Compare And Contrast Catherine And David House Rules

The connections with the readers are unexplainable and gives lots of joy to go with it. The comedy may seem to make it a book for the youth, but is found that is not the case. As stated, the theme is not the best thing in the world, but should not be a deal breaker for someone in need of a good read. The plot, can be confusing at times but all adds up in the end, giving satisfaction and the,”Ohhhhhhhhhhh I get it now.” The book states the story of a young middle school kid and his story in first person giving the full experience. Overall, Mr. Patterson has given everyone a run for their money, with much more to

This book’s main characters consisted of Anastasia Steele, an independent, driven college student, who speaks is telling the story, and Christian Grey, CEO of Grey Enterprises Holdings and Co, and is portrayed throughout this book in a sense as if he is every girl’s dream guy. Anastasia is forced

My response from my checklist for an effective literacy program revealed that I am a very animated teacher. I encourage my students to laugh with me building a positive relationship. I found that my students enjoy my lessons when I bring in prior experiences. Modeling the lesson with humor capture

However, it would be easy to use this story to make more difficult scenarios and number problems. Then using the activity with students from third to fifth grade. I would use the book as a lesson opener to possibly switch up the class flow and allow students to ask questions and work through the story before applying real life people and cookies. Depending on how the students do with the activity I may choose to read the story again as a closer and ask questions on how we could change the story or write our own mathematical story.

1) How could you use what you have learned so far in this course in a secondary school setting (middle and high school)? Be sure to include both content and pedagogical knowledge in your discussion. What generic levels of skill proficiency or stages of learning (use whichever you prefer) can you expect students to attain at each of the school levels (elementary, middle, and high school)?

From day one, I noticed the relative ease of the course. The two friendly instructors welcomed the entire class, and they presented the material in a simple and comprehensible manner. The small, four-room classroom accompanied a total of eight students

Activities for Worth (Student: Kasie Feind) Activity One: Create a movie Trailer *This activity is to be completed by students that have read the book;however, the activity can incorporate the entire class, even if not all students were required to read the book. It is up to the instructor how he/she wants to present the activity and the requirements they include.

I chose this book because I find the students at my school some of the most difficult I have ever dealt with. Over the course of the PACE program, I have learned a lot about multiple intelligences and learning styles. All of my students are different. They learn differently. I do not feel I am equipped to teach this generation of learners. I need a new perspective. I need new strategies to add to my limited arsenal of teaching strategies. I also felt that this title would offer new strategies to appeal to my students. Middle school is a new element for me. Middle school has to be the most difficult group of students to reach. All three grade levels are very different. My 6th and 7th graders are very “low” and require extra time to do the simplest of activities. The 8th graders

In a 4th grade classroom the students can begin looking at the language used. For example, “They toss out shoes like they’re throwing footballs.” This is a great example of a simile. “Flames pounce up the side of our building.” This is a perfect example of personification. What does this look like to students? What animals pounce? What would flames pouncing look like? Tone, imagery, theme, symbolism (the two cats from different owners of different races holding paws), foreshadowing, point of view, conflict, diction, etc.; this book is filled with topics to discuss with students. I found myself easily considering bringing this story to use with my 6th graders. In a middle school classroom this book would be great to begin a discussion on racial issues or riots. Also, really understanding and breaking down the text and what the author is creating by the end of the story is something younger grades might not pick up on yet. 6th grade can really comprehend what Eve Bunting was trying to accomplish with this

A4: I’m kind of interested on security Pc. Q5: How do you feel about group projects? A5: Interesting and I like that. Q6: How do you feel about not having a designated textbook for this class? Have you taken a class that did not use a traditional textbook before? If so, how did it go? Are you comfortable with the idea of using free and open-source resources for this class?

1. What in the chapter resonated/connected with you? What could you identify with? In chapter 15, Figuring out Textbooks I can connect with it very well. As each quarter that passes we have to register for the next one and then start thinking about out purchasing the books. I myself hate to wait to the last minute but there are times that live happens and I'm not able to make to the bookstore or there are times that I don’t have the money ahead of time because I did not think ahead of time. I like the options the book was giving, you can share a book, rent the book or buy it online. Yes, in each one it has its ups and downs for example sharing the book with a classmate. What if that person doesn’t show then what? You don’t have a book it’s much better to just go purchase the book from your local bookstore and just be ready for the first day of class.

Good evening Rochelle, Thank you for your help on my discussion. When I read your thesis statement it sounds like your goal is to complete your degree. I also sense that learning the material in this class seems to be a vital piece to completing the entire degree. Is that

I completely love this class. It is rare that I enroll in a class that discusses current life issues that are affecting my community and my identity. Before this class, I had never heard of epistemic violence or anti-black racism, but now I know what these concepts mean and how I can identify it. This class gives me an opportunity to talk about issues that I always wanted to talk about or bring awareness to. It is like therapy where each person can speak their mind without feeling as though other people will judge them. In addition to this I love that we are divided into groups and in those groups, we discuss the book reading together and try to come up with possible solutions of addressing the issues.

The classroom follows a partial day inclusion program. Ms. Welsh’s classroom on the second floor of Village School is considered their base area. The student’s belongings are all kept in the classroom upstairs and they spend the majority of their time there throughout the day. All students are taught by both teachers for math, science, and social studies. For reading and writing, Ms. Wilush teaches three students in a pull-out resource room on the first floor of the building. When it is time for students to review those lessons, the three students make their way down to Ms. Wilush’s classroom with the folders and other materials they may need. Once reading and writing periods are completed, the students either return to Ms. Welsh’s classroom or go to an alternate room for specials such as art or music. Ms. Wilush and Ms. Welsh’s relationship can be described as both friendly and professional. Ms. Welsh is currently going to graduate school for special education, so she is learning a lot from Ms. Wilush’s work. At the same time, Ms. Wilush is taking the opportunity to learn from such an experienced teacher as Ms. Welsh who has taught for ten years. They believe that the best way to work efficiently and achieve the most success for each student is

This class is very different from the traditional lecture classes. The professor did not teach the concept and cases from the textbook. Instead, students needed to study on their own and took quizzes to test their understandings. This saved time and left more time to discuss in class. Usually, students would bring up new topics and knowledge accordingly, which motivated us to learn more and deeper.