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Snezhnost [94]
3 years ago
10

Johnny says the Southern gentlemen in Gone with the Wind remind him of Dally. Which statement shows Dally acting gallant?

English
1 answer:
Nikitich [7]3 years ago
7 0

Answer:

In Chapter 5, Johnny describes how he once saw Dally "gettin' picked up by the fuzz." Johnny says that Dally "kept real cool and calm the whole time." Dally also took the blame for the broken windows in the school, even though he knew that the windows were broken by Two-Bit.

Explanation:

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Answer: Build relationships  

Relationships and the importance of them in the classroom never goes away. As the education pendulum flies back and forth, one thing that you can always count on still being at the forefront of making a difference in the classroom is the idea of relationships. If you don’t have a relationship with your students the work you do on a daily basis will be flat and not nearly as effective as what it could be. Take the time to build connections with each and every one of your students. What makes them tick? What are their interests? What are their hopes and desires? These are all things that you continue to build and cultivate as the year progresses—community and relationship building does not just stop after the first two weeks. Regardless of class size or other circumstances that have an impact on the classroom, this is number one for a reason!

Be intentional with your lesson planning

As you sit down and plan out the upcoming week, really give some thought to how you are going to reach all your students. What are the various entry points students are going to need to access the curriculum and reach your lesson target? Or perhaps, how can you help engage students at the start so they are ready to learn? Would a morning meeting or quick team building activity in table groups help get the kids primed for learning? Have a warm-up to settle and set a tone. Review the learning targets for the lesson to inform the students and tune them in.

Use a balanced data approach  

Using data to drive your instruction and decisions is vital. However, it needs to be done in a balanced approach to where you are taking into consideration your students and the direct knowledge you have about them. As educators, we are lucky that we know more about our students than what can be represented on a test. Use this information to help drive your instruction and decisions. How can you leverage this knowledge to help improve outcomes for kids? Are there additional ways that you can help support your students? Apply formative practices that not only will inform you of the “Are they getting it?” factor, but also use them to inform your students about their own progress.

Have high and consistent expectations

Most of us believe we have high expectations for kids, which is good. However, don’t let your high expectations limit your students with what they can accomplish. Your students will reach and often surpass your high expectations and when they do, don’t hold them back. Often our perception of what they can accomplish limits them, even when they are set at high levels.  Push the students and they will surprise you…and you might surprise yourself. Also, those expectations need to be held consistent throughout the building. Expectations are the constitution of the school and need to be known and upheld in all areas at all times. Students from trauma or adverse backgrounds have significant difficulties adapting to differing systems or environments.

Scaffold instruction to grade level standards

Kids need access to grade level curriculum and grade level expectations. Yes, some students are not ready for it but if we keep playing catch-up by working on math facts when they are in middle school, they are never going to get exposed to higher level thinking. Educators need to find ways to expose all students to grade level curriculum and standards while scaffolding their learning or finding ways to provide intervention to them outside of the core instruction.

Teach vocabulary explicitly

Vocabulary, vocabulary, and more vocabulary. You’ve read the research: students coming from a poverty background have been exposed to an incredible shortage of words compared to their peers brought up in a middle class home. What does this mean to you as an educator? You have to go double time to expose kids to vocabulary that is varied, challenging, and new to them. Students need a rich vocabulary environment to catch-up and this doesn’t mean that you teach the same themed words that come with the various seasons. You have to be intentional about this and constantly on the lookout for opportunities to build this. Focus not only on the Tier 3 words which are content-specific but provide ample exposure to the Tier 2 words that provide meaning and comprehension.

Get your students engaged and excited

If you aren’t engaged and excited, your students won’t be engaged or excited, it’s as simple as that. You have to look for ways to connect the learning and content standards back to your students. How can you capture their attention? Show your excitement and get passionate! Use relevant practices and put the students in charge of their own learning. Groups, pairs, share outs, questions, and reflections encourage deeper thinking and provide meaning.

Explanation:

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3 years ago
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Vanish is to disiapper as - - - is to recover ​
Vanyuwa [196]

Answer:

reclaim, regain, reappear?

Explanation:

I hope some of these help! ^^

☁️☁️☁️☁️☁️☁️☁️☁️☁️☁️☁️

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2 years ago
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Any change of position is considered
zalisa [80]
<span>The change in an object's position is the definition for displacement</span>
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3 years ago
Which voice always includes a form of the verb "to be"?
andreyandreev [35.5K]

Answer:

A

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Explanation:

think about "to be" in a sentce,  would it be awake / excited tone    or would it be  calm / regular talking tone.

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Story:

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Once Jules walked throughout the crowded streets with her partner, they turned right to a narrow, sketchy-looking, alley. There were homeless families sitting on thin sheets of blankets, with bowls in front of them. Jules checked her purse and tossed them the spare coppers she had. When Jules turned to leave the alley, she saw more homeless families enter the alley, arguing that they should get at least a few coppers or so.

“The early bird gets the worm,” one of the fathers said to the new families that came in the valley.

“Partner, we should leave soon, if we don’t the-,” Jules said, before being hit in the back by a person. Jules whipped around and snarled when she found one of the homeless girl from the alley. Swinging her legs up and around the girl’s neck, Jules swung her legs towards her, landing on her back, then rolled until she was on top of the girl.

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