zilongwang/ReadingBank huggingface dataset:
Knowledge and Skills Activities/Outcomes Assessments Resources QUARTER 1 PERFORM Play Perform on the guitar using correct hand positions Perform notated rhythms and simple melodies using open strings and the first three notes on each string Perform simple melodies in solo and ensemble settings Students should perform their pieces accurately and expressively for the teacher and in performances. Students should sing all songs that have words. The Middle School Edition (EFM 3001 JM) The Complete Guide for Guitar (EFM 1001) CCSS.ELA-Literacy.CCRA.R.10 Read and comprehend complex literary and informational independently and proficiently. CCSS.ELA-Literacy.CCRA.SL.1 Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on others' ideas and expressing their own clearly and persuasively CREATE
Use correct PIMA fingerings. assessment, performance assessment, tests, practice, collaborative pairs, cooperative learning, and class responses. Romantic Guitar (RG1) Vol. 1 Patriotic Guitar (PG1) Vol. 1 Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. CONNECT Perform Perform solo and ensemble pieces from the classical, jazz, pop and rock idioms at the spring concert. Students should a reflection of their performances, bot solo and ensembles. Wtsboa.com Read and comprehend complex literary and informational texts independently and proficiently. Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on others' ideas and expressing their own clearly and persuasively QUARTER 4 PERFORM Play Beginning level classical repertoire including the Carcassi Andantino solo Play arpeggios in C Major and a minor Play all major scales and their relative minor scales Students should perform their pieces accurately and expressively for the teacher and in performances. Students should sing all songs that have words. The Middle School Edition (EFM 3001 JM) The Complete Guide for Guitar (EFM 1001) Read and comprehend complex literary and informational texts independently and proficiently.
CONNECT Perform Perform solo and ensemble pieces including patriotic, classical, pop, rock and jazz. Students should write a reflection of their performances, bot solo and ensembles. Wtsboa.com Present information, findings, and supporting evidence such that listeners can follow the line of reasoning and the organization, development, and style are appropriate to task, purpose, and audience. QUARTER 3 PERFORM Sing / Play Perform classical repertoire, arpeggios and exercises. Play the Carcassi 25 studies No. 4 and 8. Play advancing sight reading exercies Students should perform their pieces accurately and expressively for the teacher and in performances. Students should sing all songs that have words. The Middle School Edition (EFM 3001 JM) The Complete for Guitar (EFM 1001) Read and comprehend complex literary and informational texts independently and proficiently. CREATE Improvise Play the c minor blues scale, exercises and improvisation Improvise over all modes Quizzes and worksheets should be used to assess knowledge and understanding. History of the Guitar (Complete Guide) Adapt speech to a variety of contexts and communicative tasks, demonstrating command of formal English when indicated or appropriate. RESPOND
Tohickon Middle School Handbook Tohickon Middle School 5051 Old Easton Road Doylestown, PA 18902 Main Office: 267-893-3300 Main Fax: 267-893-5819 Attendance Office: 267 893 3305 Guidance Office: 267-893-3310 Guidance Fax: 215-766-3467 www.cbsd.org/tohickon “Soaring to New Heights”
TOHICKON MIDDLE SCHOOL 2017-2018 STAFF ADMINISTRATION Marton, Kevin, Principal Dudley, Kyle, Asst. Principal Costello, Pat, Athletic Dir. SECRETARIES Crockett, Deborah Edbrooke, Pauline Mee, Virginia ART Bongiorno, Alison Schollenberger, Samantha Thomas, Deborah
each homeroom/resource period are elected in late September. are as many as fifty students involved in student council. The Student Council is organized to: Develop attitudes and practices in good citizenship Improve student/teacher relationships Assist in the management of student affairs Provide a for student expression Provide orderly direction of school activities Improve school morale Fund projects for improving the school HEALTH SERVICES Pennsylvania requires a number of health examinations during a student’s in middle school. These include a dental exam and hearing exam in seventh grade, a tuberculin test in ninth grade, and vision, height and weight checks every year. The school nurse also screens students for scoliosis in seventh grade. You are urged to have your family doctor and dentist conduct regular routine examinations. The school will provide the exams when requested. A student may come to the nurse’s office anytime during the school day. If the school nurse determines that your son or daughter should be sent home due to illness or injury, she will contact a parent/guardian directly. Students are not permitted to make arrangements for parent/guardian pick up in these cases (i.e. use of cell phone.) Not following this procedure will result in regular cell phone violation consequences. There is no infirmary available for an ill student to stay for extended hours in the school. Your cooperation in prompt pick up is appreciated. Students with special medical conditions are issued a Gold-Pass upon parent/guardian request/nurse recommendation. This pass allows the student to have immediate access to the nurse. The school nurse is responsible only for the emergency care of injuries and sudden illnesses. Exceptions will be made for students requiring specific medical care as directed by physician’s written orders. MEDICATION All medication, both prescription and non-prescription, must be kept in the Health Office. The student, if so indicated by the physician on the medication slip, can carry inhalers. All medication administered by school personnel must be delivered directly to the nurse before classes begin. Medication must be brought to school in the original, properly labeled container. All controlled drugs must be brought to school by the parent/guardian or other designated adult. No medication shall be administered to any student without proper completion of the CB Medication Dispensing Form. The term “medication” includes prescription drugs
NGSSS from lower grades. This benchmark requires prerequisite knowledge from SC.3.E.5.4, SC.5.E.5.2, and SC.5.E.5.3. MIDDLE SCHOOL BENCHMARK TASK CARD: STANDARD Big Idea 5 : Earth in Space and Time DOK: HIGH BENCHMARK: SC.8.E.5.9 EXPLAIN THE IMPACT OF OBJECTS IN ON EACH OTHER INCLUDING: 1. THE SUN ON THE EARTH INCLUDING SEASONS AND GRAVITATIONAL ATTRACTION 2. THE MOON ON THE EARTH, INCLUDING PHASES, TIDES, AND ECLIPSES, AND THE RELATIVE POSITION OF EACH BODY. BENCHMARK SIGNAL WORDS AND SAMPLE ITEMS SIGNAL WORDS SAMPLE ITEMS SAMPLE ITEMS Explain Investigate Effect Cause Infer The water level at the beach changes during the day. What causes the different water levels. A. Earth’s revolution B. the Moon’s rotation C. magnetic field D. the Moon’s gravitational pull * What causes the phases of the Moon? the tilt of Earth on its axis Earth's shadow being cast on the Moon the relative positions of the Sun, Moon, and Earth* the elliptical that Earth travels around the Sun HIGH ORDER QUESTION STEMS STUDENT SCALE QUESTIONS TEST ITEM SPECIFICATION Can you write in your own words ____? What factors would change if_____.? What if_____? What happen when _____? Why did _______ happen? What can you find out about________? What do you already know ____? Can you explain what must have happened when___? Engage Demonstrations How have I used this benchmark in my reading/math? How did the benchmark help me better understand __________? Where is my learning on the scale? ___ I can someone else. ___ I can do it on my own. ___ I understand, but have questions. STUDENT SUMMATIVE WRITING TASK After completing___________, the evidence from the lesson that helps me understand and answer the essential question is ____________. This relates to the essential question because ______________________.
School Supply List 2017-2018 Middle School Students Phys. Ed. Supplies Sneakers (non-marking soles). The students are expected to change for gym. General School Supplies 6 Packages lined loose-leaf (250 pages or more) 4 Blue/Black ink pens 4 Packages good quality HB pencils (10-12) 1 Metric ruler 1 Markers package of Expo dry erase markers (We are asking for these specific markers as other brands ruin our whiteboards) 1 Math Set (Dollar Store) 1 Calculator (this needs to be user friendly) 1 Pair sharp, pointed scissors 1 Package of graphing paper (1 cm size) 1 French/English Dictionary 2 Boxes of tissues (to be handed into teacher) 1 USB flash drive (4GB or higher) Headphones or earbuds for technology use 1 1 inch binder 2 2 inch binders 4 Packages of dividers 1 Composition notebook (grade 6) 4 Hilroy Note Book (32 pages) 2 Erasers 2 Glue sticks 1 Combination lock 1 Music Dictation Book (Grade 6 only - available at the Dollar store) 1 "Bescherelle" verb book) for Grade 6EFI students (Grade 7 and 8 should already have one) 1 Pkg. of pencil crayons 1 30 page, 9” X 12” Sketch book (Dollar Store variety is fine) Duo-tangs 2 red – Language Arts 2 green – Social Studies 1 blue – Science 1 purple, 1 red - Music 1 black - Health 4 orange – French Immersion Language Arts (FI Students) 1 Orange - PIF
_____ Attend the celebration and take photos of your team and stakeholders at the Celebration of Success to document the celebration at your school This should be completed as documentation of the celebration and uploaded to Edmodo no later than the deadline (Artifact #5). Please include sign-in sheets and pictures. EDMODO UPLOAD DUE DATES SUMMARY and instructions for each assignment are attached to the assignment in Edmodo October 28th Fitnessgram (Pre-assessment) Upload #1 – Data to support your Fitnessgram SMART goal statement Upload #2 – Fitnessgram SMART goal statement District Physical Education Benchmark SMART Goal Statement (Pre-assessment) Upload #3 – Data to support your District Physical Education Benchmark SMART goal statement Upload #4 – District Physical Education Benchmark SMART goal statement District Health Education Benchmark SMART Goal Statement (Pre-assessment) Upload #5 – Data to support your District Health Education Benchmark goal statement Upload #6 – District Health Education Benchmark SMART goal statement January 24th Fitnessgram (Post-assessment) Upload #7 – Data to support your results of the Fitnessgram goal statement Upload #8 – Results of the Fitnessgram SMART goal statement District Physical Education Benchmark Goal Statement (Post-assessment) Upload #9 – Data to support your results of the District Physical Education Benchmark SMART goal statement Upload #10 – Results of the District Physical Education Benchmark SMART goal statement
Richland One’s Physical Education Lesson Plan Teacher Date Grade: Content: Standards: Materials: STUDENT PREREQUISITES: RESOURCES: 1. SC curriculum 2. District Pacing Guides OBJECTIVES: STUDENT SHOULD BE ABE TO: PSYCHOMOTOR: COGNITIVE: AFFECTIVE: OBJECTIVES: TEACHER INSTRUCTIONAL MANAGERIAL: GOAL ORIENTATION: Warm-up: Lesson: TASK/ACTIVITY PROGRESSION Warm-ups (10 min) Task Extensions (35 min) Refinements Application Closure (5 min) MANAGEMENT ARRANGEMENT Warm-ups: Lesson: OBSERVATION AND PERFORMANCE CUES EXTENSION/BEGINNING REFINEMENT APPLICATION: RCSD1 District Benchmark SMART Goal Statement
from Bud, Not Buddy (Christopher Paul Curtis), p. 100 (historical novel excerpt) He is running from the barren, impersonal confines of a 1930s orphanage and a stupidly cruel and dysfunctional foster home, he is off on a search for his birth father. 28-29 What Video Games Can Teach Us” (Emily Sohn), p. 890 (magazine article); “The Violent Side of Video Games” (Emily Sohn), p. 895 (magazine article) Citizenship/Respect The two articles deal with two opposing viewpoints in regards to exposure and use of video games. Each article examines the pros and cons of video games on young minds. Grade 7 Week/Dates Text Core Value Connection 21 “The People Could Fly” (Virginia Hamilton), p. 480 (folktale) Respect/Pursuit of Excellence The People Could Fly" is all about the dream of freedom. For the Africans who were captured into slavery and brought to America, there was little reason for hope, but through folk tales like this one, they were able to at least imagine a day when they could become free. That's powerful. No matter how physically confined we might be, no one can ever truly trample the human drive for freedom. If that doesn't inspire you to get off your butt today and do something awesome, then we don't know what will. 22-23 “A First Lady Speaks Out” (Eleanor Roosevelt), p. 777 “Eleanor Roosevelt” (William Jay Jacobs), P. 760 Eleanor Roosevelt and A First Lady Speaks Out are biographies/autobiographies of the First Lady who, despite her shyness, followed her conscience and devoted her life to helping others and working for peace. 24-25 “Encounter with Martin Luther King, Jr.” (Maya Angelou), p. 258 (autobiography) “The Papers of Martin Luther King Jr.” Respect/Integrity/Kindness Encounter with Martin Luther King Jr. is a narrative Maya Angelou recounts details of her surprise meeting with Martin Luther King Junior. The Papers of Martine Luther King Jr. are papers that reveal King's concern about poverty, human rights, and social justice was clearly present in his earliest handwritten sermons, which conveyed a message of faith, hope, and love for the dispossessed. His enduring message can be charted through his years as a seminary
Middle School Developmental Characteristics Grades 6-8 Physical May appear awkward due to rapid physical growth Differing rates of maturation and stages of puberty Increase in appetite Enjoy competitive and cooperative game play Cognitive Capable of abstract thinking Beginning to plan for future Ability to postpone instant gratification Can plan and organize without adult assistance Increasing interest in social issues and forming opinions about societal issues Social/Relational Sensitive to appearance Critical of parents and adults in authority Exploring/forming personal identity (may change dress, appearance, speech, mannerisms, etc.) smaller peer group discussions Strong desire for independence and individual thought YOUNG TEENS • are testing independence while desiring to belong. • are capable of abstract thinking. • are self-conscious. • are post-child, BUT pre-adult. • are influenced by their peers. • have fluctuating emotions. • have active imaginations. • have a good sense of humor. SO TEACH THEM BY • guiding them, not pushing! • using positive peer pressure to your advantage. • accepting them as they are. • being patient. • having lots of fun. Laugh with young teens, not at them. • remembering that many students have been bullied themselves at some time and so although they can have compassion for the target, they may be wary of standing up to the bullies themselves.
sailing? It can sail against the wind Who is the first European to sail around the southern tip of Africa? Bartolomeu Dias Why did Europe want to explore during the 15th and 16th centuries? Gold and Spreading Christianity Who is Prince Henry? What is he known for? Navigation school What is the Treaty of Tordesillas? Why is it important? 1. Dividing of the new between Portugal and Spain. Keeps peace given position. 2. ABSOLUTE MONARCHY 2. What is the Glorious Revolution? Who became monarchs after? 1. Bloodless overthrow of the English Gov’t 2. William and Mary 3. What style of government was England after the Glorious Revolution? Constitutional Monarchy 4. What did Phillip II do as king of Spain? 1. Defender of the Catholic Faith 5. What was the main cause of the English Civil War? 1. Religion: Puritan v. CathOlic 6. Who is the French king who said “I am the state”? Why was he so powerful? 1. Louis XIV 2. Weakened Nobility and had total control 7. What did Peter the Great do for Russia? WESTERNIZATION Bonaparte? How does he rise to power in France? What does he do once in power? 1. Military leader who becomes Emperor of France 2. Military success 3. Fights in wars and reforms France 2. What are the Three Estates? 1. Clergy 2. Nobility 3. Everyone else 3. What is the National Assembly? 1. Legislative body formed by the 3rd Estate 4. What are Napoleon’s two major defeats as Emperor before he is exiled? 1. Battle of Trafalgar and Loss to the russians 5. Where is Napoleon exiled to? ELBA!!!!!!!!!!!!!!!!!!!!
Jews refer to God as ____ Higher literacy rates are generally found in ___ nations Israel is bound by this small piece of land on its southern coast This ethnic group is considered a homeless nation All three of the great monotheistic religions consider these to be guidelines for moral and ethical behavior This waterway begins in the mountains of Turkey, eventually joins the Euphrates, and runs to the Persian Gulf These beliefs include praying five times a day, making the Hajj or pilgrimage to Mecca, and giving charity to the poor This ethnic group has been forced to live in the mountainous regions of Syria, Turkey, Iraq, and Iran A group that has a shared culture, language, religion, and traditions The majority of Muslims belong to this sect Believe Jesus was NOT the son of God and was a false prophet Believe Jesus was an important prophet, but they do not believe he died on the cross and was resurrected When one country dams a river, this leads to ___ water distribution for neighboring countries The largest ethnic group of the Middle East The Holy Book of Judaism is the ____ A group that shares a belief system in a god or gods, with a specific set of rituals and literature An ethnic group that believes themselves to be descendants of Abraham through his son Ishmael The majority of people who live in Iran belong to this ethnic group The holy writing of the Jewish religion is ___ is a small country that borders the Mediterranean Sea in the west and the Jordan River The ___ is a smaller river that separates Israel and Jordan A mountainous country located in the eastern part of the region and is landlocked Is the northernmost country in the Middle East and is home to the source of both the Tigris and Euphrates River Ships travel from the Persian Gulf through this narrow body of water into the Arabian Sea The division of Islam that is the more extreme and believes the leader should be a descendant of Muhammad
What group created the modern state of Israel in 1948? What was the death of millions of Jews and other minorities in Europe called? A person who is forced to leave their home during wartime is called a ________. What country did Iraq invade in 1990? Who was defeated in WWI and divided up? Which U.S. led war was the result of Iraq invading Kuwait? The extreme hatred of Jews and the belief that they are inferior is known as _____ The ____ & ____ have fought for years over religious differences. The movement to establish a Jewish homeland is called ______. The radical Muslim group that controlled Afghanistan was called the _______. The U.S. feared that ____was building WMD. What two groups fight over the leadership of Islam? What was the date of the terrorist attack on the U.S.? What was the result of every war between Israel and Arab countries? What does WMD stand for? What country was Osama bin Laden hiding in? What was the other name for the Persian Gulf War? How do Arabs feel about Israel? What is the biggest between the Arabs and the Jews? Who was president at the time that Osama bin Laden was hunted down and killed? What land(s) does Israel hold that Palestinian Arabs dispute? Who was U.S. president during the U.S. terrorist attacks? Who drew the map of the Middle East without caring about the ethnic or religious groups that lived there? What country allowed Osama bin Laden to hide out in the mountains of their country? Saddam Hussein was the dictator of _____.
POSTCARD RUBRIC Points Beginning D Developing C Accomplished B Exemplary A Content Lacks identification of the religious leadership role assigned and how this religion is represented in the city visited. Information rambles and does not pinpoint culture or religion for this particular region. Unclear on the religious leadership role assigned and how the religion is represented in the city visited. Briefly mentions religion and culture for this region. Includes a Religious Shrine, Holy Day, tradition or role of women practicing this religion. But gives few details. Identifies the religious leadership role assigned and how this religion is represented in the city visited. Describes the culture and religion giving several examples for Shrines, Holy Days, traditions and role of women practicing this religion. Identifies the religious leadership role assigned and how this religion is represented in the city visited. Clearly defines this culture and religion of a city, and goes on to give specific details of shrines, traditions and role of women practicing this religion. City information Never mentions any unique information Gives very little unique information Gives some information that is unique to the city Gives a great deal of interesting and unique information Appearance Illegible, sloppy, disorganized, incomplete Disorganized Neat and organized Neat, organized and creative The student will describe the diverse cultures of the people who live in Southwest Asia (Middle East). Element: Compare and contrast the prominent religions in Southwest Asia (Middle East): Judaism, Islam, and Christianity.
Print Name THIS PAGE IS INTENTIONALLY BLANK PART 3 EQUALITY AND DIVERSITY MONITORING This section will be separated from part 1 and part 2. Collection of equality information is solely for monitoring purposes to ensure that our policies and procedures are effective. We also collect this data in accordance with the general and specific public sector equality duties the Equality Act 2010. Any data you enter onto this monitoring form will only be used for monitoring purposes and will not be used in assessing and or scoring your application or during the interview process. This information is kept fully confidential and access is strictly limited in accordance with the Data Protection Act. Ethnic Workforce Census Code Please tick White WBRI British English Welsh Northern Irish Scottish WIRI OOTH Traveller OOTH WOTH Other White background Mixed MWBC White and Black Caribbean MWBA White and Black African MWAS White and Asian MOTH Other Mixed background Asian or Asian British AIND Indian APKN Pakistani ABAN Bangladeshi CHNE Chinese AOTH Other Asian background or British BCRB Caribbean BAFR African BOTH Other Black background Other ethnic group OOTH Arab in: Prefer not to say REFU Religion Disability Please tick Do you consider that you have a disability? Please tick No religion Christian (including Church of England, Catholic, Protestant and all other Christian denominations) Buddhist Hindu Jewish Muslim Sikh Any other religion write in Prefer not to say Yes Please complete the grid below No Prefer not to say My disability is: Please tick Physical Impairment Sensory Impairment Mental Health Condition Learning Disability/ Difficulty Long standing illness Other Prefer not to say Sexual Orientation Please tick Bi-sexual Gay Lesbian Heterosexual Other Prefer not to say Gender Please tick Female Male Transgender Prefer not to say Single Living together Married Civil Partnership
Job Middle Leader – Curriculum and Standards Salary and grade: Standard national scale in line with the current School Teachers’ Pay and Conditions document Leadership points L5 – L9 Line manager: The Deputy Headteacher Supervisory responsibility: Main purpose of the job out the duties of this post in line with the remit outlined in the current School Teachers’ Pay and Conditions Document including the conditions of employment for deputy headteachers and the school’s own policy Lead in an area of whole school development, which will be mathematics in the first instance Under the overall direction of the Headteacher, play a significant role in: formulating the aims and objectives of the school and establishing the policies through which they are to be achieved for teaching and learning being responsible for the standards and curriculum of all pupils including the monitoring of progress towards pupil targets proactively managing and resources Significantly contribute to raising the quality of teaching and learning across the school Model and demonstrate outstanding teaching Hold staff to account Carry out the professional duties of a teacher Take responsibility for protection issues as appropriate Promote and safeguard the welfare of children within the school Duties and responsibilities Shaping the future In partnership with the senior leadership team and governors, establish and implement an ambitious vision and ethos for the future of the school Play a leading role in the school improvement and school self-evaluation planning process In partnership with the senior leadership team, manage school resources Devise, implement and monitor action and other policy developments Lead by example to motivate and work with others In partnership with senior leadership team, lead by example when implementing and managing change initiatives Promote a culture of inclusion within the school community where all views are valued and taken in to account
Terri Goodridge Bibb Region Rep Cynthia Criss Pulaski Assistant Region Rep Donna James Baldwin Jennifer Minter Bibb Cheryl Whitaker Crawford Kathy Simmons Dodge LC Past Chair Allison Stevenson Fayette LC Chair Open Greene Taka Taylor Hancock Carolyn Heard Henry April Wooten Jones LC Vice Chair Cindy Clendenis Jasper Marina Jones Houston Regina Lindsey Johnson James Butler Lamar Ginger Henderson Meriwether Open Monroe A.Diane Johnson Newton Dayna Moeller Putnam Taimie Hoffman Thomaston Upson Bessie Bonds Twiggs Doricia Thompson DJJ Sonya Milam Ga. Academy for the Blind Always room for mere
Kathy Simmons Dodge LC past chair Region Rep Donna James Baldwin Terri Goodridge Bibb Jennifer Minter Bibb Michele Olandez Crawford Allison Stevenson Fayette LC past chair Taka Taylor Hancock Carolyn Henry Cindy Clendenis Jasper April Wooten Jones LC Marina Jones Houston Regina Lindsey Johnson James Butler Ginger Henderson Meriwether Beth Monroe Matt Reese Montgomery A.Diane Johnson Newton LC Cynthia Criss Pulaski LC Moeller Putnam Taimie Hoffman Thomaston Upson Barbara Bryant Twiggs Sonya Milam Ga. Academy for the Blind Always room for more Always room for more
Moeller Putnam Region Rep Donna James Baldwin Terri Goodridge Bibb Jennifer Minter Bibb Michele Olandez Crawford Simmons Dodge LC past chair Open Fayette Taka Taylor Hancock Carolyn Heard Henry April Wooten Jones LC Chair Marina Houston Regina Lindsey Johnson Butler Lamar Ginger Henderson Meriwether Beth Smith Monroe Matt Reese Montgomery Johnson Newton LC Cynthia Criss Pulaski LC Together We Can Open Thomaston Upson Barbara Bryant Twiggs Taimie Hoffman Wheeler Sonya Milam Ga. Academy for the Blind Always room for more
Carolyn Heard Henry Region Rep Donna James Baldwin Open Bibb Jennifer Minter Bibb Daisy Prather Crawford Kathy Simmons Dodge LC past chair Taka Taylor Hancock April Wooten LC Past Chair Marina Jones Houston Regina Lindsey Johnson James Butler Lamar Beth Monroe Matt Reese Montgomery A.Diane Johnson Newton Cynthia Criss Pulaski Dayna Moeller Putnam Lori McSwain Thomaston Barbara Bryant Twiggs Taimie Hoffman Wheeler Sonya Milam Ga. Academy for the Blind Together We Can
Clayton Middle School Summer Reading Selections “ONE GRADE, ONE BOOK” 2014 The Clayton Middle School Language Arts Department considers summer reading an important extension of the curriculum. This summer, students in grades 6, 7, and 8 will be reading the same book for their grade level. Each student is required to obtain the book on the recommended list for his or her grade. A limited number of the titles are available to be checked out through the school library over the summer. Summer reading books may be purchased online, at any local book store, and even at Target or Walmart. All of the books are available at the public libraries in Glassboro, Franklinville, Williamstown, and Washington Township. Summer Reading Expectations: All students who will be in grades 6-8 for the 2014-2015 school year at Clayton Middle School are expected to obtain a book and complete their grade level summer reading before the new school year begins. The summer reading is selected to address a wide range of interests and reading competencies. Summer reading assessments will be given during the first two weeks of school. Objective tests, essay tests, and/or alternative assessments, such as book reports, will be used to evaluate students’ understanding of the texts. 6th Grade Required Book: Wonder by R.J. Palacio August Pullman is not an ordinary ten-year-old kid. Sure, he's a huge Star Wars fan, he his dog, and he's got a pretty good sense of humor. But August was born with a craniofacial abnormality — a genetic defect that caused his facial features to be severely deformed. His life has never been "normal." Despite his differences, August and his parents decide to transition him from home school to private school now that he's entering fifth grade. It's the start of middle school, they reason, so everyone will be new. But August has to deal with so much more than just being new. Will he make friends? Will he decide to stay at the school? And can the people around him learn to see past his appearance? 7th Grade Required Book: Double Identity by Margaret Haddix About this book:
Ruby’s Slippers - Tricia Rayburn Freak the Mighty - Rodman Philbrick Crash - Jerry Spinelli My Life in Dog Years - Gary Paulsen Swiss Family Robinson - Johan Wyss The River - Gary Paulsen Grade 8 Suggested Titles: Ransom of Carter – Caroline B. Cooney Privateer’s Apprentice – Susan Verrico True Confessions of Charlotte Doyle - Avi Oliver Twist – Charles Dickens The Lightning Thief – Rick Riordan Endangered – Eliot Schrefer
APPLICATION FOR ADMISSION Middle & High School All Information must be fully completed. Student Information Student’s Legal Name (Last) (First) (Middle) Student’s English Name Birth Date (MM/DD/YY) Current Grade Level Applying Level Citizenship Passport Number Resident Number Photo Siblings Applying to PDCS Siblings Currently Enrolled at PDCS Y / N Sibling’s Name Home Address (Korean) (English) Student’s Cell Phone Student’s E-mail Last School Attended School Address School Telephone #: School Fax #: For Office Use Only Test Date Test Score Math Eng. S.S. Sci. Bus Service Y / N Recommendation Math Eng. Dormitory Application Y / N ESL Y / N Level: Official Transcripts Y / N Previously Applied Y / N Date Passport Copy Y / N Admission to PDCS (MM/DD/YY) Date Signature Student’s First Day of Attendance (MM/DD/YY) Father’s Information
Senior Pastor or Youth Pastor Phone Number Father’s Religious Belief Christian? Yes □ No □ Religion □ Mother’s Religious Belief Christian? Yes □ No □ Other Religion □ Is the student a born believer in Jesus Christ? Yes □ No □ Medical Information Family Doctor Number Does the student have any allergies/chronic illness? Yes □ No □ If yes, then please specify: Does the student use any medical devices? Yes □ No □ If yes, then please specify: Has the student been identified as having a learning disability? Yes □ No □ If yes, then please specify: Has the student received the following immunizations? (attach an original copy of the student’s immunization records) Hepatitis B □ MMR □ HPV □ Diphtheria (DPT) □ Smallpox □ Polio □ Scholastic Information Last School Attended School Address School Phone # School Fax # Has the student ever been expelled, suspended, dismissed from school, or refused admission to another school? Yes □ No □
Provide biographical details (year of birth and death, important life moments, etc.). What was their occupation and how were they able to gain control of such a large group of people? What aspects of their rule made them heroic and what aspects caused conflict? Please compare them to a current ruler in the country where your chosen individual lived. Presentation: Make sure you explain the individual’s importance at the time they ruled. Also, is there any aspect of their rule that is still present today? Topic #10: The Crusades Europeans fought in the Crusades because of religion and land. The Crusades were wars in which the Christians of Europe fought against the Muslims for the control of the Holy land. It was another example as to how much influence the Church had over people of the Middle Ages. The Middle East continues to experience turmoil to this day. Presentation: Research a recent war in the Middle East. Identify any connections to religion, land, and historical conflict. Topic #11 – The Black Death and Modern Day Epidemics Research a modern day epidemic, such as the virus epidemic, or the AIDS virus epidemic. Compare this epidemic with the Black Death. How did various aspects of modern civilization allow some people to remain calm? Consider medical knowledge, hospitals, communication, sanitation levels, and knowledge about how disease is spread. Presentation: Facts about the plague, explanation of how, where and when it spread, symptoms and what people try to rid themselves of it. Economic, Political, Social and Physical effects of the plague. Which epidemic is the worst and why? Topic #12 - Heroes Thomas Becket, Eleanor of Acquitaine, and Richard the Lion Hearted were heroes during the Middle Ages. What did they do that made them so popular with people all over Europe?
LETTER FOR: Callanan Middle School SUBJECT: Southwest Asia (Middle East) Project –Rubric Learning Objectives 5. Explain how religion and natural resources contribute to conflicts in Southwest Asia. 6. Explain how Southwest Asia is important to the U.S. and global economy. 9. Integrate visual information (charts, graphs, videos). Rubric - Report to the President Green - Advanced Blue - Proficient Yellow – to Proficient Orange – Far from Proficient Red- Below Expectations Three paragraphs Well written Strong argument research to back argument Shows mastery of content Three paragraphs Well written Weak Argument Research apparent mastery of content Less than three paragraphs revision Argument not apparent Research haphazard Show partial mastery of content Less than three paragraphs revision Student doesn’t take a stance Research haphazard Show partial mastery of content Student fails to submit report or submits one that is well below grade level. Rubric -State Department Tweets Color: - Advanced Blue - Proficient Yellow – Close to Proficient Orange – Far from Proficient Red- Below Expectations 10 tweets Well written Cites research to back argument On message with report 8 tweets Well written Research apparent Mostly on message with report 6 tweets Needs revision Research is evident but lacks reason On topic of Mid. E. 6 tweets Needs drastic revision Research not apparent Barely on topic Student fails to submit tweets or submits tweets that are well below grade level.
................................. [SIGNATURE OF MEMBER] Member OR Executed by [NAME OF LLP] acting by [NAME OF MEMBER], a member, in the presence of: ................................. [SIGNATURE OF WITNESS] [NAME OF WITNESS] [ADDRESS OF WITNESS] [OCCUPATION OF WITNESS] ................................. [SIGNATURE OF MEMBER] Member OPTION 3 – Individual Signed by [NAME] for and on behalf of Trading as [NAME OF PROVIDER] .................................................. ................................. [SIGNATURE OF WITNESS] [NAME OF WITNESS] [ADDRESS OF WITNESS] [OCCUPATION OF WITNESS] SIGNATURE OPTION 4 – Company Executed by [NAME OF COMPANY] acting by [NAME OF FIRST DIRECTOR], a director and [NAME OF SECOND DIRECTOR/SECRETARY], [a director OR its secretary] ............................... [SIGNATURE OF FIRST DIRECTOR] Director ............................... [SIGNATURE OF SECOND DIRECTOR OR SECRETARY]
Earnings The average annual earnings for full-time workers, working in Middlesbrough in 2016 were £25,948 The average gross hourly pay, excluding overtime, for full-time workers was £12.67 Employers There are around 3,120 businesses in Middlesbrough, most of which are ‘micro-businesses’ which employ less than 10 people. Some of Middlesbrough’s employers and areas of employment are: Teesside University and Middlesbrough College – Education Cleveland Centre and retail parks – shops and food and drink outlets James Cook University Hospital – Health occupations and many other support roles PD Ports – port management for Teesport Teesside Advanced Manufacturing Park Boho Zone – digital and creative businesses Sources ONS Population Estimates - local authority based by five year age band ONS Business Register and Employment Survey ONS Annual Population Survey ONS Annual Survey of Hours and Earnings - workplace analysis ONS Inter Departmental Business Register
Based on the students’ starting points, students performed worse than expected. Based on the students’ starting points, students performed as expected. Based on the students’ starting points, students performed better than expected. Administrator comments: Date Administrator Signature Date Teacher Signature (the signature does not necessarily indicate agreement with the rating) *See page 13 in the Instructional Guide for Developing Student Learning Objectives
Countries Mexico Guatemala Belize Honduras Costa Rica El Salvador Cuba Dominican Republic Haiti Bahamas Jamaica Nicaragua Panama Bodies of Water Caribbean Sea Pacific Ocean Atlantic Ocean Panama Canal Gulf of Mexico Other Features Hispaniola (Island) South America Don’t forget: Color water Blue Color each country a different color Key or Legend & Compass Rose Countries Mexico Guatemala Belize Honduras Costa Rica El Salvador Cuba Dominican Republic Haiti Bahamas Jamaica Nicaragua Panama Bodies of Water Caribbean Sea Pacific Ocean Atlantic Ocean Panama Canal Gulf of Mexico Other Features Hispaniola (Island) South America Don’t forget: Color water Blue Color each country a different color Key or Legend & Compass Rose
Spring Lacrosse and Volleyball Recreational Teams: Come and join the fun. Be part of Blazer Nation. Youth Recreational Teams SATURDAY Lacrosse Blazing Hawk Team Begins: Wednesday, February 25 through May 16, 2015 Location: Hawken –Lyndhurst Campus Time/ Day :Wednesday 5-6:30 PM and Saturday Feb 28-1-2:30 PM Rest of the Saturday practices (after 2/28) 10-11:30 AM Dates: February. 25, 28, March 4,7,11 April 1, 8, 11, 15, 18,22,25,29, May 2.6.9.13 and May 16. No practice: March14, 18,21,25,28 and April 4. The schedule includes a Wednesday and Saturday practice. A game schedule will be given at the first practice. 5-6 $175.00 Returning players $200.00 new players ( team Included) 10 minimum HB’s Lacrosse Coaching Staff SUNDAY Volleyball Team- Spring Time: Sunday 5:00-6:30 PM Begins: Begins: Sunday, March 1 Dates: Sunday, March 1, 8, April, 12, 19, 26, May3, 10, 17 No practices on 15, 22, 29, April 5 This development league will focus on skills, sportsmanship, teamwork and the rules of the game. Girls will participate in league play with, Laurel, Beachwood, & Orange. A game schedule will be given at the first practice. Games will take place in mid-April-mid May. 5-6 $100.00 Plus team shirt 10 minimum HB Volleyball Coaching Staff Golf, Spring Time: 3:00-4:00 PM Dates: 4 sessions 2 Sundays April 19, April 26 and 2 Saturdays, May 2, May 9 Location: Shaker Heights Country Club: 3300 Courtland Boulevard Shaker Heights This clinic will provide instruction on the correct golf mechanics (swing, chip and putt) along with the proper introduction to golf rules and etiquette. 5-8 $110.00 10 Minimum 5 minimum PGA professionals at the Shaker Heights Country Club.
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Required Elements 20 Points The poster includes all required elements as well as additional information. All required elements are included on the poster. All but 1 of the required elements are included on the poster. Several required elements were missing. Graphics - Relevance 20 Points 4 or more graphics are used to illustrate the information. All graphics are related to the topic and graphics enhance understanding. 2-3 graphics are used to illustrate the information. All graphics are related to the topic and graphics enhance understanding. Either than 2 graphics are used, graphics do not relate to the topic, or graphics do not enhance understanding. Graphics do not relate to the topic OR do not enhance understanding. Notes 20 Points Notes are taken on all 4 elements of the project and demonstrate a concerted to effort to extensively research the topics. Notes are taken on all 4 elements of the project Notes for 1 element of the project are missing. Notes for 2 or more elements of the project are missing. Quality 20 Points The poster is exceptionally well made in terms of design, layout, and neatness. The poster is attractive in terms of design, layout and neatness. The poster is lacking on 1 of the following elements: quality design, layout, or neatness. The poster is lacking on 2 or more of the following elements: quality design, layout, or neatness. Group Participation 20 Points Actively engaged in meetings and was a key participant in discussions and in creating the poster Participated in group meetings and was involved in discussions and in creating the poster Participated somewhat in group meetings and was somewhat involved in creating the poster Did not actively participate in the summit.
Washington Township Schools Middle School Summer Reading 2017 Fiction Reflection Form Your Name: Title of Book: Author: Think-Tac-Toe ~ Select 3 boxes below to complete as you reflect on the fiction text you have read. Make sure to cross through the middle box, which is your required ‘play’ move! Setting Describe the setting of your book, including time and place. Be sure to use details and text evidence. Possibilities Explore how the story might have been different if you introduced a new character or changed critical facts. Explain what would happen if... Conflict What is the major conflict in the story and how does it get resolved? Connections Explain connections you can make to one of the following: -a character -the conflict -the theme -interactions between characters Theme What is the message, or that the author wants readers to understand? How does this relate to you and your life experiences? Vocabulary Select 5 words that were important to understanding the book (either words you did not know or technical, content-specific words). Define each in your own words and include a quote from the text where the word appears, including a page number. Character Briefly describe the main character. Be sure to include evidence from the book to support your description. Questions What are a few questions you might ask the main character if you had the chance to chat with him/her? (At least 3) Reasons to Read If you think of a person (or group of people) that would really like this book, who would it be and what would you tell them that might lead them to read it?
04/04/17 4:00 PM Northgate MS Northgate High School 04/06/17 4:00 PM vs South Fayette Middle School South Fayette Middle School 04/11/17 4:00 PM vs Moon Middle School Moon Area High School 04/12/17 4:00 PM vs Blackhawk High School 04/19/17 4:00 PM vs Carlynton High School
04/25/17 4:00 PM vs E. Williams Mid. Sch. Montour High School 04/27/17 5:00 PM RELAY MEET (all Teams) Montour High School 05/02/17 4:00 PM vs Northgate High School 05/04/17 4:00 PM vs Cornell Middle School Cornell Middle School 05/11/17 4:00 PM vs Hopewell High School WEST ALLEGHENY MIDDLE SCHOOL SWIM & DIVE SCHEDULE 2017 NOTE > ALL MEETS ARE AWAY THIS SEASON
War of 1812. Thematic Pathfinders for All Ages. 42 Explore. 7 October 2009 <>. Monroe Doctrine Monroe Doctrine. U.S. Department of State. 7 October 2009 <>. Monroe. 7 October 2009 <>. Mexican War US Mexican War. Prelude to War. 7 October 2009 <>. The Mexican War. The Lone Star Internet. 7 October 2009 <> Affair The Trent Affair, 1861. U.S. Department of State. 7 October 2009 <>. The Trent Affair. Library of Congress. 7 October 2009 <> Annexation of Hawaii Annexation of Hawaii, 1898. U.S. Department of 7 October 2009 <>. Teaching With Documents: The 1897 Petition Against the Annexation of Hawaii. National Archives and Records Administration. 7 October 2009 <>. Foreign Policy Exclusively Expansionistic Growing of US Potential
President Description of the President’s Approach Major Instances or Events Successful or Unsuccessful? Roosevelt Big Stick or Gunboat Diplomacy. Roosevelt was quick to use the Navy and Marine Corps to maintain order and rationality as he perceived them. Promotion of a revolution in the Colombian province of Panama. US wanted to build a canal there. Issued the Roosevelt Corollary to the Monroe Doctrine which right of the United States to intervene to stabilize the economic affairs of small states in the Caribbean and Central America if they were unable to pay their international debts. Intervention in Cuba under the Platt Amendment. The canal was built and “order” of a sort maintained. US power greatly increased but chronic problems in Latin America remained and resentment for the United States increased. Taft Dollar Diplomacy. Taft thought that it was better and more effective to employ economic to maintain order in “our hemisphere”. Intervention in Nicaragua 1909. American bankers direct Honduran economic affairs to prevent British control. “Order” of a sort was maintained but “dollars” were ultimately no more successful than “gunboats” in solving problems. Wilson Diplomacy. Wilson considered himself a pacifist; “gunboats were theoretically out. “Dollars” too were suspect. The best way to maintain order was through “moral example”. Intervention in Haiti and Mexico. America enters the First World War during Wilson’s second term. Despite Wilson’s intent to avoid violence and manipulation he appeared hypocritical to many citizens of Latin American nations and to the rest of the world as well.
We are authorised to submit this application on behalf of the organisation and certify that the information enclosed is correct. By signing this application form, we agree to abide by the terms and conditions included in the guidelines and any additional special conditions within the letter of award. We understand that we will be required to monitor expenditure and to provide Banchory Community Fund with receipts and reports on the progress of the application as required. We give permission for the fund to record the information in this form electronically. We also give permission for the fund’s involvement in our application to be publicised. Signature 1 Date Signature 2 Date CHECKLIST Please ensure that you have included the following information as it applies to your application. Failure to do so may delay or jeopardise your application. Please use the tick boxes or mark “NA” if not applicable. The completed application form signed by two people Quotes from more than one source, highlighting your preferred supplier and reasons for your choice. A copy of your constitution or set of rules for your organisation signed by each of the members of your management committee A set of accounts for your organisation signed by your treasurer, or for groups less than one year old - a recent bank statement and annual budget. If you don’t have a bank account provide a description of your banking arrangements.