This document provides instructions for writing a high-scoring DBQ (document-based question) essay, comparing it to constructing a hamburger. It discusses the components of a strong introductory paragraph as the "top bun", the body paragraphs that analyze relevant documents and outside information as the "meat", and a conclusion paragraph as the "bottom bun" that wraps everything together. The document offers specific guidance on developing a clear thesis, incorporating attribution and point of view for documents, and using a concluding historical perspective without stating the essay explains events today.
The document provides tips for writing effectively, including answering the question fully, outlining key points, using topic and conclusion sentences in paragraphs, choosing precise words, and using parallel structures. It discusses reading the question carefully, sticking to the main idea in paragraphs, separating important from unimportant information, and practicing rewriting sentences for clarity.
The document discusses five types of elaboration that can be used in paragraphs: 1) facts and statistics, 2) descriptive sensory details, 3) anecdotes from personal experience, 4) anecdotes about other people's experiences, and 5) quotes from experts. Elaboration provides specific details after the topic sentence to support and flesh out the main idea. Examples are given for each type of elaboration.
A paragraph typically contains a topic sentence, supporting sentences, and a concluding sentence. The topic sentence introduces the overall idea or topic. Supporting sentences provide details and explanation to support the topic sentence. The concluding sentence summarizes the information presented in the paragraph. Together, these elements discuss one main subject in a cohesive manner.
This document provides an overview of lessons on elaboration. It discusses elaborating within sentences by adding appositives, prepositional phrases, and clauses. It emphasizes layering multiple sentences to further develop a topic rather than simply listing details. Examples demonstrate how to elaborate on sentences by combining them and adding descriptive elements like appositives. The goal is to thoughtfully expand on ideas and address a reader's potential questions through careful elaboration within and across sentences.
The document provides instructions for writing a "hamburger paragraph" structure that includes a topic sentence, 3 details sentences, and a concluding sentence that restates the topic sentence. It explains that the topic sentence is the "top bun" and the concluding sentence is the "bottom bun." Between these are 3 "patty" sentences providing information and 1 "cheese" sentence adding further detail for each patty. Examples are given for writing 3-patty and 4-patty hamburger paragraphs on various topics. The reader is then assigned to write a 3-patty hamburger paragraph on how geography affected life in Japan.
Global warming occurs when greenhouse gases like carbon dioxide and methane trap heat in the Earth's atmosphere, causing the temperature to rise. This temperature increase harms many living things, as some plants and animals cannot adapt and end up dying. The trapped heat also hurts humans.
Here is a hamburger graphic organizer for the paragraph:
Top Bun (Introductory Sentence): Fish cheeks are a unique and tasty part of the fish.
Main Points/Details:
- Fish cheeks are located on the sides of the fish's head.
- They are soft and tender pieces of meat.
- When cooked properly, fish cheeks have a sweet and delicate flavor.
Bottom Bun (Concluding Sentence): Whether you've tried fish cheeks before or not, they are worth including next time you prepare fish to enjoy a special hidden treasure of the sea.
The document provides an overview of the role and expectations of mentor principals in New Leaders' Aspiring Principal Program. Mentor principals are expected to introduce residents as administrators, involve them in leadership teams, and provide opportunities for residents to lead activities like staff meetings and professional development. Mentor principals also collaborate with residents and leadership coaches on residents' professional development plans and projects focused on improving instruction and student achievement. Completing the minimum program requirements and demonstrating leadership competencies through assessments determines if residents will receive an endorsement to become a principal.
The document outlines 5 steps for having difficult conversations: 1) Prepare by considering different perspectives; 2) Check your purpose and decide if the issue needs to be raised; 3) Start from a place of understanding different perspectives; 4) Explore all stories and perspectives; 5) Problem-solve by considering all options and standards. It provides guidance for each step, such as inquiring with open-ended questions, acknowledging feelings, and inventing options for resolution. The overall aim is to have authentic conversations that understand multiple perspectives and jointly solve problems.
This document provides a worksheet to help prepare for difficult conversations. It outlines steps to understand each person's perspective, including their contributions, impacts, intentions, feelings, and self-image related to the situation. The preparation involves considering one's own story and potential contributions to the current situation. It also involves contemplating the other person's potential feelings, intentions, and impacts. The worksheet guides the user to identify an authentic purpose for the conversation and plan how to initiate it, inquire respectfully, share one's own story, and potentially problem solve. The goal is to have an authentic discussion that understands both perspectives.
This game is designed to improve communication skills without non-verbal cues. Participants are paired up with one person describing a drawing to their partner who tries to recreate it without seeing the original. This challenges clear description and active listening. Variations include limiting questions or conversation. A review examines the difficulties of receiving and giving instructions as well as how people interpret messages differently. The goal is to practice effective communication and understanding among teammates.
This document outlines an agenda and activities for a training session on initiating difficult conversations. The session aims to help participants identify effective strategies for difficult conversations, reflect on how they have handled such conversations, and reconcile beliefs about efficacy with an open mindset. The agenda includes discussing common pitfalls, roleplaying scenarios, and preparing for a real difficult conversation. Participants will practice skills like preparing purposefully, exploring all perspectives, and problem-solving.
The document outlines an agenda for a teambuilding retreat held on August 10, 2013 at Thunderfoot Ranch. It includes details of exercises done in pairs and groups, such as an obstacle course and listening exercises. Participants were asked to reflect on what they learned about themselves and others during the exercises. The document provides reflection prompts to guide participants in analyzing their experiences and considering how to improve their listening skills going forward.
The document outlines an Aspiring Principals Program cohort meeting that will provide residents with training and assessments in problem solving using the four frames approach, examining situations from multiple perspectives to recognize different viewpoints, and completing a pre-assessment of their residency site using the four frames paradigm. Residents will also develop a shared understanding of time management strategies to better manage their priorities and support their fellow cohort members. The four frames of leadership will be introduced as a model for analyzing challenges from different angles.
The document summarizes a leadership development workshop titled "Foundations of Leadership" that will take place on September 18th from 9:00AM to 5:00PM at Propellor in Washington Ave. The workshop will be facilitated by Nicole Williams and will focus on developing competencies outlined in the New Leaders framework. During the workshop, participants will practice leadership actions like being highly visible, building relationships, identifying successful practices, and seeking feedback. They will also use the four frames model to assess challenges from different perspectives. The intended outcomes are for participants to complete assessments, examine situations from multiple lenses, and develop a pathway to action plan.
NOLA Urban Elementary School Leadership Team Retreat - High Level AgendaNicole Williams
Ìý
This is a session plan for a full-day workshop that I designed and facilitated for a small urban elementary school leadership team during the first week of school. The team bonded on Friday night through a sleepover and shared team building activities hosted by the principal and I came in the next morning and engaged the entire team in the activities listed in this agenda.
This document provides an agenda and information for an Aspiring Principals Program community of practice session on school safety. The session objectives are to provide strategies for responding to safety breaches, resources for crisis planning, and an understanding of state mandates. The agenda includes a tabletop exercise where participants visualize and plan responses to a scenario involving a shooter at a school. Resources on various crisis management topics will also be shared and discussed.
15 september 2014 - School Safety Optional CoPNicole Williams
Ìý
This document provides an agenda and outcomes for an Aspiring Principals Program community of practice session on school safety. The session will include tabletop exercises to practice responding to a school intruder scenario, a review of state crisis plan mandates, and an overview of print and online safety resources. Participants will discuss how to support residents in developing effective crisis plans and collaborate on the school safety in-person session.
The document provides an overview of the Aspiring Principals Program (APP) for Cohort 14. It includes information on program goals and milestones, resident data, APP directors, core program documents and standards, the resident learning experience including assignments and assessments, and the APP director support framework. The program aims to provide a personalized learning experience to prepare residents for the principalship through a localized, rigorous, and authentic residency experience focused on transformational leadership practices.
Professional Development workshop materials for a group of people who coach turnaround school principals.
The structure for this presentation was adapted from the webpage: http://blendedcoachingwkshp.com/recursive-listening.html
This document outlines the schedule and activities for a training hosted by New Leaders, Inc. on developing great school leaders. The morning session focuses on coaching skills like listening, situational leadership models, and avoiding assessments. The afternoon covers a situational leadership card sort activity and feedback practice. It provides context and instructions for participants to reflect on coaching struggles and distinguishing assertions from assessments in case studies. The goal is to help leaders improve their work with teachers through more effective coaching conversations.
1) This presentation introduces Thinking Maps as a tool to help students organize their thinking. It provides an overview of the different types of Thinking Maps and how they can be used in the classroom.
2) Key points from brain research are presented, such as the fact that vision is the dominant sense and that the brain pays attention to patterns. These brain rules help explain why Thinking Maps are an effective learning tool.
3) The presentation models how to teach Thinking Maps to students through a jigsaw activity where teachers learn about different maps and then teach their peers. Authentic texts are suggested to provide practice applying the maps.
This document provides an overview of a 10-session lesson plan to introduce students to literature circles. The plan models the four main roles that students take on in literature circles: Discussion Director, Vocabulary Enricher, Literary Luminary, and Checker. Each role is demonstrated by the teacher and practiced by students. By the end of the introduction, students are prepared to participate independently in literature circles to discuss books they have chosen.
Johnny's reading test results showed significant improvement, with his scores far exceeding expectations. His teachers were amazed at the progress made in such a short time period and his reading level now surpasses most other students. With continued effort, Johnny is sure to achieve even greater success with his literacy skills.
The document discusses different types of sentences using examples from fictional families. It introduces independent and dependent clauses, and defines simple, compound, complex, and compound-complex sentences. Examples are provided of each sentence type using short descriptions of the fictional characters and their families.
This document contains playground rules for various areas and activities, focusing on respect, responsibility, and safety. It provides instructions for transitions between areas, using equipment properly, including others, resolving conflicts, safety during activities, and supervision by adults. The goal is to allow all students to play safely and cooperatively during recess.
The document provides an overview of the role and expectations of mentor principals in New Leaders' Aspiring Principal Program. Mentor principals are expected to introduce residents as administrators, involve them in leadership teams, and provide opportunities for residents to lead activities like staff meetings and professional development. Mentor principals also collaborate with residents and leadership coaches on residents' professional development plans and projects focused on improving instruction and student achievement. Completing the minimum program requirements and demonstrating leadership competencies through assessments determines if residents will receive an endorsement to become a principal.
The document outlines 5 steps for having difficult conversations: 1) Prepare by considering different perspectives; 2) Check your purpose and decide if the issue needs to be raised; 3) Start from a place of understanding different perspectives; 4) Explore all stories and perspectives; 5) Problem-solve by considering all options and standards. It provides guidance for each step, such as inquiring with open-ended questions, acknowledging feelings, and inventing options for resolution. The overall aim is to have authentic conversations that understand multiple perspectives and jointly solve problems.
This document provides a worksheet to help prepare for difficult conversations. It outlines steps to understand each person's perspective, including their contributions, impacts, intentions, feelings, and self-image related to the situation. The preparation involves considering one's own story and potential contributions to the current situation. It also involves contemplating the other person's potential feelings, intentions, and impacts. The worksheet guides the user to identify an authentic purpose for the conversation and plan how to initiate it, inquire respectfully, share one's own story, and potentially problem solve. The goal is to have an authentic discussion that understands both perspectives.
This game is designed to improve communication skills without non-verbal cues. Participants are paired up with one person describing a drawing to their partner who tries to recreate it without seeing the original. This challenges clear description and active listening. Variations include limiting questions or conversation. A review examines the difficulties of receiving and giving instructions as well as how people interpret messages differently. The goal is to practice effective communication and understanding among teammates.
This document outlines an agenda and activities for a training session on initiating difficult conversations. The session aims to help participants identify effective strategies for difficult conversations, reflect on how they have handled such conversations, and reconcile beliefs about efficacy with an open mindset. The agenda includes discussing common pitfalls, roleplaying scenarios, and preparing for a real difficult conversation. Participants will practice skills like preparing purposefully, exploring all perspectives, and problem-solving.
The document outlines an agenda for a teambuilding retreat held on August 10, 2013 at Thunderfoot Ranch. It includes details of exercises done in pairs and groups, such as an obstacle course and listening exercises. Participants were asked to reflect on what they learned about themselves and others during the exercises. The document provides reflection prompts to guide participants in analyzing their experiences and considering how to improve their listening skills going forward.
The document outlines an Aspiring Principals Program cohort meeting that will provide residents with training and assessments in problem solving using the four frames approach, examining situations from multiple perspectives to recognize different viewpoints, and completing a pre-assessment of their residency site using the four frames paradigm. Residents will also develop a shared understanding of time management strategies to better manage their priorities and support their fellow cohort members. The four frames of leadership will be introduced as a model for analyzing challenges from different angles.
The document summarizes a leadership development workshop titled "Foundations of Leadership" that will take place on September 18th from 9:00AM to 5:00PM at Propellor in Washington Ave. The workshop will be facilitated by Nicole Williams and will focus on developing competencies outlined in the New Leaders framework. During the workshop, participants will practice leadership actions like being highly visible, building relationships, identifying successful practices, and seeking feedback. They will also use the four frames model to assess challenges from different perspectives. The intended outcomes are for participants to complete assessments, examine situations from multiple lenses, and develop a pathway to action plan.
NOLA Urban Elementary School Leadership Team Retreat - High Level AgendaNicole Williams
Ìý
This is a session plan for a full-day workshop that I designed and facilitated for a small urban elementary school leadership team during the first week of school. The team bonded on Friday night through a sleepover and shared team building activities hosted by the principal and I came in the next morning and engaged the entire team in the activities listed in this agenda.
This document provides an agenda and information for an Aspiring Principals Program community of practice session on school safety. The session objectives are to provide strategies for responding to safety breaches, resources for crisis planning, and an understanding of state mandates. The agenda includes a tabletop exercise where participants visualize and plan responses to a scenario involving a shooter at a school. Resources on various crisis management topics will also be shared and discussed.
15 september 2014 - School Safety Optional CoPNicole Williams
Ìý
This document provides an agenda and outcomes for an Aspiring Principals Program community of practice session on school safety. The session will include tabletop exercises to practice responding to a school intruder scenario, a review of state crisis plan mandates, and an overview of print and online safety resources. Participants will discuss how to support residents in developing effective crisis plans and collaborate on the school safety in-person session.
The document provides an overview of the Aspiring Principals Program (APP) for Cohort 14. It includes information on program goals and milestones, resident data, APP directors, core program documents and standards, the resident learning experience including assignments and assessments, and the APP director support framework. The program aims to provide a personalized learning experience to prepare residents for the principalship through a localized, rigorous, and authentic residency experience focused on transformational leadership practices.
Professional Development workshop materials for a group of people who coach turnaround school principals.
The structure for this presentation was adapted from the webpage: http://blendedcoachingwkshp.com/recursive-listening.html
This document outlines the schedule and activities for a training hosted by New Leaders, Inc. on developing great school leaders. The morning session focuses on coaching skills like listening, situational leadership models, and avoiding assessments. The afternoon covers a situational leadership card sort activity and feedback practice. It provides context and instructions for participants to reflect on coaching struggles and distinguishing assertions from assessments in case studies. The goal is to help leaders improve their work with teachers through more effective coaching conversations.
1) This presentation introduces Thinking Maps as a tool to help students organize their thinking. It provides an overview of the different types of Thinking Maps and how they can be used in the classroom.
2) Key points from brain research are presented, such as the fact that vision is the dominant sense and that the brain pays attention to patterns. These brain rules help explain why Thinking Maps are an effective learning tool.
3) The presentation models how to teach Thinking Maps to students through a jigsaw activity where teachers learn about different maps and then teach their peers. Authentic texts are suggested to provide practice applying the maps.
This document provides an overview of a 10-session lesson plan to introduce students to literature circles. The plan models the four main roles that students take on in literature circles: Discussion Director, Vocabulary Enricher, Literary Luminary, and Checker. Each role is demonstrated by the teacher and practiced by students. By the end of the introduction, students are prepared to participate independently in literature circles to discuss books they have chosen.
Johnny's reading test results showed significant improvement, with his scores far exceeding expectations. His teachers were amazed at the progress made in such a short time period and his reading level now surpasses most other students. With continued effort, Johnny is sure to achieve even greater success with his literacy skills.
The document discusses different types of sentences using examples from fictional families. It introduces independent and dependent clauses, and defines simple, compound, complex, and compound-complex sentences. Examples are provided of each sentence type using short descriptions of the fictional characters and their families.
This document contains playground rules for various areas and activities, focusing on respect, responsibility, and safety. It provides instructions for transitions between areas, using equipment properly, including others, resolving conflicts, safety during activities, and supervision by adults. The goal is to allow all students to play safely and cooperatively during recess.
ITI Turner Question Paper MCQ E-Book Free DownloadSONU HEETSON
Ìý
ITI Turner Question Paper MCQ Book PDF Free Download. All Questions collected from NIMI Mock Test, CTS Bharat Skills Question Bank, Previous Exam papers. Helpful for CTS Trade Theory 1st & 2nd Year CBT Exam,ÌýApprentice test, AITT, ISRO, DRDO, NAVY, ARMY, Naval Dockyard, Tradesman, Training Officer, Instructor, RRB ALP CBT 2,ÌýRailway Technician, CEPTAM, BRO, PWD, PHED, Air India, BHEL, BARC, IPSC, CISF, CTI, HSFC, GSRTC, GAIL, PSC, Viva, Tests, QuizÌý& all other technical competitive exams.
How to Setup WhatsApp in Odoo 17 - Odoo ºÝºÝߣsCeline George
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Integrate WhatsApp into Odoo using the WhatsApp Business API or third-party modules to enhance communication. This integration enables automated messaging and customer interaction management within Odoo 17.
Managing expiration dates of products in odooCeline George
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Odoo allows users to set expiration dates at both the product and batch levels, providing flexibility and accuracy. By using Odoo's expiration date management, companies can minimize waste, optimize stock rotation, and maintain high standards of product quality. The system allows users to set expiration dates at both the product and batch levels, providing flexibility and accuracy.
Effective Product Variant Management in Odoo 18Celine George
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In this slide we’ll discuss on the effective product variant management in Odoo 18. Odoo concentrates on managing product variations and offers a distinct area for doing so. Product variants provide unique characteristics like size and color to single products, which can be managed at the product template level for all attributes and variants or at the variant level for individual variants.
Digital Tools with AI for e-Content Development.pptxDr. Sarita Anand
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This ppt is useful for not only for B.Ed., M.Ed., M.A. (Education) or any other PG level students or Ph.D. scholars but also for the school, college and university teachers who are interested to prepare an e-content with AI for their students and others.
Blind spots in AI and Formulation Science, IFPAC 2025.pdfAjaz Hussain
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The intersection of AI and pharmaceutical formulation science highlights significant blind spots—systemic gaps in pharmaceutical development, regulatory oversight, quality assurance, and the ethical use of AI—that could jeopardize patient safety and undermine public trust. To move forward effectively, we must address these normalized blind spots, which may arise from outdated assumptions, errors, gaps in previous knowledge, and biases in language or regulatory inertia. This is essential to ensure that AI and formulation science are developed as tools for patient-centered and ethical healthcare.
How to Unblock Payment in Odoo 18 AccountingCeline George
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In this slide, we will explore the process of unblocking payments in the Odoo 18 Accounting module. Payment blocks may occur due to various reasons, such as exceeding credit limits or pending approvals. We'll walk through the steps to remove these blocks and ensure smooth payment processing.