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air you breath safe? Is it clean? In the southern planes during the 1930’s the air was absolutely horrible and toxic to breath in. According to scope article Black Sunday, Starting in 1932, frequent severe dust storms tore through the Southern Plains. The storms left piles of dirt “big enough to bury animals, destroy crops, and fill basements.” The dust got inside people’s homes and destroyed their belongings; it also made it hard to breathe (pp. 8-9). The storms, along with the Great Depression

Introduction and Objective Do you ever make a guess about something? Have you ever read a title of a text and took what you know along with what it says and guess what it will be about? Author write in a way that you can make inferences and make generalizations. Today 's lesson objective is: students will be able to use evidence from a text to determine what inferences or generalizations can be made from the text. Think about the objective above. What learning skills can you use to succeed in this lesson

multiple works, including text 3 and 4. Text 3, a comic panel, exhibits the lack of empathy in a simpler manner. It shows the lack of empathy through a paranoid cynicist, a boy afraid of swimming who distrusts his lifeguard. It is later revealed that the lifeguard is also a cynicist, complaining about how she’s doing the job just to pay for university. Therefore, this text shows the audience how the lack of empathy from both ends yielded a lack of understanding. On the other hand, text 4, a poem, displays

The visual text about the Tux Soap is an advertisement created to convince women that using Tux Soap for their body will improve their complexion and make them appear more visually appealing. It is targeted at women, aged between thirteen to fifty because society seems to demand that it is essential for women to look extraordinarily beautiful and have flawless skin. The advertisement appeals to the targeted audience as the beautiful woman on the advertisement with flawless skin entices young and

students should stop and jot their thoughts, ideas and questions about the text. The suggested cues for the open jots is at the end of every scene are: a. I know_____________________ b. I think______________________ c. I wonder____________________ 2. Second Read (Day 5, Day 6, Day 8 and Day 9): Student re-read scenes individually, with partners, or in

The reason why we are doing Common Task #11 is so we know how our writing has changed throughout the year and so we notice if we struggles or didn’t struggle on any of the Common Task also so we can improve on our writing. The Common Task I chose for Common Task#11 was Common Task#5-Analytical Writing-Write an informative essay about a complex process, also Common Task#7-Argumentative Writing- Argument discussing meaningful word or phrase, and lastly Common Task#2-Narrative-Personal Narrative.

context of a text can determine the characters and events of the text greatly. Discuss in relation to at least two texts you have studied in your comparative studies course. Texts studied: How Many Miles to Babylon, by Jennifer Johnston (HMMB) Sive, by John B Keane 32A, directed by Marian Quinn The texts I have studied as part of my comparative course are greatly determined by the cultural context of the text; we can see results of this on both characters and events of each text. In each text I have

“Palmyra”. My partner was the wonderful and always gracious, Jury. I was very confident and comfortable around my classmate until I started reading the text. I listened to Jury read and felt she read quite well. I thought to myself how hard it could be to read this short page. In fact, I was a little excited to see my score even before I began reading the text. It 's that competitive gene that I was born with. My goal was to get a better score than Jury. As soon as I began reading, I could feel something

In the text “Letters To A Young Poet” Rilke seems to have a subtly rude tone in the passage. Rilke often criticizes Franz in a mature manner so it doesn't seem as such. Then, towards the end of the of the paragraph he begins to give him some advice and constructively criticize Franz. From the third paragraph to end of the text Rilke is giving genuine advice as to how to make his career to the best of his ability. Franz, as a hopeful 19 year old, sent a letter to a man name Rilke. When Franz sent

Introduction Permission from the parent was gained before the interview was conducted (Appendix 1). All privacy will be retained and therefore for the purpose of this learning profile, the child will be referred to as Child A. This Early Literacy Profile will detail information gathered from a single 1.5-hour interview, with a Grade 1-2 child. Key areas that will be discussed are both writing and reading interests and behaviours. These will be discussed in relation to Funds of Knowledge, which