Hope everyone had a restful and fun holiday! Today's English: Notices are being sent home with students who read The Outsiders and The Joy Luck Club, as we plan to watch those movies this week and we need parental permission to do so. Please have forms signed and returned by tomorrow, Tuesday November 30.
After viewing the movies, students will be writing Compare and Contrast essays, comparing the novel they read to its movie version. We will be spending a lot of time of writing and editing for the next 3 weeks.
Our reading assignments will come from the history test for the next 3 weeks.
If you have questions, please let me know. I can be reached easily via e-mail: mtrapnell@mountainpeakcharterschool.org.
Monday, November 29, 2010
Saturday, November 20, 2010
Monday, 11/29/2010
Math:
Blue- Study Island,
Purple- Study Island
Orange- Study Island
Science:
6th- Study Island
7th- Study Island
8th- Study Island
Humanities:
Orange Group - site work
Purple Group - site work
Blue Group - site work
History:
Group 1 - site work
Group 2 - site work
Group 3 - site work
Studio 22: Nothing Gold Can Stay
by Robert Frost (1874-1963)
Nature's first green is gold,
Her hardest hue to hold.
Her early leaf's a flower;
But only so an hour.
Then leaf subsides to leaf.
So Eden sank to grief,
So dawn goes down to day.
Nothing gold can stay.
Blue- Study Island,
Purple- Study Island
Orange- Study Island
Science:
6th- Study Island
7th- Study Island
8th- Study Island
Humanities:
Orange Group - site work
Purple Group - site work
Blue Group - site work
History:
Group 1 - site work
Group 2 - site work
Group 3 - site work
Studio 22: Nothing Gold Can Stay
by Robert Frost (1874-1963)
Nature's first green is gold,
Her hardest hue to hold.
Her early leaf's a flower;
But only so an hour.
Then leaf subsides to leaf.
So Eden sank to grief,
So dawn goes down to day.
Nothing gold can stay.
Robert Frost’s very short poem, "Nothing Gold Can Stay" consists of four rimed couplets. The speaker makes an observation that on the physical/material level of existence there is a constant flux of loss—early subsiding to late, morning to night, joy to sorrow, and life to death.
First Couplet: “Nature's first green is gold”
As readers have come to expect with Frost, his speaker employs nature as the metaphorical vehicle to communicate his observed experience. The first couplet asserts that in nature before green appears a golden color exists; for example, the new leaves of many plants before they unfurl give off a golden glow. But then the speakers says that that golden color is the “Her hardest hue to hold.”
The speaker does not elucidate this claim, but the reader can immediately think of many contradictory examples to refute it: for example, the redbud tree first displays its reddish hue and the cherry blossom first displays it pinkish hue, and neither of them retain those colors. So it seems that as a color, gold is not really the hardest hue to hold.
But as a metaphor for youth or even wealth, one might concede that “gold” is indeed hard to hold. But then in nature the attempt to “hold” on to the early stages of the growing process is not valid. It is, indeed, the human mind that tries to hold on to youth and wealth, not the trees and plants.
Second Couplet: “Her early leaf's a flower”
In the second couplet, the speaker claims that in nature the flower appears before the leaf, but in reality only some trees undergo this phenomenon: as mentioned above the redbud tree and the cherry tree both have flowers before they have leaves. Other examples are the Bradford pear and forsythia.
But most plants do not sprout forth a flower before the leaves. Garden vegetables for example have leaves, then flowers, then fruit. And most flowers used for decoration have their flowers appearing well after the leaves have been established.
Despite these discrepancies, the validity of the speaker’s observation prevails. And even though he exaggerates by saying that the redbud flowers last only “an hour,” the reader understands that he is simply emphasizing brevity.
Third Couplet: “Then leaf subsides to leaf”
The early leaves subside and the new leaves appear; or the colorful flowers subside and the green appear, or the golden hued leaves subside and the green leaves appear. The point is that early presences give way to later ones.
Then the speaker alludes to the Garden of Eden to emphasize that even paradise cannot stay. And not only did it subside, but also “Eden sank to grief.” This statement puts an evaluation on the condition of mutation that shows the utter humanness of the speaker, who cannot help feel somewhat melancholy about the natural state of things: he would like youth to last longer, wealth to remain, gold to remain gold, and Eden to remain Eden.
Fourth Couplet: “So dawn goes down to day”
But the speaker is also a realist, and he knows his human folly of wanting to hold on to the fleeting will not change things one whit, so he remarks “So dawn goes down to day. / Nothing gold can stay.” Yet even this remark is not without its human sentiment, because he says “dawn goes down to day”: “down” becomes a value judgment, a negative directional that once again reveals the very human heart.
As much as the speaker would like to hold on to all those early glowing treasures, he knows he cannot, because “Nothing gold can stay.”
Thursday, November 18, 2010
Friday, 11/19/2010
Math:
Blue- Study Island,
Purple- Study Island
Orange- Study Island
Science:
6th- Study Island
7th- Study Island
8th- Study Island
Humanities:
Orange Group - site work
Purple Group - site work
Blue Group - site work
History:
Group 1 - site work
Group 2 - site work
Group 3 - site work
Studio 22: Do some research for your project and post one (1) journal entry at: www.mpcsprojects.blogspot.com
Blue- Study Island,
Purple- Study Island
Orange- Study Island
Science:
6th- Study Island
7th- Study Island
8th- Study Island
Humanities:
Orange Group - site work
Purple Group - site work
Blue Group - site work
History:
Group 1 - site work
Group 2 - site work
Group 3 - site work
Studio 22: Do some research for your project and post one (1) journal entry at: www.mpcsprojects.blogspot.com
Ms. T Field Trip notes, Wednesday November 17
Wednesday November 17 was our long-awaited field trip to Medieval Times in Buena Park! We began the day by by meeting at the school. There were quite a few parent chaperones who joined us, and each parent and teacher had been assigned a small group of students. I noticed I had only been assigned 2 students, but upon further review, I saw that those 2 students were Courtland and Luke and thus needed no further explanation. I'd like to add that Courtland and Luke were very nice the entire trip and really fun to be with, as was every single one of our students! The bus ride up was very quiet and peaceful.
Medieval Times was really cool, too! We went inside the facility where we promptly had our picture taken. The students had time to buy various items in the gift shop such as swords, flags, figurines and headbands. We then congregated right outside the arena where a somewhat cantankerous "King Leon" gave us instructions and dismissed us to be seated. King Leon was a little miffed that some of the students, FROM OTHER SCHOOLS, I might add, were talking during his presentation, and my thought was, "If thou can't stand the heat, thou should getteth out of the kitchen", but hey, he IS, after all, The King.
We went into the arena and our lunch was already served and waiting for us. There were roasted chicken, potatoes and corn, wrapped in foil. There were no utensils, as eating with your hands was the Medieval Way. That's just how they rolled. While we were eating we watched knights on horseback, the king, the princess, jousting and sword-fighting and all other manners of Medieval activities. Our group was represented by the Green Knight. Our steadfast cheering paid off when the Green Knight finally won the tournament!
We headed back to Chula Vista immediately following the show and arrived back, safe and sound, around 3:30 p.m. Many thanks to the parents who attended and helped us supervise the kids. Special thanks to Mrs. Rapp for ironing out the final details of the trip and to Ms. Keehan for planning, wheeling and dealing.
Medieval Times was really cool, too! We went inside the facility where we promptly had our picture taken. The students had time to buy various items in the gift shop such as swords, flags, figurines and headbands. We then congregated right outside the arena where a somewhat cantankerous "King Leon" gave us instructions and dismissed us to be seated. King Leon was a little miffed that some of the students, FROM OTHER SCHOOLS, I might add, were talking during his presentation, and my thought was, "If thou can't stand the heat, thou should getteth out of the kitchen", but hey, he IS, after all, The King.
We went into the arena and our lunch was already served and waiting for us. There were roasted chicken, potatoes and corn, wrapped in foil. There were no utensils, as eating with your hands was the Medieval Way. That's just how they rolled. While we were eating we watched knights on horseback, the king, the princess, jousting and sword-fighting and all other manners of Medieval activities. Our group was represented by the Green Knight. Our steadfast cheering paid off when the Green Knight finally won the tournament!
We headed back to Chula Vista immediately following the show and arrived back, safe and sound, around 3:30 p.m. Many thanks to the parents who attended and helped us supervise the kids. Special thanks to Mrs. Rapp for ironing out the final details of the trip and to Ms. Keehan for planning, wheeling and dealing.
Ms. T. English and History notes, Tuesday 11/16/10
On Tuesday, we continued with our big push to finish the novels we have been reading. We read as a group, in pairs and in small groups. Then in the afternoon, the 7th graders presented posters and power points on various topic from the Medieval period of time, to front-load information to the 6th graders.
Wednesday, November 17, 2010
Thursday, 11/18/2010
Math:
Blue- Study Island,
Purple- Study Island
Orange- Study Island
Science:
6th- Study Island
7th- Study Island
8th- Study Island
Humanities:
Orange Group - site work
Purple Group - site work
Blue Group - site work
History:
Group 1 - site work
Group 2 - site work
Group 3 - site work
Studio 22: Film Script Development - Parts of the Issue
KILLER WHALES LINK
The ‘Top’ of the issue:
The top of the issue includes the facts; killer whales and their appearance, migratory patterns and when they go, where are they spotted, their behavior, their sounds, activities, intelligence. The scriptwriter could delve into scientific research being done on the whales by interviewing two marine researchers, lets call them Ted and Sue, a couple who live and work on the New Zealand coast. The writer could find out the history of the Orcas and the role that humans played in it. Ted and Sue could even take the scriptwriter on a whale observing expedition, where he would experience the whales first hand and also get an idea of what could be shot for the film.
The ‘Heart’ of the issue
The scriptwriter could find out more insightful details about the whales as living creatures and fellow mammals. Do they love, do they hate? Why do they beach themselves all together – is it really collective suicide because they mourn their dead like us humans? What kinds of relationships do they have among each other? Yes, a mother whale is attached to her calf, but are the aunts, the uncles? What do they say to each other when they click and whine? Have Ted and Sue ever come into close contact with any whale? Did they feel a connection? How did the whale react to human contact and was it significant in terms of its emotional value? What did the scriptwriter feel when he looked at a whale for the first time and did he get a sense of the ‘spirit’ of the creature?
The ‘Root’ of the issue
The scriptwriter would find out that the whales have a tragic history because of the excessive whaling that took place in past decades. This tragic and brutal past was because of people, who hunted them almost to extinction. Could their subsequent conservation by people later on be a result of guilt? The scriptwriter could ask what larger role this film could have and the answer might well be to aid in conserving the Orcas for the future by dispelling myths and increasing awareness. This could the message of the film; that everybody needs to get on board to save the killer whale and help them flourish in the oceans.
The ‘Branches’ of the issue
The scriptwriter could try and find related issues that would add value to the film. Does the migration of the whales have any effect on the surrounding ecosystems? How about thinking about the spirit of travel or of the ocean itself? Perhaps talk to a person or a group of people who have saved a beached killer whale in the past. Or go in the opposite direction and talk to a person who has killed a killer whale or eaten one. The possibilities of branching out to explore the issue in greater detail are endless. The scriptwriter should then choose which of the details add value to the film.
Finding Challenges
An issue, when explored in a film, is incomplete when there is nothing introduced that challenges it. The scriptwriter must study the challenges facing the killer whale and their survival as a species. What is being done by people that is hurting their health and causing their numbers to decline, if at all? Are there any challenges put forth by nature that they have to overcome, for instance, like changing temperatures in the waters of the Antarctic? How about large sharks and the threat they pose? Then, the scriptwriter must ask, ‘Is it possible for the killer whales to triumph over these challenges?” and “If they can, then how?” and possibly even, “What can people (i.e. the audience) do to help?”
Blue- Study Island,
Purple- Study Island
Orange- Study Island
Science:
6th- Study Island
7th- Study Island
8th- Study Island
Humanities:
Orange Group - site work
Purple Group - site work
Blue Group - site work
History:
Group 1 - site work
Group 2 - site work
Group 3 - site work
Studio 22: Film Script Development - Parts of the Issue
KILLER WHALES LINK
The ‘Top’ of the issue:
The top of the issue includes the facts; killer whales and their appearance, migratory patterns and when they go, where are they spotted, their behavior, their sounds, activities, intelligence. The scriptwriter could delve into scientific research being done on the whales by interviewing two marine researchers, lets call them Ted and Sue, a couple who live and work on the New Zealand coast. The writer could find out the history of the Orcas and the role that humans played in it. Ted and Sue could even take the scriptwriter on a whale observing expedition, where he would experience the whales first hand and also get an idea of what could be shot for the film.
The ‘Heart’ of the issue
The scriptwriter could find out more insightful details about the whales as living creatures and fellow mammals. Do they love, do they hate? Why do they beach themselves all together – is it really collective suicide because they mourn their dead like us humans? What kinds of relationships do they have among each other? Yes, a mother whale is attached to her calf, but are the aunts, the uncles? What do they say to each other when they click and whine? Have Ted and Sue ever come into close contact with any whale? Did they feel a connection? How did the whale react to human contact and was it significant in terms of its emotional value? What did the scriptwriter feel when he looked at a whale for the first time and did he get a sense of the ‘spirit’ of the creature?
The ‘Root’ of the issue
The scriptwriter would find out that the whales have a tragic history because of the excessive whaling that took place in past decades. This tragic and brutal past was because of people, who hunted them almost to extinction. Could their subsequent conservation by people later on be a result of guilt? The scriptwriter could ask what larger role this film could have and the answer might well be to aid in conserving the Orcas for the future by dispelling myths and increasing awareness. This could the message of the film; that everybody needs to get on board to save the killer whale and help them flourish in the oceans.
The ‘Branches’ of the issue
The scriptwriter could try and find related issues that would add value to the film. Does the migration of the whales have any effect on the surrounding ecosystems? How about thinking about the spirit of travel or of the ocean itself? Perhaps talk to a person or a group of people who have saved a beached killer whale in the past. Or go in the opposite direction and talk to a person who has killed a killer whale or eaten one. The possibilities of branching out to explore the issue in greater detail are endless. The scriptwriter should then choose which of the details add value to the film.
Finding Challenges
An issue, when explored in a film, is incomplete when there is nothing introduced that challenges it. The scriptwriter must study the challenges facing the killer whale and their survival as a species. What is being done by people that is hurting their health and causing their numbers to decline, if at all? Are there any challenges put forth by nature that they have to overcome, for instance, like changing temperatures in the waters of the Antarctic? How about large sharks and the threat they pose? Then, the scriptwriter must ask, ‘Is it possible for the killer whales to triumph over these challenges?” and “If they can, then how?” and possibly even, “What can people (i.e. the audience) do to help?”
Tuesday, November 16, 2010
Wednesday, 11/17/2010
English/History/Math/Science: Field Trip to Medieval Times
Studio 22: Film Script Development - Parts of the Issue
The ‘Top’ of the issue:
The top of the issue includes the facts; killer whales and their appearance, migratory patterns and when they go, where are they spotted, their behavior, their sounds, activities, intelligence. The scriptwriter could delve into scientific research being done on the whales by interviewing two marine researchers, lets call them Ted and Sue, a couple who live and work on the New Zealand coast. The writer could find out the history of the Orcas and the role that humans played in it. Ted and Sue could even take the scriptwriter on a whale observing expedition, where he would experience the whales first hand and also get an idea of what could be shot for the film.
The ‘Heart’ of the issue
The scriptwriter could find out more insightful details about the whales as living creatures and fellow mammals. Do they love, do they hate? Why do they beach themselves all together – is it really collective suicide because they mourn their dead like us humans? What kinds of relationships do they have among each other? Yes, a mother whale is attached to her calf, but are the aunts, the uncles? What do they say to each other when they click and whine? Have Ted and Sue ever come into close contact with any whale? Did they feel a connection? How did the whale react to human contact and was it significant in terms of its emotional value? What did the scriptwriter feel when he looked at a whale for the first time and did he get a sense of the ‘spirit’ of the creature?
The ‘Root’ of the issue
The scriptwriter would find out that the whales have a tragic history because of the excessive whaling that took place in past decades. This tragic and brutal past was because of people, who hunted them almost to extinction. Could their subsequent conservation by people later on be a result of guilt? The scriptwriter could ask what larger role this film could have and the answer might well be to aid in conserving the Orcas for the future by dispelling myths and increasing awareness. This could the message of the film; that everybody needs to get on board to save the killer whale and help them flourish in the oceans.
The ‘Branches’ of the issue
The scriptwriter could try and find related issues that would add value to the film. Does the migration of the whales have any effect on the surrounding ecosystems? How about thinking about the spirit of travel or of the ocean itself? Perhaps talk to a person or a group of people who have saved a beached killer whale in the past. Or go in the opposite direction and talk to a person who has killed a killer whale or eaten one. The possibilities of branching out to explore the issue in greater detail are endless. The scriptwriter should then choose which of the details add value to the film.
Finding Challenges
An issue, when explored in a film, is incomplete when there is nothing introduced that challenges it. The scriptwriter must study the challenges facing the killer whale and their survival as a species. What is being done by people that is hurting their health and causing their numbers to decline, if at all? Are there any challenges put forth by nature that they have to overcome, for instance, like changing temperatures in the waters of the Antarctic? How about large sharks and the threat they pose? Then, the scriptwriter must ask, ‘Is it possible for the killer whales to triumph over these challenges?” and “If they can, then how?” and possibly even, “What can people (i.e. the audience) do to help?”
Studio 22: Film Script Development - Parts of the Issue
The ‘Top’ of the issue:
The top of the issue includes the facts; killer whales and their appearance, migratory patterns and when they go, where are they spotted, their behavior, their sounds, activities, intelligence. The scriptwriter could delve into scientific research being done on the whales by interviewing two marine researchers, lets call them Ted and Sue, a couple who live and work on the New Zealand coast. The writer could find out the history of the Orcas and the role that humans played in it. Ted and Sue could even take the scriptwriter on a whale observing expedition, where he would experience the whales first hand and also get an idea of what could be shot for the film.
The ‘Heart’ of the issue
The scriptwriter could find out more insightful details about the whales as living creatures and fellow mammals. Do they love, do they hate? Why do they beach themselves all together – is it really collective suicide because they mourn their dead like us humans? What kinds of relationships do they have among each other? Yes, a mother whale is attached to her calf, but are the aunts, the uncles? What do they say to each other when they click and whine? Have Ted and Sue ever come into close contact with any whale? Did they feel a connection? How did the whale react to human contact and was it significant in terms of its emotional value? What did the scriptwriter feel when he looked at a whale for the first time and did he get a sense of the ‘spirit’ of the creature?
The ‘Root’ of the issue
The scriptwriter would find out that the whales have a tragic history because of the excessive whaling that took place in past decades. This tragic and brutal past was because of people, who hunted them almost to extinction. Could their subsequent conservation by people later on be a result of guilt? The scriptwriter could ask what larger role this film could have and the answer might well be to aid in conserving the Orcas for the future by dispelling myths and increasing awareness. This could the message of the film; that everybody needs to get on board to save the killer whale and help them flourish in the oceans.
The ‘Branches’ of the issue
The scriptwriter could try and find related issues that would add value to the film. Does the migration of the whales have any effect on the surrounding ecosystems? How about thinking about the spirit of travel or of the ocean itself? Perhaps talk to a person or a group of people who have saved a beached killer whale in the past. Or go in the opposite direction and talk to a person who has killed a killer whale or eaten one. The possibilities of branching out to explore the issue in greater detail are endless. The scriptwriter should then choose which of the details add value to the film.
Finding Challenges
An issue, when explored in a film, is incomplete when there is nothing introduced that challenges it. The scriptwriter must study the challenges facing the killer whale and their survival as a species. What is being done by people that is hurting their health and causing their numbers to decline, if at all? Are there any challenges put forth by nature that they have to overcome, for instance, like changing temperatures in the waters of the Antarctic? How about large sharks and the threat they pose? Then, the scriptwriter must ask, ‘Is it possible for the killer whales to triumph over these challenges?” and “If they can, then how?” and possibly even, “What can people (i.e. the audience) do to help?”
Ms. T.......History notes Monday 11-15-10
Due to the short week this week (No school on Friday, field trip on Wednesday) and our attempts to finish our novels, new history material has been postponed until the week of November 29. The 7th graders are preparing presentations on the Medieval Era to share with the 8th graders and the 6th graders on Tuesday.
Ms. T......English notes Monday 11-15-10
All groups are finishing their novels this week. In the Joy-Luck Club group, The Outsiders groups, and the To Kill a Mockingbird group each person has been assigned a section to read and share with the rest of the group. The Holes groups both read through chapter 28. We are slowly but surely moving towards our goal of finishing all4 novels by day's end on Thursday!!!
Monday, November 15, 2010
Tuesday, 11/16/2010
Math:
Blue- Study Island,
Purple- Study Island
Orange- Study Island
Science:
6th- Study Island
7th- Study Island
8th- Study Island
Humanities:
Orange Group - site work
Purple Group - site work
Blue Group - site work
History:
Group 1 - site work
Group 2 - site work
Group 3 - site work
Studio22: Start Researching for your Learning Lab Project
Blue- Study Island,
Purple- Study Island
Orange- Study Island
Science:
6th- Study Island
7th- Study Island
8th- Study Island
Humanities:
Orange Group - site work
Purple Group - site work
Blue Group - site work
History:
Group 1 - site work
Group 2 - site work
Group 3 - site work
Studio22: Start Researching for your Learning Lab Project
Sunday, November 14, 2010
Monday, 11/14/2010
Math: Please turn in your math AND science notebooks by Thursday. You can bring them to school on Wednesday or Thursday and leave them to be graded. You should have ALL of the class notes with labels and dates.
Blue-
Purple-
Orange-
Science:
6th-
7th- Circulatory system quiz Thursday
8th- 19.1 vocab quiz
Humanities:
Orange Group - site work
Purple Group - site work
Blue Group - site work
History:
Group 1 - site work
Group 2 - site work
Group 3 - site work
Studio22:Sign up for your Student Project and start your "Journal Entries"
Blue-
Purple-
Orange-
Science:
6th-
7th- Circulatory system quiz Thursday
8th- 19.1 vocab quiz
Humanities:
Orange Group - site work
Purple Group - site work
Blue Group - site work
History:
Group 1 - site work
Group 2 - site work
Group 3 - site work
Studio22:Sign up for your Student Project and start your "Journal Entries"
Project Based Learning 101
1. It is the process of transforming teaching from “teachers telling” to “students doing”.
2. Behind the exercise/lesson/concept being taught is an element of student design (ownership/personal input) followed by an element of student reflection (what was learned during the educational experience).
Significant Learning Experiences: Is a strategy that recognizes that learning should tap into a student’s inherent drive to learn, capability to do the work and the need to be taken seriously.
Identifying Learning Experiences: Learning events in which curricular outcomes can be identified upfront, but the outcomes of the student’s learning process are neither predetermined nor fully predictable.
Engaging Learning Experiences: Involve students in complex, real-world projects through which they develop and apply skills and knowledge.
Cross Curricular Learning Experiences: Requires students to draw from information sources and disciplines in order to solve problems. Students learn to manage and allocate various resources (time and materials)
Friday, November 12, 2010
Ms. T......Friday Notes 11-12-10
All students were given the QUIC test. This is a test which determines the grade level at which a student is currently working in both Math and Language Arts. MPCS is using the QUIC test as a benchmark exam to measure student growth and prescribe appropriate learning strategies.
Students had time to read their novels; we are attempting to finish the novels next week.
Students worked on film studies in the lab.
Students had time to read their novels; we are attempting to finish the novels next week.
Students worked on film studies in the lab.
Ms. T.....History notes Wednesday, 11-10-10
6th grade: Completed a study guide for Chapter 7 test to be taken on Monday, 11-15-10
7th grade: Took Chapter 4 test
8th grade: Read 9.1-9.4, The US Constitution
7th grade: Took Chapter 4 test
8th grade: Read 9.1-9.4, The US Constitution
Thursday, November 11, 2010
Monday, 11/15/2010
When the road is called up yonder
I hope you see me there
It's in the water
It's where you came from
It's in the water
It's where you came from
And the crowd begins to wonder
And they cry to see your face
It's in the water...
It's in the story
It's where you came from
The sons and daughters
In all their glory
It's gonna shape them
And when they clash
And come together
And start rising
Just drink the water
Where you came from...
Where you came from
You're the rose
That was called from yonder
Never sold yourself away
It's in the water...
It's in the story
It's where you came from
The sons and daughters
In all their glory
It's gonna shape them
And when they clash
And come together
And start rising
Just drink the water
Where you came from...
Where you came from
And when they clash
And come together
And start rising
Just drink the water
Where you came from...
Where you came from
Wednesday, November 10, 2010
Ms. T.......English notes Wednesday November 10
People reading Holes read chapters 16 and 17 together.
People reading Mockingbird, Joy-Luck Club, and The Outsiders took quizzes.
NOTICE: I have made some changes regarding the Compare and Contrast essay students will be writing. For a variety of reasons, I have decided to have all students compare and contrast the book they are reading with its movie version. Next week, we will attempt to finish all novels!!! It's a lofty goal, but I think we can do it. We will also complete some pre-writing activities to generate ideas.
People reading Mockingbird, Joy-Luck Club, and The Outsiders took quizzes.
NOTICE: I have made some changes regarding the Compare and Contrast essay students will be writing. For a variety of reasons, I have decided to have all students compare and contrast the book they are reading with its movie version. Next week, we will attempt to finish all novels!!! It's a lofty goal, but I think we can do it. We will also complete some pre-writing activities to generate ideas.
Ms. T.....History notes Tuesday November 9
6th grade: Finished animal stories, prepared for upcoming Chapter 7 history test.
7th grade: Answered study guide questions for upcoming chapter 4 test, Wednesday.
8th grade: Beginning Chapter 9: The Constitution. Read sections 9.1-9.4.
7th grade: Answered study guide questions for upcoming chapter 4 test, Wednesday.
8th grade: Beginning Chapter 9: The Constitution. Read sections 9.1-9.4.
Ms. T....English notes Tuesday November 9
All grades were assigned pages 4,5 and 6 in their Grammar workbooks, due on Friday November 12. The grammar lesson subject matter for all 3 grades was/is simple subjects within complete subjects.
People reading The Outsiders, To Kill a Mockingbird, and The Joy-Luck Club all have reading homework, due Wednesday. There will be quizzes.
People reading The Outsiders, To Kill a Mockingbird, and The Joy-Luck Club all have reading homework, due Wednesday. There will be quizzes.
Thursday/Friday 11/11 - 11/12
Math:
Blue - Study Island
Purple - We are going to test out of of fractions soon !! YEAH!!! and start with some geometry- it is WAY more interesting :)
Orange - workbook page 259 1-13- find the pattern and write the next two numbers in the pattern.
Science:
6th - Continue working on ecosystems and producers/ consumers/ decomposer. More specifically, primary consumers, secondary consumers, and tertiary consumers.
7th - Heart dissection soon!!
8th - vocab quiz on chapter 19.1 monday.
Humanities:
Orange Group - site work
Purple Group - site work
Blue Group - site work
History:
Group 1 - site work
Group 2 - site work
Group 3 - site work
Studio22: Green Screen
Blue - Study Island
Purple - We are going to test out of of fractions soon !! YEAH!!! and start with some geometry- it is WAY more interesting :)
Orange - workbook page 259 1-13- find the pattern and write the next two numbers in the pattern.
Science:
6th - Continue working on ecosystems and producers/ consumers/ decomposer. More specifically, primary consumers, secondary consumers, and tertiary consumers.
7th - Heart dissection soon!!
8th - vocab quiz on chapter 19.1 monday.
Humanities:
Orange Group - site work
Purple Group - site work
Blue Group - site work
History:
Group 1 - site work
Group 2 - site work
Group 3 - site work
Studio22: Green Screen
Tuesday, November 9, 2010
Wednesday, 11/9/2010
Math:
Blue - page 281 all
Purple - page 313 1-15 odd, page 315 1-9 odd
Orange - page 255 1-28 even OR 257 1-9 all. Students pick if they needed more work with direct varient or if they are ready to move on to inverse varient.
Science:
6th - population skits :) Keep working on biome research
7th- BLOOD. finally.
8th- acids and bases. chapter 19- there will be a vocab quiz SOON
Humanities:
Orange Group - site work
Purple Group - site work
Blue Group - site work
History:
Group 1 - site work
Group 2 - site work
Group 3 - site work
Studio22: How to Use Movie Maker...
Blue - page 281 all
Purple - page 313 1-15 odd, page 315 1-9 odd
Orange - page 255 1-28 even OR 257 1-9 all. Students pick if they needed more work with direct varient or if they are ready to move on to inverse varient.
Science:
6th - population skits :) Keep working on biome research
7th- BLOOD. finally.
8th- acids and bases. chapter 19- there will be a vocab quiz SOON
Humanities:
Orange Group - site work
Purple Group - site work
Blue Group - site work
History:
Group 1 - site work
Group 2 - site work
Group 3 - site work
Studio22: How to Use Movie Maker...
Math Homework
Blue Group- wkbk page 279- all. Look at your class notes to help.
Purple- page 319 all
Orange- page 255 1-28 even. MUST be in the form for Y=KX to be a direct varient.
Purple- page 319 all
Orange- page 255 1-28 even. MUST be in the form for Y=KX to be a direct varient.
Ms. T.....History Notes Monday 11-08-10
6th grade history: Students did a study-guide crossword puzzle in preparation for their Chapter 7 test on Wednesday.
7th grade history: Students did a study-guide crossword in preparation for their Chapter 4 test on Wednesday.
8th grade history: Students did the chapter preview writing, which involved writing about whether or not there should be organized government.
7th grade history: Students did a study-guide crossword in preparation for their Chapter 4 test on Wednesday.
8th grade history: Students did the chapter preview writing, which involved writing about whether or not there should be organized government.
Ms. T.... English notes Monday 11-08-10
Joy-Luck Club group: This group met and had a quiz on assigned reading. The majority of this group is not completing its assigned reading. Pages 166-184 are to be read by Wednesday 11-10-10. There will be a quiz.
Holes groups: These groups read Chapter 15 as a group and had a quiz on both Chapters 14 and 15.
The Outsiders groups: These groups had a quiz on Chapters 6 and 7. There were assigned reading homework, chapter 8, which is to be read by Wednesday 11-10-10. There will be a quiz.
Holes groups: These groups read Chapter 15 as a group and had a quiz on both Chapters 14 and 15.
The Outsiders groups: These groups had a quiz on Chapters 6 and 7. There were assigned reading homework, chapter 8, which is to be read by Wednesday 11-10-10. There will be a quiz.
Tuesday, 11/9/2010
Math:
Blue- Study Island,
Purple- Study Island
Orange- Study Island
Science:
6th- Study Island
7th- Study Island
8th- Study Island
Humanities:
Orange Group - site work
Purple Group - site work
Blue Group - site work
History:
Group 1 - site work
Group 2 - site work
Group 3 - site work
Studio22: Go out and find a file using ".xls" format...try to find a math or stockmarket file...
Blue- Study Island,
Purple- Study Island
Orange- Study Island
Science:
6th- Study Island
7th- Study Island
8th- Study Island
ALIENS!!
Good Morning,
Yep, aliens. Go read the article and tell me about the "alien" that was found. What was found? Where was it found? What is it? Why do they think it is an alien? How did it get there?
As always, post it as a comment and include your name. It is due Wednesday at the end of school.
Ms. Keehan
Humanities:
Orange Group - site work
Purple Group - site work
Blue Group - site work
History:
Group 1 - site work
Group 2 - site work
Group 3 - site work
Studio22: Go out and find a file using ".xls" format...try to find a math or stockmarket file...
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