1st & 4th Period Assignments

Upcoming Assignments RSS Feed

No upcoming assignments.

Past Assignments

Due:

Edpuzzle - Organizational Patterns  in Google Classroom

Edpuzzle - Organizational Patterns

Due:

Edpuzzle - Mark Twain in Google Classroom

Edpuzzle - Mark Twain

Due:

Edpuzzle - Dialogue in Google Classroom

Edpuzzle - Dialogue

Due:

Edpuzzle - Narrator in Google Classroom

Edpuzzle - Narrator

Due:

Edpuzzle - Conflict #1: Conflict in Literature in Google Classroom

Edpuzzle - Conflict #1: Conflict in Literature

Due:

Edpuzzle - Internal/External Conflict in Google Classroom

Edpuzzle - Internal/External Conflict

Due:

Vocabulary #39 HW in Google Classroom

Vocabulary #39 HW

You will create a GOOGLE SLIDES for this weeks vocabulary words. On your slide you MUST have the Vocabulary Word, Synonyms (1), Antonyms (1), Definition, and the vocabulary word used in a sentence.
Illuminate
Fascinate
Unrestrainedly
Agonizing
Fortitude
Endure
Horizon
Angular
Focus
Portrait

Due:

Edpuzzle - Plot in Google Classroom

Edpuzzle - Plot

Due:

 A Different Point of View in Google Classroom

A Different Point of View

Pg. 477-478

Rewrite paragraphs 28-33 of the story as the boatman himself. From his point of view, first person (I, me), beginning from the words "My heart was torn apart."
Use dialogue.
If you get stuck reread the last paragraphs aloud, as if you are telling the story as the boatman, using the pronoun, "I".

Due:

Character Study in Google Classroom

Character Study

Write a brief essay (3-4 PARAGRAPHS) in which you describe and analyze one of the major characters in The Prince and the Pauper.
Chose either Edward(Prince), Tom Canty, Miles Hendon, or John Canty for your Character study.
Think about the character's traits, and describe how the playwright develops the character throughout the play.
use evidence from both the dialogue and stage directions in the play to support your analysis.
use prepositions and prepositional phrases correctly.

Due:

Vocabulary #38 HW in Google Classroom

Vocabulary #38 HW

You will create a GOOGLE SLIDES for this weeks vocabulary words. On your slide you MUST have the Vocabulary Word, Synonyms (2), Antonyms (2), Definition, and the vocabulary word used in a sentence.
Dictate
Exempt
Regulate
Veer
Hesitate
Collapse
Scurry
Shoulder
Reluctance
Reassure

Due:

Edpuzzle - Folktales Introduction in Google Classroom

Edpuzzle - Folktales Introduction

Due:

Vocabulary #37 HW in Google Classroom

Vocabulary #37 HW

You will create a GOOGLE SLIDES for this weeks vocabulary words. On your slide you MUST have the Vocabulary Word, Synonyms (2), Antonyms (2), Definition, and the vocabulary word used in a sentence.
Interplanetary
Constantly
Microphone
Embrace
Eavesdrop
Foil
Predator
Stake
Intercept
Exotic

Due:

Vocabulary #36 HW in Google Classroom

Vocabulary #36 HW

You will create a GOOGLE SLIDES for this weeks vocabulary words. On your slide you MUST have the Vocabulary Word, Synonyms (2), Antonyms (2), Definition, and the vocabulary word used in a sentence.
Generate
Humiliation
Murky
Rivulet
Cascade
Precipice

Sensitive
Anxiety
Injury
Displease

Due:

Vocabulary #35 HW in Google Classroom

Vocabulary #35 HW

You will create a GOOGLE SLIDES for this weeks vocabulary words. On your slide you MUST have the Vocabulary Word, Synonyms (2), Antonyms (2), Definition, and the vocabulary word used in a sentence.
Solution
Responsibility 
Stammer
Fume
Activate 
Turbulence
Trigger
Immaturity
Essential
Amplify

Due:

Edpuzzle - Biography, Autobiography, Memoir in Google Classroom

Edpuzzle - Biography, Autobiography, Memoir

Due:

Edpuzzle - Commas & Comma Splices  in Google Classroom

Edpuzzle - Commas & Comma Splices

Due:

Edpuzzle - Transitions in Google Classroom

Edpuzzle - Transitions

Due:

Edpuzzle - PARTS OF SPEECH in Google Classroom

Edpuzzle - PARTS OF SPEECH

Due:

Exit Ticket in Google Classroom

Exit Ticket

After you have completed all 3 Edpuzzles please complete this form.

Due:

ReadWorks: Imagine That in Google Classroom

ReadWorks: Imagine That

Please click the link to go to this assignment.

Due:

ReadWorks: That Left-Out Feeling in Google Classroom

ReadWorks: That Left-Out Feeling

Please click the link to go to this assignment.

Due:

Edpuzzle - Theme in Google Classroom

Edpuzzle - Theme

Due:

Edpuzzle - Theme in Google Classroom

Edpuzzle - Theme

Due:

Edpuzzle - Copy of Little Rock Nine in Google Classroom

Edpuzzle - Copy of Little Rock Nine

Due:

Edpuzzle - Story Map in Google Classroom

Edpuzzle - Story Map

Due:

ReadWorks: Bolivian Female Wrestlers Fight for Equality in Google Classroom

ReadWorks: Bolivian Female Wrestlers Fight for Equality

Please click the link to go to this assignment.

Due:

Formal Letter-

Formal Letter- "A Schoolgirls Diary"

Should the British Broadcasting Corporation (BBC) have asked Malala or any student, to report on news under dangerous conditions, such as those faced by Pakistani schoolchildren?

Due:

ReadWorks: Malala Yousafzai in Google Classroom

ReadWorks: Malala Yousafzai

Please click the link to go to this assignment.

Due:

Cell Phone Presentation in Google Classroom

Cell Phone Presentation

RESEARCH AND DISCUSS PG. 319 : Google Slides
TRACKING SOURCES
Author(s) name
Article title
Source or publisher
Name of site
Publication date
How have cell phones changed since they were first invented? With your group, briefly discuss how cell phones have changed since you—or your parents or grandparents—first began using them. Then, research developments and advancements in cell phone technology.
GROUP WORK CHECKLIST
Listen actively.
Ask specific questions.
Respond respectfully.
Consider group members’ suggestions.
Take notes about important points.
1. Develop Questions What would you like to know about the history of cell phones? As a group, brainstorm questions you would like to research. Then, decide who in your group is going to research which questions.
2. Gather Information As you research, make sure your sources are reliable and credible. Take notes from two or more sources, paraphrasing and summarizing key information to avoid plagiarism (the unauthorized use of someone else’s words), and keep track of your sources. Use the checklist in the margin to help you identify information to include for each source. Cite those sources, following the format your teacher prefers.
3. Share What You Learn As a group, discuss your research. Listen closely to what others say, ask questions to request and clarify information, and build on the ideas of others as you examine the history of cell phones. Use your research notes to back up your ideas with text evidence.
4. Prepare a Presentation Use the information you gathered with your group to create an informational presentation that describes major events in the history of the cell phone. Consider using a sequence chart like the one below to help you organize important events in the development of the cell phone.
5. Practice and Share Your Presentation Decide who in your group will be responsible for sharing the different parts of your presentation with the class. Make sure all members participate. Practice your presentation and identify areas that need improvement. Finally, deliver your presentation to the class. As you present, make sure to make eye contact with the class, speak at a comfortable rate, enunciate clearly, and use natural gestures.

Due:

Explain the Steps for Telling a Joke in Google Classroom

Explain the Steps for Telling a Joke

Explain the Steps for Telling a Joke Discuss with a small group(2-3 people) what you know about how to deliver a silly joke to someone much younger than you.
Select a joke that is appropriate for a younger audience. Remember to consider suggestions from all group members.
Outline the steps, in google slides, for telling the joke successfully to a younger audience. Include how you say the joke, what facial expressions and gestures to use, what tone of voice to use, when to pause, and how often to make eye contact.
Deliver your joke to the class, following the steps in your outline. After you tell the joke, explain the steps in your outline.
You will pick a group 3-4 people and create a google slide together. When one group member creates the google slide they will need to share it with the other group members. Each slide will be a step.

Due:

What's So Funny Mr. Scieszka? - Assignment in Google Classroom

What's So Funny Mr. Scieszka? - Assignment

Due:

from Brown Girl Dreaming - Assignment in Google Classroom

from Brown Girl Dreaming - Assignment

Due:

CONSUMABLE BOOK: Brown Girl Dreaming- Describe a Connection in Google Classroom

CONSUMABLE BOOK: Brown Girl Dreaming- Describe a Connection

Write a brief, formal letter or email to Jacqueline Woodson. Describe a meaningful connection you found between your life and an aspect or event from her memoir.
*Include the DATE and the NAME of the person your letter is for.
* Write the body of your letter, describing the connection.
*What aspects or events in the selection moved you or brought meaning to your life? (Provide details about your life that will help Woodson understand the connection.)
*Remember to sign at the end of the letter. (You may change the font to make it look like a signature.)

Due:

Friendly Letter in Google Classroom

Friendly Letter

Last week, we completed reading "Into the Lifeboat" from Violet Jessop point of View. Violet Jessop wrote about her experience on the Titanic. For this assignment you will write a Friendly Letter.

Directions: Write a letter to a friend describing a crowded or disorganized situation that you've seen or experienced recently. It could have been from a sports event that you may have attended, maybe a situation in the cafeteria, on the bus, or any place that you can think about.

*To Format your letter please follow these next instructions.
-- Use the letter conventions, such as a date at the top, a greeting, and a closing, that are APPROPRIATE for writing a letter to a friend.
-- Write in the informal, familiar tone you would use with a friend.
-- Help the reader imagine what it was like to be at the scene by using vivid descriptions to create mental images.
-- When writing make sure you go back and revise where comma should be used correctly OR if you have commas make sure they are being used correctly.

Due:

from Titanic Survivor: Into the Lifeboat - Assignment in Google Classroom

from Titanic Survivor: Into the Lifeboat - Assignment

Due:

Salva's Story Test in Google Classroom

Salva's Story Test

Due:

A Long Walk To Water Test in Google Classroom

A Long Walk To Water Test

Due:

ReadWorks: Refugee Communities in the United States in Google Classroom

ReadWorks: Refugee Communities in the United States

Please click the link to go to this assignment.

Due:

ReadWorks: North America - The Continent of North America in Google Classroom

ReadWorks: North America - The Continent of North America

Please click the link to go to this assignment.

Due:

Argumentative Letter over your Animal Essay. To have as a pet or to not? in Google Classroom

Argumentative Letter over your Animal Essay. To have as a pet or to not?

Take a position, pro OR con, about owning the exotic animal you researched. Then, write a formal letter to a government official( Miss Serrano Corporation), supporting your decision.
*Use appropriate vocabulary and a formal tone in your letter.
*Clearly state your argument's claim in the opening paragraph.
*In the next paragraph, provide reasons and evidence that support your claim.
*In your final paragraph, state your conclusion about owning the exotic animal.

When writing a letter be sure to begin the letter with;
Dear Miss Serrano Corporation,

Then you will write the letter and to say goodbye you will end the letter.
Sincerely,
___(YOUR NAME)___________________

Due:

Vocabulary #11 TEST in Google Classroom

Vocabulary #11 TEST

Due:

Write a Story: From an animals POV in Google Classroom

Write a Story: From an animals POV

First students should have read "Pax" from the literature book.
Second in class we picked animals from a list in which I provided, If you do not have an assigned animal yet please email me or enter in the private comments and I will discuss which animals are left to choose from.
Third, do some brief research over the animal assigned to discover a setting and characteristics about the animal.
Fourth, in class we discussed the rubric that will be used in class to grade the students story and set up the Google Docs.
Fifth, students are able to type their stories on Google Docs
In case you have forgotten or misunderstood YOU are creating a story from the animals point of view, meaning you will use first person (me, my and I). Include a setting, plot, theme and conflict. 
Minimum of 5 paragraphs
Before submitting please have another pair of eyes (peer, parent or sibling) look over your assignment to ensure you have completed was is required from the rubric.
You do not need to worry about the "forbidden words" due to us not discussing them in class yet.

Due:

Finding Courage > Wired for Fear > Respond > Respond: Analyze Media in Google Classroom

Finding Courage > Wired for Fear > Respond > Respond: Analyze Media

Your username and password is the same as logging in for AR testing.

In class we watched a video called, "Wired for Fear".
Your assignment is to watch the video again and answer ONLY: Pg. 44 #1-4 

Due:

About Me! in Google Classroom

About Me!

The ONLY line you do not fill out is:
My telephone number is....