iSEEK - Education

students discuss inferences and draw conclusions about the story. (b) has the students read a novel. After reading the novel, the students are to rewrite the novel using different historical, social, and cultural contextual aspects. While making the changes, the students are to show how the changes influenced the characters and other events of the story. Allow adequate time for completion, as this project may require the students to research other cultures and their beliefs and customs. 3. (a

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and analyzes the development of characters. The teacher… 1. (a) creates and adds to a list of characteristics for each of the different genres. This information is placed in graphic organizer form by students to use as a ready reference. (b) prior to reading a novel, provides students with a format for a critical review that will be completed at the end of the unit. While reading the novel, the class discusses the major components of

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students discuss inferences and draw conclusions about the story. (b) has the students read a novel. After reading the novel, the students are to rewrite the novel using different historical, social, and cultural contextual aspects. While making the changes, the students are to show how the changes influenced the characters and other events of the story. Allow adequate time for completion, as this project may require the students to research other cultures and their beliefs and customs. 3. (a

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CONTENts.PDF

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Content Standard 10: Discrete Mathematics Students will use the concepts and processes of discrete mathematics to analyze and model a variety of real-world situations that involve recurring relationships, sequences, networks, combinations and permutations. Educational experiences in Grades K-4 will assure that students: • classify data according to attributes; • solve simple counting problems; • use diagrams and models of simple networks that represent everyday situations; • identify and

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Content Standard 10: Discrete Mathematics Students will use the concepts and processes of discrete mathematics to analyze and model a variety of real-world situations that involve recurring relationships, sequences, networks, combinations and permutations. Educational experiences in Grades K-4 will assure that students: • classify data according to attributes; • solve simple counting problems; • use diagrams and models of simple networks that represent everyday situations; • identify and

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Microsoft Word - readstd8g.docreadstd8g.pdf

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They compare and contrast the two stories looking for similarities and differences. This activity can be used with any novel or short story to compare and contrast characters’ traits and motives. (c) in social studies, shows students an example of a civil law suit such as a product safety issue, public health issue, or a local issue and discusses with them the point of view of both sides. (d) uses say anything strategy to compare and contrast characters’ traits and motives. (e) uses

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They compare and contrast the two stories looking for similarities and differences. This activity can be used with any novel or short story to compare and contrast characters’ traits and motives. (c) in social studies, shows students an example of a civil law suit such as a product safety issue, public health issue, or a local issue and discusses with them the point of view of both sides. (d) uses say anything strategy to compare and contrast characters’ traits and motives. (e) uses

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Glossaryreadingglossary.pdf

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genre - n. 1. a category used to classify literary works, usually by form, technique, or content. Note: Classic literary genres are tragedy, comedy, epic, lyric, and pastoral. "Today, the novel, essay, short story, television play, and motion picture scenario are also considered genres" (Holman and Harmon, 1992). √ goals - see character's goal grapheme - n. a written or printed representation of a phoneme, as b for /b/ and oy for /oi/ in boy. Note: In English, a grapheme may be a single

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genre - n. 1. a category used to classify literary works, usually by form, technique, or content. Note: Classic literary genres are tragedy, comedy, epic, lyric, and pastoral. "Today, the novel, essay, short story, television play, and motion picture scenario are also considered genres" (Holman and Harmon, 1992). √ goals - see character's goal grapheme - n. a written or printed representation of a phoneme, as b for /b/ and oy for /oi/ in boy. Note: In English, a grapheme may be a single

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Core Content For Mathematics Assessment

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outpatient therapy, group therapy) and other strategies (e.g., enhancing self esteem, building skills for success) as forms of help for negative behaviors or addictions (e.g., drug addictions, eating disorders). PL-HS-1.1.11 Students will recommend and justify effective self-management and coping strategies (e.g., setting realistic goals, time, task and stress management, decision making, learning style preference, perseverance) for maintaining mental and emotional health. DOK 3 Nutrition PL-HS-1.2.1

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strategies (e.g., diet exercise, rest, immunizations) and good hygiene practices (e.g., hand washing, brushing teeth, using tissues, not sharing personal items, adequate protection from ultraviolet rays) promote good health and prevent communicable (cold, flu/influenza, measles, strep throat) and non- communicable (heart disease, diabetes, obesity, cancer, asthma) diseases. DOK 2 PL-EP-1.1.8 Students will identify behavior choices (tobacco, alcohol) that result in negative consequences. DOK 1 PL-04

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individual’s well being. PL-06-1.1.5 Students will identify abstinence as the only sure means of preventing pregnancy. PL-07-1.1.5 Students will identify the benefits (e.g., preventing pregnancy, preventing STDs, maintaining self-esteem) of abstaining from sexual activity. PL-08-1.1.5 Students will identify the risks (e.g., STD’s unwanted pregnancies, HIV/AIDS) to being sexually active and strategies for delaying sexual activity (e.g., using refusal skills, talking with parents, doctors, counselors

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outpatient therapy, group therapy) and other strategies (e.g., enhancing self esteem, building skills for success) as forms of help for negative behaviors or addictions (e.g., drug addictions, eating disorders). PL-HS-1.1.11 Students will recommend and justify effective self-management and coping strategies (e.g., setting realistic goals, time, task and stress management, decision making, learning style preference, perseverance) for maintaining mental and emotional health. DOK 3 Nutrition PL-HS-1.2.1

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CCA 4.1 High School Practical Living/Vocational Studies AUGUST 2006 Bold – State Assessment Content Standard 127 Italics – Supporting Content Standard Consumerism Consumer skills are essential for individuals and families due to the availability of numerous products and services on the market, multiple advertising techniques, the need to make responsible financial management decisions, and to utilize resources impacting the community and environment. These skills can provide a foundation for

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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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STANDARDS.05

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follow. The objective of the historical inquiry standard is to apply conceptual knowledge and skills as designated in all strands of Alaska History by problem solving, communicating, reasoning, and making connections. This framework uses the scholarly approach of the historian to define the content of the standards. This approach presents the people, ideas, events, themes, and sources to be included in order for a student to demonstrate competency in Alaska History. While recognizing that knowledge of

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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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follow. The objective of the historical inquiry standard is to apply conceptual knowledge and skills as designated in all strands of Alaska History by problem solving, communicating, reasoning, and making connections. This framework uses the scholarly approach of the historian to define the content of the standards. This approach presents the people, ideas, events, themes, and sources to be included in order for a student to demonstrate competency in Alaska History. While recognizing that knowledge of

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Academic Standards-English/Language Arts Grade 9

’ problems, mistakes, and misunderstandings. Example: Write a code of student ethics that outlines the rules of behavior for people in your school. Organize the document clearly, using headers and a table of contents. Include specific examples s...

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’ problems, mistakes, and misunderstandings. Example: Write a code of student ethics that outlines the rules of behavior for people in your school. Organize the document clearly, using headers and a table of contents. Include specific examples so that all students will understand what is expected of them.

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Microsoft Word - Completed Reading.rtf

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that is specifically stated in a text or verbal exchange. Exposition/Expository text Writing that is intended to make clear or to explain something using one or more of the following methods: identification, definition, classification, illustration, comparison, and analysis. In a play or a novel, exposition is that portion that helps the reader to understand the background or situation in which the work is set. See Description, Narration, Persuasion Fable A short, simple story that teaches a lesson. A

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that is specifically stated in a text or verbal exchange. Exposition/Expository text Writing that is intended to make clear or to explain something using one or more of the following methods: identification, definition, classification, illustration, comparison, and analysis. In a play or a novel, exposition is that portion that helps the reader to understand the background or situation in which the work is set. See Description, Narration, Persuasion Fable A short, simple story that teaches a lesson. A

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Proposed New 19 TAC

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occasion; (E) ask clear questions for a variety of purposes and respond appropriately to the questions of others; (F) make relevant contributions in conversations and discussions; (G) express and defend a point of view using precise language and appropriate detail; and (H) speak responsibly to present accurate, truthful, and ethical messages. September 2008 Update Page 47

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used such as induction and deduction; and (D) analyze texts such as editorials, documentaries, and advertisements for bias and use of common persuasive techniques. (13) Reading/inquiry/research. The student reads in order to research self-selected and assigned topics. The student is expected to: (A) generate relevant, interesting, and researchable questions; (B) locate appropriate print and non-print information using texts and technical resources, periodicals and book indices, including databases and

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occasion; (E) ask clear questions for a variety of purposes and respond appropriately to the questions of others; (F) make relevant contributions in conversations and discussions; (G) express and defend a point of view using precise language and appropriate detail; and (H) speak responsibly to present accurate, truthful, and ethical messages. September 2008 Update Page 47

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credibility, structure, or tone; (D) analyze aspects of texts such as patterns of organization and choice of language for their effect on audiences; (E) apply modes of reasoning such as induction and deduction to think critically; and (F) recognize logical and illogical modes of persuasion in texts. (5) The student uses study strategies to learn from text. The student is expected to: (A) learn and recall ideas and concepts from text such as previewing, skimming, scanning, rereading, and asking questions; (B

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Academic Standards-English/Language Arts Grade 12

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historical period for a given novel that shaped the characters, plot, and setting. Example: Read and evaluate works of world literature, such as The Inferno of Dante by Dante Alighieri (translated by Robert Pinsky), Candide by Voltaire, I Have Visited Again by Alexander Pushkin, Question and Answer Among the Mountains by Li Po, Anna Karenina or War and Peace by Leo Tolstoy, Night by Elie Wiesel, and The Ring by Isak Dinesen. 12.3.10 Demonstrate knowledge of important writers (American, English, world) of the

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historical period for a given novel that shaped the characters, plot, and setting. Example: Read and evaluate works of world literature, such as The Inferno of Dante by Dante Alighieri (translated by Robert Pinsky), Candide by Voltaire, I Have Visited Again by Alexander Pushkin, Question and Answer Among the Mountains by Li Po, Anna Karenina or War and Peace by Leo Tolstoy, Night by Elie Wiesel, and The Ring by Isak Dinesen. 12.3.10 Demonstrate knowledge of important writers (American, English, world) of the

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