zilongwang/ReadingBank huggingface dataset:
7th International Thesis Contest on Public Security, Victimization and Justice in Latin America Registration Form Ref. # Author´s Name Sex Nationality Category (Select the appropriate option) Thesis Title Year of thesis completion Academic Institution Course name for which the thesis was written. Name of thesis advisors and directors Author’s Address Street and Number Entity/ Province Suburb/ Neighbourhood Postal Code Municipality Country E-mail Telephone Signature
15:15 – 16:30 National Evaluation policies and reviews with an EFGR – Working Groups Moderator: TBD 4-5 working Groups each comprises of a mix of the following: Parliament Supreme Audit court Government VOPE EvalYouth EvalGender+ CSOs including Women machinery UN Programs/ RO and CO A facilitator and a rapporteur for each – TBD Key issues to be discussed: what significant initiatives to promote the use of evaluation for decision making have taken place in your country/region? What were its successes? What challenges did they face? What lessons can be learned to share with other countries? Sub-national Evaluation practices: processes and mechanisms by the government to ensure alignment with national policies and no one is left behind Moderator: TBD Panelists/Presenters: Morocco Jordan Palestine Westminister Institute for Democracy (WID) UN Agency or Expert – TBD EvalMENA Working Groups: EvalYouth - Khalil Bitar (discuss building capacities of Young and Emerging Evaluators in the region) EvalGender+ - Abeer Hakouz EvalSDGs - TBD GPFE MENA – TBD Flagship Program 1 - TBD 16:30- 17:00 Sub-national Evaluation practices: role of the non-government partners to ensure that no one is left behind Moderator: TBD Panelists/Presenters: VOPEs and other actors from Morocco TBD TBD TBD Panel: EvalMena Networks Action Announcement of host country for the Next EvalMENA Conference 17:00- 18:00 Plenary: Working groups facilitators reporting the key group findings 20:00 Conference Official Dinner ??
Grade Level Expectations/Checks for Understanding/State Performance Indicators Resources GLE 0701.7.1 Analyze media for their ability to inform, persuade, and entertain. SPI 0701.7.3 Identify the purpose of a medium (i.e., to inform, to persuade, to entertain, to describe). 0701.7.5 Demonstrate an awareness of audience needs through choice of medium and the selection of images, words, and sounds. DEA Resources: Grade __7__ Reading/Language Arts Pacing Guides Instructional Week ___7_____ Academic Vocabulary:
Nonfiction Craft Lessons: Teaching Information Writing K-8 (green), Joann Portalupi & Ralph Fletcher; Stenhouse Publishers Craft Lessons: Teaching Writing K-8 (blue), Joann Portalupi & Ralph Fletcher; Stenhouse Publishers Reading Poetry in the Middle Grades, Paul B. Janeczko, Heinemann This or That, Joan Axelrod-Contrada; Capstone Press 51 Wacky We-search Reports, Barry Lane, Discover Writing Press Academic Vocabulary (ELAGSE7L6) Genre Literary Informational Expository Fiction Non-Fiction Literary Period Era Periodical Memoir Historical fiction Biography Autobiography Explicit Inferred Objective Subjective Literal Figurative Concrete Biased/Unbiased Quantitative Qualitative Inference Summary Paraphrase Quote Counter-claim Context Primary Source Secondary Source Analysis Annotation Evidence Support Citation Claim Organizational Structure Compare/Contrast Logical Order Chronological Order Compare/Contrast Cause/Effect Order of Importance Universal Abridge Pace Multimedia Audio Video Aural Visual Literary Text: Figurative Language Imagery Metaphor Simile Alliteration Personification Hyperbole Onomatopoeia Idiom Symbolism Allusion Analogy Anecdote Sensory Detail Flashback Foreshadowing Diction Dialogue Theme Tone Mood Characterization Protagonist Antagonist Static Character Dynamic Character Foil Flat Character Round Character Setting Plot Plot Structure Rising Action Climax Falling Action Resolution Crisis Conflict Exposition Episode Author Narrator First Person Narrative Third Person Narrative Omniscient Perspective
Point of View Bias Spin Audience Purpose Speaker Occasion Interpretation Informational Text: Strategy Rhetoric Journal Journalism Editorial Political Platform Party Affiliation Thesis Central idea Topic Topic Sentence Organizational Strategy Abstract Introduction Supporting Extraneous Fact Opinion Anecdote Attention Grabber Introduction Body Body Paragraph Conclusion Argument Claim In-text citation Counterclaim Rebuttal Reasoning Evidence Support Logic Logical Fallacy Bandwagon Pathos Logos Ethos Testimonial Plain Folks Induction Deduction Hasty Generalization Validity/Valid Credible Fallacy Deduction Syllogism Debate Premise Redundancy Wordiness Concise Precise Vocabulary: Definition Context Thesaurus Dictionary Domain-Specific Connotation Connotative Denotation Nuance Technical Academic Greek/Latin Root Suffix Affix Word Pattern Pronunciation Etymology Homophone Synonym Antonym Juxtaposition Mythological Structural Terms: Grammar Conventions Standard English Mechanics Phrase Clause Subordinate Clause Independent Clause Compound Simple Complex Compound-Complex Dangling modifier Misplaced modifier Transition Modifier Fluency Variation Syntax Capitalization Punctuation Legible Comma Omission Noun Verb Adverb Adjective Interjection Conjunction Pronoun Article Writing Process Development Brainstorm Strategy Organization Planning Drafting Revising Editing Peer Collaborate Diverse Express Articulate Tolerance Alternative Colloquial Grammatical Adapt Dramatic Structure: Drama Lyric Narrative Soliloquy Aside Act Scene Comedy Tragedy Sonnet Monologue Dialogue Ode Ballad
Homework EXIT TICKET: (5 minutes) Lessons are subject to change Learning Scales and Accommodations: MEASUREMENT, DATA, STATISTICS, AND PROBABILITY Probability Grade 7 Score 4.0 Score 3.0 Score 2.0 Score 1.0 Score 0.0 WICR Strategies used during each unit. Writing Writing activities that help students understand the content Inquiry Questioning strategies that help students understand the content Collaboration Working together with a partner or in a group of students to understand, to problem solve, or to complete a task/project Reading Any strategies in reading that help students understand Writing-to-Learn • summaries Process writing • using a rubric as evaluation On-demand/Timed writing • writing that is completed in class within a set amount of time • grade is evaluated using a rubric Higher level questioning in classes • Costa’s Level 1: Students find the answers right there in the text. • Costa’s Level 2: Students must figure out the answer from information in the text. Think Pair Share Sharing ideas with a partner or in a group Carousel/Gallery Walk Problem solving in groups Projects in groups Before reading activities • vocabulary activities • accessing prior knowledge • making predictions During reading activities • marking the text • Cornell notes • graphic organizers
Cornell Notes • taking notes on the most important information • summarizing • using the notes to study Reflective writing • students write about what they have learned and what they still need • Costa’s Level 3: Students apply what they have learned or use what they have learned to evaluate or create. After reading strategies • summarizing • group projects Accommodations used daily on an individual basis in accordance with IEP and 504 plans and ELL Students Read directions for the student Check for understanding Allow to leave class for assistance Extra time for exams Daily agenda Allow student time to step out to de-escalate Testing in small groups Use of a planner/binder for organization English Language Dictionary Extended time on assignments =1 day Preferential seating Written direction given Break directions into chunks Read Aloud to Students Visual manipulatives Cooperative Learning, Vocabulary, Description, Introduction, .
7th Grade Math Curriculum Map 2014-2015 School Year First Semester Second Semester Unit 1 Operations and Rational Numbers (8 weeks) Unit 2 Expressions and Equations (6 weeks) Unit 3 Ratios and Proportional Relationships (5 weeks) Unit 4 Inferences (2 weeks) Unit 5 Geometry (4 weeks) Unit 6 Probability (3 weeks) Unit 7 Show What We Know (3 weeks) Common Core Georgia Performance Standards MCC7.NS.1: a,b,c,d MCC7NS.2: a,b,c,d MCC7.NS.3 MCC7.EE1 MCC7.EE2 MCC7.EE.3 MCC7.EE4: A,b Incorporated Standards *MCC7.NS.1* MCC7.NS.2 MCC7.NS.3 MCC7.RP.1 MCC7.RP2: a,b,c,d MCC7.RP.3 MCC7.G.1 Incorporated Standards *MCC7.EE.3* MCC7.NS.1 MCC7.NS.2 MCC7.NS.3 MCC7.SP.1 MCC7.SP2 MCC7.SP.3 MCC7.SP.4 Incorporated Standards *MCC7.NS.1* MCC7.NS.2 MCC7.NS.3 MCC7.G.2 MCC7.G.3 MCC7.G.4 MCC7.G.5 MCC7.G.6 Incorporated Standards *MCC7.G.1* MCC7.SP.5 MCC7.SP.6 MCC7.SP.7: a,b MCC7.SP.8: a,b,c All standards Overarching Essential Questions “How do rational numbers help us to recognize or make connections among mathematical ideas? “How can we use equations to solve complex real-world problems?” “When or where is it beneficial to use proportional relationships to analyze or solve problems “How do we analyze data to make inferences?” “How do we describe the relationship between geometric figures?” “How can expected value be used to help make decisions?” “How can what we learned this year impact how we think in preparation for next year?”
7th GRADE FOOTBALL Al-Riyami, Adam Baker, Bradley Barber, Ayden Bennett, Da’Shawn Bernstein, Beck Best, Will Bowie, Yesher Briley, Joseph Brown, Octavian Bufford, Cortez Bush, Dalan Cleveland, Klark Clifton, Walker Cloud, TyVier Cockerham, Jack Coleman, Kwame Collier, Bryant Davidson, Patrick Dearing, Ryan Dettmering, Parker Dummer, Parker Fields, Thaddeus Fletcher, Zion Fowler, Jackson Fulgham, Bradley Goodall, Jaden Granberry, Coleman Grooms, Spencer Grubb, Win Guy, Drew Hall, Dashuan Harris, Cecorious Hayslip, Elijah Hickman, Maxton Howard, John Hughley, Ja’Corey Jenkins, Omarion Johnson, Miles Kindell, Glenn King, Andrew Larkin, Jacob Long, Collin Maxwell, Caleb McCall, Anthony Isaiah Meadows, Evan Murphey, Sawyer Nelms, Jaekwan Neloms, Chase Nichols, Braxton O’Brien, Patrick Oliver, Jdarious Pearson, Zach Plott, Jalen Rabren, Cade Reeder, Connor Reese, Charles Reese, Jordan Riles, Jackson Riles, Julian Riley, Braden Roberts, Adesmond Roberts, John Michael Rogers, Kornelius Sampson, Jake Sanford, Christian Simersky, Jackson Sistrunk, Arquavious Smith, Tad Spinks, Rico Starr, Jackson Thomas, Travontez Thompson, Frank Todd, Danarius Toland, Mark Townsend, Jaylan Truitt, Trent Walker, Riley Walker, Will Ward, Will Warman, Ben Warren, Amarion Wilkinson, Ian Winegarden, Drew Woods, Tyree Young, Bradley Young, Graham
40. Precipitation is most likely occurring at A because it is located (1) on a cold ocean surface (3) near the cold front (2) on a warm land surface (4) near the warm front 41. In which compass direction will the storm center (Low) most likely move over the next few days if it follows a typical storm track? (1) northeast (3) northwest (2) southeast (4) southwest 42. The photograph below shows a phase of the Moon as seen by an observer in New York State. Which phase is closest to what will be seen by the observer in New York State 1 month later? Base your answers to questions 42 and 43 on the field map below, which shows average yearly snowfall in the state of Pennsylvania. The solid lines represent amounts of snowfall in inches. Point X represents a location on the map. 42. Approximately how much snow falls in an average year at location X? (1) 39 inches (3) 41 inches (2) 40 inches (4) 42 inches 43. Which part of Pennsylvania has the greatest average yearly snowfall? (1) northern (3) southern (2) eastern (4) western 44. Fossil fuels are considered nonrenewable because they (1) produce pollution (2) are no longer used by humans (3) often contain microscopic animals (4) take millions of years to form 45. The diagram below shows a cross section of a waterfall. Points A, B, C, and D represent locations in the stream. At which location does the water have the greatest kinetic energy? (1) A (3) C (2) B (4) D 46. If the force used to push a shopping cart increases, the cart’s acceleration will (1) decrease (2) increase (3) remain the same 47. Sound waves are not able to travel through (1) a cloud (3) metal (2) a vacuum (4) water 48. The diagram below shows two magnets.
Rose Bud School District 7th Grade Immunization Requirements September 1, 2014 Vaccine → ------- Grade ↓ Diphtheria, Tetanus, Pertussis DTaP/ Tdap) Polio (OPV – Oral or IPV – Inactivated) MMR and Rubella) Meningococcal (MCV4) Hepatitis B Meningococcal (MCV4) Varicella Hepatitis A 7 4 doses (with 1 dose on or after 4th birthday) AND 1 dose of Tdap OR 3 doses*** for persons 7 years of age or older who are not fully immunized (including persons who cannot document prior 3 doses (with 1 dose on or after 4th birthday with a interval of 6 months between the 2nd and 3rd dose) OR 4 doses with 1 dose on or after the 4th birthday and a interval of 6 months between the 3rd and 4th dose 2 doses (with dose 1 on or after 1st birthday and dose 2 at least 28 days after dose 1) 2** or 3*** doses (11 – 15 year olds could be on a 2- dose 1 dose 2 doses (with dose 1 on or after 1st birthday and dose 2 at least 28 days after dose 1) OR *****A medical history of disease may be accepted in lieu of receiving vaccine NONE
Classroom Expectations There are five basic expectations for each class period: Be present and be on time. Be prepared − have all materials with you each class period and be ready to start class when the bell rings. Work to the best of your ability. Be respectful of others. Use a pencil. Please refer to the Pathfinder for the district policy on student attire, cell phones/electronic devices, food/beverage in the classroom and locker and rest room use throughout the school day. For any extreme disruption of instructional time, one (1) day of detention will be assigned. Absences and Make-Up Work If you are absent for any reason, it is your responsibility to see me in the morning before the start of Period 1 to discuss what was missed and to receive any materials that were distributed during the class period(s) you missed. Time will not be taken during the class period to take care of this. Make-up work will be allowed as outlined in the Pathfinder. Failure to make up the work in the allotted time will result in a score of zero for that work. In the event that an assessment was missed during an absence, students will be given a different version of the assessment. This may take on an entirely different format than the missed assessment. Students present in school but not in attendance during the class period on the day of an assessment are expected to take the assessment that day. This includes, but is not limited to, participation in a school-sponsored field trip, HOPES, luncheons associated with school clubs, early dismissals for scheduled athletic events, etc., and may require you to take the assessment in the morning before the start of homeroom. You should notify me immediately when you are aware that these absences will occur. Failure to take the assessment on the same day will result in a score of zero for that assessment. Students who are going to miss several consecutive class periods should see me immediately upon return to school to receive any materials and to find out what was missed during the absence. In rare instances, an extension may be granted for making up an assessment that is missed because of an absence at a school-related activity.
(07-PS4-1) Obtaining, Evaluating, and Communicating Information Obtaining, evaluating, and communicating information in 6-8 builds on K-5 and progresses to evaluating the merit and validity of ideas and methods. qualitative scientific and technical information in written text with that contained in media and visual displays to clarify claims and findings. (07-PS4-3) Connections to Nature of Science Scientific Knowledge is Based on Empirical Evidence knowledge is based upon logical and conceptual connections between evidence and explanations. to clarify claims and findings. (07-PS4-3) ---------------------------------------------------- Connections to Nature of Science Scientific Knowledge is Based on Empirical Evidence knowledge is based upon logical and conceptual connections between evidence and explanations. extend the measurement, exploration, modeling, and computational capacity of scientific investigations. Connections to Nature of Science Science is a Human Endeavor in technology influence the progress of science and science has influenced advances in technology. (07-PS4-3) Connections to other DCIs in this grade-band: MS.LS1.D (07-PS4-2) Articulation to DCIs across grade-bands: 4.PS3.A (07-PS4-1); 4.PS3.B (07-PS4-1); 4.PS4.A (07-PS4-1); 4.PS4.B (07-PS4-2); 4.PS4.C (07-PS4-3); HS.PS4.A (07-PS4-1),(07-PS4-2),(07-PS4-3); HS.PS4.B (07-PS4-1),(07-PS4-2); HS.PS4.C (07-PS4-3); HS.ESS1.A (07-PS4-2); HS.ESS2.A (07-PS4-2); HS.ESS2.C HS.ESS2.D (07-PS4-2) Common Core State Standards Connections: ELA/Literacy – RST.6-8.1 Cite specific textual evidence to support analysis of science and technical texts.
Week 5 – Week 6 May 28 – June 7 Learning Standards Instruction Resources Products, Projects, Labs Assessment Earth and space The student knows that natural events and human activity can impact Earth systems. The student is expected to: Predict and describe how different types of catastrophic events impact ecosystems such as floods, hurricanes, or tornadoes 7.8A Essential Vocabulary: Catastrophic events, ecosystem, floods, hurricanes, tornados, earthquakes ENGAGE students daily by Brainstorming a list of catastrophic events and natural disasters; then, using Think-Pair-Share, students will reflect on the question, “What effects do catastrophic events have on living systems?” Watching selected video segments from , students will explore some of these events up-close, from the overwhelming storm surge of Hurricane Katrina to the destructive landslides in Venezuela to the misery caused by the Mississippi River floods. Structural engineers and meteorologists explain the dangerous nature of flash floods as well as slow-building water. Use the following lessons to support students’ understanding and knowledge by using Science Starter 50 Catastrophic Events Using the , students will learn and understand that different types of soil have different capacities for retaining rainwater and if the soil in an area does not hold enough rainwater, flooding problems will ensue. EVALUATE Students will create a poster, rap, poem, describing various types of catastrophic events such as hurricanes, tsunami, typhoons and tornadoes and how these events impact our ecosystems. Reflection Describe some of the catastrophic events you heard about in the past ten years and how these
Unit and Approximate Time Content Topics Tools of the Historian and Prehistory 3-4 weeks Historical research Interpretation of archaeological evidence Evaluation of historical materials Connections to the modern world Early Humans Paleolithic Era Neolithic Era Mesopotamia and the First Empires 3-4 Weeks Tigris and Euphrates Rivers Sumerians City-states Assyria Chaldean Empire Egypt 3-4 Weeks The Nile Valley Lower Egypt Upper Egypt Egypt’s Old Kingdom Pyramids Pharaohs The Egyptian Empire Middle Kingdom New Kingdom Civilization of Kush Nubia Farming and trade The Ancient Israelites 2-3 weeks The First Israelites Monotheism Canaanites Kingdom of Israel Jerusalem Exodus Growth of Judaism Traditions Judah India/China 3-4 Weeks India’s Early Civilizations Geography Ideas and Technology Aryans and the Caste system Hinduism and Buddhism
Roman Contributions Life in Ancient Rome Fall of Rome Achievements Byzantine Empire Justinian and Theodora Religion Christianity Islam Middle Ages and Intro to Renaissance 6-8 Weeks Early Middle Ages Franks, Angles, Saxons Catholic Church Feudalism Kingdoms and Crusades Church and Society Late Middle Ages Black Death Wars The Renaissance Begins Rebirth of learning New Ideas and Art Humanists Spread of ideas Reformation Martin Luther Protestantism John Calvin Catholics and Protestants Henry VIII Missionaries
7th Grade Social Studies Egypt Project Rubric Category Distinguished Proficient Apprentice Novice Point Totals Visual (Construction) Model is very detailed, stable, and organized. It relates very well to the topic. It is neatly done. 27-35 pts. Model is detailed, stable, and organized. It relates to the topic. 24-26 pts. Model is somewhat detailed, stable and/or not organized. It somewhat relates to the topic. It is not as neat as it should be. 21-25 pts Model lacks a number of details, stability, and is not organized. It doesn’t relate to the topic. It is not neat. 18-20 pts ______ 35 pts. Written Report H = Handwritten T = Typed Minimum of 3 H or 2 T pages. 12- font, double spaced Report includes research of Egyptian replica, its origin, era, purpose and many other interesting facts. 27-35 pts. Minimum of 2.5 H or 1.25 T pages. 12 font, double spaced Report includes research of Egyptian replica, its origin, era, purpose and several other interesting facts. 24-26 pts. Minimum of 2 H or 1 T page. 12 font, double spaced Report includes research of Egyptian replica, its origin, era, purpose and few if any additional facts. 21-25 pts. Less than 2 H or 1 T page. 12 font, double spaced Report includes research of Egyptian replica, its origin, era, and/or purpose and no other facts. 18-20 pts _______ 35 pts Neatness and Effort of Report Report is exceptionally well written and neat. 10 pts. Report is well written and neat. 8 pts. Report is somewhat well written and/or neat. 7 pts. Report is not well written and is not neat. 6 pts ______ 10 pts Spelling and Grammar There are 2 or less spelling/ grammar errors in the report 10 pts. There are 3-5 spelling/ grammar errors in the report 8 pts. There are 6-8 spelling/ grammar errors in the report 7 pts. There are 9 or more spelling/ grammar errors in the report 6 pts. __ 10 pts Oral Presentation 3-4 minutes in length and is well done. 10 pts 2-3 minutes in length and is well done. 8 pts. 1-2 minutes in length. 7 pts. Less than 2 minutes and/or poorly done. 6 pts. ____ 10 pts
Unit Ten: Civil War Vocabulary Union Confederacy Abolish Secede Abraham Lincoln General Ulysses S. Grant General Robert E. Lee Emancipation Proclamation Battle of Bull Run Battle of Antietam Battle of Gettysburg Pickett’s Charge Gettysburg Address Essential Activity to Assess Learning Progress Demonstrate the course of the war with a series of events, using essential and vocabulary and related details.
SOUTH DADE MIDDLE SCHOOL 2018-2019 7h Grade Subject Selection Form ID#__________________________ Student Last Name_________________________________ First Name____________________________________ Language Arts Seq. Course Title A02 Language Arts 2 A12 Language Arts 2 Advanced E02 English 2 through ESOL Circle ESOL READING LEVEL: 1-E11 2-E12 3-E13 4-E14 K02 Language Arts 2 - Resource Mathematics Seq. Course Title B02 Mathematics 2 B12 Mathematics 2 – (iPrep) B22 Mathematics 2 – (iPrep) Advanced K05 Mathematics 2 - Resource B32 Intensive Mathematics Science Seq. Course Title C02 Science 2 C12 Science 2 – Advanced C22 Physical Science Honors K08 Science 2 – Resource Social Studies Seq. Course Title D02 Civics D12 Civics – Advanced K11 Civics – Resources Reading Seq. Course Title R02 Intensive Reading Plus R12 Intensive Reading R22 Intensive Reading Enrichment Electives Seq. Course Title T01 Information Technology 1 T02 Information Technology 2 Teacher Recommendation ___________ H01/H02 Medical Magnet H03/H04 Medical Magnet- Year 2 Teacher Recommendation ___________ P03/P04 Physical Education S01/S02 Visual Art S03/S04 Advanced Visual Arts Teacher Recommendation _________ M11 Beginning Band M12 Advanced Band Teacher Recommendation _______ ____ M13 Beginning Orchestra Teacher Recommendation _______ M14 Advanced Orchestra Teacher Recommendation _______ M15 Dance F01 Business Management Teacher Recommendation __________ Counselor Use Only Choice Seq. 1st – Language Arts 2nd - Math 3rd - Science 4th – Social Studies 5th – Reading or Elective 6th – Intensive Math or Elective 7th - Alternate Elective 1 8th- Alternate Elective 2
Quail Hollow Middle School 7th grade Summer Reading Project - 2014 It’s summer time! Now what do I do? Read! Even though school is out for break, you shouldn’t let your brain take a break from reading. Go to summer camp, to the beach or just hang out with your friends, but remember read over the summer. To help prepare you for 7th grade, and to keep your brain working, please complete the project below. Be prepared to turn this project in when you return to school at the beginning of your 7th grade year. STEP ONE: Pick ONE book from the list below within your Lexile range. Ask your teacher if you do not know your Lexile. 7th Grade Reading Lists Title Lexile Genre Author Among the Hidden 800 Mystery/ science fiction Margaret Peterson Haddox Chicken Boy 860 Family issues Frances O’Roark Dowell Eragon 710 Fantasy Christopher Paolini Lightning Thief 470 Fantasy Rick Riordan Maze Runner 770 Science fiction James Dashner Romiette and Julio 610 Realistic fiction Sharon M. Draper The Egypt Game 1010 Fiction Zilpha Keatley Snyder Shipwreck: Island 660 Fiction Gordon Korman Gifted Hands: Ben Carson Story 950 Non-fiction Gregg Lewis The Hobbit 1000 Fantasy JRR Tolkein Sunrise Over Fallujah 780 Fiction Walter Dean Myers Please Stop Laughing at Me 750 Non-fiction Jodee Blanco Staying Fat for Sarah Byrns 920 Fiction Chris Crutcher Choose your own STEP TWO: Read your book from cover to cover. Don’t be afraid to take notes as you go along! STEP THREE: On a piece of white computer paper (or poster board) create a Story Information Board. You will discuss the setting, plot, characters and theme. You page should be set up like the example below:
Heterogeneous students grouping Movement from teacher‐directed learning to student‐directed learning anchor charts guided notes preferential seating Instructional Materials: Teacher generated materials, notes, prompts, etc. Flash drives Paper, pens, pencils Curriculum Development Resources: NJ DOE website District Curricula Common Core State Standards Teacher Notes: To support district initiatives and school‐based goals, the following will be infused throughout the ELA curriculum: Vocabulary development, Six Plus One Traits framework The art and science of understanding and using a variety of rubrics, including the PARCC Rubric Test prep strategies Problem‐Based Lessons Project Based Learning Technology Applications, as available In addition to the Unit focus, the expectation is that multi‐genre studies will be integrated into each unit. Infuse various literary genres throughout this unit. Begin and maintain a writing portfolio for each student. The following foundational skills should be developed continuously throughout the year: Reading: o Make use of schema o Reread for clarification Seeking meaning of unknown vocabulary o Make and revise predictions o Draw conclusions
Unit Questions How can students compare and contrast literary genres? How do students develop an understanding of history through oral tradition? How are the elements of drama different from other genres? How will students use the writing process to analyze literary works. What are the necessary techniques used when reading drama aloud? Unit Enduring Understandings Students will understand that… Myths, legends, folk talks, and drama each have distinct characteristics. Oral tradition is woven through the development of various genres. Drama utilizes unique format different from other genres. Literary analysis requires critical thinking skills to evaluate a piece of literature. Writers use the knowledge of language and its convention when writing, speaking, reading, and listening. Unit Objectives Students will… Utilize the reading process to compare and contrast literary genres Create connections from the past to develop and understanding of the present Use the writing process to analyze literary works. Relevant Literary Terms (theme or central idea, relationship of character, setting, or plot) Apply grammar conventions including functions of verbals, forms of verbs, verb active/passive voice and mood, punctuation (commas, ellipses and dash), and spelling Analyze how particular lines of dialogue in a story or drama propel the action, reveal aspects of the character, or provoke a decision. Adhere to MLA format when referencing materials. Unit Objectives Students will be able to… Read , analyze, and discuss myths, legends, and folk tales Recognize the historical importance in these genres Use the writing process to develop a literary analysis essay. Maintain an ongoing list of literary terms. Recognize the effect of dialogue on the reader. Demonstrate command of the conventions of standard English grammar and usage, in addition to vocabulary and figurative language, when writing and speaking. Use MLA format to reference the drama or related research.
Unit Two: Forming a New Nation The Road to Revolution The American Revolution Creating the Constitution October 24 – October 28 Begin Work on Chapter 5 “The Road To Revolution” October 31 – November 4 Complete Chapter 5 Friday – Exam on Chapter 5 November 6 – November 11 Begin Work on Chapter 6 “The American Revolution” No School Friday November 14 – November 18 Continue work on Chapter 6 November 21 – November 25 Continue and Complete Chapter 6 Exam on Chapter 6 (Tuesday) No School Wednesday - Friday November 28 – December 2 Begin Work on Chapter 7 “Creating the Constitution” December 5 – December 9 Continue with Chapter 7 December 12 – December 16 Complete Chapter 7 Tuesday – Chapter 7 Exam Wednesday – Friday – review for mid-term December 19 – December 23 Monday – Tuesday – Midterm Wednesday-Friday – Make up time and movie December 26 – December 30 No School
Unit Three: The New Republic Launching a New Nation The Era of Thomas Jefferson A changing Nation January 2 – January 6 No school Monday Begin work on Chapter 8 “Launching a New Nation” January 9 – January 13 Complete Chapter 8 Chapter 8 Exam Begin Work on Chapter 9 “The Era of Thomas Jefferson” January 16 – January 20 No School Monday Continue with Chapter 9 January 23 – January 27 Complete Chapter 9 Friday – Test on Chapter 9 January 30 – February 3 Begin Work on Chapter 10 “A changing Nation” February 6 – February 10 Complete Chapter 10 Friday – Chapter 10 Exam February 13 – February 17 Unit Four: The Nation Expands and Changes North and South Take Different Paths An Age of Reform Westward Expansion Unit Five: Civil War and Reunion The Nation Divided The Civil War Begin Work on Chapter 11 “North and South Take Different Paths” February 20 – February 24 Enjoy your break!
February 27 – March 3 Complete Chapter 11 Friday – Chapter 11 exam March 6 – March 10 Begin work on Chapter 12 “An Age of Reform” March 13 – March 17 Continue work on Chapter 12 March 20 – March 24 Finish Chapter 12 Thursday – Chapter 12 Exam March 27 – March 31 Chapter 13 “Westward Expansion” April 3 – April 7 Chapter 13 “Westward Expansion” April 10 – April 14 Exam on Chapter 13 - Monday Begin work on Chapter 14 “The Nation Divided” No School Friday April 18 – April 22 Spring Break – Enjoy April 24– April 28 Complete Chapter 14 Friday – Test on Chapter 14 May 1 – May 5 Begin work on Chapter 15 “The Civil War” May 8 – May 12 Chapter 15 “The Civil War” Superintendent’s Day on Thursday May 15 – May 19 Begin Review for Final Exam May 22 – May 26 Continue with Review for Final Exam
Tissues Pencils Pens Glade Plug-Ins refills Lined paper Donated books (new or old) White board cleaner White copy paper Hand sanitizer THANK YOU!!!! Any contribution you can make for your child’s classroom goes a long way.
7th Grade Tutoring Schedule Monday Tuesday Wednesday Thursday Friday Morning Sessions 8:00-8:30 Pierotti Mayer Havrilak (Math I) Kovach Dantism Hooker Rudder Treharn Austin (ELA 7th) Harrell Hooker Havrilak (Math 7th) Austin (ELA: AIG) Malady Haring Hooker Monday Tuesday Wednesday Thursday Friday Afternoon Sessions 3:45-4:30 Hansen Rudder Kinyanjui Lyons (Science) Lyons (ELA) Mayer Note: Teachers are also available upon request
What properties do I need to understand to add and subtract algebraic expression? What properties do I need to understand to factor and expand algebraic expression? How are algebraic expressions evaluated? How can algebraic equations be created form real-world scenarios? How can the reasonableness of solutions be evaluated? How can algebraic equations be solved? How do I solve and graph inequalities? Vocabulary Vocabulary Vocabulary Term, Expressions, Linear Expression, Coefficient, Factor, Variable, Like Terms Equations, Linear Equation, Factor, Estimation Strategies, Like Terms Solution Set, inequalities
Domain: Cluster: Expressions and Equations Use properties of operations to generate equivalent expressions. MCC7.EE.1 What does this standard mean? Apply properties of operations as strategies to add, subtract, factor, and expand linear expressions with rational coefficients. This is a continuation of work from 6th grade using properties of operations (CCSSM, table 3, p. 90; reprinted below) and combining like terms. Students apply properties of operations and work with rational numbers (integers and positive / negative fractions and decimals) to write equivalent expressions. Examples and Explanations Mathematical Practice Standards Examples: Write an equivalent expression for . Suzanne thinks the two expressions and are equivalent? Is she correct? Explain why or why not? Write equivalent expressions for: . Possible solutions might include factoring as in, or other expressions such as . A rectangle is twice as long as wide. One way to write an expression to find the perimeter would be . Write the expression in two other ways. Solution: OR . An equilateral triangle has a perimeter of. What is the length of each of the sides of the triangle? Solution:, therefore each side is units long. 7.MP.2. Reason abstractly and quantitatively. 7.MP.6. Attend to precision. 7.MP.7. Look for and make use of structure. Suggested Instructional Strategy Model equivalent expressions such as and have students explain why all three are equivalent. 14x + 14 = 2(2x) + 2(7) = 2(2x + 7) Use manipulatives such as Algebra Tiles or candy to model equivalent expressions. Skill Based Task Problem Task Simplify the following linear expression. ½ x + Which students correctly simplified the expressions? Justify your reasoning. Fix all incorrectly simplified expressions.
6.EE.7 Solve real-world and mathematical problems by writing and solving equations of the form x + p = q and px = q for cases in which p, q and x are all nonnegative rational numbers. 6.EE.8 Write an inequality of the form x > c or x < c to represent a constraint or condition in a real-world or mathematical problem. Recognize that inequalities of the form x > c or x < c have infinitely many solutions; represent solutions of such inequalities on number line diagrams. CONCRETE REPRESENTATIONS Algebra Tiles PICTORIAL REPRESENTATIONS Graphic Organizers i.e. input/output charts, tables, etc. Pan Balance ABSTRACT REPRESENTATIONS
Use your answer to part (a) to decide if the two methods give the same answer. 7.EE.2 Ticket to Ride Malia is at an amusement park. She bought 14 tickets, and each ride requires 2 tickets. Write an expression that gives the number of tickets Malia has left in terms of x, the number of rides she has already gone on. Find at least one other expression that is equivalent to it. 14−2x represent the number of tickets Malia has left after she has gone on x rides. How can each of the following numbers and expressions be interpreted in terms of tickets and rides? 14 −2 2x 2(7−x) also represent the number of tickets Malia has left after she has gone on x rides. How can each of the following numbers and expressions be interpreted in terms of tickets and rides? 7 (7−x) 2 7.EE.3 Shrinking When working on a report for class, Catrina read that a woman over the age of 40 can lose approximately 0.06 centimeters of height per year. Catrina's aunt Nancy is 40 years old and is 5 feet 7 inches tall. Assuming her height decreases at this rate after the age of 40, about how tall will she be at age 65? (Remember that 1 inch = 2.54 centimeters.) Catrina's 90-year-old grandmother is 5 feet 1 inch tall. Assuming her grandmother's height has also decreased at this rate, about how tall was she at age 40? Explain your reasoning. Assessment Checks Assessment Check 1 Which expression represents the sum of (2x – 5y) and (x + y)? 3x – 4y 3x – 6y x – 4y x – 6y
Appendix 1 7TH Iran Junior Open 2016 GOLD EVENT Entry Form COUNTRY: _____________________________________________________ Contact Person:__________________E-mail:_________________________ Name as in passport Sex Nationality Position Passport No. Date of Issue Date of Expiry Place of Issue Name of President/Secretary General: Signature of President/Secretary General: Date:
A proportional relationship is identified using a graph, table, or equation. A graph of a proportional relationship will show a straight line that extends through the origin (0, 0). It can also be represented in an equation that relates two numbers or variables with the unit rate of change. Percent Scale drawings Scale factor Unit 4: Geometry A bicycle training wheel has a radius of 3 inches. The bicycle wheel has a radius of 10 inches. Approximately how much smaller, in square inches, is the area of the training wheel than the area of the regular wheel? 21.98 c. 285.74 153.86 d. 1,142.96 Lequan is giving a book as a gift. She will put the book in a box and wrap it. Both the book and box are shaped like rectangular prisms with the dimensions shown in the diagrams. Part A: How much empty space will be in the box after Lequan puts the book inside it? _________ cubic inches Part B: What is the minimum amount of wrapping paper needed to completely cover the outside of the box? _________ square inches Consider the diagram of supplementary angles. What is the value of x? 10.4 c. 61.6 52 d. 92 Consider the figure composed of two rectangular prisms. What is the volume of this figure? 32 c. 416 256 d. 7,680 Figure 1 is a right rectangular pyramid, and Figure 2 is a right rectangular prism. Which statement describes the cross-sections of each figure created by the shaded planes? The cross-sections of both figures are rectangles. The cross-sections of both figures are parallelograms that are not rectangles The cross-section of Figure 1 is a triangle, and the cross-section of Figure 2 is a rectangle.
Student Signature: __________________________________________________________________ Parent/Guardian Signature: __________________________________________________________ E-mail: ______________________________________ Phone #: _____________________________________
Scholar Readiness to Learn Always comes to class prepared with binder, paper, and pen/pencil; materials out without direction from teacher. Always brings textbooks as requested; Can be relied upon to contribute to class Takes leadership in group work without direction Almost always comes to class prepared with binder, paper, and pen/pencil; materials out without direction from teacher, Almost always brings textbooks as requested; Contributes regularly to class discussions w/o prompting. Most of the time is willing to assume in group work Generally is prepared to learn with binder, paper, and pen/pencil, and photo ID. Usually brings textbooks when requested. Contributes regularly to class discussions when asked. Often unprepared for class (binder, book, paper, pen/pencil, photo ID etc.) Often off-task in group assignments. Often inattentive in class; frequently engages in distracting “side bar” conversations. Often needs to be reminded to put nonclassroom materials away. Regularly unprepared for class (binder, book, paper, pen/pencil, photo ID etc.) Regularly off-task in group assignments or inattentive in class; needs frequent Repeatedly needs to be reminded to put materials away. Professional Attendance No uncleared absences or truancies; excellent No uncleared absences or truancies. One uncleared absence and no truancies. Two or; more uncleared absences and no truancies. Three or more uncleared absences/or one or more truancies. Promptness to Class Not more than one tardy in grading period. Not more than one tardy in grading period. Not more than two tardies in grading period Not more than three tardies in grading period 4th tardy or more to class in grading period.
Citizen Academic Honesty n/a n/a n/a n/a Acts of allowing another student to copy tests, assignments, homework; plagiarism Classroom Conduct to a positive and supportive academic Takes student leadership role. Contributes to a positive and supportive academic Respects stated classroom rules and Respects the rights of other students and recognized the authority of the teacher. Inappropriate or inattentive conduct or disrespectful language has resulted in calls home to parent and/or referral to counselor for follow-up interventions. Repeated contacts this grading period with parent concerning student’s unacceptable behavior. Involved in physical altercation, inappropriate language directed at teacher, or other serious defiance. Student’s behavior has resulted in being sent out of class for disciplinary action. Professional Adherence to Dress Code Follows SDSCPA dress code; no calls to office for clothing changes Follows SDSPCA dress code; no calls to office for clothing changes Follows SDSCPA dress code; no calls to office for clothing changes. more than one referral to office in this class for dress code violation. Repeated requests to remove hat. More than two referrals in this class for dress code violation; Numerous requests to remove hat. Grading & Evaluation Academic Scale
9:15 AM — 9:50 AM Concurrent Session #1- Choose from morning session options 9:50AM — 10:10 AM Break 10:10 AM —10:45 AM Concurrent Session #2- Choose from morning session options 10:50 AM — 11:25 AM Concurrent Session #3- Choose from morning session options 11:25 AM — 11:45 AM Break and Buffet Lunch (return to Ballroom) 11:45 AM – 12:35 PM Ballroom Annual Keynote Address - Process, Performance and other Administrative Terms Jeffrey Coughenour, MD Assistant Professor of Surgery and Emergency Medicine Medical Director, Frank L. Mitchell, Jr. MD Trauma Center, Columbia, MO Associate Medical Director, Staff for Life Helicopter Service University of Missouri - School of Medicine Department of Surgery Division of Acute Care Surgery Recognize the importance of standardization of care Implement a new process Describe a functional “performance improvement and patient safety” program 12:35 PM – 12:55 PM Ballroom Trauma Survivor Story 12:55 PM — 1:10 PM Break 1:10 PM — 1:45 PM Concurrent Session # 4- Choose from afternoon session options 1:50 PM — 2:25 PM Concurrent Session # 5- Choose from afternoon session options 2:30 PM — 3:05 PM Concurrent Session # 6- Choose from afternoon session options 3:10 PM — 3:40 PM Ballroom Non-Accidental Trauma in Children: What Are We Missing? Allen D. Davis, Paramedic Flight Paramedic Wings Air Rescue Johnson City Medical Center Johnson City TN Identify types of child maltreatment Manage, assess and treat a child with suspected abuse Identify injuries associated with abuse
past performance. [Maximum 3 pages] Form TECH-6. Description of Approach, Methodology and Work Plan for Performing the Assignment In this section, the Consultant should provide a comprehensive description of how it will provide the required Services in accordance with the Terms of Reference (TOR) included in this RFP. Information provided must be sufficient to convey to the TEP that the Consultant has an understanding of the challenges in performing the required Services and that it has an approach, methodology and work plan to overcome those challenges. Your Technical Proposal should be divided into the following three (3) chapters: Technical Approach and Methodology, Work Plan, and Organization and Staffing Technical Approach and Methodology. In this chapter, you should explain your understanding of the objectives of the assignment, approach to the services, methodology for carrying out the activities and obtaining the expected output, and the degree of detail of such output. You should highlight the problems being addressed and their importance, and explain the technical approach you would adopt to address them. You should also explain the methodologies you propose to adopt and highlight the compatibility of those methodologies with the proposed approach. Specifically the Consultant will address the following issues as part of their Proposed Approach and Methodology: Visual and sustainable architecture; Proposed town planning of new villages at Ombika and Galton Gates; Waste (solid and liquid) and water management; and Incorporation of the above and other design and construction factors within parks and protected area settings. In support of the above the Consultant will adequately reflect these requirements in its Proposed Approach and Methodology. The Consultant will also give an indication of proposed materials, finishes and technologies proposed to be used as well as a concept site layout and concept layouts of the style and character of structures and an ‘artists impression’ perspective.
DEPARTMENT OF ELECTRONICS AND INSTRUMENTATION TIME TABLE FOR ACADEMIC YEAR 2018-19 (ODD SEMESTER) - UG Semester: VII Section: Room. No. :IT201/IT202 DAY 10:30- 11:00 MON B R E A K B R E A K TUE WED IT76L/IT77L (PR+KSB/MUA+AG) THR IT744 AG (IT202) IT732 KUR (IT202) IT744 AG (IT202) IT720 MSM (IT201) IT720 MSM (IT201) IT732 KUR (IT201) IT76L/IT77L (KSB+MUA/SN+AG) FRI IT720 MSM (IT201) IT710 MUA (IT201) IT732 KUR (IT201) IT744 AG (IT202) IT732 KUR (IT202) IT710 MUA (IT202) IT76L/IT77L (PR+KSB/NS+AG) SAT IT710 MUA (IT201) IT720 MSM (IT201) IT710 MUA (IT201) Subject Title Course Instructor IT 710 AutomaTion in PROCESS CONTROL 4 Ms. M. U. Anusha (MUA) IT 720 VLSI DESIGN 4 Dr. M. S. Mallikarjuna Swamy (MSM) IT 732 MEDICAL IMAGING 4 Dr. K. Umarani (KUR) IT744 COMPUTER NETWORKS 3 Ms. Ashwini. G. (AG) IT75P DESIGN OF INSTRUMENTATION SYSYTEM 2 Self Study Component IT76L PROCESS INSTRUMENTATION AND CONTROL LAB 1.5 Mr. K. S. Babu (KSB) IT77L DSP LAB 1.5 Ms. Ashwini. G. (AG) Total Credits 20 Sd/- Sd/-
Math 7 Computation 2 Name __________________ Show all your work! 1. 879 + 345 = 2. 703 – 296 = 3. 86 ∙ 37 = 4. 5568 ÷ 87 = 5. -45 + 56 = 6. 43 – (-17) = 7. -15 ∙ 30 = 8. -110 ÷ -11 = 9. + 3 = 10. – = 11. ∙ = 12. 4 = 13. 5 (12 – 32) + 8 = 14. 132 = 15. 36.07 + 7.3 = 16. 19.1 – 6.84 = 17. 9.6 ∙ .25 = 18. 2.135 ∙ 100 = 19. 3.612 8.6 = 20. Simplify: Number Correct 5 minutes _______ Total ___________
Math 7 Computation 3 Name __________________ Show all your work! 1. 579 + 385 = 2. 902 – 296 = 3. 87 ∙ 43 = 4. 2352 ÷ 42 = 5. -26 + (-57) = 6. 63 – (-27) = 7. -16 ∙ -25 = 8. 72 ÷ -8 = 9. + = 10. 4 - = 11. 4 ∙ = 12. = 13. 3 (12 – 23) + 11 = 14. = 15. 13.07 + 5.4 = 16. 18.2 – 6.36 = 17. 8.3 ∙ .34 = 18. 5.25 ∙ 1000 = 19. 2.16 7.2 = 20. Simplify: Number Correct 5 minutes _______ Total ___________
Math 7 Computation 4 Name __________________ Show all your work! 1. 597 + 354 = 2. 804 – 297 = 3. 76 ∙ 53 = 4. 2730 ÷ 42 = 5. -78 + -36 = 6. -38 – (-15) = 7. -15 ∙ 40 = 8. 77 ÷ -7 = 9. + 5 = 10. – = 11. ∙ = 12. 5 = 13. 2 (9 – 42) + 7 = 14. 92 = 15. 13.07 + 6.5 = 16. 17.5 – 6.86 = 17. 5.3 ∙ .34 = 18. 5.238 ∙ 100 = 19. 3.698 8.6 = 20. Simplify: Number Correct 5 minutes _______ Total ___________
Additionally, not only is this my first-year at Barren County Middle School, but this is also my first-year of teaching. I need to tell you up front that there will be some instances that I will need to film my classes for KTIP purposes. If there are any issues with students being filmed, please let me know. If there is an issue, I will be happy to accommodate any student needs. Also with this being my first year teaching, any feedback will be greatly appreciated. Please feel free to contact me at any time with any questions, comments, or concerns you may have about my class.