If your computer’s printer won’t print on “coverstock,” you can print it on regular paper, and then photocopy it on heavier paper (Paula Lewis in the EMA office can help you out with this). II. Disclaimer Page A disclaimer is a statement that the company or organization hopes will limit its liability for the product or service it provides (as your instructors, we certainly do not want to be held responsible for any bad advice or research you provide your clients ☺ ). The disclaimer statement is fairly typical in consulting projects, and if nothing else reflects the seriousness of writing at a professional level. There is often a great deal at stake, so make sure that your writing and research processes mirror this seriousness. Please feel free to cut and paste the disclaimer statement: DISCLAIMER This material is based upon work supported by Marietta College. Any opinions, findings, conclusions, or recommendations are those of the authors and do not reflect the views of Marietta College, its...
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...to go to a class during school to help me with my reading and writing skills. I was very good at reading and writing growing up. I was in the Dyslexia class for over nine months. After I tested out of this class I had better knowledge of Dyslexia. Later on in school I was also diagnosed with Attention Deficit Disorder. I was a freshmen in high school when I was diagnosed with A.D.D. During my freshman year my grades were dropping. I wasn’t paying attention in class, I was forgetting my homework at home or I just didn’t remember if I had any homework. I was much unorganized. I had a difficult time staying on task. It took a long time to read any books or papers. Whenever the teacher would give us many directions, I would forget a lot of them. With my Dyslexia I would mix words up, or mix up letters. When reading I was always behind other kids in my class because it took time for me to read a book, or a paper. I couldn’t remember the important details of the story we would read, so I would have to read the story over and over again. With Dyslexia I had trouble fully understanding or summarizing a story that I had read. Also I had noticed my Dyslexia when I was in math class. When we had a word problem it was tough for me to really understand what the question was asking. I would have to take the question step by step. When we had homework it took me a while to do my math if it had any word problems. In history class we had vocabulary test and had to memorize...
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...teacher’s greatest fear – wasted lessons; wasted lessons after which the class would struggle to maintain a respect for the teacher. Furthermore, it would be the waste of an outstanding opportunity. As commentators to the publication Teaching History have repeatedly stressed, the new History National Curriculum for Key Stage 3 offers teachers a ‘glorious flexibility’ to throw out the straight-jacket of centralised requirements beholden to political overlords (Dawson 2008, 18). Instead, led by a relit passion for their discipline, teachers are able to respond to the very specific needs of their school and construct personalised routes towards a variety of objectives. For some commentators, the National Curriculum Key Concepts and their accompanying levels represent the vestiges of an ancien regime of central control that prevent true pupil ownership developing (see Knight 2008). However, a determination to facilitate pupil progression in six concepts at the heart of our subject should be valued as a way to structure our planning, teaching and assessment. What is more, aspiring to teach such crucial concepts – in addition to the corresponding Key Processes – should complement rather than devalue what is, in my opinion, the history teacher’s unique advantage; insodoing, it would release our subject...
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...In the early Indian tradition, as the author suggests, there is a lack of the sense of history or at least the act of recordkeeping is missing during this period. However, the author points out several forms of representation of the past in the early Indian texts; for example, in Vedic forms, we see several a which denote the celebration of heroic acts or the akhyana or narasamsi which narrates the life of the hero, etc. “These texts”, as the author points out, “concerned with the past asserted differential truth claims ranging from what really happened to what was imagined” (p71). In the itihasa-purana tradition, we encounter these two words— itihasa and purana, while the former meant 'thus indeed it was', the latter means 'ancient folklore'....
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...Describe the steps in program planning & development Describe phases in writing a program Explain the steps in C program planning & development Basic terminologies Programming: planning, scheduling or performing a task or an event Computer Programming: process of planning a sequence of steps for a computer to follow Computer Program/Program: list of instructions to be performed by a computer or understood by the computer Steps in Program Planning & Development 1. 2. 3. 4. 5. Identification of the problem Problem Analysis Setting up an Algorithm Coding Running, Testing & Debugging Steps in Program Planning & Development 1. Identification of the problem knowing what the problem is Steps in Program Planning & Development 2.Problem Analysis Review the problem & understand carefully what you are asked to do Determine what is given(input) and what result/information must be produced(output) Assign names to each input and output Determine the manner of processing that must be done on the input data to come up with desired output Steps in Program Planning & Development 3. Setting up an Algorithm Algorithm: a step-by-step process that if followed performs a specific task. This can be described in 2 ways: 1. natural language 2. graphical forms/notations What Is an Algorithm? An algorithm is nothing more than a finite list of instructions on how to perform a task. It is analogous to a cooking recipe a chef might use for preparing...
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