Paragraph Of The Week
Paragraphof theWeekA Daily PracticeApproach toParagraph WritingCreated by: Stephanie Moormanhttp://teachinginroom6.blogspot.com
Thank you so much for purchasing this Paragraph of the Week Resource. I have been using it in my classroom, with greatsuccess, and I am hopeful that you will have the same results.This packet is organized by writing topics. There are four sections of writing topics, with 9 weeks of paragraph ideas withineach topic. The paragraph ideas are fairly universal, and your students should not have much trouble writing about them.The point of this packet is to have your students practicing the format of paragraph writing, creating supporting details,and topic/closing sentences .not to be so focused on the content of the writing that they shut down.The first 18 weeks are heavily scaffolded, resulting in a rough draft of a paragraph at the end of the week. Theseparagraphs can then be used during workshop or as models to help go through the rest of the writing process. The second18 weeks are designed to get your students using the entire writing process independently (once they have become moreproficient at the art of paragraph writing.) The students will take the paragraphs through the entire writing processthroughout the week and return to school at the end with a final draft of the paragraph.Each week’s topic contains a Monday, Tuesday, Wednesday, and Thursday page. I copy these off back to back and staplethe two pages together. The students receive their Paragraph of the Week pack on Monday night for homework, andreturn it on Friday morning with a completed paragraph. These are scaffolded to allow your students the maximumopportunity for success. Because many schools are limiting the number of copies that can be made, I also included a 5thpage with all the weekly tasks condensed down to one page. The students can then use regular notebook paper for theirwork.If you enjoy these activities, and find them useful to your students and your classroom, please come back and leavefeedback. I would love to hear from you!If you would like to make a suggestion, have a comment, or a concern, PLEASE feel free to contact me atTeachinginRoom6@yahoo.com before leaving feedback. I will be able to make any corrections or help you that way.You may also visit me ww.facebook.com/TeachinginRoom6Clip Art courtesy of Scrappin Doodles www.scrappindoodles.comFonts courtesy of Kevin and Amanda www.kevinandamanda.comThank you again! I really appreciate your patronage.Stephanie MoormanThe original purchaser of this document is granted permission to copy for teaching purposes only. If you are not theoriginal purchaser, please download the item from my store before making any copies. Redistributing, editing, selling,or posting this item or any part thereof on the internet are strictly prohibited without first gaining permission from theauthor. Violations are subject to the penalties of the Digital Millennium Copyright Act. Please contact me if you wish tobe granted special permissions. TeachinginRoom6@yahoo.com
Paragraphof theWeekHow To’s, Examples,and Rubrics to aidin Using thisResource in YourClassroom S.Moorman, 2012 http://teachinginroom6.blogspot.com
The order of each of the paragraph scaffolds found here is the same as that in which I am teaching in myclassroom. When students go to write a paragraph (and eventually a multi-paragraph essay) they arefollowing these same steps. Though in class it may happen faster than this, the weekly format of thesepages is designed to help your students become proficient at writing a single paragraph, and then to takethose same skills and write a multi-paragraph essay.Each day of the week, for the first 18 weeks (All About Me and WhatWould Happen If sections) of this resource are outlined as follows:Mondaythe students brainstorm all ideas and details they can think ofthat fall within the subject that is being asked. Studentsshould not write in complete sentences, just bulleted thoughtsand ideas. Remind them that not everything will be includedin their actual sentences, but the more they have, the easiertheir writing will be.TuesdayBeginning with the BODY sentences of the paragraph allowsthe students to get the main details set before they write atopic sentence about the whole thing. Allowing them achance to write the “meat and potatoes” of their paragraphfirst makes writing the topic sentence a bit easier (and thenhelps them when they eventually transition tomulti-paragraph essays) This also prevents the topic sentencefrom boxing in the students and locking them into a very, verynarrow topic.WednesdayNow that the body is complete, the topic sentence andclosing sentence can be used to sum up what was written.These sentences are the main idea of the body sentences andshould be written as such. Be sure they don’t give anythingaway!ThursdayThis day is the time when all of the previous sentences areput together into one, cohesive paragraph. The studentsdo not need to do any new writing here .just re-write thesentences they already wrote on the previous days! S.Moorman, 2012 http://teachinginroom6.blogspot.com
The following are samples of what your students should be doing for each day of the week. You can see that they will notuse every brainstorm idea in the final paragraph. However, encourage your students to spend a lot of time on the pre-write,as the more ideas they have, the easier the final writing will be for them.
In the later part of the week, the students will be using their brainstorm page still to construct their paragraphs. Theyshould have access to it all week. You can also see that the final paragraph is made up of all the sentences they wrote upuntil this point.
The order of each of the paragraph scaffolds found here is the same as that in which I am teaching in myclassroom. When students go to write a paragraph (and eventually a multi-paragraph essay) they arefollowing these same steps. Though in class it may happen faster than this, the weekly format of thesepages is designed to help your students become proficient at writing a single paragraph, and then to takethose same skills and write a multi-paragraph essay.In the second 18 weeks, the shift focuses from paragraph constructionto taking each piece through the entire writing process. Each day of theweek, for the second 18 weeks (Pick and Choose and It’s A Matter ofOpinion sections) of this resource are outlined as follows:MondayThe students brainstorm all ideas and details they can think ofthat fall within the subject that is being asked. Studentsshould not write in complete sentences, just bulleted thoughtsand ideas. Remind them that not everything will be includedin their actual sentences, but the more they have, the easiertheir writing will be.TuesdayNow that the students are more proficient at writing aparagraph, they will compose the entire thing in one night(which, they probably already are doing at this point anyway).They should still follow the same “rules”, writing the detail/explanations first, then the topic and closing sentences. Thiswill serve as the students’ rough draft.WednesdayThursdayThe students will use this day to revise their piece. ChoosingTWO of the sentences they wrote, the students will use whatthey are learning in class about revising and editing, to maketheir sentences better. They will also use the revising checklistthat is attached to each sheet to help them to make thesentence better. Students should be encouraged to not onlystop at two sentences, but are only required to work on two.Now, using the attached rubric, the students will write theirfinal draft. This should be as “perfect” as the students can get.They should include their revisions, write as neatly as theycan, and have it follow the rubric as closely as possible. Youcan then grade them according to the rubric. S.Moorman, 2012 http://teachinginroom6.blogspot.com
The following are samples of what your students should be doing for each day of the week. You can see that they will notuse every brainstorm idea in the final paragraph. However, encourage your students to spend a lot of time on the pre-write,as the more ideas they have, the easier the final writing will be for them.
In the later part of the week, the students will be using their paragraph written on Tuesday to revise, edit, and create a finaldraft out of. Students will use the rubric and revising checklist during this part of the week.
Name #:Date:Paragraph of the Week Rubric4321Complete sentences, topic sentence, 3 supporting detailswith evidence sentence, closing sentence, vivid adjectives,engaging beginning, a great deal of varied sentencestructure, correct punctuation, correct spelling, neat andlegible, on topic.Complete sentences, topic sentence, 3 supporting detailswith evidence sentence, adjectives, engaging beginning,some varied sentence structure, closing sentence, correctpunctuation, correct spelling, neat and legible, on topic.Mostly complete sentences, topic sentence, 3 supportingdetails which may contain evidence sentence, closingsentence, may or may not include adjectives and engagingbeginning, a few varied sentence structure, mostly correctpunctuation and correct spelling, somewhat neat andlegible, somewhat on topic.Some complete sentences, may or may not contain thefollowing: topic sentence, 3 supporting details withevidence sentence, vivid adjectives, engaging beginning,varied sentence structure, closing sentence, incorrectpunctuation, incorrect spelling, not really neat or legible,off topic.
3Complete sentences, topic sentence, 3 supporting detailswith evidence sentence, adjectives, engaging beginning,some varied sentence structure, closing sentence,correct punctuation, correct spelling, neat and legible, ontopic.2Mostly complete sentences, topic sentence, 3 supportingdetails which may contain evidence sentence, closingsentence, may or may not include adjectives andengaging beginning, a few varied sentence structure,mostly correct punctuation and correct spelling,somewhat neat and legible, somewhat on topic.1Some complete sentences, may or may not contain thefollowing: topic sentence, 3 supporting details withevidence sentence, vivid adjectives, engaging beginning,varied sentence structure, closing sentence, incorrectpunctuation, incorrect spelling, not really neat or legible,off topic.4Complete sentences, topic sentence, 3 supporting detailswith evidence sentence, closing sentence, vividadjectives, engaging beginning, a great deal of variedsentence structure, correct punctuation, correct spelling,neat and legible, on topic.3Complete sentences, topic sentence, 3 supporting detailswith evidence sentence, adjectives, engaging beginning,some varied sentence structure, closing sentence,correct punctuation, correct spelling, neat and legible, ontopic.2Mostly complete sentences, topic sentence, 3 supportingdetails which may contain evidence sentence, closingsentence, may or may not include adjectives andengaging beginning, a few varied sentence structure,mostly correct punctuation and correct spelling,somewhat neat and legible, somewhat on topic.1Some complete sentences, may or may not contain thefollowing: topic sentence, 3 supporting details withevidence sentence, vivid adjectives, engaging beginning,varied sentence structure, closing sentence, incorrectpunctuation, incorrect spelling, not really neat or legible,off topic.4Complete sentences, topic sentence, 3 supporting detailswith evidence sentence, closing sentence, vividadjectives, engaging beginning, a great deal of variedsentence structure, correct punctuation, correct spelling,neat and legible, on topic.3Complete sentences, topic sentence, 3 supporting detailswith evidence sentence, adjectives, engaging beginning,some varied sentence structure, closing sentence,correct punctuation, correct spelling, neat and legible, ontopic.2Mostly complete sentences, topic sentence, 3 supportingdetails which may contain evidence sentence, closingsentence, may or may not include adjectives andengaging beginning, a few varied sentence structure,mostly correct punctuation and correct spelling,somewhat neat and legible, somewhat on topic.1Some complete sentences, may or may not contain thefollowing: topic sentence, 3 supporting details withevidence sentence, vivid adjectives, engaging beginning,varied sentence structure, closing sentence, incorrectpunctuation, incorrect spelling, not really neat or legible,off topic. S.Moorman, 2012 http://teachinginroom6.blogspot.comTeachers, these are small so that you may use them to grade student papers. You can attachthem to the paragraphs you wish to grade in the first 18 weeks (there is one already attached tothe second 18 weeks), or even make copies for students to keep in writing notebooks.4Complete sentences, topic sentence, 3 supporting detailswith evidence sentence, closing sentence, vividadjectives, engaging beginning, a great deal of variedsentence structure, correct punctuation, correct spelling,neat and legible, on topic.4Complete sentences, topic sentence, 3 supporting detailswith evidence sentence, closing sentence, vividadjectives, engaging beginning, a great deal of variedsentence structure, correct punctuation, correct spelling,neat and legible, on topic.3Complete sentences, topic sentence, 3 supporting detailswith evidence sentence, adjectives, engaging beginning,some varied sentence structure, closing sentence,correct punctuation, correct spelling, neat and legible, ontopic.2Mostly complete sentences, topic sentence, 3 supportingdetails which may contain evidence sentence, closingsentence, may or may not include adjectives andengaging beginning, a few varied sentence structure,mostly correct punctuation and correct spelling,somewhat neat and legible, somewhat on topic.1Some complete sentences, may or may not contain thefollowing: topic sentence, 3 supporting details withevidence sentence, vivid adjectives, engaging beginning,varied sentence structure, closing sentence, incorrectpunctuation, incorrect spelling, not really neat or legible,off topic.4Complete sentences, topic sentence, 3 supporting detailswith evidence sentence, closing sentence, vividadjectives, engaging beginning, a great deal of variedsentence structure, correct punctuation, correct spelling,neat and legible, on topic.3Complete sentences, topic sentence, 3 supporting detailswith evidence sentence, adjectives, engaging beginning,some varied sentence structure, closing sentence,correct punctuation, correct spelling, neat and legible, ontopic.2Mostly complete sentences, topic sentence, 3 supportingdetails which may contain evidence sentence, closingsentence, may or may not include adjectives andengaging beginning, a few varied sentence structure,mostly correct punctuation and correct spelling,somewhat neat and legible, somewhat on topic.1Some complete sentences, may or may not contain thefollowing: topic sentence, 3 supporting details withevidence sentence, vivid adjectives, engaging beginning,varied sentence structure, closing sentence, incorrectpunctuation, incorrect spelling, not really neat or legible,off topic.4Complete sentences, topic sentence, 3 supporting detailswith evidence sentence, closing sentence, vividadjectives, engaging beginning, a great deal of variedsentence structure, correct punctuation, correct spelling,neat and legible, on topic.3Complete sentences, topic sentence, 3 supporting detailswith evidence sentence, adjectives, engaging beginning,some varied sentence structure, closing sentence,correct punctuation, correct spelling, neat and legible, ontopic.2Mostly complete sentences, topic sentence, 3 supportingdetails which may contain evidence sentence, closingsentence, may or may not include adjectives andengaging beginning, a few varied sentence structure,mostly correct punctuation and correct spelling,somewhat neat and legible, somewhat on topic.1Some complete sentences, may or may not contain thefollowing: topic sentence, 3 supporting details withevidence sentence, vivid adjectives, engaging beginning,varied sentence structure, closing sentence, incorrectpunctuation, incorrect spelling, not really neat or legible,off topic.
Paragraph of the WeekWriting TopicsAll About MeThere are nine weeks of Paragraph of theWeek pages that all fall under thecategory of “All About Me”. Thestudents will be writing about themselves,their favorite topic! This allows them tofocus on the format of paragraphing,instead of on the subjects they need towrite about.One thing that makes me sad .My favorite subject My trip to My best birthday present was Something I am good at My favorite holiday A food I do not like Something I am scared of I am most proud of You may use these in any order you wish, asthey do not build upon each other. S.Moorman, 2012 http://teachinginroom6.blogspot.com
Name #:Date:Paragraph of the WeekOver the course of this week, you will be writing a paragraph. You willchoose a topic (within the given parameters) and will brainstorm, draft,and write a complete paragraph. Be sure to use all that we have learnedin class when writing this paragraph. So let’s get started!MondayBrainstorm all that you know about atrip that you have taken. This couldbe as simple as going to the storewith your mom, or something biggerlike a trip to Guatemala.Be sure toinclude every detail you can think ofabout the trip.My trip to S.Moorman, 2012 http://teachinginroom6.blogspot.comMy trip to
Name #:Date:Paragraph of the WeekNow that you have the topic of your paragraph, you will write themain body sentences. Be sure that they are all on topic, as this is the“meat and potatoes” of your thoughts.TuesdayUsing the brainstorm you createdyesterday, choose 3 of the mostimportant things you did on the trip.These must be EVENTS. They willbecome the three details about yourtrip. Write a sentence for each.Then, write an explanation sentencefor each.Detail One :Explanation :Detail Two :Explanation :Detail Three :Explanation : S.Moorman, 2012 http://teachinginroom6.blogspot.comMy trip to
Name #:Date:Paragraph of the WeekTopic sentences tell the reader exactly what you will discuss inyour paragraph without giving away any of the details.Closing sentences sum up what you have already written.They are the “frame” for your paragraph.WednesdayNow that you have your details andexplanations written, you must write atopic sentence and closing sentence.Remember, your topic sentence mustlet the reader know what you aregoing to talk about in your paragraph,without discussing any of the details.Your closing sentence must restateyour topic sentence, using synonymsand different words.Topic Sentence :Closing Sentence : S.Moorman, 2012 http://teachinginroom6.blogspot.comMy trip to
Name #:Date:Paragraph of the WeekA paragraph talks about one topic, with many sentencesall supporting that topic. This is when you willconstruct that paragraph.ThursdayIt is time to put all of your worktogether in the form of a paragraph.The topic sentence goes first,followed by the detail, explanationcombo sentences. The last sentence isyour closing sentence.Reread it all and make sure it makessense. It should all be about the sametopic, give lots of information, and bewritten in complete sentences. S.Moorman, 2012 http://teachinginroom6.blogspot.comMy trip to
Name #:Date:Paragraph of the WeekOver the course of this week, you will be writing a paragraph. You willchoose a topic (within the given parameters) and will brainstorm, draft,and write a complete paragraph. Be sure to use all that we have learnedin class when writing this paragraph. So let’s get started!MondayBrainstorm all that you know about a tripthat you have taken. This could be assimple as going to the store with your mom,or something bigger like a trip toGuatemala.Be sure to include every detailyou can think of about the trip.TuesdayUsing the brainstorm you createdyesterday, choose 3 of the most importantthings you did on the trip. These must beEVENTS. They will become the three detailsabout your trip. Write a sentence for each.Then, write an explanation sentence foreach.WednesdayThursdayNow that you have your details andexplanations written, you must write a topicsentence and closing sentence. Remember,your topic sentence must let the readerknow what you are going to talk about inyour paragraph, without discussing any ofthe details. Your closing sentence mustrestate your topic sentence, using synonymsand different words.It is time to put all of your work togetherin the form of a paragraph. The topicsentence goes first, followed by thedetail/explanation combo sentences. Thelast sentence is your closing sentence.Reread it all and make sure it makes sense.It should all be about the same topic, givelots of information, and be written incomplete sentences. S.Moorman, 2012 http://teachinginroom6.blogspot.comMy trip to
Name #:Date:Paragraph of the WeekOver the course of this week, you will be writing a paragraph. You willchoose a topic (within the given parameters) and will brainstorm, draft,and write a complete paragraph. Be sure to use all that we have learnedin class when writing this paragraph. So let’s get started!MondayBrainstorm all that you know aboutyour favorite subject in school. Thiscan be one specific idea, such asNative Americans, or more general, likemath. Be sure to include every detailyou can think of about that subject.My favorite subject . S.Moorman, 2012 http://teachinginroom6.blogspot.comMy favorite subject .
Name #:Date:Paragraph of the WeekNow that you have the topic of your paragraph, you will write themain body sentences. Be sure that they are all on topic, as this is the“meat and potatoes” of your thoughts.TuesdayUsing the brainstorm you createdyesterday, choose 3 of the mostimportant things you like about yourfavorite subject. They will become thethree details about your favoritesubject. Write a sentence for each.Then, write an explanation sentencefor each.Detail One :Explanation :Detail Two :Explanation :Detail Three :Explanation : S.Moorman, 2012 http://teachinginroom6.blogspot.comMy favorite subject .
Name #:Date:Paragraph of the WeekTopic sentences tell the reader exactly what you will discuss inyour paragraph without giving away any of the details.Closing sentences sum up what you have already written.They are the “frame” for your paragraph.WednesdayNow that you have your details andexplanations written, you must write atopic sentence and closing sentence.Remember, your topic sentence mustlet the reader know what you aregoing to talk about in your paragraph,without discussing any of the details.Your closing sentence must restateyour topic sentence, using synonymsand different words.Topic Sentence :Closing Sentence : S.Moorman, 2012 http://teachinginroom6.blogspot.comMy favorite subject .
Name #:Date:Paragraph of the WeekA paragraph talks about one topic, with many sentencesall supporting that topic. This is when you willconstruct that paragraph.ThursdayIt is time to put all of your worktogether in the form of a paragraph.The topic sentence goes first,followed by the detail/explanationcombo sentences. The last sentence isyour closing sentence.Reread it all and make sure it makessense. It should all be about the sametopic, give lots of information, and bewritten in complete sentences. S.Moorman, 2012 http://teachinginroom6.blogspot.comMy favorite subject .
Name #:Date:Paragraph of the WeekOver the course of this week, you will be writing a paragraph. You willchoose a topic (within the given parameters) and will brainstorm, draft,and write a complete paragraph. Be sure to use all that we have learnedin class when writing this paragraph. So let’s get started!MondayTuesdayWednesdayThursdayBrainstorm all that you know about yourfavorite subject in school. This can be onespecific idea, such as Native Americans, ormore general, like math. Be sure to includeevery detail you can think of about thatsubject.Using the brainstorm you createdyesterday, choose 3 of the most importantthings you like about your favorite subject.They will become the three details aboutyour favorite subject. Write a sentencefor each. Then, write an explanationsentence for each.Now that you have your details andexplanations written, you must write a topicsentence and closing sentence. Remember,your topic sentence must let the readerknow what you are going to talk about inyour paragraph, without discussing any ofthe details. Your closing sentence mustrestate your topic sentence, using synonymsand different words.It is time to put all of your work togetherin the form of a paragraph. The topicsentence goes first, followed by thedetail/explanation combo sentences. Thelast sentence is your closing sentence.Reread it all and make sure it makes sense.It should all be about the same topic, givelots of information, and be written incomplete sentences. S.Moorman, 2012 http://teachinginroom6.blogspot.comMy favorite subject .
Name #:Date:Paragraph of the WeekOver the course of this week, you will be writing a paragraph. You willchoose a topic (within the given parameters) and will brainstorm, draft,and write a complete paragraph. Be sure to use all that we have learnedin class when writing this paragraph. So let’s get started!MondayBrainstorm all that you know aboutsomething that you are good at. Itcan be a sport you play, a talent youhave, something school related, orwhatever you think is something youdo well. Be sure to include every detailyou can think of about that topic.One thing I am good at is S.Moorman, 2012 http://teachinginroom6.blogspot.comOne thing I am good at is
Name #:Date:Paragraph of the WeekNow that you have the topic of your paragraph, you will write themain body sentences. Be sure that they are all on topic, as this is the“meat and potatoes” of your thoughts.TuesdayUsing the brainstorm you createdyesterday, choose 3 of the mostimportant reasons why you are goodat the topic you chose. They willbecome the three details about thetopic you are good at. Write asentence for each. Then, write anexplanation sentence for each.Detail One :Explanation :Detail Two :Explanation :Detail Three :Explanation : S.Moorman, 2012 http://teachinginroom6.blogspot.comOne thing I am good at is
Name #:Date:Paragraph of the WeekTopic sentences tell the reader exactly what you will discuss inyour paragraph without giving away any of the details.Closing sentences sum up what you have already written.They are the “frame” for your paragraph.WednesdayNow that you have your details andexplanations written, you must write atopic sentence and closing sentence.Remember, your topic sentence mustlet the reader know what you aregoing to talk about in your paragraph,without discussing any of the details.Your closing sentence must restateyour topic sentence, using synonymsand different words.Topic Sentence :Closing Sentence : S.Moorman, 2012 http://teachinginroom6.blogspot.comOne thing I am good at is
Name #:Date:Paragraph of the WeekA paragraph talks about one topic, with many sentencesall supporting that topic. This is when you willconstruct that paragraph.ThursdayIt is time to put all of your worktogether in the form of a paragraph.The topic sentence goes first,followed by the detail/explanationcombo sentences. The last sentence isyour closing sentence.Reread it all and make sure it makessense. It should all be about the sametopic, give lots of information, and bewritten in complete sentences. S.Moorman, 2012 http://teachinginroom6.blogspot.comOne thing I am good at is
Name #:Date:Paragraph of the WeekOver the course of this week, you will be writing a paragraph. You willchoose a topic (within the given parameters) and will brainstorm, draft,and write a complete paragraph. Be sure to use all that we have learnedin class when writing this paragraph. So let’s get started!MondayTuesdayWednesdayThursdayBrainstorm all that you know aboutsomething that you are good at. It can bea sport you play, a talent you have,something school related, or whatever youthink is something you do well. Be sure toinclude every detail you can think of aboutthat topic.Using the brainstorm you createdyesterday, choose 3 of the most importantreasons why you are good at the topic youchose. They will become the three detailsabout the topic you are good at. Write asentence for each. Then, write anexplanation sentence for each.Now that you have your details andexplanations written, you must write a topicsentence and closing sentence. Remember,your topic sentence must let the readerknow what you are going to talk about inyour paragraph, without discussing any ofthe details. Your closing sentence mustrestate your topic sentence, using synonymsand different words.It is time to put all of your work togetherin the form of a paragraph. The topicsentence goes first, followed by thedetail/explanation combo sentences. Thelast sentence is your closing sentence.Reread it all and make sure it makes sense.It should all be about the same topic, givelots of information, and be written incomplete sentences. S.Moorman, 2012 http://teachinginroom6.blogspot.comOne thing I am good at is .
Name #:Date:Paragraph of the WeekOver the course of this week, you will be writing a paragraph. You willchoose a topic (within the given parameters) and will brainstorm, draft,and write a complete paragraph. Be sure to use all that we have learnedin class when writing this paragraph. So let’s get started!MondayBrainstorm all that you know aboutthe best birthday present you everreceived. List the reasons why it wasgood, what you liked about it, anddescribe it. Be sure to include everydetail you can think of about thattopic.My best birthday present was S.Moorman, 2012 http://teachinginroom6.blogspot.comMy best birthday present was
When students go to write a paragraph (and eventually a multi-paragraph essay) they are following these same steps. Though in class it may happen faster than this, the weekly format of these pages is designed to help your students become proficient at writing a single paragraph, and then to take those same skills and
May 02, 2018 · D. Program Evaluation ͟The organization has provided a description of the framework for how each program will be evaluated. The framework should include all the elements below: ͟The evaluation methods are cost-effective for the organization ͟Quantitative and qualitative data is being collected (at Basics tier, data collection must have begun)
Silat is a combative art of self-defense and survival rooted from Matay archipelago. It was traced at thé early of Langkasuka Kingdom (2nd century CE) till thé reign of Melaka (Malaysia) Sultanate era (13th century). Silat has now evolved to become part of social culture and tradition with thé appearance of a fine physical and spiritual .
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Dr. Sunita Bharatwal** Dr. Pawan Garga*** Abstract Customer satisfaction is derived from thè functionalities and values, a product or Service can provide. The current study aims to segregate thè dimensions of ordine Service quality and gather insights on its impact on web shopping. The trends of purchases have
(prorated 13/week) week 1 & 2 156 week 3 130 week 4 117 week 5 104 week 6 91 week 7 78 week 8 65 week 9 52 week 10 39 week 11 26 week 12 13 17-WEEK SERIES* JOIN IN MEMBER PAYS (prorated 10.94/week) week 1 & 2 186.00 week 3 164.10 week 4 153.16 week 5 142.22 week 6 131.28 week 7 120.34
Chính Văn.- Còn đức Thế tôn thì tuệ giác cực kỳ trong sạch 8: hiện hành bất nhị 9, đạt đến vô tướng 10, đứng vào chỗ đứng của các đức Thế tôn 11, thể hiện tính bình đẳng của các Ngài, đến chỗ không còn chướng ngại 12, giáo pháp không thể khuynh đảo, tâm thức không bị cản trở, cái được
Week 3: Spotlight 21 Week 4 : Worksheet 22 Week 4: Spotlight 23 Week 5 : Worksheet 24 Week 5: Spotlight 25 Week 6 : Worksheet 26 Week 6: Spotlight 27 Week 7 : Worksheet 28 Week 7: Spotlight 29 Week 8 : Worksheet 30 Week 8: Spotlight 31 Week 9 : Worksheet 32 Week 9: Spotlight 33 Week 10 : Worksheet 34 Week 10: Spotlight 35 Week 11 : Worksheet 36 .
