e-book Lesson Plan #2: Don Quixote

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Today, we probably relish our recent quests to deploy wireless networks or Voice-over IP, even when some network engineers and customers declared the technologies insecure, unnecessary, or technically inferior. As I contemplate our roles of advancing the mission of the college or university with the judicious use of technology, I can see many obstacles ahead.

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  7. Instead of adopting a passive stance, one of despair, my team members and I seek out new opportunities and challenges in all these areas. We continue to conduct pilot projects and implementations of groundbreaking technologies, such as social networks or electronic books, in our effort to support and enrich the work of our community members.

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    I have a special fondness for another celebrated episode in the life of Don Quixote: his encounter with the galley prisoners. In one of their early adventures, Don Quixote and his trusted squire, Sancho Panza, encountered a group of chained prisoners, watched by guards of the Crown of Spain.

    Needle in a Haystack

    Don Quixote asked each prisoner why he had been convicted. At first, the convicts expressed their gratitude, but eventually they turned against our hero. I regularly meet with faculty members, senior administrators, librarians, staff members, and student leaders. I have insisted, at every institution where I have served, in running technology-satisfaction surveys, particularly among students. I take these comments and survey results very seriously. When evaluating plans and projects, we must put ourselves in the shoes of all the constituents we serve and do our best to defend their interests.

    Frequently, our job as leaders is to represent the student body or the faculty and request adequate technology resources for them in committees and forums. In this activity, you will help students write quixotic, or imaginative, descriptions of ordinary objects. Other students will try to figure out what real-world object the writer had in mind. Share with students a few examples of highly metaphoric poetry. You might consider the question of why the poet took this indirect approach to description.

    Ask students to think to themselves of objects that might be seen — especially, by someone such as the tourist from Orbitville who has never seen them before — as something else. Flere are some suggestions to stimulate students' thinking: - a movie projected on a free-standing screen thought to be - a toaster without any bread in it thought to be - a lampshade thrown out with the trash thought to be - a fire extinguisher thought to be 4.

    With the prewriting notes that the students have prepared in the preceding step, they should now be ready to draft a metaphoric description of their objects in prose or poetry. Give each student a chance to read his prose or poem to one or more other students in the class. Can the listeners figure out what the reader, below the surface of the prose or poem, is describing?

    PDF Lesson Plan #2: Don Quixote

    Do the listeners find the description apt and entertaining or obvious and boring? Encourage classmates to give revising and editing advice to one another.

    Discuss how Miguel de Cervantes' life is mirrored in Don Quixote's. Explain how the eight people shown in the introduction refused to abandon their dreams despite popular sentiment that those dreams were unattainable. Ask students to discuss with examples and other evidence whether or not they think Quixote deserves to be put in the company of real- world idealists or is merely delusional.

    Tackling the Issues Ask the class to discuss solutions to an issue that plagues contemporary society at large or just your community — for example, homelessness, violence, environmental degradation, hunger. Half the class should mention idealistic solutions to the chosen issue; the other half should mention only realistic approaches to solving the problem.

    See if, in listening to both sides, someone can come up with a proposal that is both realistic and unconventional — an idea that hasn't been tried yet. Did you know that this writer was also a soldier, that he was in prison, and that he survived the plague? Translated and adapted by Magda Bogin. The illustrations in this classic will make you believe you are riding with this knight and his friend Sancho Panza through the Spanish countryside.

    Each of the 35 stations has text, images, and legends associated with the novel. It also has a digital archive of photographic images on Cervantes's times and works suitable for teaching and research purposes, plus a Spanish index. Due: Thursday , October 19 Math: Facts page 3 packet will be collected Thursday after we finish page 4 in class. This can be written in pencil or pen. Reminder: Thursday is a no homework night. No homework will be assigned. Thank you for supporting Rocklin Academy. Due: Monday , October 2 Enjoy a good book!

    Your students will create amazing images like these in no time!

    Spelling: Using words write a sentence for each word - review each word for the spelling assessment Friday. Students should be reading nightly. It will be tomorrow.

    Become a more confident language teacher.

    Parents are to sign the Module 1 Review Worksheet, and students will hand this in tomorrow before the assessment. Please use workbook to review. Students are getting a lot of time to work in class. All students must bring in what they. All students should be writing paragraphs.

    Spanish Language Day Class Activities for Beginner, Intermediate and Advanced Students

    Due: Thursday , September 14 Module 1 Lesson Due: Tuesday , September 12 Module 1 Lesson Due: Thursday , September 7 Module 1 Lesson 9 all. Due: Thursday , August 31 Parents this is for you to support your student at home in the year long process of reading. My goal is to create a love for reading. Please see attachments. Book reports Language Arts: Students are to share Codex assignment with parents. Due date will be after Friday, September 8th.

    Parents please sign the back for student to return to teacher.