DOCSLIB.ORG

Ed 0,4 489 Title Institution Pub Cate

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text

Load more

DOCUMENT RESUME ED 0,4 489 CS 200 359 TITLE The English Language Arts and Basic Skills Program of the Bellevue Public Schools. Senior High Level. INSTITUTION Bellevue Public schools, Wash. PUB CATE . Oct 72 NOTE 451p.; Draft 2 AVAILABLE FROM Bellevue public Schools, District 405, 310 102nd Avenue, NE, Bellevue, Washington 98004 ($5.00) EDRS PRICE MF-$0.65 HC-$16.45 DESCRIPTORS Affective Objectives; Cognitive Objectives; *composition Skills (Literary); Creative Writing; *Curriculum Guides; English; *Language Arts; Language Skills; *Literature; Literature Appreciation; Secondary Education; *Senior High Schools; Speech; Values; Vocabulary ABSTRACT This curriculum guide discusses an English language arts and basic skills program for the senior high school level.The program is designed te) reflect the learner's point of view. The authors argue that education is not so mucha matter of objectives or subject content as it is a matter of what happensto the student. Accordingly, this guide discusses teaching methods and activities that reflect what happens to students when theyuse language. The guide begins by discussing assumptions and expectations ofthe program. It then describes activities that reflect stages ofa language cycle beginning when we becomeaware that a speaker or writer has said something to us. These stages, the majordivisions of the guide, are identified as (1)"the way others say things are," (2) "the way I say things are," (3)"the way I say things might be," (4) "the way I say things should be," and (5)"the way I say I am." The guide also includes a discussion'of basic skills for the writing program and supplementary material (a black literature model, children's literature resources and activities,notes on improvisation, choices for story endings, and the language ofsong),. that may be used with the guide. [See CS 200 357 and CS 200358 for related dOcuments.] (Author/DI) U.S. DEPARTMENT OF HEALTH. EDUCATION! WELFARE OFFICE OF EDUCATION THIS DOCUMENT HAS BEEN REFRO DUCE° EXACTLY AS RECEIVED FROM THE PERSON OR ORGANIZATION ORIG 'SATING IT POINTS OF VIEW OR OPIN IONS STATED 00 NOT NECESSARILY REPRESENT OFFICIAL OFFICE OF EDU- CATION POSITION OR POLICY THE ENGLISH LANGUAGE ARTS AND BASIC SKILLS PROGRAM of the Bellevue Public Schools Draft Two October, 1972 SENIOR HIGH LEVEL In Production by Teacherso_ Bellevue Public Schools Bellevue, Washington 'PERMISSION TO REPRODUCE THIS COPY= RIGHTED MATERIAL HAS BEEN GRANTED James W. Sabol 8YBellevue Public Coordinator for English Language Schoo s, Wash. TO ERIC AND ORGANIZATIONS OPERATING Copyright AS I CO178/871:350 UNDER AGREEMENTS WITH THE US. OFFICE OF EDUCATION, FURTHER REPRODUCTION Bellevue Public Schools OUTSIDE THE ERIC SYSTEM REQUIRES PER- MISSION OF THE COPYRIGHT OWNER' 1972 PREFACE TO THE SECOND EDITION Draft Two of the Bellevue English Language Arts and Skills Program isa remarkable document. Draft One was a considerable achievement in that district-wide committees of teachers and parents could agree,even in a tentative way, upon a single set of Expectations for all students in the Bellevue schools. Having arrived at a first draft of these experiences in English, the amount of work that followed in writing sample activities, producing EEE kits, and correlating pages of New Directions in English, was truly prodigious. In the light of this great amount of work, I find it remarkable that the Curriculum Department and contributing teachers would, at the end of the first year, take the trouble to interview every teacher of English Language Arts in every building of the district, invite criticism, thengo back to the drawing board to produce the kind ofprogram that even more nearly represents the wishes of the majority. This is a responsive and responsibleprocess. in a democracy there can be no other way, and I consider it a tribute to Bellevue teachers that they should embrace such a process in searching for betterways to teach children. Clearly, each of us has an obligation to helpcarry out this program. Teachers will need to work with it and contributeto it, department leaders and principals will need to help introduce and implementit, curriculum representatives will need to provide in-service training forit. And none of us should be surprised if it15 necessary to revise the program again, and yet again, until we are satisfied thatit represents the finest educa- tional experience possible for the studentsentrusted to our care. William H. FMorton Superintendent of Schools THINGS WE HOPE YOU WILL LIKE ABOUT DRAFTTWO Last.year we gave a try and said tell us what you think: Some teachers said thatthe Expectations are not clear enough,so we tried to rewrite them in theclearest possible language. Other teachers saidthat they sound too much like objectives,so we tried to rewrite them to be experiencesas clearly as possible. New teachers and 'practiceteachers said thanks for givingus at least something to go on. Parents said thankyou for telling us what our childrenare supposed to learn. We hope we've done that again. The beard of educationsaid show us the basic skills,so we put all the basic skills Anone handy section behind its own divider tab. Principals said more in-serviceis needed, so-we have created a format that lends itselfmore readily to swapping ideas. People who care about peoplesaid that the programuses "his" and "he" when people of both sexesare meant. So the Expectations have been purged of chauvinist expressions,but not all of the activities yet been edited. have Everybody said you havetoo many activities r the first sections but not enough in later sections. So we tried to get more activities in all sections. Most people said it's an entertaining if not proven idea that therecan be just a single set ofexpectations K-12, so we kept justone list hoping that English reallyis the same subject K-12. Nearly everybody said it'sa good idea to have publisheda program based on the exchange of ideas aroundcommon Expectations and not try to tell us how to teach,so we kept that feature. Some things we still haven4tsolvid: We still don't know the bestorder the Expectationsso you'll have to make yourown sequence. We still need manymore activities, We encouL g you to tribute them. con- We still are very.far behind on the production triple E ki After publication ofthis notebook, in-service kit production are our next prtorities. People Who Planned It All English Coordinating Council Members from 1969 to 1972 and Junior High School Department Representatives John Abrams Ringdall Junior High School Ralph Allen Ashwood Elementary School Sharon Bailey Parent, North Zone Sandra Clark Sammamish High School Richard Curdy Bellevue High School Mary Ann Eschbach Parent, West Zone Peg Foltz Lake Hills Elementary School James Hall Interlake High School Walter Hopkins Sammamish High School Taubie Keller Tyee Junior High School Mickey Main Parent, East Zone Steven Meredith Odle Junior High School Rick,Moulden Bellevue Junior High School Beverly Pelto Chinook Junior High School Elwood Rice Highland Junior High School Maxine Singletary Tillicum Junior High School William Spieth Tillicum Junior High School Janet Sutherland Interlake HighSchool Richard Ward Off Campus High School David Weld Hyak Junior High School Derek.Whitmarsh Tillicum Junior High School Space does not afford mention byname of all the individual parents, consultants, teachers, and students who havecon- tributed their thinking to thisprogram through coffee hours, faculty meetings, department meetings,and committee meetings. The district's debt, however, would be incompletelyrecorded without grateful acknowledgementto the following groups: Central Washington State College Consortium of Washington Education Centers Curriculum Through Community Planning Group District English Language Advisory Committee Direction for the Seventies English Language StudyGroup English Instructional Materials Committee National Council of Teachers of English Presidents Group and Individual Chapters of PTA andPFO Regional Composition Project Washington State Council of Teachers of English Washington State Supervisor of EnglishLanguage Arts and Reading CONTRI TORS AND PARTICIPANTS Peole Who Offered Contributions Lynda Anthony Newport High School Tom Bender Eflatai Elementary School Ray Bergman Ringdall Junior High School James Creevy Tillicum Junior High School Fran Drake Newport High School Mike Duffy Newport High School Peg Foltz Lake Hills Elementary Nancy Jones, Interlake High School Tie McClure Newport High School Kathy McKee Hillaire Elementary School Rick Moulden Bellevue Junior High School Judy Munger Newport High School Ron Munson Lake Heights Elementary School Linda Oman Lake Hills Elementary School Evelyn Smith Enatai Elementary School Rita Smith Newport High School Janet Sutherland Interlake High School David Weld Hyak Junior High School John Wilson Ringdall Junior High School Bob Wood Enatai Elementary School Peop Who Served as _General Editor and Typists Donna Dent Educational Services Center Jeanne Olson Educational Services Center 'Elizabeth Parks Educational Services Center C. May Shesely Educational Services Center- People_ Who Draft- end the Expectations James Creevy Tillicum Junior High School Sandra Clark Sammamish High School James Hall Interlake High School Elissa Hendrey Newport High School Nancy Jones Interlake High School Margery Kohn Ardmore Elementary School Janice McColaugh Lake Heights Elementary School Kathy McKee Hillaire Elementary School Rick Moulden Bellevue Junior High School Judy Munger Newport High School Cyndy Rekdel La'--15 Hills Elementary School Elwood Rice Highland Junior High School Christina Volkriann Eastgate Elementary School David Wel- Hyak Junicr high School Derek Whitmarsh Tillicum Junior High School A FEW WORDS ABOUT THOSE RED INDEX TABS The organization of this year's edition of theprogram is an attempt to reflect the learner's point of view. For the learner, school is not so much a matter of objectives or subject content, as itis a matter of what hates to us. "Today, the teacher read to us." "Yesterday, she took us for a walk.""Tomorrow, she's going to put us into groups." The index tabs represent what haepens to us when we use language.
Recommended publications
  • Petition Requesting Exclusive Use Extension for Pyroxasulfone

    Petition Requesting Exclusive Use Extension for Pyroxasulfone

    TITLE Petition for 3 Years Extension of Exclusive Data Use for Pyroxasulfone as Provided for Under FIFRA Section 3(c) (1) (F) (ii) TEST GUIDELINE None AUTHOR(S) Kimberly Pennino Lisa Ayn Setliff Nobuyuki Hasebe REPORT DATE December 20, 2019 REPORT NUMBER LI-134-2019-05 SPONSOR K-I CHEMICAL U.S.A., INC. c/o Landis International, Inc. P. O. Box 5126 Valdosta, GA 31603-512 SUBMITTER LANDIS INTERNATIONAL, INC. 3185 Madison Highway Valdosta, GA 31605 PAGE COUNT 1 of 91 Extension of Exclusive Data Use for Pyroxasulfone K-I Chemical U.S.A, Inc. STATEMENT OF NO DATA CONFIDENTIALITY CLAIM No claim of confidentiality, on any basis whatsoever, is made for any information contained in this document. I acknowledge that information not designated as within the scope of FIFRA sec. l0(d)(l)(A), (B), or (C) and which pertains to a registered or previously registered pesticide is not entitled to confidential treatment and may be released to the public, subject to the provisions regarding disclosure to multinational entities under FIFRA l0(g). Submitter Signature: ______________________________ Date: ________________ Typed Name of Signer: Lisa Ayn Setliff, Vice Pres., Regulatory Affairs Typed Name of Company: Landis International, Inc. Page 2 of 91 Extension of Exclusive Data Use for Pyroxasulfone K-I Chemical U.S.A, Inc. GOOD LABORATORY PRACTICE COMPLIANCE STATEMENT This document is not a study and therefore is not in accordance with 40 CFR 160. Study Director Signature: N/A – This document is not subject to GLP standards. Sponsor Signature: ____________________________________________ ______ __________________ Date: ______________December 20, 2019 Typed Name of Signer: Nobuyuki Hasebe Typed Name of Company: K-I CHEMICAL U.S.A., INC.
  • Createworld2018

    Createworld2018

    CREATEWORLD 2018 CREATIVITY IN PROGRESS Conference Proceedings Contents Welcome 3 Our Code of Conduct 4 Program 5 Keynote Speaker 8 Community Presentaon Track 9 Exhibion & Performances 11 Paper, Poster & Abstract Track 13 Workshops 20 General Informaon 22 Partners 23 Conference Chairs 24 About the AUC 25 Published Papers 26 - #1 - Welcome Welcome to CreateWorld 2018 - our 12th year year for this event, and the product of a successful and much valued partnership between the AUC and the Queensland College of Art at Griffith University. This year, our theme is “Creavity in Progress”. Creavity is recognised as an important defining trait of humans. But what is creavity like across disciplines and fields of research - is it the same, is it different, is it contextual or universal. The topic this conference explores is, what does creavity look and feel like in progress? What do projects, ideas and work in progress have to show us about creavity. Is Creavity evidenced more in process than outcome? Can the realms of compung offer insights into creave emergence? The major conference tracks include peer-reviewed papers, posters and abstracts, presentaons, workshops, an exhibion, and performances. There’s something for everyone and I hope you’re challenged and engaged throughout the event. No AUC conference would be a success without the hard work put in by the paper authors, session and workshop presenters, exhibion contributors, and partners, and we thank them all for the many hours they’ve spent preparing, as well as the me they’ve given up to be part of the conference. I’d parcularly like to thank my co-chairs, Daniel Della-Bosca, Seth Ellis, Dale PaXerson and Rae Cooper for the substanal work that they’ve done to bring everything together.
  • 1. the Art of Selling Without Being 'Salesy' How Do You Ask

    1. the Art of Selling Without Being 'Salesy' How Do You Ask

    1. The Art of Selling Without Being ‘Salesy’ How do you ask a girl out? Do you start with talking about yourself? Do you remind them how you are the best she’ll ever meet? No! (Until, of course, you want to drive them away) Then why do you do it as a brand? Of course, it is important to convince your target audience about how you or your product are the one-stop solution to the current challenges they’re facing. But think about this - have you really seen doctors go about ‘selling’ their skills/profession? No! They put their stakes on word of mouth marketing. Still, they are one of the highest grossers we know! That’s the case of services, you’d say. How about products? You just can’t sit ​ ​ ​ back and wait for someone to recommend your product to your target market. You’ve to be aggressive, out there. Agreed. But being aggressive ≠ being salesy. ​ An aggressive salesperson will put his blood and sweat in creating the need for the product/service and solving his prospects’ most pressing challenges. A ‘salesy’ salesperson, on the other hand, will try and convince the prospects that his product/service is right for them irrespective of what their problem is. Aggressive salesperson is targeted; salesy salesperson just wants to meet the targets. Indeed, a very thin line. ​ Source Let’s take another example to understand this better. “Our core competency is helping struggling outfits like yours get buy-in from bigger clients. We really moved the needle for XYZ corporation, which landed a big contract with Microsoft.
  • Imperial Celebrates Inaugural Liberation & Community Week

    Imperial Celebrates Inaugural Liberation & Community Week

    FR IDAY, 25 TH JANUARY, 2019 – Keep the Cat Free – ISSUE 1711 Felix The Student Newspaper of Imperial College London NEWS Cancer Awareness in Young People Week PAGE 4 COMMENT Who should vote on what? PAGE 6 SUSTAINABILITY Inclusivity starts here // Imperial College Union Imperial celebrates inaugural Liberation & Imperial Green Community Week being represented, go out spoke about how they 2019 Calendar and make those events have advocated for change and start those projects and championed diversity. PAGE 19 NEWS College Union’s first of microaggressions, yourself” - the importance Final year Biochemistry Liberation & Commu- which are unconscious of remembering that “the student and Student Andy Djaba nity Week, with a panel expressions of racism or burden of making sure Trustee, Hafiza Irshad, Editor-in-Chief discussion hosted by the sexism. Attendees at the we’re all represented talked about her work SPORT Deputy President (Wel- event heard more about shouldn’t be left on those with the outreach depart- fare), Becky Neil. why diversity is important of us that are unrepresent- ment, working to fully The launch event, and how every member ed” was also emphasised. include Muslim students The week involved a which was titled, “Inclu- of the Imperial commu- Panel members, includ- attending the summer panel event and social sivity Starts Here” and nity can be involved in ing Richard Carruthers camp by accommodating media campaign took place in the Union making the university (Deputy Director [Careers their prayer times, which Concert Hall, featured a more inclusive. Although Service]), Dr. Rahma had a positive impact on panel of seven speakers underrepresented stu- Elmahdi (Senior Teaching the students’ experience.
  • (9) the Keys of the Kingdom

    (9) the Keys of the Kingdom

    Alco_9781893007161_6p_01_r6_Alco_1893007162_6p_01_r6.qxd 11/20/13 3:40 PM Page 268 (9) THE KEYS OF THE KINGDOM This worldly lady helped to develop A.A. in Chicago and thus passed her keys to many. little more than fifteen years ago, through A a long and calamitous series of shattering ex- periences, I found myself being helplessly propelled toward total destruction. I was without power to change the course my life had taken. How I had arrived at this tragic impasse, I could not have explained to anyone. I was thirty-three years old and my life was spent. I was caught in a cycle of alcohol and sedation that was proving inescapable, and consciousness had become intolerable. I was a product of the post-war prohibition era of the Roaring ’20s. That age of the flapper and the “It” girl, speakeasies and the hip flask, the boyish bob and the drugstore cowboy, John Held Jr. and F. Scott Fitz - gerald, all generously sprinkled with a patent pseudo- sophistication. To be sure, this had been a dizzy and confused interval, but most everyone else I knew had emerged from it with both feet on the ground and a fair amount of adult maturity. Nor could I blame my dilemma on my childhood environment. I couldn’t have chosen more loving and conscientious parents. I was given every advantage in a well-ordered home. I had the best schools, sum- mer camps, resort vacations, and travel. Every reason- 268 Alco_9781893007161_6p_01_r6_Alco_1893007162_6p_01_r6.qxd 11/20/13 3:40 PM Page 269 THE KEYS OF THE KINGDOM 269 able desire was possible of attainment for me.
  • Care Sheet for Red-Tailed Boas

    Care Sheet for Red-Tailed Boas

    CARE SHEET FOR RED-TAILED BOAS Steve Byrd is generally associated with curiosity, where a long, slow 11010 ClearUJater Drive, Hanipto11, I flick with very little up/down movement is usually a GA 3022B, U.S.A. sign of possible "defensive" feelings.A truly defensive Boa will make it's intentions very well known. Normal actions are pulling into a strike position and hissing.A • INTRODUCTION specimen will most likely calm down with interaction, The following (assuming you have intelligently made but a calm specimen is a much more enjoyable pet. the decision to purchase a Boa constrictor) are basic gui­ Check for mucous in mouth (representative of infec­ delines for proper care and maintenance of your new tion}, eye shape and colour, and lumps in body (due pet. Red-tailed boas (or Boa constrictor constrictor, B. c. to broken ribs or malnutrition). Hunger folds are anot­ imperator, and a few others) range from Colombia, her sign of malnutrition.Although it is generally not a Mexico, Central America, and others. It should be noted problem with Red-Tails, check to see if the specimen that "Red-Tailed Boa" is a trade name interchanged is a known feeder.Ask to be allowed to watch the next with just about all the ssp.The true Colombian red­ time it is fed, maybe even offering to purchase the food. tailed boas tend to be rare, and it is speculated by some However, I would wait at least 1-2 days before moving that the name Red-Tailed Boa was coined for its appe­ a just fed Boa.Also look for mites.
  • THE MESSA DI VOCE and ITS EFFECTIVENESS AS a TRAINING EXERCISE for the YOUNG SINGER D. M. A. DOCUMENT Presented in Partial Fulfi

    THE MESSA DI VOCE and ITS EFFECTIVENESS AS a TRAINING EXERCISE for the YOUNG SINGER D. M. A. DOCUMENT Presented in Partial Fulfi

    THE MESSA DI VOCE AND ITS EFFECTIVENESS AS A TRAINING EXERCISE FOR THE YOUNG SINGER D. M. A. DOCUMENT Presented in Partial Fulfillment of the Requirements for the Degree of Doctor of Musical Arts in the Graduate School of The Ohio State University By Diane M. Pulte, B.M., M.M. *** The Ohio State University 2005 Dissertation Committee: Dr. Karen Peeler Approved by Dr. C. Patrick Woliver ______________ Adviser Dr. Michael Trudeau School of Music ABSTRACT The Messa di voce and Its Effectiveness as a Training Device for the Young Singer This document is a study of the traditional Messa di voce exercise (“placing of the voice”) and it’s effectiveness as a teaching tool for the young singer. Since the advent of Baroque music the Messa di voce has not only been used as a dynamic embellishment in performance practice, but also as a central vocal teaching exercise. It gained special prominence during the 19th and early 20th century as part of the so-called Bel Canto technique of singing. The exercise demonstrates a delicate balance between changing sub-glottic aerodynamic pressures and fundamental frequency, while consistently producing a voice of optimal singing quality. The Messa di voce consists of the controlled increase and subsequent decrease in intensity of tone sustained on a single pitch during one breath. An early definition of the Messa di voce can be found in Instruction Of Mr. Tenducci To His Scholars by Guisto Tenducci (1785): To sing a messa di voce: swelling the voice, begin pianissimo and increase gradually to forte, in the first part of the time: and so diminish gradually to the end of each note, if possible.
  • West Shore Brownfield Opportunity Area Final Revitalization Plan

    West Shore Brownfield Opportunity Area Final Revitalization Plan

    WEST SHORE BROWNFIELD OPPORTUNITY AREA FINAL REVITALIZATION PLAN Nomination Report February 2018 Prepared for Lead Consultant Funded by Staten Island Economic Greener by Design LLC The New York Department of State Development Corporation (SIEDC) Brownfield Opportunity Area (BOA) Program 1 Acknowledgments Staten Island Economic Development Corporation (SIEDC) Cesar J. Claro, Steven Grillo BOA Steering Committee/ West Shore iBID Board Fred DiGiovanni, Jeff Hennick , John DiFazio, Ram Cherukuri, John Hogan, Stew Mann, T.J. Moore, Michael Palladino, Michael Clark, John Wambold, Mayor Bill de Blasio, New York City Department of Small Business Services, New York City Comptroller Scott M Stringer, Borough President James S. Oddo, Senator Andrew Lanza, Assemblyman Mike Cusick, Council Member Steven Matteo, Community Board 2 Consultant Team Greener by Design LLC WSP | Parsons Brinckerhoff eDesign Dynamic Crauderueff & Associates Funded by The New York State Department of State Brownfield Opportunity Area (BOA) Program This report was prepared for Staten Island Economic Development Corporation (SIEDC) and the New York State Department of State with state funds provided through the Brownfield Opportunity Area Program. 2 West Shore Brownfield Opportunity Area Revitalization Plan Contents EXECUTIVE SUMMARY 6 SECTION 1. PROJECT DESCRIPTION AND BOUNDARY 10 Lead Project Sponsor 10 Project Overview and Description 10 BOA Boundary Description and Justification 12 Community Vision and Goals 12 SECTION 2. COMMUNITY PARTICIPATION PLAN AND TECHNIQUES TO ENLIST PARTNERS 14 Community Participation 14 Techniques to Enlist Partners 14 SECTION 3. ANALYSIS OF THE PROPOSED BOA 21 Community and Regional Setting 21 Inventory and Analysis 24 Economic and Market Analysis 56 Key Findings and Recommendations 63 Summary of Analysis, Findings, and Recommendations 99 APPENDIX 102 BOA Properties 103 Survey Questions 106 ADDENDUM 110 3 List of Figures Figure 1.
  • Library 3398 Songs, 7.2 Days, 12.30 GB

    Library 3398 Songs, 7.2 Days, 12.30 GB

    Library 3398 songs, 7.2 days, 12.30 GB Song Name Artist Album _Secret Agent - Guster Keep It Together – Celtic Twilight Loreena McKennitt '85 Radio Special Thank You They Might Be Giants Then: The Earlier Years (CD 1) 'Ama'ama Israel "IZ" Kamakawiwo'ole Facing Future 'Round Springfield (Medley) The Simpsons Songs In The Key Of Spring… 'S Wonderful Ella Fitzgerald The Best Of the Song Books 'Til Him The Producers "Badge OF Honor"- Jerry Goldsmith Jerry Goldsmith L.A. Confidential "Chief Wiggum, P.I." Main Title The Simpsons Go Simpsonic With The Sim… "Eye On Springfield" Theme The Simpsons Songs In The Key Of Spring… "Itchy & Scratchy" End Credits Theme The Simpsons Songs In The Key Of Spring… "Itchy & Scratchy" Main Title Theme The Simpsons Songs In The Key Of Spring… "Kamp Krusty" Theme Song The Simpsons Go Simpsonic With The Sim… "Krusty The Clown" Main Title The Simpsons Go Simpsonic With The Sim… "Oh, Streetcar!" (The Musical) The Simpsons Songs In The Key Of Spring… "Quimby" Campaign Commercial The Simpsons Go Simpsonic With The Sim… "Scorpio" End Credits The Simpsons Go Simpsonic With The Sim… "Simpsoncalifragilisticexpiala(Annoyed Grunt)Cio… The Simpsons Go Simpsonic With The Sim… "Skinner & The Superintendent" Theme The Simpsons Go Simpsonic With The Sim… "The Itchy & Scratchy & Poochie Show" Theme The Simpsons Go Simpsonic With The Sim… "The Love-Matic Grampa" Main Title The Simpsons Go Simpsonic With The Sim… "The Simpsons" End Credits Theme The Simpsons Go Simpsonic With The Sim… "The Simpsons" End Credits Theme (Jazz Quartet
  • Dominican Republic Jazz Festival @ 20

    Dominican Republic Jazz Festival @ 20

    NOVEMBER 2016 VOLUME 83 / NUMBER 11 President Kevin Maher Publisher Frank Alkyer Editor Bobby Reed Managing Editor Brian Zimmerman Contributing Editor Ed Enright Creative Director ŽanetaÎuntová Design Assistant Markus Stuckey Circulation Manager Kevin R. Maher Assistant to the Publisher Sue Mahal Bookkeeper Evelyn Oakes Editorial Intern Izzy Yellen ADVERTISING SALES Record Companies & Schools Jennifer Ruban-Gentile 630-941-2030 [email protected] Musical Instruments & East Coast Schools Ritche Deraney 201-445-6260 [email protected] OFFICES 102 N. Haven Road, Elmhurst, IL 60126–2970 630-941-2030 / Fax: 630-941-3210 http://downbeat.com [email protected] CUSTOMER SERVICE 877-904-5299 / [email protected] CONTRIBUTORS Senior Contributors: Michael Bourne, Aaron Cohen, Howard Mandel, John McDonough Atlanta: Jon Ross; Austin: Kevin Whitehead; Boston: Fred Bouchard, Frank- John Hadley; Chicago: John Corbett, Alain Drouot, Michael Jackson, Peter Margasak, Bill Meyer, Mitch Myers, Paul Natkin, Howard Reich; Denver: Norman Provizer; Indiana: Mark Sheldon; Iowa: Will Smith; Los Angeles: Earl Gibson, Todd Jenkins, Kirk Silsbee, Chris Walker, Joe Woodard; Michigan: John Ephland; Minneapolis: Robin James; Nashville: Bob Doerschuk; New Orleans: Erika Goldring, David Kunian, Jennifer Odell; New York: Alan Bergman, Herb Boyd, Bill Douthart, Ira Gitler, Eugene Gologursky, Norm Harris, D.D. Jackson, Jimmy Katz, Jim Macnie, Ken Micallef, Dan Ouellette, Ted Panken, Richard Seidel, Tom Staudter, Jack Vartoogian, Michael Weintrob; North Carolina: Robin
  • The Phoenix a Magazine for the Creative Arts Thiel College, Spring 2013 Sigma Tau Delta

    The Phoenix a Magazine for the Creative Arts Thiel College, Spring 2013 Sigma Tau Delta

    The Phoenix A Magazine for the Creative Arts Thiel College, Spring 2013 Sigma Tau Delta Editor: Emily Whipple Layout Editor: Leanna Yeager Publicity Editors: Caitlin Ferry Alison Lange Editorial Board: Caitlin Ferry Bess Onegow Dr. Mary Theresa Hall Sean Oros Dr. Jared Johnson Keisha Shaw Alison Lange Tim Taylor Lisa Leonhard Emily Whipple Kayla Ohlin Leanna Yeager Front and Back Cover Artwork: Chris Pouliot Advisor: Dr. Mary Theresa Hall, Chair of Faculty and Professor of English Printed By: Copyland 2035 East State Street Hermitage, PA 16148 *All works in this publication are the sole property of their authors and are not to be reproduced in any manner. These works do not reflect the opinions or Mission Statement of Thiel College. 1 Table of Contents Work Author Page [Photograph] Amy Jane Matchett ‘12 5 A Special Dedication Sean Oros 6 This I Believe Ryan Murphy 7 May the Truth be Slow? Here lies GAAP (1942-2016) 8 The Hay Wagon Sean Oros 8 [Photograph] A New Beginning Maryanne Elder 8 Of Teaching Chemistry Ryan Pepper 9 “Love” is Like the Wind Erika Leonhard 9 Untitled Stephanie Flask ‘11 9 Harlem 2012 DJ Martino 9 A Great Picksburgh Journey Shane J. Martin 10 Lay of the Brown King Sean Oros 11 Love Always Fails Chelsea Meister 12 The Biology Divide John Amorose 12 The Inside View Amy Matchett ‘12 12 [Photograph] Flower Kaylin Vickinovac 12 An Excert from the forthcoming book ‘And Hans G. Meyers 13 the Band Played On: The Tragedy of the Loss of the S.S. TItantic The Farmwife Lisa Leonhard 15 A Valentine’s Poem Sean Oros 15 Perfect Technique McKenzie Harry 15 [Photograph] Taking Stage Maryanne Elder 15 Identity Jaclyn Watkins 16 The Stars Seul-GI Lee 17 Dirt of the Dustbowl Sean Oros 16 Cannot Thank You Enough Meghan Paine 17 [Photograph] Water Droplets Maryanne Elder 17 Haikus of the Four Season Shane J.
  • The English Language Arts and Basic Skills Program of Bellevue Public Schools, Wash, PUB CATE Oct 72 AVAILABLE from Bellevue

    The English Language Arts and Basic Skills Program of Bellevue Public Schools, Wash, PUB CATE Oct 72 AVAILABLE from Bellevue

    DOCUMENT RESUME ED 074 487 CS 200 357 TITLE The English Language Arts and Basic Skills Program of the Bellevue Public Schools. Elementary Level. INSTITUTION Bellevue Public Schools, Wash, PUB CATE Oct 72 NOTE 418p.; Draft 2 AVAILABLE FROMBellevue Public Schools, District 405, 310 102nd Avenue, NE, Bellevue, Washington 98004 ($5.00) EDRS PRICE ME-$0.65 HC-$16.45 DESCRIPTORS Affective Objectives, Cognitive Objectives; *Composition Skills (Literary); Creative Writing; *Curriculum Guides; Elementary Education; *Elementary School Curriculum; English; *Language Arts; Language Skills; *Literature; Literature Appreciation; Speech; Values; Vocabulary ABSTRACT This curriculum guide discusses an English language arts and basic skills Program for the elementary school grades. The program is designed to reflect the learner's point of yiew. The authors argue that education is not so mucha matter of objectives or subject content as it is a matter of what happens to the student. Accordingly, this guide discusses teaching methods and activities that reflect what happens to studentS when they use language. The guide begins by discussing assumptions and expectations of the program. It then describes activities that reflect stages of a language cycle beginning when we become aware that a speakeror writer has said something to us. These stages, the major divisions of the guide, are identified as (I)"the way others say things are," (2) "the way I say things are," (3)"the way I say things might be," (4) "the way I say things should be," and (5)"the way I say I am." The guide also includes a discussion of basic skills for the writing program and supplementary material (teaching suggestions for "Magic Moments," notes On improvisation, creative writing--newspaper) that may be used with the guide.