zilongwang/ReadingBank huggingface dataset:
What (noun) ( ) Where When Why Who was were Subject + …………… ? did Subject Verb 1 + …… ? How ( How many + N How much + N How long ( question word be ( verb to be ) (Example) he she
Question word Wh+ did+ subject+ verb 1+ .......................... ? A: did I you we they he she it go last night? I You We They He / She It the party last night. Question Where did you go last night ? I went to the birthday party last night. When did you go to the birthday party ? I went to the birthday party last night. Why did you go to your friend ‘s house last night ? I went to my friend ‘s house last night because I went to her birthday party. Who went to the birthday party last night ? I went to the birthday party last night.
What is the law of universal gravitation? Using Kepler’s laws, Sir Isaac Newton became the first scientist to mathematically describe how the force of gravity behaves. He reasoned that gravity is the force that accounts for both the fall of an apple from a tree and the movement of the moon around Earth. In 1687, Newton formulated the law of universal gravitation. The law of universal gravitation states that all objects in the universe attract each other through gravitational force. The strength of this depends on the product of the masses of the objects. Gravitational force is also inversely proportional to the square of the distance between the objects. How does gravity affect planetary motion? If a ball is attached to a string and is swung around, it moves in a circular path. The inward force that causes an object to move in a circular path is called centripetal force. If the string breaks, the ball will move off in a straight line. When the string is intact, the centripetal force prevents the ball from flying off. When planets orbit the sun, a force similar to centripetal force prevents them from moving out of their orbits and into a straight line. The sun’s gravity is the that keeps the planets moving in orbit around the sun. Collapse How did the solar system form? The formation of the solar system is thought to have begun 4.6 billion years ago when a cloud of gas and dust collapsed. This kind of cloud, from which solar systems form, is called a solar nebula. In a solar nebula, the inward pull of gravity is balanced by the outward push of gas pressure in the cloud. Scientists think that an outside force, perhaps the explosion of a nearby star, caused the nebula to compress and contract under its own gravity. The solar system formed in a single region of the nebula, perhaps several light-years across. The sun probably formed from a region that had a mass that was slightly greater than today’s mass of the sun and planets. As a region of the solar nebula collapsed, gravity pulled most of the mass toward the center of the nebula. As the nebula contracted, it began to rotate with increasing speed and flattened out into a disk.
Fifth Grade Reading Street ( ) 2014 Edition – Unit 2.1 At the Beach Genre: Realistic Fiction Vocabulary Words: 1. algae – a group of living things, mostly found in water, that can make their own food 2. concealed – put out of sight; hidden 3. driftwood – wood carried along by water, or washed ashore by the water 4. hammocks – hanging beds or couches made of canvas, cord, or other material 5. lamented – felt or showed 6. sea urchins – small, round sea animals with spiny shells 7. sternly – strictly; firmly 8. tweezers – small pincers for picking up small objects Spelling Words: 1. shovel 2. southern 3. northern 4. chapter 5. hyphen 6. chosen 7. establish 8. although 9. challenge 10. approach 11. astonish 12. python 13. shatter 14. ethnic 15. shiver 16. pharmacy 17. charity 18. china 19. attach 20. ostrich 21. emphasis 22. sophomore 23. athlete 24. phenomenal Amazing Words: 1. integrity – honest and with good morals 2. frank – not afraid to say what they think 3. honorable – demonstrate a of what is right 4. moral – good character or conduct and acts according to traditional standards of right and wrong 5. principled – showed honor and integrity 6. oath – a statement in which a person swears that something is true 7. candid – saying what you really think or feel 8. – feeling of having done something wrong 9. justice – being fair or right 10. deceit – dishonest act or statement Comprehension: Compare and Contrast Fluency: Appropriate Expression Writing: Sentences, Description Spelling: Digraphs th, sh, ch, ph Grammar: Regular and Irregular Plural Nouns Vocabulary: Unfamiliar Words, Context Clues Media Literacy: Talk Show
Name ............................................... Date of birth ..................................... Height .............................................. Weight ............................................. Medication ....................................... Do you smoke? …………………………. Do you ever have chest pains?.............
2.3 – Subtracting Integers Perform the indicated operation. 1. 16 – 14 2. –4 – 2 3. 9 – (–2) 4. –6 – (–8) 5. –20 – 10 6. –28 – (–13) 7. –33 – 33 8. 28 – 14 9. 13 – (–63) 10. –18 – (–12) 11. 52 – (–30) 12. –15 – 0 13. WEATHER The highest and lowest recorded temperatures for the state of Texas are 120°F and –23°F. Find the difference in these extreme temperatures. 2.4 – Multiplying Integers Multiply. 1. 4(–7) 2. –14(5) 3. 9(–12) 4. –6(–8) 5. 27(–3) 6. –11(–13) 7. –55(0) 8. (–7)(–7) 9. 78(–1) 10. (–3)3 11. (–1)4 12. (–8)2 13. Find –5 14. Find the product of 13 and –31.
15. –7(4)(8) 16. (–5)(4)(–1) 17. –5(–1)3 20. –(–5)2(4) 19. –4(8) – (–5) 18. (4)2 – 4(–5)(–1) 2.5 – Dividing Integers Divide. 1. 42 ÷ (–7) 2. 45 ÷ (–5) 3. –9 ÷ 3 4. –64 ÷ (–8) 5. –39 ÷ (–13) 6. –121 ÷ 11 7. 8. 9. 10. 11. 12. 13. Divide 75 by –25. 14. Find the quotient of –30 and –15. Substitutions – Evaluate each expression if f = –15, g = 5, and h = –45. 15. –20 ÷ g 16. 90 ÷ h 17. h + f 18. fg ÷ 25 19. 20. 21. –f ÷ g 22. 23. 24. ZOOLOGY The table below shows the weight in pounds of large adult males in the cat family.
Create an Incident Manually create an incident Add, Edit, Delete Incidents Add Accounting All 3 methods require the Data Steward role. Transition a Data Transfer file Transition incident from Enterprise to Site Also cover creating a Data Transfer file in Site to transfer to Enterprise The DIAMOND Incident Data Transfer file is available in the training folder ROSS Import Review the ROSS Import process Upload/Delete a ROSS Import Import ROSS Incident file Match Incident Match Resources by Request Numbers and Resource Names Match Resources by Request Number Match by Resource Name and Item Name User Matches Unmatched Resources Exclude Resources Primary and Secondary Resources Data Conflicts Incident Jurisdiction Review and Complete Import Process Status View Excluded Resources Import Excluded Resources The RIVER Incident ROSS Import file is available in the training folder
Ask learners at E2 / N3 to try to at least two sentences in each box. More proficient learners could do free writing using the questions at the bottom as prompts. Activity 6 Choosing courses – reading for detail (10 minutes) Distribute resource 6 to pairs of learners. There are two texts so give each one to alternate pairs. Learners read the course information and then take turns to choose and ask a question from below the text and respond to their partner to consolidate speaking and listening practice. Encourage them to ask their own questions if possible. They then join a pair from another group to share what they have found out. Differentiation Pair lower and higher level learners. Rehearse the questions with the lower level learners. Ask the more proficient learners to read the text aloud to their partner – if they speak the same language let them clarify anything in that language but encourage them to ask and answer in English. Activity 7 Learning opportunities in prison (10 minutes) Hand out the course information about study/ training opportunities in your prison. The language is likely to be at too high a level for many of your learners so just ask those at lower-levels to identify course names and the day / time they are held. . Nominate higher level learners to say more about any courses that link to skills / subjects mentioned in Activity 3 or that interest them. Support with questions: When is the course? How long is the course? One year, one month, one week….Can anyone do it? Do you have to do an exam at the end of the course? Do you get a certificate? Write up any key words or information that comes up and encourage learners to copy it into their vocabulary books / learner dictionaries. Note any courses that are of interest to particular learners - you could use these for the content of future lessons to increase learner motivation. Cooler: Checking learning (10 minutes) Play a game to recycle and reinforce learning and assess what you may need to go over in future lessons. Last one standing
UNIT 2 – STRUCTURE & FUNCTION of FEDERALISM VOCABULARY ACADEMIC VOCABULARY Circumvent (Method/Way) Accountable Prevent Authority Considered Ensure Ultimate Attempt CONTENT VOCABULARY Balance of Power Commerce Diplomacy Enforce Infrastructure Intent Policy Principle Structure Succession Bicameral Constituent Committee Expressed Powers Enumerated Powers Reserved Powers Concurrent Powers Necessary & Proper Clause Elastic Clause-Implied Powers Impeach Writ of Habeas Corpus Bill of Attainder Ex Post Facto Law Electoral College Executive Order Foreign Policy Treaty Ambassador Trade Sanction Jurisdiction District Court Original Jurisdiction Appellate Jurisdiction Appeals Court (Circuit) Remand, Overturn, Uphold Precedent Opinion Judicial Review Constitutional/Unconstitutional Federalism Separation of Power Checks & Balances Statute Census County/County Seat Ordinance Charter/Incorporate Legislature Veto
PINKER – Schedule & Plan Ideas Week 1: Introducing Pinker Pre-reading/open discussion of questions related to origins and nature of morality - (“Where does our sense of morality come from? Are moral principles “innate” – are we all born with a kind of moral compass?” Etc.) - Discuss sample “moral dilemma” questions (trolleys, crying babies, frying Fido, etc.) - Discuss “Moral Foundations” questionnaire (or yourmorals.org). Give student sample questions, and have them answer alone. Then in groups, compile results, and do averages for class. Compare to results from other countries/groups. Interviews/Videos/Short Texts to Intro the Topic - RADIO LAB discussion of morality. ~ 29 minutes. Nice, simple overview of the research, with some fun examples and interviews. - Radio Interview with Pinker about his article "The Moral Instinct" (NPR's Talk of the Nation, Jan 28, 2008, 30 minutes) Animated video of Rifkin talk, “The Empathic Civilisation” - “The emerging moral psychology” by Dan Jones Brooks, “.” Op-ed about study of morality from evolutionary perspective, and “” NICHOLAS KRISTOF, NYT, May 27, 2009. Jigsaw researching rhetorical situation (Pinker, NYT Magazine, etc.) and references Mother Teresa, Borlaug, etc.) Chart Pinker – work through initial sections (see teaching materials) Guided reading and discussion questions for first sections – point students to key terms, key analogies (e.g. How does Pinker establish exigency? What do you notice about the way Pinker addresses his audience, esp. his use of pronouns? What terms, phrases and analogies does Pinker use to describe morality? Etc.) Group work – assign 3 students for each of the 10 sections, and have them present to the class. They will discuss a) main claims, b) evidence, c) ideas for connecting outside texts d) anything they found unclear, difficult, particularly interesting/persuasive/weak. Week 2: Exploring the Claims and Evidence Explain assignment 2 - give prompt, grading rubric (if being used) and show sample student
School Uniform October 2015 Dear Parent(s) Below is a reminder of the school uniform for your information Don’t forget that you are welcome to purchase plain versions from other suppliers i.e. supermarkets to supplement or instead of the schools logo versions. sincerely The office staff Girls Boys Navy Pinafore dress or navy skirt White blouse and tie or white polo necked t-shirt Navy cardigan, jumper or sweatshirt White socks/navy socks Black/dark blue shoes (optional white in the summer) Summer – Blue checked dress PE/Games – PE Bag (clearly labelled) White t-shirt Black/navy shorts Pumps Outdoor games Kit - PE Bag (clearly labelled) Long sports trousers (preferably navy/black) Long sleeved sports top (preferably navy/black) i.e. tracksuit. T Shirt Trainers Waterproof jacket Navy or Black trousers/shorts White shirt and school tie or white polo shirt Navy jumper/sweatshirt Navy or black socks Navy or black shoes PE/Games – PE Bag (clearly labelled) White t-shirt Black/navy shorts Pumps Outdoor games Kit - PE Bag (clearly labelled) Long sports trousers (preferably Long sleeved sports top (preferably navy/black) i.e. tracksuit. T Shirt Trainers Waterproof jacket Child’s Name ………………………………………. Class Teacher ………………………….
Quantity Required Total price tot cost 3 to 4 5 to 6 7 to 8 9 to 10 11 to 12 ordered Polo Shirt £8.75 Sweatshirt £9.75 Waterproof fleece £17.00 Adult sizes small med large polo Shirt £10.75 Sweatshirt £11.75 Waterproof fleece £19.00 P.E. bag £5.70 Book bag £4.15 Water bottle £1.50 Tie £2.75 Total of order I enclose a total of £………….…(Cheques made payable to )
GEORGE PULLMAN BETWEEN 1860 AND 1870 PULLMAN CAR NEW PASSENGER AND SLEEPING CARS ALLOWED FOR SAFER AND MORE COMFORTABLE TRAVEL GEORGE WESTINGHOUSE 1860’S NEW BRAKES MADE RAILROAD TRAVEL SAFER DRAKE 1859 A WAY TO PUMP CRUDE OIL OUT OF THE GROUND THIS MADE IT POSSIBLE TO PUMP THE OIL OUT IN MASS QUANTITIES, OIL BECOMES BIG BUSINESS NIKOLAUS OTTO 1876 ENGINE POWERED BY GASOLINE CREATED ANOTHER SOURCE OF POWER FOR FACTORIES AND NEW TRANSPORTATION
El padre español de hoy opta por pasar tiempo con su hijo recién nacido. Se ausenta de su trabajo y disfruta del permiso de paternidad. Preguntas ¿De qué trata esta cartulina? El padre español moderno, ¿de qué manera es diferente a su abuelo? ¿Crees que la presencia del padre es tan importante para el niño como la presencia de la madre? ¿Qué hacer el padre para ayudar a la madre? En tu opinión, ¿es mejor para los niños que uno de los padres se quede en casa? TARJETA B FAMILY/RELATIONSHIPS Sub-topic Relationships within the family Las familias alternativas
The grading criteria that this assignment relates to: P4 Describe how chemical substances are used based on their physical properties P5 Describe how chemical substances are used based on their chemical properties M4 Explain how physical and chemical properties of chemical substances make them suitable for their uses D3 Assess the suitability of different types of substance for a specified use If you have not achieved the Level 2 criteria, your work will be assessed to determine if the following Level 1 criteria have been met. To achieve the criteria you must show that you are able to: Unit Criterion reference Describe physical properties of chemical substances 2 1B.4 Describe chemical properties of chemical substances 2 1B.5 Evidence you must produce for this task; Level Description Checklist 2B.P4 2B.P5 1 research notes completed on 4 chemicals 2B.P4 2B.P5 Part 2B.M4 For the 4 different chemicals from an explanation of What these properties mean Which chemical and physical properties contribute to the intended use and why these properties are needed. Part 2B.M4 2B.D3 Table 2 completed for the chemical and physical properties of diamond, titanium and aluminium oxide. A description of the ideal properties required from a material used in the manufacture of drill heads. An explanation of which of diamond, titanium and aluminium oxide would you recommend and why? 2 questions off slide.
MAFS.912.A-CED.1.2 Isaac is getting his own cell phone plan and wants to make the best decision. He decides to compare cell phone plans. MobileONE has an unlimited talk plan for a flat fee of $80 per month. Talk-A-Lot charges $0.15 per minute with a monthly fee of $25. By-The-Minute has no monthly fee, but it is $0.50 per minute. Explain to Isaac how he can graph these cell phone plans and, describe what key features of the graphs he should consider when making a decision about what plan to choose. Chocos is a dish made from wheat, sugar, and cocoa. Bertha is making a large pot of chocos for a party. Wheat (w) costs $5 per pound, sugar (s) costs $3 per pound, and cocoa (c) costs $4 per pound. She spends $48 on 12 pounds of food. She buys twice as much cocoa as sugar. How much wheat, sugar, and cocoa will she use (in pounds) in her dish?
Sarah is saving to buy a new phone. She needs $150, and she has already saved $63. Write an equation to model this situation. Let x represent the amount of money Sarah needs. x - 63 = 150 x + 63 = 150 x + 150 = 63 x - 150 = 63 Solve: 5 - 2x < 7. x < -1 x > -1 x < -12 x > -12 Solve: -14 10 12 42 Match the following mathematical equation to the appropriate phrase: four more than x divided by 5 is 20 the sum of x and 4, divided by 5 is 20 x added to the quotient of 4 and 5 is 20 5 divided by x plus 4 is 20
YEAR 7/8 UNIT 2: No Straight Lines Please! UNIT OVERVIEW: Students will learn hand building techniques for producing a ceramic vase. They will research the work of artist Hundertwasser and create a design for the vase’s surface that is inspired by his work. ASSESSMENT: Visual Diary Ceramic Vase Exam No LEARNING GOAL SUCCESS CRITERIA (I Know I’ve got it when I can …) 1 Know and understand ceramic terminology. Define and describe elements of art. Record definitions of ceramic terminology. Write a definition of each of the “Elements of Art”. 2 Create a title page Create a research page on the Artist HUNDERTWASSER Analyse his environmental concepts in Architecture. Create title pages and research pages. Comprehensively analyze Hundertwasser’s architecture. 3 Design a drawing by using organic line to create movement and pattern in a composition.. Construct and design a drawing using. Concentric circles Concentric square Organic lines found in nature. Contour lines 4 Apply Hundertwasser inspired concentric squares, concentric circles organic lines to create surface decoration for ceramic vase. Design/organise your visual diary as follows: Head visual diary pages ‘Developmental design’ 1,2,3,4,5 Draw 2- 4 designs in boxes 10cmx10cm Produce a resolved design 5 Construct a clay slab/coil to develop hand building ceramic techniques and to make a Hundertwasser inspired vase. Apply skill by exploring the following clay techniques Slab Coil Incising 6 Construct a clay slab/coil to develop hand building ceramic techniques and to make a Hundertwasser inspired vase. Apply ceramic skills by exploring the following clay techniques Slab Coil
AP Physics 1 Unit 2--Kinematics in Two Dimensions & Vectors Sept 5 Test Corrections Knight: Read Chapter 3 Sections 1 & 3. Sept 6 Adding 3a Knight: P90 #1,5,18,19 Walker: P144 #57,59 Sept 7 Adding & Problem Solving 3b: Knight: P92 #6,7,9,11,15,56 Walker: P145 #56,64,65 Sept 8 Projectile Test Corrections Due 3c: Walker: P146 #78,86,87,89 Sept 11 Lab: Projectile Motion--Horizontal TIPERs Sept 12 Projectile an Angle 3d Knight: P91 #24,26,27 P95 #63,67 Rubber Duckie Sept 13 Formula Monkeyin’ Around 3e Knight: P93 #32,34,35 Monkeyin’ Around Sept 14 Lab: Rocket Launcher Projectile Worksheet (MC) Multiple Choice WS (MQ) Review WS Sept 15 Lab: Free Fall Toss Sept 18 Review for Test Sept 19 Review for Test Sept 20 ****TEST**** Vectors & 2D Motion
Science Vocabulary: Unit 2 System- is made up of a star and the planets and other space objects that revolve around it. Planet- is a large round body that revolves around a star. Dwarf Planet- nearly round bodies whose orbits cross the orbits of other bodies. Asteroid- are rock and iron objects that the sun. (The Asteroid Belt is located in a wide region between Mars and Jupiter.) Comets- Chunk of frozen gases, rock, ice and dust. Star- are huge balls of hot, glowing gases that produce their own heat and light. Universe- is everything that exists. Galaxy- is a group of billions of stars, the objects that orbit the stars, gas, and dust. Inner Planets- any of the four planets closest to the Sun (Mercury, Venus, Earth, and Mars). Outer Planets- any of the four planets farthest from the Sun (Jupiter, Saturn, Uranus, and Neptune). Orbit- the path of one body around another body, such as the path of Earth around the Sun. Gravity-the force of attraction between all objects in the universe. This is what causes planets to orbit around the Sun, the moon to orbit Earth, and objects to fall to the ground. Astronomy- Is the study of objects in space and their characteristics. Planet- a planet having a rocky surface like Earth’s. This is also called “terrestrial planet”. Gas Giant- A large planet composed mainly of gas.
Unit Plan Unit Title: Amazing Animals Essential Questions: What are some messages in animal stories? Standards: RL.4.7, RL.4.5, RL.4.2, RL.4.6, RL.4.1, RL.4.9, RL.4.10, RL.4.1 SL4.2, SL4.1, SL.4.1.b, SL.4.4, SL.4.6, SL.4.3 L.4.4.b, L.4.4.c RF.4.3.a, RF.4.4.b W.4.9.a Summative Unit Assessment : DAILY PLAN Day Objective (s) DOK LEVEL Activities / Teaching Strategies Grouping Materials / Resources Assessment of Objective (s) 1 Students will paraphrase portions of a text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally. SL.4.2 Interpret information presented visually, orally, or quantitatively (e.g., in charts, graphs, diagrams, 1 2 Have students read the Essential Question on page 90 of the Reading/ Writing Workshop. Explain that stories can be used to a lesson. Invite students to share their ideas about the Essential Question with the class. W S I Reading Writing Workshop Video Practice Book Formative- PB Summative- Student Self - Assessment-
Summative Unit Assessment : DAILY PLAN Day Objective (s) DOK LEVEL Activities / Teaching Strategies Grouping Materials / Resources Assessment of Objective (s) 1 Students will- Introduce the Concept READING/WRITING WORKSHOP Build Background, Animals in Fiction Listening Comprehension 1 2 1 Building background: Write the Essential Question on the board and read it aloud. Show a picture from a textbook or magazine that shows an animal’s home. Tell students that observing is watching someone or something closely. Discuss the topic of interdependence. Focus on the way that plants, animals, and humans depend on one another. Discuss of Complex Text Do Listening Comprehension story and discuss. W I W Vocabulary cards RW61Workshop Practice book Printed spelling list unit 2 week 2 Formative-Prac p61 Spelling five times each Summative- Student Self - Assessment-
Teacher Name : TRACY WISDO Subject : ELA Proposed Dates: Dec 22 – Jan 9 Grade Level (s) 4th Building : WHEMS DAILY PLAN Day Objective (s) DOK LEVEL Activities / Teaching Strategies Grouping Materials / Resources Assessment of Objective (s) 1 Student will: -use grade level academic and domain specific words and phrases In discussions and sentences -paraphrase portions of the text routinely over a shorter time frame for a range of purposes -identify singular and plural nouns -spell appropriate words correctly (digraphs) 1 -Build background knowledge by showing a video and through discussion -learn new vocabulary words by using the vocabulary routine (show the picture of the word, say the word, read the definition, give an example of the word in a sentence, ask a question about the word) - vocabulary squares (word, synonym, picture and sentence, antonym) -shared read of the “The Fisherman and the Kaha Bird” -take on sentences and sentence fragments and identify sentences and sentence fragments on the board -repeat spelling words out loud -circle phonemic patterns in each spelling word Whole Differentiated Independent McGraw-Hill Resources -McGraw-Hill “A Grasshopper’s Sad Tale” Read Aloud text -McGraw-Hill Visual Vocabulary Cards -McGraw-Hill Grammar Activities -student journals -Document camera/projector -McGraw-Hill spelling and grammar books -Your Turn Reading Practice Book Formative- Observations, questioning, discussion, Thumbs up, Daily PDN Student Self - Assessment- exit slip, discussion 2 Student will: -Ask and Answer questions about sections of the text to increase understanding. -Differentiate differences between poems, drama, and pros. -Determine the theme in the drama from details in the text. -use grade level academic and domain specific words and phrases -write routinely over a shorter time frame for a range of purposes -spell appropriate words correctly 1,2 -close reading of “Ranita, The Frog Princess” -think alouds -completion of practice book pages pertaining to skills being taught -make inferences using details from a story -collaboration and discussion -put spelling words into sentences -vocabulary squares (word, synonym, picture and sentence, antonym) Computer cart -Review and practice on Study Island -Triumph Learning Whole differentiated independent -McGraw Hill Resources -McGraw-Hill student practice book -student journals -document camera -McGraw-Hill student web program Formative- Observations, questioning, discussion, thumbs up/down Student Self - Assessment- discussion of spelling sentences, sharing of journal entries
finish for a sphere to roll the complete length. Knowledge: Skills: Student will Know…. A force is push or pull. A force, push, or pull can change the motion of an object in 3 ways: o go faster or start. o go slower or stop. o change the direction of the motion. Magnets make things move by an unseen force (push or pull). Magnets have poles that attract or repel each other. The amount of (little or big) applied to an object directly affects the amount of change in motion. Balance is associated with position and weight. Students will be able to… Create and use representational models to demonstrate stable balanced systems. Construct and evaluate toys that demonstrate spinning, and explain how they operate. Design runways to control or change the motion of marbles. Communicate observations and compare stability an motion, using precise vocabulary. Plan and carry out investigations with sound and with magnetic force. Analyze and interpret observational data. Ask and answer questions. Plan and conduct simple investigations. Employ tools and techniques to gather data. Use data to construct reasonable explanations. Communicate investigations and explanations. Understand that scientists use different kinds of investigations and tools to develop explanations using evidence and knowledge. Evidence of Understanding: Pre- Assessment Notebook and Journal Entries Performance Assessments Reading Prompt Student Observation/Anecdotal Notes Homework Checkpoint Assessments Assessments Unit Assessments Assessments Data –Propagated to Genesis Investigation 1 Pre Assessment Notebook Assessment- Summative I-Check 1 I-Check 2 I-Check 3 I-Check 4 Unit Post Assessment Preconception /Misconceptions Balance and Motion
11. How did companies in the U.S. sell the wide variety of products they were producing? 12. How did department stores change the idea of shopping? Guide 9:4 Unions 1. What were working conditions like in the U.S. in the late 1800’s? 2. What was the difference in the standard of living between the wealthy owners and the working class in America in the 1800’s? What is deflation and how did it cause workers’ pay to be decreased? 3. What two kinds of workers were there in industries in the 1800’s? What was the difference in the two?
Industrialization and Progressivism compromise, reform, industrialization immigration Define current vocabulary Discuss concepts for the unit of study. Examine and explain the impact of economic, political and social policies on this time period. Analyze reasons for and impact of expansion and overseas involvement and empire. Compare and contrast imperialistic and isolationist tactics and motives. Explain the impact of the assimilation of Current: Thomas Edison John D. Rockefeller Andrew Carnegie Gospel of Wealth Cornelius Vanderbilt Vertical Integration Horizontal Integration Robber Barons Samuel Gompers Haymarket Riot Homestead Strike Ellis Island Angel Island Text Resources: Child Labor” Jackdaw Publication “Shame of the Nation” photo Collection Pendleton Act Sherman Anti Trust Act Thomas Nast political cartoons Andrew Carnegie, “The Gospel of Wealth” History of Standard Oil (PBS) The Richest Man in the World (PBS, American Experience) American 1900 (PBS, American Experience) The Rockefellers (PBS) Andrew Carnegie (Biography Ch.) Nation in Turmoil (Schlesinger) Digital Resources: http://edison.rutgers.edu/biolong. htm http://www.crfusa. org/immigration/immigration_hist ory.htm http://www.nps.gov/archive/stli/pro How successful were progressive reforms during the period 1890 to 1915 with respect to TWO of the following? (2005 Form B) Industrial conditions Urban life Politics From the through the 1890s, women’s activities in the intellectual, social, economic, and political spheres effectively challenged traditional attitudes about women’s place in society. Assess the validity of this statement. (1991) Explain how TWO of the following individuals responded to the economic and social problems created by industrialization during the late 19th and early 20th centuries. (2007 Form B) Jane Addams Andrew Carnegie Samuel Gompers Upton Sinclair
AO4 Implement a website Candidates implement a basic directory structure for the website. Candidates show basic competence in producing a website of at least 10 pages containing text, images and additional components using a basic template they have created themselves. There may be errors in the text, but meaning will be clear. The images and components must be suitable for purpose. A method of navigation to all pages is evident. They include one feature that they will use to help website accessibility. Web are printed from a web browser, some content may be missing. Candidates implement a sound directory structure for the website. Candidates produce a website of at least 10 pages containing text with appropriate styles applied for headings and body text, images and a range of additional components using either a template they have made or css. Meaning will be but there may be some errors. The images and components must be suitable for purpose. A good method of navigation to all pages is evident. They include two features that they will use to help website accessibility. Web pages are printed from a web browser. All content is shown. Candidates implement a good directory structure for the website. Candidates produce a high quality website of at least 10 pages using css. The website includes a range of additional components and interactive elements. Meaning will be clear and there will be minimal textual errors. A good of suitable images and components will be evident. Image optimisation will be evidenced in the form of a screenshot which clearly shows image size has been altered for all files used. A good method of navigation to all pages is evident. They include features that they will use to help website accessibility. Web pages are printed from a web browser. Whole pages will be displayed. AO5 Test a website Candidates create a test plan/table covering all pages in the site and carry out some tests. Candidates test their website using a detailed test table. The tests cover all the main areas of their Candidates test their website using a testing table. The are appropriate and
with examples taken from their website. They give limited examples of their own strengths and weaknesses. with examples taken from their website. They give detailed examples of their own strengths and weaknesses. comments with examples taken from their website. They give thorough examples of their own strengths and weaknesses. Assessment Objective 1 2 3 4 5 6 7 awarded
The Power Connection assessment rubric – Levels 8-10 Relevant elements of the Achievement Standards Level 8 Level 10 Personal and Social Capability By the end of Level 8, students … reflect on the influence of emotions on behaviour, learning and relationships. They explore the values and beliefs of different groups in society. They identify indicators of respectful relationships in a range of social and situations. By the end of Level 10, students … reflect critically on their emotional responses to challenging situations in a wide range of contexts. …They evaluate personal characteristics, strategies and sources of support used to cope with stressful situations/life challenges. They analyse factors that influence different types of relationships. Health and Physical Education By the end of Level 8, students … investigate … resources … and their impact on identities. They investigate strategies that enhance their own and others’ health, safety and wellbeing. Students explain personal and social skills required to establish and maintain respectful relationships. By the end of Level 10, students … critically analyse contextual factors that influence their identities, relationships, decisions and behaviours. Students identify and analyse factors that contribute to respectful relationships. They compare and contrast a range of actions that could be undertaken to enhance their own and others’ health, safety and wellbeing.
Assessment Rubric Category At Level 8 students can: When progressing towards Level 10 students can: At Level 10 students can: Influences that shape identity. identify influences that shape identity. explain the impact of factors on their own identity and the identities of others evaluate factors that shape identities and analyse how individuals’ impact on the identities of others Factors that influence respectful relationships. describe what respectful relationships look like explain how factors such as gender, power, consent and legal responsibilities influence respectful relationships analyse factors such as gender, power and legal responsibilities to understand the influence these factors have on respectful relationships Behaviours and strategies to enhance health, safety and well-being. identify strategies and behaviours to enhance their own and others health, safety and wellbeing. demonstrate strategies and behaviours to enhance health, safety & wellbeing compare and contrast a range of strategies and protective behaviours to enhance their own and others health, safety and well-being
elegant census terrific celebrate operate celery rehearsal salamander prominent significant parakeet Comprehension: Sequence, Summarize Fluency: Expression Writing: Word Choice, Play Grammar: Past, Present, and Future Vocabulary: Multiple-Meaning Words, Context Clues Spelling: Words with Schwa Listening and Speaking: Play Review Fifth Grade Reading Street ( ) 2014 Edition - Unit 3.2 Leonardo’s Horse Genre: Biography Vocabulary Words: achieved – accomplished; did architect – person who designs buildings bronze – a dark yellow-brown alloy of copper and tin cannon – a big gun, especially one mounted on a base or wheels depressed - gloomy; sad fashioned – made, shaped midst – in the middle of philosopher - person who attempts to understand the basic nature of knowledge and reality rival – person or group which tries do better than another
Grade Reading Street ( ) 2014 Edition - Unit 3.3 Dinosaurs of Waterhouse Hawkins Genre: Biography Vocabulary Words: erected – put up; foundations – parts on which the other parts rest for support; bases mold – a hollow shape in which anything is formed, cast, or solidified occasion – a special event proportion – a proper relation among parts tidied – put in made neat workshop – space or building where work is done Spelling Words: excuse scene muscle explore pledge journal science schedule gigantic scheme Japan excellent exclaim fascinate ginger scholar scent dodge smudge schooner extraordinary reminisce acknowledge prejudice Amazing Words: fossils – the hardened remains of things that in a former age paleontologists – scientists who fossils sandstone- a sedimentary rock made mostly of sand uncanny – to have powers of abilities beyond what normal remains – what is left over model – a small copy of something extinct – died out or no longer exist illustration – a picture, diagram, or map used to explain or decorate something replica – an accurate copy of an object 10. archaic – something from an earlier time, out-of-date, or ancient Comprehension: Fact and Opinion, Predict and Set Purpose Fluency: Appropriate Phrasing Writing: Word Choice, Advertising Brochure Grammar: Principal Parts of Irregular Verbs Vocabulary: Homonyms, Context Clues Spelling: Words with Consonant Sounds /j/, /ks/, /sk/, /s/ Listening and Speaking: Introduction
disadvantage unfortunate unfamiliar disability discomfort deodorant unemployed deflate disbelief unpredictable disapprove disappoint unpleasant dehydrated disqualify undecided unnecessary disobedient dehumidifier disinfectant disenchanted Comprehension: Graphic Sources Fluency: Accuracy Writing: Organization, Expository Text Grammar: Prepositions and Prepositional Phrases Vocabulary: Affixes: Prefixes pre-, re- Spelling: Prefixes pre-, re- Listening and Speaking: Advertisement
What does punctual mean? Answer: On time I weed, mow and plant. do I work? Answer gardens Name 3 places you can work in your prison. Give one bad thing about being on basic. Answer No TV Behind door Basic wages The you do your washing is called...? Now spell it. Answer The laundry Complete this sentence. I work in the textiles workshop _________ I like sewing. Answer because What does current employment mean? Answer What job you are doing now I prepare vegetables. Where do I work? Answer Kitchens. What is the missing word? What ____ your job? Answer Is/was Correct this sentence. If you will smoke in the toilets, you will get an IEP. Answer If you smoke in the toilets, you will get an IEP. Marco Santiago. Which is the surname; Marco / Santiago? Answer Santiago I help people keep fit. do I work? Answer The gym. What is the past of: Correct this sentence. Fill in the missing word.
change work want Answer changed/worked/wanted I is studying ESOL because I want to improve my English. Answer I am studying ESOL When I leave prison I want ***** go to college. Answer to Choose the right word. mop empty I **** bins I *** floors I *** seeds Answer empty mop plant Correct this sentence. I is doing lots of courses. Answer I am doing lots of courses. Which is correct? Were is the gym? Where is the gym? Answer Where is the gym? Is this correct? I studying English. Answer I’m – I am studying English. Is this correct? I want good job. Answer I want a good job. Correct this sentence. My friends not like working in the gardens. Answer My friends don’t like working in the gardens. Correct this sentence. Can you borrow me a pen? Answer: Can you lend me a pen. Correct this sentence Cara enjoy her course. Answer Cara enjoys her course, or Cara is enjoying her course. What is the past tense of: improve achieve find Answer improved achieved found Correct this sentence. Name 2 things you can’t have/do when you are on basic. Make a question with these words:
If you fighting you will get an IEP Answer If you fight, you will get an IEP Answer TV Association Pay Accept any other if correct at your prison. Answer help Can please? you me Name 3 types of bad behaviour. Answer swearing shouting lying stealing throwing things any others if correct What does IEP for? Answer Incentives Earned Privileges. What can you do to get a positive IEP? Answer Accept any Answer if correct
X Y 0 0 1 5 2 10 3 15 4 20 X y 0 0 4 11.5 6 16.8 8 23 10 28 b. c. d. Use the equation to fill in the tables. e. The Tortoise can walk ½ a mile in ¼ of an hour. The Hare can run 1 ½ miles in ½ of an hour. Complete the table for each animal. Graph each animal’s rate in a different color. What is the Tortoise’s unit rate? What is the Hare’s unit rate? Which animal is faster? Constant Rate of Change vs. Proportional Relationship Straight have a __________________________________________________________
The Student Government is selling spirit T-shirts during spirit week. It costs $20 for the design and $5 to print each shirt. The cost y to print x shirts is given by Graph the equation to find the number of shirts that can be printed for $50 Step 1 – Plot the point (0,20) to represent the $20 design fee. Step 2 – Locate another point up 5 and to the right 1. Step 3 – Connect the points and continue the line through the rest of the graph to locate the x-coordinate when the y-coordinate is 50. Is this a proportional relationship? Why or why not? Describe what the slope and y-intercept represent.
Ladies Wash and blow dry Cut and £14 £20 Other treatments Colour Semi-permanent colour Permanent colour Cane rows Weave / extensions From £25 From £45 From £35 From £50 Students get a 10% discount Mon to Thu. We do wedding and special occasion hair. Please ask! For an appointment, call 0192 555 34521 ................................................................................................................................................................................................................Fold Extra questions (if you have time) How much is a gents’ dry cut? How much is a ladies’ cut and style? I am a student. Do I pay full price? What number do I call for an appointment?
Receptionist OK...just let me book that in...Tuesday...quarter to four. OK, Asan. See you then. Asan Thanks. Bye. Resource 7a – Appointment book Salon .......................................................... Friday Morning Afternoon 9.30 12.00 10.00 12.30 10.30 Kamal – dry cut 1.00 11.00 1.30 11.30 2.00 Chan – full head colour Fold or cut ..................................................................................................................................... Resource 7b – Appointments Can I have an appointment, please? Monday at 2.00? OK. What’s your name? .....
Possible responses Answers vary. 3.2: Centimeters and Millimeters (10 minutes) Setup: Tell students, “Let's look at how centimeters and millimeters are related and how it is related to what we have been doing recently.” Student task statement There is a proportional relationship between any length measured in centimeters and the same length measured in millimeters. There are two ways of thinking about this proportional relationship. If you know the length of something in centimeters, you can calculate its length in millimeters. Complete the table. What is the constant of proportionality? row 1 length (cm) length (mm) row 2 9 row 3 12.5 row 4 50
row 5 88.49 If you know the length of something in millimeters, you can calculate its length in centimeters. Complete the table. What is the constant of proportionality? row 1 length (mm) length (cm) row 2 70 row 3 245 row 4 4 row 5 699.1 How are these two constants of proportionality related to each other? Complete each sentence: To convert from centimeters to millimeters, you can multiply by ________. To convert from millimeters to centimeters, you can divide by ________ or multiply by ________. Possible responses 90; 125; 500; 884.9 10 7; 24.5; 0.4; 69.91 or 0.1 10 and are reciprocals. 10.
“Hmmm,” he said. He was working on a sermon and kind of muttering to himself. “Daddy, I wanted to show you the new Winn-Dixie”. The preacher put down his pencil and rubbed his nose, and finally, he looked up. “Well, he said, smiling real big at “well, now. Don’t you look handsome.” Winn-Dixie smiled back at the preacher. He went over and put his head in the preacher’s lap. “He smells nice, too,” said the preacher. He rubbed Winn-Dixies’s head and looked into his eyes. “Daddy,” I said, real quick before I lost all my nerve, “I’ve been talking to Winn-Dixie.” “Is that right?” the preacher said; he scratched Winn-Dixie’s head. “I’ve been talking to him and he agreed with me that, since I’m ten years old, you should tell me ten things about my mama. Just ten things, that’s all.” The preacher stopped rubbing Winn-Dixie’s head and held real still. I could see him thinking about pulling his head back into his shell. “One thing for each year I’ve been alive,” I told him. “Please.” excerpt from Plain and Tall by Patricia MacLachlan
LESSON: As we review the answers to the quiz, finding evidence to the correct answer, students should be prepared to add to Notes: Detail Magical Realist Style Existentialist Themes Home: Work on Annotated Bibliographies, use Quizlet as a reference. DAY 4: (01/07): Library Lab: Progress Monitoring, drafts of annotated bibliographies; check for valid scholarly sources AR Due Bell: Annotated Bibliography Checklist Home: Actively Learn: Figurative Language DAY 5: Unit 2 Lesson 4 Continued: Bell: Give 1 example of the author establishes a satirical tone by using a. Nonsequitor and b. Litotes LESSON: Grade notebooks _________________________ PREVIEW OF NEXT WEEK, END OF UNIT:: 01/11-14 Days 4-7: Unit 2 Lesson 4 Continued: Review answers to Kafka Midterm. Due Date: 01/12: Annotated Bibliography Test Prep: Actively Learn, “Button Text,” FOCUS ACTIVITY Do you think people ever hope to be punished for something they have done, said, or even thought? How might this wish lead people into a form of self-punishment? List It Working with a partner, make a list of the kinds of situations in which people might
Quadratics Part 1 Day/Date What are we doing? Assignment Day 1 A: Wed 10/5 B: Thur 10/6 Quadratic Equations in Vertex Form Day 1 HW Worksheet Day 2 A: Fri 10/7 B: Tues 10/11 Quadratic Equations in Standard Form & Quadratic Regression Day 2 HW Worksheet Unit Summary #3 – due 10/21 or 10/22 Day 3 A: Wed 10/12 B: Thur 10/13 Quadratic Equations in Intercept Form Daily Quiz on Day 1 HW Day 3 HW Worksheet Day 4 A: Fri 10/14 B: Mon 10/17 Writing Quadratic Equations Daily Quiz on Day 2 HW ** Bday people – cover the discriminant Day 4 HW Worksheet Day 5 A: Tues 10/18 The Discriminant Daily Quiz on Day 3 HW Day 5 HW Worksheet and Unit Summary #3 Day 5 PSAT Day B: Wed 10/19 PSAT Day Review - The Discriminant Daily Quiz on Day 3 HW Day 5 HW Worksheet and Unit Summary #3 Day 6 A: Thur10/20 B: Fri 10/21 Unit 3 Review Last Chance Review Worksheet (practice) Day 7 A: Mon 10/24 B: Tue 10/25 Unit 3 Test Quarterly Assessment Review HW Worksheet QA Review A: Wed 10/26 B: Thur 10/27 Review for Quarterly Assessment QA Last Chance Review Worksheet QA Test A: Fri 10/28 B: Mon 10/31 Quarterly Assessment Spiral #3 Cumulative Review REMEMBER: Complete all assignments daily. Bring your calculator every day! Please come in for help or see your teacher as soon as you feel you are falling behind! Algebra 2 help is every Tuesday at 8 am in room 132 Don’t forget to complete pink form if you need to check out a calculator!
Quadratics Part 1 Day/Date What are we doing? Assignment Day 1 A: Mon 10/2 B: Tues 10/3 Quadratic Equations in Vertex Form Day 1 HW Worksheet Day 2 A: Wed 10/4 B: Thurs 10/5 Quadratic Equations in Standard Form & Quadratic Regression Day 2 HW Worksheet Begin Unit Summary #3 – due 10/21 or 10/22 Day 3 A: Fri 10/6 B: Tues 10/10 Quadratic Equations in Intercept Form Daily Quiz on Day 1 HW Day 3 HW Worksheet PSAT DAY Day 4 B: Thurs 10/12 A: Fri 10/13 Writing Quadratic Equations Daily Quiz on Day 2 HW Day 4 HW Worksheet Day 5 B: Mon 10/16 A: Tues 10/17 The Discriminant Daily Quiz on Day 3 HW Day 5 HW Worksheet and Unit Summary #3 Day 6 B: Wed 10/18 A: 10/19 Unit 3 Review Last Chance Review Worksheet (practice) Day 7 B: Fri 10/20 A: Tues 10/24 Unit 3 Test Quarterly Assessment Review HW Worksheet QA Review B: Wed 10/25 and 10/27 A: Thur 10/26 Review for Quarterly Assessment QA Last Chance Review Worksheet QA Test A: Mon 10/30 B: Tues 10/31 Quarterly Assessment Spiral #3 Cumulative Review REMEMBER: Complete all assignments daily. Bring your calculator every day! Please come in for help or see your teacher as soon as you feel you are falling behind! Don’t forget to complete pink form if you need to check out a calculator!