Over 2000 free worksheets and growing! Our sponsors help to 2007 ap psychology essay schizophrenia keep the worksheets free! Math worksheets, Dolch words, …. Simple Book Report Printout This graphic organizer prompts the student to write about 4 paragraph essay outline the characters, setting. The introduction does three. In contrast 5 paragraph opinion essay graphic organizer with a straight definition, the model helps 5 paragraph opinion essay graphic organizer to develop a better 15th amendment essay understanding of complex. Help your students children classify ideas and communicate more effectively. They chunk Change detection sar thesis information thus complimenting 5 paragraph opinion essay graphic organizer the 5 paragraph essay thesis examples manner in which. The attention catcher or lead should be the first sentence 4th grade essay writing prompts in the persuasive essay. Use graphic organizers to structure writing projects, …. Attention Catchers. The introduction is the doorway to an essay that invites the reader to enter. the opinions in a theme or text, use 5 paragraph opinion essay graphic organizer fact/opinion charts. Worksheets for 5 paragraph opinion essay graphic organizer teachers and homeschoolers. 100s K-6 Graphic Organizer Worksheets for Members Free. A graphic organizer is a visual display that demonstrates 1119 essay relationships between facts, concepts or ideas. To make sure your reader remembers the point of your essay, which of 6 culture ekphrasis essay european icon iconotexts intermediality text vol the following is most Books are our true friends essay important? Coin Identification: Basic 9/11 conspiracy theory essay coin identification to quarter: Colleen McLain: Counting coins to dollar: Building change amounts to dollar: Colleen McLain: Counting Coins. Jan 21, 2013 · Step-by-step instructions on how to create 5 paragraph opinion essay graphic organizer a flee map 5 essay paragraph rubric for a persuasive essay and then use that map 50 word essay yourself to write a rough draft Help with Opening PDF Files. list three pros and cons to support the main thesis 4 Terminology Introduction: The first paragraph of an essayTüm Haberler
Prewriting Graphic Organizer
Topic: From another character’s perspective, narrate a scene that tells the story of Macbeth’s coronation dinner and his reaction to seeing Banquo’s ghost.
List and describe the characters involved in the narrative you are creating. Character Name:Lady Macbeth
How would you describe this character?
Because of Lady
demeanor, I imagine
Tall, thin, friendly, beautiful, strange
her tall with her head
up high always feeling
in control of her
shown through her
actions and words
manipulative, assertive, demanding, greedy,
toward her husband
feels superior, annoyed
that she tries to
intimidate and bring
Again, because of her
outward behavior lady
Macbeth always shows
Ladylike, confident, stern, calm
her confidence and
control of everything
through her attitude
Character Name: Macbeth
How would you describe this character?
Built, serious, strong, scruffy
War solider implies his
Based on his actions
throughout he is much
nervous wreck/paranoid; overlycautious,
more emotional than
arrogant, violent, secretive,
Lady Macbeth he tries
easilyinfluenced, angeredeasily, boastful
to suppress them but
In attempt to suppress
his emotions I see
Confident, straightforward, cautious, subdued
attitude but because of
his emotions can turn to
paranoia and cautious
Character Name: Banquo’s ghost
How would you describe this character?
Ghostly; transparent; unseen
Angry and concerned
Based on Macbeth
being the only one to
see this apparition, I
implied the ghost is
From the reaction
Macbeth gives to
ghost,you can infer that
Macbeth’s fear comes
from the thought that if
Banquo was really
there he would tell
everyone of Macbeth’s
deeds and that Banquo
would do this out of
anger that Macbeth had
killed him and concern
for the land.
reappears over the
course of the scene, I’d
say that the ghost was
taunting him in a way
to remind Macbeth of
what he has done.
How do they respond?
She comes to the fact that maybe by
contributing to the kill that drives
Macbeth to this crazed phrases, that she
will become guilty too.
She responds by staying calm at the
moment and putting her worries aside.
Macbeth starts to feel worry and
paranoia when he claims to see
Banquo’s ghost, he responds to this by
at first reacting to the ghost and then
claiming he is just going crazy and
deals with guilt
When he is repeatedly yelled at from
his wife to not only kill but to be
powerful and not a coward it causes
more confusion for Macbeth to
determine his action.
Write some words or phrases that will help you describe the setting of your story. Where do the events take place? What does it look like there? What does it feel like there? Gloomy/Dim/Noisy with Chatter/Air filled with Anticipation (for new king)/Desperate/Hopeful The event takes place in a hall after the coronation for the coronation dinner. Appearance: Full of people, the lights are dim and the room is both noisy and quiet. Everyone is.
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3810028575000Pre-writingGraphicOrganizer Topic: Macbeths coronation dinner from another perspective. Generating Ideas: Lady Macbeth and the death of Banquo and how everyone reacts to his death, the way everyone sees him, Who? List and describe the characters involved in the narrative you are creating. Character Name: Macbeth How would you describe this character? Why? Physical Appearance Brave and loyal to king Duncan, willing to take measures into his own hands, to quick to act than to think He is a type of character to be loyal to anyone who means something to him Feelings Having feeling of guilt after who he killed he almost went into shock Because he had never killed someone who didn’t deserve to die. Attitude He went from confident to paranoid He was a great person at the beginning and then went to Character Name: How would you describe this character? Why? Physical Appearance Feelings Attitude Character Name: How would you describe this character? Why? Physical Appearance Feelings Attitude What? Conflict Characters Conflict Experienced How do they respond? Where?Write some words or phrases that will help you describe the setting of your story. Where do the events take place? What does it look like there? What does it feel.
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GraphicOrganizers A graphicorganizer is an instructional tool used to illustrate a student or class's prior knowledge about a topic or section of text; specific examples include the K-W-L-H Technique and the Anticipation/Reaction Guide. Other organizers include the: Spider Map Used to describe a central idea: a thing (a geographic region), process (meiosis), concept (altruism), or proposition with support (experimental drugs should be available to AIDS victims). Key frame questions: What is the central idea? What are its attributes? What are its functions? Series of Events Chain Used to describe the stages of something (the life cycle of a primate); the steps in a linear procedure (how to neutralize an acid); a sequence of events (how feudalism led to the formation of nation states); or the goals, actions, and outcomes of a historical figure or character in a novel (the rise and fall of Napoleon). Key frame questions: What is the object, procedure, or initiating event? What are the stages or steps? How do they lead to one another? What is the final outcome? Continuum Scale Used for time lines showing historical events or ages (grade levels in school), degrees of something (weight), shades of meaning (Likert scales), or ratings scales (achievement in school). Key frame questions: What is being scaled? What are the end points? Compare/Contrast Matrix | Name 1 | Name 2 |.
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1-20 GraphicOrganizerGraphicOrganizer A graphicorganizer . also known as knowledge map, concept map, story map, cognitive organizer . advance organizer . or concept diagram, is a communication tool that uses visual symbols to express knowledge, concepts, thoughts, or ideas, and the relationships between them. The main purpose of a graphicorganizer is to provide a visual aid to facilitate learning and instruction. Uses of GraphicOrganizer • Helping students structure writing project • Encouraging students to make decisions • Making it easy for students to classify ideas and communicate • Allowing students to examine relationships • Guiding students in demonstrating their thinking process Uses of GraphicOrganizer • Helping students increase reading comprehension • Making it easy to brainstorm • Encouraging students to organize essential concepts and ideas • Making it clear how to break apart a story into the main elements (intro, rising action, climax, etc.) Uses of GraphicOrganizer Examples of GraphicOrganizer Concept Map A concept map is a diagram that depicts suggested relationships between concepts. A concept map typically represents ideas and information as boxes or circles, which it.
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University of Phoenix Material Methods of Assessment Matrix Purpose Traditional assessment Authentic assessment Oral question Observation Other Rationale 1. To document mastery of content X This is overview material. With a quiz, summary or multiple choice the instructor will know if the student was able to grasp the information taught. Simply selecting the right answer will surely display if the content was learned. 2. To document critical thinking X Because this type of assessment involves more than just answering a question. This would also include the passage way to the answer, sort of like showing your work when you do a long math problem. It is laid out in that type of format to understand the logic behind the answer. 3. To document skills X This is good for individuals to openly present what was learned corporately. Such as second languages, that are taught generally as students enter the classroom the teacher will demonstrate language and set the tone for what is expected. They will conduct oral exams to make sure they are using the correct sentence structure, verb, and form. 4. To diagnose weaknesses X 5. To determine accountability X This is a compulation of quatitative study of the quality of what students are learning. These reports are often gathered through data that is extracted from a wide variety of.
398 Words | 3 Pages
Task 1 (602.3.5-01) Graphicorganizers are wonderful tools for learners of all abilities in all grades. They help students to visually and clearly organize their opinions and ideas. Students are enabled to see connections and relationships between information, facts and terms. For ELL students and struggling readers, this is particularly useful because it aids with language issues and challenges in comprehension these students struggle with. It visually provides them with a broad picture of this corpus of information they are trying to learn as opposed to words and language. Introducing and organizing instructional content can be done in a fun and simple way. I would begin with a simple fun math lesson that is on a more personal level. To introduce the lesson; the first step should describe to the students the lesson’s purpose (how to budget within your means), then explain its components (reason, solve problems, communicate, computation) and finally model its use (3 column chart) together with the class. This will ensure students comprehend the material they are learning. The 5th grade class would be instructed to divide into 3 groups of 6. Each group will be assigned a budget of $60.00. I would then hand out menus to each group from a popular fast food restaurant (Wendy’s). Students in each group will order any item off the menu for lunch but within their group budget. They will itemize their.
510 Words | 1 Pages
Name_______________________ Date_________________________________ Directions: Use this graphicorganizer to help organize or outline your ideas for your essay. Outlining ideas is a critical component to the writing process. Directions: Try to incorporate these persuasive devices into your Argumentative/Persuasive paper. Place your examples in the 2nd column. Persuasive Device Example Rhetorical Device Logos/Logical Argument Pathos/Emotional Appeal to your Audience Ethos/ Credible Source Research.
64 Words | 3 Pages
Yale Graduate School Writing Center On-line Tutorial Pre -Writing (This resource was created by Richard Wing, Yale University, July 2009) Pre -writing is perhaps the most important part of the writing process as it lays a foundation for the writing that is to come. During this stage, writers establish the purpose of the work and the audience for whom it will be written as well as their argument and an outline for the piece. It is also a period during which preliminary research on the topic is conducted. Optimal pre -writing strategies eliminate confusion and minimize writer’s block while actually writing . Therefore, a mastery of pre -writing strategies is an invaluable investment that is a must for any serious, academic writer. That’s great, but what do I actually do before I write my piece? Before you actually start writing . you need to get a few things together. Think about it like building a house: you’re going to need a plan, building materials, some tools, and a few people to help you out. A Plan and Building Materials Before you actually do any writing . you should really have a plan. What goes into a plan? Step 1: The Purpose and The Audience Before you even begin to think about what you’re going to say, you need to think about why you’re bothering to say it at all.
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Student Name Date Questions Student Response Part I Original DNA Strand: 3’-T A C C C T T T A G T A G C C A C T-5’ Transcription (base sequence of RNA): 5’-AUG GGA AAU CAU CGG UGA-3’ Translation (amino acid sequence): Met Gly Asn His Arg Stop Mutated gene sequence one: 3’-T A C G C T T T A G T A G C C A T T-5' Transcription (base sequence of RNA): 5’-AUG CGA AAU CAU CGG UAA-3’ Translation (amino acid sequence): Met Arg Asn His Arg Stop Mutated gene sequence two: 3’-T A A C C T T T A C T A G G C A C T-5’ Transcription (base sequence of RNA): 5’-AUU GGA AAU GAU CCG UGA-3’ Translation (amino acid sequence): Ile Gly Asn Asp Pro Stop What is the significance of the first and last codons of an mRNA transcript? Explanation: The first codon of an mRNA transcript is called initiation codon and it initiates the translation process, which is necessary for formation of a protein. The last codon is known as a Stop codon as it stops the translation process to end the addition of amino acids to protein chain. In absence of Stop codon the protein formation is never completed as there would uninhibited addition of amino acids. What meaning do these mRNA codons have for protein synthesis? Explanation: The mRNA codon sequences specify for respective amino acid. More than one trinucleotide sequence can code for single amino acid but not the other way. This means the codons on DNA are.
735 Words | 4 Pages
The Oxford Dictionary defines culture shock as disorientation
experienced when suddenly subjected to an unfamiliar culture or way of life. Culture shock can be characterised by periods of frustration, adjustment, and even depression. Nearly everyone, regardless of maturity, disposition, previous experience abroad, or knowledge of the country in which they will be living, experiences some degree of culture shock when initially moving to a new country. Rather like the grieving process, there are stages that we go through…
When you first arrive in a new culture, differences are intriguing and you may feel excited, stimulated and curious. Like any new experience, there’s a feeling of euphoria when you first arrive and you’re in awe of the differences you see and experience. You feel excited, stimulated, enriched. During this stage, you still feel close to everything familiar back home.
Step 2: The Distress Stage
A little later, differences create an impact. Everything you’re experiencing no longer feels new; in fact, it’s starting to get you down. You feel confused, isolated or inadequate and realise that your familiar support systems (e.g. family and friends) are not easily accessible.
Step 3: Re-integration Stage
During this stage, you start winging about your new home. You dislike the culture, the language, the food. You reject it as inferior. You may even develop some prejudices towards the new culture. You’re angry, frustrated and even feel hostile to those around you. You wonder why you made the decision to change. You start to idealise life “back home” and compare your current culture to what is familiar. Don’t worry. This is absolutely normal and a healthy reaction – it means you’re adjusting. You are reconnecting with what you value about yourself and your own culture.
Step 4: Autonomy Stage
This is the first stage in acceptance. Sometimes called the emergence stage when you start to come out of the ‘fog’ and finally begin to feel like yourself again. You start to accept the differences and feel like you can begin to live with them. You feel more confident and better able to cope with any problems that may arise based on your growing experience. You no longer feel isolated and instead you’re able to look at the world around you and appreciate where you are.
Step 5: Independence Stage
You are yourself again! You embrace the new culture and see everything in a new, yet realistic light. Things start to become enjoyable. You feel comfortable, confident, able to make decisions based on your own preferences and values. You no longer feel alone and isolated. You understand and appreciate both the differences and similarities of both your own and the new culture. You start to feel at home.
Adapted from "Orientated for Success" M. Barker 1990
It is important to stress that culture shock is entirely normal, usually unavoidable and not a sign that you have made a mistake or that you won’t manage. In fact there are very positive aspects of culture shock. The experience can be a significant learning experience, making you more aware of aspects of your own culture as well as the new culture you have entered. It will give you valuable skills that will serve you in many ways now and in the future.
My other articles related to culture shock can be found here:
Good manners are always good manners. That’s what Miranda Ingram, who is English, thought, until she married Alexander, who is Russian.
When I first met Alexander and he said to me, in Russian, Naley nmye chai - pour me some tea, I got angry and answered, ‘Pour it yourself. Translated into English, without a Could you. and a please. it sounded really rude to me. But in Russian it was fine- you don’t have to add any polite words.
However, when I took Alexander home to meet my parents in the UK, I had to give him an intensive course in pleases and thank yous (which he thought were completely unnecessary), and to teach him to say sorry even if someone else stepped on his toe, and to smile, smile, smile.
Another thing that Alexander just couldn’t understand was why people said things like ‘Would you mind passing me the salt, please?’ He said, It’s only the salt, for goodness sake! What do you say if you want a real favour?
He also watched in amazement when at, a dinner party in England, we swallowed some really disgusting food and I said, Mmm. delicious. In Russia, people are much more direct. The first time Alexander’s mother came to our house for dinner in Moscow, she told me that my soup needed more flavouring. Afterwards when we argued about it my husband said, Do you prefer your dinner guests to lie?
Alexander complained that in England he felt like the village idiot, because in Russia if you smile all the time people think that you are mad. In fact, this is exactly what my husband’s friends thought of me the first time I went to Russia because I smiled at everyone, and translated every please and thank you from English into Russian.
At home we now have an agreement. If we’re speaking Russian, he can say Pour me some tea, and just make a noise like a grunt when I give it to him. But when we’re speaking English, he has to add a please, a thank you and a smile.el Lun Feb 09, 2009 10:37 am
Yeah, I totally agree with this text. Things that can be rude in ones culture, is totally normal in others one. For example, despite arabs use to be polite, they also don't use please and thank you so much. And I really miss it so much, cause for me is essential.
I learnt about the "please" and "thank you" ritual first time I was in Scotland. I was in a home as baby-sitter and the woman asked me if I wanted tea. I replied "yes thank you". She told me, it's better to say "yes, please" and when I give it to you say "thank you". and I'm a good studentel Vie Feb 13, 2009 4:27 pm
I found a curious reading about this subject:
The first time I ever
heard someone describe me and Max as an "interracial couple," I stood
up a little straighter in a moment of surprise. Of course, I knew that
Max's pigment was darker than mine--sort of the color of Häagen Daz 's
Cappuccino Commotion ice cream with a hint of cinnamon, while mine was
more like your run-of-the-mill vanilla--but, in truth, I had never
thought of us as different from one another.
Perhaps this is because, to me, our similarities have always stood out far more than our differences. The essence of who we are as individuals-- our
attitudes toward important issues, world views, priorities, interests,
likes, and dislikes--are, fundamentally, the same. Almost from the
moment we met, it felt as if Max and I were one. And I suppose it
surprised me to realize this oneness didn't radiate outward so as to be
evident to strangers.
The man who first called us out as
"interracial," wasn't doing so in a derogatory manner. To the contrary,
he, an African-American, and his Latina wife spotted us in a line of
people waiting to go on a four-wheeling excursion in Grand Cayman. And
because we were the only other interracial couple, the pair decided Max
and I would make suitable companions for the duration of the tour. It
was an odd feeling to be singled out for such a reason, but I think it
made them feel more comfortable. And regardless of the whos and whys,
we enjoyed a lovely day and made new friends.
However, their obvious wariness toward same-race couples reminded me of a conversation I had twenty-five years earlier, when I was just a teen. At the time, I
had caught the attention of a young man, who happened to be black. My
parents liked my friend immensely, but father discouraged me from
dating him because he worried about the reaction of other people. Dad
said that while he didn't oppose interracial couples, many other people
did. As a result, life for those in mixed marriages was so much harder.
And while the conversation didn't completely stop me, it did give me
pause for thought. I grew up believing that there was a built-in
barrier, an inherent complication, for interracial couples,making life
more like an uphill battle.
It's funny how life turns out, isn't it? Little did dad or I know back then, but years later I would be introducing an Egyptian man into our family. And despite initial concerns and reservations, my parents ended up loving the man I chose almost as much as I did.
Also, as it turned out, my father's perceptions about interracial couples
weren't so black and white after all--at least not for me and Max.
Perhaps it is a sign of the times, but we have never once felt
stigmatized because of our relationship. We've never even observed a
sideways glance in our direction. Day to day, our marriage is far from
an up-hill battle. Instead, we cruise along on a nice, even slope.
Even though Max and I come from different races, cultures, and religions,
our life has not been soured. It's been oh so sweet--like a vanilla and
cappuccino ice cream sundae with extra whipped cream and a cherry on