Mark the Text, Summarize, Identify Author's Purpose - 5 March and 6 March

Today's Goal: 
CCSS.ELA-LITERACY.RI.6.2
Determine a central idea of a text and how it is conveyed through particular details; provide a summary of the text distinct from personal opinions or judgments.

CCSS.ELA-LITERACY.RI.6.6
Determine an author's point of view or purpose in a text and explain how it is conveyed in the text.

The Plan:

1. Copy ELA Journal from Ms. Black's to yours and then Read!
2. Argument Vocabulary (in ELA Journal)
3. Quick-write (in ELA Journal)
4. Read "Teens who spend less time in front of screens are happier – up to a point, new research shows" - practice Marking the Text/annotation

Homework/Reminders

• Finish ELA Journal work if incomplete
• CommonLit.org Article of the Week
• due Friday, 6 March, 4pm
• You must complete the assessment questions. There are 8 of them.
• Make sure you "log in with Google" as always
• YOU CAN ACCESS THE ASSIGNMENT ON GOOGLE CLASSROOM. COOL!
• No Red Ink "Fragments and Quotes"
• due Friday, 13 March, 4pm
• if it is completed after 4pm, it will be marked late and you will lose some credit.

Argument Vocabulary

The concepts we will define together today are:

• anecdote
• counter-argument/ rebuttal
• problem/ solution
• compare/ contrast
• cause/ effect

You will likely be able to use a number of these in our reading activity later in class.

Quick-write

Answer the following in your ELA Journal in paragraph form:

How can screens affect your mood? (think about social media, tv time, video games, using your cell phone, etc.) Give specific examples and explain how they are positive or negative or both. 

If you are struggling, think about how long you spend using screens and how that makes you feel. Think about what kinds of things you do with screens and whether those things make you feel happy, sad, frustrated, angry, hopeful, or any other feelings you might have. Be specific about what content you see.

You may use personal pronouns.

Reading and Marking the Text

We will do this in steps. Some will be together, some will be in partners or groups. Some will be individual. We will not get through everything today and that's okay.

PURPOSE FOR READING: What impact does increased screen time have on teens and their families? 

1. Write our purpose for reading at the bottom of page 1
2. Number the paragraphs and divide the reading into sections (together)
3. Skim the article and BOX any words we should define together.
4. Read each section out loud. For each section, we will summarize what the section says in the left margin, and state the author's purpose in the right margin.
5. In groups, identify and highlight FOUR pieces of evidence that help explain the impact that increased screen time has on teens and their families.

Author's Purpose: the author's reason for writing; what is the author trying to DO in that particular section? What is their goal?

For the right column, you must use a strong verb to help explain what the author's purpose is. Here is the chart I just put on the wall!

While you may not know what all of those words mean, the goal is to use a word beyond "says" or "said"

Screen Time: An Introduction - 3 March and 4 March 2020

Today's Goal: CCSS.ELA-LITERACY.SL.6.1
Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 6 topics, texts, and issues, building on others' ideas and expressing their own clearly.

CCSS.ELA-LITERACY.RI.6.6
Determine an author's point of view or purpose in a text and explain how it is conveyed in the text.

The Plan:

1. Read! (and also copy/paste ELA Journal work!)
2. Four Corners Discussion
3. Screen Time and the Brain by Debra Bradley Ruder - you will find a copy of this in Google Classroom for you!
4. Finish ELA Journal Entry

Homework/Reminders

• Finish ELA Journal work if incomplete
• CommonLit.org Article of the Week
• due Friday, 6 March, 4pm
• You must complete the assessment questions. There are 8 of them.
• Make sure you "log in with Google" as always
• YOU CAN ACCESS THE ASSIGNMENT ON GOOGLE CLASSROOM. COOL!
• No Red Ink "Fragments and Quotes"
• due Friday, 13 March, 4pm
• if it is completed after 4pm, it will be marked late and you will lose some credit.

Four Corners Discussion

First: In your ELA Journal, you will need to decide your opinions on your own.

Then, we will discuss as a class.

Screen Time and the Brain by Debra Bradley Ruder

We will annotate this together digitally. DIGITALLY?!? Yes. Digitally.

You'll find your copy in Google Classroom.

Here's what we're looking for today:

1. Purpose for Reading: How do screens affect kids' brains?
2. Highlight and define words we don't know in YELLOW
3. Highlight key ideas in each section in GREEN
4. If we highlight, we must also leave a comment to ANNOTATE.

You will find the following questions to respond to in your ELA Journal in complete sentences:

• According to the article, how do screens affect the brain? Use evidence.
• What are two digital media tips shared in the article and why might those have a positive impact?
• Personal opinion question: How does annotating on an online document differ from annotating on paper? Which do you prefer and why?

Silent Communication and RACE pre-assessment - 28 February and 2 March

Today's Goal: CCSS.ELA-LITERACY.RI.6.1
Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
The Plan:

1. Read!
2. Silent Communication Activity
3. Read the article entitled "High schools are starting to bet on esports"
4. RACE Writing Assignment
5. Pre-Survey
6. Work on CommonLit assignment and/or NoRedInk and/or get help turning in your Video for This I Believe

Homework/Reminders

• No Red Ink "Fragments"
• due Friday, 27 February, 4pm
• if it is completed after 4pm, it will be marked late and you will lose some credit.
• CommonLit.org Article of the Week
• due Friday, 6 March, 4pm
• You must complete the assessment questions. There are 8 of them.
• Make sure you "log in with Google" as always
• YOU CAN ACCESS THE ASSIGNMENT ON GOOGLE CLASSROOM. COOL!
• No Red Ink "Fragments and Quotes"
• due Friday, 13 March, 4pm
• if it is completed after 4pm, it will be marked late and you will lose some credit.

Silent Communication Activity

We're going to keep working on that whole "eye contact" thing we talked about last class. This is an in-class only activity. 

1. You will get a partner today. This partner cannot be someone you know REALLY well.
2. For three minutes, you're going to do a bit of writing about your partner, which I will explain to you. 
3. YOU CANNOT TALK.
4. I REPEAT: YOU CANNOT TALK.

After we talk about what we did in class, you will be doing some silent moving around the room. We will debrief after we finish and talk about:

• What worked?
• What didn't work?
• How important was making eye contact with your peers when it came to being successful in the task?
• What kinds of feelings do different people have about silence?
• What purpose could silence serve?

RACE Writing Assignment

Today's task has one goal: gather some data. We've been working on writing all year in formal and informal ways. We've also just finished a large essay in which you were writing about yourself, so as we transition back to writing about what we read a little more, we need to see what you remember about writing argument and using evidence.

You will not get any help on today's writing assignment. NONE. Your task is to read the article and then answer the question in RACE paragraph format. I need to see what your best is so I can help you make your best even better.

Here's the trick, though: the better you do and the more effort we put into it, the less lecture you get from me about things you already know in the coming weeks because I won't have to bore you while I reteach something that you are capable of doing. 

IDEAL: Write a RACEECEE paragraph, not RACE. Like I said, I need to see your absolute best without my help, so most of you should be using TWO pieces of evidence, not one. 

Task steps:

1. Read the article entitled "High schools are starting to bet on esports"
2. Answer the question provided in RACEECEE paragraph format. You do not have to highlight.
3. Use any resources on the document and around the room that you would like, but Ms. Black and Mr. Mello and Mrs. H will not help. 

Pre-Work Survey

The purpose of this survey is to get a before and after picture of this RACE paragraph and one that you will write in the future. I need to know your perceptions and ideas about what we've been doing in order to see if that changes.

Please fill out this survey after you complete the RACEECEE response.

What DO I DO when I'm done?

1. Please fill out this survey after you complete the RACEECEE response.
2. This I Believe Video needs to be turned in. There's too many of you that have no submission.
3. No Red Ink Due today.
4. CommonLit Article due next Friday.
5. Read

Book Talks and Email Etiquette - 26 February and 27 February 2020

Today's Goal: 

The Plan:

1. Read
2. Book Talk Time - Focus on EYE CONTACT
3. fill out this form AFTER book talks
4. CommonLit.org Article of the Week (this is the assignment you'll do instead of typing from now on)
5. Email Etiquette/Sending Formal Emails

Reminders/Homework:

• No Red Ink "Fragments" 
• due Friday, 27 February, 4pm
• if it is completed after 4pm, it will be marked as late and you will not get full points
• CommonLit.Org Article of the Week
• due Friday, 6 March, 4pm
• You must complete the Assessment questions. There are 8 of them.
• Make sure you "log in with google" as always
• YOU CAN ACCESS THE ASSIGNMENT ON GOOGLE CLASSROOM. COOL! 
• No Red Ink "Fragments and Quotes"
• due Friday, 13 March, 4pm
• if it is completed after 4pm, it will be marked as late and you will not get full points

Book Talks!

• You will have 90 seconds to share a book that you are reading with your group members.
• You must have the book with you, either as a physical book, or pulled up on Overdrive.
• You must be either currently reading the book, or have finished it within the last 2 days.
• You must talk for the full 90 seconds without stopping.
• Here are some things to talk about:
• Introduce the title, author, & genre of the book and give a brief summary (try to avoid spoilers if you can!)
• What do you think of the book so far? Are there specific things that you like/dislike? Would you recommend it to your classmates? Why/Why not?
• Who is your favorite character?
• Who is the worst character?
• What's the funniest scene so far?
• What do you hope will happen as you keep reading?
• What do you think will ACTUALLY happen when you keep reading?

You will fill out THIS FORM after everyone has had the chance to share.

Once you finish, I suggest you go log in on CommonLit.Org so you can see your homework. This is what will take the place of Typing.com on weeks you don't have a NoRedInk assignment.

Sending Formal Emails (Email Etiquette)

Slides 19-24 have your assignment.

You can also use the templates, where applicable, that you can find on the new button at the very very top of the blog called "Sending Formal Emails!"

Video Project: Let's Finish and Turn It In! - 24 February and 25 February 2020

Today's Goal: Finish your video!

The Plan:

1. Watch Screencast! (below)
2. Read
3. Finish your This I Believe video project and turn it in on Google Classroom.
   HERE is the rubric
4. Read/NoRedInk

Reminders/Homework:

• This I Believe VIDEO PROJECT
• Due 25 February, 2020
• This is a Tuesday, and we will spend the first day back from break in the library to finish it up, but you'll probably need to not forget about it until the last minute.
• This is a situation where if you, personally, will need a little bit more time, you can email Ms. Black with a polite request.
• No Red Ink "Fragments" 
• due Friday, 27 February, 4pm
• if it is completed after 4pm, it will be marked as late and you will not get full points
• No Red Ink "Fragments and Quotes"
• due Friday, 13 March, 4pm
• if it is completed after 4pm, it will be marked as late and you will not get full points

To Turn In Your Video Project on Google Classroom:

1. Log In to Adobe Spark using your school google account as always
2. When you open the folder for "My Projects", find button made of three dots on the video. Press it.
3. Choose "Share"
4. Choose "Publish"
5. Make sure the information is correct on the pop up.
6. TURN OFF the "Get Noticed" option. This is a requirement. Do it.
7. Click "Create Link" Wait until the link shows up. It will take a few minutes. Copy the link it gives you after it shows up, paste it into a kindly worded email and send it to Ms. Black.

Please note: If you did not use Adobe Spark, I do not know how to submit it on Google Classroom. I'm hoping/assuming that you do and that if it's on your Google Drive, you can go to the assignment in Google Classroom and figure out how to attach it. I believe in you.

HERE IS A LINK TO THE RUBRIC!

6th Grade Camp! - 10-14 February 2020

Today's Goal: NATURE AND SCIENCE

The Plan:

1. Enjoy camp!

If you're checking this over February break, please don't forget the reminders below:


Reminders/Homework:

• Thsi I Believe VIDEO PROJECT
• Due 25 February, 2020
• This is a Tuesday, and we will spend the first day back from break in the library to finish it up, but you'll probably need to not forget about it until the last minute.
• This is a situation where if you, personally, will need a little bit more time, you can email Ms. Black with a polite request.
• No Red Ink "Fragments" 
• due Friday, 27 February, 4pm
• if it is completed after 4pm, it will be marked as late and you will not get full points

Recording Your Story - 6 February and 7 February 2020

Today's Goal: 

CCSS.ELA-LITERACY.SL.6.4
Present claims and findings, sequencing ideas logically and using pertinent descriptions, facts, and details to accentuate main ideas or themes; use appropriate eye contact, adequate volume, and clear pronunciation.

CCSS.ELA-LITERACY.SL.6.5
Include multimedia components (e.g., graphics, images, music, sound) and visual displays in presentations to clarify information.

The Plan:

1. Read
2. Learn about Adobe Spark with Mrs. Uyloan in the library
3. Work on turning your This I Believe essay into a visual/audio presentation (Important Note: You should not be working on this step until your essay is fully written and ready to be graded. We will be scoring them in the next couple weeks.)

Reminders/Homework:

• READ!
• No Red Ink "SWABIs" 
• Due Friday 7 February, 4pm
• No Red Ink "Fragments" 
• Due Friday 28 February, 4pm
• Written This I Believe Essay should be ready to be scored ASAP.
• Video Production of This I Believe Essay
• Due Tuesday, 25 February
• You will likely get a bit of extra time when we return from break to work on this, but it will not be a ton of time. Please consider working on this 

Making a Video

Here is what you need to know: 

• Your video must have at least 10 different videos/images/drawings/etc. to help tell your story.
• You must record yourself reading your essay. Please start with a title page and record yourself introducing yourself and the title of your essay.
• "My name is John Smith and my personal narrative is entitled "_______________"
• You must submit the link to your video on Google Classroom (there is a new assignment there for you)

FAQ

• Ms. Black, how do I use Adobe Spark?
• By trying stuff and seeing if it works. I am fairly new to this program as well. Mrs. Uyloan knows a lot more than I do, but start by starting a new project and clicking "video." They even give you videos for new users!
• Ms. Black, can I use WeVideo?
• Sure! As long as you know what you're doing. Don't use WeVideo if you have not learned it yet. Same with any other platform. I'm cool with most platforms as long as you know what you're doing or are willing to figure it out on your own. 
• ALSO!! One of your peers was kind enough to share her slideshow presentation entitled "How to Make a Video using WeVideo" with you! Please scroll down to see it! That's the most I can give you though. Beyond that, you'll need to figure it out yourself.
• What will the final product look like?
• Well, I think we're going to find out once you've done it. There are lots of creative ways to go about this. If you want to see different kinds of things you could do, here are a few examples I found:
• https://youtu.be/rFkFncqovL0 - in this one, the artist drew the images on a whiteboard and sped it up. Cool!
• https://youtu.be/uOkR0E_dTrI - this one has sound and pictures
• https://youtu.be/B_QRoqlOlq4 - this person drew on notecards and recorded while she moved them around and colored on them.
• https://youtu.be/Afpjdwf-994 - this person uploaded pictures of herself and her real life!
• https://youtu.be/VvCo67C3W-A - this person included video of herself singing and playing piano because that's what her essay was about
• What if I can't think of what images to add?
• Well, you can. I promise. Please notice that in all of the examples above, there is a new image every few seconds. That's a lot! I am not asking that you do that many, but you also want to make sure you are keeping your audience visually engaged. There are a million ways to do this. It might involve a little planning, but you are completely capable.

BONUS DAY (Period 1, 3, 5 ONLY) - 5 February 2020

Today's Goal: Catch Up, Get Ahead.

The Plan:

1. Read
2. The Choice to Do It Over Again by Daniel Flanagan
3. Finalize your Writing
4. Practice Reading Aloud to others
5. No Red Ink/Typing/Other Make-Up Work

Reminders/Homework:

• READ!!!!!!!!!!!!!!!!!!!!!!!!!!!!!
• Work on your essay.
• Finish reading aloud to others and getting signatures; bring back your signed paper to turn in.
• No Red Ink "SWABIs" 
• Due Friday 4pm
• You will not have access if you didn't do the diagnostic, and I still won't accept late assignments for full credit anymore, so I suggest you get the diagnostic done so you don't dig yourself a deeper hole.

Finalize Your Writing

Today you are very lucky to get some extra writing time to revise/edit/make your essay the best you can before I score it. Use it. Ms. Black will meet with people she hasn't gotten to meet with yet during this time.

Practice Reading Aloud

You will get a small sheet of paper that looks like this. You must read your essay, out loud, to at least three people and get their signatures.

One person can be an adult at home or another teacher, but two must be peers.

 Do not do this step if you have not finalized your essay, although if you read to someone and they have a suggestion, make sure to listen in case it is helpful.

Other Work To Do

Here are your options if everything else is done:

• No Red Ink.
• Reading.
• Revising the writing stations if you didn't do them or want to improve your score..
• Reading.
• Continuing to revise your essay.
• Also Reading.
• You could make up the No Red Ink Quiz #2 if you need to (or retake it if you ask Ms. Black.)

You are not permitted to do typing.com. We are done with typing.com in this class. If you need to make that up, do it on your own time.

Revision Stations! - 29, 30 January and 3, 4 February 2020

Today's Goal:
CCSS.ELA-LITERACY.W.6.3
Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences.

CCSS.ELA-LITERACY.W.6.5
With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach.

The Plan:

1. Read
2. A Duty to Family, Heritage and Country by Ying Ying Yu (29, 30 January)
3. The Sisterhood of Roller Derby by Erin Blakemore (3, 4 February)
4. This I Believe REVISION Stations! (Google Classroom)

Reminders/Homework:

• READ!
• Continue working on your essay.
• No Red Ink Diagnostic #3 
• Due Friday, 31 January 4pm
• Ms. Black will no longer accept this work late for full credit. You will receive partial credit if you finish it after 4pm on Friday.
• No Red Ink "SWABIs"
• Due Friday, 7 February 4pm
• You will not be able to access this until you complete the "Diagnostic #3" and Ms. Black gives you access.
• Ms. Black will no longer accept this work late for full credit. You will receive partial credit if you finish it after 4pm on Friday.  This applies even if you don't have access to it because you didn't do the Diagnostic. 

Stations!

You will be given the opportunity today to practice different methods of revision. At each station, you will find a new seat and go to the directions on your Google Classroom document. Read the directions aloud to each other and begin.

There are 6 stations:

• STATION ONE - TEACHER CONFERENCE
• STATION TWO - STRONG VERBS/DIALOGUE
• STATION THREE - SENSORY DETAILS/SNAPSHOT
• STATION FOUR - PEER CONFERENCE
• STATION FIVE - CONTROL OF CONVENTIONS
• STATION SIX - HOOKS AND CLOSINGS

You will find a document with directions for each station on Google Classroom. Each station will require you to review a concept. It may also include a video lesson about the given topic, and a discussion to be had with your table. 

Each station requires you to use YOUR ESSAY to work on improvements and share ideas. If you leave today with nothing changed or no plan for improvement, you have not used your time in a way that is helpful.

Ms. Black will not be able to help you with the stations because she IS a station. That means that if you are confused, you will have to work together to solve the issue. The only exception is if the video doesn't work. If that happens, then Ms. Black needs to know ASAP.

You will have a 17 minute timer for each station.

This I Believe Writing Day! - 27 January and 28 January 2020

Today's Goal:
CCSS.ELA-LITERACY.W.6.3
Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences.

The Plan:

1. Read
2. "Being Content with Myself" by Kamaal Majeed
3. Writing Time!
4. "Singing Badly, and Loudly" by Megan
5. More Writing Time!
6. "America's Beauty is in it's Diversity" by Alaa El-Saad

Reminders/Homework:

• Read!
• Finish your This I Believe Essay! (By finish, I mean write it all. I do not mean make it perfect. We still have work to do, but you have to write it all out first.)
• NoRedInk Diagnostic #3
• Due Friday, 30 January, 4pm
• It is a diagnostic, so you won't know the answers. You will not be penalized for wrong answers. Just try. This is the pretest so we can see the growth!
• As of RIGHT NOW, Ms. Black will not give you full credit No Red Ink Assignments completed late. You will get partial credit, but if it is not done by 4pm on Friday, you will not get full points.

There is nothing else to report today. You have many tools at your disposal on Google Classroom and in previous blog posts and in your Writing Stations. Today is dedicated to writing. You will not get another full day dedicated to writing, so please use it.

Let's Start Writing Our This I Believe Essays! - 23 January and 24 January 2020

You've trained for this. Today you start the race.

Today's Goal:
CCSS.ELA-LITERACY.W.6.3
Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences.

The Plan:

1. No Red Ink Growth Quiz
2. Read when you are done
3. "Finding the Flexibility to Survive" by Brighton Earley
4. This I Believe Rubric
5. This I Believe Writing Time!

Reminders/Homework:

• Read!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!! READ READ READ READ.
• Work on your essay. Please keep in mind that it must be a minimum of 500 words. It can definitely be longer. I am not counting paragraphs, but "more than one" is required.

No Red Ink Growth Quiz

I believe in you! This is on the No Red Ink Website. All I ask is that you do your best. When you are finished, read your book.

"Finding the Flexibility to Survive"

Today, your only task is to listen and think about this story. 

• What is powerful about it? 
• Where does the author put their "I believe" statement? 
• How does the writer start her story, if not with "I believe"?
• How does the writer end it?

We will discuss. You will not do any writing for this.

This I Believe Rubric and Expectations

HERE is the rubric!

It has lots of things, but they all relate to the things we've been working on, including:

• Having a strong, clear belief statement
• Using specific and personal memories
• sensory details
• dialogue
• varying sentence length
• word choice (snapshot, strong verbs, using specific details, showing vs. telling, etc)

This I Believe Writing Time

Some things to know:

• Your essay must be at least a minimum of 500 words. 
• Next class we are going to talk about showing vs. telling.
• The number of paragraphs doesn't matter, as long as there are multiple. There can be 3 there can be 20. It doesn't really matter as long as the paragraphs make sense.
• If you don't know where to start, start with your I believe statement. 

You may not start your essay with:

• "Imagine if..." or "Imagine that..."
• a question

I love you. Don't do it. You're not trying to convince or hook anyone. You are simply telling your story.

Austin's Butterfly and Tuning Protocols - 21 January and 22 January 2020

Today's Goal: 
CCSS.ELA-LITERACY.SL.6.1.B
Follow rules for collegial discussions, set specific goals and deadlines, and define individual roles as needed.

CCSS.ELA-LITERACY.SL.6.1.C
Pose and respond to specific questions with elaboration and detail by making comments that contribute to the topic, text, or issue under discussion.

The Plan:

1. Read!
2. Austin's Butterfly
3. This I Believe Tuning Protocol (You will need your This I Believe Stations open to Station 3)
4. "Do Talk to Strangers" by Sabrina Dubik
5. Exit Ticket: Fill out this Google Form before you may leave today.

Homework/Reminders

• READ!
• No Red Ink Growth Quiz next class (23 and 24 January)
• No Assignment due this Friday (you're welcome)
• You have until Thursday morning before school starts to turn in any revisions on your work.
• Book Review Scores will be in the gradebook Tuesday evening.
• Ms. Black will be in her room after school on Tuesday and Wednesday to help you with anything you need.

Austin's Butterfly

CLICK HERE to visit.

These are the questions I want you to think about:

1. What is the purpose of redrafting your work?
2. How can you apply this to the writing process?

Tuning Protocol

This requires that you follow directions and timing carefully. Use your Station 3 notes on the This I Believe Writing Stations, and as people give you any ideas or questions, write them down on this document.

Mrs. H and I made you a video in which we show you what the process looks like!

BE KIND

BE HELPFUL

BE VERY SPECIFIC

LISTEN

TUNING PROTOCOL This is the short version of the class copies at your desks.	TIME
PRESENT  - Describe your topic.   Explain why you chose this topic and why it was important to you.   Include the value you associate with it, and how that value relates to your topic. What do you BELIEVE in?	2 Min.
QUESTION - The listeners ask both probing and clarifying questions about the topic.   Clarifying Questions are questions that help you understand the facts of the story	3 Min.
DISCUSS - While the presenter acts like a fly on the wall, the listeners now discuss strengths, weaknesses, and wonderings about the topic.	2 Min.
REFLECT - The presenter reflects on the feedback and how they’re thinking about how the topic has changed.	1 Min.
TOTAL	8  Min.

"Do Talk to Strangers" and Exit Ticket

1. "Do Talk to Strangers" by Sabrina Dubik
2. CLICK HERE to fill out the Google Form. It will ask you to answer a few questions from all parts of class today.