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Grade 6 Reading Student At–Home Activity Packet
Printer Warning: This packet is lengthy. Determine whether you want to print both sections, or only print Section 1 or 2. Grade 6 Reading Student At–Home Activity Packet This At–Home Activity packet includes two parts, Section 1 and Section 2, each with approximately 10 lessons in it. We recommend that your student complete one lesson each day. Most lessons can be completed independently. However, there are some lessons that would benefit from the support of an adult. If there is not an adult available to help, don’t worry! Just skip those lessons. Encourage your student to just do the best they can with this content—the most important thing is that they continue to work on their reading! Flip to see the Grade 6 Reading activities included in this packet! © 2020 Curriculum Associates, LLC. All rights reserved. Section 1 Table of Contents Grade 6 Reading Activities in Section 1 Lesson Resource Instructions Answer Key Page 1 Grade 6 Ready • Read the Guided Practice: Answers will vary. 10–11 Language Handbook, Introduction. Sample answers: Lesson 9 • Complete the 1. Wouldn’t it be fun to learn about Varying Sentence Guided Practice. insect colonies? Patterns • Complete the 2. When I looked at the museum map, Independent I noticed a new insect exhibit. Lesson 9 Varying Sentence Patterns Introduction Good writers use a variety of sentence types. They mix short and long sentences, and they find different ways to start sentences. Here are ways to improve your writing: Practice. Use different sentence types: statements, questions, imperatives, and exclamations. Use different sentence structures: simple, compound, complex, and compound-complex. -
Touchstones of Popular Culture Among Contemporary College Students in the United States
Minnesota State University Moorhead RED: a Repository of Digital Collections Dissertations, Theses, and Projects Graduate Studies Spring 5-17-2019 Touchstones of Popular Culture Among Contemporary College Students in the United States Margaret Thoemke [email protected] Follow this and additional works at: https://red.mnstate.edu/thesis Part of the Higher Education and Teaching Commons Recommended Citation Thoemke, Margaret, "Touchstones of Popular Culture Among Contemporary College Students in the United States" (2019). Dissertations, Theses, and Projects. 167. https://red.mnstate.edu/thesis/167 This Thesis (699 registration) is brought to you for free and open access by the Graduate Studies at RED: a Repository of Digital Collections. It has been accepted for inclusion in Dissertations, Theses, and Projects by an authorized administrator of RED: a Repository of Digital Collections. For more information, please contact [email protected]. Touchstones of Popular Culture Among Contemporary College Students in the United States A Thesis Presented to The Graduate Faculty of Minnesota State University Moorhead By Margaret Elizabeth Thoemke In Partial Fulfillment of the Requirements for the Degree of Master of Arts in Teaching English as a Second Language May 2019 Moorhead, Minnesota iii Copyright 2019 Margaret Elizabeth Thoemke iv Dedication I would like to dedicate this thesis to my three most favorite people in the world. To my mother, Heather Flaherty, for always supporting me and guiding me to where I am today. To my husband, Jake Thoemke, for pushing me to be the best I can be and reminding me that I’m okay. Lastly, to my son, Liam, who is my biggest fan and my reason to be the best person I can be. -
Marble Hornets, the Slender Man, and The
DIGITAL FOLKLORE: MARBLE HORNETS, THE SLENDER MAN, AND THE EMERGENCE OF FOLK HORROR IN ONLINE COMMUNITIES by Dana Keller B.A., The University of British Columbia, 2005 A THESIS SUBMITTED IN PARTIAL FULFILLMENT OF THE REQUIREMENTS FOR THE DEGREE OF MASTER OF ARTS in THE FACULTY OF GRADUATE AND POSTDOCTORAL STUDIES (Film Studies) THE UNIVERSITY OF BRITISH COLUMBIA (Vancouver) December 2013 © Dana Keller, 2013 Abstract In June 2009 a group of forum-goers on the popular culture website, Something Awful, created a monster called the Slender Man. Inhumanly tall, pale, black-clad, and with the power to control minds, the Slender Man references many classic, canonical horror monsters while simultaneously expressing an acute anxiety about the contemporary digital context that birthed him. This anxiety is apparent in the collective legends that have risen around the Slender Man since 2009, but it figures particularly strongly in the Web series Marble Hornets (Troy Wagner and Joseph DeLage June 2009 - ). This thesis examines Marble Hornets as an example of an emerging trend in digital, online cinema that it defines as “folk horror”: a subgenre of horror that is produced by online communities of everyday people— or folk—as opposed to professional crews working within the film industry. Works of folk horror address the questions and anxieties of our current, digital age by reflecting the changing roles and behaviours of the everyday person, who is becoming increasingly involved with the products of popular culture. After providing a context for understanding folk horror, this thesis analyzes Marble Hornets through the lens of folkloric narrative structures such as legends and folktales, and vernacular modes of filmmaking such as cinéma direct and found footage horror. -
Urban Myths Mythical Cryptids
Ziptales Advanced Library Worksheet 2 Urban Myths Mythical Cryptids ‘What is a myth? It is a story that pretends to be real, but is in fact unbelievable. Like many urban myths it has been passed around (usually by word of mouth), acquiring variations and embellishments as it goes. It is a close cousin of the tall tale. There are mythical stories about almost any aspect of life’. What do we get when urban myths meet the animal kingdom? We find a branch of pseudoscience called cryptozoology. Cryptozoology refers to the study of and search for creatures whose existence has not been proven. These creatures (or crytpids as they are known) appear in myths and legends or alleged sightings. Some examples include: sea serpents, phantom cats, unicorns, bunyips, giant anacondas, yowies and thunderbirds. Some have even been given actual names you may have heard of – do Yeti, Owlman, Mothman, Cyclops, Bigfoot and the Loch Ness Monster sound familiar? Task 1: Choose one of the cryptids from the list above (or perhaps one that you may already know of) and write an informative text identifying the following aspects of this mythical creature: ◊ Description ◊ Features ◊ Location ◊ First Sighting ◊ Subsequent Sightings ◊ Interesting Facts (e.g. how is it used in popular culture? Has it been featured in written or visual texts?) Task 2: Cryptozoologists claim there have been cases where species now accepted by the scientific community were initially considered urban myths. Can you locate any examples of creatures whose existence has now been proven but formerly thought to be cryptids? Extension Activities: • Cryptozoology is called a ‘pseudoscience’ because it relies solely on anecdotes and reported sightings rather than actual evidence. -
Searching for Security in the Mystical the Function of Paranormal Beliefs
Searching for Security in the Mystical The Function of Paranormal Beliefs MARTIN R. GRIMMER ver the past two decades, the paranor- mal has enjoyed something of a revival Owithin popular culture. There have been countless books, magazine and newspaper articles, movies, and television programs devoted to topics ranging from UFOs, the Bermuda Triangle, lost continents, Yetis, and Belief in the the Loch Ness monster, to pyramid power, astrology, levitation, telepathy, precognition, paranormal and poltergeists. Sociologist Marcello Truzzi appears to satisfy (1972) suggested that this boom in paranormal interest began around the late sixties, noting some very basic, if that Ouija boards outsold such popular board inconsistent games as Monopoly. human needs. It Lately, the paranormal seems to have mani- fested in the form of the New Age movement— will probably a loose combination of ideas encompassing spir- remain with us itualism, mysticism, alternative healing, and a healthy dose of commercialism. Some may think forever. this is mainly an American phenomenon, but it is estimated that Australians alone now spend $100 million a year on personal-transformation courses that delve deeply into such fringe areas as rebirthing, shamanism, channeling, and crystal healing. To some observers, the New Age movement is seen as a sort of quasi-religious justification for "yuppiedom"—how to make money and feel "really great" about it at the same time. Winter 1992 Research studies worldwide have written on this topic, several themes revealed an extensive belief in and in the human motive to believe can acceptance of the paranormal. In a be identified. survey of the readers of Britain's New First, paranormal beliefs may oper- Scientist magazine, a high proportion ate to reassure the believer that there of whom are reported to hold post- is order and control in what may graduate degrees, Evans (1973) found otherwise appear to be a chaotic that 67 percent believed that ESP was universe (Frank 1977). -
Marble Hornets, the Slender Man, and the Emergence Of
DIGITAL FOLKLORE: MARBLE HORNETS, THE SLENDER MAN, AND THE EMERGENCE OF FOLK HORROR IN ONLINE COMMUNITIES by Dana Keller B.A., The University of British Columbia, 2005 A THESIS SUBMITTED IN PARTIAL FULFILLMENT OF THE REQUIREMENTS FOR THE DEGREE OF MASTER OF ARTS in THE FACULTY OF GRADUATE AND POSTDOCTORAL STUDIES (Film Studies) THE UNIVERSITY OF BRITISH COLUMBIA (Vancouver) December 2013 © Dana Keller, 2013 Abstract In June 2009 a group of forum-goers on the popular culture website, Something Awful, created a monster called the Slender Man. Inhumanly tall, pale, black-clad, and with the power to control minds, the Slender Man references many classic, canonical horror monsters while simultaneously expressing an acute anxiety about the contemporary digital context that birthed him. This anxiety is apparent in the collective legends that have risen around the Slender Man since 2009, but it figures particularly strongly in the Web series Marble Hornets (Troy Wagner and Joseph DeLage June 2009 - ). This thesis examines Marble Hornets as an example of an emerging trend in digital, online cinema that it defines as “folk horror”: a subgenre of horror that is produced by online communities of everyday people— or folk—as opposed to professional crews working within the film industry. Works of folk horror address the questions and anxieties of our current, digital age by reflecting the changing roles and behaviours of the everyday person, who is becoming increasingly involved with the products of popular culture. After providing a context for understanding folk horror, this thesis analyzes Marble Hornets through the lens of folkloric narrative structures such as legends and folktales, and vernacular modes of filmmaking such as cinéma direct and found footage horror. -
Carnot Travelogue - Scotland 2015
Avant-propos Au pays des Lochs et des légendes Ce voyage s'est déroulé du 7 au 14 mai 2015. Nous avons passé une semaine délicieuse en compagnie des élèves de la classe de 1S1 euro SVT, 3 élèves de 2nde 8 euro SVT et 1 élève de 1E1. Des Lowlands aux Highlands, d'Édimbourg à Stirling, Saint Andrews, Inverness... Châteaux et Cathédrales, héros et légendes, paysages spectaculaires entre lochs et collines... sans oublier la rencontre avec Nessie, monstre sympathique du Loch Ness... Chaque élève a rédigé un carnet de voyage (Travelogue) de plus d'une dizaine de pages (one page a day. Or more!) émaillé d'anecdotes, de photos et d'émotions... Nous espérons que nos élèves garderont ces images en mémoire, tout comme nous... Voici ci-après un compte-rendu de chaque jour de la semaine, extraits de plusieurs « travelogues ». Enjoy ! Nous tenons à remercier tous les élèves pour leur investissement, leur fraîcheur, leur sens de l'humour, leur enthousiasme, leurs sourires, et surtout... leur ponctualité tout au long de la semaine. Merci aussi à leurs parents pour avoir rendu possible leur découverte de ce pays « de Lochs et de légendes ». Et un grand merci aussi à José Torrecilla pour sa précieuse collaboration pendant ces huit jours... ! My heart's in the Highlands. The birth-place of Valour, the country of Worth; Wherever I wander, wherever I rove, The hills of the Highlands for ever I love. ROBERT BURNS 1759-1796 Muriel Garnier et Valérie Rapin Professeurs d’anglais au Lycée Carnot Travel through Scotland 3 Day 1 Departure Thursday May 7th 2015 was such a great day… We began our trip to Scotland early in the morning, at 3:50 AM. -
The Momo Challenge
the Momo Challenge Momo Is A No No The Momo Challenge has recently dominated headlines not once, but twice—first because it was supposedly linked to a 12-year-old’s suicide in Buenos Aires, then more recently because it allegedly began popping up in children’s videos online. But the second time, it became more complicated: Was it an actual challenge scaring children into harming themselves and others? Or was it made up in order to increase page views and interactions on social media? This confusion only added to the chaos, with concerned parents unsure who to believe or what to do. On the one hand, if it isn’t fabricated, then they want to talk to their kids about it ASAP, as well as take measures to ensure they never fall prey to it. But on the other hand, if it is indeed false, then they don’t want to needlessly scare their kids or add to the pandemonium. This Guide seeks to wade through all the information currently available to help you make sense of the whole debacle and offers practical ways to address it with your children and teenagers. What is it exactly? It’s an online challenge that targets teens, tweens, and even younger children (via snippets in YouTube Kids videos) and encourages them to contact an unknown person called Momo (represented by a woman with a gaunt face, bulging eyes, and creepy smile) via WhatsApp or Facebook primarily (though any other platform with messaging capabilities can also be used). The account then sends them violent/graphic images and texts, telling them to engage in various “challenges, which start out small and strange, then escalate to harming themselves and others, possibly culminating in the final challenge of committing suicide. -
The Case of Astrology –
The relation between paranormal beliefs and psychological traits: The case of Astrology – Brief report Antonis Koutsoumpis Department of Behavioral and Social Sciences, Vrije Universiteit Amsterdam Author Note Antonis Koutsoumpis ORCID: https://orcid.org/0000-0001-9242-4959 OSF data: https://osf.io/62yfj/?view_only=c6bf948a5f3e4f5a89ab9bdd8976a1e2 I have no conflicts of interest to disclose Correspondence concerning this article should be addressed to: De Boelelaan 1105, 1081HV Amsterdam, The Netherlands. Email: [email protected] The present manuscript briefly reports and makes public data collected in the spring of 2016 as part of my b-thesis at the University of Crete, Greece. The raw data, syntax, and the Greek translation of scales and tasks are publicly available at the OSF page of the project. An extended version of the manuscript (in Greek), is available upon request. To the best of my knowledge, this is the first public dataset on the astrological and paranormal beliefs in Greek population. Introduction The main goal of this work was to test the relation between Astrological Belief (AB) to a plethora of psychological constructs. To avoid a very long task, the study was divided into three separate studies independently (but simultaneously) released. Study 1 explored the relation between AB, Locus of Control, Optimism, and Openness to Experience. Study 2 tested two astrological hypotheses (the sun-sign and water-sign effects), and explored the relation between personality, AB, and zodiac signs. Study 3 explored the relation between AB and paranormal beliefs. Recruitment followed both a snowball procedure and it was also posted in social media groups of various Greek university departments. -
SLENDER MAN PANIC Holly Vasic (Faculty Mentor Sean Lawson, Phd) Department of Communications
University of Utah UNDERGRADUATE RESEARCH JOURNAL SLENDER MAN PANIC Holly Vasic (Faculty Mentor Sean Lawson, PhD) Department of Communications The last day of May, 2014, in the sleepy Midwest town of Waukesha Wisconsin, 12-year- old’s Morgan Geyser and Annissa Weier were discovered splattered with blood and walking along the interstate after stabbing a girl, they called their friend, 19 times. When asked why, they said that Slender Man, a creepy faceless figure from a website called Something Awful (www.somethingawful.com), made them do it (Blank, 2018). This crime was reported about all over the country, and abroad, by top media sources as well as discussed in blogs around the web. Using the existing research on the phenomenon of “moral panic,” my research investigates the extent to which news media reporting and parent responses to Slender Man qualify as a moral panic. To qualify, the mythical creature must be reported about in a way that perpetuates fear in a set of the population that believe the panic to be real (Krinsky, 2013). As my preliminary research indicated that Christian parenting blogs demonstrated a strong response to the Slender Man phenomenon, I will explore the subgenre of Christian parenting blogs to gauge the extent to which Slender Man was considered a real threat by this specific group. Thus, my primary research questions will include: Q1: To what degree do mainstream media portrayals of Slender Man fit the characteristics of a moral panic as defined in the academic research literature? Q2: In what ways do Christian parenting blogs echo, extend upon, or reject the moral panic framing of Slender Man in the mainstream media? Since the emergence of Slender Man, a decade ago, concerns about fake news, disinformation, and the power of visual “memes” to negatively shape society and politics have only grown. -
Naming the Loch Ness Monster
Nature Vol. 258 December 11 1975 Naming the Loch Ness monster Recent publicity concerning new claims for the existence of the Loch Ness monster has focused on the evidence offered by Sir Peter Scott and Robert Rines. Here, in an article planned to coincide with the now-cancelled symposium in Edinburgh at which the whole issue was due to be discussed, they point out that recent British legislation makes provision for protection to be given to endangered species; to he granted protection, however, an animal should first be given a proper scientific name. Better, they argue, to be safe than sorry; a name for a species whose existence is still a matter of controversy among many scientists is preferable to none if its protection is to be assured. The name suggested is Nessiteras rhombopteryx. CHEDULE 1 of the Conservation light illuminates an area of the animal's S of Wild Creatures and Wild Plants back and belly with a rough skin Act, 1975, passed recently by the UK texture. In the upper photograph Parliament, provides the best way of there is what may be some suggestion giving full protection to any animal of ribs. whose survival is threatened. To be Although these two photographs Fig. 1 Photographs taken by strobe flash at included, an animal should be given a of the hind flipper are the main basis of a depth of 45 feet in Loch Ness at 0150 h on common name and a scientific name. the description, and the flipper-length August 8, 1972, showing the right hind flipper, calculated as about 2 m long, of For the Nessie or Loch Ness monster, is thought to be some 2 m, it is possible, Nessiteras rhombopteryx. -
Lesson 3 23 Part 4: Guided Practice
Part 4: Guided Practice Lesson 3 Hints Use the Hints on this page to help you answer the questions. Think about the word 1 A student makes the following claim about the author of “Tales of choice in each sentence. Chupacabras.” Which choice helps you Tales of Chupacabras by Cynthia Burnham The author believes that chupacabras are imaginary even though infer what the author she would like to think they exist. 1 Legend tells of the chupacabra, a monster that sucks the actually thinks about chupacabras? Which sentence from the text best supports this claim? blood of livestock. Chupacabra means “goat sucker” in A “Chupacabra means ‘goat sucker’ in Spanish.” Spanish. For many in the southwestern United States and Mexico, these tales are more than just stories; they have been B “Some describe chupacabras as two-legged, lizard-like creatures with claws, spikes, and piercing red eyes.” accepted as fact. In Puerto Rico in 1995, hundreds of livestock fatalities were blamed on the chupacabra. C “Why do we want these mythical beasts to be real?” D “Scientists constantly identify new life-forms.” 2 Some describe chupacabras as two-legged, lizard-like Close Reading creatures with claws, spikes, and piercing red eyes. Others Which sentence offers 2 Which sentence from the text explains why the author thinks According to the author, insist they are hairless, four-legged creatures that are part support for why people people want to believe in chupacabras? why do people hope kangaroo, part dog, and part rat. Many similar beasts have hope chupacabras A “For many in the southwestern United States and Mexico, these are real? that chupacabras are been brought to labs for DNA testing, but most have been tales are more than just stories: they have been accepted as fact.” real? Underline a coyotes with mange, a disease that strips animals of fur.