December 14 2018

Friday 12/14/18 – Math

Welcome to Math!

Please come in quietly and take out:

  • math spiral
  • pencil
  • Chromebook

Write down today’s date (in a box) and lesson title:

IM 2.15: Part-Part-Whole Ratios

Image result for part part whole ratios

Learning Target copy

Learning Target: Students will be able to use tape diagrams to solve problems about ratios of quantities with the same units and use a ratio of parts and a total to find the quantities of individual parts.

  • Warm-Up 15.1: True or False: Multiplying by a Unit Fraction
  • Activity 15.2: Cubes of Paint
  • Activity 15.3: Sneakers, Chicken, and Fruit Juice
  • Cool-Down 15.5: Room Sizes

Homework:

Complete all parts of IM 2.15: Part-Part-Whole Ratios and turn in on Classroom.

I hope you had a great day!

See you next time!

December 14 2018

Friday 12/14/18 – Language Arts

Good Morning, Class!

Please come in quietly and take out:

  • headphones / earbuds
  • Chromebook

Per. 1 (8:15-9:05) – Language Arts

Group 1: Open Informational Text Elements: Story of the South on StudySync

  • Define: Read and Annotate –> Access 2 doc
  • Vocab: Share examples
  • Model: Discuss using sentence frames
  • Practice: Arrange events in chronological order

Group 2: Open Heroes Research Project on Classroom

  • Fields choose a group leader to create and share slides
  • Begin making your part of presentation

Per. 2 (9:08-9:56)

Rosa Parks: My Story

Learning Target copy

Learning Target:  Students will be able tdefine vocabulary words using context and perform an initial reading of a text and demonstrate comprehension by responding to short analysis and inference questions with textual evidence.

Open Close Read: Rosa Parks: My Story assignment on StudySync

  • Read: Re-read and Annotate for Skills Focus questions. Be ready to discuss.
  • SyncTV: ACE Think questions
  • Write: Read prompt, examine Student Model, plan personal narrative/map out

Homework:

  1. Read 25+ pages and log (on Biblionasium/Destiny):
    1. Title/author
    2. p. ____ to p. ____
    3. BTH (1-2 sentences: Who? What? When? Where?) + 1 visualization, thick question, use of context clues, or inference
  2. Finish unfinished assignments on StudySync (except for Close Read: Rosa Parks: My Story)
  3. Academic Vocab Lesson 5 (due Fri. 12/21)

Per. 3 (10:01-10:49) – Speech & Debate

Please take out:

  • Duet scripts

Image result for duet acting performance

Duet Performances

Johan, Marcus, Sophia, Jennifer, Celine, Kaitlyn, Alina: Report to auditorium for per. 4 assembly

Julian, Sophia, Alina – Remember pizza lunch!

December 13 2018

Thursday 12/13/18 – Language Arts

Good Morning, Class!

Please come in quietly and take out:

  • Duet Script

Per. 3 (9:33-10:47) – Speech and Debate

Image result for acting duets
Learning Target copy

Learning Target: Students will be able to utilize appropriate speaking and expression skills in performing a duet script.

Per. 2 (11:36-12:50) – Language Arts

Please come in quietly and take out:

  • Our Heroes book from bin
  • Chromebook

Group 1: Re-read 2: Story of the South

Group 2: Continue researching your person’s heroic qualities and impact

Connotation and Denotations - Rosa Parks: My Story

Learning Target copy

Learning Target:  Students will be able to define and identify connotation and denotation and explain how these affect the meaning or tone of a text.

Open Connotation and Denotation assignment on StudySync

  • Define – View video and discuss:
    • 0:19 – What does a word’s “cultural connection” refer to? Can you think of a word (or words) that has a connotative meaning derived from a certain cultural connection? How did this particular connotative meaning come to exist?
    • 0:42 – Similar to the “child” example, brainstorm some other words with neutral denotations and place them in a context in which the connotation gives it a completely different meaning. How do words work together to create meaning?
    • 0:56 – Why do you think authors use words with specific connotations? Why don’t they just state what they mean directly?
  • Define: connotation, context, denotation, dictionary, positive or negative
  • Define – Discuss:
    1. What are some possible words one might use to describe the character of a woman such as Rosa Parks?
    2. What is the denotation of each word?
    3. What is the connotation of each word?
  • Model – Watch for the following:
    • 0:20 – The students state that because the story is an autobiography, they are getting what?
    • 1:13 – What strategy do Isaiah and Alex use to figure the connotation of the word “light”?
    • 2:25 – Morgan says “I realized that, by playing with the meanings of words, you can actually make your message stronger.” How does Monica’s explanation of the negative connotation of “complied” support Morgan’s statement?
    • 3:02 – How do the students use denotation and connotation to understand the consequences Parks could have faced for her actions?
  • Model – Read and Annotate:
    • highlight important words
    • ask questions about word choice
    • identify places where the Model applies the strategies laid out in the Identification and Application section
  • Model – Discuss:
    1. What’s the first step this Model uses to begin looking at connotation and denotation?
    2. Why does the Model start by determining the word’s definition instead of just trying to determine its associated or emotional meaning?
    3. How does the Model determine the connotation of the word “light”?
    4. How does the Model determine the connotation of the word “complied”?
    5. How does the Model determine the connotation of the word “manhandled”?
    6. Which strategy from the Define section of this Skill lesson does the Model use to determine denotation?
    7. What are some other examples of connotation from the passage?
  • Your Turn: Read passage and answer the two questions
  • Write: Use Rosa Parks: My Story in white book

 

Homework:

  1. Read 25+ pages and log (on Biblionasium/Destiny):
    1. Title/author
    2. p. ____ to p. ____
    3. BTH (1-2 sentences: Who? What? When? Where?) + 1 visualization, thick question, use of context clues, or inference
  2. Complete Connotation and Denotation lesson and turn in on StudySync.
  3. Academic Vocabulary L5 (on StudySync) due Fri. 12/21.
December 12 2018

Weds.-Thurs. 12/12-12/13/18 – Math

Welcome to Math!

Please come in quietly and take out:

  • pencil
  • Chromebook
  • reading book

I will provide paper for testing.

  • Cellphones and other electronics off
  • All electronics in backpacks
  • Backpacks away

Image result for do your best

Learning Target copy

Learning Target: Students will be able to demonstrate what they have learned about Number Sense.

  • Math IAB: Number Sense

Homework:

Be sure you have completed and turned in all work on Classroom.

I hope you had a great day!

See you next time!

December 12 2018

Wednesday 12/12/18 – Language Arts

Good Morning, Class!

Please come in quietly and take out:

  • headphones / earbuds
  • Chromebook

Per. 2 (8:15-9:29) – Language Arts

  • Group 1: Re-read 1: Story of the South
  • Group 2: Continue research and note taking

Nominate a classmate for Student Recognition at today’s Team Huddle

Informational Text Elements - Rosa Parks: My Story

Learning Target copy

Learning Target: Students will be able to define and analyze informational text elements.

Open Informational Text Elements assignment on StudySync

  • Define: What are Informational Text Elements?
  • Model: Read and annotate
  • Your Turn: Read the passage and answer the questions
  • Write: Apply what you learned about informational text elements

Homework:

  1. Read 25+ pages and log (on Biblionasium/Destiny):
    1. Title/author
    2. p. ____ to p. ____
    3. BTH (1-2 sentences: Who? What? When? Where?) + 1 visualization, thick question, use of context clues, or inference
  2. Finish Informational Text Elements and turn in on StudySync.
  3. Complete Academic Vocabulary L5 and turn in on StudySync (due Fri. 12/21).

Per. 9 (9:33-10:21) – Advisory