The Story Behind Your Dreams By Ben Slivnick 2018 Have you ever wondered what a dream meant or why you had it? In this informational text, Ben Slivnick discusses why people dream. As you read, take notes on the different theories scientists have for why people dream.

(1) You walk into school and realize you forgot your math homework. Then, the teacher starts the lesson. Some of it makes sense, but some parts leave you scratching your head. You turn to the student next to you for help and realize it’s your best friend who moved away in second grade. Then, you wake up. You were dreaming.

Dreams can be exciting or terrifying. Often, they are complicated and confusing. And for much of human history, we’ve tried to make sense of them. The ancient Egyptians believed that dreams were messages from the gods. The ancient Greeks and Romans believed that dreams showed prophecies, or visions of the future. Later, in the 1800s, early psychologists believed that dreams centered on thoughts that people wanted to avoid, windows into what they called the “unconscious mind.”

Why We Dream

Today, scientists still aren’t exactly sure why we have dreams, but a number of theories have emerged. One idea is that we dream to “practice” responding to problems. This is called “threat simulation theory” and might explain why our dreams so often involve stressful events such as forgetting your homework. Scientists believe that your brain might be preparing for how it would respond if you really do forget your homework. These scientists point out that humans aren’t the only animals who dream; if you’ve ever seen a dog moving its legs while it’s sleeping, it’s probably dreaming about running.

Another theory says that dreams play an important role in keeping people asleep. Scientists have long known that sleep produces a number of benefits for people’s moods and long-term health. Dreams might allow people to get the sleep they need, theorizes South African scientist Mark Solms. He compares dreams to Saturday morning cartoons; your dreams keep your mind entertained so that the brain can do important work in the background — just like how cartoons keep small children entertained so that their parents are free to complete work around the house.

The second half is in my next question

Is the sentence “ironically, although approximately seventy-one percent of the earth is covered by water, thirty-three percent of its land area is desert.” a phrase or a clause?

Choose the letter of the word that most clearly expresses the tone in each passage. if you are unfamiliar with any of the words, look them up before you select the correct answer. we have come together this afternoon to mourn the deaths of sixteen miners—our friends and neighbors—who were trapped by fire yesterday, deep below the earth. they lived bravely and they died too soon, leaving behind grieving wives and bewildered children. we bid them a final farewell. question 1 options: forgiving sorrowful angry amused

Preparing for a group discussion the first step in participating in a group discussion is to understand the purpose and process of a group discussion. your approach to a group discussion will differ from other assignments, such as writing a research paper. read through the discussion guidelines to understand how you should prepare for a group discussion assignment. your discussion process for this task, you’ll need to work as part of a group of three or four students who can meet together for a face-to-face or virtual discussion. your teacher will identify a process for this task that fits your learning situation. for instance, if you’re working primarily on your own in this course with no on-site classmates (self-paced course), the process will be a little different than if you are learning with at least two other students in the same building and on the same schedule (group-paced course). discussions in those two cases are outlined below. group-paced course the teacher organizes groups or enables students to self-organize. in the discussion session, students take turns presenting their thesis and then discussing each thesis with the group. one student (not the presenter) acts as a discussion facilitator. the discussion will be a round-robin, rotating the presenter and facilitator roles for each thesis. plan to spend at least 15 minutes to present and discuss each thesis. refer to the discussion summary below. you will want to take brief notes during the discussion so that you can easily complete the discussion summary afterwards. self-paced course you will find at least two people to participate in this discussion with you. they could be classmates from other courses, friends, or siblings. they should be roughly your age, if possible, so you can have a thoughtful discussion with peers. you will set a time and place for the discussion and share the discussion guidelines for them to read prior to the discussion. you will be the only presenter for this discussion. you will also play the role of facilitator. you will present your thesis and then discuss it with your group. your invited group members are only required to be active, thinking participants. except for reading through the discussion guidelines ahead of time, they do not have to prepare for the discussion beforehand or do any follow-up afterwards. since you will be presenting and facilitating during the discussion, you may want to ask one of the participants to take brief notes for you on key points that come up during the discussion. these notes will you compose your discussion summary below. since there is only one thesis to discuss, plan to spend at least 30 minutes presenting and discussing your thesis. here is an outline of the whole process for this task: 1. you will formulate a thesis and outline a set of points that support your thesis. this may include some initial research. 2. depending upon your learning situation, you may need to organize the discussion group, place, and time. 3. read the discussion guidelines for how to conduct, facilitate, or participate constructively in a discussion with your peers. 4. the group meets to discuss the theses for your learning situation: the discussions should be fair, democratic, and orderly. each member of the group should have an opportunity to express their views; all members should actively contribute to the discussion. group members should show respect for others' views and make their points politely. the goal of the discussion is to gather opposing viewpoints and additional perspectives that would support or oppose your thesis. each participant should come to the discussion prepared to the presenter deepen the understanding of the topic. 5. after you've discussed your thesis, you will complete the discussion summary section below and submit it to your teacher. leading a discussion be sure that all the participants have read the discussion guidelines before beginning your discussion. with three or four peers, start the discussion by presenting your thoughts and findings from your research. present a question to the group to begin the discussion. allow your group to ask you follow-up questions. using an audio recording tool, record the questions your team asks as well as your response to these questions. finally, consider how the discussion changed or influenced your initial research and thoughts about the discussion questions. you will submit your responses to the questions asked in the discussion summary. use your notes from your research and your discussion to you complete the summary. discussion summary part a using an audio recording tool, record the names of the discussion participants below. if you organized the discussion, using an audio recording tool, record how you know each person and summarize how you chose and invited the participants and how you organized the time and place for the discussion.