zilongwang/ReadingBank huggingface dataset:
That will come soon enough But right now, I'm enjoying it Rain, I love the stuff. So keep that rain a coming down Let me feel it's soft, wet touch I don't know what is wrong with me But I love rain so much. 3. What type of poem is the poem below? ______________________________________________________ The leaves are changing orange, yellow, red and brown fall is coming soon. 4. What type of poem is the poem below? ______________________________________________________ There once was a lady named Sue Who had nothing whatever to do And who did it so badly I thought she would gladly Have stopped before she was through. 5. What type of poem is the poem below? ______________________________________________________ I run to reach home plate, With my bat, wind whistling through me. When I get up to bat, salty sweat Is running down my face and neck. The pitcher throws the ball. I can see it gliding through The air like a plane, but my bat is Ready, hands back, the ball almost here. I can tell it is a strike, so I throw my hands toward the ball Then Bam! The ball goes all the way To the fence, and I am running The bases, my face beet red. It is a triple to score in the last Run to win the ball game. The crowd goes crazy.
6th COLOMBO INTERNATIONAL THEATRE FESTIVAL – 2016 Applications are called for the above festival to be held April 2017 in Colombo. Closing date for applications shall be 25th October 2017 (this application contains 04 pages) Item Description/s Remarks Closing Date Incomplete Applications which do not provide the requested information will be rejected Cost/Payments Organizer will NOT bear the production cost and international travel costs including visa charge, artist payment. Those who are not in a position to finance for international travel cost (up & down) Need not apply Facilities & Benefits Venue, Publicity & Advertising, workshops, Meeting, Receptions Accommodation, meals and local transport will be provided by the citf. Refer guide lines Name of the group Attach Logo separately Country Name of the play/Performance Language of the play non verbal or with minimum dialogues shall be preferred Focus on Theater for young Audience (TYA) Duration of the play Min. 45 mits. – max. 90 mits. Name of the playwright Include Photograph Name of the Director Include Photograph Total Number of Participating members No of participants will be restricted 7 including cast and technicians Address and contact details of the group/Director (including at least two contact numbers, web etc) The contact person shall be responsible for all communications throughout the process and should be one and the same person. The play (A short synopsis of the playing English) 150 words
Concepts/Content: Claims and counterclaims Rebuttals Reasoning and logic Research-based evidence Credible sources Understanding and constructing an argumentative essay Propaganda Competencies/Skills: Support claims with logical reasoning and relevant evidence Organize the claim(s) with clear reason and evidence Clarify relationships among claim(s), counterclaim(s), and evidence by using transitions Use accurate and credible sources Construct a formal argumentative essay Write with precise language, varied sentences, consistent voice, and formal style Description of Activities: Read and respond to argumentative mentor texts Partake in small/large group discussions Write to express an opinion with supportive evidence Identify and construct a claim and counterclaim Identify supporting evidence from credible sources Assessments: Analyze and identify argumentative elements and structure Written argumentative piece(s) scored using district writing rubric Interdisciplinary Connections: Reading and writing argumentative text related to science, social studies, and/or math topics Using digital tools (Google Classroom, Microsoft Publisher, etc.) Additional Resources: Approved English textbook Approved supplemental resources Teacher-created materials Subject: English Grade: 6 Suggested Timeline: Ongoing throughout the year Unit Title: Grammar Study
Punctuation marks: period, question mark, comma, and quotation marks Grammar content terms: fragment, run-on, comma splice, simple and compound sentence, pronoun/antecedent agreement, subject/verb agreement Compose sentences with variety of structure and length Increasingly apply knowledge of conventions to writing and speaking Communicate with precision Use transitions within writing assigned writing pieces Engage in small/large group discussion Partake in peer review sessions to explore peers’ control of grammar and mechanics Assessments: Teacher-created worksheets/practice handouts Daily editing exercises Various quizzes/tests Writing rubrics: with focus on conventions and sentence fluency traits Interdisciplinary Connections: Utilizing proper conventions when writing in all content areas Communicating effectively, both in written and spoken form, in all content areas Using digital tools (Google Classroom, Microsoft Publisher, etc.) Additional Resources: Approved English textbook Approved supplemental resources Teacher-created materials Subject: English Grade: 6 Suggested Timeline: 9 weeks Unit Title: Poetry Study Unit Overview/Essential Understanding:
NHSGGC Bereavement Steering Group 6th June 2017 Action Points Action Leads Timeframe for completion 1. CRUSE Annual Report CRUSE – M Magennis to contact T Elrick to request a more comprehensive NHSGGC Annual Activity Report for 2016/17. M Magennis/ T Elrick Draft report completed, circulated to the group for comments with final version presented at the Steering Group meeting on the 12th October 17. 2. Signposting to Services M Magennis to liaise with P Corrigan to design an information card signposting NHSGGC carers and families to bereavement support services. M Magennis/ P Corrigan Draft completed, circulated to the group for comments with final version presented at the Steering Group meeting on the 12th October 17. 3. Views of Care Copy of cover letter and questionnaire used in the Views of Care pilot to be forwarded to L King (Palliative Care Sister, West Dun) and F Mc Comb (Midwife, PRM) for potential implementation within their services . C O’ Neill w/b 12th June 17 4. Communication Training Chaplaincy Lead to provide information to Karen Gormal on communication training provided by the C Campbell w/b 12th June 17
service. F Mc Comb to forward details of the bereavement training provided to Maternity Services from external agencies/charities to P Corrigan for inclusion on the website. M Magennis to contact Anne Todd (Inequalities Team) to request details of training that she provides which has a focus on communication skills – forward to K Gormal for inclusion into the training matrix. L King to contact C Campbell to arrange bereavement training for staff within the new ‘Superhome’ when it opens (circa August 2017) F Mc Comb M Magennis L King w/b 12th June 17 w/b 12th June 17 August 2017 5. Palliative Care Website P Corrigan to set up an NHSGGC Bereavement Steering Group section on the website. M Magennis to forward all minutes of meetings to date and a copy of the Bereavement Training Scoping Exercise for inclusion. P Corrigan M Magennis Ongoing from 6th June 17. 6. Bereavement Bags Pilot C Mc Neill to contact Elaine Gray (Procurement Manager) to check the quantity of bereavement bags C O’ Neill Update presented at the Steering Group meeting on the 12th October 17.
After School Clubs Mon Tues Weds Thurs Fri Y1 Cookery Club until 4.15pm Ipad club until 4pm Multi-Sports until 4.15pm Y2 Cookery Club until 4.15pm Ipad club until 4pm Y3 Gardening Club until 4pm Choir until 4pm Ipad club until 4pm Dance until 4.15pm Y4 Gardening Club until 4pm Choir until 4pm Ipad club until 4pm Multi-Sports until 4.15pm Dance until 4.15pm Y5 until 4.15pm Gardening Club until 4pm Cookery Club until 4.15pm Netball Club until 4pm Choir until 4pm Ipad club until 4pm Y6 Until 4.15pm Gardening Club until 4pm Cookery Club until 4.15pm Netball Club until 4pm Choir until 4pm Ipad club until 4pm
Sub Name: Energy Systems Faculty Name: Shohel Gardia Sem: 6th “A” Assignment -1 1 Describe the working of the principle and operation of the pulse jet engine 2 Explain the term thrust specific fuel consumption and specific thrust. 3 draw the schematic of Ramjet Engine. Briefly write different operations. 4 Draw the T-s diagram of turbo-prop engine and briefly explain different processes. 5 A turbo jet engine takes 50 kg/sec of air and propels an aircraft uniform flight speed of 880 km/hr. isentropic enthalpy change for the nozzle is 188.28 kJ/kg and the velocity co-efficient is 0.96%. the fuel/air ratio is 1.2% combustion efficiency 95%, LCV of Fuel is 4.393*10^4 kJ/kg. Find out: Fuel flow in kg/hrand specific fuel comsumption Thermal efficiency of the engine Thrust Power Propulsive Power Overall Efficiency Sub Name: IC Engine Faculty Name: Dhakad Amit Singh Sem: 6Th “A” Assignment -1 Write down the difference between internal and external combustion engine
Unit 1: Bend 3 Table of Contents Writing a Second Personal Narrative with New Independence Section Page Number Unit Standards 2-3 Unit Essential Questions 3 Unit Goals and Sub Goals (Task Analysis) 3-4 Unit Language (Spanish, Russian, English) 5-7 Unit Assessment Checklist 8-9 Unit Assessment Rubric 10-12 Sample Unit Calendar 13 Anchor Charts 14-15 Works Cited 16 Grade Content: Unit 1, Bend 3 Dates of Unit: Unit Title: Writing a Second Personal Narrative with New Independence Stage 1 Identify Desired Results
Development ELABORATION CRAFT Student Name I developed realistic characters, and developed the details, action, dialogue, and internal thinking that contribute to the deeper meaning of the story. I developed some relationship between characters to show why they act and speak as they do. I told the internal, as well as the external story. I wove together precise descriptions, figurative language, and some symbolism to help readers picture the setting and actions, and to bring forth meaning. I used language that fit my story’s meaning and context ( for example, = Not Yet √ = Starting To + = Yes!
Conventions SPELLING PUNCTUATION AND SENTENCE STRUCTURE Student Name I used resources to be sure the words in my writing are spelled correctly. I used punctuation such as dashes, parentheses, colons, and semicolons to help me include extra detail and explanation in some of my sentences. I used commas and quotation marks or italics or other ways to make clear when characters are speaking. = Not Yet √ = Starting To + = Yes!
Stage 3 Plan Learning Experiences and Instruction SAMPLE UNIT CALENDAR Monday Tuesday Wednesday Thursday Friday I can make a plan by thinking about everything I know how to do, and choose a narrative idea to begin drafting. (Session 13) I can annotate specific sections in a mentor narrative where the writer elaborates to build tension. (Session 14) I can determine parts of my story that I can elaborate on to build tension. (Session 14) I can elaborate sections in my writing (e.g. problem, key scenes) to build tension. (Session 14) I can write different draft endings by asking myself “what is my story really about?” (Session 15) I can craft an ending that delivers a powerful message. (Session 15) I can use a specific revision technique after reading my piece aloud to myself or to a partner. (Session 16) I can read my final piece to a small group of classmates. (Session 17) I can listen attentively when other pieces of writing are being presented. (Session 17) I can respond to other published pieces by writing a short note to the author. (Session 17)
Languages French HL Montages Toujours (Retain) J. Dobbyn & D. Farrell Gill & MacMillan Ecoutez Bien 2 (Retain) J. Dunne Folens Bien Dit Oral Book (Retain) S. McDermott EDCO French Dictionary (Retain) (English-French, Chamber Harraps or Collins A4 Hardback & Copies (Retain from LC1) Past Exam Papers EDCO A4 Hardback copy & 2 Copybooks French OL Ecoutez Bien 2 (Retain) J. Dunne Folens Bien Dit Oral Book (Retain) S. McDermott EDCO Tout Va Bien (2nd Edition) (Retain) D. Murphy & C. Hogan Folens French Dictionary (Retain) (English-French, Chambers Harraps or Collins A4 Hardback & Copies (Retain from LC1) Past Exam Papers EDCO A4 Hardback copy & 2 Copybooks Spanish HL El Espanol Bien Hablado (2nd Edition) (Retain) B. Cosgrove Folens Espanol eu Accion (Retain) E. Higgins Folens Vamos a Escuchar Book 2, New Edition (Retain) R. Graham Folens De Acuerdo (Retain) E. Farrington/ Bradley Folens Spanish Dictionary (Retain) Collins Gem Display Folder & Poly pockets Past Exam Papers Folens A4 Hardback & Copies (Retain from LC1) Spanish OL El Espanol Bien Hablado (2nd Edition) (Retain) B. Cosgrove Folens De Acuerdo (Retain) E. Farrington & Bradley Folens Espanol eu Accion (Retain) E. Higgins Folens Vamos a Escuchar Book 2, New Edition (Retain) R. Graham Folens Spanish Dictionary (Retain) Collins Gem Display Folder & Poly pockets 2 Copybooks & A4 Hardback Copy Past Exam Papers Folens German Hörthemen (Retain) J. Hayes C.J. Fallon Übung macht den Meister (Retain) Schottsaert C.J. Fallon Deutsch Komplett (Retain) Devlin & Quinn & McGrath Folens LC Oral German 2017+ (Retain) Hayes & Hayes & Campbell C.J. Fallon Past Exam Papers EDCO German Dictionary (Retain)
#7 I can apply appropriate research and inquiring methods using multiple resources to conduct short research projects #7 I can conduct steps for research. #7 I can determine sources by narrowing or refocusing the inquiry to answer a research question. #8 I can recognize and access a credible source. #8 I can gather information from print and digital sources. #8 I can define plagarism. #8 I can quote information from a source and provide biblographic information. #8 I can paraphrase the data and conclusions of others. #10 I can identify my purpose and audience for writing. #10 I can determine when to write (extended or shorter time frame) and the appropriate organizational structure to use for task, purpose, and audience. on multiple perspectives posed in discussions. #1 I can engage in a variety of discussions by listening and sharing acquired and prior knowledge of grade 6 topics and texts by following rules, carrying out assigned roles, posing questions, responding to questions, connecting comments, and expressing ideas clearly by referencing to the topic/text glossary, thesaurus) to find the meaning of a word. #4 I can consult print/digital reference materials to find the pronunciation of a word, clarify a word’s precise meaning, and determine a word’s part of speech.
Vocabulary to Know (RD) Character traits Drama Plot Narrator Point of view Exposition Rising action Climax Falling action Resolution Vocabulary to Know (WR) Transition Text features (formatting, graphics, multimedia) Research Credible source Print/digital sources Plagiarism Paraphrase Task Purpose Audience Vocabulary to Know (SP/L) Collegial discussion/planning Perspectives and viewpoints Evidence Collaborate Goals Deadlines Vocabulary to Know (LANG) Capitalization Punctuation Commas Parentheses Dashes Context Clues Multiple meanings Greek & Latin affixes/roots Pronunciation symbols Reference materials (dictionary, glossary, thesaurus) Parts of speech Formative Assessment(s) *Character Traits graphic organizer (Bethany Hamilton) *Recognizing POV reading strategies. "The Polar Bear's Coat" * (POV) Formative Assessment(s) *Bethany Hamilton: "Living Through a Shark Attack" Character Traits and motivations writing. Formative Assessment(s) *Vocabulary Scavenger Hunt. (Dictionary) Formative Assessment(s) *Vocabulary Scavenger Hunt. (Dictionary) *Context Clue Jeopardy Review *
State Objectives: 1 a,b,c,d (CP, CA) 8 a Agenda: 1. TSW view an in depth slideshow on the Italian Renaissance. TSW create a drawing that is a modern version of Leonardo Da Vinci’s Mona Lisa. Friday Bell ringer: Slides from “ Something to Think About”. *Students will come in each day and read the quote, study the picture, jot down words and thoughts provoked by the slide. TSW share this with class during discussion. TTW show an in depth slideshow of the Italian Renaissance . TSW redraw the Mona Lisa but will put her in a modern environment (mall, ballgame, school, disco, etc) in a different environment. They can pick any idea that they choose but they must color with colors that enhance the mood of the setting. Materials: paper, rulers, pencils, markers, handout containing The Mona Lisa. Assessment: Formative = creation of the project. Summative = completion of project by deadline. Exit Note –Wrap Up The best student work will be displayed. Students will be asked to do a self critique/ reflection.
Covering and Surrounding - Students will explore areas and perimeters of two dimensional figures, including quadrilaterals, triangles, and circles. Grading: Students will demonstrate how well they are making sense of the mathematical concepts in many ways. Below is a summary of grading: Homework 20% IXL/KHAN ACADEMY 10% Classwork 30% Assessments 40% Homework: (5 points possible for each homework assignment) Homework is critical to the learning process because it offers students opportunities to practice skills learned in class. Because homework is part of preparing for class, points will be deducted for late homework. Late homework will not be accepted after the Monday that follows the homework’s original due date. Students who are absent are expected to pick up missed homework the day they return to class and turn it in the following day. Homework point system 5 All problems completed correctly with work shown. 4 All problems completed, most work shown and done correctly. 3 Most problems attempted, some work shown and some done correctly. 2 Less than or equal to half done, most work wrong and incomplete. 1 A few problems attempted, almost all incorrect. 0 Homework is completely blank or missing.
Test Blueprint for Grade 6 Energy in Action Unit Summative Test Domain (Concept) DOK1 (Recall) Knowledge DOK2 (Skill/Concepts) Comprehension DOK 3 (Strategic Thinking) Application/Above Total Items/ Points Percent of Test Potential/Kinetic Energy P.EN.06.11; 12 1 multiple choice 5 multiple choice 6 items/ 6 points 24% Energy Transfer P.EN.06.41;42 2 multiple choice 3 multiple choice 1 essay (2 pts) 6 items/ 7 points 28% Changes in State P.CM.06.11.12 2 multiple choice 3 multiple choic 3 multiple choice 1 essay (1 point) 6 items 6 points 24% Investigation Matter and Energy S.IP.06.11; S.IA.06.11 1 multiple choice 2 multiple choice 1 multiple choice 1 essay (2 points) 5 items/ 6 points 24% Total 6 points 24% 16 points 64% 3 points 12% 23 items 25 points 100% Note: The purpose of a Test Blueprint is to guide the design and development of the assessment tool. The goal is to build an assessment that targets all of the key concepts and not just a small segment of the assessable content. In addition, the purpose here is to assure that the thinking required to respond to items on the test is balanced and goes beyond simple factual recall. Grade 6 Energy in Action
I-B-2: Adjustments to Practice Unsatisfactory Needs Improvement Proficient Exemplary Makes few adjustments to practice based on formal and informal assessments. May organize and analyze some assessment results but only occasionally adjusts practice or modifies future instruction based on the findings. Organizes and analyzes results from a variety of assessments to determine progress toward intended outcomes and uses these findings to adjust practice and identify and/or implement appropriate differentiated interventions and enhancements for students. Organizes and analyzes results from a comprehensive system of assessments to determine progress toward intended outcomes and frequently uses these findings to adjust practice and identify and/or implement appropriate differentiated interventions and enhancements for individuals and groups of students and appropriate modifications of lessons and units. Is able to model this element. II-A-3: Meeting Diverse Needs Unsatisfactory Needs Improvement Proficient Exemplary Uses limited and/or inappropriate practices to accommodate differences. May use some appropriate practices to accommodate differences, but fails to address an adequate range of differences. Uses appropriate practices, including tiered instruction and scaffolds, to accommodate differences in learning styles, needs, interests, and levels of readiness, including those of students with disabilities and English learners. Uses a varied repertoire of practices to create structured opportunities for each student to meet or exceed state standards/local curriculum and behavioral expectations. Is able to model this element. II-B-1: Safe Learning Environment Unsatisfactory Needs Improvement Proficient Exemplary Maintains a physical environment that is unsafe or does not support student learning. Uses inappropriate or ineffective rituals, routines, and/or responses to reinforce positive behavior or respond to behaviors that interfere with students’ learning. May create and maintain a safe physical environment but inconsistently maintains rituals, routines, and responses needed to prevent and/or stop behaviors that interfere with all students’ learning. Uses rituals, routines, and appropriate responses that create and maintain a safe physical and intellectual environment where students take academic risks and most behaviors that interfere with learning are prevented. Uses rituals, routines, and proactive responses that create and maintain a safe physical and intellectual environment where students take academic risks and play an active role—individually and collectively—in preventing behaviors that interfere with learning. Is able to model this element.
achieve. Use clues from the text to support how she may be feeling. concluding statement. W.6.9 vocabulary and transition words. The Center of the City Readworks.org 1000 L W.6.3a W.6.3b W.6.3c W.6.3d W.6.3e Write a journal entry as a Cambodian child living in Angkor Wat. How could you support your family? Make a Venn diagram comparing and contrasting the experience of the children on the field trip to the children working at the temple. Write a claim stating whether or not the Cambodian government should require every child go to school. List 2-3 reasons to support your claim. Scientists find plastic-eating bacteria... NewsELA.com 960 L W.6.3a W.6.3b W.6.3c W.6.3d Imagine you are bacteria in a vast pile of plastic write a journal entry explaining how you have to adapt to survive. W.6.2a W.6.2b W.6.2c W.6.2d W.6.2e W.6.2f Explain how bacteria in this article has been able to adapt to its environment by creating a mind-map or flowchart. W.6.1 (a, b, c, d, e) Should environmentalists introduce a new bacteria as a method of managing refuse? Write an essay explaining the pros and cons. Use evidence from the article to support your claim. (1040 L) The Columbia Readworks.org W.6.3 (a,b,c,d) W.6.4 W.6.9 Write 3 separate journal entries, from Joey’s point of view, describing your thoughts, feelings, and actions about: Prior to the launch of The Columbia. During the 2-week W.6.2 (a,b,c,d,e,f) W.6.7 W.6.8 Write a short research paper about the Columbia’s STS-107 mission, or another space voyage/mission of your choice, citing 2 or more credible sources in your paper. Make sure to W.6.1 a Based on the text, The Columbia, write a claim arguing whether the space shuttle launch and landing should have been televised. List at least 2 reasons why you support this
GCSE subjects: Indicate with * if you have already passed the subject GCSE Subjects * Please complete with option subjects or any AS subjects being taken Predicted GCSE Grade Actual Grade (If known) English Language English Literature Mathematics Science – Core Science – Additional Science – Physics Science – Chemistry Science – Biology * * * * * * * * * *
Application for Entry to Sixth Form Provisional level 3 Subjects You are required to study 3 subjects with a 4th subject agreed at the discretion of the Head of Sixth Form. Please indicate 5 subjects below and number them in order of preference from 1 (most preferred) to 5 (least preferred). In the case of a subject being oversubscribed, we will allocate places based on order of preference. As with your GCSE options we will aim to construct a timetable that accommodates all students’ choices. If clashes occur, they will be discussed with applicants on an individual basis. Art and Design (Photography) Health and Social Care BTEC Art and Design (Fine Art) Health and Social Care Cambridge Technical level 3 Biology History Business Studies IT Cambridge Technical level 3 Business BTEC IT BTEC level 3 Extended Certificate Informtion Technology Chemistry Music Classical Civilisation Mathematics Computer Science Mathematics ( Further) Design and Technology ( 3D Product Design) Media Studies Design and Technology (Food Science and Nutrition) NutritionTechnology) Music Practitioners – Rock School Design and Technology (Graphic Product Design) Latin Drama & Theatre PE Economics at TPS Performing Arts (Acting) BTEC Economics at HBS Physics English Literature Psychology English Language and Literature Philosophy and Ethics French Science (Applied) BTEC Geography Sociology Government and Politics Spanish
Range of Reading and Level of Text Complexity By the end of the year, read and comprehend literary nonfiction in the grades 6–8 text complexity band proficiently, with scaffolding as needed at the high end of the range. (RI.6.10.) (DOK 1,2) *Rating Descriptors Operationally Defined: Almost Never – grade level standard/skill is demonstrated/observed very little or not at all (with appropriate accommodations) with no generalization of skill across days and novel tasks. Rarely – grade level standard/skill is demonstrated/observed infrequently (with appropriate accommodations) with little or no generalization of skill across days and novel tasks; teacher prompting does not always result in demonstration of skill. Occasionally – grade level standard/skill is demonstrated/observed periodically (with appropriate accommodations) with inconsistent generalization across days and novel tasks; teacher prompting is often necessary for skill to be generalized. Frequently – grade level standard/skill is demonstrated/observed often (with appropriate accommodations) with consistent generalization of skill across days and novel tasks; occasional teacher prompting is necessary for skill to be generalized. Almost Always – grade level standard/skill is demonstrated/observed most of the time (with appropriate accommodations) with consistent and independent generalization of skill across days and novel tasks. Place calendar date next to the numeral to signify date of data summary, and a listing of utilized data sources, summary and next steps in the appropriate spaces Date #1: Baseline Data Sources Date #2: Data Sources: Summary: Next Steps: Date #3: Data Sources: Summary: Next Steps: Date #4: Data Sources: Summary: Next Steps: Date #5: Data Sources: Summary: Next Steps: Date #6: Data Sources: Summary: Next Steps: Date #7: Data Sources: Summary: Next Steps: Date #8: Data Sources: Summary: Next Steps: Date #9: Data Sources:
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Next Steps: Date #9: Data Sources: Summary: Next Steps: Date #10: Data Sources: Summary Next Steps: Date #11: Data Sources: Summary: Next Steps: Date #12: Data Sources: Summary: Next Steps: Date #13: Data Sources: Summary: Next Steps: Date #14: Data Sources: Summary: Next Steps: Date #15: Data Sources: Summary: Next Steps: Date #16: Data Sources: Summary: Next Steps: Date #17: Data Sources: Summary: Next Steps: Date #18: Data Sources: Summary: Next Steps:
Occasionally – grade level standard/skill is demonstrated/observed periodically (with appropriate accommodations) with inconsistent generalization across days and novel tasks; teacher prompting is often necessary for skill to be generalized. Frequently – grade level standard/skill is demonstrated/observed often (with appropriate accommodations) with consistent generalization of skill across days and novel tasks; occasional teacher prompting is necessary for skill to be generalized. Almost Always – grade level standard/skill is demonstrated/observed most of the time (with appropriate accommodations) with consistent and independent generalization of skill across days and novel tasks. Place calendar date next to the numeral to signify date of data summary, and a listing of utilized data sources, summary and next steps in the appropriate spaces Date #1: Baseline Data Sources Date #2: Data Sources: Summary: Next Steps: Date #3: Data Sources: Summary: Next Steps: Date #4: Data Sources: Summary: Next Steps: Date #5: Data Sources: Summary: Next Steps: Date #6: Data Sources: Summary: Next Steps: Date #7: Data Sources: Summary: Next Steps: Date #8: Data Sources: Summary: Next Steps: Date #9: Data Sources: Summary: Next Steps: Date #10: Data Sources: Summary Next Steps: Date #11: Data Sources: Summary: Next Steps: Date #12: Data Sources: Summary: Next Steps: Date #13: Data Sources: Summary: Next Steps: Date #14: Data Sources: Summary: Next Steps: Date #15: Data Sources: Summary: Next Steps: Date #16: Data Sources:
Recommended Additional/Clarifying Steps: Before this activity collect images or picture books that have intriguing images or detailed illustrations, consider using your school library to collect books by Chris Van Allsburg () First Session: Activating Prior Knowledge: have a class discussion about the mystery genre and connect it to the Essential Question “What makes a good story” (TR: 10 min) The focus of this time is for students to gather ideas for story writing. They are to free write about images that intrigue them. Consider using this time to conference and provide feedback Second Session: Writing Prompt: students draft a short story using the elements the brainstormed in the previous session. Confer and provide feedback on students’ ability to develop plot, characterization, and use of figurative and sensory language (TR: 50 min) Embedded Assessment #2: Writing a Short Story Word Wall: N/A Necessary Items: Assignment: Write a story using dialogue, vivid verbs, and figurative language that captures a real or imagined experience and includes characters, conflict, and a plot with exposition, climax, and resolution. Additional Options: Recommended Additional/Clarifying Steps: In order to prepare students for the Performance Assessment on Smarter Balance students should complete this assessment independently (may provide time for peer revision) 5 sessions have been allotted for this EA in the Year Long Plan
6th grade Exam # 1 3rd Quarter Express each number in standard form. 1. 2.4 × 104 2. 4.385 × 107 3. 3.05 × 102 4. 8.49 × 10–2 5. 4.39 × 10–7 Express each number in scientific notation. 6. 40,000
6th Grade Independent Reading Genre Requirements Genre Title / Author Teacher Sign-off First Nine Weeks ___/3 Second Nine Weeks ___/3 Third Nine Weeks ___/3 Fourth Nine Weeks ___/3 Choose four: 1Informational nonfiction, 2realistic fiction, 3fantasy, 4traditional literature, 5biography/memoir, 6graphic novel
Emerson Middle School Integrated Lesson Form Title: OSTP PRACTICE – REVIEW 6th Grade Concepts Lesson Description: OSTP TESTING WEEK & MATH 7 Unit 4 Date: April 10 - 13, 2018 Educator Name: Dr. Jacobs A+ School: EMS Grade level/subject area: 6th Grade Math/Advisory/6 PLUS Curriculum & Arts Overarching Concept: OSTP Test MATH 7 – UNIT 4: Linear Equations and Inequalities Essential Question(s) and/or Focus Question(s): Can students write and solve problem using equations Can students write, solve, and graph linear inequalities Can students represent real-world problems using equations and inequlities Disciplines Addressed: 21st Century skills: X dance X_music X visual arts __creativity __drama X reading __writing X problem solving __language arts __science __other: X technology X math __social studies X collaboration Curricular connections/instructional objectives: (state standards, etc.) - Ways to assess/evaluate students’ understanding during and at the conclusion of the lesson (formative and summative): Bell Work Practice using Workbook -classwork Notes Observation – practice using white boards IXL evaluation (points) Prodigy practice Note any unexpected outcomes with students and how they affected next steps: Students will go Math tutorial for any additional help in order to understand these math skills and concepts
Do Now/ Science Starter (Use Food Web Diagram p. 45) Identify the first level consumers. -W Identify the second and third level consumers. -TH How can the mouse be both a first and second level consumer? - F Aims/Goals: Students producers, consumers, and decomposers. -TH SW complete Producers and Consumers Interactive Notes SW complete abiotic/biotic factors Interactive Notes – Students Can -Distinguish between food web and food chain. -TH SW complete food web/Food chain Interactive Notes Resources: I-Pads, Environmental Science Textbook pp. 6-10, 42-47 Today’s Agenda: 12-7-2017 Do Now/Science Starter Aim/Goals Complete Consumer/Producer Interactive Notes Start on Food Web Assignment utilizing for information to Create either a land or marine food web! Draw and label biotic factors in each of the boxes below! Make sure to draw arrows to show the overlapping food chains and relationships in an ecosystem. Homework One Page Summary Students will complete Food Web Summary. Identify the type of food web (land or marine). Identify the two Tertiary Consumers and the interrelationships they have with the following: producer, primary and secondary consumers.
Unit Content Standards Clusters Content Topics Sample Tasks Introduction to Matter 13 Weeks (allows time to front load science skills and do science fair in 1st semester) Understand and apply knowledge of: Elements, compounds, mixtures and solutions based on the nature of their physical and chemical properties. Properties and Variations in Matter Properties of Matter measure the physical properties of a given substance Energy and Phase Changes of Matter Build a model to show the molecular structure of 3 phases of matter. The Periodic Table use the periodic table to identify basic information about an element construct a simple atomic model, including particle charges Weather and Climate 5 Weeks Understand and apply knowledge of the water cycle, including consideration of events that impact groundwater quality. Understand and apply knowledge of the Earth’s atmospheric properties and how they influence weather and climate. Atmospheric influence on Weather and Climate The Water Cycle model the steps of the water cycle, including factors that could impact groundwater quality Earth’s Atmosphere and Global Climate Change (must finish by end of 1st semester) use models of Earth’s atmosphere and surface to support explanations of the greenhouse effect present an argument in favor or refuting global climate change
6th Grade Reinforcer Survey Results Adult Approval (#,%) Student Names Peer Approval (#,%) Student Names Tangibles (#,%) Student Names Competition (#,%) Student Names Independence (#,%) Student Names *Student tied between 2 or more reinforcers
Reporting Cluster: Structure, Functions and Relationships of the Human Body Topic Knowledge: Assessments: Structure and Function of the Musculoskeletal System 4 In addition to score 3.0 performance, the student demonstrates in-depth inferences and applications that go beyond the target. 3 Proficient Students demonstrate they have developed an understanding of: the relationship between bones and muscles and how they work together to create movement The way the three types of muscles function in the human body the way various exercises (aerobic and resistance exercise) benefit some kinds of muscles, and not others, and recommendations of exercises for specific muscles 2 Students will recognize or recall : Specific vocabulary such as: voluntary, involuntary, aerobic exercise, resistance exercise, marrow, bone, muscle, cardiac, tendon, ligament, cartilage, joints Basic knowledge such as: the functions of the skeletal and muscular systems 3 kinds of muscles (skeletal, smooth, cardiac) the name and location of main bones in the body (femur, humerus, rib, pelvis, cranium, tibia, radius, ulna, phalanges, vertebrae, clavicle) red blood cells are produced in bone marrow types of exercise 1 Student’s performance reflects insufficient progress towards foundational skills and knowledge.
Reporting Cluster: Structure, Functions and Relationships of the Human Body Topic Knowledge: Assessments: Structure and Function of the Cardiovascular /Respiratory System 4 In addition to score 3.0 performance, the student demonstrates in-depth inferences and applications that go beyond the target. 3 Proficient Students demonstrate they have developed an understanding of: how blood circulates through the body and what happens in each vessel along the way the difference between systemic and pulmonary circulation the purpose of respiration in the lungs and at the cellular level how and why your heart rate and breathing are affected by exercise How 2 Students will recognize or recall: Specific vocabulary such as: Cardiovascular-circulation, artery, vein, capillary, heart, ventricle, atrium, valve, blood pressure, oxygen, carbon dioxide Blood-red blood cell, white blood cell, platelets, plasma Respiratory-respiration, trachea, bronchi, alveoli, diaphragm, alveoli, bronchi, trachea, mucus, oxygen, carbon dioxide Basic knowledge such as: blood circulates throughout the body in a closed system of arteries, veins and capillaries carbon dioxide and oxygen are exchanged at the body cells and also at the lungs via the capillaries the heart is a 4 chambered organ that functions as a pump to circulate blood arteries take blood away from the heart, veins bring it back where you can find your pulse and how to calculate heart rate structures and functions of the cardiovascular system and respiratory system 1 Student’s performance reflects insufficient progress towards foundational skills and knowledge.
movement I can identify the main structures and functions of the cardiovascular system. I can identify the four parts of blood and explain the roles they play in the body. I can relate the movement of blood in relation to the types of blood vessels I can identify the main structures and functions of the respiratory system I can compare and contrast gas exchange in the lungs with the body Structure and Function of the Cardiovascular and Respiratory System I can identify the main structures and functions of the digestive system. I can explain why we eat food. I can critique food choices for their nutritional value. Structure and Function of the Digestive System I can identify the main structures and functions of the nervous system I can relate a stimulus to the sense that receives it and predict a likely response. Structure and Function of the Nervous System
Suggested Instructional Resources Sample Learner Objectives Topic Textbook Resources Labs PBL Ideas (projects) Web Resources – websites or resources on I can describe the three main phases of matter using the particle model. I can describe density as a relationship between mass and volume, independent of sample size. Properties of Matter definedstem.com I can explain how matter changes phase through the transfer of energy. I can explain the relationships among temperature, particle speed, particle spacing, and density of most substances. Energy and Phase Changes of Matter I can distinguish between an element and a compound. I can explain reasoning for an element’s placement on the periodic table. I can differentiate among protons, neutrons and electrons. The Periodic Table
x Number Lines (Horizontal) Number Lines (Vertical) Distance / Vector Model Adding Integers Addition is modeled as putting a second vector’s tail at the first vector’s head and finding where the second vector’s head extends to. 3 + -4 = -1 Subtracting Integers Subtraction can be thought of as comparing the two vectors p, and q, by putting both tails together (starting each from zero) and asking the question: “How would one extend a vector from the head of p to the head of q?” The length and direction of that vector would be the result of the subtraction. 3 - -4 = 7
ABSTRACT REPRESENTATIONS Applying the Operations Applying Properties of Numbers Applying the standard algorithms for addition, subtraction, multiplication, and division Applying Properties of Numbers p – q = p + (-q) p - -q = p + q Common Core Standards – Expressions and Equations GRADE 6 EXPRESSIONS AND EQUATIONS CONTENT 6.EE.1 (SLO 2) Write and evaluate numerical expressions involving whole-number exponents. CALCULATOR ALLOWED 6.EE.2 (SLO 1, SLO 3) Write, read, and evaluate expressions in which letters stand for numbers. Write expressions that record operations with numbers and with letters standing for numbers. For example, express the calculation “Subtract y from 5” as 5 – y. Identify parts of an expression using mathematical terms (sum, term, product, factor, quotient, coefficient); view one or more parts of an expression as a single entity. For example, describe the expression 2 (8 + 7) as a product of two factors; view (8 + 7) as both a single entity and a sum of two terms. Evaluate expressions at specific values of their variables. Include expressions that arise from formulas used in problems. Perform arithmetic operations, including those involving whole-number exponents, in the conventional order when there are no parentheses to specify a particular order (Order of Operations). For example, use the formulas V = s3 and A = 6 s2 to find the volume and surface area of a cube with sides of length s = 1/2. 6.EE.2a – CALCULATOR ALLOWED 6.EE.2b – CALCULATOR NOT ALLOWED 6.EE.2c – CALCULATOR ALLOWED 6.EE.3 (SLO 4) Apply the properties of operations to generate equivalent expressions. For example, apply the distributive property to the expression 3 (2 + x) to produce the equivalent expression 6 + 3x; apply the distributive property to the expression 24x + 18y to produce the equivalent expression 6 (4x + 3y); apply properties of operations to y + y + y to produce the equivalent expression 3y. CALCULATOR NOT ALLOWED 6.EE.4 Identify when two expressions are equivalent (i.e., when the two CALCULATOR NOT
2 spiral notebooks Blue or black pens Pencils Highlighters (assorted colors) 5-6 packs of index cards (100 count) Loose leaf notebook paper 1 Zipper pencil pouch (no pencil boxes please) 1 pack of Bic blue/black pens 1 pack of #2 pencils 1 regular pair of scissors 2 Red ink pens 4 different color highlighters Correction tape or white out correction fluid 1 12 pack of Crayola colored pencils 6 Elmer’s glue sticks 2 Black and White Composition books (college ruled) 3 packs of 100 lined 3x5 index cards 1 12” ruler 2 plastic folders with prongs and pockets 5 Star 3 subject spiral notebook with pockets (150 pages) 1 ruler w/metrics 1 dry-erase eraser and markers Pencils Red pens 1 box of tissues 2 Spiral Notebooks Dry erase markers and eraser Pencils 1 Composition book 1 Folder with pockets/prongs Blue or black pens 1 3-subject spiral notebook Highlighters- assorted colors Red pens 1 package of loose-leaf notebook paper 6-7 -packs of index cards and index card holder 1 Bible (any version is acceptable) 1 folder with pockets and prongs Blue/Black pens Red pen Highlighters Inexpensive sketchbook 1 folder with pockets and prongs Sharpie marker (black) 1 pack of colored pencils Ballet: Black spaghetti strap or sleeveless leotard Tan convertible or stirrup tights Pink ballet shoes Black Ballet skirt (optional) Black biker shorts, yoga pants, or leggings (optional) black sports bra (optional) Others: Convertible tan, pink, or black tights Black biker shorts (optional) Black sports bra 1 Flash Drive Ear Buds 1 Folder or Binder PE Regulation PE uniform (purchased from our online uniform store)
6th grade Science Final Exam Review Sheet 2018-2019 13 matching, 12 multiple choice, 12 true and false, 8 fill in the blanks Earth Science Chapter 16 Life Science Chapters 21, 22 3 main types of clouds Abiotic factors Adaptations Adaptions Air pressure Altocumulus anemometer Biogeography Biotic factors Canopy Carnivore Carrying capacity Cirrocumulus Cirrus Climate Commensalism Community Competition Conduction Conduction path Consumers Convection Convection current Cumulonimbus Dry-bulb thermometers Ecosystem Evaporation Feeding patterns and energy Freezing point of water Freezing rain Freshwater ecosystem Global wind hail Hailstorms Infrared Radiation Limiting factors Mutualism Neritic Niche Nimbostratus North Wind Ozone Polar Easterlies Population Predation Prevailing easterlies Prevailing Westerlies Psychrometer Radiation Sampling method Scattering Sleet Snow South Wind Species Stratus Temperature The Dew Point The Greenhouse Effect Trade Winds Ultraviolet radiation Water recycling Wet-bulb thermometers Wind vane
4th 9 Weeks Standard Learning Target Resources T M 0607.12.2 I can identify materials that can conduct electricity. (K) Chapter 14 0607.12.2 I can compare various materials for conduction. (R) Chapter 14 0607.12.1 I can define a simple circuit. (K) Chapter 14 0607.12.1 I can construct a simple circuit. (P) Chapter 14 0607.12.1 I can explain how energy within a circuit is transferred from heat, light, sound, and chemical energy. (R) Chapter 14 0607.T/E.1 I can define prototype. (K) Chapter 1 0607.T/E.1 I can indicate the necessary tools and procedures needed to test the prototype. (R) Chapter 1 0607.T/E.2 I can organize the steps of the Engineering Design Process. (S) Chapter 1 0607.T/E.2 I can define protocol. (K) Chapter 1 0607.T/E.2 I can test a prototype to determine if the Engineering Design Process was correctly applied. (P) Chapter 1 0607.T/E.3 I can define intended benefits. (K) Chapter 1 0607.T/E.3 I can define unintended consequences. (K) Chapter 1 0607.T/E.3 I can compare/contrast the consequences and intended benefits of a new technology. (R) Chapter 1 Remainder of Time Reviewing Unmastered Standards TCAP Practice Test TCAP Test
Reporting Cluster: Scientific Inquiry and Process Skills Topic Knowledge: Assessments: Scientific Tool Use and Measurement 4 In addition to score 3.0 performance, the student demonstrates in-depth inferences and applications that go beyond the target. 3 Proficient Students demonstrate they have developed an understanding of: how to choose an appropriate tool to measure length, volume, mass and temperature how to use measurement tools and record the quantitative observations, showing the units basic metric units (meter, liter, gram, °C) 2 Students will recognize or recall: Specific vocabulary such as: meter stick, graduated cylinder, density, volume, length, scale, mass, weight, displacement, glassware, thermometer, microscope Basic knowledge such as: the general function and use of each tool general units of measurement 1 Student’s performance reflects insufficient progress towards foundational skills and knowledge.
01.11 Module One Review and Discussion-Based Assessment 30 01.12 Module One Exam 45 LESSONS AND ASSIGNMENTS for Completion Week SIX COMPLETE? √ 02.00 Module Two Checklist 5 02.01 Check Your Sources 60 02.02 Choose Your Words 60 02.03 Organize Ideas in Informational Articles (This assignment is continued in the next week) 17 LESSONS AND ASSIGNMENTS for Completion Week SEVEN 02.03 Organize Ideas in Informational Articles (This assignment is continued from the previous week) 58 02.04 Gather Your Information 84 LESSONS AND ASSIGNMENTS for Completion Week EIGHT 02.05 Cite Your Sources 75 02.06 Introduce Your Ideas (This assignment is continued in the next week) 61 LESSONS AND ASSIGNMENTS for Completion Week NINE 02.06 Introduce Your Ideas (This assignment is continued from the previous week) 14 02.07 Connect Your Ideas 60 02.08 What's Your Big Idea? (This assignment is continued in the next week) 68 LESSONS AND ASSIGNMENTs for Completion Week TEN 02.08 What's Your Big Idea? (This assignment is continued from the previous week) 37 02.09 Wrap Up Your Ideas 60 02.10 Kick It Up a Notch (This assignment is continued in the next week) 45 **SCHEDULE YOUR MODULE 2 DBA/Monthly Call FOR NEXT WEEK** ATTEND A LIVE LESSON AND COMPLETE YOUR COLLABORATION PROJECT WITHIN THE NEXT 4 WEEKS