...RUNNING HEAD: Thematic Unit Plan Grand Canyon University RDG 512 Thematic Unit Study Melinda Chemin Abstract The following thematic unit all about plants incorporates reading and writing strategies along with science standards. The unit includes text suggestions as well as projects for reading and writing to enhance student learning. Culminating projects provide opportunities for students to display their learning as well as record their thinking during reading. Thematic units provide students with fiction and non-fiction selections to read and respond to. There is also a detailed description of the reading and writing activities to be included with each text selection and whether the selection is to be used as a read-aloud, independent reading, or in a listening center. Writing projects give students practice with the writing process culminating with collaborative group projects and published pieces. Rationale This thematic unit plan demonstrates the ability to create a unit study including literacy components in content areas. This plan also reflects the teacher understanding of how students learn and must be provided opportunities to read and write in authentic ways in order to demonstrate learning. This meets the requirements for course standards through the completion of the thematic unit demonstrating the understanding of literacy standards that must be addressed in a comprehensive literacy classroom through writing, reading, as well as the understanding...
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...cross-curricular links. Savage (2012) observed and interviewed four teachers in his pedagogical study. The teachers worked within their own subject areas and did not collaborate with other teachers to establish any cross-curricular themes. These four teachers were selected in phase one of the study, after Savage conducted 15 observations A lesson observation grid was used for note taking, and Savage determined that these four teachers formed cross-curricular links for five minutes or longer. Later, phase two was implemented which consisted of interviews of these four teachers to determine if the cross-curricular approach was deliberately incorporated in the lesson and in the lesson planning process....
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...The first thematic unit was informing because it gave an overview of the history of the LPD position, the tasks that an LPD might have to carry out, and the dynamics/issues within language and literature departments. I enjoyed reading Lord’s (2014) chapters because they are detailed and concrete. The challenge in defining the LPD position on page 5 was more less what I expected since LPDs’ duties will vary according to different institutions. I especially found interesting Kaplan’s (1997) LPD job description, where the duties are divided in six main primary categories, with specific tasks for each category (p. 7). The “fiscal operation of the unit” is a surprising duty since I did not think that an LPD had to develop a budget and be in charge of purchases. These seems demanding tasks, and I think it would be ideal to get some sort of experience in budget management before having to do so on the job. In this case trial and error would not work well....
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...Social Studies Mini Thematic Unit Elizabeth Carpenter EED/430 May 30, 2011 Kristine Vanduyne Social Studies Mini Thematic Unit Day One: Title of lesson: Let’s Tour the White House Grade Level: 5 Standards: IL- Illinois Learning Standards Learning Area: Social Science Goal: Applications of Learning Standard / Ability: Solving Problems Standard / Ability: Communicating Standard / Ability: Using Technology Standard / Ability: Working on Teams Standard / Ability: Making Connections Overview: The lesson will provide students the information to understand the functions and uses of the buildings in our nation’s capital. There are two parts to this lesson plan; one is to help students understand the aesthetics of the buildings as well as functions and purposes. This will also provide students the opportunity to learn research skills. Resources: The internet, encyclopedia, Pictures of the various buildings and rooms in the White House. Objectives: Students will have a greater appreciation of the White House. Be able to explain the history, some of the furnishings, and the uses of various rooms in the building. Activity: Provide students with pictures of various rooms in the White House. Each student will chose a room to visit in the pictures. From there students will be ask to research what that rooms purpose is, what type of furniture is in the room, why the room has the name it has, and any other interesting facts they can come up with. Then students...
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...Qualitative Research Defining and Designing 1 8 T he qualitative research methods introduced in this book are often employed to answer the whys and hows of human behavior, opinion, and experience— information that is difficult to obtain through more quantitatively-oriented methods of data collection. Researchers and practitioners in fields as diverse as anthropology, education, nursing, psychology, sociology, and marketing regularly use qualitative methods to address questions about people’s ways of organizing, relating to, and interacting with the world. Despite the interdisciplinary recognition of the value of “qualitative research” (or perhaps because of it), qualitative research is not a unified field of theory and practice. On the contrary, a plethora of viewpoints, sometimes diametrically opposed to one another, exist on the subject. Scholars regularly debate about what qualitative research is, how and why it should be conducted, how it should be analyzed, and in what form it should be presented. In fact, fundamental and often heated disagreements about philosophical assumptions and the nature of data exist among qualitative researchers. We don’t pretend to be able to solve any of these controversies. Nor do we suggest one approach or viewpoint is superior to another in the grand scheme of things. How one approaches qualitative research, and research in general, depends on a variety of personal, professional, political, and contextual factors. Ultimately, there...
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...JIMMA UNIVERSITY COLLEGE OF SOCIAL SCIENCE AND LAW DEPARTMENT OF ENGLISH LANGUAGE AND LITERATURE THEMATIC ANALYSIS OF ISSAYYAAS HORDOFAAS NOVEL YOOMILAATAA BY:- TEKALIGN GURMESA ADVISOR:- ASHENAFI BELAY SUBMISSION OF RESEARCH PROPOSAL TO DEPARTMENT ENGLISH LANGUAGE AND LITERATURE Contents Page Acknowledgement Abstract Chapter one 1. Introduction 1.1. background of the study 1.2. Statement of the problem 1.3. Objective of the study 1.3.1. General Objective 1.3.2. Specific Objective 1.4. Significance of the study 1.5. Delimitation of the study Chapter two 2. Review of Related Literature 1.6. Definition of theme 1.7. Theme and other element 1.7.1. theme and plot 1.7.2. theme and setting 1.7.3. theme and conflict 1.7.4. theme and character 1.8. Review of Related studies Chapter three 3. Research methodology 1.9. Research Design 1.10. theoretical frame work 1.11. Procedures of Analysis Time budget Budget plan Reference CHAPTER ONE INTRODUCTION 1.1. Background of the Study Literature is the reflection of culture, religion, history and politics of human being. According to Owo Moyela(1993), literature is “linguistically the commented facts and ideas through which people used to present their deeds and world views from one generation to other”. We can infer...
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...Literature Review: Our thesis aims to evaluate work based learning approaches in developing acute skills for nurses in critical care wards. In this section of the literature review, we will discuss policies in the nursing profession, case studies and various approaches to work based acute skills learning programmes. For our purposes we conducted a literature search using popular medical databases and terms such as ‘acute skills’ ‘learning programmes’ and ‘critical care learning’. Our review highlights on the several important approaches to work based learning ranging from reflective practice to experiential learning and work based formal practical training to enhance professional skills. A learning programme for acute ward nurses responsible for caring of critically ill patients has been the central focus of nursing practice development. According to Coad et al (2002), a work-based learning approach has been found to empower ward staff with the necessary skills of nursing and the authors studied the efficacy of a five-day competency based high dependency skills course in enhancing professionalism and quality of care in nursing. The aims of comprehensive critical care are developing leadership potential and enhancing networking opportunities for nurses within critical care and acute ward areas. Critical care is the most challenging aspect of nursing care and acute skills in nursing are enhanced not just by work-based learning programs but also from first hand nursing and...
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...Addressing the Future: CURRICULUM INNOVATIONS 1.) LOCAL AND NATIONAL CURRICULAR INNOVATIONS 2.) GLOBAL CURRICULAR INNOVATIONS As man seeks for development, innovations are inevitable. In curriculum, changes and modifications are being introduced to keep with the changing world. • With the emerging theories of learning, instructional delivery and management, learning and teaching styles, modes of living and other societal changes in science and technology led educators to introduce innovations. 1. LOCAL AND NATIONAL CURRICULAR INNOVATIONS a.) 2002 Basic Education Curriculum b.) Third Elementary Education Program (TEEP) c.) Secondary Education Improvement and Development Program (SEDIP) d.)The New Teacher Education Curriculum for BEEd and BSed e.)The Ladderized Curriculum for Bachelor of Technical Teacher Education (BTTE) f.) Instructional and Curricular Excellence in School Leadership and Management – DepEd eXCELS A. 2oo2 Basic Education Curriculum THE VISION, MISSION AND RATIONALE OF THE CURRICULUM VISION: The Department of Education, envisions every learner to be: -FUNCTIONALY LITERATE - EQUIPPED WITH LIFE - APPRECIATIVE OF ARTS AND SPORTS and - IMBUED WITH THE DESIRABLE VALUES OF A PERSON WHO IS MAKABAYAN, MAKATAO, MAKAKALIKASAN AND MAKA-DIYOS MISSION: The DepEd’s MISSION is to PROVIDE QUALITY BASIC EDUCATION that is: - ACCESSIBLE TO ALL - LAYS THE FOUNDATION FOR LIFELONG LEARNING and - SERVICE FOR COMMON GOOD The Basic Education Curriculum developed...
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...Nathan Lawler CAM Homework Module 22 I recently designed an IELTs course for summer study. Most of the students are teenagers with band 5 to 6 who desire to enter the Kazakh Presidential University or study in the UK. The approach that has had a bearing on the course is that of CLIL. When teaching IELTs it is important for the students to not just develop their linguistic skills but to have background knowledge in some content areas, most notably the areas of science, specifically health and the environment, economics, especially the concept of globalization, and city and urban development among others. Although the Objective IELTs book separates the modules by thematic units, I supplement the course with readings, listening, and discussions in key content areas. I utilize other course books that cover the content area’s lexis more in depth. During certain course modules I make use of the SIOP protocol in which lesson planning requires clearly defined language and content objectives. A unique facet of this CLIL approach is that I assign a limited amount of reading in L1 to increase background knowledge about an issue, for example, a short article on advertising in Russian to be read at home then discussed in English during class. One theory influencing the course is that of Krashen’s Comprehensible Input. I assign the students nightly independent listening exercises that are a bit above their level in hopes to increase their exposure to language. The learners are exposed...
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...A. Bibliographical Information Jones, D., Shol, S., Kohen-Klieman, C., & Miska, M. (2015). Spotlight on English. Doral: Santillana USA Publishing Company, Inc. (431 pages) Santillanna’s Spotlight on English for Kindergarten is divided into eight different units to offer various topics to discuss and expose ELL students to throughout the year. Each individual unit contains daily lessons that are integrated to include all academic content areas such as, Reading, Writing, Listening, Speaking, Science, Social Studies and Math and each unit is designed to last approximately 6-8 weeks. This type of thematic approach allows teachers to expose their ELL students to grade level academic content while maintaining their motivation to explore topics that are of interest and relatable to them. This textbook is part of a grade level series from the Santillana’s Spotlight on English curriculum which offers ESL textbooks from grades K-8. B. Intended Audience The intended audience for Santillana’s Spotlight on English textbook are ELL students who are entering Kindergarten. The textbook is intended for use with all six of the levels of language proficiency (Entering, Beginning, Developing, Expanding, Bridging and Reaching) as described by WIDA however, this textbook breaks each proficiency level down into three main categories listed as...
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...We will study texts whole class through read-alouds, mini-lessons, and activities that students will do in class, either collaboratively or independently (Roberts, 2018). Students will study various (genre) texts throughout the unit that center around the chosen topic or idea, and we will dive deeper into that text through analysis and evaluation. This will align with all the reading TEKS (TEKS 8.3-8.12). Students will study vocabulary through context clues, dictionary skills, and learning important roots words to help them decipher unfamiliar words (TEKS 8.2). Through the use of book clubs, students will learn how to properly and adequately convey their thoughts and ideas about a text (TEKS 8.26-8.28). Students will also show mastery of listening and speaking skills through their performance...
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...UNIT 34: HERITAGE AND CULTURAL TOURISM MANAGEMENT Get assignment help for this unit at assignmenthelpuk@yahoo.com LO1 Understand the growth and development of the heritage and cultural industry within travel and tourism Heritage: definitions of heritage; analysis of its importance and interest Attractions: different types of attractions; sites and venues; accessibility and sustainability of transport; up-skilling and re-training staff; changing staff profiles Natural: aspects of heritage including landscape, coastlines, national parks, forests, woodlands, wildlife, other habitats; impact of the travel and tourism sector on the conservation and sustainability of such sites Constructed: built heritage environment eg museums, historic buildings, artefacts, archaeological sites, transport, industrial heritage, sport-related heritage sites, themed sites, public art, sculpture and monuments Cultural heritage: role of heritage industry in shaping and sustaining cultural identity; regional and national costume eg song, dance, myth, legend, folklore, language and food; impact of issues Conflicts of interest: access versus conservation eg erosion, impact of visitors on sites and their immediate environments, presentation of heritage and culture to visitors, planning and land use, brown field sites versus green field sites, conservation threats imposed by further growth; potential role and impact of new technologies eg virtual reality and interactive software; access to the new technologies...
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...a qualitative research 3 2.4. How to create a quality survey 4 2.5. Difficulties you could meet 4 Qualitative analysis of the interview with a UWS Academics 5 3.1. Thematic research 5 3.2. Understand the interview 5 3.3. How to find themes 5 3.4. Identification of themes 4 3 2.3. How to run a qualitative survey 3 3 6 Highlight on the key findings 6 References 7 Appendix 1 8 Appendix 2 12 Appendix 3 13 Appendix 4 15 1 Introduction For this second semester, I am in charge to product a report about the qualitative research. In this report, I will give a definition as complete as possible of the qualitative research. Talk about the advantages and limits of a qualitative research. I will also run a Thematic Analysis of an interview using tools as Initial Interview Analysis, then Thematic Map and a table with the Emergent Themes. To finish this report I will discuss about the key findings of my analysis. 2 1. Effective research design The research design got an important function: Be assured that the data we have collected is in proper to the following “problem”. Also the data has to be collected accurately. It is a blueprint that each researcher could fallow during a research study. It permits to collect and analysis the data. The research design depends upon what the researcher is looking for, his needs. It can be a detailed or furnish the minimum of the information...
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...North Carolina Little is known about the experience among adult children who have a parent with Parkinson’s Disease (PD). The purpose of this study was to explore, appreciate, and describe their experiences using a phenomenological methodology. Narratives were collected from seven participants who have a parent diagnosed with PD and analyzed according to Colaizzi’s (1978) phenomenological data analysis method. Seven thematic clusters were identified and an exhaustive description is presented to summarize the essence of their lived experience. The study indicates a strong sense of essential positivism from the participants’ stories, and overall, it seems PD has brought some degree of biological, psychological, socially, and/or spiritual meaning to their lives that they may not have otherwise noticed or experienced. Key Words: Parkinson’s Disease, Phenomenology, Biopsychosocial-spiritual, Adult, Children and Illness Introduction “The bond between mother and child is so deeply rooted in our emotions that we fear to discuss openly anything that threatens the bond” – Glenna Atwood (1991) Establishing links between chronic illnesses and family impact are not novel (e.g., Cooke, McNally, Mulligan, Harrison, & Newman, 2001; Kielcolt-Glaser & Newton, 2001, Martire, Lustig, Schultz, Miller, & Helgeson, 2004). However, much of the attention to study inclusion of a family caregiver into the care experience has focused on the spouse (Keefe, Buffington, Studts, & Rumble, 2002) or children under...
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...for use within and by the staff and students of that institution. For copying in any other circumstances, prior permission in writing must be obtained from Macmillan Publishers Limited. Under no circumstances may the material in this book be used, in part or in its entirety, for commercial gain. It must not be sold in any format. Designed by Macmillan Publishers Limited Cover design by Macmillan Publishers Limited and Red Giraffe CAPE® Literatures in English Free Resources LIST OF CONTENTS CAPE® Literatures in English Syllabus Extract 3 CAPE® Literatures in English Syllabus 4 CAPE® Literatures in English Specimen Papers: Unit 1 Paper 01 Unit 1 Paper 02 Unit 1 Paper 03/2 Unit 2 Paper 01 Unit 2 Paper 02 Unit 2 Paper 03/2 48 55 59 66 72 76 CAPE® Literatures in English Mark Schemes: Unit 1 Paper 01 Unit 1...
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