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To be critical Holland International Study Center

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Aphra Behn#8217;s #8220;The Widow Ranter#8221; Essay Sample. Upon reading Aphra Behn#8217;s, #8220;The Widow Ranter#8221;, it is impossible not to notice the similarities and parallels between the to be critical Holland International Study events and writing an essay Stenden Sciences, characters of the play and those of the English Civil War. These similarities may at first appear to be mere coincidences, it is true that may civil wars are innately comparable to to be critical Holland International Center each other; however it is not the case of The Widow Ranter. In The Widow Ranter, Behn artfully constructs and construes a story which carries a message. In order to clarify and critical thinking College, justify Behn#8217;s intentions, it is Holland International Study Center, important to first review and relate the events and characters of The Widow Ranter in comparison to those of the English Civil War. Of Critical Writing Roedean! The primary characters of interest are Bacon, the Jamestown Counsel, and the Indians/ Indian King and Queen. Clearly Bacon, who is called both a #8220;rebel#8221; and a #8220;general#8221; in the play is meant to represent Oliver Cromwell; the Indian King, who is called the #8220;Monarch#8221; represents King Charles I, and the Counsel of Jamestown represents the English Civil War Parliament. This theory of character representations is supported by the parallel plots of [a portion of] The Widow Ranter and [a portion of] the English Civil War. To Be Critical Holland Center! In The Widow Ranter, the Counsel and Bacon are initially on the same side, opposing the Indians; in fact he was a member of the counsel before he broke the law and disobeyed the Counsel by attacking the Indians. Then Bacon#8217;s Army forces the Counsel to release Bacon and thesis statement for an CATS, grant him a commission to continue his war on the Indians (and subsequent goal of killing the Indian King).

The resulting situation is an increasingly hostile relationship between the Counsel and Bacon, who is again at war with the Indians. Characters of all three parties overtly lack complete loyalty to their causes and/or leaders, and the scene is a chaotic battle in Holland Study the woods with everyone fighting everyone. In the parallel account of the English Civil War, Cromwell and the Long Parliament are initially on the same side as well, in opposition to King Charles I and the Royalists. Then, in of critical essay writing Roedean 1649, [Cromwell#8217;s] New Model Army turns against the Parliament, forcing them to critical Holland International approve the execution of [former] King Charles I, whom they have been holding in prison. The remaining #8216;Rump#8217; Parliament and Cromwell#8217;s Army are now also in essay writing Roedean School a strained relationship as The New Model Army returns to combating Royalist uprisings. As you can clearly see, both accounts portray triangular relationships between the main characters/parties partaking in nearly synonymous plots. To Be Holland Center! Yet this is merely the start of the analogous elements shared by critical assignments Lord Wandsworth, The Widow Ranter and [this portion of] the English Civil War.

Upon closer examination, notable similarities between the corresponding characters of these plots can be observed as well. To begin with, in addition to both Bacon and Cromwell being military champions of the people fighting against monarchy, they share many of the same personality traits and characteristics. Both men are #8220;honorable#8221; military leaders, with an International Center attitude of respect and mercy for example essay writing School their enemies, as well as for neutral parties and properties. Cromwell maintained that his troops behave in a #8220;gentlemanly#8221; manner by treating civilians (of any loyalty) with respect and taking extra care to not damage or destroy their property. Bacon commands similar principles, insisting that his supporters, whether it be his troops or the mobbing supportive public; do not act rashly without genuine justification for their behavior.

Also, Cromwell and Bacon both believe in critical Holland the preservation of life, whether it be theirs or the enemy#8217;s. Bacon expresses this attitude by taking the noble women of Jamestown hostage (but treating them with the Lord College utmost of dignity) in order to force the critical surrender of the Counsels forces without great #8220;loss of blood.#8221; Cromwell#8217;s army accommodated this outlook by purposely not shooting [to harm or kill] at writing an essay steps Stenden Sciences the Royalist soldiers (evident when reviewing casualty counts), as well as by not executing the surrendering forces. Perhaps most strikingly unanimous however, is Bacon and Cromwell#8217;s policy of allowing surrendering enemy troops/subjects to either #8220;join forces#8221; with their army or simply #8220;go home#8221;. The next parallel of characters which Behn suggests is between the Counsel [of Jamestown] and the Long Parliament of the English Civil War, both of which are subject to to be Holland Study mutiny and coercion [by Bacon or Cromwell#8217;s Army, respectively]. Both of these legal assemblies are in the highest government position of power as a result of/ due to the absence of critical a higher singular authority, whether it be the Governor or the King. They consist of an array of members who vary in quality of character as well as allegiance, to each other as well as the state, and to be critical International Center, consequently suffer from a lack of unity. In Parliament this dissonance is evident by their inability to agree to take decisive action against King Charles I; while some members demand his execution, others maintain that he can still be negotiated with, despite failure thus far to reach an agreement. Similarly, The Jamestown Counsel continually debate over writing a good for an College whether to support, arrest, or kill Bacon for his actions. The Counsel, like the Long Parliament, expresses a preference to negotiate [peace] with the Indians/ Indian King, but is forced to allow Bacon to pursue his actions against the Indians, and subsequent murder of the Indian King. Critical Holland International! Additionally, the Counsel and Parliament are also similar in that they both are apprehensive of the power Bacon/ Cromwell possess as popular leaders of troops comprised primarily of common (non-nobility) people, and thus feel inclined to disband the army(s). On Creative Writing Brillantmont International! The final significant character comparison of The Widow Ranter and [this portion of] the English Civil War is between the to be critical Indian King and writing an essay Stenden University of Applied, King Charles I. To Be Holland International Center! This parallel is interesting because it seems so unlikely, yet Behn makes certain that it is not overlooked or dismissed by explicitly calling the writing a good statement for an CATS Indian King the #8220;Monarch#8221;.

Aside from merely holding the same respective title, King Charles I and Holland International Center, the Indian King are similar in other ways as well. To begin with, both insist on attacking a superior enemy army, despite the advice and support of their advisors. Critical Assignments College! King Charles I (prior to the Civil War) had disregarded the critical International Study Center wishes of Parliament and the interests of his subjects by repeatedly engaged in military assaults on neighboring countries (France and Spain especially). Similarly, the writing University Indian dismisses the Indian Queen#8217;s pleading advice and predictions of inevitable defeat. Also, let us not forget that just as King Charles I was renowned for his tendency to blatantly and repeatedly break peace agreements, the Indian King of The Widow Ranter also breaks an agreement of temporary peace with the colonists and to be critical Holland International, Bacon#8217;s army. Another parallel which is write Saint John, notable is the practice and importance of religion by to be, the Indian King as compared to that of King Charles. The Indian King engages in a religious ceremony involving bowing to #8220;the Idol,#8221; then #8220;Priests and Priestesses#8221; leading himself and the Indian Queen to an #8220;alter,#8221; as well as a prayer to #8220;the God#8221; inquiring about the events of example of critical essay School their #8220;war against the English General.#8221; The significant elements of the to be Holland International Study Indians#8217; religious ceremony are blatantly a comparison to the practices of the Roman Catholic Church, of which King Charles I was a relentless advocator. Next, the response that #8220;The English General shall be, a captive to his enemy; and you from all your toyles freed, when by your hand the foe shall bleed….#8221; pleases the Indian King who declares that the Gods are taking care of them, and essay School, announces that he will #8220;perform the Office of a Priest#8221; when he returns from conquering Bacon. Through this statement the Indian King asserts his belief in the Devine Right of to be Kings, also a belief firmly expressed by King Charles I. As you can see, both the articles on creative writing Brillantmont International School plots and to be Holland International Study Center, characters of The Widow Ranter and [this portion of] the English Civil War are nearly identical to each other. Yet the events and characters of writing statement essay CATS College The Widow Ranter are not consistent with the critical Center historical account of Bacon#8217;s Rebellion.

To begin with, the character of Bacon is grossly misportrayed. The real Nathaniel Bacon was not a noble, honorable general who had a friendly relationship with the Indians and a respect for the Counsel; in fact, the Counsel was not even the ruling authority at the time, that position belong to learn how to write II Academy the Governor, who was present and actively attempting to arrest and repress Bacon and his rebel #8220;army#8221;. Nathaniel Bacon in reality, was a radical dissenter who recruited an to be International Center #8220;army#8221; of how to an essay Saint Paul II Academy volunteers and savagely attacked and raided random Indian tribes, then out of lust for Holland International power and revenge, led a violent revolt against the Governor. Additionally, Bacon and his troops were not only an essay John II Academy, merciless toward the Indians, but toward the colonists as well, plundering and seizing the property of nobles and destroying all signs of the aristocratic gentry in their upraising. As you can see, the story of The Widow Ranter is clearly not an Holland International accurate historical account of the events of Bacon#8217;s Rebellion, mainly due to Behn#8217;s misleading portrayal of Nathaniel Bacon. Because the alterations [from history] to The Widow Ranter have to do mainly with Bacon, it stands to reason that Behn is of critical writing, attempting to convey a statement about Oliver Cromwell, implying that our conceptions about his character and to be Holland International, role in the English Civil War are faulty. Behn suggests that Cromwell was not the articles moral, heroic General history paints him as, but instead a dangerous rebel, driven by lustful vengeance and a Machiavellian pursuit of power. A second interpretation of Behn#8217;s alterations [to the to be International historic account of Bacon#8217;s Rebellion] in The Widow Ranter is that she was not trying to a good thesis statement for an CATS College Canterbury convey a message about critical Holland Study Center, Oliver Cromwell at all, but instead one about Nathaniel Bacon. If this interpretation is adopted, it stands to reason that Behn was trying to elevate Bacon to the status of the honorable #8220;people#8217;s hero,#8221; as Cromwell was viewed by essay writing School, many.

Both of these theories are affected by Bacons actions after killing the to be Study Center Indian King and then also accidentally the Indian Queen (whom he loves). At this point, Bacon commits suicide, making the dying declaration, #8220;while you are victors make peace with the English Counsel and never let ambition, love, or interest make you forget, as I have done, your duty and allegiance….#8221; This alternate suicide ending with Bacon recanting his actions may have been written as intentionally divergent to imply either something about Cromwell or something about Bacon, depending on which theory you subscribe to. If The Widow Ranter was meant to diminish Cromwell, it implies that he never made peace with the parliament, and that ambition, love, or interest made him forget his duty and allegiance. Or, if The Widow Ranter was meant to Brillantmont International celebrate Nathaniel Bacon the passage implies that while he was a great leader with noble intentions and to be critical Holland Study Center, the interests of the people at heart, but that his ambition, love, and/or interest made him forget his duty and example writing, allegiance, and that he made a mistake by not making peace with the parliament. In conclusion, after compulsively analyzing the play The Widow Ranter and faithfully examining the events and characters of the Center English Civil War, it is clear that Aphra Behn is drawing parallels between the two. What remains frustratingly unclear is exactly what she is to write School, attempting to imply to the reader/ audience.

There are many theories, all with their collection of sound evidence, but none seem to fit the play quite perfectly; indeed, this literary work seems most effectively to convey a message not about a person or event, but about the Holland Study nature of personal interpretation. Every individual sees precisely what they are looking for, sometimes blind to the reality that there is nothing there at all. Is this the perfect essay for you? Save time and order Aphra Behn#8217;s #8220;The Widow Ranter#8221; essay editing for writing an essay Stenden University of Applied only $13.9 per page. Top grades and quality guaranteed! Relevant essay suggestions for Aphra Behn#8217;s #8220;The Widow Ranter#8221; Introduction Oroonoko was written by Aphra Behn during a time when there was a glorious revolution in which catholic King James II was removed from power. The writer being a#8230; ?Oliver Cromwell – Hero or Villain? Oliver Cromwell was born on April 25th 1599 in Huntington, England and died September 3 1658. To Be Center! He was an English military and political leader and later Lord Protector of the#8230; Parliament in English politics.

During the 16th and 17th centuries, many European nations grew into the mold of absolutism. Starting with the role of James I, England underwent absolutist reforms as Parliament was often#8230; Increasing Power in the 17th Century. Governmental systems in how to write II Academy both France and England were greatly changing during the to be critical Holland International Study 17th Century. In England, absolute monarchies lost power while Parliament gained supremacy. France, on critical thinking assignments Lord Wandsworth College, the other hand, saw#8230; Bacons Rebellion was the first stirring of the revolutionary sentiment in to be Center America.

It began in Jamestown Virginia in 1676. It was a short rebellion between two stubborn men wanting all#8230; Explain why Henry VIII and his government sought a marriage alliance with Cleves in critical thinking assignments Lord Wandsworth College 1539. Critical Study Center! The year of 1539 found the post-Reformation England in a delicate situation, facing the imminent peril of an allied invasion on religious grounds from learn an essay John both France and the Holy Roman#8230;

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Purposeful Annotation: A “Close Reading” Strategy that Makes Sense to My Students. Mmm… tortilla chip crumbs. (It’ll make sense later.) If you look at my original close reading post, you’ll see I was basically using the phrase “close reading” to refer to annotation. It took me a year or more to realize that I was saying one buzzwordy thing to Holland mean a lot of explicit, less confusing things that readers do when grappling with a text. I blame my error on allowing myself to writing Sciences get sucked into the unfortunate vortex that was the critical Holland buzzwordification of close reading. If you’re new to the blog, though, keep in mind that while I do try not to writing statement for an essay Canterbury take the educational establishment too terribly seriously (instead opting to International Study occasionally poke fun at us), when it comes to helping students flourish in the long-term, I’m dead serious. So when I call close reading a buzzword or write the term’s obituary, I don’t want to give you the impression that we should let ourselves cynically dismiss the idea that reading is often hard, analytical — and yes, even “close” — work, especially when we’re dealing with complex, college- or career-level texts assigned by a teacher. We still need to writing an essay steps University of Applied teach kids, across the to be critical International Study Center disciplines, how to wrestle with assigned texts, seeking, like Jacob , to get whatever blessing they have to where to write bestow. So to help my kids get after it and dominate some life , I’ve simply taken to a “strategy” that I call purposeful annotation.

Purposeful annotation: here’s what I’m talking about. The big idea is this: what we do when reading should align with. When my students have a text they can write on, the idea, then, is to annotate in a way that supports our purpose for Holland Study Center, reading and the parameters of steps Stenden University of Applied Sciences our post-reading task (keep in to be critical mind that the purpose and statement College, the task should line up). Hence the International Center wonderfully descriptive, beautifully unoriginal strategy name: purposeful annotation. Looking for an affordable, online professional development that elaborates on writing thesis CATS College Canterbury the concepts in this blog post?

Click here to learn about Teaching with Articles, my go-at-your-own-pace online PD. As an example, let’s say I’m helping my students think through the Study task of statement CATS College Canterbury purposefully annotating a Kelly Gallagher-esque article of the to be critical Study Center week. Critical Thinking Assignments Lord Wandsworth. In that case, the to be critical Holland International Study Center purpose I set for my students’ reading is, as The Gallagher put it in a recent post’s comments section, to on creative writing Brillantmont International simply become smarter about the world, and the post-reading task is critical Holland, that they need to write a thoughtful 1+ page response. In that example, knowing that I want to dominate that post-reading task and of Applied Sciences, that I simply need to get myself engaged with the probably unfamiliar and certainly unchosen content, I, as a student, ought to make annotations that begin to to be critical Holland International Study Center respond to the text. Steps Stenden Of Applied. Of course, I can’t respond to something I don’t understand, and so sometimes, especially when faced with a particularly befuddling sentence, paragraph, or section in the article, I ought to slow down, reread, and then annotate a brief summary or paraphrase of the challenging section in the margin. So, two things we can annotate, naturally, are 1) our responses to a text, and 2) our paraphrases/summaries of bits of the text we had to wrestle with.

These logically line up with what I’m going to do with the text after reading, as well as my purpose for reading it in the first place. The idea here is that I’m writing these things in the margins — these purposeful annotations — not simply for a grade or because the teacher said, “Do a close reading.” I’m doing it to help me dominate: the task of understanding and learning from the text while reading (this is Holland Study, one of my ultimate goals for my students — that they’ll read the texts I assign with self-kindled, habituated, cultivated curiosity, engaging with it for learning’s sake), and the task of writing a good for an College Canterbury doing a thing with that text after reading (if my head is on critical Holland International straight as a teacher, there’s going to be a piece of writing or a piece of speaking that every student will do with any given text). This obviously isn’t as broad of a strategy as close reading, and honestly, that’s why I like it — and critical thinking Wandsworth, my students do, too. The core idea is that annotation should help the to be International reader during and learn how to an essay John Paul, after reading . Holland Study Center. It should serve, as my friend and work-sister Erica Beaton has well put it, as the leaving of cyanide-laced breadcrumbs (okay, the example essay School cyanide bit is mine — but seriously, that’s the right way to put it, because breadcrumbs alone get eaten by birds, while cyanide-laced breadcrumbs leave a nicely traceable, bird-covered trail). Mmm… Dark and accurate — my favorite flavor of to be critical Holland International analogy. Why teach purposeful annotation rather than some other method? I have two over-arching goals for my students each year that I think will get them on their way to a life that flourishes in the long-term. Writing Stenden University Of Applied Sciences. I want to help as many kids as possible to figure out. why school matters to them and their lives, and then how to dominate the challenges of critical Holland Center school and, more broadly, life. So much of my thinking is still shaped by one of the central ideas of Jerry Graff’s Clueless in Roedean School Academe — far too many students simply don’t understand school, and frustratingly, that simply need not be so. A big part of helping kids “get” academia is showing them how argument is the essence of thought and critical, then teaching them arguespeak across the school day — They Say, I Say remains the best text in how to an essay John Paul II Academy the world for helping with that.

For me, Graff pointed out both the problem — academia does a great job obscuring itself to Study students — and a large part of the solution. Arguespeak is the language of a good thesis statement essay CATS Canterbury power not just in school, but in the world at large — we’re foolish not to Holland teach kids that. Yet the writing Stenden Sciences fact remains that, in to be critical Holland International Center K-12 schooling, far too many students simply do not take ownership of writing International their educations (or their lives, really) . This is a point that struck me like a freight train while reading the introduction of David Conley’s College, Careers, and the Common Core: What Every Educator Needs to Know . The [students] who had the greatest success were those who were willing to take some modicum of ownership of their learning and responsibility for their behavior. Once I had achieved this with them, the rest was much more straightforward. For those who were not able to engage, no method or technique ever made much difference. This lesson about the importance of to be critical Center ownership of learning never completely left me. Interestingly and unexpectedly, I had reached the conclusion that the critical College social contract was a two-way street: society has a responsibility to create a level playing field, and individuals have a responsibility to take advantage of it.

I’m sure I’ll write more on ownership of learning this year as it’s a central burning question for International Study Center, my colleagues and University, me, but for the sake of this post suffice it to say that I believe the clearer we can be about what we ask kids to do and why we ask them to do it, the more academia becomes unobscured and critical Holland Center, the more likely it is that our students will come to critical thinking Lord College a place where they can say, “Yes — schooling matters for me because _______________.” In short, I’ve found that the phrase purposeful annotation makes sense to my freshmen and critical Holland International Study, explicitly shows them how to “work smarter not harder” when reading and doing something with a text. So how do we do the purposeful annotation thing? We’ve looked at what purposeful annotation is, and I’ve shared why I think it’s a strategy worth teaching kids. Now let’s examine how to thinking assignments College actually do the thing. Like I said, I try to teach my students to let their purpose for to be International, reading the text dictate what they do while they’re reading it. For my “what does this look like in a gradebook” readers (I feel you), I do consistently assign a grade to whether my students, at on creative writing School, minimum, write 1-2 thoughtful, purpose-driven annotations in the margins of each page of a shorter complex text . Critical International Center. (I explain how I grade articles of the week in this post.) Here’s an annotation that demonstrates thoughtful engagement with the learn write Saint text. Here’s an annotation that shows little evidence of thought.

I don’t mark kids down for Holland, this, but I also don’t give them credit for it. Responding with OMG, smiley faces, etc. is a strategy for staying engaged with a text and responding to it emotionally, but I want more when kids annotate. When my students read something I’ve assigned, I normally set the purpose for where to write Westminster School, the reading — that’s a simple way to scaffold a text for to be Holland Study, all readers. I often allow for articles on creative writing Brillantmont International, some choice within that purpose (for example, with the article of the week, I follow Gallagher’s lead and tend to give 1-3 possible response options), or to Holland International Study set it broadly enough to learn Saint John Paul II Academy allow for some individual expression. Possible response options for a sample Gallagher-style article of the week. This comes from annotation instructions written by my colleague, Doug Stark. With that said, here are the kinds of critical Holland Study Center annotations I recommend kids try (remember, 1-2 thoughtful interactions per page) based on where to write Westminster their purpose for reading. If your purpose for reading is to learn the content : Summarize a sentence or paragraph Paraphrase a sentence or paragraph Circle and define key words. If your purpose for reading is to end by responding to a specific prompt : Annotate toward that prompt.

If you’re being asked to evaluate, make evaluative annotations. If you’re being asked to analyze, make analytical annotations. To Be Study Center. If you’re thinking, “Um, my kids don’t really know what those verbs mean,” then use Jim Burke’s A-List (pictured and linked to an essay steps Stenden below). Jim Burke’s A-List can help students unpack what the verbs in a prompt mean. Keep in mind that I don’t always have kids respond to Holland International a text in writing; sometimes their response will be via an assessed discussion or debate. I always have a few students per class who insist that they just can’t annotate while they read (and there are always a few teacher participants in my workshops who insist that they’ve never done it and see no need to now). Before these folks can authentically use the strategy of purposeful annotation, they need to develop a growth mindset on learn write Paul the issue. Rather than “I don’t do that” or “I can’t do that,” I urge them to instead say, “I’ve not done that before” or “I’ve not been able to critical International do that before.” For my students who say they can’t, I watch them read and, more often than not, I see them zoning out in the middle of a page, or doing the “My eyes read it but my brain didn’t” thing that we all do. Assignments Lord. Annotation, I’ve found, can help my students focus on a text, especially when that annotation is to be critical Study Center, purposeful rather than “fill in the margins as much as you can.”

And then there are those students who just read, understand, and retain it all. Articles On Creative International School. I try coaching them into the mindset that purposeful annotation is meant to make their post-reading work both stronger and more efficient. By choosing to annotate only portions of the text that they want to address further in the writing or speaking we’ll be doing after reading, they’re allowing their brain to leave those breadcrumbs on the page rather than keeping those notes in their brains (for an Holland International Center, awesome article on how not writing things down keeps information in assignments Lord Wandsworth College your brain’s rehearsal loops, check this out.) Time out: what about teachers who see no value in annotation? I know some readers are coaches, administrators, PLC leaders, department chairs, and so on, and if you’ve been trying to push close reading or annotation at International Study Center, your school, you’ve probably run into resistant folks. How To An Essay Saint John II Academy. Here are a few things to think about:

Are you referring to annotation as close reading? See the video below (or click here to to be critical Holland International Study view at Youtube). Instead of requiring all teachers to use a complicated coding system when teaching their kids to essay Roedean annotate, empower them with the idea of purposeful annotation. To Be Study Center. The means need to fit the learn how to write an essay Saint ends. Think deeply about the Study Center why . Use my “Why teach…” section above to help. Share this Eric Barker article with them, particularly #1 and on creative writing International, the concept of rehearsal loops. Annotation allows us to get our 1-2 “I could expand on to be Holland International Study these in the post-reading writing or speaking task” thoughts on paper and out of our brains’ rehearsal loops. This empties our brains, and that’s a good thing, as the post’s author explains. Fight relentlessly against this becoming busywork. The thing is, annotation totally becomes busywork when we expect all students to do a ton of it . Some learners like annotating the crud out of things; others naturally don’t add a jot or tittle to the margins of a text. To help all kids benefit from purposeful annotation then, we need reasonable expectations — and that’s why I expect every kid to include 1-2 thoughtful annotations per assignments Lord Wandsworth College, page. “Thoughtful,” you say. International. “Wow.

That’s so incredibly descriptive, Dave. To Write Westminster. Thank you. For nothing.” If that’s confusing, go back up to the comparative examples I gave a few sections above. One more thing: try to coach students out of the “I’m going to read it through one time without annotating, and then another time with annotating.” If they’re doing this because they’re confused on to be critical Study the first read-through, show them how to break down difficult sections of a text and paraphrase or summarize the gist — this kind of annotating aids comprehension. On the other hand, if they’re doing this because they just don’t feel like it or they don’t like it, we want to help them get the hang of annotating as they read, keeping their purpose for reading in the front of articles on creative writing Brillantmont International School their mind . The point of having kids do this is helping them efficiently internalize a purpose for to be Holland International Center, reading, read toward that purpose, and then write or speak in line with that purpose. Finally, refer back to your annotations after reading and use them to work smarter.

You’ll know you’re doing purposeful annotation right when looking back on your annotations after reading results in an easier time with the writing steps Sciences post-reading task, be it writing, discussion, debate, or learning new content. Unlike back in the day when I would tell my kids to close read an article, I feel good and clear when I teach them and expect them to purposefully annotate instead. If you do something like this, or something totally different, I’d love to hear it. And, as always, your critiques are welcome, too. So much of what I share on DaveStuartJr.com is the epitome of “rough draft thinking,” down to the smallest, most annoying typos #128578; (Sorry about those.) 73 Responses to Purposeful Annotation: A “Close Reading” Strategy that Makes Sense to My Students. I totally agree with you. I’ve been saying the same thing to the teachers I work with.

And am disappointed and concerned when I hear of teachers that assign annotating or journaling with NO purpose in mind. International Center. For those teachers students I feel sorry for them; they are not findng a purpose for reading in critical thinking assignments College depth. Carla, thank you! We can spread some sanity on this issue, I think. Share this post liberally, dear comrade #128578; Hey Dave!

You nailed it here. Annotating while I read helps me to comprehend, remember, and perhaps apply what I have learned through the reading. International Study Center. I have had teachers who want to critical thinking Wandsworth take annotation and make it cute with symbols, but without the written thought of the reader, they do very little (if any) good. You articulated this thinking well in your article! Thank you!

Christy, it’s always great to hear from you! Thanks for the feedback and International Center, I hope all is where articles Westminster, well in IL and OH! This semester I have tried a purposeful annotation approach-I put four students in critical International Study Center a reading group and where to write, gave the group 4 reading threads-writer’s craft, plot, character development, and theme. To Be International Study. Each student was given a thread to follow that came with some questions that helped them to think deeper about the text. They were asked to annotate and mark places where they felt they could go to to answer the questions on articles on creative Brillantmont School their thread. In other words, no one wrote out critical Holland Center answers to reading questions, they just kept track of where this information could be found through their annotations, Once a week we had a group quiz where everyone brought their annotated texts to class to use to write Saint John II Academy answer 3 essay-sque questions about the Holland Study Center chapters they read that week.

I make sure each question draws on at least 2+ of the threads so everyone has something to say, and at on creative International, least half can pull from their annotations. They find these quizzes hard/difficult because they ask them to really think about the text. they also find them meaningful because they help them to understand what is happening in the text, give them an opportunity to talk about difficult spots and get to a point of understanding, and provide them with the Holland International Study Center opportunity to collaborate. They all get the an essay same grade which is a mere 20 points in the informal assessment column, but they take these quizzes so seriously! It is better than discussion, reading questions, or actual individual quizzes because they understand the text. I have not had to critical Study Center give 1 lecture about The Scarlet Letter, and yet they are able to relate to thesis for an essay Canterbury McCarthyism, Puritanism, and the Gothic Romantics which we study in class. I find giving my students a reason to read and critical, annotate so important for self-reliance and writing a good thesis for an essay, gaining the confidence to understand difficult literature. Dave – love your ideas and to be critical International Study, thoughts on purposeful annotation. This skill helps my special ed students break down text, save unknown words or statements for writing thesis statement for an essay CATS, later discussion, and summarize sections. We are still working on making it a more autonomous skill, but it’s never busy work – it’s purposeful. :). Thanks for your info and sense of humor.

Stacy, that’s my pleasure. I can tell you’re intentional with this, and that’s the critical International key, I think. Take care Stacy #128578; It’s Saturday night, and example essay writing Roedean School, a great time to do a little educational reading of to be Holland International Center Dave Stuart Jr.’s writing. Student ownership of education, that you touched on, is the topic that has my mental wheels turning. Student ownership of example education reminds me of some notes I took during my In-Service days this Fall. The notes listed research results done by Dr. To Be. Robert Marzano on activities that had the highest effectiveness on student learning. The top two educational “activities” I noted for all subject areas were students tracking their own progress, and students setting their own learning goals. When I think of my students that struggle to “own” their education, it strikes me that often these are the same students that may need my assistance in breaking down an thinking, assignment into bite size pieces that can be digested and to be Holland Center, completed bit-by-bit. Really, setting educational goals need to writing an essay Stenden University happen in the same way—learning goal by to be, learning goal.

This would look like an IEP that is example of critical essay writing School, reviewed and tweaked every couple of Center weeks, rather than once a year, and would be written one-on-one between the teacher and student. Practicing goal setting and analysis of the of critical essay writing Roedean learning results between myself and my students could very well lead to students owning and embracing their education, if I help my students set obtainable goals that would lead to Holland International Study Center successful outcomes. And here you thought you were writing about writing a good thesis statement CATS College purposeful annotation. :- Thanks, Dave, for your scholarly thinking and willingness to critical Holland International Study share your thoughts with me! I’m proud of you. (Cousin) Shelley. Shelley, at first when I was reading this comment in critical Lord Wandsworth College my inbox, I was like, “Wow, I am feeling what this person is saying — it’s almost as if we’re related.” And then, sure enough, we were #128578; Ownership of learning is at the forefront of my thinking and seeking this year. I think the process you describe makes sense, too — you are far ahead of to be critical Holland International me in example of critical essay School your thinking! Always good to hear from you Shelley! I hope all is well in Cale #128578; Years ago , I tried to convince my middle school colleagues the importance of annotating and they just could not accept it.

Finally, years later after some in service, many have accepted it as a way to learn. I am so happy that you and others in the education world are writing about the critical International value of this great strategy to aid comprehension as well as speaking and writing. I am truly grateful to you. Bev, I hope this article helps people see what annotation is good for (and also what it’s not good for). How To An Essay John. Take care, and thank you for your comment!

Thanks Dave! I appreciate the intentional direction that “purposeful annotation” brings to the discussion about close reading. To Be Critical International Center. Kids are tired of doing meaningless work and I am tired of point grubbing responses. We have better things to learn how to do! It’s seriously my pleasure, Don. To Be Critical International Study Center. I am also tired of it, and we can’t blame the kids, can we? Take care! Holy crap. Thesis Canterbury. Hands down, the Holland Study Center best info on annotating I’ve ever seen. This is seriously the bomb-diggity. That’s high praise, Carianna — thank you so much!

It is thinking Wandsworth College, always a pleasure to meet someone who “gets” what comes out of to be critical Study my brain #128578; Good grief! Brilliant! I took notes while reading this! I learned more reading this than I have in “PD” — in thinking assignments Lord quotes because those seem more beneficial for those giving (credit, $) than for those dying through it. It’s so good to hear that this was worth your time, Ebonye76. Thank you for your kind words #128578; Awesome job with the critical Holland International Center content on your website! I am 5th grade teacher and have been using your ideas and adapting them for my classroom (lots of good discussion lately) The articles of the week are awesome!

I recently did one where I introduced it on Monday and we had a debate on Friday (yes, 5th grade) To my surprise, the strongest “debater” was one of my students who reads at a 1st grade level! The evidence he brought was amazing (this is after I was told that the students couldn’t do it!) Anyway thanks! Question: How would you go about using NEWSEla in a small group setting? Maybe using one article for the week, but for to write, a different purpose. Just trying to get some ideas! Thank you for your time. Jim, I hugely appreciate the feedback! I’m thrilled that the work I’m sharing translates into a 5th grade setting. Do be careful with some of my articles as the content of critical Holland one (it was actually a Kelly Gallagher AoW) recently raised some controversy in Texas (it was the “What is ISIS?” article). Isn’t it thrilling when a kid comes alive through debate? I would probably do as you propose using Newsela with a small group — I’d try it, see how it worked, and thinking Lord, tweak as needed.

Keep dominating life, Jim! I really like newsela because it help me to to be Center differentiate my instruction to meet the needs of my students with different lexile levels while maintaining the same topic-excellent new resource I have been using today. Hi Dave! So I see how we can annotate informational texts, but how would we go about having the kiddos annotate in their novels? Ideas there? Thanks! Erin, post-it notes are useful for critical Lord, annotating school novels.

I’ve also had much success with students in different class periods conversing with each other on post it notes in a class set of to be Holland International novels according to specific purposes for reading. Dave, I couldn’t embrace the concept of “doing close reading” when “reading closely” suffices to name the process by essay Roedean School, which we make sense out of difficult text. Thank you again for spreading the word about how to critical International encourage meaningful, purposeful work. Exactly what Susan said, Erin #128578; Thank you, Susan, for giving me things to think about #128578;

Thanks! I did plan on on creative School using post its. I just don’t want them to go post it crazy,and was looking for to be critical Holland Center, more ideas on using those post its. I want them maybe to pick one and write longer about it at least once a week, but I’m thinking then kids will only see that as a “task” to critical College complete–write a post it so I can get the critical Holland Study assignment of how to write Saint John Paul writing in my notebook about it. They need to write about Holland their reading, but I just cannot read 120 post its or responses weekly.

Thoughts? Yes, you cannot possibly read that much — I agree. You could grade one of those responses per kid per book. You could also have students contribute to learn how to write Saint John Paul II Academy a whole-class, graded (and taught) discussion based on those post-its, too. This saves you some grading and gives them precious practice in what Erik Palmer calls the neglected language arts of speaking and listening. I really like this idea of incorporating whole class mandatory discussion. I can see how I can do that with my read aloud for sure, but not sure how to to be Holland Study handle it when they are all in different books. Writing Statement For An CATS Canterbury. Love love love your awesome blog.

Stupendous ideas! Erin, it’s really tricky with student choice books — that’s one of the beauties of occasionally doing the whole class book. Holland Study Center. Thank you Erin! I completely agree with your conclusion that ownership of learning, or lack of, has a major impact on student success. Can it be something that can be taught? In the meantime,I am excited to articles Brillantmont International School teach a lesson on purposeful annotating to my third graders tomorrow! Mary, I’m thrilled that you agree — and I do think that ownership of learning can be taught; I think it’s a skill that must be learned. Study Center. However, I don’t think any single teacher or person can be expected to teach this to every single kid.

Instead, I aim to move each student further toward ownership; if ownership were the alphabet, I want my G kids, with minimal ownership, to move closer to of critical Z — yet I don’t expect them all to arrive at Z. I came across your article with the purposes if gaining a deeper understanding of critical Holland Study Center annotating. In observing classes. I see books filled with annotations. Students report “having to annotate a certain way” and learn an essay Saint II Academy, feeling stressed that it is not done right. Others report they don’t understand the purpose behind annotating entire books in this way. They don’t enjoy reading like this. They are not owning their learning, but rather complying to the rules in the class. International Study Center. Not what I would want for seniors. Writing An Essay Steps Stenden University Of Applied. As someone who was never taught in this way, I am trying to understand more.

I found your article helpful to to be Holland International Study Center gain some insight into the teacher’s purpose, but also be able to ask better questions on behalf of the students. Thank you for a good statement for an College, getting me started! Laurie, thanks so much for taking the time to write — I’m so glad this helped a bit. It sounds like you and I are in the same place: dissatisfied with top-heavy systems of to be International Study annotation that don’t allow room for learn how to an essay Saint John Paul II Academy, student autonomy. Be in touch if I can be of further service, Laurie! What a great post. I’m planning on using your methods to introduce annotation to my seventh graders tomorrow. I think the to be critical Holland key is in your two steps: why we’re reading and what are we doing with the reading once we are done…being purposeful! I linked to example of critical essay Roedean School it in my most recent blog post: http://davasmithenglishteacher.blogspot.com/2015/02/annotating-text-in-middle-school-english.html.

this has been fantastic. I’m so glad to hear that, D! You speak my language, Dave! After reading this post, I’m feeling much enthusiasm about the upcoming school year! Michelle, I love finding people who speak the language.

That’s why I write #128578; Just found this entry and I’m really glad I did. I’m a big proponent of annotation but have been looking to to be critical do it in writing a good statement essay College Canterbury a way that is more purposeful and efficient. This makes perfect sense. It’s like applying another best practice, backwards planning to the strategy. That is, setting the goal first, then tailoring the activity to fit that goal. To Be International Study. Thank you for learn Saint John Paul, posting this. Critical Holland Study Center. I’m looking forward to discovering all of the wonderful bird-covered trails my students leave behind! I stumbled across this while I was preparing for a meeting with my son’s guidance counselor. He’s in 10th grade Pre-AP English and, for writing a good statement essay CATS College Canterbury, the second year in a row, he’s being required to International annotate every reference on every page of every book they read: R1–Main Idea: Blue/arrows.

R2/R2a–Figurative Lanuage/Character Archetypes: Green/underline once. R3–Culture Society: Pink/squiggle underline. R4–Author’s Style: Orange/Circle. R5–Comparing to other texts: No color/ *(write name of text/author) R6–Inferences Predictions: Yellow/Check mark. It is, as you described above, busy work. And he is starting to hate literature. They never discuss the annotations. They just turn the writing Stenden University of Applied book in after the test for a grade. International. No other feedback.

They also do not have class discussions about the books. Thinking Lord. Nor do they use the annotations for any written assignments. He was homeschooled until last year and I’m very frustrated with the critical International Study quality of education in what is supposed to example essay writing Roedean School be an critical Holland Study Center, advanced class. Melissa, this does sound tough — just keep in mind that his teacher is probably stressed, pressured, and dizzied by ever-increasing demands. Are the where to write articles Westminster annotations indeed read by the teacher? I would recommend your son do exactly as I try to do when demands are placed upon me that inhibit my work — I modify them until they become helpful, and I try to International Study Center do so with a humble demeanor so as not to draw anyone’s ire. Best to you and your son! Hi Melissa, I’m in the same situation you were a couple of years ago – but I’m preparing to meet with the teacher first. Example Of Critical Roedean School. Do you have any advice for me from your experience?

This annotation “task” is making my book loving 5th grader start to hate books and feel discouraged with herself. This is killing my heart. Critical Holland Center. She is reading at a ridiculously slow pace for her and she says it’s because she can’t enjoy the articles Westminster book while she debating with herself – I’m reading that the to be critical Holland Study Center main character is insecure and unsure about how to address the example essay writing school principal – is this a character trait (should highlight in yellow) or a problem (highlight in orange). To Be International Study. This is critical thinking assignments College, killing her and critical International Center, I’m not knowing how to help. I loved seen her devour piles of books, and read a few pages of on creative Brillantmont International School some and critical Holland Center, drop them because she doesn’t like them. Now it’s all assigned reading and this annotation thing is pointless. Writing University. The book needs to International Study Center look like a rainbow. My rule follower feels pressured to of critical essay find many colors and make lots of margin notes because that’s what the teacher asks!

She doesn’t have a problem understanding books. To Be Critical Holland Center. Many times if she loves a book she asks me to read it so we can discuss it. And we do. She understands what she’s reading without annotating it. I see the point in annotating an a good essay College Canterbury, article or a scientific paper where you are trying to analyze and assimilate as much info as you can.

But what is the point of the critical International color coding and margin notes in articles a novel? Dave and others here – what do you suggest? Of course I’m supportive of the teacher in front of my daughter but this is killing me. To Be Critical Study Center. Thanks! Hi Marta, thank you for writing. This sounds like a basic case of unintentional readicide (Kelly Gallagher has a book by where to write articles Westminster School, that title, and you could use that book if you need to take things beyond the teacher). As a teacher myself, let me say THANK YOU for to be critical, 1) going to the teacher first, and 2) being supportive of the writing University of Applied Sciences teacher in front of to be critical Center your daughter.

You are handling things the way I would love for a parent to handle a concern with any of my own practices. With that said, if the teacher doesn’t budge based on assignments Lord Wandsworth the reasons / anecdotes you’ve given here, I do think it’s important to move to the administration. My prayer is that it won’t come to that and Holland Center, the teacher will modify his/her expectations. Keep us updated. Dave, I am just discovering your articles, and I am intrigued! It is learn write an essay John, as bad as Pinterest where I am drawn from Holland International Study Center, one thing to another and just can’t stop. In Louisiana, we give an End of Course test.

I am all about annotating and marking up a text, but when it comes to Westminster School standardized testing, it is done on the computer. Do you have any strategies for annotating a text they cannot write on? I am currently just making them write their annotations on a sheet of paper, but I am struggling with getting them to be sure that what they write is critical Study Center, meaningful and not simply just a summary of what they are reading. Articles On Creative Writing Brillantmont International School. Any advice will help! Heidi, what a privilege to have you on the journey #128578; I sort of shudder at these computer-based tests that ask kids to annotate. If I were reading an article online and had to write using textual evidence from the critical International Center article, I would pray that there be some way to take notes in the “text box” or whatever I’m supposed to compose my writing in. There, I would keep the occasional note that might help me in thinking assignments Lord College my writing.

In terms of pushing kids past summary, try They Say, I Say — I’ve written on it here on to be critical Study Center the blog, and it’s the articles on creative International work of Gerald Graff and to be, Cathy Birkenstein. Love your arguments on purposeful annotation (thank you!) and assignments Lord Wandsworth, so enthusiastically, I prepared a lesson and to be critical Holland International Study Center, tried it out yesterday for the first time. But today, I am feeling a bit discouraged. Do the students you teach end up loving this or just us teachers because we see the value in an essay Saint John II Academy it? I teach 7th grade reading and LA. Yesterday in class I went through the first page of International a short story, demonstrating how I’d question or comment upon what I read in the margins (I was a terrific actress, commenting on things and jotting down a short note like “Wow – I wonder why he did that?”). For homework, they had to finish the remaining four pages. Today I had them work in groups and share their ideas about annotating (if they enjoyed it, what sorts of things did they find themselves commenting on, etc), and then to send me a “group share” list with their thoughts. Although a few kids liked it and admitted it made them notice more things, overwhelming the groups said they did not like it or find it useful. Writing A Good Thesis For An Essay College Canterbury. Quote: “We all said NO, we don’t like it.

Why should we write our thoughts down when we think them? Sometimes we don’t want our thoughts to be shared on to be Holland Study Center a paper for everyone to see. We think it is not useful.” Now I never said they had to share their thoughts with each other, and in fact, mentioned I wouldn’t be grading them. (I requested they do about 3 annotations per where Westminster, page, but there was no set requirement) So do you think this is this a typical 7th grader not wanting to Holland Study Center work differently/ general aversion to writing steps trying something new? Or is commenting about things as they read not purposeful enough? I plan to use this technique for a novel study coming up next week, but wished the students enjoyed it more.

Is it a matter of giving them a few questions to focus on before we read, or is Study, this something they’ll grow to love? #128578; Quick question: Why is it bad for students to read the critical thinking Lord Wandsworth article once for to be critical International Center, the gist and then annotate on the second read? I’m torn on this one. LOVE your article – thank you so much. Captured so much about the ins and outs of the process, the snarly tough parts of teaching kids to annotate..with some great solutions.. Do you see any value in group annotation using, for instance, the on creative writing International School hypothes.is app? I’m familiar with that application, Scott. I could see value in group annotation, and I would at least be interested in experimenting with it. I’m spending some time this summer thinking about annotation and to be Holland International, what we ask kids to do. Writing School. Many of my students annotate to satisfy the teacher and not because it serves a purpose for them. I think the goal of Holland International Center annotation is to equip them with that tool when they need it – obviously they won’t annotate everything they read, but it’s there when they need it.

And I love the idea of beginning with the articles on creative International end in mind and linking it to something they have to do at critical Holland International Study Center, the end. I’ve asked this question to several of Brillantmont International my colleagues and I’m curious what you would say. To Be Critical Holland International Study Center. If I assign a novel for kids to read and annotate outside of of critical essay School class, how much time should they spend reading vs. Holland International Study Center. annotating? I define reading as anything that doesn’t involve writing something down; annotation would be anything that involves pen, highlighter, or post-its. Could you give me an ideal percentage? Is it different for articles? Great question, David. Articles Writing. I would say that with a novel it should be much less annotation than an to be Holland International Study, article — it’s longer, we want kids to get into flow, etc. Typically with novel homework I only expect kids to come back the steps of Applied Sciences next day with questions or insights — sometimes I set a number, sometimes I don’t. I am sure I picked that up from Kelly Gallagher once upon a time — he does something sometimes called “20 Questions,” I think. So I can’t give you a percentage, but there should be vastly more reading happening than annotating, in my opinion, when it comes to novels or just about anything else.

I am so happy to have read this article with all of its attached side articles. I am really in a place to understand and to be critical Study, incorporate this into my teaching this year. Steps. I have noticed lately that students have figured out that many teacher’s with their “close reading” and to be critical Holland Study, annotations have really become more busy work, and many have protested. I was in the process of Brillantmont International creating a cheat sheet about Annotating (with explanations about why and how) when I read your article and Holland International, it really explained exactly what I wanted to share with my students. Example Of Critical Essay Writing Roedean. You wrote this so long ago and it’s still relevant.

Thank you, thank you, thank you. Lisa, what a lovely compliment: “You wrote this so long ago and it’s still relevant.” Thank you. Your article on annotation has been so helpful to me. It supports and to be Holland International Study, augments what I already teach my students to do with paper texts. My current challenge is how to teach students to annotate texts on the computer. Our state tests are now computerized and example essay Roedean, my students complain because they cannot annotate. Do you have any suggestions? Leigh, this is brave new world territory — I haven’t yet had students annotate digitally. Critical Holland Study Center. Our state test was computerized, for a year, but then we dropped it or changed tests or something. I can’t even keep the School state tests straight in Michigan.

It’s changed every year for at least the last three years. I’ve expected my students to purposefully annotate for a few years now, but I still struggle with the grading aspect. I would love to get to the point where students would annotate without a grade attached because they see the value of those annotations (and want to follow the breadcrumbs), but I’ve never gotten there. Instead, I am overwhelmed with checking 100+ novels every unit for annotations and feeling as if I can never really grade them effectively and efficiently. Any advice? For novels, I just have students come to class with 5+ insights, comments, questions, or confusions from the to be critical Holland International Study previous day’s or night’s reading. I put a grade in the gradebook, but it’s only articles on creative School not a zero if kids are obviously not doing the work (which I check at the start of class during the Think-Pair-Share we do with their 5+ things. I hope that helps a bit. This is to be Holland International, smart and thoughtful.

Thanks for posting. I appreciate that Lulu! Thanks for critical assignments Lord Wandsworth College, the article Dave. I’ve re-entered the to be Study teaching realm after a 9 year “sabbatical” and am searching for strategies to learn write John Paul help my students. International. We are preparing to read some Puritan literature and articles on creative Brillantmont School, The Scarlet Letter. I am searching for some reading strategies to “practice” on to be Holland International Study the required short readings then utilize them in example of critical Roedean School The Scarlet Letter. I definitely see the purpose of purposeful annotation and believe I understand the gist of it.

You mentioned, though, that you don’t use it a lot throughout a novel. How can I utilize this strategy for The Scarlet Letter? This was exactly that which I didn’t know I was looking for. I don’t know if that made any sense but thank you for this article. I took AP English classes in high school with endless amounts of busywork annotating.

Today, in college a professor asked me to annotate an article and write a reflection. The reflection is easy but I had no idea how to annotate this in a way that made any sense. Study. That frustration and Wandsworth College, angst I recall so fondly from high school flooded back into me. You’d think that a college sophomore could annotate one simple article but I put it off for weeks because I didn’t want to Holland International Center turn it in critical thinking assignments Wandsworth and have the professor hand it back to me because my annotations didn’t make sense. Finally, in to be critical Study desperation I did a google search. A Good For An Essay CATS College. This one blog entry explained annotating better than every English class I’ve ever taken combined. THANK YOU. Paige, this was kind of an incredible piece of praise. Really — amazing.

Thank YOU! Thanks for sharing the Harvard’s six reading habits! These will be very helpful as I redesign a critical reading course. You are all very smart. Wonderful article! Love the part about to be Holland International Center student’s ownership of their education. Thanks for this post, Dave!

I have been teaching English Language Arts for 16 years, and I have the most difficult time teaching kids to annotate because I have never needed to do so. I tend to do it all in articles Brillantmont my head as I am reading. Most of Holland Study my students are incapable of that though. Your article helps a lot. I wish I had discovered it at the beginning of the an essay Sciences school year though. Thank you for to be critical Holland Center, this, Dave. What is your view of digital annotations? We’re a 1:1 school, and writing a good for an essay, I bounce back and forth between wanting my students to read a physical book (I teach biblical studies, so the Hebrew Bible/New Testament), or offering the to be Holland Study option to read the text online. Would you find doing annotations online to be as effective as writing annotations? Kay, I think digital annotations can be done just as purposefully as handwritten ones. I don’t ask students to use digital annotation much because I’m not anything class to a paperless classroom.

I suppose, though, that the only time I use digital annotations is when I am reading the Bible online — so, if you were my teacher asking me to do something like that, I’d be doing something that was pretty natural! After 10 years of teaching ESL at a good thesis statement for an CATS College, a community college, I was just (and I mean just) hired to teach a course called “College Reading” at a small liberal arts college. Thank you for clarifying something crucial – for me and for my students! And thanks for the links you provided … I am so happy to have discovered your words at the beginning of our homeschooling journey. My daughter is a freshman. Your call for ownership of one’s education echo my thoughts exactly and critical Study Center, I’m thrilled that you have given me insight into to write articles Westminster School this tool as well as all of the helpful links.

She is taking a Socratic discussion course through the Holland International Study Center Well-Trained Mind Academy and example essay writing, is already enjoying “The Art of Argument”, although we will certainly check out to be critical International Study Center “They Say, I Say” upon your recommendation. Thank you!

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PERFORMANCE: All versions of the 2008 Odyssey have a 3.5-liter V6 engine matched to a five-speed automatic transmission, with front-wheel drive. But there are two engines, both with blocks and heads made of aluminum alloy. The engine in LX and International Center, EX models uses Honda's VTEC¨ variable valve timing and lift technology to make 244 horsepower (at 5750 rpm) and where to write articles School, 240 lb-ft of torque (at 5000 rpm), with an EPA mileage rating of 16/23. Holland International Center. EX-L and Touring models get i-VTEC, which adds variable cam phasing, and articles writing Brillantmont, the newest development of Variable Cylinder Management (VCM), Honda's cylinder deactivation system. With the new VCM, either two or three cylinders can be deactivated while cruising in low engine load conditions, to reduce fuel consumption and emissions. Mileage rises a bit, to an EPA 17/25.

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When, still later, General Hunter attempted military emancipation, I forbade. it, because I did not yet think the indispensable necessity had come. When, in March and May and July, 1862, I made earnest and successive. appeals to the Border States to favor compensated emancipation, I believed the indispensable necessity for military emancipation and. arming the learn how to John II Academy blacks would come, unless averted by that measure. They declined the proposition; and I was, in my best judgment, driven to the. alternative of either surrendering the Union, and with it the Constitution, or of laying strong hand upon International Study the colored element.

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A. G. Hodges, Esq., Frankfort, Ky. You ask me to put in writing the substance of what I verbally stated the other day, in your presence, to Governor Bramlette and. Senator Dixon. It was about as follows: I am naturally anti-slavery. If slavery is not wrong nothing is wrong.

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of the Constitution through the preservation of the nation. Right or wrong, I assumed this ground, and now avow it. I could not feel that. to the best of my ability I had even tried to preserve the Constitution, if, to save slavery, or any minor matter, I should permit the. wreck of government, country, and Constitution altogether. When, early in the war, General Fremont attempted military emancipation, I forbade it, because I did not then think it an. indispensable necessity. When, a little later, General Cameron, then Secretary of War, suggested the arming of the blacks, I objected, because I did not yet think it an indispensable necessity.

When, still later, General Hunter attempted military emancipation, I forbade. it, because I did not yet think the indispensable necessity had come. When, in March and May and July, 1862, I made earnest and successive. appeals to the Border States to favor compensated emancipation, I believed the indispensable necessity for military emancipation and. arming the blacks would come, unless averted by that measure.

They declined the proposition; and to be critical Holland Study Center, I was, in writing thesis my best judgment, driven to the. alternative of either surrendering the critical Holland Study Center Union, and with it the Constitution, or of laying strong hand upon the colored element. I chose the. latter. In choosing it, I hoped for greater gain than loss; but of this I was not entirely confident… Read the following lines from the passage: I am naturally anti-slavery. If slavery is not wrong nothing is wrong.

I cannot remember when I did not so think and Wandsworth, feel; and yet I have. never understood that the Presidency conferred upon me an to be critical Holland International Center unrestricted right to act officially in this judgment and to write, feeling. Which comes closest to capturing Lincoln’s true meaning in this passage? (4 points) I believe in abolishing slavery, but I know the majority of the people do not support it. I do not believe in forcing my beliefs on the people just because I am the critical president. I do not believe that the presidency gives me the write Saint Paul II Academy authority to abolish slavery. Those who support abolishing slavery should look to another government authority. Letter to a Citizen of Kentucky, an excerpt. Executive Mansion, Washington, A. G. Hodges, Esq., Frankfort, Ky.

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given to save a limb. I felt that measures, otherwise unconstitutional, might become lawful by becoming indispensable to the preservation. of the Constitution through the preservation of the nation. Right or wrong, I assumed this ground, and statement essay, now avow it. I could not feel that. to the best of my ability I had even tried to preserve the to be critical Holland International Center Constitution, if, to assignments, save slavery, or any minor matter, I should permit the. wreck of government, country, and Constitution altogether. When, early in the war, General Fremont attempted military emancipation, I forbade it, because I did not then think it an.

indispensable necessity. When, a little later, General Cameron, then Secretary of War, suggested the arming of the blacks, I objected, because I did not yet think it an indispensable necessity. When, still later, General Hunter attempted military emancipation, I forbade. it, because I did not yet think the indispensable necessity had come. When, in March and May and July, 1862, I made earnest and successive. appeals to the Border States to favor compensated emancipation, I believed the indispensable necessity for military emancipation and. arming the blacks would come, unless averted by that measure. They declined the proposition; and I was, in to be critical International Study Center my best judgment, driven to the. alternative of writing an essay Stenden University either surrendering the Union, and with it the Constitution, or of laying strong hand upon to be critical Holland Study Center the colored element. I chose the. latter.

In choosing it, I hoped for greater gain than loss; but of writing School this I was not entirely confident… Which is the best restatement of the following sentence? Right or wrong, I assumed this ground, and now avow it. (4 points) I assumed I would make the right decision. I have not yet made the right decision. I made my decision and International, stand by it. My decision may be right or wrong. Letter to a Citizen of Kentucky, an steps excerpt.

Executive Mansion, Washington, A. G. Hodges, Esq., Frankfort, Ky. You ask me to put in writing the substance of what I verbally stated the other day, in your presence, to Governor Bramlette and. Senator Dixon. It was about to be critical International, as follows: I am naturally anti-slavery. If slavery is not wrong nothing is on creative writing Brillantmont, wrong. I cannot remember when I did not so think and feel; and. yet I have never understood that the to be Holland Study Presidency conferred upon me an unrestricted right to act officially in this judgment and feeling.

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done no official act in to be critical International Study Center mere deference to my abstract judgment and feeling on slavery. I did understand, however, that my oath to preserve. the Constitution to the best of my ability imposed upon me the duty of writing an essay of Applied Sciences preserving, by to be critical Holland International Center every indispensable means, that government, that. nation, of which that Constitution was the organic law. Was it possible to lose the example of critical writing nation, and yet preserve the Constitution? By general law, life and limb must be protected; yet often a limb must be amputated to to be critical Holland International Study, save a life, but a life is never wisely. given to save a limb. How To An Essay Saint Paul! I felt that measures, otherwise unconstitutional, might become lawful by becoming indispensable to the preservation. of the Constitution through the preservation of the nation. Right or wrong, I assumed this ground, and now avow it.

I could not feel that. to the best of my ability I had even tried to preserve the to be critical International Study Center Constitution, if, to save slavery, or any minor matter, I should permit the. wreck of government, country, and Constitution altogether. When, early in the war, General Fremont attempted military emancipation, I forbade it, because I did not then think it an. indispensable necessity. John II Academy! When, a little later, General Cameron, then Secretary of War, suggested the arming of the blacks, I objected, because I did not yet think it an indispensable necessity.

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latter. In choosing it, I hoped for greater gain than loss; but of this I was not entirely confident… Lincoln’s decision to arm black soldiers occurred at what point? (4 points) As soon as he realized military emancipation would not work. As soon as he was convinced that Northern generals would agree. Only once he was convinced it was necessary to save the Union.

Only once he was convinced that Southerners would abolish slavery. Letter to of critical Roedean School, a Citizen of critical Holland Study Center Kentucky, an excerpt. Executive Mansion, Washington, A. Writing An Essay University Of Applied! G. Hodges, Esq., Frankfort, Ky. You ask me to put in writing the substance of what I verbally stated the other day, in to be critical International Study Center your presence, to Governor Bramlette and. Senator Dixon. It was about as follows: I am naturally anti-slavery.

If slavery is not wrong nothing is wrong. I cannot remember when I did not so think and feel; and. yet I have never understood that the example essay Roedean Presidency conferred upon me an unrestricted right to to be critical Holland Study, act officially in this judgment and University of Applied, feeling. It. was in to be Center the oath I took that I would to the best of my ability preserve, protect and defend the Constitution of the United States. I could. not take the University of Applied office without taking the oath.

Nor was it in my view that I might take the Study oath to get power, and thesis statement CATS College, break the oath in to be critical Holland Center using. I understood, too, that in ordinary civil administration this oath even forbade me to practically indulge my primary abstract. judgment on the moral question of example essay Roedean School slavery. Critical International Study Center! I had publicly declared this many times and in many ways; and I aver that, to this day I have. done no official act in mere deference to my abstract judgment and articles International, feeling on slavery.

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Right or wrong, I assumed this ground, and now avow it. I could not feel that. to the best of my ability I had even tried to preserve the Constitution, if, to save slavery, or any minor matter, I should permit the. wreck of government, country, and Constitution altogether. When, early in the war, General Fremont attempted military emancipation, I forbade it, because I did not then think it an. indispensable necessity.

When, a little later, General Cameron, then Secretary of to be critical Study War, suggested the arming of the blacks, I objected, because I did not yet think it an indispensable necessity. When, still later, General Hunter attempted military emancipation, I forbade. it, because I did not yet think the indispensable necessity had come. When, in learn how to write an essay John Paul March and May and July, 1862, I made earnest and successive. appeals to the Border States to favor compensated emancipation, I believed the indispensable necessity for military emancipation and. arming the blacks would come, unless averted by that measure. They declined the proposition; and I was, in to be critical International my best judgment, driven to the. alternative of either surrendering the writing statement essay CATS Canterbury Union, and to be Study Center, with it the Constitution, or of laying strong hand upon the colored element. I chose the.

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judgment on the moral question of slavery. I had publicly declared this many times and in many ways; and I aver that, to this day I have. done no official act in mere deference to to be critical International Center, my abstract judgment and feeling on slavery. I did understand, however, that my oath to preserve. the Constitution to the best of my ability imposed upon learn how to write Saint John Paul me the duty of preserving, by every indispensable means, that government, that. nation, of which that Constitution was the organic law. Was it possible to lose the critical Holland Center nation, and yet preserve the Constitution?

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When, early in the war, General Fremont attempted military emancipation, I forbade it, because I did not then think it an. indispensable necessity. To Be Critical Holland Center! When, a little later, General Cameron, then Secretary of War, suggested the arming of the blacks, I objected, because I did not yet think it an indispensable necessity. When, still later, General Hunter attempted military emancipation, I forbade. it, because I did not yet think the indispensable necessity had come. When, in March and May and July, 1862, I made earnest and successive. appeals to the Border States to favor compensated emancipation, I believed the indispensable necessity for military emancipation and. arming the blacks would come, unless averted by that measure. They declined the proposition; and I was, in my best judgment, driven to writing, the. alternative of to be International Study either surrendering the Union, and with it the writing thesis essay College Constitution, or of laying strong hand upon the colored element. I chose the.

latter. To Be Critical Center! In choosing it, I hoped for how to an essay Saint John Paul II Academy greater gain than loss; but of to be critical Holland International Study Center this I was not entirely confident… In the sentence in bold, President Lincoln states that saving slavery would likely lead to something else. Articles! What would it lead to? (4. Increased government control.

Upholding essential Constitutional elements. The destruction of the government. A new form of capitalism. Letter to a Citizen of Kentucky, an International Center excerpt. Executive Mansion, Washington, A. G. Hodges, Esq., Frankfort, Ky. You ask me to put in writing the substance of what I verbally stated the other day, in your presence, to Governor Bramlette and. Senator Dixon.

It was about writing thesis for an CATS Canterbury, as follows: I am naturally anti-slavery. If slavery is not wrong nothing is wrong. I cannot remember when I did not so think and to be critical Center, feel; and. yet I have never understood that the Presidency conferred upon me an unrestricted right to an essay Saint John, act officially in this judgment and feeling. It.

was in International Center the oath I took that I would to the best of essay Roedean School my ability preserve, protect and defend the Constitution of the United States. I could. not take the office without taking the to be International Study Center oath. Nor was it in my view that I might take the oath to get power, and break the oath in using. I understood, too, that in ordinary civil administration this oath even forbade me to practically indulge my primary abstract. judgment on the moral question of for an essay slavery. I had publicly declared this many times and in many ways; and I aver that, to this day I have. done no official act in mere deference to my abstract judgment and to be Holland Study Center, feeling on slavery. I did understand, however, that my oath to preserve. the Constitution to the best of an essay steps Stenden University Sciences my ability imposed upon me the duty of preserving, by Holland every indispensable means, that government, that. nation, of which that Constitution was the organic law.

Was it possible to lose the nation, and yet preserve the Constitution? By general law, life and limb must be protected; yet often a limb must be amputated to thesis for an CATS College Canterbury, save a life, but a life is never wisely. given to save a limb. I felt that measures, otherwise unconstitutional, might become lawful by becoming indispensable to the preservation. of the Constitution through the preservation of the nation. Right or wrong, I assumed this ground, and now avow it. I could not feel that. to the Holland International best of my ability I had even tried to preserve the Constitution, if, to save slavery, or any minor matter, I should permit the. wreck of government, country, and Constitution altogether. When, early in the war, General Fremont attempted military emancipation, I forbade it, because I did not then think it an. indispensable necessity.

When, a little later, General Cameron, then Secretary of War, suggested the arming of the blacks, I objected, because I did not yet think it an indispensable necessity. When, still later, General Hunter attempted military emancipation, I forbade. it, because I did not yet think the learn how to write an essay John II Academy indispensable necessity had come. When, in March and May and July, 1862, I made earnest and successive. appeals to the Border States to favor compensated emancipation, I believed the indispensable necessity for military emancipation and. arming the blacks would come, unless averted by that measure.

They declined the proposition; and I was, in my best judgment, driven to the. alternative of either surrendering the Union, and with it the Constitution, or of laying strong hand upon the colored element. I chose the. latter. In choosing it, I hoped for greater gain than loss; but of this I was not entirely confident… In a paragraph of three to five sentences, summarize President Lincoln’s meaning in Holland International Study Center the paragraph in bold. Use proper spelling and. grammar. (5 points) The Emancipation Proclamation, excerpt. BY THE PRESIDENT OF THE UNITED STATES OF AMERICA. A PROCLAMATION.

I, ABRAHAM LINCOLN, President of the United States of America, and Commander-in-Chief of the Westminster Army and Navy thereof, do hereby proclaim and. declare that hereafter, as heretofore, the war will be prosecuted for the object of practically restoring the constitutional relation. between the International Study Center United States, and each of the writing Roedean States, and to be, the people thereof, in which States that relation is, or may be, suspended or. That on the first day of writing Stenden University of Applied Sciences January in the year of to be International Study our Lord, one thousand eight hundred and learn Saint, sixty-three, all persons held as slaves within. any State, or designated part of a State, the people whereof shall then be in rebellion against the United States shall be then, thenceforward, and forever free; and the executive government of the United States, including the to be critical International Center military and naval authority thereof, will recognize and maintain the freedom of such persons, and will do no act or acts to repress such persons, or any of them, in any. efforts they may make for their actual freedom. That the executive will, on the first day of January aforesaid, by proclamation, designate the States, and part of example of critical essay writing Roedean School States, if any, in. which the people thereof respectively, shall then be in rebellion against the United States; and the fact that any State, or the people.

thereof shall, on that day be, in good faith represented in the Congress of the United States, by members chosen thereto, at elections. wherein a majority of the qualified voters of such State shall have participated, shall, in the absence of strong countervailing. testimony, be deemedconclusive evidence that such State and the people thereof, are not then in rebellion against the United States. Use context to determine the meaning of the word in bold. (4 points) The Emancipation Proclamation, excerpt. BY THE PRESIDENT OF THE UNITED STATES OF AMERICA. A PROCLAMATION. I, ABRAHAM LINCOLN, President of the United States of America, and Commander-in-Chief of the Army and critical International Study, Navy thereof, do hereby proclaim and.

declare that hereafter, as heretofore, the war will be prosecuted for the object of practically restoring the constitutional relation. between the example essay writing United States, and each of the States, and the people thereof, in which States that relation is, or may be, suspended or. That it is my purpose, upon the next meeting of to be critical Holland Study Center Congress to again recommend the adoption of a practical measure tendering pecuniary aid to. the free acceptance or rejection of all slave States, so called, the people whereof may not then be in rebellion against the United States. and which States may then have voluntarily adopted, or thereafter may voluntarily adopt, immediate or gradual abolishment of learn John slavery. within their respective limits; and that the effort to critical Holland Study Center, colonize persons of University of Applied Sciences African descent, with their consent, upon this continent, or. elsewhere, with the previously obtained consent of the Governments existing there, will be continued. That on the first day of critical Holland January in writing the year of our Lord, one thousand eight hundred and sixty-three, all persons held as slaves within. any State, or designated part of a State, the people whereof shall then be in to be critical rebellion against the United States shall be then, thenceforward, and forever free; and the executive government of the United States, including the military and naval authority thereof, will recognize and maintain the freedom of where to write articles School such persons, and will do no act or acts to repress such persons, or any of to be critical Holland Study Center them, in any. efforts they may make for their actual freedom.

That the executive will, on the first day of a good thesis statement CATS College January aforesaid, by proclamation, designate the States, and part of States, if any, in. which the people thereof respectively, shall then be in rebellion against to be Study Center, the United States; and the fact that any State, or the people. thereof shall, on that day be, in good faith represented in the Congress of the United States, by members chosen thereto, at elections. wherein a majority of the qualified voters of such State shall have participated, shall, in the absence of strong countervailing. testimony, be deemed conclusive evidence that such State and the people thereof, are not then in rebellion against the United States. That attention is hereby called to an Act of Congress entitled “An Act to make an additional Article of where to write articles School War” approved March 13, 1862, and. which act is in Study Center the words and figure following: ”Be it enacted by the Senate and House of Representatives of the thesis for an CATS Canterbury United States of America in Congress assembled, That hereafter the. following shall be promulgated as an additional article of war for the government of the army of the United States, and shall be obeyed. and observed as such: Article -. All officers or persons in the military or naval service of the critical Study Center United States are prohibited from employing any of the forces. under their respective commands for the purpose of returning fugitives from writing thesis statement College Canterbury service or labor, who may have escaped from any persons to.

whom such service or labor is to be International, claimed to be due, and any officer who shall be found guilty by a court-martial of violating this article. shall be dismissed from the service. SEC. 2. How To II Academy! And be it further enacted, That this act shall take effect from and after its passage.” What is Holland Center, Lincoln’s purpose in writing this document? (4 points) To explain the moral reasons for abolishing slavery. To outline the where Westminster School practical effects of abolishing slavery. To force Congress to convene to abolish slavery. To force Congress to convene to end the Civil War. The Emancipation Proclamation, excerpt. BY THE PRESIDENT OF THE UNITED STATES OF AMERICA.

A PROCLAMATION. I, ABRAHAM LINCOLN, President of the United States of International Study America, and Commander-in-Chief of the Army and Navy thereof, do hereby proclaim and. declare that hereafter, as heretofore, the war will be prosecuted for the object of practically restoring the constitutional relation. between the United States, and each of the States, and the people thereof, in which States that relation is, or may be, suspended or. That it is my purpose, upon the next meeting of Congress to again recommend the adoption of a practical measure tendering pecuniary aid to. the free acceptance or rejection of all slave States, so called, the people whereof may not then be in rebellion against the United States. and which States may then have voluntarily adopted, or thereafter may voluntarily adopt, immediate or gradual abolishment of slavery. within their respective limits; and that the effort to colonize persons of African descent, with their consent, upon this continent, or. elsewhere, with the previously obtained consent of the Governments existing there, will be continued.

That on example essay writing School the first day of January in to be critical Holland International Study Center the year of our Lord, one thousand eight hundred and sixty-three, all persons held as slaves within. any State, or designated part of a State, the thinking Lord Wandsworth College people whereof shall then be in rebellion against the United States shall be then, thenceforward, and forever free; and the executive government of the United States, including the to be critical Holland International military and naval authority thereof, will recognize and writing an essay Stenden University of Applied Sciences, maintain the freedom of to be critical Center such persons, and will do no act or acts to how to John Paul II Academy, repress such persons, or any of them, in any. efforts they may make for their actual freedom. That the executive will, on the first day of January aforesaid, by proclamation, designate the States, and part of States, if any, in. which the people thereof respectively, shall then be in rebellion against the United States; and the fact that any State, or the people. thereof shall, on that day be, in good faith represented in the Congress of the United States, by members chosen thereto, at elections. wherein a majority of the qualified voters of such State shall have participated, shall, in to be International Study the absence of strong countervailing. testimony, be deemed conclusive evidence that such State and the people thereof, are not then in rebellion against the United States. That attention is hereby called to an Act of Congress entitled “An Act to writing steps University, make an critical Holland International Study additional Article of assignments Lord Wandsworth College War” approved March 13, 1862, and. which act is in the words and figure following: ”Be it enacted by the Senate and House of Representatives of the critical Study United States of America in Congress assembled, That hereafter the. following shall be promulgated as an to write additional article of war for the government of the to be critical Holland International Study army of the United States, and shall be obeyed.

and observed as such: Article -. Example Essay Roedean! All officers or persons in the military or naval service of the United States are prohibited from employing any of the Study forces. under their respective commands for the purpose of returning fugitives from service or labor, who may have escaped from any persons to. whom such service or labor is claimed to be due, and any officer who shall be found guilty by a court-martial of violating this article. shall be dismissed from the service. SEC.

2. John! And be it further enacted, That this act shall take effect from and after its passage.” Read the passage below: “All officers or persons in the military or naval service of the United States are prohibited from employing any of the forces under their. respective commands for to be Holland International the purpose of returning fugitives from service or labor, who may have escaped from any persons to whom such. service or labor is of critical Roedean, claimed to be due, and any officer who shall be found guilty by a court-martial of violating this article shall be. dismissed from the service.” Which sentence below comes closest to capturing the meaning of this passage? (4 points) All members of the military have a duty to to be critical Study, return freed slaves to their former owners. Any member of the military caught returning slaves to former owners will be dismissed. Former owners attempting to stop freed slaves from articles on creative Brillantmont School leaving will be court-martialed. Freed slaves attempting to join the military will be immediately court-martialed. The Emancipation Proclamation, excerpt.

BY THE PRESIDENT OF THE UNITED STATES OF AMERICA. To Be Holland International Center! A PROCLAMATION. I, ABRAHAM LINCOLN, President of the United States of America, and Commander-in-Chief of the Army and Navy thereof, do hereby proclaim and. declare that hereafter, as heretofore, the war will be prosecuted for the object of practically restoring the constitutional relation. between the United States, and each of the States, and the people thereof, in which States that relation is, or may be, suspended or.

That it is my purpose, upon the next meeting of Congress to again recommend the adoption of learn write Saint John Paul a practical measure tendering pecuniary aid to. the free acceptance or rejection of all slave States, so called, the people whereof may not then be in to be Holland International Study rebellion against writing a good thesis statement for an College Canterbury, the United States. and which States may then have voluntarily adopted, or thereafter may voluntarily adopt, immediate or gradual abolishment of slavery. within their respective limits; and that the effort to colonize persons of to be African descent, with their consent, upon this continent, or. elsewhere, with the previously obtained consent of the Governments existing there, will be continued.

That on the first day of January in the year of our Lord, one thousand eight hundred and sixty-three, all persons held as slaves within. any State, or designated part of a State, the learn write an essay people whereof shall then be in rebellion against the United States shall be then, thenceforward, and forever free; and the executive government of the United States, including the military and Holland International, naval authority thereof, will recognize and maintain the freedom of such persons, and writing an essay steps Sciences, will do no act or acts to repress such persons, or any of them, in any. efforts they may make for to be critical Holland International their actual freedom. That the Lord Wandsworth executive will, on to be critical Holland International Center the first day of example of critical School January aforesaid, by proclamation, designate the States, and part of States, if any, in. which the people thereof respectively, shall then be in to be Holland Study rebellion against how to an essay Saint Paul, the United States; and to be Holland Center, the fact that any State, or the people. thereof shall, on Wandsworth College that day be, in critical Holland Study Center good faith represented in the Congress of the United States, by members chosen thereto, at elections. wherein a majority of the qualified voters of such State shall have participated, shall, in the absence of strong countervailing. testimony, be deemed conclusive evidence that such State and the people thereof, are not then in rebellion against critical assignments Wandsworth College, the United States. That attention is hereby called to an Act of Holland Study Congress entitled “An Act to make an additional Article of critical thinking assignments College War” approved March 13, 1862, and. which act is in to be critical Holland International Study Center the words and figure following: ”Be it enacted by the Senate and House of Representatives of the United States of America in Congress assembled, That hereafter the. following shall be promulgated as an additional article of essay Roedean war for the government of the army of the United States, and shall be obeyed.

and observed as such: Article -. All officers or persons in the military or naval service of the United States are prohibited from employing any of the forces. under their respective commands for the purpose of returning fugitives from service or labor, who may have escaped from to be Holland any persons to. whom such service or labor is articles, claimed to be due, and any officer who shall be found guilty by to be Holland Study a court-martial of violating this article. shall be dismissed from the where articles service. SEC.

2. And be it further enacted, That this act shall take effect from and after its passage.” What is the reasoning behind Lincoln’s referring to the South as “the rebellion”? Why does he continually use this term? Be sure to use evidence from the text to support your answer. (5 points) Read this sentence from Abraham Lincoln’s Second Inaugural Address: . . To Be Critical International Study Center! . let us strive on to finish the work we are in; to bind up the writing a good thesis statement essay College nation’s wounds; to care for him who shall have borne the battle, and. for his widow, and his orphan – to do all which may achieve and cherish a just, and a lasting peace, among ourselves, and with all. What does the phrase bind up the nation’s wounds mean? (4 points)

Read this sentence from Abraham Lincoln’s Second Inaugural Address: . . . let us strive on to finish the work we are in; to bind up the nation’s wounds; to care for him who shall have borne the battle, and. for his widow, and his orphan – to do all which may achieve and cherish a just, and critical Center, a lasting peace, among ourselves, and with all. What does the word cherish mean as used in this sentence? (4 points) Read this sentence from Abraham Lincoln’s Second Inaugural Address: Yet, if God wills that it continue until all the wealth piled by the bondsman’s two hundred and fifty years of unrequited toil shall be. sunk, and until every drop of blood drawn with the lash shall be paid by another drawn with the sword, as was said three thousand years. ago, so still it must be said “the judgments of the Roedean School Lord are true and righteous altogether. Which of the following best explains the effect of the phrase until every drop of blood drawn with the lash shall be paid by another drawn.

with the sword? (4 points) It creates a sense of honored fairness. It creates a sense of to be Center sorrow and grief. It suggests a feeling of suffering and pain. It suggests a much-deserved justice.

Read this sentence from critical Abraham Lincoln’s Second Inaugural Address: It may seem strange that any men should dare to ask a just God’s assistance in wringing their bread from the sweat of other men’s faces; but let us judge not that we be not judged. Which of the following best describes the effect of the word wringing in this sentence? (4 points)

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fairytale homework Once Upon a Time at. Here you will find many ideas, printables, games, crafts, and centers for critical International a unit or theme on fairytales! Fairy Tales was one of the first units I ever created! Many of the pictures on where to write Westminster, this page are from my time student teaching back in to be critical 1997 - 1998! Enjoy! Updated - March 2014. Once upon a time, In a land far away,

A girl kissed a frog - That just made his day! Red Riding Hood took fright - She found a wolf. When she told her goodnight! Fairy Tales! Fairy Tales! Read them every day! Oh what fun it is to hear. How Goldilocks got away! Fairy Tales!

Fairy Tales! Full of joy and laughter! Do you know how this one ends? Why, its HAPPILY EVER AFTER! Above is a character mobile that I had my 2nd grade students make (1998) . Lord. In the to be Study Center middle they draw the character of their choice and assignments Lord College then fill in the four bubbles about the character. International Center. When they are done they cut and writing a good thesis statement essay CATS Canterbury string each part and place on a string to hang. These look so great hanging around the room! Here is critical Holland International Study, a beginning, middle, and end activity we did in 2nd grade with the book Hansel and of critical writing Roedean School Gretel. Under the Gingerbread house in a flap book with. Begin, Middle, End, and Alternative Ending.

The students filled in the book. Then they colored the to be Gingerbread House ans stapled it to the book. When they were done, I hung the finished products on a board that said. Fairy Tales Can Be Yummy! Here is a fun hands-on bulletin board that I made. The middle shows a book. On the outside of the book are various characters, settings, story titles, and plots. Inside the book are large bubbles for the students to place the story title, plot, characters, and where articles Westminster setting. The plot, setting, characters, and title and held on the board with velcro so that they can be manipulated by to be critical, the students. 1. Let each child choose a fairy tale character to use to make a headband.

Reproduce the chose character once for thinking assignments Lord College each child. Holland International Center. Have children color. Mount on writing an essay Stenden, oaktag, and cut out. 2. Give each child a 2 x 24 strip of construction paper. Help each child. staple the critical Holland Study Center headband to the center of the strip as shown. 3. Staple each strip to writing thesis statement for an College, fit around each child's head. 4. Children may wear their Fairy-Tale Headbands while they listen to International Study, and act.

out some of the best known fairy tales. 1. Ask children to writing School, help make a list of several fairy tales that the class has. 2. Help determine the characters needed to dramatize the fairy tale. 3. Reproduce appropriate headbands for their characters needed to dramatize. 4. Let children perform the to be Study Center fairy tale for parents. Three Bears - We do a lot with measurement with these stories. To compare weights, the where articles Westminster School kids work with a partner to complete a chart of to be Holland Study light, medium, and heavy items around the classroom. Light - can pick up with one hand, medium - can pick up with 2 hands, heavy - can't pick up (I'm always in that column!). Statement For An CATS. A small medium and large bear icon help mark each column. We write notes to the 3 bears from Goldilocks to apologize for the mess she made.

Have done a group guided writing and individually on computer with kids.Chrystal Shook. There were three little pigs who were forced to roam, So each decided to build a home. They bought some neat stuff from a nice man, And then he said to them, Build what you can! The 3 little pigs said We shall use it all! Then the to be critical Holland first little pig took the basket of straw. The second little pig took the to write Westminster bundle of sticks, The third little pig took a wheelbarrow of critical International Study Center bricks.

They each built a house. and writing School you know the rest, Only one house is left cuz it was the best. ( LAC ) Provide materials for the children to make a 3 Little Pigs scene. straw. (raffia), sticks (popcicle sticks) and red paper (bricks) as well as misc. other colors of paper, and whatever else the children can brainstorm to be. suitable building materials, potato halves with the shape of a pig cut. into it for printing with pink paint, also have glue, scissors, and just lots of. stuff. Let the kids go with it.

pinkcircle around and Holland around toward the middle. When finished and held up, a. spiral piggy tail will stretch out into the sprial shape. A Good Thesis For An Canterbury. Let them tape the. tail to their bottoms.

Also provide pink paper for piggy snouts made from. cutcircles with nostrils drawn on then tape it to their noses. Critical Holland. Now assist the. children in gathering the props to act out the story. story this way, too. (Oriental Trading Catalog has great rubber farm, zoo, dinosaur animals to learn write II Academy, order.

Their farm collection would be great for this. activity. I've said it before. this company has great stuff for VERY. reasonable prices.) The house could be made from small sized boxes or milk. cartons, decorated with simple designs to illustrate the pigs individual. homes. (Have plain cartons available for the children to design new homes. in the art area.) Look at one particular section of the story from to be Holland International Center each book (like the part.

where the critical assignments Lord pigs get their supplies for their home building) and compare all. the different versions/illustrations. How are they alike and how are they different? Talk about the artist (illustrators) each having a different idea of how the pigs must look and. that each of them is different but still correct. talk about names that would help describe that particular pig.

A Tail to Tell using The Three Little Pigs as a structural model to establish knowledge of the form of fairy tales : seven great activities to do with The Three Little Pigs. Bits and Pieces writing a tale based on to be critical Study Center, a collection of objects which trigger brainstorming. Construction Ahead ! students use the story as jumping off point for a math/art activity. For the 3 Little Pigs, gather and clean 3 milk cartons for each child. Use canned frosting to add straw (shredded wheat), sticks (pretzels) and bricks ( cherry nibs - licorice). Put on large styrofoan trays and add other details if desired. Of Critical Writing Roedean. Make popcicle stick puppets so the children can retell the story at critical Holland International home before they inevitably munch on the houses. Page 3 and 4#151;Emergent reader. Student can color and on creative writing School bring home to share with a parent.

Page 5 to 8#151;Three Little Pigs game. To Be Critical Study. Just print and use in small group. Page 9#151;Color, trace, and stamp activity sheet. Number three. Page 10#151;Color by code. Cut-out dice provided. Print dice on cardstock and tape together to have forever. Page 11 and 12#151;Easy Three Little Pigs Craft page and idea. Page 13#151;Color cut and articles Westminster sequence pictures from the to be critical Holland International story activity sheet.

Page 14 to writing statement for an CATS College Canterbury, 16#151;Story manipulatives. To Be Holland Study. Laminate and add a magnet to the back to use on large white board to a good thesis essay CATS Canterbury, retell the story. Page 17 and 18#151;Tally and Graph activity. To Be Holland. Printable dice provided. College. Makes a wonderful math center. Page 19#151; Color, Trace, Cut, Count and to be critical International Glue#151;Activity sheets for the numbers 2 through seven. Page 21#151;Little Piggy knows his letter sounds board game. Supply markers and a dice. Students roll dice and say letter sound on the brick. First person to an essay steps Stenden University Sciences, get to the brick house first is the International Study Center winner.

Page 22#151;Practice a skill puzzle#151;Laminate cards and then use a dry erase to add a skill on example of critical, the bottom of the puzzle. Cut apart puzzle and students put it back together. Great for counting by to be Holland International, 5#146;s and 10#146;s or counting up. Also good for ABC order. Page 23#151;A beginning sound cut, color, and writing a good statement for an CATS College Canterbury glue sheet.

Page 24#151;Three Little Pigs Glyph Activity Sheet. To Be Critical International Study Center. Great way to introduce preschool and kindergarten age kids to data interpretation! For Preschool aged children, may I suggest: The Three Bears By Byron Barton - I love the simple text and pictures#133; When reading this story teach the children to say#133; When Goldilocks tries the Oatmeal #150; #148;too hot (while waving a hand), and too cold (while hugging body), and critical assignments College just right (holding thumbs up)#148; When Goldilocks rocks on the chairs #150; #147;too fast (rock back and fourth quickly), too slow (rock slowly), and just right (rock and give the thumbs up)#148; When Goldilocks tried the beds #150; #147;to) hard (make a fist), to soft (rub hands together gently), Just right (stretch your arms and pretend to sleep)#148; Make Three Bears Porridge for Goldilocks#133;

Allow students to trace words and then give each bear some oatmeal. For the oatmeal paint, I used brown paint mixed with oatmeal. The kids scooped it into the bowls. Add bear cookie cutters to your Play Dough Center. I even made my favorite chocolate Play #150;

Play the small, medium, big game#133; Supply markers (we used Teddy Grahams) . Students take turns rolling the dice. They cover up one of the critical International Center four items of the size they rolled. First person to cover up four items of the same size, wins. This game can be found here. Practice the number three. This little activity has the how to Paul II Academy student use a bingo dauber to cover a three. It also has the students cut out the bowls and glue the bowl to critical Study, the correct bear. This activity can be found here. Check out this Fairy Tale Packet. Includes activities to use with Goldilocks and the Three Bears.

*when planting beans, how about experimenting with light/no light, *Collage with variety of beans. *Sort different varieties of beans. *Activities with gold coins - counting, sharing. *Trace around teacher or each other and collage 'giant' using material. *Measure height of to write Westminster School children with tape and seriate. It is a world of fun with a fairy tale is a interactive learning center that I have developed for the fairy tale unit I created. I designed the center so that I could use it as an exciting place for the student toexplore, learn, and to be critical have fun at the same time! The activities I choose are across the curriculum and cover a variety of the skills already taught or being taught to assignments College, the second grade class. To Be International Study Center. Moreover, each activity deals with a fairy tale in some way. My goal for the center was to have it be an on creative School activity center in which the student could do independently with out the teachers help.

Thus, the activities are self explanatory and International Study are a review of previous learned skills. Inside the brightly decorated learning center one will find thirteen entertaining activities centered around fairy tales. These activities are as follows; Name that fairy tale - A book with illustrations from various fairy tales. The student must name each fairy tale. Practice Telling Time with Cinderella - Is an Saint II Academy activity the Holland Study Center motivates the student to learn write John, help Cinderella place the critical International Center correct time onto each clock.

Help Mr. Wolf find out how many pigs are in writing thesis statement for an essay each house - This covers subtraction facts through 18 and to be critical Holland Center motivates the student to do the facts. Help Pinocchio - This is a game of writing Brillantmont International School memory and International also helps the student strength their alphabetical ordering. Can you find the secret to the witch#146;s brew? - This is a grammar game in which the student must match the correct prefix with the root word. Once Upon A Time Board Game - This activity is an review of what has been taught thus far in second grade. It covers all subjects and is very motivational. Emperor#146;s New Clothes Pinocchio Read-Along - These two tapes are listening activities. The Goose that Laid the Golden Egg CD-ROM - The students are encouraged or read along on writing University of Applied, the computer with the book. also, they may play with the illustrations in the book. Fairy Tale Pop-up Village - This definitely does the job of attracting the Holland International Study Center students to the center. Gingerbread Man Lace Cards - Reinforces fine motor skills.

Read a Fairy Tale - There are tons of fairy tales to choose to learn write John Paul, read in the center. To Be Holland International Study. Also, there are a variety of pop-up fairy tale books. The It is a world of writing thesis Canterbury fun with fairy tales learning center is meant to not only review skills, but to also get the critical Holland International Center student excited about reading. My hope is writing Brillantmont International, that it motivates the Center student to open a fairy tale and discover the world of learn write John imagination through a book. It is important to Center, try to produce a love of how to write Saint Paul reading in to be Holland International Study your classroom and I feel this learning center does that and more! C. Gallagher.

Make wands with dowels, wooden stars (paint, glitter, dowels) and then write about our wishes, take turns tapping one another and give a task to perform (letter sounds, rhymes, counting, etc.). Create a fairy godmother with art materials (paper, fabric scraps, dolies, lace sequins, ect) and write about how she could help you. Brainstorm 8-10 ideas about what happens in a fairy tale. Make a large chart listing ideas down left side. In columns to example of critical essay writing Roedean School, the right, write the name of the stories to to be critical, compare/contrast at the top of the thesis essay College column (ex: DIsney Cinderella, Cinderella Penguin, Mufaro's Beautiful Daughters, The Rough-Faced Girl) After reading, go down the list and write yes or no about the Study Center ideas that were brainstormed. It fun to see the patterns in the stories emerge as you read the books. Add crowns, gowns, wands, fancy shoes to dramatic play to act our versions of the stories. Dramatic Play: Have Cinderella clothes (ugly and beautiful), royal. clothes(capes, crowns), Lots of shoes. Writing A Good Thesis For An Essay CATS College. Cleaning supplies.

Have a place to. have a ball, play music. bottom, use . paint rollars to cover bottoms with paint, press. on paper.) Sew on dress shapes(cut from plastic canvas) according to size. (at my preschool we do this kind of game in group but it. also could be done during free-play)

Above, I had the students write their own Fairy Tales. You can view their stories here! Cinderella - Read the book to your class - Watch the video - Listen to the Soundtrack. Cinderella Stories (Gr. To Be Critical Holland International. 3-6) Lesson plans on to write articles Westminster School, different Cinderella stories (Tattercoats, Cap o'Rushes, The Twelve Months, etc.). Colleen, We do Cinderella Around The World every year and here are some of the International pages I've created to use with that unit. Hope these are helpful to someone!

Amanda. A Special Thanks To Amanda for Sharing Her Word Files Below! Printables On Other Sites. Things on where articles Westminster, Teaching Heart To Check Out. Great Sites With More Ideas. Graphics Copyright © 2002-2003. All rights reserved. All Content contained of the critical Holland International Center pages within this website is Lord Wandsworth College, copyright Teaching Heart 1999-2014 by Colleen Gallagher, all rights reserved. We give you the permission to download, print, modify, and generally use the written material contained herein, we do ask that you respect our rights and not publish any material on Holland International, this site without prior written consent.

Please do not copy and paste content from this site onto steps University, your site. Thanks!