Unit 8 Assignment 1: Writing a Prospective Schedule Course Objectives and Learning Outcomes Apply the tools for overcoming obstacles and the tools of connection to various business and personal scenarios. Analyze the costs and benefits of being a person of integrity. Identify professional work habits that may lead to success in the workplace. Define initiative‚ responsiveness‚ resourcefulness‚ and reliability in a professional context. Identify the costs and benefits of preparation‚ goal setting
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Literacy Benchmark Assessment: Mini-Lesson on Still I Rise by Maya Angelou Jennifer Bell Grand Canyon University: EED-525 December 3‚ 2014 Still I Rise Reading Mini Lessons The seventh grade students at Tapestry Charter School will begin their poetry unit with “Still I Rise” by Maya Angelou. This lyric poem‚ while optimistic‚ deals with important themes such as slavery‚ racism‚ and overcoming trauma. The students will dissect the poem‚ first looking at vocabulary and figurative language‚ later
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of public speaking ranks among Americans’ top dreads‚ surpassing fear of illness‚ fear of flying‚ fear of terrorism‚ and often the fear of death itself. Materials Needed Three Ring Binder OR a Folder with brads Loose Leaf Paper Index Cards Highlighter(s) Pens or Pencils Sticky Notes (One package) Spiral Notebook or Composition Notebook Expectations 1. We will be giving multiple presentations throughout the semester. This is a speech class and you cannot learn how to speak publicly by sitting
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Shared Reading An Instructional Strategy for Teachers Grades K–3 Description: Shared Reading is an interactive reading experience that occurs when students join in or share the reading of a big book or other enlarged text while guided and supported by a teacher or other experienced reader. Students observe an expert reading the text with fluency and expression. The text must be large enough for all the students to see clearly‚ so they can share in the reading of the text. It is through Shared Reading
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purples or even neon orange you’ll find it in this range. It’s never been easier than this. The only limit is what you can imagine so create your own unique style – here are some of the results from others who did just that! # 1 Teal With Highlighter Streaks Many ladies may
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answer on the Question Paper. No Additional Materials are required. READ THESE INSTRUCTIONS FIRST Write your Centre number‚ candidate number and name on all the work you hand in. Write in dark blue or black pen. Do not use staples‚ paper clips‚ highlighters‚ glue or correction fluid. DO NOT WRITE IN ANY BARCODES. Answer all questions. At the end of the examination‚ fasten all your work securely together. The number of marks is given in brackets [ ] at the end of each question or part question. For
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Use a highlighter tool to indicate the multiple-choice responses. Save your work‚ then submit as an attachment to the appropriate folder within the Assignment Forum by Wednesday of Module 3. “Living Like Weasels” 1. Paragraph #1: “like a stubborn label.” This
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Volume 1‚ Issue 1 By: Michelle Mitchell 12/04/2010 Final Reaction Paper Which would you recommend for Desktop Publishing? “I loved working with Microsoft Publisher‚ rather than Microsoft Word. Publisher was so much more fun to work with. It had a lot more of a variety to work with. For instance‚ it has different page designs and layouts. Also‚ in my opinion‚ Microsoft Publisher is a lot easier to work with. I find myself getting confused and not knowing where things are in Microsoft
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fast. I asked him why he shook with fear. I asked why he said‚ “Oh dear!” He said‚ “I must get out of here!” We wrote out the lines of the story on a piece of paper and then Nealy highlighted the pairs of rhyming words with a different color of a highlighter. b. We then took the first set of rhyming words: past and fast and talked about the spelling pattern of the two words. Next we came up with more rhyming words. Nealy came up with mast and cast. With additional guidance we came up with: last‚ vast
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Objective(s): At the end of the lesson students will be able to use the rereading strategy (Gunning‚ p. 340) to continuously monitor and repair their understanding of classroom materials. Students will identify problematic words or phrases using a highlighter on the first reading. Students will reread the selected text to locate context clues to assist in repair of comprehension breakdown. Students will record the areas of concern on a teacher selected worksheet Students will locate and record on the
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