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For this reason, I have chosen to include a unit of work that demonstrates my ability to engage students in meaningful and purposeful learning activities. This unit emphasises the importance of using learners' skills, knowledge and understandings as a starting point for teaching and learning, and then negotiating the learning activities.
- Storytelling Unitms. Schrader's Teaching Portfolio Assessment
- Storytelling Unitms. Schrader's Teaching Portfolios
- Storytelling Unitms. Schrader's Teaching Portfolio Lesson
- Storytelling Unitms. Schrader's Teaching Portfolio Allocation
Grade Levels: 7th grade
- A shot list will allow you to start organizing your visual story. This process will require you to make make decisions. The organization of this detail is a crucial step in the process leading to production.
- Page 1: Homepage - Portfolio Name/Title (ie: First Name only - Technology Portfolio) the landing page for your site (an organized visual collage of images from all the units would benefit the interest of viewers) 2.
Subject/Topic Areas: World War II, Propaganda, Persuasive Writing
Time Frame: 6 weeks
School: Pride Academy CharterSchool, East Orange, NJ
Brief Summary of Unit:
Inthis unit, students will focus on World War II. Students will be assigned a historical fiction novel,leveled for their reading abilities, with which they will participate in guidedreading and literature circles. Students will also consider propaganda of the times, and through thelens of persuasive writing tactics they will analyze, comment on, and createtheir own propaganda.
Inculmination, students will work in groups to analyze the propaganda presentedin their novels and give their recommendations of the literature they wereassigned to their fellow classmates. Students will also create a persuasivespeech to a group of characters directly in or referred to in their novels. These speeches will allow students to show what they have learned about propaganda andpersuasive writing and apply it in a creative way to their reading. The unitwill conclude with a presentation of their novel analysis and their persuasivespeeches.
- Why should we study our history through novels?
- How have certain perspectives of war evolved over time and why?
- Why do certain perspectives from war have a bigger presence in our modern society?
- How can being able to identify propaganda help us as a viewer?
Students will understand that…
- World War II was a war about global domination and great mistreatment of human life.
- Propaganda was saturated into society during World War II.
- In order to understand a war, you must look at the perspectives of the “winners” and the “losers.”
- Just because a person is a soldier doesn’t mean they fully believe in the cause they are fighting.
Students will know:
- The experiences of soldiers on all sides in World War II.
- The effects of World War II on civilians in various parts of the world
- How propaganda can alter the views of a society.
Students will be able to:
- Make connections between different novels concerning different perspectives of war.
- Identify propaganda and the persuasive traits they are utilizing.
- Create a persuasive speech and connect it to their novels.
Storytelling Unitms. Schrader's Teaching Portfolio Assessment
- Read, respond and analyze literary works that represent a range of social, historical, and cultural perspectives
- Form opinions and make judgments about literary works, by analyzing and evaluating texts from a critical perspective
- Share reading experiences with peers
- Read, view, and interpret texts and performances in every medium from a wide variety of authors, subjects, and genres (e.g., short stories, graphic novels, cartoons, articles, advertisements, etc.)
- Identify and evaluate the purpose of sources, with assistance
- Locate and use school and public library resources for information and research
- Write original persuasive texts
- use elements of ethos, pathos, and logos
- maintain consistent point of view, including first-person, third-person, or omniscient narrator
- create a personal voice
- Use resources such as personal experience, knowledge from other content areas, and independent reading to create literary, interpretive, and responsive texts
- Share the process of writing with peers
- Write and share personal reactions to experiences, events, and observations, using a form of social communication
Storytelling Unitms. Schrader's Teaching Portfolios
- Listen to and follow complex directions or instructions
- Identify the speaker’s purpose and motive for communicating information
- Interpret and respond to texts and performances from a variety of genres, authors, and subjects
- Recognize historical and contemporary social and cultural conditions in presentation of literary texts
- Connect literary texts to prior knowledge, personal experience, and contemporary situations
- Identify multiple levels of meaning in presentation of literary texts
- Participate as a listener in social conversation with one or more people who are friends, acquaintances, or strangers
- Respect age, gender, social position, and cultural traditions of the speaker
- Encourage the speaker with appropriate facial expressions and gestures
Storytelling Unitms. Schrader's Teaching Portfolio Lesson
- Express a point of view, providing supporting facts
- Express opinions and support them through references to the text
- Engage in a variety of collaborative conversations, such as peer-led discussions, paired reading and responding, and cooperative group discussions, to construct meaning
- Engage in a variety of collaborative conversations, such as peer-led discussions, paired reading and responding, and cooperative group discussions, to make applications of the ideas in the text to other situations, extending the ideas to broaden perspectives
- Express opinions or make judgments about ideas, information, experiences, and issues in literary and historical articles
- Articulate personal opinions to clarify stated positions
- Use courtesy; for example, avoid sarcasm, ridicule, dominating the conversation, and interrupting