zilongwang/ReadingBank huggingface dataset:
Narrative: “Two Kinds” by Amy Tan Informational Text: Personalized Research Articles Prior Knowledge: Parts of a narrative (theme, character, setting, plot) Poetic Devices: Simile and Metaphor Personification Narrative Non Fiction: Answering text dependent questions Looking at the elements of a narrative Informational Text: Identify the central idea Writing: Personal Narrative Essay Informational Essay based on personal research (a topic of choice) Compare and Contrast Essay on theme (based on chosen texts)—TIMED practice Standards: See attached Vocabulary: Vocabulary using context clues from various texts Language: Punctuating Dialogue Conjunctions – Coordinating and Subordinating Sentence Combining Knowing Sentence Variety – Simple, Compound, Complex Correcting run-ons Assessments: Research Project Personal narrative Culminating essay based on unit (theme) TNCore Quarterly Writing Assessment--Narrative
Novel: Text dependent questions Theme Characterizations Connotation vs. Denotation Analogies Accountable Talk Informational Text: Identify main idea and supporting details Analyze text structure Close reading of complex texts Writing: Write an argument supporting your claim after reading two informational texts related to The Giver Practice writing both modes for writing assessment Standards: See attached Vocabulary: Vocabulary from The Giver Vocabulary using context clues from various texts Roots and affixes Language: Precise language and vivid language Connotation and denotation Analogies Misplaced Modifiers Comma rules Assessments: Argument Essay The Giver Assessment Assessments (literature and informational) Practice for Writing Assessment Writing Assessment Utopian Society Project
development during the Song Dynasties. (C, E, H) 7.23 Trace the spread of Chinese technology to other parts of Asia, the Islamic world, and Europe including papermaking, wood-block printing, the compass and gunpowder. (C, E, G, H) pp.160-162 7.24 Describe and locate the Mongol conquest of China including Genghis Khan, Kublai Khan. (G, H, P) pp.150-151 7.25 Engage effectively in a collaborative discussion describing the development of the imperial state and the scholar-official class (Neo-Confucianism). (C, H, P) pp.166
7.26 Draw evidence from informational texts to analyze the contributions made during the Ming Dynasty such as building projects, including the Forbidden City and the reconstruction of the Great Wall , isolationism, and sea voyages. (C, E, H, P) pp.156-159 Japan, 400 A.D./C.E. – 1500s (approx. 3 wks) Primary documents and supporting texts to read: excerpts from The Tales of Genji 7.27 Compare the major features of Shinto, Japan’s indigenous religion, and Japanese Buddhism. (C, H) pp.192-195 7.28 Explain the influence of China and the Korean pp.176-179
7.43, 7.44, 7.45, 7.46, 7.47, 7.48, 7.49, 7.50, 7.51, 7.52, 7.53, 7.54, 7.55, 7.56, 7.57, 7.58, Primary documents and supporting text to read: excerpts from the “95 Theses” Martin Luther; excerpts from The Travels of Marco Polo 7.43 Trace the emergence of the Renaissance, including influence from Moorish (or Muslim) scholars in Spain. (C, H) pp.338-340 7.44 Cite evidence in writing explaining the importance of Florence, Italy and the Medici Family in the early stages of the Renaissance and the growth of independent trading cities, such as Venice, and their importance in the spread of Renaissance ideas. (C, E, G, H) Pp.338-341 7.45 Summarize the effects and implications of the reopening of the ancient Silk Road between Europe and China, including pp.154-155
Marco Polo’s travels and the location of his routes. (C, E, G, H) 7.46 Describe how humanism led to a revival of classical learning and fostered a new interest in the arts including a balance between intellect and religious faith. (C, H) Pp.342-343 pp.348-353 7.47 Analyze the growth and effects of new ways of disseminating information, ability to manufacture paper, translation of the Bible into vernacular, and printing. (C, H) pp348-353 7.48 Outline the advances made in literature, the arts, science, mathematics, cartography, engineering, and the understanding of human anatomy and astronomy, including Leonardo da Pp.350-365
Quarter 3 cont. Unit 5 Personal Challenges (Setting pgs. 655-657) Supplementals Writing, Question Stems, Prompts Assess W 7.1 The Noble Experiment, pg. 287.RI 7.8, RI 7.7 Casey at the Bat, pg. 299. Out of the Ballpark, pg. 305. Movie: 42, Biography.com Jackie Robinson, RI 7.7 Black History Month Junior Scholastic article,”Why We Can’t Wait.” Monologue as class presentation. RI 7.8 – What is the argument in the text? What do you believe causes people to feel prejudice? (Noble Experiment) A Long Walk to Freedom, pg. 732.RI 7.6 The Elephant pg. 740. The Turtle pg. 740. Black History Month Anthony Burns, pg. 750. RI 7.9 The People Could Fly, pg. 767. RI 7.9 Black History Month Analyze the stories Anthony Burns and The People Could Fly, RI 7.9. Junior Scholastic article, “Crusader for Justice.” Short answer response, “What comparison can you make between Ida B. Wells and Martin Luther King?” CGA #3 March 2-6 CGA #4 (unit 5) March 23-27
Quarter 4 cont. Quarter 4: Mar. 16-May 29 Titles Supplementals Writing, Question Stems, Prompts The Highwayman, pg. 564.L 7.5 Name a legendary figure from your state, city, or local community. L 7.5 – How does the structure of the text contribute to its meaning? Unit 4 continued. (Focus: Character Development) An Hour With Abuelo, pg. 591.RL 7.2, 7.6 IReady CC Workbook, pg. 199, RL 7.9 Describe a time when you talked with an old person who likes to talk about life in the old days. RL 7.6 – Which words in the text show the story is written in ___________ person point of view? RL 7.2 – What is the theme or central idea? Waiting, pg. 601.RL 7.1 What are the qualities that make somebody a good friend? RL 7.1 – What textual evidence did you find to support your thoughts of the text? The Scholarship Jacket, pg. 278. RL 7.2 CGA #6 May 11-15 Additional Reading: Sundiata, Lion King of Mali, pg. 838. The Force of Luck, pg. 845. Brother Coyote and Brother Cricket, pg. 853. Knots in My YoYo, pg. 573. The Old Grandfather and His Little Grandson, pg. 597.
Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 7 reading and content, choosing flexibly from a range of strategies. L.7.4.a - Common Core State Standards Use context (e.g., the overall meaning of a sentence or paragraph; a word's position or function in a sentence) as a clue to the meaning of a word or phrase. L.7.4.b - Common Core State Standards Use common, grade-appropriate Greek or Latin affixes and roots as clues to the meaning of a word (e.g., belligerent, bellicose, rebel). L.7.4.c - Common Core State Standards Consult general and specialized reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation of a word or determine or clarify its precise meaning or its part of speech. L.7.4.d - Common Core State Standards Verify the preliminary determination of the meaning of a word or phrase (e.g., by checking the inferred meaning in context or in a dictionary). L.7.5 - Common Core State Standards Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. L.7.5.c - Common Core State Standards Distinguish among the connotations (associations) of words with similar denotations (definitions) (e.g., refined, respectful, polite, diplomatic, condescending). L.7.5.b - Common Core State Standards Use the relationship between particular words (e.g., synonym/antonym, analogy) to better understand each of the words. L.7.6 - Common Core State Standards Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases; gather vocabulary knowledge when considering a word or phrase important to comprehension or expression. Warm Up Vocabulary Building: Root Words Objective Scholars will be able to enhance their word knowledge by selecting and generating words for semantic gradients (i.e., groupings of related words placed along a continuum) Activity 1 Semantic Gradients, strengthening the context Activity 2 Group work: Semantic Gradients plus Context Clues handout Assessment Collect Semantic Gradients plus Context Clues handout to check for understanding
Wetumpka Middle School Basic Information Course title: 7th Grade Mathematics Teacher's name: Porsha Oliver Contact Information: Remind app Course Description Seventh grade Math will deepen students’ understanding of ratios and proportions, number systems, algebraic expressions, equations, and inequalities, geometric concepts, and statistics and probability. Students will analyze and apply these skills to real world situations as measured by performance-based and skill-based assessments. Course Objectives Unit 1: Ratios and Proportional Relationships Ratios and Proportional Reasoning Percents Unit 2: The Number System Integers Rational Numbers Unit 3: Expressions and Equations Expressions Equations and Inequalities Unit 4: Geometry Geometric Figures Measure Figures Unit 5: Statistics and Probabilities Probability Statistics Required Student Resources Glencoe Math Course 2: Volume 1 and 2 Texas Instrument 30XA Scientific Calculator / Basic Calculator Composition Notebook Course Schedule/Outline/Calendar of Events Week Topic/Unit Reading /Assignment 1 Introduction to 7th Grade Math TBA 2 Rational Numbers: Add, Subtract, Multiply, and Divide Integers TBA 3 Rational Numbers: Terminating and Repeating Decimlas TBA 4 Rational Numbers: Compare and Order Rational Numbers TBA 5 Rational Numbers: Add, Subtract, Multiply, and Divide Unlike Fractions TBA
Contributors The following people contributed to the development of this document: Melinda Bailey – Alma School District Tim Johnston – Arkansas Department of Career Education Shena Ball – Mid-America Science Museum Glenda Kennedy – University of Arkansas at Pine Bluff Christina Bishop – Hot Springs Public School District Lisa Kraus – Horatio Public School District Marjo Burk – Fayetteville Public School District Mickey McFetridge – Springdale Public School District Tina Calhoon – Arkadelphia Public School District Mike McMillan – Pulaski Technical College Shari Cates – North Little Rock School District Carolyn McNeely – Crowley’s Ridge Educational Service Cooperative G.B. Cazes – Cyber Innovation Center David Nance – Arkansas Department of Education Krystal Corbett – Cyber Innovation Center Heather Newsam – Arkansas Department of Education Becky Cunningham – Arkansas Tech University Anthony Owen – Arkansas Department of Education Stacy DeFoor – Conway Public School District Jerry Prince – EAST Initiative Donna Dyson – Hamburg Public School District Jake Qualls – Arkansas State University Dan Eddy – Bentonville Public School District Stacy Reynolds – Star City Public School District Carl Frank – Arkansas School for Mathematics, Sciences and the Arts Karl Romain – Little Rock School District Marianne Hauser – Fayetteville Public School District Deborah Seehorn – Computer Science Teachers Association Haihong Hu – University of Central Arkansas Nicholas Seward – Arkansas School for Mathematics, Sciences and the Arts Ronda Hughes – Hot Springs Public School District Joel Spencer – Little Rock School District
Evidence: (They had no irrigation system, no reservoirs to store water, no canals to bring water to their farms. If there wasn’t enough rain, they were forced to sell their livestock and farm machinery and borrow money.) Claim: (The farmers were caught in an impossible situation.) Evidence: (Farmers were already suffering from the effects of the Great Depression, which had started in 1929 when the stock market collapsed. Depression caused the price of wheat and corn to fall so low that it made growing these crops unprofitable. Many couldn’t make payments to the banks that held title to their land. In 1932, one thousand families a week in Texas, Oklahoma, and Arkansas were losing their farms to the banks.) Claim: (Then when it seemed that things couldn’t get any worse, they did.) Evidence: (The year was 1936. It hadn’t rained more than a few drops in the Panhandle for five straight years. One day the wind started to blow, and every day it blew harder and harder. The wind knocked open doors, shattered windows, and leveled barns.) What does the text mean? Generative Reading Concepts – Generalization – Application Concepts – deviation and disorder Generalization – Deviation creates disorder. Given the concepts that form the generalization, enduring understanding or lesson learned, find most of the evidence in the text that reflects the concepts and the generalization. Deviation: (“dry farmers”) (In 1931 it stopped raining in the Panhandle. It hadn’t rained more than a few drops in the Panhandle for five straight years. The stock market collapsed. One day the wind started to blow, and every day it blew harder and harder.) Disorder: (When there wasn’t enough rain, they were forced to sell their livestock and farm machinery and borrow money from the bank. Cornstalks in the fields shriveled from the sizzling heat. Shoots of wheat dried up and fell to the ground. 1932 one thousand families a week in Texas, Oklahoma, and Arkansas were losing their farms to the banks. The wind knocked open doors, shattered windows, and leveled barns.)
DeKalb Middle School Weekly Lesson Plan Teacher: Leiser * Teaching Structures: Week of: 10/1/18 (O) one lead, one support (A) alternative teaching Subject: ELA (S) station teaching (T) team teaching Class Hour: (P) parallel teaching Target Students: Students with Special Needs: Day/Date Big Idea/ Goals Lesson Activities Assessment Standard/Modified Essential Question (State at beginning and exit ticket) *Teaching Structure Monday I can analyze the story elements in The Giver. I can explain what makes this story a science fiction novel. Complete Benchmark If time allows, begin reading Ch. 7 of The Giver 7.RL.KID.1 7.RL.KID.3 7.RL.RRTC.10 How do story elements affect the plot of the story? What are the elements of a science fiction novel? Tuesday I can analyze the story elements in The Giver. I can explain what makes this story a science fiction novel. Complete 5 A Day Grammar sheet Continue Ch. 7 and 8 of The Giver and complete Literature Circle Jobs 7.L.CSE.2 7.L.VAU.4 7.RL.KID.1 7.RL.KID.3 7.RL.RRTC.10 How do story elements affect the plot of the story? What are the elements of a science fiction novel? Wednesday I can identify the central idea and supporting details of a Complete 5 A Day Grammar sheet Central Idea Task Cards with Jenga. Students will work in 7.L.CSE.2 7.L.VAU.4 7.RI.KID.2 What is central idea? How do I find the central idea
Friday I can learn and use seventh grade phrases and vocabulary. Vocabulary Wordbusting on Chromebooks 7.L.VAU.6 DeKalb Middle School Lesson Plan – page 2 Teacher: Week Of: Subject: Class Hour: Academic Adaptations (as needed for gifted students and students with disabilities) Key Vocabulary Materials/ Support Needed Performance Data and Notes Monday Tuesday Wednesday Thursday Friday
DeKalb Middle School Weekly Lesson Plan Teacher: Leiser * Teaching Structures: Week of: 9/24 (O) one lead, one support (A) alternative teaching Subject: ELA (S) station teaching (T) team teaching Class Hour: (P) parallel teaching Target Students: Students with Special Needs: Day/Date Big Idea/ Goals Lesson Activities Assessment Standard/Modified Essential Question (State at beginning and exit ticket) *Teaching Structure Monday I can compose a complete and organized paragraph in response to a writing prompt. I can analyze the story elements in The Giver. I can explain what makes this story a science fiction novel. Answer writing prompt from Chapter 3 of The Giver using textual evidence to answer the prompt. Read Ch. 4 (and 5 if time allows) of The Giver and complete Lit. Circle jobs. 7.W.PDW.4 7.RL.KID.1 7.RL.KID.3 7.RL.RRTC.10 How do story elements affect the plot of the story? What are the elements of a science fiction novel? Tuesday I can compose a complete and organized paragraph in response to a writing prompt. I can identify the POV in a story and make inferences about the protagonist. Write a response to a writing prompt in a complete paragraph. Create anchor chart for POV Read “The Scholarship Jacket” and analyze 1st person POV and make inferences about the protagonist. 7.W.PDW.4 7.RL.CS.6 What is POV? What is the purpose of using 1st person narrator to tell a story? What kinds of clues can I use to make inferences in a short story? Wednesday I can compose a complete and organized paragraph in response to a writing prompt. I can identify the correct Write a response to a writing prompt in a complete paragraph. Complete Lesson 3 7.W.PDW.4 7.L.CSE.1 7.L.CSE.2 How can I use root words to determine the meaning of unfamiliar words?
spelling of words with added endings. PreTest Compose sentences that use words with added endings and spelled correctly. What are the rules for spelling words with “-ing” and “-ed” endings? Thursday I can compose a complete and organized paragraph in response to a writing prompt. I can spell words correctly when using endings such as “-ing” and “-ed”. Write a response to a writing prompt in a complete paragraph. Complete Spelling Lesson 3 Activities, analyze how words are spelled correctly with the endings “-ing” and “-ed” Share Lit. Circle jobs from Ch.4(and 5?) of The Giverwith group and whole class. 7.W.PDW.4 7.L.CSE.1 7.L.CSE.2 7.RL.KID.1 7.RL.KID.3 7.RL.RRTC.10 What is usually done to a word’s spelling when an ending is added? Friday I can compose a complete and organized paragraph in response to a writing prompt. I can analyze new vocabulary and phrases. Write a response to a writing prompt in a complete paragraph. Analyze 5 new vocabulary words from Lesson 2 using the WordBusting strategy/activity. 7.W.PDW.4 7.L.VAU.4 How can I break down new words and use context clues to figure out their meaning? DeKalb Middle School Lesson Plan – page 2 Teacher: Week Of: Subject: Class Hour: Academic Adaptations (as needed for gifted students and students with disabilities) Key Vocabulary Materials/ Support Needed Performance Data and Notes Monday
Academic Adaptations (as needed for gifted students and students with disabilities) Key Vocabulary Materials/ Support Needed Performance Data and Notes Monday science fiction, narrative Tuesday plot, dialogue, characters,narrative Wednesday plot, dialogue, static and dynamic characters, narrative Thursday Friday narrative, context clues
Grade 7: Great Compromise Kentucky Academic Standards for Social Studies (KASS) 7.CM.2 Compare deliberate processes for making decisions and evaluating conclusions as an individual and in groups. 7.HT.14 Create an argument about the past, while acknowledging opposing claims, that is supported by relevant evidence generated from historical sources. Practices of the Inquiry Cycle Gathering relevant information, identifying and utilizing evidence, developing and creating claims and counterclaims, constructing viable arguments, addressing options and proposing solutions. What will students know and be able to do? Students will understand that while compromise resolves disputes, often those involved will have to give up certain demands. Potential Compelling Question Is compromise always fair? Potential Stimulus for Questions What is compromise? How are compromises made in the classroom different from compromises made in government? Supporting Question 1 Supporting Question 2 Supporting Question 3 Supporting Question 4 How was representation determined under the Articles of Confederation? What was the Virginia Plan? What was the New Jersey Plan? How did the Connecticut Plan break the impasse? Formative Performance Task Formative Performance Task Formative Performance Task Formative Performance Task Write a description for how states were represented in the Congress under the Articles of Confederation. Write a summary of the Virginia Plan highlighting the impact on large and small states. Write a summary of the New Jersey Plan highlighting the impact on large and small states. Write a claim with evidence about how the Connecticut Plan broke the gridlock at the Constitutional Convention. Featured Source Featured Source Featured Source Featured Source Source A: Excerpt from Articles of Confederation Source B: Cartoon, When did the Articles of Confederation Start? Source A: Madison’s Notes on the Debates in the Federal Convention May 29, 1787 – The Virginia Plan Source B: Diagram of the Virginia Plan Source C: Chart of U.S. population in 1790 Source A: Madison’s Notes on the Debates in the Federal Convention June 15, 1787 – The New Jersey Plan Source B: Diagram of the New Jersey Plan Source A: Madison’s Notes on the Debates in the Federal Convention June 16, 1787 – Comparison of the Virginia and New Jersey plans Source B: Madison’s Notes on the Debates in the Federal Convention June 15, 1787 – The Connecticut Plan is approved
7th Grade Literacy Curriculum Map Unit 1 (Mapping Your Life) Unit 5 (Stolen Childhoods) Unit 4 (Nature’s Fury) Unit 3 (Your Vote! Your Rights!) The Arts Essential Question What are the factors that influence characters’ decisions and how do their choices impact events and other characters? How can the challenges a family faces affect children as they grow up? How do writers describe natural disasters to explain their causes and effects? How do characters’ sociocultural experiences shape their opinions and contribute to their behavior? How does language create a relationship between the performer and the writer? Content The Pigman Of Mice and Men Tears of a Tiger “Call Me Maria” “The Road Not Taken” “My Beloved World” Nightjohn War Comes to Willy Freeman Red Scarf Girl Sing Down the Moon “from Fence” “from Behind the Beautiful Forevers” “from We Were There, too! Young People in U.S. History” “from The Diary of Anne Frank” “from Super Disasters of the 21st Century” “from The Perfect Storm” “Submerged City” Monster Scorpions “from Twelve Angry Men” “Democracy” by: Langston Hughes “Democracy” by Sara Holbrook “Ain’t I a Woman?” “Telling Americans to Vote, or Else” Othello Raisin in the Sun
“Invisible Child” “Stolen Childhoods” (Documentary) Length of Unit September - October November- January January-March April May - June Reading Standards RI 7.1 -7.9 RL 7.1-7.7 RI 7.1 -7.9 RL 7.1-7.7 RI 7.1 -7.9 RL 7.1-7.7 1,2,4, 6 RI 7.1 -7.9 RL 7.1-7.7 RI 7.1 -7.9 RL 7.1-7.7 Writing Standards W 7.2 a-f W 7.4-7.6 W 7.1 a-e W 7.2 a-f W 7.3 a-e W 7.2 a-f W 7.2 a-f Listening & Speaking Standards SL 7.1 a-d SL 7.1 a-d SL 7.1 a-d SL 7.1 a-d SL 7.1 a-d Language Standards L 7.1 a & c L 7.2 a & b L 7.1 a & c L 7.2 a & b L 7.1 a & c L 7.2 a & b L 7.1 a & c L 7.2 a & b L 7.1 a & c L 7.2 a & b Supplemental Reading “The Tell-Tale Heart” “Tiger’s Heart” “Charles” “A Retrieved Reformation” “The “The Make “Harlem Night Song” (Poem) “The Charge of the Light Brigade” (Poem) Book Club My Thirteenth Winter “Forgotten Language” (Poem)
** (Advanced 7th Grade combine with , ,, and See supplement at end of calendar) Use variables to represent quantities in a real-world or mathematical problem, and construct simple equations and inequalities to solve problems by reasoning about the quantities. Solve word problems leading to equations of the form px + q = r and p(x + q) = r, where p, q, and r are specific rational numbers. Solve equations of these forms fluently. Compare an algebraic solution to an arithmetic solution, identifying the sequence of the operations used in each approach. Solve word problems leading to inequalities of the form px + q > r or px + q < r, where p, q, and r are specific rational numbers. Graph the solution set of the inequality and interpret it in the context of the problem. (EE.1.2) (EE.2.3) - - (EE.2.4) EE.2.3: EE.2.4: End of First Nine Weeks Exam QUARTER 1 - Aug 10 - Oct 13 - 46 Days Professional Day Second Nine Weeks Standard Description t
7th Grade Independent Reading Genre Requirements Genre Title / Author Teacher Sign-off First Nine Weeks ___/4 Second Nine Weeks ___/3 Third Nine Weeks ___/4 Fourth Nine Weeks ___/4 Choose five: 1Literary nonfiction, 2historical fiction, 3science fiction, 4poetry, 5drama, 6traditional literature
https://lizardpoint.com/geography/europe-quiz.php Western and Central Asia (Study at: ) Cyprus Syria Lebanon Israel Palestine Jordan Iraq Iran Kuwait Turkmenistan Uzbekistan Kyrgyzstan Tajikistan Afghanistan Pakistan Saudi Arabia Bahrain Qatar United Arab Emirates (UAE) Oman Yemen Southern and Eastern Asia (Study at: AND ) India Nepal Bhutan Bangladesh Sri Lanka Republic of the Maldives Mongolia China North Korea South Korea Japan Taiwan Southeastern Asia (Study at )
The Finance Project Grading Rubric Possible Points Your Points Family Description of household family 5 Occupation Research How much education is required for your career? What is the annual salary? What is the hourly salary? What is the weekly salary after taxes? 20 Home Address and Picture of the home Did you select a home feasible to your work location? 10 Monthly Expenses What are your monthly expenses? Copies of bills for each expenses 20 Life Events Did you go out to eat? What did you eat for each meal? Did you do anything fun? Go to a movie? Did you take yourself or a family member to the doctor? Copies of bills for each expenses 20 Summary Does the summary contain an explanation of your employment plans after graduation ― include why you want the job and what education and training is required for it? Does the summary contain an explanation of your expenses? Does the summary contain an explanation of what you learned? Is the summary typed or neatly written? Is the summary free of grammatical errors? 15 Organized Portfolio Is everything neat and organized? Do you have the project description and rubric? 5 Adult Signature 5 Total 100
Writing in Science Throughout year Write arguments focused on discipline-specific content. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on how well purpose and audience have been addressed. Use technology, including the Internet, to produce and publish writing and present the relationships between information and ideas clearly and efficiently Gather relevant information from multiple print and digital sources, using search terms effectively; assess the credibility and accuracy of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a standard format for citation. Draw evidence from informational texts to support analysis, reflection, and research. Scientific Writing Argumentative Writing Formally assessed in 7th Grade: Assessment Ideas: The student will make a claim for or against continental drift and give evidence to defend the claim. The student will make a claim for or against viruses as living things and give evidence to defend the claim. The student will make a claim for or against the use of genetically modified organisms and give evidence to defend the claim. The student will make a claim for or against the drilling of oil in protected areas in Alaska. *See attached rubric for scoring
Suggested Instructional Resources Learner Objectives Life on Earth Unit 1 Topic Web Resources – websites or resources on Labs PBL Ideas (projects) Textbook Resources I Can: use evidence to create an argument if a given object is living or based on its needs and characteristics Characteristics of Life classify organisms according to their characteristics and defend the choices using evidence Classification of Living things
Suggested Instructional Resources Sample Learner Objectives Topic Web Resources – websites or resources on Labs PBL Ideas (projects) Textbook Resources I Can: use evidence to create an argument if a given object is living or based on its needs and characteristics Characteristics of Life classify organisms according to their characteristics and defend the choices using evidence Classification of Living things
movement of the particles that he shot at the gold foil? _______________________________________ But surprisingly a few particles ____________ ___________________________ and some even ________________________________ Due to the results of his experiment revised the atomic theory in 1911. Complete the statements that describe Rutherford’s revised atomic theory. Result: Most of the positively charged particles went straight through the gold foil. Atomic Theory: Most of the matter of the atom is found in a _________________part of the atom. This is called the ___________ of the atom. It is very tiny and extremely __________. Result: Some of the positively charged particles were deflected or even bounced back. Atomic Theory: Like charges repel so the nucleus must have a _____________________. If electrons have a negative charge they could not be in a positively charged nucleus. Electrons must ______________________________________. Result: The diameter of the nucleus is 100,000 times smaller than the diameter of the entire gold atom. Atomic Theory: Atoms are mostly ______________ with a tiny, massive _________________________. Explain why the head of a pin compared to the diameter of a stadium is like an atom?
Scientific Tool Use and Measurement 4 In addition to score 3.0 performance, the student demonstrates in-depth inferences and applications that go beyond what was taught. 3 Proficient Students demonstrate they have developed an understanding of: how to convert units within the metric system how to appropriately use each tool to gather scientific data 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 (g, kg, m, cm, mm km, L, mL, °C) how to choose the appropriate tool for a specific use
Vocabulary, Intro to World History Name _________________________________ Period _________ Directions: Read the complete definition for the following vocabulary words. Draw a picture or cartoon that will help you remember the definition. Write out a complete sentence using the word. Highlight the vocab word. Vocabulary Word Textbook Definition Picture or cartoon that will help me remember the word’s meaning… My sentence using the vocab word. (Vocab word is highlighted.) history The story of what has happened in the past People who study history, or what has happened in the past, are called historians. prehistory The period before events were recorded in writing The iceman is prehistoric; he lived before writing was developed. B.C.E. Before Common Era Before the birth of Jesus When looking at the timeline of world history, the zero represents the year Jesus was born B.C.E. is the time period before the 0 King Tut was born in 1341 B.C.E. and died in 1323 B.C.E.
Vocabulary Word Textbook Definition Picture or cartoon that will help me remember the word’s meaning… My sentence using the vocab word. (Vocab word is highlighted.) C.E. Common Era C.E. refers to the time period after the zero; After the birth of Jesus. archaeology The study of the remains of past cultures artifact An object made by someone in the past
Vocabulary Word Textbook Definition Picture or cartoon that will help me remember the word’s meaning… My sentence using the vocab word. (Vocab word is highlighted.) culture The beliefs, way of life, art, and customs that are shared and accepted by people in a particular society oral tradition The passing on of history, beliefs, or customs by word of mouth hominid Any erect bipedal primate mammal including humans, gorillas, chimpanzee, and orangutan
APPENDIX 1.- STUDY BUDGET PROTOCOL CODE: STUDY TITLE: ▪ SUMMARY OF THE STUDY BUDGET ESTIMATED NUMBER OF PATIENTS TO RECRUIT PAYMENT COMPLETE AND EVALUABLE PATIENT € TOTAL COST OF STUDY € ▪ BREAKDOWN FOR VISITS DESCRIPTION NUMBER OF VISITS COST PER VISIT TOTAL WITHOUT EXTRAORDINARY COSTS TOTAL COST PER SUBJECT € € ADDITIONAL TESTS UNITS PAYMENT€ TOTAL €
(*) ADDITIONAL TESTS carried out for this type of patient in usual care EXTRAORDINARY DIRECT COSTS UNITS COST TOTAL € (*) ADDITIONAL TESTS that have an extra cost for the Hospital and are performed outside of usual care 1.1 FOUNDATION FIBHULP may designate this quantity to address the expenditures directly related to the trial: compensation for the research team’s activity and the study support staff’s activity; purchasing equipment and other expenditures of the Research Unit. 1.2 CONTRACT MANAGEMENT The SPONSOR shall pay the Foundation €1500 for Administrative and Contract Management Expenses on signing the agreement. APPENDIX_2: LIST OF INVESTIGATORS (with DNI)
Mr/Ms/Mrs ……………………… APPENDIX 1.- STUDY BUDGET PROTOCOL CODE: STUDY TITLE: ▪ SUMMARY OF THE STUDY BUDGET ESTIMATED NUMBER OF PATIENTS TO RECRUIT PAYMENT COMPLETE AND EVALUABLE PATIENT € TOTAL COST OF STUDY € ▪ BREAKDOWN FOR VISITS DESCRIPTION NUMBER OF VISITS COST PER VISIT TOTAL WITHOUT EXTRAORDINARY COSTS Screening Visit Baseline Visit Treatment Visit Follow-up Visit Final Visit Screening Failure Visit/ Others TOTAL COST PER SUBJECT € €
intraspecific competition introduced species K-selection keystone species learning nitrogen cycle nutrient cycle parasite photoautotroph population population growth population size pollution predator primary consumer quadrat rate of increase resilience r selection saprophyte detritovore distribution ecologial niche ecological pyramid ecological succession ecosystem ecosystem stability endangered species exponential growth life history life tables limiting factor logistic growth mark and recapture migration mortality mutualism net primary productivity secondary consumer species diversity survivorship curve symbiosis ten percent rule threatened species trophic efficiency trophic level urbanization -------------------------------------------------------------------------------------------------------------------------------------------------- Questions and Practice Discuss how humans maintain stable sugar levels in their blood stream. Discuss how humans respond to stress. Discuss how nerve impulses travel in the human body (include- receptions, action potential, active transport, neurotransmitters, etc.) What models are useful in describing the growth of a population? How is a population size regulated by abiotic and biotic factors? How is energy flow through an ecosystem related to trophic levels? How do elements cycle through ecosystems?
Length = _______________ Width = _______________ If x represents 5 cm, what are the length and width of the rectangle? 15. Andrew multiplied the expression and got an answer of Verify Andrew’s work by substituting in x = 4 into the factors and the answer. Was Andrew’s work correct? Explain how you know.
DeKalb Middle School Weekly Lesson Plan Teacher: Nancy Cowan/Samantha Leiser/Jennifer West/Teresa Jones Week of: August 20, 2018 Subject: Science Day/Date Big Idea/ Goals Lesson Activities Assessment Standard/Modified Essential Question *Teaching Structure Monday 8/20/2018 Properties of Matter Complete lesson 2 comprehension questions in text. TLW review lesson 2 and complete p. 32 & 33 for lesson assessment. TLW join Google Classroom and complete Brainpop Video "Measuring Matter". Prerequisite knowledge/no standards Give examples of physical properties of matter. Whole Group Tuesday 8/21/2018 Properties of Matter TLW add physical and chemical properties doodle notes to INB. TLW complete physical and chemical properties color by number review questions. Prerequisite knowledge/no standards Give examples of chemical properties of matter. Whole group Wednesday 8/22/2018 Physical and Chemical Changes TLW complete lesson 2 quiz. TLW complete Brainpop videos "Property Changes" and "Conservation of Mass" Prerequisite knowledge/no standards What are physical and chemical changes of matter? Small group Thursday 8/23/2018 Physical and Chemical Changes TLW complete p. 35, lesson 3 preview TLW complete lesson 3 digital lesson and add vocabulary to INB. Prerequisite knowledge/no standards What are physical and chemical changes of matter? Whole group Friday 8/24/2017 Physical and chemical changes TLW complete lesson 3 comprehension questions in textbook p. 36-44. Prerequisite knowledge/no standards What are physical and chemical changes of matter? Small group/Partners
Prattville Junior High School 7th Grade School Supply List 2018-2019 English Wide ruled paper Pencils Blue or black pens 1 pack of colored markers Dry erase markers Highlighters (2) 3x3 post it notes 1”-1 ½” 3 ring binder Dividers (at least 4) $10 workbooks Science 2 college-ruled composition books Pencils Scotch tape or glue sticks Highlighters Post it notes 3x3 Colored markers Graph paper Metric ruler Minimum $15 lab fee Math Notebook with pockets Mechanical pencils Graph paper Notebook paper Glue sticks Scientific calculator (recommended TI-30) $10 workbooks History 3 ring binder 1 ream copy paper Dividers Colored pencils Highlighters Index cards $10 technology English Wish List Kleenex or paper towels Hand sanitizer Copy paper Clorox wipes Science Wish List 2 reams of copy paper (one white and one colored) Paper towels Hand sanitizer Clorox wipes Kleenex Math Wish List Paper Towels Hand sanitizer Clorox wipes Kleenex ***Once school starts, individual teachers may require a few extra supplies.
Hybrid № 1 When caught was defined as Ship sturgeon (Ac. nudiventris), but the starch gel electrophoresis showed also a heredity of Russian sturgeon (Ac. gueldenstaedti) - second or third generation (Fig № 1). Fig № 1 (hybrid № 1) Hybrid № 2 The IEF of hemoglobin shows heredity of Ac. stellatus and Ac. ruthenus (Fig № 2). Fig № 2 (hybrid № 2) Hybrid № 3 The isoelectroforetic study shows heredity of Huso huso and Ac. ruthenus (bester) - also caught in the region of Varna, 2006. Fig № 3 (hybrid № 3) Hybrid № 4 With morphological signs of Russian sturgeon (Ac. gueldenstaedti) and Sterlet (Ac. ruthenus) - caught the autumn of 2010 in the Danube River along with Sterlet specimens. Fig № 4 (hybrid № 4) 1 2 3 4 5 6 7 8 1 2 3 4 5 Fig № 5 Electropherogram of serum Fig № 6 IEF of hemoglobin: 1 and 3 – proteins: 1 – Russian sturgeon; 2, 4 Sterlet; 2 and 4 – Hybrid № 2; 5 – and 6 – Hybrid № 1; 3 – Sterlet; 5 – Stellate sturgeon. Stellate sturgeon; 7 – Hybrid (Russian Sturgeon x Siberian sturgeon) and 8 – Siberian sturgeon.
PRESIDENT’S REPORT TO THE BOARD OF TRUSTEES July 22, 2016 Slide 1 – President’s Report to the Board of Trustees ~ Measures of Productivity Slide 2 – Member of AAU Since 1958 The Association of American Universities (AAU) represents 62 leading research universities distinguished by the breadth and quality of their research and graduate education programs. Membership is very selective, drawing from 2,300+ colleges and universities in US and Canada. AAU universities award nearly half of all US doctoral degrees; 55% of those are in science and engineering. Slide 3 – Ranking of AAU Public Universities Slide 3 represents the US News and World Report ranking of overall quality of 34 public universities. Penn State University is tied with the University of Florida at 13 or 14. The right side of the slide are the faculty resource rankings, the degree of investment that a university is capable of making in its educational programs and its faculty enterprise. We are in the top 50 in terms of quality for all universities. Slide 4 – 2016 US News and World Report College Rankings This slide shows Penn State’s overall US News rank of 47 plotted against our faculty resource ranking of 102 along with the rankings of the other top 50 ranked US News public and private institutions. Our overall rank of 47 shows we are getting the most out of our resources – ranking 102. The next four slides illustrate some of the components that comprise the US News faculty resource rank. Slide 5 – 2015-16 Average Faculty Salary by Rank AAU Publics One of the other factors that feeds into the faculty resource rank is faculty compensation. Keep in mind that US News compares us to the privates who have vastly different financial resources than most publics – i.e. large endowments. When we look at faculty compensation in relation to the AAU publics you can see again that we are putting our resources into supporting our faculty - in fact if you remove the California schools keeping in mind their high cost of living, you will
Place a check next to the applicable supports below and indicate for which subject(s)/course(s) the designated support and test format is to be used. The LPAC’s decisions must be made in accordance with the state policies and procedures outlined in the following TEA publications: STAAR Decision-Making Guide for LPACs and Educator Guide to Accessibility within the STAAR Program. Testing designated supports for ELLs who have a disability and qualify for other supports must be attached or documented separately in the student’s permanent record file. The signature of the student’s teacher affirms that the supports marked are based both on the student’s need and the student’s routine use of the support in classroom instruction and testing, as outlined in the TEA publication titled Educator Guide to Accessibility within the STAAR Program. STAAR Spanish is administered in paper mode only. STAAR Alternate 2: Any language or other communication method routinely used with the student is permitted English (E) or Spanish (S) Paper (P) or Online (O) Oral Administration1 Content and Language Supports1* Extra Time Basic Transcribing Large Print Manipulating Test Materials Mathematics Manipulative Individualized Structured Reminders Supplemental Aids Grades 3-5 Signature of Student’s Teacher for Subject/Course Writing Reading Mathematics Science 1 Students eligible for an Oral Administration and Content and Language Supports should take STAAR online since these supports are only offered online. * These designated supports are available on STAAR online tests only. Students for whom the LPAC recommends Oral Administration, Content and Language Supports, or Extra Time as an accommodation for any reading or writing assessment, may not be considered for exit at the end of the school year. STUDENT NAME: _________________________________________________________ ENROLLED GRADE: ______________________ SCHOOL YEAR: 2017-2018
DAY Bell Work Activities Resources Homework Assessment Monday Tuesday Voc. 3A flashcards Photo/vocab gallery walk Reading quiz- Ch. 2-3 Reading guide questions- Ch. 1-3 Read and discuss Ch. 4-5 Sadlier Vocabulary Workshop The Giver novel Finish reading Ch. 4-5 Verbal Written Wednesday Voc. 3A Using Context Read Ch. 6-7 Jonas character map/discuss Sadlier Vocabulary Workshop The Giver novel Finish reading Ch. 6-7 Verbal Written Thursday Voc. 3A Choosing the Right Word Moby Max- reading Sadlier Vocabulary Workshop The Giver novel Verbal Written Friday Voc. 3A Completing the Sentence Add to/discuss Jonas character map Read Ch. 8-10 Sadlier Vocabulary Workshop The Giver novel Finish reading Ch. 8-10 Verbal Written
Term 1 Term 2 Term 3 Big Idea Unit 1: Character Unit 2: Perseverance Unit 3: Challenges & Choices Unit 4: Adaptation & Survival Unit 5: Innovation Unit 6: Making Sense of Our World Writing Focus Narrative Informative/ Explanatory Argument Informative/ Explanatory Argument Narrative Prioritized Vocabulary Analyze Collaborate Characteristics Infer Evidence Structure Claim Refutation Credibility Roots (Chron-, Geo-, Homo-,Hetero-) Infer Variability Innovate Roots (-ness, -cide) Classify Probability Suffix (-ship, English Language Arts Concepts Characteristics of a Story Choosing Credible Sources Citing Sources Recognizing Text Features & Structures Identifying and Creating Claims & Evidence Identifying and Refuting Counterclaims Writing with Text Structures (Cause/Effect, Problem Solving, Sequence, Compare/Contrast Descriptive) Writing with Text Structures (Inference, Textual Evidence, Claims, Counterclaims Refutation, Figurative Language) Using Figurative Language Writing Using Elements of a Story Social Studies Concepts Geography & Utah’s Environment Early Settlers & Explorers Statehood & Government Rights & Responsibilities of Citizens Components of Utah’s Economy Utah in the Modern Age Utah’s Cultural Diversity Science Concepts Properties of Matter & Earth’s Structure Properties of Matter & Earth’s Structure Cells & Organ Systems Inherited vs. Acquired Traits Forensic Science Natural Selection Genetically Modified Organisms Classification Math Concepts Operations with Integers Rational Numbers Expressions, Equations & Inequalities Ratios & Proportional Relationships Percent Similarity Geometry Surface Area & Volume of Solids Data, Analysis & Probability PE & Health Concepts Mental Health Physical Fitness Sportsmanship Stress Management Body Image Goal Setting Decision Making Peer Pressure & Refusal Skills Addiction Nutrition First Aid Abstinence Infectious Disease Teamwork Abstinence Human Development Communication Puberty
S. 1250 Restoring Accountability in the Indian Health Service Act of 2017 Senate Committee on Indian Affairs Sponsor: Sen. John Barrasso (R-WY) Introduced: 5/25/2017 To amend the Indian Health Care Improvement Act to improve the recruitment and retention of employees in the Indian Health Service, restore accountability in the Indian Health Service, improve health services, and for other purposes. 2 cosponsors Related bill: H.R. 2662 Restoring Accountability in the Indian Health Service Act of 2017 6/13/2017 Hearing held by the Senate Committee on Indian Affairs
otherwise appropriated— “(i) $150,000,000 for fiscal year 2018; and “(ii) the amount specified in subparagraph (B) for each of fiscal years 2019 through 2024. H.R. 1369 Indian Healthcare Improvement Act of 2017 House Natural Resources Committee House Energy and Commerce Committee House Ways and Means Committee House Budget Committee Sponsor: Rep. Tom Cole (R-OK-4) Introduced: 3/6/2017
(A) The case load of, and number of patients treated by, each health care provider at such medical facility during an average week. (B) The time spent by such health care provider on matters other than the case load of such health care provider. (C) The amount of personnel used for administration compared with direct health care in the Service being comparable to the amount used for administration compared with direct health care in private health care institutions. (D) The allocation of the budget of the Service used for administration compared with the allocation of the budget used for direct health care at Service-operated facilities. (E) Any vacancies in positions of full-time equivalent employees that the Service— (i) does not intend to fill; or (ii) has not filled during the 12-month period beginning on the date on which the position became vacant. (F) The disposition of amounts budgeted for full-time equivalent employees that is not used for those employees because the positions of the employees are vacant, including— (i) whether the amounts are redeployed; and (ii) if the amounts are redeployed, how the redeployment is determined. (G) With respect to the approximately 3,700 Medicaid-reimbursable equivalent employees of the Service— (i) the number of those employees who are certified coders; and (ii) whether that number of employees is necessary. (8) The information technology strategies of the Service with respect to furnishing and managing health care, including an identification of any weaknesses and opportunities with respect to the technology used by the Service, especially those strategies with respect to clinical documentation of episodes of hospital care, medical services, and other health care, including any clinical images and associated textual reports, furnished by the Service in Service or non-Service facilities. (9) Business processes of the Service, including processes relating to furnishing non-Service health care, insurance identification, third-party revenue collection, and vendor reimbursement, including an identification of mechanisms as follows: