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Students are given individual copies of a new essay topic appropriate to the unit of literature just studied. (In this case, ) Students are allowed to refer to the Helpful Hints sheet only. They are given the ninety-minute block of time to write a five-paragraph essay. They must spend twenty to thirty minutes (minimum) planning their essay, thirty to forty-five minutes writing their drafts, and fifteen to thirty minutes revising and editing their drafts. I do not accept any papers until seventy minutes of class has lapsed, nor do I allow them to work on anything else during the first seventy minutes of class.

Core team teachers and the Teachers Forum
The core team for this environmental education work is a group of enthusiastic teachers that represent schools from each eco-zone. They meet once every two months to share their experiences and plan the implementation of outreach programmes. A Teachers Forum group then approves all programmes before they are implemented in the field and passed on to the Eco Club coordinators. Each school Eco Club co-ordinator prepares monthly and yearly reports which describe experiences shared with other schools and stories of success stories and sends them to the Genetic Garden Manager. Eco Club teachers are encouraged to attend a 4-day leadership programme at the Anglade Institute of Natural History, Shembaganur. Every year 10-15 teachers are also sent on an environmental leadership training programme, where they meet conservation experts and other environmentalists. This enables them to gain extra knowledge and focus on their goals.

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One-day environmental education programmes
One-day environmental education programmes (EEPs) are exclusively for Lea Eco Club students. Once an Eco Club is formed, all members are brought together to the Genetic Garden, and briefed with a short introduction about: the environment, an explanation of Eco Club goals, a slide show on the vanishing forest, a video on “Green Health”, as well as an overall description of the present status and future threats to plants. This is followed by a guided walk around the Garden, where they see native medicinal plants and threatened floras, as well as the waste recycling unit. Before their departure, students are divided into groups for an informal quiz to gauge their understanding and get feedback about the EEP. The group winners are provided with a small token gift. At the end of the day, students are encouraged to write imaginatively about their experiences.

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School Clubs - Sessay CE Primary School

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For each new Club, 40-50 students are registered and become members, as well as interested teachers who have enrolled as Eco Club coordinators. The teachers are responsible for the Eco Clubs in their schools. They manage green activities, such as growing trees and medicinal plants, and cleaning-up activities such as collecting rubbish. About 40 Eco Clubs have been established in the Karur, Trichy and Dindigal districts. Schools are divided into 5 eco zones, and each zone has 8 schools.

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To share my love of writing and encourage the students at Scout Road Academy in Calderdale, West Yorkshire, UK to be creative I started up a lunchtime writing club. I was impressed with their original ideas and they were an inspiration to me. Their poems, stories, comics and illustrations were displayed in one of the school’s hallways for all to see.

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I am in the United States now in order to further my education, improve my English, and make sure that I have the skills to work effectively with business leaders from everywhere in the world...

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English II teachers are constantly searching for strategies to improve students' analytical responses to literature. This lesson is designed for all types of learners, offering various activities for all learning styles. Individual, small group, and whole class activities on essay writing culminate with the student writing his or her own formal response to literature.

This generic writing activity may be used with any literary unit and at any point in your students' development of the writing process.

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This mini-unit is designed to offer students of writing who have reached a plateau an avenue through which they may again see improvements. By analyzing average and high-scoring student essay responses published by the state department (average papers are given to low scoring writers; high papers are given to average writers), students are given reasonable goals to achieve. Students are offered opportunities for gradual improvement.

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