Lesson Overview Jane O Connors The Fabulous Fashion...

Lesson Overview: In her Fancy Nancy series, author Jane O’Connor introduces a variety of â€Å"fancy† words to young readers that include descriptive vocabulary words. In Fancy Nancy and the Fabulous Fashion Boutique, there are many economic vocabulary terms embedded within the text and story. These words relate to economics standards for second grade social studies. This lesson will introduce students to key economic vocabulary embedded within the text, as well as to illustrate key economic concepts through talking and writing about the text. The economic vocabulary introduced in the story will be reinforced by a having the students create a poster advertising for a new entrepreneurial business. Sources/References: Exit Slips. (n.d.). Retrieved November 16, 2015, from http://www.readwritethink.org/files/resources/printouts/Exit Slips.pdf Kozdras, D. (n.d.). Finding Fabulous Financial Literacy Vocabulary With Fancy Nancy - ReadWriteThink. Retrieved November 16, 2015, from http://www.readwritethink.org/classroom-resources/lesson-plans/finding-fabulous-financial-literacy-30834.html?tab=1#tabs State Standard(s): 2.RI.4 Determine the meaning of words and phrases in a text relevant to a grade 2 topic or subject area. 2.L.4.a Use sentence-level context as a clue to the meaning of a word or phrase. 2.L.5.a Identify real-life connections between words and their use (e.g., describe foods that are spicy or juicy). List t Overarching objective(s) of the lesson: At the

Reading Comprehension Strategy, Cause And Effect - 1904 Words

The purpose of this lesson is to introduce students to the reading comprehension strategy, cause and effect. The students will be able to develop a strong understanding of cause and effect by creating personal connections to their daily lives. The students will be able to connect the strategy, cause and effect, to the other elements of a story and strategies that we have worked with this year including character, plot, theme, setting, inferring, and compare and contrast. Common Core State Standards: †¢ CCSS.ELA-LITERACY.RI.5.5: Compare and contrast the overall structure (e.g., chronology, comparison, cause/effect, problem/solution) of events, ideas, concepts, or information in two or more texts. Goals/Objectives of Lesson: What do you hope for/expect? †¢ In a small group setting, students will access prior knowledge of cause and effect by verbally identifying the â€Å"cause and effect† in real life scenarios and videos provided by the teacher. †¢ Students will create and share out their own cause and effect scenarios based on their experiences, they can do this with a partner or independently; the group with identify which is the â€Å"cause† and which is the â€Å"effect.† †¢ When reading a selected chapter from the book, Wonder, students will use a graphic organizer to write at least two cause and effect relationships from the chapter with guidance from the teacher and at least one independently. Context of the Lesson: Where does this lesson fall in what is currently being taught? TheShow MoreRelatedReading Fluency and Its Effect on Reading Comprehension1295 Words   |  6 PagesReading Fluency and its Effect on Reading Comprehension Topic Selection As an elementary teacher, I have often thought reading fluency plays a large role in a child’s reading development. Few reading programs give fluency the recognition it deserves. Reading fluency has been a prominent and reliable benchmark for me, even when students have comprehension difficulties. Once fluency is assessed, the results were used to place students in their reading ability group. Often times,Read MoreThe Importance Of Reading Skills1683 Words   |  7 Pageslearning English is reading skills. By having a good skill in reading, the students can gain information and expand their knowledge. Reading is not only the skills that support success in schools but also the skills that need to be owned by every individual in the life of society, both during the study and after completing the study. 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Vulnerable Populations free essay sample

Vulnerable Populations The chronically mentally ill are people that suffer from one of many diseases that affect the brain. The brain is the most complex of human organs. The cause of being mentally ill is unknown, but there are most likely many different reasons. There is no cure for being mentally ill but there are many effective treatments that one can get. In history, there have been several movements to try and deinstitutionalize many mental health facilities. The goal for many mental health facilities is rehabilitation which helps integrate them back into the community. The chronically mentally ill are hardly ever successfully rehabilitated or integrated back into the community. The main goals of mental health facilities are usually focused on what the institution wants instead of what the resident wants. Symptoms of chronic mental illness are distorted perceptions, loss of contact with reality, delusions, hallucinations, confused thinking, unstable and inappropriate emotions, bizarre behavior and impaired judgment. We will write a custom essay sample on Vulnerable Populations or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page There is social awareness that can be achieved from chronically mentally ill people. There is definitely not enough being done for the chronically mentally ill patient and many systems need to work in conjunction with each other to improve the existing social support systems. The opinion of the chronically mentally ill in todays society has stayed the same over many years. The essential changes in treating chronic mental illness as compared with chronic physical conditions make the rehabilitative programs much more compound. The importance of enhancing the social support networks of chronically mentally ill people was reaffirmed in 1986, hen the Southern Regional Education Board published the results of an NIMH- funded study containing guidelines for assessing and improving the effectiveness of mental health case management personnel (David E. Biegel, Elizabeth M. Tracy, Kenneth N. Corvo). This report stated the need for case managers to be informed and know about informal support systems such as churches, social clubs, self-help groups, families and neighborhood leaders. They should also know hot to establish community resources for the chronically mentally ill. In 1955, three out of every four people that received mental health care were treated as inpatients. Today, three out of every four people that receive mental health care are treated as outpatients (David E. Biegel, Elizabeth M. Tracy, Kenneth N. Corvo). The history of treatment for the chronically mentally ill was once individuals that were locked up and forgot about, to the emergence of state mental hospitals, to community mental health facilities and deinstitutionalization. The treatment for the chronically mentally ill today is now ncreased family support, trans-institutionalization and shunting into the criminal system. The chronically mentally ill need inpatient care, shelter and socialization. Another important factor mostly forgotten with the chronically mentally ill is evaluation and reevaluation of what treatments have or have not worked for them specifically in the past. This should include identifying the medications to which the patient and his family members have responded in the past, remembering that members in the same family are usually responsive to the same medication.

The imagination of the artist Essay Example For Students

The imagination of the artist Essay History is an account of what happened in the past. It provides an explanation of what happed in the past, so we can learn from our ancestors, about their successes and mistakes. What type of knowledge do we gain from this? Is it the objective knowledge of a scientist or the subjective knowledge of an artist? Perhaps it is a mixture of both scientific and artistic, or, in extension objective and subjective knowledge? But, then to what extent can one accept a historians conclusions as the truth? First of all to define the terms so that we can see the differences. Although most people around us know what knowledge is , it is a very hard thing to define. Knowledge is often defined as expertise, and skills acquired by a person through experience or education. It can be what is known in a certain field or in total; facts or information. Is this what knowledge really is? The best I can do is that knowledge is information gained from the sources of knowledge. The sources of knowledge are sense experience, testimony, reasoning, instincts, memory, introspect, intuition and emotion. There are also different types of knowledge; practical, theoretical and rational. It can be objective or subjective. We will write a custom essay on The imagination of the artist specifically for you for only $16.38 $13.9/page Order now What is the truth ? When we seek to know, we claim that we seek to know the truth, but what is the truth? Truth is often defined as conformity to fact or actuality or a statement proven to be or accepted as true. Some philosophers have been sceptics, claiming that we know nothing. This view comes from the poem Childe Harolds Pilgrimage by Lord Byron. All that we know is, nothing can be known. Does this mean that we can never know anything for certain? Or is this view just self-refuting? If all we know is nothing, how can we know that we know nothing? I do not believe this view is correct and for the purpose of this essay it will not be so. McMullin 2  Next, lets talk about the three types of knowledge this discussion is mainly concerning. There is the knowledge resulting from the scientific method, which strives to be objective and replicable. This knowledge is exposed to high demands of rigour, since to be regarded as knowledge it has to be acknowledged and accepted at least by a majority of the scientific society and adequate proofs have to be presented; otherwise it would be just a theory among many. On the other hand, artistic knowledge does not strive for universality or replicability, since I is based on the individuals experiences. Hence, it can be said to be subjective or a personal kind of knowledge. Finally, between these two types lies historical knowledge. Like a scientist they gather data and information, documents and accounts, and with the same rigour as a scientist he scrutinises his procedure and criticises his sources. But, history involves humans all of who interpret what they read differently. If you are learning about a certain aspect of history, where you live will effect what type of information you get. If you are from France you will learn about the French revolution differently then someone who lives in France. Every country always wants to hide their mistakes or never to believe that they are wrong. Like art it can all depend on what the reader gets out of it. Scientific and Artistic are both strong forms of knowledge, in which the knower has a high degree of confidence about his conclusions, but wouldnt some aspects weaken each other when they are cross-bred like in history? Admittedly, all knowledge could be regarded as a combination of subjectivity and objectivity, since it needs to pass through our subjective minds to become knowledge. However, to let this limit the distinction would not be fruitful. The problem lies in the fact that history has to be the historians choice, based on his or her interpretations.  Therefore, doubts can be risen as to whether the selection and interpretation process reflect the object of study and reality satisfactorily. .u7a91a54530a3a474a470b31be5d8d45f , .u7a91a54530a3a474a470b31be5d8d45f .postImageUrl , .u7a91a54530a3a474a470b31be5d8d45f .centered-text-area { min-height: 80px; position: relative; } .u7a91a54530a3a474a470b31be5d8d45f , .u7a91a54530a3a474a470b31be5d8d45f:hover , .u7a91a54530a3a474a470b31be5d8d45f:visited , .u7a91a54530a3a474a470b31be5d8d45f:active { border:0!important; } .u7a91a54530a3a474a470b31be5d8d45f .clearfix:after { content: ""; display: table; clear: both; } .u7a91a54530a3a474a470b31be5d8d45f { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .u7a91a54530a3a474a470b31be5d8d45f:active , .u7a91a54530a3a474a470b31be5d8d45f:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .u7a91a54530a3a474a470b31be5d8d45f .centered-text-area { width: 100%; position: relative ; } .u7a91a54530a3a474a470b31be5d8d45f .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .u7a91a54530a3a474a470b31be5d8d45f .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .u7a91a54530a3a474a470b31be5d8d45f .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .u7a91a54530a3a474a470b31be5d8d45f:hover .ctaButton { background-color: #34495E!important; } .u7a91a54530a3a474a470b31be5d8d45f .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .u7a91a54530a3a474a470b31be5d8d45f .u7a91a54530a3a474a470b31be5d8d45f-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .u7a91a54530a3a474a470b31be5d8d45f:after { content: ""; display: block; clear: both; } READ: What could be said to be the deeper meaning or implicit message of An Inspector Calls EssayEmotions, environment and preconceived ideas do effect a historians results. Furthermore, some historians argue that history is created the moment it happens. Primary documents are often the best form of historical records, for the person was there when it happened. Things such as diaries, letters, treaties and court decisions can be very useful when studying history. Think of all of the things about the Holocaust that we have learned from Anne Franks diary. It is when the historian takes part by using the primary documents to create their own conclusions that doubts concerning the c onclusions are formed. When using sources, one has to test not only the authenticity of the source, but also the veracity and reliability. Naturally, questionable and unreliable source material is discarded. We also have to consider time as an aspect of a historians interpretation. Historians, like everyone else are affected by the time in which they live, with its specific society, ideas and attitudes. Whereas facts do not change over time, our interpretation of them do. We now have way better means of technology to discover and examine our finds, perhaps leading us to more specific results. People are a product of their environment and the environment in which the historian was raised could very much effect their claims. A historian is trapped in their time period. Does this mean that historical information is only valid for a certain amount of time? I believe not, but it does mean that we should never just accept things as fact by rather use many different sources and resources to come up with our own beliefs about what happened. History is very important as is being open-minded and trying not to form preconceived opinions without We must also remember that unlike science, history is dealing with the actions of man. So, unlike natural science, the results are not predictable. We can not have fairly accurate hypothesis about what will happen like in a science lab or experiment, for humans are totally unpredictable and often pride themselves on being so. A historian, unlike a mathematician can not be completely certain of their results. A mathematician can say with certainty that the area of a circle is. Or a biologist after studying an animal and their habitat for some time can make generalisations about the animal. A historian can not have this kind of confidence about their conclusions. This does not mean that they can have no assurance at all, just that it can not be to the extent of a scientist or mathematician. Language can also effect history, for some important documents where written in only one language and the historian may be relying on a translation, which is just not the same. Some things are just unable to be translated and the true meaning may be lost. A historian would have to be fluent ion many languages in order to be able to use all primary documents and come to the best possible conclusions. In conclusion, the task facing a historian is a very difficult one. To say that a historian can never be confident about his or her results in reducing their work to little more that guesses. This is an exaggeration. We do need their work and we can learn a lot from it if we are open-minded and never accept the facts at face value. I completely agree with the statement A historian must combine the rigour of the scientist with the imagination of the artist.   A historian must combine the rigour of the scientist with the imagination of the artist. To what extent, then, can a historian be confident about his or her conclusions?