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When in Edit Mode, you will see icons above this box. You can upload from your computer, copy and paste, or insert a link to the amazing resource you created with Gemini.

In this box add the option # you chose, the prompt you used and any other details about your product.

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Create a rap about the elements of art:

Yo, check the mic, one two, let me drop some knowledge true, 'Bout the seven elements of art, for me and for you! They're the building blocks, the foundation, the essential tools, Master 'em all and you're breakin' all the artistic rules!

The Elements Rhyme

(Verse 1: Line and Shape) First up, the Line, a dot that went for a walk, From thin to thick, a whisper to a serious talk. It can be straight and sturdy, or curvy and flowin' free, Define the edge of an object, or show energy! Now put those lines together, watch the magic unfold, You get the Shape, a two-dimensional story to be told. It's flat, enclosed space, it's geometric (circle, square) or organic and loose, The outline of a figure, the silhouette you produce.

(Verse 2: Form and Space) Next we step it up, ain't no time to be a bore, From 2D to Form, we're adding dimension number four! It's 3D, got height, width, and depth, you can hold it in your hand, A cube, a sphere, a sculpture standing grand across the land. Then there's the Space, where everything resides, The area around, between, or within, where the object hides. It's positive (the subject) and negative (the air around), don't get 'em confused, It can show depth and distance, perspectives you've used!

(Verse 3: Color and Value) Hit the turntable, let the Color burst and shine, It's light reflected back, a beautiful, vibrant design. It's the hue (the name), the intensity (the brightness), the value (light or dark, yo), Red, blue, and yellow, the primaries, the whole rainbow show! Speaking of Value, it's crucial, let me explain it quick, It's the lightness or darkness, the contrast that does the trick. From pure white highlight down to the deepest dark shadow, It gives the form its volume, makes the flat piece grow!

(Verse 4: Texture) Last but not least, give a shout out to the feel, It's the Texture, is it rough, smooth, bumpy, or real? It can be actual (you touch it, yeah, with your fingertips), Or implied (in a painting, where the illusion grips). Like the bark of a tree or the glass on a pane, It brings the work to life, makin' the whole message plain.

(Outro) So there you have it, the list is complete, Line, Shape, Form, Space, Color, Value, Texture, can't be beat! They're the basic grammar, the language of the creative mind, Go grab your brush, your pencil, and leave the ordinary behind! Peace out! Now go make some art that's truly profound!

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Algebra 1 Comprehensive Quiz

Standard A.CED.A.2

1. A pizza restaurant charges $12 for a basic cheese pizza and $1.50 for each additional topping. Which equation represents the total cost, C, for a pizza with t toppings?

A. C=12t+1.50

B. C=1.50t+12

C. C=12(1.50t)

D. C=12+1.50+t

2. An airplane begins its descent from an altitude of 30,000 feet. It descends at a rate of 1,500 feet per minute. Which equation represents the airplane's altitude, A, after m minutes?

A. A=30000+1500m

B. A=1500m−30000

C. A=30000−1500m

D. m=30000−1500A

Standard S.ID.C.7

3. The equation y=50x+250 models the total cost, y, of a party with x guests. What does the slope, 50, represent in this context?

A. The fixed fee for the party.

B. The total cost of the party.

C. The cost per guest.

D. The number of guests.

4. A car's value is modeled by the linear equation V=−2000t+25000, where V is the value in dollars and t is the age in years. What does the intercept, 25000, represent?

A. The amount the car depreciates each year.

B. The number of years until the car has no value.

C. The value of the car after one year.

D. The initial value of the car.

Standard S.ID.C.8

5. A study found a correlation coefficient of r=−0.92 between the number of hours spent watching TV and a student's GPA. What does this correlation coefficient indicate?

A. There is no linear relationship.

B. A strong positive linear relationship.

C. A weak negative linear relationship.

D. A strong negative linear relationship.

6. A researcher is studying the relationship between the age of a tree and its height. If the correlation coefficient is found to be r=0.25, what is the best interpretation?

A. There is a strong positive linear relationship.

B. Age causes the tree to grow taller.

C. There is a weak negative linear relationship.

D. There is a weak positive linear relationship.

Standard F.IF.A.3

7. The sequence is defined as a1​=4 and an​=an−1​+3 for n≥2. Which statement is true about this sequence?

A. The sequence is a continuous function.

B. The domain of the sequence is all real numbers.

C. The sequence is a function whose domain is a subset of the integers.

D. The range of the sequence is all real numbers.

8. Which of the following can be defined as a recursive function whose domain is a subset of the integers?

A. The function f(x)=x2.

B. The graph of a circle.

C. The Fibonacci sequence.

D. The set of all even numbers.

Standard F.BF.A.1a

9. A population of rabbits doubles every year. If there are initially 10 rabbits, which recursive process describes the population, Pn​, in year n?

A. Pn​=10(2)n

B. Pn​=Pn−1​+2

C. P1​=10 and Pn​=2⋅Pn−1​

D. Pn​=2n+10

10. A person deposits $500 into a savings account and then adds $50 each month. Which expression represents the total amount in the account after m months?

A. 500(50)m

B. 550m

C. 500+50(m−1)

D. 500+50m

Standard F.BF.A.2

11. What is the explicit formula for the arithmetic sequence 3, 7, 11, 15, ...?

A. an​=3+4n

B. an​=3(4)n−1

C. an​=4+(n−1)3

D. an​=4n−1

12. A geometric sequence is defined recursively as a1​=2 and an​=3an−1​. What is the explicit formula for this sequence?

A. an​=3(2)n−1

B. an​=2+3(n−1)

C. an​=2(3)n

D. an​=2(3)n−1

Standard F.IF.C.7b

13. Which equation best represents the graph of the function shown? The vertex is at (2,−3) and it opens upwards.

A. y=∣x+2∣−3

B. y=∣x−2∣+3

C. y=−∣x−2∣−3

D. y=∣x−2∣−3

14. Which function is a square root function that has been shifted 4 units to the left and 1 unit up?

A. f(x)=x−4​+1

B. f(x)=x+4​−1

C. f(x)=x−1​+4

D. f(x)=x+4​+1

Standard F.BF.B.3

15. How does the graph of g(x)=(x−3)2 compare to the graph of f(x)=x2?

A. It is a translation of f(x) 3 units to the left.

B. It is a translation of f(x) 3 units down.

C. It is a translation of f(x) 3 units to the right.

D. It is a vertical stretch of f(x) by a factor of 3.

16. The graph of f(x)=∣x∣ is transformed to create the graph of g(x)=−f(x)+5. Which statement describes this transformation?

A. A reflection across the y-axis followed by a translation 5 units up.

B. A reflection across the x-axis followed by a translation 5 units to the right.

C. A reflection across the x-axis followed by a translation 5 units up.

D. A translation 5 units up followed by a reflection across the y-axis.

Standard F.IF.C.7a

17. What are the x and y-intercepts of the linear function graphed by the equation 2x+4y=8?

A. x-intercept is 2, y-intercept is 4.

B. x-intercept is -4, y-intercept is -2.

C. x-intercept is 4, y-intercept is 2.

D. x-intercept is 8, y-intercept is 8.

18. A quadratic function has its vertex at the point (3,−5) and opens upwards. What can be concluded about this function?

A. The function has a maximum value of -5.

B. The function has a minimum value of 3.

C. The y-intercept of the function is -5.

D. The function has a minimum value of -5.

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Everett - Multiple Lesson Plan Ideas for a Geometry Lesson about Parallelograms

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Everett - Multiple Lesson Plan Ideas for a Geometry Lesson about Parallelograms

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Erjola Lena - ELL-Exit Ticket: Credit Card Responsibilities 

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Erjola Lena - ELL-Exit Ticket: Credit Card Responsibilities 

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Name:

Date:

Part 1: Key Vocabulary Check (Match)

Directions: Draw a line to match the important word on the left with its correct definition on the right.

1. Credit Score The smallest amount of money you must pay each month.

2. Interest Rate A number that shows how good you are at paying back borrowed money.

3. Minimum Payment Money that you owe to the bank or a company.

4. Debt The extra money you pay to the bank to borrow money.

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Summary of an article for ENG 101. Option 2.

This article, "Writer-Based Prose: A Cognitive Basis for Problems in Writing" by Linda Flower, explains why some writing—even when the writer is sure they've expressed themselves clearly—is confusing and unclear to the reader. The main idea is that there are two fundamentally different ways to write: one is for you, and the other is for your audience.

The Difference Between Writer-Based and Reader-Based Prose

The article's core argument rests on two contrasting concepts¹¹¹:

1. Writer-Based Prose (WBP)

This is writing that is focused on the writer's own process of thinking and discovery ²². It's natural and perfectly fine for notes, journaling, or a first draft, because you are writing to and for yourself³³³³.

It's like thinking aloud on paper ⁴. The writing follows the flow of your thoughts, like a brain dump or a personal narrative (a story of what happened first, second, and third)⁵.

The problem: Since the reader hasn't gone through your thought process, they struggle to find the main point, forcing them to "sort the wheat from the chaff and draw ideas out of details"⁶.

2. Reader-Based Prose (RBP)

This is writing that is deliberately structured to communicate clearly to an audience ⁷. It's focused on the needs and understanding of the reader ⁸⁸⁸⁸.

It's a transformation: Good writing is the challenging act of taking your private, messy, Writer-Based thoughts and transforming them into a structured, public message⁹⁹⁹⁹.

The goal: Instead of showing the process of discovery, RBP presents an issue-centered rhetorical structure with a clear hierarchy of ideas¹⁰¹⁰¹⁰¹⁰.

Why Writer-Based Prose Fails to Communicate

Flower argues that WBP is basically the written equivalent of what psychologists call inner speech or egocentric speech (the private way we talk to ourselves in our heads, similar to how young children talk to themselves while playing)¹¹¹¹¹¹¹¹. This style fails for readers for three main reasons:

1. It's "Me-Focused"

It centers on the writer's actions and feelings: "We decided," "I thought," "Work began"¹².

It tells a narrative of what the writer did, instead of focusing on the main analytical issue (the "why" and "so what?")¹³.

2. It Uses "Inside Jargon"

It contains privately loaded terms and shifting contexts that only make sense to the writer¹⁴¹⁴¹⁴¹⁴.

For the reader, key information or connections might be missing entirely because the writer assumes the reader is already caught up on the whole subject¹⁵.

3. It Lacks Clear Logical Connections

Ideas are presented through juxtaposition, meaning the writer simply lists facts or thoughts one after another ("...and then... and then...")¹⁶¹⁶¹⁶¹⁶.

The demanding cognitive work of showing the causal or logical relationships ("because," "therefore," "although") is left for the reader to figure out¹⁷¹⁷¹⁷¹⁷¹⁷¹⁷¹⁷¹⁷¹⁷.

The Key to Effective Writing: Transformation

The article concludes that the ability to write well is not just about expressing yourself; it's about mastering the transformation from a natural, easy, Writer-Based style to a structured, hard-to-write, Reader-Based style¹⁸¹⁸¹⁸¹⁸.

For students, recognizing the problem is the first step toward fixing it¹⁹¹⁹¹⁹¹⁹. When you start a paper, you are most likely writing in WBP. The skill is in looking at that first draft and asking: "How can I restructure this to serve my reader's needs, rather than just recording my own thoughts?"²⁰. This often involves replacing a chronological story of your research with an analytical structure based on your conclusions²¹²¹²¹²¹.

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Annotated Study Guide:

TermDefinitionReal-World Example / Why It MattersSpatial ScaleThe physical size or extent of an area being examined (from microscopic to planetary).Example: Comparing the spatial scale of a sand dune (tens of meters) formed by wind, to the Himalayan Mountains (thousands of kilometers) formed by continent-continent collision.Temporal ScaleThe time period or duration over which a process occurs (from seconds to billions of years).Example: Comparing the temporal scale of a landslide (seconds) to the millions of years required for seafloor spreading to form a mid-ocean ridge.Ocean TrenchA long, narrow, and deep depression on the seafloor formed at a subduction zone.Example: The Mariana Trench contains the Challenger Deep, the deepest point on Earth. Why It Matters: Trenches mark where old ocean floor is returned to the mantle, balancing the new crust created at mid-ocean ridges, thus regulating the global cycling of Earth materials.Continental MarginThe submerged outer edge of a continent, consisting of the continental shelf, slope, and rise.Why It Matters: These features are critically important ecosystems and contain many of the world's petroleum and natural gas reserves, formed from deposited sediments.SeamountAn underwater mountain of volcanic origin that does not reach the ocean surface. If the summit is flat, it's called a guyot.Example: The Hawaiian-Emperor Seamount Chain shows how a stationary "hot spot" inside the mantle creates a trail of volcanoes on a moving tectonic plate, linking deep internal processes to surface features across a vast temporal scale.

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Lena- Image-Teens Responsibilities of Credit Cards 

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Lena- Image-Teens Responsibilities of Credit Cards 

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Marino

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Marino

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Progressive Era Short Response Questions fro Open Source Textbook

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I chose to design a test on ratios and proportions.

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Meet Gemini, Google’s AI assistant. Get help with writing, planning, brainstorming, and more. Experience the power of generative AI.

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#3 Exit Tickets for a Forensic Science class with a focus on Ballistics

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(Beat drops: Slow, heavy bassline with a deep, soulful piano loop)

(Intro - Urgent, spoken word) Yeah. Check it. / To all my young soldiers locked inside these walls. They call it discipline, / I call it survival. This is a roadmap, not a trap. / Listen to the truth.

(Chorus - Energetic, melodic) I see your vision / gotta lock it down tight. Gotta respect the future / walk the path that is right. This school is the hustle / where the knowledge is bred. Hear the clock tickin' / get that purpose fed! The rules ain't to hold you / they're to lift up your soul. Stay sharp, stay ready / and you're reachin' the goal.

(Verse 1) Check the scenario / young scholar, listen close to the sound, That little device / in your pocket, it runs you in the ground. Eyes on the prize / not the screen, that's the difference, man, You miss the wisdom / you miss the power of the plan. When the educator speaks / you gotta treat the word like gold, Don't flip the script / don't talk back, let your story unfold. Respect is the currency / that pays you dividends, Keep your head level / roll with your genuine friends.

(Chorus - Energetic, melodic) I see your vision / gotta lock it down tight. Gotta respect the future / walk the path that is right. This school is the hustle / where the knowledge is bred. Hear the clock tickin' / get that purpose fed! The rules ain't to hold you / they're to lift up your soul. Stay sharp, stay ready / and you're reachin' the goal.

(Verse 2) The bell is ringin' / don't be laggin' in the lane. Tardies stack up / you missin' out on the gain. Every minute's a treasure / every textbook a key, You can't learn the truth / if you're rollin' late, believe me. And that vapor cloud? / That's just a trap, shorty, hear me clear, A small distraction / built on poison, fueled by fear. Stay clean, stay focused / don't let the weakness reside, Your future is the mansion / and right now, you are the guide.

(Outro - Spoken word, fading) Look, it's simple math. / On time, on point, zero distractions. Do the work now, / so you can call the shots later. We break the cycle right here, right now. / Go get it.

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Make Exit ticket into a student-friendly form wor...

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Glover - Jeopardy style review game for students to do on their own

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Glover - Jeopardy style review game for students to do on their own

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Marino-This is what Gemini said, That's an essential and timely request, especially here in CCSD. As a secondary psychology teacher, I recognize the immense value of AI tools but also the importance of maintaining academic integrity and developing critical thinking skills. I've drafted an AI Acceptable Use Policy tailored for our high school environment. It focuses on using AI as a cognitive tool, not a replacement for student effort. Here is the draft document:

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Marino-This is what Gemini said, That's an essential and timely request, especially here in CCSD. As a secondary psychology teacher, I recognize the immense value of AI tools but also the importance of maintaining academic integrity and developing critical thinking skills. I've drafted an AI Acceptable Use Policy tailored for our high school environment. It focuses on using AI as a cognitive tool, not a replacement for student effort. Here is the draft document:

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CCSD High School Draft Policy_ Generative AI Acceptable Use

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I chose to create a lesson plan using formatives and notes that I provided.