tag:blogger.com,1999:blog-59846070794392991502024-03-04T23:10:38.341-05:00Queen of CupsAnonymoushttp://www.blogger.com/profile/11389441758785104737noreply@blogger.comBlogger402125tag:blogger.com,1999:blog-5984607079439299150.post-13220739243459366012017-12-26T12:08:00.000-05:002017-12-26T12:08:10.685-05:00Large Group Literacy: Transportation<b>Things That Take Us Places</b><br />
I section off a chart paper into three zones; sky, ground, and water. Students suggest different modes of transportation and I write them on the paper into where they go. <br />
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<b>Road Tallying</b><br />
Each student gets a sheet of paper that has been sectioned down the middle with a different mode of transportation on the top of each side of the sheet. We attach these sheets to a clipboard and away we go on an adventure to observe passing traffic. I was at a school that was located near a highway intersection and we saw PLENTY to tally mark on our sheets. Where I am now is near an Air Force base which has usually high plan traffic over our school EXCEPT on the day I did this activity with my students! <br />
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<b>Row Your Boat Retelling</b><br />
We use two jump ropes to make our stream as students take turn pretending to row their boats while everyone cheers them on with this familiar nursery rhyme.<br />
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<b>I Stink! Garbage Feed</b><br />
If you've read I Stink! you'll know that this super garbage truck has his own alphabet soup recipe involving trash of every letter. Students help to find items around the classroom to fill up our trash truck prop while identifying their beginning letter sound.<br />
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<b>Wheels on the Bus Big Book Reading</b><br />
Don't have Wheels on the Bus? Try Down By the Bay or any other Big Book with a transportation touch. <br />
<br />Anonymoushttp://www.blogger.com/profile/11389441758785104737noreply@blogger.com0tag:blogger.com,1999:blog-5984607079439299150.post-9095663855136215802017-12-19T12:08:00.000-05:002017-12-19T12:09:12.005-05:00Large Group Literacy: Fairy TalesFairy Tale is a unit that I like to work with when we come back from Christmas Break in January. It's fun and inviting to help students get back into the swing of school again. I like to focus on one Fairy Tale each day. I have three story times in my day at this point of the year so each story time is a different rendition of the story allowing students to comment the similarities and differences in each retelling of these classic tales.<br />
<b><br /></b><b>Three Little Pigs Retelling with Props</b><br />
Yes, this is one of my<a href="http://cupsqueen.blogspot.com/2015/06/large-group-literacy-feelings-emotions.html"> beginning of the school year activities</a>. It's fun, engaging, and the students love it. Makes it PERFECT for getting them back into the groove of school after weeks at home for Christmas. <br />
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<b>There Was An Old Woman Who Swallowed a Fly Big Book Reading</b><br />
Our Favorite Old Woman to get us back into the school groove. By now, your students should be loving school again and we can start with new activities tomorrow. <br />
If you have enough copies of the book, make it a class reading where all students turn the page along with you and practice tracking print with their books.<br />
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<b>Draw Your Own Gingerbread Person</b><br />
Gingerbread Boy, Gingerbread Girl, Gingerbread Pirates and so many more stories! Give students paper with a basic gingerbread outline, provide markers and see what kind of gingerbread person they create. Another great exercise in using writing materials that gives a whole group result to post in the hallway or as a bulletin board.<br />
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<b>Porridge Recipe Writing</b><br />
The porridge was too hot, too cold, and just right. How do you make porridge anyway? I allow the students to tell me what they think it contains and the steps to make it while writing down what they say on chart paper. Afterward we look up how it is really made and compare our written recipe to the actual one.<br />
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<b>5 Little Monkeys Flannel Board Retelling</b><br />
More of a nursery rhyme than a fairy tale but we also take time to do a nursery rhyme a day as our opening activities for this unit. Students thoroughly enjoy it and again the focus of this unit is to return to school from break with a renewed love of learning. I suggest flannel board to swap out your flannel board props in your learning environment but puppets, costumes, or other props are welcome for whatever works for you.<br />
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<b>Little Red Riding Hood Rewrite </b><br />
We've been reading all of these fairy tales and each retelling has a bit of a different twist. What if we made our own twist? What if Riding Hood was a girl? What if Riding Hood didn't wear red, but another color? Pose these questions and see where your students take you.<br />
I've had Blue Riding Hood get chased through the three little pigs homes by a T-Rex. What will you get?<br />
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<b>Favorite Nursery Rhyme Graph</b><br />
As I mentioned with the 5 Little Monkeys, we've been introducing a nursery rhyme a day with this unit. Time to vote for your favorite. Exercise those writing skills and have them practice at writing their name to cast their vote.<br />
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<b>Three Billy Goats Gruff retelling</b><br />
This was my FAVORITE thing that I did at a daycare growing up. They had a big balance beam in one of the classrooms and we'd reenact Three Billy Goats Gruff using that. I use the hollow blocks in my classroom to make the bridge. I've seen some teachers allow standing on their tables for this. Whatever works for your classroom, your students, and your sanity. If you don't feel the table is a safe bet, don't do it. If you don't have a balance beam, don't fret. Work with what works for you. <br />
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<b>This Old Man Big Book Reading</b><br />
Don't have This Old Man? Try Big Fat Hen or any other Nursery Rhyme Big Book. The fairy tales that I focus on the day we do this activity are a mix of things instead a one book focus. <br />
<br />Anonymoushttp://www.blogger.com/profile/11389441758785104737noreply@blogger.com0tag:blogger.com,1999:blog-5984607079439299150.post-61890394970488666452017-12-12T12:10:00.000-05:002017-12-12T12:11:14.561-05:00Large Group Literacy: Winter Holidays Around the WorldFor Holidays Around the World, I sequence the holidays to be taught in the following order:<br />
Advent, St. Nicholas Day, Hanukkah, Winter Solstice, Noche Buena, Christmas, Kwanzaa.<br />
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<b>Advent Chain </b><br />
Many advent celebrations focus on counting down to Christmas. This activity makes an advent chain using thin slips of paper. Each student writes their name on a slip and we staple them into circles, looping them to make a paper chain. At the end of each day, we remove a chain. If we can read the student's name then they make take their chain home with them that day. <br />
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<b>All I Want For Christmas Is...</b><br />
Another language chart helping students to communicate preferences using complete sentences. When I had a teacher website in one county, I would also type up this list for parents to know what their children were saying that they wanted for Christmas at school.<br />
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<b>There Was An Old Lady Who Swallowed A Bell retelling</b><br />
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Old Lady is BACK! Remember those predictions and use whatever props work for you and your budget.<br />
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<b>The Snowman Movie to Book Comparison</b><br />
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This is saved for the last day before Christmas Break. We "read" The Snowman earlier that day. There are no words in the book so have your students offer what they gather, strengthen their inferential abilities! Later, we watch The Snowman and students offer what they saw that was the same and what was different. "Why did they add Santa to the movie? He wasn't in the book...."</div>
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Again, this is the time of year for Parent Conferences so my Large Group Literacy activities will vary to what I need for work samples or what my para would like guide the lesson with. </div>
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Anonymoushttp://www.blogger.com/profile/11389441758785104737noreply@blogger.com0tag:blogger.com,1999:blog-5984607079439299150.post-80774943411703057142017-12-08T19:41:00.000-05:002017-12-08T19:41:01.811-05:00Emotional Journaling: SupriseTime to start expanding on those basic feelings and learning further how to identify and express things. First emotion for expansion: SURPRISE!<br />
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<b>Page 2:</b><br />
We opened up our journal page on Surprise and all of the underlying feelings within it by writing "surprise" however we wanted. <br />
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<span style="font-size: xx-small;">My daughter wanted a heart exclamation point. I went large, all caps, across most of the top of the page. </span></div>
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We then put four sticky notes on our paper and wrote out the underlying emotions on each of them: Startled, Confused, Amazed, and Excited. You can use color pencils, markers, or crayons to connect each of these emotions to a color of our choosing. Beneath the sticky-notes, we wrote the two connecting emotions to each of those.<br />
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Once we finished with that, we each selected a word from the tops of the sticky notes to look up in the dictionary to share with the others. The eldest chose to write the definition beneath each of the words on the sticky notes. The children were tickled how the definitions in their dictionaries varied and how many included the base emotion "surprise" or the supporting emotions within them. <br />
We finished by making faces for each emotion on the top-side of the sticky note.<br />
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The children struggled to think of how to draw some of the faces so I prompted them to make the face that they would when they would feel that way. It helped them a lot to then realize what they could do to draw the face.<br />
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Feel free to link up in the comments. What faces will you make?Anonymoushttp://www.blogger.com/profile/11389441758785104737noreply@blogger.com0tag:blogger.com,1999:blog-5984607079439299150.post-12673208632786502532017-12-05T12:54:00.000-05:002017-12-05T12:54:10.925-05:00Large Group Literacy: Snow Animals<b>There Was An Cold Lady Who Swallowed a Some Snow retelling</b><br />
Didn't we just read an old lady? Repetition is OKAY!Don't forget to give some time for student predictions of what will happen with the old lady THIS time. And, of course, make your props from whatever works for you.<br />
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<b>Mitten Versus Glove Graph</b><br />
Would you prefer to wear mittens or gloves in the snowy weather? Write their name on post-its to stick under their preference. <br />
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<b>Polar Bear, Polar Bear Big Book Reading</b><br />
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If you did the Brown Bear, Brown Bear activities, pull off of that prior experience to allow students to make predictions of animals that will appear in this book. Remember to demonstrate tracking print to students. </div>
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About this time of year, I'm starting to wrap up for Parent Conferences so my Large Group Literacy activities will vary to what I need for work samples or what my para would like guide the lesson with. </div>
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Anonymoushttp://www.blogger.com/profile/11389441758785104737noreply@blogger.com0tag:blogger.com,1999:blog-5984607079439299150.post-84332192722786681262017-12-01T15:36:00.000-05:002017-12-01T15:36:05.124-05:00Emotional Journaling: FearAfter reviewing the responses of the children, I noticed that one of them was uncertain of something that they could identify connecting their life experiences to that emotion. Was this trying to seem brave? Was this because of a lack of understanding of what fear means? We can find out which this is by clarifying what fear is.<br />
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<b>Page 2:</b><br />
We wrote the letters for fear down the side of our paper to make an acrostic poem. We wrote out things that we do when we feel fear for each letter. This took a lot of time and thought for each of us, I think the letter E was the most difficult one for me to think of something for.<br />
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We all shared our words for each letter as we wrote them out to help give others ideas of words that they can use and help them to reflect if that is something that occurs when they feel fear. We would have short discussions on why we used some of the words. I picked 'embarrassed" (which I spelled wrong in my own journal, OH NO!) because something I am afraid of is Howard the Duck. Not everyone is afraid of Howard the Duck so I would feel... That allows them to internally reflect on things that they're afraid of but might not be willing to share because of embarrassment and that it is okay to be afraid and still speak up about it.<br />
This led into our next prompt, what we can do to be brave! What can you do to help calm down when you feel fear? What can others do to help you when you feel fear?<br />
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My daughter wrote screaming for help which led us into another conversation about speaking up when we encounter fear. I used my fear of Howard the Duck again for this talking about if I went to a party and people were watching Howard the Duck, no one would know how that makes me feel but if I speak up and say "Hey, Howard the Duck really freaks me out. Could we watch something else?" that it lets people know and others can be understanding of how I am feeling. By speaking up, we can have our fears addressed and receive assistance from others in working through it.<br />
What if we are frozen by fear? How can we calm down enough to even begin to speak?<br />
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We discussed one of the <a href="https://consciousdiscipline.com/">Conscious Discipline</a> calm down techniques of S.T.A.R. and practiced doing it three times.<br />
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Feel free to link up in the comments. How do you handle fear?Anonymoushttp://www.blogger.com/profile/11389441758785104737noreply@blogger.com0tag:blogger.com,1999:blog-5984607079439299150.post-38976954277687074852017-11-28T12:42:00.000-05:002017-11-28T12:43:19.632-05:00Large Group Literacy: Thanksgiving<b>There Was An Old Lady Who Swallowed a Pie retelling</b><br />
Our favorite old lady! Now we can add some predictions in as well. We've seen the old lady and the books make a book bag, the old lady and the fly died, what will happen to this old lady?<br />
Again, make your props from whatever works for you.<br />
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<b>Writing Up a Thanksgiving Feast</b><br />
This is one of my FAVORITE class lists and each year I always forget to take a picture of it.<br />
On chart paper, I make a giant plate, cup, fork, spoon, knife, and napkin. All of these objects are labeled. Then, the students suggest what they would like to eat (or drink) for Thanksgiving. I try to match the color of the food to the words they offer and organize them on the plate and in the glass where they fit. Rolls are brown, salad is green, tomatoes and cucumbers and other salad fixing get written on top of the salad in their color. Mashed potatoes are gray, gravy is brown and written on top of the mashed potatoes word. The students have fun filling up the plate and cup with words and colors. <br />
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<b>Thankful Tree</b><br />
Students draw or write on a leaf what they are thankful for and we post them to a tree cutout placed outside of our classroom. <br />
<br />Anonymoushttp://www.blogger.com/profile/11389441758785104737noreply@blogger.com0tag:blogger.com,1999:blog-5984607079439299150.post-79234673321359795112017-11-24T14:42:00.002-05:002017-11-24T14:42:34.072-05:00Emotional Journaling: The Base EmotionsSome people have emotional intelligence. They understand how they feel, how they react when they feel certain ways, and have the words to tell others how to best comfort them in those situations. They understand how emotions can stir reactions in other and better support others in those moments.<br />
Most children are building their emotional knowledge. Some only get an understanding of the base emotions: happy, sad, angry, etc. What are we doing to help children become successful in their understanding of emotions? To learn more than just being happy or sad? To help them understand how to calm down and channel their anger in a constructive way?<br />
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I have begun working on Guided Journals with the children of my home. You can follow along by writing your own journal or making your own blog post discussing these points.<br />
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I printed copies of Plutchik's Wheel of Emotions for each of the kids to put on their first page. We took color pencils and colored each emotion of the innermost wheel with colors that we connected to those emotions. ONLY COLOR THOSE INNER EMOTIONS. Save the rest for later.<br />
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<span style="font-size: xx-small;">My daughter shared that she selected the colors for each piece based on characters in <i>Inside Out</i>. </span></div>
On the back of the page, we listed down the side those emotions in any order of our choosing. Then we wrote what makes us feel that way next to each emotions.<br />
Beneath that section, we wrote a way that others could help us to feel happy again or things that we could do for ourselves to feel happy.<br />
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As you can see, there is no focus on accurate spelling. The idea is to be comfortable with identifying your feelings, connecting experiences to those feelings, and demonstrating an understanding of those feelings. The more we write, the more improvement in spelling and grammar will naturally occur. <br />
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Feel free to link up in the comments. How are you feeling?Anonymoushttp://www.blogger.com/profile/11389441758785104737noreply@blogger.com0tag:blogger.com,1999:blog-5984607079439299150.post-86882356607351742102017-10-17T12:36:00.000-04:002017-11-22T17:36:31.682-05:00Large Group Literacy: Forest AnimalsMy unit on forest animals depends on how the week falls. Usually I do a full five days and focus on Brown Bear Brown Bear during LGL. This past year was a four day week so I did the following activities:<br />
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<b>Forest Animals List</b><br />
Students try to name as many animals as they can think of to be added to chart paper by the teacher.<br />
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<b>Owl Babies Big Book Reading</b><br />
Big Books are wonderful opportunities to demonstrate tracking print to students. The repetitive statement by the youngest owlet will have them participating in the reading process.<br />
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<b>Tree Observational Drawings</b><br />
Using paper on clipboards, students will walk around the school and draw what they observe of the trees on campus.<br />
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<b>Retelling of Teddy Bear, Teddy Bear poem</b><br />
I enjoy celebrating the end of our time learning about forest animals with a Teddy Bear Picnic. So with our teddy bears that we brought in, we act out the Teddy Bear, Teddy Bear poem.<br />
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<b>Brown Bear, Brown Bear Picture Walk</b><br />
Go through each page of the book from cover to end. Allow students to take turns suggesting what they believe is happening on each page. I recommend no more than three suggestions per page or students begin to get off track in the activity.<br />
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<b>Brown Bear, Brown Bear Big Book Reading</b><br />
Since yesterday we guessed what was happening on each page, today we read it! What will the words tell us is happening this time?<br />
Again, pointing to each word and tracking print demonstration for students.<br />
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<b>Brown Bear retelling using props</b><br />
There are many prop options for retelling; flannel board, puppets, different colored smocks for students to wear labeled with each animals' name. Buy something, make something, create something new.. One year I was in a rush and wrote the animals' names on their matching color of construction paper for students to hold. Whatever works for you, your students, and your budget.<br />
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<b>Favorite Brown Bear Animal</b><br />
This activity focuses on writing. You can either make it a graph for students to write their name under the animal of choice OR you can give each student a sheet of paper to draw the animal themselves. This gives you a whole group project that can be displayed in your hallway or on a bulletin board AND gives you an excellent work sample for "shows an appreciation for both books an reading" and other Language and Literacy indicators.<br />
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<b>Brown Bear, Brown Bear/Bear Hunt Comparison Chart</b><br />
This activity focuses on characters, setting, and plot of stories. I make the chart on the board: Title, Characters, Setting, Plot. I explain to the students what each word means before we attempt to fill in those sections for Brown Bear, Brown Bear. Title, the name of the book. Characters, WHO was in the story. Setting, WHERE did the story happen. Plot, WHAT happened. Then I read Bear Hunt (you can replace for any other bear-focused title, I recommend a short tale). We then go back to our chart and fill in for Bear Hunt to compare similarities and differences between the two books.<br />
<br />Anonymoushttp://www.blogger.com/profile/11389441758785104737noreply@blogger.com0tag:blogger.com,1999:blog-5984607079439299150.post-75455682376195799842017-07-25T12:37:00.000-04:002017-10-13T12:41:18.670-04:00Large Group Literacy: Food & Nutrition<b>My Favorite Food Language Chart</b><br />
Students take turn listing their favorite food using complete sentences. Teachers write full dictation of each student's sentence. Can also be altered to a class book in which students also draw a picture of their favorite food.<br />
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<b>If You Give a Pig a Pancake Big Book Reading</b><br />
Big Books are wonderful opportunities to demonstrate tracking print to students. The if-then statements in the books can pose to opportunities to ask students what the pig will want to do next. Don't have this title? That's fine! Gather up another title that has to do with food and roll.<br />
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<b>Pizza Order Cards</b><br />
Prior to this, we have been practicing with our fingers in the air Numeral Song by Dr. Jean Feldman. Now we put the numeral song to practice here. We have asked parents to donate ingredients to make pizza in the classroom this week. Today, the students will make their pizza orders for making pizza the next day. Each student has a sheet with pepperoni, cheese, black olives, and mushrooms with lines next to each image. The students attempt to write the number (between 0-10) of each ingredient that they would like on their pizza. Name at the top, first thing (no name, how will we make your pizza?). <br />
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<b>Little Red Hen retelling using props</b><br />
I prefer to use the flannel story as that is what I have in my classroom but again, whatever props you can make or find will work out well. <br />
<br />Anonymoushttp://www.blogger.com/profile/11389441758785104737noreply@blogger.com0tag:blogger.com,1999:blog-5984607079439299150.post-339270858263268892017-07-13T18:12:00.000-04:002017-07-14T12:38:17.040-04:00Large Group Literacy: Halloween<b>5 Senses Pumpkin Chart</b><br />
To prepare for this graphic organizer, you can either use chart paper OR orange bulletin paper. Cut your paper into the shape of a pumpkin, then split the pumpkin into five segments using markered lines. Label each segment a sense; smell, touch, taste, sound, and sight. Place a large pumpkin in the center of your carpet or discussion area. I let students take turns approaching it and choose which sense they'd like to use to talk about the pumpkin before handling the pumpkin appropriately to judge sound or touch or the like. I have a small container of pumpkin seeds and pumpkin guts with napkins for students to assess taste if they choose rather than licking the pumpkin. <br />
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<b>5 Little Pumpkin Rebus Reading </b><br />
Rebus is the art of using pictures to represent words. As pre-k is filled with pre-readers, we do not expect for our students to come to us ready to read at the beginning of the school year. We can start teaching them decoding skills with rebus charts. Allow students to attempt deciphering the rebus chart before you read it to them, echo it with them, and read it together.<br />
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<b>There Was An Old Lady Who Swallowed a Bat retelling with props. </b><br />
The old lady is back! Remember to allow students to take time and discuss what items they believe she will eat this time before reading the book title. In the book about her swallowing leaves, she created a scarecrow with the items that she ate. What will happen with the things that she eats this time? <br />
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<b>Candy Corn Writing "Have a _____ Halloween"</b><br />
Here's another fun graphic organizer that will take shape. So create a large candy corn cut out. The top reads "Have a", the second section remains empty, and the bottom reads "Halloween". Students suggest various words to fill in the blank and you write them all in. Anonymoushttp://www.blogger.com/profile/11389441758785104737noreply@blogger.com0tag:blogger.com,1999:blog-5984607079439299150.post-60229160361448189462016-06-03T10:30:00.000-04:002016-07-05T15:11:31.805-04:00Large Group Literacy: Community Helpers<b>What I Want to Be When I Grow Up</b><br>
This is a sentence chart activity. Something that I use that I haven't talked about are turn sticks. Turn sticks are craft sticks with a decorative top to them. You can buy sets of these from teacher stores or you can make your own. Some teachers choose to have a set with each student's name on a stick to pull, I prefer just to hand them out. They give a great visual to you immediately of who has had a turn to speak, and who hasn't. The decorative piece gives the students who have had a turn something to fidget with as they learn to wait politely for others to take their turn. <br>
With this sentence chart, I do it the first day. Bold, I know, some students aren't fully aware of different job types. Our first book introducing the topic that morning is Community Helpers A to Z. I place this book along with alphabet community helper flash cards placed on the floor for students to browse and identify jobs if they haven't already thought about what job that they'd like to have when they grow up.<br>
During nap, I type up this list and post it on our classroom website for parents to review and feel involved in the learning process.<br>
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<b>How Do I Look?</b><br>
Using markers, stickers, fabric swatches, and more, students decorate a black and white print-out of their picture. Students enjoy doing things that are all about them, and to decorate themselves pulls in those students who have been shying away from the art area, watch as they actively work on this project.<br>
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<b>The House That Jack Built Big Book Reading</b><br>
I use the copy illustrated by Pam Adams because it has each character hiding in the pictures for each page. I have each student take a turn finding the characters as they're introduced on each page after we've read through the story as our transition to the next activity. <br>
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<b>Write a Letter to Me!</b><br>
I give students a full piece of paper to color, decorate, and more with color pencils. Once they've finished with their paper, I place them into their corresponding pre-addressed envelope. Take these envelopes to your front office and have them stamped to send off to the students. Students <b>love </b>asking their parents if mail has come for them and it really makes an impact on them when they do get their letter from themselves at home. This activity also helps the office staff to keep track of student addresses for zoning purposes so we know who we need to get in contact with when their letters are returned to the school.<br>
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<b>Machines That Help Us</b><br>
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This is an activity that I use after we read Discovery Kids: Machines That Help. I plan this last near the end of our time spent on Community Helpers. We've talked about people and jobs, but we have technological tools that also support our daily lives from microwaves to car to dryers and more. I enjoy this class chart because it is an easy way to grab assessment notes on the indicator of understanding technology and the affect it has on our daily lives. <br>
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This looks pretty sparing for the two weeks that I teach community helpers for but when I plan for guest speakers, I try to plan for them to come for Large Group Literacy. It is usually later in the day making it easier for guests to plan to come to the school. Also, guest speakers are times where students are required to exercise their listening skills and communication skills through discussions or dialogue. You can send home a questionnaire towards the beginning of the school year to learn what jobs class parents have and if they'll be willing to come and discuss what they do with the class. When scheduling guest speakers, contact potential guests two to four week prior to when you would like them to visit your classroom. When booking, try to allow them to schedule which day and time will work. Granted, you can let them know when nap time is because nobody wants to engage with cranky children. When you plan these visits out around their schedule weeks prior to, it still gives you flexibility to write your lesson plans around their visits.<br>
Can't get parents to come out to the classroom? They're busy too and that's okay! I send home <a href="https://www.teacherspayteachers.com/Product/Community-Helper-Parent-Involvement-1508527">this parent involvement sheet</a> to give all parents the opportunity to share what it is that they do with the class. Students enjoy reading the jobs of their parents and their peers in this parent-made book. </div>
Anonymoushttp://www.blogger.com/profile/11389441758785104737noreply@blogger.com0tag:blogger.com,1999:blog-5984607079439299150.post-29913403517476416412016-06-01T10:21:00.000-04:002016-06-01T10:21:42.054-04:00Large Group Literacy: Autumn<b>I'm a Little Scarecrow Rebus Reading </b><br />
Rebus is the art of using pictures to represent words. As pre-k is filled with pre-readers, we do not expect for our students to come to us ready to read at the beginning of the school year. We can start teaching them decoding skills with rebus charts. Allow students to attempt deciphering the rebus chart before you read it to them, echo it with them, and read it together.<br />
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<b>There Was an Old Lady Who Swallowed Some Leaves retelling with props</b><br />
So you have already introduced the story of the old lady who swallowed a fly, bring her back out. Be consistent to have the same old lady prop and where you store her. Students will begin to recognize the old lady book series and they can retrieve the old lady prop as you discuss what items will be needed to perform the retelling. Engage the students in critical thinking, what things will the old lady eat in this story. <br />
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<b>Fall Word Web</b><br />
A word web is a graphic organizer format. In the center of your paper, draw a circle with the topic word inside of it. In this case, we would write "FALL". You can have some lines connecting the main topic word to smaller topic circles; I use "sports", "holidays", and "weather". Around those smaller circles, students can suggest fall centered sports, holidays, and weather to write freely. Anything that fits with fall but outside of those other topics can be freely written around the paper. Try to use student suggestions but leave a book about fall, I recommend Who Loves the Fall by Bob Raczka, for students to turn through the pages and provide additional suggestions to offer for the word web.<br />
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<b>Favorite Color Leaf Graph</b><br />
You will note that graphs will be happening frequently in my Large Group Literacy planning. This is a time for students to practice writing their name while expressing their opinions and preferences in a guided manner. There are leaf cutouts on red, yellow, green, and brown paper glued across the top. I hold up a student name card and hand them the name card, a pencil, and a post-it. The student may return to their space on the carpet to attempt copying their name to their post-it before placing it under their preferred leaf color. I usually don't pass out these items to more than four students at a time to avoid from the graph area becoming too congested with traffic. Once this is finished, we can count to find the totals for each leaf color reviewing numerals before assessing which had most, least, or were the same.<br />
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<b>Fall Word Journal Writing</b><br />
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This is an activity that I use to really introduce what my expectations are of using the word cards within our classroom writing area. I use the word cards found at <a href="http://www.prekinders.com/category/word-cards/">Pre-Kinders</a>, there are cards for a variety of themes paired with images. Students open their journals to any page, I never stress finding the "first blank page" within the pre-kindergarten environment. I select the large word cards and display them on the interactive whiteboard for all students to view from their carpet. I display one page for three minutes directing students to try and copy their favorite word or picture from the screen. </div>
Anonymoushttp://www.blogger.com/profile/11389441758785104737noreply@blogger.com0tag:blogger.com,1999:blog-5984607079439299150.post-6843415793632341452016-05-31T10:30:00.001-04:002016-05-31T12:26:10.505-04:00Large Group Literacy: Pets<b>What Pet Should I Get?</b><br />
This is what I title our graphing activity at the beginning of the week. The entire week I spend building up towards what classroom pet we will have. Monday, I read books such as What Pet Should I Get and general pet books. I have three options that I get approved by administrators prior to this week; hermit crab, fish, and hamster. Those are the options that are posted in this graph for students to choose as our class pet.<br />
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<b>First Journal Entry</b><br />
Pets is a new theme that I began in my classroom this past school year. It falls after Friends & Family but before Space. This is a time for students to again practice writing their name but I give them the prompt to draw which pet they hope to have as a classroom pet.<br />
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<b>If You Give a Cat a Cupcake Big Book Reading</b><br />
Big Books are important for demonstrating the idea of tracking print in reading. At the beginning of the school year, I have students use "power pointers" which is a cue for them to extend their hands and attempt to track the print along with me as we read.<br />
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<b>What Pet Should I Get Revisit</b><br />
Monday we read general pet books and voted on three pet types. Tuesday, we read all hermit crab books. Wednesday, all fish books. Thursday, all hamster books. We now revisit the graph and go down each child's selection from Monday and ask if they would like to keep their choice or change now that they have new information about each animal. The final counts determine which pet we get.<br />
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<b>Class Pet Naming</b><br />
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Now we have our animal of choice! I take four student suggestions and write them on sentence strips allowing the suggesting student to stand in a corner of the room with their name. Once there is a student in each corner, we vote by moving. I call out which student is holding which names and students stand by the child holding the name that they think most fits the animal. If there is a tie for most, the other two are dropped and students move again between those names. The name with the most students is placed near the cage to identify the name of our classroom pet.<br />
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Anonymoushttp://www.blogger.com/profile/11389441758785104737noreply@blogger.com0tag:blogger.com,1999:blog-5984607079439299150.post-46020581907112914992015-06-12T08:30:00.000-04:002015-06-17T08:09:27.721-04:00Large Group Literacy: Space<b>KWL Chart </b>(Fill out Know and Want to Know)<br />
This is an activity that happens at the beginning of this unit, theme, or whatever you call your Topic of Study/Interest. KWL Charts stand for Know, Want to Know, and Learned. Begin with a simple conversation about what they know about Space. They only need to offer between three and five statements. Write these under the K column of your paper. Next, have students discuss what they want to know and write these statements under the W column of your paper. Again, you only need between three and five statements of what they want to know.<br />
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<b>Coffee Filter Planets</b><br />
This is another creative writing activity. Students give the students washable markers to write on coffee filters to hang out for hallway display. Again, we're still in the beginning of the school year so many writing activities are focused on using writing utensils while the teachers continue demonstrating writing.<br />
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<b>Rebus Twinkle Twinkle Little Star reading</b><br />
Rebus is the art of using pictures to represent words. As pre-k is filled with pre-readers, we do not expect for our students to come to us ready to read at the beginning of the school year. We can start teaching them decoding skills with rebus charts. Allow students to attempt deciphering the rebus chart before you read it to them, echo it with them, and read it together.<br />
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<b>Twinkle Twinkle Story Change</b><br />
Now it is time to shake things up with some creative writing prompts from our students now that they know the familiar nursery rhyme. Start by writing the words "Twinkle twinkle" on the chart paper but allow the students to change the words to create a whole new rhyme while you model handwriting skills.<br />
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<b>8 Spinning Planets retelling with planet props</b><br />
8 Spinning Planets by Brian James is a fun book about the solar system that uses rhyming fun. I have a set of planets on popsicle sticks that students use to be each planet as we read through the book together. You could purchase a set of plush planets or make whatever suits your classroom budget.<br />
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<b>Favorite Planet Graph</b><br />
Here is where I begin introducing copying letters. We have the planets arranged in a row across a chart paper. I hold up a student name card and hand them the name card, a pencil, and a rocket cutout. The student may return to their space on the carpet to attempt copying their name to their rocket before taping the rocket to their planet of choice. I usually don't pass out these items to more than four students at a time to avoid from the graph area becoming too congested with traffic.<br />
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<b>KWL Chart (Fill out Learned)</b><br />
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This is an activity for the last day of the unit, theme, Topic of Study/Interest. Before you take charge into simply filling out your L column for what students have learned, review on the first two columns with the students. Talk about what they knew coming in to the learning unit, what they wanted to know. Ask them the questions from the W column and write their answers for L. They will enjoy seeing how they have learned and acquired the answers to their own questions (research at work!).</div>
Anonymoushttp://www.blogger.com/profile/11389441758785104737noreply@blogger.com0tag:blogger.com,1999:blog-5984607079439299150.post-90421912634518270862015-06-10T08:30:00.000-04:002015-06-10T15:54:55.487-04:00Large Group Literacy: Germs, Health, & SafetyBy this point in the school year, students have either encountered illness or have noted friends that have been absent do to sickness. If you're Quality Rated then you've probably been practicing hand-washing procedures with your students since they came for Meet and Greet. <br />
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<b>KWL Chart</b> (Fill out Know and Want to Know)<br />
This is an activity that happens at the beginning of this unit, theme, or whatever you call your Topic of Study/Interest. KWL Charts stand for Know, Want to Know, and Learned. Begin with a simple conversation about what they know about Germs. They only need to offer between three and five statements. Write these under the K column of your paper. Next, have students discuss what they want to know and write these statements under the W column of your paper. Again, you only need between three and five statements of what they want to know.<br />
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<b>Wash Your Hands Retelling</b><br />
Wash Your Hands by Tony Ross is a short story about a princess who questions having to wash her hands until germs are explained to her by the castle maid. Students can wear crowns and costumes as they pretend to be various roles in the book while learning about the importance of handwashing!<br />
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<b>Class Rules Discussion</b><br />
I'm sure that some of you see this learning activity and your eyes are popping out. AGREE ON CLASS RULES THIS LATE INTO SCHOOL?! Are you NUTS?! Well, you have already established your classroom routines and procedures so you actually can survive without "rules" for this long. Many pre-k consultants still request that classroom rules be decided upon as a class so here is your time to do it. Most of this discussion is students repeating the routines and procedures that you have been teaching them since the beginning of the school year. At each suggestion, write them up with a positive re-wording. Example: "No punching!" "Thank you Sally, let's keep our bodies to ourselves." (write on chart paper: Bodies to ourselves)<br />
Students now feel as though they had a say in agreeing to what the classroom expectations are for them behaviorally.<br />
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<b>KWL Chart</b> (Fill Out What We Have Leaned)<br />
This is an activity for the last day of the unit, theme, Topic of Study/Interest. Before you take charge into simply filling out your L column for what students have learned, review on the first two columns with the students. Talk about what they knew coming in to the learning unit, what they wanted to know. Ask them the questions from the W column and write their answers for L. They will enjoy seeing how they have learned and acquired the answers to their own questions (research at work!),Anonymoushttp://www.blogger.com/profile/11389441758785104737noreply@blogger.com0tag:blogger.com,1999:blog-5984607079439299150.post-30109402606633737652015-06-08T08:30:00.000-04:002015-06-08T08:30:00.330-04:00Large Group Literacy: Feelings & EmotionsRemember that we are still at the beginning of the school year with these activities so let's have fun as we continue teaching the routines and procedures. If you have had any number of classroom management training, it has been expressed how important it is to teach feelings and emotions to pre-kindergarten students. Many behavioral issues are communication issues, students not knowing how to say that they feel a certain way or need something. Here is your time to review emotions and how students might feel when they are acting that way.<br />
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<b>Today I am feeling ... because ...</b><br />
"Henry is feeling sleepy because he woke up too early" "Mrs. Pope is feeling hungry because she missed breakfast" "Susie is feeling happy" allow the students to say how they are feeling and, if they are able, why they are feeling that current emotion. I've had a student tell me before on this chart that they were sad because their dad's football team lost their game. Even parents get a giggle out of what children will share during this activity. As they share these details, write them on giant chart paper to model handwriting.<br />
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<b>Silly Sally big book reading</b><br />
Big books are great for modeling tracking print and guided reading with class sets. At the beginning of the school year, I focus on modeling the tracking skills with big books. Silly Sally is a fun story for the beginning of the school year as it contains rhyming, repetitive phrases, and sequencing.<br />
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<b>Silly Sally flannel retelling</b><br />
This flannel set again is something that you can buy, make with felt, or print on paper with velcro fasteners. You can either choose to simply read the story and use the props or allow the students to manipulate the flannel props as you read the story.<br />
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<b>Three Little Pigs Blues</b><br />
Three Little Pigs Blues is a song by Greg & Steve from the album Playing Favorites. I took three privacy folders and decorated them to be a house of straw, sticks, and bricks. Students take turns (about five times) being the pigs and the big bad wolf reenacting with the prompts from the song. You can have your students act it out with masks, costumes, or however works for you and your budget.<br />
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<b>Musical Writing</b><br />
This activity can be done either with clipboards or again with butcher/bulletin/chart paper. Students have a writing utensil and you play happy music as they move their writing utensil to how they feel. Play sad music, angry music, music that takes them through emotional feeling. Classical tracks without words are suggested for this.Anonymoushttp://www.blogger.com/profile/11389441758785104737noreply@blogger.com0tag:blogger.com,1999:blog-5984607079439299150.post-10831099483885864592015-06-05T08:30:00.000-04:002015-06-05T08:30:01.990-04:00Large Group Literacy: Getting to Know SchoolThe beginning of the school year is a crucial time for establishing routines and procedures within the classroom. I will be honest and admit, I plan for Large Group Literacy but it usually does not fully occur during that first week of school. Some activities I have to put in the lesson plan more than once because we never actually did them during the first week.<br />
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<b>Who's Who</b><br />
This is a super simple "getting to know you" activity in which all students take turns answering questions such as their favorite food or color. Each student has a piece of construction paper with their first name written at the bottom. As they answer the questions, write their responses on a post-it for them to place on their paper.<br />
This pulls students in as they discuss their individual preferences and see who might have similar interests within their setting. It also prepares them for contributing to class discussions and other Large Group Literacy experiences that will occur throughout the school year. <br />
This is a fun hallway display for the beginning of the school year. <br />
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<b>Class Mural</b><br />
Roll out some butcher paper, bulletin paper, chart paper, whatever it is as long as it is BIG. Allow the students to draw or write whatever they feel. The focus of these activities is pulling students into the expectations of Large Group Literacy at the beginning of the school year.<br />
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<b>Pete the Cat flannel story telling</b><br />
You can purchase the flannel set, make your own from felt, print photos with velcro patches... However you have your flannel stories, this is a fun beginning of the school year tale. With Eric Litwin providing the song to the story of Pete the Cat, this song pulls students into the excitement of learning making it choice for using at the beginning of the school year.<br />
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<b>Favorite Pete the Cat book graph</b><br />
Pete the Cat, His School Shoes, Groovy Buttons, T-Rex, Sunglasses, so many titles! Grab what you can of Pete the Cat to read throughout that first week of school. Only make the options for your graph whatever titles you actually read with your students. Create boxes underneath each option. As most students entering cannot write their name yet, allow them to color in a box with a marker, color pencil, or crayon for whichever book they are choosing. This allows them to practice holding and using a writing tool before having them to begin copying letters.<br />
You will note that many of my graphing opportunities will be students picking out their favorite something. This goes again to their egocentric focus which pulls them into the activity.<br />
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<b>There Was An Old Lady Who Swallowed a Fly Retelling with props</b><br />
Go ahead and create your old lady prop however you need to. My school has an Old Lady prop with a clear plastic bag beneath her apron to see what she has eaten. I have an old helium tank box in my home that I painted over and transformed into an old lady to eat props. However you make her, she is a story of repetitive phrases and sequencing that has many retellings to fit various holidays and themes throughout the school year. And again, you can buy her props or make them yourself. I prefer to find items in the classroom to reflect the props in her story. Anonymoushttp://www.blogger.com/profile/11389441758785104737noreply@blogger.com0tag:blogger.com,1999:blog-5984607079439299150.post-36751981341551680152015-06-03T08:30:00.000-04:002015-06-03T12:46:58.554-04:00Large Group LiteracyLast year I did a long focus on a majority of the GELDS from books and activities to songs as well. <div>
This summer, I will share with you all the various activities that I implement for Large Group Literacy. </div>
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Large Group Literacy is a part of the pre-kindergarten day separate of large group, opening activity, or closing activity that focuses on reading, writing, and retelling. The class as a whole participates in reading chart stories and large print books, practices activities allowing them to strengthen their writing skills, and retelling to display literary comprehension. </div>
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Mondays, Wednesdays, and Fridays I will post up various Large Group Literacy activities for various learning units that I teach throughout the school year. From Apples to Zoo Animals and everything in between! Some units have as few as three activities while some have as many as ten.</div>
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I hope that these will help foster growth for your students in your classrooms!</div>
Anonymoushttp://www.blogger.com/profile/11389441758785104737noreply@blogger.com0tag:blogger.com,1999:blog-5984607079439299150.post-57417320836527056002014-08-07T07:26:00.001-04:002014-08-07T07:26:07.844-04:00Monster of the Week: Sailor Moon 23-26<div>
<span style="-webkit-text-size-adjust: auto; background-color: rgba(255, 255, 255, 0); font-size: x-large;">Ep23 - Yasha</span></div>
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<span style="-webkit-text-size-adjust: auto; background-color: rgba(255, 255, 255, 0);">Type - Youma</span></div>
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<span style="-webkit-text-size-adjust: auto; background-color: rgba(255, 255, 255, 0);">Sent by - Zoicite</span></div>
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<span style="-webkit-text-size-adjust: auto; background-color: rgba(255, 255, 255, 0);">Defeated by - Moon Tiara Action </span></div>
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<span style="-webkit-text-size-adjust: auto; background-color: rgba(255, 255, 255, 0);">Sent to steal the Silver Crystal from Nephrite should he find it. Attacked Naru and got her butt beat by Nephrite before Sailor Moon finished things.</span></div>
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<span style="-webkit-text-size-adjust: auto; background-color: rgba(255, 255, 255, 0);"><b><u>Ranking:</u></b></span><br />
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhTntYw2ivdhXDo5GFPMBgPORhELCa5DAbf_DanWQ4WeIwXmLn9VVdjY6vu2LfTdsxqo1zJmrHCr7bOfpnvsTTrs8uweydUh1lgaefx5pSZ78R-blHfjHINI7yW_IL9igb8uAE5Jdcfcvwu/s1600/waxingcrescent.png" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhTntYw2ivdhXDo5GFPMBgPORhELCa5DAbf_DanWQ4WeIwXmLn9VVdjY6vu2LfTdsxqo1zJmrHCr7bOfpnvsTTrs8uweydUh1lgaefx5pSZ78R-blHfjHINI7yW_IL9igb8uAE5Jdcfcvwu/s1600/waxingcrescent.png" /></a><span style="-webkit-text-size-adjust: auto; background-color: rgba(255, 255, 255, 0);"> Waxing Cresent. Not really after the Sailor Senshi so that's kind of fun. Plus after the removal of the mask she looks very Oni-like. Nothing notable past that.</span></div>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEg7k4EqzCph1i0lHFILDvAA7FqE6nV3usNrDS-eL-wFwV7asDdTXlIBQvp5W5h2F4t0kPeFsUW0GJCwpQiV0c3ZUQedHDQ3PgCaQns2qYmoUac1eXrJxY0SUCb2WlUfwsgL4XWR5iVqWFaF/s640/blogger-image--409328652.jpg" imageanchor="1" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img border="0" height="320" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEg7k4EqzCph1i0lHFILDvAA7FqE6nV3usNrDS-eL-wFwV7asDdTXlIBQvp5W5h2F4t0kPeFsUW0GJCwpQiV0c3ZUQedHDQ3PgCaQns2qYmoUac1eXrJxY0SUCb2WlUfwsgL4XWR5iVqWFaF/s320/blogger-image--409328652.jpg" width="320" /></a></div>
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<span style="-webkit-text-size-adjust: auto; background-color: rgba(255, 255, 255, 0);">Type - Youma</span></div>
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<span style="-webkit-text-size-adjust: auto; background-color: rgba(255, 255, 255, 0);">Sent by - Zoicite</span></div>
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<span style="-webkit-text-size-adjust: auto; background-color: rgba(255, 255, 255, 0);">Defeated by - Moon Tiara Action and Fire Soul</span></div>
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<span style="-webkit-text-size-adjust: auto; background-color: rgba(255, 255, 255, 0);">They kidnapped Naru to hold her random for the Dark Crystal. Nephrite whooped their butts receiving only a scratch. They returned to finish what they had started, mortally wounding Nephrite and making everyone cry.<br /><br /><br /><br /><br /><br /><b><u>Ranking:</u></b></span></div>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjFdiZ-qbHx5YOGny-j5k-w8gJwc2Tf8xU33AHCEn60fnPIElyktKTQBaPnWF8tKkLgZpWAXOydpt8LDbRJQSDkcrHzyBwbBJ6c7e7pkFu9J9nK5dp8DO4n9u5AxkgKe9hhfPooxyDEe-pu/s1600/fullmoon.png" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjFdiZ-qbHx5YOGny-j5k-w8gJwc2Tf8xU33AHCEn60fnPIElyktKTQBaPnWF8tKkLgZpWAXOydpt8LDbRJQSDkcrHzyBwbBJ6c7e7pkFu9J9nK5dp8DO4n9u5AxkgKe9hhfPooxyDEe-pu/s1600/fullmoon.png" /></a><span style="-webkit-text-size-adjust: auto; background-color: rgba(255, 255, 255, 0);">Full Moon. </span><span style="-webkit-text-size-adjust: auto; font-family: 'Helvetica Neue Light', HelveticaNeue-Light, helvetica, arial, sans-serif;">These ladies are responsible for one of the most emotional scenes in Sailor Moon. Give them everything.</span></div>
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<span style="-webkit-text-size-adjust: auto; background-color: rgba(255, 255, 255, 0); font-size: x-large;">Ep25 - Gesen</span></div>
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<span style="-webkit-text-size-adjust: auto; background-color: rgba(255, 255, 255, 0);">Type - Youma</span></div>
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<span style="-webkit-text-size-adjust: auto; background-color: rgba(255, 255, 255, 0);">Sent by - Zoicite</span></div>
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<span style="-webkit-text-size-adjust: auto; background-color: rgba(255, 255, 255, 0);">Defeated by - Moon Healing Escalation</span></div>
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<span style="-webkit-text-size-adjust: auto; background-color: rgba(255, 255, 255, 0);"><br />After the rainbow crystal inside Game Machine Joe is removed, he turns into a Youma. <br /><br /><br /><br /><br /><br /><br /><br /><b><u>Ranking:</u></b></span></div>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhTntYw2ivdhXDo5GFPMBgPORhELCa5DAbf_DanWQ4WeIwXmLn9VVdjY6vu2LfTdsxqo1zJmrHCr7bOfpnvsTTrs8uweydUh1lgaefx5pSZ78R-blHfjHINI7yW_IL9igb8uAE5Jdcfcvwu/s1600/waxingcrescent.png" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhTntYw2ivdhXDo5GFPMBgPORhELCa5DAbf_DanWQ4WeIwXmLn9VVdjY6vu2LfTdsxqo1zJmrHCr7bOfpnvsTTrs8uweydUh1lgaefx5pSZ78R-blHfjHINI7yW_IL9igb8uAE5Jdcfcvwu/s1600/waxingcrescent.png" /></a><span style="-webkit-text-size-adjust: auto; background-color: rgba(255, 255, 255, 0);">Waxing Crescent. Mehhhh..... We get Sailor Jupiter out of him but for him being the first of the Seven Strongest Youma, kind of weak.</span></div>
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<span style="background-color: rgba(255, 255, 255, 0); font-size: x-large;">Ep26 - Boxy</span></div>
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<span style="-webkit-text-size-adjust: auto; background-color: rgba(255, 255, 255, 0);">Type - Youma</span></div>
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<span style="-webkit-text-size-adjust: auto; background-color: rgba(255, 255, 255, 0);">Sent by - Zoicite</span></div>
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<span style="-webkit-text-size-adjust: auto; background-color: rgba(255, 255, 255, 0);">Defeated by - Moon Healing Escalation</span></div>
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<span style="-webkit-text-size-adjust: auto; background-color: rgba(255, 255, 255, 0);"><br />After the rainbow crystal inside a priest is removed, Boxy appears.<br /><br /><br /><br /><br /><br /><br /><b><u>Ranking:</u></b></span></div>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhTntYw2ivdhXDo5GFPMBgPORhELCa5DAbf_DanWQ4WeIwXmLn9VVdjY6vu2LfTdsxqo1zJmrHCr7bOfpnvsTTrs8uweydUh1lgaefx5pSZ78R-blHfjHINI7yW_IL9igb8uAE5Jdcfcvwu/s1600/waxingcrescent.png" imageanchor="1" style="clear: left; display: inline !important; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhTntYw2ivdhXDo5GFPMBgPORhELCa5DAbf_DanWQ4WeIwXmLn9VVdjY6vu2LfTdsxqo1zJmrHCr7bOfpnvsTTrs8uweydUh1lgaefx5pSZ78R-blHfjHINI7yW_IL9igb8uAE5Jdcfcvwu/s1600/waxingcrescent.png" /></a><span style="-webkit-text-size-adjust: auto; background-color: rgba(255, 255, 255, 0);">Waxing Crescent. At least Gensen made sense! A priest becomes a boxing Youma?? Points just for making no sense.</span></div>
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Anonymoushttp://www.blogger.com/profile/11389441758785104737noreply@blogger.com0tag:blogger.com,1999:blog-5984607079439299150.post-89198823239267607262014-08-02T15:02:00.001-04:002014-08-04T09:32:04.651-04:00Where is Blogger?Yeah, sorry for the surprise hiatus. This summer has been a wave of emotions and I let them take me places rather than conquering them. Many hugs to people who have been caring and supportive of me during all of that. <div>Now, away from all of that mess and on to the good news: I AM A PRE-K LEAD AGAIN!</div><div>I am working in a county that just open their first two pre-k classrooms and it feels wonderful to be a part of the beginning team to establish a solid foundation. I am most excited about this because not only do I get to set the foundation for learning for my students but I also get to help this county and administrations establish a solid foundation of understanding to support successful pre-kindergarten classrooms. This is a wonderful opportunity, the best that I could have ever asked for. </div><div>That being said, this blog might not always get the same attention that it deserves. I will now be doing the Monster of the Week posts every other week, Utena blogs will still be Saturdays as they happen, and GELDS will be moving to a teacher blog page. </div><div>Thank you all for your encouraging words and understanding in my life. </div>Anonymoushttp://www.blogger.com/profile/11389441758785104737noreply@blogger.com0tag:blogger.com,1999:blog-5984607079439299150.post-8003315038508747792014-07-22T09:34:00.003-04:002014-08-04T20:21:09.801-04:00Monster of the Week: Sailor Moon 19-22<div>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjkSpY3RCS-67R47X05NT_3fPwXL9BxdpJ_sosfHZGYhtTkT7jfi_9LkHKdd4ixHUT0dp1bgnV3bvUJE2WEtthKCXdxg7nEsw_GJWMiXsIqK_A7LVDeXh3x8W437jhEjcqsQZXiGuxzQEL0/s640/blogger-image--568242352.jpg" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" height="320" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjkSpY3RCS-67R47X05NT_3fPwXL9BxdpJ_sosfHZGYhtTkT7jfi_9LkHKdd4ixHUT0dp1bgnV3bvUJE2WEtthKCXdxg7nEsw_GJWMiXsIqK_A7LVDeXh3x8W437jhEjcqsQZXiGuxzQEL0/s320/blogger-image--568242352.jpg" width="320"></a><span style="-webkit-text-size-adjust: auto; background-color: rgba(255, 255, 255, 0);"></span><br>
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<span style="-webkit-text-size-adjust: auto; background-color: rgba(255, 255, 255, 0);">Type - Youma</span></div>
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<span style="-webkit-text-size-adjust: auto; background-color: rgba(255, 255, 255, 0);">Sent by - Nephrite</span></div>
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<span style="-webkit-text-size-adjust: auto; background-color: rgba(255, 255, 255, 0);">Defeated by - undefeated </span></div>
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<span style="-webkit-text-size-adjust: auto; background-color: rgba(255, 255, 255, 0);">The constellation of Leo come to life only to chase down Sailor Moon after Nephrite reveals himself. Maybe it is hardcore awesome but this episode does give it time to shine. Does he come back? I don't remember...</span></div>
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<span style="-webkit-text-size-adjust: auto; background-color: rgba(255, 255, 255, 0);"><br><br><br><br><br><br><br><b><u>Ranking:</u></b></span><br>
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhADupN0l6kXDevWLJiLJK83R2eYWvyb0-lujTHw5FIyMtZ8OITt0eUBK4wnMLEi9yPoRR55PUkCduzVmEXrNUjOks9jQjt0k5E57hXIAcGvExgR1B8rnsvJeUPLBNUmJ9DwfJHw8_cJpPk/s1600/old.png" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhADupN0l6kXDevWLJiLJK83R2eYWvyb0-lujTHw5FIyMtZ8OITt0eUBK4wnMLEi9yPoRR55PUkCduzVmEXrNUjOks9jQjt0k5E57hXIAcGvExgR1B8rnsvJeUPLBNUmJ9DwfJHw8_cJpPk/s1600/old.png"></a> <span style="background-color: rgba(255, 255, 255, 0);">Old Moon. You're a constellation but on everything else, you were kind of lame buddy. Yeah, you did deflected Moon Tiara Action in it's first throw but you still didn't impress me.</span></div>
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<span style="-webkit-text-size-adjust: auto; background-color: rgba(255, 255, 255, 0); font-size: x-large;">Ep20 </span></div>
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<span style="-webkit-text-size-adjust: auto; background-color: rgba(255, 255, 255, 0);"><b><u>Ranking:</u></b></span></div>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhQpnV6KkOMvte0v1dvozLKICybodOlO-bGQ78_7fYEwklByk_6vExbWZKJ6lojKnD1GKJHU2c6fytfvdaPNd4Ybn1kGdzi_JPde6paGlHKVpZ85Ia2mvSUINaNKbTQ5nLoa5wclv_NQ6z1/s1600/halfmoon.png" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><span style="color: black;"><span style="-webkit-text-size-adjust: auto; background-color: rgba(255, 255, 255, 0);"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhQpnV6KkOMvte0v1dvozLKICybodOlO-bGQ78_7fYEwklByk_6vExbWZKJ6lojKnD1GKJHU2c6fytfvdaPNd4Ybn1kGdzi_JPde6paGlHKVpZ85Ia2mvSUINaNKbTQ5nLoa5wclv_NQ6z1/s1600/halfmoon.png"></span></span></a><span style="-webkit-text-size-adjust: auto; background-color: rgba(255, 255, 255, 0);">New Moon. No monster</span></div>
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<span style="-webkit-text-size-adjust: auto; background-color: rgba(255, 255, 255, 0); font-size: x-large;">Ep21 - Castor and Pollux</span></div>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhwsFJ-tp06FyPM1n-QChSFsRnboZMB1QwI1Ipklm8iqeeuGAd5LZWDQAAhjRLUMPkg6Zn_8DtcSA8EeTpeCb9W0z9DRU3C89Ymi_eChTGXV-G3F4UHPJzCznqTXT0cmn2RNLh5vzAOI7w_/s640/blogger-image-559231557.jpg" imageanchor="1" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img border="0" height="320" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhwsFJ-tp06FyPM1n-QChSFsRnboZMB1QwI1Ipklm8iqeeuGAd5LZWDQAAhjRLUMPkg6Zn_8DtcSA8EeTpeCb9W0z9DRU3C89Ymi_eChTGXV-G3F4UHPJzCznqTXT0cmn2RNLh5vzAOI7w_/s320/blogger-image-559231557.jpg" width="320"></a><span style="-webkit-text-size-adjust: auto; background-color: rgba(255, 255, 255, 0);"><br></span></div>
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<span style="background-color: rgba(255, 255, 255, 0);">Type - Youma</span></div>
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<span style="-webkit-text-size-adjust: auto; background-color: rgba(255, 255, 255, 0);">Sent by - Nephrite</span></div>
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<span style="-webkit-text-size-adjust: auto; background-color: rgba(255, 255, 255, 0);">Defeated by - Moon Tiara Action</span></div>
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<span style="-webkit-text-size-adjust: auto; background-color: rgba(255, 255, 255, 0);">Stored within the pencil that an animator uses to draw, they emerge as the animator exclaims to all that she will kill off Sailor V in the final scene. These girls are bound together, able to duplicate the powers of Mars and Mercury. They fail when they're own arguing tears their bond apart.<br><br><br><br><br><br><br><b><u>Ranking:</u></b></span></div>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjhat2TZ9RxOuTUELrEwkhreFSsxF6HpVyem13-Z1FDCf4xoHwO19J52x3MD0upKioTmLN92W3cme7Z1icoTcaejbDxKVCpH4zj1jfaJ0NpZdP0zZyNlGu4Pe1yfSOoBUypng1K8srCIWLS/s1600/wanninggibbous.png" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjhat2TZ9RxOuTUELrEwkhreFSsxF6HpVyem13-Z1FDCf4xoHwO19J52x3MD0upKioTmLN92W3cme7Z1icoTcaejbDxKVCpH4zj1jfaJ0NpZdP0zZyNlGu4Pe1yfSOoBUypng1K8srCIWLS/s1600/wanninggibbous.png"></a><span style="-webkit-text-size-adjust: auto; background-color: rgba(255, 255, 255, 0);">Waning Gibbous. Beautiful design, they are quite strong. If it weren't for their arguing, they very well could have triumphed.</span></div>
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<span style="-webkit-text-size-adjust: auto; background-color: rgba(255, 255, 255, 0); font-size: x-large;">Ep22 </span></div>
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<span style="-webkit-text-size-adjust: auto; background-color: rgba(255, 255, 255, 0);"><b><u>Ranking:</u></b></span></div>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhQpnV6KkOMvte0v1dvozLKICybodOlO-bGQ78_7fYEwklByk_6vExbWZKJ6lojKnD1GKJHU2c6fytfvdaPNd4Ybn1kGdzi_JPde6paGlHKVpZ85Ia2mvSUINaNKbTQ5nLoa5wclv_NQ6z1/s1600/halfmoon.png" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><span style="color: black;"><span style="-webkit-text-size-adjust: auto; background-color: rgba(255, 255, 255, 0);"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhQpnV6KkOMvte0v1dvozLKICybodOlO-bGQ78_7fYEwklByk_6vExbWZKJ6lojKnD1GKJHU2c6fytfvdaPNd4Ybn1kGdzi_JPde6paGlHKVpZ85Ia2mvSUINaNKbTQ5nLoa5wclv_NQ6z1/s1600/halfmoon.png"></span></span></a><span style="-webkit-text-size-adjust: auto; background-color: rgba(255, 255, 255, 0);">New Moon. No monster.</span></div>
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<!-- Blogger automated replacement: "https://images-blogger-opensocial.googleusercontent.com/gadgets/proxy?url=http%3A%2F%2F3.bp.blogspot.com%2F-HDHzLyAu0LQ%2FU85n1t_YmqI%2FAAAAAAAABtg%2FNVUNpgMnIAw%2Fs1600%2Fold.png&container=blogger&gadget=a&rewriteMime=image%2F*" with "https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhADupN0l6kXDevWLJiLJK83R2eYWvyb0-lujTHw5FIyMtZ8OITt0eUBK4wnMLEi9yPoRR55PUkCduzVmEXrNUjOks9jQjt0k5E57hXIAcGvExgR1B8rnsvJeUPLBNUmJ9DwfJHw8_cJpPk/s1600/old.png" -->Anonymoushttp://www.blogger.com/profile/11389441758785104737noreply@blogger.com0tag:blogger.com,1999:blog-5984607079439299150.post-34980091633801488842014-07-18T09:04:00.000-04:002014-07-19T10:05:02.039-04:00Ep. 17 - Thorns of Death<span style="-webkit-text-size-adjust: auto; background-color: rgba(255, 255, 255, 0);"><i style="border: 0px; margin: 0px; padding: 0px; vertical-align: baseline;"><i style="border: 0px; color: #333333; font-family: Arial, Tahoma, Verdana, Sans-serifs; font-size: 14px; line-height: 22.399999618530273px; margin: 0px; padding: 0px; vertical-align: baseline;"><i style="border: 0px; color: #4c4b4c; font-family: Georgia, 'Trebuchet MS', sans-serif; font-size: 13px; line-height: 20.799999237060547px; margin: 0px; padding: 0px; text-align: justify; vertical-align: baseline;"><i style="border: 0px; margin: 0px; padding: 0px; vertical-align: baseline;"><i style="border: 0px; margin: 0px; padding: 0px; vertical-align: baseline;"><i style="border: 0px; margin: 0px; padding: 0px; vertical-align: baseline;"><i style="border: 0px; margin: 0px; padding: 0px; vertical-align: baseline;"><i style="border: 0px; margin: 0px; padding: 0px; vertical-align: baseline;"><i style="background-color: white; border: 0px; margin: 0px; padding: 0px; vertical-align: baseline;"><b style="font-style: normal;"><span style="font-size: xx-small;">Disclaimer:</span></b><br style="font-style: normal;" /><span style="font-size: xx-small; font-style: normal;">This episode analysis(musing) contains spoilers. This episode analysis skims over topics and doesn't go into huge detail because each detail is really worth it's own post. This analysis does not cover every detail to analyze but ones that I have chosen to discuss. Also, these are my opinions and nothing official. You do not have to accept or agree with any of this.</span></i></i></i></i></i></i></i></i></i></span><br />
<span style="-webkit-text-size-adjust: auto; background-color: rgba(255, 255, 255, 0);"><i style="border: 0px; margin: 0px; padding: 0px; vertical-align: baseline;"><i style="border: 0px; color: #333333; font-family: Arial, Tahoma, Verdana, Sans-serifs; font-size: 14px; line-height: 22.399999618530273px; margin: 0px; padding: 0px; vertical-align: baseline;"><i style="border: 0px; color: #4c4b4c; font-family: Georgia, 'Trebuchet MS', sans-serif; font-size: 13px; line-height: 20.799999237060547px; margin: 0px; padding: 0px; text-align: justify; vertical-align: baseline;"><i style="border: 0px; margin: 0px; padding: 0px; vertical-align: baseline;"><i style="border: 0px; margin: 0px; padding: 0px; vertical-align: baseline;"><i style="border: 0px; margin: 0px; padding: 0px; vertical-align: baseline;"><i style="border: 0px; margin: 0px; padding: 0px; vertical-align: baseline;"><i style="border: 0px; margin: 0px; padding: 0px; vertical-align: baseline;"><i style="background-color: white; border: 0px; margin: 0px; padding: 0px; vertical-align: baseline;"><span style="font-size: xx-small; font-style: normal;"><br /></span></i></i></i></i></i></i></i></i></i></span>
<span style="-webkit-text-size-adjust: auto; background-color: rgba(255, 255, 255, 0);"><i style="border: 0px; margin: 0px; padding: 0px; vertical-align: baseline;">"Shi no Toge"</i> </span><br />
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<span style="-webkit-text-size-adjust: auto; background-color: rgba(255, 255, 255, 0);"><span class="t_nihongo_kanji" lang="ja" style="border: 0px; margin: 0px; padding: 0px; vertical-align: baseline;" xml:lang="ja">死の</span></span></div>
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<span style="-webkit-text-size-adjust: auto; background-color: rgba(255, 255, 255, 0);"><span class="t_nihongo_kanji" lang="ja" style="border: 0px; margin: 0px; padding: 0px; vertical-align: baseline;" xml:lang="ja">July 23, 1997</span></span></div>
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<span style="-webkit-text-size-adjust: auto; background-color: rgba(255, 255, 255, 0);"><span class="t_nihongo_kanji" lang="ja" style="border: 0px; margin: 0px; padding: 0px; vertical-align: baseline;" xml:lang="ja">Duel theme:</span></span><span style="background-color: white; color: #545454; font-family: arial, sans-serif; font-size: x-small; line-height: 18.200000762939453px;"> jalousie - j</span><span style="background-color: white; color: #545454; font-family: arial, sans-serif; font-size: x-small; line-height: 18.200000762939453px;">ealousy</span><br />
<span style="background-color: white; color: #545454; font-family: arial, sans-serif; font-size: x-small; line-height: 18.200000762939453px;">Duel song: </span><span style="color: #545454; font-family: arial, sans-serif; font-size: x-small;"><span style="line-height: 18.200000762939453px;">Chikyuu wa Jinbutsu Chinretsushitsu</span></span></div>
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<span style="color: #545454;"><span style="font-family: inherit; line-height: 18px;">Let's start out with Juri in the Rose garden, looking at her locket. "Believe in miracles..." Reflections on Shiori. Really just in case you forgot from Juri's duel, here's your gentle reminder that she's in love with her childhood friend who has no clue that Juri really loves her.</span></span></div>
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<a href="http://ohtori.nu/gallery/var/resizes/Series/Episodes/Black_Rose_Saga/17/Series_ep17_001.jpg?m=1385788906" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" src="http://ohtori.nu/gallery/var/resizes/Series/Episodes/Black_Rose_Saga/17/Series_ep17_001.jpg?m=1385788906" height="235" width="320" /></a></div>
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<span style="font-family: inherit;"><span style="color: #545454;"><span style="line-height: 18px;">Juri really pours herself into fencing. Possibly as an escape from thinking about her love for Shiori. You can't help but to notice how incredibly skilled she is. And Utena bested her. Your level of skill doesn't seem to matter in the arena, more your heart and conviction</span></span><span style="color: #545454; line-height: 18px;">.</span></span></div>
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<span style="color: #545454;"><span style="font-family: inherit; line-height: 18px;">Juri sends Miki's fencing sword flying then lays into him about his performance. She can be a friend but when she is team captain, she takes it very seriously. Miki even looks a little hurt by how firmly she addresses him. It's an odd flip from all of her previous interactions with him.</span></span></div>
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<span style="color: #545454;"><span style="font-family: inherit; line-height: 18px;">As his sword is dropped back down, we see her. Shiori. Who observed the finally moments of the fencing match. Shiori catches Juri's gaze and gives a warm smile to which Juri turns swiftly away. Shiori is hurt by this action. Why can't her friend return her smile? Because Juri can't openly admit her feelings for her friend so she avoids her altogether. All this does is feed the destructive circle they are in. Juri protects herself which hurts Shiori who hurts Juri in turn. And round and round they go.</span></span></div>
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<span style="color: #545454;"><span style="font-family: inherit; line-height: 18px;">I notice how everything in Shiori's dorm room is covered in cloth. Yes, she's just moved in that day but everything remains covered. She hasn't even bothered to have opened her suitcase yet as she sits atop it. She really has JUST come back to Ohtori. </span></span></div>
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<span style="color: #545454;"><span style="font-family: inherit; line-height: 18px;">Shiori talks all about how great a friendship there was between her and Juri then implies that she no longer deserves any of that. We see Anthy looking back to the dorms as they leave. Then as Mamiya, she pricks her finger on the rose's thorns. She already knows what role Shiori will play and is ready to strike. Through metaphors, Mamiya and Mikage discuss how to reel Juri back into dueling. Use her poison.</span></span></div>
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<span style="color: #545454;"><span style="font-family: inherit; line-height: 18px;">Miki reports to Nanami the experience of having a sword pulled from his chest. He sits on a chair inside the Student Council area while Juri and Nanami stand. They are seperated as they haven't had the same experiences. He has gone through having his sword pulled while they have not. </span></span></div>
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<span style="color: #545454;"><span style="font-family: inherit; line-height: 18px;">Nanami denounces the occurance. She sees the student council still as some amazing school power. The black Rose duelists cannot be a threat because the student council is so amazing. The idea that the student council is powerless is unreal to her. She then goes into asking Miki what it felt like. He blushes furiously giving the impression that the feeling is quite intimate when it occurs. Juri excuses herself when questioned on her thoughts.</span></span></div>
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<span style="color: #545454;"><span style="font-family: inherit; line-height: 18px;">She opens the locket on her elevator descent, reminiscing the events of the past that we've seen played out before. Juri keeps her thoughts trapped in those moments, not allowing herself to move forward.</span></span></div>
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<span style="color: #545454;"><span style="font-family: inherit; line-height: 18px;">Shiori approaches Juri telling her that she wishes to talk. Juri's response is to turn and leave again. This leaves Shiori calling out for her this time. You can hear the hurt in her voice. If only Juri would listen to me, talk to me, like she used to. Her dismissive was hurting Shiori more and more.</span></span></div>
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<span style="color: #545454;"><span style="font-family: inherit; line-height: 18px;">Shiori finally corners Juri and says her piece. Juri never really wanted to hear this which is why she avoided Shiori. She didn't want to know about the time Shiori spent with BHB. She didn't want to think about that. </span></span></div>
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<span style="color: #545454;"><span style="font-family: inherit; line-height: 18px;">How Juri's eyes change when Shiori talks about going back to the way things were. I think she would like that. Maybe. </span></span></div>
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<span style="color: #545454;"><span style="font-family: inherit; line-height: 18px;">Shiori moves next to Juri and Juri coldly closes down the conversation and excuses herself. At the same moment she leaves, as Shiori gasps in pain once again as her friend pushes her away, a bird slams into the glass window near them. This is very symbolic of what is happening between the two girls. Unintentionally cruel. Neither is meaning to hurt the other just as the glass isn't meaning to hurt the bird. </span></span></div>
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<span style="color: #545454;"><span style="font-family: inherit; line-height: 18px;">Juri stares at the bird for a moment before divulging that she never carried feelings for BHB. Which confuses Shiori even further. Then why is her friend so cold to her? Then who is it that Juri loves so much that she won't tell anyone?</span></span></div>
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<span style="color: #545454;"><span style="font-family: inherit; line-height: 18px;">Utena confronts Juri as she comes down the stairs. Utena is under the impression that Juri will not forgive Shiori for some unknown reason. Not that Juri will not stop hurting herself over her feelings for Shiori. Everything Utena tells Juri drives right into her heart. Cruelly innocent. </span></span></div>
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<span style="color: #545454;"><span style="font-family: inherit; line-height: 18px;">Utena vents to Akio about how Juri addressed her. Oh yeah, just the guy to go talk to. Tell him all of your friends secrets so that he can exploit their weaknesses.. Mwahahahaha! Er, I mean, go on.</span></span></div>
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<span style="color: #545454;"><span style="font-family: inherit; line-height: 18px;">Juri removed the locket from her neck and throws it into the lake at Ohtori Academy. She is hoping to release herself from her torture not realizing that the action was a useless one indeed. </span></span></div>
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<span style="font-family: inherit;"><span style="color: #545454;"><span style="line-height: 18px;"> Shiori's dorm door flies open as she approaches with the locket resting inside her vase. This</span></span><span style="color: #545454; line-height: 18px;"> action eats at Shiori's insecurities. Who out this here? Are they mocking me? Did they look inside? Does everybody know? Did Juri do this to me? Is she toying with me?</span></span></div>
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<span style="color: #545454;"><span style="font-family: inherit; line-height: 18px;">Now she enters the elevator and divulges her feelings about Juri. This is my favorite elevator ride. It's a rocket of emotion from beginning to end. Shiori talks about hating Juri but I think rather these were all traits that she admired and attracted her to Juri. She talks about it as hate for Juri but I think it might be more misplaced self-hate that we're seeing.</span></span></div>
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<span style="color: #545454;"><span style="font-family: inherit; line-height: 18px;">Note that Shiori actually looks up from her token that she's brought with her. She looks at herself and is able to continue her rant about how she felt Juri was always making fun of her by being nice to her. This elevator ride is not so much about her feelings towards Juri but her insecurities focused on Juri. </span></span></div>
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<span style="color: #545454;"><span style="font-family: inherit; line-height: 18px;">For a moment, she revels proudly in being better than Juri. By being the one Juri loves and can't have, to make her miserable as Shiori feels all of the time. She is laughing and smiling at carrying this power. Then, the snap. She throws the locket and begins to scream in panic. Why? Why me? Why do you look at me like that? The elevator is shaking at the intensity that is Shiori's emotions right now. </span></span></div>
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<span style="color: #545454;"><span style="font-family: inherit; line-height: 18px;">Shiori then approaches Juri and holds up the locket. Juri stumbles forward in a movement that says she wish she could take it back. Take it back before Shiori could see what she has probably already seen. Juri hangs her head, defeated and ashamed to have the inside of the locket revealed. </span></span></div>
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<span style="color: #545454;"><span style="font-family: inherit; line-height: 18px;">What Shiori says here is again more about herself than Juri. "I loved the look in your eyes when I hurt you." She doesn't so much love to cause Juri pain as many might think, she just wants to feel equal to Juri. Hurting Juri is the only way she's ever conceived to be able to be Juri's equal. </span></span></div>
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<span style="color: #545454;"><span style="font-family: inherit; line-height: 18px;">Now we see the removal of the sword. It begins with intimacy, being close and toying with their emotions before suddenly and painfully removed from their bodies. I've read an essay likening the experience to rape. It's invasive and forced upon. It definitely can be done gently, as seen with Miki, or to cause further pain, as we see with many of the black Rose duelists.</span></span></div>
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<span style="color: #545454;"><span style="font-family: inherit; line-height: 18px;">The Shadow Girl again performs a piece that reflects much on what is going on. "My secret is out! I'm doomed! Doomed!" This is both Juri and Shiori here. Juri feels this way only towards Shiori in regards to the locket. Shiori worries about who placed the locket in her dorm. How many people know that she is the object of Juri's affection?</span></span></div>
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<span style="color: #545454;"><span style="font-family: inherit; line-height: 18px;">The birds. The bird that hurt itself against the window of course would be the item to represent Shiori in the duel. She felt like the bird then but now, she will demonstrate how strong the bird can be. The problem with this is that Shiori just wants to show herself as Juri's better in this duel, not actually win. </span></span></div>
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<span style="color: #545454;"><span style="font-family: inherit; line-height: 18px;">And away they fly. Unable to control them from being hurt again. They'll fly away to hurt themselves once again against a window just like before. The never-ending cycle. </span></span></div>
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<span style="color: #545454;"><span style="font-family: inherit; line-height: 18px;">This duelist going to the fire has hair much like Shiori's with the same small bird resting on his chest. Interesting to note that you will see no male duelists in these coffins. I do believe them from a time before Akio met Utena and began to consider allowing females to enter the duels. </span></span></div>
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<span style="color: #545454;"><span style="font-family: inherit; line-height: 18px;">Juri awakens to find the locket laying next to her. Again, we know not who put it there. </span></span></div>
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<span style="color: #545454;"><span style="font-family: inherit; line-height: 18px;">Utena claims that Shiori seems different but Anthy knows better. She knows a faker when she sees it because she plays the game in the professional division. Shiori hasn't changed.</span></span></div>
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<span style="color: #545454;"><span style="font-family: inherit; line-height: 18px;">Juri passes her and gives a greeting. While Shiori responds, she doesn't aknowledge Juri as Juri was hoping for. You could see where Juri was hoping for a miracle. That Shiori would remember that she is in her locket and maybe, just maybe, they could be close like that. But of course it couldn't. But the hope has her chained in the locket once more. </span></span></div>
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<span style="color: #545454;"><span style="font-family: inherit; line-height: 18px;">Why can't I be stronger?</span></span><br />
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<span style="background-color: white; color: #4c4b4c; font-family: Georgia, 'Trebuchet MS', sans-serif; font-size: xx-small; line-height: 20.799999237060547px; text-align: justify;">Screenshots (and cells) from the lovely<a href="http://ohtori.nu/"> ohtori.nu</a> except Miki being lectured by Juri, Juri's face while talking to Shiori, and the duelist in the coffin.</span></div>
Anonymoushttp://www.blogger.com/profile/11389441758785104737noreply@blogger.com0tag:blogger.com,1999:blog-5984607079439299150.post-1425539750843480842014-07-12T08:55:00.002-04:002014-07-12T08:55:34.348-04:00Cow Appreciation DayIt was here again! I got to sport my Nanami cow costume for Cik-Fil-A's Cow Appreciation Day!<br />
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I know I talked last year about fixing this and thats to the contest which I didn't do. </div>
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My daughter's outfit from last year still for so there was no rush to make her a Nanami costume yet. </div>
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But, let's see how she grows for next year...</div>
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We went for breakfast, lunch, and dinner! We took a tour of the kitchen at one location and pet real cows! </div>
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Not only did I wear my Nanami cow costume to Chik-Fil-A, I went to other locations as well. I wore it over my swimsuit and wore it to lifeguard! I made a deposit at the bank wearing it. I went to the comic store in it. I went to hang out with friends for karaoke in it.</div>
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And away it goes for next year. Though looking at this year's photo to last year's, my body is shaping up decently in spots. Could be all that swimming, not sure if eating all of that Chik-Fil-A yesterday helped in any of that though...</div>
Anonymoushttp://www.blogger.com/profile/11389441758785104737noreply@blogger.com0tag:blogger.com,1999:blog-5984607079439299150.post-71088582848688935652014-07-08T07:17:00.000-04:002014-07-08T13:11:03.901-04:00Monster of the Week: Sailor Moon 17 & 18<div>
<span style="-webkit-text-size-adjust: auto; background-color: rgba(255, 255, 255, 0); font-size: x-large;">Ep17 - Kyameran</span></div>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiM6H5nMRHjqaapqAskEM2lYDYgGwQZT73zv-JnmDymYgt7vcrWPndPlhtYjo6xIPd9dTKQlNpYCzmG2MacB4thtYiXUQYrE96gkqYLzHgpK72yae2SexDDiTZrdQhDxgwePAkIQnYBi76m/s640/blogger-image--828866180.jpg" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" height="320" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiM6H5nMRHjqaapqAskEM2lYDYgGwQZT73zv-JnmDymYgt7vcrWPndPlhtYjo6xIPd9dTKQlNpYCzmG2MacB4thtYiXUQYrE96gkqYLzHgpK72yae2SexDDiTZrdQhDxgwePAkIQnYBi76m/s320/blogger-image--828866180.jpg" width="320" /></a><span style="-webkit-text-size-adjust: auto; background-color: rgba(255, 255, 255, 0);"></span><br />
<span style="-webkit-text-size-adjust: auto; background-color: rgba(255, 255, 255, 0);">Type - Youma</span></div>
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<span style="-webkit-text-size-adjust: auto; background-color: rgba(255, 255, 255, 0);">Sent by - Nephrite</span></div>
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<span style="-webkit-text-size-adjust: auto; background-color: rgba(255, 255, 255, 0);">Defeated by - Moon Tiara Action</span></div>
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<span style="-webkit-text-size-adjust: auto; background-color: rgba(255, 255, 255, 0);">Stored within the camera of a middle school photographer, the effects of Kameran began to change this student in full-force immediately. She is pretty intense in that instead of the photographs taken simply taking energy, it also makes people photographer vanish into a photograph.<br /><br /><br /><br /><br /><br /><br /><br /><b><u>Ranking:</u></b></span></div>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjw85dVfxNq0SVS2zVuoClOZpoCKZ1lLPP6z7v6lzm3OTaFjViHej46kJajW6y4IclzeRA2u6qp9A9ckXzOXubqct5hAzsxt0yd2W6LbQfAmktqUxCjdfQryZqFUxtiTiTyRIdL4pDZxr03/s1600/wanningquarter.png" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjw85dVfxNq0SVS2zVuoClOZpoCKZ1lLPP6z7v6lzm3OTaFjViHej46kJajW6y4IclzeRA2u6qp9A9ckXzOXubqct5hAzsxt0yd2W6LbQfAmktqUxCjdfQryZqFUxtiTiTyRIdL4pDZxr03/s1600/wanningquarter.png" /></a><span style="-webkit-text-size-adjust: auto; background-color: rgba(255, 255, 255, 0);">Waning Quarter. Talk about some serious shoulder pads but that eye in her hand, WOW! She actually captures Luna, Sailor Mercury, and Sailor Mars. </span></div>
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<span style="-webkit-text-size-adjust: auto; background-color: rgba(255, 255, 255, 0); font-size: x-large;">Ep18 - Jumeau</span></div>
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<span style="-webkit-text-size-adjust: auto; background-color: rgba(255, 255, 255, 0);"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgTGwDDhaqA_TknfBveEkUA8JiR_oMpSTA7ygxhKsen8ITukhV5RSG0a1OH6L_te7yH1ITORVgPcfqCuvjWafGGHlP3VGbPo0weySZ7eZa_gG6D_d-xOKuOecKINn86kcqJvHU4JA_2cCRH/s640/blogger-image-1599326425.jpg" imageanchor="1" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img border="0" height="320" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgTGwDDhaqA_TknfBveEkUA8JiR_oMpSTA7ygxhKsen8ITukhV5RSG0a1OH6L_te7yH1ITORVgPcfqCuvjWafGGHlP3VGbPo0weySZ7eZa_gG6D_d-xOKuOecKINn86kcqJvHU4JA_2cCRH/s320/blogger-image-1599326425.jpg" width="320" /></a></span><br />
<span style="-webkit-text-size-adjust: auto; background-color: rgba(255, 255, 255, 0);">Type - Youma</span></div>
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<span style="-webkit-text-size-adjust: auto; background-color: rgba(255, 255, 255, 0);">Sent by - Nephrite</span></div>
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<span style="-webkit-text-size-adjust: auto; background-color: rgba(255, 255, 255, 0);">Defeated by - Moon Tiara Action</span></div>
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<span style="-webkit-text-size-adjust: auto; background-color: rgba(255, 255, 255, 0);">Stored in a porcelain doll made by one of Shingo's friends, it begins by giving her motivation to finish her first doll before you see the negative effects she gives as well. Once she appears, she sends little demon dolls to attack before grabbing Sailor Moon in a chokehold. Even though Mars gets her to move aside, she leaves her hands caught to Sailor Moon's throat. <br /><br /><br /><br /><br /><br /><b><u>Ranking:</u></b></span></div>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhQpnV6KkOMvte0v1dvozLKICybodOlO-bGQ78_7fYEwklByk_6vExbWZKJ6lojKnD1GKJHU2c6fytfvdaPNd4Ybn1kGdzi_JPde6paGlHKVpZ85Ia2mvSUINaNKbTQ5nLoa5wclv_NQ6z1/s1600/halfmoon.png" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhQpnV6KkOMvte0v1dvozLKICybodOlO-bGQ78_7fYEwklByk_6vExbWZKJ6lojKnD1GKJHU2c6fytfvdaPNd4Ybn1kGdzi_JPde6paGlHKVpZ85Ia2mvSUINaNKbTQ5nLoa5wclv_NQ6z1/s1600/halfmoon.png" /></a><span style="-webkit-text-size-adjust: auto; background-color: rgba(255, 255, 255, 0);">Half Moon. She looks like something that would be encountered by Vampire Princess Miyu. Actually, I'm pretty sure Miyu did encounter a very similar Youma.</span></div>
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Anonymoushttp://www.blogger.com/profile/11389441758785104737noreply@blogger.com0