
Orthos |
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I got a much-needed back and neck massage on my first day off yesterday, as well as taking advantage of the big semi-annual sale at Bath & Body Works to pick up a bunch of candles on the cheap.
Today is a stay-at-home day. Have a NWN event tonight, but otherwise mostly going to chill, play some FFXIV, walk the dog at some point when the heat allows.

Mayor of Funkytown |
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Another funky Friday! Everybody get down (and get back up again)!
Who's ready to boogie? What's going on with your bad selves?
*Laces up platform boots filled with live piranhas. Flexes Disco Pointing Finger. Perms chest hair; polishes medallion; delicately removes powder residue from nostril*

Andostre |
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Another funky Friday! Everybody get down
AW YEA--
(and get back up again)!
Oh.
Who's ready to boogie? What's going on with your bad selves?
My wife is going out of town for the week on Sunday, so I'm single daddin' it from then through Thursday, but nothing major going on before then.
I really need to get working on a character for our Call of Cthulu game, though. I've only got three months to put one together!!!

Tensor |
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Integrating language objectives into content-area instruction is crucial for supporting English learners (ELs) as they acquire both language and academic content knowledge. Language objectives specify the linguistic skills that students need to develop in order to successfully engage with the content. Here’s how to incorporate language objectives effectively, along with classroom-based examples:
What are Language Objectives?
Language objectives outline what students need to know and be able to do with language to succeed in content lessons. These objectives should align with the content objectives and focus on:
Vocabulary - Key terms and phrases.
Language Functions - The purpose for which language is used (e.g., comparing, contrasting, summarizing).
Language Skills - Reading, writing, speaking, and listening skills needed.
Grammar and Language Structures - Specific grammatical forms or sentence structures required.
Steps for Creating Language Objectives
Identify Key Content Concepts: Determine the central ideas or skills from the content standards or curriculum.
Determine the Language Demands: Analyze the language demands inherent in the lesson, such as key vocabulary, language functions, and structures.
Draft the Language Objectives: Write clear and measurable objectives that specify what students will do with language.
Classroom-Based Examples
Example 1: Science - The Water Cycle
Content Objective: Students will understand the stages of the water cycle.
Language Objectives:
Vocabulary: Students will learn and use terms such as evaporation, condensation, precipitation, and collection.
Language Functions: Students will describe and explain the stages of the water cycle.
Language Skills: Students will read a passage about the water cycle and write a summary.
Grammar and Structures: Students will use sequential transition words (first, next, then, finally) to describe the stages of the water cycle.
Classroom Activities:
Vocabulary: Introduce and practice key terms through flashcards, visual aids, and interactive activities like matching games.
Reading: Provide a leveled text about the water cycle. Use graphic organizers to help students identify and summarize key points.
Writing: Students write a paragraph describing the water cycle using sequential transition words. Provide sentence starters to support their writing.
Speaking/Listening: Conduct a pair-share activity where students explain the water cycle to a partner, ensuring they use the target vocabulary and language structures.
Example 2: Social Studies - The American Revolution
Content Objective: Students will understand the causes and effects of the American Revolution.
Language Objectives:
Vocabulary: Students will learn and use terms like colony, independence, revolution, and taxation.
Language Functions: Students will compare and contrast different perspectives on the American Revolution.
Language Skills: Students will listen to a lecture and take notes.
Grammar and Structures: Students will use comparative language structures (e.g., “...whereas...”, “similarly...”, “on the other hand...”) to compare viewpoints.
Classroom Activities:
Vocabulary: Pre-teach key terms using visuals and context sentences. Have students create a vocabulary journal.
Listening: Students listen to a recorded lecture or teacher presentation on the causes of the American Revolution and take notes using a guided note-taking template.
Speaking/Listening: In groups, students discuss the perspectives of different groups (colonists, British government) using the comparative language structures. Role-play can be an effective method.
Writing: Students write an essay comparing the views of the colonists and the British using the target grammar structures. Provide a scaffolded outline to support essay structure.
Example 3: Mathematics - Fractions
Content Objective: Students will understand how to add and subtract fractions with like denominators.
Language Objectives:
Vocabulary: Students will learn terms like numerator, denominator, fraction, sum, and difference.
Language Functions: Students will explain their process for solving fraction problems.
Language Skills: Students will read word problems involving fractions and write out their solution steps.
Grammar and Structures: Students will use complete sentences to explain mathematical reasoning (e.g., “First, I... Next, I... Then, I...”).
Classroom Activities:
Vocabulary: Introduce key terms and use manipulatives (e.g., fraction strips) to demonstrate concepts.
Reading/Writing: Provide word problems involving fraction addition and subtraction. Students read the problems, solve them, and write out their solution steps in complete sentences.
Speaking: Conduct a math talk where students explain their reasoning to the class or in small groups using the target vocabulary and grammar structures.
Listening: Students listen to a peer’s explanation of a problem and provide feedback using sentence frames (“I agree with ___ because ___.”).
Tips for Implementing Language Objectives
Use Visuals and Realia: Visual aids, real objects, and hands-on activities can help make abstract concepts more concrete.
Model Language Use: Demonstrate how to use language for different functions (e.g., how to compare, describe, summarize).
Provide Scaffolds: Use sentence starters, graphic organizers, and word banks to support students’ language use.
Encourage Interaction: Promote collaborative learning through pair and group activities to give students ample opportunities to practice language skills.
Differentiate Instruction: Tailor activities to meet the diverse proficiency levels of ELs, providing more support for beginners and more challenging tasks for advanced learners.
By clearly defining and systematically integrating language objectives into content-area instruction, teachers can significantly enhance the academic success of English learners.

Andostre |
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Well, since they got to lunch after the escape room, they must have escaped or they'd still be there (and hungry). :-)
Ed, I don't know how much you know about the escape room business, but if you don't escape the room within the allowed time, they escape room company shunts you into a dark dimension of pain, and you're replaced by a doppelganger that your mother loves more than she does you.
This is why it's important to read the fine print before signing things!

DungeonmasterCal |
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Hey, all! The weekend descends upon us, with portents light and dark for us all. I'll be working in bits and pieces on the BBEG for the one shot I plan to run in July. Having had to "retire" from full-time GMing, running these one-shots every couple of months for my son's friends (all adults now but don't get the chance to all gather very often now) allows me more time to plan them out. I enjoy coming up with these adventures more than I did the last couple of years of playing with my group.
What are y'all doing this weekend?

Tensor |
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[ ] = to do
[ ] First I have to learn the rudiments of educational psychology and psycho analyze my best friend's niece for a homework assignment.
[ ] Map a huge underwater lake with an island in the middle. On the island is a Keep surrounded by a tribe of beings. Develop a culture for the tribe, and write it all up.
[ ] Do a home experiment where I have to model the phases of a moon for another human. (words of the assignment)
[ ] Create a language-level specific lesson plan an ESL student.
... easy.

DungeonmasterCal |
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Heading to a friend's house for boardgames tonight. Saturday is just Saturday. Sunday is Father's Day (and being a father, I'm expecting great things) and then we're visiting with friends who have moved out of the country but are in town for the week.
Oh yeah...Sunday is Father's Day! I forgot all about it. Hmm...aside from maybe going out to eat my car is waaaaaay overdue for an oil change. I think that's what I'll tell my son if he asks what I want...lol

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Ed Reppert |
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Bridge tournament today. I think we came in just out of the money. Have to check. Second session tomorrow. Went grocery shopping after today's session. Bought too much junk food. Might take some of it to tomorrow's game. Finishing up my re-watch of "The Night Agent" tonight. Maybe finish volume five of "the Leira Chronicles". Tomorrow: put the laundry I did yesterday away. Sunday: reading.

Orthos |

Ed Reppert wrote:Well, since they got to lunch after the escape room, they must have escaped or they'd still be there (and hungry). :-)Ed, I don't know how much you know about the escape room business, but if you don't escape the room within the allowed time, they escape room company shunts you into a dark dimension of pain, and you're replaced by a doppelganger that your mother loves more than she does you.
This is why it's important to read the fine print before signing things!
Well, I'm still No Contact with my parents, so I'm pretty sure that means I'm still me.

Andostre |
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Andostre wrote:Well, I'm still No Contact with my parents, so I'm pretty sure that means I'm still me.Ed Reppert wrote:Well, since they got to lunch after the escape room, they must have escaped or they'd still be there (and hungry). :-)Ed, I don't know how much you know about the escape room business, but if you don't escape the room within the allowed time, they escape room company shunts you into a dark dimension of pain, and you're replaced by a doppelganger that your mother loves more than she does you.
This is why it's important to read the fine print before signing things!
That's exactly what a doppelganger would say.

DungeonmasterCal |
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So, it turns out I need to use APA Style In-Text Citations. um... ok.
obligatory likage https://owl.purdue.edu/owl/research_and_citation/apa_style/apa_formatting_a nd_style_guide/in_text_citations_the_basics.html
I don't miss this bit of academia at all, and I predate the use of word processing software to make it easier.

Ensirio the Longstrider |
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Orthos wrote:That's exactly what a doppelganger would say.Andostre wrote:Well, I'm still No Contact with my parents, so I'm pretty sure that means I'm still me.Ed Reppert wrote:Well, since they got to lunch after the escape room, they must have escaped or they'd still be there (and hungry). :-)Ed, I don't know how much you know about the escape room business, but if you don't escape the room within the allowed time, they escape room company shunts you into a dark dimension of pain, and you're replaced by a doppelganger that your mother loves more than she does you.
This is why it's important to read the fine print before signing things!
You don't know me, man!

Haladir |

Howdy, folks! Been a while since I've stuck my nose in this corner of the Internet, and just thought I'd say "Hi!"
Things are going really well for me these days. I'm playing a TON of games... though I haven't touched a d20 in a while other than for a Panic Roll in Mothership or an occasional foray into an OSR/NSR game like Mörk Borg or Into the Odd.
I was chatting with someone on one of the (many) indie RPG Discords I'm on these days, and she said she was coming there from years playing Pathfinder pretty much exclusively. I mentioned that I was "Haladir" on the Paizo boards and that my account was technically still active... and that made me think I hadn't dropped by here in a while!
How are folks doing?

Haladir |
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It's the first Friday of Summer! What's everyone doing?
It's HOT here in central New York.
I'm in my un-air conditioned home office procrastinating writing a report I kind of don't want to write. The heat is supposed to break here tomorrow, which is good. My wife and I are taking our kid and their husband out for dinner to celebrate their 25th birthday tomorrow: That'll be fun! And on Sunday, they're taking me out wine tasting for a belated Father's Day present.

DungeonmasterCal |

How are folks doing?
Hey! It's good to see your grizzled face pop up! I'm doing ok, but I retired from full time GMing last May. Over 35 years of being a Perma-DM so long you'd have to squint at the pie chart to see the times I got to be a player, I was burned completely out. One of my friends (and players) offered to run some games for us on a monthly basis. I was stoked. Just getting to be a player once in a while would be awesome. That was January. We've played twice LOL
I still run a one shot once in a while. One of my son's friends works for a gas (or oil company) in New Mexico and only comes home every two or three months but he requested that when he does we play Pathfinder. Having occasional games like that without worrying about storylines or campaign arcs is really relaxing! LOL
So there's all of that! Glad to see ya!

DungeonmasterCal |

It's the earliest hours of Finally Friday here at Sweet Home Calabama. No plans for the weekend, really, maybe some overdue housework. I've been sunk deep in executive dysfunction for weeks and I think I'm finally digging my way back to the surface. I've done a few things around the house the last couple of days. Not major things, because I just didn't have the hitpoints to keep that sort of thing sustained (most people would say the don't have enough spoons). But, even an inch forward makes the mile seem shorter.
God, that was sickeningly sappy. Gotta perk up. It's Friday, b**ches!!! No gods! No kings! Attica! Attica! Attica! Wooooo! Partyparty!
So, what is everyone else up to?

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I don’t know if I am looking forward to or dreading my counseling session tomorrow. It’s the first time since Ozzy had to be put to sleep, so it’s going to be heavy.
The weekend should be much better, with board games on Sunday and Hamilton Sunday night. Then anime night on Monday. Just gotta get through two more work days.
Beau is both too smart and puppy dumb. He’s already hitting the bells on the back door to request outside to potty, but he stepped right into his own poo immediately after dropping it. XP Baths are still not a favored past time, but we are getting him used to the towels.

Andostre |
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Much condolences (belated or otherwise) to those who've lost a pup. We have allergies in our house, so a dog isn't an option right now, but I still miss my dog from my pre-kid days.
My son is away at camp, and on Sunday, my wife and daughter are traveling to spend a week with my in-laws... leaving me alone at home for the week! I'm very much looking forward to that.
Then the week after that, we all fly from our various locations to Montana, where we start our Yellowstone/Grand Teton vacation.

captain yesterday |

The plan today is once again to cover three simultaneous shifts by myself.
One of the culprits has been fired, the other claims he had got another colleague to work for him, but said colleague denies this being the case.
That was me last week, except one guy quit and the other one was fired.