text: 1 This is a 5th grade reading unit that is divided into five parts: 1. 2. 3. 4. 5. Read to Students Read with Students (Shared) Guided Reading Independent Reading (Done by Students) Strategies - for the areas of: • Word identification • Comprehension (for emergent readers) • Comprehension (for advanced readers) • Vocabulary The purpose of this unit is to use the vast amount of information on the solar system and utilize it as a reading unit so the students can learn about the vocabulary, understand the universe through reading, and, at the same time, develop their reading skills. Ann Weis © May 2003 2 Learning about the Universe we live in Grade 5 Ann Weis © May 2003 3 I chose the Solar System for the theme because I've always been fascinated by these wonderful creations and I wanted to share with my students that fascination. The unit has five parts. They are: 1. 2. 3. 4. Read to Students Read with Students (Shared) Guided Reading Independent Reading (Done by Students) 5. Strategies Ann Weis • May 2003 Part 1 4 • Kingdom of the Sun by Jacqueline Mitton This book takes the reader on a fascinating tour of the planets and compares them to the gods of old who are their namesakes. And the sparkling magical paintings on the page enthralls the readers. This story brings the planets to life. The storytelling would be very involved in the use of expressions and actions described in the book. This is an excellent book to use to implement David Schleper's 15 Storytelling Techniques. Ann Weis • May 2003 Part 1 5 • 15 Storytelling Techniques 1. Deaf readers translate stories using American Sign Language. I want to be able to sign the concept rather than trying to get it word-for-word. It is important for the students to understand the concept of the story since singing word-for-word will get them lost and they won't be able to grasp the concept. For example, the sentence "At dawn I peep above Earth's horizon." Instead of signing each word, I would show the action of myself peeping up at "the horizon" of my arm. 2. Deaf readers keep both languages visible (ASL and English). I won't be signing word-for-word but it is still important that the students see the key words in print since that would help them make the connection between the sign and the printed word. Before reading the story, I will go through and choose the key words and have it written so that my storytelling wouldn't be interrupted to write the words on the board. Ann Weis • May 2003 Part 1 6 • 15 Storytelling Techniques 3. Deaf readers are not constrained by the text. I will elaborate on the text to help the students build background knowledge necessary to understand the story better. For example, the story explains that the planets orbit the sun so I would elaborate on the word orbit to help them understand what it means and what it "looks" like. 4. Deaf readers re-read stories on a storytelling to story reading continuum. During the first reading, it is important to elaborate on the text extensively to build their background knowledge. It is just as important to re-read the story and to read it with less and less elaboration. For each successive reading, I would elaborate less on the word orbit. Eventually, I will have the students fill in for me what the word means. Ann Weis • May 2003 Part 1 7 • 15 Storytelling Techniques 5. Deaf readers follow the child's lead. It is important to make sure that the students are following along. The best way to do that is if I let them "lead" such as having them select the book or let them turn the pages. I would also need to adjust my reading style to fit the student's developmental level. Since Fifth graders have build up quite a bit of background knowledge, I can use more extensive reading and read longer since their attention span is longer. 6. Deaf readers make what is implied explicit. This is another way to build the students' background knowledge since often times they would miss what is clearly implied so I need to point that out to be sure that the students understand the story better. For example, the planet Mercury said, "Catch me if you can as I dash around the Sun!" I would work with the students on why Mercury orbits the Sun very fast -being that it is so close to the Sun and it doesn't take very long for it to go around it. Ann Weis • May 2003 Part 1 8 • 15 Storytelling Techniques 7. Deaf readers adjust sign placement to fit the story. This helps bring the pages alive. For example, on the page with picture of the Sun, I would sign the word fire right on the page to "animate" the fire of the Sun. 8. Deaf readers adjust signing style to fit the story. There are different elements for each of the planets like the fiery Sun bursting in flames and Pluto making a long oval course around the Sun at a chilling distant. The expression of the maddening flames of the Sun and the shivering orbit of Pluto would be used. 9. Deaf readers connect concepts in the story to the real world. My job is to help the students make connections. If there isn't a connection, the information is lost and meaningless. I would take the Sun we see in the sky and show them that the place we live in is the planet Earth. I would show how the moving Sun in the sky indicates the Earth rotating. Ann Weis • May 2003 Part 1 9 • 15 Storytelling Techniques 10. Deaf readers use attention maintenance strategies. It is hard for the deaf students to maintain attention with their eyes since it gets to be tiring. I would use various techniques to grasp their attention such as eye contact, a tap on their shoulders, or just wait for them to look up again. Facial expressions is another way to help them maintain their attention. This is another reason for the importance of re-reading the story since they will have plenty of opportunities to get any information they missed during earlier readings. 11. Deaf readers use eye gaze to elicit participation. Because deaf people rely on vision to get the information, they feel that when others aren't looking, they aren't paying attention. So when I'm reading to the whole group, I need to look at all of them where as if I'm working with them individually, I'm looking at the student. It shows that I'm interested in them and they will be able to maintain attention to what I'm telling them. Ann Weis • May 2003 Part 1 10 • 15 Storytelling Techniques 12. Deaf readers engage in role play to extend concepts. This also helps the students make connections. For example, when I am explaining the planets orbiting the Sun, I could have the students acts as planets rotating around the Sun. 13. Deaf readers use ASL variations to sign repetitive English phrases. Often there will be repeated phrases throughout the story. For this, signing them differently each time would show the students the various ways of signing the concepts. In this book, it repeatedly talked about the Sun moving so I could show the Sun with one hand peeping behind my arms for one planet and, for another planet, I could signify with both hands the Sun moving across the sky above me. Ann Weis • May 2003 Part 1 11 • 15 Storytelling Techniques 14. Deaf readers provide a positive and reinforcing environment. Reading is suppose to be fun. My job is to model the students how to make reading fun. And to encourage the students to make creative interpretations of the story. Like for example, a student may want to know what that "thing" is on Mercury's arm. I would explain that it is the symbol for the planet Mercury. On the next couple of pages I would point out the symbols for each of the planets. The students will then catch on and I will eventually ask them where the symbol is for the each of the planets. 15. Deaf readers expect the child to become literate. Reading "aloud" with the students shows them the importance of reading and that we expect them to be literate. With the above techniques, we can foster a good, enthusiastic reader. Ann Weis • May 2003 Part 1 12 • Response to Literature – – For the non-written response, the students will pair up and choose a planet that they can read to their partner. For the written response, the students will write a page of what they remember about one of the planets from the book. • Evaluation – – – How the students responded to the questions asked during the storytelling. How well the students participated in the readings to their partner. How well they remembered the story of one of the planets in their written response. • Technology – The students can use the computer to type up their written response. Some of them can include graphics in their writing if it helps them explain what they're writing about. Like for the planet Jupiter, they can show the picture and point out the Red Spot on it when explaining about it. Ann Weis • May 2003 Part 2 13 • The Magic School Bus Lost in the Solar System by Joanna Cole I chose this book because the format is very interactive. Each page has three different kinds narratives and this would be a good one for having more than one person read. Involving the students read with me gets them interested in the story and helps them understand it better. There is more interaction between the students and myself, and I can be able to monitor where they are at with their understanding of the subject we're studying . Ann Weis • May 2003 Part 2 14 One person can read the first narrative which would be the narration of the story. The last narrative has factual information about the solar system which would be read by another person. The second kind of narrative is the conversation between the characters in the story and this one can be done by more than one reader. Ann Weis • May 2003 Part 2 15 • Response to Literature – – For the non-written response, they can do a Reader's Theater with this book. For the written response, the students would write a paragraph about each of the planet or make a chart of the important features of each of the planets. • Evaluation – – How well they summarized the book. How well the students participated in the Reader's Theater. • Technology – For the Reader's Theater, transparencies of the pages can be made and used on the overhead projector for the students to read from as they are doing it. Ann Weis • May 2003 Part 3 16 • The Solar System by Gregory L. Vogt I found this book an excellent one to use for the Guided Reading because it is purely informational and easy to read. It is short yet there is a lot of interesting information that the students can learn about the solar system. It also has lots of photos. There are charts and a list of key vocabulary words in the back of the book. Ann Weis • May 2003 Part 3 17 Goals • • • • • To teach comprehension skills and strategies. To develop background knowledge, meaning vocabulary, and oral language. To teach children how to read all types of literature. To provide as much instructional-level reading as possible. To maintain the motivation and self-confidence of struggling readers. Ann Weis • May 2003 Part 3 18 Essential Components • • • • • Work in small groups. The group members are similar in reading level. Teachers introduce the stories and assist students in developing independent reading strategies. Each of the students read the whole text. Children are grouped and regrouped continuously, and are involved in an ongoing observation and assessment. Ann Weis • May 2003 Part 3 19 Before reading • • • • The students are divided into similar groups. The teacher introduces the selected text that is supportive but with some challenges. Opens the discussion for any questions the students have. The students are engaged in conversation about the story. During reading • • • • The teacher observes the students' reading and notes any evidence of strategies the students are using. The teacher confirms the students' problem-solving attempts and successes, along with interacting with them during any difficult problem-solving discussions. The students read the whole text "aloud" or silently. The students will ask for help if they need it. Ann Weis • May 2003 Part 3 20 After reading • • • • • • • The teacher talks about the story with the students and invites personal responses from the students. The teacher will refer back to the text for one or two teaching opportunities such as finding evidence or discussing problem-solving. The teacher will use this time as an opportunity to assess the students their understanding of the text. The students can be engaged in activities that extends the story through drama, writing, art, or more reading. The students will have the opportunity to talk about the story. They can refer back to the text during the problem-solving discussions. They may want to reread the text individually or with a partner. Ann Weis • May 2003 Part 3 21 • Response to Literature – – For the non-written response, the students can discuss their predictions or reactions to the story. For the written response, they write in their journals a summary of what they read. It can be the whole book or portions of the book such as a planet. • Evaluation – – – How well the students participated in the group discussions of the story. How well the students are able to problem-solve difficult portions of the text they read. How well they summarized what they read. • Technology – For the activities that involve in extending and responding to the text, they can use the Internet to find more resources to do that and use the computer to type up their responses. Ann Weis • May 2003 Part 4a 22 Independent Reading • The Everything Kids' Space Book by Kathiann M. Kowalski This is a fun hodge podge book of outer space facts and the students would enjoy looking over the pages. It covers just about anything you want to know about space and has activities that students can do. It has sections such as "Fun Fact", "Space Cadet" ('mini-biographies' of wellknown persons), "Words to Know", "Astronomical Number", and so on throughout the book. Ann Weis • May 2003 Part 4a 23 • Purpose The students will look through this book and pick one article that they find interesting. They will make a short presentation of what they learned from it. Some students can chose an activity from the book and demonstrate it in front of the class. They will prepare a written format that would be used to refer to during their presentation. Ann Weis • May 2003 Part 4a 24 • Response to Literature – – For the written response, they will write a paper that they will use for their presentation on what they learned from the book. It can be in any format, such as an outline, that they feel comfortable in using for reference during their presentation. For the non-written response, they will do a presentation of what they learned from the selection they read in this book. They will have to use some kind of visual in their presentation. If they chose an activity from the book, they can demonstrate it to the class. • Evaluation – – – Their paper is clear and their points are well presented. How well they use the resources and materials for their presentation. Their presentation is well organized and they made their points clear. • Technology – For their presentation, they can use the overhead transparencies, a display that they created using the computer such as a poster, or use PowerPoint. Ann Weis • May 2003 Part 4b 25 • The Children's Space Atlas by Robin Kerrod This book very extensive and is an excellent source for researching. It covers not only the solar system but also the stars and the technology scientists or astronomers use to make astronomical observations. Ann Weis • May 2003 Part 4b 26 • Purpose This book will be used as a starting point for the students to write a research paper on. For example, a student reads the section about the telescopes in this book and wants to do some research on some of the facilities that house some of these telescopes. The student will be required to use different types of resources such as books, magazines, and websites to find the information that they are looking for related to their selected topic. Ann Weis • May 2003 Part 4b 27 • Response to Literature – – For the written response, the students will write a 2-3 page research paper on a topic they picked from the book. They will follow the format of developing the topic sentence, body copy, and the summarization. They will also have their citations at the end of the paper. They will do a couple of drafts before turning in their final draft. For the non-written response, they will incorporate one or two photos/illustrations they found while researching the topic for the paper. • Evaluation – They used the format of the research paper by including the topic sentence, body copy, and summarization, and how well the content of the body and summarization is related to the topic sentence. Their sources of information has to be from a t least one book, one periodical, and one website. • Technology – On of the requirements is that one of the sources has to be from a website. Their final draft must be typed. Ann Weis • May 2003 Part 5 28 • The following contain strategies to be used for the four reading lessons explained. The strategies are in the areas of: – – – – Word identification Comprehension (for emergent readers) Comprehension (for advanced readers) Vocabulary Ann Weis • May 2003 Part 5 29 Word Identification 1. Letter actions The students would use words that start with the same letter of each planet to describe the features. Example: Jumbo Jupiter. 2. Digraph tongue twisters The student would pick a planet and make a diagraph tongue twister (in writing). For example: Neptune is nowhere nearby. 3. Word building with onset & rime tiles The students would identify the onsets and rimes of the vocabulary they are using for the unit. Example: Sun, fun, bun. 4. Word walls The students would be asked to add words to the word wall and describe to the classroom what the word is and what it means. Ann Weis • May 2003 Part 5 30 Word Identification 5. Have-a-go The students who have trouble with spelling would have a "Have-a-go" sheet to record words that are challenging for them to spell. This would help them learn how to self-correct their spelling. They would keep this in their journal. The sheet would look like this: Word Attempt 1 Attempt 2 Correct Spelling Jupetr Jupetor Jupitor Jupiter Niptoon Neptoon Neptun Neptune Yuranos Uraneus Ureanus Uranus 6. Modified cloze passages: selective word deletion or with choices given. This would be a worksheet for the students to do where there will be a paragraph describing a planet and either there will be words left out for them to fill in or they would pick from the choices given for each word left out. Example: Jupiter is the __________ planet. Ann Weis • May 2003 Part 5 31 Word Identification 7. Exploring the "feelings" of the planet The students would use words to describe the "feelings" of the planet, maybe even write a poem. 8. Learning a partner's words The students would learn the words from their partner. When done, they can add the words to the word wall and describe the word to the class. 9. Exploring identity of planet The students would use the letters of the planet to use descriptive words of that planet. 10. Guessing game: "I Spy" This would be an exercise done with the whole classroom. I would give the students an "I Spy" description of the planet and they would have to guess which planet I'm talking about. Ann Weis • May 2003 Part 5 32 Comprehension Emergent readers 1. Picture Walking The teacher would ask the students questions about what they see in the pictures of the book and what they know about the items. For example: For the book Stars! Stars! Stars!, it talks about the stars and the solar system. The teacher would introduce the book and show the cover. The teacher would ask the students what they know about the stars and what are some things that may be covered in the book just by looking at the cover. As the teacher reads this book, the students would be asked questions about what they see in the picture and what they know about the items in the picture. 2. KWL The teacher would ask the students three main questions: • What do you know? • What do you want to know? • What did you learn about this? The first two would be before the book is read. The last one would be after the reading. The teacher would continue to use these questions throughout the reading of the book. Ann Weis • May 2003 Part 5 33 Comprehension Emergent readers 3. Picture Sequencing The teacher would have copies of some of the pictures from the pages of the picture book and mix them up. The students would put them in order according to what they can remember. 4. Think-Alouds The teacher would model the thought process during the reading of a book. The teacher would show the book and show what he or she is thinking while looking at the pictures or reading the words. 5. Active Comprehension The teacher would ask questions that would elicit questions in return. For example the teacher would ask the students what they would like to know about the picture in the book. In return, the students may generate questions that focus on the details, main ideas, or inferences from the illustration. Ann Weis • May 2003 Part 5 34 Comprehension Emergent readers 6. Circular story maps This is good for those whose strengths include visual representation. The students would draw pictures to depict the sequence of events leading to the problem in the story. Using clip art, the illustrations would look like this: Ann Weis • May 2003 Part 5 35 Comprehension Emergent readers 7. Story Elements The teacher would ask the students the following questions : 1. 2. 3. 4. 5. What happened in the beginning? What do you think the character was feeling about this event? What does the character do about this event? What happened when the character did this? How did the character feel about this? During this time, the teacher would have a transparency of, or write on the board, the chart that looks like this: Where and When: Chain of events Who: Chain of events What happened in the beginning: What did the person do about this event: What did the person do about this: What happened when the person did this: How did the person feel about this: Ann Weis • May 2003 Part 5 36 Comprehension Emergent readers 8. Building Schema The teacher would make a concept map on the board using key words of the story. The teacher would ask the students what they know about a word and write down the students' responses. It may look like this: Red Spot Largest planet Huge storm Jupiter Has many moons 9. Has a ring Reader's Theater The students would read aloud the story in a drama format. They aren't required to memorize the lines. This helps the readers put the story into action. Ann Weis • May 2003 Part 5 37 Comprehension Emergent readers 9. Story frames The students would talk about the plot, setting, characters, character comparison, and the story's problem. After reading the story, the teacher would ask the students what the story was about, where was story taken place, who were in the story, how did these characters relate to each other, and what was the problem in the story. The below example would be for the story problem: In this story the problem starts when ____________________________________________________ __________________________________________________ After that, ____________________________________________________ __________________________________________________ Next, ____________________________________________________ __________________________________________________ The problem is finally solved when ____________________________________________________ __________________________________________________ Ann Weis • May 2003 Part 5 38 Comprehension Advanced readers 1. QARs (Question-Answer Relationships) – The teacher would show the students an overhead transparency containing a description of the basic question-answer relationships such as thinking and searching the answer in the text (Think and Search), thinking what you know and what the author says (Author and You), finding answers in the text (Right There), or on their own in their head (On My Own). – The teacher would assign students three short passages (no more than 2-5 sentences) and have them follow each reading with one question from each of the QAR categories on transparency. – The teacher would discuss with the students the differences between a 'Right There' question and answer, a 'Think and Search' question and answer, an 'Author and You' question and answer, and 'On My Own' question and answer. Be sure the students' explanations are clear and complete. – To reinforce the discussion, the teacher would assign the students several more short passages and include a question for each of them. – The next day the students would continue practicing with the short passages and expanding the exercise with being able to identify the QARs. – On the third day, the students would review the QARs and then do the same exercise with longer passages. – On the fourth day, the students would apply the QARs to their actual readings and write out their answers like, "The reason for the large red spot on Jupiter is that, according to the author, it is actually a storm." Ann Weis • May 2003 Part 5 39 Comprehension Advanced readers 2. Reciprocal Questions (ReQuest) – – – – – – – The teacher introduces ReQuest to students to demonstrate how to think about the text. The students and teacher read silently a common segment of the reading selection. The teacher would then have the students ask questions about the segment. They would then exchange roles so that the teacher would be asking the students the questions. When they are done, they repeat by reading the next segment of the selection and take turns asking questions. After the students have process enough information to make predictions about the rest of the assignment, the teacher would ask them broader questions like "What do you think the rest of the assignment is about?" The students would then read silently rest of the reading selection and the teacher would facilitate a follow-up discussion of the material. 3. Think-Alouds – – – The teacher would select a passage that elicits ambiguity, has difficult vocabulary or contradictions, and would read it aloud to the students and, at the same time, say what he or she is thinking. The students would follow along silently and listen as the teacher describes what he or she is thinking. The students then are encouraged to describe their thoughts. They can pair up with another student to share their thinking. The teacher would talk about things like what they already know, what it looks like, what it reminds him or her of, and so on - anything that comes to their head while they are reading the text. Ann Weis • May 2003 Part 5 40 Comprehension Advanced readers 4. Reciprocal Teaching – – – – – – – The teacher would model the following four comprehension activities while leading a discussion of the text: • Raise questions about the text • Predict what the segment is about • Summarize the important points • Clarify difficult vocabulary and concepts After observing the teacher, the students would share or add to what the teacher said and then to teach the remaining sections of the text selection. For example, the student would assume the role of the teacher and proceed to model one or more of the comprehension activities on the next segment of the text. The teacher would ask the students questions like: • What is the title of the book? • By looking at the title, what would the book be about? The students would take turns reading a small portion of the text aloud, paragraph by paragraph. The teacher would ask the students questions about the content of what has just been read and encourage them to ask questions they thought of while the text was being read. The teacher would summarize what had been read by identifying the gist of the segment and explain how it had been arrived at this summary. The students are encouraged to comment on the summary. The class would discuss any words that the students were unclear or confused about. Ann Weis • May 2003 Part 5 41 Comprehension Advanced readers 5. QtA – – – – The teacher reads a text closely, and notes the author's intent, the major ideas and themes, and any areas or potential obstacles in the material that could affect the students' comprehension. The teacher mainly reflects on his or her own comprehension of the reading. The teacher determines where to stop the reading and do a discussion with the students. The teacher plans questions that help the students respond to what the author is saying and the meaning behind it. The discussion moves that could be used for guiding the discussion are: • Marking – where the attention would be drawn to an idea by paraphrasing the student or by acknowledging its importance by praising the student. • Turning back – the students would learn how to figure out ideas and turn back to the text for clarification. • Revoicing – the students would assisted in expressing their ideas by learning how to filter the most important information and helping students who are struggling with the expression of their ideas by rephrasing their statements. • Modeling – thinking aloud a particularly difficult issue that the students have a hard time understanding or are unable to do without assistance. • Annotating – The teacher would provide information not stated in the text to make it more meaningful for the students. • Recapping – The teacher would summarize the main ideas as a way of signaling the students to move on in the lesson. Ann Weis • May 2003 Part 5 42 Comprehension Advanced readers 6. Story Elements – – The teacher would discuss the story elements to the students (as explained in blue below: The teacher would give them each a sheet with a chart of the story map: Time and place: Chain of events Character: Chain of events The beginning event that initiates the action Internal response and goal/problem Attempt(s) and outcome(s) Resolution Reaction – – The students would read a common selection of a story and look for each of the elements in the story. After they read the story, they would compare their mapping of the story elements with the others and note how everyone interprets the story differently. Ann Weis • May 2003 Part 5 43 Comprehension Advanced readers 7. Building Schema – – – – Read, tell and perform stories in class • Doing this on a regular basis helps the students build experiences with stories or extends their knowledge of how the stories are put together. Work from the students' previous knowledge and build on it, using lots of examples. Use the flowcharts to show relationships among the story parts since it gives the student a visual image of how that stories are organized. The discussion of the flowchart should be done before, during and after the activity and should revolve around the relationships of one event to another. It would look like this: Encourage students to speculate and take risks and allow the opportunity to revise or alter their efforts based on the discussion. Ann Weis • May 2003 Part 5 44 Comprehension Advanced readers 8. DR-TA (Directed Reading-Thinking Activity – – – The strategy builds critical awareness of the reader's role and responsibility in interacting with the text. The teacher poses open-ended questions to agitate the students' thinking about the text material. Before doing this the teacher needs to analyze the structure of the story, map the story, and decide logical stopping points within the story The steps for this activity would look like this: What do you think this is going to be about? Title Why do you think so? Stop What do you think is going to happen next? Why do you think so? Setting, introduction of characters and beginning event Stop Character's response and goal or problem Stop What do you think is going to happen next? Attempts made to alleviate problem and achieve goal Why do you think so? Stop What do you think is going to happen next? Why do you think so? Outcomes or attempts and resolution of problem Stop Character's reaction to events Ann Weis • May 2003 Part 5 45 Comprehension Advanced readers 9. KWL – This is designed as a guide and a motivation for students to help them think about they know or believe they know about the topic. The students would use a chart that looks like this: Ann Weis • May 2003 Part 5 46 Comprehension Advanced readers 10. Inferential Strategy This is designed for elementary students and doesn't have stopping points like the DR-TA but instead relies on several questions before reading and discussion afterwards. It would go as follows: • Before assigning the reading to the students, the teacher analyzes the material and select three important or difficult ideas. • The teacher would develop two questions for each idea selected. One question is posed to tap background knowledge relative to the idea and the other is intended to elicit prediction. • Background question: What do you know about the Stonehenge in Southern England? • Prediction: What was the purpose of it and how would it be related to the solar system? • The teacher and the students would discuss the responses to the two kinds of questions for each of the ideas before reading. • The students would then read the text and, after reading, relate the prediction to what actually happened in their reading. The post-reading discussion would also involve evaluating the three or four ideas that motivated the background and prediction questions. Ann Weis • May 2003 Part 5 47 Vocabulary 1. Concept Hierarchy The students would build a hierarchy of a concept or category. It would look like this: Planets Inner Mercury Earth Outer Venus Mars Jupiter Pluto Saturn Neptune Uranus Ann Weis • May 2003 Part 5 48 Vocabulary 2. Synonyms The teacher would have the students make connections of the words they know to the words they are learning. orbit asteroid lunar 3. path rock moon Antonyms The students would take a feature of the planet and change a word that would mean the opposite. For example: Pluto is far. The students would change the underline word to close. 4. Analogies The students would make a comparison of two similar relationships. For example, the teacher would have this: Jupiter is to big as Pluto is to ____________ Ann Weis • May 2003 Part 5 49 Vocabulary 5. ASL-ABC story The students would tell a story using the chereme or hand shape of the ASL alphabet. It might start out with something like this: A -Astronaut put on space suit B - Checking his suit over C - Astronaut placing head gear over his head D - Using his fingers to flip locks onto space suit E - Tugging on it to be sure it is on right F - Looking around G - Turning knobs on space suit H - Signal others he is ready and so on… 6. Self-selection Strategy The students would bring one word that they would like the class to learn. The teacher would list the words on the board and the students would give a definition of the word that they had found. Ann Weis • May 2003 Part 5 50 Vocabulary 6. Concept Circle The teacher would have a circle divided into four sections. Each section would have a word that is related to the other words. The students would have to determine what the relationship is between these words. For example: Mercury Venus Mars Earth ______________________________ (Inner planets) Ann Weis • May 2003 Part 5 51 Vocabulary 8. Semantic Mapping/Webbing The students would connect related vocabulary in a visual display that would look like this: biggest Mars fastest Earth rings Saturn Jupiter Neptune Uranus Mercury Venus Planets Pluto 9. Categorization The students would be given a few lists of words that are to determine the categorization of these lists. For example: shuttle rocket probe telescope Jupiter Earth Moon Mars astronaut astrologer astronomer scientist The students would cross out the word that doesn't belong in the list. Ann Weis • May 2003 Part 5 52 Vocabulary 10. Dale's Cone of Experience I thought this is worth including since vocabulary is every where and we have to make every moment a teachable moment when we're teaching vocabulary. Dale's Cone of Experience gives us a good guide for planning and selecting vocabulary strategies that are experienced based. Ann Weis • May 2003 53 References • • • • Vacca, Jo Anne L., et. al (2003). Reading and Learning to Read (5th ed.); Boston: Allyn and Bacon. McAnally, P. L., Rose, S., & Quigley, S.P. (1999). Reading Practices with Deaf Learners; Austin: Pro-Ed, Inc. Schleper, D. R. (1996). Principles for Reading to Deaf Children. http://clerccenter.gallaudet.edu/Literacy/ srp/15princ.html (15 Storytelling Techniques). Dale's Cone of Experience: – http://www.compstrategies.com/staffdevelopment/cue/adutllea rn/sld002.htm – http://www.ori.org/~kenl/courses/uo/mmw/docs/show.html Ann Weis • May 2003


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- Free breakfast
- Golfing nearby
- Business center
- Laundry facilities
- Garden
- Terrace
In the room
- Air conditioning
- Separate living room
- Separate sitting area
- Private bathroom
- Shower only
- Cable TV channels
- Free wired high-speed Internet
Also popular with travellers from Canada
Alaska's Wasilla Bed and Breakfast, Wasilla's small print
Also known as
- Alaska's Wasilla Bed & Breakfast
Guests should be aware that 2 dogs resides at this property. For more details, please contact the office using the information on the reservation confirmation received after booking.
Pet-friendly rooms can be requested by contacting the property at the number on the booking confirmation.
We have included all charges provided to us by this hotel. However, charges can vary, for example, based on length of stay or the room you book.
What's around Alaska's Wasilla Bed and Breakfast, Wasilla
- Settlers Bay Golf Course (1.1 mi / 1.8 km)
- Iditarod Trail Headquarters (7.1 mi / 11.4 km)
- Alaska Museum of Transportation & Industry (7.7 mi / 12.4 km)
- Alaska Live Steamers (9 mi / 14.5 km)
- Dorothy G. Page Museum (9.4 mi / 15.1 km)
Getting around
- Anchorage, AK (ANC-Ted Stevens Anchorage Intl.) 71-min drive
- Wasilla Alaska Railroad Depot 15-min drive
- Free self parking
Recent reviews
Excellent 4.5 /5 from 29 reviews
Enjoyed talking to the host about local coler.
Nice area, lovely log cabin, clean and new. There were many stuffed wildlife around the walls of the living area which made it very interesting. IE. Grizzly bears, Elk etc. Very difficult to find. Breakfast was poor for the cost. 2 pieces of french bread, 1 slice of bacon each. Fruit juice in plastic bottle but not enough for 2 people left in it.
Room was nice, clean & spacious. Shower-great,breakfast-hot & good, Price about same as where we stayed in Anchorage & in Seward, but quality much better.
very nice , beautiful location on a golf course outside of Wasilla. a short drive to Anchorage. Breakfast was just like home. Really enjoyed our stay.
Location nice. Family friendly, breakfast provided, pancakes awesome my grandson had seconds. He felt right at home they have a lab he would play with outside every morning. Really liked hearing of personal stories and the things they do.
Is the description of this hotel not correct? Tell us

subset: commoncrawl


text:
Your version of Microsoft Internet Explorer is not supported for secure online transactions. Would you like to update your IE browser?
Omni Hotels offers guests online check-in. Save time at the front desk and check-in online 48 hours prior to arrival and we will have your room ready when you arrive.
Simply pull up your reservation online up to 6 p.m. hotel time and confirm your billing details and you will be set!
View reservations in your Select Guest Account
You can retrieve your Omni Hotels reservation information by entering the last name on the reservation and your confirmation number.
Member Number:
Nights to Next Level:
Free Nights:
For more information on booking your Denver wedding, please submit a Wedding RFP
Indulge in a 50-minute Swedish Massage each day of your stay.
Designed by David Graham, 1981 U.S. Open Champion and PGA Senior Tour player, the Omni Interlocken Golf Course was ranked third in the "Best Resort Courses in Colorado" survey.
Enjoy a game at the home of the Colorado Rockies


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Dirty Dancing Anniversary in NC
LAKE LURE - It was 25 years ago that moviegoers first watched Johnny lift Baby over his head in "Dirty Dancing," and a two-day event in western North Carolina is celebrating the film's milestone.
The third annual Dirty Dancing Festival is scheduled to begin Friday at Lake Lure, the backdrop for the film which starred Jennifer Grey and the late Patrick Swayze. It's being held at the Old Riverside Pavilion.
Included in the festivities is a Friday night lakeside screening. There will also be a concert by 1960s soul and beach music bands, as well as dance lessons, arts and crafts and a beer and wine garden.
Swayze would have turned 60 years old on Saturday. He died in 2009 after battling pancreatic cancer.


text:
Originally posted on Friarhood | Last updated 3/30/13
Jedd Gyorko In 2010 the Padres selected Jedd Gyorko in the 2nd round of the first-year player draft. Today he was given the number nine and a spot on the opening day roster. Congratulations to Jedd, he's a hard worker, good guy, and will be a solid baseball player. With that said, I couldn't disagree more with this move. I don't want to hear, "the front office is showing they want to win now" talk, because if that was the case, then maybe they should have spent a little coin during free agency to bolster one of the weakest starting staffs in baseball. With the understanding that the Padres do have some money, yet cannot spend like the top 10 markets in baseball, and they need to make wise "business" decisions for the short-term and the long-term. Moving forward… I like Jedd personally, and I think he's going to be a good everyday player in baseball, which is exactly why having him break camp with the Padres is a terrible idea. If the Padres waited until May 1 they would contro...
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text:
This event is added by Kodoom Robot, We're waiting for final details from the organizer.
Persian Traditional and Folk Music of Iran, in Memory of Maestro Parviz Meshkatian PastSaturday, Sept 19, 2015 ,
8:00 PM- West Vancouver, BC, Canada
A Persian traditional concert by The Vashaan ensemble, Parviz Nezakati and Atoosa Nezakati.
Contact the organizer for latest event info. Kodoom.com is not responsible for any changes made in the above information. Report or Flag this event


text: Sorry, this property is not available anymore. Photos Map 2 2 Property Place We bought here Features Bedrooms2Bathrooms2FeaturesCommunal PoolPrivate GardenNear SeaPrivate GarageCommunal GarageFitted KitchenDouble GlazingPlot size80 m2Habitable space63 m2 Property Description These brand new 2 bedroom, 2 bathroom ground floor apartments are located in Punta Prima, less than a ten minute walk from amenities and the coast. The properties consists of a lounge/diner with patio doors onto a sun terrace, an American style kitchen, a separate bathroom and two double bedrooms, with the master having an en suite shower room. The ground floor apartments have a small garden area and a covered entrance porch.A private parking space and a storage cupboard are available to buy together for a further €10,000. The complex also offers a large community pool. Request details This property listing (ref: HEK7128) is an advertisement supplied by HomeEspana and does not constitute property particulars. While aplaceinthesun.com (APITS Ltd.) requests all advertisers supply correct details, it does not carry out checks on the information supplied and cannot be held responsible for any inaccuracies. Aplaceinthesun.com recommends seeking independent legal advice prior to any overseas property purchase.


text:
Casting the Circle
I conjure thee, O circle of power,
As thou encircle every Tower.
That thou best a place of Truth, Joy and love,
Encircling Flight of Eagle, Hawk and Dove.
Mighty Aegis of the Lady and Lord,
Rampart of thought, action and word.
To Work in Peace, Powerful and Free,
Who walk between two worlds conjure thee;
A boundary to Protect, Concentrate and Contain,
That Power raised here be not in vain.
Wherefore do I bless thee and consecrate thee,
In the name of Cernunnos and Aradia.
—-Wiccan Chants and Incantations: Witchcraft for the Solitary Practitioner
Ginger Valentine


text:
Below you will find a list of our Upcoming Events
- This event has passed.
Legal Clinic at UMSL, ED Collabitat
April 26 @ 4:00 pm - 6:00 pm
UMSL's College of Education and UMSL Accelerate is hosting its first Entrepreneurship legal clinic with Legal Services of Eastern Missouri on Wednesday, April 26, 2017, from 4:00 pm to 6:00 pm. This clinic will provide experienced attorneys in the field of intellectual property and business formation at no charge to you. Whether you are thinking about forming a business or a seasoned startup, you can make an appointment with our attorneys to answer legal questions. Students, staff, faculty and members of the community are welcome to attend the clinic. How it Works When registering for the clinic, please indicate what legal topic is related to your legal needs. As it gets closers to the date of the legal clinic, you will hear back from us to find out what half hour interval your consultation will be assigned. During your half-hour time slot, you will receive one on one consultation with an attorney who has experience with your questions. Please contact firstname.lastname@example.com or firstname.lastname@example.com your questions. We look forward to seeing you at the legal clinic! Click here to register Only 24 spots available, so register soon!
Related Events
You may contact us if you have any questions.


text:
This AFC Cable Systems Liquidtite 3/4 in. x 6 ft. Non-Metallic Whip features black, red and green conductors, 1 straight connector and 190-degree bend connector that is liquid-tight.
- Comes with 1 straight non-metallic liquid-tight connector and 1 90-degree non-metallic liquid-tight connector
- Black, red and green THHN/THWN conductors
- 6 ft. length
- Pre-assembled in 3/4 in. trade size
- Made in USA
- Note: Product may vary by store


text:
|Message view
|« Date » · « Thread »
|« Date » · « Thread »
|"Emmanuel Lecharny (JIRA)" <j...@apache.org>
|[jira] [Commented] (DIRSERVER-1816) Unable to enable SSL to the APACHE DS
|Tue, 21 May 2013 23:06:21 GMT
[ https://issues.apache.org/jira/browse/DIRSERVER-1816?page=com.atlassian.jira.plugin.system.issuetabpanels:comment-tabpanel&focusedCommentId=13663559#comment-13663559 ] Emmanuel Lecharny commented on DIRSERVER-1816: ---------------------------------------------- Bob, don't worry, I perfectly understand your feeling. I myself spit my load of disapointement on many open source projects - mostly because I was expecting them to be better than most of the close source projects. This is a human reaction... We don't have Windows machine to test Studio, and we depend on users for that. this is also one of the reason we are slow in delivering GA, and go through milestones. Also it's a giant project now - I should say 4 different projects, with ApacheDS, Studio, the LDAP API and the backend -, with around 1M lines of code. We are obviously not enough to get everything done, not to mention the documentation... One last thing : it's extremely difficult to test Studio, we don't have a rich tooling to test GUIs, on 3 different platforms (Linux, Mac OSX and Windows). No wonder if we sometime miss something... > Unable to enable SSL to the APACHE DS > -------------------------------------- > > Key: DIRSERVER-1816 > URL: https://issues.apache.org/jira/browse/DIRSERVER-1816 > Project: Directory ApacheDS > Issue Type: Task > Components: ldap > Affects Versions: 2.0.0-M10 > Environment: Windows > Reporter: RakeshAcharya > Priority: Blocker > Labels: security > Original Estimate: 24h > Remaining Estimate: 24h > > Below are steps taken to enable SSL > 1. Created a new valid Key pair using Portecle. > 2. Placed the KeyStore in the conf directory > 3. Added the below entry in the conf.ldif file > ads-ldapServerCertificatePassword > ads-ldapServerKeystoreFile > also tried below entries > keystoreFile ,certificatePassword > ads-ldapServerKeystoreFile,ads-ldapServerCertificatePassword > Facing below error while starting the server > Error: > ERR_04447_CANNOT_NORMALIZE_VALUE Cannot normalize the wrapped value ERR_04473_NOT_VALID_VALUE Not a valid value 'C:\Users\rakeshacharya\.ApacheDirectoryStudio\.metadata\.plugins\org.apache.directory.studio.ldapservers\servers\f9ed386b-f8a9-4a79-be12-b5cfabf362be\conf\localhost.jks' for the AttributeType 'ATTRIBUTE_TYPE ( 184.108.40.206.4.1.18060.0.4.1.2.308 > NAME 'ads-keystoreFile' > DESC The keystore file to use to store certificates > EQUALITY caseExactMatch > ORDERING caseExactOrderingMatch > SUBSTR caseExactSubstringsMatch > SYNTAX 220.127.116.11.4.1.1418.104.22.168.44 > SINGLE-VALUE > USAGE userApplications > ERR_04269 ATTRIBUTE_TYPE for OID certificatepassword does not exist -- This message is automatically generated by JIRA. If you think it was sent incorrectly, please contact your JIRA administrators For more information on JIRA, see: http://www.atlassian.com/software/jira
|View raw message


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Multiple vehicles damaged at nearby apartments
Police reported that four vehicles were damaged over the weekend while parked in lots at 2211 College Ave. and at Woodway Apartments, and that there was also damage to the front office of Woodway Apartments.
At 2211 College Ave., David Hogan, Coppell, Texas, Ryan Schram, 26, Manhattan, and Matthew Frost, 25, 2211 College Ave., No. 401, reported damage to the windows of their vehicles. Lt. Josh Kyle said Hogan's 2007 Mazda 6 had $2,500 worth of damage, Schram's 2005 Subaru Impreza and 2007 Saturn Sky had $10,000 worth of total damage and Frost's Ford F150 truck had $2,000 worth of damage.
Kyle said that when officers arrived on the scene to meet with Schram, who reported the damage, they found that damage had also been done to windows in the front office of Woodway Apartments, 2420 Greenbriar Dr., and to a back window of a 2007 Kia Rio belonging to Michaela Torres, 20, 2430 Greenbriar Dr.
The total loss was $14,000.


text:
Guide to Using Coupons on a Date without Looking Like a Cheap Jerk
Photo: Flickr-
Someone once asked me how would I feel if a guy used a coupon on a first date.
I replied "I'd marry that fool" . Nothing is more sexy than a guy that likes to have a good time and can be frugal. Let's be honest, the more coupons you use and can save money...the more you can go out! I see it as a win/win situation.
BUT...there is a BUT...there are a few rules one must stick by.
Check them out HERE!


text: Hello there, If you've found this ol' profile in the far reaches of the internet, then you likely have read some of my writing and enjoyed it. In that case, please visit my website to see my book series, the Blackwater Novels. http://blackwaternovels.com/We are currently giving away eBooks for the second book, The Dead House. The Blackwater Novels are set in the 1930s near the fictional town of Turpentine, Georgia. Get in trouble with the twins when they shoot green tomatoes in a giant slingshot, and dynamite a toilet with a cherry bomb. Explore the magic and mystery of nature . . . hear the critters in the swamp, sleep in a treehouse, find a hidden grave, and sleep on an island by the embers of a campfire. As a boy I had the good fortune of growing up with the space and freedom to be outside, have adventures, explore, and get into trouble. A boy's purpose in life is to have fun, and the tantalizing possibility of getting into trouble added spice to that purpose. I was also blessed with a rich heritage of storytelling from the members of my wonderful, extended Southern family. I share some of my family stories in the Blackwater Novels. Thanks for you interest, and feel free to shoot me a letter (or email). -Allen Johnson Jr.


text:
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- Home
- Mugwort Wand with Crystal Point- 13 inches
Mugwort Wand
Mugwort wand of about 13 inches with Citrine crystal point inserted at the tip. Hand rubbed with a natural beeswax/oil blend for protection. The dried Mugwort, Artemisia vulgaris, stalk is surprisingly strong and firm.
Gathered from the gardens at 13 Moons.
Magickal Uses:
- Dreams
- Magical Powers
- Protection
- Divination helper


text:
I have a huge noticeable bump on the top of my eyelid it hurts very bad there isn't a head on it like a stye. (photo)
It comes to both eyes but not at the same time It's seems more like a hair bump but there is no ingrown hairs in it its about the size of a pea is there anyone out there who knows what this might be and if I need a specialist it's getting very irritating to deal with
Doctor Answers 1
These answers are for educational purposes and should not be relied upon as a substitute for medical advice you may receive from your physician. If you have a medical emergency, please call 911. These answers do not constitute or initiate a patient/doctor relationship.


text:
I strongly believe that if you want to start reading classical Russian literature, this is the book you should start from!
In my opinion, this book wonderfully portrays the life of Russian people in the nineteenth century; you're gradually introduced to the mentality and traditions of characters in this age.
The central conflict between parents and children is clearly portrayed, and I found it really interesting to see what the adult characters of that era are considered good, beautiful and useful in comparison with the youngsters. Surprisingly for me, I found out that in this opposition I supported the parents, which I think means that the core values of humanity have not changed much over time.
A particularly interesting character in this book for me was Bazarov. I didn't like him from the very beginning because of his nihilism. He appeared to be a character who dismissed any kinds of values which were created and supported before him, and had a really pragmatic point of view on life. But I was deeply touched by the fact that despite of his beliefs he still found the courage to believe in love, so surprisingly for me, at the end I found myself crying over a character who I had at first hated.
I strongly advise everyone to read this book, especially teenagers, in order to understand better the point of view of their parents on life. Because no matter what, in the end many of us will discover that it was our parents who might have been right in the first place!
Want to tell the world about a book you've read? Join the site and send us your review!


text:
ED Magedson – Founder
Ripoff Report
Golbal Financial, AT-1 Financial Resources24 Barbican RD Suite # 413 Jamaica West Indies, Other Jamaica
Does your business have a bad reputation?
Fix it the right way.
Corporate Advocacy Program™
This report was posted on Ripoff Report on 07/27/2006 04:57 PM and is a permanent record located here: http://www.ripoffreport.com/reports/golbal-financial-at-1-financial-resources/jamaica-west-indies-other/golbal-financial-at-1-financial-resources-ripoff-jamaica-west-indies-203260. The posting time indicated is Arizona local time. Arizona does not observe daylight savings so the post time may be Mountain or Pacific depending on the time of year.
Ripoff Report has an exclusive license to this report. It may not be copied without the written permission of Ripoff Report. READ: Foreign websites steal our content
Click Here to read other Ripoff Reports on Golbal Financial, AT-1 Financial Resources
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text:
Quick Specs
Total Downloads:1,732
Date Added:Feb. 08, 2007
File Size:1010.89KB
Downloads Last Week:0
Current Version3.8
out of 4 votes
All Versions3.8
out of 4 votes
My ratingWrite review
Results 1–4 of 4
"Forget this browser absolutely useless."
February 22, 2012 | By andreaborman
2012-02-22 04:14:28 | By andreaborman
| Version: OffByOne 3.5.d
None. I tried it on Windows XP,Windows 7 and Windows 8 and it does not display the web pages correctly.
I tried it on my Windows XP,Windows 7 and Windows 8 laptops. But just about everything is wrong with this browser. It does not display the web pages correctly,does not play videos. In fact the web pages display like in Internet Explorer 3 or 4. This browser is totally unusable.End of story.
Well I have pretty much said it all. This browser is a waste of space as it does not display the web pages properly. It is like trying to use IE4 now it is not compatible with modern websites on ANY version of Windows. And nether is this browser Off By One. It is off by everything. So forget this browser it a waste of space. Andrea Borman.
"This is what I was looking for!!!"
November 14, 2011 | By dexteriot
2011-11-14 14:19:41 | By dexteriot
| Version: OffByOne 3.5.d
fast, lightweight, simple, tab support. firefox was pissing me off my eating almost 400mb!! with only 5 pages open!! i was reading a simple tutorial with just plain text. so i was surprised to see no ads when i reloaded the same pages with OffByOne and plain text only! How fabulous. And it was using only 4mb!
Well, it is a quite primitive browser, complicated pages may not show correctly but this is not what I m going to use it for ))
best for simple pages, if you just want to read something without ads or malware.
"Useful backup browser for the security conscious."
October 21, 2008 | By paxdomine
2008-10-21 13:08:42 | By paxdomine
| Version: OffByOne 3.5.d
Secure, SSL-ready, HTML 3.2 and Portable.
Pages are often displayed badly (but the content and images are available)
This browser deserves the bad review only if you expect it to fit into the category of a modern browser with all the bells and whistles. Some of the pros:
1. Standalone html rendering engine (does not use any other popular rendering engine to display pages)
2. Portable (no installation required). Just unzip and run. Delete the folder to remove entirely. Great for USB sticks and other portable devices.
3. Small size (1.2mbs only) which includes tabbed browsing.
4. Secure. This is the main advantage of this SSL-ready, HTML (3.2) only browser. While all other browser can claim to be secure, this browser certainly is. It does only HTML3.2 and helps protect you from all the nasty little scripts out there. Another security feature is that it doesn't load the OS with folders and files into unknown areas of the filesystem. So it continues to add value as an app you can run on anyone's computer.
5. I don't use this browser often but always have it as a backup. When I need to enter a site that may be suspicious, I use this for checking it out first before using my default (full-featured) browser.
6. Ability to launch external apps for formats not internally supported by this browser.
If you're paranoid about the web, try this on some of the smaller sites you visit. You'll be able to see the content, bypass some java restrictions, display images and get the most important info from the site.
Some of the cons
A. Could do a better job of displaying the intended format of many pages but with the limits imposed on it (html 3.2 only), you're getting content only and images mostly.
B. No Flash, javaScript and a bunch of other modern stuff.
Recommended download for anyone concerned about adding additional security tools. Gave a 4-star rating because it does what it promises to do.
"A wonderful browser!"
April 06, 2007 | By humor4u1959
2007-04-06 00:22:48 | By humor4u1959
| Version: OffByOne 3.5.d
It does not rely on any IE component. It's a totally stand-alone browser. Pop-ups are impossible. Stable & secure. NEVER got a Trojan or other junk with this browser! Never! (I did with Opera.) Just fantastic and sooo fast. Very user-friendly too. Back clicks are immediate, no delay at all! I use dialup and it's way faster than IE or Opera. Also, it allows you to set the home page and cookie handling. Many great features. It's my main browser now. Try it out!
No Java or javascript, so I use IE for those when I need them. No big deal.
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Full Specifications+
|Publisher web site
|Release Date
|February 08, 2007
|Date Added
|February 08, 2007
|Web Browsers
|Operating Systems
|Operating Systems
|Windows 95/98/Me/NT/2000/XP
|Additional Requirements
|Windows 95/98/ME/NT/2000/XP
|Download Information
|File Size
|File Name
|Total Downloads
|Downloads Last Week
|License Model
|Not available


text:
Sticky, fragrant baklava is a common treat across Turkey and the eastern Mediterranean. However, the filo pastry makes it a no-no for anyone who can't have gluten. This is a real shame and I was puzzling over what to use instead to filo when suddenly it came to me in a burst of cross-cultural inspiration – Vietnamese rice pancakes! These dry white wafery circles (bánh tráng) are becoming more popular, so you should now find these in the supermarket. But it's an expensive way to buy – you can pay up to £2 for a pack of eight pancakes, whereas in an Asian supermarket you pay the same for about 80. This version is delicious, but doesn't keep its crispness as long as standard baklava, so eat it the same day.
Makes 12
50g dairy-free margarine
36 rice paper pancakes (banh trang)
300g shelled unsalted pistachios
100g whole almonds
50g sugar
½ tsp cinnamon
½ tsp ground allspice
2 tbsp water
For the syrup
75g sugar
6 tbsp water
3 tsp lemon juice
A couple of drops of rose water
1 Leave the margarine at room temperature for half an hour or so (or warm it a little in the microwave) so it becomes easier to spread. Fill one or two baking trays with water for soaking the pancakes. You will also need a metal 12-cup muffin tin (the silicone ones don't transfer heat so well). Preheat the oven to 180C/350F/gas mark 4.
2 Use a pastry brush to coat the top of each pancake in margarine, then place greased-side up in the water for 2-3 minutes until floppy. Push three pancakes (greased side down) into each hollow of the muffin tin to form the "nests". You can get quite a system going, with some pancakes soaking while you grease the others.
3 Put the nuts, sugar and spices in a food processor and pulse until coarse, add the water, and stir. Distribute the nut mix across the pancake cases. Bake for 30-40 minutes until the pancakes have become really crispy. Cool on a wire rack.
4 Just before serving, make the syrup. Heat the sugar, water and lemon juice in a heavy-bottomed pan on a low heat until the sugar has dissolved. Add the rose water and turn the heat up a little. Simmer for 5 minutes until you have a pale syrup. Place the baklava on a plate and pour the syrup over. Serve.
What to watch out for
Rose water contains alcohol, so leave it out for those who can't have it. Watch out for wheat flour in your spices too.
Susanna Booth is a food writer and food stylist based in London; widecirclecooking.com


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Of all the reports filed by the FBI, which do people want to read most? You might think it would be about John Dillinger or Roswell. But no. It's actually a file known as the Hottel memo, which dates back to March 22, 1950 and is only two paragraphs. The mysterious file, which was uploaded to the Vault (the FBI's online database accessible to anyone with an internet connection) in 2011, was viewed a million times in just two years. The memo was written by Guy Hottel, then head of the FBI's Washington field office. His report details an account supposedly given by an Air Force investigator who says he recovered a trio of flying saucers-with alien crew and all. The saucers were "circular in shape with raised centers, approximately 50 meters in diameter," according to the memo and "[The aliens had] bodies of human shape but only 3 feet tall, dressed in metallic cloth of a very fine texture. Each body was bandaged in a manner similar to the blackout suits used by speed fliers and test pilots."
Of all the files available in the FBI's online database, the most-viewed is a two-paragraph note from 1950 called the Hottel memo, and some say it proves the existence of UFOs.
Why It's Interesting
Smart Graphic
Why People Are Talking About It
Editors' Picks: Our Favorite Videos About UFOs
FBI Vault Reveals A UFO Memo
Share the knowledge!
Key Facts In This Video
The FBI's digital reading room, where any FBI report can be viewed online, is called the Vault. 00:00
The FBI's most viewed file details the account of an Air Force officer recovering three flying saucers in New Mexico in 1950. 00:44
There are hundreds of reports in the "unexplained" section of the FBI's Vault about UFO and alien sightings that are more popular than the most famous criminal case files. 02:03
The World's Strangest UFO Cases Revealed In Declassifed Government Docs
Share the knowledge!
What Can Explain This New Mexico UFO Sighting
Share the knowledge!


text:
Devon (county) Hotels with In-Room Accessibility
Search for In-room accessibility hotels in Devon (county)
Get Secret Prices on select hotels
These prices aren't available to everyone.
- Powderham Castle
- Clovelly
- Exeter Cathedral
- Croyde Bay
- Saunton Sands
- Burgh Island
- Lynton and Lymouth Cliff Railway
- Sidmouth Beach
- Shaldon
- Diggerland
- The Donkey Sanctuary
- Crealy Great Adventure Park
- Buckfast Abbey
- Royal Naval College
- Escot Park
- Sidmouth - Valley, Ridge and Jurassic Coast walk
- Hartland
- Woolacombe Beach
- Princesshay
- Watersmeet House
Book Hotels with In-room accessibility in Devon (county)
"In-room accessibility Hotels in Devon (county) - Check, compare and book discounted Devon (county) In-room accessibility hotels at Hotels.com. Using Hotels.com booking engine is easy, simply insert your travel dates and find a In-room accessibility Hotel in Devon (county) or near Devon (county) online.
Hotels.com always has the best selection on In-room accessibility hotels in Devon (county): view hotels by star rating, amenities, theme, location, neighborhood or brand
Search for the perfect Devon (county) hotel with the lowest room rates and best amenities by reviewing hotel details, guest reviews, photos and more!
Booking your room online is secure and fast!
After you book, you will receive an email and text confirmations on the reservation details of your online hotel booking
Don't forget to sign up for the Hotels.com Welcome Rewards Program, it's free! – the membership Program offers you 1 free night* after you book 10".
Don't forget to sign up for the Hotels.com Welcome Rewards Program, it's free! – the membership Program offers you 1 free night* after you book 10".


text:
Purchase Your Sponsorship Items
for the New Boardwalk!
Town submits Variance request for Boardwalk Northern Extension from Harper Ave. to Pelican Lane submitted for consideration by theCoastal Resources Commission November 17. Click to view the full application
Personalize your fish with
memories of loved ones,
honor the kids or grandparents
or advertise your business.
You can make a lasting memory on
the new Carolina Beach Boardwalk!
Fish Tiles can hold your choice of
one, two or three lines.
Line 1: MAX 18 Characters
Line 2: MAX 26 Characters
Line 3: MAX 16 Characters
Spaces and punctuation are counted as characters - we cannot do special characters, only basic punctuation please!
*Timing of orders being installed is dependent on factors such as weather and other contingencies as well as requirements from our vendors - please use contact information below for any questions about your order - we will send out emails with location details once the tiles have been installed*
*Due to the quantity of orders we cannot make special requests for placement*
*5 new benches, identical to those already on the Boardwalk are now available for purchase to be placed on the oceanfront sidewalk area of the Boardwalk*
for more information
please contact Hannah Almeter:
(910)458-2999 ext. 246
Note: As the project progresses,
additional items
will become available for sponsorship.
This fundraising effort goes toward
funding and maintenance of the
2015 Boardwalk Improvement Project.
Find the most recent 2015 Boardwalk Improvement Project
updates on our Facebook Page


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Setting the rules of love
LOVE, American style, is the weirdest thing around, especially when it concerns the pre-nup, or pre-wedding contract which has become as essential as the traditional gold ring. As eight-time loser Elizabeth Taylor dusts off her pre-nup, Harper's Magazine has uncovered the pre-nup from hell, which blushing bride Teresa Garpstas and her betrothed, Robert 'Rex' LeGalley, signed just before they launched into connubial bliss. Here is their perfect marriage prescription, edited for brevity.
Sex and Child Care: We will engage in healthy sex three to five times a week. Teresa will stay on birth control for two years after we are married and then will try to get pregnant. When both of us are working, Teresa can have only one child. When one parent is free, Teresa can have another child. When both of us are free, Teresa can have one more child. After the third pregnancy, we will both get sterilised.
Personal Conduct: Family leadership and decision-making is Rex's responsibility. Teresa will make decisions in emergencies and when Rex is not available. We will both make ourselves available for discussion 15 to 30 minutes a day. We won't raise our voices with each other. If we get angry, we will count to 10 first. We are both willing never to badger each other. We will not use tobacco products and will practise moderate alcohol consumption. On weekdays, we will turn out the lights by 11.30pm and wake up at 6.30am.
Finances: We will both live within a budget. We will pay off all credit card debts before making any major purchases. We will each receive an allowance of US$70 (HK$541) a week to cover haircuts, eating out, gifts for friends and spending money.
How sweet. How tender. How romantic. Happy Valentine's Day.
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Wake Up & Smell the Coffee
Crafting Time:
- 3-5 Hours
Skill Level:
- Intermediate
Project Courtesy of: Jo-Ann Fabric & Craft Stores
Additional Information
- Large glass container
- Styrofoam brand foam block to fit diameter of container
- 2 pkgs whole coffee beans
- 1 pkg floral sticky clay
- Faux floral:
- 2 burgundy hydrangea bushes
- 6 brown hydrangea stems
- 4 burgundy/green berry stems
- 4 small burgundy pompom stems
- 4 brown weed textured flower stems
- Sharp knife
- Wire cutters
- Scissors
- Glass cleaner & paper towels
- Clean container with glass cleaner.
- Cut Styrofoam block 2" smaller than the diameter of the container to allow for the coffee beans. For example: if container opening is 8" cut the Styrofoam 6". Place a small amount of sticky clay container bottom. Place Styrofoam block on top.
- Fill container with whole coffee beans.
- Refer to photo often for help in placement of all floral materials.
- Cut 1 stem of brown weed texture into 2 pieces and place in the center.
- Cut burgundy hydrangeas from bush. Place 2 small hydrangeas in the top center in front and behind the brown weed stems.
- Place one large hydrangea on the front rim of container and one behind on rim of container. Repeat with one on each side draping just slightly lower than the others on the rim. Fill middle with more burgundy and brown hydrangeas.
- Cut the berry stems into 2 pieces and place in between the hydrangeas evenly through out the arrangement.
- Repeat with the brown weed stems and small burgundy pompom stems.


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Paws Rescue is an all-volunteer, no-kill animal rescue located in Vicksburg, Mississippi. We are a 501(c)3 non-profit and an accredited Better Business Bureau Charity.
For more information about us, you can visit our website by clicking here:
Ready to fall in love? Check out
Our Adoptable Pet List
We could not continue to save lives without the generosity of our supporters! Please help us save more lives by sending a donation to Paws Rescue.
To make a donation, please visit our website donation page:
Do you love stories with happy endings?
Click here to see our Happy Tails!
You can also find us on Facebook by clicking here:


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The Strange Story of Adrian Nox
Adrian Nox, a man who works as a government assassin, gets recruited by a mysterious organization to fight monsters that threaten the lives of normal citizens. But not everything is like it seems. Adrian's team is ambushed on an important mission, revealing that there is a traitor in their midst.
The Curious Case of Eugene Banks
Adrian Nox stared down the barrel of his gun and into the pleading eyes of Eugene Banks, who was about to be the former Eugene Banks. His finger twitched on the trigger but he hesitated to pull it. This was because he was facing a problem unlike any other he had ever faced in his three years as a government commissioned killer. Eugene Banks had a duplicate. Cowering on the ground before him were two people identical down to the last detail. Same terrified voice, same horrified expression, same plain gray suit, same wire-rimmed glasses. As far was Adrian could tell, they were the same person but only one of them could be the real Eugene Banks.
Adrian's dark eyes narrowed in frustration as they darted back and forth between the two. His window for escape was rapidly closing. This operation had been planned down to the last second. If he deliberated too long, he would be trapped but if he killed the wrong person, he would be fired.
"Which one of you is Eugene Banks?" he demanded.
"I am," they replied in unison.
"I'm not messing around. Which one of you is the real Eugene Banks?"
"I am," they both answered.
"I'll kill you both. I swear to God I will," Adrian threatened.
"I wouldn't do that if I were you, Mr. Nox." One of the Eugene Banks' bolted to his feet with almost inhuman speed. Before Adrian could react, he crossed the room and grabbed Adrian's wrist, twisting the gun towards the ceiling. Adrian threw his free elbow into Eugene's face, sending him sprawling onto the floor. Without a moment's hesitation, he pulled the trigger. The sound of the gunshot echoed in the office as the bullet plunged into Eugene's stomach. He doubled over, clutching his stomach as the blood poured out. Adrian heard the door open behind him and spun around just in time to see it close. The other Eugene Banks had seized the opportunity to escape
At that moment, the fire alarm released its shrill wail. Adrian swore under his breath. He was supposed to be out of the building by now. Hiding his gun in his coat, he turned to leave when the body of Eugene Banks began to sputter and jolt as though it were having a seizure. It appeared as though giant insects were crawling under his skin, moving towards the wound in his stomach. As Adrian watched, the wound began to heal and was completely gone in a matter of seconds. The man's hand contracted but when Adrian glanced up at the face, it was no longer that of average-looking lawyer Eugene Banks. It was transformed into a different person completely. The stranger's golden eye met Adrian's and the man who was formerly Eugene Banks mouthed three words:
"I'll get you."


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Something Lost
I sat on the front steps of my small house as my parents argued. It was like this a lot. At least every week, someone does something that tips each other off the edge then they blow up. They won't admit it though.
When I asked my mother one day, why she married my father, she laughed it off and told me I was just imagining things. When I mentioned the cracks on the wall my father makes when he's mad, she told me they were rats. And when I motioned the time when he broke her favorite vase, she told me if I ever brought it up again, I'd get sent away.
In this town, there are a lot of rules. We are sent to school to learn, filter versions of the things that are out there.
One day, before Mindy got taken away, she told me about this book she found in her mother's closet. She told me that it was a lot better than the dictionaries and encyclopedias that we were only allowed to read. She told me that it was only for the adults, but she didn't know why, because it was a happy book. She told me there was a happy ending, which I've never heard of. She told me that when she read the book, in her head, sky was bluer then there usually is and the sun was brighter. She told me that it was better than the life we had here.
She used the word love, a word I've never heard of before. I went home that day and tried to look it up, but it wasn't there. And when I went to Mindy's house the next day, her mother was crying. And her father told me that Mindy was taken away for reading the adult book. And I never found out what love was, because if I did, I might be taken away.


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Mourant Ozannes has maintained its leading position in the offshore market by achieving 13 tier-one rankings across the Channel Islands, according to the latest rankings published by Legal 500.
Tier-one rankings are significant because they demonstrate superior technical expertise and service excellence. In Guernsey, Mourant Ozannes has achieved tier-one rankings in five categories and in Jersey has tier-one rankings in all eight categories.
Clients who took part in the Legal 500 2013 research said that Mourant Ozannes 'goes beyond the technical analysis, providing insight on its application in real life', is 'responsive to client needs, and ensures work is completed within agreed timescales', and 'service levels are of a consistently high standard'.
The Legal 500 Directory decribed Mourant Ozannes as 'diligent, knowledgeable and responsive'.


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Talented safety Bubba Bolden committed to USC back last December but decided to back off his commitment and will now explore all his options.
"I felt like I rushed my commitment to USC the first time around," Bolden said. "That was my dream school and where I wanted to go since I was a kid so I committed before really even checking out all my options.
"I want to go through the process and make sure the school I pick is the best fit for me and not just the school I grew up rooting for. I want to take my time this time around and be sure I'm comfortable with the school and how I'll fit in there."
Bolden's primary recruiter at USC when he originally committed was Keith Heyward, who's now at Louisville. The safety told us a few months back that he wasn't hearing as much from the new staff as he was from other programs.
"I'm still going to look at USC moving forward," Bolden said. "I want to go where I connect well with the coaching staff and also how I fit in with the defense. That's big for me, how I'll fit in with the scheme and of course I would like to play early as well.
"I know I'll visit Arizona State, Colorado and UCLA but that's all I know right now. All of those schools have been recruiting me really hard for a while now so I'm looking forward to getting out there and learning more about the school and seeing how I fit there."
One thing to watch for is Bolden and his close friend and teammate Alex Perry have talked about playing together and the Sun Devils look like the team to beat for Perry right now. Bolden has developed a strong relationship with UCLA DB coach Demetrice Martin putting the Bruins in a good spot and Colorado has made Bolden a top priority with a ton of early playing time to offer as well.
Bolden was tremendous at The Opening Finals last week and made Scout's All-Tournament team following the event. He's a long, rangy safety who can cover, plays with an edge to him and has good ball skills. He has the toughness to play the run but the athleticism to make plays in the deep secondary and is easily among the top 100 prospects in the country.


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You missed it This great deal for Tiramisu is over. But don't despair, we've got more great deals every day.
Related Deals That You May Like
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Food and Drinks for Two or Four
Boca Raton / Lake Worth$20$12
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$20 Toward Vietnamese Food
Boca Raton / Lake Worth$20$12
Asian Fin
$40 to Spend on Sushi, Steak, and Seafood
Boca Raton / Lake Worth$40$20
$50 to Spend on Food and Drink
It's all too easy to be washed away by April's showers, but you can avoid a ho-hum month -- and salute springtime -- with today's deal at Tiramisu, which translates literally to "pick me up." Pay $25 for $50 to spend on food and drink at this authentic Italian eatery in Boca, which features a range of French and continental specialties, too. For starters, there's French onion soup and escargot, as well as a fresh Caprese salad and grilled lamb. Entrées such as duck breast and pan-seared trout fit the bill for your next hunger fix, or browse the full menu of awesome eats. Whichever plate you choose, with each and every bite, you're bringing in the new season the right way.
PAID VALUE EXPIRES ON May 26, 2022
PROMOTIONAL VALUE EXPIRES ON October 19, 2012


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Floyd's Barber Shop
42,607pages onAdd New Page
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this wiki
Floyd's Barber Shop was a barber shop in New York City during the 1930s.
In 1930, James T. Kirk and Edith Keeler passed by Floyd's while taking a walk. (TOS: "The City on the Edge of Forever")
Fans of The Andy Griffith Show may recognize Floyd's - the set used for New York City in this episode (called "Forty Acres") is the same set used for the town of Mayberry.


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Play Doh Dinosaurs Play Doh Videos Dinosaur Toys Playing Dinosaur Toys Kids Dinosaur Toy Battle Dino
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text:
I woke with the thick tendrils of the dream still clinging to my sleep-heavy body, only to find that it had not been real. That realisation robbed me of the beauty of that morning: it was lost on me, black-and-white through a veil of tears.
"Home." The word filled my moth with a bittersweet longing, transfixing me. I could not move for the wanting. "Home." How long had it been? Two months, six months, a year? I realised with a shock that it was over ten months. Looking at my third pair of pointe shoes, already almost worn through, I could believe it.
I thought of my parents. What pain must they be enduring, if time were indeed continuing to run there as it did here! What confusion and dismay! And I felt so guilty. It was all my fault.
"Elizabeth?" said Maria, from somewhere in the corridor outside my room. Truly, that girl was the only thing to keep me from despair. "Elizabeth, are you okay?" Despite her intentions, which must have been good, her soft voice intensified my misery; it was hard to subdue a sob and I wondered if she had heard me.
"I would like to be alone," I told her, fighting to keep my voice even, then wondered why she was asking. I kept my digital watch under my pillow so that it wouldn't be found and now I pulled it out, checking the time--it was almost ten o'clock, and I was very late. I had to change, have breakfast, go to the studio ... "Shoot."
"You sound sad," I heard her say, no doubt intending to be friendly and make me feel better.
"Just leave me alone," I choked. "I'm fine." My adoptive sister frankly didn't believe that, and the door opened under her determined touch. She ran over to the bed, leaping into my arms and looking up with childish concern at my tear-streaked face.
"Why are you crying, Elizabeth?"
"I miss my family," and suddenly I was crying again, uncontrollably sobbing, "and my home and my computer and my friends. Here, my birthday came and went almost nine months ago and I let it go because I didn't want to say anything but back home ... and I just wish I was there in my own house with my own clothes and possessions..."
"Oh, 'Lizabeth." Maria hugged me. "If only we could get you back! But how?" Suddenly, she appeared to have an idea. "I know! I'll ask William. He's bound to know something."
"No!" In my anger the tears of the moment before were forgotten, Maria jumped back in surprise, shock and hurt crossing her young face. She didn't understand why I was so furious. "I'm sorry, Maria," I said, more gently, "but on no account are you to tell your brother the truth about me."
"On no account?" She didn't understand the phrase.
"Under no circumstances whatsoever, even if he asks and even if your mother tells you to. He must not know. He must not know." I glanced towards the window, repeating the words under my breath. "He must not know." Why was I so reluctant to share my story? Why was he any different from the rest of the family? I didn't know how to explain that to the little girl, but her brother was a completely different kettle of fish. And he must not know.