1 Reece ELA/SS/Sci-FY Assignments

Follow the link to complete your Flocabulary assignment

Read and complete all the pages for Trail of Tears

Follow the link to complete your Flocabulary assignment

Read the story and write a narrative essay. 

Please read over the powerpoint on Convey Ideas Precisely.
Then complete the google document.

1. Pick your topic for  your informational booklet on an event or person from the Revolutionary War. 
2. Start researching your topic. See resource list for places to find information on your topic.
3. Organize your information. See attachments for ideas on how to organize your information. 


Possible Topics: Boston Tea Party, Boston Massacre, Intolerable Acts, Thomas Jefferson and the Declaration of Independence, etc.


Resources: Books on your topic from the library, Ducksters website, Encyclopedia Britannica


Use the organizer to organize your research information. Then use the Informational Book to type your informational book on your topic.

1. Use the powerpoint to guide you in creating your Informational Writing Chapter of your book.
2. This is the Chapter on the topic you researched.

1. Create a cover for your book on the American Revolution.
2. Be sure to include the title American Revolution and the name of what you are researching (i.e. Boston Tea Party, Boston Massacre, Stamp Act, etc)
3. Draw a picture for your cover.

1. Read over the powerpoint to learn about the Gold Rush.
2. Fill in the Gold Rush notes.
3. Complete the Gold Rush Exit Ticket.
4. Turn in when you have completed everything.

1. Read over the powerpoint to learn about Lewis and Clark's expedition and why it was important.
2. Use the notes provided and fill in your answer document.
3. Turn in when you are finished. 

1. Read over the Native American Powerpoint.
2. Type the notes from the Answer document onto your document. 

1. Read over the information on the powerpoint.
2. Type information onto the War of 1812 document from the powerpoint  and the attached notes.
3. Turn in when finished.

Please complete the On Demand Assessment. Turn in when you are finished. Use the prompt and information listed below to write your Informational Writing. 


ON-DEMAND PERFORMANCE ASSESSMENT PROMPT Information Writing Say to students: “Think of a topic that you’ve studied or that you know a lot about. You will have forty-five minutes to write an informational (or all-about) text that teaches others interesting and important information and ideas about that topic. Please keep in mind that you’ll have only this one period to complete this, so you’ll need to plan, draft, revise, and edit in one sitting. Write in a way that shows all that you know about information writing.

“If you want to find and use information from a book or another outside source to help you with this writing, you may bring that with you tomorrow. “In your writing, make sure you: 
• Write an introduction. 
• Elaborate with a variety of information. 
• Organize your writing. 
• Use transition words. 
• Write a conclusion.”

1. Read over the powerpoint on relative pronouns.
2. Complete the practice sheet for relative pronouns.
3. Turn in when completed. 

Today you will work free writing a narrative story. It is important to brainstorm ideas and then write your ideas down. Write a story while the ideas are still fresh in your head. Turn in when you have completed it. 

1. Use the website to complete the Biomes scavenger hunt.
2. Type in your answers on the answer document. 
3. Turn in when you are done. 

Please read the writing prompt below.


“Think of a topic or issue that you know and care about, an issue around which you have strong feelings. You will have forty-five minutes to write an opinion or argument text in which you will write your opinion or claim and tell reasons why you feel that way. When you do this, draw on everything you know about essays, persuasive letters, and reviews. Please keep in mind that you’ll have forty-five minutes to complete this, so you will need to plan, draft, revise, and edit in one sitting. 

“In your writing, make sure you: 
• Write an introduction. 
• State your opinion or claim. 
• Give reasons and evidence. 
• Organize your writing. 
• Acknowledge counterclaims. 
• Use transition words. 
• Write a conclusion.”

Type your opinion essay on the attached document. 
Please turn in when you are finished. 

Follow the link to complete your Flocabulary assignment

1. Use the powerpoint to learn about adaptations and extinctions.
2. Complete the adaptations and extinctions notes. You may refer back to the powerpoint to complete. 
3. When you are finished please turn in.

1. Use the powerpoint to guide you through how to write a good beginning and ending.
2. Look at the examples that I have attached. 
3. It is your turn to practice writing a good beginning and ending.

1. Use the powerpoint to guide you as you create an essay using the Boxes and Bullets method. I have also provided some examples for you to look at. 
2. Next use the Boxes and Bullets method to create an essay. I have provide you a paper that has the boxes and bullets method. 
3. Next write use the Boxes and Bullets method to write an essay. You can write the essay at the bottom of the Boxes and Bullets Method paper.
4. Turn in your work.

1. Use the powerpoint to complete the Ecosystem Notes. 
2. Turn it in when it is completed.

Follow the link to complete your Flocabulary assignment

1. Watch both videos.
2. Answer the questions on the attached document about the videos and food chains.
3. Make a food chain on the document as described by the directions.
4. Turn in when complete.


Learning Target/Teaching Point:
I can explain a food chain and create a model of a food chain.

Success criteria:
I will be able to explain a food chain. I will be able to make a model of a food chain. I will explain the source of energy for the food chain.

Complete the assignments on Flocabulary for Homophones, Homonyms, and Homographs.
*Vocabulary Cards
*Vocabulary Game
*Read and Respond
*Quiz

Look at the examples for Boxes and Bullets.
Then look at the model of how to expand the Boxes and Bullets method.
Next look at the final copy of the story Ice Cream.
Finally it is your turn to use the Boxes and Bullets method. Pick a topic to write about and go through each step of the process. Turn in when you have completed all the steps.


Make sure to look at the models and to use them carefully. 

Please follow the instructions below. Type your story on the document that is provided. 


Think of a topic or issue that you know and care about, an issue around which you have strong feelings. You will have forty-five minutes to write an opinion or argument text in which you will write your opinion or claim and tell reasons why you feel that way. When you do this, draw on everything you know about essays, persuasive letters, and reviews. Please keep in mind that you’ll have forty-five minutes to complete this, so you will need to plan, draft, revise, and edit in one sitting. 


In your writing, make sure you: 
• Write an introduction. 
• State your opinion or claim. 
• Give reasons and evidence. 
• Organize your writing. 
• Acknowledge counterclaims. 
• Use transition words. 
• Write a conclusion.

1. Use the powerpoints to guide you in your writing.
2. Create a Table of Contents per the first powerpoint.
3. Type your Table of Contents and store on the document.
4. Turn in on Friday. 

Complete the webquest using the Ducksters website. 

1. Use the powerpoint to complete the Star Notes. 
2. Turn in when complete.

Complete the article on Easel and turn in when finished.

1. Read over the powerpoint on Telescopes to learn more about them.
2. Complete the comparing telescopes document using the answers for comparing telescopes document. 
3. Turn in when complete. 

Use the powerpoint and anchor charts to create an informational writing on something that you know a lot about. 

1. Open the Task Cards slide show.

2. Open the Government Task Card Review.
3. Read the slide show and answer the questions on the Government Task Card Review.

Look at the powerpoint and then copy the notes onto your note document. 

1. Read over the powerpoint
2. Use the answers document to copy the notes onto your document
3. Turn in when complete.

You will need to read the writing prompt and complete an informational writing. 
ON-DEMAND PERFORMANCE ASSESSMENT PROMPT 

Information Writing

“Think of a topic that you’ve studied or that you know a lot about. You will have forty-five minutes to write an informational (or all-about) text that teaches others interesting and important information and ideas about that topic. Please keep in mind that you’ll have only this one period to complete this, so you’ll need to plan, draft, revise, and edit in one sitting. Write in a way that shows all that you know about information writing.


“In your writing, make sure you: 
• Write an introduction. 
• Elaborate with a variety of information.
 • Organize your writing. 
• Use transition words. 
• Write a conclusion.”

ON-DEMAND PERFORMANCE ASSESSMENT PROMPT
Narrative Writing
Say to students:
“I’m really eager to understand what you can do as writers of narratives, of stories, so today, will
you please write the best personal narrative, the best Small Moment story, that you can write?
Make this be the story of one time in your life. You might focus on just a scene or two. You’ll have
only forty-five minutes to write this true story, so you’ll need to plan, draft, revise, and edit in one
sitting. Write in a way that allows you to shows off all you know about narrative writing.”




For students in grades 3–8, you will add:
“In your writing, make sure you:
• Write a beginning for your story.
• Use transition words to tell what happened in order.
• Elaborate to help readers picture your story.
• Show what your story is really about.
• Write an ending for your story.”
Use the teaching rubrics to assess and score these pieces of on-demand writing.

Create a model of the moon phases.
Include the following:

* Title- Phases of the Moon
*Sun and label
*Earth and label
*Each Moon Phase
*Label each moon phase and include the words waning and waxing as appropriate for each phase
*Make sure they are in the correct order
*Add arrows to show the direction the phases move

You will need to complete your writing and turn it in. 

1. Watch the Brain Pop video on the moon.
2. Watch Mr. Lee's Phases of the Moon video.
3. Tomorrow during class you will create a model of the moon phases.

1. Read over the Adjectives and Adverbs powerpoint so you can lift your writing.
2. Read over the Developing Characters Across A Series powerpoint.
3. Start your third writing.

1. Read over the powerpoint on the Articles of Confederation.
2. Complete the Articles of Confederation document. Do not  forget to do the questions at the bottom of the document. 
3. Turn in when you are finished.

09/20 -Look at the session 13 powerpoint and video. Then work putting down seed ideas on the slides that is labeled as Lesson 13.
09/21, 09/22, 09/23 - Look at the session 14 powerpoint and video. Then pick one seed idea and start writing on the slide that is labeled as lesson 14. There are several slides added for you to write on and you can also add more slides if needed.
09/24- Look at session 15 powerpoint and video. Then pick another seed idea that you would like to publish. Start writing on that idea on the slide labeled lesson 15.

1. You will use your writing that we started on Monday 09/13. 
2. Read over the powerpoint so you will know what you need to do to your writing. 
3. Also use the writing checklist that is attached as a guide to being a good writer.
I look forward to reading you awesome writing. 

1. Use the powerpoint to learn about weather.
2. Complete the weather notes document by using what you learn from the powerpoint on weather.


Learning Target/Teaching Point:
I can obtain, evaluate, and communicate information to predict weather events and infer weather patterns using weather charts/maps and collected weather data.


Success Criteria: 
Students will:
●explain how weather instruments are used
*interpret data from weather maps
*observe cloud types
*explain the difference between weather and climate

1. Read over the Powerpoint on Leaders of the Constitutional Convention.

2. Copy the notes on the Framers of the Constitution into your document.
3. Also complete the exit ticket that is at the bottom of the Framers of the Constitution document. Read the directions to know how to complete it. 

1. Complete the test on the American Revolution.
2. Complete any missing assignments. 

1. Today you will continue writing a realistic fiction story. 
2. You will create a character that has a problem that gets worse during the story.
3. You can refer back to the story about AJ and his father from the powerpoint for this lesson.
4. Please make sure you create your own story about your character.
5. You will not turn in your story but please make sure you work on it each day. I will be checking to make sure you are working on your story. 


Learning Target: 
I can write a realistic fiction story.

Success Criteria: 
I will be able to invent a character that faces troubles similar to mine. 
I will be able to plan what the character says and does.
I will touch and sketch each page.
I will tell the story page by page. 
I will write the story.

1. Read the slides for adjectives and adverbs for day 1. Identify the adjectives and adverbs from the excerpts of the mentor text. Also, use what you learn to add life to your writing by using adjectives to describe nouns and adverbs to describe verbs.
2.Then use the slides on Because Endings Matter. Use what you learn about endings to create an ending for your writing from yesterday. 
3. Continue to work on your writing to make it better.


Learning Target/Teaching Point:
I can use strong adjectives and adverbs in my writing to help readers visual important details.
I can write and rewrite the ending of my story.Success Criteria: I will be able to recognize adjectives and adverbs in a mentor text.  

I will be able to write an ending for my story.
I will be able to try out different endings for my story.

1. Read through the Adjectives and Adverbs Day 2 powerpoint. Think about how to add adjectives and adverbs to my story on Maestro Lewis.
2. Read through the powerpoint on Writers are Job Captains of their Writing.
3. Make sure to use what you learned to enhancing your writing. 
4. You will need to turn your story in because tomorrow we will start writing another story in a series. 


Learning Target: 
I can use strong adjectives and adverbs in my writing to help readers visual important details.

I can revisit my own writing to make my next writing decision.



Success Criteria: 
I will be able to revise my will be able to recognize adjectives and adverbs in modeled writing. 
I will be able to revise my own stories, using what I have already learned about revising my writing.

. 1. Follow the directions from the powerpoint and Ms. Black to work on varying your end punctuation. We talked about different types of punctuation in class recently.
2. Make changes to your end punctuation as needed on your writing that is in progress (8/24, 8/30 writing). Remember good writers go back and make changes as needed to improve their writing. I know you all are good writers.


Learning Target/Teaching Point:
I can identify and use punctuation to improve my writing.

Success Criteria: 
I will be able to recognize how and why an author used certain punctuation.

I will be able to purposefully use punctuation in my writing.

1. Make sure you completed the assignment from yesterday and turn it in. It is for a grade. 
2. Please use the powerpoint that has task cards to review what you have learned about the American Revolution.
3. You will use the document that has your name and then task card review to type your answer. Type the letter of the correct and answer and the answer in the space provided on your answer document. 
4. Turn in when you have completed the assignment it is for a grade.

1.Please use the link below to complete the article. 
2.You need to read the article and then answer the five questions by circling the answer. 
3.When you are finished you will have to turn in the assignment in the easel classroom and the google classroom.

Today you will celebrate your writing. 
Please turn in your writing at the end of the class period.
You can take turns sharing what you did and how you made your story better. 
Also, you will make one final slide today. It will be called "About the Author". On this page you will write about you. Basically tell who you are and make a connection to your story. You can see the sample page I made in my story "The Fair."
We will start a new story tomorrow. So please turn in your story when you have added your "About the Author" page. 
Set goals of  what you expect to accomplish during your next story. I have included a document for you to write down your goals. Please turn it in after you write down a few goals.


You all are doing a great job and I look forward to seeing all of your awesome work. 


Learning Target:
I can celebrate my success and set goals for my progress.

Success Criteria:
I will be able to recognize some things that I do well in my writing.
I will be able to set a goal for my future writing.

1. Look at the two slides from the powerpoint on Boston, MA and New York City, NY.
2. Type in information on your answer document that has your name and Man made features on it.
3. Then on the map locate Boston, MA and New York City, NY. You will drag and drop the words to the correct location. You can use the powerpoint slides to help you accurately locate Boston and New York. 
4. When you have completed both activities turn in for a grade.

UPDATE" You will continue to use your writing from this lesson and make changes and rewrite it each day during writing. Please make sure to make your changes on this document until further notice. Do not turn it in unless you are told to.

1. Use the powerpoint to guide you through how to be a good writer.
2. Now it is your turn to write. 
3. Think of something that happened to you, Touch and tell the story, sketch (draw) what happened on each page, and write on each page one part of the story. (Use the google slides I have attached to create your story in book form.)
4. You will use the story slides for your lessons on 8/25 and 8/26.

You will be working through Social Studies on your own for a few days. I will be checking to make sure you are completing your assignments. Follow the directions below.
1. Read over the powerpoint.
2. Pull up the document that has your name and then Declaration of Independence. You will type in the information from the notes. 
3. Pull up the page labeled notes for the Declaration. You will need to split your screen to be able to see both documents. You cannot type on the Notes page you have to type on the document with your name on it.
4. Please complete and turn in. It is for a grade. 


Learning Target/Teaching Point:
I can explain the Declaration of Independence.

Success Criteria: I will be able to tell who wrote the Declaration of Independence. I will be able to tell jpw the Declaration of Independence was written. I will be able to explain why it was necessary for the Declaration of Independence to be written. I will also be able to explain why it was a response to tyranny and the abuse of power.

Ms. Black will be on live each day during writing to teach you the lesson. Please use the directions below if you miss the lesson or are having trouble with the lesson.

1. You will continue to use your writing from 08/24 until further notice. Please do not turn it in unless you are told to do so. You will be learning how to make changes each day on your writing. 
2. Read the Learning Target and Success Criteria for this lesson.
3. Read through the powerpoint to understand how to make changes to your writing.
4. Now use what you learned to make changes to your writing.


Learning Target/Teaching Point:
I can write to revise my story. 

Success Criteria: 
I will be able to make my writing more beautiful and longer by bringing my characters to life (talking, moving, and thinking).

1. You will be using the google slide document that you made in writing on 8/24
2. Use the powerpoint to guide you to make changes to your writing from 8/24

1. Read over the powerpoint to learn about the battles of the American Revolutionary War.
2. Complete your document on the Battles of the Revolution using the Battles of the Revolution notes that are provided.
3. When you are finished turn in the assignment. 

1.You will use the following steps to analyze the piece A Bum Rap.
 *Praise: Find something in the writing to compliment
 *Decide: Check for punctuation. Focus on ellipses and dashes. How does the writer use them? Does the writer include a        word in all capital letters? To what effect?
 *Wonder: Do you see any opportunities to add punctuation or a word in all capital letters to this piece? Would you          change and of the punctuation marks in the piece?
2. Writer you answers on the google document provided. 

1. 8/25 Read through the powerpoint UTL Bend 1 Session 2.
2. Now go back to your story from yesterday 8/24 Writing lesson and you are going to revise according to the directions on the powerpoint. 
3. Make sure you follow directions carefully on the slide that says "Keep Going" 
4. 8/26 up will pick up where you left off on the powerpoint after the "Keep Going" slide. Read carefully and follow the directions for your work on 8/24. 

1. Look at the document and read it carefully.
2. Look for words that are in all capital letters and for ellipses. (Ellipses are when three dots are used in writing...)
3. Underline each example of all capital letters and ellipses in the document. 
4. How does the use of all capital letters and ellipses affect how you read this piece?
5. Take a closer look at words in all capital letters. Would you change them at all? 

1. Read over the powerpoint on the American Revolution Important people.
2. Fill in the Major Leaders of the Constitutional Convention Graphic Organizer.
3. Use the Key People document to help you fill in your graphic organizer.