The title of each card should be a curiosity question that you are trying to answer with the research. Example: “What treaties has the Philippines signed that have to do with nuclear weapons?”
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How to easily cite a source from EBSCO
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How to copy an image of text or graph into NoodleTools
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This week students began to learn about nuclear disarmament and the stance of many countries around the world. They were given a background guide (below) to learn many of the facts surrounding the issue. This week students learned what country they will be representing in the model UN conference. Now that they know their country, next week they will be doing specific research on their countries stance and to find resources to help them create the policy statement and operative clauses for the conference. There is a read and respond due this Friday. Next week I will post specific resources to help support students in writing their policy statements.
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In English students have been researching their poet that they pick last week. They are researching their lives and looking at the events that shaped their poetry writing. They are also looking at the poet’s poems to find one that is viewed as a “transformational” poem. We are having students use “brain frames” to represent the information they are finding on their poet to help plan for the essay writing. They will make several brain frames to visualize the information and plan for each paragraph of the essay. I have included a slideshow that explains the use of the brain frames in the writing process. In the essay student will be analyzing one poem and looking at how that poet used poetic devices to transform the readers thought on a specific topic or idea. We are also having the students use an “understanding map” (below) to analyze the poem and look for the connections between poetic devices and transformations. This will be the heart of the essay and should be the strongest consideration as they write.
Students began this week with the introduction into the transformations unit. In this unit students will be exploring the ideas of chemical and physical changes that we observe in chemistry. The final performance task will be to cook a breakfast and be able to explain all of the chemical and physical changes that occurred. So don’t be surprised if all of a sudden your child wants to practice cooking pancakes. Or better yet, make them cook you breakfast to get the practice! Next week will be focused on just physical changes and being able to identify when a physical change has taken place. Particularly with phase change is a substance (ice to water, water to steam). In the unit there are a lot of new vocabulary, and below I have embedded a Quizlet with all of the terms they will need to know for the unit.
We are continuing with translations, reflections and rotations of polygons in math. We introduced reflections and rotations this week and have been practicing them in class. The rotations are hard for many students to visualize and we have been helping with this by using tracing paper. You can watch a quick video on how this is done below. There is also a nice resource on Khan Academy that helps with the understanding of the concepts here. Next week we will begin to use a program called Geometer’s Sketchpad (GSP) to give a more hands-on approach to learning these three concepts. Students will be creating a hubcap design using the concepts. Some how-to videos from Ms. Naggea are found below.
This week students were given a crisis of the cafeteria being burned down, and then were put in groups to represent students, parents, administration, teachers, and vendors. They then had to write a policy statement as a group on how to best solve the issue of not being able to serve food in the cafeteria while it is being repaired. This will then lead into next week when they will debate the solutions using parliamentary procedures used in the UN. Students will have to prepare arguments for or against the solutions being offered by the different groups. This is great practice for the next part of the unit where they will be assigned a country and have to find solutions to nuclear disarmament specific to their countries perspective. This will require students to do research and reading of some technical documents. Below are three Quizlets that cover vocabulary they will encounter in the readings. Reviewing this vocabulary should help them better comprehend what they are reading.
This week students were given time to complete their infographic performance task, which is due Monday Nov. 10th. I have included the task guide below as a reminder of what is needed to be completed. We have also begun the geometry unit and have been working with translations, reflections, and rotations of polygons. Below are class notes from Ms. Naggea and here is some practice that they can do from Khan Academy to reinforce the concepts.
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The students have been practicing how to analyze poems in their scrapbooks and are now picking their poets to research and study for the up coming expository essay. The important parts of the analysis include poetic devices and deriving meaning from their own background knowledge and understanding the author’s life and time to help with interpreting the meaning. Once they have selected a poet, next week they will be producing a “Brain Frame” to represent the information they have found by researching. Below is a presentation on how to use the “Brain Frame” structures to suit the information found. I have also included below the poetic devices list to review the ones we will be studying during our poetry unit.
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This week is the conclusion of the systems unit and we are finishing with an individual write-up on their system disorder model performance task. They will be given prompts to answer questions about their disorder and model. They will need to be able to provide a detailed description of their disorder, explain how their model accurately represents their disorder, discuss the strengths and weaknesses of the model, and suggest improvements they could make to the model so it is more scientifically ideal. Next week we will begin the transformations (chemistry) unit that will start off with us looking at physical and chemical changes.
This week students were introduced to their unit performance task on making an infographic. They can make the inforgraphic on anything that interests them that can be translated into numbers and represented in a graphic form. Below is the performance task guide on the requirements and rubric. Students will be given some time in class, but a majority of the work will need to be completed at home. The research will likely be the most time intensive part if they pick a topic that does not have easy access to numbers. They are to pick their topic by the end of this week, and begin researching the facts. Next school week (Nov. 3) they will be using their time to manipulate the numbers into interesting facts for the infographic. The project will be due on Monday November 10th.
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This week has been focused on the performance task on system disorders. Groups decided on their system and disorder, researched the disorder and are now building their model of the system with a representation of the disorder. Below is a list of what needs to be completed by the time they return to class after break. After they return the task will become an individual write-up on the system disorder and its effects on the system. Also below is a copy of the performance task criteria.
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We are getting into the learning of poetic devices as we study our poems. Students will need to have a strong understanding of poetic devices and they will be using this understanding to analyze a poem in an expository essay in a couple of weeks. I have included a list of the poetic devices below with definitions and examples. They will need to understand how poets use these devices to influence the readers emotions and build empathy. When we return from break, students will be selecting a poet to research and examine their works to find a poem that is transformative. They will base their essay off of this poem as they analyze it. I have included a video below as an example of how poems can be transformative and a call for change in society.
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Students have concluded their reading of the UN informational packet on part one and had an assessment this week. Now that the foundation has been laid for how and why the UN functions as an international organization, they will be moving on to doing model UN activities that mimic the functions of the UN. Their first task will be to write a policy statement on Nuclear Disarmament from the perspective of an assigned country. Various countries will have different opinions on the topic. North Korea, U.S.A., Norway, and Switzerland are all going to have very diverse stances on the topic. Students will have to research their assigned countries stance and write a policy statement about the topic. After the policy statements have been written with operative clauses, the class will do a model UN session using parliamentary procedures used in the General Assembly of the UN.
This week was spent preparing students for their assessment. Students take the assessment Thursday or Friday. I previously posted review materials here. We also took the MAP math assessment this week. Scores on that assessment will be delivered home in the next few weeks through advisory classes. Next week we will do a performance task using scientific notation to create interesting infographics about fascinating facts. Students can visit these two sites Visual.ly and Information is Beautiful to get inspired. They will be creating their infographic on paper, but for those that would rather use technology, there are a couple websites they can use to create their infographics. Easel.ly and Piktochart are sites that offer limited infographic creation tools for free. The free options are more than enough to complete the performance task.
We started the week with students changing paragraphs into poetry by using line breaks and removing words that do not enhance emotion. They have continued with this process of changing prose texts to poems by looking at line breaks, stanza, rhythm, and word choice. They will be taking a paragraph from their memoir at the end of the week and changing it into a poem using this technique. Next week we will be introducing them to transformational poets that had a large impact on society. Examples would be Maya Angelou, Langston Hughs, Emily Dickinson, and Robert Frost. They will pick a poet that speaks to them and then will research their impact on society.
This week students did an investigation on respiration and the production of carbon-dioxide. This was a fun lab that students will now have to complete an individual write-up to summarize their findings using the data they collected. We will introduce the final performance task for the unit this week and you can find the task explanation below. They will have all of next week to complete their research and build their model. Once we come back from Halloween break, students will present their models and explain how the disorder is represented in their model and what impacts it has on the system.
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Students have a read and respond assignment that is due this week Oct. 17th by 10pm in their Google Doc. Here is a step-by-step guide on how to complete their work. They have also spent time preparing for the UN reading assessment next week. They will have the assessment on Oct. 23rd. On the assessment students will have to answer multiple choice questions, short answer comprehension questions, and then they will need to create/use analysis and synthesis questions from the reading to answer. They will be graded on the quality of the questions they created and how they answer their own question. This will be a difficult task for many of our students, and I will spend time on Monday and Wednesday in SI class to help students generate questions.
What your computer to read to you? Here is a quick guide on how to use the text-to-speech functions for Word and Adobe Acrobat Reader.
Adobe Acrobat Reader
Open the PDF document you want read, then go to the menu bar and select “view” then go to the bottom of that menu and click “read out loud”. After the sub menu pops up, click “activate read out loud”.
Next, go to the page(s) you want read and then go through the same process but this time click “read this page only” or “read to end of document”.
Now the program will read the document, but be aware that not all words will be pronounced correctly.
This week is the end of quarter one and most units and finishing up this week and next. As this is the ending of many units there are many performance tasks and assessments happening over the next two weeks.
This week we have worked on putting the final touches on the student memoirs which are due last class this week (Thursday of Friday). Students are to have their memoir in their English Google Drive folder labeled with their last name and first initial followed by memoir final draft. Example: “LauloB Memoir Final Draft”. The paper also needs to be in MLA format. I have place a video below from Ms. Monroe on how to set-up that format. On Wednesday we had a reading carnival with all of the grade 8 students in the Little Theater. It was a great time with all of the students sharing their memoirs in advisory groups. It was very insightful to read many of the memoirs and get feedback from their peers. Next week we will begin our poetry unit for quarter two. This is a fun unit that hits the teenagers right in the feels. Along the way, they will be keeping a poetry scrapbook that they will analyze poems from chosen authors and also write their own poems. Near the end of the unit they will write their first expository essay analyzing a poem from an author they pick.
We have finished introducing concepts in math and have begun to review those in preparation for the upcoming unit one assessment. I have included a review worksheet below for students to use so that they are well prepared for the assessment. The assessment will be the last class of next week (either Oct. 16 or 17). The next unit which will start week after next is on geometry. We will be having students use ideas about distance and angles, how they behave under translations, rotations, reflections, and dilations, and ideas about congruence and similarity to describe and analyze two-dimensional figures and to solve problems. We will also be working with angle sums in shapes and then finally begin to work with Pythagoras Theorem.
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Review Worksheet Answers (must download to see some answers)
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Students continued to learn about WWI, The League of Nations, WWII and the formation of the UN. They watched a few videos that cover these topics and I have posted those below for review. This week we had a vocabulary test that covered the first two sections of the UN reading. Students were also given time to work on their read and respond assignment. I asked for this weeks read and respond to be pushed until next week becasue of the heavy work load this week. LS students should take what they started this week and concentrate on making it a polished R&R for next week. They have been asked to submit there best R&R from the past few weeks for grading. They should use this extra time to do a great job on this for next week and submit it as their R&R for grading.
We had a busy and fun week in science! We started off the week with a dissection of trachea and lungs. We next did a self-paced learning activity to learn about the respiratory system and finished with students building a model of how the lungs work using balloons. I have posted below some review materials that include videos and a Quizlet for the vocabulary needed on respiration. Next week we continue with the respiratory system and then introduce the performance task for this unit. The performance task will center on system disorders. Student will have to pick one of the three systems we learned (digestion, circulatory, and respiratory) and then pick a disorder that affects this system. They will then need to model how that disorder interferes with the performance of the system. Posted below is the performance task overview that students will be given next week.
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We have been continuing to work with scientific notation operations this week. Classes have been learning to multiply, divide, add and subtract using scientific notation. I have added videos and links below that go over all of those operations for extra review of the concepts. Next week we will continue to review scientific notation and add the concept of working with cube roots. Cube roots will be the final concept in this unit, which means that classes will begin to review all of the concepts in the unit by the end of the week. The assessment date has not been set yet, and I will post that on the homework calendar as soon as I know it.
Introduction to scientific notation with practice.
Multiplying and dividing with scientific notation.
Adding and subtracting with scientific notation.
In English we have been revising our memoirs to make them better. The main focus this week has been on “theme”. Every memoir needs to have a clear theme that is developed through introspection. We have been looking at the mentor text “The Glass Castle” and how the author uses introspection to build her theme. I have posted below the mentor text for referral. The memoirs are due next week and on Oct. 8th all English students need to bring a printed copy. On that day we are having a sharing session for all classes during our advisory time. This will be a great opportunity for students to see and hear a wide variety of different memoirs. The final draft is then due the next day Oct. 9th in their Google English folder. They will have one evening to make any changes they might want after getting feedback at the sharing session. I have also posted the grading rubric below for referral so that students can check it against their memoir.
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This week in science we finished up with the circulatory system and as a final activity students made working models of the heart’s ventricle that pumped water. The student’s loved the activity and had an additional challenge to see how high they could get their model to pump the water. A write-up of the activity will be completed in class this week and next week we will begin with the respiratory system. This will be the final system that we will examine for the unit on systems. After beginning with the respiratory system, students will be introduced to the performance task to conclude the unit. This assessment will consist of students picking a system (digestion, circulatory, or respiratory) and then a disease/disorder that affects that system. They will have to create a model of the system that shows how the disease/disorder interferes with a component of the system and how that causes the system to malfunction. I will post more materials on the performance task as it get closer.
Students in social studies have been continuing to read about the events leading to the formation of the UN. They have been learning the reasons that The League of Nations failed this week. Students should have the reading materials uploaded to A.nnotate.com to use their interactive reading skills and completed pages 1-6 at this point. They are also focusing on the vocabulary from the reading and will have a quiz over the vocabulary next week. The quiz will cover the vocabulary from the first two sections and I have posted those words below for them to study. They will not only have to know the word meaning, but also be able to use it in a sentence that shows the meaning of the word. Example: consensus- an opinion that everyone in a group agrees with or accepts. Sentence: “All school board members came to the consensus that green technology should be used in the school as much as possible.” The quiz dates for next week are posted on the homework calendar. I am also posting the UN readings below, with both the higher level and lower level materials.
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