Life is simply hard without forming healthy relationships with people around you. A true relationship Quotes always connect to trust, respect and understanding.
*extreme Kris Jenner voice* I LOVE MY FRIENDS.
This is too good not to share. I asked a friend who has crossed 70 and is heading towards 80 what sort of changes he is feeling in himself? He sent me the following:1. After loving my parents, my siblings, my spouse, my children and my friends, I have now started loving myself.2. I have realized that I am not “Atlas”. The world does not rest on my shoulders.
...is a sane librarian. Right? Right. So I'm going to post my favorite, hilarious book memes today. Because, yeah, Summer Reading is right around the corner and, yeah, some patrons do need to take a chill pill. But let's not focus on that, shall we? By far my favorite meme. So! Without further ado, a break from your workday: Haha...I'm such a nerd... But I do hope you enjoyed the break! Until next week! See Volume 2 here
(ENGLISH) hi! make ur own nyan cat :o) I do not own the original concept of nyan cat! I was simply inspired :o) this isn't done yet, btw! I'm just posting it so my friends can mess with it. you can use this for whatever - I don't really care! have fun with it! twitter - https://twitter.com/nightshift_666 feel free to suggest features you want! - - - (JAPANESE) こんにちは！これは「ニャンキャット」メーカー！:o) 私はこの「ニャンキャット」の権利を何も持っていません、私は触発された！:o) まだ終えてません！私は友達と楽しむためにこれを投稿するいます！ 好きなように使えます私は気にしません！楽しんでね！ twitter - https://twitter.com/nightshift_666 どうぞ遠慮なく意見を言ってください！
While I was still in my broken-hearted phase after my last breakup, I drove my friends crazy. They spent months listening to me complain about how awful my relationship was, only to hear me complain about missing him when it was over. It made no…
I can't seem to get close to anyone without feeling a spark of attraction, even though I'm married. Do I need to keep cutting off these friendships?
By the time my friends reach 4th and 5th grade, there are some things that should be non-issues. There are some things I should not have to spend instructional time on. Basics. Thus was born the No Excuses list. Each year, after the first couple of weeks of school, I do a quick intro to the No Excuses list. This is a chart of things that, by the time they get to 4th or 5th grade, a student can reasonably be expected to be responsible for doing. Things like starting sentences with capital letters and putting endmarks on sentences. It is not unreasonable to expect those things of my students. However, I find so many of my friends do not have automaticity with them. They should be no-brainers, but my friends have shown (year after year) to be very lax in doing them. To intro the chart, I have the chart done with just the title. I explain what a No Excuses list is. I tell them that this chart will have on it the things that we know every 4th and 5th grader has been taught in previous grades and can be expected to do when reading or writing. These are things your teacher this year should not have to teach again because you learned, practiced, and did them in 1st, 2nd, and/or 3rd grade. I then have the kids brainstorm a list of what they would put on the chart. THEY KNOW! They know what they should be doing! Without fail, every year, they come up with the exact things we need to have on our list. I usually start with the top two; capitalizing sentences and using endmarks/end marks. (I always write endmarks as a compound word. I've seen it both ways band have just always written it as a compound word. Spell check does not agree!) We add teach item to the chart and in the bullet, put the date we add them to the chart. On my chart, the 27th and 28th were actually both added on the same day, but I was talking and writing at the same time and wrote the 28th by mistake. Except for those two items, I usually add items one at a time with at least a week or two between adding an item to the chart. This gives my friends time to work on each without being overwhelmed. What makes the chart work is the rule. Once it is on the chart, from that date forward, it is expected to be done on all work. No Excuses! If a paper is turned in with any of these errors, the student will get the paper back to fix or redo. Or, if I notice it on the paper before they turn it in I will say that I can't accept that paper and they need to check the No Excuses chart. I find that it is usually not that kids can't do these things. It's more that we don't, at some point, draw that line in the sand and say, "Okay, this is now on you! You have been taught and/or retaught these things year after year and now it is your responsibility to do them without being told. No excuses!" I know this might sound harsh to some, but I promise you after just a couple of weeks you will see a dramatic drop in students forgetting to do these basic things. I find the key for me is to stick with the expectations and be consistent in not accepting work that doesn't meet the standard. Now, I also know there may be some students you need to make exceptions for. But, in general, if something makes it on to your No Excuses list, everyone is usually expected to do it. What you have on your list can be tailored to the grade level, students' abilities, and the expectations you set in your classroom. You know your students best, so you have to create a list that works for you. The list can be added to as the year goes on, but I generally focus on things that have been taught in previous year(s) and are reasonable expectations of my students. Is this something you think would work in your classroom? What would be on your No Excuses list? Or, do you handle this issue in another way that might be good to share?
Mar 5, 2018
HR: #1 in wtf ; #1 in kinks #2 in crack #14 in LOL __________________________ ❝ WTF! I'm not gay ❞ ❝ But you're Hard ❞ ❝I mean my dick might be Gay❞ In which Taehyung doubts his sexuality and wants to discover his sexual preferences and Jungkook, his neighbour, classmate and childhood best friend, decides to SEDUCE him to 'help' him out of his confusion. (I'm bad at bio) •texting format mostly •18+ •top!tae
This post is about a chart I created with my friends over a three day period. It was really review for us, so the lessons were sort of quick hits. We did a section of the chart, they practiced in their writer's notebook with a quick share. My goal was just to review some areas in writing and grammar that I've seen they need a little reminding about. This is what the chart looked like at the end of day three: As you can see, it's a busy chart. That's why I really suggest doing it as a quick lesson over a few days. I will explain how I did it and give you some changes you might make so that it's a better fit for your friends. Day 1 Learning Goal: Using more descriptive verbs that relate mood This was the chart at the start of the lesson. We started with a simple sentence: The boy went up the stairs. I then focused my friends on the first column, the different moods I might want to create as a writer. We discussed how our simple sentence just doesn't do it. As a class, we brainstormed some different verb choices that better suited the moods. I charted these, and then we read the sentence again, substituting the new verb choices each time. To practice, my friends then worked with a partner for a minute or two to brainstorm their own verb choice for the same sentence and write it in their writer's notebook. We did a quick share of some and then off they went for independent writing. Modifications: This could be the extent of your entire chart. You don't have to go on and do the other sections. For younger friends, working on verb choice alone may be enough. You could also focus this lesson on synonyms for verb choice. How many verbs can you think of that would show someone going up the stairs in a happy mood? Bounced up? Jumped up? Pranced up? Skipped up? Danced up? Day 2 Learning Goal: Using adjectives or more descriptive phrases to relate mood and stronger visual images For Day 2, we briefly reviewed the previous day's lesson and then discussed how we could add adjectives or descriptive phrases to help relate mood and create a more powerful mental picture for the reader. We brainstormed together to fill in the last column. Notice that for our happy and carefree mood, we didn't really change anything. It was important for them to see that sometimes you just may not be able to think of a way to change the sentence. I come back to this at the end of day three, so I'll explain then. For independent practice, my friends followed the same procedure at Day 1 using the same sentence in their writer's notebook. Modifications: To simplify it, you could focus on just adding one adjective in front of the word stairs in the original sentence. Note: I'm a little embarrassed! It wasn't until I was looking at the chart after school on day 3 that I realized I wrote "creeped" when "crept" is grammatically correct. I did go back and correct it with my friends, but it's not in these pictures. Oh well, it's probably good for them to see that even teachers (this teacher anyway) need to proofread! Moving on. . . Day 3 Learning Goal: Correctly using and punctuating dependent clauses and creating vivid, descriptive mental images Dependent Clauses have been a stickler for some of my friends, especially using commas correctly with them. For this section, we worked on adding dependent clauses that related mood. As you can see, we also threw in some adjectives for the boy. I also highlighted the use of the comma. For independent practice, my friends went on to add a dependent clause to the sentence they had been working on in their writer's notebook. We did a quick share, and then I had them write their "Power Sentence" on a sentence strip. We hung them up in the room, and of course I forgot to take a picture of them! But, I think you get the idea. Modifications: Dependent clause is definitely an upper elementary focus, so you might want to simplify this section. In all, this would be a great chart for a simple adjective lesson. Your friends could focus on simply adding adjectives for the boy. You could also remove the "mood" section altogether if you wanted to just focus on adjectives, but I do think the mood really guides this lesson no matter how you modify it. So, as you can see from the chart, we went from the simple sentence, "The boy went up the stairs" to: With a gleam in his eye, the boy race up to the top of the staircase. Head bowed, the boy sighed and dragged himself up the long staircase. With a nervous glance up, the timid boy crept up the dark and shadowed stairs. While humming a silly tune, the boy bounced up the stairs. With a scowl on his face, the boy stomped up each step of the staircase. As I noted, these were quick lessons each day. They were meant to be a quick, meaningful review, not take up our whole writing period. The new sentences are complex sentences that create mood and vivid mental pictures. This is a skill my friends can always use practice with. On day 2, we never changed "the stairs" section of the sentence. One of the reasons I let this go was to point out to my friends that every part of a sentence doesn't need to be bedazzled. We sometimes use that term in class. I will tell my friends that their writing needs some bedazzling! It's a silly way for them to see that they have fallen back into the habit of using only "simple" writing. It's also important to point out that every sentence shouldn't be so involved. We have done lessons on varying sentences for structure and length, so my friends know not to "over bedazzle" their writing. Does that make sense to anyone but me?!! So, that's my chart that I call the chart that just keeps on giving. :-D I like charts that you can go back to over time. I find that my friends tend to get those lessons better when we are able to go back to the same chart a couple of days in a row. It just seems to imprint on their brains a bit more than the anchor charts you hit for one day only and then hang up. Hopefully there is something in this chart you can use. Have a happy weekend! See you tomorrow!
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Other Ways To Say I Agree, English Phrases Examples I guess so. I had that same idea. That’s exactly how I feel. I’d go along with that. That’s just what I was thinking. Sure. I agree. Yeah Yep Absolutely! You’re absolutely right. Exactly! You got it. I could not have said it any better. Our thoughts are parallel. My thoughts exactly. Affirmative. I fee that way too. Definitely. I agree with you. Yup We are of one mind. You can say that again. I could not agree with you more my friend. You’ve hit the nail on the head. You
It's not easy being an introvert — especially if you also get nervous in social situations. Artist Sarah C. Andersen, creator of Sarah's Scribbles, knows this feeling all too well.
Was ja an mir beinahe komplett vorbeigegangen ist: Das Jugendwort des Jahres wird nicht mehr gewählt! Dabei war das doch immer ein Thema, zu dem man sich schnell irgendeinen Schrott aus den Fingern saugen und dann die Liste der Finalisten in einen Beitrag klöppeln konnte – richtig ge-time-t waren einem die einen oder anderen Besucher
Memes have revitalized some classical art pieces from back in the day. Please enjoy this massive dump of hilarious captions and beautiful art. We...
Firstly, Miss Dashwood of Yet Another Period Drama Blog had a lovely Period Drama Dress Quiz last week which was amazing good fun! My kn...
February has adios-ed itself, praise God. Ice storms, deaths, power outages, rough school decisions, sickness…a whole bag of not-fun. There was good stuff too, for sure–most notably the announcement that I made it in a book, but out of all these events, I am pulling out one experience and slapping the label “LIFE ALTERING” on […]
Learn 19 expert clairsentient exercises to develop psychic ability, and intuitive sensing. Great for beginners and mediumship students.
It was the first Friday night of college and I was alone. My roommate, who'd just gotten into her sorority of choice, was partying with her new sisters, and the entire dorm hallway was empty. Everyone was out making the most of freshman year, which…
Welcome to 40, ladies! Yesterday I got to go for my very first mammogram. Then I couldn't shut up about it, so I'd like to apologize to all the moms, dads, kids and babies I told about my mammogram yesterday at the homeschool Christmas party. That was probably uncalled-for. What IS called-for is for me to tell YOU about it. You are lucky because you can just delete the post. The poor people at the party had to give me an awkward smile and then try to meander away. Again, sorry. It was all actually quite simple and fast and painless. It was also awkward as hell. Let me explain. So I arrive on time and as I wait the 20 minutes for my little appointment I got an article edited ... whoppee! Productivity! Then I was led to a room where I got to strip from the waist up and put on a hospital gown (can't they make those things prettier?!), open in the front. Then I got to awkwardly stand in front of a woman in a room while she asked me all sorts of questions about live births and nursing and family history. I may as well have been on a stage. Then the fun part began. She warned me that she would be flopping my boob (THUNK) onto the little machine thingie. I'd had women handle my boobs when I was learning to nurse, and my male doc does my breast exam every year (and every dang year I blush), but it was still weird. So first my boob got SMEESHED up and down. Then side to side. Then we did it on the other side. It was quick and painless. I went in with a smile, happy to have insurance and happy we have this sort of technology. I did it for Giuliana Rancic and for my family. I'll do it again next year. It wasn't so bad.
