Creating a Professional TV Show Pitch
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10 ELA Info Booklet
August 2004 Texas Assessment of Knowledge and Skills Information Booklet 10 English Language Arts Revised Texas Education Agency • Student Assessment Division Copyright © 2004, Texas Education Agency. All rights reserved. Reproduction of all or portions of this work is prohibited without express written permission from Texas Education Agency. INTRODUCTION The Texas Assessment of Knowledge and Skills (TAKS) is a completely reconceived testing program. It assesses more of the Texas Essential Knowledge and Skills (TEKS) than the Texas Assessment of Academic Skills (TAAS) did and asks questions in more authentic ways. TAKS has been developed to better reflect good instructional practice and more accurately measure student learning. We hope that every teacher will see the connection between what we test on this new state assessment and what our students should know and be able to do to be academically successful. To provide you with a better understanding of TAKS and its connection to the TEKS and to classroom teaching, the Texas Education Agency (TEA) has developed this newly revised edition of the TAKS information booklet. The information booklets were originally published in January 2002, before the first TAKS field test. Now, after several years of field tests and live administrations, we are able to provide an even more comprehensive picture of the testing program. We have clarified some of the existing material and, in some cases, provided new sample items and/or more explanations of certain item types. However, it is important to remember that these clarifications do not signify any change in the TAKS testing program. The objectives and TEKS student expectations assessed on TAKS remain unchanged. -
Enter Wild.Indd 3 11/19/19 10:46 AM Enter Wild All Scripture Quotations, Unless Otherwise Indicated, Are Taken from the Holy Bible, New International Version , NIV
Enter Wild.indd 3 11/19/19 10:46 AM Enter Wild All Scripture quotations, unless otherwise indicated, are taken from the Holy Bible, New International Version , NIV . Copyright © 1973, 1978, 1984, 2011 by Biblica Inc. Used by permission. All rights® reserved® worldwide. Scripture quotations marked (esv) are taken® from the Holy Bible, English Standard Version, ESV Text Edition (2016), copyright © 2001 by Crossway Bibles, a publishing ministry of Good® News Publishers.® All rights reserved. Scripture quotations marked (kjv) are taken from the King James Version. Scripture quotations marked (msg) are taken from The Message. Copyright © by Eugene H. Peterson 1993, 1994, 1995, 1996, 2000, 2001, 2002. Used by permission of NavPress. All rights reserved. Represented by Tyndale House Publishers Inc. Scripture quotations marked (ncv) are taken from the New Century Version . Copyright © 2005 by Thomas Nelson Inc. Used by permission. All rights reserved. Scripture® quotations marked (nkjv) are taken from the New King James Version . Copyright © 1982 by Thomas Nelson Inc. Used by permission. All rights reserved. Scripture ®quotations marked (nlt) are taken from the Holy Bible, New Living Translation, copyright © 1996, 2004, 2007, 2013, 2015 by Tyndale House Foundation. Used by permission of Tyndale House Publishers Inc., Carol Stream, Illinois 60188. All rights reserved. Details in some anecdotes and stories have been changed to protect the identities of the persons involved. Trade Paperback ISBN 978- 0- 525- 65400- 1 eBook ISBN 978- 0- 525- 65401- 8 Copyright © 2020 by Carlos Enrique Whittaker Cover design by Chris Pochiba All rights reserved. No part of this book may be reproduced or transmitted in any form or by any means, electronic or mechanical, including photocopying and recording, or by any information storage and retrieval system, without permission in writing from the publisher. -
This Generation a Shifter Will Arise, Hidden Amongst the Lost and Lies
“This generation a Shifter will arise, Hidden amongst the lost and lies. A great many will see The life that could be. The universe will shake; The greatest among us will quake. The towers will fall. The ruled will rule all.” Douglas and Angelia Pershing Prologue Rian growled when a small group of Shifters entered The Council chamber following Navin and Lena. Lena sauntered in, her hips swaying dangerously from side to side. Other than Rian, all eyes in the room were on her. Her long auburn hair was undulating behind her in a tight ponytail. Her green eyes were bright and cold. Her smirk revealed straight white teeth, poised and ready for the kill. “My Lord,” Lena said in her throaty alto. She bowed then, carefully positioning her body in the most flattering way. The new Seer on The Council, a small mousy man with flat brown eyes and little ability to see anything, gulped audibly as he watched Lena. “I am not a feudal lord,” Rian snapped at Lena. “Of course not,” Lena said, rising slowly, allowing the eyes in the room to linger on her lithe body. “You are my god.” Rian’s eyes flicked to her, somehow his copper eyes were both irritated and pleased. He then returned them to the piece of Shifter trash that had entered the room with her. His copper eyes flashed red for a brief moment, appearing more vibrant and cruel than any eyes before. “Navin,” he growled. It was almost as though when Rian ordered the deaths of the Shifter Young nearly 1 thirteen years ago, he had become less than human. -
A Preservation Plan for the Fred Harvey Houses
University of Pennsylvania ScholarlyCommons Theses (Historic Preservation) Graduate Program in Historic Preservation 2010 Branding the Southwest: A Preservation Plan for the Fred Harvey Houses Patrick W. Kidd University of Pennsylvania, [email protected] Follow this and additional works at: https://repository.upenn.edu/hp_theses Part of the Historic Preservation and Conservation Commons Kidd, Patrick W., "Branding the Southwest: A Preservation Plan for the Fred Harvey Houses" (2010). Theses (Historic Preservation). 144. https://repository.upenn.edu/hp_theses/144 Suggested Citation: Kidd, Patrick W. (2010) "Branding the Southwest: A Preservation Plan for the Fred Harvey Houses." (Masters Thesis). University of Pennsylvania, Philadelphia, PA. This paper is posted at ScholarlyCommons. https://repository.upenn.edu/hp_theses/144 For more information, please contact [email protected]. Branding the Southwest: A Preservation Plan for the Fred Harvey Houses Keywords Historic Preservation; Southwest, Railroad Disciplines Architecture | Historic Preservation and Conservation Comments Suggested Citation: Kidd, Patrick W. (2010) "Branding the Southwest: A Preservation Plan for the Fred Harvey Houses." (Masters Thesis). University of Pennsylvania, Philadelphia, PA. This thesis or dissertation is available at ScholarlyCommons: https://repository.upenn.edu/hp_theses/144 BRANDING THE SOUTHWEST: A PRESERVATION PLAN FOR THE FRED HARVEY HOUSES Patrick W. Kidd A Thesis in Historic Preservation Presented to the Faculties of the University of Pennsylvania in Partial Fulfillment of the Requirements of the Degree of Master of Science in Historic Preservation 2010 ____________________________ Advisor Dr. Aaron V. Wunsch, PhD Lecturer in Architectural History ____________________________ Program Chair Dr. Randall F. Mason, PhD Associate Professor This work is dedicated to all those who strive to preserve and promote our rich rail heritage and to make it available to future generations. -
PSSA Grade 6 English Language Arts Item Sampler 2018-2019
The Pennsylvania System of School Assessment English Language Arts Item and Scoring Sampler 2018–2019 Grade 6 Pennsylvania Department of Education Bureau of Curriculum, Assessment and Instruction—September 2018 TABLE OF CONTENTS INFORMATION ABOUT ENGLISH LANGUAGE ARTS . 1 Introduction . 1 General Introduction . 1 Pennsylvania Core Standards (PCS) . 1 What Is Included . 1 Purpose and Uses . 1 Change in Test Design 2017–2018 . 1 Item Format and Scoring Guidelines . 2 English Language Arts Grade 6 . 3 PSSA ENGLISH LANGUAGE ARTS GRADE 6 . 4 English Language Arts Test Directions for Reading Passages and Questions . 4 Passage 1 . 6 Multiple-Choice Questions . 9 Evidence-Based Selected-Response Questions . 15 Multiple-Choice Question . 17 Passage 2 . 18 Text-Dependent Analysis Prompt . 21 Text-Dependent Analysis Scoring Guideline . 25 English Language Arts Test Directions for Language Questions . 40 Standalone Multiple-Choice Questions . 41 English Language Arts—Sample Item Summary Data . 45 ACKNOWLEDGEMENTS . 47 PSSA Grade 6 English Language Arts Item and Scoring Sampler—September 2018 ii INFORMATION ABOUT ENGLISH LANGUAGE ARTS INTRODUCTION General Introduction The Pennsylvania Department of Education (PDE) provides districts and schools with tools to assist in delivering focused instructional programs aligned with the Pennsylvania Core Standards (PCS) . These tools include Academic Standards, Assessment Anchor documents, assessment handbooks, and content-based item and scoring samplers . This Item and Scoring Sampler is a useful tool for Pennsylvania educators in preparing local instructional programs by providing samples of test item types and scored student responses . The Item Sampler is not designed to be used as a pretest, a curriculum, or other benchmark for operational testing . -
Judging the Suspect-Protagonist in True Crime Documentaries
Wesleyan University The Honors College Did He Do It?: Judging the Suspect-Protagonist in True Crime Documentaries by Paul Partridge Class of 2018 A thesis submitted to the faculty of Wesleyan University in partial fulfillment of the requirements for the Degree of Bachelor of Arts with Departmental Honors from the College of Film and the Moving Image Middletown, Connecticut April, 2018 Table of Contents Acknowledgments…………………………………...……………………….iv Introduction ...…………………………………………………………………1 Review of the Literature…………………………………………………………..3 Questioning Genre………………………………………………………………...9 The Argument of the Suspect-protagonist...…………………………………......11 1. Rise of a Genre……………………………………………………….17 New Ways of Investigating the Past……………………………………..19 Connections to Literary Antecedents…………………..………………...27 Shocks, Twists, and Observation……………………………..………….30 The Genre Takes Off: A Successful Marriage with the Binge-Watch Structure.........................................................................34 2. A Thin Blue Through-Line: Observing the Suspect-Protagonist Since Morris……………………………….40 Conflicts Crafted in Editing……………………………………………...41 Reveal of Delayed Information…………………………………………..54 Depictions of the Past…………………………………………………….61 3. Seriality in True Crime Documentary: Finding Success and Cultural Relevancy in the Binge- Watching Era…………………………………………………………69 Applying Television Structure…………………………………………...70 (De)construction of Innocence Through Long-Form Storytelling……….81 4. The Keepers: What Does it Keep, What Does ii It Change?..............................................................................................95 -
ENDER's GAME by Orson Scott Card Chapter 1 -- Third
ENDER'S GAME by Orson Scott Card Chapter 1 -- Third "I've watched through his eyes, I've listened through his ears, and tell you he's the one. Or at least as close as we're going to get." "That's what you said about the brother." "The brother tested out impossible. For other reasons. Nothing to do with his ability." "Same with the sister. And there are doubts about him. He's too malleable. Too willing to submerge himself in someone else's will." "Not if the other person is his enemy." "So what do we do? Surround him with enemies all the time?" "If we have to." "I thought you said you liked this kid." "If the buggers get him, they'll make me look like his favorite uncle." "All right. We're saving the world, after all. Take him." *** The monitor lady smiled very nicely and tousled his hair and said, "Andrew, I suppose by now you're just absolutely sick of having that horrid monitor. Well, I have good news for you. That monitor is going to come out today. We're going to just take it right out, and it won't hurt a bit." Ender nodded. It was a lie, of course, that it wouldn't hurt a bit. But since adults always said it when it was going to hurt, he could count on that statement as an accurate prediction of the future. Sometimes lies were more dependable than the truth. "So if you'll just come over here, Andrew, just sit right up here on the examining table. -
Idioms-And-Expressions.Pdf
Idioms and Expressions by David Holmes A method for learning and remembering idioms and expressions I wrote this model as a teaching device during the time I was working in Bangkok, Thai- land, as a legal editor and language consultant, with one of the Big Four Legal and Tax companies, KPMG (during my afternoon job) after teaching at the university. When I had no legal documents to edit and no individual advising to do (which was quite frequently) I would sit at my desk, (like some old character out of a Charles Dickens’ novel) and prepare language materials to be used for helping professionals who had learned English as a second language—for even up to fifteen years in school—but who were still unable to follow a movie in English, understand the World News on TV, or converse in a colloquial style, because they’d never had a chance to hear and learn com- mon, everyday expressions such as, “It’s a done deal!” or “Drop whatever you’re doing.” Because misunderstandings of such idioms and expressions frequently caused miscom- munication between our management teams and foreign clients, I was asked to try to as- sist. I am happy to be able to share the materials that follow, such as they are, in the hope that they may be of some use and benefit to others. The simple teaching device I used was three-fold: 1. Make a note of an idiom/expression 2. Define and explain it in understandable words (including synonyms.) 3. Give at least three sample sentences to illustrate how the expression is used in context. -
Danny the Champion of the World
Roald Dahl Danny the Champion of the World 1 The Filling-station When I was four months old, my mother died suddenly and my father was left to look after me all by himself. This is how I looked at the time. I had no brothers or sisters. So all through my boyhood, from the age of four months onward, there were just the two of us, my father and me. We lived in an old gipsy caravan behind a filling-station. My father owned the filling-station and the caravan and a small field behind, but that was about all he owned in the world. It was a very small filling-station on a small country road surrounded by fields and woody hills. While I was still a baby, my father washed me and fed me and changed my nappies and did all the millions of other things a mother normally does for her child. That is not an easy task for a man, especially when he has to earn his living at the same time by repairing motor-car engines and serving customers with petrol. But my father didn’t seem to mind. I think that all the love he had felt for my mother when she was alive he now lavished upon me. During my early years, I never had a moment’s unhappiness or illness and here I am on my fifth birthday. I was now a scruffy little boy as you can see, with grease and oil all over me, but that was because I spent all day in the workshop helping my father with the cars. -
The Complete Stories
The Complete Stories by Franz Kafka a.b.e-book v3.0 / Notes at the end Back Cover : "An important book, valuable in itself and absolutely fascinating. The stories are dreamlike, allegorical, symbolic, parabolic, grotesque, ritualistic, nasty, lucent, extremely personal, ghoulishly detached, exquisitely comic. numinous and prophetic." -- New York Times "The Complete Stories is an encyclopedia of our insecurities and our brave attempts to oppose them." -- Anatole Broyard Franz Kafka wrote continuously and furiously throughout his short and intensely lived life, but only allowed a fraction of his work to be published during his lifetime. Shortly before his death at the age of forty, he instructed Max Brod, his friend and literary executor, to burn all his remaining works of fiction. Fortunately, Brod disobeyed. Page 1 The Complete Stories brings together all of Kafka's stories, from the classic tales such as "The Metamorphosis," "In the Penal Colony" and "The Hunger Artist" to less-known, shorter pieces and fragments Brod released after Kafka's death; with the exception of his three novels, the whole of Kafka's narrative work is included in this volume. The remarkable depth and breadth of his brilliant and probing imagination become even more evident when these stories are seen as a whole. This edition also features a fascinating introduction by John Updike, a chronology of Kafka's life, and a selected bibliography of critical writings about Kafka. Copyright © 1971 by Schocken Books Inc. All rights reserved under International and Pan-American Copyright Conventions. Published in the United States by Schocken Books Inc., New York. Distributed by Pantheon Books, a division of Random House, Inc., New York. -
Keepers of the King's Peace, by Edgar Wallace 1
Keepers of the King's Peace, by Edgar Wallace 1 CHAPTER I CHAPTER II CHAPTER III CHAPTER IV CHAPTER V CHAPTER VI CHAPTER VII CHAPTER VIII CHAPTER IX CHAPTER X CHAPTER XI CHAPTER XII Keepers of the King's Peace, by Edgar Wallace Project Gutenberg's The Keepers of the King's Peace, by Edgar Wallace This eBook is for the use of anyone anywhere at no cost and with almost no restrictions whatsoever. You may copy it, give it away or re-use it under the terms of the Project Gutenberg License included with this eBook or online at www.gutenberg.net Keepers of the King's Peace, by Edgar Wallace 2 Title: The Keepers of the King's Peace Author: Edgar Wallace Release Date: June 15, 2008 [EBook #25803] Language: English Character set encoding: ISO-8859-1 *** START OF THIS PROJECT GUTENBERG EBOOK THE KEEPERS OF THE KING'S PEACE *** Produced by D Alexander and the Online Distributed Proofreading Team at http://www.pgdp.net (This file was produced from images generously made available by The Internet Archive) THE KEEPERS OF THE KING'S PEACE BY EDGAR WALLACE WARD, LOCK & CO., LIMITED LONDON AND MELBOURNE PRINTED IN GREAT BRITAIN BY THE WHITEFRIARS PRESS LTD., LONDON AND TONBRIDGE CONTENTS CHAP. PAGE I BONES, SANDERS AND ANOTHER 5 II BONES CHANGES HIS RELIGION 28 III THE MAKER OF STORMS 53 IV BONES AND THE WIRELESS 75 V THE REMEDY 99 VI THE MEDICINE MAN 117 VII BONES, KING-MAKER 135 VIII THE TAMER OF BEASTS 154 IX THE MERCENARIES 169 X THE WATERS OF MADNESS 191 XI EYE TO EYE 215 XII THE HOODED KING 233 TO Keepers of the King's Peace, by Edgar Wallace 3 PAT (P. -
A Comprehensive Mental Health Crisis Plan Presented by Williamsville High School Keepers Club a Chapter of Jared’S Keepers Foundation, Inc
A Comprehensive Mental Health Crisis Plan Presented by Williamsville High School Keepers Club A chapter of Jared’s Keepers Foundation, Inc We the students at Williamsville High School, in cooperation with the faculty and staff, proudly present to the Williamsville School Board the following proposal to assist and support the growing needs of the students of our district. We have learned many valuable lessons in 2020 that must be addressed for a better future. This plan will ensure better communications in times of tragedy, allow for an aggressive approach to prevention, give better direction to faculty and staff while giving students stability in knowing what to expect, allow needed support in the aftermath and provide equal recognition to all who are lost. This plan focuses on preventing teen self-harming, suicide attempts and suicide completions. Our society has long ignored the mental health of its people that results in suicides, which are the leading cause of death among people ages 9-25, according to the World Health Organization. We have felt for too long that we were immune from this issue for many reasons. However, the recent losses of our peers have shown us we can no longer be silent and must take a stand and change the way we think and act towards mental health. According to the CDC, “Suicide is a critical public health problem in the United States. Despite national, state, and local efforts to reduce suicide, rates continue to increase. A forward-looking effort, built upon new evidence and past accomplishments, is needed to reduce suicide and suicide attempts.” The most common, yet most stigmatized, mental health issue is depression experienced by students due to a failing grade or failure to perform to standards of a sport or activity.