Grade 8 Family Resources€¦ · acting like she doesn’t know Monk Klutter, the Head Honcho of the World. He’s so amazed, he tells her, “Monk Klutter.” “Never heard of him,”

Grade 8

Family Resources

June 2020

The front portion of this packet is provided in English, Spanish, Vietnamese, and Russian. You can view the student

work in multiple languages by taking a picture of the student page with the Microsoft Translator Cell Phone

Application.

Family Learning Packet 4 The materials in this fourth packet were selected and compiled by the TPS Curriculum & Instruction Department to

be used as part of the continued learning activities families are receiving from their student’s teachers during

school closure.

If your family would also like to engage with digital supplemental learning options, please visit

tacomaschools.org/ci/optional

Stay up-to-date about general information through: TacomaSchools.org

At-Home Learning Activities Tacoma Public Schools (TPS) encourages students and families to engage in learning together. This learning packet

involves options for students to practice important skills and strategies plus ideas for activities families can do

together. In the section listed “Family Activities for Everyone” you’ll see some repeats of our favorites from the

previous learning packets as well as some new activities to try.

Family Activities for Everyone Learning together can be fun! While this packet contains more content-specific activities, here’s a list of informal

family activities that your family might be interested in trying together. Some of these ideas repeat ones from

previous packets (since they are great to do on an on-going basis) or, feel free to try some of the new ones:

• Read together as a family. Start a book club and read the same books or even different books with something similar (theme, setting, author, characters, topic) and talk about the books together. Consider ‘staging’ one of the scenes and think about how you would include stage direction, props, and what you might keep or cut from the text to make it an interesting scene to watch.

• Research a topic as a family. Choose a topic you are curious about and find ways you could learn more about it. What questions could you develop to learn more? What resources do you have available to you that might help you answer some of the questions (e.g. Could you ask a neighbor? Call a friend or family member? Check out library resources online?)

• Create a card for a first-responder or someone who has helped you. This could be an opportunity to share gratitude and practice with writing and vocabulary skills.

• Keep a journal. Think about how your noticing changes that are happening in how you feel about things, how things in your community are working and write about these changes. This could include pictures and drawings and references to news and events.

• Create a time capsule. Think about what objects or items you would put in a box to help represent this time in history. Feel free to plan one out or actually create one.

• Keep up the physical movement! In this packet there are a lot of challenges and brain breaks that could be done as a family and adapted as needed. Go for a walk and even consider walking at different paces for different blocks (this could be a math activity too if you time your pace in different blocks and compare the rates). Can you count steps? Take your pulse?

• Try a new strength challenge or continue one from last time: push-ups, sit-ups, jumping jacks, one-legged hops or any strength movement and chart out how many more you can add on each day. Chart your

https://www.tacomaschools.org/ci/optional

https://www.tacomaschools.org/

progress. If you’ve been doing a challenge, have a conversation as a family about what you notice about your strength or health as a result of doing the challenge. Try taking on a new challenge!

• Continue weaving math into everyday conversation. Use your shoe or your foot as a measurement tool. Can you find things around you that are shorter than your shoe? Longer? How many “shoes” is a room? Can you compare lengths of items or distances based on your shoe measurement?

• Sounds of spring. With the weather getting warmer and sunnier, what do you notice in terms of changes in sounds you hear?

• Sound effects. Have one person close their eyes and the other make a sound with objects you find. See if the person with their eyes closed can guess what object is making the sound. For older students, see if you can re-create sounds you might hear in a movie or a song.

• Create an obstacle course. Draw it out first striving to make it to scale. Once you’ve drawn it, build it. Challenge yourself to see how fast you can get through the course improving your speed each time. What changes or adjustments could you make to challenge different movements or parts of the body?

• Build towers with household objects. See how tall or wide you can make it before it all collapses! For older students, set a time limit and compete against other people. Track your data, are people getting faster with more repetitions? Does the time slow down with stacking different objects? What are you noticing about stability and balance?

• Play indoor hide and seek. How many different places can you find to hide?

• Design a paper airplane. Make paper airplanes and see whose plan flies the farthest. What adjustments can you make to your original design? Does that change how the plane flies?

• Go on a word scavenger hunt. Pick a topic or a word and see how many things you can locate, and name related to that topic or word. For example, if the word is “simple” what examples can you find and what synonyms could you use.

• Play tour guide. If someone were to visit your neighborhood, what would you recommend they go see and do? Plan out a route and a day’s worth of activities.

• Play 20 questions. One person thinks of an object/animal/person and everyone asks yes or no questions until someone can guess what the person chose. If 20 questions are asked and no one can guess, the person who chose the object wins!

La parte frontal de este paquete es proporcionada en inglés, español, vietnamita y ruso. Puede ver el trabajo del

alumno en varios idiomas tomando una foto de la página del alumno con la aplicación de celular Microsoft

Translator

Paquete 4 de aprendizaje familiar

Los materiales en este cuarto paquete fueron seleccionados y agrupados por el Departamento de Currículo e

Instrucción de TPS para ser utilizados como parte de las actividades de aprendizaje continuo que las familias

reciben de los maestros de sus alumnos durante el cierre de la escuela.

Si su familia también gusta de participar con opciones de aprendizaje suplementario digital, visite

tacomaschools.org/ci/optional

Manténgase actualizado sobre información general a través de: TacomaSchools.org

Actividades de aprendizaje en el hogar Las Escuelas Públicas de Tacoma (TPS) exhortan a los alumnos y las familias a participar juntos en el aprendizaje.

Este paquete de aprendizaje incluye opciones para que los alumnos practiquen habilidades y estrategias

importantes, además de ideas para actividades que las familias pueden hacer juntas. En la sección "Actividades

familiares para todos", verá algunas repeticiones de nuestros paquetes anteriores de aprendizaje favoritos, así

como algunas actividades nuevas para intentar.

Actividades familiares para todos

¡Aprender juntos puede ser divertido! Si bien este paquete contiene más actividades específicas de contenido,

aquí hay una lista de actividades familiares informales que su familia podría estar interesada en intentar juntos.

Algunas de estas ideas de los paquetes anteriores se repiten (ya que son excelentes para hacer de forma continua)

o, siéntase libre de intentar algunas de las nuevas:

• Lean juntos en familia. Comience un club de lectura y lea los mismos libros o incluso libros diferentes

con algo similar (tema, escenario, autor, personajes, tema) y hablen juntos sobre los libros. Considere

"poner en escena" o actuar una de las escenas y piense cómo incluiría la dirección del escenario, los

accesorios y lo que podría igualar o eliminar del pasaje para que sea una escena interesante para ver.

• Investigue un tema en familia. Elija un tema que le interese y encuentre formas de aprender más sobre

este tema. ¿Qué preguntas podrías desarrollar para aprender más? ¿Qué recursos tiene disponibles para

que puedan ayudarlo a responder algunas de las preguntas (por ejemplo, ¿podría preguntarle a un

vecino? ¿Llame a un amigo o familiar? ¿Consulte los recursos de la biblioteca en línea?)

• Cree una tarjeta para un socorrista o alguien que lo haya ayudado. Esta podría ser una oportunidad

para compartir gratitud y practicar con habilidades de escritura y vocabulario.

• Mantenga un diario. Piense en cómo está notando los cambios que están sucediendo en cómo se siente

acerca de las cosas, cómo funcionan las cosas en su comunidad y escriba sobre estos cambios. Esto podría

incluir imágenes y dibujos y referencias a noticias y eventos.

• Crear una cápsula del tiempo. Piense qué objetos o artículos pondría en una caja para ayudar a

representar este momento en la historia. Siéntase libre de planificar uno o crear uno.

• ¡Mantenga el movimiento físico! En este paquete hay muchos desafíos y actividades físicas/mentales

que podrían hacerse en familia y adaptarse según sea necesario. Salga a caminar e incluso considere



caminar a diferentes pasos por diferentes bloques en su vecindario (esto también podría ser una actividad

de matemática si calcula su paso en diferentes bloques y compara el ritmo). ¿Puedes contar los pasos?

¿Tomar tu pulso?

• Pruebe un nuevo desafío de resistencia o continúe el anterior: curvaturas, sentadillas, saltos, saltos con

una sola pierna o cualquier movimiento de fuerza y calcule cuántos más puede agregar cada día. Traza tu

progreso. Si ha estado haciendo un desafío, tenga una conversación en familia sobre lo que nota sobre su

fortaleza o salud como resultado de hacer el desafío. ¡Intenta asumir un nuevo desafío!

• Continúe entrelazando las matemáticas en la conversación diaria. Use su zapato o su pie como

herramienta de medición. ¿Puedes encontrar objetos a tu alrededor que sean más cortos que tu zapato?

¿Más? ¿Cuántos "zapatos" hay en una habitación? ¿Puedes comparar longitudes de artículos o distancias

según la medida de tu zapato?

• Sonidos de la primavera. Con el clima cada vez más cálido y soleado, ¿qué observas en términos de

cambios en los sonidos que escuchas?

• Efectos del sonido. Haga que una persona cierre los ojos y que la otra haga un sonido con los objetos

que encuentre. Vea si la persona con los ojos cerrados puede adivinar qué objeto está haciendo el sonido.

Para estudiantes mayores, vea si puede recrear sonidos que pueda escuchar en una película o una

canción.

• Crear una carrera de obstáculos. Dibuje primero esforzándose por hacerlo en escala. Una vez que lo

hayas dibujado, constrúyelo. Ponte a prueba para ver qué tan rápido puedes atravesar la carrera

mejorando tu velocidad cada vez. ¿Qué cambios o ajustes podrías hacer para desafiar diferentes

movimientos o partes del cuerpo?

• Construya torres con artículos domésticos. ¡Mira qué tan alto o ancho puedes llegar antes de que todo

se derrumbe! Para estudiantes mayores, establezca un límite de tiempo y compita contra otras personas.

Investigue sus datos, ¿las personas se están acelerando con más repeticiones? ¿Va el tiempo más

despacio al apilar diferentes objetos? ¿Qué estás notando sobre la estabilidad y el equilibrio?

• Jugar al escondite en interiores. ¿Cuántos lugares diferentes puedes encontrar para esconderte?

• Diseñe un avión de papel. Haga aviones de papel y vea qué plan vuela más lejos. ¿Qué ajustes puedes

hacer en tu diseño original? ¿Cambia eso cómo vuela el avión?

• Ir en búsqueda del tesoro de palabras. Elija un tema o una palabra y vea cuántas cosas puede localizar,

y nombre relacionado con ese tema o palabra. Por ejemplo, si la palabra es "simple", qué ejemplos puede

encontrar y qué sinónimos podría usar.

• Juegue al guía turístico. Si alguien visitara su vecindario, ¿qué recomendaría que vaya a ver y hacer?

Planifique una ruta y un día de actividades.

• Juegue a 20 preguntas. Una persona piensa en un objeto / animal / persona y todos hacen preguntas de

sí o no hasta que alguien pueda adivinar qué eligió la persona. Si se hacen 20 preguntas y nadie puede

adivinar, ¡la persona que eligió el objeto gana!

Phần đầu của tuyển tập này được phổ biến bằng tiếng Anh, Tây Ban Nha, Việt Nam và Nga. Quý vị có thể xem các

bài làm của các em bằng nhiều ngôn ngữ bằng cách chụp hình trang học sinh với các ứng dụng điện thoại di động

Microsoft Translator.

Học Tại Nhà - Tập 4 Tài liệu trong tập bốn này được chọn lọc và biên soạn bởi Phòng Sư Phạm Nha Học Chánh Tacoma (TPS) được sử

dụng để tiếp nối các sinh hoạt tại nhà dành cho học sinh trong thời gian trường học đóng cửa.

Nếu gia đình cũng muốn con em tham gia vào việc học tập thêm này xin tham khảo trang mạng:

tacomaschools.org/ci/Optional

Các thông tin tổng quát được cập nhật: TacomaSchools.org

Sinh Hoạt Học Tập Tại Nhà Nha Học Chánh Tacoma (TPS) khuyến khích học sinh và gia đình cùng tham gia học tập. Tuyển tập này bao gồm

những bài học để các em chọn và thực tập nhằm trau dồi kỹ năng và các phương pháp cần thiết trong sinh hoạt

học tập tại gia đình. Trong đề mục "Sinh Hoạt Cho Mọi Người-Family Activities for Everyone", bạn sẽ thấy những

bài/sinh hoạt ưa chuộng được lập lại từ các tuyển tập trước đây cùng với những bài sinh hoạt mới.

Sinh Hoạt Cho Mọi Người Trong Gia Đình Cùng nhau học thì rất vui! Tuyển tập này bao gồm nhiều sinh hoạt có nội dung rất cụ thể, đây là danh mục các sinh

hoạt đơn giản mà gia đình bạn có thể cùng nhau thực hành. Một số ý tưởng được lập lại từ những tập trước đây

(vì khá thú vị nên được lập lại nhiều lần) hoặc có thể áp dụng thử những bài học mới:

• Gia Đình Cùng Đọc. Lập câu lạc bộ sách và đọc cùng một sách hoặc thậm chí sách khác nhau nhưng trùng quan điểm như (chủ đề, cấu trúc của câu chuyện, tác giả, nhân vật, đề tài) và cùng thảo luận về những cuốn sách này. Sáng tạo kịch bản. Chọn lọc, thêm, cắt những phần trong văn bản và thiết kế trang phục theo các nhân vật trong truyện hoặc dàn dựng hoạt cảnh sân khấu theo cốt truyện để cho câu chuyện thêm thú vị hơn.

• Gia đình cùng nghiên cứu một chủ đề. Chọn một chủ đề mà bạn đang muốn tìm hiểu và tìm cách để hiểu thêm về chủ đề đó. Những câu hỏi nào được đặt ra để tìm hiểu thêm? Tài liệu nào có thể giúp bạn trả lời các câu hỏi? (như: bạn có thể hỏi người hàng xóm không? Gọi cho bạn bè hoặc thành viên gia đình? Tham khảo tài liệu thư viện trực tuyến?)

• Viết một tấm thiệp cho nhân viên đang trực tiếp nơi tuyến đầu hoăc người đã giúp bạn. Đây có thể là cơ hội để chia sẻ lòng biết ơn và thực hành các kỹ năng viết và từ vựng.

• Viết nhật ký. Suy nghĩ làm thế nào để thay đổi những sự việc đang diễn tiến và cảm xúc của bạn như thế nào, diễn tiến tình trạng này trong cộng đồng bạn ra sao, bạn hãy viết về những thay đổi đó. Có thể bao gồm hình ảnh và tranh vẽ liên quan đến những tin tức và sự kiện này.

• Tạo một dự án. Bạn hãy nghĩ xem nên dùng các dụng cụ và các đề mục nào vào dự án này để biểu thị cho mốc thời gian hiện nay của lịch sử. Bạn tự do lập dự án hoặc tạo ra một kế hoạch cụ thể.

• Tiếp tục sinh hoạt về thể dục! Trong tập này có nhiều thử thách động não có thể được thực hiện tùy theo hoàn cảnh của mỗi gia đình. Như đi bộ hoặc đi xung quanh khu vực cư ngụ (có thể áp dụng toán học nếu thời gian cho phép bạn so sánh đường dài của các khu vực bạn đi).

• Thử một động tác khác mạnh mẽ hơn hay tiếp tục các sinh hoạt trước: thụt dầu, ngồi thẳng, nhảy tại chỗ, nhảy lò cò hay bất kỳ động tác mạnh mẽ nào và vẽ họa đồ bạn đã làm được bao nhiêu trong ngày. Vẽ biểu đồ về sư tiến bộ của bạn. Nếu bạn đã thử những động tác mới, bạn nên đàm thoại với gia đình để có nhận xét về kết quả và sức mạnh của bạn khi bạn áp dụng những thay đổi đó. Hãy thử một động tác mới!



• Tiếp tục áp dụng toán học vào việc đàm thoại mỗi ngày. Hãy dùng giày hay bàn chân của bạn như một dụng cụ đo lường. Có thể tìm những vật xung quanh bạn có độ ngắn dài khác với giày của bạn? Có bao nhiêu "giày" trong phòng? Có thể so sánh chiều dài hay khoảng cách giữa các vật dụng dựa vào sự đo lường của chiếc giày bạn?

• Âm thanh của mùa xuân. Khi thời tiết trở nên ấm và nắng hơn, bạn nhận xét gì về sự thay đổi âm thanh mà bạn nghe được?

• Hiệu ứng âm thanh. Yêu cầu một người nhắm mắt lại và người khác dùng một dụng cụ nào đó tạo âm thanh. Bạn hãy xem liệu người nhắm mắt có thể đoán được tên đồ vật tạo ra âm thanh đó không. Cho những em học sinh lớn hơn, liệu các em có thể tái tạo âm thanh mà bạn mới nghe vào trong một bài hát hoặc phim được không.

• Tạo sân chơi có chướng ngại vật. Trước tiên vẽ sân chơi theo đúng kích thước. Thực hiện sân chơi theo đúng bản vẽ. Thực hành xem bạn có thể chạy nhanh như thế nào chung quanh hết vòng sân và gia tăng tốc độ mỗi lần. Bạn cần thay đổi hay điều chỉnh gì về những động tác khác nhau để thích nghi với cơ thể của bạn.

• Dựng những tháp cao bằng các đồ vật trong nhà. Hãy xem tháp bạn dựng cao và rộng cỡ nào trước khi nó sập! Cho các em học sinh lớn, định thời gian giới hạn và thi đua với những em khác. Theo dõi dữ liệu xem sự thi đua nhanh chậm khác nhau thế nào? Thời gian có chậm lại khi xếp những đồ vật khác nhau không? Bạn có nhận xét gì về sự bền bỉ và cân bằng?

• Chơi trò trốn tìm trong nhà . Bạn tìm xem có bao nhiêu chỗ có thể trốn?

• Làm máy bay giấy. Làm các máy bay giấy và xem kiểu nào bay nhanh nhất. Bạn cần điều chỉnh gì từ kiểu đầu tiên? Liệu sự thay đổi đó có làm cho máy bay bay khác không?

• Lập trò chơi săn chữ. Chọn đề tài hay từ vựng và xem có bao nhiêu vật bạn có thể tìm được. Và đặt tên cho đề tài hay từ vựng đó. Thí dụ, nếu từ vựng đó “đơn giản” thì những thí dụ nào bạn có thể tìm và những từ đồng nghĩa bạn có thể dùng.

• Làm hướng dẫn viên du lịch. Nếu người nào đó đến thăm khu bạn ở, bạn sẽ giới thiệu điều gì để họ đi xem và làm? Hãy lập chương trình sinh hoạt của một ngày.

• Hãy đặt 20 câu hỏi. Một người nghĩ về một đồ vật/con vật/người và mọi người đặt câu hỏi có/không cho tới khi có người đoán được. Nếu 20 câu hỏi đặt ra mà không ai đoán được thì người chọn đồ vật thắng cuộc!

Лицевая часть этого пакета предоставляется на Английском, Испанском, Вьетнамском и Русском

языках. Вы можете просмотреть работу ученика на нескольких языках, сфотографировав страницу

ученика с помощью приложения для мобильного телефона Microsoft Translator.

Пакет семейного обучения 4 Материалы четвертого пакета были отобраны и составлены отделом учебных программ и инструкций TPS

для использования в рамках непрерывной учебной деятельности, которую семьи получают от учителей

своих учеников в то время когда школы закрыты..

Если ваша семья также желает принять участие в дополнительном электронном обучении, пожалуйста

посетите tacomaschools.org/ci/optional

Будьте в курсе общей информации посредством: TacomaSchools.org

Обучающие мероприятия в домашних условиях Государственные школы Такомы (TPS) поощряют студентов и семьи к совместному обучению. Этот учебный

пакет включает в себя варианты для учащихся, чтобы они могли практиковать важные навыки и концепции,

а также идеи для мероприятий, которые семьи могут делать вместе. В разделе "Семейные занятия для

каждого" вы увидите некоторые повторения наших любимых упражнений из предыдущих учебных пакетов,

а также новые упражнения, которые можно попробовать.

Семейные мероприятия для всех Учиться вместе может быть весело! Хотя этот пакет содержит больше мероприятий, связанных с контентом,

вот список неформальных семейных мероприятий, которые ваша семья может быть заинтересована в

совместной попытке. Некоторые из этих идей повторяют те из предыдущих пакетов (так как они велики,

чтобы сделать на регулярной основе) или, не стесняйтесь попробовать некоторые из новых:

• Читайте вместе, всей семьёй. Начните книжный клуб и читайте одинаковые книги или даже различные книги с чем-то похожим (тема, обстановка, автор, персонажи, тема) и говорите о книгах вместе. Обдумайте "постановку" одной из сцен и подумайте о том, как бы вы включили в неё сценическую постановку, реквизит и то, что вы могли бы оставить или удалить из текста, чтобы сделать её интересной для просмотра.

• Исследуйте тему всей семьей. Выберите тему, которая вас интересует, и найдите способ узнать о ней больше. Какие вопросы вы могли бы задать, чтобы узнать больше? Какие у вас есть материалы, которые могли бы помочь вам ответить на вопросы (например, не могли бы вы задать их соседу? Позвонить другу или члену семьи? Посмотреть материалы библиотеки в Интернете).

• Сделайте открытку для первого респондента или для того, кто вам помог. Это может быть возможностью поделиться благодарностью и попрактиковаться в навыках письма и словарного запаса.

• Ведите дневник. Подумайте о том, как Вы замечаете изменения, которые происходят в отношении того, как Вы себя чувствуете, как обстоят дела в Вашем окружении, и напишите об этих изменениях. Это может включать в себя фотографии и рисунки, а также ссылки на новости и события.

• Создайте капсулу времени. Подумайте о том, какие объекты или предметы вы бы поместили в специальную коробку, чтобы помочь изобразить данное время в истории. Не стесняйтесь спроектировать и создать такую капсулу на самом деле.

• Продолжайте двигаться! В этом пакете есть много испытаний и головоломок, которые могут быть сделаны как семьёй и приспособленны по мере необходимости. Сходите на прогулку, подумайте о



том, чтобы ходить разными темпами в разных кварталах (это тоже может быть математическим упражнением), если вы измерите свой темп в разных кварталах и сравните результаты). Можете ли вы сосчитать шаги? Определить свой пульс?

• Попробуйте новое силовое упражнение или продолжите прежнее: отжимания, приседания, прыжки, прыжки на одной ноге или любое силовое движение, а также составьте таблицу, сколько таких движений вы можете добавить каждый день. Составьте график своего прогресса. Если вы выполняли задание, поговорите с семьёй о том, какие изменения в силе или самочувствии вы заметили в результате выполнения задания. Попробуйте пройти новое испытание!

• Продолжайте вовлекать математику в повседневные разговоры. Используйте обувь или ногу как средство измерения. Можете ли вы найти вокруг себя вещи, которые короче, чем ваша обувь? Длиннее? Сколько "обуви" - в длине комнаты? Можете ли Вы сравнить длину предметов или расстояния, основываясь на размере обуви?

• Весенние звуки. Когда погода становится теплее и солнечнее, что вы замечаете в изменении звуков, которые слышите?

• Звуковые эффекты. Пусть один человек закроет глаза, а другой издаст звук с помощью найденных объектов. Посмотрите, может ли человек с закрытыми глазами угадать, какой объект издает звук. Для учащихся старшего возраста посмотрите, можно ли воссоздать звуки, которые можно услышать в фильме или песне.

• Создайте полосу препятствий. Сначала нарисуйте ее, стараясь сделать ее масштабируемой. Как только нарисуете, - стройте. Проверьте, как быстро вы сможете пройти трассу, каждый раз увеличивая скорость. Какие изменения или корректировки вы можете внести, чтобы бросить вызов различным движениям или частям тела?

• Стройте башни при помощи предметов домашнего обихода. Узнайте, насколько высокую или широкую башню можно сделать до того, как все развалится! Для учащихся старшего возраста установите временные ограничения и соревнуйтесь с другими людьми. Отслеживайте свои данные, становятся ли люди быстрее с большим количеством повторений? Замедляется ли время при штабелировании различных объектов? Что Вы замечаете в устойчивости и стабильности?

• Играйте в прятки в помещении. Сколько разных мест вы можете найти, чтобы спрятаться?

• Спроектируйте бумажный самолет. Сделайте бумажные самолеты и выясните, чей самолет летает дальше всех. Какие коррективы вы можете внести в свой первоначальный дизайн? Изменяет ли это то, как самолет летает?

• Отправляйтесь на словесную охоту. Выберите тему или слово и посмотрите, сколько вещей вы можете найти, а также имя, связанное с этой темой или словом. Например, если это слово " простой", какие примеры можно найти и какие синонимы можно использовать.

• Поиграйте в экскурсовода. Если бы кто-то посетил ваш район, что бы вы порекомендовали ему посмотреть и сделать? Составьте план маршрута и мероприятий на один день.

• Сыграйте в 20 вопросов. Один человек загадывает предмет/животное/человека, и все задают вопросы "да" или "нет" до тех пор, пока кто-нибудь не угадает, что именно загадал этот человек. Если задано 20 вопросов и никто не угадывает, то выигрывает тот, кто придумал предмет!

COMMUNITY RESOURCE GUIDE COVID-19 RESPONSE

During this unprecedented time many families are finding themselves in need of resources to keep their family healthy. You can find a comprehensive guide for housing and community resources by going to Tacoma School District McKinney-Vento page https://www.tacomaschools.org/mv/Pages/default.aspx and clicking on the “Housing and Community Resources” link on the right hand side. Below we have highlighted some more commonly asked about resources. You may also simply call 211.

BASIC NEEDS DSHS: To access basic food, cash assistance and medical insurance needs Information found at: https://www.dshs.wa.gov/food-cash-medical Food Banks: FOOD BANKS IN PIERCE COUNTY: https://www.co.pierce.wa.us/454/Food-Banks Free Groceries: Saturdays at 1:00 The Empowerment Center 4340 Pacific Ave Tacoma 98418

HOUSING AND SHELTER *The district does NOT have hotel/motel vouchers or funds to help with rent* Access Point for Housing at 253-682-3401 The Rescue Mission Adams Street Family Shelter 253-383-4493 - Ask for Adam’s St Family Shelter Salvation Army 253-572-8452 The Serra House Youth Shelter for ages 13-17 253-328-6127 Email: [email protected] Catholic Community Services Family Day Center : Offers drop support services for families experiencing homelessness. Families can access onsite caseworker, showers, laundry, computers and kitchen facilities. Hours: Monday, Tuesday, Thursday and Friday 9:00am-4:00pm Wednesdays: Noon-6:00pm Address: 5050 South Tacoma Way, Tacoma, WA 98409

FINANCIAL HELP Such as Unemployment Assistance, Mortgage Assistance, Paying Rent, Paying Credit Cards, Utilities Assistance, Short Term and Emergency Loans https://dfi.wa.gov/coronavirus/financial-resources#rent https://medium.com/wagovernor/inslee-announces-relief-for-businesses-workers-renters-and-more-in-response-to-covid-19-outbreak-c09c13a02690

MCKINNEY-VENTO The McKinney-Vento Education of Homeless Children and Youth Assistance Act is a federal law that ensures immediate enrollment and educational stability for homeless children and youth. If during the COVID 19 pandemic you have had a change in housing situation and are currently in an unstable housing situation such as living in a shelter, motel or campground, doubled-up with other people, ”couch-surfing”, living in a car, park you may qualify. PLEASE CONTACT YOUR BUILDING COUNSELOR, SOCIAL WORKER, FAMILY LIAISON OR WHOMEVER YOU HAVE CONTACT WITH AT YOUR STUDENT’S BUILDING.

https://www.tacomaschools.org/mv/Pages/default.aspx

https://www.co.pierce.wa.us/454/Food-Banks

mailto:[email protected]

https://dfi.wa.gov/coronavirus/financial-resources#unemployment

https://dfi.wa.gov/coronavirus/financial-resources#mortgage

https://dfi.wa.gov/coronavirus/financial-resources#rent

https://dfi.wa.gov/coronavirus/financial-resources#credit-cards

https://dfi.wa.gov/coronavirus/financial-resources#utilities

https://dfi.wa.gov/coronavirus/financial-resources#short-term-loans

https://dfi.wa.gov/coronavirus/financial-resources#rent

https://medium.com/wagovernor/inslee-announces-relief-for-businesses-workers-renters-and-more-in-response-to-covid-19-outbreak-c09c13a02690

https://medium.com/wagovernor/inslee-announces-relief-for-businesses-workers-renters-and-more-in-response-to-covid-19-outbreak-c09c13a02690

English Language

Arts

CLOSE READING WORKSHOP 4

Close Reading of ShakespeareLearning Targets• Cite the textual evidence that most strongly supports an analysis of what the text

says explicitly as well as inferences drawn from the text.• Determine a theme or central idea of a text and analyze its development over the

course of the text, including its relationship to the characters, setting, and plot; provide an objective summary of the text.

• Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of specific word choices on meaning and tone, including analogies or allusions to other texts.

• By the end of the year, read and comprehend literature, including stories, dramas, and poems, at the high end of grades 6–8 text complexity band independently and proficiently.

• Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 8 topics, texts, and issues, building on others’ ideas and expressing their own clearly.

• Analyze the purpose of information presented in diverse media and formats (e.g., visually, quantitatively, orally) and evaluate the motives (e.g., social, commercial, political) behind its presentation.

• Determine or clarify the meaning of unknown and multiple-meaning words or phrases based on grade 8 reading and content, choosing flexibly from a range of strategies.

• Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.

Close Reading for MeaningClose reading means examining word choices and other details of the text help us to better understand the author’s intended meaning. Reading poetry demands a particular form of close reading in which an author’s use of language and syntax is a distinctive element of making meaning of the text. For the passages in this workshop, you may have to focus more carefully on examining the sentence structure and the use of some archaic vocabulary that was much more common or that had different meanings four centuries ago.

In this workshop, you will practice close reading using strategies that will help you make meaning of each text. Your teacher will guide you through the first activity. In the second activity, you will work in a collaborative group to read and respond to the text. In the third activity, you will work independently to apply close reading strategies to determine meaning in a new text.

Introducing the Strategy: DiffusingDiffusing is a strategy for close reading of text. Using this strategy, the reader reads to identify unfamiliar words. The reader uses context clues, dictionaries, and/or thesauruses to discover the meaning of unfamiliar words. Writing notes about meaning or substituting synonyms for unfamiliar words helps the reader increase comprehension of the text.

LEARNING STRATEGIES

Close Reading, Diffusing, Guided Reading, Marking the Text, Questioning the Text, Rereading, Shared Reading, Paraphrasing, Think-Pair-Share

ACADEMIC VOCABULARY

Syntax describes the arrangement of words and phrases to create well-formed sentences.

Close Reading Workshop 4 • Close Reading of Shakespeare 53

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Close Reading of Shakespeare (continued)

Guided Practice1ACTIVITY

You will read the text in this activity at least three times, focusing on a different purpose for each reading.

First Reading: First ImpressionsRead the following sonnet silently. Your focus for this first reading is on understanding the meaning of the sonnet. As you read, practice diffusing by looking up definitions and finding synonyms for unfamiliar words. Definitions and synonyms for the underlined words in the sonnet appear in the margins; use these to help your understanding.

The text below is one of Shakespeare’s sonnets. Sonnets are poems with 14 lines and a carefully structured rhyme scheme. Note that Shakespeare used some contractions that we do not use today, so “dimmed” will appear as “dimm’d,” and “growest” will appear as “grow’st.”

SONNET

By William Shakespeare

Shall I compare thee to a summer’s day?

Thou art more lovely and more temperate:

Rough winds do shake the darling buds of May,

And summer’s lease hath all too short a date:

5 Sometime too hot the eye of heaven shines,

And often is his gold complexion dimm’d;

And every fair from fair sometime declines,

By chance, or nature’s changing course, untrimm’d;

But thy eternal summer shall not fade

10 Nor lose possession of that fair thou ow’st;

Nor shall Death brag thou wander’st in his shade,

When in eternal lines to time thou grow’st;

So long as men can breathe or eyes can see,

So long lives this, and this gives life to thee.

temperate: moderate, comfortable in temperature

hath: have or has

fair: beautiful/beauty

untrimm’d: without beauty or decoration

ow’st: A contraction of “ownest,” to own

54 SpringBoard® English Language Arts Grade 8

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Second Reading: Vocabulary in ContextNow that you have read the sonnet silently, listen and follow along as the sonnet is read aloud. As you read along, circle words and/or phrases (other than the underlined words) that you do not know or that you feel are important to the meaning of the sonnet. Diffuse these words/phrases for comprehension.

Check Your Understanding 1 Pair with another student and, using context clues and reference resources,

determine the meaning of any new words you need to define. Then choose six words from those that have been bolded and/or that you have circled, and paraphrase the definitions to show your understanding.

2 Choose two or three of the words you have examined that you think are important to your understanding of the sonnet. Use the words in sentences as part of a summary explaining the central ideas in the sonnet and how these words contribute to your understanding of the sonnet.

Third Reading: Text-Dependent QuestioningRead the passage a third time and respond to the text-dependent questions on the next pages. Write your responses to each question and highlight or underline the textual evidence that supports your answer. During class discussion, you may also want to annotate the sonnet to record new or different meanings.

Background Information: Like many of Shakespeare’s sonnets, this work involves a speaker who tells someone of his great love. In this poem, he compares her beauty to a summer day, but assures his audience his love is even more beautiful than even a summer day. The speaker also goes on to say what being the subject of a poem means for the person he is writing to.


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“Sonnet 18”by William Shakespeare

Shall I compare thee to a summer’s day?

Thou art more lovely and more temperate:

Rough winds do shake the darling buds of May,

And summer’s lease hath all too short a date:

5 Sometime too hot the eye of heaven shines,

And often is his gold complexion dimm’d;

And every fair from fair sometime declines,

By chance, or nature’s changing course, untrimm’d;

But thy eternal summer shall not fade

10 Nor lose possession of that fair thou ow’st;

Nor shall Death brag thou wander’st in his shade,

When in eternal lines to time thou grow’st;

So long as men can breathe or eyes can see,

So long lives this, and this gives life to thee.

Check Your UnderstandingNow that you have read closely and worked to understand challenging portions of this sonnet, choose a sentence that you think is critical to understanding what the speaker is trying to express. Explain in your own words what the sentence means and why it is important to your understanding of the sonnet.

CRAFT AND STRUCTURE

In line 4, why does Shakespeare use the word lease to describe summer?

KEY IDEAS AND DETAILS

What eventually happens to youth and beauty, according

to the speaker? Use language from the sonnet to

support your answer.

CRAFT AND STRUCTURE

How does line 9 help develop the theme of the

sonnet?


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Synthesizing Your Understanding Now that you have read the sonnet three times and studied its vocabulary and sentences, work with your classmates and your teacher to synthesize your understanding by exploring poem using the elements of TP-CASTT. You have used TP-CASTT before with poetry. This will allow you to consider elements of the poem to help you to understand the overall message that the poet is trying to communicate.

Understanding Paraphrase, Connotation, Attitude, and Theme

Paraphrase: Rewrite the content of the sonnet in your own words. Use the space below to record your ideas.

Connotation: The connotation of a word can be defined as the meaning that word carries beyond the literal. In poetry, connotation can be communicated in a variety of ways. Discuss the connotations or associations of the imagery, figures of speech (e.g., simile, metaphor, personification, symbolism), and diction, when examining connotation.

Attitude: The attitude of a piece of literature is identified by its tone. Each tone expresses the emotion that a speaker or writer wants to communicate about a subject. It is common for works of literature, including poetry, to involve more than one attitude, which can be demonstrated by shifts in tone.

What attitude(s) of the speaker can you identify in the sonnet? What evidence helps you identify this/these attitude(s)?

Theme: A theme in any work of literature can be described as an idea about or a perspective on the topic that the speaker or writer wants to communicate to the audience.

What theme(s) can you identify in the sonnet? What evidence helps you identify this/these theme(s)?


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Writing Prompt: Based on your current understanding of the sonnet, summarize what the speaker is trying to communicate to the object of his affection. Write a paragraph that explains your interpretation of his perspective on this topic. Be sure to:• Identify the subject, speaker, purpose and tone of the sonnet in a topic sentence.• Provide several pieces of textual evidence that support your statement.• Explain how the evidence supports your topic sentence.


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Collaborative Practice2ACTIVITY

Look carefully at the painting that follows. It is titled Mona Lisa (La Gioconda in Italian), and it was painted by the great Renaissance artist and inventor, Leonardo da Vinci.

First Reading: What do you see?As you look at the painting, what catches your eye? What details do you notice? How would you describe the elements in this painting to someone who could not see it? To answer these questions, focus only on what you can see in the image.


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Second Reading: What does it mean?Now that you have examined the painting carefully, what inferences can you make? What else might you say about the figure that goes beyond what is explicitly shown in the image?

Third Reading: How do you know?Explain the connection between the details you notice and your interpretation of these details. How might you use the details in the painting as textual evidence to support the inferences you have made?

Writing Prompt: Now that you have carefully examined the content of this painting and come to conclusions about what it shows explicitly and what inferences you can make about the meaning, write a paragraph that makes a connection between this painting and the sonnet. Be sure to:

• Write a topic sentence that identifies the connection between the sonnet and the painting.

• Choose several pieces of appropriate textual evidence to support explicit details and your inferences about meaning.

• Explain the significance of your textual evidence.


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Independent Practice3ACTIVITY

The sonnet that follows is also by William Shakespeare.

First Reading: First ImpressionsRead the following sonnet silently. Your focus for this first reading is on understanding the meaning of the sonnet. As you read, practice diffusing by replacing unfamiliar words with synonyms or definitions for the underlined words. Use the definitions and synonyms in the margins of the page to help your understanding.

SONNET

by William Shakespeare

1 Let me not to the marriage of true minds

Admit impediments. Love is not love

Which alters when it alteration finds,

Or bends with the remover to remove:

5 O no; it is an ever-fixed mark,

That looks on tempests, and is never shaken;

It is the star to every wandering bark,

Whose worth’s unknown, although his height be taken.

Love’s not Time’s fool, though rosy lips and cheeks

10 Within his bending sickle’s compass come;

Love alters not with his brief hours and weeks,

But bears it out even to the edge of doom.

If this be error and upon me proved,

I never writ, nor no man ever loved.

impediments: obstacles or barriers

bends: changes

fixed: permanently placed

tempest: a great storm

bark: a boat or ship

sickle: a scythe — a long pole with a curved blade at the endcompass: area or range


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Second Reading: Vocabulary in ContextAfter reading the sonnet to yourself, listen and follow along as the sonnet is read aloud. Again, circle any additional words that you don’t know or that you think are important to your understanding of the sonnet, so you can look them up after reading.

Check Your Understanding 1 Think about how the words you circled, as well as the underlined and bolded

vocabulary from the sonnet, help your understanding of the entire text. Choose two or three of the words you have examined that you think are important to your understanding of the sonnet. Use the words in a sentence or two that explains how these words contribute to your understanding.

2 What are some of the qualities of true love, according to the speaker?


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Third Reading: Text-Dependent QuestioningRead the passage a third time and respond to the text-dependent questions on the next pages. Write your responses to each question and highlight or underline the textual evidence that supports your answers.

“Sonnet 116”by William Shakespeare

1 Let me not to the marriage of true minds

Admit impediments. Love is not love

Which alters when it alteration finds,

Or bends with the remover to remove:

5 O no; it is an ever-fixed mark,

That looks on tempests, and is never shaken;

It is the star to every wandering bark,

Whose worth’s unknown, although his height be taken.

Love’s not Time’s fool, though rosy lips and cheeks

10 Within his bending sickle’s compass come;

Love alters not with his brief hours and weeks,

But bears it out even to the edge of doom.

If this be error and upon me proved,

I never writ, nor no man ever loved.

CRAFT AND STRUCTURE

Why does Shakespeare use the word tempests in line 6?


How does Time affect love? How does this concept relate to the central idea of the sonnet?


Paraphrase the final two lines of the sonnet; then, explain how they contribute to the development of the theme of the sonnet.


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Check Your UnderstandingQuestioning the Text: Using the text-dependent questions as a model, ask a question about Shakespeare’s purpose or the speaker’s point of view. Begin your questions with “why” or “how.” You do not necessarily need to know the answer to the question, but you should think the answer might be important to understanding the meaning of the sonnet.

Synthesizing Your UnderstandingNow that you have read the sonnet three times and studied its vocabulary and sentences, work to synthesize your understanding by exploring four different aspects of the poem. This will allow you to consider what elements of the poem help you to understand the overall message that the poet is trying to communicate.

Understanding Paraphrase, Connotation, Attitude, and Theme: Refer back to Activity 1 and review how these four aspects of the first sonnet were explored. Reread the second sonnet. Then, respond to the questions below.

Paraphrase: Put the content of the poem in your own words. Use the space below to record your ideas.

Connotation: The connotation of a word can be defined as the meaning that word carries beyond the literal. In poetry, connotation can be communicated in a variety of ways. Consider imagery, figures of speech (e.g., simile, metaphor, personification, symbolism), diction, point of view, and sound devices (e.g., alliteration, onomatopoeia, rhythm, and rhyme) when examining connotation.


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Attitude: The attitude of a piece of literature is identified by its tone. Each tone expresses the emotion that a speaker or writer wants to communicate about a subject. It is common for works of literature, including poetry, to involve more than one attitude, which can be demonstrated through shifts in tone.

What attitude(s) of the speaker can you identify in the sonnet? What evidence helps you identify this/these attitude(s)?

Theme: A theme in any work of literature can be described as an idea about or a perspective on the topic that the speaker or writer wants to communicate to the audience. It includes the speaker/writer’s attitude about the subject, as well as the information that the speaker/writer provides to reinforce that attitude.

What theme(s) can you identify in the sonnet? What evidence helps you identify this/these theme(s)?

Writing Prompt: Using textual evidence to support your thinking, write a paragraph in which you discuss the speaker’s attitude about true love. Be sure to:• Write a topic sentence that identifies the speaker’s tone and opinion.• Choose several pieces of appropriate textual evidence.• Explain the significance of your textual evidence.


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Synthesis Questions4ACTIVITY

Your teacher may choose or ask you to choose one of the following assessments as a way of showing your understanding of the texts you have read.

Writing Prompt: Review the two sonnets and the visual source. What common themes do you identify? Consider the way that both love and time are addressed in each. Write a brief essay that compares and contrasts the different themes of the three works. Use evidence from both the sonnets and the painting to support your position.

Debate/Discussion: Prepare to debate or discuss the different statements made by each work (the two sonnets and the painting) about the ability of something to defeat time and exist forever. Which of the three do you think makes the best case? Use specific evidence from your chosen source to support your answer, and be prepared to share your ideas with others who may think differently than you.

Multimedia Presentation: Look over the figure that is the subject of the included painting. Choose one of the sonnets, and create an image that displays the theme of the poem. These could be drawings or images you create yourself or find in magazines or online.

ReflectionThink about what you have learned from your close reading and analysis of the texts you have read in this workshop.

1 In these three works you have seen how a writer or painter transforms an abstract concept like love or time into a sort of character through personification or allegory. How does a technique like this help us to understand these concepts? Which specific descriptions of these concepts were particularly effective?

2 In this workshop, you have learned how to make meaning of three different texts.How can you use what you have learned to help you when you encounter challenging texts in the future? What strategies best helped you as a learner during this workshop? When and why would you use these strategies again?


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4WRITING WORKSHOP

Narrative Writing: Short StoryLearning Targets• Write narratives to develop real or imagined experiences or events using effective

technique, relevant descriptive details, and well-structured event sequences.• Engage and orient the reader by establishing a context and introducing a narrator

and/or characters; organize an event sequence that unfolds naturally and logically.

• Use narrative techniques, such as dialogue, pacing, and description, to develop experiences, events, and/or characters.

• Use a variety of transition words, phrases, and clauses to convey sequence and signal shifts from one time frame or setting to another.

• Use precise words and phrases, relevant descriptive details, and sensory language to convey experiences and events.

• Provide a conclusion that follows from the narrated experiences or events.• With some guidance and support from peers and adults, develop and strengthen

writing as needed by planning, revising, editing, rewriting, or trying a new approach.

• Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 8 topics, texts, and issues, building on others’ ideas and expressing their own clearly.

• Come to discussions prepared, having read or researched material under study; explicitly draw on that preparation by referring to evidence on the topic, text, or issue to probe and reflect on ideas under discussion.

• Use punctuation (comma, ellipsis, dash) to indicate a pause or break.

Writing a Short StoryDo you ever wonder where writers get their ideas for stories? Story ideas are all around us. They may come from something as simple as meeting a stranger on a field trip or imagining some strange object in the sky to be a spaceship. The key to writing stories is imagination and practice, practice, practice. Writers use their own insights and observations about life, as well as their imagination, to create stories that entertain us, teach us something, or provide a combination of both.

You will work with your teacher and with your classmates to construct two model stories. You will then use these models to construct your own story.

ACTIVITY 1

Discovering the Elements of a Short StoryBefore Reading 1. Think about a story you’ve read that you really enjoyed. What did you like about

the story?

2. What are some elements that are common to good short stories?

LEARNING STRATEGIESThink-Pair-Share, Brainstorming, Marking the Text, Graphic Organizer, Skimming/Scanning, Visualizing, Drafting, Role Playing, Self-Editing/Peer Editing, Webbing, Sharing and Responding, Marking the Draft, Note-Taking, Adding, Reviewing the Prompt

Writing Workshop 4 • Narrative Writing: Short Story 35

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TCB_LA_WW_SE_G08_4Nar.indd 35TCB_LA_WW_SE_G08_4Nar.indd 35 3/1/17 10:25 AM3/1/17 10:25 AM

Writing Workshop 4 (continued)

My Notes

During Reading 3. As you read “Priscilla and the Wimps,” look for elements of a good story

and mark the text when you find them.

Priscilla and the Wimps by Richard Peck

Listen, there was a time when you couldn’t even go to the rest room around this school without a pass. And I’m not talking about those little pink tickets made out by some teacher. I’m talking about a pass that cost anywhere up to a buck, sold by Monk Klutter.

Not that Mighty Monk ever touched money, not in public. The gang he ran, which ran the school for him, was his collection agency. They were Klutter’s Kobras, a name spelled out in nailheads on six well-known black plastic windbreakers.

Monk’s threads were more . . . subtle. A pile-lined suede battle jacket with lizard-skin flaps over tailored Levis and a pair of ostrich-skin boots, brassed-toed and suitable for kicking people around. One of his Kobras did nothing all day but walk a half step behind Monk, carrying a fitted bag with Monk’s gym shoes, a roll of rest-room passes, a cashbox, and a switchblade that Monk gave himself manicures with at lunch over at the Kobras’ table.

Speaking of lunch, there were a few cases of advanced malnutrition among the newer kids. The ones who were a little slow in handing over a cut of their lunch money and were therefore barred from the cafeteria. Monk ran a tight ship.

I admit it. I’m five foot five, and when the Kobras slithered by, with or without Monk, I shrank. And I admit this, too: I paid up on a regular basis. And I might add: so would you.

This school was old Monk’s Garden of Eden. Unfortunately for him, there was a serpent in it. The reason Monk didn’t recognize trouble when it was staring him in the face is that the serpent in the Kobras’ Eden was a girl.

Practically every guy in school could show you his scars. Fang marks from Kobras, you might say. And they were all highly visible in the shower room: lumps, lacerations, blue bruises, you name it. But girls usually got off with a warning.

Except there was this one girl named Priscilla Roseberry. Picture a girl named Priscilla Roseberry, and you’ll be light years off. Priscilla was, hands down, the largest student in our particular institution of learning. I’m not talking fat. I’m talking big. Even beautiful, in a bionic way. Priscilla wasn’t inclined toward organized crime. Otherwise, she could have put together a gang that would turn Klutter’s Kobras into garter snakes.

Priscilla was basically a loner except she had one friend. A little guy named Melvin Detweiler. You talk about The Odd Couple. Melvin’s one of the smallest guys above midget status ever seen. A really nice guy, but, you know, little. They even had lockers

36 SpringBoard® Writing Workshop with Grammar Activities Grade 8

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next to each other, in the same bank as mine. I don’t know what they had going. I’m not saying this was a romance. After all, people deserve their privacy.

Priscilla was sort of above everything, if you’ll pardon a pun. And very calm, as only the very big can be. If there was anybody who didn’t notice Klutter’s Kobras, it was Priscilla.

Until one winter day after school when we were all grabbing our coats out of our lockers. And hurrying, since Klutter’s Kobras made sweeps of the halls for after-school shakedowns.

Anyway, up to Melvin’s locker swaggers one of the Kobras. Never mind his name. Gang members don’t need names. They’ve got group identity. He reaches down and grabs little Melvin by the neck and slams his head against his locker door. The sound of skull against steel rippled all the way down the locker row, speeding the crowds on their way.

“Okay, let’s see your pass,” snarls the Kobra.

“A pass for what this time?” Melvin asks, probably still dazed.

“Let’s call it a pass for very short people,” says the Kobra, “a dwarf tax.” He wheezes a little Kobra chuckle at his own wittiness. And already he’s reaching for Melvin’s wallet with the hand that isn’t circling Melvin’s windpipe. All this time, of course, Melvin and the Kobra are standing in Priscilla’s big shadow.

She’s taking her time shoving her books into her locker and pulling on a very large-size coat. Then, quicker than the eye, she brings the side of her enormous hand down in a chop that breaks the Kobra’s hold on Melvin’s throat. You could hear a pin drop in that hallway. Nobody’s ever laid a finger on a Kobra, let alone a hand the size of Priscilla’s.

Then Priscilla, who hardly every says anything to anybody except to Melvin, says to the Kobra, “Who’s your leader, wimp?”

This practically blows the Kobra away. First he’s chopped by a girl, and now she’s acting like she doesn’t know Monk Klutter, the Head Honcho of the World. He’s so amazed, he tells her, “Monk Klutter.”

“Never heard of him,” Priscilla mentions. “Send him to see me.” The Kobra just backs away from her like the whole situation is too big for him, which it is.

Pretty soon Monk himself slides up. He jerks his head once, and his Kobras slither off down the hall. He’s going to handle this interesting case personally. “Who is it around here doesn’t know Monk Klutter?”

He’s standing inches from Priscilla, but since he’d have to look up at her, he doesn’t. “Never heard of him,” says Priscilla.

Monk’s not happy with this answer, but by now he’s spotted Melvin, who’s grown smaller in spite of himself. Monk breaks his own rule by reaching for Melvin with his own hands. “Kid,” he says, “you’re going to have to educate your girl friend.”

His hands never quite make it to Melvin. In a move of pure poetry Priscilla has Monk in a hammerlock. His neck’s popping like gunfire, and his head’s bowed under the immense weight of her forearm. His suede jacket’s peeling back, showing pile.

Priscilla’s behind him in another easy motion. And with a single mighty thrust forward, frog -marches Monk into her own locker. It’s incredible. His ostrich-skin boots click once in the air. And suddenly he’s gone, neatly wedged into the locker, a perfect fit. Priscilla bangs the door shut, twirls the lock, and strolls out of school. Melvin goes with her, of course, trotting along below her shoulder. The last stragglers leave quietly.

Well this is where fate, an even bigger force than Priscilla, steps in. It snows all that night, a blizzard. The whole town ices up. And school closes for a week.

My Notes


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After Reading 4. What is the main focus of this short story?

The Elements of a Short StoryShort stories include these elements: plot and conflict, point of view, characterization, setting, and dialogue.

PlotThe plot is the sequence of events and actions that get the characters in the story from point A to point B, then to point C, and so on.

5. Use the Plot Diagram graphic organizer below to sketch the plot of “Priscilla and the Wimps.” Include notes about the conflict in the story. The main character in “Priscilla and the Wimps” faces both internal and external conflicts. Take notes on both.

Plot Diagram Climax

Conflict

Exposition

Rising Actio

n

Falling Action

Resolution


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Point of ViewStories are often told from either a first-person or a third-person point of view.

6. Identify the point of view Peck uses in this story. Underline or highlight the language in the story that reveals this point of view.

7. How would the story be different if the author had chosen to use a different point of view?

CharacterizationCharacterization is the way in which the writer reveals the personality of a character.

8. Choose either Monk or Priscilla. What does the reader know about this character? Add your findings to the Characterization graphic organizer below or to a graphic organizer of your own design.

9. A character’s personality or view of the world is often expressed in his or her choice of words, or voice. How realistically does the author capture the voice of teenagers? Explain. Mark the text for details that support your thinking.

Name

Physical Characteristics

Thoughts/Feelings

Other Details

What the Character Says

What Others Say About the

Character

Actions


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SettingSetting is the time, place, and conditions in which the story happens.

10. What is the setting for the story? Circle the words and phrases that help make the setting believable.

DialogueThe main purpose of dialogue is communication between characters. It provides information, reveals the characters, and helps to move the story along.

11. Reread the dialogue exchanges involving the Kobra, Melvin, Priscilla, and Monk. What do the conversations reveal about the following?

• The Kobra:

• Melvin:

• Priscilla:

• Monk:

• The plot:

12. Scan the story to find examples of figurative language. Underline them and, in the margins of the story, describe their effect on the author’s style and the tone of the story. Consider whether each example suggests a certain tone, provides a description, or helps us to understand a character’s attitude.

13 A literary allusion is a figure of speech that references a well-known person, place, event, literary work, or work of art. It calls something to the mind of the reader without describing the thing in detail. Identify some of the allusions Peck uses in his story, and consider how they affect the style and tone of the story.

Allusion Effect on the Story


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14. The author uses the literary device of foreshadowing to hint at the outcome of the story. Identify some examples of foreshadowing and explain what is being foreshadowed.

ACTIVITY 2

Writing a Class-Constructed Short StoryWRITING PROMPT: Write a short story that meets the requirements listed in the Learning Targets. Refer to the Scoring Guide for this writing task—it will help you understand where to focus your attention and efforts. Be sure to

• Establish setting• Include a clear sequence of events• Develop a well-defined narrator and/or characters• Choose and maintain a definite point of view throughout the story• Include descriptive sensory details to make the setting and characters clear and

interesting• Use dialogue to show character and move the plot forward

Prewriting

Planning the Plot 1. You can find ideas for a new story by putting an original twist on a familiar

story. For example, how might Melvin, with Priscilla’s help, next outsmart Monk and his gang? With your class, brainstorm the possibilities of this situation. Take notes on the ideas suggested. Use the following Plot Diagram graphic organizer to guide your brainstorming.

Detail from the Story What It Foreshadows


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Plot Diagram Climax

Conflict

Exposition

Rising Actio

n

Falling Action

Resolution

Planning the Setting 2. Close your eyes and visualize a hallway or area in your school that you could

use as the setting for your version of the story. Think about ways in which the setting might appeal to the senses. In a class discussion, share your responses to the questions below.

Setting

What do you see? (Include colors, objects, activities, etc.)

What sounds do you hear?

What textures or temperatures do you feel?

What scents or odors do you smell?

What might you taste in that setting?


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Planning and Drafting Point of View, Characters, and Dialogue 3. Think of how a main character in the story would change. Copy and use the

Characterization graphic organizer used earlier to help develop this character. Discuss which point of view you will use to tell the story.

4. With your class, write and role play dialogue that reveals characterization and moves the plot forward. If needed, revisit the story to see how Peck uses dialogue for these purposes.

Drafting 5. Revisit the class list of possible events in this story. Refine the rising action,

climax, and resolution.

6. You and your class will now write a first draft of your class-constructed story. Use your notes and your graphic organizers to guide your writing.

Check Your UnderstandingAfter you have drafted your short story, use the following checklist and the Scoring Guide to evaluate your story and consider revisions.

• Does the story include a clear, well-paced sequence of events?• Is the story told from a clear point of view?• Are main characters believable? Do they seem real?• Have you included descriptive, sensory details to make the setting and characters

clear?• Have you created dialogue that reveals the characters and moves the plot

forward?

Revising

Revising for Figurative Language and Word Choice 7. Reread the first draft of your class-constructed story. Where might you add

figurative language and allusions to other stories from books, TV programs, or movies? What effect would these achieve?

8. What tone would your class like to convey? Revise your word choices, or diction, to achieve the tone your class agrees upon.

9. Using Peck’s short story as a model, find places to add foreshadowing or hints about the ending to your class-constructed story.


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Revising for Transition Words or Phrases 10. Look for places in the story where there is a shift in time or location, or where

a new, major event takes place. Use transition words or phrases to guide your audience without effort through the plot of the story. Here is a list of possible transition words and phrases. (Remember that transitions are usually followed by a comma.)

Shift in Time Shift in Location New, Major Event

Later,The next day,After he calmed down,Before that,Finally,

Meanwhile, aAcross the school, At that very moment,

Suddenly,However, Because of this, For instance,

Revising for Language and Writer’s Craft

Using Punctuation in Dialogue Writers use different kinds of punctuation to help their characters and narrators sound like they are really speaking. When we speak, we often pause or break the flow of speech when we shift in tone or subject. To mirror this in writing, we can use three kinds of punctuation:

• The comma (,)• The dash (—)• The ellipsis ( . . . )

Here is an example from “Priscilla and the Wimps”:

“Monk’s threads were more . . . subtle.”

Notice how the use of the ellipsis gives the reader a sense that the narrator paused when speaking, which gives a sense of emphasis to the descriptive word “subtle.” Continued reading reveals that the narrator has used the word “subtle” ironically or mockingly. Monk’s clothing is anything but simple or unremarkable!

In your writing, consider using any of the three kinds of punctuation to create the effect of pausing. Each one signals a different length of the pause or abruptness of the break. Note how the pause seems to get longer with each version of the sentence below:

Finally she revealed her secret crush, Calvin Johnson.Finally she revealed her secret crush—Calvin Johnson.Finally she revealed her secret crush . . . Calvin Johnson.

In this next sentence, a writer has used a dash to indicate a break in tone in order to suggest that the last phrase is being said sarcastically:

Maybe we could try a day without homework—heaven forbid.

Look over the sentences below, and rewrite them, adding punctuation to indicate a pause or break. Use each of the three kinds of punctuation at least once.

I wanted to take a bite of the cake so badly but I didn’t.


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“I want to ask you something,” said Carlos nervously.

I read and read and then read some more.

No one ever asked if I wanted to play not that I care.

David I wanted to tell you that never mind.

As you write your short stories, be sure to use punctuation to show where there is a pause or break. Use this strategy at least twice in each story. Highlight or circle instances where you do so.

Revising Punctuation to Indicate Pauses or Breaks 11 Look over the story and make sure that the story contains correct punctuation

(i.e., a comma, dash, or ellipsis) to indicate a break in tone or a pause made by the narrator. There should be at least two occasions where you do this.

Editing 12. Use the model short story, “Priscilla and the Wimps,” your list of the elements

of a good story, and the Scoring Guide to make sure that the final draft of your class-constructed story meets the requirements of the Learning Targets.

ACTIVITY 3

Writing a Short Story with a PartnerWRITING PROMPT: Write a short story that meets the requirements listed in the Learning Targets and the Scoring Guide.

PrewritingGenerating Content 1. On separate paper, create a web and brainstorm as many twists on the class-

created story as you can. You may also brainstorm other ideas for short stories that you may have.

2. Work with your partner, and take prewriting notes for your shared story.

Planning the Plot 3. Use a Plot Diagram like the one in previous activities to plan the plot of your

story. Remember that your main character(s) should face both internal and external conflicts.

Planning the Setting 4. Visualize the setting. Using a graphic similar to the one you used in the class

constructed short story plan how you can add sensory details to make the setting believable.


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Planning Characters 5. Establish a point of view for the story, and use a Characterization graphic

organizer like the one in Activity 1 to develop each of your characters. Add more spokes to the graphic organizer as needed, and make copies of the graphic organizers for other characters in your story.

Drafting 6. Use Peck’s story and your class-constructed model story, your notes, and your

graphic organizers as you and your partner draft a story opening together. You might begin in the middle of the action, or you might begin with characters in dialogue.

7. Participate with another partner pair in sharing and responding to ideas for refining your story opening. Mark the draft and take good notes so you will remember what you discussed.

8. Use your models and your notes while you and your partner continue drafting your story. Don’t be afraid to modify your original plot line, as long as both partners agree.

9. Participate again in sharing and responding to ideas for refining the middle of your story. Remember to take good notes.

10. Reread the endings of your model stories. Remember that your goal is to write a story with a well-developed resolution. With your partner, draft an ending for your story.

Revising 11. Once you have drafted your story, begin to think about how you can improve

your draft by revising. Use the following considerations to guide revision.

• Reread your draft and find each detail of the setting. Consider where you might add sensory details to make the setting believable for the reader, and revise accordingly.

• Reread your draft and consider where you might use additional dialogue to reveal information about the characters and to move the plot along. Revise and add dialogue or substitute text with dialogue. Aim for a minimum of eight sentences of dialogue.

• Highlight figurative language used in your story. You’re your partner, decide where you could add more figurative language, and take notes about the effect you hope to achieve. Improve your story by including these ideas for the best effect.

• Identify the tone you hope to convey in a passage or in the whole story. With your partner, find where you can use more precise words, or diction, to better communicate the tone you’re working toward.

• Revisit the ending of your story. Then find places in the story to add foreshadowing that hints at the ending, but does not give it away.


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• Look for places in your story where there is a shift in time or location, or when a new, major event takes place. Using transition words or phrases will help your audience to follow these changes in the plot of the story. Use the chart for Transition Words and Phrases used in Activity 2 as a guide.

• Look over the story and make sure that you have used correct punctuation (i.e., a comma, dash, or ellipsis) to indicate a break in tone or a pause by the narrator. Mark at least two occasions where you have done this.

Peer Review 12. Join your other partner pair in sharing and responding to thoughts and

suggestions about your draft. Use their feedback on your story to help you discover additional ideas for revision. Use your notes and the feedback from your writing group discussions as you revise your short story.

Editing 13. Edit your story to eliminate errors and perfect your formatting, and prepare your

work for publication.

ACTIVITY 4

Independent WritingWRITING PROMPT: Write a short story that meets the requirements listed in the Learning Targets and the Scoring Guide. Be sure to• Include a clear, well-paced sequence of events• Establish a point of view• Create main characters who are believable• Include descriptive, sensory details to make the setting and characters clear• Create dialogue that reveals the characters and moves the plot forward• Use correct punctuation to indicate a pause or break• Use transitions to create coherence and guide the reader through the story

Revisit the web that you and your partner created in Activity 3. Think of twists on other stories that you know, or go through your own portfolio and brainstorm ideas for a story that you want to write. Refer to previous practice in creating short stories to help guide your short story creation. Complete your story, revise as needed, and prepare it for sharing with peers.

Make copies of and use the Plot Diagram, Characterization, and Setting graphic organizers from previous activities to help you plan your story.


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SCORING GUIDE

Scoring Criteria Exemplary Proficient Emerging Incomplete

Ideas The story• creates a detailed,

vivid setting with effective use of sensory details

• presents well-paced action and an intriguing story line to heighten reader interest

• develops engaging and authentic characters through various forms of characterization

The story• creates a specific,

believable setting using of sensory details

• includes well-paced action and an engaging story line to sustain reader interest

• develops interesting and realistic characters through various forms of characterization

The story• presents a vague or

unbelievable setting with limited use of sensory details

• contains little or no action and a story line that is incomplete or confusing to the reader

• contains characters that are poorly developed or are not believable

The story• presents a setting that

is not believable and provides no sensory details

• contains no action and no recognizable story line

• contains no believable characters

Structure The story• leads with an opening

that entices the reader• effectively sequences

events that develop the conflict(s) and steadily build toward a suspenseful climax

• provides an insightful ending with a clear and reasonable resolution

The story• presents an opening

that grabs readers’ attention

• includes a sequence of events that develop the conflict(s) and build toward the climax

• provides an ending that contains a clear resolution

The story• contains an

underdeveloped opening that does not interest readers

• presents only loosely connected events and an unfocused conflict or confusing climax

• contains an underdeveloped ending with little or no resolution

The story• contains an opening

that is undeveloped or lacks interest for readers

• presents disconnected events and an unfocused, confusing climax

• contains an ending with no recognizable resolution

Use of Language

The story• uses well-written

dialogue to enhance the story line and deepen readers’ understanding of characters

• effectively uses literary strategies and devices to enhance and refine the story.

• demonstrates technical command of conventions of standard English

• uses punctuation to indicate a pause or break at several appropriate times

The story• uses dialogue to

advance the story line and understanding of characters

• uses literary strategies and devices to enhance the story

• demonstrates general command of conventions; minor errors do not interfere with meaning

• occasionally uses punctuation to indicate a pause or break

The story• uses dialogue that

is incomplete or inappropriate for the story line and characters

• contains few or no literary strategies and devices to present the story

• demonstrates limited command of conventions; errors interfere with meaning

• misuses punctuation to indicate a pause or break at appropriate times in the story

The story• uses little or no

dialogue• misuses or does not

use literary strategies or devices

• misuses conventions to the degree that it interferes with meaning

• does not use correct punctuation to indicate a pause or break


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Mathematics

Optional Learning Packet - Round 4 Mathematics To Students and Families, This packet is slightly different than the other optional learning packets this spring. It contains a review of the content from this school year that is intended to help review, learn or solidify your understanding. In addition to a resource for learning right now, it could be a good resource to help prepare for your math class next school year. This packet includes:

• A few tasks and math puzzles

• A graphic organizer for each chapter/topic

• A set of review questions

• The answers to the review questions Information:

• Please consider completing one chapter/topic each day. The corresponding review questions are listed on each graphic organizer. As you answer the questions, please be sure to explain your thinking as you would if you were in the classroom working on the task.

• Using your textbook (physical copy or online edition) or other resources is fine! This is a learning opportunity!

• Questions that are challenging to answer or that include content you did not have a chance to work with prior to March 16th are excellent places to reach out to your math teacher.

• Additionally, math teachers may provide guidance as to which chapter/topic they would encourage you to work on.

Problem Solving Tasks What is the missing value in the bottom equation?

3 Hats https://www.ocf.berkeley.edu/~wwu/riddles/easy.shtml

There are 3 black hats and 2 white hats in a box. Three men (we will call them A, B, & C) each reach into the box and place one of the hats on his own head. They cannot see what color hat they have chosen. The men are situated in a way that A can see the hats on B & C's heads, B can only see the hat on C's head and C cannot see any hats. When A is asked if he knows the color of the hat he is wearing, he says no. When B is asked if he knows the color of the hat he is wearing he says no. When C is asked if he knows the color of the hat he is wearing he says yes and he is correct. What color hat and how can this be? 9 Dots https://www.ocf.berkeley.edu/~wwu/riddles/easy.shtml

You have 9 dots arranged like a rectangle:

. . . . . .

. . . Without lifting your pen, draw four lines that cross all 9 dots.

https://www.ocf.berkeley.edu/~wwu/riddles/easy.shtml

https://www.ocf.berkeley.edu/~wwu/riddles/easy.shtml

Ketchup & Mustard Task

The cafeterias ketchup tank currently has 142 gallons of ketchup. 7th grade is having lunch and they are using ketchup at a rate of 1.5 gallons per minute. The mustard tanker truck is delivering mustard into the mustard tank. It currently has 100 gallons of mustard, and is being filled at a rate of 2.5 gallons per minute. Write two facts that you NOTICE about the scene:

•

• What is one question that could be asked about the tanks?

•

Create two data tables to represent the ketchup tank and the mustard tank.

Ketchup Tank Mustard Tank

Minutes Volume Minutes Volume

0 0

1 1

Write an expression for the amount of ketchup using T for number of minutes: Write an expression for the amount of mustard using T for the number of minutes:

Write an equation using your expressions that shows when the tanks would be balanced (equal volumes): At what time would the tanks have the same amount of condiments in them? Show your steps to arrive at your solution: Describe where you see your solution using the table:

Savings Plans Tasks

Kim currently has $85 and plans on saving $8 per week. Heather currently has 120 and plans on spending $2 per week.

Create two data tables to represent Kim’s and Heather’s Cash

Kim’s Cash Heather’s Cash

Weeks cash Weeks cash

0 0

1 1

Write an expression for the amount of cash Kim has using W as the number of weeks. Write an expression for the amount of cash Heather has using W as the number of weeks. Write an equation using your expressions that shows when Heather and Kim have the same amount of cash. Solve your equation. Describe where you see your solution using the table:

Extensions:

• Create a graph (by hand, graphing calculator, DesMos) to visually show when Kim and Heather have the same amount of money. Does your solution from the graph match the solution in your table? Why? What’s the connection?

• Use your expressions to find the solution (when Kim and Heather have the same amount of money) algebraically. When would this strategy be helpful to use? Why?

8th Grade Algebra Pearson Envisions Topic 1 – Solving Equations and Inequalities Review Questions: 1 - 17

Important Concepts and Ideas

Key Vocabulary

Notes to help me understand / Example Problems

8th Grade Algebra Pearson Envisions Topic 2 – Linear Equations Review Questions: 18 - 22


Key Vocabulary


8th Grade Algebra Pearson Envisions Topic 3 – Linear Functions Review Questions: 23 - 36


Key Vocabulary


8th Grade Algebra Pearson Envisions Topic 4 – Systems of Linear Equations and Inequalities Review Questions: 37 - 42


Key Vocabulary


8th Grade Algebra Pearson Envisions Topic 5 – Piecewise Functions Review Questions: 43 - 47


Key Vocabulary


8th Grade Algebra Pearson Envisions Topic 6 – Exponents and Exponential Functions Review Questions: 48 - 55


Key Vocabulary


8th Grade Algebra Pearson Envisions Topic 7 – Polynomials and Factoring Review Questions: 56 - 60


Key Vocabulary


8th Grade Algebra Pearson Envisions Topic 8 – Quadratic Functions Review Questions: 61 - 64


Key Vocabulary


8th Grade Algebra Pearson Envisions Topic 9 – Solving Quadratic Equations Review Questions: 65 - 66


Key Vocabulary


8th Grade Algebra Pearson Envisions Topic 10 – Working with Functions Review Questions: 67 - 69


Key Vocabulary


8th Grade Algebra Pearson Envisions Topic 11 – Statistics Review Questions: 70 - 82


Key Vocabulary


8th Grade Algebra Review

1. Is 112 prime or composite?

a. composite

b. prime

2. Identify the fraction that is equivalent to .

a.

b.

c.

d.

Write the set described.

3. D is the set of whole numbers less than 3.

a. D = {0,1,2,3,4,5}

b. D = {0,1}

c. D = {0,1,2}

d. D = {0,1,2,3,4,5,6,7}

4. To which subsets of the real numbers does the

number 1.68 belong?

a. rational numbers

b. natural numbers, whole numbers, integers,

rational numbers

c. rational numbers, irrational numbers

d. none of the above

What is the solution of the equation?

5.

6. Which equation is an identity?

a.

b.

c. d.

7. Which equation has no solution?

a.

b. c.

d.

What is the solution of each equation?

8.

a. 8 b. −8 c. infinitely many solutions

d. no solution

9.

a. −

1

2

b. infinitely many solutions

c. no solution

d. 2

1

3

10. Nina wants to download games for her video game

console. Older games cost 500 points and new

releases cost 2000 points. Nina has points

to use. The equation , where

a is the number of older games and b is the number

of new releases, models the situation. How many

older games can she download if she downloads

one new game? four new games?

a. 36, 24

b. 10, 10

c. 44, 56

d. 9, 9

Which number is a solution of the inequality?

11.

a. 8

b. 18

c. 2

d. 1

12.

a. −

9

11

b. 5

c. 6

11

d. 6

13. 8 < x(7 – x)

a. 2

b. 8

c. –1

d. 0

What are the solutions of the inequality?

14.

a. b. c. all real numbers

d. no solution

15.

a. b. c. all real numbers

d. no solution

16. What is the graph of –8 2?

a.

0 2 4 6 8 100–2–4–6–8–10

b.

0 2 4 6 8 100–2–4–6–8–10

c.

0 2 4 6 8 100–2–4–6–8–10

d.

0 2 4 6 8 100–2–4–6–8–10

17. What is the graph of or ?

a.

0 1 2 3 4 5 6 7 8 9 10 11 120–1–2–3–4–5–6–7–8–9–10–11

b.

0 1 2 3 4 5 6 7 8 9 10 11 120–1–2–3–4–5–6–7–8–9–10–11

c.

0 1 2 3 4 5 6 7 8 9 10 11 120–1–2–3–4–5–6–7–8–9–10–11

d.

0 1 2 3 4 5 6 7 8 9 10 11 120–1–2–3–4–5–6–7–8–9–10–11

Match the equation with its graph.

18. 8x – 2y = –16

a.

2 4 6 8 10–2–4–6–8–10 x

2

4

6

8

10

–2

–4

–6

–8

–10

y

b.

2 4 6 8 10–2–4–6–8–10 x

2

4

6

8

10

–2

–4

–6

–8

–10

y

c.

2 4 6 8 10–2–4–6–8–10 x

2

4

6

8

10

–2

–4

–6

–8

–10

y

d.

2 4 6 8 10–2–4–6–8–10 x

2

4

6

8

10

–2

–4

–6

–8

–10

y

19. Mr. Martinez is buying equipment for his school’s

computer lab. He has a budget of $7500. New

desktop computers cost $600 each and new tablets

cost $500 each. Which equation represents how

much equipment Mr Martinez can buy with his

budget?

a.

b.

c.

d.

20. Which equation matches the graph?

1 2 3 4 5–1–2–3–4–5 x

1

2

3

4

5

–1

–2

–3

–4

–5

y

a. –2y = 4

b. –2x = 4

c. x + y = –2

d. y = –2x

21. Which equation’s graph is a vertical line?

a. 3x + 3y = 0

b. 3x – 3y = 0

c. 4x = 12

d. y = –2

22. Mrs. Dyson works at a music camp. She has $90 to

spend on guitar strings for her students. A pack of

bronze strings costs $6.00. A pack of nickel strings

costs $4.50. The following equation represents her

situation.

6x + 4.5y = 90

How can you use the equation to find the total

number of packs Mrs. Dyson can buy if she only

buys nickel strings?

a. Substitute 0 for x and solve for y.

b. Substitute 0 for y and solve for x.

c. Substitute y for x and solve for y.

d. Substitute x for y and solve for x.

23. The function represents the number of

jumping jacks j(x) you can do in x minutes. How

many jumping jacks can you do in 5 minutes?

a. 195 jumping jacks

b. 7 jumping jacks

c. 144 jumping jacks

d. 234 jumping jacks

24. The function represents the number of

light bulbs b(n) that are needed for n chandeliers.

How many light bulbs are needed for 15

chandeliers?

a. 90 light bulbs

b. 2 light bulbs

c. 96 light bulbs

d. 80 light bulbs

25. Which function’s graph is a translation of the graph

of shifted 7 units to the left?

a.

b.

c.

d.

26. Which of the following statements is true about the

graphs of and ?

a. The graph of g(x) is steeper than the graph of

f(x).

b. The graph of g(x) is less steep than the graph of

f(x).

c. The graphs of g(x) and f(x) have different

y-intercepts.

d. The graphs of g(x) and f(x) have the same

slope.

27. The function is a transformation of the

function . Which of the following correctly

describes and ?

f(x)

g(x)

1 2 3 4 5–1–2–3–4–5 x

1

2

3

4

5

–1

–2

–3

–4

–5

y

a. ;

b. ;

c. ;

d. ;

Tell whether the sequence is arithmetic. If it is, what is the common difference?

28. 2, 7, 13, 20, . . .

a. yes; 5

b. yes; 6

c. yes; 2

d. no

29. Bamboo plants grow rapidly. A bamboo plant is

130 inches tall. Tomorrow it will be 143 inches tall,

the next day it will be 156 inches tall, and on the

next day it will be 169 inches tall. Write an explicit

formula to represent the height of the bamboo plant

as an arithmetic sequence. How tall will the plant

be in 13 days?

a. ; 286 inches

b. ; 299 inches

c. ; 286 inches

d. ; 299 inches

What type of relationship does the scatter plot

show?

30.

1 2 3 4 5 6 7 8 9 x

2

4

6

8

10

12

14

16

18

20y

a. positive correlation

b. negative correlation

c. no correlation

31.

1 2 3 4 5 6 7 8 9 x

2

4

6

8

10

12

14

16

18

20y

a. positive correlation

b. negative correlation

c. no correlation

32. The scatter plot below shows the height of a tree

over time. What is the approximate height of the

tree after 10 years?

Height of Tree Over Time

hei

gh

t (f

t)

time (yr)2 4 6 8 10 12 14 x

5

10

15

20

y

a. 13 ft

b. 20 ft

c. 17 ft

d. 21 ft

33. Which line of best fit equation best represents the

data shown in the plot?

1 2 3 4 5 6 7 x

1

2

3

4

5

y

a.

b.

c.

d.

34. The scatter plot shows the number of mistakes a

piano student makes during a recital versus the

amount of time the student practiced for the recital.

How many mistakes do you expect the student to

make at the recital after 6 hours of practicing?

mis

tak

es

practice time (hr)

Mistakes at a Piano Recital

2 4 6 8 10 12 14 x

20

40

60

80

100y

a. 55 mistakes

b. 37 mistakes

c. 63 mistakes

d. 45 mistakes

In the following situations, is there likely to be a

correlation? If so does the correlation reflect a

causal relationship? Explain.

35. the number of hours spent studying for a test and

your test mark

a. There is a positive correlation and also a causal

relationship. The more you study for a test the

better your mark is likely to be.

b. There is a negative correlation. The more you

study for a test, the worse your mark is likely to

be.

c. There is no correlation.

36. the average daily winter temperature and your

heating bill

a. There is a positive correlation. The higher the

average daily winter temperature the higher

your heating bill.

b. There is a negative correlation and a causal

correlation. The higher the average daily

winter temperature the lower your heating bill.

c. There is no correlation.

How many solutions does the system have?

37.

a. one solution

b. two solutions

c. infinitely many solutions

d. no solution

38.

a. one solution

b. two solutions


d. no solution

How many solutions does the system have?

39.

a. one solution

b. two solutions


d. no solution

40.

a. one solution

b. two solutions


d. no solution

What is the graph of the inequality in the

coordinate plane?

41.

a.

4–4 x

4

–4

y

b.

4–4 x

4

–4

y

c.

4–4 x

4

–4

y

d.

4–4 x

4

–4

y

42. Which inequality will use a solid line in its solution

graph?

a.

b.

c.

d.

43. Which piecewise function is shown in the graph?

1 2 3 4–1–2–3–4 x

1

2

3

4

–1

–2

–3

–4

y

a.

b.

c.

d.

44. The graph shows three tiers of pricing for a cell

phone company for the gigabytes (GB) of data used

by customers.

Ch

arg

es (

$)

Data (GB)

2 4 6 8 10 12 14 16 18 x

20

40

60

80

100

y

Which statement is true?

a. A customer using 5 GB of data will pay $20.

b. A customer using 5 GB of data will pay $30.

c. There are two prices for 5 GB of data.

d. A customer cannot use 5 GB of data because

that point is not included.

45. The drama club is going on a field trip to see a play.

If there are fewer than 10 students and adults going

on the field trip, they take cars that hold 4 people. If

there are 10 or more students and adults, they rent

vans that hold 12 people. Write a function to

represent the situation.

a.

b.

c.

d.

What is the equation of the function?

46.

–2–4–6–8–10–12 x

4

8

12

16

20

–4

–8

y

a. y =

b. y =

c. y =

d. y =

47.

2–2–4–6–8–10 x

4

8

12

–4

–8

–12

–16

y

a. y =

b. y =

c. y =

d. y =

What is the graph of the function?

48.

a.

b.

2 4–2–4 x

8

16

–8

–16

y

c.

d.

49.

a.

b.

c.

d.

2 4–2–4 x

8

16

–8

–16

y

2 4–2–4 x

8

16

–8

–16

y

2 4–2–4 x

8

16

–8

–16

y

2 4–2–4 x

2

4

–2

–4

y

2 4–2–4 x

2

4

–2

–4

y

2 4–2–4 x

2

4

–2

–4

y

2 4–2–4 x

2

4

–2

–4

y

50. Ken has decided to raise rabbits but has been warned that the number of rabbits he will have will double every

month. Ken started out with 65 rabbits and the function models the number of rabbits he will have

after x months. Which graph represents this function?

a.

Time (months)

Num

ber

of

rabbit

s

2 4 6 8 10 x

200

400

600

800

1000

y

c.

Time (months)

Num

ber

of

rabbit

s

2 4 6 8 10 x

200

400

600

800

1000

y

b.

Time (months)

Nu

mb

er o

f ra

bb

its

1 2 3 x

200

400

600

800

1000

y

d.

Time (months)

Num

ber

of

rabbit

s

1 2 3 4 5 x

200

400

600

800

1000

y

51. Draw a sketch of and use it to answer

the question.

Which is NOT a key feature of ?

a. domain: all real numbers

b. range:

c. asymptote:

d. y-intercept:

52. Does the table represent a linear or an exponential

function?

x 1 2 3 4

y 8 11 14 17

a. exponential

b. linear

53. Does the rule represent a linear or an

exponential function?

a. exponential

b. linear

54. Determine whether this statement is true or false:

The recursive formula for the geometric sequence

4, 16, 64, 256, 1024,. . . is , where

the initial condition is .

55. For the function , determine how the

constant c relates the function to the parent

function .

a. If then the graph shifts to the right c

units. If then the graph shifts to the left c

units.

b. If then the graph shifts to the right c

units. If then the graph shifts to the left c

units.

c. If then the graph shifts up c units. If

then the graph shifts down c units.

d. If then the graph shifts up c units. If

then the graph shifts down c units.

56. A biologist studied the populations of white-sided

jackrabbits and black-tailed jackrabbits over a

5-year period. The biologist modeled the

populations, in thousands, with the following

polynomials where x is time, in years.

White-sided jackrabbits:

Black-tailed jackrabbits:

What polynomial models the total number of

white-sided and black-tailed jackrabbits?

a. b. c. d.

Simplify the product using a table.

57.

–5

4

a. b. c. d.

58.

–3

–5

a. b. c. d.

59. A sports team is building a new stadium on a

rectangular lot of land. If the lot measures 7x by 7x

and the sports field will be 5x by 5x, how much of

the lot will be left over to build bleachers on?

a. b. c. d.

60. The area of a rectangular garden is given by the

trinomial x2 + x – 42. What are the possible

dimensions of the rectangle? Use factoring.

a. x – 6 and x + 7

b. x + 6 and x – 7

c. x – 6 and x – 7

d. x + 6 and x + 7

Graph the function and identify the domain and

range.

61. y = 0.5x2

a.

2 4 6–2–4–6 x

2

4

6

–2

–4

–6

y

domain:

range:

b.

2 4 6–2–4–6 x

2

4

6

–2

–4

–6

y

domain:

range:

c.

2 4 6–2–4–6 x

2

4

6

–2

–4

–6

y

domain:

range:

d.

2 4 6–2–4–6 x

2

4

6

–2

–4

–6

y

domain:

range:

62. y = –1.5x2

a.

2 4 6–2–4–6 x

2

4

6

–2

–4

–6

y

domain:

range:

b.

2 4 6–2–4–6 x

2

4

6

–2

–4

–6

y

domain:

range:

c.

2 4 6–2–4–6 x

2

4

6

–2

–4

–6

y

domain:

range:

d.

2 4 6–2–4–6 x

2

4

6

–2

–4

–6

y

domain:

range:

63. How is the graph of y = 3x2 + 3 different from the

graph of y = 3x2?

a. It is shifted 3 unit(s) up.

b. It is shifted 3 unit(s) down.

c. It is shifted 3 unit(s) left.

d. It is shifted 3 unit(s) right.

64. Which is the graph of ?

a.

O 2 4 6 8–2–4–6–8 x

2

4

6

8

–2

–4

–6

–8

y

b.

O 2 4 6 8–2–4–6–8 x

2

4

6

8

–2

–4

–6

–8

y

c.

O 2 4 6 8–2–4–6–8 x

2

4

6

8

–2

–4

–6

–8

y

d.

O 2 4 6 8–2–4–6–8 x

2

4

6

8

–2

–4

–6

–8

y

65. Which expression is equivalent to ?

a.

b.

c.

d.

66. A model rocket is launched from a roof into a large

field. The path of the rocket can be modeled by the

equation y = 0.04x + 5.8x + 4.9, where x is the

horizontal distance, in meters, from the starting

point on the roof and y is the height, in meters, of

the rocket above the ground. How far horizontally

from its starting point will the rocket land?

a. 145.84 m

b. 0.84 m

c. 291.68 m

d. 146.12 m

67. How are the functions and related?

How are their graphs related?

a. Each output for is 5 less than the

corresponding output for .

The graph of is the graph of

translated down 5 units.

b. Each output for is 5 more than the



translated up 5 units.

c. Each output for is 5 more than the



translated down 5 units.

d. Each output for is 5 less than the



translated up 5 units.

68. The graph shows the projected altitude (in

thousands of feet) of an airplane scheduled

to depart an airport at noon. If the plane leaves

two hour(s) late, what function represents this

transformation?

2 4 6–2–4–6–8–10 pm hours

10

20

–10

–20

altitude

a.

2 4 6–2–4–6–8–10 pm hours

10

20

–10

–20

altitude

The function represents this

transformation.

b.

2 4 6–2–4–6–8–10 pm hours

10

20

–10

–20

altitude

T

he function represents this

transformation.

c.

2 4 6–2–4–6–8–10 pm hours

10

20

–10

–20

altitude


transformation.

d.

2 4 6–2–4–6–8–10 pm hours

10

20

–10

–20

altitude


transformation.

69. If a function, is shifted to the left four unit(s),

what function represents the transformation?

a.

b.

c.

d.

70. The number of eagles observed along a certain river

per day over a two week period is listed below.

What is a frequency table that represents the data?

1 3 2 5 10 8 9 15 0 7 12 13 6 18

a.

b.

c.

d.

71. The data below show the number of games won by

a football team in each of the last 15 seasons. What

is a histogram that represents the data?

3 4 8 12 7 2 1 15 16 6 10 13 4 1

5

a.

0-4 5-9 10-14 15-19

Wins

Fre

qu

ency

2

4

b.

0-4 5-9 10-14 15-19

Wins

Fre

qu

ency

2

4

c.

0-4 5-9 10-14 15-19

Wins

Fre

qu

ency

2

4

d.

0-4 5-9 10-14 15-19

Wins

Fre

qu

ency

2

4

What are the minimum, first quartile, median,

third quartile, and maximum of the data set?

72. 9, 18, 17, 8, 12, 5, 20, 8

a. minimum 5; first quartile 8; median 10.5; third

quartile 18.75; maximum 20

b. minimum 5; first quartile 9.25; median 14; third


c. minimum 5; first quartile 6.5; median 14; third


d. minimum 5; first quartile 8; median 10.5; third


73. Sylvia wants to compare how many pets she owns with other students in her class. She breeds cockatiels and has a

dog and two cats. Altogether, she has 9 pets. The dot plot shows the number of pets owned by 20 randomly

selected students in her class.

Use the dot plot to interpret the data. Which statements are true?

a. The students must all live in the city.

b. The dot plot shows that most of the values are clustered between 0 and 2.

c. The outlier could be a flock of chickens or other birds.

d. Sylvia has many more pets than her average classmate.

74. Hsu Mei did a study on reaction times of teenage drivers and used a box plot to display the data. If her reaction

time is 0.67 seconds, how does she compare to the reaction time of other teenage drivers?

a. Her reaction time would fall in the third quartile.

b. Her reaction time is faster than 75% of teenage drivers.

c. Her reaction time would fall in the first quartile.

d. Her reaction time is slower than 75% of teenage drivers.

75. The data set shows the test scores for 35 placement exams.

0.75 0.45 0.50 0.55 0.60

0.93 0.81 0.50 0.82 0.45

0.35 0.45 0.95 0.55 0.65

0.40 0.50 0.55 0.70 0.89

0.75 0.48 0.55 0.60 0.65

0.71 0.50 0.78 0.60 0.75

0.45 0.50 0.55 0.60 0.80

Paulo wants to know what percent of test takers scored higher than he did. Which data display would be the best

for Paulo to use?

a. dot plot

b. histogram

c. box plot

d. frequency distribution

76. Amber rents a room in her cabin during the months of May and June. The histograms show the percent of

reservations made per the daily room rate.

Which statement is true about the reservations made for Amber’s room? Why?

a. Of the two histograms, the tallest bars are in May. So, the greatest number of reservations

occurs in May.

b. There are no gaps in the histogram for June. So, the room is rented for a greater percent of

the time in June.

c. The sum of the heights of the bars for both May and June is greater when the price is less

than $100 than when it is greater than $100. So, there is a greater percent of reservations

for the room when the rate is less than $100.

d. There are no gaps in the histogram for June. So, if Amber wants to charge more than $150,

she is more likely to get reservations for the room in June than in May.

77. The two box-and-whisker plots below show the scores on a math exam for two classes. What do the interquartile

ranges tell you about the two classes?

60 70 80 90 Class A

60 70 80 90 Class B

a. Class A has more consistent scores

b. Class B has more consistent scores

c. Overall class A performed better than class B

d. Overall class B performed better than class A

Is the histogram uniform, symmetric, or skewed?

78.

2 4 x

2

4

y

a. skewed

b. uniform

c. symmetric

79.

2 4 x

2

4

y

a. skewed

b. uniform

c. symmetric

80. True or False: Amber rents a room in her apartment

to guests. In February, the mean price per

reservation was $122 and the median was $91.

This shows that the data is right skewed and most

reservations were higher than the mean.

81. The table shows the relationship between gender

and the hand used for writing. What trends do the

data suggest?

a. More males are left handed.

b. Writing with the right hand is more common.

c. There are more females than males in the

survey.

d. The number of females who are left-handed is

equal to the number of males who are

left-handed.

82. Preston made a relative frequency table to study the

relationship between gender and the hand used for

writing.

Which statement is true about the data?

a. Four percent of people are left-handed females.

b. Ninety percent of people write with the right

hand versus 10% write with the left hand.

c. Fifty percent of people are right-handed males.

d. The percent of females who are left-handed is

equal to the percent of males who are

left-handed.

8th Grade Algebra Review

Answer Section

1. ANS: A REF: 0-1 Prime Numbers and Composite Numbers

2. ANS: D REF: 0-4 Simplifying Fractions

3. ANS: C REF: 1-1 Operations on Real Numbers

4. ANS: A REF: 1-1 Operations on Real Numbers

5. ANS: x = 19 REF: 1-2 Solving Linear Equations

6. ANS: B REF: 1-3 Solving Equations with a Variable on Both Sides

7. ANS: D REF: 1-3 Solving Equations with a Variable on Both Sides

8. ANS: C REF: 1-3 Solving Equations with a Variable on Both Sides

9. ANS: C REF: 1-3 Solving Equations with a Variable on Both Sides

10. ANS: A REF: 1-4 Literal Equations and Formulas

11. ANS: D REF: 1-5 Solving Inequalities in One Variable


13. ANS: A REF: 1-5 Solving Inequalities in One Variable

14. ANS: C REF: 1-5 Solving Inequalities in One Variable


16. ANS: C REF: 1-6 Compound Inequalities

17. ANS: C REF: 1-6 Compound Inequalities

18. ANS: D REF: 2-3 Standard Form

19. ANS: C REF: 2-3 Standard Form

20. ANS: A REF: 2-3 Standard Form

21. ANS: C REF: 2-3 Standard Form

22. ANS: A REF: 2-3 Standard Form

23. ANS: A REF: 3-2 Linear Functions

24. ANS: A REF: 3-2 Linear Functions

25. ANS: B REF: 3-3 Transforming Linear Functions

26. ANS: A REF: 3-3 Transforming Linear Functions

27. ANS: B REF: 3-3 Transforming Linear Functions

28. ANS: D REF: 3-4 Arithmetic Sequences

29. ANS: A REF: 3-4 Arithmetic Sequences

30. ANS: B REF: 3-5 Scatter Plots and Lines of Fit

31. ANS: C REF: 3-5 Scatter Plots and Lines of Fit

32. ANS: C REF: 3-5 Scatter Plots and Lines of Fit

33. ANS: A REF: 3-5 Scatter Plots and Lines of Fit

34. ANS: A REF: 3-5 Scatter Plots and Lines of Fit

35. ANS: A REF: 3-6 Analyzing Lines of Fit

36. ANS: B REF: 3-6 Analyzing Lines of Fit

37. ANS: C REF: 4-2 Solving Systems of Equations by Substitution

38. ANS: D REF: 4-2 Solving Systems of Equations by Substitution

39. ANS: C REF: 4-2 Solving Systems of Equations by Substitution

40. ANS: D REF: 4-2 Solving Systems of Equations by Substitution

41. ANS: D REF: 4-4 Linear Inequalities in Two Variables

42. ANS: C REF: 4-4 Linear Inequalities in Two Variables

43. ANS: D REF: 5-2 Piecewise-Defined Functions

44. ANS: A REF: 5-2 Piecewise-Defined Functions

45. ANS: D REF: 5-3 Step Functions

46. ANS: D REF: 5-4 Transformations of Piecewise-Defined Functions

47. ANS: D REF: 5-4 Transformations of Piecewise-Defined Functions

48. ANS: D REF: 6-2 Exponential Functions

49. ANS: A REF: 6-2 Exponential Functions

50. ANS: C REF: 6-2 Exponential Functions


52. ANS: B REF: 6-2 Exponential Functions


54. ANS: F REF: 6-4 Geometric Sequences

55. ANS: B REF: 6-5 Transformations of Exponential Functions

56. ANS: C REF: 7-1 Adding and Subtracting Polynomials

57. ANS: A REF: 7-2 Multiplying Polynomials

58. ANS: A REF: 7-2 Multiplying Polynomials

59. ANS: B REF: 7-4 Factoring Polynomials

60. ANS: A REF: 7-5 Factoring x^2 + bx + c

61. ANS: B REF: 8-1 Key Features of a Quadratic Function

62. ANS: A REF: 8-1 Key Features of a Quadratic Function

63. ANS: A REF: 8-2 Quadratic Functions in Vertex Form

64. ANS: A REF: 8-2 Quadratic Functions in Vertex Form

65. ANS: D REF: 9-3 Rewriting Radical Expressions

66. ANS: A REF: 9-6 The Quadratic Formula and the Discriminant

67. ANS: B REF: 10-4 Translations of Functions

68. ANS: A REF: 10-4 Translations of Functions

69. ANS: C REF: 10-4 Translations of Functions

70. ANS: A REF: 11-1 Analyzing Data Displays

71. ANS: A REF: 11-1 Analyzing Data Displays

72. ANS: D REF: 11-1 Analyzing Data Displays

73. ANS: B, C, D REF: 11-1 Analyzing Data Displays

74. ANS: D REF: 11-1 Analyzing Data Displays

75. ANS: C REF: 11-1 Analyzing Data Displays

76. ANS: C REF: 11-2 Comparing Data Sets

77. ANS: B REF: 11-2 Comparing Data Sets

78. ANS: A REF: 11-3 Interpreting the Shapes of Data Displays

79. ANS: C REF: 11-3 Interpreting the Shapes of Data Displays

80. ANS: F REF: 11-3 Interpreting the Shapes of Data Displays

81. ANS: B REF: 11-5 Two-Way Frequency Tables

82. ANS: B REF: 11-5 Two-Way Frequency Tables

Music

*Created by Emily Graham, 2020.

Effective Practice

Warm-up

Get your brain in a good learning space and physically warm-up your instrument before diving into your music.

Start with some long tones to listen to your tone and build endurance. Play scales to refamiliarize yourself with the languages of music. Experiment with technical exercises and scale patterns to build dexterity in

your fingers and your tongue. Make new scale patterns like we play in class to stretch your brain.

Practice slow and intentionally

Play slowly enough that you can play accurately and in time. (All hail the metronome!)

Slightly increase your tempo bit by bit. If you make a mistake slow down again.

Practice the hard part first.

You will retain more of what you practice at the beginning of each session. You are most focused and most likely to succeed when you first get started.

Break things down.

Count, clap, note-name, sizzle, ghost play! Give your brain an opportunity to focus on ONE skill instead of 5!

Isolate measures that are challenging and play them slowly then add to them. Try working backwards from the end of a passage. As you practice and add to

the passage the end will get easier and easier building confidence. Intentionally change the rhythms to work on transitions between difficult

notes. (Just be sure to change it back once the transitions are clean)

Keep it interesting: If you are bored you are doing it WRONG!

Approach each practice session as an adventure to discover something new about your music, your playing, or your instrument.

Practice different music each day. Focus on making every note beautiful and accurate. Don’t settle for poor tone! Explore different articulations and see how they effect the passage. Try changing the style of the piece you are playing with dynamics and

phrasing. Imagine the parts of the ensemble and how they fit together with your part. Come up with a story to tell through your playing.

If you are tired or unfocused take a break. Fight against bad habits and sloppy playing.

Enjoy the process!

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Composer BiographyBy Sally K. Albrecht

Directions: Choose one composer whose work you have rehearsed this year, and write a one-paragraph biography about them, answering at least the following questions. Additional details are great, if you can find them!

For living composers, try checking publisher websites. Many of them will have composer biographies.• When were they born? (For deceased composers, give both birth and death dates.)

• Where do/did they live?

• What kind of musical groups does/did this composer write for? (Choir, band, orchestra, solo voice or instrument, small ensembles?)

• Do they do anything else in addition to writing music? (Do they teach, or conduct an ensemble, or have a totally different day job?)

Listen to at least two additional pieces by the same composer. List their titles below:

1.

2.

Discuss at least one similarity or difference you hear between the piece you’ve rehearsed and the two new ones you’ve listened to. If you played all three pieces for a friend, do you think they’d know they were written by the same composer? Why or why not?

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Comparing VoicesBy Valeaira Luppens

Name Luciano Pavarotti My favorite vocalist:

Date of birth 10/12/1935

Style of music Italian Opera/Popular music

Musical training Received private operatic training

Vocal classification Tenor

Does the performer read standard notation?

He claims he can read music, but cannot read orchestral scores.

Your favorite work from this artist?

Duke in Verdi’s Rigoletto

Does this performer write their own songs?

No

Performance arenas Opera houses, concerts, television

Nickname King of the High C’s

Awards Numerous awards including Primetime Emmy Awards and the GRAMMY® Legend Award

Directions: Add your favorite vocalist in the top right box, then compare them to Luciano Pavarotti by completing the chart.

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Feelin’ Blue (Write Your Own Blues Lyrics)By Danielle Bayert

Directions:Read through the following blues lyric examples. Take note of patterns in the form of the words. Musicians call this the “lyrical form.” You may notice that the first line of words is repeated and the ending words rhyme.

Example 1 (from “Mean Old Bedbug Blues” by Bessie Smith):Gals, bed bugs sure is evil, they don’t mean me no good.Yeah, bed bugs sure is evil, they don’t mean me no good.Thinks he’s a woodpecker and I’m a chunk of wood.

When I lay down at night, I wonder how can a poor gal sleep.When I lay down at night, I wonder how can a poor gal sleep.When some is holding my hand, others eating my feet.

Example 2 (from “Saint Louis Blues” by W.C. Handy): I hate to see that evening sun go down.I hate to see that evening sun go down.Cause my baby, he’s gone left this town. Feelin’ tomorrow like I feel today.If I’m feelin’ tomorrow like I feel today.I’ll pack my truck and make my get-a-way.

Example 3 (from “The Broadway Blues” by Carey Morgan):Oh, there’s no use talkin’ folks, I’m feelin’ blue. Oh, there’s no use talkin’ folks, I’m feelin’ blue. All alone in New York town and loaded down with the mean old blues.

Oh, there’s no use talkin’ folks, the panic’s on. Oh, there’s no use talkin’ folks, the panic’s on. ‘Cause my gal’s done left me, and my sugar’s gone.

Writing Assignment Directions:

1. Pick a topic for your blues song. (Hint: Something that makes you feel sad, frustrated, or upset is usually a great blues subject. Examples: “The Bratty Brother Blues,” or “The Online Learning Blues”)

2. Write your blues lyrics on the sheet below. 3. Be sure to follow the lyrical form as shown.

12

Feelin’ Blue (Write Your Own Blues Lyrics)

Song Title: _________________________________________________________________

By: ________________________________________________________________________

First VerseLine 1:

Repeat Line 1:

Line 2 (last word must rhyme with the last word in line 1):

Second VerseLine 3:

Repeat Line 3:

Line 4 (last word must rhyme with the last word in line 3):

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U S I CGame of Tones (A Musical Board Game)By Andy Beck

DIRECTIONSSearch online to answer these musical

questions. Use a piece of wrapped candy as a game token, moving ahead one space each time you answer correctly. You may eat the

candy when you get to the end!

STARTWhich composer came

first: Schubert, Bach,

or Handel?

Who is the main character in Tchaikovsky’s famous ballet,

The Nutcracker?

What animal does the clarinet represent in Sergei Prokofiev’s Peter and the Wolf?

FREE

Who has a higher vocal range, Luciano Pavarotti or Renée Fleming?

When drawing a treble clef, what note does the curve indicate?

When drawing a bass clef,

what note do the dots

indicate?

FREE

How many sections are there in typical

sonata form?

Name them.

FREEHow many sixteenth notes fit

in one measure of ¥≤ time?

Does the key of G-minor

contain flats or sharps?

How many?

Why is Dave Brubeck’s

most famous song called

“Take Five”?

Is music from

the Romantic era

newer or older

than music from

the Classical era?

What is i

t calle

d when

a singer im

provises,

imita

ting th

e sounds o

f

jazz in

struments?

Which famous band conductor

developed a new instrument

adapted from the helicon? Add the number of black keys on

a standard piano to the number of

valves on a trumpet.

How many operas are in

Richard Wagner’s Ring Cycle?

FREE

In what Italian city was “The Father of Music Notation” born?

What key is Antonin Dvořák’s

New World Symphony in?How many flags

top a 64th note?

What is the setting for

Andrew Lloyd W

ebber’s

Phantom of the O

pera?

FINISH

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STARTBach Clara The Cat

FREE

Renée Fleming

GF

FREE

Three

Exposition

Development

Recapitulation

FREETwelve

Two flats

The time

signature is †√

Newer

Scat

John Philip Sousa

39

Four

FREE

Arezzo, ItalyE-minor

Four

The Paris

Opera H

ouse

FINISH

Game of Tones (Answer Key)

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1 2

4

5

7

8 9 10

11 12

6

3

That’s Italian! (Music Terms Crossword)By Greg Foreman

DOWN1. Italian word for “Detached”2. Italian word for “Very Soft”3. Italian word for “Half”6. Italian word for “Loud”9. Italian word for “Smoothly and Connected”12. Italian word for “Soft”

ACROSS4. Italian word for “Lively or Very Fast”5. Italian word for “Gradually Getting Louder”7. Italian word for “Very Loud”8. Italian word for “Cheerful” (a fast tempo)10. Italian word for “Slow” (a slow tempo)11. Italian word for “Time” or “Speed of the Beat”

Directions:Test your knowledge of Italian musical terms. If you get stumped, the answer key will help you.

16

That’s Italian! (Answer Key)

Italians were the first musicians to write

music down. It became traditional to use

their language for musical terms.

Created by Ruby Osburn, Bryant Montessori

Monday Tuesday Wednesday Thursday Friday

Decide how you will keep track (notebook, template that is attached, etc.). Start listening for music and tallying the times you hear it. Think of one purpose for music.

Continue with your listening log. Can you think of a different purpose for music?



Continue with your listening log. Can you think of a different purpose for music? Discuss with a grown-up the different purposes you identified. Email me your weekly tally and one purpose for music.

Target Learning: I can identify and discuss how music is used for different purposes.

Activity: Start a listening log at home. This can be in a notebook, a log you create, or on the additional template that I have also attached. For each day

this week, tally how many times you hear music in a day (commercials, music in a movie, etc.). Think about the purpose when you hear the music. Are

the words used to sell a product? Does the music create a mood? etc. At the end of the week, share what you have learned with a grown-up. Email me

how many times you heard music in a week, and one purpose for music. I will create a list of all your answers and send this out in my next assignment.

Let’s Make Some MUSIC! Your next task is to create some rhythmic ostinatos to play with your new instruments. What is an ostinato you may ask? Well an ostinato is a continually repeating musical pattern or phrase. That’s right, you are going to come up with a rhythmic pattern and play it again… and again…. and again until the end of time! Nah, not really, but enough times so that you can hear how the patterns interact. This part of your project will require some “audience participation” so make sure to get your family involved.

Goal: Create a rhythmic ostinato for each family musician.

Step 1: Build a 2 measure rhythm using asdf and qwer · Each measure should have 4 beats. Always double check to make sure you have the correct number of beats.

· Your rhythms can be as simple or complicated as you like as long as you are capable of counting them and teach-ing them to your ensemble members (your family).

Step 2: Assign family musicians and write in which instrument they are playing.

For example:

Musician: Millie (Ms. Blackmer’s Cat) Instrument: Scratching the couch

Tm a s s a Aq a q a n Step 3: Practice and play together! Send Ms. Blackmer a video or come perform it for the staff at lunch distribution.

HAVE FUN!

You: Instrument:

Tm A n Musician: Instrument:



Tm A n

Physical Education

National Observances ● May 1-7: National Physical Education and Sport Week ● May 4th: Star Wars Day ● May 5th: Cinco de Mayo

● May 6th: National Nurses Day

● May 10th: Mother’s Day

1 Crane Pose

Here’s a challenge! Put your hands on the ground, lean forward & balance your knees on your elbows.

2 4 Walls

Face each wall in a room and do a different exercise for 30 seconds -side shuffle -grapevine to left then right -wide stance punches -vertical jumps

3 Mindful Snack

When eating a snack today, really pay attention to the taste, feel, sound, smell and look of the snack you’re eating. What do you notice?

4 Star Jumps

Jump up with your arms and legs spread out like a star. Do 10 then rest and repeat.

.

5 Celebrate

Put your favorite song on and make up a dance or fitness routine.

6 A Gratitude Attitude Write down something you’re thankful for and why.

7 Tabata

Jump squats 20 seconds of work 10 seconds of rest 8 rounds

8 Before Bed Breathing

While lying in bed, place your hands on your stomach and pay attention to the up and down of your belly as you breathe.

9 Dribble Challenge

Dribble a ball 100 times with each hand. Can you successfully dribble 100 times with each hand while moving?

10 Positive Talk Be sure to talk to yourself today like you would talk to someone you love.

11 Fish Pose

Hold fish pose for 60 seconds. Take a break and hold for another 60 seconds

12 Wild Arms

As fast as you can complete: 10 Arm Circles front & back 10 Forward punches 10 Raise the Roof’s Repeat 3x

13 Mindful Senses

What do you notice around you? Find: 5 things you see 4 things you feel 3 things you hear 2 things smell 1 thing you taste

14 Jump rope to music!

Can you jump to an entire song without stopping?

15 How Fast Can You Go?

Pick a distance and see how fast you can run the distance.

16 Slide, Slide, Sprint

Slide to your left for 10 steps, slide to right for 10 steps then face forward and sprint for 10 seconds.

17 Tabata

Tuck Jumps 20 seconds of work 10 seconds of rest 8 rounds

18 Garland Pose

Practice your balance with this pose!

19 Commercial Break

Can you hold a plank for an entire TV commercial break?

20 Nighttime Note

Empty your mind before you go to bed by writing a note about what you’re thinking and leave it for tomorrow.

21 Paper Plate Planks

In plank position with paper plates under your feet. Complete 30s each: -mountain climbers -in and out feet -knees to chest

22 Positive Talk

Be sure to talk to yourself today like you would talk to someone you love.

23 Jump, Jump

Jump side-to-side over an object or line for 1 minute straight. Go again but jump front to back. Repeat each jump twice.

24 Card Fitness

Take a deck of cards, flip the top card. Complete exercises based on the suit & number on the card. Face cards are worth 15. Spades- jumping jacks, Clubs- squats, Hearts- mountain climbers, Diamonds- Your choice

!

25 Chair Pose

Hold for 30 seconds, relax then repeat.

26 Step Jumps

Find a step or a bench and jump up and down 50 times. Be careful. Take a break if you need to.

27 A Gratitude Attitude

Write down something you’re thankful for and why.

28 Balance

Stand on your right leg and lift your left knee at a 90-degree angle. Touch your toe without falling repeat 10 times then switch sides

29 10 Jump Lunges

Complete a right leg lunge, while in the down position jump up landing in a lunge position on the left leg.

30 Commercial Break

Can you hold a plank for an entire TV commercial break?

31 Wake and Shake

As soon as you get out of bed shake your body any way you like for 10 seconds. Are you up now? Good! Now jump up and down 10 times.

SHAPE America recommends school-age children accumulate at least 60 minutes and up to several hours of physical activity per day. Each bout of physical activity should be followed by cool-down stretches that help reduce soreness and avoid injury. Happy exercising!

Reproduced with permission from the Society of Health and Physical Educators (SHAPE America)

https://www.shapeamerica.org/publications/resources/teachingtools/teachertoolbox/activity-calendars.aspx

Star Wars photo from www.starwars.com, Cinco de Maya photo from https://northfortynews.com/happy-cinco-de-mayo-northern-colorado/, Yoga photos from www.forteyoga.com,

https://www.shapeamerica.org/publications/resources/teachingtools/teachertoolbox/activity-calendars.aspx

http://www.starwars.com/

https://northfortynews.com/happy-cinco-de-mayo-northern-colorado/

http://www.forteyoga.com/

Name:___________________________________________________________________________________

CREATE YOUR OWN FITT WORKOUT PLAN

Directions: This week, plan ahead and build a workout plan that includes FITT PRINCIPLE GUIDELINES

for CARDIO, MUSCULAR STRENGTH/ENDURANCE, and FLEXIBILITY. Aim to workout 5 days this

week for 60 minutes. Note that you will have to do more than one type of fitness on some of the days. Fill in

the log and TURN in.

(F) Frequency

(Sessions per

week)

(I) Intensity

(Resistance)

(T) Time

(Minutes)

(T) Types* (Click HERE for ideas!)

(Activities)

*if you do an online video, write down the

name of it/website

Monday

Tuesday

Wednesday

Thursday

Friday

Saturday

Sunday

Reflection:

1. My biggest challenges this week were…

2. How can improve on these challenges next week by…

3. My biggest successes this week were…

https://tps10-my.sharepoint.com/:w:/g/personal/azylstr_tacoma_k12_wa_us/EQ_9pFpl9lFFo95CygyGR-8B-ZfCMiRXcTfEvOOqEBPU1Q?e=LkKd5C

https://tps10-my.sharepoint.com/:x:/g/personal/azylstr_tacoma_k12_wa_us/EYJqJ9cT5MNDolulhfFp-wABfMH4z8kmqJiB2loASIt2yg?e=lD4UJB

Name:___________________________________________________________________________________

Cardiorespiratory Endurance and the FITT Principle

Directions: This week, focus on CARDIORESPIRATORY ENDURANCE (the ability of heart, lungs, to

supply enjoy oxygen and necessary fuel to the muscles during long periods of physical activity). Follow the

guideline below and CIRCLE the days that you do a workout/activity that improves your cardiorespiratory

endurance, fill in the log and TURN in.

Components of

Fitness

FREQUENCY

(# of Sessions per

week)

INTENSITY

(% of MHR, or

Intensity level, or

resistance)

TIME

(Minutes per

session, or

repetitions)

Type

(activities)

Cardiorespiratory

Endurance

5-7 days/week

65%-85% of Max

Heart Rate

(130-180 BPM) or

intensity level 4)

60+ minutes/day Running, swimming, biking,

Soccer,

YouTube workout videos

(F) Frequency

(Sessions per

week)

(I) Intensity

(scale of 1-5)

(T) Time

(Minutes)


(Activities)

*if you do an online video, write

down the name of it/website

Monday 1 2 3 4 5 10 20 30 40 50 60 70+

Tuesday 1 2 3 4 5 10 20 30 40 50 60 70+

Wednesday 1 2 3 4 5 10 20 30 40 50 60 70+

Thursday 1 2 3 4 5 10 20 30 40 50 60 70+

Friday 1 2 3 4 5 10 20 30 40 50 60 70+

Saturday 1 2 3 4 5 10 20 30 40 50 60 70+

Sunday 1 2 3 4 5 10 20 30 40 50 60 70+

Reflection:





THE FITT PRINCIPLE The FITT Principle is a guideline in which each letter stands for a variable from determining the correct amount

of physical activity recommended for a healthy lifestyle. (F) Frequency is the number of activity sessions per

week. (I) Intensity is the training load of activity expressed as heart rate or intensity level (scale of 1-5), or the

amount of resistance. (T) Time refers to the amount of time the activity is performed or the number of

repetitions. (T) Type refers to the name of the activity or activities.

Components of

Fitness

FREQUENCY

(# of Sessions per

week)

INTENSITY

(% of MHR, or

Intensity level, or

resistance)

TIME

(Minutes per

session, or

repetitions)

Type

(activity)

Cardiorespiratory

Endurance

5-7 days/week

65%-85% of Max

Heart Rate

(130-180 BPM) or

intensity level 4

60+ minutes/day

Running, swimming,

biking,

Soccer,

YouTube workout

videos

Muscular Strength 2-3 days/week Heavy 4-8 repetitions Weight training, circuit

training, resistance

training, body weight

exercises

Tabata/HIIT workouts

Both MS and ME 2-3 days/week Moderate 9-12 repetitions

Muscular

Endurance

2-3days/week Light 13-20 repetitions

Flexibility 3-5 days/week Mild discomfort Hold stretches for

15 seconds, 3

repetitions, or 15

minutes

Static and Dynamic

stretches, yoga, pilates

Online Resources Cardiorespiratory

Endurance

Beach body:https://www.youtube.com/user/thebodycoach1

Zumba: https://www.youtube.com/watch?v=eWjd8C2SB0Y

Lifetime Cardio: https://my.lifetime.life/lp/video-workouts/cardio-video-

workouts.html

Fitness Blender:

https://www.fitnessblender.com/videos?trainingtype%5B%5D=7&equipment%5B%

5D=26

Muscular

Strength/Endurance

Official Thenex: https://www.youtube.com/channel/UCqjwF8rxRsotnojGl4gM0Zw

Workout cards: www.darebee.com

HASFIT: https://hasfit.com/workouts/home/advanced-high-intensity/20-minute-

hiit-workout/

Active Kids 2.0: https://www.youtube.com/watch?v=mhvU2GBQr-8

Flexibility Fitness Blender:

https://www.fitnessblender.com/videos?trainingtype%5B%5D=16&equipment%5B

%5D=26

Fitness Cards: www.darebee.com

Yoga with Adriene: https://www.youtube.com/user/yogawithadriene

https://www.youtube.com/user/thebodycoach1

https://www.youtube.com/watch?v=eWjd8C2SB0Y

https://my.lifetime.life/lp/video-workouts/cardio-video-workouts.html

https://my.lifetime.life/lp/video-workouts/cardio-video-workouts.html

https://www.fitnessblender.com/videos?trainingtype%5B%5D=7&equipment%5B%5D=26


https://www.youtube.com/channel/UCqjwF8rxRsotnojGl4gM0Zw

http://www.darebee.com/

https://hasfit.com/workouts/home/advanced-high-intensity/20-minute-hiit-workout/

https://hasfit.com/workouts/home/advanced-high-intensity/20-minute-hiit-workout/

https://www.youtube.com/watch?v=mhvU2GBQr-8



http://www.darebee.com/

https://www.youtube.com/user/yogawithadriene

Name:___________________________________________________________________________________

Flexibility and the FITT Principle

Directions: This week, focus on FLEXIBILITY (the muscles’ ability to move a joint through a full range of

motion). Follow the guideline below and CIRCLE the days that you do a workout/activity that improves your

flexibility, fill in the log and TURN in by Monday, May 18th

Components of

Fitness

FREQUENCY

(# of Sessions per

week)

INTENSITY

(% of MHR, or

Intensity level, or

resistance)

TIME

(Minutes per session,

or repetitions)

Type

(activity)

Flexibility 3-5 days/week Mild discomfort Hold stretches for 15

seconds, 3 repetitions,

or 15 minutes

Static and Dynamic

stretches, yoga, pilates

(F) Frequency

(Sessions per

week)

(I) Intensity

(Resistance)

(T) Time

(Minutes)


(Activities)



Monday Mild discomfort (feel the stretch in your

muscles)

10 20 30 40 50 60 70+

Tuesday Mild discomfort

(feel the stretch in your

muscles)

10 20 30 40 50 60 70+

Wednesday Mild discomfort


muscles)

10 20 30 40 50 60 70+

Thursday Mild discomfort


muscles)

10 20 30 40 50 60 70+

Friday Mild discomfort


muscles)

10 20 30 40 50 60 70+

Saturday Mild discomfort


muscles)

10 20 30 40 50 60 70+

Sunday Mild discomfort


muscles)

10 20 30 40 50 60 70+

Reflection:





Name:___________________________________________________________________________________

Muscular Strength and Endurance and the FITT Principle

Directions: This week, focus on Muscular Strength and Endurance (strength: ability of the muscles to push or pull

with total force; endurance: ability of the muscles to repeat a movement many times or to hold a position without stopping to rest). Follow the guideline below and CIRCLE the days that you do a workout/activity that improves your MS and/or

ME, fill in the log and TURN in.

Components of

Fitness

FREQUENCY

(# of Sessions per

week)

INTENSITY

(% of MHR, or

Intensity level, or

resistance)

TIME

(Minutes per

session, or

repetitions)

Type

(activity)

Muscular Strength 2-3 days/week Heavy 4-8 repetitions Weight training, circuit

training, resistance

training, body weight

exercises

Tabata/HIIT workouts

Both MS and ME 2-3 days/week Moderate 9-12 repetitions

Muscular

Endurance

2-3days/week Light 13-20 repetitions

(F) Frequency

(Sessions per

week)

(I) Intensity

Resistance

(T) Time

(Repetitions or Minutes)


(Activities)



Monday Light (ME)

Moderate (Both)

Heavy (MS)

Reps 4-8 9-12 13-20

Or

Min. 10 20 30 40 50 60

Tuesday Light (ME)

Moderate (Both)

Heavy (MS)

Reps 4-8 9-12 13-20

Or

Min. 10 20 30 40 50 60

Wednesday Light (ME)

Moderate (Both)

Heavy (MS)

Reps 4-8 9-12 13-20

Or

Min. 10 20 30 40 50 60

Thursday Light (ME)

Moderate (Both)

Heavy (MS)

Reps 4-8 9-12 13-20

Or

Min. 10 20 30 40 50 60

Friday Light (ME)

Moderate (Both)

Heavy (MS)

Reps 4-8 9-12 13-20

Or

Min. 10 20 30 40 50 60

Saturday Light (ME)

Moderate (Both)

Heavy (MS)

Reps 4-8 9-12 13-20

Or

Min. 10 20 30 40 50 60

Sunday Light (ME)

Moderate (Both)

Heavy (MS)

Reps 4-8 9-12 13-20

Or

Min. 10 20 30 40 50 60

Reflection:





Science

8th Grade Seasons andEclipses Supplement

Tacoma Public Schools Curriculum & Instruction

www.ck12.org

To access a customizable version of this book, as well as otherinteractive content, visit www.ck12.org

CK-12 Foundation is a non-profit organization with a mission toreduce the cost of textbook materials for the K-12 market both inthe U.S. and worldwide. Using an open-source, collaborative, andweb-based compilation model, CK-12 pioneers and promotes thecreation and distribution of high-quality, adaptive online textbooksthat can be mixed, modified and printed (i.e., the FlexBook®textbooks).

Copyright © 2020 CK-12 Foundation, www.ck12.org

The names “CK-12” and “CK12” and associated logos and theterms “FlexBook®” and “FlexBook Platform®” (collectively“CK-12 Marks”) are trademarks and service marks of CK-12Foundation and are protected by federal, state, and internationallaws.

Any form of reproduction of this book in any format or medium,in whole or in sections must include the referral attribution linkhttp://www.ck12.org/saythanks (placed in a visible location) inaddition to the following terms.

Except as otherwise noted, all CK-12 Content (including CK-12Curriculum Material) is made available to Users in accordancewith the Creative Commons Attribution-Non-Commercial 3.0Unported (CC BY-NC 3.0) License (http://creativecommons.org/licenses/by-nc/3.0/), as amended and updated by Creative Com-mons from time to time (the “CC License”), which is incorporatedherein by this reference.

Complete terms can be found at http://www.ck12.org/about/terms-of-use.

Printed: April 27, 2020

AUTHORSJohn LeitzingerDana Desonie, Ph.D.

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Contents www.ck12.org

Contents

1 Earth’s Revolutions 1

2 Seasons 4

3 Eclipses 8

4 Solar Eclipses 13

5 Lunar Phases 16

6 Lunar Eclipses 19

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www.ck12.org Concept 1. Earth’s Revolutions

CONCEPT 1 Earth’s Revolutions

Learning Objectives

• Describe Earth’s revolution around the Sun.

What kind of revolution are we talking about?

Copernicus caused a revolution. He said that Earth revolved around the Sun. With his telescope, Galileo found a lotof evidence for this. He could see moons orbiting Jupiter. If moons can orbit Jupiter, surely Earth can orbit the Sun.Yes? In the two images above, you can see Jupiter at two different times, showing moons in different places.

Earth’s Revolution

Earth orbits a star. That star is our Sun. One revolution around the Sun takes 365.24 days. That is equal to one year.Earth stays in orbit around the Sun because of the Sun’s gravity (Figure 1.1).

Earth’s orbit is not a circle. It is a bit elliptical. So as we travel around the Sun, sometimes we are a little fartheraway from the Sun. Sometimes we are closer to the Sun.

Students sometimes think the slightly oval shape of our orbit causes Earth’s seasons. That’s not true! The seasonsare due to the tilt of Earth’s axis, as discussed in the previous concept.

FIGURE 1.1Earth and the other planets in the solarsystem make elliptical orbits around theSun. The ellipses in this image are highlyexaggerated.

The distance between the Earth and the Sun is about 93 million miles, or 150 million kilometers. Earth revolvesaround the Sun at an average speed of about 27 kilometers (17 miles) per second. Mercury and Venus are closer

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to the Sun, so they take shorter times to make one orbit. Mercury takes only about 88 Earth days to make one triparound the Sun. All of the other planets take longer amounts of time. The exact amount depends on the planet’sdistance from the Sun. Saturn takes more than 29 Earth years to make one revolution around the Sun. How oldwould you be if you were on Jupiter?

MEDIAClick image to the left or use the URL below.URL: http://www.ck12.org/flx/render/embeddedobject/84537

Summary

• Earth’s orbit around the Sun is somewhat elliptical.• Earth’s seasons are not caused by the shape of its orbit.• Earth and the other planets of the solar system revolve around the Sun.

Review

1. How long does it take for Earth to make one revolution around the Sun?2. Is Earth farther from the Sun in the winter and closer in the summer? Explain.3. Describe Earth’s orbit around the Sun. Describe the orbits of the other planets.

Explore More

Use this resource to answer the questions that follow.


1. What did Aristotle and Ptolemy say about the relationship of Earth to other celestial bodies?2. In what ways did planets not fit their ideas?3. Why was the geocentric model a hypothesis that needed to be thrown out?4. What did Copernicus say about the solar system? What was the heliocentric model?5. Why was Copernicus’ model wrong?6. What was Kepler’s innovation?7. What contributions did Galileo’s telescope make to accepting the Copernicus/Keppler model of the solar

system?8. What did The Church do with the heliocentric model?9. What is wrong with the heliocentric model?

10. Why do we know that the geocentric model is wrong today?

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References

1. Dennis Nilsson (Wikimedia: DNA-webmaster);Flickr:Image Editor. http://commons.wikimedia.org/wiki/File:AxialTiltObliquity.png;http://www.flickr.com/photos/11304375@N07/2818891443/ . CC BY 3.0;CC BY2.0

2. Flickr:Image Editor. http://www.flickr.com/photos/11304375@N07/2818891443/ . CC BY 2.0

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CONCEPT 2 SeasonsLearning Objectives

• Explain why seasons occur.• Define summer solstice, winter solstice, and equinox.

Do you like the seasons?

Do you live in a place with well-defined seasons? Do you appreciate the change of the seasons? In other words, areyou happy that Earth’s axis is tilted?

Earth’s Seasons

Some people think that Earth is closer to the Sun in the summer and farther away from the Sun in the the winter.But that’s not true! Why can’t that be true? Because when it’s summer in one hemisphere, it’s winter in the other.So what does cause the seasons? The seasons are caused by the 23.5◦ tilt of Earth’s axis. One hemisphere pointsmore directly toward the Sun than the other hemisphere. As Earth orbits the Sun, the tilt of Earth’s axis stays linedup with the North Star.

Solstice refers to the position of the Sun when it is closest to one of the poles. At equinox, the Sun is directly overthe Equator.

Northern Hemisphere Summer

During summer in the Northern Hemisphere, the North Pole is tilted toward the Sun. The Sun’s rays strike theNorthern Hemisphere more directly (Figure 2.1). The region gets a lot of sunlight. Summer solstice is June 21or 22. At that time, the Sun’s rays hit directly at the Tropic of Cancer (23.5◦N). This is the farthest north thatthe Sun will be directly overhead. Summer solstice in the Northern Hemisphere is winter solstice in the SouthernHemisphere.

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www.ck12.org Concept 2. Seasons

FIGURE 2.1Summer solstice in the Northern Hemi-sphere.

Northern Hemisphere Winter

Winter solstice for the Northern Hemisphere happens on December 21 or 22. The North Pole of Earth’s axis pointsaway from the Sun (Figure 2.2). Light from the Sun is spread out over a larger area. With fewer daylight hoursin winter, there is also less time for the Sun to warm the area. When it is winter in the Northern Hemisphere, it issummer in the Southern Hemisphere.

FIGURE 2.2During summer in the Southern Hemi-sphere, the Sun’s rays directly strike theTropic of Capricorn (23.5◦S). Sunlight isspread across a large area near the SouthPole. No sunlight reaches the North Pole.

Equinox

Equinox comes halfway between the two solstices. At equinoxes, the Sun’s rays shine most directly at the Equator(Figure 2.3). The daylight and nighttime hours are exactly equal on an equinox. The autumnal, or fall, equinoxhappens on September 22 or 23. The vernal, or spring, equinox happens March 21 or 22 in the Northern Hemisphere.

Summary

• Earth has seasons because of the (23.5◦) tilt of its axis of rotation.• In the Northern Hemisphere, at summer solstice the Sun is closest to the North Pole (around June 22). At

winter solstice, the Sun is closest to the South Pole (around December 22). In the Southern Hemisphere, the

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FIGURE 2.3Where sunlight reaches on springequinox, summer solstice, vernalequinox, and winter solstice. The time is9:00 p.m. Universal Time, at Greenwich,England.

names are changed.• At equinox, the Sun is directly over the Equator. Autumnal equinox is around September 22. Spring equinox

is around March 22.

Review

1. Imagine that it is summer solstice in the Northern Hemisphere. What is the date, and where is the Sun? Whatis happening in the Southern Hemisphere?

2. Describe why Earth has seasons.3. What are equinoxes? When do they come?

References

1. Tom Ruen, Full Sky Observatory;Zappy’s;Sam McCabe. http://commons.wikimedia.org/wiki/File:Seasonearth.png;CK-12 Foundation . CC BY-NC 3.0;Public Domain

2. Sam McCabe;Zappy’s;Flickr:Image Editor. CK-12 Foundation;http://www.flickr.com/photos/11304375@N07/2818891443/ . CC BY-NC 3.0;CC BY 2.0

3. Sam McCabe;Zappy’s;Tom Ruen, Full Sky Observatory;Flickr:Image Editor. CK-12 Foundation;http://commons.wikimedia.org/wiki/File:Seasonearth.png;http://www.flickr.com/photos/11304375@N07/2818891443/ .CC BY-NC 3.0;Public Domain;CC BY 2.0

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4. Tom Ruen, Full Sky Observatory;Zappy’s;Sam McCabe;Flickr:Image Editor. http://commons.wikimedia.org/wiki/File:Seasonearth.png;CK-12 Foundation;http://www.flickr.com/photos/11304375@N07/2818891443/ .Public Domain;CC BY-NC 3.0;CC BY 2.0

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CONCEPT 3 Eclipses

Learning Objectives

• Describe the types of eclipses and explain why eclipses occur.

If science weren’t around to tell you what it is, would an eclipse scare you?

Ancient people could not predict eclipses and didn’t know when one would end or even that it would end. Ritualsto persuade the Sun or Moon to return to its normal state were developed. And they worked! The heavens alwaysreturn to normal after an eclipse.

Solar Eclipses

A solar eclipse occurs when the new Moon passes directly between the Earth and the Sun (Figure 3.1). This castsa shadow on the Earth and blocks Earth’s view of the Sun.

A total solar eclipse occurs when the Moon’s shadow completely blocks the Sun (Figure 3.2). When only a portionof the Sun is out of view, it is called a partial solar eclipse.

Solar eclipses are rare and usually only last a few minutes because the Moon casts only a small shadow (Figure 3.3).

As the Sun is covered by the Moon’s shadow, it will actually get cooler outside. Birds may begin to sing, and starswill become visible in the sky. During a solar eclipse, the corona and solar prominences can be seen.

A solar eclipse occurs when the Moon passes between Earth and the Sun in such a way that the Sun is either partiallyor totally hidden from view. Some people, including some scientists, chase eclipses all over the world to learn orjust observe this amazing phenomenon.

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www.ck12.org Concept 3. Eclipses

FIGURE 3.1A solar eclipse, not to scale.

FIGURE 3.2A solar eclipse shown as a series of pho-tos.


Lunar Eclipse

A lunar eclipse occurs when the full moon moves through Earth’s shadow, which only happens when Earth isbetween the Moon and the Sun and all three are lined up in the same plane, called the ecliptic (Figure 6.1). In aneclipse, Earth’s shadow has two distinct parts: the umbra and the penumbra. The umbra is the inner, cone-shapedpart of the shadow, in which all of the light has been blocked. The penumbra is the outer part of Earth’s shadowwhere only part of the light is blocked. In the penumbra, the light is dimmed but not totally absent.

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FIGURE 3.3The Moon’s shadow in a solar eclipse covers a very small area.

FIGURE 3.4A lunar eclipse.

A total lunar eclipse occurs when the Moon travels completely in Earth’s umbra. During a partial lunar eclipse, onlya portion of the Moon enters Earth’s umbra. Earth’s shadow is large enough that a lunar eclipse lasts for hours andcan be seen by any part of Earth with a view of the Moon at the time of the eclipse (Figure 3.5). A lunar eclipsedoes not occur every month because Moon’s orbit is inclined 5-degrees to Earth’s orbit, so the two bodies are not inthe same plane every month.

Summary

• During a solar eclipse, the new Moon passes between Earth and Sun.

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www.ck12.org Concept 3. Eclipses

FIGURE 3.5Partial lunar eclipses occur at least twicea year, but total lunar eclipses are lesscommon.

• During a lunar eclipse, the full Moon moves through Earth’s shadow.• The umbra is the part of the shadow in which light is completely blocked and the penumbra is the part of the

shadow that is partially lit.

Review

1. What happens during a solar eclipse?2. What happens during a lunar eclipse?3. Why do we not see lunar eclipses every month?

Explore More



1. About how often does a lunar eclipse take place?2. When does a lunar eclipse occur? When does a solar eclipse occur?

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3. Why don’t eclipses happen at every new and full moon?4. What circumstances must be in place for there to be a lunar eclipse?5. What is the name of the central part of Earth’s shadow? What happens to the Moon when it is there and why?

Resources



References

1. U.S. Navy photos by Mass Communication Specialist Seaman Joshua Valcarcel;Alexandra Lord. http://commons.wikimedia.org/wiki/File:Lunar_eclipse_March_2007.jpg;http://www.flickr.com/photos/atruzzi/5366046285/ . Public Domain;CC BY 2.0

2. User:Fastfission/Wikimedia Commons. http://commons.wikimedia.org/wiki/File:Solar_eclipse.svg . PublicDomain

3. User:Kalan/Wikimedia Commons;User:Kalan/Wikimedia Commons;. http://commons.wikimedia.org/wiki/File:2008-08-01_Solar_eclipse_progression_with_timestamps.jpg;http://commons.wikimedia.org/wiki/File:2008-08-01_Solar_eclipse_progression_with_timestamps.jpg; . CC BY 3.0

4. Courtesy of NASA. Left: http://commons.wikimedia.org/wiki/File:Solar_eclipse_2006-03-28,_The_sun%27s_corona,_or_outer_atmosphere,_is_visible_during_totality.jpg; Right: http://commons.wikimedia.org/wiki/File:Solar_eclipse_from_space_29_Mar_2006.jpg . Public Domain

5. User:Sagredo/Wikimedia Commons;Courtesy of NASA. http://commons.wikimedia.org/wiki/File:Geometry_-of_a_Lunar_Eclipse.svg;Left: http://commons.wikimedia.org/wiki/File:Solar_eclipse_2006-03-28,_The_sun%27s_corona,_or_outer_atmosphere,_is_visible_during_totality.jpg; Right: http://commons.wikimedia.org/wiki/File:Solar_eclipse_from_space_29_Mar_2006.jpg . Public Domain;CC BY-NC 3.0

6. Courtesy of NOAA’s National Geophysical Data Center;Courtesy of NASA. http://earthobservatory.nasa.gov/IOTD/view.php?id=8561;Left: http://commons.wikimedia.org/wiki/File:Solar_eclipse_2006-03-28,_The_sun%27s_corona,_or_outer_atmosphere,_is_visible_during_totality.jpg; Right: http://commons.wikimedia.org/wiki/File:Solar_eclipse_from_space_29_Mar_2006.jpg . Public Domain;CC BY-NC 3.0

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CONCEPT 4 Solar Eclipses

Learning Objectives

• Describe solar eclipses.

Can you see a solar eclipse?

Of course! This photo of a partial solar eclipse was taken on May 20, 2012 in Gilbert, Arizona. The maximum was82% at that location. Further north people experienced totality. Much of the United States experienced a total solareclipse on January 31, 2017. The next total solar eclipse in North America is April 8, 2024 and will be visible in theUS from Texas to Maine. If you try to view an eclipse, be sure to use eye protection!

Solar Eclipses

When a new moon passes directly between the Earth and the Sun, it causes a solar eclipse (Figure 4.1). The Mooncasts a shadow on the Earth and blocks our view of the Sun. This only happens if all three are lined up and in thesame plane. This plane is called the ecliptic. The ecliptic is the plane of Earth’s orbit around the Sun.

The Moon’s shadow has two distinct parts. The umbra is the inner, cone-shaped part of the shadow. It is the part inwhich all of the light has been blocked. The penumbra is the outer part of Moon’s shadow. It is where the light isonly partially blocked.

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FIGURE 4.1During a solar eclipse, the Moon casts a shadow on the Earth. Theshadow is made up of two parts: the darker umbra and the lighterpenumbra.

When the Moon’s shadow completely blocks the Sun, it is a total solar eclipse (Figure 4.2). If only part of the Sunis out of view, it is a partial solar eclipse. Solar eclipses are rare events. They usually only last a few minutes. Thatis because the Moon’s shadow only covers a very small area on Earth, and Earth is turning very rapidly.

Solar eclipses are amazing to experience. The light disappears so that it’s like night, only strange. Birds may sing asthey do at dusk. Stars become visible in the sky. It gets colder outside. Unlike at night, though, the Sun is out. Soduring a solar eclipse, it’s easy to see the Sun’s corona and solar prominences.

FIGURE 4.2A photo of a total solar eclipse.

Summary

• During a solar eclipse, the new moon passes between Earth and Sun.• The umbra is the part of the shadow in which light is completely blocked.• The penumbra is the part of the shadow that is partially lit.

Review

1. What is a solar eclipse?2. What causes a solar eclipse?3. What is the relationship of the umbra and the penumbra?

Explore More


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1. What happens during a solar eclipse? What happens during a total solar eclipse?2. What can scientists learn during total solar eclipses that they can’t otherwise learn?3. How do we know that the corona is hotter than the Sun’s surface?4. How did a total eclipse prove Einstein’s general theory of relativity?5. What do you need to do to see a total eclipse? How long does it last?6. What safety precautions do you need to follow before you view an eclipse?7. When is the next total solar eclipse in North America?

Review

1. What is a solar eclipse?2. What causes a solar eclipse?3. What is the relationship of the umbra and the penumbra?

References

1. Alexandra Lord. http://www.flickr.com/photos/atruzzi/5366046285/ . CC BY 2.02. User:Sagredo/Wikimedia Commons. http://commons.wikimedia.org/wiki/File:Geometry_of_a_Total_Solar

_Eclipse.svg . Public Domain3. Alexandra Lord. http://www.flickr.com/photos/atruzzi/5366046285/ . CC BY 2.0

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CONCEPT 5 Lunar Phases

Learning Objectives

• List the names of the phases of the moon.• Describe what causes the phases of the Moon.

Can the Moon cast shadows?

Of course! A full moon is very bright. It is bright enough to cast shadows. If you are out away from city lights andthe Moon is full you might cast your own Moon shadow.

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www.ck12.org Concept 5. Lunar Phases

The Phases of the Moon

The Moon does not produce any light of its own. It only reflects light from the Sun. The Moon has phases becauseit orbits around Earth. One orbit takes about 28 days. As the moon moves around Earth, different parts of it appearto be lit up by the Sun. The Moon sometimes appears fully lit and sometimes completely dark. Sometimes it ispartially lit. The different appearances of the Moon are referred to as phases of the Moon (Figure 5.1).

A full moon occurs when the whole side facing Earth is lit. This happens when Earth is between the Moon and theSun.

FIGURE 5.1The moon’s phases are a result of the moon’s orbit around Earth.

About one week later, the Moon enters the quarter-moon phase. Only half of the Moon’s lit surface is visible fromEarth, so it appears as a half circle.

Another week later, the Moon moves between Earth and the Sun. The side of the Moon facing Earth is completelydark. This is called a new moon. Sometimes you can just barely make out the outline of the new moon in the sky.This is because some sunlight reflects off the Earth and hits the Moon.

One week after that, the Moon is in another quarter-moon phase. Finally, in one more week, the Moon is back tofull.

Before and after the quarter-moon phases are the gibbous and crescent phases. During the crescent moon phase, theMoon is less than half lit. It is seen as only a sliver or crescent shape. During the gibbous moon phase, the Moon ismore than half lit. It is not full. The Moon undergoes a complete cycle of phases about every 29.5 days.

Summary

• The appearance of the Moon from Earth has distinct phases.• A full moon is completely lit; a new moon is completely dark.• A gibbous moon is more than half lit; a crescent moon is less than half lit.

Review

1. Describe how the Sun, Moon, and Earth are aligned during a full moon.2. Describe how the Sun, Moon, and Earth are aligned during a new moon.3. Draw and label pictures of the Moon in its phases.

Explore More

Use the resource below to answer the questions that follow.

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www.ck12.org


1. Why does the moon have phases?2. What are the four main phases of the moon? How long does it take to change from one to another?3. What is the name for a moon that is less than half full? More than half full?4. What is the name for a moon that is getting larger? Getting smaller?5. What causes a lunar eclipse? Why doesn’t a lunar eclipse occur during each full moon?

References

1. Flickr:OliBac. http://www.flickr.com/photos/olibac/4140353704/ . CC BY 2.02. Flickr:OliBac;User:BrianEd/Wikipedia. http://www.flickr.com/photos/olibac/4140353704/;http://commons.w

ikimedia.org/wiki/File:Neaptide.jpg . CC BY 2.0;Public Domain

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http://www.ck12.org/flx/show/video/http%3A//www.youtube.com/embed/nXseTWTZlks%3Fwmode%3Dtransparent%26rel%3D0%26hash%3D653dd1cd4e7a47232b5b3cffa291f1eb


http://www.flickr.com/photos/olibac/4140353704/







































www.ck12.org Concept 6. Lunar Eclipses

CONCEPT 6 Lunar EclipsesLearning Objectives

• Describe lunar eclipses.

Can you see a lunar eclipse?

Again, of course! Anyone with a view of the Moon can see a lunar eclipse. The next four total lunar eclipsespredicted for North America will be on January 20, 2019, May 26, 2021, May 15, 2022, and November 8, 2022.

Lunar Eclipses

Sometimes a full moon moves through Earth’s shadow. This is a lunar eclipse (Figure 6.1). During a total lunareclipse, the Moon travels completely in Earth’s umbra. During a partial lunar eclipse, only a portion of the Moonenters Earth’s umbra. When the Moon passes through Earth’s penumbra, it is a penumbral eclipse. Since Earth’sshadow is large, a lunar eclipse lasts for hours.

Partial lunar eclipses occur at least twice a year, but total lunar eclipses are less common. The Moon glows with adull red coloring during a total lunar eclipse (Figure 6.2).

Check out the video below for more information about the super blue moon which occurred on January 31, 2018which had an added bonus of a lunar eclipse.


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http://www.ck12.org/flx/show/video/https%3A//www.youtube.com/embed/Ww-_6ZqslB8%3Fwmode%3Dtransparent%26rel%3D0%26hash%3D69dcdd0b658552722ff881b928908ef9


www.ck12.org

FIGURE 6.1A lunar eclipse.

FIGURE 6.2A lunar eclipse is shown in a series ofpictures.

Summary

• During a lunar eclipse, the full moon moves through Earth’s shadow.• Earth’s shadow is large so lunar eclipses last longer than solar eclipses. They cover more area too.• The umbra is the part of the shadow in which light is completely blocked.• The penumbra is the part of the shadow that is partially lit.

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www.ck12.org Concept 6. Lunar Eclipses

Review

1. What causes a lunar eclipse?2. Why are you more likely to see a lunar eclipse than a solar eclipse?3. When does a lunar eclipse occur?

References

1. U.S. Navy photos by Mass Communication Specialist Seaman Joshua Valcarcel;Alexandra Lord. http://commons.wikimedia.org/wiki/File:Lunar_eclipse_March_2007.jpg;http://www.flickr.com/photos/atruzzi/5366046285/ . Public Domain;CC BY 2.0

2. User:Sagredo/Wikimedia Commons;Alexandra Lord. http://commons.wikimedia.org/wiki/File:Geometry_-of_a_Lunar_Eclipse.svg;http://www.flickr.com/photos/atruzzi/5366046285/ . Public Domain;CC BY 2.0

3. U.S. Navy photos by Mass Communication Specialist Seaman Joshua Valcarcel;Courtesy of NASA;AlexandraLord. http://commons.wikimedia.org/wiki/File:Lunar_eclipse_March_2007.jpg;Left: http://commons.wikimedia.org/wiki/File:Solar_eclipse_2006-03-28,_The_sun%27s_corona,_or_outer_atmosphere,_is_visible_during_-totality.jpg; Right: http://commons.wikimedia.org/wiki/File:Solar_eclipse_from_space_29_Mar_2006.jpg;http://www.flickr.com/photos/atruzzi/5366046285/ . Public Domain;CC BY 2.0

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Social Emotional Learning

Whole Child Secondary SEL Lesson Packet

Let’s Learn Let’s Breathe Let’s Move Let’s Grow

Students and Families,

We hope your new schedule and routines you worked on in the past few weeks are working well

for you, and if not, feel free to adjust and refine them!

Especially during this difficult time is important to reflect on and understand our feelings and

know that whatever you are feeling during this time is ok. While practicing physical distancing,

there are easy self-care strategies that can help reduce feelings of depression and anxiety or

prevent anxiety before it even starts.

Use these tips from the MHFA to take care of your mental health while practicing physical

distancing.

1. Eat healthfully to keep your body in top working order.

2. Exercise reduces symptoms of depression and anxiety, whether we’re working out at home

or taking a solo jog around the neighborhood. (use any of the Let’s Move section activities)

3. Practice relaxation therapy. Focusing on tensing and relaxing muscle groups can help you

relax voluntarily when feeling overwhelmed, stressed or anxious. (use any of the Let’s

Breathe sections in this packet so you can use it when needed)

4. Let light in. For some people, increased exposure to light can improve symptoms of

depression. If you can, open the shades and let more sunlight in.

5. Be kind to yourself! Treat yourself with the same compassion you would a friend.

6. Stay connected. Even if you can’t get together face-to-face, you can stay connected to

friends, family and neighbors with phone calls, text messages, video chats and social media.

If you’re feeling lonely, sad or anxious, reach out to your social support networks. Share what

you are feeling and offer to listen to friends or family members about their feelings. We are

all experiencing this scary and uncertain time together.

7. Monitor media consumption. While you might want to stay up-to the minute with COVID-19

news, too much exposure can be overwhelming. Balance media consumption with other

activities you enjoy, such as reading, cooking or listening to music.

Self-care doesn’t require you to go outside or spend a lot of money. Adding small changes to your

routine can make a big difference to your overall mood and well-being.

These packets topics include self-motivation, confidence and efficacy, appreciation of diversity,

an opportunity to reflect on your values and how that guides your decision making and more!

These lessons can be done alone or with others in your home. Have fun this week! Try something

new, and don’t forget to wash your hands!

Remember we are in this together, reach out to others if you need anything. Your friends and

family, teachers, counselors and everyone at your school are a resource for you to connect with,

ask questions of, and are here to help support. The teachers and people at your school care

about you, believe in you and miss you. You got this!

Let’s Learn Let’s Breathe Let’s Move Let’s Grow Page │ 2

Topic: Self-Motivation

Why is this important? The ability to motivate yourself—self-motivation—is an important

skill. Self-motivation drives people to keep going even in the face of set-backs, to take

up opportunities, and to show commitment to what we want to achieve. Motivation is what pushes us

to achieve our goals, feel more fulfilled and improve our overall quality of life.

Practice: Improving our self-motivation doesn’t happen overnight, certainly not in a challenging

time like we’re experiencing. However, there are little things we can do to improve our self-

motivation. One way is to create a to-do list, but not with overwhelming tasks, perhaps just with small

things you’d like to accomplish during the day. Use the template below to create a to-do list of 1-3

tasks you’d like to accomplish today. Remember to start small, this could include things like:

brushing your teeth, going outside for a walk, washing your face, doing one load of laundry, etc. If

you already make a to-do list, try using the time management schedule with your task list.

Reflection: Did you know that writing things down on a to-do list can help you

prioritize and complete tasks? How might creating a to-do list help you accomplish your

tasks?


__________________________________________________________________________________________________________________________

__________________________________________________________________________________________________________________________

__________________________________________________________________________________________________________________________

Goal Setting: Like mentioned before, increasing our self-motivation doesn’t happen

overnight. How many tasks can you accomplish by using a to-list? Set a goal for yourself and

work your way up to making a full task list. __________________________________________________________________________________________________________________________

__________________________________________________________________________________________________________________________

__________________________________________________________________________________________________________________________

Today I had ____ active minutes. Tomorrow, my goal is ____ active minutes.

Mindful Observation

This exercise is simple but incredibly powerful

because it helps you notice and appreciate

seemingly simple elements of your environment

in a more profound way.

The exercise is designed to connect us with the

beauty of the natural environment, something that

is easily missed when we are rushing around or

feel stuck inside all day!

1. Choose a natural object from within your

immediate environment and focus on

watching it for a minute or two. This could

be a flower or an insect, or even the clouds

or the moon.

2. Don’t do anything except notice the thing

you are looking at. Simply relax into

watching for as long as your concentration

allows.

3. Look at this object as if you are seeing it

for the first time.

4. Visually explore every aspect of its

formation and allow yourself to be

consumed by its presence.

5. Allow yourself to connect with its energy

and its purpose within the natural world.


Topic: Self-Confidence

Why is this important? Self-Confidence is about believing in one’s own ability, trusting

your own judgment and abilities, and that believing in your value feel worthy, regardless of

any imperfections. One of the ways to support your self-confidence is the regular use of positive

self-affirmations, to deliberately install desired beliefs about yourself. Affirmations are uplifting

statements that we say to ourselves. Read on to learn more about how to integrate this practice daily.

Practice: Here are several key strategies you can teach your students about using affirmations:

• Affirmations must be firm, defined statements. Conditional affirmations are not nearly as effective.

Avoid words like “hope,” “should,” or “wish” because these are soft and lack the confidence to be

effective.

• Keep affirmations in the present tense. They should not be something you will become in the

future; they should always speak to what you are now.

• Repetition and frequency are critical. We all know the power of repetition when building new

habits. The thoughts we have today are simply habits we’ve solidified throughout our lives, so

applying affirmations frequently is the key to rebuilding them. Just before bed at night and first

thing in the morning are the two most powerful times to employ affirmations.

• While saying affirmations to yourself is a start, saying them out loud is more powerful. Writing

them down is even more potent. The most impactful time to make an affirmation is in the moment

of need (e.g. saying or writing the affirmation, “I am good at math” while you are taking a test).

• It is important to manage the number of affirmations. Prioritize the top 3 to 5 and start off by

focusing on those. You can always expand into new areas over time. Circle which might be most

important to you to focus on for now.

Here are 35 positive affirmations for you to help combat negative thinking:

To increase self-esteem and body image:

1. I embrace my flaws, I know that nobody is perfect

2. I don’t want to look like anyone but myself

3. I get better every day in every way

4. My self-worth is not determined by a number on a

scale

5. I matter, and what I have to offer this world also

matters

6. I love myself deeply and completely

To help deal with adversity

7. This too shall pass

8. Failure is great feedback

9. I am confident about solving life’s problems

successfully

10. I learn from my challenges and always find ways

to overcome them

11. I press on because I believe in my path

To encourage a belief in my future

12. If I can conceive it and believe it, I can achieve it

13. The future is good, and I look toward it with hope

and happiness

14. I can do whatever I focus my mind on

15. I follow my dreams no matter what

16. All my problems have solutions

17. I am open to all possibilities

To reduce comparing myself to others

18. I compare myself only to my highest self

19. I refrain from comparing myself to others

20. Beauty comes in all shapes and sizes

21. I am who I want to be starting right now

22. I see perfection in both my virtues and flaws

To deal with bullying or social conflict

23. I belong, and I am good enough

24. No one can make me feel inferior without my

consent

25. I surround myself with people who treat me well

26. I see the beauty in others

27. I am safe and sound, and all is well

28. It is okay to say no because those who matter

don’t mind and those who mind don’t matter

To improve overall attitude

29. I am perfect and complete just the way I am

30. I control my emotions; they don’t control me

31. I am too big a gift to this world to feel self-pity

32. Today is the best day of my life

33. I fill my day with hope and face it with joy

34. I choose to fully participate in this existence

35. The mistakes I made yesterday are creating the

person I’ll be tomorrow

https://positivepsychology.com/daily-affirmations/



https://7mindsets.com/dealing-with-middle-school-bullying/


Reflection: Which positive affirmations will you practice using as a mantra today?

Take time to practice saying it aloud and write it down. Make a plan for making sure to keep

up with saying it to yourself so that it is becomes easier in the moment you need it! __________________________________________________________________________________________________________________________

__________________________________________________________________________________________________________________________

__________________________________________________________________________________________________________________________

Goal Setting: Click or tap here to enter text.

__________________________________________________________________________________________________________________________

__________________________________________________________________________________________________________________________

__________________________________________________________________________________________________________________________


5-Minute Mini-Meditation

Relax in a chair, in your bedroom or just about

anywhere with this five-minute mindfulness exercise.

1. Find a quiet spot to sit, lie or stand. Try to pick

a place where you won’t be disturbed.

2. Get in a comfortable position.

3. Rest your hands on your legs or at your sides.

4. Either close your eyes or focus on a single

point in front of you.

5. Listen to your breath as you inhale and exhale.

6. Try to focus on your breathing and not what is

causing you stress or pain.

7. Breathe in slowly and exhale slowly. That is

one count.

8. Continue until you complete about ten counts

of breathing.

9. If your mind wanders and you lose count, start

again.

10. Open your eyes or shift your focus.

11. Notice how you feel.

12. Were you able to calm yourself even a little?


Topic: Appreciating Diversity

Why is this important? Each of us is unique, and what makes us unique should be

celebrated. How boring would our world be if we were all the same?! When we appreciate each

other’s differences, our classroom and communities are positive places, we can learn from each

other, and we get introduced to new exciting things! and a great way to learn about others is by

kindness, asking questions, and thinking before we speak.

Practice: Think about groups at school or in the community that we tend to lump together

(e.g., kids in band, kids who play sports, all of the girls, etc.). Use your journal to write down

some ideas. Next, use your journal to answer the following prompts: (1) When we lump

everyone from the same group together and assume they all have the same characteristics , what

are we doing? (2) Do you know a lot of people from the groups we tend to lump together? Do

they all fit the stereotype? (3) Why are stereotypes dangerous?

Reflection: Spend the next 5 minutes finishing up your journaling. Answer the

following prompts: (1) How do different parts of our identities combine to make us

the unique person we are? (2) What are the benefits and challenges of living in a

diverse society? (3) How can we celebrate what we have in common, while also honoring our

differences? __________________________________________________________________________________________________________________________

__________________________________________________________________________________________________________________________

Goal Setting: Think about your best friend or a close family member. How are they

different than you? How are they the same? We challenge you to connect with 1-2 family

members or friends and tell them what you appreciate about what makes them different than you and

why you appreciate your similarities as well. __________________________________________________________________________________________________________________________

__________________________________________________________________________________________________________________________

__________________________________________________________________________________________________________________________



Mindful Steps Exercise:

*Best completed outside if there is an appropriate

space (you can be barefoot if you like and it is safe to

do so).

Begin with three deep breaths.

Then, take 5 or 6 steps in one direction, turn slowly

and take 5 or 6 steps back to where you started.

While walking, bring your awareness to your breath

and your body.

• What does the ground feel like under your

fee?

• Which part of your foot touches the ground

first when you take a step?

• Does your body feel heavy or light today?

• Are you slouching when you walk? Or is your

back up quite straight?

• Try not to change the way you walk, but

instead just notice how your body naturally

moves.

Topic: Ethical Responsibility

Why is this important? Knowing what we value most in our life makes it easier to respond

to opportunities and conflicts with integrity. In order to determine your values, try the Value Card

Sort Activity on the next page, as an excellent way to reflect upon what is most important to you.

Values Card Sort Activity1 First cut the cards on the next page to sort, or create a table to write in.

VERY IMPORTANT IMPORTANT LESS IMPORTANT

1. “Sort” the cards into 3 categories of importance to you (VERY IMPORTANT, IMPORTANT, LESS IMPORTANT). Go one by one, and use your gut, it doesn’t have to take long. Trust your instincts. 2. After your first sort, focus on the VERY IMPORTANT group and narrow down to your top values. 3. Rank your top 3 cards from the VERY IMPORTANT group:

1. __________________________________________ 2. __________________________________________ 3. __________________________________________

3. Reflect on the prompts in the “Reflection” section on your sorting choices in your journal


Value Cards Sort Activity: Title Cards

VERY IMPORTANT IMPORTANT LESS IMPORTANT

Values Value

Working Hard Taking Time for

Myself Being Successful Fame, Success

Being Organized Being Happy Being Real/Genuine

Being Influential

Being Loyal Having High

Standards

Being a Good

Friend Being Patient

Being Honest Being Responsible

Staying in Control Making a Difference in the

World

Being Respected

Doing the Right

Thing

Being Kind

Helping Others

Being a Life-Long

Learner

Having Fun

Being a Role

Model

Ensuring Others Feel Safe and

Welcome

Feeling Good About Myself

Being Flexible

Faith or

Spirituality

Being Fair

Being Aware of Personal Biases

Being Self Reflective

Understanding

Others

Creativity

Being a Good Listener

Courage, Risk

Taking

Learning about

Other’s Interests

Increasing Social

Justice

Being Loved

Having a Good Sense of Humor

Not Sweating the

Small Stuff

Family

Celebrating Differences in

People

Being a Good

Student

Not Giving Up

Being a Leader

Value Cards


Reflection: Reflect on the values you determined above, and narrow down to your top 3. In what ways

do you live those values? How about when you are with your family or friends?

__________________________________________________________________________________________________________________________

__________________________________________________________________________________________________________________________

__________________________________________________________________________________________________________________________

Read the below quote and reflect on what that quote means in your life: As we practice resolving dilemmas we find ethics to be less a goal than a pathway, less a destination

than a trip, less an inoculation than a process. —Ethicist Rushworth Kidder

__________________________________________________________________________________________________________________________

__________________________________________________________________________________________________________________________

__________________________________________________________________________________________________________________________

Goal Setting: In what way can you commit to living your values today?

__________________________________________________________________________________________________________________________

__________________________________________________________________________________________________________________________

__________________________________________________________________________________________________________________________


Practice This Now So You Can Use Anytime!

Take one hand and gently tap your thumb to each

finger on the same hand.

Think only about what you feel as you alternate finger

taps. If your mind drifts to other things, just gently

bring it back to your fingers.

Notice but disregard all other fleeting thoughts.

Focus on your fingertips. How do they feel right

now? After a minute or two, relax your fingers and

take a note of any difference you feel in your hand. If

you closed your eyes during this exercise, open them.

Gently stretch your entire body and reflect on what

just happened.


Topic: Organizational Skills

Why is this important? We are all out of regular routines and need to change up how we

organize our time. We are all learning how to best organize our space, tasks, and time at home, so

don’t give up! If your space or your routine isn’t working, change it up!

Reflection: How you have organized your space to do schoolwork? Make sure you

have all you need handy, and ready for you before you start.

How are you organizing your time, and making sure you are taking care of yourself?

Are you making a to-do list, and making sure some of the basics like drink water, get outside, connect

with others or other important ways to take care of yourself on that list?

__________________________________________________________________________________________________________________________

__________________________________________________________________________________________________________________________

__________________________________________________________________________________________________________________________

Goal Setting: How will you work on getting more organized today?

__________________________________________________________________________________________________________________________

__________________________________________________________________________________________________________________________


Musical Drawing

This activity is designed to allow you to experience how outside

forces can influence your mood, pace, and feelings. You will need

either several songs that vary in tempo and mood or one song

that changes tempo and mood throughout, paper and pencil.

1. Play 30 seconds of a slow and relaxing piece of music, then

change a fast-paced beat for about 30 seconds, then back

to the slow and relaxing, then back to a higher intensity

song, then if you can play some peaceful nature sounds.

2. While you listen, draw anything you want, real or abstract.

But keep drawing!!

3. After listening to the varying music--Reflect:

Did your posture change? Did the pace of your drawing

change? Did the strokes become faster or slower?

Did you change the grip on your pencil?

4. Music affects our emotions and body during this activity

and even possibly the outcome of your drawing. Our body,

feelings and emotions are connected and can be

influenced by outside forces.

How can this activity influence what you do during the day to

influence your body, feelings and emotions?


Topic: Self-Efficacy

Why is this important? Self-efficacy is the belief in your own ability to succeed in achieving a goal—having

the confidence to know you can do whatever you set your mind to by managing how you think, feel

and behave. Having high self-efficacy helps get control your thoughts feelings and emotions, set and

achieve goals.

Practice:

5 Ways to Improve your Self-Efficacy

1. Recall times you have succeeded in the past through your own hard work and strength For example: remember the last time you earned an A on a difficult test, by asking others for

help and studying hard. Pulling on your own of success has the strongest influence on your self-

efficacy.

2. See how others like you achieved success

For example: when you watched your friend train for a big race and win, it makes you feel more

confident in your ability to win at your next race.

3. Helpful feedback from others

For example: when someone you trust (a teacher or friend) coaches you and encourages you, to

help you overcome your own self-doubt.

4. Imagine yourself accomplishing the task For example: any positive images you see in your mind, like seeing yourself figuring out a math

problem before you even begin, or a winning a race before you start running.

5. Learn how to read your body and emotions

We all get nervous when we have to do something challenging, but when we read it in a positive

way- for example we read our feeling as excited rather than anxious helps us see the situation in a

different way.

The more you become familiar in these skills, the easier it will become in using them. Having self-

efficacy doesn’t mean achieving goals is easy, but it means that you believe you can make it happen.

Which makes you more likely to set and achieve challenging goals.

Reflection: It is important you know you are not alone in this, and it isn’t all up

to you. Reflect on a time when you had someone who encouraged and supported you in

succeeding or helped you bounce back from setbacks. Describe how they supported you.

Then reflect on who can you reach out to help support you in reaching your current goals? You can

also do this for others to help build their self-efficacy. __________________________________________________________________________________________________________________________

__________________________________________________________________________________________________________________________

__________________________________________________________________________________________________________________________

__________________________________________________________________________________________________________________________


Goal Setting: Self-efficacy matters when setting goals and pursuing them. What goal

do you want to accomplish? Work through the 5 ways to improve your self-efficacy as it

relates to this goal. __________________________________________________________________________________________________________________________

__________________________________________________________________________________________________________________________

__________________________________________________________________________________________________________________________


Mindful Appreciation

In this last exercise, all you have to do is notice 5

things in your day that usually go unappreciated.

These things can be objects or people; it’s up to you.

Use a notepad to check off 5 by the end of the day.

The point of this exercise is to simply give thanks and

appreciate the seemingly insignificant things in life,

the things that support our existence but rarely get a

second thought amidst our desire for bigger and

better things.

For example: electricity powers your kettle, the

postman delivers your mail, your clothes provide you

warmth, your nose lets you smell the flowers in the

park, your ears let you hear the birds in the tree by

the bus stop, but…

o Do you know how these things/processes came

to exist, or how they really work?

o Have you ever properly acknowledged how

these things benefit your life and the lives of

others?

o Have you ever thought about what life might be

like without these things?

o Have you ever stopped to notice their finer,

more intricate details?

o Have you ever sat down and thought about the

relationships between these things and how

together they play an interconnected role in

the functioning of the earth?

Once you have identified your 5 things, make it your

duty to find out everything you can about their

creation and purpose to truly appreciate the way in

which they support your life.


Fun and games are for people of all ages!

Try to get a bingo with this wellness bingo or complete every challenge!

Whole Child BINGO

I am SAFE I am HEALTHY I am ENGAGED I am CHALLENGED I am SUPPORTED

B I N G O

25 Frog Jumps

25 Sit Ups

15-Minute Gratitude

Walk

30-Minute Fast

Walk

25 Air Squats

20 Arm Circles

(Each Direction)

Trade a Sugary

Snack for a

Healthier Option

1-Minute Wall Sit

20-Minute Bike

Ride

Have a piece of fruit

as a snack

Jump Rope

2-Minute Walk on

Heels

FREE SPACE

15 Minute Dance

Break

1-Minute Plank

Walk Up and Down

50 Stairs

30-Minute

Walk/Run

50 Jumping Jacks

Try a New

Vegetable

10 Minutes of

Mindful Breathing

15-minute run

Cat Cow Yoga Pose

Eat a meal that

includes all 5 food

groups

Eat a Healthy

Breakfast

20 Push Ups

Cardio=

Strength=

Endurance=

Flexibility=

Nutrition=

Social Studies

https://www.civiced.org/resources/curriculum/lesson-plans

What is the federal system created by the Constitution? Modified from We the People, Constitution Day

In this lesson you will learn how the Constitution established a new way to organize a government. It is

called a federal system. When you finish this lesson, you should be able to explain what a federal system

is and how it differs from other forms of government. You should also be able to identify some strengths

and weaknesses of a federal system. Finally, you should be able to explain why you think the Framers

created such a system of government.

The federal system of government was created by the Framers. The Preamble to the Constitution makes

it clear that, under our system of government, sovereignty belongs to the people and that the people

delegate power to both federal and state governments and retain some powers for themselves. This

federal system is contrasted with unitary and confederate systems. The supremacy clause of the

Constitution makes it clear that in the inevitable conflicts between the federal and state governments,

the authority of the Constitution is superior to the power of the states.

As you progress through the unit, keep notes to help you understand the terms listed in the chart.

Term What I think it means What it actually means

Authority

Confederation

Federalism

Federal system

Sovereignty

Supremacy clause

Unitary government



The men who worked together to create our Constitution are known as the Framers. Why do you think they wanted to create a new type of government?

What are the different kinds of government?

Before our government was established under the Constitution, most nations had been organized in one

of two ways.

1. Unitary governments were those in which central governments acted directly upon their citizens.

Local and state governments received their powers from the central government and were under its

control. As a result, central governments were much stronger than local and state governments. Great

Britain had a unitary form of government.

2. Confederations were central governments organized for such limited purposes as defense and

regulation of trade. The state governments in a confederation kept full control over anything that

affected their own citizens and territory. The separate states were considered stronger than the central

government. The United States under the Articles of Confederation had a confederate form of

government.



In contrast to these ways of organizing a government, the Constitution created a federal system of

government.

How is a federal system different from other systems of government?

The government created by the Framers differed in the following two important ways from other

existing systems of government. To understand these differences we must introduce a new term —

authority. We will define authority as the right to govern. According to the natural rights philosophy,

people have the right, or authority, to govern themselves. They also have the right, or authority, to

create a government and give it the right to govern them. These ideas were used by the Framers in

creating a federal system.

1. Sovereignty, or the ultimate authority of the government, is held by the people. The Constitution

begins with the words “We the People of the United States.” The people have created the government

and given it the authority to govern them. The people, however, have the final or ultimate authority to

control their government by the means provided in the Constitution. In most other nations of that time,

the government held the ultimate authority. This was true even if the government had originally

received its authority from the people. For example, in some countries the king was sovereign. In Great

Britain, the Parliament was sovereign. In the United States, the people are sovereign.



2. Federalism. The second major difference is that the Constitution provides for a federal system of

government. In a federal system the people do not delegate, or give, all power to one central

government. Instead, they delegate some power to their national government, some to their state

governments, some to both, and they keep some powers, or rights, for themselves.

Use what you’ve learned so far to complete the chart below.

Federal Confederation Unitary Where does power come from in each system of government?

Who is power given to?

Why do you think the Framers developed this system of government?

How is power distributed in the federal system? The following are examples of how power is distributed in our federal system.

Powers to the national or federal government As citizens of the nation, the people give certain powers to the federal government. These powers are

described in the Constitution. They include the power to create post offices, control interstate and

foreign trade, declare and conduct war, and create a national currency.

Powers to state governments

As citizens in the various states, the people give certain powers to their state governments. These

powers are listed in each state’s constitution. They include the power to control trade within the state,

establish public schools, create motor vehicle laws, and control marriage and divorce practices.

Powers that are shared

It is important to know that in our federal system the federal and state government share certain

powers. For example, both governments have the power to tax citizens and businesses and to provide

for the health and welfare of the people.

Powers kept by the people

Certain rights and powers have been kept by the people and not delegated to any government. They

include the right to believe what we wish, select our careers, choose our friends, travel, and raise a

family.



In a federal system, how do the people delegate their power?

Why does the federal government have greater power than the state

governments?

There were many disagreements among the Framers about what powers the federal government should

have. They did agree however that the powers of the federal government were to be greater than those

of the state governments. This is clearly stated in the supremacy clause of Article VI. The states cannot

make laws that conflict with the Constitution or laws made by Congress.

What conflicts might arise between federal and state government?

In our federal system, Congress can make laws governing the people. The state governments can also

make laws governing the people. You can imagine that in this kind of system, there will be many times

when state laws conflict with those made by Congress. In one instance, these conflicts led to a war

between the states — the Civil War.

The Framers created a new and very complicated form of government. They could not predict exactly

what powers the state and federal governments would eventually have. Early in our history, the state



governments were very powerful. Today, the federal government has far more power over the state

governments than most of the Framers could have imagined.

In thinking about the relationship between the federal and state governments, it is important to

understand the following things.

• In spite of the increase in the power of the federal government, most of the laws that affect us

directly are state laws. These include laws regarding education, property, contracts, families,

and criminal behavior.

• In most cases it is Congress that decides how much power will be left to the states. Congress

makes its decisions on the basis of practical and political issues. Voters can influence these

decisions.

In developing a federal system of government, the Framers invented a new way to organize a

government. In this system, sovereignty remains with the people. The people give certain limited

powers to the federal and state governments. Each level of government has the authority to act directly

upon the people.

This complicated system is sometimes not as efficient as a unitary system of government. The Framers

did not see this as a disadvantage. In fact they considered it to be one of the advantages of federalism.

The Framers thought that the separation of powers between the federal and state governments was

one way to protect the rights of the people.

Explain what a federal system is. Draw a diagram that shows how the federal system works in the United States.



Imagine you were in a situation, like the Framers, where you were organizing a government.

Explain what you think might be some of the advantages and disadvantages of a federal system of government.

Which responsibilities and powers would you give to the federal government?

Which powers would you give to the state governments?

Which powers would you keep for yourselves?

Define “sovereignty.” Who has sovereignty in the United States? Give evidence to support your answer.

What problems might arise from different states passing different laws regarding:

crime

education

employment

housing

welfare benefits




World Languages

UPDATED: World Language

Resource Packet (NOW includes intercultural activities and rubrics)

The following activities are applicable

to any world language classroom.

-------------------------------------------------------------------------------------

Table of Contents

PERFORMANCE LEVELS (RUBRICS) PER LANGUAGE/LEVEL

- Spanish and French Page 2 - Korean, Chinese and Japanese Page 3

NO TECHNLOGY REQUIRED

- Choice Board (ADDITIONAL BOARD AVAILABLE) Page 4-6 - Free Write Journal Topics Page 7-9

TECHNOLOGY REQUIRED (i.e. cellphone, tablet or laptop)

- Language Practice Technology Choice Board Page 10

INTERCULTURAL ACTIVITIES Page 11

REFLECTIVE PROTOCOLS Page 12

Recommended Rubrics for Chinese, Japanese and Korean

Use the below as a guide on the performance level you need to reach for the activity/assignment.

APPROACHING MEETING EXCEEDING

7th G

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e

-Use few (1-2) words related to topic AND/OR task. -Can list, name, and identify a few things with single words. -Can answer a few (1-2) practiced questions. -Does not use phrases. -No conversation yet. -Teacher and classmates understand some of what you say.

-Use some words (3-4) in lists and phrases related to the topic AND/OR task. -Understand and answer some common questions with memorized material. -Frequent pauses. -Teacher and classmates can understand much of what you say.

-Use lists of words, simple phrases or memorized material related to the topic AND/OR task. -May use sentences and some connector, transition and frequency words. -May create with language. -Can ask and answer some practiced questions or spontaneous questions. -May have frequent pauses (if speaking). -Teacher and classmates can understand most of what you say.

8th g

rad

e


-Use lists of words, simple phrases or memorized material related to the topic AND/OR task. -Can ask and answer some practiced questions. -Frequent pauses (if speaking). -Teacher and classmates can understand most of what you say.

- Use sentences and sentence fragments (missing something) related to the topic AND/OR task. -Use some connector, transition and frequency words. -Can create with the language more than 50% of the time. -Can ask and answer questions. -Teacher and classmates can understand what you are saying most of the time.

HIG

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-Use simple discrete (stand-alone) sentences related to the topic AND task. -Use connector, transition and frequency words. -Rarely uses flavor or expression words/phrases. -Can express thoughts and get what you need (create with the language) -Can ask and answer simple questions. -Teacher and classmates can understand you.

HIG

H S

CH

OO

L 2

ND

YE

AR




HIG

H S

CH

OO

L 3

RD Y

EA

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-Use more than one sentence at a time related to the topic AND task. You can link some sentences together. -Use several flavor or expression words/phrases. -Can create with the language -Can ask and answer simple questions. -Teacher and classmates can understand you.

-Use strings of sentences related to topic and task (extended sentences with connectors, transitions, and frequency words). -Can create with the language -Consistently uses flavor and expression words/phrases -Can ask and answer a variety of questions. -Teacher and classmates can easily understand you.

Recommended Rubrics for French and Spanish Middle

Use the below as a guide on the performance level you need to reach for the activity/assignment.

APPROACHING MEETING EXCEEDING

7th G

rad

e

-Use few (1-2) words related to topic AND/OR task. -Can list, name, and identify a few things with single words. -Can answer a few (1-2) practiced questions. -Does not use phrases. -No conversation yet. -Teacher and classmates understand some of what you say.


-Use lists of words, simple phrases or memorized material related to the topic AND/OR task. -May use sentences and some connector, transition and frequency words. -May create with language. -Can ask and answer some practiced questions or spontaneous questions. -May have frequent pauses (if speaking). -Teacher and classmates can understand most of what you say.

8th g

rad

e




HIG

H S

CH

OO

L 1

ST

YE

AR




HIG

H S

CH

OO

L 2

ND

YE

AR




HIG

H S

CH

OO

L 3

RD Y

EA

R


-Use more than one sentence at a time related to the topic AND task. You can link some sentences together. -Use several flavor or expression words/phrases. -Can create with the language -Can ask and answer simple questions. -Teacher and classmates can understand you.

-Use strings of sentences related to topic and task (extended sentences with connectors, transitions, and frequency words). -Can create with the language -Consistently uses flavor and expression words/phrases -Can ask and answer a variety of questions. -Teacher and classmates can easily understand you.

Vocabulary Practice Choice Board

Work through the Choice Board picking different vocabulary practices ideas!

Draw a picture and hide 6 of the words in the picture. The chosen words must be

placed in a picture associated to the definition.

Example: The word mysterious written around the brim of a magician’s

hat.

Write a free verse poem or song using 7 of your vocabulary words, showing you know the meanings of the words. Be

creative! Think with emotion! Use humor!

Make 6 “Mr. Stick” drawings with dialogue bubbles or captions. The bubble or

caption must correctly use the word. Put details in your

drawing so it is clear how your pictures relate to your words.

Create an illustrated dictionary for all 10 of your vocabulary

words. Each entry should have the definition and an

accompanying picture

Write 5 Haikus (3 lines that follow 5, 7, 5 syllables in each line) for 5 different vocabulary words that

show you know the words’ meanings. Example:

“Dreary” Dark, sad, a tad blue A little puppy sat still

Rain pattered its fur

Write dialogue between two people using the 10 vocabulary words. Make sure you include a dialogue tag (try to use words other than said) and punctuate

the sentence correctly. Remember that each time a

new person speaks, it is a new paragraph and must be

indented. Example: “Put your coat on,” reminded Mom. “I

don’t think it is too frigid out,” Joe replied.

Create specific descriptions of 7 different characters whose

last names are your vocabulary words. List each person’s personality, job, and

appearance that have something to do with the

word’s meaning. Example: Mr. Stingy Personality – He does

not like to spend money. Job – Accountant Appearance – All of his pants have zippers to

keep his money safe.

Write 2 declarative (.), 2 interrogative (?), 2 imperative (a command), and 2 exclamatory

(!) sentences with different vocabulary words. Your

sentences should give enough clues about the word so that

someone could guess the word’s meaning using your context

clues.

Create 6 math word problems using 8 of your

vocabulary words. Example: Brett drove

nonstop for two hours. The roadways were

congested. He traveled 40 miles. How many miles did

Brett drive in one hour?

You are on vacation! Write a letter to your friend. Use at least 8 of your vocabulary

words as you describe your trip. Remember to say where you

are and include the date, greeting (i.e. Dear…), and

closing (i.e. Your friend, …).

Relate 7 of your vocabulary words to real issues in society

today or from the past. Example: One reason why

recycling is critical is because our landfills are teeming with

garbage.

Write an ad for your favorite food, car, toy, or restaurant using 6 of your vocabulary

words. The ad should have headline or slogan, picture, and 5 – 8 sentences explaining the benefits of the product. Make it neat and colorful. Be creative -

have fun!

Write a short story (3 – 5 paragraphs) with 8 of your vocabulary words. Have

fun and be creative! Include an opening,

problem/solution, closing, and illustration.

Write definitions in your own words for each of the 10

vocabulary words. Make sure that your definitions are clear

and easy to understand.

You came up with a great idea for a movie! Write a summary

of it using all 10 of the vocabulary words. Be sure to

mention the characters, setting, problem, and solution.

Make a crossword puzzle out of your 10 vocabulary words. Make sure you number the

boxes and make across and down clues for each one.

Compare and Contrast the word

Example: Apple is red like a rose but bigger and you

can eat it.

Categorize your vocab into list of 6-10 words. Examples: Color

List, Food List, Activities list, things you like, things in your

house

Build 6 Frayer Cards (see example on the next page)

Teach someone in your family 5 new vocab words a day.

NEW World Language Choice Board

Work through the Choice Board picking different activities.

Create a dialogue about two people talking about their chores, duties or sports.

Record yourself telling your classmate your information.

Create a vocabulary quiz from vocabulary during the school

year.

Create a crossword puzzle with 15 vocabulary words from the current unit. Clues must be in complete sentences in German. Include both the

finished puzzle and an answer key.

Come up with 15-20 questions based on the current

vocabulary, grammar and/or cultural unit. Include an

answer key.

Create a magazine ad for a store in the target language

(make up a name!). Have 10 products for sale from class

vocabulary. Include a picture, brief description and price for

each item.

Pick a famous person and write our ten questions you’d

like to ask them.

Create a scene for your favorite book or TV show.

Include a problem, climax and solution.

Create a timeline of at least 5 events.

Write a review of a book, TV show or movie.

Write a journal entry as if you were a favorite character from

a book, TV show or movie.

Write out directions from your house to one of your favorite

places to visit in your city.

Write out a set of instructions for someone on how to stay safe during the Coronavirus

Pandemic.

Design your ideal food pyramid. Make sure to include at least 5 categories and 15

food items in total.

Create a song that will help you remember the question

words.

Write out what a normal day is like during the shelter in place.

Write what you will do on your first full day once the shelter in

place is lifted.

Frayer Cards

Build a great resource of Frayer Cards by doing 6 a day!

Consider using the online option too!

1. Pick a vocabulary word

2. On a notecard, digitally, sheets of paper, in your notebook (so many ways!) create the Frayer Card and fill it

out using the vocabulary word you picked.

3. Consider this similar to when you circumlocute a word, which is, describing a word without saying the actual

name of the word. Similar to Pictionary.

Vocab Word:

In a sentence: Draw it:

Describe it (How use it, when, why,

what does it look like, where is it…)

https://docs.google.com/presentation/d/1---9Q1NhRxnXhHSmZVtT2TwrDF8xHIzZcyg-TQ38z6I/edit?usp=sharing

Journal Writing Prompts Pick a topic and write about it in the means most accessible to you (i.e. a notebook, Class Teams OneNote, in

Google Word online…). Write as much as you can staying around these barometers (First Year: several sentences, Second Year: 2 Paragraphs, Third Year: 3 Paragraphs and 4 Year +: Write as much as you can for 20 minutes).

1.  Write about going back to school after summer vacation. 2.  Write a thank you note to a friend who gave you onion and garlic-flavored chewing gum. 3.  Draw an imaginary constellation.  Write a story such as ancient people might have told about it. 4.  Describe a real made-up dream or nightmare. journal writing prompts 5.  Write about your favorite childhood toy. journal writing prompts 6.  Write out the best or the worst day of your life.   7.  Finish this thought: if I could change one thing about myself (if you can't think of anything, you might want to consider telling how you got to be perfect!)   8.  If and when I raise children, I'll never...   9.  I have never been more frightened than when...   10.  Persuade a friend to give up drugs.  11.  Five years from now, I will be... journal writing prompts 12.  Write about a day you'd like to forget.   13.  Invent and describe a new food. journal writing prompts 14.  Describe an event that changed your life forever or make up and describe an event that would change your life forever.  15.  Describe someone who is a hero to you and explain why. 16.  Write about a time in your life when you struggled with a choice and made the right one. 17.  Imagine yourself in a different century and describe an average day in your life. 18.  Which character from a book would you most like to meet and why? journal writing prompts 19.  Three goals I have set for myself are... journal writing prompts 20.  What would you do if 300 mice had just gotten out of their cages in a pet shop where you worked? 21.  What would you do if you were locked inside your favorite department store overnight? 22.  What would you do if you woke up one morning to find yourself invisible?  23.  What would you do if you were able to communicate with animals?  24.  What would you do if you could travel into the future?  25.  What would you do if you could travel into the past?  26.  What would you do if someone just gave you $1 million?  27.  What would you do it all the electricity in the world just stopped?  28.  What would you do if you could travel free anyplace in the world?  29.  What would you do if the dinner served to you in a fancy restaurant came with a fly in the mashed potatoes?  30.  Write a list of at least 50 things that make you feel good. 

31.  Describe the perfect day.  Put in as many details as you can.  Make it a possible day, not a "dream day."  32.  Who is the person from history that you would most like to meet and talk to?  Why?  What would you like to ask?  33.  Who is the person from literature that you would most like to meet and talk to?  Why?  What would you like to ask?  34.  Compile a list of words that describe you as a child.  Compile a second list that describes you as you are now.  How are these lists the same?  How are they different?  35.  Compile a list of inanimate or animate objects to which you might compare yourself metaphorically.  (I am a windmill.  I change direction or my thoughts whenever someone talks to me...)  36.  Tell about what triggers anger in you or someone else.  37.  Invent a monster and describe it.  Tell where it lives, what it eats, and what it does.  38.  What is your favorite kind of weather?  Why?  39.  What is the best book you have ever read?  Why did you like it?  Did reading the book change you in any way?  What way?  40.  Write about what you didn't do this weekend. 41.  Think about an incident that happened to you and exaggerate in the telling.  Make it into a tall tale.  42.  If you were ruler of the world, what things would you banish absolutely for all time (rain on weekends, eggplant, and so forth)?  Make a list.  Use your imagination.  43.  If you could go back in time anywhere and "anywhen," where/when would you go and why?  44.  What law would you like to see enacted which would help people?  How would it help?  45.  What commercial on TV do you dislike beyond all others?  What about it is particularly annoying to you? 46.  Design some gadget, machine, building, or other creation that might enrich the future.  What does it look like? What does it do?  How does it function?  In what ways might it benefit people? 47.  What current fashion in clothing do you particularly like or dislike?  Explain. journal writing prompts 48.  Convince someone why music or art or computers are important in your life.  Make them appreciate your viewpoint. 49.  If you had $100,000, how would you spend it? 50.  Be a building you know well.  Talk about your life and memories. 51.  You are to tell a person from a distant planet or from another era what pollution is.  Make that person understand what causes it and why it is bad. 52.  If you could do something that you never have done before, what would it be?  Why would you want to do it? 53.  Begin a list of questions that you'd like to have answered.  They may be about the future or the past.

54.  What do you consider your greatest accomplishment to date and why? 55.  Write one characteristic or habit about yourself that you like and describe it.  Or write about one thing you don't like about yourself. 56.  What is your hobby?  Why do you enjoy it? 57.  If you could go somewhere where you've never gone before, where would you go and why? 58.  What's, if anything, would you be willing to fight or even die for?  Explain your answer. 59.  If you could change one thing about the world, what would it be?  Why would you make this change? 60.  Is there a machine you feel you could not live without?  Explain. 61.  Write about what you think you will be like and what you will be doing 10 years or 20 years from now.

62.  Did you ever stick up for someone?  63.  Describe your neighborhood bully.  64.  Write about a baby-sitting experience.  65.  Describe a great fort you built for a great game you played as a child.  66.  Write about an enemy who eventually became your friend.  67.  Write about a time you cheated and got caught.  68.  Write about a privilege you earned.  69.  Write about the stray animal you brought home.  70.  Did you ever send away for something that turned out to be a disappointment?  (Or order something over the Internet)  71.  What is it like to go shopping with your mother? journal writing prompts 72.  Write about a time you performed in front of an audience.  73.  Write about a difficult decision you had to make.  74.  Write about learning to skate, to ride a bike, to climb a tree, or to turn a cart wheel. journal writing prompts 75.  Did you ever get lost in a strange town?  76.  Were you ever locked in or out?  What did you do?  77.  What was it like to spend your first night away from home?  78.  What was it like to come back home after a long vacation?  79.  Write about a disappointment. journal writing prompts 80.  Write about something minor that turned into a big deal. 81.  Did you ever win or lose a contest?  Tell the story about what happened.  82.  Write about something you desperately wanted when you were younger.  83.  Did you ever know someone who had "everything"?  84.  Write about the time as a child you played in one of the following: treehouse, a cornfield, a construction site, a junkyard, an abandoned house or barn, a stream, a cemetery, a swamp, a pasture, railroad tracks.  85.  Did your mom or dad ever make you wear something you hated? 

86.  Write about a time you were talked into something and you regretted it.  87.  Were you ever in a helicopter, limousine, racecar, hot-air balloon, submarine, or horse-drawn  carriage?  88.  Did you ever forget something really important?  What happened as a result?  89.  Write about an experience in a hospital.  90.  Were you ever accused of something that you didn't do? 91.  Write about a disastrous trip or vacation. 92.  Were you ever given a responsibility that you couldn't handle? journal writing prompts 93.  Were you ever in a fire, flood, tornado, or hurricane? 94.  Describe the best concert you ever attended. 95.  Write about a window you broke or something valuable you lost. 96.  Did you ever catch fireflies?  Crickets?  Frogs?  Snakes? 97.  Write about a time you tried to help and ended up making things worse. 98.  Did you ever break an important promise? 99.  Write about moving to another city or neighborhood. 100.  Describe an outdoor game you used to play in the summer time. 101.  Write about building sand castles or mud pies. 102.  Did you ever meet a famous person? 103.  Write about mowing the lawn, burning leaves, or weeding the garden. 104.  Describe the club you organized as a kid. 105.  Describe a car or bicycle accident you were in. 106.  Write about being a misfit. 107.  Write about a day spent in another country. 108.  Write about a time you out-smarted someone. 109.  Write about going shopping for new clothes. 110.  Did you ever turn someone in or tell on someone and feel bad about it later? 111.  Imagine that you are an animal in the zoo.  What type of animal are you?  How do you feel about being caged?  How do you feel about people that visit and watch you? 112.  Write about a time your parents embarrassed you. 113.  Describe learning something from a friend. 114.  Write about a time you gave someone good advice.

115.  Write about the funniest thing that ever happened to you.  116.  If you had to escort a visitor from outer space for a 30-minute tour of your community, where would you begin and end?  117.  Be a grape that becomes a raisin: describe how it feels to shrink, to shrivel, to become dry and wrinkled.  118.  Be an icicle that becomes water.  Describe how it feels to be cold and firm and full of beautiful crystals but only to melt and lose your shape.  119.  You go to the store with your parents and baby brother.  Your parents go into a store and tell you to watch your brother.  You

take your eyes off your brother for just a minute and you can't find him.  You...  120.  I really hate it when my mother/father/sibling...  121.  What if the use of robots in school becomes a workable reality?  122.  What would you pack in your suitcase if you could not go home again?  123.  You have just met an alien from another planet.  He wishes to take a student back to his planet.  Convince him you would be the perfect specimen for him to take.  124.  If you could change one law, what law would it be and how would you change it?  125.  How forgiving are you when a friend lets you down?  Explain.  Give an example.  126.  What if you were named principal for the week?  What would you do?  127.  If you could only speak twenty words for the rest of your life, what words would head your list and why?  128.  It started out as an unusual Monday morning, when I...  129.  As I approached the deserted house at the end of the road, I saw...  130.  Do you think girls are raised differently from boys?  If so, in what ways?  131.  Do you think you are treated differently because you are a boy or girl?  132.  Do you think men and women are equal in today's society?  Why or why not?  133.  Do you think a woman will be President of the United States in the near future?  134.  Two men or women have it easier in our culture?  If so, why do you think so?  135.  Have you ever wished you were either older or younger?  What would you consider to be the benefits?  The problems? 136.  Describe what you think of as the typical mother. 137.  Describe what you think of as the typical father. 138.  Do you think women should take men's last names when they marry?  Why or why not? journal writing prompts 139.  Would you rather have a brother or sister?  Why? 140.  Describe a fight you had with your mother.  Now tell it from her point of view.  141.  Write a short biography of your mother.  142.  Write a short biography of your father. 143.  Visualize a time when your mother was laughing.  Recall a time when you two shared a good laugh over something.  144.  Write a physical description of your mother.  Write as if you were looking at a movie rather than a photograph.  145.  Concentrate on a particular habit that your mother has and write about it.  146.  If you had three wishes, what would they be?  (Do not ask for three more wishes) journal writing prompts

147.  What is something special and/or different about you?  Why do you think it is special or different?  148.  Write about two things that your family has taught you.  149.  Write about some of the things that you worry about.  150.  Describe a happy memory of your family.  journal writing prompts 151.  How do you know someone loves you, even if he or she doesn't say it?  152.  Name one thing you like about yourself and why you like it.  153.  Imagine yourself as a teacher.  What type of student would you like to teach and why? 154.  Name and describe a teacher who made a difference in your life.  What did that teacher do that was so special?  155.  What makes you proud to be an American?  156.  Describe the one thing that gives you the most comfort.  157.  If you could be a character in any book, TV show, or movie, who would you be and why?  158.  If you had to work in any store at your favorite mall,  which store would it be and why?  159.  Describe the most difficult thing about being your age. 160.  Describe one possession that means the most to you. 161.  Who is the most important role model in your life? 162.  Describe your best personality trait. 163.  If you could study one subject in school that wasn't offered, what would it be and why? 164.  If you had a chance to live anywhere you could, where would it be and why? 165.  Write about the pros/cons of year-round school or a four-day school week. 166.  Write about your favorite sport. 167.  Is the school year too long?  Too short?  Why? 168.  What does your summer usually consist of? 169.  Who should be paid more, professional athletes or teachers?  Why or why not? 170.  What class do you enjoy the most and why? 171.  Write about the worst fight you ever had with a friend. 172.  If you had only one month to live, what would you do? 173.  Describe your dream house. 174.  Who is your favorite person to be with?  Why? 175.  What would be your ideal job when you grow up?  Explain. 176.  If you could guest star on any TV show, what would it be and why? 177.  What do you think your life will be like in 10 years?  20 years? 178.  Describe how you would manage your own radio or TV station. 179.  What is your definition of success? 180.  The saying goes, "Money cannot buy happiness."  Do you agree or disagree?  Why? journal writing prompts

Language Practice Technology Choice Board Technology Required (many just from a cell phone or tablet)

Work through the Choice Board picking different vocabulary practices ideas!

Select a visual from this Pinterest board (Pinterest) and write a description or story about it.

Do some research online relating to the Benefits of Being Bilingual. Create

your own infographic in English that summarizes what you learned.

Select an infographic about young people in a target language

country. Create a Venn Diagram and compare the information from

the infographic with young people in the U.S..

Choose one debate topic from this list: Debate Topics , create a script of

your ideas, and record your presentation using your phone. Post

your recording.

Watch a cartoon in the target language from this Pinterest board: Pinterest and create a storyboard about the episode.

Select an article from one of the magazines on this Pinterest

board: Pinterest and create a graphic organizer about the article. You can pick: VenDiagram or Summarize the

main idea.

Go to this magazine website and select the target language from the pulldown menu. Read an article of

your choice and take notes. Record yourself summarizing the article and

post it.

Go to: Audio Lingua and select a recording in the target

language. Create a list of key words from the recording and write a short

summary of it.

Investigate the life and art of a famous artist from the target

language culture. Create a visual presentation in the target language

about the artist.

Have fun practicing your language skills on Digital Dialects

Investigate ecotourism in a target language country and create an itinerary for a future trip. Here are some resources for you.

Create a game board using your unit vocabulary. Here is a website where

you can download a game board template:

Use Scrabble or Bananagram letters or make your own letter cards to

create a crossword puzzle containing as many target language words as

you can think of.

Use Google Maps or Google Earth to design an itinerary for your family in a

target language capital city.

Learn a song from the target language culture and record yourself

singing it: Mama Lisa's World of Children and International Culture

Imagine that you have the equivalent to $100 to spend on an outfit for a party this weekend. Select your

clothing items from an online store. Create a shopping list with

photos.

Choose a dance video: Dance Video and get moving!

Investigate recipes online in the target language for an upcoming

event. Create a shopping list and make the dish if you can.

Investigate wildlife in a target language country (their habitats, what they eat, etc.) and create a

children’s book about an imaginary adventure you took there. Here are

some resourcesresources

Go online for your local public library and check out ebooks in the target

language

Explore resources on the topic of pets in the target language and make a

poster including things you should do and should not do to take the best care of your pet. Here are some

resources for you resources for you

Create a Jeopardy Game in the target language using Jeopardy Labs:

Create a comic strip in the target language using Comic

Creator or Make Beliefs Comix

Take a virtual tour of an art museum in a target language country.

Research school lunches in a target language country and compare and

contrast them to school lunches in the U.S. Write an email in the target

language to your prijcipal about your ideas for making school lunches

better in your school.

Investigate the topic of recycling in the target language and create a “top ten

tips” list of ways to help the planet through recycling.

Research veganism and vegetarianism in the target

language and design a menu for your family to try.

Watch the movie trailer for a movie currently in theatres or coming out

soon in the target language. Write a critique of the movie based on the

trailer.

Create a survey in the target language using online tools like

Google Forms about what people do to maintain a healthy lifestyle. Ask your family/friends to complete the survey online. Create a visual that

represents the survey results.

Create a Mad Lib in the target language on the Mad Lib Generator

site. Share it with classmates for them to try out.

Research the art of an artist from a target language country. Select one piece of art and draw or make your

own version of it.

Create a diamante poem about yourself using this generator. Save or

print your poem.

Think about your favorite character

from a movie or book. Create a profile for that character in the target language using this generator. Save

or print your product.

Research a monument or tourist site

in a target language country and create a postcard about an imaginary

visit you had. You can create your own postcard or use this

generator. Save or post your product.

Find tongue twisters in the target language to practice your

pronunciation. Here are two sites with tongue

twisters in multiple languages : site 1, site 2

Download DuoLingo, Create an account and find family/friends to

complete with you.

Follow famous people on Twitter who are from your target language. Reply

or retweet with a comment in the target language.

Listen to music from your target language (i.e Pandora, YouTube,

Spotify). Keep track of what you’ve listened to by writing a little summary about what you believe the song is

about and your opinion of it

Find TV shows and Movies to watch (i.e. Netflix, YouTube, Amazon) in the target language. Keep track of what you’ve listened to by writing a

little summary about what you believe the TV Show/Movie is about

and your opinion of it

Text message with a classmate in the target language at least once.

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INTERCULTURAL COMPETENCE CHOICE BOARD Use the reflective protocols to show your learnings and the rubric below as a guide on intercultural competence growth.

NOVICE INTERMEDIATE ADVANCED SUPERIOR

In my own and other cultures I can identify products and practices to help me understand perspectives

In my own and other cultures I can make comparisons between products and practices to help me understand perspectives.

In my own and other cultures I can explain some diversity among products and practices and how it relates to perspectives.

In my own and other cultures I can suspend judgment while critically examining products, practices, and perspectives.

In my own and other cultures I can identify examples of

entertainment, social media and literature and peoples’

attitudes toward them

In my own and the target culture I can identify some

traditional products and show how and why they are

globalized such as fast food, jeans, or social media

In my own and tbe target culture I can identify some

products that reveal a stereotype or exaggerated

view of a culture.

In my own and other cultures I can identify geographical forms and how they affect a country’s

natural resources.

In my own and other cultures I can identify some artists and musicians, their styles and

contributions

In my own and other cultures I can interpret simple schedules and consider how people think

about time.

In my own and other cultures I can identify some elements of

a classroom, a school schedule, or levels of

schooling and how they reflect the culture.

In my own and other cultures I can identify familiar landmarks and monuments and what they

represent to people.

In my own and other cultures I can identify social practices

such as greetings, introductions, leave-taking and

thanking people

In my own and other cultures I can identify whom people consider to be part of their

family.

In my own and other cultures I can identify how, what and

why people eat what they do.

In my own and other cultures I can identify how people use

their free time and why

In my own and other cultures I can identify how people

celebrate local and national holidays or festivals

In my own and other cultures I can identify how people travel

from one place to another, such as driving, taking the train or riding a bike, and why they

choose to travel this way

In my own and other cultures I can identify some traditional practices and tell how and

why they are globalized, such as the way people dress,

length of school/workday or meal times.

In my own and other cultures I can compare how and why

houses, buildings, and towns affect lifestyles.

In my own and other cultures I can compare school/learning environments and curricula to

determine what is valued.

In my own and other cultures I can compare how traditions and events influence music

and art.

In my own and other cultures I can compare efforts people

take to protect the environment.

In my own and other cultures I can tell why people think

differently about entertainment, social media and literature.

In my own and other cultures I can identify and compare the

values that promote globalized products, such as efficiency

and comfort.

In my own and other cultures I can compare how attitudes

toward informality and formality in relationships affect behavior

and language.

In my own and other cultures I can compare the roles of

family members.

In my own and other cultures I can compare how food is

organized on a nation’s food plate/pyramid, based on factors such as geography, economy,

or attitudes toward health.

In my own and other cultures I can compare how and why the options for sports and leisure activities vary depending on

cultural attitudes.

In my own and other cultures I can identify and compare the values expressed by the ways people celebrate holidays or

festivals.

In my own and other cultures I can identify and compare the

values that promote globalized practices, such as

use of time and social interaction.

In my own and other cultures I can identify locations to buy something and how culture affects where people shop.

Reflective Protocols

3-2-1 What 3 new things did you learn?

What 2 ah-ah’s popped in your mind?

What is one BIG questions that you still have?

4 As What Assumptions does the author of the text hold?

What do you Agree with in the text?

What do you want to Argue with in the text?

What parts of the text do you want to Aspire to (or Act upon)?

Connect-Extend-Challenge How are the ideas and information presented CONNECTED to what you already knew?

What new ideas did you get that EXTENDED or pushed your thinking in new directions?

What is still CHALLENGING or confusing for you to get your mind around? What questions, wonderings or puzzles do you now have?

3-2-1 Bridge Your initial response to the topic

- 3 thoughts/ideas - 2 questions - 1 analogy

Your new response to the topic

- 3 thoughts/ideas - 2 questions - 1 analogy

Tweet and Hashtag What would you say if you were to tweet out the activity you did/resource in the target language you learned about and what would your hashtag?

10 words/5 sentences Write out 10 words to summarize what you learned from the activity you selected. Then write a 5 sentence summary SOME (maybe all, but not required) of your 10 summary words.

SEE - THINK – WONDER What do you see?

What does it make you think about?

What does it make you wonder?

Draw and Write Write our a sketch to show what you learned and then write a summary about your image. Make sure to connect at least 5 things you learned about.

Teach it Out Create your own way of teaching out what you learned to someone in your family.

Documents

Grade 8 Family Resources€¦ · acting like she doesn’t know Monk Klutter, the Head Honcho of the World. He’s so amazed, he tells her, “Monk Klutter.” “Never heard of him,”