What did the villager say to the knight?

Please, do not hurt our tree. It is not just a tree, it is our friend.

What happened when the knight hit the tree?

The oak tree was still standing.

What did the knight do for the oak tree?

covered its roots with soil and planted new seeds nearby

What lesson did they learn from their experiences?

peace and friendship are better than fighting

fighting is necessary to be strong

How did the story end for the knight, the villagers, and the oak tree?

They all lived happily together.

Module 6 story The Knight and the Oak Tree

The Story of Ramayana by Maharshi Valmiki Long ago, Dasharatha, the wise king of Ayodhya of Sarayu, India had three wives. Though the King had three wives, he didn’t have any children with them. The Chief priest Vasishta advised the king to make fire sacrifice to obtain a blessing from the gods. After the gods were pleased, one of them appeared out of the flame and handed him a pot full of nectar. The god told the king to share the nectar with his three queens namely Kausalya, Kaikeye, and Sumitra. While the nectar had been shared, the three queens gave birth to sons: Kausalya had Rama; Kaikeye had Bharatha; and Sumitra had twins Lakshmana and Shatrughna. A sage took the boys out to train them in archery. In a neighboring city, the ruler's daughter was named Sita. When it was time for Sita to choose her bridegroom, at a ceremony called a Swayamvara, the princes were asked to string a giant bow. No one else could even lift the bow, but as Rama bent it, he did not only string it but also broke it into two. Sita indicated that she chose Rama as her husband by putting a garland around his neck. The disappointed suitors were watching. 6 CO_Q3_English8_Module 4 King Dasharatha, Rama's father, decided it was time to give his throne to his eldest son Rama and retired to the forest to seek moksha. Everyone seems pleased. This plan fulfilled the rules of dharma because an eldest son should rule and, if a son can take over one's responsibilities, one's last years may be spent in a search for moksha. In addition, everyone loved Rama. However, Rama's stepmother, the king's second wife, was not pleased. She wanted her son, Bharata, to rule. Because of an oath Dasharatha had made to her years before, she got the king to agree to banish Rama for fourteen years and to crown Bharata even though the king, on bended knee, begged her not to demand such things. Broken-hearted, the devastated king could not face Rama with the news that Kaikeyi must tell him. Rama, always obedient, was as content to go into banishment in the forest as to be crowned king. Sita convinced Rama that she would always be at his side and his brother Lakshmana also begged to accompany them. Rama, Sita, and Lakshmana set out to the forest. Bharata, whose mother's evil plot had won him the throne, was very upset when he found out what had happened. Not for a moment he did consider breaking the rules of dharma and becoming king in Rama's place. He went to Rama's forest retreat and begged Rama to return and rule, but Rama refused. "We must obey father," Rama says. Bharata then took Rama's sandals saying, "I will put these on the throne, and every day I shall place the fruits of my work at the feet of my Lord." Embracing Rama, he took the sandals and returned to Ayodhya. Years passed and Rama, Sita, and Lakshmana were very happy in the forest. Rama and Lakshmana destroyed the rakshasas (evil creatures) who disturbed the sages in their meditations. One day a rakshasa princess named Shurpanakha tried to seduce Rama, and Lakshmana wounded her and drove her away. She returned to her brother Ravana, the ten-headed ruler of Lanka (Sri Lanka, formerly Ceylon), and told her brother, who is always attracted to beautiful women, about lovely Sita. Ravana devised a plan to abduct Sita. He sent a magical golden deer which Sita desired Rama to hunt. A long time had passed, but Rama didn’t return. Thus, Lakshmana went off to find his brother. Before leaving Sita, Lakshmana drew a protective circle around Sita and warned her that she would be safe if she would stay within the circle. As they went off, Ravana, who could change his shape, appeared as a holy man begging alms. The moment Sita stepped outside the circle to give him food, Ravana grabbed her and carried her off to his kingdom in Lanka. Rama was broken-hearted when he returned to the empty hut and could not find Sita. A band of monkeys led by Hanuman offered to help him find Sita. Ravana carried Sita to his palace in Lanka, but he could not force her to be his wife. So, he put her in a grove and alternately sweet-talked her and threatened her in an attempt to get her to agree to marry him. Sita would not even look at him but thought only of her beloved Rama. Hanuman, the general of the monkey band could fly since his father was the wind, and he flew to Lanka and found Sita in the grove, comforted her, and told her Rama would come soon and save her. 7 CO_Q3_English8_Module 4 Ravana's men captured Hanuman, and Ravana ordered them to wrap Hanuman's tail in cloth and to set it on fire. With his tail burning, Hanuman hopped from house-top to house-top, setting Lanka a fire. He then flew back to Rama to tell him where Sita was. Rama, Lakshmana, and the monkey army built a causeway from the tip of India crossing over to Lanka. A mighty battle took place. Rama killed several of Ravana's brothers and then Rama confronted ten-headed Ravana. Rama finally killed Ravana and freed Sita. After Sita gained her freedom from Ravana, she proved her purity through the trial by fire. Then, they returned to Ayodhya and Rama became the king. As Rama became the king, he ruled Ayodhya with Ramrajya - an ideal time when everyone does his or her duties and responsibilities

The advantage of direct method is that the teacher can control the class and fit in a lot of activity into a short class period. This leaves plenty of opportunities for the students to hone their skills, especially new ones. On the other hand, because the class is centered around the teacher, some students may not receive proper feedback, and creativity is limited. Also, the lesser talented athletes often tend to get lost in the shuffle while the great athletes shine. However, there are now a multitude of various teaching strategies that can be employed in addition to that method. Ex: Announcements, Module/Unit introductions, Descriptions/modeling of assignments and learning activities, Written or video lectures, Demonstration videos, Presentations, Discussions moderated by instructors, Interactive tutorials. Indirect Method The Indirect Teaching Style allows students to be involved in their own learning through experience and other peer’s knowledge. Students can use critical thinking to expand their learning capabilities by seeing what others may be doing correct and adjusting this to their own knowledge. The Indirect approach is the opposite of what the direct style suggests, but they are both strictly related, meaning you can’t have one without the other. Direct teaching: The instructor stands in front of the class or group and lectures or advises. Indirect teaching: The instructor assumes a more passive role and guides the student interactions. Movement exploration: Incorporates the use of equipment that involves movement. Movement Exploration The movement exploration class is founded on developing a strong, positive association to physical activity. Classes are aimed at developing movement skills and foundational strength through fun and engaging activities. The activities are age appropriate and include games, challenges, and exploration that positively challenge children’s competency while improving their physical capabilities. Skills such as the ability to climb, hold animal shapes, gymnastic style activities, and the introduction to athletic motor skill competencies are the foundations to youth training. This class provides the introduction to strength training to give children the opportunity to learn the skills required to safely and confidently engage in resistance training. Cooperative Skills Cooperative activities teach students to work together for their group's common good. By participating in these activities, students can learn the skills of listening, discussing, thinking as a group, group decision making, and sacrificing individual wants for the common good. There are two primary objectives guiding the teaching of cooperative activities. First, cooperative activities allow students to apply a variety of fundamental motor skills in a unique setting. Students are typically asked to perform motor skills in a specific way, such as “skip in general space” or “balance on one foot and one elbow.” Cooperative activities ask students to perform different activities such as skip with their hands on the shoulders of someone in front of them, walk with big steps while placing their feet on small spots, or walk across an area blindfolded while someone directs their moves. Due to the uniqueness of such experiences, students often find cooperative activities exciting and motivating. Second, cooperative activities are a wonderful medium for teaching social and emotional learning (SEL). SEL offers students an opportunity to understand and manage their emotions. In addition, such activities offer an opportunity to show empathy for others and develop positive relationships. Cooperative activities demand that all students play a role in completing the task or solving the movement problem. Every student, regardless of ability level, is important and contributes to group goals. 9 traits a PE teacher often needs Here are nine essential traits of an effective PE teacher: 1. Athletic ability Athletic ability is an essential trait for a PE teacher because they're often showing kids how to perform exercises. To demonstrate proper form and encourage the kids to continue their fitness education, it's important they can perform the exercises themselves. Having experience with fitness training can enhance a PE teacher's lesson planning because they're familiar with how each exercise affects a person's body. Athletic ability can also refer to an aptitude for sports and games. PE teachers can instruct students on how to play these games or lead after-school activities involving them, like soccer or basketball. An aptitude for sports and games can help a PE teacher encourage students to participate in the activities during class. If the PE teacher enjoys physical activity, they may make the lessons more enjoyable for the student. 2. Teaching ability A PE teacher is a member of a school faculty, so it's essential they have the teaching ability that allows them to communicate lessons to students. There are various skills involved in teaching, including the technical capabilities associated with each professional's particular field. Learning these skills can help PE teacher plan their lessons effectively and connect with their students, meaning they can encourage students to practice fitness skills in optimal ways for their health. Here are some important teaching skills for PE teachers: Having an engaging classroom presence  Real-world learning  Project building  Lesson planning  Technology 3. Interpersonal skills PE coaches are part of faculty teams, so working alongside other teachers is an essential part of their job. They often collaborate with a student's general education teacher to address any behavioral issues that arise. They can also team up with other classes to plan activities for students, like field days and special field trips. Communicating with peers can ensure these interactions remain productive and create opportunities for more fulfilling lessons. Teachers can also model emotional skills for their students by displaying positive social interactions. Interpersonal skills can also help PE teachers interact with students and their families. If a student can make a student feel comfortable expressing their needs and preferences, they can often perform physical exercises or play games to the best of their individual capacities. Understanding how to soothe nerves and support students' emotional needs are important examples of interpersonal skills. When interacting with family members, you may use some of these same techniques to communicate effectively and best uplift students. 4. Written and verbal communication Both verbal and written communication is important for PE teachers because they often communicate with students, families and various personnel on a day-to-day basis. For example, a PE teacher uses their communication skills in a lesson plan to describe any student assignments or expectations accurately. They may also write instructions in a document, then explain them in a classroom lecture. They also use communication skills to share their lesson plans with other PE teachers during conferences or classroom development exercises. Many teachers continue to learn their trade even after working as a teacher for many years. They may share tips with each other or special lessons they've developed if they feel another teacher may benefit from it. Creating a community can help PE teachers continue to expand their teaching methodology and receive feedback on their lessons. 5. Patience and adaptability Working with children can require patience and adaptability because they're encountering many new concepts at the same time and learning how to regulate their emotions. As a result, it's important to treat them with patience and care while they're in your class so they can feel comfortable and feel motivated to complete assignments. As children become teenagers, they may require patience and adaptability to account for their changing bodies and attention spans. Like any job where you perform tasks in real-time, certain circumstances may occur that require you to adapt lesson plans. For example, if the weather turns from sunshine to rain on a day you planned for students to run a mile outside, you may need to adapt the lesson plan so they can practice endurance sports inside a gymnasium instead. 6. Organization PE teachers can use organization skills to improve their lesson planning sessions. For example, they can keep their plans in one place, and determine which parts of a semester or quarter to introduce new concepts. Throughout the year, these objectives may change because of unforeseen setbacks, but organizational skills can help PE teachers control the trajectory of their class curriculum. PE teachers can also use organizational skills to maintain their classroom space. Physical education frequently requires balls, equipment and tools to play games that may be on a lesson plan. They also organize equipment and decide where to store it within their classroom or storage space. 7. Creativity Creativity can help a PE teacher develop fun ways to introduce new material to their students or reinforce previous lessons. They can teach new games or devise interesting ideas to change the rules of a game to help keep students engaged. To find inspiration for their lesson plans, they can turn to personal hobbies or media aspects they enjoy, like movie scenes, songs or dances. A varied lesson plan can foster more engagement among students who prefer action- based learning activities, rather than lectures. 8. Focus Focus is an essential trait of a PE teacher because students often require their full attention during class, especially if they're learning a complicated physical task. You can focus your lesson plans around specific elements of physical education you believe are essential for students of a certain age group or skill level. If students require mentorship, you can also focus on each student's needs to supply them with a steady support system. Focusing on your students can help guide your career purpose. It can give you a core value system that informs your lesson plans and mentorship activities. This passion for your student's well-being can also help you become an advocate for each student in your class. You can also help organize funding for different field trips or establish after-school activities to support their interests. 9. Enthusiasm for teaching sports and fitness Enthusiasm is essential for a PE teacher. Many physical education activities require high energy and may suit someone who enjoys teaching them to others. Being an effective PE teacher also requires an enthusiasm for working with kids and making a positive impact on their lives.

module 6

110.31.b.17.C

Topic: Reading/Vocabulary Development

STAAR English II High School 2014 - Past Paper

110.31.b.1.B

STAAR English I High School 2017 - Past Paper

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