Earn CHIP time in May!

Teachers!
Would you like to work on your assessments and earn some CHIP time?  There will be 4 sessions in May. Sign up for one or as many as you'd like on Data Service.

CHAT LA Goals to Create Assessments	52891	05/10/2016	3:30-6:30 PM	Lewes School	PD Office
CHAT LA Goals to Create Assessments	52892	05/12/2016	3:30 PM-6:30 PM	Lewes School	Conf. Ctr (Library)
CHAT LA Goals to Create Assessments	52893	05/17/2016	3:30 PM-6:30 PM	Lewes School	Conf. Ctr (Library)
CHAT LA Goals to Create Assessments	52894	05/19/2016	3:39 PM-6:30 PM	Lewes School	Conf. Ctr (Library)

A Teacher

A TEACHER

Takes a HAND

Opens a MIND

Touches a HEART

THANKS to the Cape Teachers and Support Staff!

Teacher Appreciation Week May 2-6

Two of My BEST Poets to Share

Touched by an Angel

Maya Angelou

We, unaccustomed to courage

exiles from delight

live coiled in shells of loneliness

until love leaves its high holy temple

and comes into our sight

to liberate us into life.

Love arrives

and in its train come ecstasies

old memories

of pleasure

ancient histories of pain.

Yet if we are bold,

love strikes away the chains of fear

from our souls.

We are weaned from our timidity

In the flush of love's light

we dare be brave

And suddenly we see

that love costs all we are

and will ever be.

Yet it is only love

which sets us free.

Sleeping in the Forest

Mary Oliver

I thought the earth remembered me,

she took me back so tenderly,

arranging her dark skirts, her pockets

full of lichens and seeds.

I slept as never before, a stone on the river bed,

nothing between me and the white fire of the stars

but my thoughts, and they floated light as moths

among the branches of the perfect trees.

All night I heard the small kingdoms

breathing around me, the insects,

and the birds who do their work in the darkness.

All night I rose and fell, as if in water,

grappling with a luminous doom. By morning

I had vanished at least a dozen times

into something better.

A Brief, Summarized Checklist for Narrative Writing Grades 9-10

Narrative Writing - Grades 9-10

A BRIEF, Summarized Rubric Checklist

Score of 3 = On Grade Level

                  

Organization/Purpose

1.     Engages reader with a problem, situation or observation

2.     Establishes one or multiple point(s) of view

3.     Introduces narrator and/or characters

4.     Creates a smooth progression

5.     Uses writing techniques to sequence events

6.     Integrates information

7.     Provides a conclusion that reflects

8.     Clear and coherent writing

Evidence/Elaboration

1.     Uses to narrative develop experiences, characters and events

2.     Uses precise words and phrases

3.     Uses relevant information from sources

4.     Quotes or paraphrases avoiding plagiarism

5.     Follow standard citation format

Language/Conventions

1.     Conforms to style manual guidelines

2.     Uses grade-level appropriate standard English

3.     Errors do not interfere with understanding

Organization/Purpose 1.      Engages reader with a problem, situation or observation 2.      Establishes one or multiple point(s) of view 3.      Introduces narrator and/or characters 4.      Creates a smooth progression 5.      Uses writing techniques to sequence events 6.      Integrates information 7.      Provides a conclusion that reflects 8.      Clear and coherent writing

Evidence/Elaboration 1.      Uses to narrative develop experiences, characters and events 2.      Uses precise words and phrases 3.      Uses relevant information from sources 4.      Quotes or paraphrases avoiding plagiarism 5.      Follow standard citation format

Language/Conventions 1.      Conforms to style manual guidelines 2.      Uses grade-level appropriate standard English 3.      Errors do not interfere with understanding

A BRIEF, Summarized Checklist for Informational Writing Grades 9-10

Informational/Explanatory Writing - Grades 9-10

A BRIEF, Summarized Checklist, Score of 3 = On Grade Level

                      

Organization/Purpose

1.     Introduce topic

2.     Organize ideas, concepts

3.     Use transitions

4.     Use a concluding statement

5.     Clear and coherent writing

Evidence/Elaboration

1.     Develop the topic with facts, details and examples

2.     Includes graphics/multimedia when appropriate

3.     Uses information from multiple sources

4.     Integrates information into the text

5.     Follows format for citation

Language/Conventions

1.     Uses a formal style and objective tone

2.     Uses grade-level appropriate standard English

3.     Errors do not interfere with understanding

Organization/Purpose 1.     Introduce topic 2.     Organize ideas, concepts 3.     Use transitions 4.     Use a concluding statement 5.     Clear and coherent writing

Evidence/Elaboration 1.     Develop the topic with facts, details and examples 2.     Includes graphics/multimedia when appropriate 3.     Uses information from multiple sources 4.     Integrates information into the text 5.     Follows format for citation

Language/Conventions 1.     Uses a formal style and objective tone 2.     Uses grade-level appropriate standard English 3.     Errors do not interfere with understanding