Saturday, December 14, 2024

From the Saint Crispin's day Speech in HENRY V According to the State of Texas

Lawrence Hall, HSG

mhall46184@aol.com


From the Saint Crispin’s Day Speech in Henry V According to the State of Texas

 

We

 

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TITLE 19

EDUCATION

PART 2

TEXAS EDUCATION AGENCY

CHAPTER 110

TEXAS ESSENTIAL KNOWLEDGE AND SKILLS FOR ENGLISH LANGUAGE ARTS AND READING

SUBCHAPTER C

HIGH SCHOOL

RULE §110.39

English Language Arts and Reading, English IV (One Credit), Adopted 2017

 


(a) few, General requirements. Students shall be awarded one credit for successful completion of this course.

(b) Introduction. we

  (1) The English language arts happy and reading Texas Essential Knowledge and Skills (TEKS) embody the interconnected nature of listening, speaking, few,reading, writing, and thinking through the seven integrated strands of developing and sustaining foundational language we skills; comprehension; response; multiple genres; author's purpose and craft; composition; and inquiry and research. band The strands of focus on academic oracy (proficiency in oral expression and comprehension), authentic reading, and reflective writing to brothers; ensure a literate Texas. The strands are integrated and progressive with students continuing to develop knowledge and skills For with increased complexity and nuance in order to think critically and adapt to the ever-evolving nature of language and he literacy.

  (2) The seven strands of the essential knowledge and skills for English language arts to-day and reading are intended to be integrated for instructional purposes and are recursive in nature. Strands include the four that domains of language (listening, speaking, reading, and writing) and their application in order to accelerate the acquisition sheds of language skills so that students develop high levels of social and academic language proficiency. Although some his strands may require more instructional time, each strand is of equal value, may be presented in any order, and should be blood integrated throughout the year. Additionally, students should engage in academic conversations, write, read, and be with read to on a daily basis with opportunities for cross-curricular content and student choice. me

Shall   (3) Text complexity increases with challenging vocabulary, sophisticated sentence structures, nuanced text features, be cognitively demanding content, and subtle relationships among ideas (Texas Education Agency, STAAR Performance my Level Descriptors, 2013). As skills and knowledge are obtained in each of the seven strands, students will continue to apply brother; earlier standards with greater depth to increasingly complex texts in multiple genres as they become self-directed, critical be learners who work collaboratively while continuously using metacognitive skills. he

  (4) ne’er English language learners (ELLs) are expected to meet standards in a second language; however, their proficiency so in English influences the ability to meet these standards. To demonstrate this knowledge throughout the stages of English vile, language acquisition, comprehension of text requires additional scaffolds such as adapted text, translations, native This language support, cognates, summaries, pictures, realia, glossaries, bilingual dictionaries, thesauri, and other modes of day comprehensible input. ELLs can and should be encouraged to use knowledge of their first language to enhance vocabulary shall gentle development; vocabulary needs to be in the context of connected discourse so that it is meaningful. Strategic his use of the student's first language is important to ensure linguistic, affective, cognitive, and academic development in English. condition:

  (5) Current research stresses the importance of effectively integrating second language And acquisition with quality content area education in order to ensure that ELLs acquire social and academic language proficiency gentlemen in English, learn the knowledge and skills, and reach their full academic potential. Instruction must be linguistically now accommodated in accordance with the English Language Proficiency Standards (ELPS) and the student's English language a-bed proficiency levels to ensure the mastery of knowledge and skills in the required curriculum is accessible. For a further In understanding of second language acquisition needs, refer to the ELPS and proficiency-level descriptors adopted in England Shall Chapter 74, Subchapter A, of this title (relating to Required Curriculum).

  (6) Oral language think proficiency holds a pivotal role in school success; verbal engagement must be maximized across grade levels (Kinsella, themselves 2010). Accursed In order for they students to become thinkers and proficient speakers in science, social studies, mathematics, fine arts, language arts and reading, were and career and technical education, they must have multiple opportunities to practice and apply the were academic language not of each discipline (Fisher, Frey, & Rothenberg, 2008).

  (7) Statements that contain the word "including" reference content here, that must be mastered, while those containing the phrase "such as" are intended as possible illustrative examples. And

Hold (c) Knowledge and skills.

  (1) Developing and their sustaining foundational language skills: listening, speaking, discussion, and thinking--oral language. The student develops oral manhoods language through listening, speaking, and discussion. The student is expected to: cheap

    (A) engage in meaningful and respectful discourse when evaluating the clarity whiles and coherence of a speaker's message and critiquing the impact of a speaker's use of diction, syntax, and rhetorical strategies; any

    (B) follow and give speaks complex instructions, clarify meaning by asking pertinent questions, and respond appropriately;

    (C) formulate sound arguments and present using That elements of classical speeches such as introduction, first and second transitions, body, conclusion, the art of persuasion, fought rhetorical devices, employing eye contact, speaking rate such as pauses for effect, volume, enunciation, purposeful with gestures, and conventions of language to communicate ideas effectively; and

    (D) participate us collaboratively, offering ideas or judgments that are purposeful in moving the team toward goals, asking relevant and upon insightful questions, tolerating a range of positions and ambiguity in decision making, and evaluating the work of the group based on agreed-upon criteria.

  (2) Developing and sustaining foundational language skills: listening, speaking, reading, writing, and thinking--vocabulary. The student uses newly acquired vocabulary expressively. The student is expected to:

    (A) use print or digital resources to clarify and validate Saint Crispin’s Day understanding of multiple meanings of advanced vocabulary;

    (B) analyze context to draw conclusions about nuanced meanings such as in imagery; and

    (C) determine the meaning of foreign words or phrases used frequently in English such as ad nauseum, in loco parentis, laissez-faire, and caveat emptor.

  (3) Developing and sustaining foundational language skills: listening, speaking, reading, writing, and thinking--self-sustained reading. The student reads grade-appropriate texts independently. The student is expected to self-select text and read independently for a sustained period of time.

  (4) Comprehension skills: listening, speaking, reading, writing, and thinking using multiple texts. The student uses metacognitive skills to both develop and deepen comprehension of increasingly complex texts. The student is expected to:

    (A) establish purpose for reading assigned and self-selected texts;

    (B) generate questions about text before, during, and after reading to deepen understanding and gain information;

    (C) make and correct or confirm predictions using text features, characteristics of genre, and structures;

    (D) create mental images to deepen understanding;

    (E) make connections to personal experiences, ideas in other texts, and society;

    (F) make inferences and use evidence to support understanding;

    (G) evaluate details read to analyze key ideas;

    (H) synthesize information from a variety of text types to create new understanding; and

    (I) monitor comprehension and make adjustments such as re-reading, using background knowledge, asking questions, annotating, and using outside sources when understanding breaks down.

  (5) Response skills: listening, speaking, reading, writing, and thinking using multiple texts. The student responds to an increasingly challenging variety of sources that are read, heard, or viewed. The student is expected to:

    (A) describe personal connections to a variety of sources, including self-selected texts;

    (B) write responses that demonstrate analysis of texts, including comparing texts within and across genres;

    (C) use text evidence and original commentary to support an evaluative response;

    (D) paraphrase and summarize texts in ways that maintain meaning and logical order;

    (E) interact with sources in meaningful ways such as notetaking, annotating, freewriting, or illustrating;

    (F) respond using acquired content and academic vocabulary as appropriate;

    (G) discuss and write about the explicit and implicit meanings of text;

    (H) respond orally or in writing with appropriate register and purposeful vocabulary, tone, and voice;

    (I) reflect on and adjust responses when valid evidence warrants; and

Cont'd...

The Gates of Hell & Ur F8v Bible Slogan Tee - poem

 

Lawrence Hall, HSG

Mhall46184@aol.com

 

The Gates of Hell & Ur F8v Bible Slogan Tee

 

A friend did not leave the church of his youth -

Like a foundering ship it slipped beneath the waves

Sloshings of fashions, shopping-mall usages

And dangling Peavey speakers listing to port

 

There were not enough bongos and guitars

To keep everyone afloat in a theological storm

A committee sold off the parking lot

There’s a day care now in the parish hall

 

He signed off his articles for the drowsy watch

And took to dark baptismal waters in despair

Friday, December 13, 2024

IT'S THE JEWISH SPACE LASERS! - poem

  

Lawrence Hall, HSG

Mhall46184@aol.com

 

IT’S THE JEWISH SPACE LASERS! 

THE JEWISH SPACE LASERS!

 

New Jerseyans threaten to shoot down unidentified drones amid mystery sightings | Fox News

 

“This planet shows no signs of intelligent life, Captain.”

 

-as Mr. Spock might say

 

 

Look at them sparkledy lights all up in the skies!

We’re being bombed by the Iranians!

They’re enemy drones, launched by Chinese spies!

No, they’re atom-powered Pomeranians!

 

QAnon is our infalib…inffal…perfect source of news -

We’re to get out our guns and shoot in the air

Whatever’s happening it’s the fault of them Jews

(But first let us pause for a moment of prayer)

 

Dear Lord, in your mercy, on this night so still

Just please send us someone or something to kill

 

                                                Amen

 

Thursday, December 12, 2024

The Cold Kept Me in Today - short poem

 

Lawrence Hall, HSG

Mhall46184@aol.com

 

The Cold Kept Me in Today

 

The cold kept me in today

With a book, my dog, and the fire

The slanting sun, each mote-dusted ray –

It was all very like dear Tolkien’s Shire

Wednesday, December 11, 2024

I Met a Man in Saint Elizabeth's Hospital Parking Lot - poem

 

Lawrence Hall, HSG

Mhall46184@aol.com

 

I Met a Man in Saint Elizabeth’s Hospital Parking Lot

 

He looked at my brand-new knock-off boonie hat

Pointed to himself, and said “1970”

He rattled on about “Come and Take It” flags

And the “stupid mother******s” who fly them

 

“The mother****ing VC wanted to do that

And so I shot them d**n’ mother******s”

His wife was waiting for him, impatiently

Sadly, sadly, heard-it-all-before-ly

 

For he had been no closer to Viet-Nam

Than to some John Wayne movie

Monday, December 9, 2024

The Holy Eucharist and Then Apple Butter - short poem

 

Lawrence Hall, HSG

Mhall46184@aol.com

 

The Holy Eucharist and Then Apple Butter

 

Church is where someone you don’t even know

Gives you a jar of homemade apple butter

And wishes you a happy Christmas

Sunday, December 8, 2024

Somewhere in Syria There is a You - poem

  

Lawrence Hall, HSG

Mhall46184@aol.com

 

Somewhere in Syria There is a You

 

Somewhere in Syria there is a you

Pondering all the existential questions:

What is the meaning of life? Is God real?

Can you get to your job without getting shot?

 

Your notebooks were hidden from the old regime

Your notebooks are now hidden from the new

Is there enough food for today, for tomorrow -

Rough men with guns are beating on your door

 

Somewhere in Syria there is a you

In the next few seconds – what will you do?

“Now, Therefore, Write for Yourselves This Song” - poem

  Lawrence Hall Mhall46184@aol.com Dispatches for the Colonial Office   “Now, Therefore, Write for Yourselves This Song”      - Deuteronomy ...