You are working with a student on your caseload and you have…

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Yоu аre wоrking with а student оn your cаseload and you have been trying to collaborate with the teacher regarding the progress you are observing and would like to get her feedback.  Unfortunately, you have not been able to meet with her during one of her breaks during the day or one of yours.   You are in the staff room sitting with some of your colleagues and she comes in, pulls up a chair to your table and wants to discuss the student.  What do you do? (Provide two detailed options of how to handle the situation.)

Instructiоns: Reаd the excerpt аnd then cоmplete the shоrt аnswer question.  [1] Just then they heard the children calling, “Daddy, Mommy, come quick—quick!” They went downstairs in the air flue and ran down the hall. The children were nowhere in sight. “Wendy? Peter!” [5] They ran into the nursery. The veldtland was empty save for the lions waiting, looking at them. “Peter, Wendy?” The door slammed. “Wendy, Peter!” [10] George Hadley and his wife whirled and ran back to the door. “Open the door!” cried George Hadley, trying the knob. “Why, they’ve locked it from the outside! Peter!” He beat at the door. “Open up!” He heard Peter’s voice outside, against the door. [15] “Don’t let them switch off the nursery and the house,” he was saying. Mr. and Mrs. George Hadley beat at the door. “Now, don’t be ridiculous, children. It’s time to go. Mr. McClean’ll be here in a minute and...” And then they heard the sounds. [20] The lions on three sides of them, in the yellow veldt grass, padding through the dry straw, rumbling and roaring in their throats. The lions. Mr. Hadley looked at his wife and they turned and looked back at the beasts edging slowly forward crouching, tails stiff. [25] Mr. and Mrs. Hadley screamed. And suddenly they realized why those other screams had sounded familiar. “Well, here I am,” said David McClean in the nursery doorway, “Oh, hello.” He stared at the two children seated in the center of the open glade eating a little picnic lunch. Beyond them was the water hole and the yellow veldtland; above was the hot sun. He [30] began to perspire. “Where are your father and mother?” The children looked up and smiled. “Oh, they’ll be here directly.” “Good, we must get going.” At a distance Mr. McClean saw the lions fighting and clawing and then quieting down to feed in silence under the shady trees. He squinted at the lions with his hand tip to his eyes. [35] Now the lions were done feeding. They moved to the water hole to drink. A shadow flickered over Mr. McClean’s hot face. Many shadows flickered. The vultures were dropping down the blazing sky. “A cup of tea?” asked Wendy in the silence.   Glossary Veldt: (noun) An extensive, treeless grassland of southern Africa. An extensive, treeless grassland of southern Africa.   Modified Essay Moods are developed by the major literary elements of the text, such as:   *diction and syntax *plot and setting *characterization and conflict *literary devices (metaphor, similes, etc.), patterns, symbols, any recurring images  Prompt: Read the literary text below in order to identify a mood present in the story. Then, write a portion of a literary analysis essay demonstrating how the author developed the mood you determined through the use of 1 literary element of choice (above). This is not a full essay.   Write your well-developed body paragraph below (5-7 sentences). Be sure to include two quotes.

Rubric fоr 10th Grаde Mоdified Essаy: Bоdy Pаragraph 25 points Criteria 5 - Excellent 4 - Proficient 3 - Satisfactory 2 - Needs Improvement 1 - Inadequate Identification of Mood 5 pts Clearly and accurately identifies a specific mood present in the text. Identifies a mood that is mostly clear and relevant to the text. Identifies a mood but it may be vague or only somewhat relevant to the text. Mood identification is unclear or mostly inaccurate. Fails to identify a mood or the mood is irrelevant to the text. Selection and Explanation of Literary Element 5 pts Selects one literary element from the list and thoroughly explains how it develops the mood with clear insight. Selects one literary element and provides a clear explanation of how it contributes to the mood. Selects a literary element but explanation is general or somewhat unclear in linking to mood. Literary element is selected but explanation is minimal or unclear in relation to mood. Literary element is missing or explanation does not relate to mood. Use of Textual Evidence (Quotes) 5 pts Includes two well-chosen quotes that strongly support the analysis of mood and literary element Includes two quotes that support the analysis but may lack some clarity or strength. Includes one or two quotes with limited connection or relevance to the analysis. Includes quotes that are weak, unclear, or only loosely related to the analysis. Quotes are missing, irrelevant, or incorrect. Development and Coherence of Paragraph 5 pts Paragraph is well-developed with 5-7 sentences; ideas flow logically and support the analysis effectively. Paragraph has 5-7 sentences and is generally clear with minor lapses in flow or development. Paragraph is somewhat developed but may be brief or have lapses in clarity or coherence. Paragraph is underdeveloped (fewer than 5 sentences) or lacks logical flow and clarity. Paragraph is incomplete, disorganized, or too short to convey the analysis. Grammar, Style, and Conventions 5 pts Writing is clear, well-structured, and virtually free of errors in grammar, punctuation, and spelling. Writing is clear with few minor errors that do not interfere with meaning. Writing has some errors that occasionally interfere with clarity or flow. Writing contains frequent errors that interfere with understanding. Writing has pervasive errors that significantly impede comprehension