Assignments and Directions for March 30-April 3
See all of the plans for the first two weeks of remote leaning in calendar form by clicking the button to the left. Please note that there are two worksheets: one for technology enhanced classes (online learning as posted here), and one for the low-technology alternative assignments.
All of the websites below are listed in the class Clever page. Once logged into Clever, all of the other websites can be accessed through Clever's single sign-on feature. To log onto this website, click the button to the left, then select the blue "Log in as a student" button in the top right corner of the screen. Next, Type "BISHOP HOWARD W. MIDDLE" and select the school from the drop down choices. Finally, select "Log in with MyPortal" which will take you to the district sign-in page. After signing in, you should be able to see all the resources I have compiled to help you be successful in class. |
Book Creator: Read my "Reading Journal and Guidebook", then create your own. On the title page, make sure you have the words "Reading Journal" and YOUR NAME on the page. On the first page, introduce yourself (likes, dislikes, how you feel about reading, fun fact about you)
CommonLit:
Monday: Malala Yousafi: A Normal, Yet Powerful Girl - read and answer questions (Due Wednesday)
Wednesday: George Washington Carver - read and answer questions (Due Friday)
Thursday: Writing Assignment - restate and answer the following question using text evidence from each article: How have Malala Yousafzai’s and George Washington Carver’s educations influenced their lives and the lives of those around them? [RI.3, RI.9] Type or write your answer on your own paper (6-8 sentences) and share with Mrs. McCartney via email.
Monday: Malala Yousafi: A Normal, Yet Powerful Girl - read and answer questions (Due Wednesday)
Wednesday: George Washington Carver - read and answer questions (Due Friday)
Thursday: Writing Assignment - restate and answer the following question using text evidence from each article: How have Malala Yousafzai’s and George Washington Carver’s educations influenced their lives and the lives of those around them? [RI.3, RI.9] Type or write your answer on your own paper (6-8 sentences) and share with Mrs. McCartney via email.
Independent Reading: Read any material of your choice for at least 20 minutes and write down the following in a log:
Tuesday: Reading Response - Read my Reading Journal and Guidebook on Book Creator, then create your own. Include a title, your name, and an introduction about yourself on the first page. (Due Thursday)
- Your name
- Date
- Title and author of what you read
- Pages read
- Time read
Tuesday: Reading Response - Read my Reading Journal and Guidebook on Book Creator, then create your own. Include a title, your name, and an introduction about yourself on the first page. (Due Thursday)
Assignment links and directions for March 18-20
Log into NewsELA through the Clever app using your school Gmail account. You should be assigned to my class already. Complete the following in the assignment "Closing for Coronavirus" by Thursday, March 19, 2020 (Participation: 20 points)
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Log into CommonLit through the Clever app, using your school Gmail account. You should be assigned to my class already.
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Read every day for at least 20 minutes. When you complete a book, no matter how small, log into Whooo's Reading with Clever and take a quiz to get credit for your work. I need you to pass at least one quiz by Monday, March 30, 2020
Quiz: 25 points |
I have assigned a list of words that are common higher level words for 6th grade. For now, I just want you to go online and practice each of the words a few times. (Yes, I can tell if you have been practicing.) There is no quiz assigned at this time. Due: March 30, 2020
Participation: 25 points |
Have a GREAT Spring Break!
There are no assignments due during Spring Break and I hope you make the most of this time! If you are stuck at home and looking for something to do, check out some of the sites and games posted on the Digital Resources tab!
Check back daily for more games and chances to win on the new tab: Classroom Culture
Quarter 3 Make-up Work List of Instructions
Due: Monday, March 16, 2020
We Beat The Street - Introduction
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Week 18 Greek & Latin Roots
ROOT
aqua scrib/script mim phon micro meter hemi tele a- be- |
MEANINGS
water write imitate, copy sound small measure half far not, without on, away |
EXAMPLES
Aquatic, aqueduct, aquifer Scribble, script, scripture Mimic, pantomime, mimeograph Phone, phonetic, phonics Microscope, microwave, microbe Meter, thermometer, perimeter Hemisphere, hemicycle, hemiplegia Teleprompter, telecommute, telekinetic, telepathic atrophy, asymmetry, atheist, amnesia bedazzled, beware, bewitched |
Week 17 Greek & Latin Roots
ROOT MEANING
migr wander, move aero air dem people biblio book bio life chron time geo earth graph writing photo light test witness, affirm super above, beyond |
EXAMPLES
Migrate, emigrate, immigrate Aerodynamic, aeronautics, aerospace Demographics, democracy, misdemeanor Bibliography, Bible Biography, biology, biosphere Chronological, chronicle Geography, geologist Autograph, paragraph, biography Photosynthesis, photograph, photogenic Testify, to attest, testimony Supervise, superscript, supernatural, supernova |
How-to book assignment
We are working on a How-To Book in class for the remainder of this week. The information is found in the documents below and addresses the following standards:
RI.1.3 Analyze in detail how a key individual event, or idea is introduced, illustrated, and elaborated in a text (e.g., through examples or anecdotes).
W.4.10 Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline- specific tasks, purposes, and audiences.
L.1.2 Demonstrate command of the conventions of English capitalization, punctuation, and spelling when writing. a. Use punctuation (commas, parentheses, dashes) to set off nonrestrictive/parenthetical elements. b. Spell correctly.
L.2.3 Use knowledge of language and its conventions when writing, speaking, reading, or listening. a. Vary sentence patterns for meaning, reader/listener interest , and style. b. Maintain consistency in style and tone.
Here is a link to the example I showed in class
RI.1.3 Analyze in detail how a key individual event, or idea is introduced, illustrated, and elaborated in a text (e.g., through examples or anecdotes).
W.4.10 Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline- specific tasks, purposes, and audiences.
L.1.2 Demonstrate command of the conventions of English capitalization, punctuation, and spelling when writing. a. Use punctuation (commas, parentheses, dashes) to set off nonrestrictive/parenthetical elements. b. Spell correctly.
L.2.3 Use knowledge of language and its conventions when writing, speaking, reading, or listening. a. Vary sentence patterns for meaning, reader/listener interest , and style. b. Maintain consistency in style and tone.
Here is a link to the example I showed in class
Lucky Call Assignment
This was due November 1, 2019, but can be turned in for partial credit.
Read the following and determine the main idea and at least 2 supporting details:
Lucky Call
Sascha Hamm, professional British freeride snowboarder
My friend Robert and I were hiking at the end of the day above the Austrian resort of Hochfügen. He decided to call it a day, but I carried on to the top and rode on my own (never a good idea). Halfway down I dropped into a gully, did one turn and realised it wasn't powder, but hard, wind-packed snow.
I skipped out on my heel edge and fell, setting off an avalanche which took the whole gully with it. I remember heading for trees, and managed to grab a trunk for half a second. But the avalanche ripped me off and took me over a cliff, and I landed headfirst in a hole with tons of snow pouring over me. Thankfully, my board acted like an umbrella, and though I was jammed in, I had a small air pocket. Even more luckily, I could move my left hand a little, which was just near the pocket with my mobile phone in it. Amazingly, I managed to press the green button. The phone rang and I heard Robert's voice. I explained that I was buried, and fast running out of air. He alerted the helicopter rescue.
His sense of direction is terrible though, and when my phone battery died after two hours, I thought I was a goner. But eventually I heard the helicopter. They found me from the transceiver signal and dug me out.
https://www.theguardian.com/travel/2011/feb/05/ski-snowboard-funny-stories
Read the following and determine the main idea and at least 2 supporting details:
Lucky Call
Sascha Hamm, professional British freeride snowboarder
My friend Robert and I were hiking at the end of the day above the Austrian resort of Hochfügen. He decided to call it a day, but I carried on to the top and rode on my own (never a good idea). Halfway down I dropped into a gully, did one turn and realised it wasn't powder, but hard, wind-packed snow.
I skipped out on my heel edge and fell, setting off an avalanche which took the whole gully with it. I remember heading for trees, and managed to grab a trunk for half a second. But the avalanche ripped me off and took me over a cliff, and I landed headfirst in a hole with tons of snow pouring over me. Thankfully, my board acted like an umbrella, and though I was jammed in, I had a small air pocket. Even more luckily, I could move my left hand a little, which was just near the pocket with my mobile phone in it. Amazingly, I managed to press the green button. The phone rang and I heard Robert's voice. I explained that I was buried, and fast running out of air. He alerted the helicopter rescue.
His sense of direction is terrible though, and when my phone battery died after two hours, I thought I was a goner. But eventually I heard the helicopter. They found me from the transceiver signal and dug me out.
https://www.theguardian.com/travel/2011/feb/05/ski-snowboard-funny-stories
Week 11 Vocabulary
Edible - Able to be eaten, non-poisonous
Endangered - threatened with extinction
Equivalent - equal
Evade - to avoid
Evaluate - to grade
Evidence - proof
Exhaust - used up
Expansion - increase in size
Feeble - weak
Gist - main idea
Hesitate - to be reluctant or wait to act because of fear or indecision
Hostile - unfriendly
Endangered - threatened with extinction
Equivalent - equal
Evade - to avoid
Evaluate - to grade
Evidence - proof
Exhaust - used up
Expansion - increase in size
Feeble - weak
Gist - main idea
Hesitate - to be reluctant or wait to act because of fear or indecision
Hostile - unfriendly
Whirlpools: Small group rotation activity
Visit one or two of the following sites and write down 3 things you learn about whirlpools on your paper.
What are Whirlpools?
www.phenomena.org/ocean/whirlpool/
Top 10 Most Dangerous Whirlpools on the Planet
https://worth-seeing.com/top-10-most-dangerous-whirlpools-on-the-planet/
How to Survive a Whirlpool
goneoutdoors.com/survive-whirlpool-5831568.html
The World's Most Powerful Tidal Current: the Saltstraumen Maelstrom
https://www.youtube.com/watch?v=nUB7IflBBrc
What are Whirlpools?
www.phenomena.org/ocean/whirlpool/
Top 10 Most Dangerous Whirlpools on the Planet
https://worth-seeing.com/top-10-most-dangerous-whirlpools-on-the-planet/
How to Survive a Whirlpool
goneoutdoors.com/survive-whirlpool-5831568.html
The World's Most Powerful Tidal Current: the Saltstraumen Maelstrom
https://www.youtube.com/watch?v=nUB7IflBBrc
Midterm Exam Study Guide
- Identify the following characters in The Watsons Go To Birmingham: Kenny, Byron, Joetta, Momma, Dad, Grandma Sands, Buphead, Rufus
- Identify plot elements: exposition, inciting incident, rising action, climax, falling action, conclusion, non-linear plot
- What are some unique physical traits of Momma and Kenny?
- Why does Kenny get made fun of?
- Why do they have to wear so many layers of warm clothing in the winter? What was Byron’s explanation?
- What happens in the Greatest Dinosaur War Ever?
- How is Rufus different from any other friend Kenny had? Why does Rufus stop s[peaking to Kenny?
- What happens when Byron finds out they can sign for food at the store instead of paying cash?
- What did Byron do to his hair? Why was this a problem?
- Why do the Watsons plan a trip to Birmingham?
- What gift did Joetta get from Mrs. Davidson before the trip? How did she feel about it?
- What did Byron say he was going to do on the trip to Alabama? How far did he make it before breaking his word?
- What is context? What are three strategies to determine meaning in context?
- What is a theme? What is a concept map?
One-pager Project
This assignment is a comprehensive review of chapters 1-11 of The Watsons Go To Birmingham. Beginning with your name, the book title and author, include the criteria on the page to the right. Below you will find a few examples to help inspire your own original work.
Must include: Border, Picture, Quote, Summary, Title & Author, YOUR NAME, Info from Concept Map, "I believe" statement, 3 questions, 1 reaction or connection to the text and a Poem (diamond poem or rap about Watsons) Due: Monday, October 14, 2019 |
Bonus Assignment
With the end of the quarter drawing near, I am presenting the opportunity of an optional assignment that can replace a grade on any assignment: an comparative essay. Explain the difference between two things that are important to you. For example, you could write about the difference between crochet and knitting, or parkour and gymnastics. The essay can compare any two subjects of the student's choice, but must include an introductory paragraph, 2-3 body paragraphs and a conclusion paragraph. Essays should also include a reference to another source of information with an appropriate citation. Essays will be scored on the following: length and paragraph layout (2), comparative structure (2), logical content (2), referenced material (2), originality (2). Extra points for typed submissions emailed to Mrs. McCartney (2).
Week 9 Vocabulary
Definitions are at the bottom of this section.
Briskly - quickly/fast
Bungle - messed up
Cease - stop
Compensate - to pay for
Convert - change
Conclude - end
Conflict - fight/argument
Consistent - remain the same
Context - surrounding information
Decade - 10 years
Dominate - Rule/have control of
Drowsy - sleepy
Bungle - messed up
Cease - stop
Compensate - to pay for
Convert - change
Conclude - end
Conflict - fight/argument
Consistent - remain the same
Context - surrounding information
Decade - 10 years
Dominate - Rule/have control of
Drowsy - sleepy
Week 8 Vocabulary
- Doubt: uncertainty about the truth or existence of something
- Seniority: higher rank especially by reason of longer service
- Unveil: remove the cover from
- Sensitive: able to feel or perceive
- Juvenile: of or relating to children or young people
- Suitable: meant or adapted for an occasion or use
- Enhance: increase
- Dedicate: inscribe or address by way of compliment
- Threaten: to utter intentions of injury or punishment against
- Realize: be fully aware or cognizant of
- Determined: devoting full strength and concentrated attention to
- Accustom: familiarize psychologically or physically
- Transfer: move from one place to another
Week 7 Vocabulary
All vocabulary words this week are taken from The Watsons Go To Birmingham chapters 5-7.
- accent
distinctive manner of oral expression
We all could tell Momma was super-mad ’cause she started talking in that real Southem-style accent. - peon
a laborer who is obliged to do menial work
“I can’t believe it. You really gonna start serving welfare food in this house? You really gonna make me go embarrass myself by signing a welfare list for some groceries like a blanged peon?” - generous
willing to give and share unstintingly
Then I noticed a crumpled-up Swedish Cremes bag on the ground next to the tree and I could figure out why he was being so generous. - mourning
state of sorrow over the death or departure of a loved one
By jumped up and said, “That’s a mourning dove, they’re the coolest birds in the world, don’t nothing shake them up!” - mercy
leniency and compassion shown toward offenders
“Well,” Momma said, “that’s it, you are now at your daddy’s mercy." - ban
prohibit especially by law or social pressure
“Please make this a short visit, ma’am, the priest will be here any minute to give the prisoner his last meal and his last cigarette. Oops! I forgot, no cigarettes for you, Five Forty-one, you’ve been banned from ever looking at matches, remember?” - confess
admit to a wrongdoing
"He won’t confess his guilt.” - behave
act well or properly
“Byron, why won’t you behave?" - tolerate
put up with something or somebody unpleasant
He must have really felt like he didn’t have anything to lose, ’cause Momma and Dad just didn’t tolerate mumbling. - deny
refuse to recognize or acknowledge
“And, Mrs. Watson,” Dad said, “you can’t possibly deny this is your child." - execute
kill as a means of socially sanctioned punishment
Joey laughed because she was relieved Byron hadn’t been executed, Momma and Dad laughed at Byron’s ears, but none of them laughed as hard as me. - fortune
a large amount of wealth or prosperity
Me and Joey crowded up next to them on the couch and heard Grandma Sands yell, “This is costing y’all a fortune, Daniel, let me talk to my baby again.”
Malala's Story Research Activity
- Complete the bell work writing prompt, "why is education important?" in one paragraph on a sheet of paper. Do not forget to put a heading with your name, the date, and class period on the paper.
- With a partner at your table, go to the website www.malala.org/malalas-story and read about a girl from Palestine and her educational journey. Look up any words you do not know.
- On your own paper, identify the topic and main idea of this story with two text evidence details to support your main idea.
- Turn in your computer, and write a second paragraph under what you wrote at the beginning of class starting with the phrase "After reading about Malala's story, I think education is important because..."
Week 6 Vocabulary
jabber - talk in a noisy, excited, or declamatory manner
satisfied - filled with contentment
grave - a place for the burial of a corpse
excuse - a defense of some offensive behavior
appreciate - recognize with gratitude; be grateful for
gigantic - exceedingly large or extensive
barely - in a sparse or scanty way
tease - mock or make fun of playfully
orbit - move in a path described by a body revolving around another
Notice - recognize or become aware of something
satisfied - filled with contentment
grave - a place for the burial of a corpse
excuse - a defense of some offensive behavior
appreciate - recognize with gratitude; be grateful for
gigantic - exceedingly large or extensive
barely - in a sparse or scanty way
tease - mock or make fun of playfully
orbit - move in a path described by a body revolving around another
Notice - recognize or become aware of something
Week 5 Vocabulary
hilarious Funny, marked by boisterous merriment or convulsive laughter
relative Kin, a person connected by blood or marriage
hostile Unfriendly, characterized by enmity or ill will
aware Concious of, having or showing knowledge or understanding or realization
recognize Identify, be fully aware of
incapable unable to, lacking ability
emulate Copy, strive to equal or match, especially by imitating
compare Examine and note the similarities or differences of
punctual On time, acting or arriving exactly at the time appointed
bother Disturb, especially by minor irritations
relative Kin, a person connected by blood or marriage
hostile Unfriendly, characterized by enmity or ill will
aware Concious of, having or showing knowledge or understanding or realization
recognize Identify, be fully aware of
incapable unable to, lacking ability
emulate Copy, strive to equal or match, especially by imitating
compare Examine and note the similarities or differences of
punctual On time, acting or arriving exactly at the time appointed
bother Disturb, especially by minor irritations
Reading Response #2
The document is currently proving difficult to upload. Here is the information if it is needed.
Answer one of the following questions about the Watsons Go To Birmingham in one paragraph (6-8 sentences).
Make sure to answer the entire questions, use complete sentences, use examples from the text to support your answer, edit your work to make sure it makes sense with a length of one paragraph (6-8 sentences).
Scoring Rubric:
2 points - Answer is complete.
2 points - Answer is in complete sentences and the correct length with the question restated in the answer.
2 points - Answer is thoughtful.
2 points - Answer is supported with significant text evidence.
2 points - Answer has structure and makes sense.
Answer one of the following questions about the Watsons Go To Birmingham in one paragraph (6-8 sentences).
- What was your least favorite part of the story so far? Why?
- What was the problem in the story (Chapter 1)? How would you have solved it?
- Retell the important parts of the last chapter.
Make sure to answer the entire questions, use complete sentences, use examples from the text to support your answer, edit your work to make sure it makes sense with a length of one paragraph (6-8 sentences).
Scoring Rubric:
2 points - Answer is complete.
2 points - Answer is in complete sentences and the correct length with the question restated in the answer.
2 points - Answer is thoughtful.
2 points - Answer is supported with significant text evidence.
2 points - Answer has structure and makes sense.
Science Article Analysis Assignment
Civil Rights Poster
Create a poster to represent what you know about the Civil Rights Movement. You may use pictures and words to communicate ideas. A few events you might include are: lunch counter sit-ins, the March on Washington, Freedom Riders, the Montgomery Bus Boycott, hate crimes and bombings, or the Little Rock Nine at Central High School. A few leaders of the Civil Rights Movement you might think about including or quoting are: Martin Luther King Jr., Rosa Parks, or Malcolm X.
How to learn more:
If you don’t know much about the Civil Rights Movement, your group may use one computer to learn more online. Try to make sure your website is a reliable source. A great website to start with is: https://www.history.com/topics/black-history/civil-rights-movement Other ways to learn more include: asking an older adult in your life if/what they remember about the Civil Rights Movement, or looking through a book on the issue.
In the poster, you need to include the title "Civil Rights Movement", 3 pictures with labels, a description of why they were important (at least 2 sentences each). Please don't forget to include your name on your awesome project!
How to learn more:
If you don’t know much about the Civil Rights Movement, your group may use one computer to learn more online. Try to make sure your website is a reliable source. A great website to start with is: https://www.history.com/topics/black-history/civil-rights-movement Other ways to learn more include: asking an older adult in your life if/what they remember about the Civil Rights Movement, or looking through a book on the issue.
In the poster, you need to include the title "Civil Rights Movement", 3 pictures with labels, a description of why they were important (at least 2 sentences each). Please don't forget to include your name on your awesome project!