Due Tuesday:
Vocabulary Cornell Notes for hyper, hypo, inter, macro, micro, and multi.
If you don't have the list of prefixes or the instructions for the Cornell Notes, click this link and open the attachment: Prefix Cornell Notes info
This week we will continue reading our assigned biographies and autobiographies. Through small group work and independent text analysis, we will identify conflict in our books and track what effects conflict produces in our lives. We will also discuss character traits necessary to deal with and overcome conflict. Be ready for a lot of reading and writing.
Wednesday:
Step 1:
Review Temple Grandin resume: http://www.grandin.com/professional.resume.html
After reading the resume, answer the following questions:
After reviewing the whole resume, infer what sort of job Grandin might be applying for if she were presenting you this resume.
What inferences can you make about Temple Grandin based on this resume?
What are Grandin's mental and physical characteristics?
If you were a hiring organization would you hire Grandin or not? Why?
Homework due Monday, April 7th
Step 2:
Review biography of Temple Grandin: http://www.biography.com/people/temple-grandin-38062
After reading the resume, answer the following questions:
Did any information surprise you about Dr. Grandin? If so, what?
What obstacles has Grandin overcome, and how did she overcome them?
Step 3:
Watch Grandin's TED talk: http://www.ted.com/talks/temple_grandin_the_world_needs_all_kinds_of_minds
After watching the TED Talk, answer the following questions:
Explain how Grandin's mind is different or similar to your own.
How might Grandin's way of thinking and perceiving be more advanced or productive than the average mind? How might it be limited?
Why does Grandin relate so well to animals?
What is a concern than Grandin might have for children who also have her condition?
What is some advice Grandin has for those children and parents of those children?
In what way has Grandin revolutionized the cattle slaughter industry?
Sunday, March 23, 2014
Monday, March 3, 2014
3/3/14 - 3/7/14
Monday:
Classwork: We will take a brief benchmark assessment. We will grade it ourselves and track what skills we need to focus on improving.
Homework: Read independent reading book for 30 minutes. Parents, please make sure your child is actually doing this. Silent sustained reading will help our students with vocabulary and comprehension. Your child should always be able to tell you the title of the his/her book and details from the book.
Tuesday:
Classwork: Another short day due to inclement weather…
We will purge our binders and clear out all dated items in the Language Arts section. We will begin our rotations.
Rotation #1 - Grammar: Read information about active and passive voice and complete the activity links: active vs. passive. Log in on Noredink.com and complete the assigned grammar activities.
Rotation #2 - (Optional b/c of snow day) Reading Literature and Reading Informational texts: Reader the CDC's Preparedness 101: Zombie Pandemic graphic novel. When finished explore the CDC website and answer the following questions:
1) Describe the responsibilities of the CDC.
2) Why would such a serious government organization create a zombie graphic novel? What relevance does it have to society?
3) Did Todd have a good emergency plan set up? Use details from the text to support your answer.
4) Describe the interdependence of the characters in the graphic novel. Was teamwork at play? Describe the connectedness and its benefits or detriments.
Homework: Read 30 minutes.
Wednesday:
Part of our curriculum is learning about using transitional phrases, domain-specific language, and verb moods in our writing. In order to make these topics a bit more engaging, I've tied them in with a 3-day zombie unit. See the Zombie project below. I've also given an example of an appropriate response to Task #1. For this task, make sure to highlight your domain-specific vocabulary and underline your transitional phrases.
Need more background knowledge about zombies? Watch these video clips: What is a Modern Zombie? and How do zombies attack
Don't remember what a transitional phrase is? Click on the following link for a list: transitional phrases/words
Domain specific vocabulary contains words that are relevant to a specific skill set or topic. For example, a layup is a domain specific word that is relevant to the sport of basketball.
Here are the project guidelines: Zombie project
Look at this model for help with Task #1, Wednesday's homework: Model response for zombie task #1
Homework: Complete Task #1 of the zombie project. See guidelines sheet and follow the 3 step process for completing the task.
Classwork: We will take a brief benchmark assessment. We will grade it ourselves and track what skills we need to focus on improving.
Homework: Read independent reading book for 30 minutes. Parents, please make sure your child is actually doing this. Silent sustained reading will help our students with vocabulary and comprehension. Your child should always be able to tell you the title of the his/her book and details from the book.
Tuesday:
Classwork: Another short day due to inclement weather…
We will purge our binders and clear out all dated items in the Language Arts section. We will begin our rotations.
Rotation #1 - Grammar: Read information about active and passive voice and complete the activity links: active vs. passive. Log in on Noredink.com and complete the assigned grammar activities.
Rotation #2 - (Optional b/c of snow day) Reading Literature and Reading Informational texts: Reader the CDC's Preparedness 101: Zombie Pandemic graphic novel. When finished explore the CDC website and answer the following questions:
1) Describe the responsibilities of the CDC.
2) Why would such a serious government organization create a zombie graphic novel? What relevance does it have to society?
3) Did Todd have a good emergency plan set up? Use details from the text to support your answer.
4) Describe the interdependence of the characters in the graphic novel. Was teamwork at play? Describe the connectedness and its benefits or detriments.
Homework: Read 30 minutes.
Wednesday:
Part of our curriculum is learning about using transitional phrases, domain-specific language, and verb moods in our writing. In order to make these topics a bit more engaging, I've tied them in with a 3-day zombie unit. See the Zombie project below. I've also given an example of an appropriate response to Task #1. For this task, make sure to highlight your domain-specific vocabulary and underline your transitional phrases.
Need more background knowledge about zombies? Watch these video clips: What is a Modern Zombie? and How do zombies attack
Don't remember what a transitional phrase is? Click on the following link for a list: transitional phrases/words
Domain specific vocabulary contains words that are relevant to a specific skill set or topic. For example, a layup is a domain specific word that is relevant to the sport of basketball.
Here are the project guidelines: Zombie project
Look at this model for help with Task #1, Wednesday's homework: Model response for zombie task #1
Homework: Complete Task #1 of the zombie project. See guidelines sheet and follow the 3 step process for completing the task.
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