Pick the arrow and the song
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The document discusses using Henry Wadsworth Longfellow's poem "The Arrow and the Song" to teach students about friendship. It explains that the poem depicts our positive and negative actions as arrows and songs, and how those actions can affect others even if we don't remember them. The author proposes using the poem to build character and address bullying issues, and incorporating it into math by having students track positive and negative interactions on a graph to show how they behave toward peers.
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This document discusses the importance of maintaining spiritual standards and not removing or modifying established "landmarks" or principles. It uses the biblical examples of maintaining physical land boundaries as an analogy for upholding doctrinal and behavioral standards. The key points are:
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The poem describes shooting an arrow into the air and singing a song, both of which the speaker loses sight of as they fly swiftly away. Later, the speaker finds the unchanged arrow lodged in an oak tree and rediscovers the entirety of the song within the heart of a friend, showing how actions and creations can outlive their creators and find new meaning with others.View book title
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ENGL1010
Rhetorical Analysis
October 8 .2015
Shelly Halling
The Importance of Writing Badly
According to The Importance of Writing Badly essay the professor Bruce Ballenger was English and former department Chair at Boise State University, and he was so sad about the students writing in his classes he teaches and how they did not know how to write a good essay. And asks himself why the students have this problem. Moreover, he asked one of his student in his office: It must be pretty eye opening reading that stuff. Can you believe those students had four years of high school and still cannot write? Also, he heard the same problem from the colleagues brandishing red pen who ever over their students papers like Huey helicopters waiting to flush the enemy. Also, he has another problem: getting his students to write badly. Mrs. ONeill was an eighth grade teacher with a good heart but no patience for the bad sentence. Her favorite comment on my writing was "awk," which now sounds to me like the grunt of large bird, but back then meant "awkward". However, there many students in the night before the essay is due they pace their rooms like expectant fathers, waiting to deliver the perfect beginning. There are many pledges to steer clear of English classes, or any class that demands much writing. Finally, the grates reward in allowing students to write badly is that they learn that language can lead them to meaning. It usually happens when the words rush to the page. It is more important to allow students to first experience how language can be a vehicle for discovering how they see the world. In this essay I will try to find out is he succeeded his goal or not? And how he wants to succeeded his goal?
The professor name is Bruce Ballenger; he is a Professor of English and former department Chair at Boise State University. He is the author of seven books and油he has published more than thirty articles and essays in publications ranging from油River Teeth: A Journal of Narrative Nonfiction油to油Colleg.What happens when we read for visual thinking, narration, and explanation jun...
What happens when we read for visual thinking, narration, and explanation jun...Angelo State University
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We use metaphors to understand and discuss the experience of reading. When we read, our minds draw on conceptual metaphors that frame it as a physical activity involving sight and the body. Reading allows for both private experiences of books as well as public experiences of sharing ideas and building understanding with others. The goal of teaching reading should be giving students opportunities to directly engage with texts through meaningful personal experiences.Discuss the importance of understanding tone of voice and body langu.pdf
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油
Discuss the importance of understanding tone of voice and body language in comprehending the
meaning of what people say. Give examples of how the same body words said in different ways
have totally different meanings
Solution
Communication has two broad categories - 1. Verbal 2. Non - Verbal
Both taken together transfers meaning from the sender to the receiver of the message.
Majority of our day to day communication is non-verbal (like facial expression, tone of voice,
gestures, body language and similar things that conveys meaning without using words). Hence it
is important to understand this nuance of communication. Many a time the verbal content may
belie the meaning being conveyed by the usage of non-verbal communication which is
spontaneous in nature. Like for instance a professor may on being asked about a student say
\'good\' in a very unenergetic manner and be very passionate with his remark about another
student.
The non-verbal part of communication then clearly conveys how much the professor likes the
second student.
Similarly when a friend tells a third person about his good friend \'he is a really bad person\' in an
affectionate manner, the tone tells it all that the person really likes his friend though the words
convey to the contrary. However when the same person uses the same words for a person he
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Ms energizers-healthful-living[1]Ranelle Cole
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The document describes Middle School Energizers, which are classroom-based physical activities developed by East Carolina University to help teachers provide students with daily physical activity breaks integrated with academic concepts. The Energizers were created in partnership with various North Carolina organizations to support implementation of the state's policy requiring at least 30 minutes of physical activity per day for students in grades K-8. Feedback from teachers who piloted the Energizers was positive, finding that the activities engaged students, reinforced learning, and provided physical and mental breaks.Ms Energizers Math[1]![Ms Energizers Math[1]](https://cdn.slidesharecdn.com/ss_thumbnails/ms-energizers-math1-101005151013-phpapp02-thumbnail.jpg?width=560&fit=bounds)
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The document describes Middle School Energizers, which are classroom-based physical activities developed by East Carolina University to help teachers in North Carolina meet the state's requirement of 50 minutes of daily physical activity for students in grades K-8. The Energizers were created in partnership with multiple state organizations to integrate movement with academic concepts. Teachers from various middle school subjects helped develop and pilot age-appropriate activities. The Energizers are available for free download on several partner websites.K 5 Energizers[1]![K 5 Energizers[1]](https://cdn.slidesharecdn.com/ss_thumbnails/k-5-energizers1-101005151010-phpapp02-thumbnail.jpg?width=560&fit=bounds)
K 5 Energizers[1]Ranelle Cole
油
The document provides information about "Energizers," which are classroom-based physical activities developed by researchers at East Carolina University in partnership with the North Carolina Department of Public Instruction. The Energizers are designed to integrate physical activity into academic lessons for grades K-2 and provide teachers with directions and examples for 12 different physical activities. The activities range from having students move in different directions (e.g. over, under, around) to mimicking sports skills or following movement cues based on cards similar to UNO cards.Ranelle colespiva
Ranelle colespivaRanelle Cole
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This certificate certifies that Ranelle Cole volunteered for 4 hours from February 3rd to February 12th, 2009 at the George A Spiva Center for the Arts. The volunteer hours included instructing and assisting third graders from the Joplin school district in two art lessons based on an exhibit, as well as set-up, clean-up, and working with Spiva Center of the Arts staff. The volunteer opportunity was facilitated by Meg Skaggs, the PR and Education Director at Spiva, and Josie Mai, an Assistant Professor of Art and Art Education at MSSU.Lit focusunit
Lit focusunitRanelle Cole
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This document outlines a winter literature unit for elementary students. It includes a list of books about winter themes, an author study on Robert Munsch, and plans for language arts, math, science, social studies, music and PE activities related to winter. The unit incorporates reading, writing, listening, speaking and cross-curricular lessons and aims to develop students' understanding of winter through literature, hands-on projects and multimedia resources.Dog literature focusunit
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The document outlines a literature unit plan focused on dogs. It includes fiction and nonfiction books about dogs, as well as lessons, activities, and assessments across various subjects such as language arts, math, art, science, and physical education. The unit aims to teach students about dog characteristics, research different dog breeds, and express their understanding through projects involving reading, writing, art, music, and physical movement.Child.lit.list art
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This document lists children's literature titles that can be used to support art lessons across different mediums and subjects, including 3D sculpture, aesthetics, animals, architecture, general art, and specific artists. Each book entry includes the title, author, illustrator, ISBN number, a brief description of how it could be used, and its subject category. There are over 40 book titles included that cover a wide range of visual art topics.More Related Content
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Learning to read requires developing reading skills, experiences, motivations, and attitudes. Educators must understand these components for each learner. Assessments help determine cognitive and noncognitive next steps. For emergent learners, assessments tested auditory discrimination, concepts of print, and rhyming words. For beginning learners, assessments evaluated attitude, comprehension, and fluency. Instruction should engage learners through hands-on strategies like shared reading and writing. Creating a positive literacy environment is important for developing lifelong readers.z luarurJadXf, 3JU3! -T luarurJedxg eJuec -uonEluaseJd-.docx
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[email油protected]\opatrIJ1I,1olpa>IsEaIa^^nod.ra$auasaq1Joturuu8aqaq}1V
Jequnu a8e4 tapeeg'pareds-alqnog luog'rd 71 'ueuog lraN salulJ ' /
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Abdullah Haggi
ENGL1010
Rhetorical Analysis
October 8 .2015
Shelly Halling
The Importance of Writing Badly
According to The Importance of Writing Badly essay the professor Bruce Ballenger was English and former department Chair at Boise State University, and he was so sad about the students writing in his classes he teaches and how they did not know how to write a good essay. And asks himself why the students have this problem. Moreover, he asked one of his student in his office: It must be pretty eye opening reading that stuff. Can you believe those students had four years of high school and still cannot write? Also, he heard the same problem from the colleagues brandishing red pen who ever over their students papers like Huey helicopters waiting to flush the enemy. Also, he has another problem: getting his students to write badly. Mrs. ONeill was an eighth grade teacher with a good heart but no patience for the bad sentence. Her favorite comment on my writing was "awk," which now sounds to me like the grunt of large bird, but back then meant "awkward". However, there many students in the night before the essay is due they pace their rooms like expectant fathers, waiting to deliver the perfect beginning. There are many pledges to steer clear of English classes, or any class that demands much writing. Finally, the grates reward in allowing students to write badly is that they learn that language can lead them to meaning. It usually happens when the words rush to the page. It is more important to allow students to first experience how language can be a vehicle for discovering how they see the world. In this essay I will try to find out is he succeeded his goal or not? And how he wants to succeeded his goal?
The professor name is Bruce Ballenger; he is a Professor of English and former department Chair at Boise State University. He is the author of seven books and油he has published more than thirty articles and essays in publications ranging from油River Teeth: A Journal of Narrative Nonfiction油to油Colleg.What happens when we read for visual thinking, narration, and explanation jun...
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Discuss the importance of understanding tone of voice and body langu.pdfaksharatelicom
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Discuss the importance of understanding tone of voice and body language in comprehending the
meaning of what people say. Give examples of how the same body words said in different ways
have totally different meanings
Solution
Communication has two broad categories - 1. Verbal 2. Non - Verbal
Both taken together transfers meaning from the sender to the receiver of the message.
Majority of our day to day communication is non-verbal (like facial expression, tone of voice,
gestures, body language and similar things that conveys meaning without using words). Hence it
is important to understand this nuance of communication. Many a time the verbal content may
belie the meaning being conveyed by the usage of non-verbal communication which is
spontaneous in nature. Like for instance a professor may on being asked about a student say
\'good\' in a very unenergetic manner and be very passionate with his remark about another
student.
The non-verbal part of communication then clearly conveys how much the professor likes the
second student.
Similarly when a friend tells a third person about his good friend \'he is a really bad person\' in an
affectionate manner, the tone tells it all that the person really likes his friend though the words
convey to the contrary. However when the same person uses the same words for a person he
dislikes the tone would tell it all and the verbal content therein would match the non-verbal cues..Pick a psalm of life
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