Please check in the SUBJECT SPECIFIC menu links above to find your NEW weekly work!
Work will also be shared to you via NEW Subject Folders in the Google Platform.
Below you will find all the daily work that was assigned over the first 2 weeks of Distance Learning.
Friday, April 17th. SCIENCE UPDATE: I HAVE BEEN INFORMED THAT THE QUESTIONS FOR TODAY'S SCIENCE DO NOT APPEAR IN THE SHARED LINK. I AM NOT SURE IF THEY APPEAR IN THE E-TEXTBOOKS OR NOT. SO, I HAVE WRITTEN OUT THE QUESTIONS BELOW FOR THOSE THAT CAN NOT SEE THEM. I HAVE ALSO SENT YOU AN EMAIL WITH THE QUESTIONS AS WELL.
Today we will continue practicing lesson 9.9 from the textbook.
Review yesterday’s videos if you found any of them helpful!
Textbook: page 407 # 8
Workbook: pages 204-206 Read over the “Quick Review” on page 204 by examining the example provided. Complete questions # 1, 2, 3, 4, 5, 6
Without access to the materials listed on pages 230-233 (Lessons 9.2 & 9.3) it is very difficult to even think about conducting these demonstrations on our own. However, It is a good idea to at least read over the procedures discussed and think about the ideas presented around “Fluids in Closed Systems” and “Putting Fluids to Work”.
For today's work we will focus on Lesson 9.4, found on pages 234-236.
Read about the examples provided of External Pressures on Fluids. (REMEMBER lesson 7.1, gasses/air are classified as fluids.)
The "TRY THIS: Observing Atmospheric Pressure" is a simple activity you could try at home with only a plastic cup, a small water basin, and a piece of cardstock/cue card the size of the glass opening. If you have easy access to these resources give this activity a try. Otherwise finish reading the lesson and keep track of any new terminology in your Glossary.
Here are two videos that attempt to explain specific components of this lesson to you with visual examples. They are both roughly 9 minutes long but they are quite helpful.
When you are ready you can start today’s questions.
Page 236 # 1, 2, 3, 4
- What is meant by "pressure" in a scientific sense? What units are used to measure pressure?
- In your own words, describe atmospheric pressure.
- Describe Pascal's Law in your own words. Can you provide a practical example of this in action?
- Why do deep-sea divers require greater protection than scuba divers?
Today's Language Lesson will be shared with you in a slightly different manner. By 10am there will be a message in your school email account that will outline todays activity. Check that email for your Language Instructions.
GEOGRAPHY AND FRENCH
In case you missed yesterday's message on the Class Website, Madame Casagrande has shared new work with you in the class French Folder. Please be sure to check there today for that information if you have not already done so. And, as always, check the Geography Folder for daily updates from Ms. Car.
Have a nice weekend!
Thursday, April 16th
We are nearly ready to assign a final assessment for our Integers section (Unit 9). We will be looking to have this activity on Wednesday or Thursday of next week. Put that in your schedules now and Ms. Car and I will confirm soon.
Today we will begin lesson 9.9 on pages 403-407 (Graphing Rotations).
I know that graphing rotations can be challenging for some people so I will provide ample videos and links to help you review this concept. As always, DO NOT RUSH. Take your time and go through all the lessons and examples step by step.
On page 403 we can start off by CAREFULLY reading over the examples for rotations that are either ON THE FIGURE or OFF THE FIGURE. The second type is the one that tends to cause the most confusion. Pay close attention to the tactic they use of measuring an equal distance between each vertices and the rotation point!
Carefully read over all the steps in CONNECT and try the examples on page 405.
Here are a few videos to help visualize this skill. You do not need to watch all three unless you want further clarification.
This first video is a good starting point if you are still having some trouble.
This second video is a bit more technical and they use some terminology we have not been using (i.e. referring to rotations as positive or negative). Focus in on the actual rotations in these examples and do not get sidetracked by the vocab they use.
Here is one final example that starts off by rotating individual points and works up to rotating an image.
We are now going to move on to today’s questions. Again, you will need some graph paper that you have either created on your own or printed off.
Questions: page 405-407 # 1, 2, 3, 4a, 6, 9.
Today we will be starting Chapter 9 from our text book (FLUIDS UNDER PRESSURE) from pages 226-257.
Read over the Key Question on page 226.
Think about some of the ways liquids under pressure impact our lives.
Read about some real-life scenarios and applications in the article on page 227, “Hydrants, Hoses, and Hope”.
From there lets move on to lesson 9.1 on pages 228-229.
We would have been able to examine some practical examples of “Compressing Fluids” as outlined in the Skills Menu on page 228 if we were back in the classroom. You still MAY be able to perform these steps at home if you have the proper materials, but it is in no way a requirement.
A syringe filled with water would help demonstrate the ways in which compression can impact a volume of water. If you do not have a syringe at home then you can easily conduct this experiment if you had a 250 ml plastic bottle and put a small hole in the lid. What happens as you exert pressure (squeeze the bottle)? If you gradually made the size of the hole larger you would see the differing ways compression can be manipulated. You could also see this in action through the use of a “squirt gun”….but please, do not make any messes around the house in the name of Science!
Further more…what do you think would be needed in terms of pressure/compression if the fluid were more viscous than water? (Again….do not start squirting maple syrup around the house and try to blame me!)
Pay close attention to the descriptions of Fluid Systems. As always, it is a good idea to consider starting a glossary of all the key terms highlighted in our lessons (such as compressibility, pneumatic system, and hydraulic system today).
Once you have completed the readings you can start on the questions found at the bottom of page 229 (# 1, 2, 3, 4).
We only have a few more poetry lessons till we take a short break from this topic! Don’t worry, we shall return to it soon enough! By 9:00 am this morning I will have shared with you, via Google Docs, a copy of a Poetry Analysis Worksheet. You will not be able to edit these pages at first (4 pages). In order to work on this sheet you will need to MAKE A COPY and save your own version in a new Google Doc (This is the same process you needed to complete when accessing yesterdays quiz). Please also note that we will be using this same sheet for future lessons so you will need to “Make a Copy” again very soon.
I would like you to submit the completed worksheets sometime today or tomorrow! I will be keeping track of the assignments as they come in. The sheet asks you to identify some of the same types of poetic devices that we have talked about in class. There is NOTHING on that sheet we have not discussed in class. If there are any terms you are not sure you remember, you can check online for definitions. You can also email me for clarification.
This site : https://literaryterms.net/glossary-of-literary-terms/ is also a good place to look up literary terminology.
Answer the questions for the Poem on the worksheet to the best of your abilities. Think about what messages the author might be trying to get across to you. REMEMBER, poetry is often about how the piece “sounds”. Listen to it whenever possible. Focus on the word choices. Focus on the speaker. Who is the speaker? What is the goal of the speaker? How is the audience being made to feel? These are all some of the things you can ask yourself when you read over the poem.
The poem for today is called
Jaguar by Francisco X. Alarcon.
I'm now almost
extinct in this park
but the people
who say this
that by smelling
in the trees
of my chops
that by hearing
of the waterfalls
to my ancestors'
that by observing
of the night sky
at the star spots
on my fur
that I am and
always will be
of this jungle
Good luck with this poem! You may find it trickier than “The Pasture” from Tuesday. The first thing you may notice is the lack of capitalization. What does this do for the reader? Many people believe that the lack of proper mechanics in a poem “catches the eye” and forces us to read more closely. Do you agree?
Do you think these “short” poems are more difficult to analyse than long poems?
I look forward to reading your responses!
WEDNESDAY, APRIL 15TH.
Quiz on Density and Buoyancy
The Science Quiz will have been shared with you through the Google platform before 9am today. Access the quiz, make your own copy within Google Docs, complete the questions and please Share your responses with me by the end of TODAY.
You can email me with any difficulties, as I will check for messages throughout the day. Also realize that this is a quiz and I can not provide “answers” but only some direction. As this is our first ever Distance Learning Quiz I do not know how easy it will be to follow along with your answers! But, I will do my best to get feedback to you ASAP.
Due to today’s Science Quiz we will be assigning only a small amount of other work.
We will be continuing our practice in Graphing Translations and Reflections from yesterday.
In your textbook please complete # 10 from page 402.
From the workbook link please open to pages 201-203. Read over the examples on 201 before starting the questions.
On pages 202-203 please complete # 1, 2, 3, 5
I realize there are no answers provided for the workbook. Also, I do not have a shareable link to provide for the answers. So, I will attempt to provide either screenshots or written out answers for the math workbook.
It was interesting to see many of your responses to yesterday’s poem! If you have not yet shared your responses with me be sure to do so as soon as possible. When I do ask for work to be submitted I am keeping track of when it arrives!
Today you had your Science Quiz. That is priority Number 1 for today!
I also want you to make sure you work through the Math Review when the Quiz is complete.
That work may take some of you longer than others, and that is okay!
I am trying to make our school day very structured and familiar for you. My goal has been for these daily lessons to seem as close to what we might be doing in our classroom under regular circumstances. So, for that reason, I do not like adjusting the schedule I have planned for us. But, because there is no way to tell how much time some of you may spend on the Quiz and the Math questions, I have decided that for today we will skip the poetry assignment I had already planned. It is important that we all stay flexible at this time!
Instead of our Poetry lesson I thought today we could engage in some DEAR time instead. I have an interesting Science Fiction story I would like to share with you. It is a story that has been shared with our School Board by Scholastic through the ‘Learn at Home” links on the Board website. The story is called “What We Saw” by Sarah McCarry.
You can find it here: https://scope.scholastic.com/issues/2017-18/110117/What-We-Saw.html
We will return to our previously planned poetry lesson tomorrow!
AS ALWAYS, YOU ARE EXPECTED TO CHECK FOR FRENCH OR GEOGRAPHY WORK IN YOUR SHARED FOLDERS ON A DAILY BASIS. PLEASE DO NOT FORGET TO DO THIS.
Tuesday, April 14th. I hope you all enjoyed your Easter Weekend!
SOME OF TODAY'S EXPLANATIONS ARE LONG! DO NOT TRY AND READ THROUGH ALL OF THEM AT ONCE. TAKE YOUR TIME. READ CAREFULLY. COMPLETE ONE LESSON, TAKE A FEW MINUTES FOR A BREAK, AND THEN COME BACK FOR THE NEXT LESSON.
Today we’ll be starting lesson 9.8 from the textbook (Graphing Translations and Reflections) on pages 398-402. We generally find flips (reflections) and slides (translations) to be a lot more straight forward than turns (rotations). Today we will be focusing on translations and reflections. This is the first we’ve dealt with transformations since Grade 7. So—take all the time you need to carefully go through the instructions and examples. I strongly advise you to watch the video example. This can be challenging at any time and even more so now! Take your time and compare your answers to the solutions in the back of the book. Really focus on any you got incorrect on your own. Try and work “backwards” from the correct answer to help you find where you made your errors.
Like last week you will either need to print off some graph paper or create your own. Your Cartesian plane will need all 4 quadrants.
Start off by reviewing the EXPLORE information on page 398. Then, work along with the two examples provided on page 399. Read through each individual step! Remember…don’t jump ahead and look for shortcuts until you understand the individual steps!
Once you are ready you can try the example on page 400. Work through the solution provided and make sure you are able to end up with the same result.
Here is a video that also walks you through a series of different transformations.
You can also visit this page for a “quiz” on recognizing specific transformations. Please note that this page MAY not work if you do not have ADOBE software running on your device. So, if you are unable to access the link that is likely why. If that is the case, feel free to move on to today’s questions instead.
You are now ready to tackle todays MATH questions from pages 400-402.
Please complete # 1, 2, 3, 4, 6, 7.
Today we will conclude our review for Wednesday’s quiz.
Later today I will share with you, via Google Docs, the answers to the Review Questions we have worked on over the last two classes. So be sure to check your email later on this morning for the answers to the questions. Compare your answers to the answers provided to ensure you are understanding the key ideas.
Questions #12, 16, 17, 19, 20, 21, 22, 27 a.
Question (27A) can be answered in Point Form while the others should be in full sentences.
TOMORROW I will share a copy of the quiz with you via Google Docs. When you have the quiz you will need to create your OWN document to write your answers on. You will then have to SHARE your Quiz answers with me by the end of the day tomorrow.
I received a lot of very good Portmanteaus from several students last week. You can see a sample of some of them on the main page for the Class Website.
Also, I have read and made comments on every Persuasive Paragraph re: E-sports that was sent to me. If you open up your paragraph and DO NOT see any comments then there was a error made in sharing it with me. Be sure you share your document with firstname.lastname@example.org
If you share your work with THE OTHER address listed on Google (d.landoni) it WILL NOT reach me. So, if there are no comments on yours try re-sending it to the proper address. If you have not yet sent your work please finish it as soon as possible. You do not want to fall behind as there is more work coming this week.
Today we WILL start back up with some more of our Poetry Unit! I know it has been many weeks since our last poem so we will start off pretty slowly today! Today’s poem is VERY short. It’s only 8 lines! And, further more, of those 8 lines, 2 of the lines are identical! So, this should be really, really, EASY….right? RIGHT?
You can find a copy of this poem all over the internet if you wanted to search for it by title. Don’t worry, it is a "Public Domain" poem so there are no copyright concerns!
The poem is entitled “The Pasture” by Robert Frost. You may be familiar with that name. We have already studied his poem “Stopping by Woods on a Snowy Evening” just before we left for the March Break.
Here is the poem: https://www.poetryfoundation.org/poems/44270/the-pasture
The Pasture by Robert Frost.
I'm going out to clean the pasture spring;
I'll only stop to rake the leaves away
(And wait to watch the water clear, I may):
I sha'n't be gone long.—You come too.
I'm going out to fetch the little calf
That's standing by the mother. It's so young,
It totters when she licks it with her tongue.
I sha'n't be gone long.—You come too.
You can listen to it here if you would like:
This poem is using TONE in order to help create MOOD. (Look up those terms if you do not recall them). There are certain word choices an author might make to help create a "feeling" in the reader. For example, JOYOUS and GLAD are words that both suggest similar feelings but one word paints a far more vibrant picture than the other. Words can have positive or negative connotations and that will also help inform our feelings related to the MOOD.
IMAGERY also plays a major role in this poem. Imagery is the use of Sensory Details (our 5 senses) within a poem to help us “see” the action. Re-read this short poem a few times thinking specifically about the tone of some of the word choices and the Imagery that is being used. Pay close attention to the first line! Is the speaker referring to the season "spring"? It doesn't sound like it. What is the first line actually telling us? What is the "spring" being referenced?
Open a Google Doc and share with me the answers to the following questions (cut and paste them into a new doc):
- What do you think the tone or mood of this poem is? What are some of the specific word choices used by Frost that make you think this?
- List 4 example of strong uses of Imagery that let you use any of your “5 Senses” to better experience the poem.
- This poem seems to fit in very well with the season of Spring. When we consider ideas of “new life” and “spring cleaning” what is the main message/lesson of this poem? Why is the speaker asking the audience to come along and join him? Remember, we are looking for the sub-text here and NOT just the literal ideas on the page!
GEOGRAPHY & FRENCH
Check your regular Subject folders for any work updates from Ms. Car or Madame Casagrande. Be sure to check EVERY day!
DO NOT FORGET THAT YOUR SCIENCE QUIZ IS SET FOR TOMORROW!
Thursday, April 9th
MATH (30-35 minutes)
Today we will continue on with the remainder of the questions for lesson 9.7 from both the textbook and the workbook. Like Tuesday’s lesson, you can find the link to the workbook on the “Homework” section of the class website.
Textbook: pg 397 # 6, 8
Workbook: pgs 198-200 # 1 (the question is using 0/zero as the Origin), 2 a to e, 3 (create a 4 quadrant grid that ranges from -12 to +12 on each axis), 4 a,c, and 5.
SCIENCE (35-40 minutes)
Today we will begin the Review for chapter 8 (Density and Buoyancy).
Start by reading the Summary on pages 22-223. Review the BIG IDEAS listed on 222 and be sure you are familiar with all the vocabulary highlighted on page 223. When you have finished the reading you can start on the questions on page 224. Complete # 1, 2, 4, 5, 7, 8, 9, 10, 11. Reminder that we will have a quiz, in one form or another, on Wednesday, April 15th.
There have been a few questions come in re: question # 2 on page 224 and the term “meniscus”.
I know it was a long time ago but you need to look back to the start of the unit, back in February, and we were first talking about displacement and measuring volume. (Lesson 8.1) We discussed that when reading a scale for a measure of liquid (like a measuring cup or a graduated cylinder) we need our eye level at the "top" of the liquid. We'll then typically see a "downward" curve with the liquid at eye level. That curve is called the "meniscus". As a result, we need to take our measurements from the bottom of that meniscus.
You can refer to the "Skills Menu" on page 209 for lesson 8.1 for more info.
It's further explained on page 391 on the right hand side of the page.
And the definition for "meniscus" is found on page 426 of the textbook.
Today, if you have not already done so, complete your editing and revising of your Persuasive Paragraph on e-sports and share it with me via google docs.
Once that is done you can move on to today’s reading assignment. We are still reading about the use of technology in the world today, much like our work on e-sports. But, today’s reading might seem very disconnected to that idea on the surface. Think about ways this reading is relatable to what we just read regarding e-sports.
Use the link to the Language textbook found in the “Homework” section of the website. Today you will read a script for a “mockumentary” called “Medieval Helpdesk” that is found on pages 44-47 of the textbook. (IF YOU ARE USING THE E-TEXTBOOKS FROM PEARSON'S ONLINE RESOURCE, INSTEAD OF THE LINK ON THE HOMEWORK PAGE, WE ARE USING "THE LITERACY IN ACTION" TEXTBOOK WITH THE COVER TITLE CYBER SENSE.)
Read the script and then when finished answer questions # 1 and 3 from page 47 in your notebook. Be sure you answers for #1 are in complete sentences. For # 3, can you come up with any additional “portmanteau” related to technology. Share those portmanteau with me over email and I’ll list some of them on the website tomorrow. The definition for “portmanteau” can be found in question #3….or you can explore the word further by visiting the Merriam-Webster Dictionaryh here:
As the end of Holy Week draws near, we will share some information today on both Holy Thursday and Good Friday. I’d ask that you read over the attached web-pages shared by www.catholic.org.
Holy Thursday : https://www.catholic.org/lent/thurs.php
Good Friday: https://www.catholic.org/lent/friday.php
With Good Friday and Easter Monday coming over the next few days we will resume daily lessons again on Tuesday, April 14th.
**PLEASE CHECK YOUR EMAIL ACCOUNTS OR GOOGLE SHARED FOLDERS FOR ANY GEOGRAPHY OR FRENCH WORK**
Wednesday, April 8th
MATH (40-50 minutes)
Today we will be moving on with lesson 9.7 on pages 393-397 (Graphing on a Coordinate Grid). To this point, all of our graphing has been done in a One Quadrant Graph. Specifically, all of our graphing so far has been limited to instances when both the x and y coordinates were POSITIVE numbers. Now we will be expanding into a 4 quadrant grid, where ZERO is in the middle and each quadrant will allow us to represent a range of positive and negative numbers.
Now, I know it is unlikely you have graph paper at home. If you have a printer, you could find examples of grid paper online and print yourself some copies. You could make a “rough” grid on lined paper with a ruler as well. These are unique times and can often call for unique solutions!
We will start by reading the information on pages 393-396. First off, work through EXPLORE on page 393. REMEMBER that where the lines meet on the grid paper/graph paper is where the POINT for the ordered pair is located. This is mentioned about halfway down paragraph 2 in the explanation. Pay close attention to the information at the top of page 394. This will help you keep track of what quadrant you are working in. And—PLEASE—remember that when graphing our ordered pairs that X is the first number (horizontal) and Y is the second number (vertical)! Take some time to go through both of the step-by-step examples on pages 395-396. When you have gone through those steps you can watch this video to further explain the process to you. It would also be useful to work through some of these examples along with the video.
Once you are ready you can that start todays questions from pages 396-397. Today we will be working on questions # 1, 2, 3 a,c,d,i, 4, 5, 7, 9.
SCIENCE (20-25 minutes)
Today we will work on some follow-up questions coming out of the work on Density and Buoyancy in Action (Lesson 8.6). Read the following paragraph and answer the questions below in your notebooks. Answer in complete sentences.
Scuba diving is a popular sport, and divers use a lot of equipment. They wear wet suits to keep themselves warm in the cold water. Divers also wear weight belts to make them less buoyant. In addition, they wear special vests while diving. They can pump air into the vest or let air out of it.
- A diver looks down and sees a school of fish swimming near the ocean floor. The diver wants to examine the fish more closely. Using his equipment, what process would the diver have to undertake to get closer to the ocean floor and the fish?
- Would the diver have positive, negative, or neutral buoyancy as he moves towards the fish?
- The diver wants to return to the boat. How would the diver now use their equipment to return to the surface?
- Would the diver in this example have a positive, negative or neutral buoyancy in their return to the surface?
We are ready to begin the Review section of this unit tomorrow. That mean we will need to have our Chapter 8 Quiz! I think we will target having the test on WEDNESDAY, APRIL 15TH. The only way I can see our being able to have this quiz is if I share it with you via google docs. The plan now is to share it with you NEXT Wednesday morning and then give you a set time to have it returned by later that day. This is a very unique situation and will require some unique ways of working on all of our parts! But, for the time being, you can schedule a Science Quiz for Wednesday, April 15th into your planners!
LANGUAGE (25-35 minutes).
Today we are going to finalize our Persuasive Paragraphs as to whether or not you are PRO or CON the idea of schools starting up e-Sport Programs for their Students. Remember, this is not a “reply” to the article we read and interview we listened to. This is your opinion that is SUPPORTED by the information you learned in those two sources. You can also include some opinions you have based on prior knowledge of this topic. Remember that I expect your sentences to focus on several key areas. Watch for Mechanical Errors like spelling or punctuation mistakes. Eliminate “run on sentences” and “sentence fragments” in your writing. Make sure you are explaining WHY you think what you think. Write with clarity! Challenge yourself to use creative vocabulary choices.
IF POSSIBLE I would like you to try and interact with another student to help Peer Edit your document through Google Docs. If not, perhaps someone at home can Peer Edit the document for you. IF you can not find anyone to edit your work for you be sure to carefully go over it on your own. I want you to share the Good Copy with by THURSDAY, APRIL 9TH.
If you are finished your writing and editing quickly it would be a great idea to enjoy some DEAR time on your own!
FRENCH AND GEOGRAPHY
Check for updates from Madame Casagrande and Ms. Car on both French and Geography.
Watch this 5 minute video from Father Mike as he details the mindset we could put ourselves into during Holy Week.
Tuesday, April 7th
Please make sure you have your notebook/binders ready to complete today’s work. These instructions should be a little less involved than yesterday! Again, please email me if you are having any trouble with the work itself or even just locating the work. Once you finish today’s work go ahead and take an extra long recess.
MATH (35 minutes)
So long as no one had any trouble with yesterday’s introduction to Integers/Order of Operations, we are going to continue on with the remainder of the questions and some review. Along with the textbook, today we will ALSO use the workbook that corresponds with the textbook. We have a G Drive link for that resource that I will post in this explanation AND I will post it on the Homework page beneath the regular textbook link.
Today we will complete:
TEXTBOOK – page 391-392 # 2 & 5
MATH WORKBOOK – page 196-197 # 1, 2, 3, 4
The link for the workbook is
And you can also find that link in the Homework section of the webpage along with the textbook links.
Here is yesterday’s video link to offer clarification if needed:
SCIENCE (35 minutes)
Today in Science we are going to move on with Lesson 8.6 on pages 219-221 (Density and Buoyancy in Action). When reading be sure to pay close attention to the highlighted terminology and the information in Figures 1-6.
Under TRY THIS you will notice the instructions to create a “Cartesian Diver” of your own to demonstrate buoyancy in action. If we were in class this was one of the experiments we would have done in our table groups. If you are able to, you could choose to conduct this experiment at home. All you need is a plastic bottle, drinking straw, paper clips, and water. Follow the instructions on page 221 to create this on your own.
If you can’t make this on your own, here is a short video you can watch that will conduct this simple experiment for you.
When you are done watching, or experimenting with your Cartesian Diver, you can move on to today’s questions.
Page 221. # 1, 2, 3, 4.
All responses should be in multi-sentence style.
Language (35-45 minutes)
Today we will work on 2 separate tasks. One is more Reading oriented while the other will get us started on a writing task.
- Read the following article on “How Well Do You Know….You?”. The last few weeks, and the next few weeks to come, are going to find us spending a fair amount of time “Social Distancing”. It can be a good opportunity to think about some of the qualities that are important to us. We can also examine some character traits of our own that we may either be proud of or wish we could improve upon. Complete the quiz and try and see what “group” you might fall in to. We can think about ways these “qualities” maybe come across in our every day lives. When you are giving a presentation in front of the class, do you demonstrate some of the “Eagle-Parrot-Dove-Owl” qualities being presented in the article? Could you use this information to “change” the way you present yourself in a group environment? Should you?
You can then also check out the brief video on this article:
B) Once you have finished today’s reading and watched the brief video we are going to re-visit yesterday’s work. Yesterday you “brainstormed” 4 or 5 points that placed you either PRO or CON the idea of introducing e-sports to our School. Today you are going to start to shape those ideas into a short 1-2 paragraph statement about supporting or opposing this idea. Remember that your goal will be to share your ideas following our classroom expectations of Clarity, Creativity, and good Mechanics. Make sure you clearly state your arguments AND WHY you have that opinion. Like always, it is not sufficient to merely state your POV. Your argument needs to be persuasive. This is just the “rough work” phase. We will be hoping to complete the rough copy of these paragraphs by the end of tomorrow. Spending 15-20 minutes shaping your points from yesterday into the start of a multi-paragraph response should be enough for today. You can finish it tomorrow.
Be sure to check the shared Google folder Ms. Car has provided to stay up to date with your Geography work.
Await further updates from Madame regarding any French assignments.
This morning, by 9 am, I will have shared a Google Slides presentation with you through your student email. This presentation was created and shared with us from a School Board in Saskatchewan. This Holy Week presentation goes into great detail explaining the significance of the specific events associated with each day during Holy Week. Take a few minutes to view this slideshow today.
Monday, April 6th, 2020.
Today you are going to need some paper or a notebook to record your answers/rough work in. Keep your subjects separated and make sure to use dates and titles to properly organize your work. I look forward to your parents being able to see first-hand your binder organization skills!
Math (30-40 minutes)
Before we left for the March Break we had just completed the Mid-Unit Review and we were ready to move on with the rest of our Integers Unit. We will continue to work on that Integers Unit this week. Monday to Thursday this week will see us covering 2 lessons and some review. Today we will start off with some work from our Math Textbook. You can use the e-textbook I encouraged you to download or you can use the Link to the textbook in the HOMEWORK section of this website.
If you have not already done so I would encourage you to complete a very small sample of the work we were doing before March Break to reacquaint yourself with Integers. I’d suggest: Page 389 # 3 a,b, 4 c,d, 8 b,c, and 10 b,c.
When you are ready we will move on to lesson 9.6 on pages 390-392. ORDER OF OPERATIONS WITH INTEGERS.
Remember our Order of Operations (BEDMAS) Rules.
Brackets – Exponents – Divide/Multiply – Add/Subtract
And remember that we solve the dividing/multiplying problems in the order that they appear! Not one operation always before the other. And then we do the same with the adding/subtracting problems.
Let’s read over the examples on Page 390-391. Work through EACH question in the same Step-by-Step format shown. Note that in Example 2 they are representing division through the use of a numerator and a denominator. Do not get confused by this! We have done this before! We have used this technique in division, percents, fractions, etc.!
Once you have read through those examples I would like you to try and symplify and answer this Question in your notebook:
-1 [ (-7) + 2(3+2) ] – (5)2
Once you have tried that problem I’d like you to watch this short video posted below that breaks down the question and provides the solution to that question for you. **Please note that in this video when they use the word parentheses they are referring to “brackets”.
Once you have reached this point you should be ready to try some of today’s questions on pages 391-392. Let’s begin with # 1, 3 a,c,e,f, 4 a,b,e,f, 6, 7, 8.
If needed here is another youtube link for a review of BEDMAS:
Language (30-40 minutes)
We will be heading back into our Poetry Unit, but not today! Apologies to all of you who I KNOW were REALLY looking forward to reading some more poetry! Sometime this week we will be covering some more poetry but today we are going to read a short article instead.
This link will take you to the article “Should Video Gaming be a School Sport?”
When you have finished reading you can listen to the 3 minute interview on the link here (the link to listen to is near the top of the page):
After you have read the article and listened to the interview you will decide if you are “pro” or “con” E-sports being a GOOD thing for schools to adopt.
Brainstorm 4-5 reasons why you have your opinion. These reasons MUST include WHY you think what you think! They CAN be point form but they must make clear why you are PRO or CON this issue.
Later this week there will be an opportunity to elaborate your POV in a longer written piece.
Ms. Car has shared a series of Google Slides with you in your “Shared With Me” folder she has set up for you. Ms. Car wants to remind you to read the instructions on each slide CAREFULLY. Those instructions will tell you WHEN to be working on each task.
Remember that you may still have corrections for Madame Casagrande that are expected soon.
You should also be planning some time throughout the day for your own DEAR time and some DPA!
Please watch this very short video that introduces Holy Week.
As we have entered into Holy Week there will be additional readings, videos and prayers that we will be sharing to stay engaged with this special time of the year.