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Monday, January 28

Monday, January 28. Choose your seats for the week – if there is a problem I will choose for you, so be sure to pick WISELY. NO all boys/all girls tables. Copy down your assignments – get your assignment book signatures ready to show me. Make your lunch count and make it legibly.

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Monday, January 28

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  1. Monday, January 28 Choose your seats for the week – if there is a problem I will choose for you, so be sure to pick WISELY. NO all boys/all girls tables. Copy down your assignments – get your assignment book signatures ready to show me. Make your lunch count and make it legibly. Get your Monday folders signed!

  2. RW (M): We will further understand and criticize the history of American sweatshops. • Opening: when you have a job, what will be your definition of “acceptable” working conditions? Discuss. • WorkPeriod: using my webpage, go to the “History of Sweatshops” page • 1) following the link, Carefully read the entire article – words, pictures, quotes, etc. • 2) Upon reading the article, discussing in groups, but each person writing their own answers ON NOTEBOOK PAPER, answer the following prompts : • Find one picture – your interpretation/what it means to you • Find one quote - your interpretation/what it means to you • Find one statistic - your interpretation/what it means to you • Find one fact - your interpretation/what it means to you • Finished? Work on research, spelling/vocabulary, #stars chapter 5 & 6, etc • Closing: Share out/discuss

  3. WW (M): We will apply our research to develop a rough draft of our C/E/R. • Opening: how do you apply research to create an essay? • https://How to Write an Essay - notes in Sourcebook • Class example on Anchor Chart • Questions? • Work Period: Taking Research and begin your rough draft • Skip lines • Circle words you aren’t sure are spelled correctly – mark somehow • Underline words you feel need to be replaced/could be stronger • About ten minutes until work time is over – meet with a partner • Read aloud to each other, make suggestions on next steps, improvements • Closing: questions? Concerns?

  4. Math (Mon): We will discover the slope of the line. • Opening: Create your own definition of the word slope – share and compare • Work Period: page 141, #16-23 • Solve independently • Grade as class – discuss as grading, turn in • Finished? Work on research, spelling/vocabulary, #stars chapter 5 & 6, etc • Closing: Share out

  5. SS (Mon): we will evaluate the rise and fall of the byzantine empire. • Opening: What was the Byzantine Empire? - as you watch, TAKE NOTES. You will need them.  • WorkPeriod: Read ch. 6, Section 3 in your SS books. • Using your notes from the movie and the information from the text, create a timeline of the Byzantine empire: • At least four pertinent events to their existence. • At least three major leaders to their society • At least two special vocab • Careful to have them in order • Illustrate if time • We will work on throughout the week as time arises (hopefully!)  • Finished? Work on research, spelling/vocabulary, #stars chapter 5 & 6, etc

  6. Tuesday, January 29 • Same seats as yesterday. • Copy down your assignments. • Make your lunch count and make it legibly. • Work on and study for your spelling test Friday. • Anything to be passed out today?

  7. RW (Tues): We will understand and appraise the events and characters of the Triangle Fire. • Opening: When is the most scared you have felt (and about which you feel comfortable talking)? • WorkPeriod: read “Flesh and Blood So Cheap,” page 235 in your blue/white. As you read, mark unknown words, context clues, interesting facts, etc. BE AN ACTIVE READER!! • After reading, in your journal, complete the following: • Using context clues, define the following: standpipe, grope, “lapping in” hurled, aerial • Why was the ninth floor stair way door locked? (page 236) • Create a 4-column chart: character, emotion (proof), reaction (proof), agree/disagree with reaction (reasoning) • Must have at least four characters • Finished? Work on research, spelling/vocabulary, #stars chapter 5 & 6, etc • Closing: Share out/discuss/compare

  8. WW (T): We will apply our research to develop a rough draft of our C/E/R. • Opening: Status check – how has your writing kicked off? • Questions? Concerns? Needs? • WorkPeriod: Apply your research to create your rough draft • Skip lines • Mark words you aren’t sure are spelled correctly • Underline words you feel need to be replaced/could be stronger • About ten minutes until work time is over – meet with a partner • Read aloud to each other, make suggestions on next steps, improvements • Closing: Questions? Concerns?

  9. Math (T): How can you compare two rates graphically? • Opening: Grade yesterday’s math, discuss • Work Period: Student workbook, pg 77, 78 • Finished? Work on research, spelling/vocabulary, #stars chapter 5 & 6, etc • All completed with math – grade, discuss • Closing: Status check

  10. SS (Tues): We will evaluate the rise and fall of the Byzantine Empire. • Opening: Review notes/facts from Monday. • WorkPeriod: Using your notes from the movie and the information from the text, create a timeline of the Byzantine empire: • At least four pertinent events to their existence. • At least three major leaders to their society • At least two special vocab • Careful to have them in order • Illustrate if time • We will work on throughout the week as time arises (hopefully!)  • Finished? Work on research, spelling/vocabulary, #stars chapter 5 & 6, etc

  11. Wednesday, January 30 • Same seats as yesterday. • Copy down your assignments. • Make your lunch count and make it legibly. • Work on and study for your spelling test – it will be on Friday this week. • Anything to be passed out today?

  12. RW (Wed): We will analyze and create various eulogies. • Opening: who was mahatma gandhi? • WorkPeriod: class discussion - What is a eulogy? • Read “Eulogy for Mahatma Gandhi” pg 274 in blue/white • Update - class discussion - What is a eulogy? Anything we want to add? • In your reading journal: • Answer “Think questions” #1-3, supporting your answers with text evidence • Answer “focus questions” #2, 3, & 5, supporting your answers with text evidence • Writing: on separate paper: • Think of a fictional character or historical figure of whom you know has passed away. Create a eulogy in their honor, following the characteristics and formats of eulogy of which we spoke. • Closing: share out

  13. WW (W): We will apply our research to develop a rough draft of our C/E/R. • Opening: Status check – how has the writing kicked off? • Questions? Concerns? Needs? • Work Period: Taking Research and begin your rough draft • Skip lines • Circle words you aren’t sure are spelled correctly • Underline words you feel need to be replaced/could be stronger • About ten minutes until work time is over – meet with a partner • Read aloud to each other, make suggestions on next steps, improvements • Closing: questions? Concerns?

  14. Math (W): How can you compare two rates graphically? • Opening: Grade yesterday’s math, discuss • Work Period: Student workbook, pg 80 • Closing: Grade/Discuss

  15. Sci (Wed): We will distinguish the various forms of reproduction. • Opening: Types of ReproductionA-Sexual Reproduction • Work Period: Ch. 6, Lesson 2 pg 194 in your Science workbook • Read (partners or independently, your choice) • As you read, answer “key concept checks” • After reading, answer lesson 2 review pg 203 – include pg numbers with your answers! • Grade • Questions?

  16. Thursday, January 31 • Same seats as yesterday. • Copy down your assignments. • Make your lunch count and make it legibly. • Work on and study for your spelling test – it will be on Friday this week. • Anything to be passed out today?

  17. RW (Thur): We will analyze and create various eulogies. • Opening: review – Who was Cesar Chavez? Why was he an important figure? • Workperiod: Read “elegy on the death of Cesar Chavez” pgs 247- 251 in your blue and whites. After reading, in your Reading journal, • find at least four examples of contrasts/contradiction throughout the eulogy. Quote the examples and explain what they are telling • Using context clues, define at least FIVE SPANISH WORDS USED THROUGHOUT THE EULOGY. Write the word, the inferred meaning, and the context clues that led to that inference. Continued from yesterday - Writing: on separate paper: Think of a fictional character or historical figure of whom you know has passed away. Create a eulogy in their honor, following the characteristics and formats of eulogy of which we spoke. • Closing: Compare and contrast – Cesar to Mahatma ….

  18. WW (R): We will apply our research to develop a rough draft of our C/E/R. • Opening: Status check – how has the writing kicked off? • Questions? Concerns? Needs? • Work Period: Taking Research and begin your rough draft • Skip lines • Circle words you aren’t sure are spelled correctly • Underline words you feel need to be replaced/could be stronger • About ten minutes until work time is over – meet with a partner • Read aloud to each other, make suggestions on next steps, improvements • Closing: questions? Concerns?

  19. Math (R): We will apply x & y intercepts to graph equations. • Opening: Grade yesterday’s math, discuss • Work Period: Slope Practice • Finished? Work on eulogies, spelling/vocabulary, #stars chapter 5 & 6, etc, missing work • Closing: Discuss – status check on slope

  20. Sci (Thur): We will distinguish the various forms of reproduction. • Opening: Jump up (agree)/Jump Down (disagree) • (Sci book, pg 213) • Cellular Respiration; take notes – 10! FA • Work Period: Ch. 7, Lesson 1 pg 213 in your Science workbook • Read (partners or independently, your choice) • As you read, answer “key concept checks” • After reading, answer lesson 1 review pg 220 – include pg numbers with your answers! • Finished? Work on research, spelling/vocabulary, #stars chapter 5 & 6, etc • Grade • Closing: Questions?

  21. Friday, February 1 • Same seats as yesterday • Copy down your assignments • Make your lunch count an make it legibly • Anything need to be passed out?

  22. Stations (Fri): We will work cooperatively to design and evaluate, using the concepts we have learned this week. • BEFORE STATIONS: Class lesson – scientific language used during labs!!!! • Station 1: Computer/Techno: Study Island, AR tests, etc • Station 2: Science: Following the Scientific Method step-by-step in your science journals: • Choose a vegetable/fruit “remain” to plant (you may choose more than one) • Label the pot with your group name • Under steps, be SPECIFIC with how you PLANT the remain and your PLANS ON HOW TO GROW IT. • Each Wednesday and Friday, observe, log, and care for your plant – THIS WILL BE PART OF YOUR FINAL GRADE!!! • Station 3: Readers: Number the Stars Chapter 5 & 6 comprehension questions/discussion – turn in to the tray when done • Finished? Read silently and independently. • Need to go to the library, you may go, please let me know.

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