Article: Has a new release come out in the theater, but you can't find someone to go with you? No worries! Just take yourself to the movies alone. You don't need a date or friend to go with you. Maybe a new restaurant has opened in your city that you've been dying to check out, but no one else likes that type of food. Put on a nice outfit and take yourself out for dinner. Immerse yourself in the meal by eating mindfully. Or, bring a book and read during your meal. Dating yourself can also translate to expanding your skills. Is there something you've always wanted to learn, but never made time for? If so, research classes or tutors in your area that can help you get started. For instance, you might sign up for a foreign language class, learn how to cook, or take a Flamenco dancing course. Make a list of fun or interesting places you haven't visited in your city or region. Then, challenge yourself to visit each place on your list. You might be surprised at the pleasure you get our of doing whatever you want to do. Your list might include museums, art galleries, parks and more. You might also attend concerts or festivals in your area. This can be a great way to preoccupy yourself on evenings and weekends when your loved ones are busy doing something else. Are you feeling stressed out or tired? If so, plan a day of pampering by booking a professional massage or facial at your local spa. If you're strapped for cash, perform self-massage with oils when you're feeling tense or stressed.
Question: What is a summary of what this article is about?
See a movie you've been dying to see. Check out new restaurants that serve your favorite foods. Take up a new skill to challenge yourself. Go somewhere you've never been. Pamper yourself when you're feeling stressed.
Article: Catching a moving bat can injure the bat and risk the bat biting or scratching you out of fear. Be patient and try not to make a lot of noise that scares the bat to encourage it to land. Catching a bat mid-flight can injure the bat or cause it to panic and attempt to bite you. Waiting for the bat to land provides you with the safest opportunity to catch it for both you and the bat. Once a bat lands and is stationary, use a bucket, box or similar container to trap the bat. Find a container with a larger inside diameter than the bat is taking up in its stationary position to avoid injuring the bat by crushing a wing or ear. Approach the bat slowly and quietly then quickly place the container over the bat so that it cannot escape. Slide a piece of cardboard or container lid under the container slowly and gently to enclose the bat within the container and lid. Carry the container outside and release the bat back into your yard. While it is preferable that you release a bat after nightfall, you should not keep the bat contained until then if you catch one during the day. Another viable way to catch the bat is to use a decent sized cloth or net to capture the bat once it has landed. Depending on the thickness of the cloth or net, this method may involve more direct contact with the bat. Approach the bat slowly with the cloth or net in front of you. Place the net or cloth over the bat rapidly to avoid giving it an opportunity to fly away. The net may trap the bat immediately. If you are using a cloth towel or blanket, place it over the bat, then gently wrap the bat up with it. Carry the bat outdoors while still in the net or cloth, then release it. It is better for the bat if you release it after nightfall, but you should not keep the bat contained until evening if you capture it during the day.
Question: What is a summary of what this article is about?
Wait for the bat to land. Use a small box or bucket to catch the bat. Catch the bat in a net or blanket.
Article: and let the students see it. A rubric is used to assign numerical values to various criteria used to make up the letter grade, usually based on a scale of 100. To get a letter grade, you assign numerical values to each section and tally the score. Making the students aware of the rubric used will keep the process transparent and eliminate the idea that you pull arbitrary grades out of nowhere. A rubric, for example, might look like this: Thesis and argument: _/40 Organization and paragraphs: _/30 Introduction and conclusion: _/10 Grammar, usage, and spelling: _/10 Sources and Citations: _/10 Let the students see a description of what an A means, what a B means, etc. Write your own according to your own specific criteria and emphasis for the class. Share it with the students so they can interpret the grade they receive. These are fairly standard designations, often worded like this: A (100-90): Work completes all of the requirements of the assignment in an original and creative manner. Work at this level goes beyond the basic guidelines of the assignment, showing the student took extra initiative in originally and creatively forming content, organization, and style. B (89-80): Work completes all of the requirements of the assignment. Work at this level is successful in terms of content, but might need some improvement in organization and style, perhaps requiring a little revision. A B reveals less of the author's original thought and creativity than A-level work. C (79-70): Work completes most of the requirements of the assignment. Though the content, organization, and style are logical and coherent, they may require some revision and may not reflect a high level of originality and creativity on the part of the author. D (69-60): Work either does not complete the requirements of the assignment, or meets them quite inadequately. Work at this level requires a good deal of revision, and is largely unsuccessful in content, organization, and style. F (Below 60): Work does not complete the requirements of the assignment. In general, students who put forth genuine effort will not receive an F. If you receive an F on any assignment (particularly if you feel you have given adequate effort), you should speak with me personally. Put the grade at the very end of the paper, after they've seen the rubric and your comments. Slapping a big letter grade at the top near the title will ensure that the student probably won't go through and read all the smart and helpful comments you've included. Some teachers like to hand out papers at the end of the day because they fear discouraging or distracting students during class time. Consider giving the students time to go through the papers in class and be available to talk about their grades afterwards. This will ensure that they read and understand your comments.
Question: What is a summary of what this article is about?
Use a rubric Know or assign a description of each letter grade. Make the grade the last thing the student sees.