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Idea journal 1 – the monster(me)
English Department Vivian M. Cassel Meeting the Goals inEnglish 5: Our Model for Success By the English teachers of Östra Gymnasiet Vivian M. Cassel, Marit Wikström, Petra Andersson, Mike Bercoff, and Helene Heurlin 1 2.
English Department Vivian M. CasselTable of ContentsINTRODUCTION ................................................................................................................................. 4Our Goals and Grading ..................................................................................................................................... 4Our Pedagogical Style....................................................................................................................................... 4 Assessment ........................................................................................................................................................ 4 Lecture ................................................................................................................................................................ 4 Workshop ........................................................................................................................................................... 4 Co-operative Learning ........................................................................................................................................ 5 Rubric .................................................................................................................................................................. 5 Peer-review......................................................................................................................................................... 5 Predicted Grade .................................................................................................................................................. 5 Proposal .............................................................................................................................................................. 5THE FOUR ASSESSMENTS ............................................................................................................... 6EXPECTATIONS, ABSENCES, TARDINESS, LATE WORK, ETC… ........................................... 6 Overall expectations ........................................................................................................................................... 6 Absences ............................................................................................................................................................. 7 Tardiness ............................................................................................................................................................. 7 Late work ............................................................................................................................................................ 7 Missed National Tests ......................................................................................................................................... 7LECTURES AND WORKSHOPS ....................................................................................................... 7ENGLISH 5 CURRICULUM FROM SKOLVERKET ....................................................................... 9Ämnesplan för ämnet Engelska ........................................................................................................................ 9Ämnets syfte .................................................................................................................................................... 9Kurser i ämnet .................................................................................................................................................. 9Engelska 5 ...................................................................................................................................................... 10Centralt innehåll ............................................................................................................................................ 10 Kommunikationens innehåll ............................................................................................................................. 10 Reception .......................................................................................................................................................... 10 Produktion och interaktion ............................................................................................................................... 10Kunskapskrav ................................................................................................................................................. 11 Betyget E ........................................................................................................................................................... 11 Betyget C ........................................................................................................................................................... 11 Betyget A .......................................................................................................................................................... 11ASSESSMENT 1: TRIP TO AN ANGLOPHONIC COMMUNITY ............................................. 13 2 3.
English Department Vivian M. CasselGoals .............................................................................................................................................................. 13Resources Needed.......................................................................................................................................... 13Time Frame .................................................................................................................................................... 13Assignment .................................................................................................................................................... 16ASSESSMENT 2: NEWS STORY – FIVE PARAGRAPH ESSAY STRUCTURE ..................... 17Goals .............................................................................................................................................................. 17Resources Needed.......................................................................................................................................... 17Time Frame .................................................................................................................................................... 17Assignment .................................................................................................................................................... 19ASSESSMENT 3: ARGUMENTATIVE ESSAY ............................................................................. 20Goals .............................................................................................................................................................. 20Resources Needed.......................................................................................................................................... 20Time Frame .................................................................................................................................................... 20Assignment .................................................................................................................................................... 21ASSESSMENT 4: ARGUMENTATIVE DISCUSSION ................................................................. 22Goals .............................................................................................................................................................. 22Resources Needed.......................................................................................................................................... 22Time Frame .................................................................................................................................................... 22Assignment .................................................................................................................................................... 24PROPOSAL TEMPLATE ................................................................................................................. 25 3 4.
English Department Vivian M. CasselIntroductionOur Goals and GradingOur first goal in English 5 is to give students, who have and who have not been preparedfor thiscurriculum1, the opportunity to achieve all the goals available.In other words, students who activelyparticipate in Östra Gymnasium’s English 5 courses should have the opportunity to show that theyhave achieved English 5 goals on the National Test. Here at Östra Gymnasiet, the English teachers’standards are constantly monitored by each other, and the overall system for grading the NationalTest standardizes the grades across all classes. In other words, it is not only your course teacher wholooks at the Writing part of your National Test. Other teachers are responsible for the grading of thattest as well. The same procedure functions for all of the writing assessments for the course, so thatall students are graded under the same criteria and objectively.This ensures thatall students followequal procedures in order to achieve their goals in English. Throughout the school year, your courseteacher will be able to provide you with feedback and an assessment of your work according to thecriteria, but not with a grade. The first time you will know of a grade in connection to your work isafter the National Test. Therefore, the course is set up so that students who do all of the work,attend all the classes, and complete all of the assessments according to instructions should becapable of passing and even excelling on the National Test.Our Pedagogical StyleSince the new system works toward assisting students in the transition from compulsory school touniversity and work life, we have set up a structure that simulates the structure most commonlyused in studies after Upper Secondary School. The different methods of approach and items that youwill encounter in this courseare as follows:AssessmentAn assessment is the work to be assessed against the grading criteria. Although the student does notreceive a grade until after the National Test, the student receives knowledge of where he/she standsagainst the grading criteria through these assessments. Teachers have used the “Central Content”(Central Innehål) from the English 5 Curriculum to create four assessments for the course.LectureA lecture is a lesson in which a large number of students receive information from a speaker. This iswhat most adult education consists of. To sit and listen to a lecture requires skill and motivation.Therefore, there are few of these types of lessons. Each lecture will inform the student on the nextassessment to be evaluated and teach methods for obtaining good results. Missing lectures cancreate confusion, so make sure you have a buddy to fill you in later on the details if unavoidableabsence occurs.WorkshopA workshop is a lesson in which a smaller number of students work in groups on the tools needed tocomplete an assessment that was introduced in the lecture. This is also common in adult education.1 By ”students who have not been prepared for this curriculum”, we mean students who have been preparedfor the curriculum established before 2011. A student who has not even been prepared to the standardsexpected before the reform might have trouble in the course and need to consider receiving extra support inEnglish. 4 5.
English Department Vivian M. CasselThis requires skill and motivation, but includes social activities that students are familiar with fromcompulsory school. The teachers will place you in a group to work with until the assessment iscomplete. Sometimes classes are interrupted during the school year due to other school activities. Ifthis is the case, the workshops will be either an individual or group homework assignment placed onFronter. In that case, you will have to schedule a homework time to meet with individuals in yourgroup. Absence or school activities do not serve as an excuse for not participating in workshopactivities, because workshop activities will always be available on Fronter for all students to workwith.Co-operative LearningCo-operative Learning can be described in many ways. Here at Östra, a small group of studentsactively participate in the completion of workshop work together and receive feedback from theteacher as a group. This allows the teacher to give feedback of higher quality and allows the studentsto discuss the feedback with each other for a better understanding of the teacher’s feedback. It alsoallows the students to feel more open to asking questions when they do not understand, since theycan both learn from each other’s understanding and approach the teacher as a group with theirquestions.RubricRubrics are commonly made with the assistance of the criteria and the students. It is our highestambition to make sure that the students are involved in the creation of rubrics. However, in somecases where time maybe lost, the teachers may create it and make sure that the students use it andunderstand it. A rubric will be created for each assessment to assist the student with evaluation ofhis/her assessment work and for peer review.Peer-reviewThe students will use the rubrics to evaluate their peers on each assessment. Why? Because this isincluded in the new curriculum. Also, the peer review assists the students who review and who arebeing reviewed to understand where they stand in relation to the criteria. The student will alsoreceive the teacher’s rubric assessment. Peer-review must be completed whether done during classtime or for homework.Predicted GradeOnce the National Test is complete, the students receive a predicted grade. The predicted grade isdecided as follows. If the student has completed all of the assessments, the predicted grade willmatch the score the student receives on the National Test. If the student has not completed all of theassessments, the student will receive an IG on his/her predicted grade. The reason for this is that theNational Test only tests part of the course criteria. Other criteria, such as cultural criteria are nottested.ProposalOnce the predicted grade has been set, students who have done all four assessments may write aproposal in order to improve his/her grade. Students who have not done all four assessments maycomplete those assessments to receive the National Test grade. Proposals are often written at theuniversity level and for other reasons in adult life. If not written, proposals are made. There is aneffective and an ineffective way to make a proposal. We at Östra have created a template for a 5 6.
English Department Vivian M. Casselsimplified proposal to assist the student in the composition of the proposal. Only serious proposals2will be accepted, sometimes with adjustments, however.The Four AssessmentsThe “Central Content” for the subject has been used to create the basic structure for creating all fourassessments. Skolverket’s publication of English 5 is appended to this document. There are twospeaking assessments and two writing assessments. They all require stimuli in reading and/orlistening. The students must learn certain techniques or have certain tools to complete eachassessment. The techniques will be introduced during the lectures, but will be practiced during theworkshops or for homework. The four assessments are explained in detail in the appendix of thisdocument. They are named as follows: 1. Trip to an Anglophonic Community 2. News Article: Five-paragraph Essay structure 3. Argumentative Essay 4. Argumentative DiscussionExpectations, absences, tardiness, late work,etc…Overall expectationsFirst of all, we expect students to use this pamphlet as a first resource for answering all questionsconcerning English 5. This handbook will always be related to matters concerning English 5. Weexpect students to show a sense of maturity concerning modern technology (cell phone, iPod, iPad,etc…). Modern technology in the classroom should only be used to assist you in your studies (notetaking, recording lectures, etc…). If the student is not able to use technological devices only forpurposes related to that which is relevant at the time of the lesson, then the student is expected notto use the device in class at all. We also expect students to always come to class with necessarymaterials.It is up to the student to keep up with the assignments and whether or not a copy shouldbe brought to class. Use the checklist below to know what you should have with you in class. Itemslisted as “basic” are items that one always brings to class under all circumstances: 1. Pen and/or pencil +pencil sharpener+eraser (basic) 2. Notebook (basic) 3. Folder for storing loose paper and all handouts, including this handbook.(basic) 4. Homework (according to lesson plan.)All four assessments must be completed in order for students to pass the course, even if the studentpasses the National Test, because the National Test does not test all the criteria set out for thecourse.2 We consider a proposal to be serious whenwell structured, well written (in English), and convincing.Also, aserious proposal considers the amount of time the teacher has to assess the work before the grading deadline. 6 7.
English Department Vivian M. CasselAbsencesStudents should not be absent more than 18% of the period. If a student is absent, the studentshould make it his/her responsibility to check all modes of information available before consultingthe teacher. First of all, what we do in class is detailed in this document in this Appendix. A moredetailed plan has been created for the year. If we miss a class due to an interruption in the SchoolYear Plan (Läsårsplanering), then you should check on Fronter what you should do, because thecourse must move accordingly in spite of missed days due to schedule breaking activities.TardinessStudents are expected to always be on time for class. If a teacher is not there for some reason (veryuncommon, but can happen), students are expected to wait at the door for at least 15 minutesbefore going to the reception to find out if the teacher is missing for some reason that has not yetbeen reported.Late workStudents must meet all deadlines for the four assessments and should meet all deadlines forworkshop assignments. If the student misses a deadline for an assessment, the student will not havethe opportunity to improve his/her grade with a proposal, but should complete the assessment whilethe other students are working on proposals to improve grades after the National Tests have beencompleted.Missed National TestsThere is only one legal way for a student to make up a National Test. That is to contact the schoolprinciple and ask for a new date to take the test. The principle may only comply due to extremecircumstances (a car accident, a death in the family, possibly depression with a doctor’s note, etc…).Therefore, it is smart to attend all National Tests on time in spite of all circumstances. No tests can betaken before the test date and no students may take the test home to take it on the test date due tovacation. Vacation is never authorized during National Test dates, so always have your parents tocheck those dates before making plans.Lectures and WorkshopsBelow is the overall timeframe for the course. You will receive more detailed information from yourteacher.Week Lesson 1 Lesson 2 Homework34 Grammar Marathon35 “36 “37 “38 “39 Anglophonic Community40 “41 “42 “43 “ 7 8.
English Department Vivian M. Cassel44 FALL BREAK FALL BREAK45 “46 “47 Five-paragraph Essay48 “49 “50 “51 ” CHRISTMAS BREAK IS ON THURSDAY AND FRIDAY.52 CHRISTMAS BREAK CHRISMAS BREAK1 CHRISTMAS BREAK CHRISMAS BREAK2 “3 “4 Argumentative Essay5 “6 “7 “ Argumentative Discussion8 “ “9 SPORTS HOLIDAY SPORTS HOLIDAY10 “ “11 Break to pair up and Break to pair up and practice for Speaking practice for Speaking part of NT. part of NT.12 Speaking NT usually Speaking NT usually occurs now occurs now.13 “ “14 “ “ FRIDAY IS LONG FRIDAY15 EASTER HOLIDAY EASTER HOLIDAY16 National Test Practice17 “18 “ Friday is time for Part I MONDAY IS A HALF of the National Test. DAY AND TUESDAY IS MAY 119 “20 “ Wednesday is time for THURSDAY IS Part II of the National ACENSION DAY AND Test. FRIDAY IS A HOLIDAY21 Proposal22 “23 “ WEDNESDAY IS SWEDEN’S NATIONAL DAY. 8 9.
English Department Vivian M. CasselAppendix 1:English 5 Curriculum from SkolverketÄmnesplan för ämnet EngelskaDet engelska språket omger oss i vardagen och används inom skilda områden som kultur, politik,utbildning och ekonomi. Kunskaper i engelska ökar individens möjligheter att ingå i olika socialaoch kulturella sammanhang och att delta i ett globaliserat studie- och arbetsliv. Kunskaper iengelska kan dessutom ge nya perspektiv på omvärlden, ökade möjligheter till kontakter ochstörre förståelse för olika sätt att leva.Ämnets syfteUndervisningen i ämnet engelska ska syfta till att eleverna utvecklar språk- ochomvärldskunskaper så att de kan, vill och vågar använda engelska i olika situationer och för skildasyften. Eleverna ska ges möjlighet att, genom språkanvändning i funktionella och meningsfullasammanhang, utveckla en allsidig kommunikativ förmåga. Denna förmåga innefattar delsreception, som innebär att förstå talat språk och texter, dels produktion och interaktion, sominnebär att formulera sig och samspela med andra i tal och skrift samt att anpassa sitt språk tillolika situationer, syften och mottagare. Genom undervisningen ska eleverna även ges möjlighetatt utveckla språklig säkerhet i tal och skrift samt förmåga att uttrycka sig med variation ochkomplexitet. Dessutom ska eleverna ges möjlighet att utveckla förmåga att använda olikastrategier för att stödja kommunikationen och för att lösa problem när språkkunskaperna interäcker till.Eleverna ska ges möjlighet att utveckla kunskaper om livsvillkor, samhällsfrågor och kulturellaföreteelser i olika sammanhang och delar av världen där engelska används. Undervisningen skastimulera elevernas nyfikenhet på språk och kultur samt ge dem möjlighet att utvecklaflerspråkighet där kunskaper i olika språk samverkar och stödjer varandra. Undervisningen skadessutom bidra till att eleverna utvecklar språklig medvetenhet och kunskaper om hur man lär sigspråk i och utanför undervisningen.Undervisningen ska i allt väsentligt bedrivas på engelska. I undervisningen ska eleverna få mötatalad och skriven engelska av olika slag samt få sätta innehållet i relation till egna erfarenheter ochkunskaper. Eleverna ska ges möjlighet att interagera i tal och skrift samt producera talat språk ocholika texter, på egen hand och tillsammans med andra, och med stöd av olika hjälpmedel ochmedier. Undervisningen ska dra nytta av omvärlden som en resurs för kontakter, information ochlärande samt bidra till att eleverna utvecklar förståelse av hur man söker, värderar, väljer ochtillägnar sig innehåll från olika källor för information, kunskaper och upplevelser. Undervisningeni ämnet engelska ska ge eleverna förutsättningar att utveckla följande: 1. Förståelse av talad och skriven engelska samt förmåga att tolka innehållet. 2. Förmåga att formulera sig och kommunicera på engelska i tal och skrift. 3. Förmåga att använda språkliga strategier i olika sammanhang. 4. Förmåga att anpassa språket efter olika syften, mottagare och situationer. 5. Förmåga att diskutera och reflektera över livsvillkor, samhällsfrågor och kulturella företeelser i olika sammanhang och delar av världen där engelska används.Kurser i ämnet. Engelska 5, 100 poäng, som bygger på de kunskaper grundskolan ger ellermotsvarande. 9 10.
English Department Vivian M. Cassel. Engelska 6, 100 poäng, som bygger på kursen engelska 5.. Engelska 7, 100 poäng, som bygger på kursen engelska 6.Engelska 5Kursen engelska 5 omfattar punkterna 1–5 under rubriken Ämnets syfte.Centralt innehållUndervisningen i kursen ska behandla följande centrala innehåll:Kommunikationens innehåll. Ämnesområden med anknytning till elevernas utbildning samt samhälls- och arbetsliv;aktuella områden; händelser och händelseförlopp; tankar, åsikter, idéer, erfarenheter och känslor;relationer och etiska frågor.. Innehåll och form i olika typer av fiktion.. Levnadsvillkor, attityder, värderingar och traditioner samt sociala, politiska ochkulturella förhållanden i olika sammanhang och delar av världen där engelska används. Engelskaspråkets utbredning och ställning i världen.Reception. Talat språk, även med viss social och dialektal färgning, och texter som är instruerande,berättande, sammanfattande, förklarande, diskuterande, rapporterande och argumenterande, även viafilm och andra medier.. Sammanhängande talat språk och samtal av olika slag, till exempel intervjuer.. Skönlitteratur och annan fiktion. Texter av olika slag och med olika syften, till exempel manualer, populärvetenskapligatexter och reportage. Strategier för att lyssna och läsa på olika sätt och med olika syften. Olika sätt att söka, välja och kritiskt granska texter och talat språk. Hur ord och fraser i muntliga och skriftliga framställningar skapar struktur ochsammanhang genom att tydliggöra inledning, orsakssammanhang, tidsaspekt och slutsats.Produktion och interaktion Muntlig och skriftlig produktion och interaktion av olika slag, även i mer formellasammanhang, där eleverna instruerar, berättar, sammanfattar, förklarar, kommenterar, värderar,motiverar sina åsikter, diskuterar och argumenterar. Strategier för att bidra till och aktivt medverka i diskussioner med anknytning tillsamhälls- och arbetslivet. Bearbetning av egna och andras muntliga och skriftliga framställningar för att variera,tydliggöra och precisera samt för att skapa struktur och anpassa till syftet och situationen. I dettaingår användning av ord och fraser som tydliggör orsakssammanhang och tidsaspekter. 10 11.
English Department Vivian M. CasselKunskapskravBetyget EEleven kan förstå huvudsakligt innehåll och uppfatta tydliga detaljer i talad engelska ivarierande tempo och i tydligt formulerad skriven engelska, i olika genrer. Eleven visar sinförståelse genom att översiktligt redogöra för, diskutera och kommentera innehåll och detaljersamt genom att med godtagbart resultat agera utifrån budskap och instruktioner i innehållet.Eleven kan välja och med viss säkerhet använda strategier för att tillgodogöra sig och kritisktgranska innehållet i talad och skriven engelska.Eleven väljer texter och talat språk från olika medier och kan på ett relevant sätt använda detvalda materialet i sin egen produktion och interaktion.I muntliga och skriftliga framställningar i olika genrer kan eleven formulera sig relativt varierat,relativt tydligt och relativt sammanhängande. Eleven kan formulera sig med visst flyt och inågon mån anpassat till syfte, mottagare och situation. Eleven bearbetar, och gör förbättringarav, egna framställningar.I muntlig och skriftlig interaktion i olika, även mer formella, sammanhang kan eleven uttrycka sigtydligt och med visst flyt samt med vissanpassning till syfte, mottagare och situation. Dessutomkan eleven välja och använda i huvudsak fungerande strategier som i viss mån löser problem ioch förbättrar interaktionen.Eleven diskuterar översiktligt några företeelser i olika sammanhang och delar av världen därengelska används, och kan då också göra enkla jämförelser med egna erfarenheter och kunskaper.Betyget D innebär att kunskapskraven för E och till övervägande del för C är uppfyllda.Betyget CEleven kan förstå huvudsakligt innehåll och uppfatta väsentliga detaljer i talad engelska ivarierande tempo och i tydligt formulerad skriven engelska, i olika genrer. Eleven visar sinförståelse genom att välgrundat redogöra för, diskutera och kommentera innehåll och detaljersamt genom att med tillfredsställande resultat agera utifrån budskap och instruktioner iinnehållet.Eleven kan välja och med viss säkerhet använda strategier för att tillgodogöra sig och kritisktgranska innehållet i talad och skriven engelska.Eleven väljer texter och talat språk från olika medier och använder på ett relevant och effektivtsätt det valda materialet i sin egen produktion och interaktion.I muntliga och skriftliga framställningar i olika genrer kan eleven formulera sig relativt varierat,tydligt, sammanhängande och relativt strukturerat. Eleven kan även formulera sig med flyt ochviss anpassning till syfte, mottagare och situation. Eleven bearbetar, och gör välgrundadeförbättringar av, egna framställningar.I muntlig och skriftlig interaktion i olika, även mer formella, sammanhang kan eleven uttrycka sigtydligt och med flyt samt med viss anpassning till syfte, mottagare och situation. Dessutom kaneleven välja och använda fungerande strategier som löser problem i och förbättrar interaktionen.Eleven diskuterar utförligt några företeelser i olika sammanhang och delar av världen därengelska används, och kan då också göra välutvecklade jämförelser med egna erfarenheter ochkunskaper.Betyget B innebär att kunskapskraven för C och till övervägande del för A är uppfyllda.Betyget AEleven kan förstå såväl helhet som detaljer i talad engelska i varierande tempo och i tydligtformulerad skriven engelska, i olika genrer. Eleven visar sin förståelse genom att välgrundat ochnyanserat redogöra för, diskutera och kommentera innehåll och detaljer samt genom att med gottresultat agera utifrån budskap och instruktioner i innehållet. 11 12.
English Department Vivian M. CasselEleven kan välja och med säkerhet använda strategier för att tillgodogöra sig och kritiskt granskainnehållet i talad och skriven engelska.Eleven väljer texter och talat språk från olika medier och använder på ett relevant, effektivt ochkritiskt sätt det valda materialet i sin egen produktion och interaktion.I muntliga och skriftliga framställningar i olika genrer kan eleven formulera sig varierat, tydligt,sammanhängande och strukturerat. Eleven kan även formulera sig med flyt och viss anpassningtill syfte, mottagare och situation. Eleven bearbetar, och gör välgrundade och nyanseradeförbättringar av, egna framställningar.I muntlig och skriftlig interaktion i olika, även mer formella, sammanhang uttrycker sig eleventydligt, relativt ledigt och med flyt samt med anpassning till syfte, mottagare och situation.Dessutom kan eleven välja och använda väl fungerande strategier som löser problem i ochförbättrar interaktionen och för den framåt på ett konstruktivt sätt.Eleven diskuterar utförligt och nyanserat några företeelser i olika sammanhang och delar avvärlden där engelska används, och kan då också göra välutvecklade och nyanserade jämförelsermed egna erfarenheter och kunskaper.33 Utbildningsdepartementet. ”Förordning om ämnesplaner för de gymnasiegemensamma ämnena.” (December2, 2010). http://www.skolverket.se/content/1/c6/02/33/57/Gymgemensamma.pdf (accessed May 26, 2011). 12 13.
English Department Vivian M. CasselAppendix 2Assessment 1: Trip to an AnglophonicCommunityGoals To express yourself verbally and formally To gain knowledge of different countries where English is spoken and be able to compare it to your own country. To become familiar with the social, political and cultural relationships in different contexts and parts of the world where English is spoken. To take your own responsibility in planning, researching, and presenting your own material. To receive and give information To retrieve information connected to your own interest and tell, describe, and explain the information retrieved, as well as to add your own opinion. To retrieve the English spoken of a different dialect and comment upon the details of that English.Resources Needed Good planning skills and knowledge of the English language. References: Dictionary, the internet, reference materials from library. PowerPoint and skills using it. Good research skills A choice of English-speaking countries (Canada, USA, England, Ireland, Australia, New Zealand, South Africa, India, etc…). Ability to work well in a groupTime FrameFourteen lessonsLesson What? Possible Teaching Method Homework1 Introduce assessment and tell about the rubric writing process. Show the empty rubric.2 and 3 Analysis of different Find YouTube clips that dialects in different exemplify the accent from countries: Material can each country. Work with the easily be retrieved from students to try and transcribe YouTube. Student can what the individuals are write reflections over the saying. Afterwards, try to differences they here and describe the differences. discuss in groups.4 and 5 Review lessons two and Play 1-2-4: 1 - Have the three and fill in some of students read individually to 13 14.
English Department Vivian M. Cassel the rubric with the underline words that they students. Listen to songs don’t understand and words from the different or phrases that might offer a countries. Analyze the clue to what the culture in lyrics in relation to the that community is like. 2 - music with the students. Then, have the individuals to Research how words, work in pairs, sharing what phrases, geographic they had questions about and locations, setting, etc… to help each other understand, might tell us something if possible. 4 – Put the pairs about the culture. with another pair to createmore questions and draw more conclusions. The students can then share the questions they have and the clues they found. After this students can be placed into groups that investigate the questions for one of the songs in order to come to conclusions that they present to the rest of the students. Although all students have a copy of all the songs to investigate together, more can be accomplished in a qualitative fashion if the groups work with different songs.6 and 7 Review lessons four and Find examples of five and fill in some of instructions, motivations the rubric with the (such as Advertising) and students. arguments (not too large; Writing/speaking something that projects the workshops on how to language). Analyze the instruct, motivate, and language and grammar used argue. Work on with the students. Keep in examples of how these mind that students may have techniques might be used not studied grammar. in the student’s Therefore, you have the summative assessment. opportunity, for example, to Start by teaching teach them what an something about imperative is when you teach considering one’s about instruction writing. audience and style in You also may get to teach a relation one’s audience. little rhetoric for motivation and argumentation (logos, ethos, and pathos). You may also discuss the overused 14 15.
English Department Vivian M. Cassel “you” in essay and writing and that now is when it is okay --- in advertising. Students practice on writing short instructions, motivations and arguments. Peers review the work and offer advice.8 Review lessons six and Do your part of the seven and fill in some of research and create your the rubric with the part of the PowerPoint students. Students are presentation. placed in groups by teacher and given different countries. Choose a group leader. Read the assignment and delegate out homework for each participant in the group. Leave nicely written notes on who does what to the teacher. Every person in the group must be involved in the preparation process.9 Put the presentation Practice on presentation together, so that it looks alone and find group time like one person had done to practice. it. Make sure that your spelling and grammar is as correct as possible and don’t forget to entertain us with pictures and practice. Delegate out any homework that must be done. Leave homework plan in to teacher.10 Check rubric one last . time before dress rehearsal. Dress rehearsal. Be able to speak and convince, using the techniques you have learned during your lessons. You should be able to speak without reading from a paper11 Be prepared to give your 15 16.
English Department Vivian M. Cassel presentation --- Names will be drawn from a hat. Those who do not give presentations will be filling in a rubric for peer review.12 Presentations and Peer Review continued.13 Presentations and Peer Review continued.14 Presentations and Peer Review continued.15 Presentations and Peer Review continued.AssignmentYou are a travel agency working to attract tourists to your English-speaking country. You aremeeting different groups of travellers and trying to convince them that your country is the bestto visit. You are asked by your boss to prepare a PowerPoint presentation that gives thefollowing information in an exciting way: a. Cultural Aspects (Food, language -- sample of language, drinks, architecture, places to visit, sports, some other information that is connected to your own personal desires and interest). b. Geography --- What’s the weather, landscapes, etc. like and how does it affect the people’s way of life.The key to doing a good job is to choose techniques practiced in class to make yourpresentation as exiting, entertaining, and as convincing as possible. It should not be too long,but should be fun and informative. We expect high quality work here. 16 17.
English Department Vivian M. CasselAppendix 3Assessment 2: News Story – Five Paragraph EssayStructureGoals To express yourself formally in writing. To learn the basic structure of writing. To become familiar with the living conditions, attitudes, values, and traditions in the Anglophoniccommunity through the reading and the co-operative sharing of novels. To become familiar with the social, political and cultural relationships in different contexts within the Anglophonic community through the reading of extracts. To review the writing of your peers and of yourself. To learn to summarize and make reference to other discourse.Resources Needed Good planning skills and knowledge of the English language. References: Dictionary and a computer. Listening skills, a desire to learn something new, and the ability to work with others.Time FrameFourteen lessonsLesson What? Possible Teaching Method Homework1 Present the assignment. Make a reading plan Lecture: structure of news for your teacher and article. put it on Fronter to be Lecture: Summary- accepted. response Go with individual teacher to choose a novel to start reading.2 Read articles (notice The articles will be used Place summary- structure) on specific later for the argumentative response paper on subjects related to the essay and discussion. Fronter. living conditions, attitudes, and traditions found in the Choose one article per Anglophonic community group. (e.g. Capital Punishment, Corporal Punishment, Cloning, Stem Cell Research, Pollution, Drugs, Poverty, Gender Issues, School Uniforms, Universal Healthcare) + prepare and write 17 18.
English Department Vivian M. Cassel summary-response.3 Groups review each other’s Place articles on articles. Improve according Fronter after review. to group review and place on Fronter.4 Teacher gives feedback. Students meet book club to discuss book and write a blog for what they have read.5 Lecture: Five-paragraph essay and Creating transition in essays Go with course teachers to create groups.6 Groups plan essays (Groups of only 3 or 4). Teacher gives feedback to groups. Book club meets and writes blog.7 Groups write paragraph A, B, and C. Teacher gives feedback on paragraph A for each group. Students improve A according to feedback and write or improve B and C according to feedback.8 Students write introduction Finish groups essays and conclusion. Teacher for homework, if gives feedback on necessary. Introduction and conclusions. Students put the whole essay together and place on Fronter in correct format. Book clubs meets and write on blog.9 Feedback on overall essay. Teacher creates an overhead of the best examples for feedback and offers feedback on the overhead for the essays.10 Teacher continues giving Leave summary of feedback, if necessary. novel on Fronter. Students write summaries 18 19.
English Department Vivian M. Cassel of their novels and put them on Fronter.11 Book clubs meet and create a common summary of the novel to quickly tell the rest of the class.12 Look at criteria with . Write your essay teacher and create a rubric (Assessment 2: News for your assessment. Story – five paragraph essay structure) and bring about three copies to class for peer review13 Peer review with rubrics in groups of three.14 Improve essay according to Finish essay and put it on rubrics. Fronter.AssignmentChoose an event from one of the novels you read in class as the basis for your news article7544.Follow the structure of writing a news story in five-paragraph essay format to write a news story andplace it on Fronter. Use all the knowledge and tools gained from your lessons to create your story. 19 20.
English Department Vivian M. CasselAppendix 4Assessment 3: Argumentative EssayGoals To express yourself formally in writing. To learn how to expand on the basic structure of writing. To become familiar with the living conditions, attitudes, values, and traditions in the Anglophoniccommunity. To become familiar with the social, political and cultural relationships in different contexts within the Anglophonic community. To review the writing of your peers and of yourself. To work with skills learned in other areas of behavioral development in language, such as to tell, explain, comment, value, motivate your own opinions, and to argue.Resources Needed Good planning skills and knowledge of the English language. References: Dictionary and a computer. Listening skills, a desire to learn something new, and the ability to work with others. Knowledge from the other lessons and assessments.Time FrameSeven lessonsLesson What? Possible Teaching Method Homework1 Introduce assessment. Lecture: Writing an Argumentative Essay – How is it different from a five-paragraph essay and why are we learning to write different types of essays. Lecture: Quoting sources effectively, giving the source credit, and writing a Works Cited page properly.2 Read articles on specific Place the students in 10 Put summary-responses subjects related to the groups (groups of 3). on Fronter. living conditions, Choose one article per attitudes, and traditions group.Have the students found in the Anglophonic write a summary-response community (e.g. Capital for each article to share Punishment, Corporal with the rest of the group. Punishment, Cloning, Students should put their 20 21.
English Department Vivian M. Cassel Stem Cell Research, articles and their summary- Pollution, Drugs, Poverty, responses up on Fronter Gender Issues, School when finished. Uniforms, Universal Healthcare). Write summary-responses for your articles in groups and put them on Fronter.3 Groups edit each other’s Put summary-response summary-responses. on Fronter. Groups edit according to peer review and place on Fronter.4 Teacher gives feedback of Teacher chooses examples summary-responses on to place on overhead and Fronter. offer feedback for.5 Teachers and students Students choose one of work on creating a rubric the topics that articles for the assignment have been read for. together. Students create a thesis statement and an outline. Place it on Fronter.6 Students sit in groups of Students work on essay, three and receive feedback choosing at least two from their peers. other sources for their topic. Teacher goes around looking and giving Students who have not feedback to one student received feedback on per group, while the their outline and need others listen and receive extra help may consult indirect feedback. with the teacher for feedback via e-mail or Fronter. Finish essay and place it on Fronter.7 Peer review in groups of Improve essay three. according to peer review and place it on Fronter.AssignmentChoose from a variety of topics related to the living conditions, attitudes, and traditions in theAnglophonic community, writing an argumentative essay on your topic of choice. You should use allthe tools you have gained from other lessons and assessments in order to meet your goals. Citingyour sources properly is also necessary to pass this assignment. 21 22.
English Department Vivian M. CasselAppendix 5Assessment 4: Argumentative DiscussionGoals To express yourself verbally and formally. To become familiar with the living conditions, attitudes, values, and traditions in the Anglophonic community. To become familiar with the social, political and cultural relationships in different contexts within the Anglophonic community. To take your own responsibility in planning, researching, and presenting your own material. To receive and give information To retrieve information connected to your own interest and tell, describe, and explain the information retrieved, as well as to add your own opinion. To work with skills learned in other areas of behavioral development in language, such as to instruct, tell, explain, comment, value, motivate your own opinions, and to argue. To realize that essay structure is closely related to the structure of speech. To develop strategies for contributing to and actively taking part in discussions connected to social and work environments.Resources Needed Good planning skills and knowledge of the English language. References: Dictionary, the internet, reference materials from library. Knowledge gained from the first term. Good research skills Ability to work well in a groupTime FrameNinelessonsLesson What? Possible Teaching Method Homework1 Introduce assessment. Lecture: The structure of speech/argumentative speech. Lecture: Participating in a discussion – Etiquette and useful phrases. Students go back to room with teacher and choose the subject for their group discussion (Groups of four). Topics 22 23.
English Department Vivian M. Cassel are inspired by topics from the last assignment. Same topic or something new may have come up while reading or writing. Two of the students should choose to take one stance, while the other group of students chooses to take another stance.2 Students collect articles Teacher can help by giving that already have been examples of subjective vs. used for their topic and objective writing and by consider the balance of reminding the students of the material. For example, stances taken in some of the all the articles the other articles. student has may have arguments against the death penalty, but none for the death penalty. The students should then find articles that are positive toward the death penalty in order to have a balanced judgment. Students may also assess that they need more objective articles, because the ones they have are too subjective.3 Argumentative Possibly in the auditorium Put summary of Discussions shown from with everyone. discussion on Fronter. TV… maybe from BBC. Teachers create a list of Students discuss the questions for the students to main content of the help them with their analysis discussion, but attempt of the discussion and with to analyze the attitudes understanding the content. and style of the participants. Students Students may receive summarize their manuscript after the viewing, discussion and put it on if available. Fronter.4 Students research Students should write a different sources that log of what they have may provide them with done and place it on insight and information Fronter. Each student for their discussion. should write summary- (documentaries, films, responses for the articles 23 24.
English Department Vivian M. Cassel articles, etc…). All that they were given to information work must read and/or be cited in some way. documentaries they were asked to view on Students delegate the Fronter. reading of articles and the viewing of films that have been chosen out to different members of the group.5 Students discuss the work they have viewed for homework, etc…6 Students and teachers Prepare and practice for create a rubric for the Argumentative discussion. assessment.7 Argumentative discussion - -- three - four groups pulled out of a hat. Peers review with a rubric.8 Argumentative discussion - -- three - four groups pulled out of a hat. Peers review with a rubric.9 Argumentative discussion - -- three - four groups pulled out of a hat. Peers review with a rubric.AssignmentYou are a person with a particular stance on a particular issue. You feel that abortion should be illegalor maybe you think that kids should be spanked for bad behavior. You are in a group of four wheretwo individuals feel that abortion should be legal or that kids should never be spanked. Whateveryour stance is on the subject of your choice, you should be well-researched on the reasons for certainbeliefs and values, as well as the reasons for being against certain beliefs and values. You should beable to show that you have done your research in an argumentative discussion.Create the basis for an argumentative speech, with lots of information to back up your points. Youare not going to actually give a speech, but you are going to use your notecards to participate in thediscussion. You should be prepared to be spontaneous.The teacher will ask one student to start the discussion. The rest of you will chime in, showing yourability to communicate in English, as well as your understanding of the Anglophonic community. 24 25.
English Department Vivian M. CasselAppendix 6Proposal TemplateObjective: Indicate the expected outcome of your work: what grade level you wish to achieve.Look at the knowledge requirements for the level of English you are studying and then look atmy suggestions for improvement. If you need to work on reading, listening, speaking, andwriting, then you need to find a project that will show that you can meet all the knowledgerequirements needed for the grade level you wish to achieve. By the time you have finishedyour work, you should be able to know whether or not you have met your knowledgerequirements. Place the knowledge requirements from “Skolverket” that you wish to showthat you have achieved here, explaining the level of that knowledge as well. Start with yourgrade to make a decision about what to write here.Methods: How do you plan to show that you have achieved your knowledge requirements?Will you read a number of news articles in English about a specific event and then write yourown article with your own conclusions citing the articles you have used. This can showknowledge requirements for reading and writing. Will you listen to a number of newsbroadcasts, take notes, and then create your own news broadcast about the news you havereceived. This will show an improvement in listening and speaking. Decide your method forshowing you have met your knowledge requirements according to your objective and then tellme here. What will you do and how will you do it?Evaluation: How will you evaluate the quality of your own work before giving it to me toevaluate it? How will I know the results of your evaluation? You can always write a one-pageevaluation of how you feel that you have done on the task or tasks you have assigned yourselfto do. How do you expect me to evaluate your task or tasks?QualificationsHow will you ensure that you are qualified to meet the knowledge requirements you wish toachieve for your grade?TimetableThe final due date for you to turn in your work is Wednesday of Week 22, the 2 of June.Create a timetable, explaining how you intend to finish your work by this date and make surethat your teacher receives it by that date in order to improve your final grade. 25 Recommended
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Amazon.com: Mayne 580D-BK No Dig Ground Anchor: Home Improvement
Ships from and sold by Amazon.com. Made from galvanized steel
Includes screw, 5 lag bolts and 20-Inch piece of rebar
Installation for a mail post requires 4 by 4 wood post (not included)
This item: Mayne 580D-BK No Dig Ground Anchor $29.99
Mayne 580B00000 Newport Plus Mail Post Only, White 4.1 out of 5 stars (25)
Solar Group E1100B00 Standard Size Galvanized Steel Rural Mailbox, Black 4.1 out of 5 stars (117)
Mayne 581000000 Dover Mail Post Only, White 4.3 out of 5 stars (16)
B000VVP4JK,B000CSG9GO,B000Y3NU32,B000CSI69C,B0032YILLG,B00191X1ZU,B00191YHA8,B000EDZRWO,B00191RWKU,B002BWOPXI,B000Y3RO3E,B000HM7WFC,B000Y3NU64,B00191RWKK,B000VVY2JS,B000VVUS4G,B000ZZYQBE,B000JZFJWU,B000Y3TJZ0,B000CSIACA,B000CSG9GE,B003P0XQPS,B00ATXDT6K,B000FBKNSS,B000CSN584,B003S7OEEK,B000Y3POM2,B001TLW3KY,B00004W42Z,B00008YSPS,B000CSGDJC,B003P0XQPI,B00191PTX2,B00004W42L,B002BWOPWY,B000FBMBRE,B000CSI7ZK,B003P0XQOY,B004I3YYN4,B000CSG9Q4,B0002RQNE8,B001VE8YX4,B000NCYSZI,B00191YHBM,B005XUHK5A,B001VEE4BK,B00362NCKO,B0095UJK9I,B00004W42J,B004S6H0TQ,B000SR0Y4M,B0000UJH04,B001VEE4FG,B00227I5T2,B000CSN0YI,B0001WD4RS,B0006ZJPJ6,B000Y3NTV0,B0018L7B9S,B00BNEXBHQ,B005MAHAV0
Solar Group APK00000 4 x 4 Anchor Post Kit Includes Wooden Post, Steel Drive-In Anchor and Installation  3.9 out of 5 stars (84)
Simpson Strong Tie Simpson Strong Tie FPBS44 Black Powder-Coated 12-Gauge E-Z Spike 4.6 out of 5 stars (5)
USP Structural Connectors SFP30 Speedpost Fence Post Installation & Repair, 30-Inch 3.9 out of 5 stars (19)
Part Number	MP580D
Product Dimensions3 x 3.5 x 27 inches
Item model number580D-BK
Warranty DescriptionBacked by a 2-Year limited warranty
ASINB00191RWKA
#11,348 in Home Improvement (See top 100)
#5 in Patio, Lawn & Garden > Gardening > Greenhouses & Accessories > Greenhouses
The no dig ground anchor offers a faster, cleaner and easier way to install your mail post. It's an ideal way to avoid digging a hole and mixing concrete. It truly is a time saver.
See all 24 customer reviews It is sturdy, easy to install and seems like it will last awhile.ironman96This can save you much time and effort installing a mailbox post. it worked great for me.Marcelino VelazquezMy son-in-law installed a new mailbox for me using this No Dig Ground Anchor.trusteecb
4 of 4 people found the following review helpfulWish they made these years ago!
The original ground spikes are just like nails; easier to drive in than to pull out! Start a ground spike over a large buried rock, and you will have to pry it back out to try another spot (it happened to me three times). Then, the block of wood required to pound the ground spike in breaks up into small pieces from all the pounding, and you're forced to find or make another pounding block (also happened to me, sigh...).Then along comes the ground screw, which this Mayne is one good variety. Started in the wrong place? Just back it out and move it over a foot or so. No big deal. I reset my mailbox post March 30, with the ground still partly frozen. I have another five inches or so to go, which will have to wait until the ground is completely thawed, but my mailbox is solid, anyway. This ground screw or anchor is well made of heavy gauge steel, with a rust-resistant plating. It is much better made than the ground spikes that I have previously used.One caveat: know where your water, gas and other lines are and how deep they are buried before you install this ground screw!
6 of 7 people found the following review helpfulGreat in Theory, Not so great for holding something in one position
I used this screw-in type to avoid having to pound a wedge type one into the ground. However, even though I do not have rocky soil but more of a sandy type, I had a great deal of trouble getting this into the ground. I tried in several different areas and as soon as it got half way down, it would just spin and not go any further down. I finally found a spot where it went down 95%. There is one big problem with this as opposed to the wedge type. This one spins very easily in the ground so if you don't find a way to wedge it into position, a stiff breeze will cause the whole anchor to move in a circular fashion, especially if you have something large at the top that acts like a sail. The description on Amazon did not include the caution that was contained on the included instructions which read, not suitable for rocky or sandy soil. So if you are using this for a mailbox, chances are the mailbox may be facing another direction if something pushes it.
10 of 13 people found the following review helpfulExpensive but Works
It is winter here in northern Wisconsin and my mailbox was taken out by a snowplow. Because it never gets above freezing this time of year I opted against the normal (and much cheaper) mailbox base of concrete because it probably would not set right and purchased this instead. I was worried the ground screw would not get into the frozen ground so I poured boiling water on the ground before installation. I still had to apply a lot of downward force but it is now firmly in the frozen ground.
2 of 2 people found the following review helpfulSuitable - choose this one if you are afraid of (or do not own) sledge hammers
Works well enough. I purchased this and:USP Structural Connectors SFP30 InstallationI preferred the USP one, but not needing a sledgehammer could be a benefit in some cases.This item did not anchor as sturdily, and it was a bit more difficult to keep going in a straight line (probably due to the force of the handle used to screw the anchor in.On the good side, it is easy to adjust the post facing.
2 of 2 people found the following review helpfulSO Easy!!!
I need to sit to do things due to being handicapped and I was able to install this except for the last couple of turns which I got my husband to do. (I am a 51 yr old female that can only walk very short distances and uses a wheelchair) I know that my mailbox isn't going anywhere! Great product!!!
2 of 2 people found the following review helpfulCan it get any easier than this?
Take the following from a person who does not write many reviews. However, I do have to say that I am more than pleased with this mailbox screw. It certainly is far superior to the mailbox spikes. It took no more than 5 or 10 minutes to set it into the ground and screw my mailbox post onto it. It looks good and it fits anywhere. They say that you should K.I.S.S. or keep it simple stupid, and this product does just that. Can it get any easier than this to hold up a mailbox post? I think not
1 of 1 people found the following review helpfulHandy when you can't dig a new post but not perfect
I bought this to fix a knocked down traditional 4"x4" post mailbox when the ground was too frozen to easily dig a new hole.Pro: It seems to be sturdy, and I'm hoping it will last a long time!Con: Getting the last 8" was quite hard work, and I'm a big guy. After I was done I also discovered it wasn't totally level so our new mailbox is crooked... I will probably unscrew it later in the spring & try again. Also be advised, you still need to buy a 4x4 of the correct size to run from the ground up to the mailbox. Mine needed a 26" long one and local yard sold me part of a damaged pressure treated one for $3 vs $9 if I bought a new one! Check before you cut.Tip: drill 3/16" pilot holes for the 5 lag bolts it uses to solidly attach to the base of the 4x4 if you don't want to wear yourself out trying to sink 2 1/2" bolts into hardwood!
1 of 1 people found the following review helpfulNo need for concrete
After purchasing Mayne's address sign and an address plaque, this made finishing the job a breeze. Quality product for a fair price.
sturdy - works as promised and I would buy again
Simple, sturdy - works as promised and I would buy again.
Great alternative to concrete
I used this to hold a 4x4 post to which I added plant hangers. The anchor went in rather easily with the help of the rebar that was included.
Does what it says. Easy installation and sturdy base for my mailbox.
Published 16 days ago by T. C. SHIELD
Ordered it however did not need it. Used the old post.
Published 18 days ago by wilbur
Easy to install, difficult to level
I needed to install a new mail box, and needed a solid support without the aid and time of mixing concrete. This anchor spins right into the ground.
Published 2 months ago by Alan Karasin
Only been installed for about a week. Using it for a mail box. Already survived 60 mph winds. You can only get the 4X4 "box" so close to the ground using the bar holes.
Published 3 months ago by Richard Dietz
Great Solution to Mailbox Repair or Installation
Most projects turn out to be harder than you expect--this one thankfully ended up being easier. As long as you have soil that is not too hard or not too soft, this should do the...
Worked as advertized and is very sturdy.
I used this to replace my son's mailbox which had been backed into. I didn't want to dig and pour concrete. This worked perfectly.
Published 5 months ago by Ted A. Boyer

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Patent US5815776 - Electrophotographic apparatus with photoreceptor having undercoat layer ... - Google PatentsSearch Images Maps Play YouTube News Gmail Drive More »Sign inPatentsA negative-electrification type electrophotographic photoreceptor which has an undercoat layer slightly soluble or insoluble in solvents and retains stable properties, and to provide a contact electrification type electrophotographic apparatus employing the photoreceptor and less apt to suffer dielectric...http://www.google.com/patents/US5815776?utm_source=gb-gplus-sharePatent US5815776 - Electrophotographic apparatus with photoreceptor having undercoat layer, containing an electronic transporting pigment and reactive organometallic compoundAdvanced Patent SearchPublication numberUS5815776 APublication typeGrantApplication numberUS 08/854,345Publication dateSep 29, 1998Filing dateMay 12, 1997Priority dateNov 22, 1994Fee statusLapsedAlso published asDE69518056D1, DE69518056T2, EP0715217A2, EP0715217A3, EP0715217B1, US5658702Publication number08854345, 854345, US 5815776 A, US 5815776A, US-A-5815776, US5815776 A, US5815776AInventorsHidemi NukadaOriginal AssigneeFuji Xerox Co., Ltd.Export CitationBiBTeX, EndNote, RefManPatent Citations (21), Non-Patent Citations (2), Referenced by (74), Classifications (17), Legal Events (5) External Links: USPTO, USPTO Assignment, EspacenetElectrophotographic apparatus with photoreceptor having undercoat layer, containing an electronic transporting pigment and reactive organometallic compound
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Partners, L.P.Method and apparatus for allowing a remote site to interact with an intermediate database to facilitate access to the remote siteUS7251437 *Mar 1, 2005Jul 31, 2007Ricoh Company, Ltd.Image formation apparatus having a body to be charged with specified properties and including the use of a protective materialUS7390684 *Jul 27, 2006Jun 24, 2008Nichia CorporationLight emitting apparatus and method of manufacturing the sameUS7424250 *Dec 28, 2005Sep 9, 2008Xerox CorporationMethods and devices for removing latent image ghosts photoreceptorsUS7424521Aug 24, 1999Sep 9, 2008Lv Partners, L.P.Method using database for facilitating computer based access to a location on a network after scanning a barcode disposed on a productUS7739353Jun 10, 2008Jun 15, 2010Rpx-Lv Acquisition LlcLaunching a web site using a personal deviceUS7792696Sep 7, 2010RPX-LV Acquisition, LLCMethod and apparatus for allowing a broadcast to remotely control a computerUS7818423Aug 21, 2000Oct 19, 2010RPX-LV Acquisition, LLCRetrieving personal account information from a web site by reading a credit cardUS7819316Oct 26, 2010Lv Partners, L.P.Portable scanner for enabling automatic commerce transactionsUS7822829Aug 11, 2008Oct 26, 2010Rpx-Lv Acquisition LlcMethod for interfacing scanned product information with a source for the product over a global networkUS7870189Jan 11, 2011Rpx-Lv Acquisition LlcInput device having positional and scanning capabilitiesUS7886017May 28, 2004Feb 8, 2011Rpx-Lv Acquisition LlcMethod and apparatus for accessing a remote location by receiving a product codeUS7900224Mar 1, 2011Rpx-Lv Acquisition LlcMethod and apparatus for utilizing an audible signal to induce a user to select an E-commerce functionUS7904344Mar 8, 2011Rpx-Lv Acquisition LlcAccessing a vendor web site using personal account information retrieved from a credit card company web siteUS7908467Mar 15, 2011RPX-LV Acquistion LLCAutomatic configuration of equipment softwareUS7912760Mar 22, 2011Rpx-Lv Acquisition LlcMethod and apparatus for utilizing a unique transaction code to update a magazine subscription over the internetUS7912961Jan 10, 2006Mar 22, 2011Rpx-Lv Acquisition LlcInput device for allowing input of unique digital code to a user's computer to control access thereof to a web siteUS7925780Mar 13, 2007Apr 12, 2011Rpx-Lv Acquisition LlcMethod for connecting a wireless device to a remote location on a networkUS7930213Apr 19, 2011Rpx-Lv Acquisition LlcMethod and apparatus for completing, securing and conducting an E-commerce transactionUS7975022Jul 5, 2011Rpx-Lv Acquisition LlcLaunching a web site using a passive transponderUS7979576Jul 12, 2011Rpx-Lv Acquisition LlcMethod and apparatus for connecting a user location to one of a plurality of destination locations on a networkUS8005985Oct 14, 2008Aug 23, 2011RPX—LV Acquisition LLCMethod and apparatus for utilizing an audibly coded signal to conduct commerce over the internetUS8028036Sep 27, 2011Rpx-Lv Acquisition LlcLaunching a web site using a passive transponderUS8030665Apr 30, 2008Oct 4, 2011Nichia CorporationNitride semiconductor device comprising bonded substrate and fabrication method of the sameUS8069098Nov 29, 2011Rpx-Lv Acquisition LlcInput device for allowing interface to a web site in association with a unique input codeUS8103191 *Jan 24, 2012Fuji Xerox Co., Ltd.Image forming apparatusUS8296440Oct 23, 2012Rpx CorporationMethod and apparatus for accessing a remote location with an optical reader having a programmable memory systemUS8632931Nov 25, 2009Jan 21, 2014Canon Kabushiki KaishaElectrophotographic photosensitive member, process cartridge, and electrophotographic apparatusUS8712835Aug 24, 1999Apr 29, 2014Rpx CorporationMethod and apparatus for linking a web browser link to a promotional offerUS8802337Nov 8, 2012Aug 12, 2014Fuji Xerox Co., Ltd.Electrophotographic photoreceptor, image forming apparatus, and process cartridgeUS20050186492 *Jan 31, 2005Aug 25, 2005Samsung Electronics Co., Ltd.Electrophotographic photoreceptor and electrophotographic imaging apparatus using the sameUS20050196193 *Mar 1, 2005Sep 8, 2005Nozomu TamotoImage formation apparatus and process cartridge for image formation apparatusUS20060267042 *Jul 27, 2006Nov 30, 2006Nichia CorporationLight emitting apparatus and method of manufacturing the sameUS20070147864 *Dec 28, 2005Jun 28, 2007Xerox CorporationMethods and devices for removing latent image ghosts photoreceptorsUS20080046981 *Oct 23, 2007Feb 21, 2008L.V. Partners, LpLaunching a web site using a passive transponderUS20080296609 *Apr 30, 2008Dec 4, 2008Nichia CorporationNitride Semiconductor Device Comprising Bonded Substrate and Fabrication Method of the SameUS20090010664 *Mar 20, 2008Jan 8, 2009Fuji Xerox Co., Ltd.Image forming apparatusUS20110143273 *Jun 16, 2011Canon Kabushiki KaishaElectrophotographic photosensitive member, process cartridge, and electrophotographic apparatusCN102053511BNov 27, 2009May 1, 2013佳能株式会社Electrophotographic photosensitive member, process cartridge, and electrophotographic apparatusEP1879073A2 *Feb 27, 2007Jan 16, 2008Samsung Electronics Co., Ltd.Organic photoreceptor and electrophotographic image forming apparatus including the organic photoreceptorEP2317391A1 *Nov 26, 2009May 4, 2011Canon Kabushiki KaishaElectrophotographic photosensitive member, process cartridge, and electrophotographic apparatus* Cited by examinerClassifications U.S. Classification399/174, 399/159International ClassificationG03G15/02, G03G5/06, G03G5/14Cooperative ClassificationG03G5/142, G03G5/144, G03G5/0659, G03G5/0657, G03G5/0679, G03G5/0681European ClassificationG03G5/06D4B9, G03G5/14B, G03G5/14B2, G03G5/06D4B7, G03G5/06H4D, G03G5/06H4D2Legal EventsDateCodeEventDescriptionMar 7, 2002FPAYFee paymentYear of fee payment: 4Mar 6, 2006FPAYFee paymentYear of fee payment: 8May 3, 2010REMIMaintenance fee reminder mailedSep 29, 2010LAPSLapse for failure to pay maintenance feesNov 16, 2010FPExpired due to failure to pay maintenance feeEffective date: 20100929RotateOriginal ImageGoogle Home - Sitemap - USPTO Bulk Downloads - Privacy Policy - Terms of Service - About Google Patents - Send FeedbackData provided by IFI CLAIMS Patent Services

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Pizza Restaurants in Abilene, Texas with Reviews & Ratings - YP.comFind People•Advertise With UsBrowseFind PeopleFeatured CollectionsRestaurantsAutomotiveHome ImprovementHealth & WellnessAttorneysPeople Searched For...TaxisApartments By All Bills PaidAttorneysNail SalonsMovie TheatersUsed Car DealersWalk In Clinic Open 24 HoursLaundromatBarbersBody PiercingBounce House RentalAsian Massage24 Hour Western UnionPsychiatristBlack Barber ShopsTattoo ShopsAir Conditioning Contractors & SystemsDentistsWindow TintingAutomobile Inspection Stations ServicesChurchesThrift StoresChinese Food DeliveryAre you alocal business owner?Advertise with YPor call 888-367-2194What do you want to find?Search by business name, or keywordnearWhere? Address, ZIP Code, or NeighborhoodMy current locationSearchSign In•JoinHomeAbilene, TXRestaurantsPizza RestaurantsAbilene Pizza RestaurantsSort:DefaultDefaultDistanceRatingName (A - Z)FiltersFiltersMore NeighborhoodsAbilene Heights AreaBuck Creek AreaChimney Rock AreaElmwood AreaNorth CollegeOriginal Town NorthOriginal Town SouthOver Place AreaPark Central AreaRed Bud AreaSayles Boulevard AreaWestwood RichlandDoneClear AllMore CuisinesAmusement Places & ArcadesAuto Oil & LubeBakeriesBuffetCaterersConvenience StoresDelicatessensFamily StyleFast FoodFood Delivery ServiceGas StationsItalianParty PlanningPastaPizzaSandwich ShopsSteak HousesTake OutVideo Games ArcadesDoneClear AllCuisinePizzaTake OutFast FoodMore »Price$$$$$$$$$$FeaturesBook a TableCouponsBook an AppointmentBBB Rated A+/AAmbianceCasualFamilyGroupsRomanticNeighborhoodsChimney Rock AreaPark Central AreaNorth CollegeMore »Little Caesars®Our Pretzel Pizza is Back! Now WithDelicious Cheese-N-Pretzel Dippers.www.LittleCaesars.comPromosLocationsCouponsGift CardsMenuDomino's® PizzaPizza, Breadsticks, Wings and More!Now Available Online, Order Today.www.Dominos.comOrder NowMenuCouponsBest Credit Cards Of 2016This year's best credit card offers0% APR, up to 10% cash back & morewww.nextadvisor.comPick A Card Right For YouApply NowIndependent ResearchIn-Depth ReviewsAdd to mybookRemove from mybookAdded to your food collection!Error when adding to food collectionThis business was removed from the food collection1. Joe's Pasta Pizza & SubsMenu(4)1102 S Treadaway BlvdAbilene, TX 79602(325) 673-9956PizzaItalian RestaurantsDelicatessensWebsiteJoe's pizza is great, not like other pizza places in town in have good deals on there pizza well worth the price Add to mybookRemove from mybookAdded to your food collection!Error when adding to food collectionThis business was removed from the food collection2. Little Italy Pizza and Pasta(1)620 Ambler AveAbilene, TX 79601(325) 672-7715PizzaTake Out RestaurantsWebsiteThis is great pizza, salad, and stromboli. Great pricesAdd to mybookRemove from mybookAdded to your food collection!Error when adding to food collectionThis business was removed from the food collection3. Pizza Inn(4)4130 Ridgemont DrAbilene, TX 79606(325) 695-5656PizzaTake Out RestaurantsRestaurantsWebsiteMe and my wife eat here (Pizza Inn) on Ridgemont twice a month! The review given before this review is full of bull as this is recently been built a…Add to mybookRemove from mybookAdded to your food collection!Error when adding to food collectionThis business was removed from the food collection4. DoubleDave'sMenu(1)4001 John Knox DrAbilene, TX 79606(325) 692-5000PizzaWebsiteGreat food, great music, great atmosphere! The staff are very professional and freindly. The pizza crust is firm but not tough or chewy. All ingre…Add to mybookRemove from mybookAdded to your food collection!Error when adding to food collectionThis business was removed from the food collection5. Pizza Pro(1)View all 9 Locations3354 Rebecca LnAbilene, TX 79606(325) 480-0281PizzaRestaurantsFast Food RestaurantsWebsite$4 wings, the best in town!! Pizza was fresh and delicious, quality ingredients. Best in you can find! Owners are good people also. Highly recommend…Add to mybookRemove from mybookAdded to your food collection!Error when adding to food collectionThis business was removed from the food collection6. Gatti's PizzaBBB Rating: A+2665 Buffalo Gap RdAbilene, TX 79605(325) 692-6326PizzaTake Out RestaurantsRestaurantsWebsiteFrom Business: Operational for more than 40 years, Gatti's Pizza is a restaurant that specializes in handmade pizza. Based in Abilene, Texas, it has an in-house facility of 13,000…Add to mybookRemove from mybookAdded to your food collection!Error when adding to food collectionThis business was removed from the food collection7. Papa John's PizzaMenu(1)3900 N 1st StAbilene, TX 79603(325) 677-3434PizzaRestaurantsTake Out RestaurantsWebsiteJust a shame. They used to be so good. Now the food and the service is horrible. Swore I wouldnt go back about a year ago went back and got treated …Add to mybookRemove from mybookAdded to your food collection!Error when adding to food collectionThis business was removed from the food collection8. CiCi's PizzaMenuBBB Rating: A+View all 2 Locations4310 Buffalo Gap Rd Ste 1426Abilene, TX 79606(325) 692-1599PizzaRestaurantsTake Out RestaurantsWebsiteOrder OnlineAdd to mybookRemove from mybookAdded to your food collection!Error when adding to food collectionThis business was removed from the food collection9. Pizza HutMenu(2)View all 4 Locations2750 S 14th StAbilene, TX 79605(325) 692-9328PizzaTake Out RestaurantsWebsiteAmamzing service and great pizza Add to mybookRemove from mybookAdded to your food collection!Error when adding to food collectionThis business was removed from the food collection10. Domino's PizzaView all 4 Locations1125 E North 10th StAbilene, TX 79601(325) 677-3030PizzaRestaurantsTake Out RestaurantsWebsiteFrom Business: Domino's Pizza in Abilene is your pizza restaurant for fast pizza delivery. We have coupons and specials on pizza, pasta, buffalo wings, & more! Order online now!Add to mybookRemove from mybookAdded to your food collection!Error when adding to food collectionThis business was removed from the food collection11. Little Caesars PizzaMenuView all 3 Locations4653 S 14th StAbilene, TX 79605(325) 692-3212PizzaTake Out RestaurantsRestaurantsWebsiteAdd to mybookRemove from mybookAdded to your food collection!Error when adding to food collectionThis business was removed from the food collection12. Vagabond Pizza1056 N 2nd StAbilene, TX 79601(325) 268-4331PizzaCaterersRestaurantsWebsiteBook a Table »Add to mybookRemove from mybookAdded to your food collection!Error when adding to food collectionThis business was removed from the food collection13. Papa Murphy's Take N Bake PizzaView all 2 Locations1152 E North 10th StAbilene, TX 79601(325) 677-7272PizzaRestaurantsTake Out RestaurantsWebsiteAdd to mybookRemove from mybookAdded to your food collection!Error when adding to food collectionThis business was removed from the food collection14. Toby's Westside Pizzeria4021 S 7th StAbilene, TX 79605(325) 704-2587PizzaRestaurantsWebsiteAdd to mybookRemove from mybookAdded to your food collection!Error when adding to food collectionThis business was removed from the food collection15. Progressive Pizza Partners1 Village DrAbilene, TX 79606(325) 271-6025PizzaItalian RestaurantsRestaurantsAdd to mybookRemove from mybookAdded to your food collection!Error when adding to food collectionThis business was removed from the food collection16. Brick Oven Pizza Co(2)4714 S 14th StAbilene, TX 79605(325) 691-5303PizzaTake Out RestaurantsRestaurantsGreat place to eat. Under new management and things have really changed for the better.Add to mybookRemove from mybookAdded to your food collection!Error when adding to food collectionThis business was removed from the food collection17. The Flour Shop Bakery421 Pine StAbilene, TX 79601(325) 437-7855PizzaBakeriesRestaurantsWebsiteAdd to mybookRemove from mybookAdded to your food collection!Error when adding to food collectionThis business was removed from the food collection18. Chuck E. Cheese'sMenu4310 Buffalo Gap Rd Ste 1192Abilene, TX 79606(325) 691-1909PizzaRestaurantsWebsiteFrom Business: Chuck E. Cheese's features games, rides, prizes, food and fun for kids of all ages. It's a great place to take the family for everyday play, birthdays, fundraisers …Add to mybookRemove from mybookAdded to your food collection!Error when adding to food collectionThis business was removed from the food collection19. Hot Stuff Pizza4202 Buffalo Gap RdAbilene, TX 79606(325) 695-6568PizzaItalian RestaurantsRestaurantsWebsiteAdd to mybookRemove from mybookAdded to your food collection!Error when adding to food collectionThis business was removed from the food collection20. Joe's PizzaMenu(1)4460 Buffalo Gap RdAbilene, TX 79606(325) 795-1115DelicatessensRestaurantsSandwich ShopsWebsiteMy family and I love to eat here. With two children it is nice to find somewhere that everyone will eat and be happy about it.Add to mybookRemove from mybookAdded to your food collection!Error when adding to food collectionThis business was removed from the food collection21. Fazoli'sMenu4066 S Danville DrAbilene, TX 79605(325) 692-3800Italian RestaurantsRestaurantsWebsiteAdd to mybookRemove from mybookAdded to your car collection!Error when adding to car collectionThis business was removed from the car collection22. Abilene Tiger Mart4202 Buffalo Gap RdAbilene, TX 79606(325) 690-0384Gas StationsConvenience StoresPizzaWebsiteAdd to mybookRemove from mybookAdded to your food collection!Error when adding to food collectionThis business was removed from the food collection23. Jerry's Subs and PizzaMenu1465 Pine StAbilene, TX 79601(325) 673-8333Fast Food RestaurantsPizzaWebsiteAdd to mybookRemove from mybookAdded to your food collection!Error when adding to food collectionThis business was removed from the food collection24. Black Box PizzaMenu100 Louisiana RdDyess Afb, TX 79607(325) 692-5555PizzaTake Out RestaurantsWebsiteAdd to mybookRemove from mybookAdded to your food collection!Error when adding to food collectionThis business was removed from the food collection25. Pizza KingPO Box 594Hamlin, TX 79520(325) 576-3753PizzaRestaurantsWebsiteAdd to mybookRemove from mybookAdded to your food collection!Error when adding to food collectionThis business was removed from the food collection26. Pizza House(2)BBB Rating: A+725 S Access RdClyde, TX 79510(325) 893-4141RestaurantsPizzaTake Out RestaurantsWebsiteDirectionsMore InfoNothing compares. This by far the best pizza we have eaten. Try it. Add to mybookRemove from mybookAdded to your food collection!Error when adding to food collectionThis business was removed from the food collection27. Jiffy Lunch & Pizza720 Avenue EHawley, TX 79525(325) 537-4202PizzaRestaurantsAdd to mybookRemove from mybookAdded to your car collection!Error when adding to car collectionThis business was removed from the car collection28. Jiffy Lunch & Pizza765 3rd StHawley, TX 79525(325) 537-4202Auto Oil & LubePizzaAdd to mybookRemove from mybookAdded to your food collection!Error when adding to food collectionThis business was removed from the food collection29. Verandas of Texas(1)9800 Interstate 20Merkel, TX 79536(325) 928-1210Steak HousesPizzaRestaurantsAwesome!!!! Never yet have I had a bad meal, or service here!Little Caesars®Our Pretzel Pizza is Back! Now WithDelicious Cheese-N-Pretzel Dippers.www.LittleCaesars.comPromosLocationsCouponsGift CardsMenuDomino's® PizzaPizza, Breadsticks, Wings and More!Now Available Online, Order Today.www.Dominos.comOrder NowMenuCouponsBest Credit Cards Of 2016This year's best credit card offers0% APR, up to 10% cash back & morewww.nextadvisor.comPick A Card Right For YouApply NowIndependent ResearchIn-Depth ReviewsShowing1-29
of 29resultsAdd a New CollectionOops! There was a problem saving the new custom collection.Please try again.Collection Name cannot be emptyUpload a Photo(optional)Remaining Characters: 100Remaining Characters: 500CancelSaveMap ViewFeatured Pizzain Abilene, TexasPizza House(2)725 S Access Rd, Clyde, TX 79510(325) 893-4141Contact Us For InformationWebsiteDirectionsMore InfoDidn't find what you were looking for?magnifying glassPlease help others by helping us do better.Suggest a BusinessHelpful Reviews Pizza Innsmbowles ratedGreat Pizza and Salad BarMe and my wife eat here (Pizza Inn) on Ridgemont twice a month! The review given before this review is full of bull as this is recently been built and opened!Wednesday is seniors day (55) and over get all you can eat for $ 4.99 each including drinks.Best pizza by far for th...moree money.They have a great salad bar and dessert pizzas too.We usually request a special pizza and get it with no problems!The place is new ,clean,and quiet.You won't be disappointed with food or service! view lessPizza Innpawills ratedOn most Sundays it's spot on with the pizza inn quality of product consistant ingredients, then once in a while it's like going to ci ci's with a higher price and not the way pizza inn usually makes it. Today was that day. Did they put a crew that use to work at ci ci's pi...morezza in the kitchen? Poor quality.view lessPizza Hutmeteague01 ratedDeliveryI was shocked to hear that the delivery drivers do not get to keep the delivery charge, and they make thier money as tip waged employees. Be kind and tip ur driver, they r the only impression I have of the restaurant and they r the reason I continue to give them my businessAboutAbout UsSite FeedbackContact UsAdvertise with UsCareers - We're HiringCorporate BlogEngineering BlogLegal

value: This website is a United States-based web site operated by YP Holdings that provides listings for local businesses. In 2013 it was re-branded as YP.com or simply "YP".


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Amazon.co.uk:Customer reviews: Snuggledown Goose Feather & Down Pillow, Cotton, White, Full
Snuggledown Goose Feather & Down Pillow, Cotton, White, Full
bySnuggledown
Style Name: MediumChange
Price:£18.68 - £45.00
4.0 out of 5 starsGreat pillow, I've always had naturally filled pillows so ...
Great pillow, I've always had naturally filled pillows so the rustling sound of the feathers doesn't bother me. Though definitely firmer than my old pillow, it's not like it'll stay in firm shape all night. I usually bunch it up a bit with my arm underneath to make it firmer.
2.0 out of 5 starsNot medium/firm
Definitely not medium to firm support, soft support. Not worth the money as I bought a pair from Dunelm last year, now on spare for the same price and no difference in quality. Very disappointed 😔
All reviewersVerified purchase only All reviewers All stars5 star only4 star only3 star only2 star only1 star only All positiveAll critical All stars All formatsStyle Name: Medium All formats Text, image, videoImage and video reviews only Text, image, video
Style Name: Medium/ FirmVerified Purchase
I did appreciate the comfort and warmness of this pillow. A bit higher than expected, but you can easily adjust the quantity of feather to suit your needs and taste. Well packaged and shipped in time. 5/5
4.0 out of 5 starsCould be plumper.
Not as plump as I'd hoped. Needs to be aired and fluffed every day to retain any plumpness. Good thing is, no 'crispy feathers and on the whole, an ok pillow for a side/back sleeper.
Just great after trying fibre pillows a good feather one is by far better.
Lovely pillows, good filling and comfy.
4.0 out of 5 starsThe most comfortable pillow I have had
The most comfortable pillow I have had but it was quite expensive.
2.0 out of 5 starsFirm Feathers
If you want a firm feather pillow this is it. Accent on FIRM
5.0 out of 5 starsSnuggle down!
Soft & snuggle like sleeping on a cloud!
To say this was a replacement for a very old and much loved pillow will indicate just how satisfied I am with this purchase. I purchased on the recommendation of a friend and certainly am not disappointed..... my old pillow has finally gone to that feather heaven in the sky.
Snuggledown Duck Feather & Down Medium Support Pillows, Pack of 2
Snuggledown Hungarian Goose Down Gentle Support Pillow, Single
£50.05-£116.80
Slumberdown Goose Feather & Down Pillows, Pack of 2, Medium Support, Designed for Back...
‹ See all details for Snuggledown Goose Feather & Down Pillow, Cotton, White, Full