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Flush with Funding, Flocabulary Will Let Students Write Their Own Rhymes
When y=mx+b, b is the y-intercept, you’ll see. M is the slope, the rise over run. They’ll wait until we stop, but that day will never come. That’s a line from “ Linear Equations,” from Flocabulary, a New York City-based startup that makes catchy educational hip-hop videos. Soon, students may be able to write their own hot verses as they practice Cartesian coordinates: Flocabulary is adding composition features. The music video maker will debut the Lyric Lab, a feature that will allow students to write and record their own educational hip-hop songs for class, at this year’s International Society for Technology in Education (ISTE) conference. “Kids learn from each other through creating and sharing, so we eventually want to create a community,” Rappaport said, “but we want to take privacy super seriously and nurture that slowly. Building a community of users isn’t the only long-term goal, however. “We’ve been a front-of-the-classroom tool for five years,” Rappaport said.
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Countable and uncountable nouns
Some nouns in English are countable - we can use them in singular and plural forms. Some are uncountable - they only have one form. We often use a/an with singular countable nouns and some with plurals. We can also use some with uncountable nouns. What are examples of countable nouns? Here are a few: I've got a steak, some red chilli peppers, some potatoes… OK, well, I've got a lemon, an apple … and some chicken breasts. OK, so for things you can count, like one pen, two pens … Why did you say a pen, not one pen? We often use a/an before singular countable nouns. So is one wrong? It sounds as if you're saying one (not two). But someone who works in a café might say, So that's one coffee and two lemonades. So it's usually a or an for singular countable nouns and a number or some for plurals. It can be any number more than one. I got some new jeans at the weekend. Is some or a number always used with plurals? No, have a look at these examples I'm frightened of dogs. What about uncountable nouns?
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Listen A Minute: Easier English Listening and Lesson Plans
Effective Lesson Planning for the Secondary Choral Director - National Association for Music Education (NAfME)
Effective Lesson Planning for the Secondary Choral Director By NAfME member Roland Wilson The Understanding by Design (UbD) framework (also known as backward planning) includes processes and methods that are fundamental to the choral ensemble educator. We have often heard the phrase “beginning with the end in mind.” One perk of music education is that we have the opportunity, as well as the responsibility to steer our students toward needed learning that is framed by curriculum, but not constricted by compulsory yearly testing. The UbD Framework The key elements of the Understanding by Design (UbD) learning model (Jay McTighe and Grant Wigginson) include: Identify Desired Results (Begin with the end sound in mind)Determine Acceptable Evidence(s) (What benchmarks are desirable along the way)Create the Learning Plans (Structure rehearsals and learning experiences to reach the final goal(s)). Applying UbD to rehearsal preparation Establish goals for the literature Writing essential questions
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