zilongwang/ReadingBank huggingface dataset:
Repeat this with all the Learner B students, using the same numbers (e.g. 1 to 6 again). Ask everyone to stand and to go and sit with the person with the same number. Learners take it in to read aloud their duties whilst the other learner listens and guesses the job. Differentiation learners can do resource 9 as an alternative activity. Pair them together. Mime and elicit or give words. Drill and read words together. Match words to pictures on the worksheet. When finished, learners work in pairs. One learner gives an order and the other must mime what he / she hears. Strong Entry 2 and above can do the extra activity at the bottom of resource 8. Follow-up activities Explain that job application forms often contain a section for previous experience including duties. This is a good opportunity to do some work on past simple. Learners put the verbs they circled in resource 8 into the past simple then fill in a simple application form outlining the jobs and duties they have done in previously. Learners could pretend they are supervisors and write a note or list for another student explaining their duties for today. Cooler (5 minutes) Divide learners into two or three mixed ability teams. Each team chooses one ‘worker’, and the rest of the team are ‘supervisors’ (or the term used for this role in your prison.) The workers come and sit at the front of the class with their back to the whiteboard / flipchart. You write a job type on the board. The workers must guess the job type with the help of their team. The supervisors give their worker instructions connected to the job type, politely, using the phrase Could you please...? They cannot mention the name of the job or the workplace. For example, they might say ‘Could you please mop the floor?’
................................................................................................................................................ Resource 8 - What’s my job? Learner B - Read these duties aloud to your partner. Can he / she guess your job? I sort the clothes I load the washing machine. I load the dryer. I iron the clothes. I deliver the clean clothes. do I work? (Answer: the laundry) I the bins. I the floors. I mop the floors. I dust and wipe the surfaces. I clean the bathrooms. What job do I do? (Answer: cleaning) Extra activity (Entry 3/National 4) Can your partner guess these jobs? Don’t say the name of the job but describe your duties. furniture assembler decorator packer Resource 9 Match the words to the pictures.
1 Do you have a job? I work in the textiles workshop. 2 2 What do you do? I’d like to work in the kitchens. 5 3 How long have you worked there? Yes. I do. 1 4 Do you like it? Why? Because I like cooking. 6 5 What job would you like to do in the future? Yes, I do. It’s a good job. I like the people I work with. 4 6 Why do you want to do that job? For months. 3 Task 2 Do you have a job? What do you do? How long have you worked there? Do you like it? Why? What job would you like to do in the future? Why do you want to do that job? Resource 6 WOMEN – Answers HMP Norton Change of Employment Application
Name____________________________________________Date____________ Hour__________ and Southeast Asia Ch. 3 Sections 1-3 Outline of things to learn: people of India and Pakistan Geography of the subcontinent Effects of climate (monsoons) Rise and fall of Indus Civilizations Aryans Civilization Vedas Hinduism/Buddhism Basic beliefs Caste system Teachings of Buddha 4 Noble Truths Eightfold Path Empires of India Gupta Asoka-sending of missionaries Gupta’s Golden Age Be able to answer/explain the following: Why were physical geography and location important to the development of Indian civilization? What impact did the Aryans have on India? Why was the caste system central to Indian culture? How did Buddhism spread? What are characteristics of the Hindu religion? How did Hinduism influence Indian society and culture? What are the major characteristics of Buddhism? *Be able to label the different areas they lived on a map.
Students build understandings of what occurs at the atomic and molecular scale. Students apply their understanding that pure substances have characteristic properties and are made from a single type of atom or molecule. They also provide a molecular level accounts to explain states of matter and changes between states. The crosscutting concepts of cause and effect, scale, proportion and quantity, structure and function, interdependence of science, engineering, and technology, and the influence of science, engineering and technology on society and the natural world provide a framework for understanding the disciplinary core ideas. Students demonstrate grade appropriate proficiency in developing and using models, and obtaining, evaluating, and communicating information. Students are also expected to use the scientific and engineering practices to demonstrate understanding of the core ideas. Grade 7- Discovery Education Unit 1: Structure and Properties of Matter Part 1 DE Science Techbook Grades 6-8 Physical Science for NGSS Unit: Matter Concept: Molecules Lesson Part 2 DE Science Techbook Grades 6-8 Life Science for NGSS Unit: Matter Concept: Characteristic Properties of Matter Model Lesson Grade 7 Unit 2 Students gather and make sense of information to describe that synthetic materials come from natural resources and impact society. Students develop a model that predicts and describes changes in particle motion, temperature, and state of a pure substance when thermal energy is added or removed. They will locate information that describes changes in particle motion, changes in temperature, or changes in state as thermal energy is added to or removed from a pure substance. Students will then use models to predict and describe the changes in particle motion, temperature, and state of a pure substance. An example could include the change of state of water from its solid (ice) to liquid and vapor with the addition of thermal energy. Students will come to understand that this process is reversible through the removal of thermal energy, where the pure substance can return from a vapor to a liquid and back to a solid state. Unit 2: Interactions of Matter Part 1 DE Science Techbook Grades 6-8 Life Science for NGSS Unit: Matter Concept: Benefits and Risks of Chemical Use Model Lesson Part 2 DE Science Techbook Grades 6-8 Life Science for NGSS Unit: Matter Concept: States of Matter Model Lesson
Construct a list of all the contrasting terms Gladwell uses to talk about old vs. new activism. How is the contrast between the “old school” activism of the civil rights era and new media activism established? Pay attention not just to major differences, but also to the descriptive details Gladwell uses to represent each set of activists. How does Gladwell define activism? All definitions are “rhetorical.” That is, they create a perspective, they invite us to see the world a certain way, and they often work to persuade. How is Gladwell’s definition of activism rhetorical? What differences does Gladwell establish between “weak tie activism” and “strong tie” activism? Explain this distinction and its relevance to Gladwell’s argument. Is it a fair comparison? Can you imagine different ways of constructing this comparison? If you were making a case for the importance of new media activism, what alternative relationship might you draw between “old” style activism, and the new forms? What evidence or examples would you use? Gladwell (46) writes that social networks are “effective at increasing participation - by lessening the level of motivation that participation requires.” What does he mean by this? Do you agree? Is this an overgeneralization? How does Gladwell draw a distinction between “real sacrifice” and trivial forms of sacrifice? Do you agree with the way he does this? Write a response to Gladwell that draws on your own experience/knowledge of social media. Frame your argument as a response to something specific Gladwell says. Gladwell argues that there are two “crucial distinctions” between “traditional activism and its online variant.” (47) What are these two crucial distinctions? What do you think of Gladwell’s conclusion? What do you notice about the patterns of language he uses, and his tone? Do you agree with his concluding point? Elements of Gladwell’s Argument (draft) For the first reading, focus on gaining a general understanding of what the texts says in order to create a one or two sentence summary of each “chunked” section. Number the paragraphs. Circle new or unfamiliar words, underline claims and evidence, and note any other “moves” you can identify (you can use the “I Know What it Says, But What Does it Do?” list.)
Philip N. Howard and Muzammil M. Hussain. 2011. “The Upheavals in Egypt and Tunisia: TheRole of Digital Media” Journal of Democracy 22(3): 35-48. Micah White. “A Vision of Post-Clicktivist Activism” Adbusters blog, July 26, 2011. Faris. 2008. “Revolutions Without Revolutionaries? Network Theory, Facebook, and the Egy Blogosphere.” Arab Media and Society Tarik Ahmed Elseewi. 2011. “A Revolution of the Imagination.” International Journal of Communication 5: 1197 –1206
Greeks = face to face. Today’s writing combines print and orality? Questions for the Text He starts with example of young law student. She had never written for audience outside class. She had zero idea what to say. What Is The Moral Of Her Story? Anyone can do it. Anyone can have a huge impact on the politics and social life of a country. It can be used for activism. Blogs can change the world, and they can improve one’s writing. Selection of example – how many young people start with no idea what to say and having never written for audience, and then proceed to gather huge audience and have huge impact. How would we evaluate this? One useful piece of data might be to list all the top political blogs, and look at their background. Were they already professional writers writing for large audiences? . Argument Map Project Argument Claim Claim Claim Claim Evidence for Evidence for Evidence for Claim Evidence for Evidence for Claim
Strategies that support Strategies that support Strategies that support claim/arg Strategies that support claim/arg Strategies that support claim/arg Thompson: Argument Map Exercise You could provide students with some of the claims below, and have them fill in the rest. Project Argument The vast increase in public writing inspired by the Internet is an important, new, beneficial change for individuals and for society. It has profound cognitive, cultural, and political implications. Claim Claim The new forms of digital writing, particularly their “public” character, involve writing for an audience, and this significantly improves writing and thinking (54). The increase in writing we see with digital technologies is good because writing can help clarify our thinking, generate ideas and improve memory. (51) The increase in writing we see with digital technologies is good because this can advance democracy and civil society, especially in countries (page 58) The new forms of digital writing, particularly their “public” character, are highly beneficial because they expand connections and improve the socials network that support research (the “law of multiples.”) Digital media are creating a golden age of literacy. Today’s students write far more than in the past, are much better writers, and resemble students of rhetoric from hundreds of years ago. Evidence for Claim Evidence for Claim Evidence for Evidence for Claim Evidence for Claim Strategies that support Strategies that support Strategies that support Strategies that support Strategies that support Matt’s Summary & Notes on Thompson Attached is my rough/preliminary map of Thompson from the abridged section 46-61. There seems to be a lot of possibilities with the Thompson piece to discuss different types of evidence, explicit claims, and implicit claims. And, of course, how these work together. Matt.
Uniform Requirements for Football Uniform Requirements Page 2 Revision Date: 4/4/2018 4. Belt A Black Officials Belt is to be worn on all pants (both long and short). No inappropriate buckles. 5. Shorts Black coaches’ shorts are worn for all regular season youth games, regular season flag football contests and all scrimmages. The shorts must have belt loops. Shorts are NEVER worn for actual tackle high school varsity or JV games, but they are worn for scrimmages. 6. Socks for varsity and JV games (long pants) – Black crew socks. Socks for youth games and scrimmages (shorts) – Black “footie” socks. 7. Shoes Shoes are to be predominantly black with black laces. Refer to the WCOA shoe policy. The entire crew must match. 8. Jacket A black jacket with no patches can be worn during the pregame. A jacket is suggested for cold weather playoff games. Jackets are NEVER worn DURING the actual game. 9. Penalty Flags Two yellow weighted penalty are required. They may be either the center weighted or torpedo (ball) style. Penalty flags may be carried in the pant’s pocket or stuffed in front of the pant’s or short’s waist band. However, penalty flags must be largely out of site and not hanging out of pockets or pants. 10. Whistle A lanyard style Fox 40 whistle or finger type Fox 40 whistle is required. Officials should have 2 whistles with their gear. NO pea whistles are permitted. 11. Game Card A game card is required for all crew members to record game information, timeouts, etc.
Unit 1 History of the Earth Vocabulary Asthenosphere: the upper layer of the earth's mantle, below the lithosphere, in which there is relatively low resistance to plastic flow and convection occurs. Ammonite: an extinct group of marine mollusk closely related to living squids and octopus which where shelled like modern nautilus. The earliest ammonites appear during the Devonian, and the last species died out during the Cretaceous extinction event. Ammonites are excellent index fossils, and it is often possible to link the rock layer in which a particular species or genus is found to specific geologic time periods. Archean Eon: The Second geological eon in which the Earth’s crust cooled to a solid and continents formed. The Earth’s heat caused this eon to be much more geologically active. The atmosphere had almost no free oxygen and the first ocean formed. The very first life on earth forms in the oceans in the form of bacteria. The evidence is 3.5 billion year old stromatolite. Cenozoic Era: The most recent geological era spanning the last 65 million years. Generally associated with the rise of mammals and birds. Climate has become cooler and dryer and several ice ages have changed the earth. Continental crust: The least dense of the crust material mostly silicon and having less metals then oceanic crust. Continental An early theory explaining the movement of the continents based on fossil evidence, geologic evidence and cartographic patterns. This theory was eventually replaced with plate tectonics. Convection: the movement caused within a by the tendency of hotter and therefore less dense material to rise, and colder, denser material to sink under the influence of gravity, which consequently results in transfer of heat. Convection current: a stream of fluid propelled by thermal convection. The driving force in plate tectonics, ocean currents and wind. Convergent boundary: Plate boundary where the plates are colliding usually produces folded mountains or volcanoes.
1 If the current odometer reading of a car is 31, 983 miles, what is the LEAST number of miles that the car must travel before the odometer displays four digits that are the same? 17 239 350 1350 2 In store A a scarf costs $12, and in store B the same scarf is on sale for $8. How many scarves can be bought in B with the amount of money excluding sales tax, needed to buy 10 scarves in store A? (A) 4 (B) 12 (C) 15 (D) 18 (E) 21 3 If and are positive integers, , and , what is the greatest possible of ? (A) 5 (B) 6 (C) 7 (D) 8 (E) 9 4 What is the greatest number of positive integer values of x for which ? (A) Five (B) Six (C) Seven (D) Eight (E) Nine 5 If then = ? (A) (B) (C) (D) (E) 6 If , what is the value of ? (A) 1 (B) 3 (C) 9 (D) 27 (E) 81 7 If , then = (A) 3 (B) 6 (C) 9 (D) 27 (E) 81 8 If a and b are positive integers, then = (A) (B) (C) (D) (E) 9 If the sum of the factors of 18 is S and the sum of numbers less than 18 is P, then P exceeds S by what number? (A) 19 (B) 17 (C) 15 (D) 13 (E) 11 10 If x represents any even number and y represents any odd number, which of the following numbers is even? (A) (B) (C) (D) (E)
Name _________________________ Unit 1 HW 5 (A2) – Factor by Grouping/AC Factoring Regents A2 Factor each of the following expressions completely. 1) 2) 3) 4) 6x2 – 13x + 2 5) 7x2 + 39x + 20 6) 7) 8) Find the product of each of the following.
Unit 1 Key Terms Chapter 1: Prehistory – 2500 BC Paleolithic Age Neolithic Age Hunter-gatherer Neolithic Revolution Slash-and-burning farming Domestication Ziggurat Chapter 2: Early Civilizations, 3500-450 BC Sumer/Sumerians city-state dynasty cultural diffusion polytheism cuneiform Sargon of Babylonian Empire Hammurabi’s Code Upper and Narmer pharaoh hieroglyphics papyrus Harappan civilization loess Shang Dynasty Chinese writing Mandate of Heaven dynastic cycle feudalism Zhou Dynasty Chapter 3: People and Ideas on the Move, 2000-250 BC Indo-Europeans migration Hittite Empire Aryans caste system Mahabharata Hinduism reincarnation karma Buddhism Siddhartha Gautama enlightenment nirvana Minoans King Minos Phoenicians alphabet Torah Abraham monotheism Moses 4: Age of Empires Cyrus Darius Royal Road Zoroaster Confucius Daoism Legalism Qin Dynasty
Student Modification/Accommodations Seat student near teacher. Stand near student when giving directions/presenting. Provide visual aids/graphic organizers. Ensure oral directions are understood. Allow extra time to complete tasks. Simplify complex written directions. Give test items orally. Provide peer assistance/study groups.
What number is represented by + + 2 if = −2? Polynomial Expression: An expression that can have constants, variables and exponents, that can be combined using addition, subtraction, multiplication and division, but: • no division by a variable. • a variable's exponents can only be 0,1,2,3,... etc. • it can't have an infinite number of terms. Exercise 4 Find each sum or difference by combining the parts that are alike. 417 + 231 = _____ hundreds + _____ tens + _____ ones + _____ hundreds + _____ tens + _____ ones = _____ hundreds + _____ tens + _____ ones + + 7) + + + 1) − + 8) − + + − 7) + – + 12) (5 − − + + + 1) + − 8) − + 2)
Math: 9-12 Approximate Time Unit Hyperlinked to Blueprint FOCUS Standards/DOK Supporting MP Standard Unit Overview Third Quarter ( Jan 20- Mar 26th) Mar 2nd- Mar 13th (Reteach) Number Basics MAFS.910.N.RN.2. MAFS.910.N.CN.9 MAFS.910.N-Q.1 MP: 1 MP: 4 MP: 6 MP: 7 MP: 8 Students will start the year by going over basic number concepts such as positive and negative number, students will also solve problems involving fractions and reviewing vocabulary such as whole, half, third, fourth, numerator, and denominator. Students will review the value of money and use it to show equal amounts. Students will identify time to the nearest 5 minutes.
Measure TYV and classify as right, acute, or obtuse. Explain. Ray YT bisects SYU. TYS = 2x-24, UYT = x + 16. Find the measure of x and SYU. Definition Adjacent Angles Adjacent means ‘next to’ 2 angles are adjacent if they: * have the same vertex * share a common side * have no interior points in common
Measure Definition Unit(s) Symbol(s) Instrument(s) Distance Length, Width, Height Meter m Mass The amount of stuff (matter) Gram g Liquid Volume The amount of space it takes up Liter L Temperature How hot or cold something is Degrees Celsius °C Time How long it takes Seconds s How do we measure length? A B C Point A= _____ cm or _____ mm Point B= _____ cm or _____ mm Point C= _____ cm or _____ mm How do we measure volume of a liquid? How do we measure temperature? How do we measure mass?
Closing Activity: is shown below. Is it an equilateral triangle? Justify your response. Lesson 3: Copy and Bisect an Angle Opening Vocab: Plane- A flat _____________ on which a straight line joining any two points on it would wholly lie. Half Plane- Part of the plane on one side of a straight line of infinite length in the plane. Angle- The union of two non-collinear rays with the same endpoint Interior of an Angle- The interior of angle is the set of points in the intersection of the half-plane of that contains and the half-plane of that contains . The interior is easy to identify because it is always the “smaller” region of the two regions defined by the angle (the region that is convex). The other region is called the exterior of the angle.
Name: ________________________________________________________________________ Project: ____________________________________________________________________________ Date: _________________________ Period: _______________ Total Points: __________________ Project Rubric Knowledge of Content Has a lack of understanding of the Revolution. 2 4 6 Shows some understanding of the Revolution. 8 10 12 Shows a good understanding of the Revolution. 14 16 18 Shows a full understanding of the Revolution. 20 Analysis Student includes minimal evidence of personal evaluation of historical evidence and events. 2 4 6 Student includes a fair amount of personal evaluation of historical evidence and events. 8 10 12 Student includes good evidence of their analysis and evaluation of historical evidence and events. 14 16 18 Student includes a wealth of evidence of their analysis and historical evidence and events. 20 Organization No evidence of planning. 2 4 6 Some evidence of planning but not always logical. 8 10 12 Well planned and follows a logical sequence. 14 16 18 Extremely well planned and has a smooth transition. 20 Multimedia Distracts audience from content and purpose. 2 4 6 Does not distract audience from content and purpose. 8 10 12 Supports content and purpose. 14 16 18 Greatly enhances content and purpose. 20
BONUS: Go to the following YouTube clip: Do the people in the video agree with this “Zero-Sum” concept? Why or why not? How is “minority status” different from “minority group” ? 3. Use pp.238-240 to answer the following: Give three examples of legal discrimination in U.S. and/or world history. 1. 2. 3. Why is institutionalized discrimination more difficult to end? What negative consequence may lasting stereotypes have on a society? What is a bigot? (not in book) Describe the following: Active bigot bigot Fair-weather liberal All-weather liberal a. b c. d.
3 Theory 4 Qualitative 5 Quantitative 6 Independent Variable 7 Dependent Variable 8 Control 9 Homeostasis 10 Metabolism 11 12 13 14 15 16 17 Daily Activities/Bell Ringers/Do Now Date______________________________ List 5 important lab safety rules. 1. 2. 3.
Legislative branch has 2 chambers (2 houses) Number of votes for each state depends on the state’s population Larger states have more power DRAFTED BY MADISON Legislative branch has 1 chamber Each state gets 1 vote Smaller states would have more power GREAT COMPROMISE OR CONNECTICUT COMPROMISE Government has 3 branches Legislative Branch – Makes laws, Judicial – Interprets laws Executive – Carries out the laws Divide Congress into 2 houses Senate – each state gets 2 votes of Representatives – The more people the state has, the more votes it gets CH. 3 NOTES: GUIDING PRINCIPLES OF THE US CONSTITUTION Ratified in 1788 with assurance that a __Bill of Rights_____________________ would be added (___________________________________________________)
choose to. Be prepared to present your time capsule and its contents to the class. Evaluation This is how your work will be evaluated. *You will receive both a group score and an individual score. Not Proficient 1 Partially Proficient 2 Proficient 3 Advanced 4 Score Time Capsule Artifacts fewer than 3 artifacts; artifacts are irrelevant to the GRAPES of ancient Egypt 3 artifacts; some artifacts may lack relevancy; little effort 4 artifacts; artifacts are relevant and well done More than 6 artifacts and each artifact is incredibly unique and extremely relevant Artifact Description Most descriptions are incomplete/missing; explanations are very unclear Some descriptions are incomplete/missing; Some of the explanations are unclear All 6 artifact descriptions are complete and clear Descriptions are incredibly detailed and clear; additional information (i.e. which class people would have used it) provided Time Capsule Little or no effort exhibited; design not representative of ancient Egypt Some effort given; design is somewhat representative of ancient Egypt Design is representative of ancient Egypt and effort is obvious Design is incredibly unique; has that "Wow!" factor; representative of ancient Egypt Time Capsule Presentation Unprepared; unclear; all group members do not participate difficult to hear; some information is unclear; one member is unprepared All group members are prepared and participate; information is clear and accurate of 3 PLUS additional presentation components Group Work/Cooperation Little or no cooperation; inability to get along; lack of cooperation prevented the group from completing the assignment. Some cooperation, but one or two group members are not playing fair; teacher had to intervene once or twice All group members contribute and cooperate; group works like a machine." Incredibly cooperative; group members help each other; model of cooperative group work Score ______________ X 4 =_______________
Unit 1- Reading Guide 1 Name_________________________ Vocab: Define each of the following terms Incas Aztec Pueblo Iroquois Three-sister farming Christopher Columbus Treaty of Tordesillas Columbian Exchange Conquistadores Hernando Cortes Mestizo Encomienda system Pope’s Rebellion Joint-stock company Virginia Company Jamestown John Smith Headright system House of Burgesses Bacon’s Rebellion Puritan Separatists Mayflower Compact John Winthrop “City upon a hill” Roger Williams King Philip’s War William Penn Quaker Mercantilism Navigation Acts Molasses Act Triangular trade Middle passage Stono Rebellion New York revolt Great Awakening Enlightenment Albany Congress Pontiac Proclamation of 1763 Guided Reading Questions: Provide comprehensive answers, in complete sentences, to each of the following questions. What effect did the Protestant Reformation in Europe have during the period of North American colonization? How did the Renaissance spur exploration? Describe the impact of Columbus’ discovery and European colonization in the “New on the following groups: Native Americans, Africans, and Europeans. Make a diagram that shows the exchange of plants, wildlife, and diseases known as the Columbian Exchange. From the section, “Building Spain’s American Empire,” what were the effects of the encomienda system, and to who did Spain look to as a source of labor when it ended? While the Spanish were especially brutal when colonizing the Southwest of what is now the United States, what was the underlying reason for Pope’s rebellion in 1680? What role did Spanish missions play, especially in the area of present-day From the section “English Motives for American Colonization,” summarize the factors that influenced British colonization in North America.
A red hooded sweatshirt with a Skate shop staff receive a staff sleeve shirt No tracking system. They can keep it for future shifts in the skate department. No mention NANAIMO Instructors Skate Patrol Skate Shop Tracking Cleaning Access to our supply of general Staff Jackets – These are a light weight waterproof polyester winter jacket. It is a shell that allows for layering underneath. These are city owned and staff must leave them in the shop for others’ shifts. There is a purchase option for these. The city covers half the cost. We also have a City-branded ’Instructor’ track jacket Access to our supply of general Staff Jackets We supply a city-branded ball-cap. It is not compulsory to wear this however. Oh, and we also do a black, Gildan T-shirt for shop patrol. City supplied. And we do not take these back. They may keep their own purchased products or we will buy them back at a nominal sum if in good shape. Then these will be returned to our general stock. Jackets are City-owned and must remain in the shop for other staff to use. Tracking is done in-house. We clean and maintain/repair.
A Day B Day Day #1 Th. Sept 4 Day #1 Fri Sept 5 Section 1.6: Rigid Transformations LT: 1.1 Learning Task: Intro to transformations 1.6 Practice Handout Day #2 Mon Sept 8 (LS) Day #2 Tues Sept 9 Section 1.7: Transformations on the Coordinate Plane LT: 1.2 Learning Task: Exploring Transformations 1.7 Practice Day #3 Wed Sept 10 Day #3 Th. Sept 11 Section 8.1: Dilations LT: 1.3a, 1.3b Learning Task: Exploring Dilations 8.1 Practice Section 8.2: Similar Polygons LT: 1.4 8.2 Practice Quiz: 1.6, 1.7 Day #4 Fri Sept 12 Day #4 Mon Sept 15 (LS) Section 8.3: Triangle Similarity LT: 1.5 Learning Task: Proving Triangles Similar 8.3 Practice Section 8.4: The Side Splitting Theorem LT: 1.6 8.4 Practice Day #5 Tues Sept 16 Day #5 Wed Sept 17 Section 8.5: Indirect Measurement LT: 1.7 Quiz: 8.1 – 8.4 Learning Task: Shadow Math 8.5 Practice Day #6 Th. Sept 18 Day #6 Fri Sept 19 Review Day #7 Mon Sept 22 (LS) Day #7 Tues Sept 23 Test Vocabulary: Center of Dilation Expansion Scale Factor Contraction Proportion Similar Dilation Translation Rotation Reflection Median Altitude
What do we call something that is peaceful and calm? Tranquil. The in the river was very tranquil. Nature is full of wildlife. Wildlife is animals and plants that live outdoors Say it with me. Get ready... Wildlife is animals and plants that live outdoors. Say it by yourselves. Get ready… Wildlife is animals and plants that live outdoors What do we call animals and plants that live outdoors? Wildlife. We saw much wildlife when we went on our hike. Have students make a list of words they associate with nature. Relate these words to the poster. High Frequency Words bear, couldn’t, father, love, mother, straight Help children to respond to questions using complete sentences when appropriate. Here are this week’s high frequency words. This word is bear. What word? bear Everyone, spell bear. b-e-a-r What word did you spell? bear This word is build. What word? build Everyone, build. b-u-i-l-d What word did you spell? build This word is couldn’t. What word? couldn’t Everyone, couldn’t. c-o-u-l-d-n-‘-t What word did you couldn’t This word is father. What word? father Everyone, spell father. f-a-t-h-e-r What word did you spell? father This word is love. What word? love Everyone, spell love. l-o-v-e What word did you spell? love This word is mother. What word? mother Everyone, spell mother. m-o-t-h-e-r What word did you spell? mother This word is straight. What word? straight Everyone, spell straight. s-t-r-a-i-g-h-t- What word did you spell? straight Second Time When I touch under the word, say the word in your head. When I tap under the word, everyone will say the word aloud.
Pre Test Question 1 Post Test Question 1 Compare and Contrast Pre Test Question 2 Post Test Question 2 Compare and Contrast Pre Test Question 3 Post Test Question 3 Fact and Opinion Pre Test Question 4 Post Test Question 4 Fact and Opinion Pre Test Question 5 Post Test Question 6 Fact and Opinion Pre Test Question 6 Post Test Question 15 Compare and Contrast Pre Test Question 7 Post Test Question 16 Compare and Contrast Unit 5 Pre Test Grade 2 Author’s Purpose, Plot, Theme Scoring Document Write Student Names in Boxes Pre Test Question 1 Post Test Question 1 Plot Pre Test Question 2 Post Test Question 2 Plot Pre Test Question 3 Post Test Question 4 Author’s Purpose Pre Test Question 4 Post Test Question 6
Pre Test Question 1 Post Test Question 1 Author’s Purpose Pre Test Question 2 Post Test Question 3 Main Idea Pre Test Question 3 Post Test Question 4 Sequence Pre Test Question 4 Post Test Question 8 Sequence Pre Test Question 5 Post Test Question 11 Sequence Pre Test Question 6 Post Test Question 12 Main Idea Pre Test Question 7 Post Test Question 15 Author’s Purpose Pre Test Question 8 Post Test Question 16 Author’s Purpose Pre Test Question 9 Post Test Question 17 Author’s Purpose Pre Test Question 10 Pre Test Question 18 Setting Pre Test Question 11 Pre Test Question 21 Author’s Purpose Unit 1 Pre Test Grade 4 Author’s Purpose Scoring Document Write Student Names in Boxes Unit 2 Pre Test Grade 4 Draw Conclusions, Main Idea Scoring Document Write Student Names in Boxes
Pre Test Question 1 Post Test Question 1 Compare and Contrast Pre Test Question 2 Post Test Question 2 Compare and Contrast Pre Test Question 3 Post Test Question 6 Compare and Contrast Pre Test Question 4 Post Test Question 7 Compare and Contrast Pre Test Question 5 Post Test Question 14 Compare and Contrast Pre Test Question 6 Post Test Question 19 Compare and Contrast Unit 5 Pre Test Grade 4 Draw Conclusions, Sequence Scoring Document Write Student Names in Boxes Pre Test Question 1 Post Test Question 1 Sequence Pre Test Question 2 Post Test Question 3 Draw Conclusions
Unit Lesson Plan – Uniform Circular Motion Teacher: <Teacher> Time Frame: 7 days Grade: 9 School: <School> Subject: PSI Algebra Based Physics NGSS DCI: The topics in this unit are an essential part of understand the later units and of physics as a whole. AP Physics 1 and 2 Standards: This essential knowledge does not produce a specific learning objective but serves as a foundation for other learning objectives in the course. Essential Questions (What questions will the student be able to answer as a result of the instruction?) How do we use Free Body diagrams and Newton’s Laws to solve circular motion problems? What are the applications of circular motion? How does apparent weight vary during circular motion? Knowledge & Skills (What skills are needed to achieve the desired results?) By the end of this unit, students will know: How to relate the radius of the circle and the speed or rate of revolution of the particle to the magnitude of the centripetal acceleration. How to describe the direction of the particle’s velocity and acceleration at any instant during the motion. How to analyze situations in which an object moves with specified acceleration under the influence of one or more forces so they can determine the magnitude and direction of the net force or of one of the forces that makes up the net force in situations such as the following: (1) Motion in a horizontal circle (e.g. mass on a rotating merry-go-round or car rounding a banked curve). (2) Motion in a vertical circle (e.g. mass swinging on the end of a string cart rolling down a curved rider on a Ferris wheel). By the end of this unit, students will be able to: Learn various concepts and ideas related to circular motion. They will use the following equations in solving problems. a= v2/r v = 2πr/T T= 1/f F = ma Assessment (What is acceptable evidence to show desired results (rubrics, exam, etc.)? Attach Copy
MacArthur’s Insubordination- Unsatisfied with Truman’s restraint, Gen. Mac Arthur made a career-shattering err. MacArthur began to criticize the president’s policies publicly He and wrote to newspapers and magazine publishers He appealed to Republican leaders Despite numerous warnings, MacArthur continued to criticize the president April 11, 1951: Truman shocked the nation by announcing he had fired Gen. MacArthur As the President could no longer tolerate MacArthur’s insubordination ***Truman felt that MacArthur had violated the principle of civilian control of the military by ignoring Truman’s orders on numerous occasions When MacArthur returned to America, he addressed Congress, saying “Old soldiers never die, they just fade away.” The public was outraged over MacArthur’s firing, although many began to see Truman’s actions as the right thing to do. The Fighting Stalemate Continued Despite Peace Talks- As the MacArthur drama “faded away,” the Soviets unexpectedly suggested a cease-fire on June 23, 1951. July 1951: Peace talks began, but were almost immediately snagged on the issue of prisoner exchanges Men continued to die for nearly two years as the negotiations dragged on. Two important agreements were reached. The cease-fire line would be where the existing battle line was, roughly at the 38th parallel A demilitarized zone would be maintained between the opposing nations July 1953: The two finally signed an armistice ending the war. While the outcome was basically a stalemate, communism was contained in North Korea, above the 38th parallel The “Forgotten War’s” Effect on the Home Front- In America, the Korean War had affected lives and politics. The Korean invasion in 1950, coming on the heels of the Soviet Union detonating an atomic weapon in Aug. 1949 and China’s fall to communism in Oct. 1949, prompted a massive military buildup in America National Security Council Memorandum Number 68 (NSC-68) recommended the US quadruple its defense spending. Truman ordered a massive military buildup
5. Fill in the x/y chart for each function below over the interval . x 0 1 2 3 4 5 6 7 Which function increases the fastest? Which function increases the slowest? 6. As x increases beyond 25, which function will have the largest value? (1) (3) (2) (4)
4. On the set of axes graph . If , how is the graph of f(x) translated to form the graph of g(x)? If , how is the graph of f(x) translated to form the graph of h(x)? 10 – N9 Today, you will be able to: Transformation
18. Adapts to changing situations/priorities. 19. Uses SCSD equipment and tools correctly. 20. Follows SCSD policies and procedures. 21. Is punctual. 22. Is regular in attendance. A. Areas of Strength: B. to Improve: C. Additional Comments: Appraisal Period From To Status Probationary Permanent I hereby recommend continued employment: Yes No If no, please explain: The appraisal form must be signed by both parties. Please note that the employee’s signature signifies only that the form has been read. The employee shall have the right to submit written comments and attach it to the file copy of this appraisal. The evaluator is required to discuss the completed appraisal during a personal conference with the employee. Signature of Evaluator: ______________________________________ Date: ________________ Signature of Employee: ______________________________________ Date: ________________ Copies to: Supervisor Principal/Administrator Employee Personnel File
Please complete all sections – we cannot action incomplete forms. Please complete one form per child. REQUESTER NAME ROLE CENTRE/BASE OF WORK UNIFORM DELIVERY POINT DATE Office use only DATE RECEIVED CHILDS SURNAME POSTCODE (only 1st 3 digits) AGE SEX HEIGHT(cm) FULL NAME OF SCHOOL CLOTHING ITEM Tick if Required 1ST CHOICE COLOUR 2ND CHOICE COLOUR SIZE Office use only AVAILABLE Office use only NOT AVAILABLE Please use this space to request any additional items: (these are limited) POLO SHIRT SCHOOL BAG COTTON SHIRT PE BAG JUMPER SWIMWEAR CARDIGAN SCHOOL TIE BLAZER HATS, GLOVES & TROUSERS TIGHTS inc colour/size SCHOOL SHORTS SOCKS inc colour/size SKIRT VESTS PINAFORE UNDERWEAR SUMMER DRESS COAT FLEECE GYM KIT If this is an URGENT request, please indicate date uniform required by: TRAINERS FOOTBALL BOOTS SHOES Please provide a contact phone number or email address, in order for us to notify the family when items are ready for collection. Details:
Chapter 31-33 Study Guide Muller v. Adkins Ku Klux Klan uprising in the 1920’s Bonus Expeditionary Force Hoover’s plan to end Great Depression Immigration quota system A. Mitchell Palmer Reconstruction Finance Corporation Kellogg-Briand Pact of 1928 Prohibition “Hundred Days” Response to Japan invading Manchuria Stimson doctrine Albert Fall Henry Ford Chapter 31-33 Study Guide Muller v. Adkins Ku Klux Klan uprising in the 1920’s Bonus Expeditionary Force Hoover’s plan to end Depression Immigration quota system A. Mitchell Palmer Reconstruction Finance Corporation Kellogg-Briand Pact of 1928 Prohibition “Hundred Days” Response to Japan invading Manchuria Stimson doctrine Albert Fall Henry Ford The Great Train Robbery 1920 census Wagner Act Teapot Dome scandal Margaret Sanger advocacy Ford-McCumber Tariff Hawley-Smoot Tariff Jazz music Marcus Garvey Glass-Steagall Act Literary figures of the 20’s Problems facing farmers New Deal critics 1924 election Agricultural Adjustment Act 20th Amendment 21st Amendment Tennessee Valley Authority Eleanor Roosevelt Court packing The Train Robbery 1920 census Wagner Act Teapot Dome scandal Margaret Sanger advocacy Ford-McCumber Tariff Hawley-Smoot Tariff Jazz music Marcus Garvey Glass-Steagall Act Literary figures of the 20’s Problems facing farmers New Deal critics 1924 election Agricultural Adjustment Act 20th Amendment 21st Amendment Tennessee Valley Authority Eleanor Roosevelt Court packing
Name/Period: _______________________________________ Unit Calendar Date Sect. Topic Homework HW √ On-Time April 29 Central Tendency Variation Worksheet #1 May 3 Box-and-Whisker Plots Worksheet #2 May 5 Central Tendency Part II Worksheet #3 May 9 Box and Whisker Part II Unit Review Worksheet #4 Study for Quiz May 11 Unit 11 Quiz Statistics Science of choosing a sample, collecting, organizing, analyzing and interpreting data. Our working question: What is the date on which you were born? (Example: My birthday is September 7, so my response is “7”.) 1 14 2 15 3 16 4 17 5 18 6 19 7 20 8 21 9 22 10 23 11 24
X18 = X19 = X20 = X21 = X22 = X23 = X24 = X25 = X26 = MAD = Variance = Standard Deviation = Find YOUR Z-score: ______________ the Calculator to find Mean, Standard Deviation, Variance & MAD Enter your data into the calculator (STAT, Edit (1)). STAT and toggle to CALC and select “1-Var Stats” and press ENTER Your 1-Variable statistics will be displayed. Example: Mean – On the formula sheet it is represented as On the graphing calculator it is represented as Standard Deviation –On the formula it is represents as On the graphing calculator it is represented as Variance – On the formula sheet it is represented as . It is not on the calculator but you can find it by squaring the standard deviation. Mean Absolute Deviation (MAD) – The calculator does not calculate it for you but you can make it.
CAUSATION: 1. Which relationship can best be described as causal? (1) The alarm goes off and the sun rises. (2) The car is moving slowly and the driver is singing. (3) The birds are chirping and the rain is coming down. (4) The snow is falling and the stores run out of snow shovels. CORRELATION COEFFICIENT: The value of r is always in the range _____________________. If r is close to 1, the data shows a ________________________ correlation. If r is close to -1, the data shows a _______________________ correlation. If r = 0, the data does not show a ______________________ correlation. If , the looks like: If , the graph looks like:
Product Rubric Scale Criteria 1 Below Expectation 2 Needs Improvement 3 Meets Expectation 4 Exceeds Expectation Students produce a product that is attractive. Use of font, color, graphics, effects, etc., but these often distract from the presentation of content. Makes use of font, color, graphics, effects, etc., but occasionally these detract from the presentation of content. Makes good use of font, color, graphics, effects etc. to enhance the presentation. Makes excellent use of font, color, graphics, effects, etc. to enhance the presentation. Students produce a product that is organized. There was no clear or logical organizational structure, just lots of facts. Content is logically organized for the most part. Uses headings or bulleted to organize, but the overall organization of topics appears flawed. Content is well organized using headings or bulleted lists to group related material. Students produce a product that exhibits proper mechanics. More than 4 errors are spelling or grammar. Four misspellings and/or grammatical errors. Three or fewer misspellings and/or grammatical errors. No misspellings or grammatical errors. Resources for Unit www.georgiaencyclopedia.org William Hartsfield, Ivan Jr., Ellis Arnall, Atlanta Braves, Atlanta Falcons, Atlanta Hawks http://www.libs.uga.edu/russell/collections/arnalloralhistory/index.shtml http://www.sportsecyclopedia.com/nba/atlanta/atlhawks.html http://www.sportsecyclopedia.com/nl/atlbraves/atlbraves.html www.sportsecyclopedia.com/nfl/atlanta/falcons www.atlanta-airport.com/ www.gaports.com/
AXIS 2- PERSONALITY DISORDER OR MENTAL RETARDATION AXIS 3 – GENERAL MEDICAL CONDITION AXIS 4 – PSYCHOLOGICAL/ ENVIORNMENTAL PROBLEMS AXIS 5 – GLOBAL ASSESSMENT 3. Sadie is so fearful of being overwhelmed by anxiety that she rarely steps outside her apartment. The thought of going shopping and getting lost in a crowd terrifies her, so she has her groceries delivered. Because of her fear, she earns her living as a freelance writer, working at home. Sadie's behavior is most characteristic of what? AGORPHOBIA
A humanistic therapy, developed by Carl Rogers, in which the therapist uses techniques such as active listening within a genuine, accepting, empathic environment to facilitate clients' growth. (Also called person-centered therapy.) active listening Empathic listening in the listener echoes, restates, and clarifies. A feature of Rogers' therapy. unconditional positive regard A caring, accepting, nonjudgmental attitude, which Carl Rogers believed would help clients to develop self-awareness and self-acceptance.
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One man killed, salted, and ate his wife! The colony was finally brought to order by a new governor, Lord De La Warr, in 1610. But what ultimately saved the colony from going up in smoke was tobacco. Tobacco Saves the Colony John Rolfe was really the economic savior of the Virginia colony because of his perfection of the tobacco cultivation. European demand for tobacco skyrocketed Tobacco was grown between graves and in the streets of Jamestown The growth of tobacco required heavy labor, and the colony turned first to indentured servants 1618- Virginia adopts the headright system Offered 50 acres of land to any colonist who would pay the cost of transportation for a worker Indentured servants typically agreed to work for 4-7 and were given tools, some food, and money at the end of their term of indenture. A lucky few received a plot of land from their boss. 1619- A Important Year in the Virginia Colony The Africans in British North America were brought to Jamestown and sold by a Dutch warship. While the seeds of American slavery were thus planted, African slaves were far too costly to be used in great numbers for decades. Only three hundred blacks in Virginia in 1650. But by the end of the century, blacks (most enslaved) made up 14% of Virginias population The Virginia Co. authorized the colonists to summon a legislative assemble, known as the House of Burgesses This would be the first representative body in colonial America Included two citizens (or burgesses) from each of Virginia’s eleven districts. Had the authority to raise taxes and pass legislation- subject to the veto of Virginia’s English governor. Clashes with Native Americans Unlike the Spanish, the English had no desire to cohabit the land with the Native American “savages,” led by Powhatan. During the “starving time,” colonists took to raiding indian food supplies Lord De La Warr arrived with orders from the Virginia Co. that amounted to a declaration of war against the Indians.
Mon Tue Wed Thu Fri Week 3 Unit 1 – Representing Relationships Mathematically *Calendar may change on student’s need 28 Review Unit Mini-Test Hand out the Individual Packets for Unit 1 Expectations -Unit 1 1.1 with students HW: 1.1 Notes & Check for Understanding 29 Q & A HW: 1.2 Notes & Check for Understanding 30 Reflection 1.1 Q & A HW: 1.3 & Check for Understanding Week 4 2 No School Labor Day 3 1.3 Q & A HW: 1.4/1.5 Notes & Check for Understanding 4 Reflection 1.2/1.3 1.4/1.5 Q & A HW: 1.6 Notes & Check for Understanding 5 Reflection 1.4/1.5 1.6 Q & A HW: 1.7 Notes & Check for Understanding 6 1.7 Q & A HW: 1.8/1.9 Notes & Check for Understanding Week 5 9 LT Activity Due by end of class Reflection 1.6/1.7 1.8/1.9 Q & A 10 Reflection 1.8/1.9 Review for Test 11 Review for Test 12 Pathways Test Page 1-3 13 Early Release Staff Development Test Page 4