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Landscape Van Gogh Style
Untitled Document Introduction Printable worksheet Teachers' notes This activity introduces the pupils to landscape painting in the style of Van Gogh. A large Van Gogh-style picture is used to illustrate his technique to the pupils, which is then broken down into smaller segments f...
 STANDARDS.05
54 PERFORMANCE STANDARDS (Grade Level Expectations) 55PERFORMANCE STANDARDS (Grade Level Expectations) *Assumes a variety of text and increasing complexity READING GRADES 7—10 GRADE 7 GRADE 8 GRADE 9 GRADE 10 The student analyzes and evaluates conventions and techniques of genres by [10...
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54 PERFORMANCE STANDARDS (Grade Level Expectations) 55PERFORMANCE STANDARDS (Grade Level Expectations) *Assumes a variety of text and increasing complexity READING GRADES 7—10 GRADE 7 GRADE 8 GRADE 9 GRADE 10 The student analyzes and evaluates conventions and techniques of genres by [10] 4.5.1 Analyzing the characteristics and the effect on the reader of nonfiction and the four major structural genres: poetry, drama, novel, short story* [10] 4.5.2 Analyzing the use of literary devices appropriate to
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http://www.eed.state.ak.us/standards/pdf/standards.pdf#page=55
www.eed.state.ak.us/standards/pdf/standards.pdf#page=55
or simile) The student analyzes content and structure of genres by [5] 2.7.1 Identifying or explaining the characteristics of the four major genres of fiction: short story, drama, <span class="highlight">novel</span>, and poetry (L) [5] 2.7.2 Identifying or explaining the characteristics of fiction and nonfiction* [5] 2.7.3 Identifying or explaining use of literary elements and devices (i.e., dialogue, rhyme, alliteration, simile, or metaphor) [5] 2.7.4 Identifying the characteristics of prose and poetry (L) *Assumes <span class="highlight">a</span>
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http://www.eed.state.ak.us/standards/pdf/standards.pdf#page=56
www.eed.state.ak.us/standards/pdf/standards.pdf#page=56
54 PERFORMANCE STANDARDS (Grade Level Expectations) 55PERFORMANCE STANDARDS (Grade Level Expectations) *Assumes <span class="highlight">a</span> variety of text and increasing complexity READING GRADES 7—10 GRADE 7 GRADE 8 GRADE 9 GRADE 10 The student analyzes and evaluates conventions and techniques of genres by [10] 4.5.1 Analyzing the characteristics and the effect on the reader of nonfiction and the four major structural genres: poetry, drama, <span class="highlight">novel</span>, short story* [10] 4.5.2 Analyzing the use of literary devices appropriate to
Core Content For Mathematics Assessment
to-text - e.g., novel, short story, song, film, website, etc.). RD-O7-4.0.1 Students will connect information from a passage to students’ lives (text-to-self), real world issues (text-to-world) and other texts (text-to-text - e.g., novel, short story, song, film, website,...
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to-text - e.g., novel, short story, song, film, website, etc.). RD-O7-4.0.1 Students will connect information from a passage to students’ lives (text-to-self), real world issues (text-to-world) and other texts (text-to-text - e.g., novel, short story, song, film, website, etc.). RD-O8-4.0.1 Students will connect information from a passage to students’ lives (text-to-self), real world issues (text-to-world) and other texts (text-to-text - e.g., novel, short story, song, film, website, etc
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http://www.education.ky.gov/users/OTL/CCA%204%201%20FINAL/CCA_41.pdf#page=116
www.education.ky.gov/users/OTL/CCA%204%201%20FINAL/CCA_41.pdf#page=116
CCA 4.1 Middle School Practical Living/Vocational Studies AUGUST 2006 Bold – State Assessment Content Standard 113 Italics – Supporting Content Standard Physical Education Addresses both health-related and skill-related components that promote enhanced health behaviors and increase responsible decision-making. Physical Education uses physical activity as <span class="highlight">a</span> means to help students acquire skills, fitness, knowledge and attitudes that contribute to their optimal development and well-being
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http://www.education.ky.gov/users/OTL/CCA%204%201%20FINAL/CCA_41.pdf#page=146
www.education.ky.gov/users/OTL/CCA%204%201%20FINAL/CCA_41.pdf#page=146
text - e.g., <span class="highlight">novel</span>, short story, song, film, website, etc.). RD-04-4.0.1 Students will connect information from <span class="highlight">a</span> passage to students’ lives (text-to-self), real world issues (text-to-world) or other texts (text- to-text - e.g., <span class="highlight">novel</span>, short story, song, film, website, etc.). RD-05-4.0.1 Students will connect information from <span class="highlight">a</span> passage to students’ lives (text-to-self), real world issues (text-to-world) or other texts (text- to-text - e.g., <span class="highlight">novel</span>, short story, song, film, website, etc.).
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http://www.education.ky.gov/users/OTL/CCA%204%201%20FINAL/CCA_41.pdf#page=154
www.education.ky.gov/users/OTL/CCA%204%201%20FINAL/CCA_41.pdf#page=154
to-text - e.g., <span class="highlight">novel</span>, short story, song, film, website, etc.). RD-O7-4.0.1 Students will connect information from <span class="highlight">a</span> passage to students’ lives (text-to-self), real world issues (text-to-world) and other texts (text-to-text - e.g., <span class="highlight">novel</span>, short story, song, film, website, etc.). RD-O8-4.0.1 Students will connect information from <span class="highlight">a</span> passage to students’ lives (text-to-self), real world issues (text-to-world) and other texts (text-to-text - e.g., <span class="highlight">novel</span>, short story, song, film, website, etc
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http://www.education.ky.gov/users/OTL/CCA%204%201%20FINAL/CCA_41.pdf#page=271
www.education.ky.gov/users/OTL/CCA%204%201%20FINAL/CCA_41.pdf#page=271
CCA 4.1 Writing Introduction AUGUST 2006 268 <span class="highlight">A</span> typical <span class="highlight">code</span> may look like WR-04-1.1.1. This means the following: WR-04-1.1.1 WR- Writing (Domain) 04- Fourth Grade (Grade Level) 1. Writing Content (Subdomain) 1. Purpose/Audience (Organizer) 1- Reflective (Standard)
Microsoft Word - ssstdh.docssstdh.pdf
Armenian Genocide, Ataturk’s modernization of Turkey). 3.▲ (A) examines the nature of totalitarianism in fascist Germany and communist Soviet Union (e.g., one party rule; systematic violation of human rights, secret police, state supremacy over individual rights, role of pr...
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Armenian Genocide, Ataturk’s modernization of Turkey). 3.▲ (A) examines the nature of totalitarianism in fascist Germany and communist Soviet Union (e.g., one party rule; systematic violation of human rights, secret police, state supremacy over individual rights, role of private property, class structure). 4. (A) analyzes the causes and immediate consequences of WWII (e.g., German, Italian, and Japanese aggression; failure of the League of Nations; appeasement; development of American, British-Soviet
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http://www.ksde.org/LinkClick.aspx?fileticket=iPL%2fqBAzozk%3d&tabid=1715&mid=8016&forcedownload=true#page=43
www.ksde.org/LinkClick.aspx?fileticket=iPL%2fqBAzozk%3d&tabid=1715&mid=80...
Armenian Genocide, Ataturk’s modernization of Turkey). 3.▲ (<span class="highlight">A</span>) examines the nature of totalitarianism in fascist Germany and communist Soviet Union (e.g., one party rule; systematic violation of human rights, <span class="highlight">secret</span> police, state supremacy over individual rights, role of private property, class structure). 4. (<span class="highlight">A</span>) analyzes the causes and immediate consequences of WWII (e.g., German, Italian, and Japanese aggression; failure of the League of Nations; appeasement; development of American, British-Soviet
CONTENts.PDF
and share examples of events from the novel that illustrate inconsistencies between characters’ words and actions. • interpret the text by using prior knowledge and experiences; K-4: Students will use what they know to identify or infer important characters, settings, theme...
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and share examples of events from the novel that illustrate inconsistencies between characters’ words and actions. • interpret the text by using prior knowledge and experiences; K-4: Students will use what they know to identify or infer important characters, settings, themes, events, ideas, relationships or details within a work. Example: Students read Encyclopedia Brown, then use their experience to role play a scene in which Encyclopedia solves a problem for a character from another story
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http://www.sde.ct.gov/sde/lib/sde/PDF/DEPS/Career/STC/contents_standards.pdf#page=5
www.sde.ct.gov/sde/lib/sde/PDF/DEPS/Career/STC/contents_standards.pdf#pag...
and share examples of events from the <span class="highlight">novel</span> that illustrate inconsistencies between characters’ words and actions. • interpret the text by <span class="highlight">using</span> prior knowledge and experiences; K-4: Students will use what they know to identify or infer important characters, settings, themes, events, ideas, relationships or details within <span class="highlight">a</span> work. Example: Students read Encyclopedia Brown, then use their experience to role play <span class="highlight">a</span> scene in which Encyclopedia solves <span class="highlight">a</span> problem for <span class="highlight">a</span> character from another story
history_pub2000
… • Speaking, using pictures (e.g., sharing ideas or artifacts with classmates) or writing a story or letter by dictating ideas to a teacher. H&SS1-2:6 Students make connections to research by… • Discussing if their findings answered their rese...
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… • Speaking, using pictures (e.g., sharing ideas or artifacts with classmates) or writing a story or letter by dictating ideas to a teacher. H&SS1-2:6 Students make connections to research by… • Discussing if their findings answered their research ques- tion. • Proposing solutions to problems and asking other ques- tions. H&SS1-2:7 Students communicate their findings by… • Speaking, using pictures, (including captions) or creating a simple report or “painted essay” containing a focus state- ment
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http://education.vermont.gov/new/pdfdoc/pubs/grade_expectations/history_social_sciences.pdf#page=16
education.vermont.gov/new/pdfdoc/pubs/grade_expectations/history_social_s...
… • Speaking, <span class="highlight">using</span> pictures (e.g., <span class="highlight">sharing</span> ideas or artifacts with classmates) or writing <span class="highlight">a</span> story or letter by dictating ideas to <span class="highlight">a</span> teacher. H&SS1-2:6 Students make connections to research by… • Discussing if their findings answered their research ques- tion. • Proposing solutions to problems and asking other ques- tions. H&SS1-2:7 Students communicate their findings by… • Speaking, <span class="highlight">using</span> pictures, (including captions) or creating <span class="highlight">a</span> simple report or “painted essay” containing <span class="highlight">a</span> focus state- ment
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3. Describe historic and contemporary efforts to reduce discrepancies between ideals and reality in American public life, including Amendments 13-15, the Civil Rights Act of 1866 and 1875, the Abolitionist movement, the Civil War, and the end of slavery in the United States. 4. Discuss how a...
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3. Describe historic and contemporary efforts to reduce discrepancies between ideals and reality in American public life, including Amendments 13-15, the Civil Rights Act of 1866 and 1875, the Abolitionist movement, the Civil War, and the end of slavery in the United States. 4. Discuss how a common and shared American civic culture is based on commitment to central ideas in founding-era documents (e.g., United States Constitution) and in core documents of subsequent periods of United States history (e.g
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http://www.nj.gov/education/cccs/2004/s6_ss.pdf#page=13
www.nj.gov/education/cccs/2004/s6_ss.pdf#page=13
3. Describe historic and contemporary efforts to reduce discrepancies between ideals and reality in American public life, including Amendments 13-15, the Civil Rights Act of 1866 and 1875, the Abolitionist movement, the Civil War, and the end of slavery in the United States. 4. Discuss how <span class="highlight">a</span> common and shared American civic culture is based on commitment to central ideas in founding-era documents (e.g., United States Constitution) and in core documents of subsequent periods of United States history (e.g
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