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 Freeing the Imagination: Drama Tools for Developing Visual Imagery Lesson Plan
Internet search for an arts masterpiece, download it, insert it into a PowerPoint presentation, and complete the “Worksheet: Twenty-four Hour Visual Images” attachment. Standards: Theatre Standards: Grade 6 Component Strand: Artistic Perception 1.1 Identify how production...
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Internet search for an arts masterpiece, download it, insert it into a PowerPoint presentation, and complete the “Worksheet: Twenty-four Hour Visual Images” attachment. Standards: Theatre Standards: Grade 6 Component Strand: Artistic Perception 1.1 Identify how production values can manipulate mood to persuade and disseminate propaganda. Grade 7 Component Strand: Creative Expression 2.3 Create characters, environments, and actions that exhibit tension and suspense. Grade 8 Component Strand
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http://www.lausd.k12.ca.us/lausd/offices/itd/cti/middle_school/m_pc/lesson_plans/lp_word/lp_w_a_imagination/kk2_unit_edit.pdf#page=7
www.lausd.k12.ca.us/lausd/offices/itd/cti/middle_school/m_pc/lesson_plans...
Internet search <span class="highlight">for</span> an arts masterpiece, download it, insert it into <span class="highlight">a</span> PowerPoint presentation, and complete the “Worksheet: Twenty-four Hour Visual Images” attachment. Standards: Theatre Standards: Grade 6 Component Strand: Artistic Perception 1.1 Identify how production values can manipulate mood to persuade and disseminate propaganda. Grade 7 Component Strand: Creative Expression 2.3 Create characters, <span class="highlight">environments</span>, and actions that exhibit tension and suspense. Grade 8 Component Strand
 Six Traits Power Point Activity (Weber School)
tell) Six Traits / Writing Process Conventions Sentence Fluency Word Choice Voice Organization Ideas Main Page Practice with Ideas – Leveling (cont.) Level 3 – And now. . . put yourself mentally at the scene, in the event, with the person. See, hear, feel, taste, smell. BE THE...
Smithsonian: Cosmic Voyage
OBJECTIVESAND GRADE LEVELS Power Viewers Investigate apparent size and distance. Grades four and up Page 4 Metric Me Estimate and measure using metric units. Grades four and up Page 8 Big and Small Use scale drawings to compare size. Grades six and up Page 11 Model Builder Meet Dick Kilday Pa...
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OBJECTIVESAND GRADE LEVELS Power Viewers Investigate apparent size and distance. Grades four and up Page 4 Metric Me Estimate and measure using metric units. Grades four and up Page 8 Big and Small Use scale drawings to compare size. Grades six and up Page 11 Model Builder Meet Dick Kilday Page 39 Measure Up Use right triangles to measure remote objects. Grades seven and up Page 21 Zoom Out Construct a scale-model solar system. Grades six and up Page 27 Astronomer Meet John Huchra Page 41 Particle
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http://www.nasm.si.edu/education/pubs/cv_guide.pdf#page=7
www.nasm.si.edu/education/pubs/cv_guide.pdf#page=7
OBJECTIVESAND GRADE LEVELS Power Viewers Investigate apparent size and distance. Grades four and up Page 4 Metric Me Estimate and measure <span class="highlight">using</span> metric units. Grades four and up Page 8 Big and Small Use scale drawings to compare size. Grades six and up Page 11 Model Builder Meet Dick Kilday Page 39 Measure Up Use right triangles to measure remote objects. Grades seven and up Page 21 Zoom Out Construct <span class="highlight">a</span> scale-model solar system. Grades six and up Page 27 Astronomer Meet John Huchra Page 41 Particle
Inferring Ancient Environments From Fossil Foraminifera
INFERRING ANCIENT ENVIRONMENTS FROM FOSSIL FORAMINIFERA INFERRING ANCIENT ENVIRONMENTS FROM FOSSIL FORAMINIFERA, A CLASSROOM ACTIVITY HILARY CLEMENT OLSON INTRODUCTION Age Level: This activity is appropriate for middle school students in seventh or eigh...
CCC: Guide to Grammar & Writing
Language Sentence-Combining Skills Coherence and Transitions Paragraph Development Essay & Research Paper Level Select from . . . * Principles of Composition * Index THE WRITING PROCESS Writer's Block Freewriting Clustering Outlining A Sense of Purpose Tone Maintai...
CCC: Guide to Grammar and Writing
Language Sentence-Combining Skills Coherence and Transitions Paragraph Development Essay & Research Paper Level Select from . . . * Principles of Composition * Index THE WRITING PROCESS Writer's Block Freewriting Clustering Outlining A Sense of Purpose Tone Maintai...
Microsoft Word - 3969.doc
English Language Arts (ELA) Grade-Level Expectations 41 • information/ideas selected to engage the interest of the reader • clear voice (individual personality) (ELA-2-H2) 19. Develop complex compositions using writing processes, including: • selecting topic and form &b...
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English Language Arts (ELA) Grade-Level Expectations 41 • information/ideas selected to engage the interest of the reader • clear voice (individual personality) (ELA-2-H2) 19. Develop complex compositions using writing processes, including: • selecting topic and form • determining purpose and audience • prewriting (e.g., brainstorming, clustering, outlining, generating main idea/thesis statements) • drafting • conferencing (e.g., with peers and teachers) • revising for content and
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http://www.doe.state.la.us/lde/uploads/3906.pdf#page=41
www.doe.state.la.us/lde/uploads/3906.pdf#page=41
English Language Arts (ELA) Grade-Level Expectations 41 • information/ideas selected to engage the interest of the reader • clear <span class="highlight">voice</span> (individual personality) (ELA-2-H2) 19. Develop complex compositions <span class="highlight">using</span> writing processes, including: • selecting topic and form • determining purpose and audience • prewriting (e.g., brainstorming, <span class="highlight">clustering</span>, outlining, generating main idea/thesis statements) • drafting • conferencing (e.g., with peers and teachers) • revising <span class="highlight">for</span> content and
Microsoft Word - English SOL Cur Frame Grades K-12.doc
Virginia Board of Education, 2003 Grade Six, page 13 STANDARD 6.6 STRAND: WRITING GRADE LEVEL 6 6.6 The student will write narratives, descriptions, and explanations. a) Use a variety of planning strategies to generate and organize ideas. b) Establish central idea, organization, elabor...
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Virginia Board of Education, 2003 Grade Six, page 13 STANDARD 6.6 STRAND: WRITING GRADE LEVEL 6 6.6 The student will write narratives, descriptions, and explanations. a) Use a variety of planning strategies to generate and organize ideas. b) Establish central idea, organization, elaboration, and unity. c) Select vocabulary and information to enhance the central idea, tone, and voice. d) Expand and embed ideas by using modifiers, standard coordination, and subordination in complete sentences. e) Revise
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http://www.doe.virginia.gov/VDOE/Instruction/English/EnglishCF-K_12.pdf#page=117
www.doe.virginia.gov/VDOE/Instruction/English/EnglishCF-K_12.pdf#page=117
Virginia Board of Education, 2003 Grade Six, page 13 STANDARD 6.6 STRAND: WRITING GRADE LEVEL 6 6.6 The student will write narratives, descriptions, and explanations. <span class="highlight">a</span>) Use <span class="highlight">a</span> variety of planning strategies to generate and organize ideas. b) Establish central idea, organization, elaboration, and unity. c) Select vocabulary and information to enhance the central idea, tone, and <span class="highlight">voice</span>. d) Expand and embed ideas by <span class="highlight">using</span> modifiers, standard coordination, and subordination in complete sentences. e) Revise
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http://www.doe.virginia.gov/VDOE/Instruction/English/EnglishCF-K_12.pdf#page=136
www.doe.virginia.gov/VDOE/Instruction/English/EnglishCF-K_12.pdf#page=136
Virginia Board of Education, 2003 Grade Seven, page 15 STANDARD 7.8 STRAND: WRITING GRADE LEVEL 7 7.8 The student will develop narrative, expository, and persuasive writing. <span class="highlight">a</span>) Apply knowledge of prewriting strategies. b) Elaborate the central idea in an organized manner. c) Choose vocabulary and information that will create <span class="highlight">voice</span> and tone. d) Use clauses and phrases to vary sentences. e) Revise writing <span class="highlight">for</span> clarity and effect. f) Use <span class="highlight">a</span> word processor to plan, draft, revise, edit, and publish selected
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http://www.doe.virginia.gov/VDOE/Instruction/English/EnglishCF-K_12.pdf#page=146
www.doe.virginia.gov/VDOE/Instruction/English/EnglishCF-K_12.pdf#page=146
conclusions <span class="highlight">based</span> on what an author has implied. • The initiating event is the incident that introduces the central conflict in <span class="highlight">a</span> story; it may have occurred before the story opens. • Tone is used to express <span class="highlight">a</span> writer�s attitude toward the subject. • <span class="highlight">Voice</span> shows an author�s personality, awareness of audience, and passion <span class="highlight">for</span> his or her subject. It adds liveliness and energy to writing. <span class="highlight">Voice</span> is the imprint of the writer � the capacity to elicit <span class="highlight">a</span> response from the reader. CONTINUED All students should • analyze an
Science Standard Articulated by Grade Level -6
Changes in Environments Describe the interactions between human populations, natural hazards, and the environment. PO 1. Evaluate the effects of the following natural hazards: • sandstorm • hurricane • tornado • ultraviolet light • lightning-caused fire PO 2. Descr...
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Changes in Environments Describe the interactions between human populations, natural hazards, and the environment. PO 1. Evaluate the effects of the following natural hazards: • sandstorm • hurricane • tornado • ultraviolet light • lightning-caused fire PO 2. Describe how people plan for, and respond to, the following natural disasters: • drought • flooding • tornadoes Concept 2: Science and Technology in Society Develop viable solutions to a need or problem. PO 1. Propose viable
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http://www.ade.state.az.us/standards/science/grade6.pdf#page=4
www.ade.state.az.us/standards/science/grade6.pdf#page=4
Changes in <span class="highlight">Environments</span> Describe the interactions between human populations, natural hazards, and the environment. PO 1. Evaluate the effects of the following natural hazards: • sandstorm • hurricane • tornado • ultraviolet light • lightning-caused fire PO 2. Describe how people plan <span class="highlight">for</span>, and respond to, the following natural disasters: • drought • flooding • tornadoes Concept 2: Science and Technology in Society Develop viable solutions to <span class="highlight">a</span> need or problem. PO 1. Propose viable
Science Standard Articulated by Grade Level -4
SCIENCE STANDARD ARTICULATED BY GRADE LEVEL GRADE 4 Italics denote a repetition of a performance objective (learned in an earlier grade) that is to be applied to grade level content or at a higher level of complexity. The bulleted items within a performance objective ind...
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SCIENCE STANDARD ARTICULATED BY GRADE LEVEL GRADE 4 Italics denote a repetition of a performance objective (learned in an earlier grade) that is to be applied to grade level content or at a higher level of complexity. The bulleted items within a performance objective indicate specific content to be taught. Arizona Department of Education – Standards Based Teaching and Learning Approved 5.24.04 Updated 3.10.05 4 Strand 3: Science in Personal and Social
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http://www.ade.state.az.us/standards/science/grade4.pdf#page=4
www.ade.state.az.us/standards/science/grade4.pdf#page=4
SCIENCE STANDARD ARTICULATED BY GRADE LEVEL GRADE 4 Italics denote <span class="highlight">a</span> repetition of <span class="highlight">a</span> performance objective (learned in an earlier grade) that is to be applied to grade level content or at <span class="highlight">a</span> higher level of complexity. The bulleted items within <span class="highlight">a</span> performance objective indicate specific content to be taught. Arizona Department of Education – Standards <span class="highlight">Based</span> Teaching and Learning Approved 5.24.04 Updated 3.10.05 4 Strand 3: Science in Personal and Social
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