Room Seven

February 13-16, 2012

2012-02-10T10:33:00.001-08:00

February 13-16, 2012

Reading:
Monday-
• Overview of Mr. Lincoln on page 516
• Read Mr. Lincoln
• Add highlighted words to flash card word sheet
• Complete Applying Your Skills on page 521
• Correct at the end of the period
Tuesday-
• Overview of “What Do Fish Have to Do with Anything?”
• Read the above story while accompanied by audio presentation
• State the theme, conflict, resolution, climax and plot of the story.
• Discuss these at the end of the period.
Wednesday-
• Complete the “Applying Your Skills” on page 530
• Write about an important person or place in your life. Use figurative language with communicates something important about that person or place.
• Share essay above at the end of the period.
Thursday-
• T1Q3 First reading test of quarter three
• Allow study time at the beginning of the period
• Administer the test
Friday-
• No School

Language:
Monday-
• Overview on the definition and use of a verb
• Complete worksheet L24P190 on verb
• AR Reading
• AR Tests
• Correction of L24P190
Tuesday-
• Overview on the use of verb phrases
• Complete L25P192 on verb phrases
• AR Reading
• AR Testing
• Correction of L25P192
Wednesday-
• Read two chapters of Ghost Canoe (chapters 9 and 10)
• Summarize in two or three sentences, each chapter to chapter 10
• Share summaries
Thursday-
• Test T1Q3 on worksheets for the last two weeks
Friday-
• No School

History Seventh Grade:
Monday-
• Overview Japanese religion and culture, art and architecture
• Read Chapter 14 section 3
• Complete section 3 review on page 504
• Correct
Tuesday-
• Take personal notes on chapter 14 section 3
• Quiz on section 3
• Absentees may state the main fact in each paragraph for section three instead
• Correction
Wednesday-
• Complete questions 1- 18 for chapter 14 assessment activities on p506
• Correction of above
Thursday-
• Test 1 Quarter 3
Friday-
• No school
History Sixth Grade:
Monday-
• Overview the change in politics, latfundias, Marius, Sulla and Caesar
• Read chapter 8 section 3 p278
• Complete section 3 review
Tuesday-
• Take personal notes on section 3
• Quiz on section 3
• Correction
• Overview on First Triumvirate
Wednesday-
• Overview of the early empire
• Read section 4 p286
• Overview of Octavian (Augustus)
• No written work
Thursday-
• Test 1 Quarter 3
Friday-
• No School

February 6 - 10, 2012

2012-02-02T15:09:00.000-08:00

February 6 – 10, 2012
Reading:
Monday-
• Overview “A Glory Over Everything”
• Read “A Glory Over Everything” while listening to the audio
• Identify the Theme, Conflict, Climax, Resolution and Plot (5 events)
Tuesday-
• Add highlighted words for Monday’s story to flash card worksheet
• Complete Applying Your Skills on page 503
• Correct page 503
• Short essay (75-100 words) on slavery in America
Wednesday-
• Overview “Storm” on page 509
• Read “Storm” while listening to the audio
• Identify theme, conflict, climax, resolution and plot (five events)
Thursday-
• Add highlighted words for Storm to flash card worksheet
• Complete Applying Your Skills on Page 515
• Correct page 515
• Write topic sentences for each paragraph
Friday-
• Video short story
• Identify theme, conflict, climax, resolution and plot for the story
Language:
Monday-
• Overview Collective Nouns
• Complete L21P184
• AR Reading and Tests
• Correct L21P184
Tuesday-
• Overview Appositives
• Complete L22P186
• AR Reading
• Correct L22P186
Wednesday-
• Read two more chapters of Ghost Canoe
• Discussion at the end/recall events
Thursday-
• Overview proper usage of commas
• Complete L23P188
• AR Reading
• Correct L23P188
Friday-
• Read Two more chapters of Ghost Canoe
• Discuss/recall plot

• History Seventh Grade:
Monday-
• Over view early Japan
• Read page 485 to 490
• Short video Japan
• Complete movie worksheet
Tuesday-
• Complete Section 1 Review p490
• Include Expository writing piece
• Read expository piece
• Correct questions
Wednesday-
• Chapter 14 Section 1 transcript
• Chapter 14 Section 1 spotlight video
• Reading Essentials and Study Guide 14-1
Thursday-
• Overview Shoguns and Samurai chapter 14 section 2
• Read chapter 14 section 2
• Short video on Japan
• Complete movie worksheet
Friday-
• Complete section 2 review
• Chapter 14 section 2 transcript (list ten facts)
• Chapter 14 section 2 video
• Correct section 2 review
History Sixth Grade:
Monday-
• Overview the origins of Rome (Romulus,Remus,Aenas)
• Read Chapter 8 section 1
• Complete section 1 review p267
Tuesday-
• Chapter 8 section 1 transcript (ten facts)
• Chapter 8 section 1 video
• Read and complete Chapter 8 section 1 student handbook reading essentials
• Correct essentials
Wednesday-
• Overview of the Roman Republic
• Read Chapter 8 section 2
• Add all highlighted words in section 1 and 2 to flashcard worksheet
Thursday-
• Complete Section 2 review p276
• Short video on Rome
• Correct section 2 review
Friday-
• Chapter 8 section 2 transcript
• Watch chapter 8 section 2 spotlight video
• Complete Chapter8 section 2 workbook reading essentials and study guide

January 30 - February 3, 2012

2012-01-26T15:21:00.000-08:00

January 30 - February 3, 2012

Reading:
Monday-
• Overview of “The Jacket”
• Discuss how one piece of clothing can change someone’s life
• Read “The Jacket” beginning on page 464
• Add the vocabulary terms below to the flash card worksheet
• Complete the Wrap Up on page 469
Tuesday-
• Overview of “Brother” and the author Maya Angelou
• Discuss the issue of relationships as being important to growth
• Read “Brother” starting on page 473
• Add vocabulary words at the bottom of each page to the flash card worksheet.
• Complete “Apply Your Skills” on page 475
Wednesday-
• Overview of The Land I Lost
• Overview Vietnam War
• Read The Land I Lost starting on page 481
• Add highlighted words to flashcard worksheet
• State subject, theme, conflict, climax, resolution, and five events of the plot
Thursday-
• Short video on Vietnam
• Complete video question sheet
• Complete Applying Your Skills on page 489
Friday-
• Test four, quarter two

Language-
• Overview concrete and abstract nouns
• Overview proper and common nouns
• Complete L18P178 worksheet
• AR reading
• AR tests
Tuesday-
• Overview possessive nouns
• Short video on possessive nouns
• Complete L19P180 worksheet
• AR reading
• AR tests
• Correction of L19P180 worksheet
Wednesday-
• Overview plural or possessive nouns
• Complete L20P182 worksheet
• AR reading
• AR tests
• Correction of L20P182 worksheet
Thursday-
• Read two chapters of Ghost Canoe
• Create a character list for Ghost Canoe to date
Friday-
• Test four, Quarter 2 test

History Seventh Grade:
Monday-
• Overview African Society and Culture
• Add all highlighted words in chapter 13 to flash card worksheet
• Read Chapter 13 section 3
• Complete Section 3 review on p476
Tuesday-
• Chapter 13 section 2 video transcript
• Chapter 13 section 2 video
• Chapter 13 section 3 video transcript
• Chapter 13 section 3 video
• Two paragraphs to be constructed which summarizes each video
Wednesday-
• Chapter 13 Assessment activities on p478 and p479.
• Complete odd questions only
• Correction of questions as review
Thursday-
• Chapter 13 Assessment activities on p478 and 479
• Complete even questions only
• Correction of even questions as review
Friday-
• Test four, Quarter two
History Sixth Grade:
Monday-
• Chapter 7 Assessment Activities on p250 and 251
• Complete odd questions only
• Correction of questions as review
Tuesday-
• Chapter 7 Assessment Activities on p250 and 251
• Complete even questions only
• Correction of questions as review
Wednesday-
• Chapter 7 Section 2 video transcript (read)
• Chapter 7 Section 2 video (view)
• Two paragraphs summarizing the video
• Chapter 7 Section 3 video transcript (read)
• Chapter 7 Section 3 video (view)
• Two paragraphs summarizing the video
Thursday-
• Trace map on p246 complete with legend
• Trace number Chinese number system chart on p236
• Check that all highlighted words have been added to the flash card worksheet
Friday-
• Test four, Quarter Two

January 17-20, 2012

2012-01-12T09:05:00.000-08:00

January 17-20, 2012
Reading:
Tuesday-
• Read Pompeii starting on 410
• Discussion about theme and purpose of the story.
• Watch a short video on Vesuvius
• Write five facts you learned about Vesuvius
• Complete the Apply Your Skills section on page 413
Wednesday-
• Overview of the Jewish celebration of Hanukkah and the story Zlateh the Goat.
• Read Zlateh the Goat starting on page 414 to 420
• Add highlighted words to a new flash word sheet
• Describe the subject, theme, conflict, climax, resolution and plot for this story.
Thursday-
• Read the articles “Trial by Fire” and “Going Batty” starting on page 421
• Complete the Applying Your Skills on page 422
• Compare and contrast Zlateh the Goat and The Dog of Pompeii with a graphic organizer
• Complete the Apply Your Skills section on page 433
Friday-
• Today we will write a personally created essay regarding a person and a pet animal. Parallel the relationships found in Dog of Pompeii and Zlateh
• Share stories at the end of the period

Language:
Tuesday-
• Overview on the use of abbreviations
• Complete the abbreviation worksheet L15P172
• AR time
• Correct worksheet and discuss
Wednesday-
• Overview on the use of Singular and Plural nouns
• Complete worksheet L16P174
• AR time
• Correct worksheet
Thursday-
• Overview of Plural Nouns
• Complete worksheet L17P176
• AR time
• Correct worksheet
Friday-
• Read chapters 1 and 2 of the Red Canoe
• Complete chapter summary for 1 and 2
• Verbally review highlights of the two chapters

History Seventh Grade:
Tuesday-
• Overview of African geography
• Overview on Ghana and Mali
• Read section 1 of Chapter 13 starting on page 445
• Complete Section 1 review on page 453
• Correct questions
Wednesday-
• Read Sundiata The Hungering Lion on page 454
• Complete the reading questions on page 459
• Describe the subject, theme, conflict, climax and resolution of the story
• Correct the questions
Thursday-
• Overview of traditional African religions
• Read section 2 starting on page 460
• Complete section 2 review on page 467
• Correct questions
Friday-
• Video on African geography and religion
• Complete film worksheets
• Share and discuss information at the end of the period

History Sixth Grade:
Tuesday-
• Overview of the geography if China
• Highlights of the Shang and Zhou Dynasty (presentation)
• Read section 1 of chapter 7 page 225
• Add highlighted words to new flash word worksheet
• Complete section 1 review on page 231
Wednesday-
• Over view of Chinese family life
• Overview of Confucius
• Read section 2 of chapter 7
• Add highlighted words to new flash word worksheet
• Complete section 2 review on page 239
Thursday-
• Overview of the Qin and Han Dynasties
• Read section 3 of chapter 7
• Add highlighted words to flash word worksheet
• Complete section 3 review on page 248
Friday-
• Video on Quin and Han dynasties
• Complete video worksheet

January 9 - 13, 2012

2012-01-05T15:15:00.000-08:00

January 9-13, 2012
Note: This will be the week for MAP testing. Test schedules may alter the following tentative plans.
Reading:
Monday-
• Overview and discussion of “The Dog of Pompeii” starting on page 401
• Read “The Dog of Pompeii” while listening to the auditory presentation
• Add to the flash card work sheet (using highlighted words within the text)
• Identify the subject, theme, conflict, climax and resolution of this story.
Tuesday-
• Verbal quiz on highlighted words beginning with “The All American Slurp”
• Copy and then answer the following questions: 1) How do babies or animals, who cannot talk, tell you something? 2) What are the five senses? 3) How is Tito handicapped?
• List all the things that Tito hears, touches, tastes or smells within the text.
• Review the flash card word sheet silently
Wednesday-
• Read “Pompeii” starting on page 410
• Discuss volcanoes like St. Helens and their connection to the story.
• Complete the Respond and Think Critically section on page 413
• Review the flash card word worksheet
Thursday-
• Test today (T3Q2) on the stories beginning “All American Slurp” and “Pompeii”
• Study time prior to the test
Friday-
• Video on Pompeii
• Video on St Helens
• Complete video worksheet

Language:
Monday-
• Discussion and overview on the meaning of the word “noun”
• Practice examples of combining suffixes to root words to create a noun.
• Copy the chart used as an example on your paper on L13P168
• Complete the exercise on your own paper
• AR reading
• Review answers
Tuesday-
• Compare and contrast common vs proper nouns
• Review the examples on L14P170
• Complete the exercise on your own paper
• AR Reading
• Review answers to L14P170
Wednesday-
• Overview of the use of abbreviation
• Review the examples on L15P172
• Complete the worksheet on your own paper
• AR reading
• Review answers for the worksheet
Thursday-
• Test T3Q2
• Study time prior to the test
Friday-
• You will write at least three paragraphs on the following subject: The Forces of Nature Dictate How We Live. You may refer to any force of nature (earthquake, tornado, hurricane, volcanoes, etc)
• You will practice avoiding run on sentences while combining sentences properly when possible. Your paragraphs will exemplify your knowledge of nouns, run on sentences, etc.
• Selected stories will be read aloud

History Seventh Grade:
Monday-
• Overview of the Mongols, Ghengis Khan and Marco Polo
• Read page 424 to 429
• Add to the flashcard worksheet with highlighted words in this section
• Complete section 3 review on page 429
Tuesday-
• Overview of the Ming Dynasty
• Overview of Zheng He the Chinese navigator
• Read Section 4 starting on page 430
• Add to the flash card work worksheet
• Complete Section 4 review
Wednesday-
• Complete chapter 12 review on pages 438 and 439
• Questions to be corrected in the last fifteen minutes of class
Thursday-
• Test on chapter 12. T3Q2
• Study time will be offered before the test
Friday-
• Video on Ghengis Khan
• Video on Mongols
• Complete video worksheets for both

History Sixth Grade:
Monday-
• Overview of the Mauryan Dynasty
• Overview of Emperor Asoka
• Read page 210 to 216
• Add to the flashcard worksheet
• Complete section 3 review on page 216
Tuesday-
• Complete chapter 6 review starting on page 218. Do odd numbers only
• Review and correction of the questions
Wednesday-
• Complete chapter 6 review starting on page 218. Do even numbers only
• Review and correction of he questions
Thursday-
• Test on Chapter 6 T3Q2
Friday-
• Video on Ming Dynasty
• Video on Dalai Lama
• Complete video worksheets for both

January 3-6, 2012

2011-12-14T13:58:00.000-08:00

January 3-6, 2012
Reading:
Tuesday-
• Overview and discussion on “The All American Slurp”
• Read “The All American Slurp”
• Begin a new flash card sheet with highlighted words in the text
• Assignment – write the conflict, climax, resolution and main characters (their part in the story)
Wednesday-
• Five question quiz on “The All American Slurp”
• Complete the “Applying Your Skills” section on page 381
• Correct and discuss the section above
Thursday-
• Overview and set up for Aaron’s Gift
• Read Aaron’s Gift (while following the audio)
• Add to the new flash card sheet with highlighted words in the text
• Assignment- write the conflict, climax, resolution and main characters (their part in the story)
Friday-
• Five question quiz on “Aaron’s Gift”
• Complete the “Applying Your Skills” section on page 395
• Correct and discuss the section above

Language:
Tuesday-
• We will combine sentences today (overview on that skill)
• Examples will written on the worksheet
• Complete the worksheet L10P162
• Correction and discussion
• AR reading
Wednesday-
• Overview of misplaced modifiers
• Examples will be written on the worksheet
• Complete worksheet L11P164
• Correction of above
• AR reading work
Thursday-
• Overview of Run-On Sentences
• Write examples on the worksheet
• Complete worksheet L12P166
• Correction of above
• AR reading
Friday-
• Video on run on sentences
• Create five examples of run on sentences then correct and rewrite
• Video on fragmented sentences
• Create five examples of run on sentences then correct and rewrite
• Video on combining sentences and modifiers
• Create five cases then combine
History 7:
Tuesday-
• Overview of the Sui and Tang dynasties of China
• Copy and answer the following questions after reading section 1 on p409: 1)Why did Buddhism spread to China? 2) Who were some important rulers, and what did they do? 3) What were the new Confucian ideas, and why were they reintroduced?
• Read pages 409 to 415
• Start a new flash card sheet using highlighted terms in section 1
Wednesday-
• Short quiz on yesterday’s work
• Complete Section 1 review on page 415.
• Overview of the Chinese civil service exams
• Answer the following questions: 1)How old were the Chinese when they took the tests? 2) Why do you think taking the tests was so stressful for men? 3) How important are tests to our own country and culture when determining a person’s future?
• Share answers
Thursday-
• Overview of Chinese inventions and contributions. Possible video
• Read page 416 to page 422 (section 2)
• Add the terms in section 2 to the flash card worksheet
Friday-
• Short quiz on yesterday’s information
• Correction of quiz
• Complete section 2 review on page 422
• Correction of review

History 6:
Tuesday-
• Overview of the country of India, the Harappa and Mohenjo-Daro societies, Aryans and the caste system. Possible video
• Read section 1 from page 195 to page 201
• Add section 1 words to new flash card worksheet
• List pictures on pages (196,197,195,198)
• Provide at least two observations on each picture
Wednesday-
• Short quiz on yesterday’s information
• Complete section 1 review on page 201
• Correction of review
• Write a paragraph on how it might be said that America has a caste system
Thursday-
• Over view of Hinduism and Buddhism. Possible video
• Construct a graphic organizer comparing Gautama and the Dalai lama
• Read page 202 to 208 (section 2). Discuss
Friday-
• Short quiz on yesterday’s information
• Complete section 2 review on page 208
• Correction of section 2
• Questions: How does Hinduism compare to other religions? How does Buddhism compare to other religions?

December 12 -16, 2011

2011-12-07T13:57:00.000-08:00

December 12-16, 2011
Reading:
Monday- Students will understand the meaning “rites of passage” in the story Ta-Na-E-Ka.
• Three or four review questions on “Stray” will be asked
• Students will write the definitions of each of the entry vocabulary words for the story “Ta-Na-E-Ka” as I discuss them and then type them on the projector. P357
• Short discussion on the rites of passage (example: drivers permit at age 16, registration for draft at 18, 13th birthday party, etc. Inform kids that the story Ta-Na-E-Ka is about a rite of passage in an Indian culture.
• Read Ta-Na-E-Ka silently while listening to the audio presentation. Follow each word.
• The assignment is to write the conflict, climax and resolution apparent in the story.
Tuesday- Students will write a short story highlighting rite of passage in a contemporary context.
• Five or more review questions for Ta-Na-E-Ka : 1) What is a rite of passage? 2) What is Mary’s part in this story? 3) Did Mary pass the Ta-Na-E-Ka? 4) How does Mary feel about her Indian heritage at first? 5) How does she feel about her heritage after?
• Students will group in quads. Have students think about how culture is important to their lives.
• Students should then collaboratively write a short story about a character who learns an important lesson about his or her culture. Stories can be serious or funny, but they should clearly describe how culture is important to the main character. Use descriptive details to bring the characters plot and setting to life.
• Selected stories will be heard.
Wednesday-Students will identify the climax, resolution and conflict of today’s story
• Review the collaborative stories from yesterday.
• Set up the next story with a purpose. Reading with purpose. Explain that situation can be both embarrassing and funny at the same time. This is the situation in “The All American Slurp”
• Write down one situation in your life that was both embarrassing and funny.
• Read “The All American Slurp” while listening to the oral presentation. Follow each word.
• Write the conflict, climax and resolution for the story.
Thursday- Test
• T2Q2 This will be the second test of the quarter. It will cover “Olympic Glory”, “Going To Bat”, “Stray” and “The All American Slurp”.
Friday- Activity
• Christmas activity sheets.
• Pass back tests
Language:
Monday- Students will identify parts of speech for selected words within a sentence.
• Review the usage for nouns, verbs, pronouns, adjectives, adverbs, prepositions, conjunctions and interjections.
• Students write the defined usage of each of the above
• Students complete the L7P156 worksheet by stating the part of speech indicated by the underlined words.
• Correction of L7
• AR Silent Reading
Tuesday- Students will be able to write sentences with compound subjects while identifying them.
• Review parts of speech
• Oral quiz (not counted) on parts of speech
• We will combine sentences using the same subject. This refers to a compound subject. Examples will be given and written.
• Students will complete a worksheet on compound subjects. L8P158
• Correction of worksheet
• AR Reading
Wednesday- Students will a sentence with compound subjects which agree
• Review Compound subjects
• Quick oral quiz. Write one sentence out of two.
• Overview of agreement with compound subject.
• Write samples
• Complete worksheet on agreement compound subject L9P160
• Correction of worksheet
• AR Reading
Thursday- Test
• T2Q2 Test on L3-L9
• Read chapters 14 and 15 of House on Hackman’s Hill

Friday-Activity
• Christmas Activities
• Hand back tests and review

History (Seventh Grade):
Monday-Students will be able to describe the words Jihad, Muhammed, and Five Pillars
• Review the Five Pillars of Islam
• Discuss the meaning of Jihad
• Watch 7 minute video on Jihad
• Three questions will be written and answered on the video
• Discuss Muhammed and the life of a Muslim
• Watch 7 minute video on Muhammed and the life of a Muslim
• Three questions will be written and answered on the video
• Summation on what we learned today.
Tuesday-Review Work
• Review the topics of yesterday
• Ask three review questions
• As a group complete the odd numbers in the review for chapter 11 (Islam)
• Discuss answers at the end of the period.
Wednesday- Students will be able to describe Qu’ran, Ramadan
• Start with five oral questions
• Selected students give oral responses
• Overview of the Qu’ran
• Watch video of the seven minute video on Qu’ran
• Three questions to be written and answered on the Qu’ran
• Overview of Ramadan
• Watch seven minute video on Ramadan
• Three questions to be written and answered on Ramadan
Thursday- Test
• T2Q2 Test on Chapter 11 on Islam
Friday- Activity
• Christmas activities
• Review Test
History (Sixth Grade):
Monday- Students will be able to state the contributions of Alexander, and describe stoicism
• Review Alexander the Great
• Overview of Epicureanism and Stoicism and Euclidean geometry
• Three questions on Alexander
• Read section 4 The Spread of Greek Culture
• Work on questions 1-6 of the section 4 review on page 186
Tuesday- Students will identify most key words of section 4 given definition
• Review Stoicism and Epicureanism
• Verbal questions for review
• Create a flash card worksheet for section 4
• Ask verbal questions on section 4 ending p186
Wednesday- Review
• Review of Chapter 5
• Short video on philosophers
• Questions on video
• Short video on Alexander
• Questions on Video
• Complete 1-14 for Chapter 5 review on page 188
• Correct some questions
Thursday- Test
• T2Q2 Test on Chapter 5 Greeks
Friday- Activity
• Christmas Activities
• Review Test

December 5-9, 2011

2011-12-02T11:35:00.000-08:00

December 5 – 9, 2011
Reading:
Monday- 2.2.4 Recognize and use previously learned
text organizational structures (simple
listing, sequential order, description,
compare and contrast) to aid comprehension
Entry- given blank flash cards, each student will write the highlighted words in “Olympic Glory:Victories in History” on one side of each card. Three cards will be given for the three words (victorious, contemporary and amateurs). (kinesthetic)
Main activity- We will read the story “Olympic Glory” starting on page 311. We will then form in quad groups. A poster will be constructed by each quad with two columns. One column will be entitled “Olympic Games Then”, the other will be entitled “Olympic Games Now”. Members of each group will contribute. One will be the recorder. Another will be the presenter. Students are to compare and contrast in this way. (Interpersonal) (kinesthetic)
Ending Activity- This will be a quick heads down check of the highlighted words. I will read the definition and offer a multiple choice. Hands will be raised for the proper choice.
Students will be able to give at least two correct answers it if three for the ending activity and be able to list at least three differences/similarities for past and present Olympic games.
Tuesday- 2.2.4 Recognize and use previously learned
text organizational structures (simple
listing, sequential order, description,
compare and contrast) to aid comprehension
Entry Activity- Students will complete the seven questions on page 315 which relate to Olympic Glory.
Main Activity- Students will read “Going to Bat” on page 317. They will then compare and contrast two games they know well, by explaining in which way they are different and which way they are similar. This is the writing focus for this story suggested by the curriculum. (linguistic)
Ending Activity- We will correct the questions on page 315.
Students will be able to score at least 70% on the seven questions and list at least four comparisons with regard to the Olympic Games.
Wednesday- 1.6.2 Contributes to different parts of writing
process when working on a class
newspaper (e.g., group plans together;
partners prewrite and compose article
on classroom computer; individuals
illustrate and format; group revises
Entry Activity- List five things that you know how to do and could teach or give instructions on.
Main Activity- As a prewriting exercise, use the table on page 323 or at least its format. In the column entitled topic, list your five things or areas of expertise. After you are through with the table, choose one of the topics to write about. The first paragraph should be an introductory paragraph. You then need a paragraph for each step in the process. The last paragraph should be a summary paragraph. These will be read tomorrow. (linguistic)
Ending Activity- Students will share the five things they feel an expertise for. (Aural)
Students will be able to organize a graphic for a prewriting activity with regard to writing for a purpose. They will effectively complete an essay which demonstrates a personal expertise.
Thursday- 2.2.3 Identify the major actions that define the
plot and how actions lead to conflict or
resolution.
Entry Activity- Write a paragraph on what you would do if a stray dog just showed up at your house. This is a preteach activity suggested by the curriculum. It is also reading for a purpose. (linguistic)
Main Activity- Read the “Stray” by Cynthia Rylant. It starts on page 350. Listen to the audio of the story as you follow along and read it yourself. On your paper, list the following while leaving two or three lines between each: theme, conflict, climax, resolution. You must write a sentence for each one of these with respect to this story. (aural)
Ending activity- Selected students will read their paragraphs. (aural)
Students will be able to write with a purpose and identify theme, conflict, climax and resolution.
Friday- 2.2.4 Recognize and use previously learned
text organizational structures (simple
listing, sequential order, description,
compare and contrast, chronological
order) to aid comprehension
Entry activity- Write down what you think the definition of each of the following words should be but do it in your own words: attitude, communicate, contrast, illustrate. (linguistic)
Main activity- collect in quad groups. You will be given four questions to answer as a group. They will be given one by one. Your group will be given approximately four minutes to discuss possible answers and record the best one. These questions relate to “Stray”. The questions are: 1) Explain the idea of the theme of “Stray”. 2) How does the author illustrate the cruelty of abandoning pets. 3) How does the dog communicate that it wants to belong to the family? 4) How does Doris communicate her pain over losing the dog? 5) How does Mr. Lacey’s attitude toward the stray change after he visits the pound? 6) Contrast Mr. Lacey’s attitude before he visits the pound with his attitude after he visits the pound. (Intrapersonal)
Ending activity- Listen to the texts definition of the entry activity words. Raise your hands if your definition is a reasonable match. (aural)
Students will be able to understand the key words of the collection four stories. These key words are used within the questions in the main activity.

Language:
Monday- 2.2.4 Recognize and use previously learned
text organizational structures (simple
listing, sequential order, description,
compare and contrast, chronological
order) to aid comprehension
Entry activity- On your paper, draw one scene that stands out in your mind with respect to House on Hackman’s Hill.
Main Activity- Read chapters 8 and 9 of House on Hackman’s Hill. Read your AR books after you finish.
Ending Activity- Students will share their images by describing their drawing to the class. (kinesthetic)

Tuesday- 3.3.5 Maintains subject/verb agreement
Entry Activity- Define simple predicate in your own words. Define complete predicate in your own words. Define simple subject in your own words. Define complete subject in your own words. (linguistic)
Main activity- You will separate parts of the predicate by double underlining each simple predicate. L4P150
Ending Activity- We will listen to some of the definitions. (aural)
Students will know the difference between simple and complete predicates.

Wednesday- 3.2.3 Writes a variety of sentence types (e.g.,
declarative, imperative, exclamatory,
interrogative).

Entry Activity- Write a question on your paper. Underline the first word. Is it a verb
Main activity- In some sentences, the complete subject does not come before the complete predicate. Interrogative sentences for example are written in inverted order. For example “Do the berries taste good? This sentence starts out with a verb which is the simple part of a predicate. In today’s exercise you will have to rewrite interrogative sentences so that they form a statement. L5P152 AR work when finished. (linguistic)
Ending Activity- We will read some of the initial questions and decide upon where the verb is placed. (aural)
Students will be able to change an interrogative into a command or statement.

Thursday-3.3.6 Does not use “run-together” sentences
(e.g., They went to the store they
bought groceries.).
Does not use sentence fragments (e.g
Entry Activity- Fragments are incomplete. Example: “Go to the”. This is an incomplete thought. Therefore it is not a sentence. Write ten incomplete thoughts. Number 1-10. Be very neat.
Main Activity- A group of words punctuated like a sentence but not expressing a complete thought is called a sentence fragment. It may look like a sentence but it is not. In the exercise today you will make complete sentences out of fragments by supplying the missing parts. L6P154 (linguistic)
Ending Activity- This will be group work. Students will exchange their ten incomplete thoughts. Another student will complete it to make a sentence. (interpersonal)
Students will be able turn make fragments into complete sentences.
Friday- 3.3.6 Does not use “run-together” sentences
(e.g., They went to the store they
bought groceries.).
Does not use sentence fragments (e.g
Entry activity- Write down your definition of a fragment. Write down your definition of a complete sentence.
Main activity- This will be a review quiz of the past weeks activities. It will be corrected at the end of the class which gives us chance to reinforce skills. (linguistic)
Ending Activity- Correction of quiz

History (Seventh):
Monday- review activity
Enter Activity- Copy the graphic organizer on page 386 on your paper. Use the text to complete the organizer.
Main activity- Review quiz on sections two and three of Chapter 11.
Ending activity- We will correct the quiz.

Tuesday- 4.2.2 Understands how contributions made by various cultural groups have shaped the
history of the community and world.

Enter Activity-Write the highlighted words in chapter 3 on the front of your paper. Number them.
Main Activity- Students will follow word for word as I read section 3. We will discuss Muslim achievements. (aural)
Ending activity- Write your own definitions for each of the highlighted words on the back of your paper. Each definition should have the same number as the word. (linguistic)

Wednesday- Review
Enter Activity- Copy the graphic organizer on page 394
Main Activity- Complete the review for section three (1-6) on page 394 (linguistic)
Ending activity- Group work in quads. Two groups inside the room. Two groups in the halls. The group leader will read a definition from their paper from yesterday. Students in the group will respond with the appropriate word. (interpersonal)
Students will become familiar with key terms from chapter 3.
Thursday- Review
Entry Activity- Answer the questions on the screen. There will be five which cover the first three sections of Chapter 11.
Main Activity-This is a review of sections 1-3. Students are to complete the odd problems through 23. This includes the descriptive writing. (linguistic)
Ending Activity- We will correct the five questions and most of the odd questions in the review.
Students will be able to recall specific issues and essential facts of the Islamic faith.

Friday- Review
Entry Activity- Answer the questions on the screen. There will be five which cover the first three sections of Chapter 11.
Main Activity- This is a review of sections 1-3. Students are to complete the even problems through 22.
Ending Activity- Students will trace the map on page 383.
Students will be able to recall specific issues and essential facts of the Islamic faith.

History Sixth:
Monday-3.2.2 Understands the characteristics of cultures in the world from the past or in the present
Entry Activity- Number 1-10. Leave spaces. This will be for a “what happened first?”, “what happened next?” activity for the Greek myth about Apollo and Phaethon. (linguistic)
Main Activity- Follow the words as I read the story of Icarus and Daedalus on pages 164- 167. Students will respond to the reading by completing the five questions on page 167. (aural)
Ending Activity- We will share and discuss the answers for the five questions. (interpersonal)
Students will be able to recall two essential Greek myths.

Tuesday-4.2.1 Understands and analyzes how individuals and movements from ancient
civilizations have shaped world history.
Entry Activity- Copy the graphic organizer on page 173. (linguistic)
Main Activity- Students will follow each word as I read section two. We will discuss the highlighted words.
Ending Activity- Students will complete the graphic organizer and questions 1-6 which includes the organizer. The unfinished items will be become homework. (kinesthetic)
Students will be able to identify essential figures of Golden Greece. This will include Herodotus, Sophists, Aristotle and Thucydides.

Wednesday- 4.2.1 Understands and analyzes how individuals and movements from ancient
civilizations have shaped world history.
Entry Activity- Read the biography of Plato and Aristotle on page 172.
Main Activity- Students will collect in groups and create a flash card worksheet for each word in sections one and two. Make sure that a couple of those questions refer to Plato and Aristotle. (kinesthetic, interpersonal)
Ending Activity- Students will quiz each other within the group with their newly created flash card sheet.
Students will be able to effectively identify at least 80% of highlighted words in sections one and two of Chapter 5.

Thursday-4.2.1 Understands and analyzes how individuals and movements from ancient
civilizations have shaped world history.
Entry Activity- Alexander the Great aspired to he like one of the heroes of the Trojan war. Write a paragraph on who you aspire to be like and why.
Main Activity- Students will follow each word as I read the third section in Chapter 5. This section focuses on Alexander the Great. (aural)
Ending Activity- Listen to the paragraphs.
Students will become familiar with the conquests and contributions of Alexander the Great.
Friday-4.2.1 Understands and analyzes how individuals and movements from ancient
civilizations have shaped world history.
Entry Task- Read “Alexander The Great” Villain or Hero? Starting on page 180
Main Activity- Copy the graphic organizer on page 179. Complete the graphic and questions 1,2,3,5 and 6 of the section 3 review. (kinesthetic)
Ending Activity- We will correct the questions on page 179

November 28 - December 2, 2011

2011-11-23T10:12:00.000-08:00

November 28 – December 2, 2011
Reading:
Monday- 2.14 Explain connections between self and
characters and events encountered in
culturally relevant text.
We will read Dragon, Dragon on page 299. After reading we will do a characterization organizer where the character’s name is listed and the detailed words which suggested something about the nature of the character will be listed beside the name. A two column organizer will work. Write the name of the character on the left side and the words which indicated the nature of the character on the other. These words are to come specifically out of the text. This is quad group work.
Tuesday- 2.14 Explain connections between self and
characters and events encountered in
culturally relevant text.
Like heroes in the Dragon story, they can be of either gender. They can be young or old; they can be of any race or nation; they can be famous or unknown. Think of a real life hero, and in a short essay, describe this person and the obvious- and not so obvious- qualities that make him or her heroic. This in a way is another exercise in characterization. You choose the descriptive words.
Wednesday-
Test on stories Cricket In the Road to Dragon, Dragon.
Thursday- 2.14 Explain connections between self and
characters and events encountered in
culturally relevant text.
At the end of “Dragon, Dragon” the queen glares at the king, who hurries toward the door. What do you suppose happens when the queen catches up with the king? Write the scene that may take place after the end of the story. Use what you’ve learned about the king and queen to keep them both in character. This is an exercise not only in characterization but projection.
Friday- 2.1.3 Identify the main idea of an informational/
expository passage and support
with text-based evidence with teacher
guidance.

Quad groups will discuss the three methods of dragon slaying according to the story. They will create a four column graphic organizer on a poster. The first column will reflect one of the cobblers sons and the next column the others. The last column will be this group’s methods for slaying a dragon. Representatives of each group will come to the front to present their poster. This is an exercise in collaborative learning comprehensive recall.

Language:
Monday- 3.2.3 Writes a variety of sentence types (e.g.,
declarative, imperative, exclamatory,
interrogative).
Today we will examine the differences between declarative, interrogative, imperative and exclamatory sentences. Declarative sentences make statements. Interrogative sentences ask questions. Imperative sentences make requests or give commands. Exclamatory sentences express strong feeling. You will be given several sentences of each type and you must provide the punctuation to make it complete. L1P144. Therefore, out learning target is to become familiarized with the differences between these types of sentences.
Tuesday-3.3.5 Uses subject
Today we will learn the difference between simple and complete subjects. This will require identifying the complete subject, simple subject, and complete predicate. Examples will be given. Then you will have to draw a line between the complete subject and complete predicate given twenty sentences. Our learning target is to determine the differences. L2P146 For another eight sentences you will simply underline the simple subjects.
Wednesday-
We will read chapters five and six of House on Hackman’s Hill. The learning target here is simply to acquire AR points.
Thursday- 3.3.5 Uses subject
Today we will learn the difference between simple and complete predicates. The complete predicate tells what the subject does or is. The most important word or phrase in the complete predicate is the simple predicate. We will separate subjects from predicates with a perpendicular line and double underline the simple predicate given 20 to 28 sentences. L3P148.
Friday-
We will read chapters seven and eight of House on Hackman’s Hill. The learning target here is simply to acquire AR points.

History (seventh):
Monday- 3.2.2 Explains the spread of Christianity and Islam across Europe and Africa.
We will read about the rise of Islam today. It will cover pages 372 to 378. After completion of the reading, you should have a better awareness of the faith. After the reading, you will broken into groups. Each group is responsible for creating a poster which highlights the essential beliefs of Islam, Christianity and Judaism. Use your text as a source. Your posters will be tacked up on the walls for all to enjoy. Each person’s name must be on the poster. An interpersonal and kinesthetic activity.
Tuesday-
T1Q2 This will be the first test of the second quarter. It will address the highlighted words in chapter ten and the maps in chapter ten. You should have been reviewing those items two to three nights a week at a minimum at home.
Wednesday-3.2.2 Explains the spread of Christianity and Islam across Europe and Africa.
You will be expected to complete the section one review today. This will include two graphic organizers. One is a venn diagram in which the three faiths are compared. The other is to show the supporting details for the main idea: Geography shaped the way that early Arabs lived. Make note of the five pillars of Islam on 378 when constructing the organizers. The section one review is on page 378. The learning target in this exercise is to identify the fundamental beliefs of Islam.
Thursday- 3.2.2 Explains the spread of Christianity and Islam across Europe and Africa.
We will read about Islamic empires in section two of Chapter 11. You will learn the differences between Muslims and the expansion of the Ottoman empire. If there is time, a brief movie on Islam will be shown. Throughout the reading I will offer insights. This will not be a day for an assignment. The learning objective is simply to familiarize ourselves with these things.
Friday-
There will be a quiz on the highlighted words thus far this week. This is a checkup and reinforcement time. I will offer the answers after picking up the quizzes. We will trace the map on page 380. That will be homework.

History 6th:
Monday-3.2.2 Understands the characteristics of cultures in the world from the past or in the
present.
We will read pages 154 to 158. This is an exercise in becoming familiar with the Greek myths and deities. Also it introduces Aesop ( a teller of fables). I will tell the verbal story of Athene. You will list the highlights of that story as a speak using the graphic organizer that I give to you. If I am not here to give you the graphic organizer, then write Athena as a title on your paper and list ten numbers with at least two lines each. Write the highlights there. The learning target is to familiarize yourself with the Greek Pantheon.
Tuesday-
Today you will take the first test of the second quarter. T1Q2. This test will focus on the highlighted words of chapter four and the map.
Wednesday-3.2.2 Understands the characteristics of cultures in the world from the past or in the
present.
We will read pages 159 to 163. We will familiarize ourselves with Greek drama and architecture. You will complete the section one review which is on page 163. This includes a graphic organizer which details the characteristics of Greek architecture and pottery.
Thursday-3.2.2 Understands the characteristics of cultures in the world from the past or in the
present.
I will tell you about two of Aesop’s fables. Your job will be to create two fables of your own using animals as characters in a human moral message. Your fables will be read to the class. The learning target here is to create an Aesop like fable on your own.
Friday- Review
This will be a quiz day on section one of chapter five. The quiz will focus on the highlighted words thus far in the chapter. You will simply write the correct word under each sentence. After we finish you will reconstruct the diagram of Gods and Goddesses on page 155 on your own paper. The learning target here is review.

November 21 - 23, 2011

2011-11-18T10:31:00.000-08:00

November 21 -23
Reading:2.1.4 Apply comprehension monitoring
strategies before, during, and after
reading: use prior knowledge/schema.
Explain connections between self and
characters and events encountered in
culturally relevant text.
Monday-
Read “Medussa’s Head”. It starts on page 283. Our focus while reading the story today will be characterization. Of course the main character would be Perseus. You will describe three of the characters in the story. List their attributes. List their negatives also as it relates to the story. Define the highlighted terms in your own words.
Tuesday- For learners with diverse needs. Characterization per 2.1.4 (see Monday)
Select a creature from the story: Medusa, all three Gorgons, the three sisters in the cave, the nymphs, or Poseidon’s sea monster. Along the side of a piece of paper list the words from the story that describe the creature. After doing that, draw an image of the creature based on the descriptions from the story. In this way we will see if your drawing reflects the character type. Quad Groups
Wednesday- For the intrapersonal learners. 2.1.5 Read several accounts of the same event
and make inferences about the impact
each would have on the reader (e.g.,
discuss the emotional impact of a journal
entry by a character)
Reflect on Perseus’s feelings upon entering the gorge of Medusa. Do you think he would feel nervous, scared, excited, or angry? Imagine you are Perseus. Write a journal entry from Perseus’s point of view, describing his feelings toward this challenge. Do the same for Poseidon’s sea monster and the three sisters in the cave. Prepare to share your journal entries this period.

Language:
Monday- 2.1.5 Cite passages from text to confirm or
defend predictions and inferences.
You will determine inferences about people today. You will write phrases which describe or indicate a character’s a characters condition or state of being. You will do this by reading several passages. In each passage there is a different set of characters. By answering the questions that follow you will accomplish the job of stating the inference. This is L19P75 in the skill book.
Tuesday-2.1.5 Cite passages from text to confirm or
defend predictions and inferences.

This is an exercise in inferring time and place. You will determine when an action is occurring, and the setting in each of several passages. In doing this you will search for clues within the text of a passage and state the evidence by answering the questions which follow each passage. You will do this using L20P78 in the skill workbook. Do this in quad groups
Wednesday-2.1.5 Cite passages from text to confirm or
defend predictions and inferences.

This will be a review of inference. You will apply some of the same skills in the previous two worksheets after reading a short story on Snake Dance. It is a multiple choice practice assessment. We will consider this to be the first test of the quarter. T1Q2. We will use L21P81.
History (seventh):
Monday- 3.2.2 Explains the spread of Christianity and Islam across Europe and Africa.
We will have a practice assessment today which focuses on the vocabulary and maps. Students will have to match a term with it’s proper definition. This will be taken from the highlighted words in chapter ten. You will also be given a piece of tracing paper. Use it to trace the map (with its details) on page 361. This will be a review of the Rise of Christianity.
Tuesday- 3.2.2 Explains the spread of Christianity and Islam across Europe and Africa.
This will be group quad work. Refer to questions 6 – 11 on page 366. One of you will be the secretary who will write all the responses. Absent people will simply answer the questions. The questions refer to Roman rule of Judea and the meaning of Christianity in Rome. One of your group will be the spokes person that will share the answers of your group.
Wednesday- 3.2.2 Explains the spread of Christianity and Islam across Europe and Africa.
There will be a silent quiz today. Your quizzes will be collected when the quiz time is over and a thanksgiving video will be shown with the remaining time.

History (Sixth):
Monday-1.2.3 Understands a variety of forms of government from the past or present.
I will take the opportunity to finish the battle of Thermopolae and Salamis. You will first copy key words that will be used in the discussion and leave spaces between each. As I speak you will define these words. I will help you. Study these words this evening for a possible quiz.
Tuesday-1.2.3 Understands a variety of forms of government from the past or present.
We will read the text from p134 to 137. Questions will be given after the reading. One question sheet to each quad group. You will work together to find the answers related to the three significant battles of the Persian wars.
Wednesday- quiz on above
There will be a short quiz today on the terms. After the quiz a short Thanksgiving video will be shown.

November 14 - 18, 2011

2011-11-10T09:46:00.000-08:00

November 14 -18, 2011

Reading:
Monday- 1.21 Use prior knowledge, context, pictures,
illustrations, and diagrams to predict,
clarify, and/or expand word meaning,
including multiple meaning words
Read Cricket in the Road by Michael Anthony. Use each of the highlighted words in a sentence of your own.
Tuesday-2.1: Demonstrate evidence of reading comprehension
Complete the skills applications on page 277.
Wednesday-2.1: Demonstrate evidence of reading comprehension
Continue with the skills section on page 278 and the grammar link on page 279.
Thursday- 1.42 Apply fluency to enhance
comprehension.
Read aloud familiar grade-level text with
accuracy in a manner that sounds like
natural speech.
Read aloud unpracticed grade-level text
Read Medusa’s Head on page 283. Discuss the part of each character after the reading.
Friday-1.21 Use prior knowledge, context, pictures,
illustrations, and diagrams to predict,
clarify, and/or expand word meaning,
including multiple meaning words

Use each of the highlighted words in the story in a sentence of your own. Write these on your paper.

Language:
Monday- 2.4.2 Draw conclusions about style, tone,
mood, meaning of prose, poetry, and/or
drama based on the author’s word choice
and use of figurative language
Today we will address the use of figurative language in literature. After reading a passage and a poem , you will identify the comparisons made to certain items in a figurative way. You will have approximately fifteen to twenty minutes before we discuss and compare responses. L15P66
Tuesday- 2.4.2 Draw conclusions about style, tone,
mood, meaning of prose, poetry, and/or
drama based on the author’s word choice
and use of figurative language
We will continue to review figurative language after reading “Where the Red Fern Grows”. The passage will be divided into seven parts. Questions will relate to the specific part. This process will be repeated with another passage entitled The Black Snake. L16P67
Wednesday- 2.1.5 Make inferences orally before, during,
and after hearing a story using prior
knowledge, story structure, and prediction
Inferences are something that is implied without being said. The determination of what is being applied can be found by examining sentences in context which relate to the inference. Several paragraphs will be read. After each paragraph you will identify the inference and provide evidence to support yourself. This will be done over two parts. L17P71.
Thursday- 2.1.5 Make inferences orally before, during,
and after hearing a story using prior
knowledge, story structure, and prediction
In this activity we will examine the clues provided for various inferences. Two passages will be read. As we read them, we will keep in mind the questions that have been presented. We will highlight the clues as we read through the passages. L18P74
Friday- 1.42 Apply fluency to enhance
comprehension.
Read aloud familiar grade-level text with
accuracy in a manner that sounds like
natural speech.
Read aloud unpracticed grade-level text

We will read two more chapters in the book “House on Hackman Hill”. I will offer verbal questions on the material as a check up and review.
History (Sixth):
Monday-3.2.2 Understands the characteristics of cultures in the world from the past or in the present
Today you will complete a review of section two. You will answer the first seven questions but a special emphasis will be placed on the descriptive writing portion. You will pretend that you are a Spartan soldier and you are writing a letter to the Athenians explaining your way of life. You will highlight certain parts of your culture and explain the necessity for it. An example would be that Spartan boys go to military camp at the age of seven. Explain why that is necessary.
Tuesday-3.2.2 Understands the characteristics of cultures in the world from the past or in the present
We will read about the Persian Empire today. As we read, keep in mind that Persia was building a powerful empire. Explain why it was a matter of time before they would attack Greece. Diagram the organization structure of Persia.
Wednesday-1.21 Use prior knowledge, context, pictures,
illustrations, and diagrams to predict,
clarify, and/or expand word meaning,
including multiple meaning words

We need to work on vocabulary today. In sections two and three you will find key words highlighted in yellow. Your job today is to write each of those words down and define them without using the sentences in the text. In other words, you must explain their meanings in your own words. You will be sharing your work in the last half of the period. Remember, often you will have to create the definition out of context.
Thursday- 4.2 Understands how casual factors have influenced history
I will take the opportunity today to tell you about the battle at Marathon, Salamis and the battle at Thermopolae. You will at first copy key words that I will provide which are indispensable to the two battles. As I tell you the story, you will write a sentence explaining the significance of those words. You may add them to the vocabulary thus far in preparation for a test.
Friday- review
Complete the section three review on page 137 and re-read section one on your own.

History (seventh):
Monday- 4.2 Understands how casual factors have influenced history
We will begin our studies of the spread of Christian ideas. This includes the Byzantine church. We will read and discuss the material which starts on page 359. You will provide definitions for each of the highlighted words (in yellow) in the section. These definitions must be in your own words. Some of your definitions will be shared in the last half of the period.
Tuesday- review
We will begin the task of reviewing chapter ten. This will be done with pages 366 and 367. It will be a two day project. The first day will cover items one through fourteen. Correction and discussion will take place in the second half of the period. It will be collected the following day. On Wednesday you will complete review questions 21 through 25. The same procedure will be used.
Wednesday-
See Tuesday
Thursday-4.2 Understands how casual factors have influenced history
We will address item number 26 in the review which requires using the media. Excerpts from Ben Hur, The Robe, The Greatest Story Ever Told and The Silver Chalice will be shown. A paragraph in summary will be written for each excerpt. The focus will be the presentation of Jesus and his followers, the Jewish groups in Judea and the Roman occupation.
Friday- practice review
This will be a practice assessment. It will be taken and reviewed today. The practice assessment will become a tool much like a study guide which may be used to prepare. I will highlight with key terminology which is relevant to the chapter.

November 7 - 10, 2011

2011-11-04T07:47:00.000-07:00

November 7 – 10, 2011
Reading:
Monday-2.1.3 State the main idea of a passage and provide several details supporting it.
Read “Eleven” starting on page 247. This story is about what it means to be eleven years old. After reading it, write an essay on what it means to be your age. Aren’t you close to eleven? Do not include things that you do not want shared in class. Each of you will get a chance to read your essay.
Tuesday- 22.3 Use knowledge of situation, characters actions, motivations, feelings and physical attributes to determine characters traits.
Read “The King of Mazy May” starting on page 257. In your own words characterize Walt. Describe his personality. What is the conflict in this story? What is the climax of this story? What is the resolution for this story? We will discuss your responses.
Wednesday- review
This is a work day. You must complete the Respond and Think Critically pages for page 251 and page 267. We will check answers at the end of the period.
Thursday-2.1 Demonstrate evidence of reading comprehension.
Today we will continue reading “House on Hawthorne Hill”.
Friday-
No School. Veterans Day

Language:
Monday-2.2.3 Explain the influence of setting on character and plot
We will try to understand what setting a scene means. It involves providing words and pictures of the place and of the characters. If you visualize these descriptions you will be able to follow what is going on in the story and possibly guess what comes next. We will read a passage and then extract the images. L11P58
Tuesday-2.1.2 understand how to create mental imagery
We will investigate the idea of imagery again today. We will look for sensory impressions. In other words, impressions related to the five senses (see, touch, smell, etc). You will read a passage and answer the questions at the end of it. L12P59
Wednesday- 2.4.2 Draw conclusions about style, tone,
mood, meaning of prose, poetry, and/or
drama based on the author’s word choice
and use of figurative language.
Words, phrases and sentences that are not meant to be interpreted exactly in their word-for-word, or literal sense are examples of figurative language. That is what we will be talking about and writing about today. You will have to determine whether or not something is figurative or not. L13P61.
Thursday- 2.4.2 Explain how the author’s style of writing
impacts the reader’s enjoyment and/or
comprehension of the text.
Examine ways in which author’s style
contributes to imagery, suggests a mood,
or otherwise influences an audience. Explain how the author’s style of writing
impacts the reader’s enjoyment and/or
comprehension of the text.

We will continue reading in our library novel, “House on Hawthorne Hill”. I will ask questions on our reading today. These will be verbal and do not require written response.
Friday-
No School. Veterans Day

History (Sixth):
Monday- 3.2.2 Understands the characteristics of cultures in the world from the past or in the
present.
Today I will tell you about the Minotaur. You will write down key words as I tell the story. I will take the time to spell the ones I think are most important. You will use these key words to put the traditionally verbal story in words and paragraphs. If I am absent, your substitute teacher will direct you to create a story on your own that may explain why seven boys and seven girls were taken to the island of Crete and never seen again. This would be your own fictional creation. Stories may be read aloud at the end of class.
Tuesday-4.2.2 Understands and analyzes how cultures and cultural groups in ancient
civilizations contributed to world history.
Today we will read section two starting on page 125 and ending on page 130. Answer the following questions: 1) Who were the Helots? 2) Why did Athenians choose officials by lottery? 3) How did the Greek nobles gain power? 4) Why was Solon popular among some Athenian farmers and unpopular with others?
Wednesday-4.2.2 Understands and analyzes how cultures and cultural groups in ancient
civilizations contributed to world history.
I will share the story of Spartan development and cultural uniqueness. Students will jot down key words during the story. I will indicate the words that are important. After the discussion, you will write a letter to your fictitional six year old nephew, telling him what to expect when he reaches his seventh birthday. If I am absent, you will still write that letter using pages 124 to page 130 as your resource. These letters will be read aloud during the last half of the class.
Thursday-review
Today is a work day. You will use each of the words highlighted in yellow from page 116 to 130 in a sentence of your own which will make others understand the meaning of the word a little better. You may not use more than one of the words in a sentence. Your sentences will be shared and read aloud during the last half of the period.
Friday-
No school. Veterans Day.

History (Seventh):
Monday- review
We will review section 1 by completing the review on page 350. You may skip question number seven but take great care with number 6. These will be read aloud in class today.
Tuesday-4.2.2 Understands and analyzes how cultures and cultural groups in ancient
civilizations contributed to world history.
We will examine the history of the Christian Church in section two. We will focus on how it grew and organized. Read pages 352 to page 356. You are to complete only questions one, two and three on page 356.
Wednesday-4.2.2 Understands and analyzes how cultures and cultural groups in ancient
civilizations contributed to world history.
Read the biography of Saint Augustine on page 357. Rewrite the biography in your own words and in abbreviated form. Write each of the highlighted words from pages 352 to 356 on your paper. Define them in your own words. There will be a short verbal quiz in the last half of the period. I will give definitions and you will volunteer answers without looking at your work.
Thursday-
The video”Quo Vadis” is in the VHS machine at the rear of the room. We will watch the next segment of the movie for about twenty-five minutes. During that time you will write down details you observed in the video that are related to the actions of Nero and the history of the Christian movement.
Friday-
No School. Veterans Day

October 31 - November 4, 2011

2011-10-28T12:25:00.000-07:00

October 31 – November 4, 2011
Reading:
Monday- 2.1.5 Make, confirm and revise prediction based on prior knowledge and evidence from the text.
Read “What a Character” starting on page 206. Answer the following questions: 1) Was it good thing that Takamoto was placed in an internment camp? Why or why not? 2) Name the accomplishments of Takamoto. List each of them. 3) Name the cartoons that have meant something to your life. 4) What does Takamoto’s success say about overcoming injustice? 5) Try to draw your favorite animated character.
Tuesday-2.2.3 Use knowledge of the situation, characters actions, motivations, feelings and physical attributes to determine character traits.
The way a writer reveals the personality of a character and brings him or her to life is known as characterization. Characters have qualities such as: courage, laziness, ambition, vanity, generosity, etc. Pick three stories that we have read since the beginning of the year. Within the stories, pick at least two characters. Write their names on your paper and list their character qualities underneath. You will be asked to state the stories, the characters and their traits.
Wednesday- 2.2.4 Identify and use text written in the text organizational structures of cause and effect.
Read “From Bud Not Buddy” on page 238. Answer the following questions: 1) How does Bud feel after he finds out he has to move to a new foster home? 2) What events in Bud’s life are similar to events in your life? 3) What is different? 4) How do these similarities and differences make you feel about Bud? 5) Why does the main character want to be called Bud? 6) One of the unusual phrases in the story is “I’ll be dog-goned”. List some of the other unusual phrases in the story.
Thursday- 2.4.7 Infer and explain beliefs and assumptions while citing text based reasons.
Today we will search for inferences. An inference is a kind of guess based on evidence and your own experience. In this way you can recognize what the author is not directly telling you. Search the last three stories. Create a three column organizer with the story titles on top. Below each, list the possible inferences you find. Include the evidence from the story. Be ready afterwards to share your findings. You may work in partners.
Friday-
Today we will start a library novel. Possibly “House on Hawthorn Hill”. After each chapter questions will be asked and verbal discussions will be initiated by me.

Language:
Monday-2.4.2 Identify and explain the author’s purpose
We will read passages today for the purpose of identifying the main points. The passages will vary, therefore the structure will vary. This will be lesson five on page 41 of the skill book. The remainder of the time will be reserved for AR work.
Tuesday- 2.4.2 Identify and explain the author’s purpose
We will identify the main points of passages concerning the Russian Revolution and Roberto Clemente. These will be found on p47L7 of the skill book. The remainder of the time will be used for AR work.
Wednesday- 2.1.2 Understand how to create mental imagery
In lesson eight we will be taking up the topic of images. You will identify the physical and mental images in selected passages.
Thursday- 2.1.2 Understand how to create mental imagery
Lesson nine will require that you respond to images. Fifteen minutes will be given for completion which will be followed by discussion and correction. The remain part of the period will be reserved for AR.
Friday-
A test will be given today on images.

History (Seventh Grade):
Monday-5.4.1 Examines multiple factors of Rome
Read page 322 to 326. Discuss the reasons for Rome’s fall. Complete section two review. Create the organizer suggested on page 326 to highlight Rome’s legacies. You are also to list the main reasons for the fall of Rome as you see it.
Tuesday- 5.4.1 Examines multiple factors of Rome
Read 328 to 324. The focus will be the emperor Justinian and the Byzantine empire. Complete the section review.
Wednesday-
Chapter 9 test (summative)
Thursday- 4.1.1 analyzes a major historical event
Read section one, of “The First Christians” on page 342. Students will take turns reading aloud. Discussions will be initiated by me. A report will be written on Paul of Tarsus. The report should include biographical information and accomplishments. Reports will be shared.
Friday- 4.2 Understands and analyzes causal effects in history.
A report will be written about Jesus of Nazarath. Refer to page 346. Include all biographical information and main events. A short video will be shown to reinforce.

History (Sixth):
Monday- 4.2 Understands and analyzes causal effects in history
We will read from page 100 to page 102. Highlight the issue of Jewish rebellion during Roman times with the story of Masada. Students should summarize that story then complete section three review. I will emphasize the outcome of the rebellion as it is related to the diaspora during Roman times. This material directly relates to the CBA that is to come in the spring.
Tuesday-
The chapter 3 activities on page 104 will completed, corrected and discussed today.
Wednesday-
You can prepare a study guide for yourself today with regard to chapter 3. The study guide should list explanations for figures in history and important dates. This study guide may be used on the chapter three test tomorrow.
Thursday-
Chapter Three test. This is summative.
Friday- Understands and analyzes causal effects in history.
Read pages 116 to 123. The focus will be early Greece. You are to sketch the map on page 120 by freehand. Answer the questions: 1) Which islands were home to Greek colonies 2) On which continents could Greek colonies be found?

October 24 - 28, 2011

2011-10-21T11:23:00.000-07:00

October 24 – 28, 2011

Reading:
Monday-1.3.1 Integrate new vocabulary from literary narrative text
Read “The Game” starting on page 183. Use each of the vocabulary words in a sentence of your own. What does Mr. Reese’s advice show us about him? Who is the narrator of this story and how do you know? Write down the conflict, climax and resolution of the story. Complete the Apply Your Skills section on page 187.
Tuesday- 1.2.2 Applies a variety of strategies to comprehend words and ideas in a text
Read “The Golden Serpent” while listening to the audio. Using a graphic organizer, list the ten to twelve main events in the story in order. This will serve as a summary device. Discuss what the Golden Serpent is and what it means to each of the characters.
Wednesday-
Today will be a test on collection two of the text book. This will take the entire hour. AR books should be brought to class in case students finish early.
Thursday- 2.1.7 Apply comprehension monitoring strategies during and after reading: summarize
Read “Wartime Mistakes/Peacetime Apologies. Students must complete Practicing the Standards” on page 204 including a writing response to the questions “How do you think the survivors of internment reacted to the government’s apology and repayment?”
Friday-
We will write the conflict, climax and resolution for a short story video.

Language:
Monday- 2.4.2 Analyze style of writing, including language choice (figurative)
Today we will write our own short stories using personification. The stories may be fictional but should include at least five personifications within the story. Students will have an opportunity to share their own short story. Half of the class will be spent in SSR and AR work.
Tuesday- 2.4.2 Analyze style of writing, including language choice (figurative)
Today we will write a short story by using alliteration. The story may be fictional but should include at least five examples of alliteration. These will be shared. Half of the class will be spent in SSR and AR work.
Wednesday- 2.4.2 Analyze style of writing, including language choice (figurative)
Today we will write a story which is an exercise in the use of simile. The topic will be Fort Flagler. These will be shared, after interchanging and editing. Half of the class will be used for SSR and AR work.
Thursday- 2.4.2 Analyze style of writing, including language choice (figurative)
Today we will write a story which is an exercise in the use of metaphors. Sample metaphorical pieces will be shown on power point. Students will create one of their own using natural scenes as a topic. These will be shared.
Friday- 2.4.2 Analyze style of writing, including language choice (figurative)
Today we will take a test on the figurative language covered till now.

History (Seventh Grade):
Monday-4.3.1 Analyze and interpret historical materials from a variety of perspectives in ancient history
Read pages 303 to 310. In a short essay, compare the works in literature in ancient Rome to works of literature today. How are they the same? How they different? Think about all the magazines that you like to read today. What are your favorite stories? Do you ever read those gossip magazines on the shelves of the grocery store? Your responses will be shared.
Tuesday- 4.3.1 Analyze and interpret historical materials from a variety of perspectives in ancient history
Today we will read the story of Philemon and Baucis. It is entitled “A Wild Goose Chase”. Students will describe the plot, conflict, climax and resolution in separate paragraphs. Students will use each of the vocabulary words which are highlighted in a sentence of their own. They will respond to each of the questions on page 316.
Wednesday- 4.3.2 Analyze multiple causal factors that shape events in ancient history
Read about the Decline of Rome starting on page 318 and ending on page 326. I will speak on the importance of Christianity with respect to the changing of the Roman dynamic and the very fabric of Roman government. This will include a focus on Constantine. Constantine is highlighted on page 321.
Thursday- Creates and uses research questions to guide inquiry on an historical event
Students are expected to respond to the following questions. They may use their text for evidential support. In fact, their statements should indicate the particular evidence in the text which supports their view. The questions are: 1) How did Christianity change Rome? 2) Why was Constantine such a key figure in the history of Rome? What were his contributions? 3) What occurs after reform fails? (use the graphic organizer on page 318).
Friday-
Today will go either of two ways. Either we will watch a video on the decline of Rome, or students will compare the lifestyles and events in Rome with our own time and country. Answer the following questions: 1) In what ways does our military compare with the Roman military? 2) In what ways are our lifestyles similar? 3) How does religion impact politics and decisions then and now?
History (Sixth Grade):
Monday- 5.4.1 Analyzes multiple factors, compares two groups, generalizes and connects past to present
Today we will read about the early Israelites beginning on page 81 and ending on page 85. The following questions must be written on paper and answered after the reading/discussion: 1) How did the Hebrews obtain their freedom? 2) What are the Ten Commandments? 3) Who were the Judges? 4) How does the Phoenician government compare to our own? 5) What is the promised- land? Your answers must be in complete sentences. We will discuss your findings.
Tuesday- 5.4.1 Analyzes multiple factors, compares two groups, generalizes and connects past to present
We will read about the Kingdom of Israel today. This will start on page 86-92 Students will use each of the highlighted vocabulary words in one sentence. I will verbally compare the Jewish religion with Christianity.
Wednesday- 4.3.2 Analyzes multiple causal factors that shape events in history
Students will answer the following questions using their textbooks: 1) Who is Saul; and what is he known for? 2) Who is David and what is he known for? 3) Who is Solomon; and what is he known for? 4) Who are the prophets? 5) What caused the fall of Israel? 6) What caused the fall of Judah?
Thursday- 5.4.1 analyzes multiple factors, compares two groups, generalizes and connects past to present
Read about the Exile and Return of the Jewish people to Ruth and Naomi on page 99. Answer the following questions: 1) What is in the Hebrew bible? 2) What was the Diaspora? 3) Who were the Maccabees? 4) Describe the Jewish way of life! 5) Describe the Jewish diet and clothing! Make sure your answers are expressed with complete sentences and complete ideas. That may require multiple sentences. For example, when you answer the question about the bible, mention all pertinent ideas like the name Torah, the number of books, what Genesis covers, etc.
Friday-
Today we will either watch a video on Jewish history or use the names and words on page 93 in one sentence each. The graphic organizer on the Maccabees will also be drawn.

October 17-21, 2011

2011-10-14T11:00:00.000-07:00

October 17-21, 2011

Reading:
Monday-
Read the Bracelet on page 166. Follow along with the audio reading of the story. Respond to the following questions: 1) How do you think the living arrangement for Ruri’s family adds to the emotions the family is already experiencing? Be complete. 2) What does the fact that the United States and Japan are at war tell us about Ruri’s family being sent away? 3) What are the two settings of this story?
Tuesday-
Answer the following questions for “The Braclet”: 1) How do the family’s living arrangements connect to Ruri’s idea of an apartment? Look at page 172, first column, and last paragraph.2)In two or three sentences, tell what has happened since Ruri said goodbye to Laurie. 3) Has Ruri’s conflict been resolved? If so how? 4) What mood does the author create with her description of the setting? You can find this on page 170, first column and third paragraph. 5) Do you think this country was right or wrong to confine American citizens with Japanese ancestory?
Wednesday-
Complete the “Applying Your Skills” section of the grade book on pages 174 and 175. This includes the Grammar Link with prepositional phrases, vocabulary development. Show the Latin root word power point if there is time.
Thursday-
Read Walter Dean Myers starting on page 179. Students will follow the audio version as they read. Direct students to the correct paragraphs within the text for each reading focus items at the bottom of the pages in the T.E. These focus points will prompt a discussion among the class. Different points of view will be shared.

Friday-
In the interview, Walter Dean Myers talked about decisions kids need to make early in life. What decisions have the kids in this story made? How do their decisions relate to the message of the story? Answer questions 5-6 on page 187. This requires evaluation and interpretation. Share answers in the last part of the period.

Language:
Monday-
We will investigate setting the purpose. This is done with head notes that catch the eye. We will read the article “Grandson Tries To Establish Dr. Mudd’s Innocence”. Identify the eye catching lines that attract the reader to the story or declare the purpose of the story. Complete L3 on p33. Next, give one example of how a semi-colon is used in this article. Give another example of how hyphens are used in the story.
Tuesday-
Students will learn how to adjust reading rates to the purpose of the reading. Complete L4 starting on p37. Correct the results in the last few minutes of class and share answers. We will try to determine which rates of speed are appropriate for reading various purposes of reading.
Wednesday-
We will adjust reading rates for structure again today. Different texts will be used. Complete L5 starting on page 41. Comprehensive questions will be asked after each of two stories. The first is “Victoria Woodhull; Independent Thinker” and “ Mary McLeod Bethune: Tireless Worker. Complete L5 starting on p41.
Thursday-
Students will take turns reading excerpts from their selected AR books. Other students in the class will have a chance to ask questions about the book each student presents. We are promoting the consistent reading of AR books.
Friday-
Students will complete a book report form on their particular AR book. This applies to the current or last book read to the current point the student is in the reading. The forms will check for title, author, publisher, conflict, climax and resolution. Students are to report in the last half of the period.

History (Seventh Grade):
Monday-
Today I will discuss the Caesars from Tiberius to Nero. On a worksheet, students will connect the appropriate attribute to the appropriate Caesar as I share and discuss the story. After the story is finished, students will write a paragraph that explains why leaders like Nero and Caligula can be so destructive to the moral and progress of a country let alone an empire.
Tuesday-
Students will read pages 288 to 294. After the reading, students will list the names of the Good Emperors and write the accomplishments of each under their name. Students will also explain in one or two sentences, why a common currency is a good thing.
Wednesday-
Today will be a review. Students are expected to complete questions 1-17 on page 296. The answers will be discussed and shared in the last part of the period. Our purpose here is review.
Thursday-
Today we will watch more of the video Spartacus. We will focus on the rebellion in the training camp at Capua. Students will answer each of the following questions at length in a paragraph: 1) How did slavery on a large scale change Rome? 2) What is the problems with managing that many slaves? 3) Is the slave revolt a significant threat to the government of Rome? Why or why not?
Friday-
Students will read pages 303 to 310. We will focus on daily life for Roman citizens. A short essay will be written which compares life in Rome then with life in this country today. These compositions will be shared in the last part of the period. It is a study and comparison in culture.

History (Sixth Grade):
Monday-
Students will read the story “The Prince Who Knew His Fate” on pages 53-58. Students will then respond to the five questions on page 58. Answers will be shared in the last fifteen minutes of the class. Students will then describe the conflict, climax and resolution to the story.
Tuesday-
Students should read pages 60 to 67. We will highlight t Ramses II and Tutankhamen. The pages will be read out lout. Three columns will be prepared (one for each pharaoh). Important contributions of each will be highlighted. A discussion will follow where students will debate about which pharaoh was most important and why.
Wednesday-
We will read pages 68 to 72. Students will create an advertisement that could have been used in ancient Egypt and Kush to promote the many uses of iron. Students will read their advertisements out loud to the class when finished.
Thursday-
Students will work on the assessment and activities on pages 74 and 75 today and tomorrow. The work will be collected at the end of tomorrow. Answers will be shared and discussed tomorrow.
Friday-
Finish Thursdays assignment.

October 3-7, 2011

2011-09-29T10:53:00.000-07:00

October 3 – 7, 2011
Reading:
Monday-
Read “All Summer in a Day” starting on page 154. Describe the plot of the story (simple summary) in a paragraph. Describe the conflict, climax and resolution. Discuss! Written work due tomorrow.
Tuesday-
For the story “All Summer in a Day” students work in pairs to create a sequence chart similar to the one found in number five on page 161. After completion, students will share the results of their chart. Discuss how the chart could have been different if we only considered Margot’s perspective.
Wednesday-
Today we will consider the use of adverbs. Students will know that adverbs answer the questions where, when, how, how often, how long, to what extent or how much? They will answer the four questions on page 163. In addition, using a dictionary if they like, students will list at least ten more adverbs and use each in a sentence.
Thursday-
Today we will write a persuasive letter. Imagine that you are one of Margot’s classmates and it is the day after the sun came out. Write a persuasive letter urging your classmates to change their attitudes toward Margot. End by suggesting what all of you should do to make up for your actions.

Friday-
Today will be an open book test on the stories Priscilla to All Summer in a Day.

Language:
Monday-
Today we will practice the use of suffixes with L14. Students will identify the roots and separately the suffixes of the italicized words in the lesson. These words will include eventful, excitement, readiness, construction, arrival, simplicity, anchorage, rapidity, energetic, slippery, allowable and fortunate. After the words are separated, students will use each word in a sentence. Students will share the sentences they have created in the last half of the period.
Tuesday-
Today we will discuss the purpose or purposes of a content page. We will use L1 on p29. Students will be able to identify the page numbers of specific content and enter it appropriately. Students will then create their own content page for life at this school. Contents will be shared.
Wednesday-
We will investigate reading for a variety of purposes. Suggested focus will be on novels, magazines, comic book. Dictionary, cookbook, instruction sheets and a books will be mentioned. We will use L2 on p31. Students will write down the types they most enjoy and why. Complete L2.
Thursday-
We will investigate setting the purpose. This is done with head notes that catch the eye. We will read the article “Grandson Tries To Establish Dr. Mudd’s Innocence”. Identify the eyed catchers which indicate the purpose of the story. We will use L3 on p33.
Friday-
Test on skills for the last two weeks.

History Seventh:
Monday-
Today we will investigate the contributions and history of Augustus. We will read pages 286 to 289. Students will place the title Augustus at the top of their paper. In the form of bullets, they will list the contributions of Augustus and write a paragraph on their impression of Augustus. A short lecture on “Augustus” will preceed the writing.
Tuesday-
We will examine the contrast between Julius Caesar and Augustus Caesar. A two column organizer will be created to make the contrast bullet by bullet. I will provide additional information on the two of them that extends the limitations of the text. The information out of the text on pages 280 to 287 may be used as the primary source.
Wednesday-
I will share information about Tiberius, Caligula and Claudius. Students will use a three column organizer to pick out facts for each figure and listed under the appropriate column. Time will be taken in the last fifteen minutes of the class for students to share their highlighted bullets.
Thursday-
Students will sketch the map on page 293 on their own paper. They will also answer the following questions using the map: 1. What feature made up the far northern border of the Roman Empire? 2. Describe in general the trade items that came from the various regions of the empire.

Friday-
Students will take a test on pages 268 to 290.

History Sixth:
Monday-
Read pages 42 – 46. We will consider the every- day life of the Egyptian people. Students will create a 15 point bulleted paper listing the highlights of Egyptian life under the title Egyptian life.. These will be discussed during the last fifteen minutes of the period.
Tuesday-
Read pages 48 to 53. Construct a diagram similar to the one on page 52. This will help to identify the responsibilities of the pharoah. Then, students will write a letter to the peasants as if they were the king, explaining to the population the reasons they must construct the pyramid.
Wednesday-
I will speak to the students about the mummification process. Students will write bullets which highlight the process as I speak. Students will then draw their own pyramid. They should include the burial chamber with their name listed inside.
Thursday-
Students will read the story “The Prince Who Knew His Fate” on pages 53 to 58. Students will then respond to the five questions on page 58. Answers will be shared in the last fifteen minutes in the class. Students will then describe the conflict, climax and resolution to the story.
Friday-
Students will take a test on pages 27 to 58 in the text.

September 26 - 30, 2011

2011-09-26T08:01:00.000-07:00

Reading:
Monday- Read the magazine article "Making It Up As We Go on page 90. Try to determine the difference between story telling today and story telling yesterday. There are 6000 spoken today and only about 78 have a written form that is recorded. Therefore the oral tradition is still important to many cultures. That is the point of today's lesson. Think about the story The Fox and the Crow on Page 54. Read it again and then rewrite it while putting your own spin on it.

Tuesday- Read the story "Priscilla and the Wimps". You will use it to complete a retelling sheet. In step one explain the basic situation. In step two explain the conflict. In step three explain the complications. In step four explain the climax. In step five explain the resolution.

Wednesday- Use the plot structure diagram on page 128 to summarize one of the stories we have read so far. Read pages 128 and 129 in your text. Be prepared to explain what a basic situation is. What are the
complications and what are resolutions.

Thursday- We will watch a short story on video. While you are watching the film, you will create a plot structure diagram for the video.

Friday- Read the story "Just Once" in your text. Take turns reading. Complete questions 1-9 in the Apply Your Skills section on page 149. A quick check will monitor recall. Read with a purpose will ask for projection and extension. The chart will enable the student to retell the story.

Language:
Monday- Today we will explore root words (L9). Choose words which are used properly and use the proper form of the word. We will proof read sentences with transparency 2. These sentences will be corrected for grammatical errors.

Tuesday- Today we will proof read sentences for grammar, apostrophe's etc. We will use proof transparency humor three. We will practice changing the spelling of root words using L10. Remaining time is for SSR

Wednesday- We will proof read sentences for grammatical structure using transparency 4. We will practice using prefixes with L11. Remaining time for SSR.

Thursday- We will proof read for grammatical structure using transparency five. We will address negative prefixes with L12. Remaining time for SSR

Friday- We will proof read for grammatical structure with transparency six. We will consider prefixes with several meanings with L13. Remaining time for SSR.

History Seventh:

Monday- We will read pages 268 - 271. Also read the biography of Lucius Quintius Cincinnatus. Draw a two column table. The column on the left will be labeled Government Arm. The column on the right will be labeled Responsibilities. The title will be Romes Government. The left column should have the entries: consul, Praetor, Senate, Assembly of Centuries. On the right, describe their responsbilities.

Tuesday- Today we will read pages 274- 276. Students will write the words Carthage, Hannibal, Cannae, Scipio and Zama on their paper. Leave space between each for defining the term. I will share the story of the Punic Wars verbally. Students will listen and define each word as they hear them. If there is time, they will share the definitions. They will be encouraged to sketch an animation for each graphic image that comes to their mind.

Wednesday-Students will refer to pages 274 to 276. They will create a graphic organizer (three column paper). The first column will be entitled First Punic War, then The Second Punic War, then the Third Punic War. Students will highlight the details of each under the columns.

Thursday- Review pages read so far while focusing on three people from the past. The people are Cincinnatus, Hannibal and Scipio. Create a three column paper with compares those three in the form of their characteristics and contributions.

Friday- Read pages 278- 283. The focus will be slavery and how it changed Rome. Use a three column paper to compare poverty, corruption and unemployment then and now.

History Sixth:

Monday- Read 26 - 30. Compare the Assyrians and the Chaldeans. Use a two column organizer. List the highlights of each culture. In a paragraph they are then to write which one they believe to be greater and why.

Tuesday- Listen to the story of Gilgamesh. Use a series of rectangles to explain what happened first, next , next, etc.

Wednesday- We will discuss Babylonian mathematics. Students will translate some our numbers into Babylonian.

Thursday- We will investigate Hammurabi's Code. Read 22, 24 and 25. Create a set of your own laws for this school. Fifteen laws.

Friday- Read pages 38 - 41. Discuss aspects of geography of Egypt with instructor. Describe Egyptian geography in at least three paragraphs. Include all important details. Use these pages and the map on 39 as your resource.

June 6 - 10, 2011

2011-06-07T08:09:00.000-07:00

June 6 – 10, 2011

Note: Language and history classes will be combined these last two weeks to research and write about the Palestinian conflict.

Math classes will review all skills for the year for the last two weeks. Books are to be collected

Reading:
Monday-
- Read Tom Sawyer p811
- Quiz on story
- Discussion
Tuesday-
- Assign parts to the play Tom Sawyer
- Students read parts
- Use a southern dialect
- Books collected
Wednesday-
- Read two chapters in the Ghost Canoe
- List ten highlights in each chapter
- Students share and pair their thoughts
Thursday-
- Read two chapters in the Ghost Canoe
- Quiz
Friday-
- Video short story
- Identify the theme, plot, conflict and resolution while watching

Language:
Monday-
- Distribute folders and criteria for the Palestinian conflict
- Discuss Abraham to Babylonian Captivity
- Take notes, rough draft
- Discuss
Tuesday –
- Students will be begin the first art of the finished writing process. They will include information given to date.
Wednesday-
- Begin final draft Babylonian conflict to Masada
Thursday-
- Begin final draft of Masada to Diaspora

Friday-
- Begin final draft of Diaspora to World War One

History:
Monday-
- Continue discussion and note collection for Abraham to Babylonian captivity
Tuesday-
- Babylonian conflict to Masada presentation
- Collect notes and rough draft
Wednesday-
- Masada to Diaspora presentation
- Collect notes and rough draft
Thursday-
- Diaspora to World War One
- Collect notes and rough draft
Friday –
- Video on Palestinan conflict

Math:
Monday-
- Review worksheet number one
- Embedded reward problems (roll of dice)
Tuesday-
- Review worksheet two
- Embedded reward problems (roll of dice)

Wednesday –
- Review worksheet three
- Embedded reward problems (roll of dice)
Thursday-
- MSP practice
Friday-
- Video Square One (collection of skills in mystery format)

Art:
Monday-
- Commercial poster creation
- Students come up front and promote their fictional product
Tuesday-
- Selected artist biography (video)
- Summary to be collected
Wednesday-
- review word scramble
Thursday-
- Renaissance video
- Ten highlights
Friday-
- video on animation
- interval discussion

May 31 to June 3, 2011

2011-05-27T08:20:00.001-07:00

May 31 to June 3, 2011

Reading:
Monday- No School
Tuesday-
- Read “In The Fog” p775
- AR Time
- Complete Apply Your Skills
Wednesday-
- Read “The Hitchhiker p 788
- Students take parts in the play
- AR Time
Thursday-
- Complete Apply Your Skills on page 805
- AR Time
- Define in your own words highlighted words in The Fog and Hitchhiker.
Friday-
- Video Short Story
- Identify Introduction, climax, conflict and resolution

Language:
Monday- No School
Tuesday-
- Two Chapters Ghost Canoe
- Create a timeline for the two chapters
Wednesday-
- Sequencing L4, Writing a Narrative Paragraph L5
- Share and pair
- Check for answers
Thursday-
- Two chapters Ghost Canoe
- Students will be divided between the two chapters
- Each student will be responsible for either the first or second chapters read
- Each student in turn presents a summary to the class
Friday-
- Video short story
- State theme, conflict, climax and resolution

Math:
Monday- No School
Tuesday-
- T4Q4 modified
- Two step equations with fractions
- Embedded problems competition
Wednesday-
- MSP practice
- Function table & graphing
- Embedded problems competition
Thursday-
- T4Q4 modified
- Order of operations with negative integers
- Create pentominoe art
Friday-
- MSP practice
- Percents of other numbers
- Triangular art project

History:
Monday- No School
Tuesday-
- Read CBA conflict packages
- Discuss Christianity and Rome
- Key words listed for identification during presentation
Wednesday-
- Begin presentations of Worlds Fair projects
- Notes on Zionism part I
- Key words to be listed for identification
Thursday-
- Worksheet on Zionism
- Complete attached questions
Friday-
- Continue presentations of Worlds Fair projects
- Begin listing of important highlights of Palestinian Conflict CBA
- Students kept these in their folders.

Art:
Monday- No School
Tuesday-
- Biography of selected artist
- Summary of artist
Wednesday-
- Biography of selected artist
- Summary of artist
Thursday-
- Read article on espressionism and surrealism.
- Summary of article
- Create a surrealistic sketch on back
Friday-
- Cartesian art project
- Connect ordered pairs

May 23 - 27, 2011

2011-05-20T13:37:00.001-07:00

May 23 – 27, 2011

Reading:
Monday-
- Read John Henry P667
- Complete “Respond and Think Critically”
- Video (John Henry)
Tuesday-
- Read p675 to p688
- Complete Apply Your Skills p688
- Object is to read for a purpose (several short stories)
Wednesday-
- Read Blanca Flor p757
- Students read this as a play. Students take parts
- Objective, read for different purposes (play form)
Thursday-
- Complete apply your skills p 771 and 772
- Select words chart, Spanish origin, completion
Friday-
- Video short story
- Interval discussion
- Describe climax, resolution and conflict

Language:
Monday-
- Two Chapters out of Ghost Canoe
- Quick quiz
Tuesday-
- Topic Sentences L2, Drawing conclusions L3
- Share and pair
- Check answers
Wednesday-
- Two Chapters out of Ghost Canoe (read)
Thursday-
- Sequencing L4, Writing a Narrative Paragraph L5
- Share and pair
- Check for answers
Friday-
- Quiz on Ghost Canoe thus far
- Short story video

Math:
Monday-
- T4Q4P Last test This will be a review of all skills
Tuesday-
- MSP/Map practice
Wednesday-
- T4Q4 Modified
Thursday-
- MSP/MAP practice
Friday-
T4Q4 Modified

History:
Monday-
- Tiberius, Claudius , Nero and Caligula
- Out door discussion (pending weather)
- Key words listed. Listen and define during the discussion
Tuesday-
- Christian Movement in Rome
- Key words to be identified
- Three talking points listed for discussion
Wednesday-
- Word find with key words
- Outline art project Roman topic
Thursday-
- Video on Nero and Christianity Part I
Friday-
- Video on Nero and Christianity Part II

Art:
Monday-
- Read European Art Today 258-261
- Complete the Check Your Understanding
Tuesday-
- Word Find for key words
- Complete pentaminoe art
Wednesday-
- Read American Art Today
- Complete Check your understanding p 267
Thursday-
- Make a Hard-Edge Op Art Work p269
Friday-
- Featured Artist
- Quiz

March 16 - 20, 2011

2011-05-13T15:08:00.000-07:00

May 16 – 20, 2011

Note:
1. Tests come approximately every two weeks. Nothing has changed. However, tests will be given during the class in addition to the activities of the day. They will not necessarily be posted. However, you can expect test three in every subject this week based on the last two weeks of learning.
2. I have decided to begin collecting textbooks this week. The assignments will be generated from software unique to that program. The skills will be integrated to prepare for the coming MAP tests.
3. objectives will be posted on the white board

Reading:
Monday-
- Read Shine-N’Grow p612, Brain Breeze p 617
- Complete Apply Your Skills p615 and 620
- AR reading
- Objective is learning to write persuasive writing
-
Tuesday-
- Students will write a persuasive advertisement. Topic is personal choice
- Students will present their speech in class.
- Objective is to write persuasively
Wednesday-
- Read The Sneetches p659
- Object is rhyme
- AR reading
- Objective is to recognize rhymes
Thursday-
- Students will write a story using rhyme.
- Students will present their story to the class.
Friday-
- Video on poetry
- AR work
- Students will create a poem
- Students will present their poem to the class.
- Students will proof read each others poems followed by editing.

Language:
Monday-
- Read two chapters of Ghost Canoe
- Students will find and state the main idea of each chapter.
- The above will be reflected in summary and shared with the class.
Tuesday-
- Lesson 23 and 24. Direct statement of main idea. Implied main idea.
- Complete associated worksheets
Wednesday-
- Read two chapters of Ghost Canoe
- Students will list in two columns facts versus opinions in these two chapters.
- Students will share and a list will be created on screen using input.
Thursday-
- Lesson 27 Fact and Opinion. Lesson 28 Mixed Statements
- Students will complete worksheets.
- Students will write on a common topic offering varying facts and opinions. The topic may be environment.
Friday-
- Read two chapters of Ghost Canoe
- Students will complete a summary
- Students will create a timeline.
- Timelines will shared on the document camera.

Math:
Monday-
- T3Q4 modified worksheet
- Percentage problems will be stressed this week
- Three MSP practice problems
- These will be imbedded cookie problems.
Tuesday-
- T3Q4 modified worksheet
- Percentage problems
- Student demonstration of selected Saxon problems.
Wednesday-
- T3Q4 modified worksheet
- Selected geometric ratios with fractions. Example: ratio of the total surface area of an object to the volume of the same object.
Thursday-
- MSP practice (integrated skills)
Friday-
- MSP practice (integrated skills)

History:
Monday-
- Oral presentation of the Second Triumvirate
- Students will be given key words to listen for during the presentation.
- Students will define these terms as they hear them.
- Class discussion as to the nature of Antony, Octavian and Lepidus.
Tuesday-
- Students will color Roman black lines of art
- Students will complete a word find with important terms.
- Contest for best completed art work
Wednesday-
- Oral presentation, Octavian to Augustus
- Students will be given key words to listen for during the presentation
- Students will define these terms as they hear them.
Thursday-
- Roman life, fashion and architecture
- Students will draw an aqueduct
- Contest for best drawn piece
Friday-
- Comparative essay on fashion and architecture in this country.
- Student essays will be shared with the class

Art:
Monday-
- Read Art of the Early Twentieth Century p241 to p245
- Complete check your understanding p245
Tuesday-
- video on cubism
Wednesday-
- Read Art of the Early Twentieth Century in America p248 to 253
- Complete chapter review p255
Thursday-
- word find on recent terms
- students will define words out of context
Friday-
- Featured Artist Vieo

May 9 - 13, 2011

2011-05-04T14:44:00.000-07:00

May 9 – 13, 2011

Note: The MSP testing will cause a great deal of changes to the plan. As of yet, I do not know the extent. The following plans are tentative.

Reading:
Monday-
- Test 3 Q4, “Brother” to “John Brown”
Tuesday-
- Read “The Global Classroom” p582.
- Define the words diverse, multilingual, international and abroad
- Explain what a global classroom is.
- AR
- 1.4 Apply word recognition skills and strategies to read fluently
Wednesday-
- Read “Stay In School” p590
- Define dispute, isolation and declined as it is used in the text.
- Complete “Apply Your Skills” p595
- 3.4 Read for literary experience in a variety of genres
Thursday-
- Read “Dreamgirls” p597
- Define circumstance and yearning as they are used in the text.
- Complete “Practicing the Standards” on p 601
- 2.2 Understand and apply knowledge of text components to comprehend text
Friday-
- Video short story
- Identify theme, climax, resolution and main events
- Interval class discussion

Language:

Monday-
- L21 Reviewing Inferences
- L22 Finding the Main Idea
- Students pair up. Partners will identify inferences in stories since the beginning of the year.
- Share results
- 3.3 uses appropriate style
Tuesday-
- L23 Direct Statement of Main Idea
- L24 Implied Main Idea
- Embedded reward for selected answers. (cookie problems)
- Selected students read excerpts.
- 3.1 develops ideas and organizes writing
Wednesday-
- L25 Reviewing the Main Idea
- L26 Judgments
- Open discussion
- 3.1 develops ideas and organizes writing
Thursday-
- L27 Fact and Opinion
- L28 Mixed Statements
- Create two columns on your paper. State ten facts on one side and ten opinions on the other.
- Selected students share. Prompt discussion
- 3.1 develops ideas and organizes writing
Friday-
- Video clip on inferences and main ideas

Math 1:
Monday-
- page 18 (1-11), page 30 (7-18), page 36 (23-27)
- Student demonstration of selected Canadian problems
- Multi standards review
Tuesday-
- page 46 (1-8), page 62 (3-18), page 68 (6-26)
- Student demonstration of selected Canadian problems
- Multi standards review
Wednesday-
- MSP practice
Thursday-
- Page 86 (1-23), Page 118 (1-20)
- Students demonstrate solutions
- Multi standards review
Friday-
- Video on proportions
- Interval discussion
- Selected cookie proportion challenges

Math 2:
Monday-
- page 32 (1-27), page 60 (7-27)
- share and pair
Tuesday-
- page 66 (1-21), page 84 (5-20)
- share and pair
Wednesday-
- MSP practice
Thursday-
- page 88 (7-26), page 120 (6-26)
- students demonstrate solutions
Friday-
- Video on proportions
- Interval discussion
- Selected cookie proportion challenges

History-
Monday-
- Rome on Julius’s rule
- List the things that make this country great
- Share
- 4.2 Understands and analyzes causal factors
Tuesday-
- Worlds Fair Report
Wednesday-
- The death of Julius
- Listen to Brutus’s speech. Then listen to Antony’s speech. (read).
- List five important things each are trying to say.
- Class sharing
- 4.2 Understands and analyzes causal factors
Thursday-
- Worlds Fair Report
Friday-
- Video on Spartacus
- Interval discussions

Art:
Monday-
- Read “Art of the Post-Impressionists p226
- Describe figures 15-1, 15-2, 15-3
- Complete Check your understanding
- 4.4 understands how the arts influence and reflect cultures/civilizations etc
Tuesday-
- Clay models
Wednesday-
- Read 232 – 238
- Complete review on p239
- 4.4 Understands how the arts influence and reflect cultures/civilizations etc.
Thursday-
- color by number
Friday-
- Selected Artist

May 2 - 6, 2011

2011-04-29T13:47:00.000-07:00

May 2 – 6, 2011

MSP Testing: 5/4 per 3 and 4 (reading), 5/5 per 3 and 4 (math). The following assignments are therefore tentative because we cannot be sure of the exact times. Whatever does not get done will be forwarded. Note- Study guides, other than history will not be provided in advance any longer. Instead, the finished test may be used for a study guide for a retake test.

Reading:
Monday-
- Read “All Aboard with Thomas Garrett” p536 to 541.
- Define prudent, hazardous, diligence and jubilant by stating how the words are used in the story.
- Pair and share before sharing with me
- Complete practicing the standards on 541
- 1.3 build vocabulary through wide reading. 2.1 Demonstrate evidence of reading comprehension.
Tuesday-
- Read Harriet Tubman p542 to p549
- Open discussion
- AR reading
Wednesday-
- Read about the Writing Workshop p 550 to 561
- Discuss the use of note cards.
- Create note cards on the previous stories for this week.
- 3.2 Read to perform a task.
Thursday-
- Read “John Brown: One Man Against Slavery” p562 – 566. Literary skills review
- AR
- 2.1 Demonstrate evidence of reading comprehension.
Friday-
- Review Worksheet

Language:
Monday-
- L16 Reviewing Figurative Language L17 Making Inferences.
- Review past stories in reading. Determine examples of inferences.
- 2.3 Expand comprehension by analyzing, interpreting
Tuesday-
- L18 Identifying Clues L20 Inferring Time and Place
- Write a short story, using inference. Minimum two paragraphs.
- Share, pair, edit
- Selected students present to class.
- 2.3 Expand comprehension by analyzing, interpreting
Wednesday-
- L21 Review Inferences, L22 Finding the Main Idea
- Identify the main idea of the last three stories in reading.
- Open discussion
- 2.3 Expand comprehension by analyzing, interpreting
Thursday-
- L23 Direct Statement of the Main Idea, L24 Implied Main Idea
- Go to the story in your book “Gold Cadillac”. State the main idea and the implied idea.
- Share and pair
- Open discussion
- 2.2 understand and apply knowledge of text components.
Friday-
- Review worksheet

Math:
Monday-
- MSP practice
- Selected problems embedded for rewards.
Tuesday-
- MSP practice
- Selected problems embedded for rewards
Wednesday-
- MSP practice
- Selected problems embedded for rewards
Thursday-
- Pentomino figures
- Students will draw pentominoe figures given a piece of graph paper.
- 6.4B Geometric figures
Friday-
- Review worksheet

History:
Monday-
- The First Triumvirate
- How does the First Triumvirate fill a vacuum
- Essay. Character analysis of Caesar, Pompey and Crassus
- Selected students present
- 4.2 Understands and analyzes causal factors

Tuesday-
- Worlds Fair Work

Wednesday-
- Crossing the Rubicon
- Essay. What is the place of the army in a country? When should it be used? When shouldn’t it be used?
- A page will be started in different parts of the room with two columns. When to use. When not to use. Students will pass the sheets and add one idea of their own in each column, then pass to the next person.
- Teacher will share responses.
- 4.2 Understands and analyzes causal factors

Thursday-
- Worlds Fair Project

Friday-
- Review Worksheet

April 25-29, 2011

2011-04-22T10:44:00.000-07:00

April 25 to 29, 2011

Reading:
Monday-
- AR
- Read “Mr. Lincoln” while following the video
- Find the following words in the text: gawky, repose, listless, countenance, reticent, bawdy, melancholy, yarns, paramount, and crusade. Write the sentence that you find the word in and then write a sentence of your own, using that word.
- 1.3 build vocabulary through wide reading

Tuesday-
- AR
- Essay. Is Lincoln someone who could be your hero? Why or why not? List several qualities of Lincoln.
- Prepare to share
- 1.6 languages adapts writing for a variety of purposes
Wednesday-
- AR
- Apply Your Skills on p. 521
- 2.1 Demonstrate evidence of reading comprehension
Thursday-
- Read “What Do Fish Have to Do with Anything while listening to audio
- Find the following words in the text: threshold, interval, urgency, ashamed, bleary, and unhappiness. Write the sentence you found it in and then write a sentence of your own for it.
- 1.3 build vocabulary through wide reading
Friday-
- Video short story.
- Interval discussion
- 2.4 think critically using perspective

Language:
Monday-
- Prefixes with several meanings. L13 worksheet
- Use each of the italicized words in a sentence of your own
- 1.2 Use vocabulary (word meaning) strategies
Tuesday-
- Using Suffixes L14
- Given a list of suffixes, find words on your own or in a dictionary where the suffix may be used. Define the word you chose.
- 1.1 Use word recognition skills and strategies
Wednesday-
- Reading Imagery L12 worksheet
- Highlight any imagery you see in the text
- Share and pair
- 2.3 writes in a variety of forms and genres
Thursday-
- L13 What is figurative language?
- L14 Making sense of figurative language
- Share and pair
- 2.3 writes in a variety of forms and genres
Friday-
- L15 Figurative Language in Literature
- L19 Inferences About People
- 2.3 writes in a variety of forms and genres

Math:
Monday-
- T3Q4 Study Guide
- Objectives: bar graphs and statistical averages
- Students demonstrate solutions on screen
- 6.1 A Bar Graphs
Tuesday-
- T3Q4 modified
- Line graphs
- Students create a line graph using a set of data. They will post these on the board.
- 6.6G line graphs

Wednesday-
- T3Q4 modified
- Scatter plots
- Students demonstrate solutions on screen
- 6.6G appropriate graphs
Thursday-
- MSP practice
Friday-
- MSP practice

History:
Monday-
- Capua and a slave trade society. Teacher presentation. Discussion
- Essay. How did the end of the Punic War impact Rome? Was it for the better or worse? Minimum three paragraphs.
- 4.2 understands and analyzes causal factors that have shaped major events in history

Tuesday-
- Worlds Fair work

Wednesday-
- Marius and Sulla, and the destruction of the republic
- Interactive discussion on their actions
- Written Response. What may signal a danger to democracy?
- 4.2 Understands and analyzes causal factors that have shaped major events in history

Thursday-
- Worlds Fair work

Friday-
- Video. Spartacus
- We will watch segments of this video.
- A discussion will be prompted on the issue of slavery in Rome
- 4.2 Understands and analyzes causal factors that have shaped major events in history.

Art:
Monday-
- Read Neoclassic and Romantic Art p210 -213
- Describe figures 14-1, 14-2, and 14.3
- Complete Check Your Understanding on p213
- 4.4 understands how the arts influence and reflect cultures, place and time

- Tuesday-
- Activity. Color blank copies of neoclassic art samples
- 1.2 develops visual arts skills and techniques

Wednesday-
- Read European Art- Late 1800s p216-219
- Describe figures 14-5, 14-7, and 14-9
- Complete check your understanding p219
- 4.4 understands how the arts influence and reflect cultures, place and time

Thursday-
- Free sketch or trace any of the above figures
- 1.2 develops visual arts skills and techniques

Friday-
- Video on selected artist
- 1.3 understands and applies visual art genres and styles of artists

April 18-22, 2011

2011-04-15T10:38:00.000-07:00

April 18 -22, 2011

Reading:
Monday-
-AR Work and Test Taking Power words
- Read Storm while listening to the audio (auditorial) (language)
-What two stories does the narrator tell to illustrate Storm’s sense of humor?
-Study the word resembled in context. Write your own sentence using that word.
-What qualities make Storm special?
Standard: 3.4 Read for literary experience in different genres

Tuesday-
-AR Work
- Who are the protaganists and antagonists in the story, “Storm”?
-The author could have more than one purpose in this story. How does the story entertain? How does the story express the author’s feelings? How does the author persuade? How does the author inform?
2.3 Expand comprehension by analyzing, interpreting, synthesizing

Wednesday-
-AR Work
- What two similes did Paulsen use to describe Storm?
-Find the word ladle in the text. Write the sentence that it is used in, then write one of your own for the word.
-Short story on a race that you create. It does not have to be a sled race.
Lang 2.3 writes in different forms

Thursday-
- Video short story (to be selected)
- Identify climax, conflict and resolution.
- AR work
2.3 Expand comprehension by analyzing, interpreting, synthesizing

Friday-
- Test T2Q4
- Spare time to be used in AR

Language:
Monday-
- Root words with spelling changes. L10
- Use at least 9 of the italicized words in a paragraph
- Students will trade papers and edit
- St: 1.2 Use vocabulary, word meaning to comprehend text

Tuesday-
- Using Prefixes L11
- Using dictionaries, find ten words with prefixes, define them and underline the prefix
- Students will trade, discuss and share
- ST: 1.2 use vocabulary, word meaning to

Wednesday-
- Negative Prefixes L12 worksheet
- Video on prefixes and suffixes (visual)

Thursday-
- Review work on worksheets from L6 to L12
- Oral assessment
- St: 1.2 Use Vocabulary, word meaning to comprehend text

Friday-
- Test T2Q4

Math:
Monday-
- T2Q4 modified worksheet
- IXL selections on Venn diagrams
- Students demonstrate solutions on overhead
- 6.6H plots, averages, diagrams
Tuesday-
- T2Q4 modified worksheet (next version)
- IXL selections on Venn diagrams
- Students demonstrate solutions on overhead
- 6.6 H plots, averages, diagrams
Wednesday-
- T2Q4 modified (next version)
- IXL selections on customary measurement
- Students demonstrate solutions on overhead
- 6.3C customary measurement
Thursday-
- Video presentations on Venn diagrams, and 3 dimensional geometry.
- Video will be shown in intervals with sample problems in between.

Friday-
- Test T2Q4

History:

Monday-
- Punic War Part III, the destruction of Carthage
- Word find with definitions
- St: Causal factors in history

Tuesday-
- Worlds Fair Report

Wednesday-
- Worlds Fair Report

Thursday-
- Worlds Fair Report

Friday-
- Test T2Q4

Art:
Monday-
- Read Native American Art of the Past. Pages 194-197
- Describe in your own words, figures 13-1, 13-3, 13-4, 13-5, 13-6
- Complete Check Your Understanding

Tuesday-
- Read Native American Art Today, 200-203
- Describe in your own words, figures 13-11, 13-12, 13-15. 13-16
- Complete Check Your Understanding

Wednesday-
- Video on Native American Art
- Video will be stopped for periodic discussions and questions

Thursday-
- Chapter 13 Review

Friday-
- Test T2Q4

April 11 to 15, 2011

2011-03-31T14:38:00.000-07:00

Special notes:
Conference week was a challenge. The last week of March was difficult because of half days, assemblies, etc. The tests were scheduled for Friday, April 1. However, they will probably have to be given during the first week after the spring break. You will not see that in the daily posts.

Students will keep the worksheets for language each day to use as study guides.The worksheets will be collected, graded and then returned for nightly study. Reading, art, history and math study guides will be provided.

April 11 to 15, 2011

Reading:
Monday-
- AR work
- Read “A Glory Over Everything” while following the audio for the story.
- From whose point of view is the first paragraph told? Discussion
- What does Harriet’s behavior during their escape tell you about her? (discussion)
- How do Harriet’s words relate to finding the main story. (discussion)
- Visual/spatial. Using a map of the east coast, students can trace Harriets’s route. Estimate distance
- English-Language learners. Explain chain gangs.
3.4 Read for literary experience in different genres

Tuesday-
- Ar work
- Cross curricular. Read history of Harriet Tubman
- One paragraph on thoughts about Harriet
- Use elude in a sentence
- Use legitimate in a sentence
- Use defiant in a sentence
- Use befriended in a sentence
- Identify climax, conflict and resolution of this story. Language
3.4 Read for literary experience in different genres

Wednesday-
- AR work
- Video on slavery
- Discussion at intervals
- Each student writes a recollection from the video then passes it to the next student to add another (Interpersonal)
- Selected papers will be read
Standard N/A video

Thursday-
- Language learners. Write an obituary for Harriet Tubman
- Imagine you were Harriet’s brother. Tell his story from the first-person point of view.
- Kinesthetic. Draw a sketch of scenes from the Tubman story.
- AR work
2.2 Writes for different purposes

Friday-
- AR work
- Essay on what freedom means to you. (language)
- Students present in front of class

Language:

Monday-
-Write the following into one sentence: A) My uncle sends me post cards. My uncle is a pilot. B) I showed the cards to Mr. Yang. He is our teacher. C) Damian had a good idea. Damian is my best friend.
- L6 Context and Reading.
- correction and discussion (intrapersonal)
1.2 use vocabulary strategies to comprehend text

Tuesday-
- Write the following into one sentence: A) Our mural needed more color. The mural is a class project. B) WE put each post card on the mural. Each card is a picture of a famous U.S building or animal. C) Sears Tower is shown on this card. Sears Tower is one of the world’s tallest buildings.
- L7 Recognizing Word Structure (language)
- Correction and discussion
1.2 Use vocabulary strategies to comprehend text

Wednesday-
-compound words are two or more words combined into one. An example would be cannonball. Cannon and ball could be two separate words. Use the dictionary to find at least ten more compound words.
- L8 Compound word worksheet.
-Students will take turns writing one of their compound words on the board. (kinesthetic)

Thursday-
- A root word is a based word to which other parts are added. An example would be screaming. Scream is the base and ing is the suffix which is added to give it a different tense. Write ten base words and then add a prefix or suffix making it a different word.
- L9 Recognize root words.
- Correction and discussion
1.2 Use vocabulary (word meaning) strategies to comprehend text.

Friday-
-Video on compound and root words.
- Interval discussions (interpersonal)
- Produce notes from the discussion.

Math:
Monday-
-Canadian Word Problem
- Venn Diagrams and Probability. Examples. Practice (visual spatial)
- T2Q4 Study Guide
- verbal assessment
6.2 use graphs and diagrams

Tuesday-
- Canadian Word Problem (MSP type)
- Discussion and correction
- T2Q4 modified
- Probability with dice (kinesthetic)
6.3F Probability

Wednesday-
- Canadian Word Problem
- Volume of a cylinder. Examples.
- Three-problem assessment on volume of a cylinder.
- Cylinder worksheet
- Correction and discussion
6.4 A Volume of three-dimensional geometric objects
Thursday-
- Canadian Word Problem
- Volume of a prism. Examples
- Three problem assessment
- Prism worksheet.
- Correction and discussion
6.4A Volume of three-dimensional geometric objects
Friday-
-Short quiz to assess above skills
-Video on volume
-interval discussion
-verbal quiz

History-
Monday-
-Overview of Etruscan, Latin and Sabine influences on early Rome
-Etruscan power point (visual)
-Short paragraph on Etruscans as a people.
4.2 Understands causal factors which influence history

Tuesday-
-First Punic War. Oral presentation. (auditory learner). Notations on checklist.
- Paragraph. Describe a typical early Roman.
- Selected students read.
4.1 Understands historical chronology

Wednesday-
-Second Punic War. Oral presentation. (auditory). Notations on checklist.
- Draw a Roman ship complete with a raven. (kinesthetic)
-Google images of Roman triremes.
4.1 Understands historical chronology

Thursday-
-Collect information on five themes for World Report.
- Use internet if possible.
-Work with files.
3.1,3.2,3.3 Understands physical characteristics, human interaction and geographic context.

Friday-
-Collect information on five themes for World Report.
-Use internet
-Work with files

Art:
Monday-
-Pixel graph art. Overview
- Given graph paper, try to color in squares to form a larger picture (animation)
- I will choose ten top pictures. Those ten will stand in front and hold their picture up.
- The remaining students will choose from the top ten.
2.1 Applies a creative process

Tuesday-
-Tanagram Art
-Students will use all seven tanagram pieces to create as many shapes as possible. Some must be animal forms.
-Students will trace their best shape and submit it.
1.2 Develops visual arts skills and techniques

Wednesday-
-Pentominoe art
-students will construct shapes out of pentominoes.
-Students will trace their best shape.
1.2 Develops visual arts skills and techniques

Thursday-
-Tessalations: The art and magic (video)
-Key words will be listed on the screen.
-Students copy and define them as they watch the video.
1.2 Develops visual arts skills and techniques

Friday-
-What Would I Be Good At (art career) video
-Students must list at least three careers in art, what each consists of and prepare to share with the class.
4.3 Understands how the arts impact and reflect personal choices

March 28 to April 1, 2011

2011-03-25T09:39:00.001-07:00

March 28 to April 1, 2011

Reading:
Monday-
-Entry task. Grating means irritating or annoying. Lauded means praised highly. Write a sentence using the first word and then another sentence using the second.
-Read “Brother” on page 473. Prepare to answer oral questions on the story.
-AR reading (you may start this after the entry task)
Standard: 1.1 Use word recognition skills to comprehend text. 3.4 Read for literary experience.

Tuesday-
-Entry task. Acquaintance means friend; or someone known casually. Precision means exactness or accuracy. Apt, means skilled or capable. Use all three words in one paragraph in the proper context.
-We will review the characteristics of a fable.
-We will watch a video, which contains several fables. The video will be stopped after each one for discussion.
Standard: Read for literary experience in a variety of genres.

Wednesday-
-Entry task. Change each of the following sentences from singular to plural or plural to singular. 1) The pickle juice runs in streams down his legs. 2) He could count on very few punishments.
-Read “The Land I Lost”. Listen to the audio while following along in the text.
-Answer the following questions: How is the river important in the lives of the people in the village? What four animals do the villagers fear the most? What was the most surprising about Lan and Trung’s story? Why?
Standard: 2.2 Understand and apply knowledge of text components to comprehend text.

Thursday-
-Entry task. Desperate means having a great and urgent need. Avenge means to get even for. Use desperate in sentence in proper context. Do the same for avenge.
-Answer the following questions: What is the author’s purpose? What values and feelings to you share with Nhuong’s people? Is the story about Trung, Lan and the crocodile a tall tale, or is it totally factual? Why does the author shift his point of view from first person to third person?
-Share answers to the above questions.
Standard: 1.2 Use vocabulary to comprehend text.

Friday- T1Q4 plus Summative test on myths, fables and tall tales.

English:

Monday-
-Entry task. Explain how the word, book, is used in each of the following sentences: The music was good in that show we saw last night, but the book was awful. Erin said he had learned patience through studying the book of nature.
-Context to help understand meaning of unfamiliar words. Lesson 2 worksheet. Context and Unfamiliar Words.
-Correction and discussion.
Standard: 3.3 knows and applies writing conventions appropriate for the grade level

Tuesday-
-Entry task. Write the following sentences and circle the correct word. The crowd is on (its, their) feet. My family (is, are) all talking to each other. The band (has, have) played its favorite song.
-Direct and Indirect Context Clues. Worksheet
-Correction and discussion.
Standard: 3.3 Knows and applies writing conventions.

Wednesday-
-Entry task. Copy the following sentences and circle the correct usage: My class is shouting (its, their) favorite cheers. The ground crew (is, are) working in different places. The committee has chosen (its, their ) member.
-Lesson 4. More context clues.
-Power point review
Standard: 1.1 Use word recognition skills and strategies to comprehend text.

Thursday-
-Entry task. Copy the following sentences with the correct usage. The chess club (holds, hold) its meetings on Thursday’s. The crowd (is, are) leaving the stadium for their cars. Our team usually wins all of (its, their ) tournaments.
-L5. Common Sense and Context.
-Students will be given five words. In pairs they will have dictionaries. One pair will write one definition for the first word through the fifth word. The papers will then be passed to another pair of students who will add a different meaning to the word on that paper.
-Share and discuss on completion.
Standard: 1.1 Use word recognition skills and strategies to comprehend text.

Friday-
-T1Q4 Test

Math:

Monday-
-Entry task. Solve the following: Y – 2.2 = 7 ½ , X + 5 ¼ = 4.5
- We will use the self paced tutorial to continue review of fractions.
-Print off reports.
-Standard 6.2C Equations with fractions and decimals

Tuesday-
- Entry task. Solve the following: 4N= 3 ½ , N ÷ 4.2 = 1 ½
- Complete T1Q4 modified
- Cookies for problems correct when randomly called with the roll of dice.
- Assess or tally problems incorrect
- Remediation on screen
- Standard 6.2C Equations with fractions and decimals

Wednesday-
- Entry task. Find the circumference and area of a circle with a diameter of 10.
- Video on circles
- Given key words, define them as you watch the video.
- Stop the video in ten to fifteen minute intervals for discussion.
- Three short problems for assessment by tally
- Standard 6.3C Circumference and area of a circle

Thursday-
- Entry task. Find the area of a parallelogram that has a base of 8 and a height of 5 ½ , Find the area of a trapezoid where b1=5, b2=10 and the height is 3.
- T1Q4 modified
- Work in partners.
- Correct and prioritize.
- Standard 6.1B Parallelograms, trapezoids

Friday-
-T1Q4 test

History:

Monday-
- Entry task. Write a paragraph on the importance of nuclear power today.
- Read Wikipedia on Democritus
- Video on nuclear energy
- Write a paragraph on who the world would have changed without Democritus
Standard- 4.4 Uses history to understand the present and plan for the future

Tuesday-
- Entry task. Paragraph. If we were not allowed to pursue the truth and share the truth with others, how would our country be different.
- Read hand out material on Socrates
- Paragraph. Why did Socrates take Hemlock? Would you have made that choice? Why or why not?
- Standard 4.4 Uses history to understand the present and plan for the future

Wednesday-
-Entry task. Create or draw a secret mathematical symbol that you would use for your club.
- Solve two problems using the Pythagorean Theorem.
- Read the handout on Pythagoras.
- Summarize Pythagoras life in one paragraph.
Standard 4.4 Uses history to understand the present and plan for the future

Thursday-
-Paragraph. What would the world be like without doctor?
- Read handout on Hippocrates
- Video on philosophers
- Discussion by intervals. Complete check sheet for video.
-Standard 4.4 Uses history to understand the present and plan for the future.

Friday-
-T1Q4 Test

Art:

Monday-
-Entry task. Sketch your hand. You can trace around it, however, shade it for depth.
-Read Art of the 1700’s.
-Define the words Rococo and etching.
-Summarize what you can find in these pages about each of the following artists: Antoine Watteau, Elisabeth Vigee-Lebrun, Jean-Baptiste Simeon Chardin. Make sure you include their masterpieces.

Tuesday-
-power point review
-Review questions on page 191
-quick oral assessment

Wednesday-
- look at the picture of a Rococo shoe. Describe it in your words.
- You will be given materials to make a Rococo shoe.

Thursday-
- Video on selected artist
- Video will be stopped in intervals for discussion and recording.

Friday-
- T1Q4 Test

March 21 to 25, 2011

2011-03-18T10:41:00.001-07:00

March 21 to 25, 2011

Reading:
Monday- Read about the author on page 468. We will have a short discussion on his life. Read “ The Jacket” while listening to the audio. This strategy relates to the auditory learning style and encourages proper pronunciation of key words out of the text for all. While reading, students should be alert to the author’s purpose in writing this story. At the end of the story, students will write what they believe the purpose is. Selected students will share. The remaining time will be AR work.
1.3 building vocabulary through wide reading. 2.3 expand comprehension by analyzing.
2.4 Think critically and analyze for authors purpose

Tuesday- You will write an essay about “The Jacket” in which you will incorporate the following academic vocabulary words: contribute, perspective, distinct, uniform, vinyl, shriveled and camouflage. The essay should have a topic paragraph with a thesis sentence, which summarizes this story. Use each of the words in the essay. You will be called on at random (possibly a pair of dice) to share one word and how you used it. Selected students at the end will read their work to the class. The class then will be divided in three stages.
1.3 Build vocabulary through wide reading

Wednesday- You will receive the new study guide and have five to ten minutes to review it. Then we will read at least two of the Greek Myths. The first is Pandora’s Box. The second will be Prometheus In Chains. Half the class will describe the characteristics of the first and explain the reasons that make it a myth. The other class will do the same for the second myth. Of course, all the class reads both. The last part of the class will be taken up with recording these on the board. One student will be chosen to write for the first and another for the second. In this way the class will construct a comparison document.
A. 3.4 Read for experience in different genres

Thursday- Two more myths will be read today. One will deal with the Minotaur and the other with Demeter’s daughter in Hades. You will write a different ending for each. The endings will be shared. This will be done, by highlighting the first half of the myths. You will write three to five sentences minimum. The changed ending will then be added.
3.4 read for experience in different genres

Friday- Today, a video on Greek Myths will be shown. In ten to fifteen minute intervals, you will respond to directed questions and subsequent discussions. In the last fifteen minutes of the class (approximately), you will write a myth of your own. This will help you with the summative reading test on myths, fables and tall tales.
Writing 2.1 Adapts writing for different purposes

Language

Monday- A copy of the essay “Choosing Entertainment” will then be distributed. There will be a silent reading of the material. This is a compare/contrast essay. Next, on the first part of your paper list any spelling, punctuation or grammar errors that you can find. This will be followed by a discussion and sharing. Next, answer the questions “was the essay informative” and state why or why not.
3.3 knows and applies writing conventions

Tuesday- We will again use the “Choosing Entertainment” essay for a discussion on the following questions that you will answer: 1. Is there anything that seems incomplete about the conclusion of this essay” 2. What change could you make in the essay that would change the ending? 3. How would you characterize the author’s voice? 4. The sentences in the essay read fairly smoothly. What transitions help this?
The remaining time may be used for AR work. The study guide will be distributed today.
2.4 Read think critically and analyze style and perspective

Wednesday- We will watch a video about writing essays. You will have a list of questions to answer during the video. In ten to fifteen minute intervals I will stop the video to initiate a discussion. Your answers will be written on the board or overhead as you contribute them.
3.1 develops and ideas and organizes writing

Thursday- We will read the essay, “Walking”. Answer the following questions: 1. What descriptive word is used repeatedly in Paragraph 3? How does the repeated use of this affect the quality of the essay? 2. Identify the misspelled words in paragraphs 3, 4 and 6. Use the dictionary. 3. Why would a word processing program miss these errors? 4. What is this essay about? Where do you learn about the topic of this essay?
2.4 read think critically and analyze style and perspective

Friday- The first half of the period will be taken with AR work. Then, you will answer the following questions on the essay “Walking”: 1. In this essay, did you learn as much about waling in the woods as walking on the beach? 2. Whose point of view is represented in this essay when it describes walking on the beach? 3. Whose point of view is represented when the essay describes walking in the forest? How do you know?
2.4 read think critically and analyze style and perspective

Math:

Monday- You will get an integrated T1Q4 study guide. We will use this as a pretest. It will be corrected before the end of the period and we will tally the problems in order of the best ones to the worst ones according to correction marks. You will them create percentages for each category of problem. This will cue you to problems that need the most review.

Tuesday- Our focus today will be on geometric formulas. This will take up the first fifteen to twenty minutes of the period. These will include the two dimensional polygons and circles. The last half of the period will address a modified T1Q4 sheet that focuses on assessed items from yesterday.
6.4 Two and three dimensional figures

Wednesday- Today, we will partner up to use self -paced tutorial program. The focus will be fractions. You will work on this section, with your partner, after following the instructions to get to this segment. At the end of the period you will print off a report per instructions.
6.1 multiply and divide fractions

Thursday- We will practice simple one and two step linear equations. We will take real scenarios and convert them to equations and then solve them. The second half will address a further modified T1Q4S.
6.3 solve linear equations

Friday- Further work will be done on proportions today. The next third of the class will focus on MSP or WASL type problems. In groups of four, you will try to solve all problems. The last third will be about corrections. Groups who score 70% or better will earn cookies at the end of the period.
6.3 ratios and proportions

History:

Monday- Today, you will learn about the possible explanations for the founding of Rome. You will summarize each explanation. The class will then vote on the most plausible explanation. You will turn these into percentages.
4.3 multiple versions and perspectives on historical events

Tuesday- We will use the computers to continue work on your country reports. You may google only your country to gather facts on the five themes of geography.
3.1 location of places, regions etc

Wednesday- We will study the nature of a Roman and discuss how this may have helped them during the Punic wars with Carthage. For the remaining part of the period you will create a poster on Romulus and Remus. Selected posters will be placed under the document camera.
4.2 understands causal factors in history

Thursday- We will continue work on country reports. Using the computers, you will search for facts related to the five themes. Record these on your lined documents. File folders will be recollected.
3.1 location of places, regions etc

Friday- Video on early Rome. In ten to fifteen minute intervals we will discuss the highlights of the previous interval. These will then be recorded.
4.1 understands historical chronology

Art:

Monday- Students will read Art of the 1600s. Pages 178 to 181. Students will be counted out by fours. Ones will critique figure 12-2. Twos will critique figure 12-4. Threes will critique figure 12-5B and fours will critique figure 12-5A. A rubric for critiques will be given at the beginning of class. Representatives from each group will be chosen to share the critiques.
2.2 student analyzes and interprets

Tuesday- This period is associated with the Reformation. Masterpieces were sponsored by the church. I will share the history of the Reformation. Students will be given a response sheet, which asks for recognition of key ideas in the speech. Finally, students will be asked to reflect on their perception of the Reformation in one paragraph.
1.3 understands cultures and times

Wednesday- Today, we will color in sketches of masterpieces. This will require coloring pages with that theme and colored pencils. Finished products, are to be shared by students under the document camera.
1.2 develops visual arts skills and techniques

Thursday- Study the hand in figure 12-7. Try to create an impression of your hand on construction paper. The medium will be chalk. Attach your signature. These will
be posted.
1.2 develops visual arts skills and techniques.

Friday- Video on selected artist. Video will be stopped in ten to fifteen minute intervals. A check off sheet will be given to use during the video. Observations which occurred during the intervals will be recorded on back of the sheet.

March 14-18, 2011

2011-03-11T08:42:00.000-08:00

March 14-18, 2011

Reading:
Monday-
Read Trial by Fire on page 421. Discuss the reporting format. Identify an event, which occurred at school or home that you would like to report on. It must be a true story. The facts must be evidenced. Prepare to deliver your report in the last fifteen minutes of the period. Not all will be called. It will be random.
Writing 2.2 writes for different purposes

Tuesday-
Today we will create an application form. The form can be for a specific job or renting an apartment. Make two copies. Refer to page 426 for an example. At the appropriate time (I will tell you) leave one copy on your desk. You will then move to another person’s desk and fill out that application. Change back on command. You will decide if you will approve the applicant.
Writing 2.4 writes for career applications

Wednesday-
A power point will be shown on figurative language. This is review and reinforcement. Students will write sample models for each. Students will be given a web link to another power point on figurative language. We will use the computers in the library. At the conclusion of this exercise (may lap into tomorrow), students will create one of their own creations for onomatopoeia, simile, and metaphor.

Thursday-
Students will watch a short video on a selected short story. Each student will at times chosen by the instructor, write one event from the story on paper. The papers will then be passed to the next student who will then add an event or highlight of their own. This may be repeated once more before watching the next segment of the movie. Each paper then, will be a collection of work from multiple students. Desks will be labeled with numbers to avoid confusion when passing papers.
3.2 Read to perform a task
Friday-
Test T4Q3T (test) & AR work.

Language:

Monday- we will read the essay “Sports on Wheels”. We will identify the kind of essay it is, how it begins and discuss its organization. We will analyze the piece for voice and look for specific and descriptive words. Students will each get a copy and take notes to indicate the outcome of our discussion. In the end, each student will identify three things to remember about writing essays that he or she learned in this discussion. This will be done on sticky notes. Students will post the notes on the board, walls, cabinets, etc for viewing the next few days. Time will be taken in class to read the notes.
2.3 writes in a variety of forms

Tuesday-
As agreed by the team, we will begin to review fables, tall tales and myths for the next summative assessment. Today we will read the first half of the booklet for Aesop’s fables. In groups, students will come with a moral for the stories they have read. The groups will share the morals. We will discuss the issue of morals as an identifying feature of fables.
3.4 Read for literary experience in a variety of genres

Wednesday-
The last half of the booklet on Aesop’s fables will be read individually. Individual students, to the class, will read several of the fables. At the end of their reading, the class will guess the moral. This will allow some students at this time to give voice to the passage.
3.4 Read for literary experience in a variety of genres

Thursday-
There will be a review quiz on the vocabulary for T4. It will be given orally. We will go over the results. Index cards will be given after the quiz so that each student can write down those items missed on the cards. One side would be the definition. The other side would contain the word. Students will quiz each other with the index cards.

Friday-
Test 4 Quarter 4

Math:

Monday-
Today we will review the setting up of and solution of proportions. It is one of the items noted as a focus of concern on the MAP. Several examples will be given and discussed. We will show applications in several ways.
Our activity for this period, aside from a worksheet with several problems on it, will be to create geometric objects with proportionality in mind. For example, one student might create a rectangle on a piece of graph paper with combinations of colors. This will be passed to the next person who will reproduce that object proportionally double the size. This of course will require a proportional change in the colors. Therefore, the period is paced in three segments.
Math 6.1A proportions

Tuesday-
A video on proportion will be shown. We will discuss the video. Students will be called on at random, using dice to determine the participant. All know that he or she may be called upon. The person selected must move to the rear of the room and deliver an oral response. An integrated T4 practice sheet will follow.
Math 6.1A proportions

Wednesday-
Mixed practice with proportions using decimals, fractions and mixed numbers. The proportion solving sequence often breaks down when using values other than whole numbers. This practice means to test the mastery of proportion solving by using decimals and fractions. If possible, we will use the lab to utilize the proportion part of the self-paced software tutorial. It is my intention to utilize this software on a regular basis in the future. Students will work in partners.
6.1A proportions and review

Thursday-
Final T4 integrated practice. This will be treated as a quiz. It will be corrected in approximately a half hour. The remaining portion of the period will be spent addressing questions and problems of concern.

Friday-
T4Q4T Test

History:

Monday- Students will begin to gather facts about their country. We will focus on the geographical theme of movement. Students will attempt to identify how goods and people are moved within and out of the country. Examples include food merchandise, crops, manufactured goods and population.
Selected students will present to the class at the end of the period. The presentation is oral and points are given on the basis of completeness.
3.2 understands human interaction with the environment

Tuesday-
Students will create an animated cartoon strip on the basis of information given about Pisistratus. The strip may be created as the information is given. The cartoon strips will then be placed on the floor so that students may walk around and vote on the most impressive strip. The top three winners will receive a cookie.
4.3 multiple perspectives and interpretations of historical events

Wednesday-
Students will work on collecting information for the next geographical theme, which is location. This is to include absolute and relative location. They will use their note collecting sheets for this activity. Selected students will present the information collected. This will happen in the last half of the class. Points will continue to be given.
3.1 locations of places

Thursday-
Students will watch a video on democracy. They will compare to the democratic evolution of early Greece. Each of the students will fill out three index cards. Each card will have a description of one element of a democratic government. On the wall, two titles will be shown. One will say Greece and the other will say the United States.
Students will walk around the room and place each of their cards under one of the titles.
1.2 understands the purposes, organization and function of governments

Friday-
Test T4Q3

Art:

Monday-
Video on Renaissance Part I. Clearevue/Eav Art & Music Series. Students will be given five questions to answer from the video and one work of art to critique.
Selected students will share their critiques.
4.4 understands how arts influence and reflect cultures

Tuesday-
Video on Renaissance Part II. Clearevue/Eav Art & Music Series. Students will be given five questions to answer from the video and one work of art to critique. Selected students will share their critiques.
4.4 understands how arts influence and reflect cultures

Wednesday-
In the style of Mona Lisa, one girl student will volunteer to sit in front of the room and pose. The other students will attempt to do a drawing or sketch of that student. Students will then share their work on the document camera by taking turns.
1.2 develop visual art skills and techniques

Thursday-
Students will read the biography of a selected Renaissance artist. It may be Michelangelo. A summary will be written. This summary will require an introductory paragraph and at least three other paragraphs which may include birth, childhood, greatest works, etc. Pairs of students may then share their impressions of the artist. One pair of students come up to the front of the room at a time to share thoughts about this artist.
4.4 understands how arts influence and reflect cultures.

Friday-
T4Q3 Test

March 7 - 11

2011-03-04T14:50:00.000-08:00

March 7 to 11, 2011

Reading (sixth grade):
Monday- Read Zlateh the Goat while listening to the audio.
Standard: 2.4 Read for literary experience in a variety of genres
3.1 Students will learn new information.
Students will read the story while listening to the audio. This will encourage word recognition and pronunciation. When finished with the story, students will read their AR books silently and take tests if ready.

Tuesday- Students will be presented with comprehensive and literal questions.
Standard: 2.1 Student understands the meaning of what is read and will demonstrate evidence of reading comprehension.
Students will be given a comprehensive, literal or inferential question one at a time. They will move to organized into groups. Every group will have a recorder, speaker and monitor. Speakers from each group will share what the other individuals have found. This process will continue until the end of the period. This will be group work.

Wednesday- Students will complete the Apply Your Skills section on page 422.
Standard: 2.4 Students will think critically and analyze style, purpose and literary perspective among more literal questions. Questions 1-11. Students will compare interpret and make connections. The remaining part of the class must be used for AR reading and/or test taking.

Thursday- Students will read an essay on how to cook a food item.
They will create an introductory paragraph with thesis statement.
At least three other supporting paragraphs will be written.
Standard: language 2.3 Students will write for different purposes.
Teacher will discuss elements of the verbal delivery. These will include eye contact, facial expression, gestures, feeling, pitch, rate, tone, volume. These can be found on page 445 of the literature book. This discussion will take place prior to the reading and subsequent writing piece.

Friday- Students will present yesterday’s written piece to the class as an audience.
Standard: language 2.3 Students will write for different purposes.
All students will be given a check off sheet with rubrics for the above criteria. The rubric will be discussed prior to the presentations. Students will then rate each presentation.

Language:

Monday- We will read the last chapter(s) of House on Hackmans Hill.
Standard- Writing 1.5 Publishes text to share with audience.
Students will then divide into groups and collectively produce a document that summarizes the highlight of each chapter. This should be one, or two, sentences for each chapter. The group will appoint a recorder, and monitors. The responses shall be on light colored construction paper. These will be posted on the wall for viewing before the next. Day.

Tuesday- Students will define the following words: Antarctic, adequate, breed, commence, consistently, inaudible, mallard, migratory, quest, tern, attain,
Standard- Read 1.2 Use vocabulary to comprehend text.

Students will be given a dictionary in pairs. They may produce one definition sheet with both names on the document. Each definition should be stated in their own words.

Wednesday- Students will work in groups to create one sentence for each of yesterdays words.
Standard- Read 1.2 Use vocabulary to comprehend text.
Students will then share with the larger audience. The presenter will read the group definition for each word to the rest of the class. The group will of course collectively consider the grammar and conventions for each sentence prior to presentation.

Thursday- Students will define the following words: compensation, despite, destined, jaunt, livelihood, prominence, recipient, recognition and relatively.
Standard Read 1.2 Use vocabulary to comprehend text
Students will be given a dictionary in pairs. They may produce one definition sheet with both names on the document. Each definition should be stated in their own words.

Friday- Students will take a quiz on the words defined this week. (control measure)

Math:
Monday- One target item on the summative assessment was decimal alignment. We will discuss place value for decimals. Students will learn to list decimals in ascending or descending order. Standard- 6.1 number operations for decimals.
After a demonstration and discussion. Students will be each given an index card with a decimal value on it. They will be asked to stand up, and form a line in the room in terms of ascending order.

Students will then be given an integrated review sheet, which includes decimal alignment problems. They will work on the problems and receive help as needed.

Tuesday- The second target item on the summative test was metric measurement. Students will create a prefix list for meters (kilometer, hectometer, etc). The numerical equivalent for each will be listed beside each unit (Ex- kilo=1000). Give examples of metric conversions.
Standard- 6.3 measurement
Students will complete a conversion sheet.

Wednesday- Students will be asked to measure items in metric units. They will use a ruler to measure objects in the room and around the building. These should be objects less than a meter. This will be done in groups. Each group will find ten objects less than a meter and list them with their exact measurement using the largest unit possible first.
Standard- 6.3 measurement.
Upon return to the class, each group will report.
An integrated review sheet will follow.

Thursday- Modified integrated practice. Treat as a quiz. Correct at the end and discuss.

Friday- Video on Metrics.

History: The district has not adopted or purchased a text. Much information comes in the form of auditory information along with certain printed passages.

Monday- Students will listen to a story about Spartan life. They will identify the unique qualities of Spartan life and government.
Standard- 4.2 Understands causal factors which influence history.

Students will capture images presented in the story. They will create a short cartoon strip of five images, which were represented in the story.

Tuesday- Students will be given the rubrics and criteria for the world fair report. We will discuss each item on the list.

Standard- Geog 3.1 Understands location of places around the world.

Students will then be given an informational copy of their particular country. They will read through the material. Each student will be given a file folder. A sketch of the country flag should be placed on the folder along with his or her name.

Wednesday- Students will hear of the initial development of early democratic Greek government. They will be invited to discuss and share ideas. They will be invited to compare to compare to our own form of government.

Standard- 4.2 Understands casual factors which have influenced history.

Students will create a list of key highlights of early Greek democracy.

Thursday- Students will create and color a map for their country. This will be placed in their files. Colored pencils and pens will be provided. Standard 3.1 Cultural characteristics.

The criteria of the world report will be discussed again.

Friday- A video will be shown on one of the selected countries.

Art:

Monday- Students will read Art of the Renaissance on pages 161-165.
Standard 4.4 art, art as a reflection of cultures.
Students will answer six questions on Rennaisance art on page 165.

Tuesday- Students will study the vanishing point and triangular perspectives within the pages read yesterday.
Standard- Art 1.2 develops visual arts skills and techniques.

Students will create their own sample of each of the above techniques given drawing paper.

Wednesday- Still life drawing. Students will work in groups.
Standard Art 1.2 develop visual arts skills and techniques.

Students will select five objects (book, pencil, etc). They will group their desks. They will choose how to arrange the objects on their desk. Each student will draw the series of objects from their own unique perspective or position.

Thursday- Read The Renaissance in the north.
Standard 4.4 Arts influence and reflection of cultures.
Students will answer four questions which refer to the northern Renaissance on page 171.

Friday- Video on a Renaissance artist.

February 28 - March 4, 2011

2011-02-24T09:47:00.000-08:00

Remember: please make the study guides, tests, and re-take tests the focus of improvement. That constitutes 80% of the grade and efforts to improve grades are best spent this way.

Reading:
Monday- Read The Dog of Pompeii
Tuesday- Apply your skills, page 413
Wednesday- Comprehension questions on Dog of Pompeii
Thursday- continue questions
Friday- Test 3, Quarter 3

Language:
Monday- Quiz on House On Hackman's Hill
Tuesday- Persuasive prompt
Wednesday- Persuasive prompt, final draft
Thursday- Persuasive presentation
Friday- Test 3, Quarter 3

Math 1 & 2:
Monday- T3 practice, multiply equaions
Tuesday- MSP practice
Wednesday- T3 practice, divide equations
Thursday- T3 Quiz
Friday- Test 3, Quarter 3

Art:
Monday- Ivanhoe as art
Tuesday- Ivanhoe as art
Wednesday- Ivanhoe as art
Thursday- Ivanhoe as art
Friday- Test 3, Quarter 3

History:
Monday- Odyssey, film 1
Tuesday- odyssey, fim 2
Wednesday- odyssey, film 3
Thursday- Odyssey, film 4
Friday- Test 3, Quarter 3

February 22-25, 2011

2011-02-17T10:02:00.000-08:00

Reading:
Monday- No School
Tuesday- Test 2
Wednesday- T2Q3 Study Guide, Read "Aaron's Gift"
Thursday- Do Apply your skills pages 395 & 396
Friday- Preparing to read, page 399

Language:
Monday- No School
Tuesday- Test 2
Wednesday- Begin "Success" expository rough draft, word recognition cd
Thursday- Continue rough draft
Friday- Final draft

Math 1 & 2:
Monday- No school
Tuesday- Test 2
Wednesday- T3Q3 Study guide, translations
Thursday- T3Q3 practice, translations
Friday- T3Q3 practice, add and subtract equations.

Art:
Monday- No School
Tuesday- Test 2
Wednesday- Coat of Arms, investigation
Thursday- Coast of Arms, create
Friday- cut paper, rose window project

History:
Monday- No School
Tuesday- Test 2
Wednesday- Odyssey story 1
Thursday- Odyssey story 2
Friday- Odyssey story 3

February 14- 18, 2011

2011-02-10T15:51:00.000-08:00

The second test of the quarter for each subject will be postponed to Tuesday, February 22 due to the mid winter break. Remember, the focus for improving grades this quarter should be taking and re-taking tests. The daily work is only worth 20% of the grade and is a reflection of effort. Study guides to prepare for tests have already been given to the students. Copies are available before and after school. If students stop immediately at 12:43, before going to lunch, a copy can be made.

Reading:
Monday- Do Apply Your Skills on page 368 and Grammar Link on page 369.
Tuesday- Read "The All American Slurp" on pages 370-380
Wednesday- Do Apply Your Skills, page 381
Thursday- Do Apply Your Skills on page 382 and Grammar Link on Page 383
Friday- No School

Language:
Monday- Read "House On Hackmans Hill", chapters 12 and 13
Tuesday- Find examples of figurative language in chapters 12 and 13.
Wednesday- Read House on Hackmans Hill", chapters 14 and 15
Thursday- Create your own test for chapters 14 and 15.
Friday- No School

Math 1 & 2:
Monday- Modified T2Q3 (practice) modified
Tuesday- Modified T2Q3 (practice) modified
Wednesday- MSP practice
Thursday- Modified T2Q3 (practice) modified
Friday- No School

Art:
Monday- Draw a Castle
Tuesday- Read "Art of the Gothic Period", p152-155
Wednesday- Studio activity page 155
Thursday- Video on Middle Ages
Friday- No School

History:
Monday- Story of Ajax
Tuesday- Trojan war word find
Wednesday- Video on Troy
Thursday- Study guide practice
Friday- No School

February 7-11, 2011

2011-02-03T15:12:00.000-08:00

Note: The new study guides for the next two weeks will be given Monday or Tuesday for the T2Q3 tests

Reading:
Monday- Read pages 334-339, answer all questions
Tuesday- Read pages 348-355, answer questions on 355
Wednesday- Read Ta-Na-Eka, p 359
Thursday- Complete "Apply Your Skills on page 367
Friday- Video Short story

Language:
Monday- Read House on Hackman Hill, chapters 8 & 9
Tuesday- Find examples of figurative language in 8 & 9
Wednesday- Read Hackman Hill, Chapters 10 & 11
Thursday- List 7 inferences in 10 & 11, Extract quotations for support
Friday- Video Short story

Math 1 & 2:
Monday- T2Q3 study guides. Includes review skills, symmetry, proportion, angles and measures, similar polygons
Tuesday- modified T2Q3 practice
Wednesday- MSP practice
Thursday- Modified T2Q3 practice
Friday- MSP practice

Art:
Monday- Read "The Masks of Africa", p136-139, answer 1-3 on 139
Tuesday- Studio Activity, constructing a mask
Wednesday- Read p142, complete chapter 9, review 143
Thursday- Read 145-149, Art of the Romanesque Period, do check your understanding p149
Friday-Video on Greece

History:
Monday- The Trojan Horse
Tuesday- Art on Troy
Wednesday- Write narrative on Trojan war
Thursday- Art on Troy
Friday- Video on Greece

January 31-February 4, 2011

2011-01-28T10:50:00.000-08:00

Note: Please make sure your student studies the guide for each subject each night. If it has been lost, a copy may be printed after school. The guides were given last Monday and Tuesday. The tests will be this Friday.

Reading:
Monday- Read "Olympic Glory", p311, free response and Apply Your Skills
Tuesday- Read "Going To Bat", p317, Do Apply Your Skills P321
Wednesday- Read 322- 329 together in class.
Thursday- First Draft "How To"
Friday- Test1Q3

Language:
Monday- 4-7A (Step Up) Planning for expository writing
Tuesday- 4-5A (Step Up) Writing Process
Wednesday- 4-5B (Step Up) Writing Process
Thursday- 4.5C (Step Up)
Friday- T1Q3

Math 1 & 2:
Monday- Practice 1 modified
Tuesday- Practice 1 plus scatter plot
Wednesday- Practice 1 plus Pythagorean Theorem
Thursday- Practice 1 modified
Friday- T1Q3

Art:
Monday- Read "Art of Africa" p129, do check understanding
Tuesday- Do studio activity
Wednesday- Read "The Masks of Africa"
Thursday- Do Studio activity
Friday- T1Q3

History:
Monday- Aesop Fable
Tuesday- Greek Art Project
Wednesday- Expository Writing (Troy first part)
Thursday- Finish above writing
Friday- T1Q3

January 24 - 28, 2011

2011-01-21T08:40:00.000-08:00

Note: Since the beginning of the year, as noted in the syllabus, test scores are worth 80% of the grade. Tests, therefore, should be given highest priority. Study guides in the third quarter should be taken home. Time should be scheduled several times a week to review them, practice and reflect. They will be key to success. Please consider them to be homework.

Reading:
Monday- Test (Medusa and Cricket)
Tuesday- Read "Dragon, Dragon". Use free responses (Step Up)
Wednesday- Do "Apply Your Skills" on page 306
Thursday- Writing Focus, Page 307
Friday- Video short story

Language:
Monday- 1-8A Framed Response (Step Up)
Tuesday- 1-9A Two column Guided Response (Step Up)
Wednesday- 4-6A Expository writing (Step Up)
Thursday- Practice expository writing
Friday- Practice expository writing

Math 1 and 2:
Monday- Practice 1 Quarter 3, also postponed test from last week
Tuesday- Practice 1 modified plus bar graph
Wednesday- Practice 1 modified plus circle graph
Thursday- Practice 1 modified plus line graph
Friday- quiz (class work)

Art:
Monday- Read "Art of Islam", p120, do check your understanding
Tuesday- tessellation art
Wednesday- Read "How Geometry Is Used In Art" do review p126
Thursday- Geometric art
Friday- Art video

History:
Monday- Test
Tuesday- Aesop Fable, rewrite
Wednesday- Minoan and Mycenaean power point.
Thursday- Crete and Mycenae
Friday- Video on Greece

January 18 - 21, 2011

2011-01-13T09:52:00.000-08:00

Note: Study guides for the next language, history and art tests are available upon request. Students will write these in class. Copies may be requested if lost. Tests from last week have been rescheduled to this week due to several variables (such as MAP testing).

Reading:
Monday-MLK Day
Tuesday- Read "Medusas Head", p23
Wednesday- Use free response form and questions for the above story. Pick 12 questions.
Thursday- Complete "Apply Your Skills" section on p297
Friday- Test

Language:
Monday- MLK Day
Tuesday- Step Up To Writing 1.7A and B, respnse
Wednesday- Step Up to Writing 1-7C, quotation response, Test 4
Thursday- 1-8A, framed response
Friday- 1-9A, two column guided responses

Math 1+ 2:
Monday- MLK Day
Tuesday- Test 5 practice
Wednesday- Take test 5
Thursday- Test 6 practice plus simple equations
Friday- Test 6 practice plus simple equations

Art:
Monday- MLK Day
Tuesday- Read p114-117, do check understanding, verify with page numbers
Wednesday- water coloring
Thursday- Test 4
Friday- Read 118-123, do check understanding, verify with page numbers

History:
Monday- MLK Day
Tuesday- Martin Luther King Discussion and video
Wednesday- Mesopotamia Review worksheet
Thursday- Mesopotamia Review worksheet, plus test
Friday- Video on Greece

January 10 - 14, 2011

2011-01-06T15:24:00.000-08:00

Note: Math classes have been restructured to utilize integrated worksheets.

Reading:
Monday- Page 268 and 269, write a thank you letter
Tuesday- Read "Cricket In The Road", SSR
Wednesday- Answer questions on page 277
Thursday- Answer questions on page 278 + 279
Friday- Video Short Story, Test

Language:
Monday- Step Up To Writing 3.1A and 3.1B, Sentence Fragments
Tuesday- Step Up To Writing 3.2A and 3.2B, Three and Four Part Sentences
Wednesday- Step Up, 1-1A, Free Response
Thursday- Step Up, 1-2A Response Starters
Friday- SSR, Read or Writing Prompt

Math 1:
Monday-Test 5 Modified worksheet plus similar polygons
Tuesday- Test 5 Modified plus Similar geometric figures
Wednesday- Test 5
Thursday- Test 6 Practice 1
Friday- Test 6 practice modified 2

Math 2:
Monday- Test 5 Modified worksheet plus similar polygons
Tuesday- Test 5 Modified plus Similar geometric figures
Wednesday- Test 5
Thursday- Test 6 Practice 1
Friday- Test 6 practice modified 2

Art:
Monday- Art of Ancient Rome, Read 104-107, Questions 1-5
Tuesday- Water Color
Wednesday- Read 110, Do Chapter 7 Review
Thursday- Test
Friday- Video on selected artist.

History:
Monday- Review Mesopotamia worksheet 1
Tuesday- Review Mesopotamia worksheet 2
Wednesday- Review Mesopotamia worksheet 3
Thursday- Review Mesopotamia worksheet 4
Friday- Test and Video

January 3-7

2011-01-03T07:44:00.000-08:00

Reading:
Monday- State Assessment Practice using PDF
Tuesday- State Assessment Practice using PDF, emphasize details
Wednesday- Read "The King of Mazy May", page 257
Thursday- Complete questions 1-12 on page 267 (skip number 5). Answers must be supported by specific sentences within the story. This is a two day assignment.
Friday- Finish Thursday's assignment

Language:
Monday- Worksheet on clauses
Tuesday- Worksheet on Independent clauses
Wednesday- Worksheet on phrases
Thursday- Worksheet on phrases
Friday- Writing prompt

Math 1 & 2:
Monday- Review worksheet 1, plus probability exercise
Tuesday- Review worksheet 2, plus circle exercise
Wednesday- Review worksheet 3, plus proportion exercise
Thursday- Review worksheet 4, plus Pythagorean exercise
Friday- Donald Duck in Mathmagic Land

Art:
Monday- Draw three selected objects, use perspective
Tuesday- Sketch the Parthenon
Wednesday- Sketch 2D vase, complete with Hercules
Thursday- Water color, Greek coloring page
Friday- Video on selected artist

History:
Monday- The Twelve Tasks of Hercules, Questions, add to study guide
Tuesday- Hermes, Questions, add to study guide
Wednesday- Apollo and Phaethon, questions, add to study guide
Thursday- Prometheus in Chains, questions, add to study guide
Friday- Video

December 13 to 17, 2010

2010-12-10T09:37:00.001-08:00

Note: The tests from last week were postponed to this week.

Reading:
Monday- Read "The Path Through the Cemetary" and "Celebrating the Quinceancera". Complete pages 223 and 225.
Tuesday- WASL reading practice
Wednesday- Read "Eleven", pages 247-250. Explain the setting, situation, climax and resolution. Do "Apply Your Skills" on page 251.
Thursday- Test
Friday- Activities Day

Language:
Monday- Worksheet on compound subjects.
Tuesday- Worksheet on compound verbs.
Wednesday- Read a short story. Identify compound verbs and subjects.
Thursday- Test
Friday- Activities Day

Math 1:
Monday- Chapter 4 Lesson 8. Solving problems with percents. Odds
Tuesday- Chapter 4 Lesson 8 Evens
Wednesday- Review worksheet
Thursday- Test
Friday- Activities Day

Math 2:
Monday- Chapter 4 Lesson 7. Subtraction equations. Odds
Tuesday- Chapter 4 Lesson 7. Subtraction equations. Evens
Wednesday- Review Worksheet
Thursday- Test
Friday- Activities Day

Art:
Monday- Holiday Ornaments
Tuesday- Video on Greece
Wednesday- Chalk Sketches
Thursday- Test
Friday- Activities Day

History:
Monday- Story of Aphrodite
Tuesday- Story of Hermes
Wednesday- Story of Prometheu in Chains
Thursday- Test
Friday- Activities Day

December 6 - December 10, 2010

2010-12-03T09:32:00.000-08:00

Note:
1. Math worksheets are now integrated with MAP targets in mind. Samples of text assignments are included each day.
2. History tests are based on class presentations. Students are encouraged to take notes and save them for reference on the test.

Reading:
Monday- Read "What a Character". Collect notes on important ideas.
Tuesday- Develop a plot and setting, create a story around it (short story)
Wednesday- continue
Thursday- continue
Friday-Test

Language:
Monday- Rewrite a passage from collected themed writing
Tuesday- Rewrite a passage from collected themed writing
Wednesday- Worksheet on subjects and verbs
Thursday- Worksheet on subjects and predicates
Friday- Test

Math 1
Monday- Chapter 4 Lesson 5 Dividing a whole number by a decimal
Tuesday- Chapter 4 Lesson 6 Using Powers of Ten
Wednesday- Chapter 4 Lesson 7, Dividing with decimals odds
Thursday- Chapter 4 lesson 7, Dividing with decimals evens
Friday- Test

Math 2:
Monday- Chapter 4 Lesson 5 Subtracting Integers
Tuesday- Chapter 4 Lesson 6 Solving Addition Equations Odds
Wednesday- Chapter 4 lesson 6 Solving Addition Equations Evens
Thursday- Solving Subtraction Equations Odds
Friday- Test

Art:
Monday- Read "Art of Greece" p97-101 Video on Greek art
Tuesday- Holiday decorations
Wednesday- Questions on page 101 Video on Greek art
Thursday- Holiday decorations
Friday- Test

History:
Monday- Story of Arachne questions
Tuesday- Story of Hephaestus, questions
Wednesday- Story of Aphrodite, questions
Thursday- Story of Hermes, questions
Friday- Test

November 29 - December 3, 2010

2010-11-29T08:54:00.000-08:00

Reading:
Monday- Read "The Golden Serpent" Write down the moral or message contained in it in one paragraph. Identify important parts of page 189 that feed into that message.
Tuesday- Students will define highlighted words in the above story and include ten words in the story which they are least comfortable with as far as definition. Use the dictionary to define these.
Wednesday- Read 196 to 203 ("Wartime Mistakes/Peacetime apologies"). Summarize with plot and setting.
Thursday- Complete "Apply Your Skills" on page 204
Friday- Test

Language:
Monday- Conjunction Worksheet
Tuesday- Correlative Conjunction Worksheet
Wednesday- Theme Writing on "My Thanksgiving". Identify conjunctions (red), prepositions (blue), adverbs (green). Watch run on sentences and capitalization.
Thursday- Review worksheet
Friday- Test

Math 1:
Monday- Chapter 4 Lesson 3, Estimating
Tuesday- Chapter 4, Lesson 4 odds
Wednesday- Chapter 4, Lesson 4 evens
Thursday- Chapter 4 Lesson 5 Dividing a whole number by decimal
Friday- Test

Math 2:
Monday- Chapter 4 Lesson 3 Integers on number line
Tuesday- Chapter 4 Lesson 4 Applying integers, odd
Wednesday- Chapter 4 Lesson 4 Applying integers, even
Thursday- Chapter 4 Lesson 5 Subtracting Integers
Friday- Test

Art:
Monday- Read "Art of Mesoamerica" Choose ten important details
Tuesday- Art Project in class
Wednesday- Read "Art of the Andes" Choose ten important details.
Thursday- Art Project in class
Friday- Test

History:
Monday- Initial story of the Greek Pantheon, summarize
Tuesday- Story about Athena, create a legend of your own
Wednesday- Story of Arachne, create your own fable
Thursday- Video on Greek Geography
Friday- Test

November 22 - 24, 2010

2010-11-18T09:33:00.000-08:00

Note: Tests from last week have been reschedules because of the special schedules for conferences. Some classes did not meet each day.

Reading:
Monday- Test on Walter Dean Myers stories to date.
Tuesday- Read "The Golden Serpent". Describe the genre, plot and setting.
Wednesday- Students will define in their own words, selected vocabulary.
Thursday- Holiday
Friday- Holiday

Language:
Monday- Preposition worksheet number two
Tuesday- Test on Prepostiions
Wednesday- Create a short fable using at least ten prepositions.
Thursday- Holiday
Friday- Holiday

Math 1:
Monday- Test
Tuesday- Chapter 4 lesson 3 Applications of decimals and percents.
Wednesday- Review
Thursday- Holiday
Friday- Holiday

Math 2:
Monday- Test
Tuesday- Chapter 4 lesson 3 Integers and the number line
Wednesday- Review
Thursday- Holiday
Friday- Holiday

Art:
Monday- Test on Japanese art
Tuesday- Read "Art of Mesoamerica" define selected words
Wednesday- Possible clay project (urns)
Thursday- Holiday
Friday- Holiday

History:
Monday- Test on last weeks materials. (open text)
Tuesday- Worksheet on geography of Greece
Wednesday- Video on Greece
Thursday- Holiday
Friday- Holiday

November 15 - 19, 2010

2010-11-12T16:51:00.000-08:00

Note: We are working on a conference schedule this week. Classes will be somewhat shorter.

Reading:
Monday- Read "Walter Dean Myers". Define the highlighted words. Define the words as they relate to the story. Describe the format of the story.
Tuesday- Create a summary for "Walter Dean Myers" Support it with a list of text based facts.
Wednesday- Read "The Game" by Myers. Write on the plot, conflicts, settings, climax and resolution in the story. Describe the point of view.
Thursday- Define selected words for the above story. Tell how they are significant to the story. Identify prefixes and suffixes for selected words.
Friday- Test of the stories above.

Language:
Monday- Write a short story on the life of a kid named Joe. Include at least 10 nouns, 10 pronouns, 10 adjectives, 10 verbs and 10 adverbs.
Tuesday- Complete D.O.L's
Wednesday- Preposition worksheet
Thursday- Complete compound preposition worksheet.
Friday- Test on Prepositions

Math 1:
Monday- Powers and Exponents 3.7
Tuesday- Reinforce Powers and Exponents 3.7
Wednesday- Using decimals, fractions and percents. 4.1
Thursday- Adding decimals 4.1
Friday- Test on the above.

Math 2:
Monday- Dividing fractions and mixed numbers 3.7
Tuesday- Reinforce dividing fractions and mixed numbers 3.7
Wednesday- Patterns, tables and expressions 4.1
Thursday- Scatter plots, 4.2
Friday- Test on the above.

History:
Monday- Reproduce a time line from 3300 B.C to 547 B.C. Name five highlights of the Hittite people. Study guide
Tuesday- Name twenty countries in Africa. Describe it's plateaus, mountains, valley and lakes.
Wednesday- List highlights of the Phoenician people.
Thursday- List the highlights of the Assyrians, Lydians and Persians.
Friday- Test on the above.

Art:
Monday- Featured Artist video
Tuesday- Sketch classroom in preparation for clay model.
Wednesday- Trace Kabuki actor on page 75
Thursday- Create a Kabuki headband.
Friday- Test on Japanese art.

November 8-12, 2010

2010-11-04T13:44:00.000-07:00

Conferences are now being scheduled. November 16th is the only day that includes evening conferences. If you would like to meet with me, please send me a note with a return e-mail address or phone number. I will contact you. We can determine a time.
Thank You,
Mr. Ellis

Reading:
Monday- Read "The Bracelet". Complete a plot and setting organizer. Refer to page 165.
Tuesday- Define by use of dictionary, glossary or context the following words: evacuated, interned, thrust, forsaken, cot, barracks, loyal, wilted, alien
Wednesday- Complete "Apply Your Skills". Refer to pages 173 and 174 and grammar link on page 175.
Thursday- Veterans Day
Friday- Test on "The Bracelet"

Language:
Monday- Veterans Observance by discussion
Tuesday- Students will read a story about Sargent York. They will summarize while attending to grammar.
Wednesday- Students will read a story about Audie Murphy. They will summarize while attending to grammar.
Thursday- Veterans Day
Friday- Video honoring Veterans Day

Math 1:
Monday- 3.4 Decimals, fractions and percents.
Tuesday- 3.5 Compare and order decimals.
Wednesday- 3.6 Rounding decimals
Thursday- Veterans Day
Friday- Test 3.4 - 3.6

Math 2:
Monday- 3.4 Add and subtract fractions.
Tuesday- 3.5 Multiplying fractions and mixed numbers
Wednesday- 3.6 The distributive property
Thursday- Veterans Day
Friday- Test 3.4 - 3.6

Art:
Monday- Art of China. Read 68 - 69. Check for understanding.
Tuesday- Create a scroll (refer to page 70)
Wednesday- Read The Art of Japan on pages 72 - 75. Check for understanding.
Thursday- Veterans Day
Friday- Charcoal sketches

History:
Monday- Tales of Magic In Egypt. Read and list ten facts.
Tuesday- "The Golden Valley". A reading and then summarize.
Wednesday- Ramses, Hatsheput, Tutankhamen
Thursday- Veterans Day
Friday- Egypt Video

November1-5,2010

2010-10-28T13:39:00.000-07:00

Notes:
1. Power point programs come with questions.
2. We are nearing the end of the quarter. Re-take tests should be done soon.
3. Video days are also used to complete missing tests

Reading:
Monday-Read "All In a Summers Day" Describe plot and setting.
Tuesday- Complete the "Apply Your Skills" section on page 161.
Wednesday- Reading comprehension (inference) power point.
Thursday- Test
Friday- Video short story.

Language:
Monday- Adverb power point
Tuesday- Adverb modifying adjectives power point
Wednesday- Review worksheet
Thursday- Test
Friday- Write a short story using several elements of figurative language.

Math 1:
Monday- 3.3 Modifying Decimals
Tuesday- Worksheet review for rounding, proportions and order of operations
Wednesday- Practice Test
Thursday- Test
Friday- Math Video

Math 2:
Monday-3.3 Adding and subtracting fractions
Tuesday- Worksheet review for rounding, proportions and order of operations
Wednesday- Practice Test
Thursday- Test
Friday- Math Video

Art:
Monday-Read 58 to 61, Chinese,Mesopotamian and Indian Art. Do 61
Tuesday- Power on medicine in Egypt
Wednesday- Chapter 4 review, p65
Thursday-Test
Friday- Video on featured artist

History:
Monday-Power point on hieroglyphics
Tuesday- Power point on medicine in Egypt
Wednesday- Study guide practice
Thursday- Test
Friday- Video on Egypt

October 25-29, 2010

2010-10-22T11:31:00.000-07:00

Note: Power point presentations include questions

Reading:
Monday-Test on plot and setting
Tuesday- Read Priscilla and the wimps. Page 134 to 139. Do 1-4 on page 139.
Wednesday- Read "Just Once". Provide plot and setting.
Thursday- Pages 149 to 151. Complete directed questions.
Friday- Wasl (MSP) practice

Language:
Monday- Metaphor power point
Tuesday- Simile power point
Wednesday- Alliteration power point
Thursday- Combined worksheet
Friday- Video on figurative language

Math 1:
Monday- Chapter 2 Review (101-104)
Tuesday- 3.1 Decimal Representation
Wednesday- 3.2 Measuring in the metric system.
Thursday- 3.3 Modeling decimals
Friday- WASL (MSP) practice

Math 2:
Monday- 2.8 Ordering Numbers
Tuesday- 3.1 Least Common Decimals
Wednesday- 3.2 Mixed numbers
Thursday- 3.3 Adding and subtracting fractions
Friday- WASL (MSP)

Art:
Monday- Cave painting using chalk
Tuesday- Test
Wednesday- Read pages 54 - 57. Do check your understanding
Thursday- Coloring Page Cave Art
Friday- Use and practice Egyptian picture writing

History:
Monday- Power point on Egyptian social classes
Tuesday- New study guide and power point practice
Wednesday- Power point on Egyptian life
Thursday- Power point on Egyptian medicine
Friday- Egyptian story. State essentials of plot and setting.

October 18-22, 2010

2010-10-15T09:09:00.000-07:00

Note: Opportunities to improve test scores will be provided periodically. Tests may be retaken as often as wished. If a student is absent and cannot send for a worksheet, the student may finish it upon return. The proviso is that the finished work be given to me and not placed upon a desk.

Reading:
Monday- Finish Comparison Essay
Tuesday- Review, Read page 118 and do p119. Read p120 and do p121. Read 122 and do p123.
Wednesday- Read Pages 128 and 129. Discuss plot, setting, climax and resolution. Pick one of the past stories to provide examples of each.
Thursday- Pick another story from past selections and detail the plot, setting, climax and resolution.
Friday- Test on the above

Language:
Monday-Complete worksheet on action verbs and linking verbs. Discuss
Tuesday- Complete a worksheet on helping verbs. Discuss
Wednesday- Complete a worksheet on adjectives. Discuss
Thursday- We will read a story with the purpose of highlighting adjectives, verbs, linking verbs, etc.
Friday- Test

Math 1:
Monday- Chapter two, lesson five (Order of Operations). Complete 1-32
Tuesday- Chapter two lesson six ( Distributive Property). Complete 1-26
Wednesday- Chapter two, lesson (Different Bases). Do 8-19 and 21-26
Thursday- Test
Friday- Math Video

Math 2:
Monday- Chapter two, lesson five (Greatest Common Factor) Do 5-23
Tuesday- Chapter two, lesson six (Fractions In Simplest Form) Do 7-23
Wednesday- Chapter two, lesson seven (A Division Model), Do odd problems
Thursday- Test
Friday- Math Video

Art:
Monday- Computer generated art in the lab
Tuesday- Painting in the Cubist style. Read 42-45. Do chapter three review
Wednesday- We will critique selected masterpieces.
Thursday- Read 46 to 51. Do "Check Your Understanding"
Friday- Video presentation on selected artist.

History:
Monday- We will talk about the need for construction of the pyramids. Students will draw their own pyramid with details.
Tuesday- We will discuss King Narmer and the unification of Egypt.
Wednesday- Students will read an ancient Egyptian story and summarize it.
Thursday- Test
Friday- Video on Egypt

October 11-15, 2010

2010-10-01T11:38:00.000-07:00

No schedule for October 4-7 due to Ft. Flagler

Reading:
Monday- Read "Making It Up As We Go". Complete the Apply Your Skills section on page 94.
Tuesday- Read "Iraqi Treasures" and "Cave" on pages 96 to 104. Complete Apply Your Skills.
Wednesday- Read 106 to 112. Begin the rough draft of a comparison-contrast essay.
Thursday- Write the final draft of the essay above.
Friday- Worksheets for the above story and pages. Homework

Language:
Monday- Using pronoun-antecedent. Power point. Worksheet
Tuesday- Understanding verb forms. Power point. Worksheet
Wednesday- Composition after short video story. Underline subjects. Circle Verbs. Structure.
Thursday- Understand Verb tense. Power point. Worksheet
Friday- Review worksheets for the week.

Math 1:
Monday- Base Ten Value System. 2.1 1-31. Challenge proportion problems.
Tuesday- Whole number add and subtract. 2.2 1-35. Challenge proportion problems.
Wednesday- Multiplication and area. 2.3 1-25. Challenge - order of operations.
Thursday- Whole number division. 2.4. 1-31
Friday- Spiral reviews to page 82. Mid Chapter assessment on p83

Math 2:
Monday- Order of operations. 2.1 1-36 Challenge proportion problems.
Tuesday- Powers and exponents 2.2 1-42 Challenge proportion problems.
Wednesday- Divisibility Tests 2.3 1-29 Challenge: Order of operation problems.
Thursday- Prime factorization 2.4 1-30
Friday- Spiral Reviews to page 80. Mid Chapter assessment on p81.

Art:
Monday- Art criticism and aesthetics. Read 34-37. Discuss. Do "Check Your Understanding"
Tuesday- Water Color Sketch using outline.
Wednesday- Painting an expressive scene and art history. Read 38-41. Do "Check Your Und."
Thursday- We will use an art program on the computer in the lab.
Friday- Video presentation on selected artist.

History:
Monday- Egypt 1 power point. Overview. Worksheet
Tuesday- Egypt 2 power point. Worksheet
Wednesday- Read the Egyptian stories "Croconile" an "Egyptian Cinderella". Worksheet.
Thursday- Develop a study guide for test three.
Friday- Video on Egypt.

September 27 to October 1, 2010

2010-09-24T09:47:00.000-07:00

Please excuse some of the repeated lessons. The MAP testing schedule has caused me to postpone some assignments. Next week, we will be going to Ft. Flagler. There will not be a posting for that week. Also, I have been posting grades since the beginning of the year. However, the new computers were not allowing it. The prompt said "posting complete" but in fact it was not happening. It is a technology challenge that is being worked on.

Reading:
Monday- Read "Southpaw". Complete "Apply Your Skills" on Page 81.
Tuesday- Read "Concha". Complete "Apply Your Skills" on page 86
Wednesday- Read "Making It Up As We Go". Complete "Apply your skills" on page 94
Thursday- Define all highlighted words for the stories read Monday - Friday
Friday- Test

Language:
Monday- Subject-Verb power point (Part I) Practice
Tuesday- Subject-Verb power point (Part II) Practice
Wednesday- Worksheets for run on sentences and combining sentences.
Thursday- Worksheet for subject-verb agreement
Friday- Test

Math1:
Monday- Solving a simpler problem, problems 1-11 on pages 40 and 41
Tuesday- Collected problem solving strategies, 1-11, on pages 46 and 47
Wednesday- Proportion and Basic Review (practice)
Thursday- Practice Test
Friday- Test

Math 2:
Monday- Separating into cases, 1-14 on pages 42 and 43
Tuesday- Collected problem solving strategies, 1-14 on pages 46 and 47
Wednesday- Proportion and Basic Review (practice)
Thursday- Practice Test
Friday- Test

Art:
Monday- Video on Michelangelo
Tuesday- Read pages 24 to 27. Sculpture, architecture and crafts media. P27, 1-4
Wednesday- Read 28 to 29. Review 1-20 on page 31
Thursday- Water color, free sketch
Friday- Test

History:
Monday- We will develop a study guide for the Friday test. non graded
Tuesday- Power point on Sumer. Question sheet.
Wednesday- Power point on early farming. Question sheet.
Thursday- Color map of Mesopotamia
Friday- Test

September 20-24, 2010

2010-09-16T11:16:00.000-07:00

Note: The testing schedule this week may cause a delay in our progress. An assignment may be postponed a day.

Reading:
Monday- Read "He Lion and Bruh", "Fox and Crow", and "Wolf and Horse". Non graded.
Tuesday- Complete Pages 57-59 all parts. Graded
Wednesday- Read "Do or Die". Non Graded
Thursday- Complete pages 71 to 73 all sections. Graded.
Friday- Video Short story. Non graded.

Language:
Monday- Spelling practice. Non Graded
Tuesday- Power point on run on sentences. Worksheet. Graded
Wednesday- Combining sentences worksheet. Graded.
Thursday- Spelling Practice. Non Graded
Friday- Review worksheet for run on sentences and combining sentences. Graded

Math 1:
Monday- Spiral review on page 32. Selected word problems. Graded
Tuesday- Working backward strategy. Problems 1-32 on pages 36 + 37. Graded
Wednesday- Solving a simpler problem. Problems 1-1 on page 40 and 41. Graded
Thursday- Collected problem solving strategies on p46-47. 1-11. Graded
Friday- Proportion and basic review. Non Graded

Math 2:
Monday- Spiral review. P34 and selected word problems. Graded
Tuesday- Logical Reasoning. Pages 38 and 39. 1-11 Graded
Wednesday- Separate into cases. Pages 42 and 43. 1-14 Graded.
Thursday- Collected problem solving strategies. Pages 46 and 47. 1-14. Graded
Friday- Proportion and basic review. Non graded.

Art:
Monday- Read pages 17 to 21. Questions on page 21. Graded
Tuesday- Sand Flagler Name tags for finish
Wednesday- Create and advertisement. Use colored pencils. Graded
Thursday- Tie lanyards to flagler name tags. Non Graded
Friday- Video feature, Michelangelo

History:
Monday- Cuneiform. Babylonian math worksheet. Numbers for base 60. Graded
Tuesday- Story on First building structures. Summary. Non graded
Wednesday- Hammurabi's code. Question worksheet. Graded
Thursday- Story of Gilgamesh, Uruk, Humbaba, Shamash, Ea, Enlil. Question sheet. Graded
Friday- Mesopotamian art. Create figures. Power point. Non graded

Septembe 13 to 17

2010-09-10T12:13:00.000-07:00

Notes:
1. There have been problems with the blog. I hope this shows.
2. We are one assignment behind in Language. Due to unpredictable circumstances this may happen from time to time. Please ask your student.
3. From time to time I may reduce the number of problems in a math assignment pending our progress.

Reading:
Monday-Read "The Gold Cadillac"
Tuesday- Complete questions 1-9 and the writing focus on page 43
Wednesday- We will create in class a list of questions for "The Story Telling Stone", "La Bamba", and "Gold Cadillac" to be answered.
Thursday- Video Short Story (no assignment)
Friday- Test on the previous stories.

Language:
Monday-Bring Lit books to class. Page 27 Grammar Link and "your turn" plus page 45 grammar link and "Your Turn".
Tuesday- Power point unit on sentence fragments (no assignment)
Wednesday- Lesson one on Sentence Fragments. It is a worksheet that will be distributed.
Thursday- Test on pronouns and sentence fragments.
Friday- Power point on run on sentences.

Math 1:
Monday- Mid chapter assessment (non graded) on page 21
Tuesday- Draw a diagram. Pages 24 and 25. Problems 1-22
Wednesday- Test on chapters 1-5.
Thursday- Algebra and Equations, 1-21 and 26-30
Friday- Spiral review on page 32 with challenge problems.

Math 2:
Monday- Mid chapter assessment (non graded) on page 25
Tuesday- Guess, check and revise. 1-23 on pages 28 and 29
Wednesday- Test on chapters 1-5
Thursday- Writing an equation. Pages 30-33, problems 1-27
Friday- Spiral Review page 34. Challenge word problems will be given.

Art:
Monday- We will sand Ft. Flagler name tags.
Tuesday- We will develop a study guide for a test on Friday. (non graded)
Wednesday- Use black and white paper. Tear black paper into irregular pieces and glue pieces on the white paper to create a reflection.
Thursday- Complete review page 15, 1-20
Friday- Test

History:
Monday- We will develop a study guide for a test on Friday. (non graded)
Tuesday- Sketch a map of Mesopotamia shown on the screen or your own source.
Wednesday- Discuss the meaning of a city-state. Write 12 reasons for why there is a need for government.
Thursday- Discuss Mesopotamia's religion. Students will list the Mesopotamian dieties and explain the function of each. Make a connection to nature.
Friday- Test

September 7 to 10, 2010

2010-09-02T14:36:00.000-07:00

Reading:
Monday- No School
Tuesday- Read "The Story Telling Stone" (pages 10-13). Complete questions 1-3 on page 15.
Wednesday- Read "La Bamba" (pages 16-24). Discuss the story (class work).
Thursday- Discuss the meaning of similes. Ask questions about La Bamba. Watch a power point on similes.
Friday- Answer the questions 1-11 on page 25 (La Bamba)

Language:
Monday- No School
Tuesday- Students will write the definition of a pronoun and several examples. Ten to fifteen sentences will be copied for which antecedents must be identified.
Wednesday- We will study personal pronouns and write several examples. Students will then identify personal pronouns in ten to fifteen copied sentences.
Thursday- We will study demonstrative pronouns and copy several examples. We will identify the same in ten to fifteen copied sentences.
Friday- Students will write a short story on their past week of school. Minimum 300 words. They will underline all nouns and pronouns.

Math 1:
Monday- No school
Tuesday- Looking For a Pattern. Do problems 1-22 on page 7.
Wednesday- Reading and Making a Table. Do problems 1-10 on page 11
Thursday- Making a List. Problems 1-16 on page 15.
Friday- Using a graph. Problems 1-13 on page 19 and 20.

Math 2:
Monday- No school
Tuesday- Complete Problems 1-11 on pages 6-7. Problem Solving
Wednesday- Discovering Patterns and Solving Problems. Pages 8-11. Problems 1-15
Thursday- Drawing Diagrams. Pages 16-19. Problems 1-31.
Friday- Experiments and Simulations. Problems 1-12 on pages 22 and 23.

Art:
Monday- No School
Tuesday- Students will read pages 2-5 in the art book. Answer all five questions on page 5.
Wednesday- Students will create designs on a paper by drawing a continuous line, which often intersects and then color the spaces with the the basic colors and some over lapping hues.
Thursday- Students will read pages 8-11. They will answer all questions on page 11 and define highlighted words in their own translation.
Friday- Video on a featured artist. Class work.

History-
Monday- No school
Tuesday- Define historian, archaeologist, artifact, anthropologist, fossil, technology and nomad.
Wednesday- Read a story on "Otzi the Iceman". Describe Otzi. Write a paragraph on what you think scientists will say about us several hundred years from now.
Thursday- Discuss neolithic times. Define domesticate, Jericho, specialization, Catal Huyuk.
Friday- ESD movie on Neolithic times.

September 1 to 3, 2010

2010-08-17T17:53:00.000-07:00

Dear Parents and Students,

I am looking forward to the coming school year. It is always a joy for me to work with students to discover and rediscover new ideas and the fundamental knowledge necessary to understand our world. Our endeavor to understand the world, it's people and the building blocks of nature reminds me of my youth and friends. We were in awe of our place in the universe, nature and the people in it. We constantly asked each other questions and attempted to answer them in order to understand our environment. There are so many stories to tell.

Of course, we are required to grade the knowledge and efforts of our students. You may be curious of the structure that I use for grading. Simply, class work and homework account for 20% of a quarter grade. Since I place great value on retention, tests account for 80% of the grade. However, all tests may be re-taken during times other than class time in an effort to improve and learn. Of course, this is subject to current school policy.

My goal this week will be to use power point presentations and worksheets to determine the knowledge base of my students. With this in mind, there will not be graded class work or home work. Please view my blog Friday night or the weekend to see the plans for next week. I will up date the plans each Friday for the week that follows.

Thank You,
Mr. Ellis

June 14 to 15, 2010

2010-06-11T15:11:00.000-07:00

June 7 to 11, 2010

2010-06-04T13:39:00.000-07:00

June 1to 4

2010-06-01T08:27:00.000-07:00

May 24 to 27, 2010

2010-05-20T17:28:00.000-07:00

May 17 to 21

2010-05-14T09:54:00.000-07:00

May 10 to 14

2010-05-06T08:20:00.000-07:00

May 3 to 7

2010-04-29T09:50:00.000-07:00

April 26 to 30

2010-04-23T10:08:00.000-07:00

April 19 to 23, 2010

2010-04-16T09:51:00.000-07:00

"These plans are based on the best prediction of what we hope to accomplish for this week. Please note, that these plans will vary from time to time because of various interruptions (fire drills, assemblies, etc.) and that we want to make sure students master material, before we move on to new concepts."

Reading:
Monday- Read ”Zlateh the Goat” Practice with State Wasl Reading Practice
Tuesday- Answer comprehensive, vocabulary and critical analysis questions on the above story utilizing software. Students respond on paper and study the responses. Also, this weeks spellinhg/vocab list will be given. Test on last weeks words and this weeks words will be incorporated into the reading test on Friday.
Wednesday- Read “The Jacket”. The remainder of the period should be spent reading silently.
Thursday- Answer comprehensive, vocabulary and critical analysis questions on the above story utilizing software. Students respond on paper and study the responses.
Friday- Test on the above two stories and spelling/vocab.

Language:
Monday- We will work on the Grammar and Usage Part I of the Holt Grammar software. Students will copy the paragraphs and insert an appropriate word. Students should reflect on the completed work.
Tuesday- Cross Curricular work on the World’s Fair project.
Wednesday- Grammar and Usage Part II. Same procedure as Monday.
Thursday- Interactive Spelling work using Holt Software. Students will practice spelling rules. We will construct a study sheet of examples and students will reflect on theguide.
Friday- Test. Cross Curricular work on the World’s Fair project.

Note: Accelerate Math Worksheets and P2 Integrated Practice will be administered during the week.
Math1:
Monday- 9.3 Congruent and Similar Figures
Tuesday- Math Lab
Wednesday- 9.4
Thursday- Math Lab
Friday-Test

Math2:
Monday-9.3 Surface Area of a Prism
Tuesday- Math Lab
Wednesday- 9.4
Thursday- Math Lab
Friday- Test

History:
Monday- Julius Caesar conquers Gaul and crosses the Rubicon. Students will reflect on this information by writing their perceptions of the dangers of dictatorial actions on a Republic.
Tuesday- Julius Caesar in Africa and conflict with Pompey and Cleopatra. Students will describe the political relationship (political balance) between Caesar and Cleopatra
Wednesday- Reforms of Julius Caesar. Students will note the reforms and compare to our own Republic.
Thursday- The death of Julius Caesar. Students will use critical analysis to determine the reasons for the assassination.
Friday- Test on the last study guide. Video on Rome

T1Q4 History
Study Guide:
1. Latfundias- These were large wealth estates.
2. Dole- The world’s first welfare system.
3. Slaves- Cheap labor created by the war.
4. Paterfamilias- The father/head of the family.
5. Province- Area ruled by a Roman governor.
6. Capua- Slave trade center of Italy.
7. Pax Romana-200 years of Roman Peace.
8. Republic-A government where power rests with elected leaders.
9. Virgil- He was a Roman poet who wrote of old Roman values.
10. Crassus- Rich member of the First Triumvirate.
11. Pompey- Known as Pompey the great (general) and member of the first Triumvirate.
12. Julius Caesar- Popular politician of the First Triumvirate.
13. Dictator- Ruler with absolute power.
14. Concrete- Building material created by the Romans.
15. Appian Way- A road built by Romans leading to all parts of the Empire.
16. Gladiator- A Roman slave trained to fight to the death.
17. Gladius- A short Roman sword.
18. Rubicon- River as a border which legions may not cross.
19. SPQR- Senate/Public
20. Forum- Public market place and social center.

April 12- 16

2010-04-09T09:35:00.000-07:00

"These plans are based on the best prediction of what we hope to accomplish for this week. Please note, that these plans will vary from time to time because of various interruptions (fire drills, assemblies, etc.) and that we want to make sure students master material, before we move on to new concepts."

Reading:
Monday- Read Aaron’s Gift
Tuesday-Students will list the main characters of Monday’s story, detail the plot, themes and define the highlighted words.
Wednesday- Read “ The Dog of Pompeii”.
Thursday- Students will list the main characters of Wednesday’s story, detail the plot, themes and define the highlighted words.
Friday- Video Short Story (no assignment)

Language:
Monday- Students will learn the meaning of Homonyms and create some of their own.
Tuesday- Students will learn the meaning of antonyms and create some of their own.
Wednesday- There will be a review of nouns, pronouns, subjects and predicates.
Thursday- There will be a review of verbs, adverbs, prepositions and conjunctions.
Friday- Students will begin reading collecting information on his/her chosen country for the Fair. This is a cross curricular project.

Note: Accelerate Math Worksheets and P2 Integrated Practice will be administered during the week.
Math1:
Monday- 9.1 Exploring Geometric Figures
Tuesday- Math Lab
Wednesday- 9.2 Angles and Measures
Thursday- Math Lab
Friday-9.3 Congruent and Similar Figures

Math2:
Monday-9.1 Polyhedrons
Tuesday- Math Lab
Wednesday- 9.2 Surface Area of a Prism
Thursday- Math Lab
Friday- 9.3 Surface Area of A Cylinder

History:
Note: After covering the primary issues each day, we will view one of the power point selections for Rome.
Monday- We will investigate the changes in Rome at the end of the Punic wars. Students will list the consequences for issues of farm debt, unemployment and leadership. We will create the next study guide.
Tuesday- The topic for today will be the leadership vacuum which followed the Punic wars. This investigation will include Marius and Sulla and the initial destruction of the Republic.
Wednesday- We will investigate the slavery issue following the Punic wars which changed the fabric of society and initiated social changes.
Thursday- We will discuss the filling of the power vacuum by the primary individuals associated with the First Triumvirate. Students will note the characteristics of Julius Caesar, Crassus and Pompey.
Friday- Video on Rome (no assignment)

T1Q4 History
Study Guide:
1. Latfundias- These were large wealth estates.
2. Dole- The world’s first welfare system.
3. Slaves- Cheap labor created by the war.
4. Paterfamilias- The father/head of the family.
5. Province- Area ruled by a Roman governor.
6. Capua- Slave trade center of Italy.
7. Pax Romana-200 years of Roman Peace.
8. Republic-A government where power rests with elected leaders.
9. Virgil- He was a Roman poet who wrote of old Roman values.
10. Crassus- Rich member of the First Triumvirate.
11. Pompey- Known as Pompey the great (general) and member of the first Triumvirate.
12. Julius Caesar- Popular politician of the First Triumvirate.
13. Dictator- Ruler with absolute power.
14. Concrete- Building material created by the Romans.
15. Appian Way- A road built by Romans leading to all parts of the Empire.
16. Gladiator- A Roman slave trained to fight to the death.
17. Gladius- A short Roman sword.
18. Rubicon- River as a border which legions may not cross.
19. SPQR- Senate/Public
20. Forum- Public market place and social center.

Spelling/Vocab April 12

1. Point of view-position from which an observation is made.
2. Elevation- the distance from the surface of the earth.
3. Altitude- the height above sea level.
4. Resolution- the eyes ability to see that two tiny objects are separate.
5. Location- A place described in terms of other objects around it.
6. Latitude- Lines running east and west on the globe.
7. Longitude-lines running north and south on the globe.
8. Equator- the longest line of latitude that runs around the exact center of the Earth: 0 degrees latitude.
9. Rotation- the motion of a body turning in a circle.
10. Axis- the imaginary shaft on which a body turns.

April 5 to 9

2010-03-24T13:47:00.000-07:00

"These plans are based on the best prediction of what we hope to accomplish for this week. Please note, that these plans will vary from time to time because of various interruptions (fire drills, assemblies, etc.) and that we want to make sure students master material, before we move on to new concepts."

Team Notes:
1. The sixth grade will be preparing for the World's Fair project in the next couple of months.
2. There will be joint spelling tests for the sixth grade.
3. Sixth graders will be studying figurative language and taking a common assessment shortly.
4. The sixth grade team will offer at least two common summative assessments in each discipline for the remainder of the year.

Reading:

Monday- Read Ta Na E Ka silently starting on page 358.
Tuesday- Students create their own question sheet for the above story. It will be a collaborative effort where a student adds a question to a piece of paper, passes it back for the next student to add a question.
Wednesday- Read The All-American Slurp starting on page 373.
Thursday- Students answer the questions for Applying Your Skills on pages 367 and 381.
Friday- Test on this weeks stories.

Language

Monday- Students will complete Animal and People Alliteration worksheets. They will fill blanks with like sounds. They will listen to some alliteration poems and create one of their own.
Tuesday- Students will highlight sensory words in a story filled with imagery. They will then create a story of their own which appeals to each sense.
Wednesday- Students will write similes for the following: sunset, moon, mountain, bridge, stars, snow, carpet, grass and computer. They will write their similes for each object as the folder for that object is passed from student to student.
Thursday- Students will write metaphors for the objects above and attach them to the folders for each object as they pass..
Friday- Students will take a test on the above. They will identify different passages as an example of alliteration, imagery, metaphor, or simile.

History

Monday- Review the last study guide. Students will hear some of the reasons for the first Punic war with Carthage. They will watch the following video and create five questions for the video and for the information presented by me.. (http://videos.howstuffworks.com/search.php?terms=punic+war&media=video). Students will add their questions to a common paper to form a quiz.
Tuesday- Students will read material on the second Punic war, listen to information given and watch a video on the above link. Students will describe the feats of Hannibal.
Wednesday- Students will listen to a presentation on the third Punic war and watch a related video using the above link. Students will write on the determination of the Romans.
Thursday-We will discuss the changes to the Roman way of life. Students will list the changes during the conversation.
Friday- Test on the last study guide.

Math1:
Monday- Chapter 8 review starting page 411
Tuesday- Accelerated Math, P2 practice
Wednesday- Test
Thursday- Accelerated Math, P2 practice
Friday- Geometric Figures on pages 422 and 423

Math 2:
Monday- Square Roots on page 408
Tuesday- Accelerated Math, P2 practice
Wednesday- Test
Thursday- Accelerated Math, P2 practice
Friday- Pythagorean Theorem on pages 414 and 415

March 22 to 25

2010-03-18T08:57:00.000-07:00

This week is a conference week. Students will present their portfolios. Classes are shorter and meet irregularly. Therefore, please consider the following to be our plan for this week:

1. Math classes meet twice and will engage in the Accelerated Math Program.
2. Reading, Language and History classes will require that students read library books, books on countries for the World's Fair, and historical myth books. A reading log for pages will be kept.
3. Students who need to make up tests will have those tests administered to them.

March 15 to 19

2010-03-11T18:14:00.000-08:00

"These plans are based on the best prediction of what we hope to accomplish for this week. Please note, that these plans will vary from time to time because of various interruptions (fire drills, assemblies, etc.) and that we want to make sure students master material, before we move on to new concepts."

Reading

The Sixth Grade World’s Fair
Beginning soon, your sixth grader will begin working on his/her World’s Fair project. This is an interdisciplinary project involving your student’s Reading, Language Arts, and Social Studies classes. All sixth graders participate in these activities, with different parts assessed in the aforementioned subjects. To begin the research, he/she will be assigned a foreign country, will check out a non-fiction book on that country, and will read that book. Next, using the book as well as other reference sources, your child will take notes on his/her country using the Five Themes of Geography. During Language Arts, he/she will use the notes to generate a written report (expository essay). Based upon that information, your sixth grader will then build a cardboard display for the World’s Fair night, which will be held on June 8th. This fair will be open to the public; so many people will be able to enjoy the fruits of the students’ labor. Finally, in his/her Language Arts class, an oral presentation will be given on what your child has learned about that country. As you can see, this will be a huge undertaking, so you may want to begin discussing it with your child sometime soon.

Monday- Students will read the story “Going to Bat” on page 317. They will be asked to collaborate with other students to write the five main ideas of the story on the team paper.
Tuesday- Students will complete the “Apply Your Skill” section on page 321. I will read a short story from the WASL practice book. They will answer selected questions.
Wednesday- Students will read the story “Stray” on page 350. In partners, they will identify the topic sentence in each paragraph, then share.
Thursday- Students will read for the images in the story above. They will identify the recurring images. I will read a short story from the WASL book and students will answer pertinent skills.
Friday- Students will read their country books or packets.

Language:

The sixth grade team is in the process of collecting terms which cross several disciplines. Students will study the meaning and spelling of each on a weekly basis. A summative assessment will be administered at the end of each week. The weeks words will be reviewed each day.

Language:
Monday- Students will identify similes. They will be asked to write down a passage and identify the similes within.
Tuesday- Students will identify metaphors. They will be asked to write down a passage and identify the metaphor within.
Wednesday- Students will identify alliterations within a printed text.
Thursday- We will watch power points on all the above.
Friday- Students will watch a video short story after taking the weekly spelling test.

History:

Monday- Students will create a set of laws to serve as a standard for empire. They must consider all the problems an empire may have. This will be done in collaboration. A final document must be written by the team.
Tuesday- CBA work
Wednesday- Students will study a comparison chart of the Republic of Rome and of our own country. They will identify similarities and differences between the governmental forms. These may be listed by each pair of students.
Thursday- CBA work.
Friday- Test on the last study guide.

Math 1:
Monday- Students will understand the skill of dividing mixed numbers. They will complete assigned problems on pages 402 and 403.
Tuesday- Accelerated Math
Wednesday- Students will explore the area of a right triangle. They will complete assigned problems on pages 408 and 409.
Thursday- Accelerated Math
Friday- Test on skills posted this week and last.

Math 2:
Monday- Students will find the area of parallelograms. They will complete assigned problems on pages 392 and 393.
Tuesday- Accelerated Math
Wednesday- Students will find the area of a trapezoid. They will complete the problems on pages 398and 399.
Thursday- Accelerated Math
Friday- Test on skills posted this week and last.

March 8 to 12

2010-03-04T13:51:00.000-08:00

"These plans are based on the best prediction of what we hope to accomplish for this week. Please note, that these plans will vary from time to time because of various interruptions (fire drills, assemblies, etc.) and that we want to make sure students master material, before we move on to new concepts."

Reading

Monday- Read the story “Dragon, Dragon” starting on page 298.
Tuesday- Define the highlighted words. Do the “Apply Your Skills” section on page 307.
Wednesday- Read the story “Olympic Glory” starting on page 310. Pick out ten words in the story which you are not sure of. Define them using context clues. Tell me what the clues are.
Thursday- Do the “Apply Your Skills” section on page 315 and write a topic sentence for each paragraph.
Friday- Test

Language:
Monday- We will create a subordinate clause guide. Students should study this each night.
Tuesday- We will create an adjective clause guide. Students should study this each night.
Wednesday- Students will write sentences with selected adjective clauses (to be pasted to the blog later).
Thursday- Students will create an adverb clause guide. Students should study this each night.
Friday- There will be a test today on previous guides.

History

Monday- CBA Work No Assignment
Tuesday- CBA Work No Assignment
Wednesday- CBA Work No Assignment
Thursday-We will discuss patricians, plebians, senate and the Twelve Tables. Students will write comparisons and contrasts to society today.
Friday- We will discuss the strengths of the Roman army. Students will create a list of strengths.

Math 1:
Monday- We will multiply mixed numbers. Students should complete problems 1-26 on page(s) 386 and 387.
Tuesday- Accelerated Math
Wednesday- We will divide fractions with common denominators. Students complete 1-27 on pages 392 and 393.
Thursday- Accelerated Math
Friday- Students will use reciprocals to divide fractions. Students complete problems1-26 on page(s) 398 and 399.

Math2:

Monday- We will study intersecting lines and angle measures. Students must complete problems 1-24 onpages376 and 377.
Tuesday- Accelerated Math
Wednesday- We will study plane geometry. Students will complete problems 1 to 14 on pages 382 and 383.
Thursday- Accelerated Math
Friday- We will study the idea of circumference. Students will complete problems 1-22 on pages 388 and 389.

Adjective Clauses

An adjective clause is a subordinate clause that modifies a noun or pronoun.

Example:
She bought an expensive watch that was made in Japan.
That radio, which was made fifty years ago, still works.
The person whom we mean to invite is Senator Jackson.
The book whose title I can’t remember was written by Alcott.
In the week since he left, several things have changed.
He remembers a time when he swam in that lake.
The lake where we swim is a hundred feet deep in the center.
He is the pitcher whom we saw the last time.

Subordinate Clauses

A clause is a group of words with its own subject and verb.

An independent clause has a subject and a verb and can stand by itself as a complete sentence.

A subordinate clause has a subject and a verb but cannot stand by itself as a sentence. It is only part of a sentence.
S V
Example: after she finished her report

Complete: She can walk the dog after she finished her report.
S V
Example: when the trunk was found in the attic

Complete: When the trunk was found in the attic it had cobwebs on it. We were surprised, when the trunk was found in the attic.

Adjective Phrases

An adjective phrase is a prepositional phrase that modifies a noun or pronoun by telling what kind or which one.

Examples:
The highway with two lanes began there.
The sergeant with the angry face stopped us.
Each of the captains waved.
Noise from aircraft may damage houses near busy urban airports.
The box of cookies in the pantry is almost empty.
The gas station near the entrance to the highway sells diesel fuel.

March 1 to 5

2010-02-25T12:43:00.000-08:00

February 22 to 26

2010-02-19T15:03:00.000-08:00

"These plans are based on the best prediction of what we hope to accomplish for this week. Please note, that these plans will vary from time to time because of various interruptions (fire drills, assemblies, etc.) and that we want to make sure students master material, before we move on to new concepts."

Note: I have created a survival skills review with the use of a math generator. The skills that are on it relate to relative skills for RIT levels below 210. The values can be changed at a moments notice. Therefore, we will practice with it until most have mastered the skills. A new set of RIT level skills will then be created. The first of these is referred to as P1.

Reading

Monday- Read “King of Mazy May” on pages 254 to 260. Do the quick write exercise at the bottom of page 260.
Tuesday- Finish reading the same story. Complete the “Read and Discuss” questions at the bottom of Page 264 and the analyzing visuals on the same page.
Wednesday- Compete the exercise “Respond and Think Quickly” on page 267 as well as the “Writing Focus” at the bottom of page 267.
Thursday- Apply your skills on page 268 and 269. Pick one choice on page 269.
Friday- Students will watch a video short story. They will be questioned verbally for comprehension. There will be a test for the last four days of work.

Language

Monday- Students will identify adjective phrases. They will be given sentences to underline. They will write a short story based on the Aesop style and underline adjective phrases in each sentence. A language study guide will be given.
Tuesday- Students will follow the Monday procedure for adverb phrases.
Wednesday- Students will use the same procedure for prepositional phrases.
Thursday- Students will use the same procedure for appositive phrases.
Friday- There will be a test on the study guide terms.

History

Monday- Students will be given 20 terms to use as a study guide. They will create a word find for those terms.
Tuesday- We will discuss Epicureanism versus Stoicism. Students will then write and share their own philosophy of life and develop a life theme. Ex: “Body, Mid, and Spirit”.
Wednesday- Students will listen to my account of Alexander the Great and watch a video on Alexander the Great while answering selected questions.
Thursday- Students will watch a video on a Greek play called “The Pipes of Pan”. They will also watch “Oedipus Rex”
Friday- Students will be tested on the study guide. They will continue work on the CBA.

Math1:
Monday- Students will complete the spiral review on page 352. In class, we will practice with the P1 survival sheet practice. They will complete the communications section on page 353.
Tuesday- We will continue practice with P1 spiral review. Students will complete all problems on pages 356 and 357 for 7.7.
Wednesday- Students will complete the chapter seven review (all problems).
Thursday- Students will complete multiply fractions problems on pages 372 and 373 for 8.1. There will be P1 practice.
Friday- Test

Math2:
Monday- Students will complete problems on pages 360 and 361 (odds) plus P1 practice.
Tuesday- Students will complete problems for 7.7 on percent increase. This is for 7.7. Do the even problems.
Wednesday- Do all problems for Chapter 7 review.
Thursday- Students will do all problems on pages 376 and 377 for intersecting lines. P1
Friday- Test

February 16 to 19

2010-02-11T11:20:00.000-08:00

February 8 to 11

2010-02-04T15:54:00.000-08:00

February 1 -5

2010-01-29T11:19:00.000-08:00

January 25 to 29

2010-01-22T09:30:00.000-08:00

January 19 to 22

2010-01-14T14:33:00.000-08:00

"These plans are based on the best prediction of what we hope to accomplish for this week. Please note, that these plans will vary from time to time because of various interruptions (fire drills, assemblies, etc.) and that we want to make sure students master material, before we move on to new concepts."

Here is the final parent Geography Bee question. Bengali is the official language of a densely populated Asian country in which over 70 percent of the population lives in a rural area. What is the name of the country?

Reading
Monday- MLK Day
Tuesday- Read the story “Wartime Mistakes, Peacetime Apologies” and “What A Character: (pages 198 & 206)
Wednesday- Complete “Applying Your Skills” page 204 and page 209 (all questions)
Thursday- Suspense stories will be read. No assignment
Friday- Suspense stories will be read. No assignment Possible short story videos.

Language
Monday- MLK Day
Tuesday- Students will complete a worksheet on recognizing compound direct objects.
Wednesday- Students will read a short story. They will then make a column for subjects and direct objects. For each sentence in the story they will list subjects they find under the subject column and direct objects in that column.
Thursday- Students will complete a worksheet for finding direct objects in questions.
Friday- Students will complete a worksheet for recognizing indirect objects.

History
Monday- MLK Day
Tuesday- Students will summarize a story on Zeus as the leader of the Pantheon and copy the study guide.
Wednesday- Students will summarize a story about Athena (Greek Goddess of wisdom and crafts)
Thursday- Students will summarize a story about Poseidon
Friday- Students will watch videos on the previous gods and goddesses.

Math 2
Monday- MLK Day
Tuesday- Lesson 5 Chapter 6 Writing Proportions
Wednesday- Review Worksheet
Thursday- Lesson 6 Chapter 6 Similar Polygons
Friday- Lesson 7 Chapter 6 Scale Drawings

Math 1
Monday- MLK Day
Tuesday- Lesson 5 Chapter 6 Compare and order fractions
Wednesday- Review worksheet
Thursday- Lesson 6 Chapter 6 Modeling Fractions
Friday- Lesson 7 Chapter 6 Probability

History Study Guide Jan 19 to 23

1. Polis- It is a country like city-state.
2. Chronos- Greek god at the beginning of time.
3. Oranos- He killed his father Oranos.
4. Rhea- Wife of Oranos and mother of Zeus.
5. Zeus- Chief Greek god of the Pantheon.
6. Hera- Wife of Zeus and daughter of Oranos. She was known to be a plotter.
7. Poseidon- He was the Greek god of the sea and brother of Zeus.
8. Demeter- She was the earth-goddess and brother to Zeus.
9. Hades- He was the Greek god of the underworld and brother to Zeus.
10. Athena- She was the goddess of home arts/crafts and wisdom. She was the daughter of Zeus.
11. Apollo- He was the Greek god of the sun and an offspring of the Pantheon.
12. Hermes- He was the Greek messenger god and an offspring of the Pantheon.
13. Hephaestus- He was the smith god of the Greeks.
14. Thetis- She was a sea nymph who found Hephaestus and mother to Achilles.
15. Aphrodite- She was the Greek goddess of love.
16. Prometheus- He was a Greek god who gave man the gift of fire.
17. Pandora- She was given a box and told not to open it.
18. Phaethon- He rode his father’s sun chariot and plunged into the ocean.
19. Narcissus- He was a vain Greek boy who was turned into a flower.
20. Persephone- She was the daughter of Demeter who was imprisoned by Hades.

January 11 to 15,2009

2010-01-08T10:09:00.000-08:00

"These plans are based on the best prediction of what we hope to accomplish for this week. Please note, that these plans will vary from time to time because of various interruptions (fire drills, assemblies, etc.) and that we want to make sure students master material, before we move on to new concepts."

Reading

Monday- Read “The Golden Serpent” silently.
Tuesday- Read “The Golden Serpent” together verbally
Wednesday- Complete “Apply Your Skills” on page 194
Thursday- Complete “Wrap Up” on page 195
Friday- Test on “The Golden Serpent

Language

Monday- Finding Subjects in Questions worksheet
Tuesday- Finding Subjects in Sentences Beginning with There and Here
Wednesday- Recognizing Direct Objects
Thursday- Recognizing Compound Direct Objects
Friday- Test

Math 1

Monday- Chapter six, lesson one fundamental fraction concepts
Tuesday- Explore division and ratios in chapter six, lesson two
Wednesday- Equivalent fractions and rations on page 278 to 281
Thursday- Proportions on pages 284 to 285
Friday- Test

Math 2

Monday- Students will solve ratios on pages 272 to 275
Tuesday- Students will solve rate problems on pages 276 to 279
Wednesday- Students will solve proportion problems on pages 284 to 287
Thursday- Students will solve proportions on pages 288 to 291
Friday- Test

History

Monday- Study guide to be created and copied. It will then be posted to the blog. We begin our studies of Greece.
Tuesday- We will discuss the island of Crete and Minotaur story. Students will summarize story.
Wednesday- We will study the geographical features of Greece. Students will fill in a map.
Thursday- Students will watch a video on Greek geography and possibly the Minotaur story.
Friday- Test on the study guide and will discuss the “I Have a Dream” speech by Martin Luther King

Test 4 History Study Guide Quarter 2

1. Crete- An island in the Mediterranean Sea near the Greek Peninsula. It is the largest Greek island.
2. Knossos- The ancient capital of Crete.
3. Minos- King of ancient Crete.
4. Pindu Mountains- Mountain range in Greece.
5. Olives- A staple crop of the Greeks.
6. Minotaur- Mythical creature which was half man and half bull.
7. Daedalus- Legendary architect of the labyrinth.
8. Labyrinth- A maze in which the Minotaur was trapped.
9. Icarus- In myth, he flew too close to the sun with wings of wax and feathers.
10. Mediterranean Sea- A sea which borders southern Europe, Northern Africa and the Mid East.
11. Earthquake- A shaking of the earth common to the area near Crete.
12. Labyr- A double bladed Cretan Ax.
13. Temperate- It is a name for the climate that is prevalent in Greece.
14. Heraklion – It is the current capital of Crete.
15. Idi Range – It is a mountain range in Crete.
16. Aegean Sea- It is a sea north of Crete and East of Greece.
17. Peninsula-It is an extension of land that is surrounded on three sides by water.
18. Taur- Another name for “bull” in the Cretan culture.
19. Lead- A metal which the Cretans used to first make water and sewer pipes.
20. Europe- It is the continent on which Greece may be found.

January 4 to 8 2010

2009-12-18T09:29:00.000-08:00

"These plans are based on the best prediction of what we hope to accomplish for this week. Please note, that these plans will vary from time to time because of various interruptions (fire drills, assemblies, etc.) and that we want to make sure students master material, before we move on to new concepts."

Reading:
Monday- Read the story “Walter Dean Myers” silently. Students should take notes for use on test.
Tuesday- We will read the story “Walter Dean Myers” out loud and discuss plot analysis.
Wednesday- Students will complete the “Apply Your Skills” section on page 182.
Thursday- Students will take a test on the story “Walter Dean Myers”.
Friday- Video Short Story- No assignment.

Language:
Monday- Students will complete a worksheet on complete subjects and predicates.
Tuesday- Students will complete a worksheet on compound subjects and compound verbs.
Wednesday- Students will complete a worksheet on recognizing compound subjects and compound verbs.
Thursday- Students will develop sentences with compound subjects and compound verbs.
Friday- Test on the above.

Math1:
Monday- Students will complete the mid chapter assessment on page 241. Assignment points.
Tuesday- Students will complete problems for bar graphs for Lesson 5.5.
Wednesday- Students will complete problems for line graphs for Lesson 5.6.
Thursday-Students will watch videos on graphs. No assignment. Practice Quiz
Friday- Students will take a test on the above.

Math 2:
Monday- Students will complete problems for scatter plots for Lesson 5.4
Tuesday- Students will complete problems for misleading graphs on lesson 5.6
Wednesday- Students will complete problems for probability on lesson 5.7
Thursday- Students will watch videos on graphs. No assignment. Practice Quiz
Friday- Students will take a test on the above.

History:
Monday- Students will take notes on the original patriarchs of the Hebrew people. Study guide issued.
Tuesday- Students will take notes on Hebrew experience with Egypt.
Wednesday- Students will take notes on the establishment of the capital and subsequent Babylonian captivity.
Thursday- Students will take notes on Roman Diaspora
Friday- Students will test on the above.

Study Guide Jan 4 to 8
Please note: As we study the Mid East and the ancient peoples who occupied it, we include the Mesopotamians, Assyrians, Egyptians, Persians, Hittites, Hebrews, and other cultures to dwell and/or occupy the land. As we study each culture, we review their technology, government, education and religion. Our purpose is to understand our world today by better understanding the cultures of the past. We will also be studying the Muslim and Christian faith as well as others. Objectivity is always important and prerequisite to our studies. Please call me if you have any questions.
1. Hebrews- Originally, twelve tribes of nomadic herders from Mesopotamia.
2. Monotheism- The belief in one God.
3. Torah- The first five books of the Bible.
4. Prophet- Messengers of God.
5. Exodus- Flight of Hebrews from Egypt.
6. Ten Commandments- Hebrews believed that these were laws which came from God.
7. Abraham- He was said to be the original patriarch.
8. Issac- He was the son of Abraham.
9. Jacob- He was the son of Issac who’s name was changed to “Israel”
10. Israel- The name means “struggler with God”
11. Moses- He led the Hebrews out of Egypt.
12. Bablyon- A Mesopotamian culture which enslaved the Hebrews.
13. David- Jewish King of Israel.
14. Covenant- It is believed to be a promise and relationship between the Hebrews and God.
15. Judah- It was one of the Hebrew tribes from which we get the term Jewish.
16. Canaan- A previous name for the land of Israel.
17. Philistine- Peoples who once dominated what we call Israel today and from where the term Palestine stems from.
18. Diaspora- The dispersion of Jewish people to different parts of the world during Roman occupation.
19. Nebuchadnezzar- Babylonian king who destroyed Solomon’s temple.
20. Solomon- Hebrew king when the initial temple was built.

December14 to 18, 2009

2009-12-10T12:44:00.000-08:00

December 7-11, 2009

2009-12-03T08:59:00.000-08:00

"These plans are based on the best prediction of what we hope to accomplish for this week. Please note, that these plans will vary from time to time because of various interruptions (fire drills, assemblies, etc.) and that we want to make sure students master material, before we move on to new concepts."

Parent Geography Question of the Week: What country in South Africa is one of the only countries besides ours which uses our standard of measurement?

Reading
Monday- Read “All Summer in a Day” silently. Students may make observations that may be used on the test for this story.
Tuesday- Read “All Summer in a Day” out loud. I will listen and note student skills. No assignment.
Wednesday- Students will make a plot diagram for this story and write personal definitions for highlighted words.
Thursday- We will watch a simile and metaphor power point. Students will create five similes and five metaphors on their own.
Friday- Students will take a test on “All Summer in a Day”.

Language
Monday- Students will complete a worksheet on coordinating conjunctions.
Tuesday- Students will complete a worksheet on correlative conjunctions.
Wednesday- Students will write a short story using coordinating and correlative conjunctions.
Thursday- Students will complete a worksheet on interjections.
Friday- Students will write a short story using interjections.

History
Monday- King Narmer and the Unification of Egypt. Students will take notes from power point.
Tuesday- Students will be given the second study guide for the second test. They will copy it.
Wednesday- Students will take notes on a power point presentation on Egyptian fashion.
Thursday- Students will view pictures and power points on Egyptian housing and architecture. They will take notes.
Friday- Students will watch a video on Egypt. No assignment.

Book 1
Monday- Pages 202-203, 4.7 , odd problems
Tuesday- Pages 202-203, 4.7, even problems
Wednesday- Problem solving with decimals and percents, 4.8, pages 206 + 207, 1-27
Thursday- Chapter 4 Review
Friday- Worksheet with selected problems, quiz (non graded)

Book 2
Monday- 4.7, pages 206 and 207, odd problems (subtraction problems)
Tuesday- 4.7, pages 206 and 207, even problems (subtraction problems)
Wednesday- Chapter 4 review
Thursday- problems solving practice (non graded)
Friday- Worksheet with selected problems, quiz (non graded)

History Study Guide for Test 2 Quarter 2

1. Tribute- It was the payment that conquered peoples were expected to give.
2. Hatshepsut-She was a woman Pharaoh who increased trade and wealth for Egypt.
3. Thutmose III- He expanded Egypt to Syria and Palestine.
4. Amenhotep- Known later as Akhenaton, he changed the religion of Egypt.
5. Nefertiti – She was Akhenatons wife and King Tuts mother.
6. Tutankhamon- Polytheism was re-established under his rule, by the priests.
7. Howard Carter- He found King Tut’s tomb.
8. Lord Carnarvon- He sponsored the dig for King Tut’s tomb.
9. Rameses II- Thought to be the Pharaoh at the time of Moses. He fought the Hittites.
10. Hittites- Ancient people of Turkey who were warlike and had iron.
11. Papyrus- An ancient reed and paper.
12. Hieroglyphics- An ancient Egyptian form of picture writing.
13. Rosetta Stone- It was carved in 196 B.C with three kinds of writing.
14. Narmer- Also known as Menes, he united upper and lower Egypt.
15. Khufu- Also known as Cheops, he had the largest Pyramid in Giza.
16. Rollers- A means to move large stone blocks.
17. Transit- An instrument used to level the ground.
18. Geometry- A form of mathematics mastered by the Egyptians.
19. Book of he Dead- Contains burial customs and rituals of the ancient Egyptians.
20. Natron- A salt substance used in mummification.

Nov 30 -Dec 4, 2009

2009-11-25T08:20:00.000-08:00

"These plans are based on the best prediction of what we hope to accomplish for this week. Please note, that these plans will vary from time to time because of various interruptions (fire drills, assemblies, etc.) and that we want to make sure students master material, before we move on to new concepts."

Parent Geography Bee question for this week: Which state has been nicknamed the "Mountain State"?

Language

Monday- Students will review adjectives and adverbs.
Tuesday- Students will take a prep quiz on adjectives and adverbs. (reteach)
Wednesday- Students will take a quiz on adjectives and adverbs.
Thursday- Students will copy the fifty common prepositions and write sentences for each of them. This will be a two day project.
Friday- Finish the project started on Thursday.

Reading

Monday- Read the story “Just Once”. Students will take notes that may be used for a Wednesday quiz on the story.
Tuesday- Students will work in the computer lab on their suspense stories.
Wednesday- This will be a test day for the story “Just Once”
Thursday- Students will work in the computer lab on their suspense stories.
Friday- Video short story day.

History

Monday- Students will study the geography of upper/lower Egypt. Students will identify river systems, seas, climate, and cities at the time of ancient Egypt.
Tuesday- Students will make a list of Egyptian deities (partial) and attempt to explain their religion in a short written response.
Wednesday- Students will summarize a description of bodily preservation for the after life.
Thursday- Students will be introduced to the construction of a pyramid and draw one of their own.
Friday- Test. This test will be on the first study guide of the quarter. The study guide has been given to them and a copy is available on my blog.

Math - Book 2:

Monday: Review for quiz
Tuesday: Quiz
Wednesday: Lab 4.5 Investigating Integer Subtraction pages 190-191 - Finish for homework
Thursday: 4.5 Learn to subtract integers. Pages 192-195 - Homework pages 194 # 12-20 and 31-33
Friday: Lab 4.6 Investigating algebra tiles.

Math - Book 1:

Monday: Review for quiz
Tuesday: Quiz
Wednesday: 4.5 Students will divide decimals by whole numbers - Homework: page190-191 #14-23
Thursday: 4.6 Students will use powers of ten to multiply and divide - Homework: page 194 #8-15
Friday: 4.6 continued

Study guide:

1. Code of Hammurabi- The laws of Babylon which were carved onto a block of stone.
2. Polytheism-This is the worship of more than one god.
3. Monotheism- This is the worship of only one god.
4. Nanna- He is the Sumerian god of the moon.
5. Ishtar- She is the Sumerian goddess of love.
6. Shamash- He is the Sumerian god of the sun.
7. Sumer- It is an ancient Mesopotamian city-state responsible for the discovery of the wheel.
8. Babylon- An ancient Mesopotamian city-state responsible for the construction of the tallest ziggurat.
9. Ziggurat- It is an ancient Mesopotamian temple constructed for the gods.
10. Nile- It is an important river which runs north to south through Egypt.
11. Malochite- It is copper ore.
12. Smelting- It is the process of separating metal from its ore.
13. Mold- A ceramic form used for liquid metal to form useful shapes.
14. Dynasty- It is a family of rulers.
15. Pyramid- It is a tomb for pharaohs.
16. Pharaoh- An Egyptian god-king.
17. Lower Egypt- Ancient part of Egypt located near the Nile Delta.
18. Nubia- A country in Africa which is south of Egypt.
19. Red Sea- It is a body of water which is located between the Arab countries and Egypt.
20. Osiris- The Egyptian god of harvest and kings of the dead.

November 23 -25, 2009

2009-11-20T08:53:00.000-08:00

"These plans are based on the best prediction of what we hope to accomplish for this week. Please note, that these plans will vary from time to time because of various interruptions (fire drills, assemblies, etc.) and that we want to make sure students master material, before we move on to new concepts."

Parent/Guardian Geography Question of the Week
The slogan “Pike’s Peak or Bust” was used during the 1858 gold rush to a U.S territory that later became which state?

Note: Next week, students will be given a study guide containing important terms for the next history test. Please encourage them to study it for at least ten minutes each night.

History:
Monday- Geography of Egypt. Students will be shown a video and will be expected to list 15 important geographical features of Egypt.
Tuesday- Egyptian mathematics. Students will translate 15 to 20 Hindu Arabic numbers into Egyptian Hieroglyphics.
Wednesday- Power point on Egypt. Students will take notes (fifteen important points from the power point presentation).
Thursday- Thanksgiving
Friday- Thanksgiving

Reading:
Monday- Read pages 132 to 137. Develop a plot diagram for the story. Students develop five questions for the story on their own.
Tuesday- Students will work in the lab on their suspense story.
Wednesday- Video short story. No assignment.

Language:
Monday- Quiz on worksheets since Nov 9.
Tuesday- Assessment practice (no assignment)
Wednesday- Assessment practice (no assignment)

MATH BOOK 1 :

Monday -4.4 Lab - Investigating Decimal Multiplication pages 180-181 finish for homework
Tuesday -4.4 - Learn how to multiply decimals and percents pages 182-185.
Wednesday - Continue 4.4 learning how to multiply decimals and percents pages 182-185.
Thursday & Friday - Thanksgiving Holiday

MATH BOOK 2 :

Monday - 4.3 Finding integers on a number line - pages 178-181 - Homework: pages 180-181 # 6-26
Tuesday - 4.4 Lab investigating addition of Integers pages 182-183. Finish for homework.
Wednesday - 4.4 Students will learn to add integers. - Pages 184 - 187
Thursday & Friday - Thanksgiving Holiday

Qtr Two, Test 1- History

Study guide:

1. Code of Hammurabi- The laws of Babylon which were carved onto a block of stone.
2. Polytheism-This is the worship of more than one god.
3. Monotheism- This is the worship of only one god.
4. Nanna- He is the Sumerian god of the moon.
5. Ishtar- She is the Sumerian goddess of love.
6. Shamash- He is the Sumerian god of the sun.
7. Sumer- It is an ancient Mesopotamian city-state responsible for the discovery of the wheel.
8. Babylon- An ancient Mesopotamian city-state responsible for the construction of the tallest ziggurat.
9. Ziggurat- It is an ancient Mesopotamian temple constructed for the gods.
10. Nile- It is an important river which runs north to south through Egypt.
11. Malochite- It is copper ore.
12. Smelting- It is the process of separating metal from its ore.
13. Mold- A ceramic form used for liquid metal to form useful shapes.
14. Dynasty- It is a family of rulers.
15. Pyramid- It is a tomb for pharaohs.
16. Pharaoh- An Egyptian god-king.
17. Lower Egypt- Ancient part of Egypt located near the Nile Delta.
18. Nubia- A country in Africa which is south of Egypt.
19. Red Sea- It is a body of water which is located between the Arab countries and Egypt.
20. Osiris- The Egyptian god of harvest and kings of the dead.

November 16 - 20, 2009

2009-11-12T08:34:00.000-08:00

November 9-13, 2009

2009-11-04T15:28:00.000-08:00

November 2-6, 2009

2009-10-29T10:34:00.000-07:00

"These plans are based on the best prediction of what we hope to accomplish for this week. Please note, that these plans will vary from time to time because of various interruptions (fire drills, assemblies, etc.) and that we want to make sure students master material, before we move on to new concepts."

Reading:
Monday- Students will read “The Little Mangy One” on page 118 and answer the questions on page 119. The word-attack skills minis lesson will also be completed.
Tuesday- Students will continue to write their mystery/suspense story.
Wednesday- Students will read “Informational Skills Review” on page 120. They will answer the questions on page 121.
Thursday- Students will continue to write their mystery/suspense story.
Friday- Students will complete the Vocabulary Skills Review and the Writing Skills Review on pages 122 and 123.

Language:
Monday- Students will complete a worksheet on definite and indefinite articles.
Tuesday- Students will complete a worksheet on nouns used as adjectives.
Wednesday- Students will complete a worksheet on proper adjectives.
Thursday- Students will complete a worksheet on compound adjectives.
Friday- Students will complete a worksheet on pronouns used adjectives.

History
Note: New vocabulary words will be added beginning second quarter.
Monday- We will be discussing Sumerian supernatural explanations for natural phenomena. Students will write their own explanations in a supernatural way for volcanoes, flooding and earthquakes.
Tuesday- We will discuss how a life in a society is formed by their belief systems and rituals. This speaks to the beginnings of theocracies. Students will answer the question in fifty words or more, “Why were priest-kings important to Mesopotamian cultures”? There will also be a test on the power point terms.
Wednesday- Students will fill in a map on the mid east using a desk map and a visual presentation.
Thursday- Students will complete a word search on places in the mid east.
Friday- Students will watch a video on the mid east.

Math Book 2:

Monday: Students will learn the Distributive Property 3.6 Goal #1. Homework: page 144 #7-14

Tuesday: Students will understand the Distributive Property 3.6 Goal #2 Algebra and Variables . Homework: pages 144-145 # 15-22 and 28-31

Wednesday: 2 hour late start/ bowling

Thursday: Students will complete Lab 3.7 Investigating Division of Fractions. Homework: page 149 #6-14

Friday: Students will learn to dividing fractions and mixed numbers 3.7
STUDY FOR CHAPTER 3 TEST ON TUESDAY

Math Book 1:

Monday: Students will learn to rounding decimals 3.6. Homework: pages 140-141 # 11-20 and 33-39

Tuesday: Students will learn the concept of powers and exponents . 3.7 Goal 1- Using exponents to write powers - Homework: page 146 #7-20

Wednesday: 2 hour late start/ bowling

Thursday: Students will learn powers and exponents. goal 2 - Evaluating Expressions - Homework: page 147 # 33-48

Friday: Students will learn to use decimals, fractions, and percents. 3.8 - Homework: pages 150-151 #6-15
STUDY FOR CHAPTER 3 TEST ON TUESDAY!

October 26-30, 2009

2009-10-22T11:35:00.000-07:00

Reading:
Monday- Discuss the structure of a suspense story. Create a web.
Tuesday- Work on the plot for the web chosen.
Wednesday- Continue the above work.
Thursday- Begin the process of creating a rough draft.
Friday- Complete the rough draft.

History/Geography:
Monday- Ice Age. Large game died out. Hunting became critical. Define the following words: temperature, glacier, Greenland, inter glacial, ice sheet, glaciation, glacial deposits
Tuesday- Locate Current Ice Sheets. Define Antarctica, southern hemisphere, desert, antarctic circle, magnetic pole, ice shelf. Apply five themes.
Wednesday- New Stone Age. Define: farming, herding, division of labor, artisans, pottery, Catel Huyuk, bartering
Thursday- River Valley Civilizations. Define: Asia, Tigris, Euphrates, theocracy, Nile, Mesopotamia, Yellow River, Huang River.
Friday- Geography of Mesopotamia. Define: Red Sea, city-state, new stone age, Sumer, Mediterranean Sea, Akkad, Black Sea

Math Book 2:
Monday: Students will add and subtract fractions. Homework: pages 128-129 #14-25
Tuesday: Students will be able to add mixed numbers. Homework: pages 132-133 #15-37 odd
Wednesday: Review for mid chapter quiz
Thursday: Mid chapter quiz
Friday: Students will be able to multiply fractions and mixed numbers.

Math Book 1:
Monday: Students will be able to represent decimals using a number line and set models. Homework: pages 126-127 #6-18
Tuesday: Students will be able to rewrite decimals as fractions and percents. Homework: pages 129-130 # 19-20, 25-33odd, 41-44
Wednesday: Review for mid chapter quiz
Thursday: Quiz
Friday: Students will be able to compare and order decimals.

Language:
Monday- Action Verbs(worksheet)
Tuesday-Linking Verbs(worksheet)
Wednesday-Helping Verbs (worksheet)
Thursday- Adjectives (worksheet)
Friday- Definite and In-definite articles (worksheet)

October 19-23, 2009

2009-10-16T10:16:00.000-07:00

Work In Progress
Note: We are attempting to lockstep and coordinate geography and math assignments by Thursday.
Note: As always, I will paste the modified assignments each day so that you can copy them.

Geography:
Monday- Define the following terms: Prehistory, hunting & gathering, Carbon 14 dating, artifact, old stone age, fossils and nomad, archeologist,and site. This follows a discussion on the Paleolithic era.
Tuesday- Define the following terms: ritual, migrate, glaciers, domestication, excavation, bartering, division of labor
Wednesday- Write an essay on the following topic and prepare to share: How would my life be different if there were no stores, central heating, carpenters, craftsmen and technology beyond the use of stones and sticks? (Fifty words or more)
Thursday- Define the Neolithic Age, subsistence farming, and agriculture. Give an explanation for how mankind may have first made the transition from hunting and gathering to subsistence farming.
Friday- Video on the Stone Age/Neolithic Age

Math 1:
Monday- Spiral Review and Practice (no assignment)
Tuesday- Spiral Review and Practice (no assignment)
Wednesday- Spiral Review and Practice (no assignment)
Thursday- Chapter 3, Lesson 1. Exploring Decimal Representation
Friday- Chapter 3, Lesson 2 The Metric System

Math 2:
Monday- Spiral Review and Practice (no assignment)
Tuesday- Spiral Review and Practice (no assignment)
Wednesday- Spiral Review and Practice (no assignment)
Thursday- Chapter 3, Lesson 1 Least Common Multiples
Friday- Chapter 3, Lesson 2 Mixed and Improper Fractions

Reading:
Monday- Read “Iraqi Treasures Hunted” Define recovered, civilizations, and authorities. Complete “Applying Your Skills”
Tuesday- Read “Cave”. Define techniques, projection and vivid. Complete “Practicing the Standards.
Wednesday- Read pages 106 and 107 of the writing workshop. Practice the use of Venn diagrams.
Thursday- Read pages 108 and 109. Students use a suggested idea or their own to write a comparison/contrast essay.
Friday- Read pages110 and 111. Complete the section “ Differentiating Instruction”.

Language:
Monday- Identify all pronouns in the section “Iraqi Treasures Hunted”. Label
Tuesday- Identify all adjectives. Include the noun or pronoun modified.
Wednesday- Finish the assignment from Tuesday.
Thursday- Identify all pronouns in the section “Cave”
Friday- Identify all adjectives in the section “Cave” Include the noun it modifies.

October 12-16, 2009

2009-10-12T08:10:00.000-07:00

Reading:
Monday- Review last two weeks assignments for test tomorrow. No formal assignment. Emphasize "Concha" and "Do or Die"
Tuesday- Test 2
Wednesday- Reat "The Southpaw",pages 77-80. Do "Apply Your Skills for Use a chart, infer, indicate, analyze, interpret
Thursday- Pages 90-93 Read "Making It Up As We Go" Story telling vs oral tradition.
Friday- Apply Your Skills, Page 94

Language:
Monday- Review last two weeks assignments for test tomorrow. No formal assignment.
Tuesday- Test 2
Wednesday- Apply Skills page 72 & 73. Relative and Interrogative Pronouns.
Thursday- Page 58, Homophones, to, too, two, use of adjectives, interpret
Friday- Page 59, Describing with adjectives. Create a fable.

Geography:
Monday- Review last two weeks assignments for the test tomorrow.
Tuesday- Test 2
Wednesday- Region-Climates, Human/Environment interaction. Define vocab terms: permafrost, weather,climate, taiga, axis, timberline, temperature, hypothesis, revolution, equinox, hypothesis, smog, solstice, natural vegatation, oasis, mixed forest, deciduous, prairie.
Thursday- Read pages 63-65, population growth, distribution, industry, density
Friday- Read pages 66-68, regulation, tornado alley, subsistence farming, hurricane, tsunami

Math1:
Monday- Review skills and assignments of the last two weeks.
Tuesday- Test 2
Wednesday- Chapter 2 review
Thursday- Terms on page 101
Friday- Chapter 3, Lesson 1 Decimal Representation

Math 2:
Monday- Review skills and assignments of the last two weeks.
Tuesday- Test 2
Wednesday- Chapter 2, lesson 7 Ordering on a number line
Thursday- Define vocabulary terms9expression, base, common factor, GCF etc.
Friday- Chapter 3, Lesson 1 Common Multiples

October 14

Write the following terms and then explain them using your own words (you are welcome to use your textbook):

Weather
Climate
Axis
Temperature
Rotation
Equinox
Solstice
Natural Vegetation
Deciduous
Timberline
Permafrost
Smog

Sept 14
Reading- Do the three questions in the Reading Focus Section on page 81

October 14
Math, Book 1
Copy and define the following words in your own way:

Place value system, page 60
Base-Ten system, page 60
Expanded Notation, page 60
Regrouping, page 66
Perimeter, page 67
Product, page 72
Area, page 73
Numerical Expression, page 84
Evaluating, page 84
Grouping Symbols, page84
Order of Operations, p85
Variable, p89
Variable Expression, p89

October 14, 2009
Math Bk 2
Chapter 2 Lesson 8
Do problems 2,4,5,7,10,11,12,18

October 15
Reading
On your paper, copy the following terms. After we read “Making It Up as We Go” on pages 90-93 you will be expected to define the words your own way (complete sentences). Do not copy definitions out of the book. After you define the word, write another sentence which tells me how it relates to this story. :

Prehistoric
Permanent
Intriguing
Imagine
Epic

October 15
Page 73
Complete the grammar link section on page 73.

October 15
Copy and define the following terms in your own words:

Population
Distribution
Industry
Density
Population map

September 28 to Oct 2, 2009

2009-09-25T13:42:00.000-07:00

Note: I was absent today (Monday)and probably will be tomorrow. I have been sick. It is possible that I will recover by tomorrow morning but I am not sure. I do not think I should expose the kids. The sub will follow my plans. I will again offer retakes on tests when I return. I hope all of you are in good health.

Note:My absence this week, committee work on Thursday and the shortened schedule Friday has made it impossible to either review properly for the tests or administer them properly. Therefore, I have decided to spend Friday in review as well as an extended review on the Monday after our return from Fort Flagler. The tests will be postponed until that Tuesday.

Please remember, the specific assignments and/or modifications are pasted on to this blog each day so that you can copy them at home for your use. Also, encourage your student to retake tests if they desire their score to improve. More individual help can be given that way. Have a great week end.

Reading:
Monday- Read "Do or Die", pages 68-70
Tuesday-Grammar Work page 73, Vocabulary development page 72
Wednesday- Applying Your Skills page 71
Thursday- Read "Concha" pages 82-85
Friday- Test 2, Quarter 1 No assignment

Language:
Monday- Use of commas Pt 1
Tuesday-use of commas Pt 2
Wednesday- Use of periods, worksheet
Thursday- Practice Test, no assignment
Friday- T2, Qt1

Geography:
Monday- Pages 52-54,Marine, Mediterranean and Humid Subtropical climates
Tuesday- Pages 55-56 Subarctic, Tundra,Ice Cap and Highlands climates
Wednesday- Page 57 Map Skills
Thursday- Practice Test, No assignment.
Friday- Test 2, Quarter 1

Math1:
Monday- 2.4, patterns and primes
Tuesday- 2.5 Order of operations
Wednesday- 2.6 Distributive Property
Thursday- Practice Test, no assignment
Friday- Test 2, Quarter 1

Math 2:
Monday- 2.4, whole number division
Tuesday- 2.5, Greatest Common Factor
Wednesday- 2.6 Fractions in Simplest Form
Thursday- Practice Test, no assignment
Friday- Test 2, Quarter 1

Sept 30, 2009

Math 1 2.6 Problems 5-12, 19-26

Math 2 2.6 11-19, 21, 22 reducing fractions, common denominators

September 21-25, 2009

2009-09-17T14:57:00.000-07:00

Note: Please check this site at the end of each day for specifics which are related to the subjects/topics posted for the day. You will see the specific assignment. Upon your request, I can cut and paste these into your e-mail. Hard copies are available.

Reading:
Monday- "The Story Telling Stone", Do assigned questions.
Tuesday- No Assignment. We will review stories to the present for the test tomorrow.
Wednesday- No assignment. Test 1, Quarter 1
Thursday- Read "Do or Die"(pages 63-65). Do assigned questions.
Friday- Read "Do or Die"(pages 66-67). Do assigned questions.

Language:
Monday- No assignment. We will practice for the test tomorrow.
Tuesday- Test 1, Quarter 1
Wednesday- Capitalization worksheet and cursive worksheet
Thursday- Capitalization worksheet and cursive worksheet.
Friday- use of commas. Worksheet

Geography:
Monday- Test 1, Qtr 1
Tuesday- Read pages 45-47. Solar system, tilt, rotation, greenhouse, revolution.
Wednesday- Read 48-51. Latitude, elevation, elevation, wind and landforms.
Thursday- No assignment. We will locate fifteen places on a desk map.
Friday- Read pages 52-54. Various climates. Do assigned questions.

Math2:
Monday- Chapter 2, Lesson 1. Order of operations.
Tuesday- Chapter 2, lesson 2. Powers and exponents.
Wednesday- Chapter 2, Lesson 3. Patterns and divisibility tests.
Thursday- No assignment. Review practice.
Friday- Chapter 2, lesson 4. Patterns and primes.

Math 1:
Monday- Chapter 2, lesson 1. Basic ten place value.
Tuesday- Chapter 2, lesson 2. Addition and Subtraction.
Wednesday- Chapter 2, Lesson 3. Multiplication and area.
Thursday- No assignment. Review and practice.
Friday- Chapter 2, Lesson 4. Whole number division.

9/21/09 Reading “The Story Telling Stone”

1. What is Orenda?
2. The boy thought that the source of the voice was what?
3. What was the story about?
4. What part did the old woman play?
5. What does the word “enthralled” mean?
6. Name some of the gifts brought to the stone!
7. What is a tale?
8. What gift was the boy to bring?
9. What do you think all these stories are about?
10. Name at least five of the stories!

Math Book 1
Problems: 1, 5, 6, 7, 8, 9, 10, 15, 16, 17, 18

Math Book 2
Pages 60 and 61
Problems: 7, 8, 9, 10, 11, 12, 15, 19, 20, 21, 22

September 22, 2009
Math Book 1 Chapter 2, Lesson 2
The Byzantine Empire lasted from 395 to 1453. How many years did the Byzantine Empire last?
Page 68: problems 6-13, 18, 20, 21, 23

Sept 22, 2009
Math Book 2 Chapter 2, Lesson 2 (pages 66 & 67)
Dolores went to the theater with $20 and came home with $11.25. How much money did Dolores spend at the theater?
Problems: 3,4,5,6,11-21, 25, 26, 27

September 22, 2009
Geography
Pages 45-47
1. What is the difference between weather and climate?
2. What is the Greenhouse Effect?
3. What is rotation?
4. What is an axis?
5. What is temperature?
6. What is revolution?
7. What is a solstice?
Sept 23, 2009
Geography
Pages 48-51
1. What is latitude?
2. What does windward side mean?
3. What does prevailing winds mean?
4. Define in your own words “precipitation”
5. Tell me what the word current means!
6. Diagram p50. About where are the horse latitudes?
7. Where are the high latitudes?

Sept 23
Math Book 1 2.3
A rectangular chalk board is 3 times as long as it is wide. If it were 3 metres shorter and 3 metres wider, it would be square. What are the dimensions of the chalk board?
Problems: 1, 2, 6,7, 8, 9, 10, 11, 12

Sept 23
Math Book 2 Chapter 2, Lesson 3
A rectangular chalk board is 3 times as long as it is wide. If it were 3 metres shorter and 3 metres wider, it would be square. What are the dimensions of the chalk board?

Problems:
1. copy divisibility test chart on page 71
2. Do problem 1

September 14- 18, 2009

2009-09-11T07:35:00.000-07:00

Reading:
Monday- Read pages 36 to 42 in "The Gold Cadillac". The questions at the bottom of each page are to be answered.
Tuesday- Read pages 18 to 21 in "La Bamba". The questions at the bottom of each page are to be answered.
Wednesday- Continue "La Bamba". Read pages 22 to 24.
Thursday- Complete "Applying Your Skills" on page 25.
Friday- Read the story "The Story Telling Stone" on pages 10 to 13.
Note- We will have fifteen minutes of Silent Sustained Reading each day.

Language:
Monday- Parts of Speech Overview. It is a power point program. A worksheet will be created together and it will become homework.
Tuesday- Pick the Parts of Speech Overview. It is a power point program. A worksheet will be created together and it will become homework.
Wednesday- English Grammer Parts of Speech. Same procedure for this power point.
Thursday- The Grammar Family. Same procedure.
Friday- Nouns. Same procedure for this power point.
Note- Each day we will practice cursive with a cursive worksheet.

Math(Book 1 and Book 2):
Monday- Chapter One, Lesson Five. Do odd problems.
Tuesday- Chapter One, Lesson Six. Do odd problems.
Wednesday- Chapter One, Lesson Seven. Do odd problems.
Thursday-No homework. We will complete a practice test.
Friday- First Test of Quarter One. Review all previous lessons.
Note- Students will be given challenge problems at the beginning of each period.

Geography:
Monday- Text. Pages 27-31. Questions on those pages to be answered.
Tuesday- Text. Pages 32-36. Questions on those pages to be answered.
Wednesday- Pages 37-39. Same procedure.
Thursday- Pages 45 - 47. Same procedure.
Friday- Pages 48 - 51. Section Two Review
Note- We will continue to practice mapping skills.

September 17, 2009 Reading

La Bamba Pages 22-24

1. Define in your own words what the yellow highlighted words mean.
2. Describe in your own words, what happened to Manuel during his performance.

September 17, 2009
Geography Review for Test One
Directions: Tell me what each of these words mean. Up to page 41
Glacier Erosion Fold
Fault Groundwater
Archipelago Peninsula
Isthmus Solar System
Export Weathering
Import Biosphere
Atmosphere Mantle

September 17, 2009 Language

Directions: Copy the following sentences then label the noun, pronoun, verb, adjective.

1. Alyssa jumped over the moon and remarked that it was a full moon.
2. Brandi was sad that she had too little homework to do tonight.
3. We wondered why Tristan was so happy about having so many girlfriends.
4. Daniel ducked and covered before someone told him that it was only a fire drill.
5. William’s nickname which was bestowed upon him by friends and neighbors was silly Willy.

September 8-11, 2009

2009-09-03T16:39:00.000-07:00

Reading:
Tuesday- Read the story "He lion, Bruh bear and Bruh Rabbit" in the text. Complete the vocabulary section(copy)and the language section.
Wednesday- Library introduction and choose an AR book(no assignment)
Thursday- Read "The Fox and the Crow" on page 54. Also read "The Wolf and the House Dog". Do the language and vocabulary sections.
Friday- Read" The Gold Cadillac" on pages 31-35. Answer the questions on the bottom of each page.

Language:
Tuesday- Capitalization and Punctuation power point. This will focus on capitalization rules. Students will complete a worksheet which requires correction of errors.
Wednesday- Capitalization and Punctuation by Brook. Complete worksheet.
Thursday- Second capitalization and punctuation power point called "Lets Put An End to Sentences. Covers periods, question marks, exclamation marks, etc. Complete the worksheet.
Friday- Question or Statement power point and relative worksheet.

Math: (Book 1and Book 2)
Tuesday- Chapter 1, Lesson 1 odd problems
Wednesday- Chapter 1, Lesson 2 odd problems
Thursday- Chapter 1, Lesson 3 odd problems
Friday- Chapter 1, Lesson 4 odd problems

Geography:
Tuesday- Power points and videos on the five themes of geography. Students take notes in their notebooks. They need to study their notes for approx. ten minutes
Wednesday- Power points and videos on latitude and longitude (meridian). Students take notes in their notebooks. Study ten minutes.
Thursday- Power points and videos on the oceans of the world. Students take notes. Study for ten minutes.
Friday- Power points and videos on the seven continents. Students take notes. Study for ten minutes.
Thursday-

September 2 to September 4

2009-08-24T14:23:00.000-07:00

WELCOME BACK AND THANK YOU FOR ALLOWING ME TO HELP YOUR STUDENT LEARN.

Tests will be given approximately every two weeks on all skills since the previous test. Tests are worth 80% of the grade. Class work and home work is worth 20%. Homework can be defined as taking the class work home, reflect on it and complete unfinished items. This work should be turned in the next day with a parent signature. All work will be collected and filed for review upon request.

Students may re-take any test until the end of the quarter. This may be done as often as desired. However, it must be done before or after school. It may be possible to re-take a test first period with approval of the class room teacher.

September 2:
Reading- The story of Chronos and Oranos will be told. This high interest Greek myth will help introduce the use of prefixes. Chrono of course references to the word time. Students will re-write the story in their own words and then read a printed copy of the same.

Language arts- Students will use the printed copy of the above story to identify words which have a prefix. They will write down the entire word and then the prefix. Students will give the meaning of the base or root word and then describe the effect the prefix has on the root word.

Math- Students will complete a worksheet on basic addition and subtraction.

Geography- Students will begin the map reading skill by practicing location (which is the first geographical theme) using the Cartesian Co-ordinate system. They will locate a number of ordered pairs. This will be followed by creating a system using ordered pairs to identify the location of several fictional countries which they will draw on their system.

September 3:

Reading- The story of Zeus. This high interest Greek myth will help emphasize traditional story telling. Students will be told the story and then they will re-create it in their own words.

Language Arts- Students will use a printed copy of the above story to list words that contain prefixes. Students will write the root word and then identify the suffix. They will define the words and explain what effect the prefix had on the root or base word.

Math- Students will complete a worksheet on basic multiplication.

Geography- Students will use their skills in the Cartesian system to understand the use of latitude and longitude (meridian). They will locate continents, oceans, seas and other geographical features on a map which has a grid.

September 4:

Reading- The story of Athena. The students will be told the story of Athena. They will then be checked with comprehensive questions which have to be answered. Their last task will be to write the story in their own words.

Language Arts- Students will be asked to use a printed copy of the story to list words with attached suffixes. They will write the root word and then the suffix. They will define the entire word and explain the effect the suffix had on the base.

Math- Students will complete a basic division worksheet.

Geography- Using a world map, students will be asked to list all continents, oceans and seas. They will be asked to describe the hemispheres each can be found in.

June 15-17, 2009

2009-06-12T09:50:00.000-07:00

This half week is filled with activities. They include assemblies and events. Obviously, we need to be flexible. My intent is to combine math and history in a fun format. I refer to it as Elvis math and history week. Periodically, students are given a challenge. A successful answer can result in an opportunity to win a prize. A small one of course.

This format will allow me to hold students accountable to the learning process to the last minute. It also allows me to hold them accountable with regard to grades until the last minute. There will not be homework in this last half week of school. I will treat their work as class work with the same weight as homework.

Have a great summer. Our last day is Wednesday and it is a half-day. Let us all come back next year fully charged and excited about learning again.

June 8-12, 2009

2009-06-05T10:04:00.000-07:00

During this week we will review math skills and study historical myths that have not been covered. Students may ask for a math worksheet upon return if desired. The last tests have been taken. Tests may be made up or retaken until the last day.

Math 3:
Monday- Saxon 35
Tuesday- Saxon 36
Wednesday- Saxon 37
Thursday- Saxon 38
Friday- Saxon 39

Math 2:
Monday- Saxon 35
Tuesday- Saxon 36
Wednesday-Saxon 37
Thursday- Saxon 38
Friday- Saxon 39

History:
Monday-Labors of Hercules
Tuesday- The Golden Fleece
Wednesday- Unchained Goddess
Thursday- Gorgon Medusa
Friday- Hermes

June 1-5, 2009

2009-05-28T11:53:00.000-07:00

Math- We are now reviewing skills learned through out the year.
History- This week, we are investigating Renaissance literature. Romeo and Juliet will be our featured book. West Side Story will be read as a modern day translation of Romeo and Juliet.

Math 3:
Monday- 4.1-4.5 (ex: chapter 4, lesson one)
Tuesday- 4.6-4.9
Wednesday- 5.1-5.5
Thursday- 5.6-5.9
Friday- Test 4

Math 2:
Monday- 4.1-4.5 (ex: chapter 4, lesson one)
Tuesday- 4.6-4.9
Wednesday- 5.1-5.5
Thursday- 5.6-5.9
Friday- Test 4

History:
Monday- West Side Story
Tuesday- West Side Story (continued)
Wednesday- Romeo and Juliet
Thursday- Romeo and Juliet(continued)
Friday- Test 4

May 26-29, 2009

2009-05-22T09:54:00.000-07:00

Math 3:
Monday- Holiday
Tuesday- 3.1-3.5, every other odd
Wednesday- 3.6-3.10, every other odd
Thursday- Chapter 3 Review
Friday- 4.1-4.5, every other odd

Math 2:
Monday- Holiday
Tuesday- 3.1-3.5, every other odd
Wednesday- 3.6-3.10, every other odd
Thursday- Chapter 3 Review
Friday- 4.1-4.5, every other odd

History:
Monday- Holiday
Tuesday-Michelangelo
Wednesday- Romeo and Juliet
Thursday- Venice
Friday- Florence

May 18-22, 2009

2009-05-15T12:10:00.000-07:00

We have nearly completed the lessons for both math textbooks. Therefore, we will spend the remaining part of this year in review. The last test then will be a review or end of the year test.

Our studies in history have taken us to the period of the Renaissance. The remaining part of this year will be spent in study of the accomplishments of the Renaissance. Our last test will reflect that period and the Reformation.

Math 3:
Monday- Chapter 1, lessons 1-5
Tuesday- Chapter 1, lessons 6-10
Wednesday-Review Chapter One
Thursday- Chapter 2, Lessons 1-5
Friday- Chapter 2, Lessons 6-10

Math 2:
Monday- Chapter 1, lessons 1-5
Tuesday- Chapter 1, lessons 6-10
Wednesday- Review Chapter One
Thursday-Chapter 2, Lessons 1-5
Friday- Chapter 2, Lessons 6-10

History:
Monday- Leonardo DaVinci
Tuesday- Shakespeare, reading
Wednesday- Galileo
Thursday- Shakespeare, reading
Friday- Renaissance Art Forms

May 11-15, 2009

2009-05-08T12:23:00.000-07:00

Math 3:
Monday- Practice Test
Tuesday- Test 2
Wednesday- Chapter 12, Lesson 5, Evens Volume of Cylinders
Thursday- Chapter 12, lesson 6, Odds, Volumes of Pyramids and Cones
Friday- Chapter 12, lesson 6, Evens,k Volumes of Pyramids and Cones

Math 2:
Monday- Practice Test
Tuesday- Test 2
Wednesday- Chapter 12, Lesson 5, Evens Two Step Equations
Thursday- Chapter 12, Lesson 6, Odds, Functions
Friday- Chapter 12, Lesson 6, Evens, Functions

History:
Monday- Middle Age Technology
Tuesday- Test 3
Wednesday- Reformation
Thursday- Humanities and New Thinking
Friday- The Medici

May 4-8, 2009

2009-04-30T12:12:00.000-07:00

Math 3:
Monday- Chapter 12, Lesson 3 Surface Area of Prisms and Cylinders, Evens
Tuesday-Chapter 12, lesson 4 odds, Volumes of Prisms
Wednesday-Chapter 12, Lesson 4 evens, Volumes of Prisms
Thursday- Chapter 12, Lesson 5 odds, Volume of Cylinders
Friday- Chapter 12, Lesson 5 evens, Volume of Cylinders

Math 2:
Monday- Chapter 12, Lesson 3 evens, Multiplication Equations
Tuesday- Chapter 12, Lesson 4 odds, Division Equations
Wednesday- Chapter 12, lesson 4 evens, Division Equations
Thursday- Chapter 12, Lesson 5 odds, Two Step Equations
Friday- Chapter 12, lesson 5 evens, Two Step Equations

History:
Monday- Crusades
Tuesday- Ivanhoe (Siege)
Wednesday- Trade
Thursday- Bubonic Plague
Friday- Church Practices (heresy, inquisition, reformation)

April 27 - May 1, 2009

2009-04-23T12:38:00.000-07:00

Math 3:
Monday- Chapter 12, Lesson 1, odds, circle relationships
Tuesday- Chapter 12, lesson 1, evens, circle relationships
Wednesday- Chapter 12, Lesson 2, odds, polyhedrons
Thursday- Chapter 12, Lesson 2, evens, polyhedrons
Friday- Chapter 12, Lesson 3, odds, surface area, prisms, cylinders

Math 2:
Monday- Chapter 12 Lesson 1, odds, inverse operations
Tuesday- Chapter 12, lesson 1, evens, inverse operations
Wednesday- Chapter 12, Lesson 2, odds, add and subtract equations
Thursday- Chapter 12, lesson 2, evens, add and subtract equations
Friday- Chapter 12, Lesson 3, odds, Multiplication equations

History:
Monday- Middle Age Nobility
Tuesday- Castles
Wednesday- Chivalry
Thursday- Monks
Friday- Medieval Law