The Influence Of Writers On Charles Darwin Essays - Charles Darwin

The Influence Of Writers On Charles Darwin The hypothesis of Evolution as introduced by Charles Darwin has had a extraordinary effect on the present reality. It has caused numerous discussions between strict specialists and those from mainstream researchers. This hypothesis had provoked people to consider themselves, their causes and it has changed the manner by which they see themselves in the earth. Be that as it may, Darwin was not the primary individual to compose on advancement. There were numerous others before him, for example, Lamarck, Buffon, and Darwin's granddad Erasmus Darwin. Be that as it may, what recognizes Charles Darwin from the others is the way that he gathered and gave considerable confirmations and he related different parts of science, for example, geography, natural science and science which approved his hypotheses. His hypothesis of common choice as expressed by Nelson and Jurmain (1991, p.606) in the cutting edge structure is that the transformative factor causes changes in allele frequencies in populaces due to differential net conceptive accomplishment of people. His grip of the transformative procedure and the lucidity of his work makes Charles Darwin the most well known figure in the logical field of Evolution (Francoeur, 1965, p.34). Charles Darwin (1809-1882) was the fourth offspring of Dr. Robert Darwin and grandson of Erasmus Darwin. A lot of Charles' adolescence was spent gathering bugs, coins and perusing different writing on characteristic history, travel and verse. Charles Darwin was not an insightful understudy during his years at Edinburgh Medical College. He loathed what was educated what's more, discovered a large portion of the talks exhausting, yet he built up a characteristic intrigue in contemplating rocks and fossils. He persuaded his dad that he proved unable be a specialist as his dad had wished, so all things considered Charles Darwin examined Religious philosophy at the University of Cambridge. After his examinations he was given the chance to go on the H.M.S. Beagle as a naturalist. Darwin accepted this open door and it is this journey pushed him to start his take a shot at advancement. During his examination, Darwin read a few references which significantly affected his own works. In spite of the fact that there were numerous elements which influenced Darwin's speculations this paper will talk about how Darwin was impacted by the convictions of William Paley, Erasmus Darwin, Thomas Malthus also, Charles Lyell. Erasmus Darwin (1731-1802) was a well famous specialist, artist and savant who composed numerous books concerning nature. Among his works Zoonomia, a clinical reading material, has gotten the most consideration. In this work Erasmus Darwin communicated such thoughts as development by characteristic and sexual determination, defensive adjustment, legacy of gained attributes, what's more, even the advancement of humankind very nearly fifty years before Charles Darwin (Nelson Erasmus Darwin had said that all distinctive living things were created more than a huge number of years by one unique old parent, to such an extent that every posterity had a characteristic propensity to develop itself (Karp, 1968, p.14). Be that as it may, fossil records show that this hypothesis of one unique parent was not plausible (Karp, 1968, p.14). His resistance toward any type of composed religion and his dismissal of Christianity was viewed as shallow and unconventional (Chancellor, 1973, p.21). His inclination to hypothesize and make wild theories without testing his hypotheses made his notoriety for being a researcher endure. Before the finish of the eighteenth century all conversations of development were smothered as a result of the unbending creationist sees held by the Church who mistreated any individual who tested their convictions (Chancellor, 1973, p.41). It was not until the distribution of Charles Darwin's The Origin of Species that the conversation of development was restored. Being admirably prestigious, Erasmus' work was talked about in his family circle accordingly presenting Charles to crafted by his granddad at an early stage in his life. In addition, Charles Darwin having enthusiasm for verse and theory was normally disposed to examine crafted by his granddad. In spite of the fact that Erasmus didn't take care of the issue of the procedure of development, the perusing what's more, presentation of his work made it simpler for Charles Darwin to approach the subject and see it in an alternate point of view from Erasmus (Karp, 1968, p.17). In his initial days at Cambridge University, Darwin was intensely intrigued by crafted by William Paley (1743-1805) a well known theologist in his time. Paley's works which incorporate Evidences of Christianity and Standards of Moral and Political Philosophy were required perusing at the college. Be that as it may, Darwin was generally dazzled by Natural Theology at the time. In this paper Paley inspected the component of the earth, its animals, the intricacy of their adjustments, their compelling utilization of characteristic assets and their effective protection against nature. Paley moreover contended the certainty of a Creator: Plan must have a fashioner. That planner must

The Stresses of War Affecting the Characters in Regeneration and Journe

The Stresses of War Affecting the Characters in Regeneration and Journey's End 'Recovery' is an anecdotal novel composed by Pat Barker. Be that as it may, a portion of her characters in the novel like Owen and Sassoon existed. The play 'Excursions End' is additionally anecdotal and all the characters are Sheriffs creation. 'Recovery' is a genuine and moving novel run of the mill of war, as it shows war in a sensible manner, while 'Excursions End' is loaded with dark humor, trying to make the play less grim then it really is. The scholars are attempting to accomplish the perspectives on the officials; they never really considered mental to be wellbeing as genuine as it seemed to be. They kept sending men back to war whether they had recouped or not. In the main section of 'Recovery' we learn of the 'trooper's revelation' composed by Sassoon. I accept the war is being intentionally drawn out by the individuals who have the ability to end it. To other men in war this would be viewed as off-base and wimpish on the grounds that men weren't relied upon to do that, on the off chance that you did battle you weren't viewed as a weakling. To Sassoon this announcement was the boldest thing he had ever done. For somebody in war to compose this they more likely than not had enough and this shows the pressure he was under. Barker could have utilized the statement to depict her point on the uselessness of war. Another case of the worries of war on Sassoon in the primary part is the point at which he discards his decoration for 'sparing lives'. To get a decoration in war is generally viewed as a significant privilege to any man. Sassoon may have discarded it as he may feel that its unexpected and debasing that he hazards his and spares others lives, and all he receives consequently is a decoration. In any case, the start of 'Excursion's End' is totally different he ca... ... learn of the passing of Raleigh. Stanhope sits with him until he passes on. Despite the fact that the entirety of the fighters are worried about the war they despite everything take care of their men on occasion of need. This is interestingly with 'Recovery' as Rivers cares for his men all through the novel, not exactly now and again of need. The purpose of the gathering is to ensure the fighters. In 'Recovery' Burns leaves the emergency clinic in a drive, he doesn't know where he will go, or what he will do. His psychological state is amazingly delicate. Consumes has want for escape out of the medical clinic and away from individuals. This is interestingly with 'Excursion's End' as Stanhope is sick yet will not surrender. Youthful Stanhope continues staying it month in, month out. Considering all the stress that he is under, and how hard it must be, he is viewed as being somewhat of a saint to the crowd.

Blog Archive GMAT Impact Stress Management (Part 2)

Blog Archive GMAT Impact Stress Management (Part 2) When it comes to the GMAT, raw intellectual horsepower helps, but it is not everything. In this biweekly blog series,  Manhattan GMAT’s  Stacey Koprince  teaches you how to perform at your best on test day by using some common sense. Click here to read Part 1 of this Stress Management series. Anticipate problems and brainstorm solutions in advance What should I do if I realize that I’m five minutes behind on time? What am I going to do if I start to feel mentally fatigued or distracted but the section isn’t over yet? How do you make a guess on the different types of problems? When do you make that decisionâ€"I need to guess now, and this is how I’m going to do it? You can (and should) think about all kinds of things in advance so that, on test day, you’ll be able to just react. This will also lessen your anxiety because you’ll have anticipated all kinds of problems and you’ll know you have solutions for them in place, just in case. Relax Exercise. Eat well. Make sure you’re getting enough sleepâ€"that’s crucial. Don’t pound the caffeine and pull late night-study sessions. Make sure you’re doing non-GMAT things: dinner with friends, a movie, hobbies or other activities you enjoy. Do things that will genuinely take your mind off the GMAT for a while. Deal with severe anxiety issues Severe anxiety issues can include physical reactions, such as a racing heart rate, sweaty palms, dizziness, nausea and feelings of panic. If you are experiencing severe reactions, you may need to discuss your symptoms with your physician. Your physician may be able to refer you to a therapist who can help with such things as deep breathing exercises, meditation, redirecting anxious or repetitive thoughts and other methods of reducing anxiety. Share ThisTweet GMAT Impact

The Education Of The Classroom - 931 Words

Before any changes are made, a common understanding amongst all teachers, whether they have been teaching for thirty years or are fresh in the field, must be established. As an instructor you must be willing to adapt to the role, which best suits your curriculum and students needs, as well as, always be one step ahead of your children. It is also important for administrative persons as well as the boards of education, to understand that if success is what we want for our children and we believe individual success can be reached through the ability to freely explore many pathways, we must also make these conveniences available to our teachers. Teachers need freedom to convey freedom and the option to explore different pathways in the classroom, to meet the needs of every individual. A unique idea was proposed by Ted Kolderie, who was associated with the Humphrey Institute for Public Affairs at the University of Minnesota Center for Policy studies. He stated, â€Å"what if you didnâ⠂¬â„¢t have employees? What if you owned the enterprise as a professional practice, much like a law firm or medical practice?† (153) This suggestion challenged the idea of teaching in itself, by presenting the assumption that teaching while under restrictions, is not actually teaching. It related teaching to a practice, such as a law firm or a medical position, which require constant change of execution and procedure depending on the case at hand. This idea also related to the beliefs and concerns ofShow MoreRelatedClassroom Education Beyond The Classroom1951 Words   |  8 PagesEducation beyond the classroom is not the usual involvement of sitting in a classroom with desks and a board in front of students. Education beyond the classroom is an informal learning approach used by school, to help inspire and challenge their students in the outside world. Children playing outdoors in early school years are an approach of education outside the classroom. Children can develop ma ny skills from being outside as the natural environment allows them to have freedom in space and showcaseRead MoreMulticultural Education in the Classroom2176 Words   |  9 PagesThe Benefits of Multicultural Education in the Classroom I have grown up with Education being my catapult through life; I love it. I love to study children and figure out how they learn and how our educational experiences shape us as adults. Five years ago, I found myself accepting a position as a Toddler teacher in a government facility. To describe it simply, I was a fish out of water. I had experience with children, but not with children so small. This experience taught me a great dealRead MoreSpecial Education Vs. Education Classroom Essay1589 Words   |  7 Pages C) Ask your teacher for permission to visit the rooms of any specialized programs at the school: Special Education, SEC (Severely Emotionally Challenged), Autism room, Deaf/Hard of Hearing rooms, etc. Remember†¦ some schools do not have these programs, so this assignment for some will be optional. Specialist classroom visits are strongly encouraged IF THEY CAN BE ARRANGED. Maintain your professionalism at all times. Do not write a student’s name down when you are writing observation notes. MaintainRead MoreSex Education and the Classroom1778 Words   |  8 Pagesover sex education and its influence on our children. The question is no longer should sex education be taught, but rather how it should be taught (DeCarlo). With teenage pregnancy rates higher than ever and the imminent threat of the contraction of STDs, such as HIV, the role of sex education in the school is of greater importance now then ever before. By denying children sex education you are in a sense shel tering them from the harsh realities they are bound to encounter. Sex education has becomeRead MoreThe Education Of The Early Childhood Education Classroom1810 Words   |  8 Pagesthe ELL student’s background, learning style and other factors, the way they take in information differs. Most general knowledge teachers only provide ELL students with the basic requirements to gain academic success in the Early Childhood Education classroom. Schools sometimes provide ELD (English Language Development) teachers, ELL specialists and other resources including programs and dictionaries to help students develop their English, while other schools believe that by placing the student inRead MoreBilingual Education : A Bilingual Classroom1210 Words   |  5 PagesOur schools are changing, educators can no longer expect to walk into a classroom where all the students are English speakers. Consequently, administrators and educators must enhance the delivery of education to ELL’s. For the purpose of this paper, I would first look at what it means to teach in a bilingual classroom. Secondly, I will take an introspective look at a few multimedia tools used in making bilingual education interesting. Moreover, the ensuing paper would give a detailed rationale forRead MoreEducation: Inside the Classroom Inclusion835 Words   |  3 PagesInside the classroom, inclusion benefits all kind of students with their communication skills. Within inclusive classrooms, students have the opportunity to learn how to communicate with students who communicate in a non-traditional way. Whether it is through brail, sign language, computers, or writing, individuals learn how to understand one another. In addition, individuals are given the opportunity to express themselves in the way they feel comfortable. The peers in the class without disabilitiesRead MoreReflection Of A Special Education Classroom1382 Words   |  6 Pageson a school to observe. Before I was approved to observe a Special education classroom, I was not sure what kind of teachers or children I would encounter. On June 8, 2015 through June 10, 2015 I conducted my Special education observation at one of my neighborhood schools. Once I walked into Langston Hughes Elementary school, I felt welcomed and excited at the same time. I had an option to pick between four different classrooms, but when I met Mrs. Bell, I felt a connection. She seems like a warmRead MoreInclusion Of Special Education Classroom1488 Words   |  6 Pagesstrong movement within schools around the United States to integrate students with disabilities in to general education classrooms. Schools have been making more efforts to increase educational opportunities for students with disabilities, and while there are many benefits to inclusion, there are also many challenges. Inclusion of special education students in a regular education classroom continues to be the center of debate amongst administrators and teachers . Everyone has their own ideas and attitudesRead MoreMulticultural Education : A Multicultural Classroom960 Words   |  4 PagesAn additional aspect to a perfect education system would be the use of multicultural education in schools. Multicultural education creates a comfortable environment for students of all races and ethnicities to learn in by combining a variety of ideals about teaching. According to Geneva Gay, the creator of multicultural education, one of these ideals is understanding the cultural characteristics and cultural contributions of different ethnic groups, such as the values of different ethnic groups,

The Assessment Of Suicide And Self Harm Risk - 2866 Words

The Assessment of Suicide and Self-Harm Risk in Adolescents Each day, 95 people in the United States die by suicide. No one is immune to this tragic act regardless of age, race, ethnicity, gender, geographic location, and socioeconomic status. Suicide is especially prevalent in the adolescent and young adult populations, and is the third leading cause of death among individuals between the ages of 10 and 24 (Borges et al., 2010). Within the group of 10- to 14 year-olds, most deaths by suicide occur in children and adolescents ages 12-14, with the rate of suicide deaths increasing dramatically in the late teen years. The rate of suicidal behavior continues to increase until the early twenties, at which points it drops off until late†¦show more content†¦Numerous psychological autopsy studies have shown that approximately 90% of youth who die by suicide experience at least one mental disorder (Gould et al., 2003). The Utah Youth Suicide Study results (2005) indicated that mood disorders and substance use disorders are the most common d iagnoses of youth who have died by suicide (Moskos et al., 2005). Further, results of a psychological autopsy study conducted by Brent et al. (1993) indicated that major depression, bipolar disorder, substance abuse, and conduct disorder are the most significant psychiatric risk factors in adolescents who die by suicide. In addition, both mood and anxiety disorders with childhood onset have been shown to increase the likelihood of multiple nonlethal attempts in young adulthood (Rudd, Joiner, Rumzek, 2004). Personality disorders have also been found to increase the risk of lethal suicide attempts in adolescents (Brent et al., 1993). Clinicians should be aware of risk factors of suicidal behavior, however, warning signs of suicide tend to provide clinicians with more information when faced with the task of making a quick decision regarding the safety of a client. For example, depression is a risk factor for suicidal behavior, however, less than 15 percent of individuals with depression attempt suicide (Goldsmith et al. 2002). Therefore, focusing on a risk factor such as depression alone will not be as effective as also assessing

Wal-Mart Green Supply Chain Management - Green Purchasing, Green Manuf Case Study

Essays on Wal-Mart Green Supply Chain Management - Green Purchasing, Green Manufacturing, Green Distribution Marketing, and Reverse Logistics Case Study The paper â€Å"Wal-Mart Green Supply Chain Management - Green Purchasing, Green Manufacturing, Green Distribution Marketing, and Reverse Logistics† is a   brilliant variant of case study on management. Today, the globe is being confronted with environmental changes that are affecting the world population. There have been increased debates on climatic change which have created cross-nation movements to identify the causes of climate change and develop solutions to it before it is too late. In an effort to address the issue of global warming, many nations with main focus on the organization are passing rules and regulations which are largely aimed at reducing the world's carbon emission (Bowen, Cousins, Lamming and Faruk, 2001). Similarly, businesses, consumers and various stakeholders are becoming environmentally conscious. Recently, customer loyalty is shifting into more environmentally friendly products whereas companies are adopting the green supply chains by introducing more sustainable strategies in their organization. It is clear that the focus on the different sustainable strategies continues to result in a growing need for effectively integrating strong environmentally sound choices into organization supply chain management practices (Bowen, Cousins, Lamming and Faruk, 2001). This paper aims at discussing how Wal-Mart is adopting the principles of environmental and social sustainability both in its logistic and supply chain management operations.Figure 1: Timeline of Wal-mart sustainable activities2.0 Green supply chain overviewAccording to Corbett and Klassen (2006), the green supply chain is defined as the process of incorporating environmental friendly inputs as well as transforming these inputs into outputs that can be re-used and reclaimed at the end of their defined lifecycle thus the creation of a more sustainable supply chain.Figure 2: Environmental impact at each stage of the supply chainCorbett and Klassen (2006) assert that, in order to address the issue of global warming and climatic change, it is important to integrate environmental factors with supply chain principles so as to understand how the process of a given organization supplies chain impact on the environment. Therefore, a more sustainable supply chain is not only optimal to a particular organization but rather it is optimal relative to its limited impact. Corbett and Klassen (2006) assert that, greening supply chain can be defined as the process of implementing a sustainable development plan which is aimed at achieving improved safety, environmental and health performance. This ensures efficient use of energy and other natural resources while at the same time reducing both societal and environmental impacts of business operations.One of the main aspects of the green supply chain is that they work towards improving both a company's economic as well as environmental performance through establishing a stronger supplier and buyers relationship (Lenox an d King, 2004). Companies such as Wal-Mart have developed different initiatives for ensuring that green supply chain management which includes screening its suppliers for environmental performance. Also, the company provides training to build on its company supplier’s environmental management especially in enhancing the reverse logistical system. According to Lenox and King (2004), green supply chain management has various environmentally preferably production of products as well as services that conserves the water and energy while at the same time minimizing the generation of waste and greenhouse gasses.Green supply chain management= Green purchasing + green manufacturing/ material management + green distribution/ marketing + Reverse logistics.

Would Focus On Include Math Vocabularies †Myassignmenthelp.Com

Questions: How Was The Activity Beneficial To You? How Have You Learnt To Construct Essays In Relation To This Lesson? Answers: Introduction Scaffolding literacy is very apparent given the basis used on the socio cultural kind of theories. The learners will easily get to learn the texts way beyond their ability to read. The key areas that this lesson plans would focus on include math vocabularies. The specific words would include those which describe the measurements and the shapes of items. Different lesson plans would be utilized involving those applied for measuring a different kind of items such as time, money and objects (Cronin, 2015). Quality texts would be applicable throughout the lesson plans since they describe exemplary kinds of genres for teaching, reading, and writing. Explicit teaching is applicable to the entire language and written texts through the application of deliberate designs for sequencing lessons. Teaching a language is the first step towards improving the literacy levels of students. They ought to be taught school language and the way the literate texts tend to accounting. All learners must have a focused program that teaches them the acceptable standards (Doyle, J., Cuthill, M., McDonald, L., Keppell, 2014). Additionally, mainstream students may fail to attend schools and further benefit from the program based on the school language. Assessment Limits/Standards: What are the skills that children ought to learn? Which standards should they address in this lesson? Agenda: What is my class flow snapshot like? The daily do-now querries Motivation Discussion and introductory part including the text code and annotation Smaller groups assignments Individual practice summary Wrapping up action Exit tickets Lesson Learning Target: What should my students know by the end of this lesson? What must they do to learn it? I may analyze or summarize the text by applying text codes and column notes Time Instructional Sequence Formative Assessment 5 min Get ready/ Drill/ Do it Now: What is that meaningful act that students would complete soonest possible as they get into theclass? The students will come up with text features lists They will describe the application of each feature list They will submit their homework on the Scavenger Hunt. All the drill questions would be provided with answers on a daily basis and submitted for collection every Friday(Johnston, 2013) 3-5 min Engagement/Motivation: o How will my students interests be sparked? o Is there any firsthand knowledge that can be tapped? o Must their vocabulary be cleared? o Should students undertake brainstorming exercises prior to the start of the lesson? The students should discussion the vocabularies that they have learned throughout the assignment(Rodrigues, L., Smith, 2014). 10-12 min All students instruction: o The focuses areas include explicit teaching, modeling, strategy demonstrating, activate initial knowledge, common reading, discussing and writing. o Let students know that the lesson involves reinforcing their comprehension of regulations needed for taking notes through the use of text coding strategies o The designated reader should read page 13 of the text while the teachers model should think aloud, annotate and code the text in the note book. o Teacher will then apply the annotated notes bearing with it a short summary of the text segment o Teacher will then come up with a discussion box that seeks to scaffold the big question How is progress? o What is the best way of determining the progress made? o Cite some life areas that appear to have made progress All responses would be noted on the board as: Is the progress always a step forward? Yes for whom /what No for whom /what Why o The students can observe the model of the teacher o They then will get involved during the recruitment by the teacher 15-20 min Group practice using smaller groups instructions: This takes the form of teacher-facilitated group discussions, collaborations, conferencing, intervention or writing procedures The smaller groups tend to annotate the texts through which the teacher facilitates such process 25 min Independent Practice: This pertains to personal practice, discussion or the process of writing Students may work personally towards annotating and coding that is necessary for representation in their note book 5 min Assessment: How will I assess the ability of students to attain the objective of the day? 5 min Summary: How will I fix the loose ends? How will I reinforce the objective? How will I connect the lesson to the unit? Exit ticket-- personal summary Extension How will my lesson offer satisfaction to the learners needs? Instructional Alterations: To scaffolding the text and the big question Every document and activity can be modified easily for the sake of special needs students. For instance through the filling in of some data, underlining the readings and providing clues close to the chart items Work hand in hand with the students to help them read and interpret the handouts Allow more time for students to clear the assignments Adapt smaller groups Create models that apply different columns kind of notes and text codes for textual analysis Summarize the main points of the model through a text Resources: What is necessary for me to teach this lesson? Projector, handouts and the text Notes: Title: Mythology The myths can be traced right across several continents and even back to the start of time. Folks from various cultures would have developed these myths in celebration of the diverse, heroic and incredible ability of the unknown. At the first impression, students may tend to wonder the kind of things that tend to tie down their lives to the Greek mythology if at all there is any. On additional examination, they may realize that such myths have been offered for explanatory purposes that influence the vocabulary, entertains people and keep teaching them different lessons. Students would earn a lot of knowledge and comprehend the legacies of Ancient Greek, chosen myths, gods, goddesses and their influence on the contemporary literature. They would further learn about the association between the Greek myths and the current world. All students would be able to: Come up with the skills necessary for responding to deductive and critical queries while reading Utilize optimally the literal springboard work during writing Develop different vocabularies orally and through written kinds of skills Do comparison and contract of the Greek mythologies to other stories Write for various reasons and audiences Come up with different elements of the Greek mythology popular for their cultures such as an advertisement, writing humorously, fictional works and product identities. Materials A printable KWL Chart Myths texts and books World map Scrapbooking materials Directions Step 1: K-W-L: Utilize this action from the start of the unit for assessing the level that which students understand the aspect of mythology. Further, determine the things that these students would be willing and interested in learning. In the end, students should work in smaller groups to come up with improved comprehension of what they studied. Step 2: Comprehending Conflict and Resolution: All through the initial two weeks, the students must read the myths aloud in class to realize the kinds of conflicts that may potentially occur. This may include person versus person conflict or person versus nature conflict. Additionally, they must know how such conflicts can be resolved (Hay, 2015). Step 3: Word Maps: All students must plot the world maps that assist in financial their comprehension of newer vocabularies met while studying the unit. The world map should bear their definitions, synonyms and also the right use of correct words and illustrations. Step 4: Punctuation Review: The students should be presented with talks in between the mythological features from where the punctuation has been deleted. Each student must work towards partnering to correctly punctuate the talk then conduct a comparison with the original version (Lynch, D., Smith, R., Provost, S., Madden, 2016). Step 5: Predictions: The students should conduct a discussion of the name and the characters in the myths while predicting their future in the myth. Students would further conduct predictions that either uphold or reject these predictions. Step 6: Analysis: Here pertains to what happens naturally to the characters Step 7: Descriptive Writing: The students must brainstorm the vocabularies that best describe the spirit of the underworld. Later they would rewrite descriptive paragraphs about what they saw as the myth advances. Step 8: Class Debates: Upon reading the myth, divide students into about two groups. One group would support the decision of giving a man a gift while the other group would decree that man does not deserve any kind of fire (Callow, J., Orlando, 2015). The students should utilize this as evidence that sounds reasonable enough to boost their positions. Step 9: Collaborative Writing: Once the reading of the myth is concluded, the students should start another class book. Every member of the class plus the teacher must offer their contributions towards this book. Step 10: Culminating Activity: The students develop scrapbooks that seek to show the new knowledge of mythology. Such scrapbooks must be displayed in the classroom museum. All through the unit, these students must contribute towards their learning activities right which they choose the items present in the scrapbooks. For instance, if students have assigned the goddess, this should be part of the character that is present like the flowers, maps and the article that talks about postcards and the underworld. All students must participate in the development of this rubric and their scoring guideline for evaluating the entire project even before they start work (Rodrigues, L., Hyde, 2015). The teachers observation should show the need for preparedness, samples of the students work and the level of participation in group work. Assessing Students The article about war Word maps Vocabulary quizzes God or goddess character chart Journal entries God or goddess oral presentation Mythology scrapbook List the subject, grade level and also the class name at the top right of the page. For instance: 9th Grade Writing Course Subject: Developing a Thesis Come up with a list of materials that boost your level of organization. This section would allow me or my supervisor to understand the extent of my orderliness and the preparation for next lessons beforehand (Simpson, 2016). For instance: plastic bags, paper strips that have literary evidence scripted onto them Student Objectives Upon writing down the basics of the course, you may have to bring in what you expect the students to learn. Students should indicate their actions on their end (Wilson, K., Devereux, 2014). The objectives should be given in bullet form. For instance: The students will watch some part of the case The students would examine the pieces of evidence and their manner of connection The students would come up with a thesis as their base of evidence The teacher would write down what he will undertake and how students would engage in this activity. These procedures would be listed numerically such as: The teacher will show the clip to the class He will explain to them how lawyers present their evidence to come up with central arguments(Nicholas, M., Paatsch, 2014) The discussion comes up seeking answers for the following questions: How similar is the lawyers process to the writing process How does evidence help in building thesis but not in constructing it Must you start by writing the introduction or the body of this essay? Teacher shares out some bags marked as Evidence A to C to a little group of students. The students would be asked to work hand in hand in coming up with the thesis basing on the evidence found (Ellery, V., Oczkus, L., Rasinski, 2015). The little groups would present their kind of evidence then connect them to the thesis Wrapping up involves the teacher asking his students to answer these two questions The teacher would introduce these words to the students: Time: calendars, days, hours, minutes, months and o'clock Money: dimes, dollars, nickel, and pennies Linear measurement: inches, rulers, and centimeters(Anderson, 2016) For first grade students, the teacher would need hands-on activities. In math, he can do the following: Make or buy the clocks for students to apply and turn hands while making time. This activity would be necessary for a larger group who instantly check the work they have done Several textbooks are used to pop out coins used by students and the plastic coins that are used. The progress of the students can be noticed from the store. They may decide to pay for different items using the fake money. For the linear measurement act, the teacher may conduct the can of worm action. This involves cutting down the ribbon of avarious collection of colors to many lengths and placing them in containers. The students alone can carry out this action in their groups by taking out worms and measuring them then recording all their answers(Sumirat, 2014). This is deemed to be an activity with a lot of fun as seen in the worksheet. This lesson plan is set to cover several geometrical terms such ascircles, cones, cubes, cylinders, pyramids, rectangles, rectangular prisms, spheres, squares, and triangles(Denton, 2017). One positive thing about such activity is their ability to reinforce such vocabulary to come up with quilts. It is important to print out the grid of about one inch squares. These shapes are then cut out into several colors in the construction papers to help in filling all the squares. Some squares may have two triangles or rectangles. For the sake of learning, three dimensional words may have to utilize models(Simu, 2017). The games that follow up will be highly important, educational and fun for the recognition of such. References Anderson, C. M. (2016). An experimental study of literacy intervention: Teaching foundational reading skills and guided reading (Doctoral dissertation, D'Youville College). Callow, J., Orlando, J. (2015). Enabling exemplary teaching: a framework of student management for students from low socio-economic backgrounds with implications for technology and literacy practices. Pedagogies: An International Journal, 10(4), 349-371. Cronin, L. (2015). A Kindergarten teacher goes to pre-school in NSW. Practically Primary, 20(2), 34. Denton, L. (2017). Literacy through literature: Why invest in a literature-rich teaching program?. Educating Young Children: Learning and Teaching in the Early Childhood Years, 23(1), 49. Doyle, J., Cuthill, M., McDonald, L., Keppell, M. (2014). Researching regional impact: the challenges and complexities. In Proceedings of the 2nd Digital Rural Futures Conference 2014 (pp. 84-84). University of Southern Queensland. Ellery, V., Oczkus, L., Rasinski, T. V. (2015). Literacy Strong All Year Long: Powerful Lessons for K2. International Literacy Association. Hay, J. (2015). Think creatively. Practically Primary, 20(2), 32. Johnston, J. (2013). Contemporary issues in Australian literacy teaching. finance. com. Lynch, D., Smith, R., Provost, S., Madden, J. (2016). Improving teaching capacity to increase student achievement: The key role of data interpretation by school leaders. Journal of Educational Administration, 54(5), 575-592. Nicholas, M., Paatsch, L. (2014). Teacher practice: A spotlight on the use of feedback and conferencing in the first year of schooling. Australian Journal of Teacher Education (Online), 39(9), 130. Rodrigues, L., Hyde, F. (2015). Scaffolding Literacy. Rodrigues, L., Smith, B. (2014). Linking pedagogy: Scaffolding literacy and first steps using linked planning and teaching to improve the language and literacy of students. Practically Primary, 19(1), 34. Simpson, A. (2016). Designing pedagogic strategies for dialogic learning in higher education. Technology, Pedagogy and Education, 25(2), 135-151. Simu, M. Y. (2017). THE USE OF SCAFFOLDED READING APPROACH TO IMPROVE STUDENTSREADING COMPREHENSION (A Classroom Action Research at the Seventh Grade of SMP Negeri 24 Surakarta in 2015/2016 Academic Year). Karya Ilmiah Mahasiswa Progdi Pendidikan Bahasa Inggris FKIP, 3(1). Sumirat, R. S. (2014). English Education business Department Graduate School of Teacher Training and Education Faculty (Doctoral dissertation, Sebelas Maret University). Wilson, K., Devereux, L. (2014). Scaffolding theory: High challenge, high support in Academic Language and Learning (ALL) contexts. Journal of Academic Language and Learning, 8(3), A91-A100.