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  • All fields: lessons
(86 results)



Display: 20

    • yearbook1917i014: The Brown and Blue

    • Beaver Murdock Academy--Beaver (Beaver County, Utah); School yearbooks
    • The Brown and BLue All honor, flag of Murdock! We loved your colors true, When yet our school was but a child -- The B.B.B.Y.U. We loved to see your waving, On every Festal day, And shouted loud your praises As you floated grand and gay! ...
    • Page 210

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    • Nov. 9, 1916.. .Indian Agent. M r . F r a n k , met with Council and advised making arrangements for a school for the Indians, also a court to give them a legal s t a t u s and a t r a c t of land with water, the title to be vested in the...
    • Page 85

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    • Family Man 85 together in Dublin, Ireland before they returned to Salt Lake City and home. John's health did not permit him to accompany Paul and Ann on a trip, but when John's health was failing, he and Orpha gave their ti&ets on the Mississippi...
    • Page 23

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    • of iPads in their schools. Teachers are challenged with how to use the iPads for classroom instruction due to limitations with Pearson resources that are available. One teacher, Catherine Proctor, is frustrate because there are just two sample...
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    • 3 1. With explicit instruction, did students’ comprehension of expository text improve? 2. Which instructional strategy was most effective in teaching expository text to primary grade students with disabilities? This study offers further insight...
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    • 25 second grade level science and social studies core curriculums. The timeline of steps required to complete the study were as follows: 1. Administration of the pre-assessments on expository text comprehension, two days. 2. Whole class lessons...
    • Page 31

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    • 26 Step 2. Second, after the PALS 1-3 and text retells rubrics were administered to study participants, whole-group lessons were taught on the differences between narrative and expository text. These lessons were important because the participants...
    • Page 59

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    • 54 Text features was the second most effective strategy resulting in a gain of 6.50 points with a 107.44% increase. This may be attributed to the large amount of time participants spent predicting about the text. Through the predicting and studying...
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    • 57 actively participated in both the creation of the group organizers and their own individual organizers. The only concern that this instructor had with the group was that they finished the lessons early. They probably could have used a few more...
    • Page 64

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    • 59 the “High 5!” multiple methods approach conducted by Dymock and Nicholson (2010) and the Four-Part Lesson Cycle created by Montelongo et al. (2010) were highly effective. While this multiple methods strategy was shown to be the most effective,...
    • Page 66

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    • 61 Figure 11. Early writing sample from Participant 2 Figure 12. Later writing sample from Participant 2 The researcher also observed increased writing skills in the study participants’ own graphic organizers. Since the graphic organizers were...
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    • GREEK MYTHOLOGY IN SECONDARY EDUCATION 15 Gilgamesh’s hero epic is extremely relevant to teach to modern day students as it is the first known written epic for our world. Just viewing the cuneiform tablets can impress upon students how difficult it...
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    • GREEK MYTHOLOGY IN SECONDARY EDUCATION 18 called Ragnarok, which was to be the end of the world. Their mythology laid out precisely what would happen in the human realm (Midgard), to the gods in Asgard, and in the underworld (Niflheim/Hel) at the...
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    • GREEK MYTHOLOGY IN SECONDARY EDUCATION 23 Students can enjoy this mystery along with everyone else as they make their own predictions about the purpose of the Peruvian etchings. A great way to parallel this, is, as previously mentioned, is to...
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    • GREEK MYTHOLOGY IN SECONDARY EDUCATION 29 Chapter 3 – Methodology The purpose of this creative research project was to design, develop, and evaluate a sixteen lesson unit on Greek mythology (with a technology focus) for use with tenth grade...

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