Category: ENGLISH

What you learned from the observation.Narrative report of the activities observed, including therapist-student interaction, teaching strategies and main events during lesson.

Watch the attached video and answer these questions in paragraph form.

Use simple wording and proper grammar. Let me know if you have any questions.
View the recorded O&M lesson and complete your Observation Report.

The O&M Observation Report must include the following:

1. Date, time and place of viewing the recorded O&M lesson (0.5 point)

2. Description of the student ( do not include the student’s real name) (1 points)

3. Goal(s) and/or objective(s) of the lesson, as stated by the O&M Specialist (1 points)

4. Narrative report of the activities observed, including therapist-student interaction, teaching strategies and main events during lesson (10 points)

5. What you learned from the observation (5 points)

6. Comments relating your observation to topics discussed in class (2.5 points)

O&M is orientation and mobility

For date time and place: you can put todays date, evening and virtual recorded observation.

The video link:

https://learn-us-east-1-prod-fleet02-xythos.content.blackboardcdn.com/5df99d8ecacd7/1693281?X-Blackboard-Expiration=1628640000000&X-Blackboard-Signature=212VNp9GXIeaY5W6PMAXe8zevay%2FnY%2FA8D6f%2BLGyBQs%3D&X-Blackboard-Client-Id=184910&response-cache-control=private%2C%20max-age%3D21600&response-content-disposition=inline%3B%20filename%2A%3DUTF-8%27%27O_M%2520Lessons%2520-%2520Problem%2520Solving_default_ca25d185.mp4&response-content-type=video%2Fmp4&X-Amz-Algorithm=AWS4-HMAC-SHA256&X-Amz-Date=20210810T180000Z&X-Amz-SignedHeaders=host&X-Amz-Expires=21600&X-Amz-Credential=AKIAZH6WM4PL5SJBSTP6%2F20210810%2Fus-east-1%2Fs3%2Faws4_request&X-Amz-Signature=dca809edfce54150f0423e589df803b3da9d57e668db424e7ca451edabae6165

Why should we care what happens to this rich woman with her petty fantasy about self-realization?Do problems affect our thought and push us to do efforts to get rid of them?

An Outline of Eat Pray Love by Elizabeth Gilbert

Novel eat love pray

Discus the influence of feminism in the life of Elizabeth Gilbert in Eat,Pray,Love

MLA style
Also

Comparing between novel and film of novel
Use theories

🌸Feminism

🌸Reader response

And two article from uaeu library

8page include work cited

An outline
Introduction

▪ Do problems affect our thought and push us to do efforts to get rid of them?

▪ Eat Pray Love, subtitled “One Woman’s Search for Everything Across Italy, India and Indonesia

▪ The has chosen to visit three places that begin with “I”, which is a metaphor for what she hopes to find by the end of her journey: a sense of self, or independence.

In my essay, will highlight the novel starting with giving a comprehensive overview about the author, the events of the story, an arguments about the story, through evidences, and finally conclusion about the story.

1. Historical Context
A. Author and Story

▪ Gilbert is a writer by trade; she worked at GQ for five years .

▪ She had already published two novels (Stern Men and The Last American Man) when Eat Pray Love was written.

▪ Elizabeth M. Gilbert (born July 18, 1969) is an American author, essayist, short story writer, biographer, novelist, and memoirist.

▪ She is best known for her 2006 memoir, Eat, Pray, Love,
She had more contributions as in

▪ The KGB Bar Reader: Buckle Bunnies (1998)

▪ Why Write: Thoughts on the Craft of Fiction (contributor) (1999)

▪ A Writer’s Workbook: Daily Exercises for the Writing Life (foreword) (2000)

▪ The Best American Magazine Writing 2001: The Ghost (2001)

▪ The Best American Magazine Writing 2003: Lucky Jim (2003)

▪ At Home on the Range: Margaret Yardley Potter

B. Eat-Love-Pray Events

▪ Gilbert decides to take a year to travel

▪ She has chosen to visit three places that begin with “I”,

▪ The book opens with Liz already in Italy

▪ The memoir doesn’t necessary unfold in chronological order

▪ Gilbert does mention that she does not want to have children,

▪ She does not want to be married anymore

▪ She uses this instance to explain her faith in God

▪ The book ends as Liz falls in love again, both with herself and with a Brazilian man named Felipe.

2.Analysis /Argument

A. Many critics didn’t like Eat Pray Love. Largely,

B. Reasons

▪ Elizabeth Gilbert was able to go to more places because she had enough money to pay for it.

▪ That annoys a lot of people.

▪ It strikes them as unrealistic.

▪ Who has that kind of money?

▪ Why should we care what happens to this rich woman with her petty fantasy about self-realization?

▪ The words “navel gazing” come up a lot in reviews.

▪ Regular people don’t have time to “self-realize.”

▪ They have bills to pay. They can’t just fly off to Italy, and then India, and then Indonesia.

C. Evidence for supporting the story

▪ Gilbert did something brave.

▪ She left her familiar life for a year and lived alone in unfamiliar places.

▪ It isn’t really very fair to cast her adventure as uninteresting, because it is inherently interesting. It’s different.

▪ It’s unfair to imply a kind of emotional laziness .

▪ She takes on the project of acquiring a home for a divorced Balinese woman with no resources of her own.

▪ She agonizes over her decisions, and she acts with almost shocking sensitivity towards the people she encounters.

▪ The fact that this sensitivity is not directed at her ex-husband leaves some critics huffing with indignation .(Fridkis)

Conclusion
▪ Issues in life forces people to depart

▪ Hopeless makes us feel and end

▪ Life does not stay as it is

▪ Light comes at the end

How does this interest relate to broader issues of policy, at local (school) and national level?What have you read that might shed light on this subject, or help you to think more about it?

What aspect of your practice in the field of English, Media, Drama teaching interests you?

· How has this area of interest come to be important to you?

(In addressing this question, you might want to write about a longer history of your interest — going back before the NQT year, before the PGCE …)

· How has this area of interest figured in your practice this year as an NQT?

· How does this interest relate to broader issues of policy, at local (school) and national level?

2. Reading

What have you read that might shed light on this subject, or help you to think more about it?

(You might want to make a list of titles/authors here — but it would also be helpful to indicate briefly how these works are relevant to you.)

3. Evidence

What evidence will you draw on and analyse in making sense of your area of interest?

(Remember that evidence might include moments of teaching and learning as well as samples of students’ work, plans, departmental documents, different kinds of assessment data …)

4. Your question

A useful stage in the writing is to try to formulate a question that your writing will address.

This should help you to sort out what you need to explore and what kinds of evidence you need to gather.

We do not expect you, at this stage of the process, to have a fully-worked-out research question — but we would like you to have a first go, here, at expressing your central interest as a question.

There are three essential aspects to a good assignment:

1. Sustained, critical reflection on some aspect of your teaching;

2. Substantial reading to underpin the assignment and to enable student teachers to put their own experiences into wider contexts;

3. Pupils, and some moments of their learning, at the heart of the assignment.

You should consider how your assignment relates to one or more of the following key issues within the field of English studies:

· Literature and English

· New technologies and English

· Language and English

· Identities and English

Possible foci for your assignment include the following (this is not an exhaustive list):

· Teaching the class novel

· Teaching and learning Drama, approaches to the curriculum

· Boys as reluctant readers

· Teaching Shakespeare in the multilingual classroom

· Teaching Shakespeare dramatically

· Teaching poetry from the English heritage to EAL learners

· Developing independent reading

· Using paintings in the teaching of English literature published pre-1918

· Creative writing in Key Stage 3

· Talk in the English classroom

· ‘Problems’ with poetry

· Media in English

· Teaching multicultural literature

· Teaching English through drama

· English teaching and ICT

The evidence from school practice can be very varied, and examples of it include:

· Pupils’ work and responses to it

· Transcripts of discussions with pupils

· Lesson planning and resources to support student learning

· Video material

· Excerpts from lesson evaluations

We ask you to consider the contexts in which your evidence was produced, as follows:

· The context of the particular classroom and school

The context of national trends

The context of policy-making and curriculum and initiatives development

·The wider social and cultural contexts

You are writing this assignment as an English teacher.  ask if you are unsure

Consider the strengths and weaknesses of your writing. How can you capitalize on your strengths and improve on your weaknesses in future essays?

As a part of your completed draft, complete the color coding activity and include answers to all of the questions below your draft.

PART 1: Color Coding Activity

Using the color codes provided, evaluate your draft as follows:
• Use red text to indicate your statement.
• Use green text to indicate the topic sentence of each body paragraph.

1. What is the significance of your essay? Why should readers care about what you have written? (2-3 sentences) Sophia says: Think about why you decided to analyze this particular image, or why you picked the word you chose to define. Your interest in in your subject matter should be clear to readers.

2. Which areas of your draft do you think will benefit most from revision? (2-3 sentences) Sophia says: Consider the organization, style, focus, development, and conventions of your draft. Which areas did you struggle to complete?

3. Consider the strengths and weaknesses of your writing. How can you capitalize on your strengths and improve on your weaknesses in future essays? (3-4 sentences) Sophia says:

Think about what was easy about writing the draft, and what was more difficult.

For example, if you write paragraphs with strong topic sentences, but repeatedly use the same type of sentence to provide supporting details, you can improve your paragraphs by varying sentence structure.

Provide an approximate 1500-word document analyzing important concepts in the readings. Ensure your apply the discussion points below and assume you are writing for an uninformed reader that knows nothing about the topic and has not read what you read. Provide an introduction, body, and conclusion.

Emergency Management in early 1900s

Overview: Begin the assignment by going through the material in the Lessons. Review any feedback or templates that has been provided to you by the instructor.

Review the APA manual or other APA Resource material as the indicated by the instructor. Ensure that you do not make any repeat errors in your papers.

Reading: visit eReserve to read the assignment material for the week, and conduct additional research.

Assignment: Provide an approximate 1500-word document analyzing important concepts in the readings. Ensure your apply the discussion points below and assume you are writing for an uninformed reader that knows nothing about the topic and has not read what you read. Provide an introduction, body, and conclusion.

Analyze, discuss, and apply the following:

The interagency (local, state, and federal governments, NGOs, volunteer organizations, etc.) response to the 1900 Galveston flood. Include a discussion regarding lessons learned and the contribution to the interagency emergency management.

The interagency (local, state, and federal governments, NGOs, volunteer organizations, etc.) response to the 1906 San Francisco Earthquake and Fires. Include a discussion regarding lessons learned and the contribution to the interagency emergency management.

The interagency (local, state, and federal governments, NGOs, volunteer organizations, etc.) response to the 1918 Great Influenza Pandemic. Include a discussion regarding lessons learned and the contribution to the interagency emergency management.

DO NOT list out the topics or questions and answer them. Provided APA formatted headings. Ensure that you meet or exceed the 1000 – 1500 word target, and that your paper meets APA presentation requirements.

Save the Microsoft Word document as [your last name WkX] (e.g. SmithWk5-6) and upload the paper to the assignment. Scroll down and hit ‘submit’.

Rubric: Papers will be graded using the APUS graduate, with attention paid to comprehension, depth of knowledge, and clear expression of ideas and arguments. Additionally, adherence to APA conventions will be required.

Objectives: This assignment supports learning objectives: LO-1, LO-2, LO-3

Week 1-2 Assignment: Phases of the EM and Early 1900s Disasters and the Impact on EM Week 1-2 Assignment: Phases of the EM and Early 1900s Disasters and the Impact on EM

What do you understand by relational psychoanalysis, and what do you want it to help you to do? You can formulate this as a question/hypothesis: e.g.

Anna burns Milkman

For the sake of brevity,want to use an extract from Claire Hutton’s recent essay “The Moment and Technique of Milkman” to outline some of ‘Milkman’s main preoccupations.

In this text, Hutton contextualises the production and circulation of Burns’s “Milkman” in relation to Faber&Faber’s other publishing success of the same year, Sally Rooney’s ‘Normal People.’

Hutton identifies three main preoccupations in ‘Milkman,’ she writes, ‘first, Milkman is an indictment of how vulnerable people, particularly children, suffer in the face of extreme violence; second, it is an analysis of the psychological impacts of harassment; third, it provides a carefully observed anatomy of Northern Irish society in the 1970s.’ (Hutton, 2018, p.11) My research questions will aim to interrogate the veracity of these three claims, using a range of critical and creative texts.

1 The first of these research questions is, in which ways does Burns’ use of repetition (and/or) renaming in “The Milkman” explore modes of, late twentieth century, Irish resistance to British occupation?

2 What do you understand by relational psychoanalysis, and what do you want it to help you to do? You can formulate this as a question/hypothesis: e.g.

This  explores how relational psychoanalysis contributes to an understanding of …. ‘

Wanted to do a literature search on ‘Psychoanalytic Electronic Publishing’ (via the online Library) to check for psychoanalytic material on the Troubles and on transgenerational trauma/civil war/nationalism. There may be more search terms you can think of.

When you have done that – and seen what is there – you can revisit the three themes you’ve identified – repetition, intertextuality and renaming – to see how they map on to your wider socio-political questions about cultural memory/social violence/nationalism.

How does the language of the novel impact the reading experience?Is there something characteristic or unique about the way the novel is written? If so, what?Why do you think the author wrote the novel like they did?

Review

Important: Quotes do not count towards the specified number of words in each part.

Part one: Main character (ca 300 words + quotes)

For the first part of the text, you should analyze the main character. Some novels have more than one main character; in that case you should pick one.

Keep in mind that there is a difference between an analysis and a description.

You should not simply describe the character, but discuss why you think the character acts the way they do.

You should use two quotes which you think show important aspects of the character.

This can be about the character’s progression throughout the novel, certain traits (karaktärsdrag) that the character has, etc. Some questions you can ask yourself when reading:

What is the main character like? How does the main character’s personality impact the story?

What is the main character’s motivation?

Does the main character change during the novel? If so, how and why?

What role does the main character have in the story?

Part 2: Main Theme (ca 300 words + quotes)

The theme of a novel can be seen as the message the author wants to convey. Quite often the theme is not explicitly stated, so you have to read between the lines to figure out what the author wants to say.

Keep in mind that the theme is not the same as the plot of the novel – for example, Harry Potter is about a teenage wizard, but that does not mean that “wizards” is a theme of the novel; one of the larger themes in Harry Potter would be “courage”, because the novel discusses different kinds of courage, why it is important etc.

You should base your analysis on two quotes which support your interpretation of the novel.

A novel usually has more than one theme, so for this analysis you should focus on what you consider to be the main theme. Some questions you can ask yourself when reading:

What message do you think the author wanted to convey to the reader?

Does the novel tell us something about the world or life in general? Is there a general lesson to be learned from the novel?

Part three: Language (ca 200 words + quotes)

Finally, you should discuss the language of the novel. Just like the first part, there is a difference between description and analysis; for example, if you think that the novel has simple language, you should then think about why the novel is written like that.

Use one quote to exemplify something you think is important or interesting about the language of the novel.

This can be anything from the way dialogue is written to how descriptions are used, what kind of vocabulary is in the novel, or even the formatting of the novel (see the example text for a good example of this). Some questions to ask yourself when reading:

How does the language of the novel impact the reading experience?

Is there something characteristic or unique about the way the novel is written? If so, what?

Why do you think the author wrote the novel like they did?

In approximately 400–500 words, using compare/contrast strategies, discuss the advantages and disadvantages of distance education programs compared to traditional classroom education.

PART 6: ESSAY WRITING
In this section, you’ll provide four writing samples: choose one topic from each of the four groups of essay types. Each type uses a different writing pattern.

Group 1: compare and contrast essays

Group 2: process analysis and narration essays

Group 3: argumentative and persuasion essays

Group 4: definition and division/classification essays

Essays for group 1-4 do not require research. However, if you choose to use secondary sources, you must cite them according to Modern Language Association (MLA) guidelines for in-text (parenthetical) citation and provide a list of works cited.

GROUP 1: COMPARE/CONTRAST
(Choose only one topic)

1. In approximately 400–500 words, using compare/contrast strategies, discuss
the advantages and disadvantages of distance education programs compared
to traditional classroom education.

2. In approximately 400–500 words, using compare/contrast strategies, compare
and contrast two sports or two games.

GROUP 2: PROCESS ANALYSIS AND NARRATION
(Choose only one topic)

1. In approximately 400–500 words, using process analysis and narration techniques, explain how to take some measures to protect yourself online.

2. In approximately 400–500 words, using process analysis and narration techniques, explain how to get a good night’s sleep before an important event, such as an exam.

GROUP 3: NARRATION AND PERSUASION
(Choose only one topic.)

1. In approximately 400–500 words, using narration and persuasion techniques,
persuade readers that they should be physically active and eat a healthy diet.

2. In approximately 400–500 words, using narration and persuasion techniques,
persuade readers that a school dress code or uniform policy should or should
not be implemented.

GROUP 4: DEFINITION AND CLASSIFICATION
(Choose only one topic.)

1. In approximately 400–500 words, using definition and classification strategies, discuss various types of social networking sites and the advantages and disadvantages of each.

2. In approximately 400–500 words, using definition and classification strategies, discuss some active measures people can take to reduce, reuse, and recycle.

PART 7: MLA STYLE
In this section, you’ll demonstrate your proficiency in rhetorical analysis, research, and the correct use of MLA style.

You’ll compose a persuasive essay that contains a paraphrase, a short quotation, and a block quotation, each of which is properly formatted and cited in MLA style.

The Works Cited list at the end of your essay must include a citation for an Internet source, a book, and a magazine or journal.

This essay must be typed. Compose a persuasive essay of 750–1,000 words based on one of the following topics

1. “Today about half the adult population owns a smartphone; by 2020, 80% will. Smartphones have also penetrated every aspect of daily life. The average American is buried in one for over two hours every day.” (“Planet of the Phones,” The Economist).

Based on this quote, research this topic and persuade the reader you believe that smartphone use is making us either more connected or more alone, than in the past.

2. During the Ebola epidemic in 2014, people discussed whether to impose a travel ban to prevent the spread of the disease. Research this topic and write a paper trying to persuade the reader that a travel ban during outbreaks of viruses like that
of Ebola either is or is not warranted.

Essays must be typed using 1-inch margins, 12-point Times New Roman font, and double-spaced.