Mrs. Doubtfire recut as a horror movie.
I WOULD PAY MONEY TO MAKE THIS HAPPEN
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Eft he axode, hu ðære ðeode nama wære þe hi of comon. Him wæs geandwyrd, þæt hi Angle genemnode wæron. Þa cwæð he, "Rihtlice hi sind Angle gehatene, for ðan ðe hi engla wlite habbað, and swilcum gedafenað þæt hi on heofonum engla geferan beon."
In þat lond ben trees þat beren wolle, as þogh it were of scheep; whereof men maken clothes, and all þing þat may ben made of wolle. In þat contree ben many ipotaynes, þat dwellen som tyme in the water, and somtyme on the lond: and þei ben half man and half hors, as I haue seyd before; and þei eten men, whan þei may take hem.
But, soft! what light through yonder window breaks? It is the east, and Juliet is the sun. Arise, fair sun, and kill the envious moon, Who is already sick and pale with grief, That thou her maid art far more fair than she Be not her maid, since she is envious; Her vestal livery is but sick and green And none but fools do wear it; cast it off. It is my lady, O, it is my love!
Moving forward using all my breath. Making love to you was never second best. I saw the world crashing all around your face, never really knowing it was always mesh and lace. I'll stop the world and melt with you. You've seen the difference and it's getting better all the time. There's nothing you and I won't do. I'll stop the world and melt with you.
Websites & mobile apps for teachers to create educational classroom posters, such as Glogster, Skitch, Instagram, Visual.ly, and more. (Skitch, Glogster, GIMP, Instagram, Fotobabble…. and more.
Long story short: my collaborative students have always been terrible (initially) at identifying subjects and verbs. I try to do quick-n-dirty grammar lessons — just during bell-ringers, a random twenty minute activity here and there — because while it’s important, I also recognize that there’s a level of futility because it’s mostly boring stuff and, with all the things that need to be addressed, honestly: why bother with this?
But I do believe it’s important on some level. So I answered that question to myself: I want to be able to discuss the basic grammatical vocabulary with students, and know they understand it, so our conversations about writing and editing have context. Knowing my purpose helps; it provides context for students and also myself. That said…
The Amazing Grammar Race
It comprised of four checkpoints:
- Checkpoint #1: Tell me the three things a complete sentence must have. (whiteboards)
- Checkpoint #2: Separate a packet of sentence strips into two categories: fragments and complete sentences.
- Checkpoint #3: Turn all the fragments into complete sentences.
- Checkpoint #4: Identify all subjects (box) and verbs (underline).
In order to move to the next checkpoint, everything had to be correct. If anything was incorrect, it had to be fixed before I would return — of course, the clock was running the whole while. Each group was in a different area of the room, with a masking tape “chart” on the floor (to help categorize their fragments/sentences for checkpoint two). I didn’t hand out hints either (unless there was a huge snag) — they had to work together and it worked out beautifully.
The winning group finished at a rather spectacular 9:06, with second place finishing five feet away from them at 9:07
there was almost bloodshed. My entire 7th period got Milky Ways because they killed it, but I wrote the winning time on my file folder for this activity — this is next year’s time to beat!
All you have to do is click the View menu and select Read Out Loud>Activate Read Out Loud. The reading rate is adjustable, and it reads complex math equations. Just passing this tip along. Maybe you can do it with your students who require tests read aloud, because I can’t. The resource teachers at my school have decided that it does not provide the students with enough context to take assessments, and that it is not an acceptable alternative to teachers reading the test.