The sample text is an interesting one, but why was this particular text chosen? Is it because it serves as a useful context for grammar instruction, such as the passive voice? Is it supposed to lead into a speaking or writing task? Are there any particular listening skills that need to be practiced? Once we know the purpose of using the text we can go to town developing a really valuable lesson from it.
Hey guys. Seems we all have the same problem grasping this!
May sound silly but is it in the form of the whole text which is in my eyes children being brought up by animals? I have just started the assignment. Am I being really stupid or is it about differentiating between the past simple and the imperfect tense? There seems to be a lot of the imperfect tense in the text. Im in the same boat here. Just starting my assignment 1 and seem to be having the same problems as many of yourselves, particularly Lauren who has voiced all the same issues as ive been having. I could be well off the mark here but i think the point of the listening text is about how people are raised.
When i read the text i also get the impression it is a story about what is true and what is false. Maybe get them to talk about any myths or legends they know about i notice many are fond of the supernatural and movies from the student survey Like i said im as confused as everyone here and just trying to make sense of this.
Any help or tips on how to get started or what the aim of listening lesson might be please let know! I am struggling with exactly the same assignment about feral children. I would be really grateful if someone could help me with this. Any hints or lesson example would be much appreciated. I literally have no idea were to start, what kind of activities should be given, what stages needs to be included in listening lesson planning?
Hi there, I am in the middle of my assignments grammar and listening regarding the story of romulus and remus and more. Can anyone give me some help? We are kind of left to our devices by the academy…. Perhaps there is a teacher out there who could have a look and give me some advice. That would be great! I have completed the ten modules and am now doing the Romulus and Remus listening and grammar assignment.
Could you have a look at my assignments and tell me if they are ok? Best regards, Nisha. I am also doing assignment 1 at the moment — I completed it and submitted it but it was sent back saying that I need to structure the grammar piece better. My issue is that I dont really fully understand the passive past simple and passive present perfect -if someone could help with a sample one that would be much appreciated. Would you mind dropping me your e-mail and I can forward your the details. I have the same assignment where I have to introduce students to the past simple and perfect present forms.
If you could please forward me your email address, so that I can send you what I have done thus far? It would be much appreciated. Hi, I have just started assignment 1 and seem to be having some similar problems to Declan and Lauren, in that I believe it to be about being raised by animals and also the difference between legend and fact.
Hi I am also having a problem trying to understand the assignment and what is needed from us. I am not getting anywhere.
I have now got only 1 week to finish the assignments. Hello to everyone! If someone can help me, At this moment I am making my Assignment 2 TEFL course, to write an essay — words with 3 follow-up tasks, I am confused how to write this essay, I need some samples, if somebody has done it please can you send it to me? I can help to somebody who is really lost with Assignment 1, to send mine as a sample, Elena.
Would really appreciate it. I just past the 10 modules and now I am doing the End of Course Assignment 1. The listening Remus and Romulus and grammar lesson planning. I really got some problem unterstanding how to set this up.
Is there anybody who could help me with an example of how to set this up? Any other help would be great too! I am not planning to to send in someone else his work but I just need an idea how to do this exactly. Thank you very much in advanced. Having also completed the modules I am now onto the first assignment and struggling to understand the assignment and what I should be including. If anyone can share their successfully completed assignments with me to use as a guideline I would be over the moon. My assignment is also Listening and Grammar regarding Romulus and Remus.
Please assist! Could anyone offer me some guidance? If they are I was thinking for the presentation switching these to active sentences and getting students to convert? Hello, guys! Is anyone here available to help me? I would like to see some examples of other students. I would be really aprreciated for your help! Other than pre-teach the vocabulary, I have no idea what the actual aim of the listening lesson is, what are we actually supposed to be focusing on in particular and what could my main activity be?
I have sent countless emails to the TEFL admin and I only ever get a generic email telling me to look closer at the modules. I too am stuck on this. I do not have a clue where to start on the assignment. This is so much harder than I thought that it would be due to how unclear the instructions are. I dont really have enough time to put in that amount of effort into just trying to figure out what they want us to do!
I have already had to pay for a 3 month extension as I ran out of time due to other commitments; I can only really do half a day every couple of weeks or month! It would be very helpful to see an example to understand the structure. Many thanks! The assignment is very overwhelming, with so many documents to read and things to consider just to get started.
I too would love for someone to share their completed assignment with me to use as a guideluine.
My assignment is also Listening and Grammar regarding Romulus and Remus, however, I would gladly see a completed assignment with a different topic as well. Hi Dan, After a lot of work and research, I have managed to nearly complete both lesson plans. Would you be willing to have a look at them and let me know if they are ok before I submit them? Hi, I am also doing this Romulus and Remus listening and then grammar lesson plans. I have almost finished my listening lesson, although I think i have written it ok Im still unsure if my exercises are suitable.
Anyway today whilst going through the check list I found a piece that says:. Can someone clarify what this means? Am I required to write a script like step by step of what I will actually say in each part of thelesson??
Immediately download the A Boy Called H summary, chapter-by-chapter analysis , book notes, essays, quotes, character descriptions, lesson plans, and more. A Boy Called H Lesson Plans include daily lessons, fun activities, essay topics, test/quiz questions, and more. Everything you need to teach A Boy Called H.
Someone who has already completed assignment 1 can you comment on this.. Once Im finished I am willing to send out sample plans to anyone who needs to see an example to start them off. I would be so grateful if someone could send me the instructions for assignment 2. I have completed my listening lesson and now tackling the grammar which i have no clue where to start.
My main issue is knowing what we are actually supposed to be submitting, regarding instructions etc. I first understood it was just the lesson plan and materials but now i am wondering if I am meant to be adding extra information on a separate sheet almost lie a script of whats happening in the class and exactly what is being said. Can you clarify anything for me? I know how frustrated you guys are as I was in the same boat. You need to start with the listening assignment. From the beginning, how to introduce the topic, elicit information about what the students think the story is about.
Then introduce vocab. Exactly how to teach the vocab. You can write on the lesson plan or like I did add another attachment. I used pictures to explain different animals for example. Then you have first listening. You must state your aim for each section. So first listening could be for gist. Get a general understanding. Then give a short exercise. This is to see if they understood the text. Maybe ask if it was as they predicted etc.
Second listening will be the same. Rem to state the aim of the second reading. Then you need to add freer and controlled exercises at the end. Simple fill in the blanks or true and false activities. They can even speak about stories they heard. At each stage when the students are doing activities you must state that the teacher is monitoring.
And give clear instructions. This is just an example so you guys can use it as a guideline. Adapt it to make it your own. And use marinas lesson plan as an example as well. It helps a lot to set out your assignment. For the grammar lesson. You need to use examples from the listening text. Remember the students know some rules. So start with recapping those rules. Ask the students to give an example from the text and then ask them to change it to past tense or passive form.
They know this already. Recap the form of each tense. Say the aim of doing this. Then move onto the presentation. Remember this is where you are teaching the passive form which they know of past simple and present perfect. You basically putting bits and pieces of what they know altogether. Explain past simple, explain present perfect, give the meaning and form from the notes and then ask them to make it passive. Ask concept questions to see if they understood. Include the actual questions that you will ask.
For e. Charley Quinn, a former member of the New York City street gang the Bowery Boys, is determined to avenge the death of his older brother at the Battle of Gettysburg. At age twelve Charley is too young to enlist as a soldier in the Union Army, but he sneaks onto a troop ship and becomes a drummer boy. His first battle—the Battle of the Wilderness in the Blue Ridge Mountains—is a far cry from his expectations, however. His eagerness fades abruptly when he sees men dying all around him and even shoots one Confederate soldier himself.
Charley "skedaddles" into the wilderness and is reluctantly taken in by a tough old mountain woman. She does not trust him at first, and he must hide his identity from the mountain folk who would shoot him at the first sound of his northern accent. Charley is plagued by shame over his desertion, but eventually he gets a chance to prove his courage both to Granny Bent and to himself.
This will help you establish uniform criteria for grading essays even though students may be writing about different aspects of the material. By expressing their own ideas and hearing ideas from others, children expand their views of how to think mathematically. If not, to what ages or type of reader would it appeal? I explained the problem we were working on and invited them to try to solve the problem with us, which produced a few looks of panic in their eyes. After a few minutes, I called on Juanita. A Lesson with Second Graders by Linda Dacey and Rebeka Eston Salemi All teachers have students with a range of mathematical abilities and understandings in their classrooms. I have to put back the one.
Based on a crucial naval battle that happened in , this book tells the story of Eben Tyne, age thirteen, a powder carrier aboard the Confederate vessel the Merrimack. He participates in the ship's victorious attack on the Union blockade of Virginia's Norfolk Bay, and in the bloody and inglorious battle that follows. Jayhawker by Patricia Beatty Morrow, At age twelve, Elijah Tulley has an experience that he will never forget. Radical abolitionist John Brown visits his home and blesses him and his sisters.
Lije is forever committed to abolishing slavery, and he becomes even more passionate about the cause when his father is killed while attempting to free some enslaved people from a Missouri plantation. He becomes a spy for the Union Army, living with a band of bushwhackers and reporting their activities to his fellow abolitionists, or Jayhawkers. The work is dangerous—he must earn the trust of hardened criminals such as Charley Quantrill, Jim Hickok, and Jesse James—but Lije draws on inner reserves of courage and cleverness to bring his mission to a successful conclusion. Twelve-year-old Hannalee Reed works in a Georgia textile mill.
When General Sherman's troops pass through her town, they burn the mill, round up all the mill workers, and send them to work in the North. Hannalee is separated from her younger brother and another friend, but she is determined to find them and return home. She escapes from the Kentucky household where she is forced to work as a servant and sets off on a daring adventure that brings her face to face with the horrors of war.
Based on the true story of the displacement of Georgia mill workers, this book reveals a little-known aspect of the Civil War as it weaves a compelling and moving narrative around a strong female protagonist. This novel weaves together the stories and voices of Polly and Leander, two underage teenagers who join the Union Army.
Polly must maintain her disguise as a boy, and Leander struggles to prove his manhood. Carefully researched details bring to life the hardships of life in an army camp, time spent in a war hospital, and conditions in notorious prisons like Andersonville. Fourteen-year-old Johnny promised his dying father that he would not go off to fight for the South but would instead stay to take care of his family. Secretly, however, Johnny hopes for a chance to avenge his father's death at the hands of the Yankees. When he hears about a supply convoy leaving for the Confederate capital of Richmond, Virginia, he decides to join in the effort.
Before the wagons get very far, Yankee soldiers attack it, and Johnny is shocked to find himself taking orders from a young African American soldier who takes him prisoner. As the boys gradually get to know each other, Johnny grudgingly begins to respect and like Cush. The friendship that forms between them makes Johnny question the point of the war as well as his own beliefs about African Americans.
This is a detailed and balanced account of the life and career of Abraham Lincoln. Illustrated with a wealth of photographs and prints, the biography gives readers a close look at the complex and fascinating man who led the nation through one of its darkest hours. Nine-year-old Jethro, who lives in southern Illinois, has an idealized view of war based on stories from history books about dramatic battles and their glorious heroes. When the Civil War breaks out, however, painfully dividing his family as it divides north and south, Jeth must confront the many confusing and horrifying realities of war.
At age ten, his father ill and his older brothers off fighting in the war, Jeth becomes the man of the household. Across Five Aprils spans the four long years of the war, during which he is transformed from a boy into a young man. Knopf, Skillfully selected excerpts from Frederick Douglass's autobiography paint a vivid portrait of the great abolitionist. The story of Douglass's childhood provides a close look at slavery from the perspective of the enslaved, and the account of his escape and subsequent career is both dramatic and inspirational.
The Story of Booker T. This book provides a brief overview of the life of Booker T. Washington, with many photographs and other illustrations. Once you download the file, it is yours to keep and print for your classroom. View a FREE sample. The Lesson Plan Calendars provide daily suggestions about what to teach. They include detailed descriptions of when to assign reading, homework, in-class work, fun activities, quizzes, tests and more.
Use the entire A Boy Called H calendar, or supplement it with your own curriculum ideas. Calendars cover one, two, four, and eight week units. Determine how long your A Boy Called H unit will be, then use one of the calendars provided to plan out your entire lesson. Chapter abstracts are short descriptions of events that occur in each chapter of A Boy Called H. They highlight major plot events and detail the important relationships and characteristics of important characters. The Chapter Abstracts can be used to review what the students have read, or to prepare the students for what they will read.
Hand the abstracts out in class as a study guide, or use them as a "key" for a class discussion.
They are relatively brief, but can serve to be an excellent refresher of A Boy Called H for either a student or teacher. Character and Object Descriptions provide descriptions of the significant characters as well as objects and places in A Boy Called H. These can be printed out and used as an individual study guide for students, a "key" for leading a class discussion, a summary review prior to exams, or a refresher for an educator.
The character and object descriptions are also used in some of the quizzes and tests in this lesson plan. The longest descriptions run about words. They become shorter as the importance of the character or object declines. This section of the lesson plan contains 30 Daily Lessons. Daily Lessons each have a specific objective and offer at least three often more ways to teach that objective.
Lessons include classroom discussions, group and partner activities, in-class handouts, individual writing assignments, at least one homework assignment, class participation exercises and other ways to teach students about A Boy Called H in a classroom setting. You can combine daily lessons or use the ideas within them to create your own unique curriculum. They vary greatly from day to day and offer an array of creative ideas that provide many options for an educator. Fun Classroom Activities differ from Daily Lessons because they make "fun" a priority.
The 20 enjoyable, interactive classroom activities that are included will help students understand A Boy Called H in fun and entertaining ways. Fun Classroom Activities include group projects, games, critical thinking activities, brainstorming sessions, writing poems, drawing or sketching, and countless other creative exercises.
Many of the activities encourage students to interact with each other, be creative and think "outside of the box," and ultimately grasp key concepts from the text by "doing" rather than simply studying. Fun activities are a great way to keep students interested and engaged while still providing a deeper understanding of A Boy Called H and its themes. Students should have a full understanding of the unit material in order to answer these questions. They often include multiple parts of the work and ask for a thorough analysis of the overall text.
They nearly always require a substantial response. Essay responses are typically expected to be one or more page s and consist of multiple paragraphs, although it is possible to write answers more briefly. These essays are designed to challenge a student's understanding of the broad points in a work, interactions among the characters, and main points and themes of the text.
But, they also cover many of the other issues specific to the work and to the world today. The 60 Short Essay Questions listed in this section require a one to two sentence answer. They ask students to demonstrate a deeper understanding of A Boy Called H by describing what they've read, rather than just recalling it.