MATH 5 th Grade

1. MATH 5th Grade • Students created word problems that related to the material that they were learning in class. • They had choice in selecting their topic in their questions. • In their word problems they presented the situation as well as follow up questions that related to the scenario. • Students later solved their word problems

2. Math 6th Grade • Students took on the role as an advice columnist. They were given three questions related to the material they had just learned and had to select one question to answer. The format of their response was in letter form to the question of the made up student they chose to answer. • In another activity, the students were given a brief article that related to a math topic they were covering in class. Using the article, they were asked to identify main ideas, supporting details as well as opinion statements. They also added questions related directly to diameter which they were covering in class.

3. Math 7th Grade • Students were given a picture prompt. Students were given a model that used current math vocabulary in correct context. • Using the example as a guide, the students then had to write their own paragraph using a different picture prompt. In this paragraph they had to demonstrate that they understood the meaning of the math terms.

4. Math 8th Grade • In the activity Three Circles, students had to group similar or related vocabulary words into three different categories. After the words were grouped the students then had to come up with a category header for each group. • In another activity, the students were given a circle that was divided into 4 sections. The students were to identify 3 facts as well as 1 fib about a given topic.

5. SCIENCE 5th • Bloom’s • Directions: • Go to Teacher’s webpage • Click on Links • Click on the planet that you chose out of the bag • Begin to read/research • Once you have read and fully understood the information on your planet you may create the following: • PowerPoint/Microsoft Word/Pencil/Paper/Voki • Use your Boom’s Taxonomy Paper- You will need to total 10 points. • -You will choose a sentence starter and create a question. • -You will answer your question, fully, in complete sentences using details and explanations from the text. • Expert Groups: • -Once everyone is finished their projects, you will meet with your expert groups to discuss/check your work. You then will present to other groups.

6. SCIENCE 6th Literacy Questions Mixtures and Solutions Investigation 1 (Analysis) Why do you think the gravel and the powder were able to be separated with the screen or filter paper, but the salt was not? Investigation 1 (Synthesis) Suppose you could separate the salt from the water. What would you do? Investigation 1 (Comprehension) How would you compare and contrast the salt before it is placed in the water and after the water has evaporated? Investigation 1 (Knowledge) What is a major difference between mixtures and solutions? Extension: Which scientist, in your opinion, was more influential, Richard Boyle or Marie Curie?Defend your position. Mixtures and Solutions- Literacy Activities Write short story about the union of two substances. (i.e. when milk met chocolate) Make a cartoon strip showing how a solution/mixture is made. Tell the story of a salt solution from the salt’s point-of-view.

7. SCIENCE 7th Literacy Circles Copycat Literature Circle • JOB:READER AND SUMMARIZER • JOB DESCRIPTION: Your job as the reader and summarizer is to read the assigned pages out loud to your group. When you have finished reading, you are to write a summary (brief overview) of the reading in FULL SENTENCES!!

8. SCIENCE 8th Current Event Article Title: Main Idea: This is mainly about ___________________________________________________ _____________________________________________________________________________ Details 1:____________________________________________________________________________ _____________________________________________________________________________ 2. ___________________________________________________________________________ _____________________________________________________________________________ 3. ___________________________________________________________________________ _____________________________________________________________________________ Smiley Face Tricks (write what type it is, and the example from the article) CURRENT EVENT:

9. SOCIAL STUDIES • 8th Grade • Cyber Bullying Exercise • Part 1 – Read excerpt on cyber-bullying and record main idea and three (3) points made in the “Introduction” • Complete RACE response on three (3) points from Part 1 • Part 2 – Read examples based on real life cyber-bullying incidents. • Write how you would deal with a cyber-bullying incident from the perspective of a student, parent, or guidance counselor. • Part 3 – As a member of congress, create a bill to propose your methods of ending cyber-bullying. • Bills must contain a title, enacting clause, body & financial statement

10. Social Studies • 7th Grade • Chinese Inventions • Part 1 • List and explain three (3) Chinese inventions that we have learned about that you currently use. (For example, how the mechanical clock turned into a wrist watch.) • What do you use it for? How would you adapt without it? • Part 2 • Create your own invention that would improve Chinese life during the Song Dynasty. • Part 3 • Write a three (3) paragraph persuasive letter to the Chinese emperor persuading him that your invention can improve the life of his people. • (introduction, one body paragraph, conclusion)

11. WORLD LANGUAGE ¿TienenPreguntas? - Do you have any questions? (Spanish 8thGrade) Objective: Students can use their knowledge of vocabulary and verbs to create questions and appropriate responses. Step 1: Model questions and select random students for answers. Step 2: Using Bloom’s Taxonomy Question starters, students created their own questions and answers for a total point value. Step 3: Review questions and answers Extension Activity: Call up random students to participate in a question and answer dialogue to be recorded. We can then use the video to test students’ comprehension, e.g. “What stem-changing verbs were used, etc.”

12. WORLD LANGUAGE ¿Qué tienes en tu nevera?What’s in your refrigerator? Spanish (7th Grade) Objective: Students can use food vocabulary to describe what they visualize in their refrigerator. Warm-Up – students will look at a picture on the Smartboard and write the vocabulary they see on their paper. Teacher will then review extra vocabulary needed to create statements and questions. Using all vocabulary, students will work in pairs and write three statements and two questions based on the picture. Extension Activity- teacher will present a picture of an empty refrigerator. Students must imagine themselves 10 years from now and write what food items they would like. Closure: Write two questions you would like to ask a classmate about what they have in their refrigerator. Teacher can also assess students’ ability to speak in target language with presentational activity (in front of room, students asking and answering questions they created).

13. WORLD LANGUAGE La Conversation – The Conversation Step 1: categorizing activity separating a conversation into stages (greetings, pleasantries, farewells) and reviewing those vocabulary words in French. Step 2: Students listen to a YouTube clip as a sample dialogue and identify greetings, pleasantries, and farewells. Step 3: Students are presented with 2 images (formal and informal). Students choose 1 picture and in pairs create a dialogue of their own using previously learned vocabulary. Extension Activity: Students act-out/perform their conversations for the class – assessed using rubric. Audience (classmates) complete a peer-assessment rubric based on what they hear in each dialogue.

14. WORLD LANGUAGE Prediction for Questions and Responses to a video clip 8th Grade French Objective: Students can formulate general questions and responses using material from the French film, Le Petit Nicolas. Do Now: Students will identify common question words using SmartBoard activity. Step 2: In pairs, students can take these key question words to formulate questions and their possible responses using SmartBoardslide. Step 3: Students will be shown the DVD jacket and use the image to predict what the movie will be about. Share! Step 4: Students will now view video clip and using question starters will create questions and appropriate responses.

15. MUSIC True/False Quiz on popular musician -try breaking down into smaller sections -one paragraph at a time, “Chunking” -start with the purposes for reading -underline and highlight important info while reading -stop often to help keep everyone involved -create and review vocab/expressions before and after reading

16. ART R.A.C.E. on Pottery, “Chunking” while reading, video followed by questions, create your own project -try video first, then reading -this will help students make connections

17. P E & HEALTH Students were separated in groups of 5 RACE RELAYS • Students will have a short lesson on RACE. Students will read an article discussing the effects of exercise on the brain. We will also go over some of the rules we learned about volleyball and other aerobic activities. • While reading the article as a group students will use discussion and chunking for better understanding and answer questions related to the article • Students will be separated into groups of 4 “whistle mixer” (student choice) • Each student will be required to answer a question using the RACE format. Students would provide feedback on the previous student(s) response. Work was corrected before moving on • 1st student – Restate • 2nd student – Answer • 3rd student – Cite • 4th student – Explain

18. P E & HEALTH • While other students are waiting for their turn to answer the question they will perform different exercises that were connected to the article read ( running, crunches, volleyball and basketball skills, jump rope…………) • We will go over each response and pick which is the best way to answer the question * Same lesson was implemented in health, An extra person was added who would create the open ended question, which would be utilized in the end of unit test. This question was created using the Bloom’s taxonomy chart.