Thursday, October 31, 2019

Skip navigation links BFS 3430-09D, PRINCIPLES OF FIRE BEHAVIOR Essay - 3

Skip navigation links BFS 3430-09D, PRINCIPLES OF FIRE BEHAVIOR (BFS3430-09D) - Essay Example Pincer attack generally needs two teams of fire fighters, either of which will take the left side or right side of the fire. Both sides establishes an anchor point from their respective sides which is usually at the point of origin and mounts a direct attack that will come from the left flank and the right flank, both team working their way to the head of the fire (International Association of fire Chiefs n.d.). This form of attack â€Å"pinches† the fire between the two teams that lessens its growth. Flanking attack on the other hand needs only one team of fire fighters that starts at an anchor or safe point and attacks only one side or flank of the fire (International Association of fire Chiefs n.d.). This type of technique is employed when equipment and personnel are insufficient; or when one flank of the fire is higher than the other. The attack on the flank which poses a greater threat is the priority (International Association of fire Chiefs n.d.). An indirect attack is generally used for wild land and ground fires that are large and very dangerous to come close to by using a direct attack. The manner in which this type of attack is employed is done by building a fire line along the natural fuel breaks or within a safe distance from the fire (International Association of fire Chiefs n.d.). Indirect attack is used when equipment and personnel are lacking and the fire is located at a rough and dangerous landscape that makes approach quite impossible (International Association of Fire Chiefs n.d.). International Association of Fire Chiefs (COR), National Fire Protection Association. (n.d.). Fundamentals of Fire Fighter Skills. Retrieved July 06, 2009 from

Tuesday, October 29, 2019

Internal Analysis and SWOT Analysis Essay Example | Topics and Well Written Essays - 500 words - 1

Internal Analysis and SWOT Analysis - Essay Example According to this book, the definition of physical resources is too general. However, according to other scholars, it gives a wider definition of physical resources to be the resources that are produced from the skills of man. This website brings out a better view than the book. The website also gives more information than is necessary. Used in an internal analysis, to show the wealth accumulation of the firm in terms of assets. According to a certain website, financial resources are the monetary sources of a firm. The website only gives a general view with a few examples. On other website, it only considers financial resources as money loans from banks. Most of the information is on banks, and it gives the wrong information or picture. This is because the finances are more to do with more than one single source. This can be used in an internal analysis to show the economic ability of a company (Marc, 2003). Human resources are all the people who compose the employees of an association who work towards the achievement of the goals of this organization (mark, 2003). This book gives a good description of human resource. This does not give the true picture of human resource as it gives information on workers of a company. Human resource is used to measure the level of motivation in a company. It can also be used to show the level of activity in a company and the cost of production. In the analysis, it is used to measure the level of efficiency and the social responsibility of a company. Technical resources are those assets owned by the company that can be used to improve or for the benefit of technology in an organization. This can be in terms of technological formulas or personnel with good experience and technical knowhow. According to William (1998), they describe the technology in details, which is meant to mean technical resources. It gives technology a depth description of its work and how it is used. Technology is used in an analysis, to measure

Sunday, October 27, 2019

Media Essays Music Industry Work

Media Essays Music Industry Work Music Industry Work Analyse changes in technology and global communication that have revitalised the music industry in the past ten years. Your account should concentrate on cultural and promotional aspects rather than an analysis of the music. How might you apply these innovations to your own field of work? The last decade has witnessed a period of rapid change in technology and global communication. In music, the Ipod has changed the way we buy and swap music. I tunes has just sold its billionth song. The rise of the Arctic Monkeys is almost directly attributable to the internet and sites like MySpace, where teens can spread trends in an instant. All this is happening while many traditional channels struggle to keep pace. When the Arctic Monkeys hit number one, the newspapers were left saying where did they come from? The four big companies that dominate the production and distribution of music, Universal, Sony, BMG, Warner and EMI, have been slow to embrace the internet, which has seemed to them not an opportunity but their nemesis. Rather than putting their product on file-sharing applications, they are prosecuting free-download users for theft, but now they are left with no opportunity but to welcome the digital age ahead. All it takes to get the music you most love is to find a website such as Rhapsody, Itunes Store, Urge, Rapster, or any one of what is probably a thousand such, download, and transfer to an MP3 player. Hours and hours of portable music, and unless you want to, you never have to listen to two songs by the same group. A wonderful innovation for the music loving public, The Kinks are still being worked out by the music industry. But one thing is clear. The Digital Music age is here to stay. Over the last ten years album sales have been in freefall all over the world. The 10% drop in the UK over the past year is dwarfed by a 15% slide in the US, 25% in France and 35% in Canada. The bankruptcy this summer of the CD retail chain Fopp, HMV’s announcement that its profits halved in the first six months of this year and Richard Branson’s recent decision to dump the Virgin Megastores, which have reportedly lost him more than  £50m in 2007, are all evidence of the revitalization of the music industry. The point isn’t just that people are buying fewer CDs; they are paying as much as two-thirds less in real terms today for the music they listen to on their iPods than they used to when the compact disc first took over the market. Twenty years ago a chart CD cost about  £14. Today you can buy the same in a super-market for  £9. The online market may have grown recently, but not enough to fix the hole. Here, too, margins have shrunk. A download of a single track now costs 79p against the  £4 a CD single cost in 1999. The impact on the bottom line of the record labels has been catastrophic. When EMI’s subsidiary Virgin put out the Spice Girls’ debut album in 1996 the company cleared roughly  £5 in profit on each copy sold. That margin has since shrivelled to around  £2, and only then for albums that are significant hits. Industry insiders estimate that only one of the new British acts that became popular in 2007, the pop star Mika, will actually make his record company any money. When the private equity firm Terra Firma bought EMI recently it paid about a third, in real terms, what the company nearly fetched 10 years ago when a sale to its competitor Universal was mooted. That decline mirrors what has happened over thesame period to the retail price of new CDs, and it also reflects the scale of the cull ofEMI’s workforce, which has shrunk in 10 years from more than 10,000 worldwide to about 4,000 today. There are no obvious solutions in sight. In America the recently appointed co-chairman of the Columbia label Rick Rubin, formerly a record producer by trade, has spoken of his ambition to turn the company around by refocusing it along the lines of a cable TV business, making Columbia’s entire catalogue downloadable to customers who pay a monthly subscription. The reprioritisation in recent years of live music over the recorded variety has been dramatic. Attendance at arena shows rose here by 11% last year. By the time 2007 bows out, 450 music festivals will have taken place in the UK. Ticket-master reported that 20,000 tickets for the Spice Girls’ first reunion concert at London’s O2 arena in December sold out in 38 seconds, with 1m fans registering to buy. more than a million clamoured for seats at the forthcoming Led Zeppelin reunion. Glastonbury disposed of its 135,000 weekend passes for this year’s event within two hours, taking more than  £21m in the process. Ticket prices, especially for A-list artists, have soared as the price of CDs has tumbled. You could have bought Madonna’s entire catalogue for less than half what it cost to see her perform at Wembley Arena last summer where the best seats in the house went for  £160.CD’s are almost a thing of the past.   With more more people downloading and sharing MP3’s, both legally and illegally i.e. Limewire, the music recording business is faced with a huge problem. Technology has advanced far quicker than the Music Industry’s ability to change and keep a viable business model. Downloading of MP3’s illegally has caused such a massive drop in sales that the music business in general is at a loss to provide a solution, and thus is failing. In my opinion, to suggest CD’s are almost redundant is not unreasonable.   The marketing power and speed of the Internet now means users are aware of the product long before the record label is promoting it locally and nationally.  With the connection speed of broadband Internet, users can have almost any desired song in seconds (and if prepared to break the law, for free). I can’t see the music business trying to fight this type of technology for much longer, as file sharing is not actually an illegal activity, as no cash is exchanging hands. Already deals are being announced to allow users to legitimately download songs and for a fraction of the cost of a CD single. Recording labels will have to start to offer subscription services, or small download fees per single in order to quell the hugeamount of customers currently downloading for free.The roots of the â€Å"Rip, burn and mix† (RBM) culture have been growing for a long time now. The â€Å"RBM† culture represents a powerful change to the business world as a whole and to the music industry in particular. The change in delivery method is at the heart of the â€Å"RBM† culture. To begin with it can be described from the music industry’s standpoint. Now consumers have much more control, and because of each individual’s ability to rip or copy, burn or produce, and mix or change music, the term consumer fails to capture the essence of the user’s involvement. As is apparent to everyone, this has thrown the traditional music industry on its head. In retaliation, there are battles being waged against people who have accepted the changes, the traditional consumers. Of course, as has been well documented, these battles are being fought with copyright laws that have failed to accept great change since the explosion in popularity of the internet. Questions about how this affects the individual artists and bands who rely on selling their music for an income must be addressed. First, within this culture there is still the possibility to sell records based on the traditional methods. The RBM culture has had a great deal of influence in this area of style as well. It can be viewed as a type of fusion. Everyone now has the opportunity to take what they want from a culture and fuse it with their own culture, which to many is what creativity is. Rap music is a definite example of â€Å"RBM† culture in music. An artist may take a track from another song, mix it with their own work and then produce it as a new style of music. Without conscious effort, millions of people have already accepted this culture and moved towards the empowerment of the individual artist. It is especially apparent in the popularity of collaborations between artists. Artists each bring their own work to the studio or stage and seek to mix, â€Å"burn† or create an entirely different piece of music. A closer look at the music industry from the perspective of a RBM culture reveals that the principles which are at the base of the culture are not revolutionary. However, technology has changed the scale on which these principles can be implemented, thus giving birth to the RBM culture and the vast consequences it has for the music industry. There are many unique ideas on how music should be shared and subsequently handled. An artist listed under the simple Sampling License allows the user to manipulate and change the music for their own or commercial use; however, entering it on a file-sharing network is prohibited. The Sampling-Plus License works in basically the same way except the music can be entered on a file-sharing network. The â€Å"rip, burn and mix† culture coincides with many other changes in the way people think about purchases and commercial entities. The ClueTrain Manifesto is a series of essays that deals with changes in consumer behaviour because of the Web. The Manifesto discusses ideas that need to change in the business world due to the changes in consumer behaviour. People now expect to try before they buy and buy only what they want to buy. Requiring the customer to buy fifteen songs when they only want one has become unacceptable; Furthermore, the limited variety of music that a company has to offer is unacceptable. With such easy access to seemingly endless variety, the old music industry lost one of its key competitive advantages. To be fair the industry is starting to recognize the need for digital music and has been quite successful operating with Apple’s iTunes technology. It may be too little too late but it has stemmed the tide of change for the large media companies to an extent. With all these changes taking place, it is interesting to speculate about the path of the next musical superstar or if there will even be such a concept. Everyone having access to a personal computer means that everyone is eligible to do their own recording, publishing, distributing and venue booking. Even with all this technology, a live show is still a unique experience that can only be captured by physical attendance. Excellent artists will still be sought out to play live music which will allow them to sell their products to support themselves. This process is very important even in the new music industry where everyone can be heard. The reason for its importance is the fact that a live band can carve out its own niche using the extremely effective word of mouth advertising. Unless the consumer knows an artist exists it can be extremely difficult for a consumer to find and hear that artist among all the other choices. Live touring would still be an effective medium for a band whose quest is to reach a certain degree of fame. However, there is also the possibility for a band or individual artist whose sole medium is the web. Video and audio technology could be combined to produce a â€Å"virtual stage† for the artist to perform over the internet; a distinctly new technology artist. This could take many different forms but, again, it takes advantage of the increased scope of the artist. The artist has the great opportunity to perform virtually over the web, satisfying both the fan and the musician. The Web will also act as a tool between the musician and the fan. An increase in interaction between the two might birth a new form of musical partnership. The fan might have an idea or a poem that they want made into music. Certain artist may be interested in catering to this desire to have one’s work made into music. Without a doubt, fans have been able to interact and learn more about their favourite bands because of the web. Websites would then act as virtual clearing houses by matching song writers with those who play music but are not interested in writing their own. One interesting idea that someone working in the industry could consider is that labels may only be willing to pay the artist to produce one or two songs for air play and sale.The â€Å"Rip, Burn and Mix† culture may be the end of the traditional album as it has been. If songs are available for free or are sold separately for a dollar, the experience of listening to a number of songs as a coherent work will be lost. But the artists may adapt to this new culture and change the way in which they release their music. Rather than one album with twelve songs on it released at one time, the artist could release one song each month for a year. This method could stimulate interest from fans as a continual stream of music over time. References: I tunes- http://en.wikipedia.org/wiki/ITunes, http://itunes.com EMI group 2006, statistics and figures: http://www.emigroup.com Waters, D., 2003. Music industry slow to change available: http://news.bbc.co.uk/1/hi/entertainment/music/3019948.stm Gordon, G., 2007, Effects of technology on the music industry, 2007 WC Business Management Senior Capstone Experience, available: http://dspace.nitle.org/handle/10090/2694 Music industry forced to warm to Arctic Monkeys, 2007, Unlocking digital music, Oxford Journals ,Volume 49, Number 4, Pp. 14-16 http://www.mad.co.uk/Main/Home/Articlex/5897d0927dea4, Illegal mp3 downloads: http://www.limewire.com Digital Music Report 2006 Facts Figures 2006 available: http://www.ifpi.co.uk/content/section_news/DMR-2006-b.html Regan, K., 2007, EMI Revenue Falls but DRM-Free iTunes Sales Promising, E-Commerce Times, available: http://www.ecommercetimes.com/story/entertainment/58684.html Why do they think they have it figured out now?200, http://www.futureofmusicbook.com/ Honan, M., 2001, Rip. Mix. Burn. Steal? Does Using Your Mac to Burn Your Own Audio CDs Make You a Thief? http://www.macworld.com/2001/10/macbeat/rip/

Friday, October 25, 2019

Victorian Architecture :: Architecture

Victorian Architecture During the Victorian period, there was a revival of classical (Greek and Roman), Gothic, Renaissance and Baroque architecture. Romantic architects replicated Greek and Roman buildings, which were revered as the ultimate examples of beauty (Sporre 487; Tansey 932). Increased nationalism in England also sparked a revival of Gothic architecture. After the Houses of Parliament burnt down in London (1834), the task of redesign the new building was assigned to Charles A. Barry and Augustus W. N. Pugin. Their Gothic design of the new Houses of Parliament make it a prime example of Victorian architecture today (Tansey 955). It is important to recognize that Romantic architecture was not only a return to the past. Modern technologies and materials, as well as non-European influences, also played a role. (Sporre 495-98; Tansey 956). One example is the Crystal Palace designed by Sir Joseph Paxton for the Great Exhibition in London (1851). Made of iron and glass, it was designed to be rapidly put together and taken apart. Another noted architectural example of this period was John Nash’s Royal Pavilion in Brighton (1815-18). The design of this palace was greatly influenced by Islamic and Eastern architecture (Flynn; Sporre 495-98; Tansey 956, 1014). Victorian architecture was both a rediscovery of the past and the precursor of Modern architecture. Some buildings embodied both of these characteristics. The Houses of Parliament and the Crystal Palace’s outside architecture had little to do with their functions and internal design. Their architects were revolutionizing the world of architecture and ushering in the

Thursday, October 24, 2019

Online vs traditional classrooms Essay

Online classes and traditional classes are both great options for obtaining a college education. They have a common goal of helping students reach their educational goals. Either path the student decides to take has its positive and negative aspects. The three biggest areas to consider when making the decision between online or traditional classes are the expenses, convenience or ease of accessibility, and the communication between students and instructors. Both online and traditional classes offer students an education, which is very important part of being successful in life. Expense is one of the biggest aspects of both online classes and traditional classes that should be considered when continuing your education. Online classes cost considerably less in tuition when a student completes a degree that is only online. However, online classes require you to have access to a computer and the internet at all times. There is no housing included, such as a room in a dormitory, so the st udent has to pay rent or mortgage and all the utilities. Books are available in a hardback or e-book, which cost about the same. Traditional classes can have an extremely high tuition, especially if it is at a university instead of a community college. In a traditional classes the student either pays to live on campus in a dormitory, or you rent off campus. If the student lives off campus, you spend money on gas, driving back and forth to campus. The car then has to have more maintenance which in turn cost more money. Depending on the students financial situation cost should be considered when choosing between online or traditional classes.Online and traditional classes are very different when it comes to convenience or the ease of accessibility. Online classes have twenty-four hour availability. A student can schedule the school work needed around their personal life, whether it’s a job, family, or personal time. This convenience can make life easier to balance, or it can make things harder. If the student procrastinates they will get behind in their school work. The work load for online classes can be more spread out, and they have the option to take test inline as long as they are submitted by the due date. The online school system can offer instant feedback on a test because the computer grades it when you submit it. Online  degrees can usually be completed in a shorter amount of time because the online classrooms can admit more students at one time. Students also have a chance to obtain a degree in a program that may not be available in a school in their area. Traditional classes offer the stability of a more structured schedule. In a traditional class you may have a larger work load because of homework due daily instead of weekly. In traditional classes attendance is mandatory which can be difficult for a student working a full time job, or having other matters they have to attend to. Accessibility is an important aspect a student should consider when choosing between the two types of classes. Whether in an online or traditional classes, communication between the student and instructor is important. Online classes require students to communicate with the instructor and other students by e-mail or in an online forum. In order to be successful the student has to have working knowledge of a comp uter and know how to search for answers. When a student has to ask a question they may not be able to get the answer quickly, which may cause them to fall behind. Having to rely on e-mails to communicate doesn’t give the student a chance to have personal contact. When a student is confused or having a hard time the personal contact with an instructor can be the best way to get help. Students also have more interaction with other students in a traditional classroom which teaches better communication skills.A college degree can be obtained by taking traditional or online classes. Some students take a combination of both to get the degree. Students have to consider their lifestyles and personalities when considering what type of classes to take. Some important things to look at when deciding what kind of classes to take are expense, convenience, and communication. Since every student is different there really isn’t an easy answer, both offers great ways to continue somebodies education.

Wednesday, October 23, 2019

Lesson plan

Comparison/Contrast Is used to show similarities and differences. It uses examples and comparing. It Is Important to organize your thoughts and information before you do so. Your topic sentence how they are alike and how they are different. Your concluding sentence/ or the clincher is a sentences that summarizes your thoughts. The ability to compare and contrast information can help a student in many areas of his/her life. Students need to compare and contrast products that they purchase, so they get the most for their money.They also need to compare and contrast information from various sources when making decisions about their lifestyles, diet, nutrition, etc. Key questions: What two things are being compared? How are they similar? How are they different? If you compare two things you tell how they are alike. If you contrast two things you tell how they are different. If you compare and contrast two things you tell how they are alike and how they are different. A sentence begins wi th a capital letter and ends with the correct punctuation. An adjective describes a person place or thing.The topic sentence of a paragraph states the main idea and attracts the reader's interest. A complete sentence is a group of words that expresses a complete thought (and has a subject and a verb). Capital letters are used at the beginning of each sentence and for proper nouns. A period is used at the end of a statement or command. A question mark is used at the end of a question. (Must be related to the topic): Teacher will begin by holding up various objects and asking students to compare them. For example, teacher will hold up a male and a female shoe; two books that are different size and two different types of food.Student's response will be written on he board. Teacher will ask students to predict today's topic. Teacher will inform students that in today's class we will be writing a compare and contrast paragraph. (The How and What- The Body of the Lesson) Methods and Techn iques Students' Activities Adaptations for Exceptional Learners Using a chart, discuss the terms compare and contrast. Students will read the definition from the chart then discuss things that they have Show a picture of a dog and a cat. Using a Venn diagram (overhead transparency) to Compare (same) and the Contrast (different) a cat to a dog.Students will work along with teacher to brainstorm the animal's similarities and dissimilarities. A picture of a cat and a dog will be shown to support struggling readers. Teacher will model how to write a compare and contrast paragraph based on information from a Venn diagram. I will write a topic sentence, 2 sentences that compare, 2 sentences that contrast, and a concluding sentence. Students will work along with teacher then read the paragraph aloud. After sharing the Comparison and Contrast Guide, explain to students that they are going to compare and contrast items in cooperative groups.In cooperative groups, each student will be given a Venn diagram. Then give each group an assortment of items (only two each). Explain to students that they will now list all of the characteristics that are the same about the items and all of the characteristics that are different. Using a Venn diagram, students will compare and contrast using an assortment of items in small groups. Peer tutoring: Allow struggling reader to work with a student is reading at grade level to help with pronunciation and word fluency.Direct students to write a paragraph comparing and contrasting the two foods using heir information from the Venn diagram that was discussed in the groups. Remind students to use indention, capital letters, complete sentences and topic sentence, supporting details and clincher. Individual assignment: students will write a paragraph comparing and contrasting the two foods using their Venn diagram. Students will write paragraph with correct punctuation marks, indention, capital letters, complete sentences and topic sentence Gi ve direct instruction after giving whole group instructions, work individually with each struggling readers. Lesson plan Comparison/Contrast Is used to show similarities and differences. It uses examples and comparing. It Is Important to organize your thoughts and information before you do so. Your topic sentence how they are alike and how they are different. Your concluding sentence/ or the clincher is a sentences that summarizes your thoughts. The ability to compare and contrast information can help a student in many areas of his/her life. Students need to compare and contrast products that they purchase, so they get the most for their money.They also need to compare and contrast information from various sources when making decisions about their lifestyles, diet, nutrition, etc. Key questions: What two things are being compared? How are they similar? How are they different? If you compare two things you tell how they are alike. If you contrast two things you tell how they are different. If you compare and contrast two things you tell how they are alike and how they are different. A sentence begins wi th a capital letter and ends with the correct punctuation. An adjective describes a person place or thing.The topic sentence of a paragraph states the main idea and attracts the reader's interest. A complete sentence is a group of words that expresses a complete thought (and has a subject and a verb). Capital letters are used at the beginning of each sentence and for proper nouns. A period is used at the end of a statement or command. A question mark is used at the end of a question. (Must be related to the topic): Teacher will begin by holding up various objects and asking students to compare them. For example, teacher will hold up a male and a female shoe; two books that are different size and two different types of food.Student's response will be written on he board. Teacher will ask students to predict today's topic. Teacher will inform students that in today's class we will be writing a compare and contrast paragraph. (The How and What- The Body of the Lesson) Methods and Techn iques Students' Activities Adaptations for Exceptional Learners Using a chart, discuss the terms compare and contrast. Students will read the definition from the chart then discuss things that they have Show a picture of a dog and a cat. Using a Venn diagram (overhead transparency) to Compare (same) and the Contrast (different) a cat to a dog.Students will work along with teacher to brainstorm the animal's similarities and dissimilarities. A picture of a cat and a dog will be shown to support struggling readers. Teacher will model how to write a compare and contrast paragraph based on information from a Venn diagram. I will write a topic sentence, 2 sentences that compare, 2 sentences that contrast, and a concluding sentence. Students will work along with teacher then read the paragraph aloud. After sharing the Comparison and Contrast Guide, explain to students that they are going to compare and contrast items in cooperative groups.In cooperative groups, each student will be given a Venn diagram. Then give each group an assortment of items (only two each). Explain to students that they will now list all of the characteristics that are the same about the items and all of the characteristics that are different. Using a Venn diagram, students will compare and contrast using an assortment of items in small groups. Peer tutoring: Allow struggling reader to work with a student is reading at grade level to help with pronunciation and word fluency.Direct students to write a paragraph comparing and contrasting the two foods using heir information from the Venn diagram that was discussed in the groups. Remind students to use indention, capital letters, complete sentences and topic sentence, supporting details and clincher. Individual assignment: students will write a paragraph comparing and contrasting the two foods using their Venn diagram. Students will write paragraph with correct punctuation marks, indention, capital letters, complete sentences and topic sentence Gi ve direct instruction after giving whole group instructions, work individually with each struggling readers. Lesson Plan SEMI-DETAILED LESSON PLAN IN ENGLISH 1 I. OBJECTIVES; At the end of the lesson, the students should be able to; a. Define coordinating conjunctions b. Give examples of coordinating conjunctions c. Use coordinating conjunctions in a sentence II. SUBJECT MATTER Topic Coordinating conjunctions Reference Grade 7 learning Package Materials chalkboard III. PROCEDURE A. MOTIVATION I am pretty sure that you have already discussed coordinating conjunctions in your elementary days and this is just a review about coordinating conjunctions. B. PRESENTATION Present the topic about coordinating conjunctions. C. Discussion a.Ask students what are coordinating conjunctions b. Allow students to give examples of coordinating conjunctions c. Allow students to use the examples of coordinating conjunction in a sentence. D. GENERALIZATION E. APPLICATION Ask students to match the sentence in column A with column B to form meaningful sentences. Use and, or, but, and for in coordinating the sentences. COLUMN A COLUMN B 1. Monkeys can be angry anywhere a. they peel it first. from just a few centimeters tall. b. they use them to communicate. . Monkeys never it a banana as it is. c. some pieces can grow more than a 3. When the monkey yawns it is tired. meter tall. 4. Monkey makes different voices, d. it is angry at something. facial expressions and body movements. IV. EVALUATION Allow students to supply the blanks with and, or and but to complete its thought. â€Å"Animals In Mythology† (an adaptation) page 53 V. ASSIGNMENT; Make a composition with the use of conjunctions. You can make your own titles. DETAILED LESSON PLAN IN ENGLISH 1 I. OBJECTIVES At the end of the lesson, the students should be able to; . Differentiate active voice from passive voice b. Identify the voice of verbs in the sentence c. Change the sentences from passive to active voice d. Appreciate the lessons by showing active participation of students towards the lesson. II. SUBJECT MATTER Topic verb (active voic e and passive voice) Materials cartolina (strips of cartolina) Reference internet souces III. PROCEDURE TEACHER’S ACTIVITY STUDENTS’ ACTIVITY A. MOTIVATION Class I want you to listen to a short scenario â€Å"John saw a pretty girl. He went to talk to her. His wife arrived.The wife hit john right on the nose 1. What did the wife do? (active voice is used in answering) (answers may vary) 2. What happened to John? (Passive voice is used in answering) (answers may vary) B. PRESENTATION VOICE is the quality of verb That shows wether the subject is the doer of the action or the receiver of thE action. C. DISCUSSION Active voice- is used to indicate That the subject of the sentence is the doer of the action. Passive voice- is created when the subject is the receiver of the action (the teacher gives sets of example about ctive and passive voice) D. APPLICATION Change the sentence below to the active voice 1. The bridge was built by the engineers. 2. The patient was examined by the doctors. 3. The decision was made by my boss. 4. The shell was collected by James. 5. Ninoy Aquino was admired by many people. IV. EVALUATION Identify the voice of the verb in the sentence. ___________1. Raul presented an interesting report ___________2. Baseball was played by Joseph. ___________3. Martin removed the old paint. ___________4. The national congress was approved. ___________5. She cooked the breakfast. ___________6. She submitted the a Lesson plan Comparison/Contrast Is used to show similarities and differences. It uses examples and comparing. It Is Important to organize your thoughts and information before you do so. Your topic sentence how they are alike and how they are different. Your concluding sentence/ or the clincher is a sentences that summarizes your thoughts. The ability to compare and contrast information can help a student in many areas of his/her life. Students need to compare and contrast products that they purchase, so they get the most for their money.They also need to compare and contrast information from various sources when making decisions about their lifestyles, diet, nutrition, etc. Key questions: What two things are being compared? How are they similar? How are they different? If you compare two things you tell how they are alike. If you contrast two things you tell how they are different. If you compare and contrast two things you tell how they are alike and how they are different. A sentence begins wi th a capital letter and ends with the correct punctuation. An adjective describes a person place or thing.The topic sentence of a paragraph states the main idea and attracts the reader's interest. A complete sentence is a group of words that expresses a complete thought (and has a subject and a verb). Capital letters are used at the beginning of each sentence and for proper nouns. A period is used at the end of a statement or command. A question mark is used at the end of a question. (Must be related to the topic): Teacher will begin by holding up various objects and asking students to compare them. For example, teacher will hold up a male and a female shoe; two books that are different size and two different types of food.Student's response will be written on he board. Teacher will ask students to predict today's topic. Teacher will inform students that in today's class we will be writing a compare and contrast paragraph. (The How and What- The Body of the Lesson) Methods and Techn iques Students' Activities Adaptations for Exceptional Learners Using a chart, discuss the terms compare and contrast. Students will read the definition from the chart then discuss things that they have Show a picture of a dog and a cat. Using a Venn diagram (overhead transparency) to Compare (same) and the Contrast (different) a cat to a dog.Students will work along with teacher to brainstorm the animal's similarities and dissimilarities. A picture of a cat and a dog will be shown to support struggling readers. Teacher will model how to write a compare and contrast paragraph based on information from a Venn diagram. I will write a topic sentence, 2 sentences that compare, 2 sentences that contrast, and a concluding sentence. Students will work along with teacher then read the paragraph aloud. After sharing the Comparison and Contrast Guide, explain to students that they are going to compare and contrast items in cooperative groups.In cooperative groups, each student will be given a Venn diagram. Then give each group an assortment of items (only two each). Explain to students that they will now list all of the characteristics that are the same about the items and all of the characteristics that are different. Using a Venn diagram, students will compare and contrast using an assortment of items in small groups. Peer tutoring: Allow struggling reader to work with a student is reading at grade level to help with pronunciation and word fluency.Direct students to write a paragraph comparing and contrasting the two foods using heir information from the Venn diagram that was discussed in the groups. Remind students to use indention, capital letters, complete sentences and topic sentence, supporting details and clincher. Individual assignment: students will write a paragraph comparing and contrasting the two foods using their Venn diagram. Students will write paragraph with correct punctuation marks, indention, capital letters, complete sentences and topic sentence Gi ve direct instruction after giving whole group instructions, work individually with each struggling readers. Lesson Plan SEMI-DETAILED LESSON PLAN IN ENGLISH 1 I. OBJECTIVES; At the end of the lesson, the students should be able to; a. Define coordinating conjunctions b. Give examples of coordinating conjunctions c. Use coordinating conjunctions in a sentence II. SUBJECT MATTER Topic Coordinating conjunctions Reference Grade 7 learning Package Materials chalkboard III. PROCEDURE A. MOTIVATION I am pretty sure that you have already discussed coordinating conjunctions in your elementary days and this is just a review about coordinating conjunctions. B. PRESENTATION Present the topic about coordinating conjunctions. C. Discussion a.Ask students what are coordinating conjunctions b. Allow students to give examples of coordinating conjunctions c. Allow students to use the examples of coordinating conjunction in a sentence. D. GENERALIZATION E. APPLICATION Ask students to match the sentence in column A with column B to form meaningful sentences. Use and, or, but, and for in coordinating the sentences. COLUMN A COLUMN B 1. Monkeys can be angry anywhere a. they peel it first. from just a few centimeters tall. b. they use them to communicate. . Monkeys never it a banana as it is. c. some pieces can grow more than a 3. When the monkey yawns it is tired. meter tall. 4. Monkey makes different voices, d. it is angry at something. facial expressions and body movements. IV. EVALUATION Allow students to supply the blanks with and, or and but to complete its thought. â€Å"Animals In Mythology† (an adaptation) page 53 V. ASSIGNMENT; Make a composition with the use of conjunctions. You can make your own titles. DETAILED LESSON PLAN IN ENGLISH 1 I. OBJECTIVES At the end of the lesson, the students should be able to; . Differentiate active voice from passive voice b. Identify the voice of verbs in the sentence c. Change the sentences from passive to active voice d. Appreciate the lessons by showing active participation of students towards the lesson. II. SUBJECT MATTER Topic verb (active voic e and passive voice) Materials cartolina (strips of cartolina) Reference internet souces III. PROCEDURE TEACHER’S ACTIVITY STUDENTS’ ACTIVITY A. MOTIVATION Class I want you to listen to a short scenario â€Å"John saw a pretty girl. He went to talk to her. His wife arrived.The wife hit john right on the nose 1. What did the wife do? (active voice is used in answering) (answers may vary) 2. What happened to John? (Passive voice is used in answering) (answers may vary) B. PRESENTATION VOICE is the quality of verb That shows wether the subject is the doer of the action or the receiver of thE action. C. DISCUSSION Active voice- is used to indicate That the subject of the sentence is the doer of the action. Passive voice- is created when the subject is the receiver of the action (the teacher gives sets of example about ctive and passive voice) D. APPLICATION Change the sentence below to the active voice 1. The bridge was built by the engineers. 2. The patient was examined by the doctors. 3. The decision was made by my boss. 4. The shell was collected by James. 5. Ninoy Aquino was admired by many people. IV. EVALUATION Identify the voice of the verb in the sentence. ___________1. Raul presented an interesting report ___________2. Baseball was played by Joseph. ___________3. Martin removed the old paint. ___________4. The national congress was approved. ___________5. She cooked the breakfast. ___________6. She submitted the a