Week 32, Day 1---Day 5
Compare/Contrast
"This week we are going to write three different compare and contrast pieces. We are going to structure our compare and contrast pieces as descriptive writing. We are going to tell about how two things are the same and how two things are different.
Over the last few days we have read different versions of Cinderella. We read one from France, one from Egypt, and one from the Algonquin."
visuals:
Compare/Contrast Graphic Organizer 1
Compare/Contrast Graphic Organizer 2
Compare/Contrast Linking Words
Descriptive Checklist Sample
Second Grade Editing Checklist

This lesson is the first in a series of six in which students engage in a close read-aloud of Off to Class. In this lesson, students are introduced to the idea of learning about a school in a new part of the world that has a problem to overcome. Students practice listening to the text for important details to write as notes in their Off to Class notebook.

This is the second of six close read-aloud sessions of Off to Class. In this session, students explore the solution to the problem the school faced and the benefits the school provides its community. Students continue listening for important details and practicing taking notes.

This is the third of six close read-aloud sessions of Off to Class. In this session, students read the first few paragraphs of "Out of the Rubble" and learn about the problem this community faces in sending students to school. Similar to Sessions 1 and 2, students continue listening for important details and practicing taking notes

This is the fourth of six close read-aloud sessions of Off to Class. In this session, students continue reading the section of text they began reading yesterday: "Out of the Rubble "(pages 18-19). Students learn about how this community solves its problem in sending students to school. They also continue listening for important details and practicing taking notes.

This lesson follows a similar pattern to Lessons 4-5. In Work Time A, students participate in Session 5 of the close read-aloud. Similar to Lessons 4-5, students listen closely to sections of the text read aloud and turn and talk to an elbow partner to discuss answers to text-dependent questions. Unlike Lessons 4-5, students' discussions in today's close reading session will serve as Part I of the Unit 2 Assessment and provide formative assessment data on their progress toward RI.2.1, RI.2.2, and L.2.4.

This lesson follows a similar pattern to Lessons 4-6. In Work Time A, students participate in Session 6 of the close read-aloud. Similar to Lessons 4-6, students listen closely to sections of the text read aloud and turn and talk to an elbow partner to discuss answers to text-dependent questions. As in Lesson 6, today's close reading session will serve as part of the Unit 2 Assessment and provide formative assessment data on students' progress toward RI.2.1, RI.2.2, and L.2.4.

In Lessons 8-9, students' learning culminates in a Readers Theater. Students work in small groups to practice and then perform scenes based on each of the three schools they studied during the close read-aloud sessions in Lessons 2-7. Not only will students find this task engaging, but it will require them to synthesize the work they have done surrounding the problems and solutions of each school in Off to Class.

This is the final lesson in Unit 2, and it culminates in students' Readers Theater performances. The performances help students revisit the learning they have done about communities around the world that find solutions to their problems to get students to school.

This lesson begins the exploration of the similarities and differences between a student's school and the schools they read about. In this unit, students will reread two sections from Off to Class, as well as a new section, to develop skills around comparing and contrasting. In this unit, contrasting will often come first because it is easier for students to recognize differences. Materials will also be named with contrast first for consistency.
Unit 3 continues the studies from Unit 2 of schools around the world.

This lesson follows a similar pattern to Lesson 1. Students complete another focused read-aloud of a familiar section from Off to Class and then respond in writing to consider how the school in the text is similar to their own school.

This lesson follows a similar pattern to Lessons 1 and 2. Students participate in a focused read-aloud, then write in response to the reading, and then discuss their ideas using the Collaborative Conversations protocol.
In Work Time A, students listen to a new section of Off to School--"Schools That Go to Kids." This section explores a mobile bus in India that serves children who live in remote or faraway places in the city of Mumbai and have no other way of making it to school every day.

In this lesson, students research in small groups to learn more about one of the schools they have learned about in Lessons 1-3. Students will use photographs and videos of the school to collect new information and will pull from the public notes to collect existing information. Students will then use information to help them write their "The Most Important Thing about Schools" book for the performance task in Lessons 6-9.
This is the first lesson in which students are introduced to shared or independent research.

" This course explores the foundations of policy making in developing countries. The goal is to spell out various policy options and to quantify the trade-offs between them. We will study the different facets of human development: education, health, gender, the family, land relations, risk, informal and formal norms and institutions. This is an empirical class. For each topic, we will study several concrete examples chosen from around the world. While studying each of these topics, we will ask: What determines the decisions of poor households in developing countries? What constraints are they subject to? Is there a scope for policy (by government, international organizations, or non-governmental organizations (NGOs))? What policies have been tried out? Have they been successful?"

"The course is designed to provide a better understanding of the built environment, globalization, the current financial crisis and the impact of these factors on the rapidly changing and evolving international architecture, engineering, construction fields. We will, hopefully, obtain a better understanding of how these forces of globalization and the current financial crisis are having an impact on the built environment and how they will affect firms and your future career opportunities. We will also identify, review and discuss best practices and lessons that can be learned from recent events. We will explore the "international built environment" in detail, examining how it functions and asking what are the managerial, entrepreneurial and professional opportunities, challenges and risks in it, especially growing crossover and multi-disciplinary opportunities; and we will seek to understand what makes this "built environment" so different from other sectors."

This workshop is designed to introduce students to different perspectives on politics and the state of the world through new visualization techniques and approaches to interactive political gaming (and selective 'edutainment.') Specifically, we shall explore applications of interactive tools (such as video and web-based games, blogs or simulations) to examine critical challenges in international politics of the 21C century focusing specifically on general insights and specific understandings generated by operational uses of core concepts in political science.

Infectious diseases have a specific, ethiological cause, e.g. a microbe such as tuberculosis caused by Mycobacterium tuberculosis. However, most people exposed to TB does not develop the disease. What determines this may be poverty, weakening of the person by other diseases or smoking and alcohol. So-called life-style diseases are (also) determined by the way you live, and include prevalent non-communicable diseases such as type 2 diabetes and cardio-vascular diseases, but besides of risk factors such as smoking and drinking or over-eating, the living conditions matter equally and sometimes more. The environment, climate changes, urbanization, socio-economic factors all impact health and disease. When an individual grows older, patterns of his/her diseases changes: the same applies when a society grows ‘older’.

Previously infectious diseases previously caused the majority of ill-health and premature death globally, but in high- and middle-income countries during the 20.th century infectious diseases – with the exception of HIV – declined. Introduction of hygiene and discovery of microbes and later vaccines an antibiotics contributed to the decline, but changing living conditions with better housing, nutrition, water and sanitation were the main drivers of infectious diseases’ decline.

Analyzes the impact of trade and financial flows and regional integration on the domestic politics of advanced industrial states. Pressures for harmonization and convergence of domestic institutions and practices and the sources of national resistance to these are examined. Cases include European Union and West European states, US, and Japan. This is a graduate seminar for students who already have some familiarity with issues in political economy and/or European politics. The objective is to examine the ways in which changes in the international economy and the regimes that regulate it interact with domestic politics, policy-making, and the institutional structures of the political economy in industrialized democracies.