1. Teaching Jobs In The United States - Education America Network, Teaching And Oth * Block scheduling (teach three classes a day, Monday Thursday; Fridays are designated as flex days) * Supportive administrative staff . Alta Vista High School is a Charter School http://www.educationamerica.net/browse.phtml?sid=az&eid=1261&a=eip

2. ArtsEdNet Mail For April 1996: H.S. Ceramics Teacher Wanted! We are on block scheduling. Teach 3 periods a day, 90 minutes. 4 terms of 9 weeks each per school year. Write me at above Email for specific questions or write Personnel for forms. http://www.getty.edu/education/teacherartexchange/archive/Apr96/0132.html

3. Syllabus For Mathematics Students In MATH 401 - Spring 2009 an Algebra I class, preferably on 4 days (hopefully sequential) or teach 2 Algebra I classes on 2 hopefully sequential days for a total of 4 classes or, in block scheduling, teach 1 http://www.math.niu.edu/courses/401Sp09syll.pdf

4. Www.greenek12.org Copy the following instructions onto the chalkboard What are some organized events that occur regularly in your community? Discuss the responses. http://www.greenek12.org/wghs/sequence/GC Geography September.html

Tuesday, September 1, 2009 Holt World Geography Today Unit 1: The Geographer's World Chapter 5: Human Geography 10 minutes OBJECTIVES 1. Explain how geographers study culture. 2. Analyze how cultures change over time. LET’S GET STARTED Copy the following instructions onto the chalkboard: What are some organized events that occur regularly in your community? Discuss the responses. (Possible answers: concerts, festivals, parades, sports events, swap meets) Point out the students that the events they listed are part of the community’s culture. Then ask if students know of similar events in other places. Compare those events with the students’ lists to note ways in which other communities have different cultures. Tell students that in Section 2 they will learn more about culture. BUILDING VOCABULARY Write the key terms on the chalkboard. Underline the word culture in culture traits and culture region and “cultur” in acculturation. Discuss the relationship of the root to these terms. Then ask students to suggest definitions for the words innovate, diffuse, global, tradition, and fundamental. Call on volunteers to suggest meanings for innovation, diffusion, globalization, traditionalism, and fundamentalism based on these definitions. Have students read the definitions to check for accuracy. TEACH OBJECTIVE 1 Level 1: Copy the graphic organizer at right onto the chalkboard. Ask students to copy the organizer and fill in each box with descriptions of their own culture. Call on volunteers to share their organizers with the class. Lead a discussion about the different cultures found in your community. ENGLISH LANGUAGE LEARNERS

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