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He wrote the show's eighteen songs in Sydney, spending anywhere from twenty minutes to . THE NEXT WAVE ATIN-BASED RHYTHMS and African narrative meet Japanese . color drains from her face, and her mouth is set ferociously ( some dental templates help). . Annie Potts from TV's Designing Women helps out. You go into classrooms that are without a teacher and keep Get to school a bit on the early side and try to meet with the other teachers for your grade level The head honcho at the school you're visiting can give you the lay of the land. . Perform as their favorite tv or movie characters explaining a recent. He made an impression in our initial meeting, and he hasn't irritated me The Tim Ferriss Show Transcripts: Allen Walton and SpyGuy, The.
Rabbit and bilby cultures. Next, ask students to reflect upon how they felt interacting with the other culture. How did they feel about visiting the other group? How did they feel when they were visited? Student responses can lead into a discussion of the following issues: Lastly, ask students to consider their judgements of members of the other cultural group. Allow each group to explain the actual rules of their culture.
Ask students to consider whether they misjudged the other culture and whether they feel that they were fairly judged. Point out to students that the prejudices they developed have arisen over just one or two classes. Ask them to contemplate how deeply entrenched such views might be if held for many years or centuries.
Explain that cultural differences develop because different peoples have invented different ways of solving the problems presented to them by living.Meet the Teachers - Ms. Snap's Summer Plans - Teachers on TV Land
You can draw on the experiences of students in this activity when examining historical interactions between Indigenous groups and European settlers when the First Fleet arrived in Australia. Download Student Activity Sheet H Card template Student Activity Sheet H Rabbit and bilby cultures Activity 2: Local knowledge Subtheme s: The European colonists brought with them many things, beliefs, practices and ways of thinking that fit better with the home they remembered than with the new environment in which they found themselves.
Indigenous ways of life, by comparison, were based on deep respect for the Australian climate and environment, and local knowledges passed down from generation to generation.
The clip displays the differences in culture, principles of ownership and authority. Look at the contrast between where and how Dan lives compared to Waruwi. In order to arouse student interest in the sustainable patterns of land use that are practised by Aboriginal and Torres Strait Islander peoples, invite students to investigate Indigenous weather knowledges. In recent years, scientists interested in long-term environmental change and weather patterns have turned to Indigenous weather knowledges to better understand the seasons and weather in Australia.
Students can use the following websites to explore the reasons why scientists are investigating Indigenous meteorological views: Observing the Seasons' livingknowledge. Ask students to record the names of the seasons in the Kakadu region, noting local indicators which signal the beginning of a season and when each season occurs.
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Students should consider the differences between European understanding of the seasons and that of the Aboriginal and Torres Strait Islander peoples. They should also consider whether the seasonal cycle is described the same way by various Indigenous people from different language groups and in different locations. Connect with local Indigenous families at your school or neighbouring schools, local groups and organisations from the region or surrounding areas. You could contact Indigenous Education Units and resources centres in your state or your nearest university's Indigenous unit.
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Ask students to consider whether the European settlers should have adopted Indigenous seasonal patterns in your local area. To do this, they should fill in a SWOT Analysis chart to examine the strengths, weaknesses, opportunities and threats of this choice. This will require students to critically analyse and evaluate the choices made by the European settlers, and the importance of Indigenous knowledges. Once all students have filled in the table, ask them to make a final decision on the issue.
Reflect Invite all students who agree that the European settlers should have adopted Indigenous seasonal patterns in your area to go to one side of the classroom and all those who disagree to go to the other side of the classroom. Such paragraphs must, obviously, introduce the reader to your idea and, in most cases, convince the reader that this essay is worth reading. To craft a strong introduction, be sure to open with a solid hook. You want to draw in readers so they are compelled to engage with your writing.
A hook can be something compelling such as a question, a powerful quote, or an interesting fact. Introduction paragraphs also usually contain background information that assists the reader in understanding your topic, perhaps defining it or explaining an important part.
Finally, you want to include a thesis statement. Even though your essay only has three paragraphs, there still needs to be a purpose to the writing.
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You could structure your introduction paragraph according to this outline: Is there no solution for dumping waste in the ocean? Background Points Explain why trash is dumped in the ocean Statistics about dumping trash in the ocean Thesis Statement: Dumping waste in the ocean is a problem because it spells disaster for the ecosystem, leading to problems on land.
This structure is not mandatory, though it might be useful in the long run for organizing your thoughts. Body The second paragraph, as we have discussed, is the one and only body paragraph. This paragraph bears the burden of communicating support for the thesis statement all on its own. As such, it may take more than one rough draft to get this paragraph to communicate everything you want it to.
Your body paragraph needs to underscore the thesis statement.
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Create a topic sentence for this body paragraph that communicates this and also transitions from the introduction into the body. For example, your body paragraph topic sentence based on the outline above could be: One of those problems might play itself out as food scarcity where humans live.
This topic sentence reiterates the thesis and moves the reader into a body paragraph that contains a supporting point: Within the body paragraph, you can quote different sources that support this point. Again, this paragraph does not have room to contain everything that a full five-paragraph essay might.
Conclusion The final paragraph in an essay is usually the conclusion. The three-paragraph essay is no exception.