MONDAY, OCTOBER 19:
GOOD MORNING. THIS IS YOUR MONDAY MORNING CHECKLIST.
In the box on p. 17, I see that there is new information about bones.
Scientists compare fossils to the bones of animals living today. I
know that part of researching is to consider evidence from many
sources. Dinosaur fossils are evidence that scientists can use to
form ideas. I think that comparing the fossils and bones will help
scientists learn about extinct animals and about animals living today
Reread key words and sentences in the text to better
understand the author’s particular choices and how these choices
shape meaning. Focus on how the author uses figurative
language, including alliteration, or repetition of the same beginning sound or letter, to describe reptiles and amphibians.
Reread p. 17, the second paragraph.
-What words in the paragraph tell you about crocodiles’ strength?
-Why did the author use alliteration in “powerful paddles”?
-What type of figurative language is used in this sentence?
-Why use alliteration?
Continue finding forms of figurative language on pages 17-19. Make a 3 column chart in your reading
notebook. (Example of figurative language/ what is compared/ what do you envision)
Write a short paragraph that gives your description of a
salamander’s skeleton. Include text evidence and vivid
words in your description.
Informative Writing: Teaching Point : I can research a topic thoroughly by using multiple sources to examine a topic and convey ideas and information clearly.
Good writers use multiple sources to research a topic. When gathering data to learn more about a chosen topic, you may use various print sources such as encyclopedias, almanacs, atlases, newspapers, or magazines. These resources may also be found online. Use dictionaries and
thesauruses to find definitions of or synonyms for words.
What is your topic? What details do you need to research?
What are some different types of sources you can use? Will you use print-based or Internet sources?
If searching for information online, what keywords will you use to search?
How can you combine research from multiple sources to support your ideas?
Choose an animal to research. Use two or three reputable sources to explore your topic. After researching, write a paragraph about your topic, paraphrasing or directly quoting the sources.
Try incorporating at least one piece of figurative language as we noticed the book does.
- Skeletons Inside and Out: Teaching Point: Reflective I can analyze an author’s particular choice of words to shape meaning by looking
closely at how the author uses figurative language to
convey ideas and support key details.
In the box on p. 17, I see that there is new information about bones.
Scientists compare fossils to the bones of animals living today. I
know that part of researching is to consider evidence from many
sources. Dinosaur fossils are evidence that scientists can use to
form ideas. I think that comparing the fossils and bones will help
scientists learn about extinct animals and about animals living today
- How do fossils helps scientists
understand animals living
today? - Scientists study fossils, which are
bones from animals from the past. Is it important to understand animals that are extinct,
or no longer living? Why or why not?
- Craft and Structure
Reread key words and sentences in the text to better
understand the author’s particular choices and how these choices
shape meaning. Focus on how the author uses figurative
language, including alliteration, or repetition of the same beginning sound or letter, to describe reptiles and amphibians.
Reread p. 17, the second paragraph.
-What words in the paragraph tell you about crocodiles’ strength?
-Why did the author use alliteration in “powerful paddles”?
- Reread p. 18, the first sentence in the boxed text.
-What type of figurative language is used in this sentence?
-Why use alliteration?
- Continue finding forms of figurative language on pages 17-19. Make a 3 column chart in your reading
notebook. (Example of figurative language/ what is compared/ what do you envision)
Continue finding forms of figurative language on pages 17-19. Make a 3 column chart in your reading
notebook. (Example of figurative language/ what is compared/ what do you envision)
- Writing in Response to Reading
Write a short paragraph that gives your description of a
salamander’s skeleton. Include text evidence and vivid
words in your description.
Informative Writing: Teaching Point : I can research a topic thoroughly by using multiple sources to examine a topic and convey ideas and information clearly.
Good writers use multiple sources to research a topic. When gathering data to learn more about a chosen topic, you may use various print sources such as encyclopedias, almanacs, atlases, newspapers, or magazines. These resources may also be found online. Use dictionaries and
thesauruses to find definitions of or synonyms for words.
What is your topic? What details do you need to research?
What are some different types of sources you can use? Will you use print-based or Internet sources?
If searching for information online, what keywords will you use to search?
How can you combine research from multiple sources to support your ideas?
Choose an animal to research. Use two or three reputable sources to explore your topic. After researching, write a paragraph about your topic, paraphrasing or directly quoting the sources.
Try incorporating at least one piece of figurative language as we noticed the book does.
WEDNESDAY AFTERNOON:
READ GORILLA TFK STORY. WRITE A SUMMARY AND RESPONSE. ALSO, REFLECT AND RESPOND:
WORK ON LAURA INGALLS-LITTLE HOUSE RESPONSES ALONG WITH BOOK CLUBS AND ANNE FRANK FINALS.
- HOW WOULD YOU BEST DESCRIBE THE PLIGHT OF THE MOUNTAIN GORILLA?
- WHY ARE THEY OUR CLOSEST RELATIVE?
- WHY IS IT IMPORTANT TO PROTECT THEM?
- DISCUSS
WORK ON LAURA INGALLS-LITTLE HOUSE RESPONSES ALONG WITH BOOK CLUBS AND ANNE FRANK FINALS.
TUESDAY, JUNE 10:
GOOD MORNING. I WILL SEE YOU TOMORROW. HERE IS YOUR SCHEDULE FOR TODAY--BE GOOD AND STAY FOCUSED ON YOUR WORK! HAVE A GREAT DAY.). WE WILL BEGIN
SCREENING OF LITTLE HOUSE ON WEDNESDAY.
Periods One-Three: Graduation
practice
Period Four: Brunch
Period Five: Read Time for Kids’ D-Day 70 years later: http://www.timeforkids.com/news/d-day-70-years-later/164631
Reflect and respond: Write your response to the article and be sure to include your reaction to the final paragraph: British war historian Antony Beevor is the author of D-Day: The Battle for Normandy. He says that for many Americans, World War II was the last great moral combat. “The reason why World War II has such a powerful influence on our imagination is because the moral choices were so great and important,” Beevor says. “That’s the most important lesson for younger generations.”
What do you think is meant by the “moral choices?” Explain and discuss with your partner and as a group. Then read Time for Kids magazine (Leading the Way) which was left on front table—not teacher-s desk—ask Lin or Allison to help you find it. Read for understanding
• Read the cover story together,
stopping to discuss important facts
and details along the way. For each
woman profiled in the text:
What is this person’s claim to fame?
Who inspired her, and how do that
person’s accomplishments relate to
what this person is doing today?
Key Ideas and Details
• What is the main idea of this article? Explain how the main idea is supported by details in the text.
Craft and structure
• Explain how the text is structured.
• Ask: Why do you think the editors
chose to organize the information
in this way? Is it effective? What
is another way to organize the
information?
Period Six: Work on Anne Frank and Holocaust book club packets. Also, make sure you complete responses in your journals to your reactions to what you are reading.
Period Seven: Gym prep
Period Eight: Math project (on Think Central): Forester—work on part two: put it together, harvest and transport. Kids work in partnerships. Please add Rishi to Varivashya’s team.
Period Four: Brunch
Period Five: Read Time for Kids’ D-Day 70 years later: http://www.timeforkids.com/news/d-day-70-years-later/164631
Reflect and respond: Write your response to the article and be sure to include your reaction to the final paragraph: British war historian Antony Beevor is the author of D-Day: The Battle for Normandy. He says that for many Americans, World War II was the last great moral combat. “The reason why World War II has such a powerful influence on our imagination is because the moral choices were so great and important,” Beevor says. “That’s the most important lesson for younger generations.”
What do you think is meant by the “moral choices?” Explain and discuss with your partner and as a group. Then read Time for Kids magazine (Leading the Way) which was left on front table—not teacher-s desk—ask Lin or Allison to help you find it. Read for understanding
• Read the cover story together,
stopping to discuss important facts
and details along the way. For each
woman profiled in the text:
What is this person’s claim to fame?
Who inspired her, and how do that
person’s accomplishments relate to
what this person is doing today?
Key Ideas and Details
• What is the main idea of this article? Explain how the main idea is supported by details in the text.
Craft and structure
• Explain how the text is structured.
• Ask: Why do you think the editors
chose to organize the information
in this way? Is it effective? What
is another way to organize the
information?
Period Six: Work on Anne Frank and Holocaust book club packets. Also, make sure you complete responses in your journals to your reactions to what you are reading.
Period Seven: Gym prep
Period Eight: Math project (on Think Central): Forester—work on part two: put it together, harvest and transport. Kids work in partnerships. Please add Rishi to Varivashya’s team.
THURSDAY, MAY 22:
GOOD MORNING. I WILL SEE YOU TOMORROW. HERE IS YOUR SCHEDULE FOR TODAY--BE GOOD AND STAY FOCUSED ON YOUR WORK! HAVE A GREAT DAY.
Period One: Mass prep-auditorium
Period Two: Time for Kids: All Together Now. Read cover story together. Come up with your own crowdfunding project. Write a description to convince others that they should support the project. What a Great Idea! (posted on class website for kids to complete). You may use laptops but please monitor usage and make sure you do not being visit inappropriate websites and use for work purposes only. THANKS.
Period Three: 10-10:20-Go set up for science fair. If you need masking tape, you may borrow but please return it. Thanks. Mrs. Gottlieb should be in the gym directing traffic and instructing everyone what to do. Until lunchtime: you may continue working on any of the following activities:
Period Four: Brunch
Period Five: HEART HUMANE ED PROGRAM. PLEASE HAVE DANIEL AND KYLE HELP SET UP WITH A LAPTOP.
Periods Six & Eight: Independent-partner work
Period Seven: Gym
Period One: Mass prep-auditorium
Period Two: Time for Kids: All Together Now. Read cover story together. Come up with your own crowdfunding project. Write a description to convince others that they should support the project. What a Great Idea! (posted on class website for kids to complete). You may use laptops but please monitor usage and make sure you do not being visit inappropriate websites and use for work purposes only. THANKS.
Period Three: 10-10:20-Go set up for science fair. If you need masking tape, you may borrow but please return it. Thanks. Mrs. Gottlieb should be in the gym directing traffic and instructing everyone what to do. Until lunchtime: you may continue working on any of the following activities:
- Independent persuasive writing entry that integrates ethos, pathos and logos.
- Become a Westerner
- Time Zone webquest
- Roots and Shoots scrapbooks
- Varivashya, Jennifer, Michelle & Katie may work on class website. Students may submit articles for website.
- Heart and Soul final response questions
Period Four: Brunch
Period Five: HEART HUMANE ED PROGRAM. PLEASE HAVE DANIEL AND KYLE HELP SET UP WITH A LAPTOP.
Periods Six & Eight: Independent-partner work
Period Seven: Gym
FOR TIME FOR KIDS: PLEASE COMPLETE IN YOUR READING NOTEBOOK: JUST WRITE COMPLETE ANSWERS.
HEART AND SOUL: IT'S A WRAP. FINISH BY WEDNESDAY, MAY 28
- WHAT DOES THE NARRATOR CALL THE MOST IMPORTANT IDEA EVER INTRODUCED TO AMERICA BY A NEGRO (PAGE 80)? WHY IS THIS IDEA MORE IMPORTANT THAN SCIENTIFIC DISCOVERIES? DISCUSS THE IMPACT OF DR. MARTIN LUTHER KING JR'S IDEAS ON AFRICAN AMERICANS AND ON THE HISTORY OF HIS TIME. WHY WAS HE UNIQUE?
- WHY IS THE LAST CHAPTER TITLED "REVOLUTION?" COMPAR THE CIVIL RIGHTS MOVEMENT IN THE 1950'S AND 1960'S TO THE AMERICAN REVOLUTION IN 1776. HOW ARE THESE SOCIAL UPHEAVALS SIMILAR? WHY DID IT TAKE NEARLY TWO HUNDRED YEARS FOR THE RIGHTS OF AFRICAN AMERICANS TO CATCH UP TO THE RIGHTS OF WHITE AMERICANS? IS THE REVOLUTION OVER? WHY DOES THE NARRATOR SAY THAT THE CIVIL RIGHTS ACT OF 1964 WAS THE BEGINNING OF A NEW STRUGGLE FOR EVERY AMERICAN? PAGE 95.
- THESE QUESTIONS WILL SERVE AS AN OPEN BOOK TEST. PLEASE BRING PREVIOUS READINGS FROM CIVIL RIGHTS WEBQUESTS, BOK CLUBS AND MORE INTO YOUR RESPONSES.
FRIDAY, MAY 16: ETHOS, PATHOS & LOGOS LINKS: http://www.nytimes.com/2013/12/30/opinion/uncle-sams-sweatshops.html?_r=0
| ethos-pathos-logos-superhero.pptx |
MONDAY, MAY 12:
***You are permitted to use laptops but self monitor usage. You will take online math assessment so please make sure your eyes stay on your own computer. Also, be careful that you don’t open up another window to play games. If you are caught doing anything you shouldn’t be doing on laptops, your teacher will be notified and you will lose privileges for the rest of the week. Also, please make sure laptops are properly put away—including chargers. Thanks, be good and have a great day. You may email me with any questions-concerns. See you tomorrow!!!
Period One: Think Central chapter ten math assessment.
Period Two: Begin reading “The Swazi Eleven.” Write a summary and identify at least major arguments that the author presents. How does the author acknowledge the counterargument? Explain how key details in the article support the main claim. Use at least one direct quote to capture the article’s most powerful part. (Finish for homework. (Use your highlighter). Also prepare your own set of scaffolded questions (at least four-five that go from easy—right there to on my own).
http://www.mendota289.org/vimages/shared/vnews/stories/4e55466221c17/5th%20Grade%20Text%203%20-%20The%20Swazi%20Eleven.pdf
We will discuss tomorrow!
Period Three: Social Studies: Read about First Transcontinental Railroad: http://www.ducksters.com/history/westward_expansion/first_transcontinental_railroad.php
Write a summary and response to your reading. Discuss with partner and then discuss as a class.
Period Four: Brunch
Period Five-: Read chapter 12 and 13 of Inconvenient Truth and write summaries and responses. Prepare for Socratic Seminar which we will have tomorrow.
Period Six: You may work on any of their following assignments:
· Time zone webquest
· Westward expansion packets #2
· Become a Westerner independent activity
· Gathering materials for Roots and Shoots scrapbooks
· Vashya, Katie, Jennifer & Michelle may work on class website or humane ed powerpoint
Period Seven: Music prep
Period Eight: Clubs and the rest of you can continue working independently. Homework is posted online.
Period One: Think Central chapter ten math assessment.
Period Two: Begin reading “The Swazi Eleven.” Write a summary and identify at least major arguments that the author presents. How does the author acknowledge the counterargument? Explain how key details in the article support the main claim. Use at least one direct quote to capture the article’s most powerful part. (Finish for homework. (Use your highlighter). Also prepare your own set of scaffolded questions (at least four-five that go from easy—right there to on my own).
http://www.mendota289.org/vimages/shared/vnews/stories/4e55466221c17/5th%20Grade%20Text%203%20-%20The%20Swazi%20Eleven.pdf
We will discuss tomorrow!
Period Three: Social Studies: Read about First Transcontinental Railroad: http://www.ducksters.com/history/westward_expansion/first_transcontinental_railroad.php
Write a summary and response to your reading. Discuss with partner and then discuss as a class.
Period Four: Brunch
Period Five-: Read chapter 12 and 13 of Inconvenient Truth and write summaries and responses. Prepare for Socratic Seminar which we will have tomorrow.
Period Six: You may work on any of their following assignments:
· Time zone webquest
· Westward expansion packets #2
· Become a Westerner independent activity
· Gathering materials for Roots and Shoots scrapbooks
· Vashya, Katie, Jennifer & Michelle may work on class website or humane ed powerpoint
Period Seven: Music prep
Period Eight: Clubs and the rest of you can continue working independently. Homework is posted online.
MONDAY, MAY 5:
INDEPENDENT GROUP:
Journal p. 93.
Go to portaportal. Click on Heart and Soul Folder. Then click on the Biography Subfolder. Choose a famous African American to read about. Write 3 paragraphs about his/her life. OR ENRICHMENT:
Complete Journal p. 93
Go to portaportal. Click on the Heart and Soul Folder. and the biography subfolder. Choose one famous African American to write about. Explain the impact this person had on our lives today. What struggles did he/she have to overcome to achieve their accomplishments.
Discuss the quotations used below the title on p. 63. How does Elizabeth Cady Stanton use parallel structure in her quote?
Journal p. 93.
Go to portaportal. Click on Heart and Soul Folder. Then click on the Biography Subfolder. Choose a famous African American to read about. Write 3 paragraphs about his/her life. OR ENRICHMENT:
Complete Journal p. 93
Go to portaportal. Click on the Heart and Soul Folder. and the biography subfolder. Choose one famous African American to write about. Explain the impact this person had on our lives today. What struggles did he/she have to overcome to achieve their accomplishments.
Discuss the quotations used below the title on p. 63. How does Elizabeth Cady Stanton use parallel structure in her quote?
FRIDAY, MAY 2ND:
Versi Scholastic: http://teacher.scholastic.com/scholasticnews/indepth/endangered_species/zoos/index.asp?article=whatzoosdo
Reading: Increasing Rigor by Scaffolding Text Dependent Questions. Link: We are moving into a new “zoo” unit. Let’s begin with doing a shared reading of an informational article from Scholastic and work on “increasing rigor by scaffolding text-dependent questions.” (Definition of rigor: The quality of being extremely thorough, exhaustive, or accurate.) Turn to the person next to you and discuss what you think this may mean. Teach: Before we even begin reading, let’s look at the following questions which we will answer and turn and talk about what you notice about them.
DO INTERACTIVE READ ALOUD. Students should then begin to answer questions in their reading notebooks and finish for homework.
Independent: Begin reading “The Swazi Eleven.” Write a summary and identify at least major arguments that the author presents. How does the author acknowledge the counterargument? Explain how key details in the article support the main claim. Use at least one direct quote to capture the article’s most powerful part. ENRICH: BEGIN WRITING YOUR OWN SERIES OF FOUR-FIVE SCAFFOLDED QUESTIONS. (Finish for homework. (Use your highlighter).
http://www.mendota289.org/vimages/shared/vnews/stories/4e55466221c17/5th%20Grade%20Text%203%20-%20The%20Swazi%20Eleven.pdf
Periods Six & Eight: Zoos: check and discuss homework. Reading and writing workshop: Opinion and Examples (Mentor text: Zoochosis. http://www.mendota289.org/vimages/shared/vnews/stories/4e55466221c17/5th%20Grade%20Text%202%20-%20Zoochosis.pdf
Link: There are two things you will find in all good editorial and essay writing—an opinion and examples. At some point in the piece, usually early on, the author states an argument, or opinion on an issue he or she feels strongly about. At other points, he or she gives reasons or examples to convince the reader of the argument. Let’s look together at how “Zoochosis” does this well.
Teach: Read first paragraph which states the author’s opinion. “ Keep animals in zoos! We don’t think so. There is documented research that many animals removed from their natural habitat and kept in captivity have developed a kind of mental illness known as zoochosis, which they claim happens to animals who are continuously kept in captivity.” Wow! This is such a powerful lead. Right away it attacks the other side and firmly states an opinion and identifies a disease. The young authors did not make this up. It is an actual condition. Let’s take a look: http://www.wisegeek.com/what-is-zoochosis.htm Continuing throughout the piece, they give examples of zoochosis. It is based on personal observations (but they do not say, they are making text to self connections—they state how animals were grabbing onto bars and you could literally see sadness in their eyes—did any of you notice this at the zoo?) along with actual research.
In addition, there is more than one main idea. They note that water animals like whales and dolphins are used to swimming up to 100 miles a day and diving hundreds of feet and can’t do that in captivity since they are confined as well as that they live in groups which are not their own families. In addition, they cannot communicate with each other due to the noise level and enclosures of aquariums.” There are also transitional phrases, “Wait, Junior is not alone.” And, “Wait, there’s more.” from his own life (give example). Then in the conclusion, they sum up with a restatement of the opening argument which is basically that zoos make animals crazy. Authors engage audience by asking questions (second-person narrative). Also, addresses counterclaim in concluding paragraph (zoos claim their main purpose is to help prevent animals from becoming extinct and help educate people about animals).
Remember, the big question to keep in mind is, “What stance should I take based on what I am learning?” You may underline or jot in the margins as you read. When you finish reading, we can write a summary. (Zoos literally make animals crazy with a mental illness known as zoochosis. Remember to mention more than one main idea, and to explain how key details in the article support the main ideas. Sometimes, we can quote directly from the article to capture the most powerful parts exactly as they were written. So try to list at least two main ideas from this article and write to explain which key details and examples from the article support those ideas. Quote directly from the article when you feel it is important to capture the exact words of the author. Where does the author sum up main idea(s)—intro and conclusion. But notice authors are not repetitive. They back up their claims with actual researched evidence!!!
Independent: Begin reading “The Swazi Eleven.” Write a summary and identify at least major arguments that the author presents. How does the author acknowledge the counterargument? Explain how key details in the article support the main claim. Use at least one direct quote to capture the article’s most powerful part. (Finish for homework. (Use your highlighter).
http://www.mendota289.org/vimages/shared/vnews/stories/4e55466221c17/5th%20Grade%20Text%203%20-%20The%20Swazi%20Eleven.pdf
Reading: Increasing Rigor by Scaffolding Text Dependent Questions. Link: We are moving into a new “zoo” unit. Let’s begin with doing a shared reading of an informational article from Scholastic and work on “increasing rigor by scaffolding text-dependent questions.” (Definition of rigor: The quality of being extremely thorough, exhaustive, or accurate.) Turn to the person next to you and discuss what you think this may mean. Teach: Before we even begin reading, let’s look at the following questions which we will answer and turn and talk about what you notice about them.
- Word analysis: What is an endangered species? What is a natural habitat?
- Details: According to this article, what is the main purpose of zoos in this country?
- Identifying claims-arguments? Provide one or two pieces of evidence the author uses that shows the main purpose of zoos.
- Inferences-judgments: If someone were using this article as research to write a persuasive essay in favor of or against zoos, which argument would this article be more likely to support and why?
- Evaluation: Sara S. Marinello, of the WCS (Wildlife Conservation Society) noted, "We are part of the web of life. We forget that sometimes. But we are animals and our earth is supporting us and it's all connected. It's a balancing act and we need to think about how we can sustain the planet to take care of us and all of the plants and animals that are on it." What does she mean by this and why do you think the author ended the story with this quote?
DO INTERACTIVE READ ALOUD. Students should then begin to answer questions in their reading notebooks and finish for homework.
Independent: Begin reading “The Swazi Eleven.” Write a summary and identify at least major arguments that the author presents. How does the author acknowledge the counterargument? Explain how key details in the article support the main claim. Use at least one direct quote to capture the article’s most powerful part. ENRICH: BEGIN WRITING YOUR OWN SERIES OF FOUR-FIVE SCAFFOLDED QUESTIONS. (Finish for homework. (Use your highlighter).
http://www.mendota289.org/vimages/shared/vnews/stories/4e55466221c17/5th%20Grade%20Text%203%20-%20The%20Swazi%20Eleven.pdf
Periods Six & Eight: Zoos: check and discuss homework. Reading and writing workshop: Opinion and Examples (Mentor text: Zoochosis. http://www.mendota289.org/vimages/shared/vnews/stories/4e55466221c17/5th%20Grade%20Text%202%20-%20Zoochosis.pdf
Link: There are two things you will find in all good editorial and essay writing—an opinion and examples. At some point in the piece, usually early on, the author states an argument, or opinion on an issue he or she feels strongly about. At other points, he or she gives reasons or examples to convince the reader of the argument. Let’s look together at how “Zoochosis” does this well.
Teach: Read first paragraph which states the author’s opinion. “ Keep animals in zoos! We don’t think so. There is documented research that many animals removed from their natural habitat and kept in captivity have developed a kind of mental illness known as zoochosis, which they claim happens to animals who are continuously kept in captivity.” Wow! This is such a powerful lead. Right away it attacks the other side and firmly states an opinion and identifies a disease. The young authors did not make this up. It is an actual condition. Let’s take a look: http://www.wisegeek.com/what-is-zoochosis.htm Continuing throughout the piece, they give examples of zoochosis. It is based on personal observations (but they do not say, they are making text to self connections—they state how animals were grabbing onto bars and you could literally see sadness in their eyes—did any of you notice this at the zoo?) along with actual research.
In addition, there is more than one main idea. They note that water animals like whales and dolphins are used to swimming up to 100 miles a day and diving hundreds of feet and can’t do that in captivity since they are confined as well as that they live in groups which are not their own families. In addition, they cannot communicate with each other due to the noise level and enclosures of aquariums.” There are also transitional phrases, “Wait, Junior is not alone.” And, “Wait, there’s more.” from his own life (give example). Then in the conclusion, they sum up with a restatement of the opening argument which is basically that zoos make animals crazy. Authors engage audience by asking questions (second-person narrative). Also, addresses counterclaim in concluding paragraph (zoos claim their main purpose is to help prevent animals from becoming extinct and help educate people about animals).
Remember, the big question to keep in mind is, “What stance should I take based on what I am learning?” You may underline or jot in the margins as you read. When you finish reading, we can write a summary. (Zoos literally make animals crazy with a mental illness known as zoochosis. Remember to mention more than one main idea, and to explain how key details in the article support the main ideas. Sometimes, we can quote directly from the article to capture the most powerful parts exactly as they were written. So try to list at least two main ideas from this article and write to explain which key details and examples from the article support those ideas. Quote directly from the article when you feel it is important to capture the exact words of the author. Where does the author sum up main idea(s)—intro and conclusion. But notice authors are not repetitive. They back up their claims with actual researched evidence!!!
Independent: Begin reading “The Swazi Eleven.” Write a summary and identify at least major arguments that the author presents. How does the author acknowledge the counterargument? Explain how key details in the article support the main claim. Use at least one direct quote to capture the article’s most powerful part. (Finish for homework. (Use your highlighter).
http://www.mendota289.org/vimages/shared/vnews/stories/4e55466221c17/5th%20Grade%20Text%203%20-%20The%20Swazi%20Eleven.pdf
WRITING WORKSHOP:
Today, when you return to your writer’s notebooks, please begin generating your own list of topics you feel strongly about. You may use some of mine, but try to come up with at least five of your own. Think about topics/issues about things in the news and in the world around you that make you happy, sad, angry, excited, CHOOSE ONE OF THE HOT TOPICS AND WRITE A TWO PAGE ENTRY USING WHAT YOU KNOW OR ANY RESEARCH CONDUCTED.
HEART AND SOUL: CHAPTER SEVEN-EIGHT:
INDEPENDENT GROUP:
Identify the narrator's tone in discussing labor unions and their effect on African Americans.
Go to Ms. Eaton's portaportal. Click on Heart and Soul Folder. Read a website on Child Slavery or Slavery Today. Take notes in preparation for your injustice writing. Use the graphic organizer (injustice and action taken). OR: Enrichment:
Identify the narrator's tone in discussing Labor Unions and their effect on African Americans. Go to portaportal. Click on the Heart and Soul Folder. Read two different website articles about Child Slavery. What similarities do you notice? What differences?
Analyze the tone of paintings (author's purpose--author's attitude towards subject-topic) used in the chapter and the impact they have on the text.
http://guest.portaportal.com/eeaton
Identify the narrator's tone in discussing labor unions and their effect on African Americans.
Go to Ms. Eaton's portaportal. Click on Heart and Soul Folder. Read a website on Child Slavery or Slavery Today. Take notes in preparation for your injustice writing. Use the graphic organizer (injustice and action taken). OR: Enrichment:
Identify the narrator's tone in discussing Labor Unions and their effect on African Americans. Go to portaportal. Click on the Heart and Soul Folder. Read two different website articles about Child Slavery. What similarities do you notice? What differences?
Analyze the tone of paintings (author's purpose--author's attitude towards subject-topic) used in the chapter and the impact they have on the text.
http://guest.portaportal.com/eeaton
GREAT LINK: http://myths.e2bn.org/teachers/info311-what-are-myths-legends-and-folktales.html
WEDNESDAY, APRIL 9:
Back tomorrow. Be good and have a great day. Don't forget to save your work onto your thumb drives since we are transitioning to new computers shortly.
Period One: Take online assessment (end of year). This will help us figure out what to focus on for the state assessments. Complete hard copy, too and we will check on Thursday.
Period Two: Word problems. Complete in math notebooks:
1. A recipe calls for 2 cups of liquid, which includes ¼ cup molasses. Whatfraction of the liquid in the recipe is molasses?
2. The flight is supposed to leave Birmingham at 1:52 p.m., but you have
been told that you need to be at the airport at least 2 ½ hours early.
What is the latest time that you may arrive? Give your answer as hours :
minutes and indicate a.m. or p.m.
3. The price of the house used to be ¾ of a million dollars, but now it is
only $475,000. How many dollars has the price been reduced?
4. There are 5,280 feet in a mile. How many feet are in 7/11 of a mile?
5. A rectangle measures 4 2/3 x 3 3/7 inches. What is its area? Give your
answer as a simplified mixed number or as a whole number.
Period Three: Time for Kids-Antarctic Life:
Reflect and respond in your notebooks. Do not copy the questions.
1. Building comprehension: List five facts about the people, places, plants and animals of Antarctica that you learn about in the article.
2. Language analysis: In paragraph one, you read the expression, “tip of the iceburg.” What does this phrase mean? Is it appropriate in the context of the story? Explain.
3. Reasons with Evidence. The author describes Antarctica as “extreme and extraordinary.” What evidence is used to support this claim?
4. COMPLETE LIFE IN ANTARTICA ACTIVITY (FROM TEACHER’S GUIDE AND PUT ON CLASS WEBSITE). ANSWER QUESTIONS IN NOTEBOOKS. DON’T WASTE PAPER AND PRINT.
Period Five: Clubs. Work on response and high order thinking questions for Inconvenient Truth chapter ten. Due Friday. Work on new book club packets and civil rights webquests. Finish TFK work.
Period Six: Discuss TFK work. You may also work on recipe projects, Inconvenient Truth, book club packets and civil rights webquest. Vashya, Jen, Michelle, Katie and Kelly may work on website, if they wish.
Period Seven: Math enrichment with Ms. Neumann
Period Eight: Continue working and reading independently. Start putting away laptops and wires at 2:20. Walkers can work until 2:25. Don't forget to save work on thumbdrives.
Period One: Take online assessment (end of year). This will help us figure out what to focus on for the state assessments. Complete hard copy, too and we will check on Thursday.
Period Two: Word problems. Complete in math notebooks:
1. A recipe calls for 2 cups of liquid, which includes ¼ cup molasses. Whatfraction of the liquid in the recipe is molasses?
2. The flight is supposed to leave Birmingham at 1:52 p.m., but you have
been told that you need to be at the airport at least 2 ½ hours early.
What is the latest time that you may arrive? Give your answer as hours :
minutes and indicate a.m. or p.m.
3. The price of the house used to be ¾ of a million dollars, but now it is
only $475,000. How many dollars has the price been reduced?
4. There are 5,280 feet in a mile. How many feet are in 7/11 of a mile?
5. A rectangle measures 4 2/3 x 3 3/7 inches. What is its area? Give your
answer as a simplified mixed number or as a whole number.
Period Three: Time for Kids-Antarctic Life:
Reflect and respond in your notebooks. Do not copy the questions.
1. Building comprehension: List five facts about the people, places, plants and animals of Antarctica that you learn about in the article.
2. Language analysis: In paragraph one, you read the expression, “tip of the iceburg.” What does this phrase mean? Is it appropriate in the context of the story? Explain.
3. Reasons with Evidence. The author describes Antarctica as “extreme and extraordinary.” What evidence is used to support this claim?
4. COMPLETE LIFE IN ANTARTICA ACTIVITY (FROM TEACHER’S GUIDE AND PUT ON CLASS WEBSITE). ANSWER QUESTIONS IN NOTEBOOKS. DON’T WASTE PAPER AND PRINT.
Period Five: Clubs. Work on response and high order thinking questions for Inconvenient Truth chapter ten. Due Friday. Work on new book club packets and civil rights webquests. Finish TFK work.
Period Six: Discuss TFK work. You may also work on recipe projects, Inconvenient Truth, book club packets and civil rights webquest. Vashya, Jen, Michelle, Katie and Kelly may work on website, if they wish.
Period Seven: Math enrichment with Ms. Neumann
Period Eight: Continue working and reading independently. Start putting away laptops and wires at 2:20. Walkers can work until 2:25. Don't forget to save work on thumbdrives.
MONDAY, MARCH 31: LANGSTON HUGHES
Reflect and respond to the poem, Dreams by Langston Hughes:
Dreams-CHECK WORD WORK. Hold fast to dreams
For if dreams die
Life is a broken-winged bird
That cannot fly.
Hold fast to dreams
For when dreams go
Life is a barren field
Frozen with snow.
Langston Hughes
Dreams-CHECK WORD WORK. Hold fast to dreams
For if dreams die
Life is a broken-winged bird
That cannot fly.
Hold fast to dreams
For when dreams go
Life is a barren field
Frozen with snow.
Langston Hughes
- What kinds of dreams do you think the author of the poem had?
- Do you think this poem could be talking to other people about their dreams too?
- Tone is the writer's attitude toward the subject he or she is writing about. On the other hand, mood is the feeling the reader gets when reading something. How can you best describe the tone and mood of this poem?
- What is the theme or message of this poem? GIVE SPECIFIC TEXT EVIDENCE.
- How does it "speak" to you about the dreams you have in life?
- Life is a broken winged bird that cannot fly is what kind of figurative language?
- Why do you think the author made this comparison?
- What does barren mean?
- Why do you think the author made this comparison?
- While Hughes is clearly urging black people to keep dreaming -- not to give up their dreams of true freedom and equality -- the poem could be inspiring to all dreamers as it encourages them to never give up on their dreams.
- VISIT THE FOLLOWING WEBSITE ON SMARTBOARD: http://www.americaslibrary.gov/aa/hughes/aa_hughes_subj.html
MYTHS, LEGENDS, FABLES AND FOLKTALES: http://mhschool.com/lead_21/grade4/ccslh_g4_rl_1_3b.html
2009 BOOK ONE LINK: http://www.nysedregents.org/grade6/englishlanguagearts/20090120book1.pdf
TUESDAY, MARCH 25-READING WORKSHOP:
Reading workshop: Looking at Authors’ Perspectives Across Texts (Same side)
Connect: Yesterday, we considered, “Is Television Helpful or Harmful?” by looking at some positive effects and at two different texts with similar viewpoints but different perspectives. Today, we will look at the “other side” of the argument by examining some of the negative impacts ot television viewing.
Teach: Let’s look at this piece which definitely has a strong opinion and several interesting claims:
http://www.raisesmartkid.com/all-ages/1-articles/13-the-good-and-bad-effects-of-tv-on-your-kid
Let’s notice how this informative-argumentative piece is NOT sectioned off into subheadings—instead uses bullets to make different claims.
Ask: what are some important claims-arguments presented?
Independent: Please read another article on same topic with a similar viewpoint. Jot down the authors’ claims. Are there any similarities to the other text? What about differences? Compare and contrast any of the following three texts to the first one:
http://www.livestrong.com/article/494842-excessive-television-and-the-effect-on-children/
http://www.timeforkids.com/news/turn-your-tv/11981
http://www.limitv.org/health.htm
http://www.med.umich.edu/yourchild/topics/tv.htm
Connect: Yesterday, we considered, “Is Television Helpful or Harmful?” by looking at some positive effects and at two different texts with similar viewpoints but different perspectives. Today, we will look at the “other side” of the argument by examining some of the negative impacts ot television viewing.
Teach: Let’s look at this piece which definitely has a strong opinion and several interesting claims:
http://www.raisesmartkid.com/all-ages/1-articles/13-the-good-and-bad-effects-of-tv-on-your-kid
Let’s notice how this informative-argumentative piece is NOT sectioned off into subheadings—instead uses bullets to make different claims.
Ask: what are some important claims-arguments presented?
Independent: Please read another article on same topic with a similar viewpoint. Jot down the authors’ claims. Are there any similarities to the other text? What about differences? Compare and contrast any of the following three texts to the first one:
http://www.livestrong.com/article/494842-excessive-television-and-the-effect-on-children/
http://www.timeforkids.com/news/turn-your-tv/11981
http://www.limitv.org/health.htm
http://www.med.umich.edu/yourchild/topics/tv.htm
CLAIMS FROM RAISING SMART KIDS: http://www.raisesmartkid.com/all-ages/1-articles/13-the-good-and-bad-effects-of-tv-on-your-kid
RAISE SMART KIDS article:
· TV takes away time from other important activities like homework, reading and writing.
· TV makes kids pay less attention to kids in school because they are used to quick paced video images and have trouble focusing.
· Kids who watch t.v. can get obese because they eat more junk food and they don’t exercise.
· Kids watch programs that contain subject material like violence that is not suitable for them.
· Kids who watch too much television have trouble forming real life relationships and connections. They have trouble distinguishing between fantasy and reality.
· TV takes away time from other important activities like homework, reading and writing.
· TV makes kids pay less attention to kids in school because they are used to quick paced video images and have trouble focusing.
· Kids who watch t.v. can get obese because they eat more junk food and they don’t exercise.
· Kids watch programs that contain subject material like violence that is not suitable for them.
· Kids who watch too much television have trouble forming real life relationships and connections. They have trouble distinguishing between fantasy and reality.
http://www.raisesmartkid.com/all-ages/1-articles/13-the-good-and-bad-effects-of-tv-on-your-kid
MONDAY, MARCH 24: HOW CAN WE NAVIGATE COMPLEX INFORMATIONAL TEXT WITH A CRITICAL & ANALYTICAL LENS?
Is Television Helpful or Harmful? Let’s look at this piece which definitely has a strong opinion and several interesting claims:
http://kidstvmovies.about.com/od/healthytvhabits/a/tvgoodforkids.htm
Let’s notice how this informative-argumentative piece is sectioned off into subheadings.
Ask: what are some important claims-arguments presented?
Independent: Please read another article on same topic with a similar viewpoint. Jot down the authors’ claims. Are there any similarities to the other text? What about differences? http://www.livestrong.com/article/118554-advantages-children-watch-tv/
Do independently and then discuss with your partners.
http://kidstvmovies.about.com/od/healthytvhabits/a/tvgoodforkids.htm
Let’s notice how this informative-argumentative piece is sectioned off into subheadings.
Ask: what are some important claims-arguments presented?
Independent: Please read another article on same topic with a similar viewpoint. Jot down the authors’ claims. Are there any similarities to the other text? What about differences? http://www.livestrong.com/article/118554-advantages-children-watch-tv/
Do independently and then discuss with your partners.
TUESDAY:
Good morning. You may borrow computers but please make sure they are stored correctly along with all wires. Thanks.
HAVE A GOOD DAY! Periods One-Two Chapter 7 Review test pages 335-336. Please make sure you work independently. I will check their work on Wednesday. Students may work independently practicing multiplying mixed numbers of fractions on the following website: http://www.ixl.com/math/grade-5/multiply-a-mixed-number-by-a-whole-number
Or http://www.ixl.com/math/grade-5/multiply-two-mixed-numbers
Word problems: http://www.ixl.com/math/grade-7/multiply-fractions-and-mixed-numbers-word-problems
Or: http://mrnussbaum.com/grade5standards/572-2/
Fraction game: http://www.mathplayground.com/fractions_mixed.html
http://www.sheppardsoftware.com/mathgames/fractions/mathman_improper_fractions.htm
Period Three: Time for Kids: Into the Tornado. Do a shared reading of the cover story. In notebooks, reflect and respond (questions are posted in classwork section on website):
KEY DETAILS:
DISCUSS READING AND QUESTIONS WITH ENTIRE CLASS. IF KIDS FINISH, THEY MAY READ INDEPENDENTLY
Period Four: Brunch
Period Five: Band: Independent work: Students may work on informative essays or Inconvenient Truth questions for chapter six.
Period Six: ELA Test practice. They should share green books. (Sorry no answer key). Identifying main idea and key details: Cursive writing: A Soon to be Lost Art? First discuss how title provides “insight” into what the article is about—main idea. By looking at title and first paragraph, have kids predict theme-angle-main idea of story. Discuss. What is the purpose of this type of writing? (Informational writing-magazine feature articles. Purpose is to inform). Students work independently answering the questions. They should identify how they came up with the correct answer (low level: read questions first, mid-level: cover answers, choose your own and compare to choices or high level: eliminate incorrect answers and justify your own responses). Please discuss. If time permits, please work on How Humpbacks Go Fishing (also, an informational article), discuss correct responses and how you got them.
Period Seven: Gym prep
Period Eight: Distribute and begin math task: Hours of Sound. Please make sure YOU work independently. Will be collected and graded on THURSDAY
HAVE A GOOD DAY! Periods One-Two Chapter 7 Review test pages 335-336. Please make sure you work independently. I will check their work on Wednesday. Students may work independently practicing multiplying mixed numbers of fractions on the following website: http://www.ixl.com/math/grade-5/multiply-a-mixed-number-by-a-whole-number
Or http://www.ixl.com/math/grade-5/multiply-two-mixed-numbers
Word problems: http://www.ixl.com/math/grade-7/multiply-fractions-and-mixed-numbers-word-problems
Or: http://mrnussbaum.com/grade5standards/572-2/
Fraction game: http://www.mathplayground.com/fractions_mixed.html
http://www.sheppardsoftware.com/mathgames/fractions/mathman_improper_fractions.htm
Period Three: Time for Kids: Into the Tornado. Do a shared reading of the cover story. In notebooks, reflect and respond (questions are posted in classwork section on website):
KEY DETAILS:
- What effect might unmanned aerial vehicles (UAV’s) have on warning times?
- What are the usual ways to track tornadoes? What advantages do UAv’s have over these methods?
- MAKING INFERENCES: In order to use UAV’s to study tornadoes, the scientist first need permission from the US government. Why do you think it is necessary for the government to grant approval for the use of these craft?
- CRITICAL THINKING: Focus on the sidebars on page 5. Why is this information separated from the main article? How does it add to readers’ understanding of the topic?
- Stop and jot one high order thinking question or idea you have after reading this selection. Jot your thinking down and discuss with the person next to you.
DISCUSS READING AND QUESTIONS WITH ENTIRE CLASS. IF KIDS FINISH, THEY MAY READ INDEPENDENTLY
Period Four: Brunch
Period Five: Band: Independent work: Students may work on informative essays or Inconvenient Truth questions for chapter six.
Period Six: ELA Test practice. They should share green books. (Sorry no answer key). Identifying main idea and key details: Cursive writing: A Soon to be Lost Art? First discuss how title provides “insight” into what the article is about—main idea. By looking at title and first paragraph, have kids predict theme-angle-main idea of story. Discuss. What is the purpose of this type of writing? (Informational writing-magazine feature articles. Purpose is to inform). Students work independently answering the questions. They should identify how they came up with the correct answer (low level: read questions first, mid-level: cover answers, choose your own and compare to choices or high level: eliminate incorrect answers and justify your own responses). Please discuss. If time permits, please work on How Humpbacks Go Fishing (also, an informational article), discuss correct responses and how you got them.
Period Seven: Gym prep
Period Eight: Distribute and begin math task: Hours of Sound. Please make sure YOU work independently. Will be collected and graded on THURSDAY
WEDNESDAY: PRACTICE WITH MIXED NUMBERS-FRACTIONS: http://www.ixl.com/math/grade-5/multiply-a-mixed-number-by-a-fraction
What are the key events in Rachel Carson: Pioneer of Ecology?
• What are some topics of the text? (
• What are the key concepts in Rain Forest Food Chains?
• What are some topics of the text?
• What are the key events in Pale Male? (
• Vocabulary How does the term publicity relate to the ideas in each
text?
Focus on the word sustainable (Rain Forest Food Chains, p. 43). The
word sustainable is often used to refer to a way of living that does not
damage the environment. How does this word relate to Rachel Carson’s
research about pesticides? (
How can you use the word sustainable to describe ideas
from Rain Forest Food Chains and Pale Male?
• What are some topics of the text? (
• What are the key concepts in Rain Forest Food Chains?
• What are some topics of the text?
• What are the key events in Pale Male? (
• Vocabulary How does the term publicity relate to the ideas in each
text?
Focus on the word sustainable (Rain Forest Food Chains, p. 43). The
word sustainable is often used to refer to a way of living that does not
damage the environment. How does this word relate to Rachel Carson’s
research about pesticides? (
How can you use the word sustainable to describe ideas
from Rain Forest Food Chains and Pale Male?
MONDAY, MARCH 10:
GOOD MORNING. HOLD ON TO YOUR COMPARATIVE ESSAYS UNTIL TOMORROW. IF YOU ARE NOT GOING TO BE IN SCHOOL TOMORROW, GIVE THEM TO A PERSON AT YOUR TABLE OR EMAIL THEM TO ME. SORRY I CAN'T BE WITH YOU TODAY. BACK TOMORROW. BE GOOD AND TRY TO COMPLETE WORK (AND ONLY GO TO APPROPRIATE WEBSITES). HERE IS TODAY'S SCHEDULE:
Periods One-Two: Unit Seven mid chapter assessment: Please make sure YOU work independently. I will check your work tomorrow.
Period Two: Problem of the day—show all your work: A Drug Store parking lot has space for 1000 cars. 2/5 of the spaces are for compact cars. On Tuesday, there were 200 compact cars and some standard size cars in the parking lot. The parking lot was 3/4 full.
How many standard size cars were in the parking lot?
Work independently, talk it over with math partner and then discuss as a class.
You can then do fraction practice here: http://www.ixl.com/math/grade-5/multiply-fractions-by-whole-numbers-word-problems
But please make sure you are on task.
Periods Three & Five: . Ready Gen: Read Pale Male from the Text Collection book pages 28-37. Reflect and respond:
• Vocabulary On p. 29 of the text, the author describes Central Park
as “a rectangular oasis smack in the center of New York City.” Based
on context clues and the illustration, what is an oasis?
• What words and phrases does the author use to describe Pale Male
on pp. 30–31?
How does the description of Pale Male help emphasize how he was different from other hawks?
) Craft and Structure
• Vocabulary The Greek root aero means “air.” Using this Greek root,
what does the word aerial (p. 33) mean? (
What was the most important reason why Pale Male chose 927
Fifth Avenue for his last nest? Use evidence from the text to support your
answer.
FIGURATIVE LANGUAGE Focus on the use of figurative language
on p. 31.
•How does the author use figurative language in the following sentence:
“Pale Male hung around the park the way a teenager hangs out at a
mall”?
• What other examples of figurative language appear on this page?
How do these uses of figurative language help you visualize what Pale Male was like?
page 33: What is one example of figurative language that helps you visualize Pale
Male’s behavior?
• Why is this an example of figurative language?
• How does this use of figurative language add meaning to the text?
WRITING IN RESPONSE TO READING turn to p. 65 in
YOUR Reader’s and Writer’s Journals and use a separate sheet of paper to
write a response to the following prompt: Write an explanatory paragraph
about what Pale Male did to settle in at Central Park. Use specific
details and examples of figurative language from the text to support
your explanation. DISCUSS AND SHARE.
Period Four: Brunch
Period Six: Complete book three 2010 ELA test (if you haven’t already done so). They should write reflections to our show, “Graduation of Jake Moon.” What was the message-main idea? What was the experience like? Try to focus on the lyrical content of one or two of the songs and write the message. Try to write at least two-three thoughtful paragraphs. Publish by tomorrow. You may use images.
Period Seven: Music prep
Period Eight: Clubs-independent work
MAKE SURE COMPUTERS ARE PROPERLY SHUT DOWN AND ALL WIRES, COMPUTERS ARE PUT AWAY PROPERLY. LIMIT PRINTING. HOMEWORK IS POSTED ONLINE. THANKS AND HAVE A GREAT DAY.
Periods One-Two: Unit Seven mid chapter assessment: Please make sure YOU work independently. I will check your work tomorrow.
Period Two: Problem of the day—show all your work: A Drug Store parking lot has space for 1000 cars. 2/5 of the spaces are for compact cars. On Tuesday, there were 200 compact cars and some standard size cars in the parking lot. The parking lot was 3/4 full.
How many standard size cars were in the parking lot?
Work independently, talk it over with math partner and then discuss as a class.
You can then do fraction practice here: http://www.ixl.com/math/grade-5/multiply-fractions-by-whole-numbers-word-problems
But please make sure you are on task.
Periods Three & Five: . Ready Gen: Read Pale Male from the Text Collection book pages 28-37. Reflect and respond:
• Vocabulary On p. 29 of the text, the author describes Central Park
as “a rectangular oasis smack in the center of New York City.” Based
on context clues and the illustration, what is an oasis?
• What words and phrases does the author use to describe Pale Male
on pp. 30–31?
How does the description of Pale Male help emphasize how he was different from other hawks?
) Craft and Structure
• Vocabulary The Greek root aero means “air.” Using this Greek root,
what does the word aerial (p. 33) mean? (
What was the most important reason why Pale Male chose 927
Fifth Avenue for his last nest? Use evidence from the text to support your
answer.
FIGURATIVE LANGUAGE Focus on the use of figurative language
on p. 31.
•How does the author use figurative language in the following sentence:
“Pale Male hung around the park the way a teenager hangs out at a
mall”?
• What other examples of figurative language appear on this page?
How do these uses of figurative language help you visualize what Pale Male was like?
page 33: What is one example of figurative language that helps you visualize Pale
Male’s behavior?
• Why is this an example of figurative language?
• How does this use of figurative language add meaning to the text?
WRITING IN RESPONSE TO READING turn to p. 65 in
YOUR Reader’s and Writer’s Journals and use a separate sheet of paper to
write a response to the following prompt: Write an explanatory paragraph
about what Pale Male did to settle in at Central Park. Use specific
details and examples of figurative language from the text to support
your explanation. DISCUSS AND SHARE.
Period Four: Brunch
Period Six: Complete book three 2010 ELA test (if you haven’t already done so). They should write reflections to our show, “Graduation of Jake Moon.” What was the message-main idea? What was the experience like? Try to focus on the lyrical content of one or two of the songs and write the message. Try to write at least two-three thoughtful paragraphs. Publish by tomorrow. You may use images.
Period Seven: Music prep
Period Eight: Clubs-independent work
MAKE SURE COMPUTERS ARE PROPERLY SHUT DOWN AND ALL WIRES, COMPUTERS ARE PUT AWAY PROPERLY. LIMIT PRINTING. HOMEWORK IS POSTED ONLINE. THANKS AND HAVE A GREAT DAY.
READY GEN SLEUTH WORK--FRIDAY, FEBRUARY 28TH:
How do readers identify relationships and interactions in texts? How do writers group information logically with supporting visuals? (CCSS: Reading the text and enduring understanding. Read closely for key ideas and details in an informational text). Sleuth work: The Tree of Heaven on page 14 of the Sleuth. Use text evidence to support your answers:
1. Gather evidence: Why doesn’t Mei Li like her new home? Find clues in the text.
2. Ask questions. What high order thinking question would you ask Mei Li’s father about his statement that “such disasters are almost unknown in California?”
3. Make your case. What did Me Li’s father do that changes her feelings about her new home? Use text evidence to support your response.
4. Re-read pages 49-55 of Rachel Carson and pages 38-43 of the Rain Forest. Why is Chapter 8 of Rachel Carson entitled, “The Final Battle?”
5. Do you think Silent spring would have been as powerful had Rachel not been diagnosed with cancer while writing it? Explain.
6. How does the Tree of Heaven add to your understanding of the Enduring Understanding, Learners understand that people, animals and all living things live interactive ways and impact one another?
1. Gather evidence: Why doesn’t Mei Li like her new home? Find clues in the text.
2. Ask questions. What high order thinking question would you ask Mei Li’s father about his statement that “such disasters are almost unknown in California?”
3. Make your case. What did Me Li’s father do that changes her feelings about her new home? Use text evidence to support your response.
4. Re-read pages 49-55 of Rachel Carson and pages 38-43 of the Rain Forest. Why is Chapter 8 of Rachel Carson entitled, “The Final Battle?”
5. Do you think Silent spring would have been as powerful had Rachel not been diagnosed with cancer while writing it? Explain.
6. How does the Tree of Heaven add to your understanding of the Enduring Understanding, Learners understand that people, animals and all living things live interactive ways and impact one another?
MONDAY, FEBRUARY 3 RAIN FORESTS:
Reflect and respond--
- Vocabulary focus:
- Look at page 6. Herbivores eat plants, carnivores eat meat and omni vores eat plants and meat. So what do you think the Latin form “vorous” means?
- Using context clues and a dictionary if needed, define: decomposer, organism and process.
- How is a food chain similar to other processes? What happens when the food chain process ends?
- Would the rain forest be a good place for people to live? Use details from the text to support your answer.
- How do the diagrams explain the relationships between steps in a process?
- what text features include information about macaws?
- How does the photo on page nine relate to the paragraph on page 9?
THURSDAY, JANUARY 30:
Sorry that I can't be with you today. Hope to see you tomorrow. Here is your schedule today. Please do your work, stay on the "right" websites and please make sure computers are properly shut down and stored. Any questions, you may email me. Have a great day.
PERIODS TWO AND THREE: MATH. WE WILL CHECK 6.2 TOMORROW. PLEASE WORK ON THE FOLLOWING MATH NUMBER PUZZLES. PLEASE HAVE SOMEONE WHO IS CONNECTED TO PRINTER, PRINT 30 COPIES TO SHARE OR YOU CAN WORK IN YOUR NOTEBOOKS. PART ONE SHOULD BE COMPLETED INDEPENDENTLY. PART TWO CAN BE DONE INDEPENDENTLY OR WITH YOUR MATH PARTNER. IF YOU HAVE TIME, YOU MAY SHARE. ALSO, WORK ON BARGAIN SHOPPING ACTIVITY. IT IS DUE TOMORROW.
PERIOD FIVE: HAVE THE TEACHER FIND THE TIME FOR KIDS PACKET ABOUT TEACHING. (THEY ARE LOCATED ON DESK IN FRONT OF ROOM--BEHIND TEACHER'S DESK). READ COVER STORY TOGETHER AND ANSWER THE FOLLOWING QUESTIONS IN YOUR READING NOTEBOOKS AND THEN DISCUSS:
Period Six: An Inconvenient Truth. Have Allison & Grace (or another girl) give out books to partnerships. Have them finish completing partner activity from yesterday (practicing clarifying, questioning and summarizing for chapter one). In addition, have them discuss the following question (preview for chapter two): Read first paragraph of chapter two and discuss Mark Twain’s quote, “It ain’t what you don’t know that gets you into trouble, it’s what you know for sure that just ain’t so.” What do you think this means? How do you think it may apply to the climate situation? (When you are finished, please put the books back to where they were).
Period Eight: You may read independently, work on on ecological articles and-or “Bargain Shopping.” PLEASE MAKE SURE COMPUTERS ARE PROPERLY SHUT DOWN AND PUT AWAY INCLUDING WIRES. BEGIN SHUT DOWN AT TWO TWENTY. TAKE HOME YOUR VIOLINS.
PERIODS TWO AND THREE: MATH. WE WILL CHECK 6.2 TOMORROW. PLEASE WORK ON THE FOLLOWING MATH NUMBER PUZZLES. PLEASE HAVE SOMEONE WHO IS CONNECTED TO PRINTER, PRINT 30 COPIES TO SHARE OR YOU CAN WORK IN YOUR NOTEBOOKS. PART ONE SHOULD BE COMPLETED INDEPENDENTLY. PART TWO CAN BE DONE INDEPENDENTLY OR WITH YOUR MATH PARTNER. IF YOU HAVE TIME, YOU MAY SHARE. ALSO, WORK ON BARGAIN SHOPPING ACTIVITY. IT IS DUE TOMORROW.
PERIOD FIVE: HAVE THE TEACHER FIND THE TIME FOR KIDS PACKET ABOUT TEACHING. (THEY ARE LOCATED ON DESK IN FRONT OF ROOM--BEHIND TEACHER'S DESK). READ COVER STORY TOGETHER AND ANSWER THE FOLLOWING QUESTIONS IN YOUR READING NOTEBOOKS AND THEN DISCUSS:
- Key Details: The story describes some different ways that kids cheat in school. List three examples.
- The Big Why: According to the article, students cheat for different reasons. In your opinion, what is the most common reason that kids cheat in school?
- Words of Wisdom: When it Comes to avoiding cheating, what advice to the following people give? Tricia? Eric? Jacob?
- Think it Through: If you had a friend who was cheating on homework, what would you say to persuade him or her to stop?
Period Six: An Inconvenient Truth. Have Allison & Grace (or another girl) give out books to partnerships. Have them finish completing partner activity from yesterday (practicing clarifying, questioning and summarizing for chapter one). In addition, have them discuss the following question (preview for chapter two): Read first paragraph of chapter two and discuss Mark Twain’s quote, “It ain’t what you don’t know that gets you into trouble, it’s what you know for sure that just ain’t so.” What do you think this means? How do you think it may apply to the climate situation? (When you are finished, please put the books back to where they were).
Period Eight: You may read independently, work on on ecological articles and-or “Bargain Shopping.” PLEASE MAKE SURE COMPUTERS ARE PROPERLY SHUT DOWN AND PUT AWAY INCLUDING WIRES. BEGIN SHUT DOWN AT TWO TWENTY. TAKE HOME YOUR VIOLINS.
PART ONE: MATH NUMBER PUZZLE: DO ON YOUR OWN. WE WILL CHECK TOMORROW.
PART TWO: CREATE WITH MATH PARTNER OR ON YOUR OWN. YOU MAY EXCHANGE WITH SOMEONE AND PRACTICE SOLVING EACH OTHER'S WORK.
INTRO TO AN INCONVENIENT TRUTH
ntro to An Inconvenient Truth-global warming-carbon footprints.(see attachment). Find out if kids know who Al Gore is and what they think “inconvenient Truth” means. http://www.nwf.org/pdf/Eco-schools/AITInTheClassroom7_08.pdf
Begin reading about global warming pages 13-21. Put kids in teams of 3 for a Clarifier: Your job is to find five words or concepts that are important to the chapter, to list and
explain each word/concept.
Summarizer: Your job is to prepare a brief summary of your chapter to share with the rest of the
class. Express how people are influenced by the various events described in the chapter and how the conflict
contributes to a possible resolution. Be sure to present the essential ideas of the chapter.
Key Events: ____________________________________________________________________
______________________________________________________________________________
Summary:
Questioner: Your job is to develop a list of four questions about this chapter that your book circle might
discuss. Your task is to help circle members discuss the big ideas in the book and share their reactions.
Center your questions on the who, what, when, where and how. Jot down questions and partner’s responses.
Read together introduction. Model questioner, clarifier and summarizer. Discuss: Based on intro, why did Al gore write this story? (Defend yourself using text evidence). How did Rachel Carson’s book leave a lasting impression on him? Begin working in teams, read chapter one and practice different roles.
Begin reading about global warming pages 13-21. Put kids in teams of 3 for a Clarifier: Your job is to find five words or concepts that are important to the chapter, to list and
explain each word/concept.
Summarizer: Your job is to prepare a brief summary of your chapter to share with the rest of the
class. Express how people are influenced by the various events described in the chapter and how the conflict
contributes to a possible resolution. Be sure to present the essential ideas of the chapter.
Key Events: ____________________________________________________________________
______________________________________________________________________________
Summary:
Questioner: Your job is to develop a list of four questions about this chapter that your book circle might
discuss. Your task is to help circle members discuss the big ideas in the book and share their reactions.
Center your questions on the who, what, when, where and how. Jot down questions and partner’s responses.
Read together introduction. Model questioner, clarifier and summarizer. Discuss: Based on intro, why did Al gore write this story? (Defend yourself using text evidence). How did Rachel Carson’s book leave a lasting impression on him? Begin working in teams, read chapter one and practice different roles.
RACHEL CARSON-CHAPTER EIGHT: Begin
reading chapter eight. Review how while each chapter has its own main idea with
key details, one overall main idea exists for a book as a whole. Revisit the
following pages—30, 33 and 53. Discuss what is the overall main idea of This story?
(To show how Rachel Carson’s body of work supports the concept that all living
things live in interactive ways and impact one another. Find a sentence that
supports this: EX: page 30: Rachel showed how all of these living things are
forever changed. Page 33: “It showed how their lives are tied together and to
the vast ocean around them.” Add at least two more key details from pages 49-56
that support this main idea. Reflect and respond (Anson & Pratima just do
1-4):
1.
Do
you think the government acted quickly enough to limit chemical pollution?
Explain.
2.
Read:
About the Book. Use details from the text to write an informative paragraph
explaining why Rachel Carson has always been special to the author.
3.
What
evidence from the text suggests that most people in the 1950’s believed that
the government would protect them from any danger?
4.
What
fact kept Rachel writing even though finishing her book wasn’t easy for her?
5.
On
page 53, what does Rachel mean when she tells the man from the chemical
company, “Man is apart of nature
and his war against nature is…a war against himself?
6.
How
is the story of the monarch butterflies a metaphor for how Rachel lived her
life? (Think of the cycle of the butterfly’s life and make connection).
7.
On
page 56 the author says, “Working on this book has made me feel closer to the
woman who meant so much to me.” Why do you think she felt this way?
8.
What
does the author say about our world because of the publication of Silent
Spring?
BULLY FOR YOU: http://www.factmonster.com/tfk/magazines/story/0,6277,58168,00.html
BULLY FOR YOU RESPONSE TO SCREENING:
“Bully for You.” First, let’s ask ourselves at least two thin and two thick questions about this episode. For example, what do you think the message was/how do you know this? What parts of the program might offend people today and why? Try to create your own “high order thinking prompt” for this program and reflect and respond to it in either one long or two shorter paragraphs. In other words, write a critical response to this broadcast. In addition, write a short narrative about a time you took a stand against bullying or helped peacefully battle a bully.
MATH DECIMAL PROBLEMS OF THE DAY:
| decimalmathword.pdf |
| decimalmath2.pdf |
RACHEL CARSON: CHAPTER SEVEN:
RACHEL CARSON CHAPTER 7—REFLECT AND RESPOND TO THE FOLLOWING QUESTIONS AND ALSO PREPARE FOR THINK, PAIR, SHARE
- DID RACHEL HAVE A RESPONSIBILITY TO MEET AND TALK TO THE PUBLIC? USE TEXT EVIDENCE TO SUPPORT YOUR ANSWER.
- HOW DOES THE SIMILE ‘LIKE A STACK OF BOOKS” ON PAGE 44 HELP YOU VISUALIZE HOW BOB PICKED RACHEL UP?
- IN THE SECOND FULL PARAGRAPH ON PAGE 45, THE AUTHOR WRITES, “SICKNESS SWEPT THE FAMILY.” HOW DOES THE WORD SWEPT HELP YOU VISUALIZE WHAT HAPPENED?
- LOOK AT THE FIRST SENTENCE OF THE LAST PARAGRAPH ON PAGE 48. IN THIS SENTENCE THE AUTHOR ASKS THE QUESTION, “WAS SHARING THE TRUTH WORTH THE BATTLE RACHEL KNEW SHE WOULD FACE?” WHAT DOES BATTLE MEAN I THIS SENTENCE?
- NOW LOOK AT HOW BATTLE IS USED IN THE SECOND FULL PARAGRAPH ON PAGE 9, “THE UNITED STATES WAS GETTING READY TO SEND ITS SOLDIERS TO JOIN THE BATTLE.” HOW DOES THIS USE OF BATTLE RELATE TO ITS USE ON PAGE 48?
- ON PAGE 45, RACHEL SAYS THAT THE MOST IMPORTANT THING FOR CHILDREN TO LEARN IS "A SENSE OF THE BEAUTIFUL, THE EXCITEMENT OF THE NEW AND UNKNOWN. WHAT DOES RACHEL'S WORD CHOICE SUGGEST ABOUT HER COMMITMENT TO NATURE?
- WRITE AN OPINION PARAGRAPH TELLING WHY RACHEL SHOULD OR SHOULD NOT WARN THE WORLD ABOUT HARMFUL PESTICIDES.
THURSDAY: REFLECT AND RESPOND AND EMAIL TO YOUR TEACHER:
WHAT DO YOU ENJOY MOST ABOUT WORKING ON YOUR ROOTS AND SHOOTS-BEHIND THE SCENES-HUMANE ED PROJECTS? WHAT DID YOU ENJOY AND LEARN FROM YOUR SKYPE CALL WITH MADI?
MAKE SURE YOU ANSWERED CAREFULLY BACTERIA ARTICLE QUESTIONS.
RACHEL CARSON--CHAPTER 6:
MAKE SURE YOU ANSWERED CAREFULLY BACTERIA ARTICLE QUESTIONS.
RACHEL CARSON--CHAPTER 6:
- Rachel's second book begins with "the grey beginnings of that great mother of life, the sea." Why do you think Rachel chose the metaphor "mother of life?"
- What example from the text describes the sea as a cycle of life?
- How is the message of Rachel's book--that the oceans affect us all--an example of an important relationship?
- How can you tell that there was a relationships between the events in World War 2 andRachel's career?
- What questions do you have about Rachel's second book? Stop and jot questions, wonderings and new thinking.
TUESDAY, JANUARY 14: BACTERIA, THE GOOD, THE BAD AND THE STINKY:
| bacteria.doc |
-QAR Reading strategies The question–answer relationship (QAR) strategy helps students understand the different types of questions
(Labeled) Question-Answer-Relationships
1. Question: What are bacteria?
a. Answer:
QAR: Right There (The answer is a direct quote from the text.)
1. Question: What are the three kinds of bacteria described in the
a. passage and what are some of the things they do for (and to) us?
Answer: QAR:
1. Question: How do the “geeky” bacteria create body odor? How can it be prevented?
Answer: QAR:
1. Question: If antibiotics are effective in destroying bacteria, why
a. do you think doctors warn against using them every time we get sick?
Answer: QAR:
1. Answer the following questions and identify the QAR you used to find the answer.
Describe three ways “bully” bacteria may spread.
a. Answer:
QAR:
2. Question: If you were a manager at McDonald’s, how would
i. you ensure that workers keep their hands clean, especially after going to the bathroom?
ii. QAR:
3. Question: What are microbes?
a. Answer:
b. QAR:
4. Question: What was the author’s purpose in writing this article?
a. Answer:
b. QAR:
- Right There. The answer is in the text, and if we pointed at it, we'd say it's "right there!" Often, the answer will be in a single sentence or place in the text, and the words used to create the question are often also in that same place.
- Think and Search. The answer is in the text, but you might have to look in several different sentences to find it. It is broken up or scattered or requires a grasp of multiple ideas across paragraphs or pages.
- Author and You. The answer is not in the text, but you still need information that the author has given you, combined with what you already know, in order to respond to this type of question.
- On My Own. The answer is not in the text, and in fact you don't even have to have read the text to be able to answer it.
(Labeled) Question-Answer-Relationships
1. Question: What are bacteria?
a. Answer:
QAR: Right There (The answer is a direct quote from the text.)
1. Question: What are the three kinds of bacteria described in the
a. passage and what are some of the things they do for (and to) us?
Answer: QAR:
1. Question: How do the “geeky” bacteria create body odor? How can it be prevented?
Answer: QAR:
1. Question: If antibiotics are effective in destroying bacteria, why
a. do you think doctors warn against using them every time we get sick?
Answer: QAR:
1. Answer the following questions and identify the QAR you used to find the answer.
Describe three ways “bully” bacteria may spread.
a. Answer:
QAR:
2. Question: If you were a manager at McDonald’s, how would
i. you ensure that workers keep their hands clean, especially after going to the bathroom?
ii. QAR:
3. Question: What are microbes?
a. Answer:
b. QAR:
4. Question: What was the author’s purpose in writing this article?
a. Answer:
b. QAR:
- Why does the author ask for a “round of applause for bacteria?”
- In terms of author’s craft, what do you notice about voice, word choice, figurative language, lead and ending? (Be specific!)
RACHEL CARSON: PIONEER OF ECOLOGY:
TUESDAY-RACHEL CARSON-CHAPTER 2 :
READ CHAPTER TWO. WRITE A PARAGRAPH THAT EXPLAINS RACHEL’S ATTITUDE TOWARDS BEING A WRITER. USE EVIDENCE SUCH AS DETAILS AND QUOTATIONS FROM THE CHAPTER TO DEVELOP YOUR TOPIC-IDEA.
READ AND USE THE THINK, PAIR SHARE GRAPHIC ORGANIZER TO PREPARE FOR YOUR PARTNERSHIPS. COME UP WITH TWO OF YOUR OWN IDEAS-QUESTIONS-CONCLUSIONS YOU HAVE FROM THIS CHAPTER. JOT DOWN YOUR THOUGHTS-IDEAS AND BE PREPARED TO SHARE WITH YOUR THINK, PAIR, SHARE PARTNERS.
WEDNESDAY: RACHEL CARSON-CHAPTER THREE:
READ CHAPTER THREE. WRITE AN OPINION PARAGRAPH AGREEING OR DISAGREEING WITH THE STATEMENT, “A PERSON CAN BE A PROFESSIONAL SCIENTIST OR WRITER BUT RARELY BOTH.” USE DETAILS AND EXAMPLES FROM THE CHAPTER TO SUPPORT YOUR DECISION.
READ AND USE THE THINK, PAIR SHARE GRAPHIC ORGANIZER TO PREPARE FOR YOUR PARTNERSHIPS. COME UP WITH TWO OF YOUR OWN IDEAS-QUESTIONS-CONCLUSIONS YOU HAVE FROM THIS CHAPTER. JOT DOWN YOUR THOUGHTS-IDEAS AND BE PREPARED TO SHARE WITH YOUR THINK, PAIR, SHARE PARTNERS.
READ CHAPTER TWO. WRITE A PARAGRAPH THAT EXPLAINS RACHEL’S ATTITUDE TOWARDS BEING A WRITER. USE EVIDENCE SUCH AS DETAILS AND QUOTATIONS FROM THE CHAPTER TO DEVELOP YOUR TOPIC-IDEA.
READ AND USE THE THINK, PAIR SHARE GRAPHIC ORGANIZER TO PREPARE FOR YOUR PARTNERSHIPS. COME UP WITH TWO OF YOUR OWN IDEAS-QUESTIONS-CONCLUSIONS YOU HAVE FROM THIS CHAPTER. JOT DOWN YOUR THOUGHTS-IDEAS AND BE PREPARED TO SHARE WITH YOUR THINK, PAIR, SHARE PARTNERS.
WEDNESDAY: RACHEL CARSON-CHAPTER THREE:
READ CHAPTER THREE. WRITE AN OPINION PARAGRAPH AGREEING OR DISAGREEING WITH THE STATEMENT, “A PERSON CAN BE A PROFESSIONAL SCIENTIST OR WRITER BUT RARELY BOTH.” USE DETAILS AND EXAMPLES FROM THE CHAPTER TO SUPPORT YOUR DECISION.
READ AND USE THE THINK, PAIR SHARE GRAPHIC ORGANIZER TO PREPARE FOR YOUR PARTNERSHIPS. COME UP WITH TWO OF YOUR OWN IDEAS-QUESTIONS-CONCLUSIONS YOU HAVE FROM THIS CHAPTER. JOT DOWN YOUR THOUGHTS-IDEAS AND BE PREPARED TO SHARE WITH YOUR THINK, PAIR, SHARE PARTNERS.
TRUE COST OF FASHION:
http://commoncore.scholastic.com/sites/default/files/JS-090213-ClothingCosts-NEW.pdf
As a reader:
· WHAT IS THE WATERMELON?
· WHAT IS THE SEED-ANGLE?
· Why do some retailers manufacture clothes in Bangladesh? Do Americans benefit from this? Why or why not?
· Student Katie Rowe says higher clothing prices might hurt sales. What facts from this article support or contradict her opinion?
· How might having higher US clothing prices help or hurt developing nations? Keeping those pros and cons in mind, should clothing retailers raise prices? Why or why not?
AS A WRITER:
WHAT ARE SOME FEATURES OF THIS FEATURE AND HOW DOES EACH ONE HELP US UNDERSTAND AND FOLLOW THE STORY?
As a reader:
· WHAT IS THE WATERMELON?
· WHAT IS THE SEED-ANGLE?
· Why do some retailers manufacture clothes in Bangladesh? Do Americans benefit from this? Why or why not?
· Student Katie Rowe says higher clothing prices might hurt sales. What facts from this article support or contradict her opinion?
· How might having higher US clothing prices help or hurt developing nations? Keeping those pros and cons in mind, should clothing retailers raise prices? Why or why not?
AS A WRITER:
WHAT ARE SOME FEATURES OF THIS FEATURE AND HOW DOES EACH ONE HELP US UNDERSTAND AND FOLLOW THE STORY?
CHOOSING NEW GOALS:
| choosing_goals_for_ourselves.doc |
THURSDAY, DECEMBER 19:
PERIOD 2--TAKE ONLINE UNIT FOUR ASSESSMENT WITH ABOUT 29 MULTIPLE CHOICE QUESTIONS. WHEN DONE, COMPLETE CONSTRUCTED RESPONSES...YOUR TEACHER HAS THE FORM.
PERIOD THREE-FINISH MAKING A DIFFERENCE STORIES ABOUT THE ENVIRONMENT. PUBLISH BUT SEND MRS. DAVIS A COPY VIA EMAIL....SHE WILL PUBLISH ONLINE.
PERIOD FIVE: MAKE A THANK YOU NOTE TO MRS. FLEISCHMANN FOR HER INFORMATIVE AND PASSIONATE PRESENTATION ABOUT PROTECTING ANIMALS AND THEIR ECO SYSTEMS. USE A NICE BORDER, IMAGES AND INCLUDE NEW FACTS LEARNED.
PERIODS SIX & EIGHT: PUT TOGETHER YOUR BARE BOOK OF YOUR REALISTIC FICTION STORY. USE CORRECT FORMAT...MAKE A NICE COVER WITH IMAGES...HAVE A BLURB ON THE BACK..HAVE A DEDICATION-COPYRIGHT PAGE AND TRY TO FILL UP BOOK WITH TEXT AND IMAGES.
PERIOD THREE-FINISH MAKING A DIFFERENCE STORIES ABOUT THE ENVIRONMENT. PUBLISH BUT SEND MRS. DAVIS A COPY VIA EMAIL....SHE WILL PUBLISH ONLINE.
PERIOD FIVE: MAKE A THANK YOU NOTE TO MRS. FLEISCHMANN FOR HER INFORMATIVE AND PASSIONATE PRESENTATION ABOUT PROTECTING ANIMALS AND THEIR ECO SYSTEMS. USE A NICE BORDER, IMAGES AND INCLUDE NEW FACTS LEARNED.
PERIODS SIX & EIGHT: PUT TOGETHER YOUR BARE BOOK OF YOUR REALISTIC FICTION STORY. USE CORRECT FORMAT...MAKE A NICE COVER WITH IMAGES...HAVE A BLURB ON THE BACK..HAVE A DEDICATION-COPYRIGHT PAGE AND TRY TO FILL UP BOOK WITH TEXT AND IMAGES.
MONDAY, DECEMBER 16:
Sorry I can't be with you today. I will be back tomorrow. Your homework is posted. Please do the following work. Make sure you cooperate and are respectful to the substitute teacher and properly shutdown and put away your computers and wires. Remember, if someone's laptop isn't working, check and make sure all electrical outlets are properly plugged in (actually, ask the teacher to help you). Have a good day!
Period One: Finish online mid-year assessment and begin multiple choice 1-12 for Unit four assessment. Will complete rest of test on Tuesday.
Period Two: Patterns-R-Us: How does multiplying or dividing by a power of ten affect the product?A statistician is interested in finding out what pattern is created, if any, under certain situations. Your mission is to help come up with
concrete rules for certain mathematical situations. Record all of your work and explain your thinking in order to defend your answer. Good luck! You may use a calculator but please make sure you put it back exactly where you found it!!! Try to complete independently. We will check-review on Tuesday, If you must consult your partner, please do so quietly.
PART ONE
1. Start with any whole number, for example 18.
2. Multiply that number by 1000, 100, 10, 0.1, and 0.01.
3. What is happening?
4. Is there a pattern?
5. What do you think would happen if you multiplied your number by 1,000,000? 0.00001?
PART TWO
1. Pick any decimal as your number, for example 12.3.
2. Multiply that number by 1000, 100, 10, 0.1, and 0.01.
3. What is happening?
4. Is there a pattern?
5. What do you think would happen if you multiplied your number by 1,000,000? 0.00001?
PART THREE
1. Start with any whole number, for example 18.
2. Divide that number by 1000, 100, 10, 0.1, and 0.01.
3. What is happening?
4. Is there a pattern?
5. What do you think would happen if you divided your number by 1,000,000? 0.00001?
PART FOUR
1. Pick any decimal as your number, for example 10.8.
2. Predict what will happen when you divide that number by 1000, 100, 10, 0.1, and 0.01.
3. After working out the problem, is your prediction correct? Why or why not?
4. Is there a similar pattern that you recognize?
Period Three: Work on your Behind the Scenes activities quietly.
Period Five: Performance Based Assessment: Continue working on “Making a Difference” Environmental realistic fiction story.
Period Six: Work on Making a Difference, Carl Hiassen Part Three is posted. If you finish story, work on that. Also, complete Kohlberg’s Model of Moral Development response to literature activity. If you didn’t finish second draft for your own realistic fiction stories, finish them.
Period Seven: Music
Period Eight: Not sure if there are clubs. You can work on activities posted for periods six and seven.
Period One: Finish online mid-year assessment and begin multiple choice 1-12 for Unit four assessment. Will complete rest of test on Tuesday.
Period Two: Patterns-R-Us: How does multiplying or dividing by a power of ten affect the product?A statistician is interested in finding out what pattern is created, if any, under certain situations. Your mission is to help come up with
concrete rules for certain mathematical situations. Record all of your work and explain your thinking in order to defend your answer. Good luck! You may use a calculator but please make sure you put it back exactly where you found it!!! Try to complete independently. We will check-review on Tuesday, If you must consult your partner, please do so quietly.
PART ONE
1. Start with any whole number, for example 18.
2. Multiply that number by 1000, 100, 10, 0.1, and 0.01.
3. What is happening?
4. Is there a pattern?
5. What do you think would happen if you multiplied your number by 1,000,000? 0.00001?
PART TWO
1. Pick any decimal as your number, for example 12.3.
2. Multiply that number by 1000, 100, 10, 0.1, and 0.01.
3. What is happening?
4. Is there a pattern?
5. What do you think would happen if you multiplied your number by 1,000,000? 0.00001?
PART THREE
1. Start with any whole number, for example 18.
2. Divide that number by 1000, 100, 10, 0.1, and 0.01.
3. What is happening?
4. Is there a pattern?
5. What do you think would happen if you divided your number by 1,000,000? 0.00001?
PART FOUR
1. Pick any decimal as your number, for example 10.8.
2. Predict what will happen when you divide that number by 1000, 100, 10, 0.1, and 0.01.
3. After working out the problem, is your prediction correct? Why or why not?
4. Is there a similar pattern that you recognize?
Period Three: Work on your Behind the Scenes activities quietly.
Period Five: Performance Based Assessment: Continue working on “Making a Difference” Environmental realistic fiction story.
Period Six: Work on Making a Difference, Carl Hiassen Part Three is posted. If you finish story, work on that. Also, complete Kohlberg’s Model of Moral Development response to literature activity. If you didn’t finish second draft for your own realistic fiction stories, finish them.
Period Seven: Music
Period Eight: Not sure if there are clubs. You can work on activities posted for periods six and seven.