Link to Aspire Wiki and HW blogs for 2014-2015

May 26-30

Luchik

Day Social Studies Language Arts
Monday Memorial Day- No School Memorial Day- No School
Tuesday BELLWORK: Write down 3 interesting things about Sherman's March after watching a video clip from the Civil War by Ken Burns
READING: Students will read "Total War" in the Civil War Booklet (pp. 35-37) making sure to highlight evidence supporting the EBA question below.
EBA: Do you think Sherman & the Union Army were justified in the tactics they used to "beat" the South? (Assessment Grade)
READING/WS: "The Meeting at Appomattox" worksheet

Homework: Finish any assignments that were not completed in class. Continue to work on Civil War Booklet due this Friday, May 30th.
•MUG Shot Sentence
•Silent reading
•The Lottery Rose Literature Circles-Finish Ch. 12, go on to Ch.13
Homework: Read for 15-20 minutes nightly from student-selected reading novel
Wednesday BELLWORK: Write down 3 interesting facts from The Civil War in Four Minutes video and 3 interesting facts about the assassination of Lincoln from the video clip from Civil War by Ken Burns.
REVIEW: We will review the homework from yesterday on Appomattox
CIVIL WAR BOOKLET: Students will continue to work on their Civil War Booklet. By now students have all the information they need to complete the entire booklet.

Homework: Civil War Booklet DUE FRIDAY, MAY 30th.
•MUG Shot Sentence
•Silent reading
•The Lottery Rose Literature Circles-Finish book
•Alternative ending/epilogue- Final assessment
Homework: Read for 15-20 minutes nightly from student-selected reading novel
Thursday BELLWORK: Write down 3 interesting things about spies after watching a video clip from the Civil War by Ken Burns
CIVIL WAR BOOKLET: Students will continue to work on their Civil War Booklet. By now students have all the information they need to complete the entire booklet. Students should also complete their self-assessment for the Civil War Booklet.

Homework: Civil War Booklet DUE TOMORROW at the beginning of the period.
•MUG Shot Sentence
•Silent reading
•Angels in the Outfield w/ WS
Homework: Read for 15-20 minutes nightly from student-selected reading novel
Friday MOVIE: The Conspirator •MUG Shot Sentence
•Silent reading
•Angels in the Outfield w/ WS
Homework: Read for 15-20 minutes nightly from student-selected reading novel
Download file "Booklet-CivilWar(Rubric).pdf"Download file "Booklet-CivilWar.pdf"Download file "LRaltending.docx"Download file "AngelsintheOutfield.docx"Download file "TotalWarEBA.docx"Download file "Appomattox.pdf"Download file "TotalWar(Reading).pdf"

Shoemaker

Day Science Language Arts
Monday No School No School
Tuesday Students will participate in Light Labs: Day 5 of 8
The goals for the day include: reporting to the lab station, completing the required steps of the activity, cleaning up the lab station, seeking initials for their teacher.
Each station is worth 10 points based upon the accuracy of the group responses and teacher initials.
HW = none
Spelling corrections, Week 24 sentences, and SSR for the first 20 minutes.
Students will continue lit circles with new groups and the expectation of creating trading cards to accompany their novel.
HW = trading cards due Friday
Wednesday Students will participate in Light Labs: Day 6 of 8
The goals for the day include: reporting to the lab station, completing the required steps of the activity, cleaning up the lab station, seeking initials for their teacher.
Each station is worth 10 points based upon the accuracy of the group responses and teacher initials.
HW = none
Journal Entry = free choice
Week 24 sentences, SSR, or other classwork for 15 minutes.
Students will receive a rubric for their trading cards to help them understand the requirements for the activity.
Groups should make a plan as to which chapters to read in class and how much time is dedicated for the trading cards.
HW = spelling test tomorrow / trading cards due Friday
Thursday Students will be in Room 1520 today participating in a light/mirror activity.
Small groups of 5-6 students will form in order to complete a series of tasks involving student cooperation, mirrors, and flashlights.
HW = none
Students will be given 10 minutes to study for their final spelling test of the school year.
The 10-word test will be given orally by the teacher.
For the remainder of the period, students will be reading chapters from their novel and working on the completion of their five trading cards.
HW = trading cards due Friday
Friday Students will participate in Light Labs: Day 7 of 8
The goals for the day include: reporting to the lab station, completing the required steps of the activity, cleaning up the lab station, seeking initials for their teacher.
Each station is worth 10 points based upon the accuracy of the group responses and teacher initials.
HW = none
Journal Entry = free choice
Student groups will formulate a plan on how to ensure each group member will have his/her trading cards completed by the end of 2nd period.
Groups will have over an hour to finish any reading chapters and make progress on their trading cards.
HW = none

Tess

Up-to-date plans can also be found at http://planbook.com/student?t=954648&k=KTessTigers
For more information, visit our class website at http://bit.ly/mrstessswebsite
Day CMP Math I Math Language Arts
Monday Memorial Day/ No School Memorial Day/ No School Memorial Day/ No School
Tuesday Year in Review: Geometry

LG: Learn that statistical questions are questions that have more than one answer. Understand that a measure of variability summarizes the spread of data values with a single number. Learn how to find the range, interquartile range, and mean absolute deviation. Understand when each is most appropriate.

5th period class code: VB86SG
7th period class code: 2E7AYE

http://www.brainingcamp.com/content/circumference-of-a-circle/
Lesson
Manipulatives
Questions
Problems
Challenge
Pg 285 (2 – 8)
Pg 285 (9, 10, 12, 16 – 18)
Lit Circles

Learning Goal: I can use reading strategies to understand and communicate the plot and moral of my novel.

I can use collaborative techniques to help my team produce our best work!

Essential Question: What can stories teach us about life and human nature.

Agenda:
Warm-up: Story prompt on boar
Lesson: Group Reading/Project Completion

Check for Understanding: Edmodo update
Wednesday Year in Review: Number Sense

LG: Learn that statistical questions are questions that have more than one answer. Understand that a measure of variability summarizes the spread of data values with a single number. Learn how to find the range, interquartile range, and mean absolute deviation. Understand when each is most appropriate.

5th period class code: VB86SG
7th period class code: 2E7AYE

http://www.brainingcamp.com/legacy/content/concepts/integer-addition/
Lesson
Manipulatives
Questions
Problems
Challenge
Pg 292 (2 – 12, 21 – 23) Lit Circles

Learning Goal: I can use reading strategies to understand and communicate the plot and moral of my novel.

I can use collaborative techniques to help my team produce our best work!

Essential Question: What can stories teach us about life and human nature.

Agenda:
Warm-up: Story prompt on boar
Lesson: Group Reading/Project Completion

Check for Understanding: Edmodo update
Thursday Year in Review: Number Sense

LG: Learn that statistical questions are questions that have more than one answer. Understand that a measure of variability summarizes the spread of data values with a single number. Learn how to find the range, interquartile range, and mean absolute deviation. Understand when each is most appropriate.

5th period class code: VB86SG
7th period class code: 2E7AYE

http://www.brainingcamp.com/legacy/content/concepts/integer-multiplication/
Lesson
Manipulatives
Questions
Problems
Challenge
End of Unit 5 Quiz Lit Circles

Learning Goal: I can use reading strategies to understand and communicate the plot and moral of my novel.

I can use collaborative techniques to help my team produce our best work!

Essential Question: What can stories teach us about life and human nature.

Agenda:
Warm-up: Story prompt on boar
Lesson: Group Reading/Project Completion

Check for Understanding: Edmodo update
Friday Year in Review: Number Sense

LG: Learn that statistical questions are questions that have more than one answer. Understand that a measure of variability summarizes the spread of data values with a single number. Learn how to find the range, interquartile range, and mean absolute deviation. Understand when each is most appropriate.

5th period class code: VB86SG
7th period class code: 2E7AYE

http://www.brainingcamp.com/legacy/content/concepts/integer-division/
Lesson
Manipulatives
Questions
Problems
Challenge
Independent Research Presentations Lit Circles

Learning Goal: I can use reading strategies to understand and communicate the plot and moral of my novel.

I can use collaborative techniques to help my team produce our best work!

Essential Question: What can stories teach us about life and human nature.

Agenda:
Warm-up: Story prompt on boar
Lesson: Group Reading/Project Completion

Check for Understanding: Edmodo update

May 19 - 23

Luchik

Day Social Studies Language Arts
Monday READING: Read "Emancipation Means Freedom" from A History of US.
EBA: Do you think the Emancipation Proclamation was really an important document?

Homework: Civil War Booklet DUE FRIDAY, MAY 30th.
•MUG Shot Sentence
•Silent reading
•Making Inferences (WS packet)
Homework: Read for 15-20 nightly from student-selected reading novel. Students may complete an extra book project from the 7-3 choices list by this Friday, May 23, 2014.
Tuesday BELLWORK: Write down 3 interesting things about a woman's role during the war after watching a video clip from the Civil War by Ken Burns
CIVIL WAR BOOKLET: Students will continue to work on their Civil War Booklet. By now students have all the information they need to complete pages 1-15.

Homework: Civil War Booklet DUE FRIDAY, MAY 30th.
•MUG Shot Sentence
•Silent reading
•The Lottery Rose literature circles- Ch. 8-9
Homework: Read for 15-20 nightly from student-selected reading novel. Students may complete an extra book project from the 7-3 choices list by this Friday, May 23, 2014.
Wednesday BELLWORK: Write down 3 interesting things about Grant and 3 interesting things about Lee after watching video clips from the Civil War by Ken Burns
READING: Merrimac vs. Monitor: Battle of the Ironclads worksheet
CIVIL WAR BOOKLET: Students will continue to work on their Civil War Booklet. By now students have all the information they need to complete pages 1 - 21.

Homework: Civil War Booklet DUE FRIDAY, MAY 30th.
•MUG Shot Sentence
•Silent reading
•The Lottery Rose literature circles- Ch. 9-10
Homework: Read for 15-20 nightly from student-selected reading novel. Students may complete an extra book project from the 7-3 choices list by this Friday, May 23, 2014.
Thursday BELLWORK: Write down 3 interesting things about ironclads after watching a video clip from the Civil War by Ken Burns
REVIEW: We will review the homework from yesterday on the Merrimac vs. Monitor.
READING: Gettysburg worksheets and Vicksburg worksheet
CIVIL WAR BOOKLET: Students will continue to work on their Civil War Booklet. By now students have all the information they need to complete pages 1 - 21.

Homework: Civil War Booklet DUE FRIDAY, MAY 30th.
•MUG Shot Sentence
•Silent reading
•The Lottery Rose literature circles- Ch. 10-11
Homework: Read for 15-20 nightly from student-selected reading novel. Students may complete an extra book project from the 7-3 choices list by this Friday, May 23, 2014.
Friday BELLWORK: Write down 3 interesting things about medical care after watching a video clip from the Civil War by Ken Burns.
REVIEW: We will review the homework from yesterday on Gettysburg.
READING: The Gettysburg Address (p. 23-24 gray booklet)-highlight information explaining the importance of the speech. Next, read Document D (p. 30 gray booklet) and complete comprehension questions.
CIVIL WAR BOOKLET: Students will continue to work on their Civil War Booklet. By now students have all the information they need to complete pages 1 - 21.

Homework: Civil War Booklet DUE FRIDAY, MAY 30th.
•MUG Shot Sentence
•Silent reading
•The Lottery Rose literature circles- Ch. 11-12
Homework: Read for 15-20 nightly from student-selected reading novel. Students may complete an extra book project from the 7-3 choices list by this Friday, May 23, 2014.
Download file "7-3 project list.pdf"Download file "Booklet-CivilWar(Rubric).pdf"Download file "Booklet-CivilWar.pdf"Download file "lit. groupsjobs.pdf"Download file "Ironclads.pdf"Download file "Gettysburg.pdf"Download file "Vicksburg.pdf"Download file "GettysburgAddress.pdf"

Shoemaker

Day Science Language Arts
Monday Warm up statement
Students receive their light tests back from last week and the correct answers will be covered in class.
Small groups will form in order to participate in a lab activity.
Students will be using a drop of water to act as a single convex lens.
A drop of water on top of wax paper on top of a comic strip will allow students to see the image magnified.
Cool down questions
HW = none
Journal Entry: free choice

Literature Circles -
Student groups will check their work schedule, read any assigned chapters of the day, complete their assigned worksheet and share their findings with each other.

HW = none
Tuesday Warm up statement
Light Labs: Day One
Students will work at one of eight lab stations.
By following the lab instructions, students will be able to complete the activity and answer any questions associated with that particular lab station.
Cool down: lab reflection
Journal Entry: free choice

Literature Circles -
Student groups will check their work schedule, read any assigned chapters of the day, complete their assigned worksheet and share their findings with each other.

HW = none
Wednesday Warm up statement
Light Labs: Day Two
Students will work at one of eight lab stations.
By following the lab instructions, students will be able to complete the activity and answer any questions associated with that particular lab station.
Cool down: lab reflection
Journal Entry: free choice

Literature Circles -
Student groups will check their work schedule, read any assigned chapters of the day, complete their assigned worksheet and share their findings with each other.

HW = Spelling Week 23 due tomorrow
Thursday Warm up statement
Light Labs: Day Three
Students will work at one of eight lab stations.
By following the lab instructions, students will be able to complete the activity and answer any questions associated with that particular lab station.
Cool down: lab reflection
Journal Entry: free choice
Students will be given the first few minutes of class to review their spelling words.
The spelling test will be give orally by the teacher and they will be allowed to work on next week's words for five minutes before lit circles begin...

Literature Circles -
Student groups will check their work schedule, read any assigned chapters of the day, complete their assigned worksheet and share their findings with each other.

HW = none
Friday Warm up statement
Light Labs: Day Four
Students will work at one of eight lab stations.
By following the lab instructions, students will be able to complete the activity and answer any questions associated with that particular lab station.
Cool down: lab reflection
Journal Entry: free choice

Literature Circles -
Student groups will check their work schedule, read any assigned chapters of the day, complete their assigned worksheet and share their findings with each other.

HW = none

Tess

Up-to-date plans can also be found at http://planbook.com/student?t=954648&k=KTessTigers
For more information, visit our class website at http://bit.ly/mrstessswebsite
Day CMP Math I Math Language Arts
Monday Approximating Probability
Essential Question:
How is probability used to make informed decisions about uncertain events?
Agenda:
Warm-up
Intro
Lesson
Check for Understanding:
SLC Lesson
Pg 272 (2 – 16 evens) Lit Circles

Learning Goal: I can use reading strategies to understand and communicate the plot and moral of my novel.

I can use collaborative techniques to help my team produce our best work!

Essential Question: What can stories teach us about life and human nature.

Agenda:
Warm-up: Story prompt on boar
Lesson: Group Reading/Project Completion

Check for Understanding: Edmodo update (Project Due 5/30)
Tuesday Measures of Variability

LG: Learn that statistical questions are questions that have more than one answer. Understand that a measure of variability summarizes the spread of data values with a single number. Learn how to find the range, interquartile range, and mean absolute deviation. Understand when each is most appropriate.

5th period class code: VB86SG
7th period class code: 2E7AYE

http://www.brainingcamp.com/content/measures-of-variability/
Lesson
Manipulatives
Questions
Problems
Challenge
Pg 272 (2 – 16 evens) Lit Circles

Learning Goal: I can use reading strategies to understand and communicate the plot and moral of my novel.

I can use collaborative techniques to help my team produce our best work!

Essential Question: What can stories teach us about life and human nature.

Agenda:
Warm-up: Story prompt on boar
Lesson: Group Reading/Project Completion

Check for Understanding: Edmodo update (Project Due 5/30)
Wednesday Measures of Variability

LG: Learn that statistical questions are questions that have more than one answer. Understand that a measure of variability summarizes the spread of data values with a single number. Learn how to find the range, interquartile range, and mean absolute deviation. Understand when each is most appropriate.

5th period class code: VB86SG
7th period class code: 2E7AYE

http://www.brainingcamp.com/content/measures-of-variability/
Lesson
Manipulatives
Questions
Problems
Challenge
Pg 272 (2 – 16 evens) Lit Circles

Learning Goal: I can use reading strategies to understand and communicate the plot and moral of my novel.

I can use collaborative techniques to help my team produce our best work!

Essential Question: What can stories teach us about life and human nature.

Agenda:
Warm-up: Story prompt on boar
Lesson: Group Reading/Project Completion

Check for Understanding: Edmodo update (Project Due 5/30)
Thursday Year in Review: Proportions

LG: Learn that statistical questions are questions that have more than one answer. Understand that a measure of variability summarizes the spread of data values with a single number. Learn how to find the range, interquartile range, and mean absolute deviation. Understand when each is most appropriate.

5th period class code: VB86SG
7th period class code: 2E7AYE

http://www.brainingcamp.com/content/proportions/
Lesson
Manipulatives
Questions
Problems
Challenge
Pg 272 (2 – 16 evens) Lit Circles

Learning Goal: I can use reading strategies to understand and communicate the plot and moral of my novel.

I can use collaborative techniques to help my team produce our best work!

Essential Question: What can stories teach us about life and human nature.

Agenda:
Warm-up: Story prompt on boar
Lesson: Group Reading/Project Completion

Check for Understanding: Edmodo update (Project Due 5/30)
Friday Year in Review: Geometry

LG: Learn that statistical questions are questions that have more than one answer. Understand that a measure of variability summarizes the spread of data values with a single number. Learn how to find the range, interquartile range, and mean absolute deviation. Understand when each is most appropriate.

5th period class code: VB86SG
7th period class code: 2E7AYE

http://www.brainingcamp.com/content/area-of-parallelograms/
Lesson
Manipulatives
Questions
Problems
Challenge
Pg 277 (2 – 18 evens)
(Extra Credit)
Lit Circles

Learning Goal: I can use reading strategies to understand and communicate the plot and moral of my novel.

I can use collaborative techniques to help my team produce our best work!

Essential Question: What can stories teach us about life and human nature.

Agenda:
Warm-up: Story prompt on boar
Lesson: Group Reading/Project Completion

Check for Understanding: Edmodo update (Project Due 5/30)

May 12- 16

Luchik

Day Social Studies Language Arts
Monday Goodbye activities with Mr. Haverland. We will miss you! DEA Testing- Math (computer lab)
Tuesday •BELLWORK: Write down 3 interesting things about the "Rebel Yell" from the Civil War by Ken Burns
•READING: Students will read section 21.2 from History Alive! and then fill out the graphic organizer comparing the strengths & weaknesses of each army.

Homework: Civil War Booklet DUE FRIDAY, MAY 30th.
•MUG Shot Sentence
•Silent reading
•Literature Circles-Ch. 5 of The Lottery Rose

Homework: Read for 15-20 minutes nightly from student-selected reading novel. Students may complete an extra credit book project from the 7-3 choice list by May 23, 2014.
Wednesday •BELLWORK: Write down 3 interesting things from the Lincoln video.
•"Sumter Forces Decisions in the Upper South" worksheet
•CIVIL WAR BOOKLET: Students will continue to work on their Civil War Booklet. By now students have all the information they need to complete pages 1 - 9.

Homework: Civil War Booklet DUE FRIDAY, MAY 30th.
•MUG Shot Sentence
•Silent reading
•Literature Circles-Ch. 6 of The Lottery Rose

Homework: Read for 15-20 minutes nightly from student-selected reading novel. Students may complete an extra credit book project from the 7-3 choice list by May 23, 2014.
Thursday •BELLWORK: Write down 3 interesting things about "HeadquartersUSA" from the Civil War by Ken Burns
•REVIEW: We will review the homework from yesterday on Fort Sumter.
•READING: Students will read "The War Begins" in The History of US. As they read they will need to answer the 5 W questions (Who, What, When, Where, Why) for the Battle at Fort Sumter and the Battle of Bull Run (Manassas).
• "Instruments of War" worksheet

Homework: Civil War Booklet DUE FRIDAY, MAY 30th.
•MUG Shot Sentence
•Silent reading
•Literature Circles-Ch. 7 of The Lottery Rose

Homework: Read for 15-20 minutes nightly from student-selected reading novel. Students may complete an extra credit book project from the 7-3 choice list by May 23, 2014.
Friday •BELLWORK: Write down 3 interesting things about "Arts of Death" from the Civil War by Ken Burns
•REVIEW: We will review the homework from yesterday on the Instruments of War.
•CIVIL WAR BOOKLET: Students will continue to work on their Civil War Booklet. By now students have all the information they need to complete pages 1-15. (Assessment Grade)

Homework: Civil War Booklet DUE FRIDAY, MAY 30th.
•MUG Shot Sentence
•Silent reading
•Literature Circles-Ch. 8 of The Lottery Rose

Homework: Read for 15-20 minutes nightly from student-selected reading novel. Students may complete an extra credit book project from the 7-3 choice list by May 23, 2014.

Download file "7-3 project list.pdf"Download file "lit. groupsjobs.pdf"Download file "Booklet-CivilWar.pdf"Download file "StrengthsWeaknesses.pdf"Download file "HistoryAlive-21.2.pdf"Download file "Booklet-CivilWar(Rubric).pdf"Download file "EmancipationMeansFreedom.pdf"Download file "FortSumter.pdf"Download file "InstrumentsOfWar.pdf"Download file "WarBegins(Wksht).docx"

Shoemaker

Day Science Language Arts
Monday Students will be completing a review packet/study guide for our upcoming Light test.
They will have the entire period to work on their packets using the textbooks provided in class.
The four-page packet contains various sections: T/F, matching, short-answer, and a word search.
This packet will be due by the end of class on Wednesday!!
1st & 2nd Period

DEA testing for Math in the East Computer Lab!!
Tuesday Review Packet = Day Two
Students will form small, productive groups in order to make progress on the packet completion.
HW = packet due by the end of class Wednesday
Journal Entry = free choice
Spelling corrections for Week 21 due in class today.
Students can work on completing Week 22 spelling sentences.

After break, literature circle groups will come together and look at their schedules.
Groups will read their assigned chapters, complete the appropriate worksheet page and share with the entire group.
HW = spelling test on Thursday
Wednesday Students will finish any remaining work on their review packets.
After 20 minutes, the teacher will provide answers to the crucial sections of the packet.
Students are expected to take the review packet home and study with a family member.
HW = Light test tomorrow!!
Journal Entry = free choice
Work on spelling sentences for Week 22
Students will form their literature circle groups.
Goals for today include the following: schedule check, reading of assigned chapters, share out with the group.
HW = speling test tomorrow!!
Thursday Today we will be taking the assessment on Light.
This test is worth 50 points.
The assessment will contain these types of questions: Multiple-choice, matching, and a ray diagram.
HW - none
Students will be give 10 minutes to review their words in small groups or individually.
The spelling test will be given orally by the teacher.
A few minutes will be provided for students to begin Week 23 sentences.
For the remainder of the period, students will work in their literature circle groups.
HW = none
Friday Students that were absent for review packet days or test day will make up the assessment today in class.
All others who have taken the test will be watching the final light video in the series.
Notes will be taken during the video and discussed towards the end of the period.
Journal Entry = lit circle progress
Time for Week 23 spelling sentences.

After break, students will gather into their literature circle groups.
Schedules may need to be amended based upon progress this week in class.
Groups will read the assigned chapters, complete the worksheets for the day, and share with the groups towards the end of class.
HW - none

Tess

Up-to-date plans can also be found at http://planbook.com/student?t=954648&k=KTessTigers
For more information, visit our class website at http://bit.ly/mrstessswebsite
Day CMP Math I Math Language Arts
Monday Taking Notes on Statistics:

http://bit.ly/1iJYrQY

Homework: Presentation on Teacher Report Due Friday
Pg 489 (2 – 19) Lit Circles

Learning Goal: I can use reading strategies to understand and communicate the plot and moral of my novel.

I can use collaborative techniques to help my team produce our best work!

Essential Question: What can stories teach us about life and human nature.

Agenda:
Warm-up: Story prompt on boar
Lesson: Group Reading/Project Completion

Check for Understanding: Edmodo update
Tuesday Taking Notes on Statistics:

http://bit.ly/1iJYrQY

Homework: Presentation on Teacher Report Due Friday
Pg 496 (2 – 18 evens)
Pg 497 (21 – 32)
Lit Circles

Learning Goal: I can use reading strategies to understand and communicate the plot and moral of my novel.

I can use collaborative techniques to help my team produce our best work!

Essential Question: What can stories teach us about life and human nature.

Agenda:
Warm-up: Story prompt on boar
Lesson: Group Reading/Project Completion

Check for Understanding: Edmodo update
Wednesday Statistics Quiz 1 Quiz Pg 250 (2 – 7)
Pg 251 (10 – 24 evens)
Lit Circles

Learning Goal: I can use reading strategies to understand and communicate the plot and moral of my novel.

I can use collaborative techniques to help my team produce our best work!

Essential Question: What can stories teach us about life and human nature.

Agenda:
Warm-up: Story prompt on boar
Lesson: Group Reading/Project Completion

Check for Understanding: Edmodo update
Thursday Statistics Quiz 1 Quiz (Part 2)

Review for presentations tomorrow
Pg 258 (8 – 18 evens) Lit Circles

Learning Goal: I can use reading strategies to understand and communicate the plot and moral of my novel.

I can use collaborative techniques to help my team produce our best work!

Essential Question: What can stories teach us about life and human nature.

Agenda:
Warm-up: Story prompt on boar
Lesson: Group Reading/Project Completion

Check for Understanding: Edmodo update
Friday Presentations Pg 266 (2 – 14 evens)

Pg 266 (16, 18, 25, 26, 30, 31)
Lit Circles

Learning Goal: I can use reading strategies to understand and communicate the plot and moral of my novel.

I can use collaborative techniques to help my team produce our best work!

Essential Question: What can stories teach us about life and human nature.

Agenda:
Warm-up: Story prompt on boar
Lesson: Group Reading/Project Completion

Check for Understanding: Edmodo update

Download file "l75_ mean_median_mode_and_range_slides_beta_ms.ppt"
Download file "counting_trees_slides.ppt"
Download file "S&PCheckUp.pdf"

May 5- May 9


Luchik

Day Social Studies Language Arts
Monday BELLWORK: Write down 3 interesting things from the Martin Van Buren video.
READING: As a class we will read background information concerning the causes of the Civil War.
DBQ (Document-Based Questions): Students will act as historians and examine primary & secondary documents to figure out what caused the Civil War. Today's focus is on the differences between the North & South. (Documents 1, 2, 3)

Homework:

•Finish classwork
•Civil War Booklet DUE FRIDAY, MAY 30th.
•MUG Shot Sentence
•Silent reading
•Literature Circles-Ch. 3 of The Lottery Rose

Homework: Read for 15-20 minutes nightly from student-selected reading novel. Students may complete an extra credit book project from the 7-3 choice list by May 23, 2014.
Tuesday BELLWORK: Write down 3 interesting things from the Nat Turner Rebellion video.
DBQ: Students will act as historians and examine primary & secondary documents to figure out what caused the Civil War. Today's focus is on the different view points regarding slavery. (Documents 4, 5, 6, 7)

Homework:

•Finish classwork
•Civil War Booklet DUE FRIDAY, MAY 30th.
•MUG Shot Sentence
•Silent reading
•Literature Circles-Ch. 4 of The Lottery Rose

Homework: Read for 15-20 minutes nightly from student-selected reading novel. Students may complete an extra credit book project from the 7-3 choice list by May 23, 2014.
Wednesday BELLWORK: Write down 3 interesting things from the Fugitive Slave Act video.
DBQ: Students will act as historians and examine primary & secondary documents to figure out what caused the Civil War. Today's focus is on the failure of political compromise. (Documents 8-11)

Homework:

•Finish classwork
•Civil War Booklet DUE FRIDAY, MAY 30th.
•MUG Shot Sentence
•Silent reading
•Literature Circles-Ch. 5 of The Lottery Rose

Homework: Read for 15-20 minutes nightly from student-selected reading novel. Students may complete an extra credit book project from the 7-3 choice list by May 23, 2014.
Thursday BELLWORK: Write down 3 interesting things from the Causes of the Civil War BrainPop video.
EBA: Using the documents they have studies over the past few days, students will answer the question - "What Caused the Civil War?"

Homework:

•Finish classwork
•Civil War Booklet DUE FRIDAY, MAY 30th.
DEA testing for Reading and Math in computer lab. Last one for the school year!
Friday BELLWORK: Write down 3 interesting things from the William Henry Harrison video.
CIVIL WAR BOOKLET: Students will continue to work on their Civil War Booklet. By now students have all the information they need to complete pages 1 - 9.

Homework:

•Finish classwork
•Civil War Booklet DUE FRIDAY, MAY 30th.
•Library checkout-Last one for the school year
•MUG Shot Sentence
•Silent reading


Homework: Read for 15-20 minutes nightly from student-selected reading novel. Students may complete an extra credit book project from the 7-3 choice list by May 23, 2014.
Download file "7-3 project list.pdf"Download file "DocumentNotes.pdf"Download file "Documents1-3.pdf"Download file "Booklet-CivilWar.pdf"Download file "Reading-Background.pdf"Download file "lit. groupsjobs.pdf"

Shoemaker

Day Science Language Arts
Monday Warm up statement
Students receive field trip permission forms (due 5/30)
We will finish reading section 10.2 from the textbook in class today.
Remaining time will be used to answer several assessment questions from the textbook.
Cool down questions
HW = none
Journal Entry = free choice
SSR for 15 minutes
Students are introduced to our next unit: Literature Circles
Small groups will present a brief preview for one of the six book choices.
Presentations includes information about the setting, characters, and plot of the book.
HW = Spelling sentences due Wednesday
Tuesday Warm up statement
Students will be setting up a Ray Diagram template for approximately 15 minutes.
After setting up the template, students will sketch two ray diagrams while following teacher instructions.
Cool down questions
HW = none
1st Period = LIbrary

2nd Period = Lit Circles
Students will form their groups and make a schedule for the upcoming weeks.
Groups will assign themselves certain chapters and roles to complete each day.
HW = Spelling Sentences due tomorrow
Wednesday Warm up statement
We will continue sketching ray diagrams for lenses today in class.
Students will learn how light behaves differently as is passes through concave vs. convex lenses.
The description of the image formed is based upon its orientation and size.
Cool down questions
HW = finish ray diagram worksheet
Students will be taking their oral spelling test today after they are given 10 minutes to prepare.
Week 22 spelling lists will be distributed to all students.
After the spelling test, Lit Circles will form to begin reading their novels.
Groups members will rotate roles each day during this unit.
HW = none
Thursday Warm up statement
Students will turn in their completed ray diagram worksheet.
Today in class, students will be reading section 10.3 from their science textbooks.
As we read the section together, students will write down the definition to important vocabulary terms and answer assessment questions in small groups.
Cool down questions
HW = none
DEA Testing = Reading
(Periods 1 & 2)
Friday Warm up statement
Students will be viewing a light video today in class.
Notes will be taken during the video and shared after its completion.
In small groups, students will be working together to complete the video assessment worksheet.
Cool down questions
HW = none
Journal Entry = first impressions of their novel.
Lit Circle groups will form and complete their assigned tasks for the day in terms of chapters to read and student roles to fulfill.
We will continue this process next Tuesday after our last session of DEA testing.

Tess

Up-to-date plans can also be found at http://planbook.com/student?t=954648&k=KTessTigers
For more information, visit our class website at http://bit.ly/mrstessswebsite
Day Math I Math Language Arts
Monday Taking Notes on Statistics:

http://bit.ly/1iJYrQY

Homework: Presentation on Teacher Report Due Friday
Pg 266 (2 – 14 evens)

Pg 266 (16, 18, 25, 26, 30, 31)
Lit Circles

Learning Goal: I can use reading strategies to understand and communicate the plot and moral of my novel.

I can use collaborative techniques to help my team produce our best work!

Essential Question: What can stories teach us about life and human nature.

Agenda:
Warm-up: Story prompt on boar
Lesson: Group Reading/Project Completion

Check for Understanding: Edmodo update (Project Due 5/30)
Tuesday Taking Notes on Statistics:

http://bit.ly/1iJYrQY

Homework: Presentation on Teacher Report Due Friday
Pg 266 (2 – 14 evens)

Pg 266 (16, 18, 25, 26, 30, 31)
Lit Circles

Learning Goal: I can use reading strategies to understand and communicate the plot and moral of my novel.

I can use collaborative techniques to help my team produce our best work!

Essential Question: What can stories teach us about life and human nature.

Agenda:
Warm-up: Story prompt on boar
Lesson: Group Reading/Project Completion

Check for Understanding: Edmodo update (Project Due 5/30)
Wednesday Statistics Quiz 1 Quiz Sub Day
Ten Marks or Front Row
Lit Circles

Learning Goal: I can use reading strategies to understand and communicate the plot and moral of my novel.

I can use collaborative techniques to help my team produce our best work!

Essential Question: What can stories teach us about life and human nature.

Agenda:
Warm-up: Story prompt on boar
Lesson: Group Reading/Project Completion

Check for Understanding: Edmodo update (Project Due 5/30)
Thursday Statistics Quiz 1 Quiz Sub Day
Ten Marks or Front Row
Lit Circles

Learning Goal: I can use reading strategies to understand and communicate the plot and moral of my novel.

I can use collaborative techniques to help my team produce our best work!

Essential Question: What can stories teach us about life and human nature.

Agenda:
Warm-up: Story prompt on boar
Lesson: Group Reading/Project Completion

Check for Understanding: Edmodo update (Project Due 5/30)
Friday Presentations Pg 272 (2 – 16 evens) Lit Circles

Learning Goal: I can use reading strategies to understand and communicate the plot and moral of my novel.

I can use collaborative techniques to help my team produce our best work!

Essential Question: What can stories teach us about life and human nature.

Agenda:
Warm-up: Story prompt on boar
Lesson: Group Reading/Project Completion

Check for Understanding: Edmodo update (Project Due 5/30)

April 28 - May 2

Luchik

Day Social Studies Language Arts
Monday Antebellum Museum Project presentations. All projects due today. •MUG Shot Sentence
•Silent reading
•Introduction Literature Circle jobs and chapter 1 of The Lottery Rose

Homework: Read for 15-20 minutes nightly from student-selected reading novel. Students may complete an extra credit book project from the 7-3 choice list by May 23, 2014.
Tuesday •Complete questions while continuing Underground Railroad video •MUG Shot Sentence
•Silent reading
•Guide Word/Context Clue practice

Homework: Read for 15-20 minutes nightly from student-selected reading novel. Students may complete an extra credit book project from the 7-3 choice list by May 23, 2014.
Wednesday Warm Up: Write down 3 interesting things from the James Monroe video.
GEOGRAPHY CHALLENGE: Students will analyze 4 graphs/charts (History Alive! pp. 182-183) and then answer questions.
•MUG Shot Sentence
•Silent reading
•Literature Circles-Ch. 2 of The Lottery Rose

Homework: Read for 15-20 minutes nightly from student-selected reading novel. Students may complete an extra credit book project from the 7-3 choice list by May 23, 2014.
Thursday •Warm Up: Write down 3 interesting things from the John Quincy Adams video.
•VIDEO: Excerpt from "The Civil War" by Ken Burns on the "Battle Hymn of the Republic"
•ACTIVITY: Students will analyze several different versions of the "Battle Hymn of the Republic" trying to figure out the intended message and intended audience for the song. (Discussion)
•Finish GEOGRAPHY CHALLENGE: Students will analyze 4 graphs/charts (History Alive! pp. 182-183) and then answer questions.
•When finished, read "What Caused the Civil War?" (DBQ Background Essay) highlight 5 ideas or events that you think are important.

Homework: Finish any work from above which was not completed in class
•MUG Shot Sentence
•Silent reading
•Literature Circles-Ch. 3 of The Lottery Rose

Homework: Read for 15-20 minutes nightly from student-selected reading novel. Students may complete an extra credit book project from the 7-3 choice list by May 23, 2014.
Friday Warm Up: Write down 3 interesting things from the Martin Van Buren video.
PROJECT: Students will be introduced to the "Civil War Booklet" project they will be completing throughout the unit on the Civil War. If time, students will put together their booklets and begin to work on the front cover and the back cover.

Homework: Civil War Booklet DUE FRIDAY, MAY 30th.
•MUG Shot Sentence
•Silent reading
•Literature Circles-Ch. 4 of The Lottery Rose

Homework: Read for 15-20 minutes nightly from student-selected reading novel. Students may complete an extra credit book project from the 7-3 choice list by May 23, 2014.
Download file "7-3 project list.pdf"Download file "GeographyChallenge.pdf"Download file "GeographyChallenge(Reading).pdf"Download file "Booklet-CivilWar.docx"Download file "Booklet-CivilWar(Rubric).docx"Download file "Reading-Background.pdf"

Shoemaker

Day Science Language Arts
Monday Warm up statement
Students will be reading from the Holt Science Textbooks today.
Section 10.2 in the textbook focuses on light reflection & refraction.
Students will write down the definitions to six vocabulary terms throughout the reading.
Cool down questions
HW - none
Journal Entry = free choice
SSR for 15 minutes
Students that did not conference with their teacher last Friday will meet with him today to discuss their progress made towards writing their research paper.
The remained of the ELA block will be spent finishing outlines and beginning to write the rough draft of the paper.
HW = Final Draft due Friday
Tuesday Warm up statement
The focus for today is to learn how to draw simple mirror ray diagrams.
Light behaves differently when it strikes flat mirrors versus curved mirrors (concave & convex).
We will set up several ray diagrams and students will draw each scenario depending upon the location of the object.
Cool down questions
HW = none
Journal Entry = research paper progress
SSR for 15 minutes
Students are at different phases of the research process.
Today in class they will make progress on one or more of the following areas: outline, rough draft, or peer-editing.
HW = Final draft due Friday
Wednesday Warm up statement
Students will continue drawing convex & concave mirror ray diagrams.
We will learn how each mirror type creates different images.
Students are expected to describe the image = upright or inverted, magnified or reduced, & real or virtual
Cool down questions
HW = finish ray diagram worksheet by Friday
Journal Entry = free choice
SSR for 10 minutes
All students should be writing their rough draft or peer-editing in groups of four, depending upon their progress at this point.
Teachers will circulate around the classroom to offer assistance as needed.
HW = Final draft due Friday
Thursday Warm up statement
Students will be viewing a light video today in class.
After the 20-minute video, students will complete an assessment worksheet on an individual basis.
Cool down questions
HW = none
Journal Entry & SSR for 15 minutes
Today is a wrap-up day for the research paper.
As of today, all students should be completed with their rough drafts and correcting mistakes in order to write their final drafts.
Students can write the final draft in class or type it at home.
HW = Final draft due Tomorrow!!!
Friday Warm up statement
We are dismissed at 1:15 today ( 25 minutes classes )
Students will read the remainder of section 10.2 from the Holt Science Textbooks.
After the reading, students will join up into small groups and answer the assessment questions at the end of the section.
Cool down questions
HW = none
Journal Entry = free choice
SSR for those finished with their research paper.
Students who have not finished their paper will spend time in class today writing their final draft.
Week 21 spelling sentences will be handed out to students today.
HW = none

Tess

Up-to-date plans can also be found at http://planbook.com/student?t=954648&k=KTessTigers
For more information, visit our class website at http://bit.ly/mrstessswebsite
Day CMP Math I Math Language Arts
Monday

Continue working on research paper
Chapter 11 worksheet 4
Tuesday

Research paper peer-editing in class
Chapter 11 worksheet 5
Wednesday

SSR if they are done with the paper
Workday for those who are not done with paper
Thursday

RESEARCH PAPER DUE AT END OF CLASS
Friday


April 21-25


Luchik

Day Social Studies Language Arts
Monday Students will be meeting with Ms. Sikes to discuss 8th grade electives and registration. •MUG Shot Sentence
•Silent reading
•Research skills practice

Homework: Read for 15-20 minutes nightly from student-selected reading novel. Students may complete an extra credit book project from the 7-3 choice list by May 23, 2014.
Tuesday Students will choose a topic and collect research for the Antebellum Museum Project in the computer lab. Final projects are due on April 28, 2014. (Students should also be thinking about the final presentation and start collecting needed materials to create the project in school this week.)
Homework: Work on project and collect any needed materials.
•MUG Shot Sentence
•Silent reading
•Continue ABC Research #2- final product due tomorrow.

Homework: Read for 15-20 minutes nightly from student-selected reading novel. Students may complete an extra credit book project from the 7-3 choice list by May 23, 2014. Finish final draft of ABC Research #2 which is due tomorrow.
Wednesday Students will choose a topic and collect research for the Antebellum Museum Project in the computer lab. Final projects are due on April 28, 2014. (Students should also be thinking about the final presentation and start collecting needed materials to create the project in school this week.)
Homework: Work on project and collect any needed materials. STUDENTS WHO HAVE MISSING ASSIGNMENTS IN SS WERE GIVEN A PACKET OF ALL MISSING ASSIGNMENTS TODAY AND THEY MUST BE COMPLETED AND RETURNED BY MONDAY TO RECEIVE ANY CREDIT.
•MUG Shot Sentence
•ABC Research #2 is due today.
•Silent reading
•Begin reading, "The Monsters are Due on Maple Street"

Homework: Read for 15-20 minutes nightly from student-selected reading novel. Students may complete an extra credit book project from the 7-3 choice list by May 23, 2014.
Thursday Students will choose a topic and collect research for the Antebellum Museum Project in the computer lab. Final projects are due on April 28, 2014. (Students should also be thinking about the final presentation and start collecting needed materials to create the project in school this week.)
Homework: Work on project and collect any needed materials.
•Library
•MUG Shot Sentence
•Silent reading

Homework: Read for 15-20 minutes nightly from student-selected reading novel. Students may complete an extra credit book project from the 7-3 choice list by May 23, 2014.
Friday Students will choose a topic and collect research for the Antebellum Museum Project in the computer lab. Final projects are due on April 28, 2014. (Students should also be thinking about the final presentation and start collecting needed materials to create the project in school this week.)
Homework: Finish project and presentation- due on Monday.
•MUG Shot Sentence
•Silent reading
•Finish reading, "The Monsters are Due on Maple Street"
•Watch video, "The Monsters Are Due on Maple Street"
•Complete comprehension questions-p. 426 #'s 1, 5, 6, 7, 9

Homework: Read for 15-20 minutes nightly from student-selected reading novel. Students may complete an extra credit book project from the 7-3 choice list by May 23, 2014.
Download file "7-3 project list.pdf"Download file " writing with sources.pptx"Download file "ABC Research Directions.pdf"Download file "ABC Research Outline.pdf"Download file "Directions and Topic List.docx"Download file "Museum Rubric.docx"

Shoemaker

Day Science Language Arts
Monday Warm up statement
Students will review material from last week regarding the major parts of the Electromagnetic Spectrum.
Small groups will be formed for students to closely examine one of the seven major parts.
During their one-minute presentations, groups will share the wavelength range and two interesting facts.
Cool down questions
HW = none
Journal Entry - free choice
Spelling corrections due this morning
SSR for 15 minutes
Students will continue research on their Antebellum topics.
Using laptop computers, students are to visit relevant websites to further investigate their topic questions.
HW = spelling week 20 due Wednesday
Tuesday Warm up statement
In class, we will be reading pages 227-230 in our science textbooks via student volunteer.
At the conclusion of our reading, students are responsible for answering all five assessment questions from the end of the section.
If time remains, student responses will be shared with the entire class.
Cool down questions
HW = none
1st Period - Library (book return & check out)

2nd Period - Students come back to class and receive their folder to help keep the papers for the unit organized.
The rubric is passed out and the expectations are given for each area.
Source credibility worksheets are given in order for students to determine the quality of their sources online.
HW = spelling week 20 due tomorrow
Wednesday Warm up statement
Students will be shown diagrams that help to explain the various aspects of a wave: crest, trough, wavelength, amplitude, frequency, etc…
In their science notebooks, students will copy the wave diagram and label all of its parts.
Cool down questions
HW = Wave worksheet due Friday
Students are given 10 minutes to review their spelling words.
The 10-word test is given orally by the teacher.
After the spelling test, students will receive their laptop for the day.
We will look over the research paper schedule to set goals for the week.
Students must create a claim statement in class that will be supported throughout their research paper.
Three paper resources must be printed out by the end of the period.
HW = none
Thursday Warm up statement
Cool down questions
Students will be reading the first half of section two in the chapter on light.
The major terms to understand by the end of the class period are reflection and refraction.
Students will join in small groups to create a Venn Diagram for the the types of light phenomena.
HW = Wave worksheet due Friday
Journal Entry = progress on research paper so far
SSR for 15 minutes
Students will be shown several examples of outlines from various topics.
Templates will be provided for students to properly organize the information which will go into their outlines.
HW = Outline due tomorrow
Friday Warm up statement
Students will be watching a video in class today about sound & light waves.
Notes will be taken during the video and shared towards the end of the period.
Cool down questions
HW = none
Journal Entry = free choice
SSR for 15 minutes
Each and every student present in class today will conference with the teacher for two minutes in order to analyze the completed outline and talk about the plan to finish the paper on schedule.
After the conference, students can begin their rough draft.
HW = none

Tess

Day Math Language Arts
Monday

Tuesday

Wednesday

Thursday

Friday

April 14-18


Luchik

Day Social Studies Language Arts
Monday Students will choose a topic and collect research for the Antebellum Museum Project in the computer lab. Final projects are due on April 28, 2014. (Students should also be thinking about the final presentation and start collecting needed materials to create the project in school next week.) •MUG Shot Sentence
•Silent reading
•ABC Research #2-one section needs to be the same topic as the student's S.S. Antebellum Museum Project topic-final draft is due on April 23rd.
Homework: Students should read nightly for 15-20 minutes from their student-selected reading novel. Students may complete an extra credit book project from the 7-3 choice list by May 23rd.
Tuesday Students will choose a topic and collect research for the Antebellum Museum Project in the computer lab. Final projects are due on April 28, 2014. (Students should also be thinking about the final presentation and start collecting needed materials to create the project in school next week.) •MUG Shot Sentence
•Silent reading
•ABC Research #2-one section needs to be the same topic as the student's S.S. Antebellum Museum Project topic-final draft is due on April 23rd. (continue research in computer lab)
Homework: Students should read nightly for 15-20 minutes from their student-selected reading novel. Students may complete an extra credit book project from the 7-3 choice list by May 23rd.
Wednesday Students will choose a topic and collect research for the Antebellum Museum Project in the computer lab. Final projects are due on April 28, 2014. (Students should also be thinking about the final presentation and start collecting needed materials to create the project in school next week.) •MUG Shot Sentence
•Silent reading
•ABC Research #2-one section needs to be the same topic as the student's S.S. Antebellum Museum Project topic-final draft is due on April 23rd. (continue research in computer lab)
Homework: Students should read nightly for 15-20 minutes from their student-selected reading novel. Students may complete an extra credit book project from the 7-3 choice list by May 23rd.
Thursday Students will choose a topic and collect research for the Antebellum Museum Project in the computer lab. Final projects are due on April 28, 2014. (Students should also be thinking about the final presentation and start collecting needed materials to create the project in school next week.) •MUG Shot Sentence
•Silent reading
•Poetry Terms Review/Bingo
Homework: Students should read nightly for 15-20 minutes from their student-selected reading novel. Students may complete an extra credit book project from the 7-3 choice list by May 23rd.
Friday No School- Spring Holiday No School- Spring Holiday
Download file "7-3 project list.pdf"Download file "ABC Research Directions.pdf"Download file "ABC Research Outline.pdf"Download file "Museum Rubric.docx"Download file "Museum Topic WS.docx"Download file "Directions and Topic List.docx"Download file " writing with sources.pptx"Download file "Citation template.pages"

Shoemaker

Day Science Language Arts
Monday Warm up statement
Students will participate in a reflexes activity today in class.
They will find a partner to determine the reflex time for themselves and their partner.
Students will complete three trials and put that information into a data table.
After the activity, students will write an analysis of their reflex performance.
Cool down questions
HW = none
Journal Entry = free choice
Students will work on their week 19 spelling sentences OR SSR for 20 minutes.
We will begin our Social Studies / Language Arts dual project today on the Antebellum period of American history.
The ELA portion of the project is to create a research paper on the chosen topic.
Students will be given a list of topics and must create a high-quality question to research and answer over the next few weeks.
HW = sentences due Wednesday
Tuesday Warm up statement
Students will be attempting to answer five difficult speed of light story problems in class today.
They will be given a calculator to help multiply large numbers.
Small groups are optional environments for students to answer these questions.
The formula, work, and answer must be provided for all five story problems.
Cool down questions
HW = Greenhouse worksheet due on Thursday
Journal Entry - free choice
Silent reading for 15 minutes
Students will be provided with a research paper checklist to help keep them on pace and organized.
The goal for each student today is to come up with a research question and choose three sub-topics that correlate to the main topic.
Once completed, students must seek approval and initials from a teacher in the room.
iPads will be used as technology resources to help students conduct their research.
Wednesday Warm up statement
Students will be reading the next section of Chapter 10 in the textbook.
The major topic for the day is the electromagnetic spectrum.
Students will be learning the major wave types of the ES and their correlating wavelengths.
Vocabulary terms will be written in our science notebooks.
Cool down questions
HW = Greenhouse worksheet due on Thursday
Students will be given 10 minutes to complete any unfinished sentences & review their spelling words.
Week 20 spelling words will be distributed to students and they will be given 10 minutes to begin their work.
A ten-word spelling test will be given orally by the teacher to the students.
The students will use the remainder of the period to continue researching their topic questions in search of supporting details.
HW = none
Thursday Warm up statement
Students will be viewing a video today on another type of energy wave…..sound.
Five notes must be taken by each student during the video.
These notes will be turned in to the teacher on the way out of the classroom.
HW = none
Journal Entry / SSR for 15 minutes
Students will be learning proper techniques today and next week for taking effective, quality notes using credible resources.
The students will be analyzing several passages and attempting to write down important details within a template.
Any remaining time will be dedicated to the continuation of research.
HW = none

Early Dismissal today @ 1:15
Friday No School No School

Tess

Up-to-date plans can also be found at http://planbook.com/student?t=954648&k=KTessTigers
For more information, visit our class website at http://bit.ly/mrstessswebsite
Day Math I Math Language Arts
Monday Exam Review
Learning Goal:
• Develop understanding of equality
• Begin to use the properties of equality to solve equations that are represented pictorially
Essential Question:
How can ratios and proportional relationships be used to determine unknown quantities
Agenda:
Review Stations
Check for Understanding:
SLC Lesson
Direct Variation, Slope and Tangent

Learning Goal:
I will understand patterns of change between the independent and dependent variables for linear relationships

Essential Question
What are three relationships that involve constant ratios?

Agenda:
Warm-up
Intro
Lesson

Check for Understanding:Pg 363 (1 – 8)
Pg 365 (13 – 17)
Historical Fiction: How to Take Good Notes
Learning Goal:
Conduct a short research project in which you:
Formulate a researchable question.
Create a thesis statement.
Locate and evaluate sources that support your thesis statement.
Paraphrase and summarize information in your own words.
Clearly communicate your ideas in a logical, organized manner for your intended audience.
Cite your sources appropriately
Essential Question:
How can you tell “strong” evidence from “weak” evidence?
How can you use others’ work in your own?
Agenda:
Warm-up
Intro
Lesson: students will prepare a presentation in groups to teach their class proper note-taking techniques
Pick a Research Question
Skimming Non-fiction
How to take good notes
Powerpoint "Writing with Sources"
Notes in powerpoint

Check for Understanding: Student Notes and Class Discussion
Tuesday Exam Review
Learning Goal:
• Develop understanding of equality
• Begin to use the properties of equality to solve equations that are represented pictorially
Essential Question:
How can ratios and proportional relationships be used to determine unknown quantities
Agenda:
Review Stations
Check for Understanding:
SLC Lesson
Direct Variation, Slope and Tangent

Learning Goal:
I will understand patterns of change between the independent and dependent variables for linear relationships

Essential Question
What are three relationships that involve constant ratios?

Agenda:
Warm-up
Intro
Lesson

Check for Understanding:Pg 363 (1 – 8)
Pg 365 (13 – 17)
Historical Fiction: Keeping Track of Your Sources
Learning Goal:
Conduct a short research project in which you:
Formulate a researchable question.
Create a thesis statement.
Locate and evaluate sources that support your thesis statement.
Paraphrase and summarize information in your own words.
Clearly communicate your ideas in a logical, organized manner for your intended audience.
Cite your sources appropriately
Essential Question:
How can you tell “strong” evidence from “weak” evidence?
How can you use others’ work in your own?
Agenda:
Warm-up
Intro
Lesson: students will present their note-taking lessons to the class and the class will take notes
Practice Note Taking
Paraphrase Quote Practice
Keeping track of your sources

Check for Understanding: Classroom Discussions
Wednesday Variability in Categorical Data 1.1

Learning Goal:
I will know how to collect and organize data.
I will know how to identify patterns and relationships in data.

Essential Question:
How is probability used to make informed decisions about uncertain events?

Agenda:
Warm-up
Intro
Lesson
Check for Understanding:
SLC Lesson
A Direct Variation Model
Learning Goal:
I will understand patterns of change between the independent and dependent variables for linear relationships

Essential Question
How do you find the slope of a line in coordinate plane?

Agenda:
Warm-up
Intro
Lesson

Check for Understanding:Pg 370 (1, 2, 5, 6, 8 – 10)
Pg 372 (13 – 17)
Historical Fiction: Continue Research (Library)

Learning Goal:
I can get lost in a good book!

Essential Question:
What happened in the book I was reading?

Agenda:
Warm-up
Intro
Lesson: SSR all day

Check for Understanding: SSR checklist
Thursday Making Graphs 1.2

Learning Goal:
I will know the steps to make a coordinate graph from data in a table.

Essential Question:
How is probability used to make informed decisions about uncertain events?

Agenda:
Warm-up
Intro
Lesson

Check for Understanding:
SLC Lesson
A Direct Variation Model
Learning Goal:
I will understand patterns of change between the independent and dependent variables for linear relationships

Essential Question
How do you find the slope of a line in coordinate plane?

Agenda:
Warm-up
Intro
Lesson

Check for Understanding:Pg 370 (1, 2, 5, 6, 8 – 10)
Pg 372 (13 – 17)
Historical Fiction: Thesis Statement
Learning Goal:
Conduct a short research project in which you:
Formulate a researchable question.
Create a thesis statement.
Locate and evaluate sources that support your thesis statement.
Paraphrase and summarize information in your own words.
Clearly communicate your ideas in a logical, organized manner for your intended audience.
Cite your sources appropriately
Essential Question:
How can you tell “strong” evidence from “weak” evidence?
How can you use others’ work in your own?
Agenda:
Warm-up
Intro
Lesson: note-taking worksheet activity. Students will read an article and take guided notes on it.
Conferences on research progress and thesis statement worksheets
Check for Understanding: Claim Statement Worksheet
Friday No School No School No School

April 7 - 11

Luchik

Day Social Studies Language Arts
Monday -Gold Rush
- Students will read a primary source document written by a woman who experienced the California Gold Rush.
(Gold Rush - wksht)
•MUG Shot Sentence
•Turn in final draft of poetry collection
•Silent reading
•Figurative Language packet
Homework: Finish packet, if needed. Read for 15-20 nightly from student-selected reading novel. Students may complete an extra credit book project from the 7-3 choice list.
Tuesday - Frederick Douglass
- Students will watch a brief video about the life of Frederick Douglass and answer questions from his famous speech titled, "What to the slave is the 4th of July?"
•MUG Shot Sentence
•Silent reading
•In-text citations and ABC Research
Homework: Read for 15-20 nightly from student-selected reading novel. Students may complete an extra credit book project from the 7-3 choice list.
Wednesday Lincoln-Douglas Debates
- Students will read about the Lincoln-Douglas debates and complete a graphic organizer in groups, in order to understand how they were a microcosm of the issues which led to the Civil War.
•MUG Shot Sentence
•Silent reading
•Continue ABC Research
Homework: Read for 15-20 nightly from student-selected reading novel. Students may complete an extra credit book project from the 7-3 choice list.
Thursday -Students will read a journal of a runaway slave and an excerpt from The Fugitive Slave Act and complete a worksheet •Library lesson/check out
•MUG Shot Sentence
•Silent reading
•ABC Research
Homework: Read for 15-20 nightly from student-selected reading novel. Students may complete an extra credit book project from the 7-3 choice list.
Friday Students will begin research on a topic for the Antebellum Museum Project •MUG Shot Sentence
•Silent reading
•Prepare final draft of ABC Research
Homework: Read for 15-20 nightly from student-selected reading novel. Students may complete an extra credit book project from the 7-3 choice list.
Download file "7-3 project list.pdf"Download file "GoldRush(wksht).pdf"Download file "Californiagoldrush.docx"Download file "Frederick-Douglass-Primary-Sources-WS.pdf"Download file "MuseumProject.pdf"Download file "ABC Research Directions.pdf"Download file "ABC Research Outline.pdf"

Shoemaker

Day Science Language Arts
Monday Warm up statement
Students will form their small groups from last week and choose their best two buildings for today's first round of competition.
The teacher will test both structures for each group using a series of 2,3, and 4 rubber bands on the shaker table.
Those structures that survive each level will move on in the competition.
Cool down questions
HW = none
Journal Entry = free choice
Spelling / SSR for 15 minutes
Students learn about several ways in which poets use figurative language to express themselves.
We will focus on learning the difference between a metaphor and a simile.
For the remainder of the period, students will read poems from various authors based upon their interest level.
HW = spelling sentences due Wednesday
Tuesday Warm up statement
Structures that survived the first round of testing yesterday will move on to round two today.
We will be adding strength to the shaker table by placing more and more rubber bands on the sides to increase the seismic force.
Groups can earn bonus points in two ways: survive the longest without toppling over OR by having the most creative design.
Cool down questions
HW = none
1st Period = Library
Students will be introduced to our final project for poetry.
Everyone is expected to choose two poems or a poem and a song.
Students are required to compare and contrast each poem or song they choose.
After reading each several times, students will complete a template for each and write a summary paragraph OR create a Venn Diagram.
HW = spelling test tomorrow!!
Wednesday Warm up statement
Classes will begin our new unit today on LIGHT!!!
We will complete a K-W-L chart for our new topic and the teacher will address any misconceptions about light or other physics topics.
The class will preview major topics covered during this unit and have input in selecting a few extra topics to learn about over the next 6-7 weeks.
Cool down questions
HW = none
Students are given 10 minutes to review their words in small groups or individually.
The ten-word spelling test will be give orally by the teacher.
After the test, students will be given a brief period of time to begin next week's sentences.
For the remainder of the periods, students will continue to compare & contrast their poems/song.
The final poetry template is due Thursday at the beginning of class!!
Thursday Warm up statement
Students will be reading their first textbook section on light today in class.
We will take a close look at diagrams throughout the section to help us better understand the basic principles of light.
At the end of the textbook section, various assessment questions will be answered by students in small groups.
Cool down questions
HW = light assessment questions due tomorrow!!
Journal Entry = free choice
SSR or spelling for 15 minutes
As a class, we will review the major types of poetry and look at examples of each type.
After we create a list of characteristics that are similar and different for each type, students will be given the opportunity to write their own poetry.
Students will brainstorm topics today and begin writing their own towards the end of the hour.
HW = none
Friday Warm up statement
Students will be viewing their first light video today in class.
They will take notes over the content in the video and those thoughts will be shared with the entire class at the end of the period.
Cool down questions
HW = none
Journal Entry = free choice
SSR (poetry books) for 15 minutes
Students will be given roughly 30 minutes to continue creating their own poetry.
A minimum of three samples will be submitted by students in the form of a packet.
Students will be given the opportunity, on a volunteer basis, to share their poems orally to the class.
HW - none

Tess

Up-to-date plans can also be found at http://planbook.com/student?t=954648&k=KTessTigers
For more information, visit our class website at http://bit.ly/mrstessswebsite
Day CMP Math I Math Language Arts
Monday Connecting Tables Graphs and Equations 2.4

Core 16, 18–28
Functions and Equations

Pg 231 (2 – 4, 7 – 9)
Pg 232 (13 – 17)
Pg 232 (22 – 33)
Warmup - lesson 11
Poetry book-quest - students will explore poems in the textbook and as a group analyze and interpret those poems
Homework - chapter 9, ws 4
Tuesday Solving Equations Using Tables and Graphs 3.1

Core 2-4;28,30
Functions and Equations

Pg 231 (2 – 4, 7 – 9)
Pg 232 (13 – 17)
Pg 232 (22 – 33)
Warmup - lesson 12
Poetry vocabulary book - students will create mini dictionaries of poetry literary devices and keep these dictionaries to help them as they finish the unit
Homework - chapter 9, ws 5
Wednesday Exploring Equality 3.2

Core 2-4;28,30
Functions and Equations

Pg 231 (2 – 4, 7 – 9)
Pg 232 (13 – 17)
Pg 232 (22 – 33)
Poetry assessment
Thursday Exam

Core 2-4;28,30
Functions and Equations

Test
Poetry coffee house preparation
Library Day
Friday Preparing for a Bicycle Tour 1.1

ACE pg 23 (16, 17)
Direct Variation, Slope and Tangent

Pg 363 (1 – 8)
Pg 365 (13 – 17)
Coffee House!

March 31 - April 4

Luchik

Day Social Studies Language Arts
Monday ACTIVITY: Students will read and learn about the causes and beginning of the War of 1812

Homework: none
•MUG Shot Sentence
•Silent reading
•Create two Build-A-Poems and two 8-Line Rhyme poems
Homework: Read for 15-20 minutes nightly from your student-selected reading novel. An extra credit book project may be completed from the 7-3 choice list.
Tuesday ACTIVITY: Students will read and watch videos about the War of 1812 and its effects on the nation.

Homework: none
•MUG Shot Sentence
•Silent reading
•Create two Limericks
•Peer editing of completed poems
Homework: Read for 15-20 minutes nightly from your student-selected reading novel. An extra credit book project may be completed from the 7-3 choice list.
Wednesday ACTIVITY: Students will read about Andrew Jackson and look at political cartoons of Andrew Jackson to understand how the nation felt about Jackson's political decisions. They will also complete a worksheet asking them to decide whether his actions were ones a president should make.

Homework: Finish Andrew Jackson Speaks Out WS
•MUG Shot Sentence
•Silent reading
•Create two Painted poems
•Discuss publishing of poetry collection
Homework: Read for 15-20 minutes nightly from your student-selected reading novel. An extra credit book project may be completed from the 7-3 choice list.
Thursday ACTIVITY: Students will read a primary source document (Letter from Chief John Ross) and answer questions about the document.

Homework: Finish questions, if needed.
•MUG Shot Sentence
•Silent reading
•Begin publishing in computer lab
Homework: Read for 15-20 minutes nightly from your student-selected reading novel. An extra credit book project may be completed from the 7-3 choice list.
Friday ACTIVITY: Students will participate in a reader's theater about the Dred Scott case.

Homework: none
•MUG Shot Sentence
•Silent reading
•Final day for publishing in computer lab
Homework: Finish final draft of poetry collection for Monday. Read for 15-20 minutes nightly from your student-selected reading novel. An extra credit book project may be completed from the 7-3 choice list.
Download file "7-3 project list.pdf"Download file "Poetry Collection2.ppt"Download file "War of 1812 powerpoint.ppt"
Download file "TrailTears(wksht).pdf"
Download file "JacksonSpeaksOut(Activity).docx"
Download file "TrailofTearsLtr.pdf"Download file "War1812(Reading).pdf"Download file "Lyrics-StarSpangledBanner.pdf"Download file "Trail-of-Tears-PPT.pptx"

Shoemaker

Day Science Language Arts
Monday Warm up statement
Students will read a textbook section today about EQ safety.
We will focus on how buildings are constructed to withstand EQ's.
After the reading, groups of 3 or 4 students will be formed to begin our new project.
Groups will sketch a design of their building to be created throughout the week.
Cool down questions
HW = none
Journal Entry = spring break
SSR for 10-15 minutes
Students will participate in a game similar to Two Truths & a Lie.
This activity will test the powers of persuasion and also give some insight as to how UMS students spend their spring breaks.
A new seating chart will be unveiled to the students at the beginning of 2nd period.
The poem of the day is entitled: Madam and the Rent Man
Students will answer a variety of questions and reflections about this poem in small, collaborative groups.
Responses will be shared to the entire class at the end of the period.
HW = none
Tuesday Warm up statement
Groups will continue to sketch their building designs and seek approval from their teacher.
Students will select their building materials (cardboard) and be given a specific length of tape.
Groups may begin constructing their EQ-proof building for the remainder of the period.
Cool down questions
HW = none
Journal Entry = poetry
SSR for 15 minutes
Students will be given additional time to complete any unfinished sections of a packet containing 4 poetry templates from previous class sessions.
After our break, students will read the poem of the day: Annabel Lee.
We will briefly discuss its meaning as a class before we break up into small groups to analyze it deeper.
Small groups will complete the poem template as well as an additional activity on the back of the template.
HW = none
Wednesday Warm up statement
Students will research effective methods of construction with the threat of an EQ in mind.
The final 15 minutes of the period will be spent continuing the construction process.
Cool down questions
HW = none
Journal Entry = poetry
SSR for 15 minutes
The poem of the day is: The Creation.
A major theme of this poem is about the effort it takes to adequately complete a task. Students will ponder how a great effort, or lack of effort, has influenced the outcome of an event.
Either as an individual or small group, students will analyze this poem via the template and corresponding worksheet on the back.
Student responses will be shared at the end of the period.
HW = none
Thursday Warm up statement
Students will simulate an EQ within their own groups to determine its ability to stand upright.
Improvements can be made to the original model or groups may choose to create another building to be tested next week.
Small groups will use the remaining time in class for construction.
Cool down questions
HW = none
Journal Entry & SSR
Students will receive their spelling words for week 18.
They will be given 10-15 minutes to begin writing their sentences for next week.
We will read our poem of the day: maggie and milly and molly and may
As a class, we will analyze this poem and complete the template together.
On the back of the template, students may join up with a partner to complete this side of the worksheet.
HW = none
Friday Warm up statement
The entire period will be dedicated to finishing any remaining construction.
Points will be awarded throughout the week for group members that are productive & collaborative.
We will begin testing their buildings next Monday in class.
Cool down questions
HW = none
Journal Entry & SSR
Students will be given 15-20 minutes to complete any unfinished sections of poetry template packet #2.
Each page of the template will be scored for accuracy & effort.
Once the packets have been collected, students will read the poems of the day: I am of the Earth & Early Song
Students will be allowed to collaborate on the poetry template and responses will be shared at the end of the period.
HW = none

Tess

Up-to-date plans can also be found at http://planbook.com/student?t=954648&k=KTessTigers
For more information, visit our class website at http://bit.ly/mrstessswebsite
Day CMP Math I Math Language Arts
Monday Crossing the Line 2.2
Learning Goal:
Understand the connections between linear equations and patterns in the tables and graphs of those relations, including rate of change, and the x- and y-intercepts
Translate information about linear relations given in a table, a graph, or an equation to one of the other forms
Find solutions to a problem using a table or graph
Connect solutions in graphs and tables to solutions of equations
Essential Question:
How can ratios and proportional relationships be used to determine unknown quantities
How can algebraic expressions and equations be used to model, analyze, and solve mathematical situations?
Agenda:
Warm-up
Intro
Lesson
Check for Understanding:
Problem 2.2
ACE (2–5, 35–37, 43)

Core 2–5
Reflections
Learning Goal:
I will understand patterns of change between the independent and dependent variables for linear relationships

Essential Question
How do I draw the mirror image of an object?

Agenda:
Warm-up
Intro
Lesson

Pg 551 (2 – 4, 5)
Pg 553 (13 – 22)
Poetry
Learning Goal:
1. Read and interpret a variety of poetry styles. Today we focused on Lyric poetry.
2. Write and publish original poetry.
Essential Question
1. What makes poetry meaningful?
2. How do we come to understand poetry?
Agenda:
Warm-up
Intro
Lesson
Tuesday Comparing Costs 2.3
Learning Goal:
Understand the connections between linear equations and patterns in the tables and graphs of those relations, including rate of change and the x- and y-intercepts
Translate information about linear relations given in a table, a graph, or an equation to one of the other forms
Find solutions to a problem using a table or graph
Connect solutions in graphs and tables to
solutions of equations
Understand how the y-intercept appears in tables and equations
Essential Question:
How can ratios and proportional relationships be used to determine unknown quantities
How can algebraic expressions and equations be used to model, analyze, and solve mathematical situations?
Agenda:
Warm-up
Intro
Lesson
Check for Understanding:
Problem 2.3

ACE (6–14, 38, 39, 44)

Core 6–9,11,12

Extra Practice
Climbing Monkeys
Reflections
Learning Goal:
I will understand patterns of change between the independent and dependent variables for linear relationships

Essential Question
How do I draw the mirror image of an object?

Agenda:
Warm-up
Intro
Lesson

Pg 551 (2 – 4, 5)
Pg 553 (13 – 22)
Poetry
Learning Goal:
1. Read and interpret a variety of poetry styles.
2. Write and publish original poetry. Twitter poetry - we will focus on writing short and succinct poems that have a powerful meaning with minimal words.
Essential Question
1. What makes poetry meaningful?
2. How do we come to understand poetry?
Agenda:
Warm-up
Intro
Lesson
Check for Understanding:
Wednesday Connecting Tables Graphs and Equations 2.4
Learning Goal:
Understand the connections between linear equations and patterns in the tables and graphs of those relations, including rate of change and the x- and y-intercepts
Translate information about linear relations given in a table, a graph, or an equation to one of the other forms
Write equations for linear relationships and describe what information the variables and numbers represent
Find solutions to a problem using a table or graph
Connect solutions in graphs and tables to solutions of equations
Understand how the y-intercept appears in tables and equations
Essential Question:
How can ratios and proportional relationships be used to determine unknown quantities
How can algebraic expressions and equations be used to model, analyze, and solve mathematical situations?
Agenda:
Warm-up
Intro
Lesson
Check for Understanding:
Problem 2.4

ACE (15–28, 40, 41)

Core 16, 18–28

Extra Practice
Climbing Monkeys
Scatter Plots
Learning Goal:
I will understand patterns of change between the independent and dependent variables for linear relationships

Essential Question
How do you make and interpret a scatter plot?

Agenda:
Warm-up
Intro
Lesson

Check for Understanding:
Pg 214 (4 – 8)
Pg 215 (12, 24 – 26)
Poetry
Learning Goal: I can get lost in a good book.
Essential Question
1. What have I learned in my book?
Check for Understanding: SSR checklist.
Thursday Connecting Tables Graphs and Equations 2.4
Learning Goal:
Understand the connections between linear equations and patterns in the tables and graphs of those relations, including rate of change and the x- and y-intercepts
Translate information about linear relations given in a table, a graph, or an equation to one of the other forms
Write equations for linear relationships and describe what information the variables and numbers represent
Find solutions to a problem using a table or graph
Connect solutions in graphs and tables to solutions of equations
Understand how the y-intercept appears in tables and equations
Essential Question:
How can ratios and proportional relationships be used to determine unknown quantities
How can algebraic expressions and equations be used to model, analyze, and solve mathematical situations?
Agenda:
Warm-up
Intro
Lesson
Check for Understanding:
Problem 2.4

ACE (15–28, 40, 41)

Core 16, 18–28

Extra Practice
Climbing Monkeys
Scatter Plots
Learning Goal:
I will understand patterns of change between the independent and dependent variables for linear relationships

Essential Question
How do you make and interpret a scatter plot?

Agenda:
Warm-up
Intro
Lesson

Check for Understanding:
Pg 214 (4 – 8)
Pg 215 (12, 24 – 26)
Poetry
Learning Goal:
1. Read and interpret a variety of poetry styles.
2. Write and publish original poetry.
Essential Question
1. What makes poetry meaningful?
2. How do we come to understand poetry?
Agenda:
Warm-up
Intro
Lesson - I can write poetry. Limericks!
Check for Understanding:
Friday Connecting Tables Graphs and Equations 2.4
Learning Goal:
Understand the connections between linear equations and patterns in the tables and graphs of those relations, including rate of change and the x- and y-intercepts
Translate information about linear relations given in a table, a graph, or an equation to one of the other forms
Write equations for linear relationships and describe what information the variables and numbers represent
Find solutions to a problem using a table or graph
Connect solutions in graphs and tables to solutions of equations
Understand how the y-intercept appears in tables and equations
Essential Question:
How can ratios and proportional relationships be used to determine unknown quantities
How can algebraic expressions and equations be used to model, analyze, and solve mathematical situations?
Agenda:
Warm-up
Intro
Lesson
Check for Understanding:
Problem 2.4

ACE (15–28, 40, 41)

Core 16, 18–28

Extra Practice
Climbing Monkeys
Graphs and Functions

Learning Goal:
I will understand patterns of change between the independent and dependent variables for linear relationships

Essential Question
How do I understand and graph a function?

Agenda:
Warm-up
Intro
Lesson
Check for Understanding:
Pg 222 (2 – 4, 7, 8, 13 – 15)
Poetry
Learning Goal:
1. Read and interpret a variety of poetry styles.
2. Write and publish original poetry.
Essential Question
1. What makes poetry meaningful?
2. How do we come to understand poetry?
Agenda:
Warm-up
Intro
Lesson - Socratic Seminar on poetry
Check for Understanding:

March 24-28

Enjoy your Spring Break!

-The Aspire Team

March 17-21

Luchik

Day Social Studies Language Arts
Monday - Slavery and its effects on the nation
- Students will read about slavery and answer questions from a powerpoint based on the statistics of slavery and how it effected the United States economy, politics, prior to the Civil War
The Tyranny of Slavery (Reading)
Homework: Complete any late/missing work
•MUG Shot Sentence
•Silent reading
•Five Senses Poem-create 2
Homework: Read for 15-20 minutes nightly from student-selected reading novel.
Tuesday - Students will play the National Geographic computer game "Underground Railroad", where they will be given a role of a slave and required to make the correct decisions to escape to freedom
Homework: Complete any late/missing work
•MUG Shot Sentence
•Silent reading
•Diamante' Poem-create 2
Homework: Read for 15-20 minutes nightly from student-selected reading novel.
Wednesday - Women's Rights
- Students will read about the Seneca Falls Convention and complete a sheet that analyzes the Declaration of Sentiments
Seneca Falls (Reading)
Declaration of Sentiments Worksheets
Homework: Finish worksheets
•MUG Shot Sentence
•Silent reading
•Cinquain Poem-create 2 and 1 Color Poem
Homework: Read for 15-20 minutes nightly from student-selected reading novel.
Thursday - Cotton Gin and the Lowell Mills
- The class will read about the women who worked the Lowell Mills and how the cotton gin influenced their work and the rise of slavery
-The Mills Girls Reading (packet)
-Workin' on the Railroad Reading (packet)
Homework: Complete any late/missing work
•Library lesson and checkout
•MUG Shot Sentence
•Silent reading
Homework: Read for 15-20 minutes nightly from student-selected reading novel.
Friday - Industrial Revolution
- Students will learn about how the Industrial Revolution and how it led to the nation's first railroads, steam-powered transportation, and the Erie Canal

Homework: Complete any late/missing work
•MUG Shot Sentence
•Silent reading
•Color Poem-create 2nd, Create 2 Anagrams
Homework: Read for 15-20 minutes nightly from student-selected reading novel.
Download file "Poetry Collection2.ppt"Download file "Slavery(Reading).pdf"Download file "SenecaFalls(Reading).pdf"Download file "Declaration of Sentiments Worksheet.docx"Download file "LifeInMills(Reading).pdf"Download file "ErieCanal(Reading).docx"Download file "WorkinOnTheRailroad(Reading).pdf"Download file "Reading-MillGirls.pdf"

Shoemaker

Day Science Language Arts
Monday Students will read two short articles pertaining to volcanoes.
They will learn about how calderas form after the magma chamber of a volcano collapses.
Small, collaborative groups will form to compare & contrast the three major types of volcanoes: shield, cinder cone, and composite.
At the end of the period, student groups will share their responses from the triple-venn diagrams.
HW = none
Journal Entry = What is Poetry?
Spelling corrections will be made & turned in today.
Students are given the opportunity to continue working on week 17 spelling sentences.
SSR for 15-20 minutes.
Today in class, we will begin our poetry unit.
Students will be filling out a questionnaire about their initial thoughts regarding the meaning behind and rules of poetry.
The final activity of the day involves determining whether certain statements about poetry are fact or fiction.
Students responses to both activities will be shared at the end of the period.
HW = Week 17 spelling due Wednesday
Tuesday Warm up & Cool down are cancelled for today!!
Students will receive study guides for our upcoming test on earthquakes & volcanoes.
The entire period will be devoted to using resources within the classroom to complete the study guide.
Students will also be directed to prepare a response to three statements that will be a part of the test tomorrow.
HW = review for the test
1st Period: Library lesson & check-out

2nd Period:
Students will be reading their first two poems in class today.
On their self-made templates, students will be writing down the title of the poem, the author's name, and answering several analysis questions for each.
The students will focus on "Sir Kensley the Brave" & "T-Bone Steak"
Our first poem will be together as a class, and the second will be analyzed in small groups.
HW = Spelling test tomorrow!!
Wednesday Students come into class promptly and prepare their answer sheets for the test.
This test consists of 10 multiple-choice, 10 matching, and two short-answer questions.
Students will have the entire period to complete the test.
HW = none
Students will be given 10-15 minutes to finish any week 17 spelling sentences & review for the test in small groups.
The 10-word spelling test will be given orally to the class.
After the test, students will attempt to guess two 'Wild Words' and write the definitions in their packets.
Our main poem for the day is called 'The Runaway.'
Students will hear the poem, read it again on their own, and then complete various questions individually & in small groups.
Student responses will be shared at the end of the period.
HW = none
Thursday Students who did not take the original test on Wednesday will be given the test in class today.
All other students will be viewing a National Geographic video on volcanoes.
Notes are expected to be taken during the video, and student responses are shared before the bell.
HW = none
SSR / missing assignments for 20 minutes.
Today in class, students will be reading two poems: 'I'm Nobody!' & 'Madam and the Rent Man.'
For each poem, students are expected to make pre-connections, analyze the poem for it's deeper meaning, and write a post-reflection.
On a voluntary basis, students will be given time to share their thoughts and reflections.
HW = none
Friday Students will receive the scores for their EQ/Volcanoes test.
We will take 10-15 minutes to review the correct answers for the test.
The remainder of the period will be spent creating a hands-on project.
HW = Enjoy Spring Break!!!
SSR for 15 minutes.
Students will read the poem 'Highwayman' in class today.
We will discuss narrative poetry and stories told in the old tradition.
Small groups are responsible for analyzing this poem for its purpose.
2nd period will consist of an ELA video.
HW = Enjoy Spring Break!!!

Tess

Up-to-date plans can also be found at http://planbook.com/student?t=954648&k=KTessTigers
For more information, visit our class website at http://bit.ly/mrstessswebsite
Day CMP Math I Math Language Arts
Monday Walking Rates and Linear Relationships 1.2
Learning Goal:
Describe the patterns of change between the independent and dependent variables for linear relationships that are represented in tables
Construct tables, graphs, and equations to represent linear patterns of change
Essential Question:
How can ratios and proportional relationships be used to determine unknown quantities
How can algebraic expressions and equations be used to model, analyze, and solve mathematical situations?
Agenda:
Warm-up
Intro
Lesson
Check for Understanding:
SLC Lesson
Introduction to Coordinate Geometry
Learning Goal:
I will understand patterns of change between the independent and dependent variables for linear relationships

Essential Question
How do I identify polygons on the coordinate plane?
How do I find the area of polygons on the coordinate plane?

Pg 194 (6 – 11)

Pg 194 (12 – 15, 22 – 25)

Tuesday Check UP
Learning Goal:
I understand negative rates of change and how they are represented in equations, tables, and graphs
Continue to explore y-intercept
Describe the information the variables and numbers in an equation represent
Essential Question:
How can ratios and proportional relationships be used to determine unknown quantities
Agenda:
Warm-up
Intro
Lesson
Check UP
Check for Understanding:
SLC Lesson
Translations
Learning Goal:
I will understand patterns of change between the independent and dependent variables for linear relationships

Essential Question
How do you translate figures on a coordinate plane?

Pg 199 (2 – 14)

Wednesday Crossing the Line 2.2
Learning Goal:
Understand the connections between linear equations and patterns in the tables and graphs of those relations, including rate of change, and the x- and y-intercepts
Translate information about linear relations given in a table, a graph, or an equation to one of the other forms
Find solutions to a problem using a table or graph
Connect solutions in graphs and tables to solutions of equations
Essential Question:
How can ratios and proportional relationships be used to determine unknown quantities
How can algebraic expressions and equations be used to model, analyze, and solve mathematical situations?
Agenda:
Warm-up
Intro
Lesson
Check for Understanding:
SLC Lesson
Rotations
Learning Goal:
I will understand patterns of change between the independent and dependent variables for linear relationships

Essential Question
How do you rotate figures on a coordinate plane?

Agenda:
Warm-up
Intro
Lesson

Check for Understanding:
Pg 206 (3 – 5, 9 - 15)

Thursday Comparing Costs 2.3
Learning Goal:
Understand the connections between linear equations and patterns in the tables and graphs of those relations, including rate of change and the x- and y-intercepts
Translate information about linear relations given in a table, a graph, or an equation to one of the other forms
Find solutions to a problem using a table or graph
Connect solutions in graphs and tables to
solutions of equations
Understand how the y-intercept appears in tables and equations
Essential Question:
How can ratios and proportional relationships be used to determine unknown quantities
How can algebraic expressions and equations be used to model, analyze, and solve mathematical situations?
Agenda:
Warm-up
Intro
Lesson
Check for Understanding:
SLC Lesson
Making a Flip Book
Learning Goal:
I will understand patterns of change between the independent and dependent variables for linear relationships

Essential Question
How do I change the figures on paper to make it appear to be animated?
Agenda:
Warm-up
Intro
Lesson
Check for Understanding:

Friday Connecting Tables Graphs and Equations 2.4
Learning Goal:
Understand the connections between linear equations and patterns in the tables and graphs of those relations, including rate of change and the x- and y-intercepts
Translate information about linear relations given in a table, a graph, or an equation to one of the other forms
Write equations for linear relationships and describe what information the variables and numbers represent
Find solutions to a problem using a table or graph
Connect solutions in graphs and tables to solutions of equations
Understand how the y-intercept appears in tables and equations
Essential Question:
How can ratios and proportional relationships be used to determine unknown quantities
How can algebraic expressions and equations be used to model, analyze, and solve mathematical situations?
Agenda:
Warm-up
Intro
Lesson
Check for Understanding:
Making a Flip Book
Learning Goal:
I will understand patterns of change between the independent and dependent variables for linear relationships

Essential Question
How do I change the figures on paper to make it appear to be animated?

Agenda:
Warm-up
Intro
Lesson

Check for Understanding:

March 10-14

Luchik

Day Social Studies Language Arts
Monday -Thomas Jefferson and Lewis & Clark
- Students will complete a worksheet on Lewis and Clark and the Louisiana Purchase
(Louisiana Purchase worksheet)
Homework: Finish Louisiana Purchase map
•MUG Shot Sentence
•Silent Reading
•Figurative Language Worksheet
Homework: Read for 15-20 minutes from student-selected reading novel. Students may complete an extra credit book project from the 7-3 choice list by this Friday, March 14, 2014.
Tuesday Westward Expansion/Manifest Destiny
- Classroom discussion over the famous "American Progress" Painting
- Reading on the Donner Party
(Donner Party Reading)
(Manifest Destiny Lesson worksheet)
Homework: Finish Manifest Destiny WS
•MUG Shot Sentence
•Silent Reading
•Similes/Metaphors & Idioms
Homework: Read for 15-20 minutes from student-selected reading novel. Students may complete an extra credit book project from the 7-3 choice list by this Friday, March 14, 2014.
Wednesday Mexican-American War
- Videos
- Read and analyze primary sources from different people involved in the Mexican-American War. Then complete accompanying graphic organizer
(Mexican-American War Primary Sources)
(Texas - Graphic Organizer)
Homework: Finish graphic organizer
•MUG Shot Sentence
•Silent Reading
•Analyze poems in a group
Homework: Read for 15-20 minutes from student-selected reading novel. Students may complete an extra credit book project from the 7-3 choice list by this Friday, March 14, 2014.
Thursday - Map Activity
- Students will complete 1 of 2 map activities which outline the growth of the United States during the Antebellum Period
(Growth in U.S. Map Activity)
(Map of Westward Expansion 2)
Homework: Finish map activity
•MUG Shot Sentence
•Silent Reading
•"I Am" poems
Homework: Read for 15-20 minutes from student-selected reading novel. Students may complete an extra credit book project from the 7-3 choice list by this Friday, March 14, 2014.
Friday EOH Field Trip EOH Field Trip
Download file "7-3 project list.pdf"Download file "I Am Poem copy.doc"Download file "poetry vocabulary copy.pdf"Download file "similes copy"Download file "Group_Assignment_Sheet copy.pdf"Download file "Group_Work_Poems copy.pdf"Download file "DonnerParty(Reading).pdf"Download file "ManifestDestinyLesson (wksht).pdf"Download file "LouisianaPurchase(wksht).pdf"Download file "Texas-GraphicOrganizer.pdf"Download file "Texas-Documents.pdf"

Shoemaker

Day Science Language Arts
Monday Warm up statement = volcanoes
Students are urged to donate thin cardboard items for our upcoming EQ construction project after spring break.
Bonus points will be awarded to students who bring in cardboard based upon the size of the item.
Students will be reading the first textbook section on volcanoes today in class.
They will be required to write the definitions to all vocabulary terms from the section and answer three assessment questions in their science notebooks.
Cool down questions
HW = none
Journal Entry = free choice
Spelling sentences & SSR for 20 minutes
Students will use their concept map and list of parental objections to begin writing their persuasive letter.
A template will be provided which helps students organize their topic sentences & supporting details.
The goal by the end of period 2 is to have approximately half of their rough draft complete.
HW = rough draft due on Wednesday
Tuesday Warm up statement
Students will review the proper ways to plot points on a latitude & longitude grid.
A worksheet showing the map of Earth will be provided to students for them to display their abilities to plot points with regard to latitude & longitude.
The location of approximately 15 EQ's & 15 volcanoes must be plotted today in case using different colored pencils.
The back of the worksheet is Cornell Notes from yesterday's textbook reading.
Cool down questions
HW = Cornell notes / World map due Thursday
Journal Entry = rough draft progress & goals
Spelling corrections due today!!
Week 16 spelling & SSR for 20 minutes
Students will be given the remainder of period one & all of period two to continue working on their persuasive rough draft letter.
If students finish their draft in class, they may choose a classmate to begin peer editing
HW = rough draft due tomorrow!!
Wednesday Warm up statement
Today in class, students will be reading the third section from the textbook focused on volcanoes.
This section teaches the students about the following volcanic topics: magma chamber, vent, crater, pyroclastic flow, dormant, and extinct.
Students will also learn why some volcanoes erupt quietly & other in an explosive manner.
Cool down questions
HW = Cornell notes due tomorrow!!
Students will be reminded of expectations & proper procedures for the process of peer editing.
Those with competed rough drafts will spend time trading with two other classmates and peer edit their letters.
Unfinished students will continue working until their rough draft is complete.
After students have had their letters edited by two classmates, they may begin writing the final draft of their persuasive letter.
HW = persuasive letter final draft due Friday!!
Thursday Warm up statement
Students will be handing in their HW given on Tuesday.
Today in science class, students will be creating a volcanic eruption flip book.
The flip book contains 16 small illustrations that range from a small hill all the way through a massive explosion.
Students will be coloring each square, cutting them, and stapling all of the pages together.
Cool Down questions
HW = bring $$$$ for the field trip meal
Students will be provided 10 minutes to complete any unfinished Week 16 spelling sentences.
The Week 16 spelling test will be given orally to the class by the instructor.
Students will be given a brief period of time to begin Week 17 sentences.
The remainder of the ELA block will be spent editing (if need be) & writing their persuasive letter final drafts on lined paper.
Part of this assignment is to have parents read the letter and sign it at the bottom.
A rubric will be used to grade this assignment.
HW = the final draft of the letter is to be handed in before we leave for the field trip!
Friday Field Trip Field Trip

Tess

Up-to-date plans can also be found at http://planbook.com/student?t=954648&k=KTessTigers
For more information, visit our class website at http://bit.ly/mrstessswebsite
Day CMP Math I Math Language Arts
Monday Walking Marathons 1.1
Learning Goal:
I will understand patterns of change between the independent and dependent variables for linear relationships
Essential Question:
How can algebraic expressions and equations be used to model, analyze, and solve mathematical situations?
Agenda:
Warm-up
Intro
Lesson
Check for Understanding:
SLC Lesson
Walking Marathons 1.1
Learning Goal:
I will understand patterns of change between the independent and dependent variables for linear relationships
Essential Question:
How can algebraic expressions and equations be used to model, analyze, and solve mathematical situations?
Agenda:
Warm-up
Intro
Lesson
Check for Understanding:
SLC Lesson
Tuesday Walking Rates and Linear Relationships 1.2
Learning Goal:
Describe the patterns of change between the independent and dependent variables for linear relationships that are represented in tables
Construct tables, graphs, and equations to represent linear patterns of change
Essential Question:
How can ratios and proportional relationships be used to determine unknown quantities
How can algebraic expressions and equations be used to model, analyze, and solve mathematical situations?
Agenda:
Warm-up
Intro
Lesson
Check for Understanding:
SLC Lesson
Coordinates for Location
Learning Goal:
I will understand patterns of change between the independent and dependent variables for linear relationships
Essential Question:
How can algebraic expressions and equations be used to model, analyze, and solve mathematical situations?
Agenda:
Warm-up
Intro
Lesson
Check for Understanding:
Wednesday Raising Money 1.3
Learning Goal:
I can construct graphs and tables to model problem situations
Translate information about linear relations given in a table, a graph, or an equation to one of the other forms.
Essential Question:
How can ratios and proportional relationships be used to determine unknown quantities
How can algebraic expressions and equations be used to model, analyze, and solve mathematical situations?
Agenda:
Warm-up
Intro
Lesson
Check for Understanding:
SLC Lesson
Introduction to Coordinate Geometry
Learning Goal:
I will understand patterns of change between the independent and dependent variables for linear relationships

Essential Question
How do I identify polygons on the coordinate plane?
How do I find the area of polygons on the coordinate plane?
Pg 194 (6 – 11)

Pg 194 (12 – 15, 22 – 25)
Thursday Raising Money 1.3
Learning Goal:
I can construct graphs and tables to model problem situations
Translate information about linear relations given in a table, a graph, or an equation to one of the other forms.
Essential Question:
How can ratios and proportional relationships be used to determine unknown quantities
How can algebraic expressions and equations be used to model, analyze, and solve mathematical situations?
Agenda:
Warm-up
Intro
Lesson
Check for Understanding:
SLC Lesson
Introduction to Coordinate Geometry
Learning Goal:
I will understand patterns of change between the independent and dependent variables for linear relationships

Essential Question
How do I identify polygons on the coordinate plane?
How do I find the area of polygons on the coordinate plane?

Pg 194 (6 – 11)

Pg 194 (12 – 15, 22 – 25)
Friday Engineering Open House Engineering Open House

March 3-7

Luchik

Day Social Studies Language Arts
Monday ISAT Schedule
• Extension activity on Prohibition
Homework: Complete all late/missing assignments
ISAT Schedule
•MUG Shot Sentence
•10 minute Library Checkout
•Silent reading
•Complete body paragraphs and conclusion paragraph for written debate
Homework: Finish Written Debate first draft. Read for 15-20 minutes nightly from student-selected reading novel. Students may complete an extra credit book project from the 7-3 choice list by March 14, 2014.
Tuesday ISAT Schedule
• Extension activity on Prohibition
Homework: Complete all late/missing assignments
ISAT Schedule
•MUG Shot Sentence
•Silent reading
•Self-revisions/editing of written debate
Homework: Finish Written Debate revisions. Read for 15-20 minutes nightly from student-selected reading novel. Students may complete an extra credit book project from the 7-3 choice list by March 14, 2014.
Wednesday ISAT Schedule
• Extension activity on Prohibition
Homework: Complete all late/missing assignments
ISAT Schedule
•MUG Shot Sentence
•Silent reading
•Peer revisions/editing of written debate. Make all needed corrections.
Homework: Finish Written Debate corections. Read for 15-20 minutes nightly from student-selected reading novel. Students may complete an extra credit book project from the 7-3 choice list by March 14, 2014.
Thursday ISAT Schedule
• Extension activity on Prohibition
Homework: Complete all late/missing assignments
ISAT Schedule
No ELA today
Friday • Extension activity on Prohibition
Homework: Complete all late/missing assignments
•MUG Shot Sentence
•Silent reading
•Publish final draft of written debate in computer lab. Final draft due by the end of class today.
Homework: Read for 15-20 minutes nightly from student-selected reading novel. Students may complete an extra credit book project from the 7-3 choice list by March 14, 2014.
Download file "7-3 project list.pdf"Download file "Written Debate Directions copy.pdf"Download file "persusaive post-it...peer edit.pages"Download file "Persuasive-revising_editing-checklist.doc"

Shoemaker

Day Science Language Arts
Monday 5th Hour:
Review the three major rock types (Sedimentary, Igneous, and Metamorphic).
Look at several rock samples and attempt to identify their type.
We will discuss how petrified wood is created over time.
HW = none
Journal Entry = ISAT reflections
Silent sustained reading for 20 minutes.
Students learn two new wild words and write sentences for these words in their packets.

2nd hour:
Students learn the proper techniques for paraphrasing.
Two articles about the lives of famous actors are read by students and they must paraphrase three interesting facts into their own words.
Student responses will be shared at the end of class.
HW = none
Tuesday 7th Hour:
Review the three major rock types (Sedimentary, Igneous, and Metamorphic).
Look at several rock samples and attempt to identify their type.
We will discuss how petrified wood is created over time.
HW = none

8th Hour:
Students will be analyzing ISAT science sample questions in class.
After 30 minutes have been provided to answer the sample questions, the answers will be provided to all of the students.
HW = none
1st Hour:
Students will practice choosing the right word to use in their writing depending upon intended usage and surrounding context clues.
A packet will be provided for students to choosing the correct word or short phrase to use.
Students will join in small, collaborate groups to complete this in-class assignment.
Packets will be collected at the end of the period.
HW = none
Wednesday 5th Hour:
Students will be analyzing ISAT science sample questions in class.
After 30 minutes have been provided to answer the sample questions, the answers will be provided to all of the students.
HW = none

7th Hour:
Students will be analyzing ISAT science sample questions in class.
After 30 minutes have been provided to answer the sample questions, the answers will be provided to all of the students.
HW = none
2nd hour:
Students will practice using commas and quotation marks appropriately. Also, students will be trying to identify run-on sentences.
A packet will be given to students for them to work on these and other grammar skills.
Student responses will be shared at the end of the work session.
HW = none
Thursday 8th Hour:
Review the three major rock types (Sedimentary, Igneous, and Metamorphic).
Look at several rock samples and attempt to identify their type.
We will discuss how petrified wood is created over time.
HW = none
Due to ISAT testing, ELA classes will not meet today!
Friday Students will be viewing a video in class on the Forces that shape planet Earth.
During the video, students will be writing five new facts they learned and will be given the opportunity to share those facts at a later time.
Students will be completing a post-assessments worksheet with matching & true/false questions.
The post-assessments will be collected and scored.
HW = none
1st hour:
Students will be given time to complete any unfinished spelling sentences and study their words for Week 15.
The spelling test will be given orally to all students in attendance.
Approximately 15 minutes will be provided for students to begin working on their sentences for Week 16.

2nd hour:
We will continue an activity which began weeks ago in ELA.
The purpose of this activity is to attempt to persuade the parents of a student to change some rule or belief which is enforced in their household.
Students will revisit their brainstorming ideas and narrow down their list to one quality rule/belief that they wish to change.
We will begin writing the rough draft to their proposal.
HW = none

Tess

Up-to-date plans can also be found at http://planbook.com/student?t=954648&k=KTessTigers
For more information, visit our class website at http://bit.ly/mrstessswebsite
Day CMP Math I Math Language Arts
Monday (I-SATs) Math Games
Learning Goal: I will be a math superstar!
Essential Question: What do I need to know today!
Agenda:
Warm-up: Find your seat game (rules will be posted on the board)
Intro: Explanation of point
Lesson: On your desk. We will work collaboratively to solve the problems we find on our desk.
Check for Understanding: Class Discussion
Math Games
Learning Goal: I will be a math superstar!
Essential Question: What do I need to know today!
Agenda:
Warm-up: Find your seat game (rules will be posted on the board)
Intro: Explanation of point
Lesson: On your desk. We will work collaboratively to solve the problems we find on our desk.
Check for Understanding: Class Discussion
"Louder Than A Bomb" slam poetry video
Tuesday (I-SATs) Math Games
Learning Goal: I will be a math superstar!
Essential Question: What do I need to know today!
Agenda:
Warm-up: Find your seat game (rules will be posted on the board)
Intro: Explanation of point
Lesson: On your desk. We will work collaboratively to solve the problems we find on our desk.
Check for Understanding: Class Discussion
Math Games
Learning Goal: I will be a math superstar!
Essential Question: What do I need to know today!
Agenda:
Warm-up: Find your seat game (rules will be posted on the board)
Intro: Explanation of point
Lesson: On your desk. We will work collaboratively to solve the problems we find on our desk.
Check for Understanding: Class Discussion
SSR
Wednesday (I-SATs) Math Games
Learning Goal: I will be a math superstar!
Essential Question: What do I need to know today!
Agenda:
Warm-up: Find your seat game (rules will be posted on the board)
Intro: Explanation of point
Lesson: On your desk. We will work collaboratively to solve the problems we find on our desk.
Check for Understanding: Class Discussion
Math Games
Learning Goal: I will be a math superstar!
Essential Question: What do I need to know today!
Agenda:
Warm-up: Find your seat game (rules will be posted on the board)
Intro: Explanation of point
Lesson: On your desk. We will work collaboratively to solve the problems we find on our desk.
Check for Understanding: Class Discussion
-Finish annotating article from Friday
-Proposing solutions to the issues that they read about
-In table groups have mini debates
Thursday Math Games
Learning Goal: I will be a math superstar!
Essential Question: What do I need to know today!
Agenda:
Warm-up: Find your seat game (rules will be posted on the board)
Intro: Explanation of point
Lesson: On your desk. We will work collaboratively to solve the problems we find on our desk.
Check for Understanding: Class Discussion
Math Games
Learning Goal: I will be a math superstar!
Essential Question: What do I need to know today!
Agenda:
Warm-up: Find your seat game (rules will be posted on the board)
Intro: Explanation of point
Lesson: On your desk. We will work collaboratively to solve the problems we find on our desk.
Check for Understanding: Class Discussion
-Continue debates on bullying from Wednesday
Friday Math Games
Learning Goal: I will be a math superstar!
Essential Question: What do I need to know today!
Agenda:
Warm-up: On the board
Intro: Sign in to Ten Marks
Lesson: Complete the Ten Mark assignment assigned to you
Check for Understanding: Class Discussion
Math Games
Learning Goal: I will be a math superstar!
Essential Question: What do I need to know today!
Agenda:
Warm-up: On the board
Intro: Sign in to Ten Marks
Lesson: Complete the Ten Mark assignment assigned to you
Check for Understanding: Class Discussion
-“Where I’m From” poem
-Students write their own “Where I’m From” poems
-Start “Intro to Poetry” Prezi

February 24-28

Luchik

Day Social Studies Language Arts
Monday READERS THEATRE: All 7th grade Social Studies classes will be meeting together to perform/watch a Reader's Theatre Talk Show (written by our own Mr. Todd Searing) about the Consitution.
Homework: Study for constitution test retake and Constitution 2.0 on Thursday, Feb. 27th
•MUG Shot Sentence
•Silent reading
•Complete first draft of persuasive letter using counter arguments collected over the weekend
Homework: Read for 15-20 mins. nightly from student-selected reading novel. Students may complete an extra credit book project by March 14th for 3rd qtr.
Tuesday •Amendments 11-27 matching activity
•Check work/make corrections to matching WS
Homework: Study for constitution test retake and Constitution 2.0 on Thursday, Feb. 27th
•MUG Shot Sentence
•Silent reading
•Peer revisions, editing, and final draft of persuasive letter (due signed by Friday, February 28th)
Homework: Read for 15-20 mins. nightly from student-selected reading novel. Students may complete an extra credit book project by March 14th for 3rd qtr.
Wednesday • Tinker vs. Des Moines p. 119


Homework: Study for constitution test retake and Constitution 2.0 on Thursday, Feb. 27th
•MUG Shot Sentence
•Silent reading
•Paraphrasing practice
Homework: Read for 15-20 mins. nightly from student-selected reading novel. Students may complete an extra credit book project by March 14th for 3rd qtr.
Thursday •CONSTITUTION TEST 2.0: Students will take another multiple choice Constitution Test based on their scores from last week's test. (Assessment Grade)
Students scoring 80% or higher will take a harder version of the test for a chance to prove their knowledge of the Constitution is above grade level.
Students scoring below 80% will retake the original test in order to meet grade level standards.

Homework: none
•MUG Shot Sentence
•Silent reading
•Begin collecting research for written debate
Homework: Final draft of Persuasive Letter to Parents along with list of counterarguments signed by parent are due tomorrow. Read for 15-20 mins. nightly from student-selected reading novel. Students may complete an extra credit book project by March 14th for 3rd qtr.
Friday •EBA: Students will write an evidence based argument response to XXX. (Assessment Grade)

Homework: none
•MUG Shot Sentence
•Silent reading
•Finish collecting research. Begin outline and introduction paragraph.
•Final draft of Persuasive Letter to Parents along with list of counterarguments signed by parent are due today.
Homework: Read for 15-20 mins. nightly from student-selected reading novel. Students may complete an extra credit book project by March 14th for 3rd qtr.
Download file "7-3 project list.pdf"Download file "Reading-Amendments.docx"
Download file "Amendments Matching Worksheet.docx"Download file "Persuasive Letter to Pare copy.doc"Download file "NSA(EBA).pdf"Download file "Revision Checklist copy.docx"

Shoemaker

Day Science Language Arts
Monday Warm up statement
Graded papers are returned to students for their review.
Important information about our upcoming field trip will be discussed with all students & questions will be addressed.
Students will spend the remainder of the period in small groups completing a review worksheet on earthquakes.
Responses to the questions on the worksheet will be shared at the end of the period.
Cool down questions
HW = none
Journal Entry = free choice
Students are provided time to complete one or several of these tasks:
1) Week 13 spelling corrections
2) Week 14 sentences
3) Read silently

Student answers are shared from last week's worksheet involving factual vs. opinion statement.
Towards the end of the period, the students will read two brief News Gazette articles. We will attempt to determine whether the purpose of the articles were to inform or persuade the reader. Also, students must provide three reasons why they chose information or persuasive.
HW = none
Tuesday Warm up statement
Students will learn about the Mercalli Scale today in class.
Imaginary callers phone into a radio station and describe the damage to the structures around them.
Students identify which of 12 steps on the scale would most correlate with the damage they heard from the caller.
Actual rankings will be shared with the class at the end of the period.
Cool down questions
HW = none
Journal Entry = free choice
Students are expected to work on Week 14 spelling sentences or read silently at their seats.
As a class, we will go over the first set of News Gazette articles until the beginning of break.

2nd period:
Students receive the second set of newspaper articles to read over and analyze.
It must be determined whether each article is informational or persuasive & provide three pieces of proof.
On the other side of the worksheet, students will be filling out a Venn Diagram which compares and contrasts information & persuasive texts. This worksheet will be continued tomorrow in class.
HW = none
Wednesday Warm up statement
Students will learn about the Richter Scale today in class.
We will take a look at the logarithm used to determine an EQ's magnitude.
Actual case studies will be analyzed from famous EQ's in world history.
Students will make a Venn Diagram to compare & contrast the two major EQ scales.
Cool down questions
HW = Venn Diagram due Friday
Students will spend the first 10 minutes of class finishing up spelling sentences & reviewing their words.
After a study period, the spelling test will be given orally by the teacher.
Once the test is complete, students will be allowed to start their sentences for week 15.

2nd Period:
We will be using the Write Source book to learn more about how to create effective persuasive writing.
Students will read quality samples of persuasive writing and analyze the author's strengths & tools.
HW = Week 15 sentences due next Wednesday
Thursday Warm up statement
Students will be constructing a paper model of fault lines within a city to determine how an EQ impacts roads & other structures.
Any remaining time at the end of class can be utilized to continue working on the homework for Friday.
Cool down questions
HW = Venn Diagram due tomorrow
Journal Entry = focused on ISAT
SSR for twenty minutes

Students will spend the remainder of the block going over their past DEA test questions.
This will help prepare students for their upcoming ISAT tests

HW = Week 15 sentences due next Wednesday
Friday Warm up statement
Using graph paper, students will be graphing the arrival times of primary & secondary seismic waves to a pre-determined location.
After the times have been plotted, students will figure out the S-P interval used by Geologists.
Any remaining time will be used to read some testimonials from EQ victims.
Cool down questions
HW = none
Journal Entry = focused on ISAT
SSR for twenty minutes

Students will spend the remainder of the block going over their past DEA test questions.
This will help prepare students for their upcoming ISAT tests

HW = Week 15 sentences due next Wednesday

Tess

Up-to-date plans can also be found at http://planbook.com/student?t=954648&k=KTessTigers
For more information, visit our class website at http://bit.ly/mrstessswebsite
Day CMP Math I Math Language Arts
Monday Steps to Solving Equations: TEST
Learning Goal:
This lesson unit is intended to help you assess how well students are able to:
Form and solve linear equations involving factorizing and using the distributive law.
In particular, this unit aims to help you identify and assist students who have difficulties in:
Using variables to represent quantities in a real-world or mathematical problem.
Solving word problems leading to equations of the form px + q = r and p(x + q) = r.
Essential Question:
How can algebraic expressions and equations be used to model, analyze, and solve mathematical situations?
Agenda:
Warm-up
Intro: Whole Class
Individual Work
Collaborative Activity (10 min)
Sharing Activity (5 min)
Assessment Task
Check for Understanding:
SLC Lesson
Steps to Solving Equations: TEST
Learning Goal:
This lesson unit is intended to help you assess how well students are able to:
Form and solve linear equations involving factorizing and using the distributive law.
In particular, this unit aims to help you identify and assist students who have difficulties in:
Using variables to represent quantities in a real-world or mathematical problem.
Solving word problems leading to equations of the form px + q = r and p(x + q) = r.
Essential Question:
How can algebraic expressions and equations be used to model, analyze, and solve mathematical situations?
Agenda:
Warm-up
Intro: Whole Class
Individual Work
Collaborative Activity (10 min)
Sharing Activity (5 min)
Assessment Task
Check for Understanding:
Logical Fallacies
Learning Goal: I will know at least 10 logical fallacies and be able to identify them.
Agenda:
Warm-up: Finish Lesson 15
Intro
Lesson: Presentations
Tuesday Probability Pre-Test
Probability
Learning Goal:
This lesson unit addresses common misconceptions relating to probability of simple and compound
events. The lesson will help you assess how well students understand concepts of:
• Equally likely events.
• Randomness.
• Sample sizes.

7SP: Investigate chance processes and develop, use, and evaluate probability models
This lesson also relates to the following Standards for Mathematical Practice in the Common Core
State Standards for Mathematics:
2. Reason abstractly and quantitatively.
3. Construct viable arguments and critique the reasoning of others.

Essential Question:
Agenda:
• Before the lesson, students work individually on an assessment task that is designed to reveal
their current understandings and difficulties. You then review their work, and create questions for
students to answer in order to improve their solutions.
• After a whole-class introduction, pairs of students work together to justify or refute mathematical
statements. They do this using their own examples and counterexamples. Students then explain
their reasoning to another group of students.
• In a whole-class discussion students review the main mathematical concepts of the lesson.
• Students return to their original assessment tasks, and try to improve their own responses.
Check for Understanding: Classroom Discussion

SLC Lesson
Probability Pre-Test
Probability
Learning Goal:
This lesson unit addresses common misconceptions relating to probability of simple and compound
events. The lesson will help you assess how well students understand concepts of:
• Equally likely events.
• Randomness.
• Sample sizes.

7SP: Investigate chance processes and develop, use, and evaluate probability models
This lesson also relates to the following Standards for Mathematical Practice in the Common Core
State Standards for Mathematics:
2. Reason abstractly and quantitatively.
3. Construct viable arguments and critique the reasoning of others.

Essential Question:
Agenda:
• Before the lesson, students work individually on an assessment task that is designed to reveal
their current understandings and difficulties. You then review their work, and create questions for
students to answer in order to improve their solutions.
• After a whole-class introduction, pairs of students work together to justify or refute mathematical
statements. They do this using their own examples and counterexamples. Students then explain
their reasoning to another group of students.
• In a whole-class discussion students review the main mathematical concepts of the lesson.
• Students return to their original assessment tasks, and try to improve their own responses.
Check for Understanding: Classroom Discussion
Logical Fallacies
Learning Goal: I will know at least 10 logical fallacies and be able to identify them.
Agenda:
Warm-up: Finish Lesson 15
Intro
Lesson: Presentations
History of the Negro Spiritual Performance (Special Guest)
Check for Understanding:
Wednesday Steps to Solving Equations: TEST REVISITED
Learning Goal:
This lesson unit is intended to help you assess how well students are able to:
Form and solve linear equations involving factorizing and using the distributive law.
In particular, this unit aims to help you identify and assist students who have difficulties in:
Using variables to represent quantities in a real-world or mathematical problem.
Solving word problems leading to equations of the form px + q = r and p(x + q) = r.
Essential Question:
How can algebraic expressions and equations be used to model, analyze, and solve mathematical situations?
Agenda:
Warm-up
Intro: Whole Class
Individual Work
Collaborative Activity (10 min)
Sharing Activity (5 min)
Assessment Task
Check for Understanding:
SLC Lesson
Steps to Solving Equations: TEST REVISITED
Learning Goal:
This lesson unit is intended to help you assess how well students are able to:
Form and solve linear equations involving factorizing and using the distributive law.
In particular, this unit aims to help you identify and assist students who have difficulties in:
Using variables to represent quantities in a real-world or mathematical problem.
Solving word problems leading to equations of the form px + q = r and p(x + q) = r.
Essential Question:
How can algebraic expressions and equations be used to model, analyze, and solve mathematical situations?
Agenda:
Warm-up
Intro: Whole Class
Individual Work
Collaborative Activity (10 min)
Sharing Activity (5 min)
Assessment Task
Check for Understanding:
SLC Lesson
Learning Goal: I will get lost in a good book

Essential Question: How is the plot advancing in my story?

Agenda:
Quiz
SSR

Check for Understanding: Writing prompt answering the Essential Question.
Thursday Probability
Learning Goal:
This lesson unit addresses common misconceptions relating to probability of simple and compound
events. The lesson will help you assess how well students understand concepts of:
• Equally likely events.
• Randomness.
• Sample sizes.

7SP: Investigate chance processes and develop, use, and evaluate probability models
This lesson also relates to the following Standards for Mathematical Practice in the Common Core
State Standards for Mathematics:
2. Reason abstractly and quantitatively.
3. Construct viable arguments and critique the reasoning of others.

Essential Question:
Agenda:
• Before the lesson, students work individually on an assessment task that is designed to reveal
their current understandings and difficulties. You then review their work, and create questions for
students to answer in order to improve their solutions.
• After a whole-class introduction, pairs of students work together to justify or refute mathematical
statements. They do this using their own examples and counterexamples. Students then explain
their reasoning to another group of students.
• In a whole-class discussion students review the main mathematical concepts of the lesson.
• Students return to their original assessment tasks, and try to improve their own responses.
Check for Understanding: Classroom Discussion

SLC Lesson
Probability
Learning Goal:
This lesson unit addresses common misconceptions relating to probability of simple and compound
events. The lesson will help you assess how well students understand concepts of:
• Equally likely events.
• Randomness.
• Sample sizes.

7SP: Investigate chance processes and develop, use, and evaluate probability models
This lesson also relates to the following Standards for Mathematical Practice in the Common Core
State Standards for Mathematics:
2. Reason abstractly and quantitatively.
3. Construct viable arguments and critique the reasoning of others.

Essential Question:
Agenda:
• Before the lesson, students work individually on an assessment task that is designed to reveal
their current understandings and difficulties. You then review their work, and create questions for
students to answer in order to improve their solutions.
• After a whole-class introduction, pairs of students work together to justify or refute mathematical
statements. They do this using their own examples and counterexamples. Students then explain
their reasoning to another group of students.
• In a whole-class discussion students review the main mathematical concepts of the lesson.
• Students return to their original assessment tasks, and try to improve their own responses.
Check for Understanding: Classroom Discussion
Homework: Elements of Literature chapter 7 worksheet 5
Friday Probability
Learning Goal:
This lesson unit addresses common misconceptions relating to probability of simple and compound
events. The lesson will help you assess how well students understand concepts of:
• Equally likely events.
• Randomness.
• Sample sizes.

7SP: Investigate chance processes and develop, use, and evaluate probability models
This lesson also relates to the following Standards for Mathematical Practice in the Common Core
State Standards for Mathematics:
2. Reason abstractly and quantitatively.
3. Construct viable arguments and critique the reasoning of others.

Essential Question:
Agenda:
• Before the lesson, students work individually on an assessment task that is designed to reveal
their current understandings and difficulties. You then review their work, and create questions for
students to answer in order to improve their solutions.
• After a whole-class introduction, pairs of students work together to justify or refute mathematical
statements. They do this using their own examples and counterexamples. Students then explain
their reasoning to another group of students.
• In a whole-class discussion students review the main mathematical concepts of the lesson.
• Students return to their original assessment tasks, and try to improve their own responses.
Check for Understanding: Classroom Discussion

SLC Lesson
Probability
Learning Goal:
This lesson unit addresses common misconceptions relating to probability of simple and compound
events. The lesson will help you assess how well students understand concepts of:
• Equally likely events.
• Randomness.
• Sample sizes.

7SP: Investigate chance processes and develop, use, and evaluate probability models
This lesson also relates to the following Standards for Mathematical Practice in the Common Core
State Standards for Mathematics:
2. Reason abstractly and quantitatively.
3. Construct viable arguments and critique the reasoning of others.

Essential Question:
Agenda:
• Before the lesson, students work individually on an assessment task that is designed to reveal
their current understandings and difficulties. You then review their work, and create questions for
students to answer in order to improve their solutions.
• After a whole-class introduction, pairs of students work together to justify or refute mathematical
statements. They do this using their own examples and counterexamples. Students then explain
their reasoning to another group of students.
• In a whole-class discussion students review the main mathematical concepts of the lesson.
• Students return to their original assessment tasks, and try to improve their own responses.
Check for Understanding: Classroom Discussion
Homework: Elements of Literature chapter 7 worksheet 6

February 17-21

Luchik

Day Social Studies Language Arts
Monday No School No School
Tuesday • MOVIE CLIP: http://www.brainpop.com/socialstudies/usgovernmentandlaw/voting/preview.weml
•Responsibilities as Citizens
•READING: Read pp. 106-111 about Voting and then complete the "Reviewing and Using the Lesson" questions.

Homework: Study your flashcards! Constitution test is this Thursday, February 20, 2014.
•MUG Shot Sentence
•Silent reading
•Persuasive Techniques/Fuzzy Thinking-p. 231
•Analyze an argument-p. 225
•Mini-debates
Homework: Read for 15-20 minutes nightly from student-selected reading novel. Students may complete an extra credit book project from the 7-3 choice list by March 14, 2014 for 3rd qtr.
Wednesday •JEOPARDY: Students will compete against each other as they study for tomorrow's Constitution Test.

Homework: Study your Flashcards! Constitution test is this Thursday, February 20, 2014 (tomorrow).
•MUG Shot Sentence
•Silent reading
•Analyze articles- Students will analyze two articles for pro, con, and counterclaims
Homework: Read for 15-20 minutes nightly from student-selected reading novel. Students may complete an extra credit book project from the 7-3 choice list by March 14, 2014 for 3rd qtr.
Thursday CONSTITUTION TEST: Students will use www.classmarker.com to take a multiple-choice test assessing their understanding of the U.S. Constitution

Homework: Study for retake next Thursday, February 27, 2014.
•Library lesson/check-out time
•MUG Shot Sentence
•Silent reading
Homework: Read for 15-20 minutes nightly from student-selected reading novel. Students may complete an extra credit book project from the 7-3 choice list by March 14, 2014 for 3rd qtr.
Friday •Bill of Rights (Mr. Haverland)

Homework: Study for retake next Thursday, February 27, 2014.
•MUG Shot Sentence
•Silent reading
•More mini-debates
•Begin rough draft of Persuasive Letter to Parents
Homework: Collect counter claims from parents over the weekend to revise/address those counterclaims in letter. Read for 15-20 minutes nightly from student-selected reading novel. Students may complete an extra credit book project from the 7-3 choice list by March 14, 2014 for 3rd qtr.
Download file "7-3 project list.pdf"Download file "FlashCards-Constitution.docx"

Shoemaker

Day Science Language Arts
Monday No School No School
Tuesday Warm up statement
Graded papers are passed back from last week.
The entire class will go over the answers to the open-book test covering Plate Tectonics.
Advice is given to students regarding quality ways to use a textbook resource.
The multiple-choice and True/False questions are read agains and students choose which section from the chapter in which the answer should have been found.
For the short answer questions, students will break up into small groups and construct lengthy, accurate responses.
If time allows, groups will share their answers to the class.
Cool down question
HW - none
1st Period: Library

2nd Period:
Students will receive back papers from last week and the corrections for Week 12 spelling words are due tomorrow.
For the remainder of the period, students will continue working on their advertising posters which began last week. The expectation is for students to create a brand new product or improve upon an existing product.
The poster will be scored upon its creativity & inclusion of the elements required.
Students are to include a brand name, colorful illustration, and a unique slogan for their product.
HW = posters due Thursday
Wednesday Warm up statement
Today students will analyze fault maps of Illinois & the United States in order to find correlations between plate boundaries and EQ zones on our continent.
Students will work with partners at their tables to answer questions regarding the fault maps.
Responses to the questions will be shared in a whole-class environment.
Cool down question
HW - none
Students are given 10 minutes to finish any remaining spelling sentences from Week 13 & review their words in small groups.
The spelling sentences will be collected & students prepare their sheet of paper for the spelling test.
Ten words will be given orally by the teacher from the Week 13 list.
After the test, students will be given 10 minutes to begin working on Week 14 sentences.
We will complete one Wild Word together before break.

After break, students will be expected to give their best effort in an attempt to finish their advertising posters. Any remaining work on the posters must be completed at home and brought back tomorrow to be collected & scored.
HW = finish ad posters
Thursday Warm up statement
Students will be reading a section from the textbook in class covering EQ's & seismic waves.
They will learn the three major types of EQ waves and the type of ground movement associated with each type.
Another topic in the section deals with the two scales used by Geologists to measure the intensity of EQ's that occur on Earth.
Assessment questions will be answered by students individually & collected by the teacher.
The final 10 minutes of class will be given for students to begin their Cornell Note homework.
Cool down question
HW = Cornell notes due Friday
Journal Entry = free choice
SSR for 20 minutes
Wild Word of the Day

Break

We will begin a new persuasion activity today involving the task of convincing parents to change their mind set topics selected by the students.
In small groups , students will brainstorm 10 things that they wish their parents would feel differently about at home or school.
Work on this activity will continue tomorrow in class.
HW - none
Friday Warm up statement
The HW from last night will be collected.
Today, students will be viewing a video which shows the power of EQ's & Volcanoes.
They will take notes during the video regarding new information they have learned.
After the video, students will take a Post-assessment test consisting of True/False & Matching questions.
The post-assessment will collected and scored by the teacher.
Cool down question
HW = none
Journal Entry - free choice
SSR for 20 minutes
Wild Word of the day

Break

Work will continue on the Mom & Dad persuasion activity.
Using their brainstorm list from yesterday, students will narrow down their ideas and begin writing a letter to their parents in attempt to persuade them to look at a certain topic differently.
We will join up in small groups and peer edit their letters to change grammar mistakes and improve their arguments.
HW - none

Tess

Up-to-date plans can also be found at http://planbook.com/student?t=954648&k=KTessTigers
For more information, visit our class website at http://bit.ly/mrstessswebsite
Day CMP Math I Math Language Arts
Monday No School No School No School
Tuesday Steps to Solving Equations:
Learning Goal:
This lesson unit is intended to help you assess how well students are able to:
Form and solve linear equations involving factorizing and using the distributive law.
In particular, this unit aims to help you identify and assist students who have difficulties in:
Using variables to represent quantities in a real-world or mathematical problem.
Solving word problems leading to equations of the form px + q = r and p(x + q) = r.
Essential Question:
How can algebraic expressions and equations be used to model, analyze, and solve mathematical situations?
Agenda:
Warm-up
Intro: Whole Class
Individual Work
Collaborative Activity (10 min)
Sharing Activity (5 min)
Assessment Task
Check for Understanding:
SLC Lesson
Steps to Solving Equations:
Learning Goal:
This lesson unit is intended to help you assess how well students are able to:
Form and solve linear equations involving factorizing and using the distributive law.
In particular, this unit aims to help you identify and assist students who have difficulties in:
Using variables to represent quantities in a real-world or mathematical problem.
Solving word problems leading to equations of the form px + q = r and p(x + q) = r.
Essential Question:
How can algebraic expressions and equations be used to model, analyze, and solve mathematical situations?
Agenda:
Warm-up
Intro: Whole Class
Individual Work
Collaborative Activity (10 min)
Sharing Activity (5 min)
Assessment Task
Check for Understanding:
SLC Lesson
Logical Fallacies
Learning Goal: I will know at least 10 logical fallacies and be able to identify them.
Agenda:
Warm-up:
Intro
Lesson: Presentations
Check for Understanding:
Wednesday Steps to Solving Equations:
Learning Goal:
This lesson unit is intended to help you assess how well students are able to:
Form and solve linear equations involving factorizing and using the distributive law.
In particular, this unit aims to help you identify and assist students who have difficulties in:
Using variables to represent quantities in a real-world or mathematical problem.
Solving word problems leading to equations of the form px + q = r and p(x + q) = r.
Essential Question:
How can algebraic expressions and equations be used to model, analyze, and solve mathematical situations?
Agenda:
Warm-up
Intro: Whole Class
Individual Work
Collaborative Activity (10 min)
Sharing Activity (5 min)
Assessment Task
Check for Understanding:
SLC Lesson
Steps to Solving Equations:
Learning Goal:
This lesson unit is intended to help you assess how well students are able to:
Form and solve linear equations involving factorizing and using the distributive law.
In particular, this unit aims to help you identify and assist students who have difficulties in:
Using variables to represent quantities in a real-world or mathematical problem.
Solving word problems leading to equations of the form px + q = r and p(x + q) = r.
Essential Question:
How can algebraic expressions and equations be used to model, analyze, and solve mathematical situations?
Agenda:
Warm-up
Intro: Whole Class
Individual Work
Collaborative Activity (10 min)
Sharing Activity (5 min)
Assessment Task
Check for Understanding:
SLC Lesson
SSR
Thursday Steps to Solving Equations:
Learning Goal:
This lesson unit is intended to help you assess how well students are able to:
Form and solve linear equations involving factorizing and using the distributive law.
In particular, this unit aims to help you identify and assist students who have difficulties in:
Using variables to represent quantities in a real-world or mathematical problem.
Solving word problems leading to equations of the form px + q = r and p(x + q) = r.
Essential Question:
How can algebraic expressions and equations be used to model, analyze, and solve mathematical situations?
Agenda:
Warm-up
Intro: Whole Class
Individual Work
Collaborative Activity (10 min)
Sharing Activity (5 min)
Assessment Task
Check for Understanding:
SLC Lesson
Steps to Solving Equations:
Learning Goal:
This lesson unit is intended to help you assess how well students are able to:
Form and solve linear equations involving factorizing and using the distributive law.
In particular, this unit aims to help you identify and assist students who have difficulties in:
Using variables to represent quantities in a real-world or mathematical problem.
Solving word problems leading to equations of the form px + q = r and p(x + q) = r.
Essential Question:
How can algebraic expressions and equations be used to model, analyze, and solve mathematical situations?
Agenda:
Warm-up
Intro: Whole Class
Individual Work
Collaborative Activity (10 min)
Sharing Activity (5 min)
Assessment Task
Check for Understanding:
SLC Lesson
Logical Fallacies
Learning Goal: I will know at least 10 logical fallacies and be able to identify them.
Agenda:
Warm-up:
Intro
Lesson: Presentations
Check for Understanding:
Friday Steps to Solving Equations:
Learning Goal:
This lesson unit is intended to help you assess how well students are able to:
Form and solve linear equations involving factorizing and using the distributive law.
In particular, this unit aims to help you identify and assist students who have difficulties in:
Using variables to represent quantities in a real-world or mathematical problem.
Solving word problems leading to equations of the form px + q = r and p(x + q) = r.
Essential Question:
How can algebraic expressions and equations be used to model, analyze, and solve mathematical situations?
Agenda:
Warm-up
Intro: Whole Class
Individual Work
Collaborative Activity (10 min)
Sharing Activity (5 min)
Assessment Task
Check for Understanding:
SLC Lesson
Steps to Solving Equations:
Learning Goal:
This lesson unit is intended to help you assess how well students are able to:
Form and solve linear equations involving factorizing and using the distributive law.
In particular, this unit aims to help you identify and assist students who have difficulties in:
Using variables to represent quantities in a real-world or mathematical problem.
Solving word problems leading to equations of the form px + q = r and p(x + q) = r.
Essential Question:
How can algebraic expressions and equations be used to model, analyze, and solve mathematical situations?
Agenda:
Warm-up
Intro: Whole Class
Individual Work
Collaborative Activity (10 min)
Sharing Activity (5 min)
Assessment Task
Check for Understanding:
SLC Lesson
Logical Fallacies
Learning Goal: I will know at least 10 logical fallacies and be able to identify them.
Agenda:
Warm-up:
Intro
Lesson: Presentations
Check for Understanding:

February 10-14

Luchik

Day Social Studies Language Arts
Monday •ACTIVITY: Students will learn and discuss the famous case, New Jersey v. T.L.O. where a high school student claimed school officials searched her purse illegally because he did not obtain a warrant first.
•Students who are absent today should read pp. 120-121 in their Constitution reading packet and then answer the questions.

Homework: Study flashcards for Constitution test next week, 2/20.
•MUG Shot Sentence
•Silent Reading
•Analyzing Ads
•Ad slogans

Homework: Read for 15-20 minutes nightly from student-selected reading novel. Students may complete a project from the 7-3 choice list.
Tuesday •3 BRANCHES POSTER: Students will show they understand how the U.S. Government is set up by creating a poster showing the job responsibilities of each branch in our federal government. DUE WEDNESDAY, FEBRUARY 12th (Assessment Grade)

Homework: Continue to study for Constitution Test
•MUG Shot Sentence
•Silent Reading
•Ad logos
•Watch "The Lorax" looking for persuasive techniques used to sell the "thneed"

Homework: Read for 15-20 minutes nightly from student-selected reading novel. Students may complete a project from the 7-3 choice list.
Wednesday •3 BRANCHES POSTER: Students will show they understand how the U.S. Government is set up by creating a poster showing the job responsibilities of each branch in our federal government. DUE TODAY

Homework: Continue to study for Constitution Test
•MUG Shot Sentence
•Silent Reading
•Create a print ad for a "Thneed"-due tomorrow after presentation

Homework: Read for 15-20 minutes nightly from student-selected reading novel. Students may complete a project from the 7-3 choice list.
Thursday •CLASS DISCUSSION: We will look at Article 4-7 of the Constitution to learn what rights are given to the States and the process by which we can change our Constitution to adapt to our changing society.


Homework: Study for the Constitution test next week, 2/20/14.
•MUG Shot Sentence
•Silent Reading
•Finish print ad, then share print ads-ads collected for a grade after presentations

Homework: Read for 15-20 minutes nightly from student-selected reading novel. Students may complete a project from the 7-3 choice list.
Friday Parent-Teacher Conferences Parent-Teacher Conferences
Download file "7-3 project list.pdf"Download file "Thneed Print Ad copy.doc"Download file "Thneed Print Ad Rubric copy"Download file "TLO.doc"Download file "3 Branches Poster.docx"Download file "3 Branches Poster (Rubric).docx"

Shoemaker

Day Science Language Arts
Monday Warm up question
Students will be given a set of direction to follow in order to determine the distance that specific tectonic plates travel over a period of 500,000 years.
The distance traveled in centimeters will be calculated & then students will be required to figure out how many inches and miles that plate traveled as well.
Small groups will form to work on this in-class assignment together.
Cool down questions
HW = none
Journal Entry = free choice
Students are given time to continue working on their spelling sentences for week 13.
As a class, we will discuss the purpose of advertising and target audiences.
Students work in small groups to brainstorm additional reasons for different types of advertising.
A template is created for students to analyze four separate commercials that they encounter in their everyday lives.
HW = Four commercials due Wednesday
Tuesday Warm up statement
At the conclusion of the first chapter in the geology textbook, students will be taking an open-book test.
This test will consist of five multiple-choice, five true/false, and several short answer questions.
Students will be given 35 minutes to complete the test while using the textbook as a resource.
Cool down - cancelled
HW = none
Journal Entry = free choice
SSR for 15-20 minutes
Students take a close look at 3 of 22 different magazine advertisements.
They will determine the source, target audience, and provide a brief description of each ad.
Students are given the opportunity to share their most interesting ad with the class.
HW = Four commercials & spelling sentences due Wednesday
Wednesday Warm up statement
This is the first class session dedicated to the study of earthquakes.
Student prior knowledge will be assessed by a whole-class discussion.
The first section of chapter two will be read aloud by the teacher and student volunteers.
After the reading, small groups will for to answer several assessment questions.
Student responses will be shared with the entire class before the dismissal bell.
Cool down questions
HW = none
Students are given 15 minutes to study their spelling words and finish the 15 sentences.
The 10 spelling words for the week are given orally by the teacher.
Ten minutes are provided for students to begin working on the spelling sentences for next week.
Students begin their advertising project in which they will create their own unique advertisement.
A brainstorming session will last for the remainder of the period.
HW = none
Thursday Warm up = two video notes
Students will be viewing a science video today titled, The Geology of North America.
The following vocabulary will be discussed in the video: topography, glaciation, erosion, deposition, plate tectonics, plateaus & faulting.
After the video, students will complete a post-assessment worksheet with True/False & matching questions.
Cool down = two video notes
HW = none
Journal Entry = free choice
SSR for 15 minutes
Students will have the remainder of the block to finish brainstorming their advertising idea and begin working on the final product.
They will be given additional time next week to wrap up the advertising project.
HW = none
Friday Parent-Teacher Conferences Parent-Teacher Conferences

Tess

Up-to-date plans can also be found at http://planbook.com/student?t=954648&k=KTessTigers
For more information, visit our class website at http://bit.ly/mrstessswebsite
Day CMP Math I Math Language Arts
Monday Steps to Solving Equations
Learning Goal:
This lesson unit is intended to help you assess how well students are able to:
Form and solve linear equations involving factorizing and using the distributive law.
In particular, this unit aims to help you identify and assist students who have difficulties in:
Using variables to represent quantities in a real-world or mathematical problem.
Solving word problems leading to equations of the form px + q = r and p(x + q) = r.
Essential Question:
How can algebraic expressions and equations be used to model, analyze, and solve mathematical situations?
Agenda:
Warm-up
Intro: Whole Class
Individual Work
Collaborative Activity (10 min)
Sharing Activity (5 min)
Assessment Task
Check for Understanding:
SLC Lesson
Steps to Solving Equations
Learning Goal:
This lesson unit is intended to help you assess how well students are able to:
Form and solve linear equations involving factorizing and using the distributive law.
In particular, this unit aims to help you identify and assist students who have difficulties in:
Using variables to represent quantities in a real-world or mathematical problem.
Solving word problems leading to equations of the form px + q = r and p(x + q) = r.
Essential Question:
How can algebraic expressions and equations be used to model, analyze, and solve mathematical situations?
Agenda:
Warm-up
Intro: Whole Class
Individual Work
Collaborative Activity (10 min)
Sharing Activity (5 min)
Assessment Task
Check for Understanding:
Chapter 6 worksheet 4
Tuesday Steps to Solving Equations
Learning Goal:
This lesson unit is intended to help you assess how well students are able to:
Form and solve linear equations involving factorizing and using the distributive law.
In particular, this unit aims to help you identify and assist students who have difficulties in:
Using variables to represent quantities in a real-world or mathematical problem.
Solving word problems leading to equations of the form px + q = r and p(x + q) = r.
Essential Question:
How can algebraic expressions and equations be used to model, analyze, and solve mathematical situations?
Agenda:
Warm-up
Intro: Whole Class
Individual Work
Collaborative Activity (10 min)
Sharing Activity (5 min)
Assessment Task
Check for Understanding:
SLC Lesson
Steps to Solving Equations
Learning Goal:
This lesson unit is intended to help you assess how well students are able to:
Form and solve linear equations involving factorizing and using the distributive law.
In particular, this unit aims to help you identify and assist students who have difficulties in:
Using variables to represent quantities in a real-world or mathematical problem.
Solving word problems leading to equations of the form px + q = r and p(x + q) = r.
Essential Question:
How can algebraic expressions and equations be used to model, analyze, and solve mathematical situations?
Agenda:
Warm-up
Intro: Whole Class
Individual Work
Collaborative Activity (10 min)
Sharing Activity (5 min)
Assessment Task
Check for Understanding:
Chapter 6 worksheet 5
Wednesday Steps to Solving Equations
Learning Goal:
This lesson unit is intended to help you assess how well students are able to:
Form and solve linear equations involving factorizing and using the distributive law.
In particular, this unit aims to help you identify and assist students who have difficulties in:
Using variables to represent quantities in a real-world or mathematical problem.
Solving word problems leading to equations of the form px + q = r and p(x + q) = r.
Essential Question:
How can algebraic expressions and equations be used to model, analyze, and solve mathematical situations?
Agenda:
Warm-up
Intro: Whole Class
Individual Work
Collaborative Activity (10 min)
Sharing Activity (5 min)
Assessment Task
Check for Understanding:
SLC Lesson
Steps to Solving Equations
Learning Goal:
This lesson unit is intended to help you assess how well students are able to:
Form and solve linear equations involving factorizing and using the distributive law.
In particular, this unit aims to help you identify and assist students who have difficulties in:
Using variables to represent quantities in a real-world or mathematical problem.
Solving word problems leading to equations of the form px + q = r and p(x + q) = r.
Essential Question:
How can algebraic expressions and equations be used to model, analyze, and solve mathematical situations?
Agenda:
Warm-up
Intro: Whole Class
Individual Work
Collaborative Activity (10 min)
Sharing Activity (5 min)
Assessment Task
Check for Understanding:
Chapter 6 worksheet 6
Thursday Steps to Solving Equations
Learning Goal:
This lesson unit is intended to help you assess how well students are able to:
Form and solve linear equations involving factorizing and using the distributive law.
In particular, this unit aims to help you identify and assist students who have difficulties in:
Using variables to represent quantities in a real-world or mathematical problem.
Solving word problems leading to equations of the form px + q = r and p(x + q) = r.
Essential Question:
How can algebraic expressions and equations be used to model, analyze, and solve mathematical situations?
Agenda:
Warm-up
Intro: Whole Class
Individual Work
Collaborative Activity (10 min)
Sharing Activity (5 min)
Assessment Task
Check for Understanding:
SLC Lesson
Steps to Solving Equations
Learning Goal:
This lesson unit is intended to help you assess how well students are able to:
Form and solve linear equations involving factorizing and using the distributive law.
In particular, this unit aims to help you identify and assist students who have difficulties in:
Using variables to represent quantities in a real-world or mathematical problem.
Solving word problems leading to equations of the form px + q = r and p(x + q) = r.
Essential Question:
How can algebraic expressions and equations be used to model, analyze, and solve mathematical situations?
Agenda:
Warm-up
Intro: Whole Class
Individual Work
Collaborative Activity (10 min)
Sharing Activity (5 min)
Assessment Task
Chapter 6 worksheet 7
Friday Parent-Teacher Conferences Parent-Teacher Conferences Parent-Teacher Conferences

February 3-7

Luchik

Day Social Studies Language Arts
Monday •CLASS DISCUSSION: We will look at Article 2 of the Constitution and fill out the Executive Branch graphic organizer as we learn about how the Executive Branch is set up.
•APPLICATION: "Power of the Veto" worksheet (Assessment Grade)


Homework: Complete Flashcards # 3, 6, 10, 16, 22, 23, 27, 32, 33, 38, & 40.
•MUG Shot Sentence
•Silent reading
•Persuasive Pretest
•BrainPop- Fact vs. Opinion
•Fact vs. Opinion WS
Homework: Finish worksheet and silently read for 15-20 from student-selected reading novel. Students may complete an extra credit book project from the 7-3 choice list.
Tuesday •MOVIE CLIP: "How the Electoral College Works"
•CLASS DISCUSSION: Students will learn how the Electoral College selects the President of the United States.
•ACTIVITY: Students will pretend they are running for President of the United States and decide based on the number of Electoral College votes, what states they will make an effort to campaign in.

Homework: Read pp. 61-67 about the Judicial Branch and then complete the "Review the Lesson" questions on p.65. (not accepted late)
•MUG Shot Sentence
•Silent reading
•Fact vs. Opinion practice
•Persuasive Techniques in Advertising
Homework: Finish worksheet and silently read for 15-20 from student-selected reading novel. Students may complete an extra credit book project from the 7-3 choice list.
Wednesday •MOVIE CLIP: "Trouble With the Electoral College"
•CLASS DISCUSSION: We will look at Article 3 of the Constitution and fill out the Judicial Branch graphic organizer as we learn about how the Judicial Branch is set up.

Homework: Complete Flashcards # XX-XX
•MUG Shot Sentence
•Silent reading
•Analyzing Ads
Homework: Finish worksheet and silently read for 15-20 from student-selected reading novel. Students may complete an extra credit book project from the 7-3 choice list.
Thursday •TLO case


Homework: Read pp. 68-72 about how the Constitution limits the power of our government and then complete the "Review the Lesson" questions.
•Library lesson and book checkout
•MUG Shot Sentence
•Silent reading
Homework: Finish worksheet and silently read for 15-20 from student-selected reading novel. Students may complete an extra credit book project from the 7-3 choice list.
Friday •ACTIVITY: Students will use manipulatives and their notes on the Legislative Branch, Executive Branch, and the Judicial Branch to help them figure out how each branch keeps the other branches "in check."

Homework: Study Flashcards.
•MUG Shot Sentence
•Silent reading
Homework: Finish worksheet and silently read for 15-20 from student-selected reading novel. Students may complete an extra credit book project from the 7-3 choice list.
Download file "7-3 project list.pdf"Download file "GraphicOrganizer-Executive.docx"Download file "PowerVeto.pdf"Download file "HistoryAlive-ExecutiveReading.pdf"Download file "Judicial(Reading).pdf"Download file "GraphicOrganizer-Judicial.docx"Download file "Wksht-ElectoralCollege.docx"Download file "ChecksBalances(Reading).pdf"Download file "Checks and Balances Wkst.docx"Download file "Pretest-Dodgeball.docx"Download file "FactOpinion(Wksht).pdf"Download file "LA_Fact_vs_Opinion_Packet.pdf"Download file "AnalyzingAds copy.pdf"

Shoemaker

Day Science Language Arts
Monday Warm up statement
Students gather into their marshmallow & toothpick construction groups from last Friday.
In their groups, they will asses their successes and failures from the tower they created.
We will discuss positive and negative aspects of their towers as a class.
From the textbook, another set of groups will be randomly chosen to build a model of sea-floor spreading.
The two groups with the most accurate & colorful models will be awarded science bonus points.
Cool down question
HW = none
Journal Entry = free choice
In the next few class periods we will be wrapping up our historical fiction novel, Chains.
Today our goal is to listen to Chapters 43 & 44 via the CD player.
Students will be given the opportunity to catch up on their reading log entries from the past few chapters.
Predictions will be made as to the ending of the story as well.
HW = none
Tuesday Warm up statement
We will review the sea-floor spreading models that were created by student groups yesterday.
A few questions will be answered as to the purpose of various parts of the model.
Today, students will be viewing a video covering Plate Tectonics.
Notes will be taken during the video & a post-assessment worksheet completed afterwards.
Cool down question
1st Period = Library
2nd Period = Finish Chains
We will read the last chapter of Chains together as a class.
After finishing the novel, students will be given the opportunity to write a paragraph expressing their favorite sequence in Chains.
These paragraphs should reference a specific section of the book as they describe the setting, plot, & characters involved.
HW = Week 11 spelling sentences due next class period
Wednesday No School No School
Thursday Warm up statement
The class will review material from the Plate Tectonics video.
From the textbook, students will follow along as we read the section which covers Plate Tectonics.
Students will learn the three major type of plate boundaries and the types of movement associated with each type.
Small, collaborative groups will from to answer assessment questions from the end of the section.
Responses will be shared towards the end of the period.
Cool down question
HW = none
Students will be given the first 15 minutes of the day to review spelling words by themselves or in small groups.
The spelling test for week 11 will be given orally & students will also hand in their 15 sentences as well.
We will read the 'sneak preview' in the back of the Chains for the sequel, titled Forge.
Students will be given the opportunity to express their creativity & writing skills as they attempt to continue writing the sequel where the author left off.
The remainder of the period will be used for writing the next two pages in Forge.
HW = work on their version of Forge
Friday Warm up statement
Students will be learning about the direction in which tectonic plates travel over the surface of our planet.
Given the rate of speed per year, we will estimate the distance certain tectonic plates will travel over thousands & millions of years.
As an extension activity, students will predict how the next Pangaea will appear.
Cool down question
HW = none
Journal Entry = free choice

1st Period = students will continue working on the next two pages of Forge. Any students who fail to finish in class, will be expected to take the work home and bring it back completed on Monday.

2nd Period = The introductory activity for our upcoming unit…..Persuasion.
Students will be taking a pre-assessment to determine which concepts are familiar and unfamiliar. This will help guide future instruction. Any remaining time will be used to discuss the purpose of advertising.

HW = none

Tess

Up-to-date plans can also be found at http://planbook.com/student?t=954648&k=KTessTigers
For more information, visit our class website at http://bit.ly/mrstessswebsite
Day CMP Math I Math Language Arts
Monday Agenda:
Warm-up
Collaborative Activity: Matching Card Sets A,B,C (30 min)
Poster
Agenda:
Warm-up
Collaborative Activity: Matching Card Sets A,B,C (30 min)
Poster
Elements of Literature Worksheet
Section: Grammar and Usage
Wkst: 9
Page: 9
Tuesday Agenda:
Warm-up
Collaborative Activity: Matching Card Sets A,B,C (30 min)
Poster
Agenda:
Warm-up
Collaborative Activity: Matching Card Sets A,B,C (30 min)
Poster
Elements of Literature Worksheet
Section: Grammar and Usage
Wkst: 1
Page: 11
Wednesday Snow Day Snow Day Snow Day
Thursday Agenda:
Warm-up
Collaborative Activity: Matching Card Sets A,B,C (30 min)
Poster
Agenda:
Warm-up
Collaborative Activity: Matching Card Sets A,B,C (30 min)
Poster
Elements of Literature Worksheet
Section: Grammar and Usage
Wkst: 2
Page: 12
Friday Agenda:
Warm-up
Collaborative Activity: Matching Card Sets A,B,C (30 min)
Poster
Sharing
Agenda:
Warm-up
Collaborative Activity: Matching Card Sets A,B,C (30 min)
Poster
Sharing
None

January 27-31

Luchik

Day Social Studies Language Arts
Monday No School No School
Tuesday No School No School
Wednesday MOVIE CLIP: Students will watch Schoolhouse Rocks video "I'm Just a Bill" followed by BrainPop video and class review "quiz"
CLASS DISCUSSION: We will look at Article 1 Sections 7 of the Constitution and fill out the "How a Bill Becomes a Law" graphic organizer as we learn about how the Legislative Branch is set up.
Homework: Read pp. 55-60 about the Executive Branch and then answer the "Review the Lesson" questions. DUE THURSDAY
•MUG Shot Sentence
•Silent reading
•Chains Ch. 41-43
Homework: Read for 15-20 minutes from student-selected reading novel. Students may complete an extra credit book project from the 7-3 choice list.
Thursday • What Congress Cannot Do WS-complete as a class
• Northwest Ordinance of 1787 WS (mapwork)- complete independently
• Finish pp. 55-60 about the Executive Branch and then answer the "Review the Lesson" questions- go over, if time allows
Homework: Continue studying flashcards.
•MUG Shot Sentence
•Silent reading
•Chains Ch. 44-45
Homework: Read for 15-20 minutes from student-selected reading novel. Students may complete an extra credit book project from the 7-3 choice list.
Friday BINGO: Students will pay Bingo while watching Obama's State of the Union Address.
Homework: "The Presidency" Worksheet (Assessment Grade)
•Library lesson and book checkout
•MUG Shot Sentence
•Silent reading
Homework: Read for 15-20 minutes from student-selected reading novel. Students may complete an extra credit book project from the 7-3 choice list.
Due to the numerous snow days, the multiple-choice portion of the Constitution test has been pushed back to February 20th. Please contact me if your student will be absent and needs to take the test on an earlier date.


Download file "Bill2Law(GraphicOrganizer).docx"Download file "Presidency.pdf"Download file "7-3 project list.pdf"Download file "Chains Chains 41-43 copy"Download file "Chains Chains 41-43 copy"Download file "CongressCannotDo.pdf"Download file "NorthwestOrdinance1787.pdf"

Shoemaker

Day Science Language Arts
Monday No School No School
Tuesday No School No School
Wednesday Warm-up statement
Students will read a textbook section about Sea-Floor Spreading & Deep-Ocean Trenches.
After the reading, small groups will form to collaborate on several assessment questions.
Responses will be shared orally with the entire class.
Cool down question
HW = none
Warm-up = free choice
Students will continue working on their spelling sentences from week #10.
Time will be provided to catch up on reading log entires for Chains.
Today's goal is to finish reading Chapters 40 & 41 in class together.
HW = Spelling Test Week 10 tomorrow!!
Thursday Warm-up statement
Students will paste two diagrams into their science notebooks and label them with vocabulary terms.
We will then prepare for our upcoming building project on Friday.
Students will randomly be put in groups to create a unique construction design using only toothpicks and marshmallows.
Groups will submit their designs by the end of the period.
Cool down question
HW = double-sided Cornell Notes
Journal Entry = focused on Chains
Students will be given 10 minutes to finish any spelling sentences and review their words in small groups.
The spelling test will be given orally to the class (10 words).
The goal for today is to be through Chapter 43 in Chains.
HW = Spelling Sentences for Week 11 are due next Wednesday
Friday Warm-up statement
Students will hand in their homework and locate their design plans from yesterday.
Building materials will be delivered to each group at the same time.
Groups will have 20 minutes to construct their toothpick & marshmallow tower.
Once time has been called, each tower will be measured and recorded on the board.
The group with the tallest tower will be awarded bonus point coupons.
Cool down question
HW = none
Journal Entry = focused on Chains
Students will listen to the ending of the book through the CD player.
Reading log entries will be completed by students at the conclusion of each chapter.
If time remains, we will begin with working on their own sequel to Chains.
HW = none

Tess

Up-to-date plans can also be found at http://planbook.com/student?t=954648&k=KTessTigers
For more information, visit our class website at http://bit.ly/mrstessswebsite
Day CMP Math I Math Language Arts
Monday No school No school No school
Tuesday No school No school No school
Wednesday TEST DAY
Learning Goal:
I can develop skill at adding, subtracting, multiplying and dividing integers
Essential Question:
In what ways can rational numbers be useful?
How can algebraic expressions and equations be used to model, analyze, and solve mathematical situations?
Agenda:
Mints handed out at the door
Test
Check for Understanding:
SLC Lesson
TEST DAY
Learning Goal:
I can develop skill at adding, subtracting, multiplying and dividing integers
Essential Question:
In what ways can rational numbers be useful?
How can algebraic expressions and equations be used to model, analyze, and solve mathematical situations?
Agenda:
Mints handed out at the door
Test
Check for Understanding:
Elements of Literature Worksheet
Section: Common Usage
Wkst: 9
Page: 9
Thursday TEST DAY
Learning Goal:
I can develop skill at adding, subtracting, multiplying and dividing integers
Essential Question:
In what ways can rational numbers be useful?
How can algebraic expressions and equations be used to model, analyze, and solve mathematical situations?
Agenda:
Mints handed out at the door
Test
Check for Understanding:
SLC Lesson
TEST DAY
Learning Goal:
I can develop skill at adding, subtracting, multiplying and dividing integers
Essential Question:
In what ways can rational numbers be useful?
How can algebraic expressions and equations be used to model, analyze, and solve mathematical situations?
Agenda:
Mints handed out at the door
Test
Check for Understanding:
Elements of Literature Worksheet
Section: Grammar and Usage
Wkst: 1
Page:11
Friday Using Positive and Negative Numbers in Context
Learning Goal:
I will be proficient in ordering, comparing, adding, and subtracting positive and negative integers.
Agenda:
Warm-up: Assessment Task (Temperature Changes)
Intro:
Whole Class Interactive (Temperature Scales)
Collaborative Work (Making a Poster, City Temp. and Card Set: Changes in Temp.)
Sharing Posters
Follow-up Lesson, Reviewing the Assessment Task
Check for Understanding: Class Discussion and Teacher Observations

SLC Lesson: Did you accomplish your goal?
Using Positive and Negative Numbers in Context
Learning Goal:
I will be proficient in ordering, comparing, adding, and subtracting positive and negative integers.
Agenda:
Warm-up: Assessment Task (Temperature Changes)
Intro:
Whole Class Interactive (Temperature Scales)
Collaborative Work (Making a Poster, City Temp. and Card Set: Changes in Temp.)
Sharing Posters
Follow-up Lesson, Reviewing the Assessment Task
Check for Understanding: Class Discussion and Teacher Observations

SLC Lesson: Did you accomplish your goal?
Elements of Literature Worksheet
Section: Grammar and Usage
Wkst: 2
Page: 12

January 21-24


Luchik

Day Social Studies Language Arts
Monday No School No School
Tuesday CLASS DISCUSSION/NOTES: We will look at Article 1 Sections 1-2 of the Constitution and fill out the Legislative Branch graphic organizer as we learn about how the Legislative Branch is set up.

Homework: Missing Work
•MUG Shot Sentence
•Silent reading
•Chains Ch. 35-37
Homework: Read for 15-20 minutes nightly from student-selected reading novel. Students may complete an extra credit book project from the 7-3 choice list.
Wednesday CLASS DISCUSSION: We will look at Article 1 Sections 3-6 of the Constitution and fill out the Legislative Branch graphic organizer as we learn about how the Legislative Branch is set up.

Homework: Missing work
•MUG Shot Sentence
•Silent reading
•Chainsquest #4
Homework: Read for 15-20 minutes nightly from student-selected reading novel. Students may complete an extra credit book project from the 7-3 choice list.
Thursday CLASS DISCUSSION: We will look at Article 1 Sections 8-10 of the Constitution and fill out the Legislative Branch graphic organizer as we learn about how the Legislative Branch is set up.
ACTIVITY: Powers of Congress worksheet

Homework: Missing work
•Library
•MUG Shot Sentence
•Silent reading
Homework: Read for 15-20 minutes nightly from student-selected reading novel. Students may complete an extra credit book project from the 7-3 choice list.
Friday MOVIE CLIP: Students will watch Schoolhouse Rocks video "I'm Just a Bill"
CLASS DISCUSSION: We will look at Article 1 Sections 7 of the Constitution and fill out the "How a Bill Becomes a Law" graphic organizer as we learn about how the Legislative Branch is set up.
INDEPENDENT WORK: Begin working on flashcards to use as a study tool.

Homework: Finish flashcards.
•MUG Shot Sentence
•Silent reading
•Chains Ch. 38-40
Homework: Read for 15-20 minutes nightly from student-selected reading novel. Students may complete an extra credit book project from the 7-3 choice list.
Download file "7-3 project list.pdf"Download file "Chains Chains 35-37 copy"Download file "Chains Chains 38-40 copy"Download file "Chainsquest4.pages"Download file "GraphicOrganizer-Legislative.docx"Download file "Bill2Law(GraphicOrganizer).docx"Download file "PowersOfCongress.pdf"Download file "Movie-Bill.mov"Download file "FlashCards-Constitution.docx"

Shoemaker

Day Science Language Arts
Monday No School No School
Tuesday Warm up statement
Students will read a section from the textbook entitled 'Drifting Continents' as a class.
After the reading, students will gather in small groups to complete six assessment questions.
Responses will be shared and discussed as a class.
Cool down question
HW = none
1st period = Library
We will be reviewing the previous chapter in our novel to prepare for our upcoming chapters.
Students read Chapters 35 & 36 from Chains as a class.
Predictions are made for future chapters in our novel.
HW = none
Wednesday Warm up statement
Students will take a UMS technology survey to begin class.
We will form groups to take part in an activity focused on the evidence Alfred Wegener used to theorize that continental plates on Earth's surface have drifted over time.
This meaning of this activity will be discussed towards the end of the period.
Cool down question
HW = none
Journal Entry = free choice
Students are given 10 minutes to finish Week 9 spelling sentences and to review their words.
The Week 9 spelling test is given orally to the class.
Students will be given the rest of Period 1 to begin work on Week 10 spelling sentences.
2nd period will be spent focusing on Chains.
Students will read Chapter 37 together and catch up on reading log entries.
HW = Week 10 Spelling Sentences due next Wednesday
Thursday Warm up statement
Today, we will read another textbook selection entitled 'Sea-Floor Spreading' as a class and discuss the relevance of this type of movement.
Students will be given their HW with 15 minutes remaining in the period to begin completing a double-sided worksheet which focuses on Continental Drift & Sea-Floor Spreading.
Cool down question
HW = Worksheet due Friday!!!
Journal Entry = focused on Chains
Students will gather in small groups to continue work on their Character Analysis packets.
2nd period for ELA today will focus on Chapters 38 & 39.
We will read those chapters aloud as a class and reading logs will be completed for those chapters.
HW = none
Friday Warm up statement
Students will be viewing a video in class today focusing on Plate Tectonics.
We will preview the content of the video together and the students will complete a review worksheet afterwards.
The post-assessment worksheet will be collected and scored for a grade.
Cool down question
HW = none
Journal Entry = focused on Chains
Students are given a final opportunity to work on their Character Analysis packets before they are collected and scored.
Chapter 40 will be read aloud as a class and then students will write their own ending to the story for the final 15 minutes of class.
HW = none

Tess

Up-to-date plans can also be found at http://planbook.com/student?t=954648&k=KTessTigers
For more information, visit our class website at http://bit.ly/mrstessswebsite
Day CMP Math I Math Language Arts
Monday MLK Day- No School MLK Day- No School MLK Day- No School
Tuesday Problem 4.2
No Homework

Extra Practice:
Integer Product Game
No Homework

Extra Practice:
Integer Product Game
Elements of Literature Worksheet
Section: Common Usage
Wkst: 6
Page: 6
Wednesday No Homework No Homework Elements of Literature Worksheet
Section: Common Usage
Wkst: 7
Page: 7
Thursday Snow Day Snow Day Snow Day
Friday No Homework No Homework Elements of Literature Worksheet
Section: Common Usage
Wkst: 8
Page: 8