Jazz from A to Z
[2023-01-28 12:50:20]
Two or more text-centered ideas in the text determine whether they analyze and decide their development process, including how they interact and build each other to provide advanced analysis, whether objective We provide an overview. To read. (11-12.RI.2)
W write beneficiary / explanatory texts examine and communicate complex ideas, concepts and information clearly and accurately through effective selection, organizational and content analysis
Respect norms and practices, while they are disciplined, to establish and maintain formal style and objective sound quality
F. (for example, the significance of a clear meaning or topic), the information and explanation provided, and provides support decisive sentences or sections. (11-12. W.2)
1. Effective start and participation of a series of cooperation The theme of 11 - 12 clearly based on text and problems with different partners (one to one, group and teacher-led) discussion and others' ideas Represent himself as convinced
C. Guarantee the retention of the full extent of the hearing on topics and issues; promote dialogue with reasoning if asking to clarify, to challenge the conclusion with verification or ideas, its differences and creative ideas To answer questions to explore evidence for. d. Different perspectives respond well; Comments on various aspects of synthesis of ideas and evidence, to resolve conflicts as much as possible, with research and research, or identification to deepen other information necessary to complete the task . (11-12. SL.1)
Strategic exploitation of presentation digital media (eg text, graphics, audio, visual interactive elements) to enhance discovery, understanding of evidence and enhance interest. (11 - 12. SL.5
Strand 1: PO evaluates primary and secondary sources: the author points to B. Purpose and perspective
The PO explains the important political, social, environmental and economic events of the Watergate Incident, OPEC / Oil Crisis in the early twentieth century, the 21st century (eg Central America / Iran war - against the Cold War Finished, influenced by the first Gulf War, 9 11), can continue to influence the United States
Analysis ï, · Martin Luther King has me a dreamy speech boy rhetoric. Before the students start, we share lectures of very easy history with students
ï, · After that, the student gets a voice to read and exchange the story, regularly have questions and comments, and stop them. Discussion in classroom of history
ï, · After the King's speech, as the student goes back, identify the double underline, add the title and spirit to the text, mark that example
ï, · divided into 3-4 team groups and then discuss the students, their most used logo, tragic and spiritual examples why
ï, · sentence 1: topic sentence - it must comply with the prompt and provide your statement, but prove to your paragraph
ï, · 4 - quotations and references of integration. Please refer to the integrated distribution materials provided. Shakespeare's quote: act.scene.line. (I.1.21-23)
ï, · Once they have shared their findings, they collect the results and I have such a powerful history and dream speech
ï, · Discrimination and class discussion, sorrow and use spiritual text, textual, major spiritual, sad explanation of text, but, the king still needs to label,
WITAMSERDECZNIEpielgrzymówzPolski, witamwszczególnościkiężybiskupów, którzyprzybylidoRzymunakanonizacjęBrataAlbertaZ Krakowa, Z Warszawy, zCzęstochowy, zGdańska, Z Lublina, Z Siedlec, Z Pelplina. Witamy wszyscyserdeczniebracialbertynówisiostryalbertynkizcałejPolski. Witamserdeczniepielgrzymówzparafiiśw. Szczepana me zparafiiBożegoCiaławWrakowie; zparafiiśw. Wojciechaw Mucharzukoło Wadowic; zparafiiśw. Brata Alberta Wat Nowym Chechle w. Diecezji katowickiej; zparafiiśw. WawrzyńcawWojniczu; zparafiiśw. BrataAlbertawSkarżysku-Kamiennej; Z parafiikatedralnejzWłocławkaorazzparafiiśw. Wojciecha Z Koninawdiecezjawłocławskiej; pielgrzymówzdiecezjisiedleckiej; p