What is the correct format to use for a physical education lesson plan for grade five?

PE lesson plans need the same essential parts as other
lesson plans.  First, you have to have a clear standard.  Use your standards content
standards for fifth grade.  Then, you use the standard to create a clear objective.  The
objective is the specific goal for that lesson.  In other words, this is what you want
students to learn by the end of the lesson.  Remember that PE lessons are likely to last
at least several days, with most units lasting several
weeks. 

Below I have included a link to a web site that
contains many ideas for PE lessons.  A PE lesson should include the
following.

Stretching/Warm-up- Since physical activity is
going to be involved, it is important to begin a PE lesson with an appropriate warm-up. 
Kids often do not get enough physical activity, so rigorous movement without a warm-up
could result in injury.

Direct Instruction- Too often, PE
consists of letting kids go off and play.  This is recess, not PE.  You need to organize
your curriculum around specific standards and objectives.  Since PE often requires
practice, a short direct lesson and demonstration is
best.

Practice- Once you have instructed students in the
lesson, you need to give them some practice time.  Usually, this can best be done with
students working on the skill in groups while you go from group to group observing and
correcting.

Recap/Cool down- It is just as important to
cool down after vigorous activity as it is to warm up.  It is also just as important to
review at the end of a PE lesson as it is in any other
lesson.

Assessment-  Assessment is different in PE than in
other subject areas, because much of it involves performance and observation.  Often PE
grades are based on participation, but many states also have physical fitness tests and
standards that students need to meet.  There is much informal assessment in PE, so the
teacher has to be aware and observant.

In the beginning of Act 2 of Shakespeare's Macbeth, how do Banquo and Macbeth regard each other?

At the beginning of Act Two of Shakespeare's
Macbeth, Macbeth and Banquo have become very different people than
who they were at the play's start.

It is after the banquet
to honor Duncan at Inverness (Macbeth's home), and Banquo and Macbeth meet by chance.
Banquo mentions that he has dreamt of the witches, and comments that some of what the
witches have said has come true for Macbeth. (This will be a concern to Macbeth because
Banquo was the only one with him to hear the predictions, especially the one about
Macbeth being king...this would make the honorable Banquo suspicious if Duncan were to
die at Macbeth's castle.)

Macbeth lies and says he doesn't
think about the predictions. However, he asks Banquo if they could discuss the situation
again in the near future. Banquo agrees to do so, whenever it is convenient to Macbeth.
(This is clearly just casual discussion.)

With some
foreshadowing for the audience, Macbeth approaches Banquo to see how far he can trust
his friend. Macbeth says that if Banquo will have his back (support him) when the time
is right, Macbeth will make it worth his while (reward
him).

Banquo, unlike Macbeth, cannot be swayed from his
honor and duty to king and his own sense of moral character. He
responds:

So I
lose none/ In seeking to augment it, but still keep / My bosom franchised and allegiance
clear, / I shall be
counselled.

In other words,
Banquo is telling Macbeth that as long as he does not need to compromise his sense of
right and wrong, and as long as he can serve his king loyally, he will consider what
Macbeth might ask of him. Basically, Banquo has told Macbeth that he will remain true to
the things he holds dear and honorable.

This is, of course,
important for Macbeth to know; if Duncan dies on Macbeth's watch, it will be Banquo who
will challenge his friend's part in the murder, most especially because of the witches'
predictions. This also shows the audience how distanced the two men have become, when
they were once both honorable servants to
Duncan.

So although they seem friendly enough, Macbeth is
keeping his ideas of the witches' predictions tucked away, and asking to see how far he
can trust Banquo. Banquo is full of praise for how graciously the Macbeths have
entertained the king, but he is also no fool: he can imagine, I'm sure, that Macbeth is
asking where his allegiance lies, especially with Macbeth's promise of a reward under
the right circumstances. Banquo lets Macbeth know, in no uncertain terms, that he is
honor-bound to support his king and will follow the dictates of his heart to do what is
ethically correct. Each man knows where the other stands.

What is Swift trying to communicate in "A Modest Proposal"?

This is a very interesting question, as this wonderful
satire operates on many different levels. Clearly, one central target of Swift's pointed
treatise is the unsympathetic response and racist attitude of the British towards the
Irish famine, and the way that they appear quite happy to do nothing while thousands of
Irish are dying. This is clearly indicated by the shocking and "modest" proposal that
the speaker makes of breeding Irish children for a possible food source. Swift is
deliberately suggesting the unthinkable and horrific to make a pointed remark about how
the treatment of the Irish famine has been just as shocking up until this
stage.

However, I think it is also possible to detect
another, more subtle message. One of the characteristics of the speaker of this essay is
that he makes every effort to present himself as a reasonable, scientific man, who
reaches his conclusions on the back of logic and serious investigation. Reason and
rationality again and again are hallmarks of his discourse. Swift seems to be
communicating the dangers of relying on these characteristics alone when considering
other human beings. Just as in the case of the speaker, such people who lean to heavily
on speculative reason when trying to find solutions may ignore their own better
judgement and arrive at inhumane conclusions, rather than trusting to their common sense
and human empathy. Likewise there is a massive danger in dehumanising humans and
treating them as statistics or numbers, as this makes it that much easier to treat them
as such and forget the shared humanity that is shared between you and
them.

Discuss the Gospel of John and what the significance of the Gospel of John is.

The Gospel of John is the fourth Gospel. It is said to
have been written between 50 and 84 A.D. It is self-identified as having been written by
the disciple John. He identifies himself as "the disciple whom Jesus loved" (John 13:23)
and says, "This is the disciple which testifies of these things" (21:24). The Gospel of
John is significant because it begins with a Creation statement then establishes Jesus'
identity with the corroboration of a credible witness. It is further significant because
John chooses to relay events that further reveal Jesus’ identity and gives him titles.
It is yet further significant because the Gospel of John is the only Gospel of the four
that elaborates upon the spiritual relationship Jesus has with God through the Holy
Spirit (John 17), a relationship that Jesus extends to his followers, to whom love is
extolled as the highest value. The Gospel ends with details that occurred after Jesus'
resurrection from death when he communes with the disciples. This last is significant as
it establishes the doctrine of the followers of Christ and reveals the nature of the
resurrection Jesus offers his followers.

John opens with
the famous words, "In the beginning was the Word, and the Word was with God, and the
Word was God" (1:1). John attributes the creation of all things to the Word. He then
equates the Word with both life and light: "In him was life; and the life was the light
of men" (1:4). Later, when John says "the Word became flesh" (1:14), it is logically
inferred that this person (this "flesh") was not only the Word and human but also "life"
and "light." After Jesus' baptism by water at the hand of Jesus’ witness, John the
Baptist, he is further equated with the "Son of God" (1:34) and "the Lamb of God"
(1:36), an allusion to the sacrificial lamb that bears Israel's sins at Passover. John
signifies the importance of the manifold identity of Jesus by saying that Jesus provides
the right to unity with God: "But as many as received him, to them gave he the right to
become children of God" (1:12).

Throughout the Gospel, John
adds to the titles of Jesus as a way of proving "that whosoever believes may in him have
eternal life" (3:15). After various miracles, John relays the words Jesus chooses to
identify himself using the "I am" name for God given in the Old Testament (Exodus 3:14).
This means of identification is emphasized when he says, "before Abraham was born, I am”
(John 8:58). One "I am" identity John records is, "I am the bread of life" (6:35).
Another is, "I am the way and the truth and the life" (14:6). Another is, "I am the good
shepherd" (10:11). These are metaphorical statements intended to provide understanding
of the nature of the Word’s/the Lamb’s/God’s intended and desired relationship with
humankind.

What literary devices are found in Chapter 21?

There are several examples of
foreshadowing found in Chapter 21 of To Kill a
Mockingbird. One comes when Reverend Sykes remarks to Scout
that

"I ain't
ever seen any jury decide in favor of a colored man over a white
man..."

Reverend Sykes will
soon be proven correct. Another occurs when Scout watches the jury walk in. She notes
that no jury ever looks a convicted man in the eyes,

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... and when this jury came in, not one of them
looked at Tom Robinson.

A
personification occurs
when

• "the old courthouse clock suffered its
  preliminary
  strain..."

Similes
include

• "the courtroom was exactly the same as a
  cold February morning..."


• "it (the courtroom scene) was
  like watching Atticus walk into the street, raise a rifle to his shoulder and pull the
  trigger..."

According to Betrand Russell, what defect is inherent in a purely classical education?From essay "The Place of Science in a Liberal Education,"...

Bertrand Russell states
that.

One
defect, however, does seem inherent in a purely classical education--namely, a too
exclusive emphasis on the past (para.
5).

He goes on to explain
that looking only toward the past blinds us to the present and the possibilities of the
future.  What we see in the past is refined or perfected, but the present can be raw and
unattractive, and looking at the past does not necessarily help us to see what is around
us or to imagine what might be.  He points out that as we view the past, what we do not
see is that the beauty and richness came out of the same raw and unattractive state,
something that is often not addressed.  This leaves us with misperceptions about our own
times and a failure of imagination about the future.

What evidence does Atticus bring out that discredits Bob Ewell's story?

There are two pieces of evidence that discredit Bob Ewell
completely and they have to work together. First, Atticus shows that Bob Ewell is
left-handed, and Bob tries to show that he can use both hands, but it's too late. Then,
when he asks Tom to rise after Mayella pointed him out, the courtroom sees the other
necessary piece of evidence: Tom's left arm is 12 inches shorter than his
right.

This proves it would have been impossible to leave
the injuries on Mayella that were there. It also leaves the question on the table, if
not Tom who? The fact that Bob was left-handed proved that it was possible he beat his
daughter because the person who hurt her led exclusively with his
left.