missing books

Please send in History Alive and Life Science books-I am missing about 20 of each-

Dear Parents,

Please help your child find the following books, if possible! Because of budget cuts, it will be harder than ever to absorb the cost of these books. If you cannot find the book, please consider paying $5 for each missing title. (That's how much it will cost DCS to replace each one.) This will impact what I can purchase for your 8th graders next year.

Thanks so much!

Susan Leftwich

Aidan Meredith - The Giver, Crispin, Ender's Game, Things Not Seen Joseph Gomes - The Giver Brendan Sherry - The Giver Deeba Davari - The Giver, Jeremy Fink and the Meaning of Life Cameron Larson - The Giver, Incantation Janice Zoland - Crispin Nila Alvord - Ender's Game Danielle Siguara - Ender's Game Jeanine - Incantation Randy Pierse - The Shadow Thieves Alicia Rodriguez - Jeremy Fink and the Meaning of Life Dillon Cuzetto - The King's Shadow Cody - The King's Shadow Everett Castro - The Giver Michael Cavigliano - The Giver, Ender's Game Devon Michels - Crispin Brandon Brooks - Ender's Game Jenny Dominguez - Jeremy Fink and the Meaning of Life

empty snack boxes for science

For our food studies unit I am in need of empty food/snack/cereal boxes that your family uses. We will be looking at the nutritional values of the foods we eat. Please send in your boxes so we have a large sample to look at in June.

Thanks helping bridge the space between home and school!

Chapt 31 test

May 15th-Friday

Chapt 31-The Reformation Begins will be a take home test
Students can use their notes

Due 5/19-Tuesday

chapter tests

Chapter 22 Science test
WED 5/13

Chapter 30-Leading Figures of the Renaissance
Friday 5/8

math updat

7th Grade Math for May 4-11

*Due Wed. May 6 -- RS 99-112
*Due Thurs. May 7 -- RS 113-125
*Due Mon. May 11 -- RS 126-153
*Mon. May 11 -- Chapter 6 Test

guidelines

Guidelines for Illustrated letter

• Begin your letter with the following greeting to a friend; "Dear_______"
• Use this sentence to begin your letter; "I just took the most amazing tour of Florence Italy."
• Write sentences that give a general description of Florence.
in section 2.9 of History Alive for words and phrases to describe the city.
• For each place you choose, draw a picture or find an illustration that goes with it
• Sentence starters:
o "One place I really enjoyed seeing was…."
o "I think what was most interesting about this place was…."
o "One thing I learned about this place was…."
o "Many advances were made here. Some of them are…"
o "One thing I will always remember about this place is…."

Chapt 29-test Florence

Friday 5/1
We will have a review time on Friday before the test for chapter 29 on Friday

We will use class time on WED 4/28 for the illustrated letter-

Room 23-sign ups for SS

Research Project-
Here are sign ups for the individual projects for the following History Alive chapters. Students are encouraged to go deep into an interest of study and produce a product that shows research-a report, biography, movie review, power point, painting, sculpture, artifact, movie or brochure. Students will have class time to work on the project and the project will take the place of the chapter test and notes.
Please let me know if there are any questions-

1. Florence-The Cradle of the Renaissance-due week of 4/28
a. Justin
b. Roy
c.
2. Leading Figures of the Renaissance- due the week of5/4
a. –Aidan, cody, Joshua, Randy
b. –Alexander, Nila, Tim, jeanine, Taylor
c. –Deeba, Cameron, Dillon, Pauline
d. –Brendon, Aaron, Danielle, Alicia, Mollie

i. **For movie project you may either submit original research or take the chapter **

3. The Reformation Begins-due the week of 5/11
a. –
b. –
c. –
d. -
4. The Spread and Impact of the Reformation-due the week of 5/18
a. –
b. –
c. -
d. -
e. -

human body system-room 23 signups

Human system project
Room 23

Joseph-Lymphatic system
Claire/-respiratory system
Mollie-respiratory system
Roy/Cody-muscular system
Jeanine/Cameron-digestive system
Nila/Nupur-digestive system
Brendan/aaron-intgeurementary system
Taylor/Deeba-cardiovascular system
Peter/aid an-cardiovascular system
Alicia/Danielle-skeletal system
Tim/Justin-muscular system
Joshua/Dillon-nervous system
Janice/Pauline-integumentary system
Randy/Alexander-nervous system

humnan system project-sign ups-room 26

Human system project

Nick m/Antonio-nervous system

Max/Michael/Brandon-urinary system

Sarah/Rachel-lymphatic system

Shannon/Priscilla-respiratory system

Evan/Paul-skeletal system

Jamie/Nick G-endocrine system

Claire/Everett-cardiovascular system

Leah/Zion-nervous system

Hannah/Katie-muscular system

Ruth/Emily-lymphatic system

Erin/Devon-Muscular system

Jenny/Kevin-digestive system

Illustrated letter of Florence-due Tues 5/5

Writing an Illustrated Letter

Imagine you are a 16th-century European traveler who has just completed a walking tour of Florence. Use the ideas and illustrations you recorded in your Reading Notes to write and illustrate a letter describing your experiences in Florence.

Your letter should be between 500-700 words and follow these guidelines:-5 pts

1. Include the date and a proper salutation ("Dear…" ) 5 pts
2. Write your letter to a friend who has never been to Florence and knows little about the Italian Renaissance. 5 pts
3. Write an introduction that gives a general description of Renaissance Florence.-5 pts
4. In the body of your letter, include a description of at least four places in the city. In describing each place, focus on these questions:-20 pts
a. What was most interesting or memorable?
b. What do you know now that you didn't know before?
c. What are some of the most noteworthy advances made in architecture, art, literature, science, mathematics, or politics?
Use precise descriptive words to create a visual image in the reader's mind. Include a least one illustration, picture, or symbol for each place you describe.
5. Be creative in writing and illustrating your letter. After showing a draft to your teacher for review, type or write your final draft neatly in ink.-5 pts

Total Points Possible-Due Tuesday May 5th
50 pts

wrong date

I have my weeks mixed up-sorry!

Test for Chapter 28-the Renaissance Begins

Friday 4/24

closed book-open notes

room 26-sign ups for History Alive!

Research Project-
Here are sign ups for the individual projects for the following History Alive chapters. Students are encouraged to go deep into an interest of study and produce a product that shows research-a report, biography, movie review, power point, painting, sculpture, artifact, movie or brochure. Students will have class time to work on the project and the project will take the place of the chapter test and notes.
Please let me know if there are any questions-

1. Florence-The Cradle of the Renaissance-due 4/28
a. –Katie, Claire
b. –Zion
c. –Everett
d. -Paul
2. Leading Figures of the Renaissance-5/5
a. –Nick M, Michael, Antonio
b. –Hannah, Sarah, Leah
c. –Jamie, Max, Jenny
d. –Shannon,/Ruth-Paganism
3. The Reformation Begins-5/12
a. –Erin
b. –Devon
c. –Emily
d. -Priscilla
4. The Spread and Impact of the Reformation-5/19
a. –
b. –
c. -
d. -
e. -

ocean floor graph

The graph from the ocean floor studies will be checked in class tomorrow-
Thurs 4/22

SS test-chapter 28

Test for Chapter 28-Friday 5/1
The Renaissance Begins

We will begin closed book tests-notebooks are still allowed

Science dates

Test Chapt 17-Monday 4/27

Eye Dissection-Thurs 4/30

Body System Project-Thurs May 21

Human Body System Project

Human Body Systems

Object: To learn about different body systems. Each team of students will choose a topic to study; such as the endocrine system, the digestive system, the respiratory system, etc. Each team will be responsible for creating a PowerPoint Presentation on the system they picked out of the hat-trading is allowed on the day we pick systems only.

We will pick systems on Monday May 4th
Some class time will be made available-some students may need to use time at home or getting together with partners outside of class

Requirements:

• You must have a minimum of 10 slides-This does not include the title slide or the bibliography slide
• Each slide should contain information pertinent to your topic; however should not be limited to typed information. Graphs, pictures, and diagrams are often very useful in explaining a concept.
• Fancy animation is not as important as thorough information about your system.
• Each PowerPoint presentation is worth 50 points
• The PowerPoint presentation should be emailed to me or brought in a thumb drive in order to download it to my computer by May 19
• Please note: Late work is marked down 5 points every day if it is late
• Use the rubric attached to help you evaluate you own work.
• Any questions, please ask!

Presentations Due Thursday, May 21, 2009

posting for a student-diary entry

Creating a diary entry

Pretend you are a nobleman or noblewoman living in Heian-kyo during the 10th century. You are keeping a diary of your impressions of daily life during that time. Use your Reading Notes (chapter 21) to create a diary entry that describe one day in your life while visiting the emperor's court.

Your diary entry should
• Indicate the date
• Be written in the first person. Use "I, me, we and us"
• Have information about at least six aspects of your life. These might include a description of your capital city or your house, the leaders of your government, your rank, what is considered beautiful or fashionable, what is considered bad manners, games you enjoy, art and literature of the day, or your attitude toward the poor.
• Include at least one tanka poem that expresses your feeling
• Have at least three colorful pictures to illustrate key idea

Add creative touches to make your diary entry personal. After completing a draft for review by your teacher (Wednesday 2/11) type or write the final copy in ink. It should be free of grammatical and spelling errors and be approximately three handwritten pages (500-700 words long).

1.-Sitting behind the screen
2 Writing poetry
3 Ranks (1-9)
4-Folds in your fan-
5-manners
6Fshion

1. games
2. food
3. art/writing/
4. sculptures
5. new city looks and works
6. house look like?
7. Farming/econonmy

Tanka Poem-31

5 lines
5 syllables
And 7 syllables

Colorful pictures

Mrs. Stuart's math group

"Mrs. Stuart's 7th grade math students: Please go to my homework blog every Sunday evening to find out what the homework is in math for the week ahead. My blog site is: http://teacherweb.com/CA/DiscoveryCharterSchool/MrsStuart/uh1.stm

Inca Test

Inca Test-Chapt 26
Friday 4/10

frogs

Amphibian Metamorphosis

Research an amphibian and depict its life cycle. Student's can choose to make a poster,PP, models, or another display to show the various stages. The depictions should include the name of the amphibian and where it lives, as well as labels indicating each stage of development. These will be displayed around the room and evaluated on level of detail, labels, as well as spelling and grammar.

Example-The Surinam toad of South America
Due on Monday April 20
Frog dissection on Thursday April 9

Frogs

Amphibian Metamorphosis

Research an amphibian and depict its life cycle. Student's can choose to make a poster,PP, models, or another display to show the various stages. The depictions should include the name of the amphibian and where it lives, as well as labels indicating each stage of development. These will be displayed around the room and evaluated on level of detail, labels, as well as spelling and grammar.

Example-The Surinam toad of South America
Due on Monday April 20
Frog dissection on Thursday April 9

SS test chapt 24

Test on the Aztecs chapt 24 on
Friday 4/3

We will have class time on WED and FRI for the Mayan Research Project

Science

Jelly Fish

Have students research the Aurelia, a genus of jellyfish. Then have students write a story in which they discuss how the jellyfish move, what they eat, and how jellyfish sense in their environment.

Mollusk

Explain how mollusks eat, control body functions, and circulate blood
Describe the four body parts that most mollusks have in common
Compare and contrast the differences between a snail, clam, and quid

Squid dissection on Thursday 4/2
Squid assessment on Monday 4/6-be prepared to draw, label, or mold (using sculpty) the body parts of a squid.
Jellyfish and Mollusk reports due Monday 4/6

Mayans Research Project

We will start working on this when we return from Yosemite

Two Part Research Paper or Power-point

1. Geography-location, climate, agriculture, map

2. Choose ONE of the main topics below:

Religion-rituals, beliefs, main gods

or

Achievements (must choose 3)-mathematics, calendar, ball game, hieroglyphics, architecture, art

or

Daily Life-housing/clothing, warfare, trade

Math

7th Grade Math

*Due on Thursday, Mar. 18th MC 107-130 (remainder of chapter 5)

*Thursday, Mar. 18th Chapter 5 Test

math posting

Dear 7th grade parents,

Next week all 7th graders will be having a grand adventure in Yosemite! However, life at Discovery goes on, so there will be some Algebra homework that the 7th graders will be responsible for while they are gone. I will add this the homework due to my homework blog. Please go to: http://teacherweb.com/CA/DiscoveryCharterSchool/MrsStuart/uh1.stm to keep apprised of the homework each week. I still continue to notice that many 7th graders do not do their homework assigned on Thursday in class for the following Monday. Please make it a habit to ask your students what they have due in math!

Have a great experience in Yosemite! It will be memorable!

Mrs. Stuart

Repeat of Yahoo post

There seems to be some concerns surrounding the science expo-April 2.

I know I was not clear that the Expo was required when the paper work went out in the WED envelopes. However, after talking to my colleagues and finding out it is a requirement for 7th and 8th grade I did my best to communicate that to parents and students. Please see the blog post from Feb 23-it was also posted to each Yahoo Group.

http://7thgradedcs.blogspot.com/2009/02/science-expo-not-optional.html

Monday, February 23, 2009

Science Expo-Not optional

Some students do not have their packets.-

This expo will be a large part of the 2nd semester science grade

Hard copies are available in the school office. Electronic copies may be downloaded from the DCS yahoo group files: 2009 Science Expo Packet. Registration form is the last page of the packet.

Posted by Lorrmay at 10:34 AM Monday, February 23, 2009

That would give a 6 week window for the project-even with loosing a week in Yosemite, that should be enough time.

Also, project based learning, student choice and exploration with a chance to go deeper into an area of interest are the most essential science standards here at DCS. The science expo provides this opportunity for all students.

I have two recommendations at this point-use a research topic/model from a science menu or homework choice that has already been done-adding to it and using the science board format that is required. Or join in with one or two others who can complete the assignment as a team.

I think a positive parental attitude could become contagious and we could all be surprised at the outcomes of our very capable students. I'm looking forward to my first Science Expo here at DCS!

Lorraine Burnham

ELA-Giver Fianl Assignment

Dear Parents,

This is the final written assignment/project for The Giver. It is due on Friday, March 20th. (before they leave for Yosemite!) Students were asked to finish reading The Giver by tomorrow, if possible.
(quite easy if they are caught up!)

We will be starting Ender's Game on Tuesday, March 24th.

Thanks,
Susan Leftwich

Response to Literature Essay - The Giver

Choose ONE of the following prompts and write a 5 paragraph essay.

This assignment is due on Friday, March 20th.
(before you leave for Yosemite!)

Prompts

1. Think about Jonas. Tell whether you would want him for a sibling, friend, or partner, (choose one) and tell why (3 reasons), using specific examples from the text.

2. Write a letter to Jonas, commenting on what you think of what he did in
3 significant events in the story. You can agree or disagree with the character's actions.

3. Find a part of the book that "speaks" to you. It can be one sentence or one paragraph, but it must stand out to you. First, you must quote the text directly. Underneath the direct quote, begin your essay and explain why this part of the book stood out to you as the reader. (3 reasons) How did it "connect" to you?

4. Choose a character in The Giver and compare him/her to a character in a movie, TV program, or another book. How are they alike or different? (Make sure you explain each character in a detailed way, and then give specific examples of why they are similar and different). (3 comparisons)

Helpful Hints for constructing your essay:

Paragraph #1 - Introduction - State the name of the book and the author. Give a brief summary of the book. State your position or opinion in your topic sentence.

Paragraph #2, #3, #4 - (3 body paragraphs) Give proof. (This is your topic sentence for each of the 3 body paragraphs.) Elaborate on your topic sentence by using something you know about, an example from the text, or your own personal connection. (whatever makes sense with the prompt that you have chosen from above)

Paragraph #5 - Conclusion - Restate the topic of your essay. Re-list the 3 reasons, events, OR comparisons that you used (in order). Include any insights or connections that you have made.

Fwd: Build a Flower Model-due 3/13, Thur

>
>Objectives
>Build a model of a flower
>Explain how the model represents a real flower
>Describe the basic parts of a flower
>
>Using recycled materials and art supplies-pipe cleaners, paper plates, yogurt containers, string, buttons, beads, and yarn
>
>Include the following structures-pistil, petal, stigma, anther, filament style, stamen, ovary, sepal, stem
>
>Draw Conclusions
>4. How might you flower attract pollinators? What modifications could you make to your flower to attract a greater number of pollinators?
>
>Evaluating Models
>5. Is your model an accurate representation of a flower? Why or why not?
>
>Making Predictions
>6. If you based your flower model on a plant species that had flowers that did not have both male and female parts, how would that model be different from your current model?
>
>Applying your Data
>Research flowering plants whose flowers do not have both male and female reproductive parts. Build models of the male flower and the female flower for one of these flowering plants. Then, compare the new models to your original model, which include both male and female reproductive parts.
>
>
>
>

Build a Flower Model-due 3/13, Thur

Objectives
Build a model of a flower
Explain how the model represents a real flower
Describe the basic parts of a flower

Using recycled materials and art supplies-pipe cleaners, paper plates, yogurt containers, string, buttons, beads, and yarn

Include the following structures-pistil, petal, stigma, anther, filament style, stamen, ovary, sepal, stem

Draw Conclusions
4. How might you flower attract pollinators? What modifications could you make to your flower to attract a greater number of pollinators?

Evaluating Models
5. Is your model an accurate representation of a flower? Why or why not?

Making Predictions
6. If you based your flower model on a plant species that had flowers that did not have both male and female parts, how would that model be different from your current model?

Applying your Data
Research flowering plants whose flowers do not have both male and female reproductive parts. Build models of the male flower and the female flower for one of these flowering plants. Then, compare the new models to your original model, which include both male and female reproductive parts.

Math updat

7th Grade Math

*assigned on Monday, March 9th, MC 69-85 due on Wed. March 11th

*quiz on Monday, March 9th

*assigned on Wed. March 9th, MC 85-95 due on Thurs. March 12th

*assigned on Thurs. March 12th, MC 96-107 due on Mon. March 16th

ELA and Powerschool

Dear Parents,

As of today, Friday, March 6th, the Language Arts grades on PowerSchool are current. I have placed an "E" for any assignment that your child is exempt from - as there will be differentiated assignments going out.

If you see a "0", that means that your student did not turn it in. Of course, the zero will disappear as soon as I get the assignment.

Attached is the next Giver assignment - due Tuesday, March 10th.

Thanks,
Susan Leftwich

The Giver - Chapters 13 - 18 - Comprehension Questions
Due Tuesday, March 10th

You should read all of the chapters before doing the questions, or the questions will spoil the story for you. Each question is worth 2 points. Keep in mind that some numbered items contain MORE than one question each. If you wish to receive full credit for an answer, please write in complete sentences.

1. Explain what Jonas meant when he said, "It isn't fair that nothing has color." (p. 97)

2. Why do you think that the community isn't allowed to make choices?

3. What did the Giver mean when he said bitterly, "They know nothing."? (p. 105)

4. How was Jonas' second experience with snow unlike the first?

5. Why can't everyone have the memories?

6. How did Jonas comfort Gabriel when he became fussy in the night?

7. Reread chapter 15. Why do you think Lois Lowry put the memory of war in a separate chapter instead of making it part of another chapter?

8. What was Jonas' first lie to his parents?

9. Why do you think that Jonas is sharing memories with Gabe?

10. How did Jonas react to the children's war game? Why?

11. What would happen to Jonas' memories if he is released? How would it affect the community?

Room 23-Samurai Project

here is the list and we site for the Samurai Porject

History:
Aidan, Tim, Dillon, Nupur, Jeanine, Claire, Randy

Dress:
Taylor, Deeba, Pauline, Janice, Aaron, Alicia, Justin, Roy, Nila, Brendan, Josh, Danielle, Mollie

Role:
Peter

room 26-Samurai Project sign ups

Here is the list of projects and the website

http://missingdigit.us/samurai_webquest.htm

Due Tues 3/10

History:
Rachel
Michael
Everett
Nick M
Brandon
Jenny
Antonio
Kevin
Paul

Dress:
Claire
Sarah
Leah
Zion
Nick G
Jamie
Priscilla
Katie
Hanna

Other Project:
Shannon-comic book with tea ceremony
Devon-PP on training
Emily-Write a comic book about Samurai training or tea ceremony
Erin-the role of the 7 Samurai

Math Update

Math Update for March 2-8

*assigned on Mon. March 1, MC 12-23, and 24-35 due on Wed. March 3

*assigned on Wed. March 3, MC 36-51
due on Thurs. March 4

*assigned on Thurs. March 4, MC 52-68
due on Mon. March 8

*most likely a quiz on March 8

Photos of Asian Project

Here are some highlights from Individual Asian Projects from this month!

http://www.me.com/gallery/#100047

Science

Still need Science Expo contracts &
Yosemite paperwork

HW-Standardized Test Prep Packet-Protists and Fungi

Test Chapter 11 Protists and Fungi

Wed 3/4

SS Change

Chapt 22 Test-The Rise of the Warrior Class

Friday 2/27

Samurai Project-Week of 3/2-3/6
Due Tuesday 3/10

Staff Day is 3/13-No school

SS-Test chapter 22

Test on The Rise of the Warrior Class-
Chapter 22
Wed 3/4

There will be a Samurai project next week. We will spend Tues 3/3 in class working on it.
Website and resources:

http://missingdigit.us/samurai_webquest.htm

Friday 3/6 is a Staff In-service day.

Project Due Tuesday March 10

Boot Days-not optional

Only 28 Days to Yosemite!

Please have students wear their fabulous boots to school on:

WED 3/4

WED 3/10

the week of 3/16-20 in the mornings-may bring extra shoes for the afternoons.

If you still need boots I have two pairs in my room looking for another chance to hike Yosemite!

Science Expo-Not optional

Some students do not have their packets.-

This expo will be a large part of the 2nd semester science grade

Hard copies are available in the school office. Electronic copies may be downloaded from the DCS yahoo group files: 2009 Science Expo Packet. Registration form is the last page of the packet.

Sceince HW # 2

Name______________________________________

Make Your Own Science Homework
Week of February 23-February 27
Presenting Monday, March 2

Directions: This week you are responsible for designing your own homework. Please use the following criteria when designing your homework

1. The purpose is to go more in depth for something that you want to learn about.
2. It should take between 3-5 hours to accomplish (more hours are fine?less is not okay.)
3. You will choose a topic in Chapter 8-The History of Life on Earth pages 192-211 for your in depth study
4. There must be a tangible product demonstrating what you learned (examples could include,: a movie, artwork, essay, science experiment write up using the scientific method, book and or film reviews, newspaper article, etc.)
5. Be prepared to present on Monday, March 1 during science class

STEP ONE: Brainstorm
1.

2.

3.

STEP TWO: Decide on the homework. Describe it here. If I do this homework, what are the questions that I am trying to answer? List the questions. (Use the back for more room.)

1.

2.

3.
STEP THREE:

Final product due in class Monday, March 2

I agree to follow my plan and get my homework in on time.

_______________________________________________Date___________

GIver H W

Hi,

This is the next Giver assignment - due Wednesday, March 4th.

Students will be taking the Practice Star test tomorrow and Wednesday.
We will be on a field trip on Friday.

Then, the REAL Star WRITING test is on Tuesday, March 3rd.

Hope this helps!
Susan Leftwich

The Giver - Chapters 6 - 12 - Comprehension Questions
Due Wednesday, March 4th

A. Questions (You should read all of the chapters before doing the questions, or the questions will spoil the story for you.) Each question is worth 2 points. Keep in mind that some numbered items contain MORE than one question each. If you wish to receive any credit for an answer, please write in complete sentences.

1. What do you think was the difference between release and loss based on the way the community used these words? (2 points)

2. What set the Ceremony of Twelve apart from all other age ceremonies? (2 points)

3. Why did the community make the distinction between ?selection? for Receiver of Memory and ?Assignment? for all other occupations? (2 points)

4. What was unusual about the appearance of the bearded Elder? What was significant about this characteristic? (4 points)

5. Name four qualifications that Jonas had for being the next Receiver of Memory. (4 points)

6. What did Asher?s hesitation in congratulating Jonas indicate?
(2 points)

7. Which item in the list of duties and responsibilities frightened Jonas? Why did this frighten him? (4 points)

8. Why was the concept of pain beyond Jonas?s comprehension?
(2 points)

9. What was unique about the Annex? (2 points)

10. Why was the transmittal of the memory of snow so exhausting to the old man? what does this reveal about the community?
(4 points)

11. What two lessons did Jonas learn about the sun? (4 points)

12. How did Jonas' relationship with his parents and friends change after he received his Life Assignment? (2 points)

13. How did The Giver explain the visual phenomena that Jonas witnessed? What did this reveal about the community? (4 points)

14. Why did the community give up the ability to see color?
(2 points)

15. Why do you think it was important for the community to have a person who could "see beyond"? (2 points)

B. Literary Devices

1. Science fiction novels are a form of fantasy in which the action takes place on another planet, in the future, or in another dimension. What is the setting for The Giver? Provide evidence from the novel to support your opinion. (4 points)

2. What is the cliffhanger at the end of Chapter Eight? (2 points)

3. A ?Utopia? is a perfect world or society while a ?Dystopia? is a world that is supposed to be perfect but turns horribly wrong.
Is the community in The Giver a utopia or a dystopia? Why?
(4 points)

Language Arts Assignments - DUE DATES!

Assignment Description Due Date

Book Club Reading You should be 3/4 of the way through the book. Friday, Feb. 13th

Questioning Paragraphs You should write 4 paragraphs - one for each "question" that they have about the book. Friday, Feb. 13th

WINTER BREAK Use this time to catch up or get ahead! (if needed)

The Giver Reading You should have read chapters 1 - 5 ONLY. Tuesday, Feb. 24th

Comprehension Questions You should have written in complete sentences the answers for Chapters 1 - 5. Spelling and punctuation count! Tuesday, Feb. 24th

Summary Paragraphs Write one short, summary paragraph for each chapter of
The Giver = 5 TOTAL
Wednesday, Feb. 25th

Book Club Reading You should have finished reading the book. You will complete a project in class that day with your group and present it to the class. Participation is the key!
Friday, Feb. 27th

The Giver by Lois Lowry – Novel Study


Our novel study will consist of :

reading the story
summarizing each chapter
answering comprehension questions
taking multiple choice quizzes
discussing The Giver as “book clubs”
completing in-class projects

Please keep all of your work together in one place throughout our study. Use a folder or your Language Arts binder. Stay organized and complete all assignments ON TIME. It will be difficult to catch up if you get behind.

DO NOT READ PAST THE ASSIGNED PAGES! Stay at the same pace as the rest of the class. This will insure that we are all “on the same page” and make discussions more interesting. If you spend all of your time reading without completing the assignments, you will get behind.


Summaries
You will write a brief summary for every chapter. The summary should give a clear main idea or ideas and include the most significant details from the chapter. It should be in your own words and reflect any underlying meaning. Remember, it’s a summary – not every detail from the chapter.
Five to seven sentences is enough. Please indent and use paragraphing where appropriate. All summaries must be neatly written in pen or typed.

Hints for writing a good summary:
• Begin with a clear, direct topic sentence that identifies the chapter's main idea.
• Use key facts to support the topic sentence.
• You MAY use transitions, but you don't NEED them in a summary.
• Keep the same tone as the original piece.
• Do NOT include your own opinions.
• You do NOT need a formal conclusion. (since they usually share opinions)


Note:
Although we are beginning this new novel while book clubs are in progress, you are still expected to keep up with your book club book, as well. When final projects for book clubs are complete, we will use our “book club” Fridays to discuss The Giver in discussion groups.

SS test and HW

SS Test Chapter 21-Friday 2/12-Heian-kyo the heart of Japan's Golden Age

Creating a diary entry

Pretend you are a nobleman or noblewoman living in Heian-kyo during the 10th century. You are keeping a diary of your impressions of daily life during that time. Use your Reading Notes (chapter 21) to create a diary entry that describe one day in your life while visiting the emperor?s court.

Your diary entry should
? Indicate the date
? Be written in the first person. Use ?I, me, we and us?
? Have information about at least six aspects of your life. These might include a description of your capital city or your house, the leaders of your government, your rank, what is considered beautiful or fashionable, what is considered bad manners, games you enjoy, art and literature of the day, or your attitude toward the poor.
? Include at least one tanka poem that expresses your feeling
? Have at least three colorful pictures to illustrate key idea

Add creative touches to make your diary entry personal. After completing a draft for review by your teacher (Wednesday 2/11) type or write the final copy in ink. It should be free of grammatical and spelling errors and be approximately three handwritten pages (500-700 words long).

Due Friday 2/12

Math

*assigned on Mon. Feb. 9, GC 116-135
due on Wed. Feb. 11

*group presentations of study poster (assigned on Monday), study session Wed. Feb. 11

*Chapter 4 GC, TEST Thurs. Feb. 12

*assigned on Thursd. Feb. 12, Bellworks 10 pages due on Mon. Feb. 23

Science Test-Thursday 2/12

Chapter 10-Bacteria and Viruses
Sections 1-3

Bread mold lab on Thurs 2/12

SS test and notebooks

I will be collecting Student Notebooks and grading the notes for China on Wed 1/5

Test on Japan chapt 20-The Influence of Neighboring Cultures on Japan on WED 1/5 after an in-class review

ELA posting

Here are some upcoming assignments and due dates for English Language
Arts. All assignments are given to students one WEEK ahead.
Assignments related to the all class reading book are due on Tuesdays.
Assignments related to book clubs are due on Fridays.

Students may pick up assignments any time at recess, lunch, or after
school if they were absent OR have lost the assignment. Parents may
email me, and I am happy to attach the assignment.
sleftwich@discoveryk8.org. Thanks!

February 3rd - Crispin #5 (comprehension questions and vocabulary)
Burnham's class only

February 4th - Crispin #5 (comprehension questions and vocabulary)
Mazerik's class only

Everyone:
February 6th - Four book club paragraphs due (Inferring)

February 10th - Final Project for Crispin (Students worked on this in
class on Tuesday, Feb. 3rd.)

February 13th - Four book club paragraphs due (Questioning) Students
will receive this assignment on Feb. 6th.

The next in class reading book will be The Giver. There will be a
reading assignment for this book over Winter Break. If you need extra
time for reading, I am happy to give you the book now.

Science Test

Friday 2/6
Classification chapter 9

math Update

*assigned on Thursday, Jan. 29, GC 54-63
due Monday, Feb. 2

*assigned on Monday, Feb. 2, GC 64-78
due Wednesday, Feb. 4

*assigned Wednesday, Feb. 4, GC 79-90
due Thursday, Feb. 5

*assigned Thursday, Feb. 5, GC 91-101, and GC 102-115
due Monday, Feb. 9

There may also be a short quiz towards the end of this week or on
Monday, Feb. 9.

Power Point compatability issues

The tech team will be downloading a PowerPoint patch to solve compatibility issues we are having in class for research projects

Another quick work around is to have the student ?save as? and choose the older format from the drop down list. I do this all the time with word and excel at home since I have the newer version of Office. Then I know I have files in a format anyone can use.

Science Hw Feb 2-9

Name______________________________________

Make Your Own Science Homework
Week of February 2-February 9

Directions: This week you are responsible for designing your own homework. Please use the following criteria when designing your homework

1. The purpose is to go more in depth for something that you want to learn about.
2. It should take between 3-5 hours to accomplish (more hours are fine?less is not okay.)
3. You will choose a topic in Chapter 7-The Evolution of Living Things pages 174-180 for your in depth study
4. There must be a tangible product demonstrating what you learned (examples could include,: a movie, artwork, essay, science experiment write up using the scientific method, book and or film reviews, newspaper article, etc.)
5. Be prepared to present on Monday February 9 during science class

STEP ONE: Brainstorm
1.

2.

3.

STEP TWO: Decide on the homework. Describe it here. If I do this homework, what are the questions that I am trying to answer? List the questions. (Use the back for more room.)

1.

2.

3.
STEP THREE:

Final product due in class Monday, February 9

I agree to follow my plan and get my homework in on time.

_______________________________________________Date___________

Biome Poster 1/26-Monday

Make a poster of the Elk Horn Slough Biome

Consider the particular creatures and their life styles that inhabit that biome, the conditions, (weather, terain, human inhabitants, etc.) that exist in that area and what the consequences of the human tampering has on their environments Your poster must be neat, clearly written, and colorful. Consider covering: water, air, food and places the animals live within the biome of Elk Horn Slough.

Inauguration HW

Assessment from packet is due WED 1/21

mathposting

*assigned on 1/15 GC 1-12
due on 1/21

*assigned on 1/21 GC 13-25
due on 1/26

Dates

The grades are not final until the 30th any late work can be turned in by the 23rd.

I passed out assignment reports which listed missing work-please note the grades will go down when 0's are put in for missing work.

SS Project 2-Due Friday 1/23

SS-Individual Projects

Students have requested the opportunity for deeper research in our history curriculum-The following students have chosen the chapter-Chinese Discoveries and Inventions (18) for their research. Suggested research ideas: Power Point, Diorama, skit, poster, report, brochure, artifacts, scrapbook, comic book, movie. This is worth 25 points and is done instead of the Reading Notes for that Chapter and the test.

Aidan, Tim, Josh, Alexander, Roy

Claire, NIla, Cameron, Aaron

Priscilla, Leah, Zion, Sarah, Evan

SS-Individual Projects

SS-Individual Projects

Students have requested the opportunity for deeper research in our history curriculum-The following students have chosen the chapter-China Develops a New Economy (17) for their research. Suggested research ideas: Power Point Diorama, skit, poster, report, brochure, artifacts, scrapbook, comic book, movie. This is worth 25 points and is done instead of the Reading Notes for that Chapter and the test.

Janine, Dillon, and Daniellle

Science Test-WED

Chapt 6 DNA
Sections 1 and 2

Wed 1/14

Letter to the Emperor

Pretend you are a foreigner, an aristocrat, or a scholar. You are looking for
a government job. Write a letter to the emperor to try to convince him to
hire you. Your letter should be between 500 and 700 words and
? follow the form for a business letter. Include the date, your address, the
emperor?s address, a salutation, and a closing.
? have three paragraphs:
?5 pts-Paragraph 1: Introduce yourself. Explain who you are (a foreigner,
an aristocrat, or a scholar) and the type of government job you want.
?15 ptsParagraph 2: Clearly state that you believe a person like you is best
qualified for this position. Give three reasons for your claim. Make
your letter personal by adding fictitious details. If you are a scholar,
for example, you might write, You know that scholars have to study
hard to pass the civil service exam. You can assume, therefore, that
I do not shrink from hard work and will spend endless hours collecting
the taxes that the selfish aristocrats have refused to pay.
?10 pts Paragraph 3: Give two reasons why the two other types of people
would not make good officials.
? be free of grammatical and spelling errors.
? be written neatly in ink.
5 pts
Write a draft of your letter on scratch paper. Then make a final copy on
the next page.-108

This is worth 35 points and will take the place of a test for this chapter
Due on Tuesday 1/13/09

Math

*assigned on 1/5 MD 104-118
due on Wed. 1/7

*assigned on 1/7 MD 120-128
due on Thurs. 1/8

*assigned on 1/8 MD Chapter Review
due on Mon. 1/12

Test on Chapter 3 Monday 1/12

Science Menu 2

Science Menu 1/6-1/30
Chapter 6 Genes and DNA

Please complete a minimum of five of the following assignments and one from the back of the page. You will have part of Monday?s class time to work on the items of your choice; you may or may not have to complete assignments at home. I will be conferring with you on Mondays, checking your progress and your portfolios. Assignments and portfolios will be due on 1/30

1. Human Genome Project and Human Disease
2. Cross Word Puzzle-vocab
3. How DNA works-vocab
4. Cracking the Code-(logical)
5. Fingerprint ID
6. Making a Model of DNA
7. Dimples and DNA
8. DNA-drawings on SciLinks
9. Directed Reading Packet A
10. Directed Reading Packet B
11. Portrait of a Dog-Research Project
12. Human Traits-Family Research
13. Chapter Review page 158-159
14. Standardized Test Preparation page 160-161

a. Story of a Scientist (interpersonal)-Create a comic book or short video drama about Mendel?s life and work. Highlight his use of the scientific method and his habits as a scientist.
b. Perfect pitch (musical)-Research the gene responsible for perfect pitch. Using PowerPoint, Word, video, or a poster, debate if early musical education is as important as inheritance in perfecting perfect pitches.
c. Protein Skit (kinesthetic)-Write and perform a short skit to demonstrate the formation of a protein. For Example, students cold play the roles of ribosome, an amino acid, a transfer RNA, and a DNA copy.
d. Sickle Cell Trait-(verbal)-present to the class information on the disease including the history, and outcomes, and the difference between having the sickle cell trait and having the disease.
e. Genetic Diseases-(verbal)-Select a genetic disease to conduct research and write a report. Suggestions: hemophilia, diabetes, familial ALS (Lou Gehrig?s disease), SCID (Plastic bubble syndrome), Huntington?s, and neurofibromatosis (elepahntititus). Focus on the historical occurrence of the disease, famous people that have had the disease and treatments that have been tried.

January Lang Arts

7th Grade English Language Arts

Please check Powergrade to find out how you are doing.

The book report project was due on December 10th. The Catherine, Called Birdy persuasive essay was due on December 16th. Grades have been recorded for these two assignments. Everyone did VERY well!
Bravo!

If one of these two assignment was NOT turned in, a zero was posted. I will take late assignments without penalty until January 16th, if you would like to make up a zero.(This only effects 5 students - so, YEA!
for the other 45 students who got everything IN!) No late assignments will be accepted after that. The semester closes the following week.

The first assignment for Crispin is due on Tuesday, January 6th.
Students were given this assignment a week BEFORE the break. There will also be one due on Tuesday, January 13th.(given out on January
6th) Please do not get behind. These two assignments will count for this semester as well. I cannot accept these two assignments AT ALL after January 20th. (I am making an exception for these two assignments
only.)