ELACC9-10SL1: Initiate and participate effectively in a range of collaborative discussions(one-on-one, in groups, and teacher-led) with diverse partners on grades 9–10 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively.
language structure, language conventions (e.g., spelling and punctuation), media techniques, figurative language, and genre to create, critique, and discuss print and non print texts.
Students conduct research on issues and interests by generating ideas and questions, and by posing problems. They gather, evaluate, and synthesize data from a variety of sources (e.g., print and nonprint texts, artifacts, people) to communicate their discoveries in ways that suit their purpose and audience.
The literature selection should be independent per group but each group member should research on an area in the group’s selected topic. Each group should coordinate with each other to come up with an appropriate topic and determine on the areas to be researched by each student.
Students are free to use online resources like journals, eBooks and online articles to research on the decided topic. The institution library can also be used as a source of information for student research.
Students should also know the symbols used in the text such as the characters embedded in the novel. The time when the novel was set as well as the meaning of the great Gatsby should also be comprehended.
Students are supposed to do a thorough research on the chosen topic with different areas of research to come up with a clear and a complete perspective of an issue. Use all appropriate resources to do the research such as the academic journals on the internet or library materials.
After performing individual research on the topic, the students should then discuss the subject from a general point of view in which all students compare and contrast their work. All the research outcomes should address an issue in ...
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2. When learning a second language, there is a greater consciousness and attention paid to the correction of errors, which is not such a big issue in the primary language acquisition, which occurs through interaction rather than through the more bookish and theoretical study and learning.
Teaching Aids: Newspaper cartoon pictures, magazine pictures, exercise sheets, board, and pens. Learner Objectives: To ensure that students are able to use appropriate language for completing speech portrayed by pictures, and to ensure that they are able to produce a story from pictures using appropriate language.
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ion of nocturnal and diurnal animals, and as well as forming one sentence summaries and new vocabulary not only helps the students learn the principles of science, but also trains them to relate vocabulary and sentence construction with scientific principles.
The research has shown that lesson planning makes a teacher to be more confident during his lesson. This is because it can enable him to have in mind what he need to do during that lesson, what he need to achieve as a teacher and what he need to help his students to achieve in the course of the lesson.
ribing certain activities and then telling my students to come up with ideas of what is happening on those pictures, what had happened before and what is anticipate to happen after.
Show the student a magazine extract with speech bubbles and description boxes describing the