zilongwang/ReadingBank huggingface dataset:
inordinate amount of time doing homework, you should contact your child’s teachers. Students are encouraged to pursue non-assigned, independent, leisure reading. III. Late Work Policies While individual teacher policies may vary, students are expected to turn work in on time. Students are given adequate time to make up assignments due to absence. It is the students’ responsibility to get work missed due to illness or absence. Any late work not due to absence is subject to that individual teacher’s policy. Partial Credit No Credit Communication with parent Lunch detentions IV. Student Reminder Sources: Student Planner Teacher Websites Homework Corner of Chalkboard/SMARTboard PIV (Parent Internet Viewer) Codes: “X”=Exempt; “Z”=Not Turned in “0”=Missed all points 12 Top 5 Study Habits of Successful Students “It’s better to ‘Keep-up’ than ‘Catch-up’” Tracy Kuntz—Guidance Counselor CHS 1. Plan specific times for studying. 2. Set specific goals for your study times. (Use the SMART method we learned!) 3. Start studying when planned; don’t procrastinate! 4. Contact a classmate or email your teacher if you have a question.
4. DON’T expect it to be easy! 5. DO spend more time listening than taking action. 6. DO have dinner together. 7. DO allow them to have their own experiences. 8. DON’T try to like the same things. 9. DO encourage your kids. Your attitude impacts them. 10. DO be “in the know.” (Ex. Ask what they are reading for class, or studying and do it with them so you can talk about it.) *Source: Scholastic Parents 17 Prepared by 8th Grade Super Team
Solving for x, we get x + 21 – 6x = 11 –5x = –10 x = 2 Then, we can find y = 3. Solution by linear combination: is equivalent to . Subtracting the top equation from the bottom gives us 5y = 15 y = 3 Then, we can find x = 2. 7. ANS: One possible solution is (0, 0); answers will vary. 8. ANS: a. y = 4x + b, where b is any number except –3 b. y = x + b, where b is any number 9. ANS: a. y = –2x + b, where b is any number except 10 b. y = x + b, where b is any number 10. ANS: 2 < x 14 < 8x – 2 14 + 2 < 8x – 2 + 2 16 < 8x 2 < x
35 Given a table of values, determine the appropriate equation. 46 Given a scale factor, describe the effect on perimeter. 48 Find the correct model of the Pythagorean Theorem. 51 Given a scenario, write an equation. 52 Given a scenario, find an equivalent expression. Underlying processes and mathematical tools. The student uses logical reasoning to make conjectures and verify conclusions. The student is expected to SE TEKS Question Stems 8.16 A make conjectures from patterns or sets of examples and non-examples; 5 Given an expression, choose an arithmetic sequence. 8.16 B validate his/her conclusions using mathematical properties and relationships 17 Given a distance=rateXtime problem, choose the correct justification. 42 Given a scenario, evaluate the sampling choice.
Dates 03/16/2015 Monday 3/17/2015 Tuesday 3/18/2015 Wednesday 3/19/2015 Thursday 3/20/2015 Friday Standard S8P4 S8P4 S8P4 S8P4 S8P4 Essential Question/ Key Question How are sound waves affected by changes in amplitude and pitch? How are sound waves affected by changes in amplitude and pitch? How are sound waves affected by changes in amplitude and pitch? How are sound waves affected by medium? How are sound waves affected by medium? Lesson Opener Warm-up review question of the day. Warm-Up question of the day Warm-Up question of the day. Warm-Up question of the day – Sciencespot.net Warm-Up question of the day Procedures/ Strategies Make foldable on Waves Use Quizlet to complete foldable Kahoot – Sound waves Differentiation: Hands on activity for kinesthetic learners, Kahoot for visual learners Complete study guide Kahoot to review for test Quizlet review Differentiation: kahoot and quizlet for visual learners Review study guide Kahoot to review Quizlet review Test Read pages 38 & 39 Complete pages Differentiation: Test read aloud Phet Simulation – RGB Color Web Quest – Light & Optics (1-10) Differentiation: Assistance from SLP Complete guided notes using Power Point. Update Science Journal Kahoot – light waves Differentiation: Provide completed copy of guided notes, Kahoot for visual learners Lesson Summary Review information in foldable Review completed study guide Discuss test results Review WebQuest information Review completed notes
Assessment/ Evaluation Data from kahoot Ticket out the door. Draw and label transverse wave and longitudinal wave Test Teacher observation, classroom participation Data from Kahoot Materials Needed Smart Board, iPad, Paper for foldables SmartBoard, iPads, study guide SmartBoard, iPads, test iPads, web quest activity sheet iPads, SmartBoard, guided notes, science journals
Dates 04/13/2015 Monday 4/14/2015 Tuesday 4/15/2015 Wednesday 4/16/2015 Thursday 4/17/2015 Friday Standard S8P1 S8P2 S8P3 S8P5 S8P4 Essential Question/ Key Question What are the 4 states of matter? How can we distinguish physical from chemical changes? What is the difference between potential and kinetic energy? What is the difference between force and work? Do opposites attract or repel? What are the characteristics of light and sound waves? Lesson Opener GoFar Warm-up review question of the day. GoFar Warm-Up question of the day GoFar Warm-Up question of the day. Georgia Milestone practice test GoFar Warm-Up question of the day Procedures/ Strategies Molecule Models worksheet Review vocabulary using Science journals Nearpod – Physical & Chemical changes Differentiation: Read aloud, NearPod for visual learners Review graphic organizer from Science Journal Bits Board activity Differentiation: Assistance from SLP, Bitsboard NearPod – Force, Motion, and Work Kahoot – Forces Simple Machines category cards Differentiation: NearPod and Kahoot for visual learners, hands on activity for kinesthetic learners Attract or repel activity Parallel or series circuits activity Bits Board review Differentiation: Hands on and visual activities Review information in foldable Quizlet Kahoot – Light and sound Differentiation: Kahoot for visual learners
Lesson Summary Physical & chemical changes sorting cards Heat Transfer Image sort Review information in Science Journals Quizlet Quizlet practice test Assessment/ Evaluation NearPod data Potential & Kinetic formative assessment Kahoot data Bits Board – teacher observation Kahoot data Materials Needed Molecule models, science journals, ipads, sorting cards iPad, sorting cards iPads, category cards iPads, attract/repel activity, parallel/series circuit activity iPads, foldables
Week 2 October 8 – October 12 Learning Standards Instruction Resources Products, Projects, Labs Assessment Matter and energy. The student knows that matter is composed of atoms and has chemical and Vocabulary Atoms, elements, protons, electrons, neutrons, valence electrons, reactivity, chemical properties, atomic number, covalent bonds, ions, ionic bonds Use the following lessons to support students’ understanding and knowledge by identifying Gateways 8th grade Unit 2 Lesson 6 Periodic Table Families. T.E 89 - 103 EVALUATE Students will demonstrate mastering and understanding of the Periodic Table by
Week 3, Week 4, and 2 days of Week 5 October 15 – October 30 Learning Standards Instruction Resources Products, Projects, Labs Assessment Matter and energy. The student knows that matter is composed of atoms and has chemical and physical properties. The student is expected to: Vocabulary Physical properties, chemical properties, substance, chemical change, physical change, chemical reactions, reactivity, reactant, product, catalyst, chemical formula, subscripts, chemical equation, coefficient, Law of Conservation of Mass Use the following lessons to support students’ understanding and knowledge by identifying the differences between elements and Gateways Unit 2 Lesson 9 Chemical Changes in Compounds. T.E 129 - 142 Students will follow safety procedures as they conduct lab. Students will investigate EVALUATE Give students a list of various . Students will select 5-10 changes and they will write an explanation of how that
Science Pacing Guide 8th Grade Unit Kinetic Energy Days 14 08-PS3-1. Construct and interpret graphical displays of data to describe the relationships of kinetic energy to the mass of an object and to the speed of an object. [Clarification Statement: Emphasis is on descriptive relationships between kinetic energy and mass separately from kinetic energy and speed. Examples could include riding a bicycle at different speeds, rolling different sizes of rocks downhill, and getting hit by a wiffle ball versus a tennis ball.] Science and Engineering Practices Disciplinary Core Ideas Crosscutting Concepts Analyzing and Interpreting Data Analyzing data in 6–8 builds on K–5 and progresses to extending quantitative analysis to investigations, distinguishing between correlation and causation, and basic statistical techniques of data and error analysis. Construct and interpret graphical displays of data to identify linear and nonlinear relationships. (08-PS3-1) PS3.A: Definitions of Energy Motion energy is properly called kinetic energy; it is proportional to the mass of the moving object and grows with the square of its speed. Scale, Proportion, and Quantity Proportional relationships (e.g. speed as the ratio of distance traveled to time taken) among different types of quantities provide information about the magnitude of properties and processes. Connections to other DCIs in this grade-band: MS.PS2.A (08-PS3-1) Articulation across grade-bands: 4.PS3.B (08-PS3-1) HS.PS3.A (08-PS3-1HS.PS3.B Common Core State Standards Connections: ELA/Literacy – RST.6-8.1 Cite specific textual evidence to support analysis of science and technical texts, attending to the precise details of explanations or descriptions (08-PS3-1) RST.6-8.7 Integrate quantitative or technical information expressed in words in a text with a version of that information expressed visually (e.g., in a flowchart, diagram, model, graph, or table). (08-PS3-1) Mathematics –
the atmosphere and oceans, producing winds and ocean currents. 8.10A Identify how global patterns of atmospheric movement influence local weather using weather maps that show high and low pressures and fronts. 8.10B Identify the role of the oceans in the formation of weather systems such as hurricanes. 8.10C These lessons will continue during the 4th six weeks (extra week due to complexity of content and having 38 days in the 4th six weeks) ENGAGE students daily by Brainstorming with your class to elicit their ideas about the wind and what causes it to blow. Ask them to tell you if they have noticed any trends. What direction is the wind blowing when they walk to school? When they walk home? Reviewing about solar energy, and the using or Watching and discussing how the uneven heating of the earth by the sun creates our weather. Students will recognize that convection is the movement of heat in the air and that the oceans retain and release heat through evaporation and condensation. Collecting daily weather data and recording it in a weather table. Students will analyze the data at the end of the weather lessons. Students will make an anemometer and a barometer. Interacting of the presentation to have a better understanding of the relationship between air pressure and wind. Teachers will facilitate students’ learning and discovery to reinforce skills and concepts EXPLORE / EXPLAIN- Teacher will demonstrate for students to observe convection as a result of differentiated heating. EXPLORE / EXPLAIN – Teacher will guide students in to have students better understand the type of weather related to high and low pressure systems. Science Starter 65 Water Cycle Science Starter 91 Conduction, convection , and radiation. Gateways 8th grade Unit 5 Lesson 2 Winds and Air Pressure T.E 369 - 394 Students will participate in this lesson to investigate winds and areas of high and low pressure. Use RM 5 – 15 in CD or ELABORATE / EVALUATE Research El Niño and La Niña and how they cause changes in the weather. Students will use the sequencing cards to show their understanding of how wind forms. Reflection – Students will describe how the uneven heating of Earth’s surface and oceans affects air. Students will include illustrations and the importance of air convections to Earth’s weather
Week 4 – Week 5 May 20 – May 29 Learning Standards Instruction Resources Products, Projects, Labs Assessment The student knows the significance of various molecules involved in metabolic processes and energy conversions that occur in living organisms. The student is expected to: Identify and investigate the role of enzymes. SE 9C S Essential Vocabulary: Activation energy, active site, catalyst, competitive inhibition, enzymes, enzyme-catalyzed reaction, feedback inhibition, induced fit, noncompetitive inhibition, pH, product, substrate ENGAGE students daily by Make some Knox or Jell-O. Cut into small cubes after solidifying. Place one cube in each of two petri dishes. Place the two dishes on each table and have students make initial observations of both cubes. Have students liberally cover one of the cubes with Adolph© meat tenderizer and leave it for 15 – 20 minutes. After the time, have students make observations and record. Ask the following probing question: What do you think is in Adolph meat tenderizer that allows it to tenderize meat? Jell-O or Knox has protein as an ingredient. Based on this information, account for your observations Using this quick and easy to introduce students to Use the following to support students’ understanding and knowledge Use the following by TEKS to address targeted concept for the week. Students will describe an enzyme in terms of its function in chemical reactions and substrate/product relationships. Test the effects of the digestive enzyme lactase on milk protein. Make a table to record the results of the tests. EVALUATE Human Digestive System. Students will trace nutrients through the human digestive system identifying enzymes, substrates, and origin of the enzyme. Reflection Students will write a letter to a friend giving him/her instructions explaining how to use a dichotomous key.
8th Grade Pre-Algebra: Purchase at Store of Choice: 1 package graph paper (4 squares per inch, 100 sheets) 1 package wide-ruled loose leaf (100 sheets) Purchase at St. James: Quad Notebook – will be distributed by math teacher 8th Grade Algebra: Purchase at Store of Choice: 1 package of wide-ruled loose leaf (100 sheets) 1 package of 4 squares per inch graph paper (100 sheets) Purchase at St. James: Quad Notebook – will be distributed by math teacher 8th Grade Geometry: Purchase at St. James: Quad Pad – will be distributed by math teacher Staedtler Compass Protractor
The Complete Shopping List for Eighth Grade (includes all items listed on the front page) 4 – 1 1/2” binder 1 – 1” binder 4 – packages of 5 dividers 1 – scientific calculator 1 – composition notebook 1 – plastic folders with 3-hole fasteners 1 – USB drive 512MB or greater 1 – folders with pockets and prongs 1 – combination lock 2 to 4 – packages of lined paper 1 – package of pens 1 – package of sheet protectors 1 – package of #2 pencils 1 – pack of colored pencils 1 – package of highlighters 1 – sturdy pencil pouch 2 – boxes of tissues 1 – pair of scissors 1 – box of crayons Additional Supplies for Algebra: 1 – TI-84 Plus graphing calculator (students have the option to borrow) Additional Supplies for Latin: 1 - packages of 5 dividers 1 – 5 subject notebook 1 – 3” binder Additional Supplies for French/Spanish: 1 – plastic folders with 3-hole fasteners 2 – folders with pockets and prongs 1 – 2” binder *Items such as pens, pencils and paper may need to be replenished during the year*
ENROLLMENT 1 ATTENDANCE 1 EXTRACURRICULAR ACTIVITIES 2 GRADUATION REQUIREMENTS 3 DIPLOMAS 3 MARYLAND HIGH SCHOOL CERTIFICATE 3 CHARLES COUNTY REQUIREMENTS FOR A MARYLAND HIGH SCHOOL DIPLOMA…………….. 3 HIGH SCHOOL ASSESSMENTS (HSA) 4 STUDENT SERVICE LEARNING 4 PROMOTION STATUS 4 GRADUATION PATHWAYS 4 REQUIREMENTS FOR CHARLES COUNTY ACADEMIC AWARDS OF DISTINCTION 4 CLASS RANKING 4 GRADING SCALE 5 WEIGHTED CUMULATIVE GRADE POINT AVERAGE (GPA) 5 CERTIFICATE OF MERIT 5 CHARLES COUNTY PUBLIC SCHOOLS SCHOLARS COURSE OF STUDY 5 MARYLAND SCHOLARS ……………………………………………………………………………………….5 ACADEMIC LETTER 5 HOW TO USE THIS GUIDE FOR SCHEDULING 6 REQUIRED COURSE SELECTIONS 6 ACADEMIC LEVELS 6 COLLEGE PREPARATION 6 CODES 6 ACADEMIC CORE COURSE OFFERINGS 7 ENGLISH 7 MATHEMATICS
CHARLES COUNTY HIGH SCHOOLS AND CENTERS Henry E. Lackey High School 3000 Chicamuxen Road Indian Head, Maryland 20640 301-743-5431 & 753-1753 Counseling Department 301-934-7472 Counseling FAX 301-743-6850 School FAX 301-743-9076 St. Charles High School 5305 Piney Church Road Waldorf, Maryland 20602 Phone: 301-753-2090 Counseling Department Counseling FAX School FAX La Plata High School 6035 Radio Station Road La Plata, Maryland 20646 301-934-1100 & 753-1754 Counseling Department 301-934-7448 Counseling FAX 301-392-5506 School FAX 301-934-5657 Thomas Stone High School 3785 Leonardtown Road Waldorf, Maryland 20601 301-645-2601 & 753-1756 Counseling Department 301-392-5508 Counseling FAX 301-392-5503 School FAX 301-932-4278 Maurice J. McDonough High School 7165 Marshall Corner Road Pomfret, Maryland 20675 301-934-2944 & 753-1755 Counseling Department 301-392-5510 Counseling FAX 301-934-8005 School FAX 301-753-8408 ol Westlake High School 3300 Middletown Road Waldorf, Maryland 20603 301-645-8857 & 753-1758 Counseling Department 301-392-5509 Counseling FAX 301-392-5502 School FAX 301-932-8583 North Point High School For Science, Technology and Industry 2500 Davis Road Waldorf, MD 20603 301-753-1759 Counseling Department 301-934-7470 Counseling FAX 301-392-5505 School FAX 301-885-2347 Lifelong Learning Center 3155 John Hanson Drive Waldorf, Maryland 20601 301-753-1774 FAX 301-645-4863 GED External Diploma English For Speakers of Other Languages Robert D. Stethem Education Center 7775 Marshall Corner Road Pomfret, Maryland 20675 301-932-1003 & 753-1757 FAX 301-934-0165 NOVEL Home and Hospital Teen Parenting Alternative Programs Career Explorations The CCPS High School Program of Studies can be found online at .
Instruction: These materials and instructional experiences offer workable components which necessitate the addition of other choices to construct a sequence of learning experiences in which reading and writing blend. Reading Skill and Strategy Focus: Read and interpret informational text (persuasive, expository, and procedural). Use textual evidence in support of an inference during reading and discussion. Respond to the text by actively reading – asking questions, making connections, summarizing for understanding and creating images while reading. Identify main idea. Paraphrase author’s ideas. Examine techniques and conventions an author uses to accomplish a specific purpose. Analyze informational text structure and use to effectively summarize Written Composition and Grammar: Composition/Essay: Instructional focus Sustaining reader interest through well-paced action and an engaging story line Creating interesting characters and a believable setting through sensory details Literary strategies to enhance style and tone Composition focus Imaginative story Create imaginative text through the practice of sustained writing (e.g. NaNoWriMo – ywp.nanowrimo.org) Poetry using poetic techniques, figurative language, and/or graphic Claim-Evidence-Commentary (C-E-C) C-E-C paragraph in response to poetry Grammar and Conventions: Review capitalization, spelling, punctuation, and complex sentences Verbs (perfect and progressive tenses) and participles Appositive phrases Adverbial and adjectival phrases and clauses Relative pronouns (e.g., whose, that, which) Subordinating conjunctions (e.g., because, since) Use a variety of complete sentences (simple, compound, complex) that include properly placed modifiers, correctly identified antecedents, parallel structures, and consistent tenses Commas after introductory structures and dependent adverbial clauses, and correct punctuation of complex
Illustrative Math Task: Extending the Definition of Exponents 8.EE.1 SLO: 2 1 day Growing, Growing, Growing Investigation 1 ACE 39-40 8.EE.3 SLO: 3 1 days Growing, Growing, Growing Investigation 2 ACE 15-17 8.EE.3 SLO: 3 1 day Growing, Growing, Growing Investigation 4 ACE 8 8.EE.3 SLO: 3 1 day Illustrative Math Task: Ants vs. Elephants 8.EE.3 SLO: 3 1 day Growing, Growing, Growing Investigation 5 8.EE.1, 8.EE.3, 8.EE.4 SLO: 1, 3, 4, 6 3 days Growing, Growing, Growing Investigation 5 ACE 56-60 8.EE.1, 8.EE.3, 8.EE.4 SLO: 1, 3, 4, 6 2 days Illustrative Math Task: Giantburger 8.EE.4 SLO: 4, 6 1 day Assessment Check 1 8.EE.1, 8.EE.3, 8.EE.4 SLO: 1, 3, 4, 6 1 day CMP2 Common Core Investigation 2: Functions 8.F.1 SLO: 1 3 days Illustrative Math Task: Foxes and Rabbits 8.F.1 SLO: 1 1 day Samples and Populations Investigation 4 8.SP.1, 8.SP.2 SLO: 5 2 days Illustrative Math Task: Birds Egg’s 8.SP.1, 8.SP.2 SLO: 5 1 day CMP2 Common Core Investigation 5: Bivariate Data 8.SP.4 SLO: 7 2 days Illustrative Math Task: Favorite Subject 8.SP.4 SLO: 7 1 day Assessment Check 2 8.F.1, 8.SP.1, 8.SP.2, 8.SP.4 SLO: 1, 5, 7 1 day Selected Review Based on Assessment Checks 3 days Unit Assessment All Standards and SLOs Week of 12/16 Illustrative Math Tasks Extending the Definition of Exponents (8.EE.1)
______ I prefer first to see something done and then to do it myself. ______ I use the trial and error approach to problem-solving. ______ I like to read my textbook while riding an exercise bike. ______ I take frequent study breaks. ______ I have a difficult time giving step-by-step instructions. ______ I enjoy sports and do well at several different types of sports. ______ I use my hands when describing things. ______ I have to rewrite or type my class notes to reinforce the material. ______ Total Total the score for each section. A score of 21 points or more in a modality indicates a strength in that area. The highest of the 3 scores indicates the most efficient method of information intake. The second highest score indicates the modality which boosts the primary strength. For example, a score of 23 in visual modality indicates a strong visual learner. Such a learner benefits from the text, from filmstrips, charts, graphs, etc. If the second highest score is auditory, then the individual would benefit from audio tapes, lectures, etc. If you are strong kinesthetically, then taking notes and rewriting class notes will reinforce information. Benchmark: SS.8.A.2.2 Compare the characteristics of the New England, Middle, and Southern colonies. SS.8.A.2.3 Differentiate economic systems of New England, Middle and Southern colonies including indentured servants and slaves as labor sources. SS.8.G.1.1 Use maps to explain physical and cultural attributes of major regions throughout American history. Essential Question: Essential Question- What is the main idea of chapter 3. Support your answer with evidence from the standards, headings, vocabulary and pictures. Vocabulary: Charter, John Smith, Representative Government, Pilgrim Squanto, John Winthrop, toleration, Roger Williams, Anne Hutchinson, Thomas Hooker, John Wheelwright, town meeting, Metacom, Proprietary Colony, Royal Colony, William Penn, Backcountry, Nathaniel Bacon, Lord
8. muster – to bring together for battle; to gather or summon Synonyms: assemble Anstonyms: scatter, separate also a noun: a list of military people; a gathering or group Nouns: 1. promontory – a high point of landing that goes into water Synonyms: peninsula 2. qualm – a feeling of unease or doubt; a feeling of nausea Synonyms: hesitation, anxiety Antonyms: calmness, certainty 3. recourse – a person or thing that one can turn to if he/she needs help Synonyms: aid, resource Antonyms: hindrance, obstruction 4. residue – what remains or is left behind Synonyms: extra, remainder 5. nonentity – a person or thing that is not important at all Synonyms: nobody, nothing, nonexistence Adjectives: 1. blasé – unimpressed because you have experienced or seen something so many times Synonyms: bored 2. frivolous – something that is not very important Synonyms: pointless, idiotic Antonyms: sensible, wise 3. solicitous – showing concern or care; when you are fearful or nervous about something/someone
The Role of an Accessibility Officer Your Role Accessibility Officers fill a critical election role. If there is something which could prevent voters from accessing a voting place, an Accessibility Officer is assigned. As an Accessibility Officer, it is up to you to make sure the voting place is accessible to all voters, including people with disabilities. By ensuring voters can access the voting place, you help them exercise their right to vote. Your Team If you are working in a small voting place (apartment, condominium or nursing home), your team will include: A DRO who is the voting place manager A Ballot Officer who issues ballots to voters A Supervisor who provides mobile support to a number of voting places If you are working in a large voting place (community centre, school or place of worship), your team will include: An MDRO who is the voting place manager Ballot Officers who issue ballots to voters Revising Officers who add voters to the voters' list and make changes to the list A Tabulator Officer who accepts ballots from voters and feeds the ballots into a vote tabulator A Supervisor who provides mobile support to a number of voting places You may also be working with: A VAT Officer who assists voters using a VAT The VAT is a ballot marking machine which allows voters with disabilities to mark their ballot privately and independently Your Duties Depending on the barrier at the voting place, you may be assigned to: Open a door where there is no "push button" Operate an elevator Direct voters to the accessible entrance Ensure voters proceed directly to and from the voting room. The voting place manager (MDRO or DRO) will advise you of your specific duties on election day.
1,4, 40, 23 1,4, 40, 23 -Forms of Poetry: Lyric Poetry -Sonnet , Elegy, Haiku -Forms of Poetry: Free Verse Poetry establish the situation introduce narrator or characters organize an event sequence that unfolds naturally use dialogue, pacing, description, and reflection to develop experiences, events, and/or characters vary transitional words, phrases, and clauses to convey sequence, signal shifts, and show relationships in experiences and events use precise words and phrases use relevant descriptive details use sensory language capture action convey experiences and events precisely use a conclusion that follows from narrated experiences or events Students: are flexible in the use of development, organization, and style to produce clear and coherent writing appropriate to task, audience, and purpose apply this skill to a variety of styles of writing (opinion, informative / explanatory, and narrative) Students use writing and/or speaking to demonstrate understanding of figurative language, word relationships and nuances in word meanings including: interpreting verbal irony in context traditions, attitudes, and beliefs. Provide specific details about when and where the poet lived and how this influenced the characterization and settings in the poet’s major works.
B. relation only C. neither a relation nor a function D. function only Functions 7. Compare the y-intercepts and the rates of change of the following items. A. The rates of change are the same, but the y-intercepts are different. B. The items have the same y-intercept and the same rate of change. C. The y-intercepts are the same, but the rates of change are different. D. The items have different y-intercepts and different rates of change. Linear vs. Nonlinear 8. Which of the following best describes the equation below? y = 3x2 + 6 A. both linear and nonlinear B. nonlinear C. linear D. neither linear nor nonlinear Linear Relationships 9. Georgia filled her kitchen sink up with water so that she could do the dishes. When she was done with the dishes, she pulled out the drain stopper so the water could begin to drain out of the sink. A linear model of this situation contains the values (1, 6.8) and (3, 6.4), where x represents the number of seconds, and y represents the water level in the sink, in inches. What is the rate of change in this linear model?
Opening (5-10 min) Demonstrate how to solve system of equation (in slope-intercept form) without graphing on coordinate plane. Use example to show not all solutions can be found by graphing. Y=-25x+799 and Y=55x-463 Demonstrate how to solve system that is not in slope-intercept form. 3x+5y=15 and 6x-12y=36 LearnZillion video Work-Time Activities (40 min) Students will use graphic organizer to complete handout. (work individually and with a partner) Learn Zillion tasks A, B, C. Share and check each other’s results. Closure Activity (10 min) Students will present results. Ticket out the door: explain how change a standard equation into form. Differentiation Strategies (targeting student growth) Think aloud Partners Hands on activity Partners Hands on activity Whole group discussion
Closure Activity (10 min) The class will have open discussion about any questions or topics needed. The class will have open discussion about any questions or topics needed. The class will share the results of their activity with their group. Differentiation Strategies (targeting student growth) Chunking Peer Tutoring Think-pair-share Partners Think aloud Online manipulatives Groups Thursday 4/30/15 Friday 5/1/15 Additional Notes Focused Standard/Element(s) MCC8EE: Analyze and solve pairs of simultaneous linear equations. a. Understand that solutions to a system of two linear equations in two variables correspond to points of intersection of their graphs, because points of intersection satisfy both equations simultaneously. b. Solve systems of two linear equations in two variables algebraically, and estimate solutions by graphing the equations. Solve simple cases by inspection. For example, 3x + 2y = 5 and 3x + 2y = 6 have no solution because 3x + 2y cannot simultaneously be 5 and 6. c. Solve real-world and mathematical problems leading to two linear equations in two variables. For example, given coordinates for two pairs of points, determine whether the line through the first pair of points intersects the line through the second pair. MCC8EE: Analyze and solve pairs of simultaneous linear equations. a. Understand that solutions to a system of two linear equations in two variables correspond to points of intersection of their graphs, because points of intersection satisfy both equations simultaneously. b. Solve systems of two linear equations in two variables algebraically, and estimate solutions by graphing the equations. Solve simple cases by inspection. For example, 3x + 2y = 5 and 3x + 2y = 6 have no solution because 3x + 2y cannot simultaneously be 5 and 6. c. Solve real-world and mathematical problems leading to two linear equations in two variables. For example, given coordinates for two pairs of points, determine whether the line through the first pair of points intersects the line through the second pair. Essential Question(s) How do I solve system of equations without graphing or multiple choice options? How do I solve system of equations without graphing or multiple choice options? Opening (5-10 min) Demonstrate how to solve both equations for “y” before solving the system of equation algebraically as practiced the previous 3-days. Solve the following system of equation: 2x-y=4 x+y=10
Work-Time Activities (40 min) Students will solve all equations for “y” to put in slope-intercept-form, then practice solving the systems of equations algebraically. Systems of Equations Sorting Activity with partner. Closure Activity (10 min) Students will present results from their practice to the whole group. Ticket out the door: explain how to solve a system of equation algebraically. Differentiation Strategies (targeting student growth) Think aloud Partners Chunking Partners Hands on activity Whole group discussion
Lesson Title: Pop Art Food Sculptures Grade Level: 8th grade Standards: Students understand the impact of visual art on the history, culture and society from which it emanates. They understand the cultural, social and political forces that, in turn, shape visual art communication and expression. Students identify the significant contributions of visual artists to cultural heritage. They analyze the historical, cultural, social and political contexts that influence the function and role of visual art in the lives of people. 1A Explain how social, cultural and political factors affect what artists, architects or designers create. Students understand the impact of visual art on the history, culture and society from which it emanates. They understand the cultural, social and political forces that, in turn, shape visual art communication and expression. Students identify the significant contributions of visual artists to cultural heritage. They analyze the historical, cultural, social and political contexts that influence the function and role of visual art in the lives of people. 1C Identify examples of visual culture (e.g., advertising, political cartoons, product design and theme parks) and discuss how visual art is used to shape people's tastes, choices, values, lifestyles, buying habits and opinions. 4B. Demonstrate an enhanced level of craftsmanship in original two- and three-dimensional art products. 3A Observe a selected work of art and explain how the artist's choice of media relates to the ideas and images in the work. Essential Questions: What is culture? what is pop culture or popular culture mean? Who is Cleus Oldenburg? What is his work around? What is it trying to say? Is it just random objects or is there bigger meaning behind it? What is a symbol? Can a label be a symbol? Why make sculptures of large scale? Content: Pop Art Sculpture Objectives: 1. Students will learn and understand pop art and the artists that created it. 2. Students will create a large pop art food sculpture or large portion
First Semester Second Semester 1st Six Weeks 4th Six Weeks Unit 1: Safety and Procedures (1 week) Unit 2: Chemistry/Periodic Table (2 weeks) Unit 3: Chemistry- Atomic Structure (3 weeks) Unit 10: Earth/Sun/Moon Movements and Tides (2 weeks) Unit 11: Water Cycle/Shed, Ocean Systems, Plate Tectonics, and Topographic Maps (4 weeks) 2nd Six Weeks 5th Six Weeks Unit 4: Chemical Formulas, Equations, Reactions (2 weeks) 9th week: Spiral Review & CBA Unit 5: Physics - PK Energy/Energy Transformations (1 week) Unit 6: Physics – Forces, Motion (Speed, Velocity, Acceleration), Work, Graphing (2 weeks) Unit 12: Weather (1 week) Unit 13: Ecology (3 weeks) Unit 14: Biology (2 weeks) 3rd Six Weeks 6th Six Weeks Unit 7: Newton’s Laws of Motion (1 week) Unit 8: Electromagnetic Spectrum and the Big Bang (1 week) 13th week: Spiral Review & CBA Unit 9: Universe (2 weeks) Spiral and Rotating Review for STAAR test Grade 8 Science Year at a Glance 2016 - 2017
8th Unit 6 REVIEW: TRANSFORMATIONS 8.10A 1. The triangle below is to be reflected across the In which quadrant or quadrants will the image be located? 8.3C 4. Triangles ABC and A′B′C′ are shown on the coordinate plane. Which algebraic representation shows how to find the coordinates of triangle A′B′C′? F → (x, y) G → (x, y) H (x, y) → J (x, y) → 8.10C 2. What does the algebraic representation (x, y) (x, - y) represent? F Each point of a figure will be rotated 90° clockwise. G Each point of a figure will reflected across the H Each point of a figure will be reflected across the y-axis. J Each point of a figure will be rotated 90° counterclockwise. 8.10B 5. Which of the following statements is true about a triangle that has been rotated 180° counter clockwise? A The image will have the same orientation as the pre-image. B The image will be smaller than the pre-image. C The image will be larger than the pre-image. D The image will be congruent to the pre-image. 8.3C 3. A square has a perimeter of 120 centimeters. The square is dilated to create a square with a side length of 40 centimeters. Which algebraic representation is correct for the dilation? A (x, y) (3x, 3y) B (x , y) ( C (x , y) ( D (x, y) (1.75x, 1.75y) 8.10C 6. Quadrilateral ABCD has vertices A (3, 2), B (5, 7) C (8, - 2) and D (6, - 5). Quadrilateral ABCD will be translated to create quadrilateral A′B′C′D′. If A is translated to A′ ( -3, 7), write an algebraic rule that describes the translation? (x, y) (x , y )
Medical Office Administrative Assistant Therapeutic Services Dental Emergency Medical Technician (EMT) Medical Assistant Nursing Pharmacy Surgical Technician Therapeutic Rehabilitation/Exercise Information Technology Education Networking & IT Support Network Systems Technical Support Digital Design & Software Development Database Development & Administration Digital Media Digital Media Programming/Software Development Web Development & Administration Marketing Education Marketing Entrepreneurship Marketing Management Sales & Service Marketing Travel & Tourism Technology & Engineering Education Pre-Engineering (Utah Program) Project Lead the Way (National Program) Skilled & Technical Sciences Education Building Trades Carpentry Electrician HVAC Plumbing Communication Radio Broadcasting Technician Television Broadcasting Technician Mechanics & Repairs Automotive Collision Repair Automotive Service Technician Electronics Heavy Duty Diesel Personal Service Cosmetology/Barbering Esthetician/Nail Technician Precision Production Trades Cabinetmaking/Millwork Design Technology Graphics/Printing Machine Tool Welding Protective Service Firefighting Law Enforcement Transportation & Material Moving Aviation Technology Visual Arts Commercial Art Commercial Photography
Section II: Appreciation Please indicate to what extent you agree or disagree that your experience in this 4-H program or project has resulted in the following outcomes. (Select one response in each row by marking the appropriate box .) In this 4-H program or project… Strongly Agree Agree Disagree Strongly Disagree I explore cultural differences I value learning about other cultures I respect people from different cultures I have learned about people who are different from me Please indicate how likely you are to complete the following outcomes. (Select one response in each row by marking the appropriate box .) As a result of my experience in this 4-H program or project … Definitely Maybe Probably Not Definitely Not I would enjoy hosting someone from another culture Section III: Engagement Please indicate to what extent you agree or disagree that your experience in this 4-H program or project has resulted in the following outcomes. (Select one response in each row by marking the appropriate box .) In this 4-H program or project… Strongly Agree Agree Disagree Strongly Disagree I can make a difference in my community through community service I can apply knowledge in ways that solve “real-life” problems through community service I gained skills through serving my community that will help me in the future
Extended Text Literature Writing About Texts – 70% Analytical – Balance of Argument & Informative/Explanatory Mix of on-demand, review, and revision writing tasks Build confidence and competence with technology Writing Routinely Write short constructed-responses to text-dependent questions Write to build content knowledge Write to reflect upon text(s) Writing Analyses - 4-6 Analyses That Focus on Informative & Explanatory* Use evidence and craft writing that displays logical integration and coherence Answer brief questions and be able to craft multiparagraph responses Within the course of the year, writing should include a comparative analysis and compositions that share findings from the research project Writing Extended Research Projects* (Research aligned with the standards could take 1-2 weeks of instruction) Write one extended research project that addresses a topic/problem/issue Integrate knowledge from several additional literary or informational texts in various media or formats Assess the accuracy of sources Acknowledge the conclusions of others without plagiarizing Present findings in a variety of modes in both informal and formal argumentative or explanatory contexts in writing or oral formats Writing Narratives - 30% Write one-two narratives to express personal ideas and experiences; craft their own stories and descriptions; and deepen understandings of literary concepts, structures and genres (short stories, anecdotes, poetry, drama) through purposeful imitation Write to reflect on what they read through imaginative writing and to practice sequencing events and ideas through narrative descriptions 8th Grade Model Content Frameworks Optional model to consider when constructing a year long course of instruction. 4th Quarter-Length Module Reading Complex Texts Read grade level texts of appropriate complexity Short Texts Literature - 50% Informational – 50%
National agreements National Agreement for Skills and Workforce Development In April 2012, COAG introduced a revised National Agreement for Skills and Workforce Development. This identifies long-term objectives in the areas of skills and workforce development. The agreement includes $1.4 billion of Australian Government funding for states and territories each year for vocational education and training. National Partnership Agreement on Skills Reform In April 2012 COAG agreed a new National Partnership Agreement on Skills Reform. Over $1.75 billion over five years from 2012 was committed to reform the training system and increase Australia’s skilled workforce and levels of workforce participation. Equal remuneration In June 2012, the Fair Work Commission handed down its first equal remuneration order under the FWA’s equal remuneration provisions, awarding wage increases of between 23 and 45 per cent over eight years for approximately 150,000 social and community services sector workers. The Pay Equity Unit was established within the commission in 2013 to inform matters relating to pay equity under the FWA, including annual minimum wage reviews, the reviews of modern awards, and equal remuneration cases. Since then the unit has commissioned and published an independent report Equal Remuneration under the Fair Work Act as well as research on the childcare sector. The biennial Employee Earnings and Hours (EEH) published data reports on hourly rates of pay. EEH shows a gap of 12.1 per cent between male and female full-time employees in May 2014. An alternative and widely reported measure of the gender pay gap is using Average Weekly Earnings (AWE) trend data (Cat No 6302.0), which estimates average weekly ordinary time earnings and average weekly total earnings by gender. In May 2014, the weekly gender pay gap was 17.1 per cent. The pay gap in the private sector is 22.4 per cent compared to 12.4 per cent in the public sector. Australian, state and territory governments have a range of measures to decrease this gap. For example, the Australian Government is supporting participation through more affordable childcare, and is also working with business to raise awareness and drive cultural
To register for the 8th EPLS Meeting, please complete this form and return to NGA using one of the following methods: Post NGA, Millennia House, Kingswood Park, Bonsor Drive, Kingswood, Surrey, KT20 6AY, UK Email Fax 00 44 (0)1737 379 802 Title Dr / Mr / Mrs / Ms Name Job Title Company Address Country Telephone Email (general contact and confirmation) Email (used for delegate contact system) Special Requirements (e.g. dietary, access requirements etc) VAT Number (must be completed to confirm registration) Price €765 Early Payment Discount Rate for payments received by 20th May 2016 €915 Standard Rate for payments received on or after 21st May 2016 Accommodation Payment Payment by Cheque made payable to ‘NGA’ at the address above Payment by Bank Transfer details will be sent out with booking confirmation Payment by Credit Card MasterCard or Visa only, complete section below Name of Card Holder Credit Card Number Expiry Date Security Code Cardholder Signature Date The online delegate contact system will be opened at the beginning of June, at which time you will be emailed a password to allow you access to the delegate contact system on the PLG Europe website, Booking Terms & Conditions
11.2.9.A- Solve dilemmas using a practical reasoning approach: *Identify situation *Identify reliable information *List choices and examine consequences of each *Develop a plan of action *Draw conclusions *Reflect on decisions Important Standards Addressed in this Unit: 11.2.6.A- Contrast the solutions reached through the use of a simple decision making process that includes analyzing consequences of alternative solutions against snap decision making methods. Misconceptions: Concepts/Content: Competencies/Skills: Description of Activities: - What is failure? - Explain what failure is - Distinguish between major failures and minor failures - Discuss what failure is and how to cope with it - Discuss times students failed at something and how they dealt with it - Dealing With Failure Discussion - Give examples of past failures and describe how they dealt with them - Evaluate how the problem could have been dealt with using the practical reasoning approach - Solving problems using the practical reasoning approach: *Identify situation *Identify reliable information *List choices and examine consequences of each *Develop a plan of action *Draw conclusions *Reflect on decisions - Scenario Cards - Analyze different situations and describe how to deal with them - Students answer questions from scenario cards and describe how to cope - Scenario Cards - Analyze different situations and describe how to deal with them - Students answer questions from scenario cards and describe how to cope - Scenario Cards - Analyze different situations and describe how to deal with them - Students answer questions from scenario cards and describe how to cope Assessments: - Scenario Cards Interdisciplinary Connections: - Guidance Additional Resources: - Notes Subject: Practical Living- Family and Consumer Sciences Grade: 8 Suggested Timeline: 6 class days Unit Title: Housing Basics
W-GMS COMMUNITY PROJECT IDEAS Direct Service: (face to face with those helping) - Helping at: Senior Centers- bring games, sing/dance/play instrument, socialize… Greenfield at Fredericksburg Heartfield at Fredericksburg Hughes Home Youth Volunteer- tutor, play games, teach sport/dance, read, provide information program… Boys and Girls Club Hugh Mercer Elementary School Upper Lafayette Elementary School Thurman Brisben Homeless Shelter Hope House Church, Synagogue, Mosque… Volunteer Animal Groups- adoption events, walk animals, clean cages… Fredericksburg SPCA Spotsylvania Animal Shelter Local cat and dog rescue groups PetSmart Hospital Volunteer Mary Washington Hospital Spotsylvania Regional Hospital Stafford Regional Hospital Museum/History Center Volunteer Ferry Farm Fredericksburg History Museum Fredericksburg and Spotsylvania National Military Park Indirect Service: (not face to face with those helping) - Providing support for: Food, Clothes or Supply Drives Fredericksburg Food Bank Thurban Brisben Homeless Shelter Hope House Church/Synagogue/Mosque Food Banks WGMS Community Garden- soil testing, weeding, planting, distributing food HMES, LUES, WGMS, JM- School beautification events Park , River clean up Pet Supply Drive- Food, toys Fredericksburg SPCA Spotsylvania Animal Shelter Local cat and dog rescue groups Sending cards to military, nursing homes.. Book collection for local groups Boys and Girls Club Thurman Brisben Homeless Shelter Community Centers Hope House Preschools Creating Events to educate and/or raise funds Talent Show Performances Information clinics Camps Global Fundraising Mosquito nets Earthquake/Hurricane assistance Vaccinations Wells Purchasing livestock Advocacy: Bring Awareness: Animal cruelty Anti-Bullying Suicide prevention Domestic violence Bike safety Internet safety Wheelchair accessibility Social movements (refugee, Black Lives Matter, health care, voting…) Fair-Trade awareness Save the Rainforest Research: Providing Information Video game effects Energy research topics from 7th grade English class research lab like solar power Reduce, reuse, recycle Chamber of Commerce Rappahannock River information (pollution, clean up…) Virginia Outdoor Center Concussion information Healthy diet and exercise and youth Deforestation (local, global…) Alternative energy sources Art, music or animal therapy Proper study habits