Martinez English 7 Period 4-Period 4 Assignments

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Past Assignments

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January 19-22 SEL Quickwrites in Google Classroom

January 19-22 SEL Quickwrites

Created by Pilar Martinez: Tuesday, January 19 11:55 AM

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LW:  Debate: Should Breakdancing be an Olympic Sport? in Google Classroom

LW: Debate: Should Breakdancing be an Olympic Sport?

Breakdancing is the latest sport to be added to the Olympic games. Breaking is an athletic dance style incorporating acrobatics, dance moves, and freestyle footwork. It was first performed on New York City streets in the 1970s, typically to hip hop music. Some say becoming an Olympic sport could cause breaking to lose its character as it moves farther away from its urban roots. But it might also inspire a new generation of young breakers. Listen to hear a veteran breakdancer’s response and then debate: Should breakdancing become an Olympic sport?

Created by Pilar Martinez: Tuesday, January 19 11:56 AM

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ReadWorks: The Secrets of Viking Ships in Google Classroom

ReadWorks: The Secrets of Viking Ships

Please click the link to go to this assignment.
Created by Pilar Martinez: Tuesday, January 19 11:56 AM

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Vocabulary from Latin and Greek Roots Unit 9 Quiz in Google Classroom

Vocabulary from Latin and Greek Roots Unit 9 Quiz

Created by Pilar Martinez: Saturday, January 23 3:25 PM

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Vocabulary from Latin and Greek Roots Unit 9 Activities in Google Classroom

Vocabulary from Latin and Greek Roots Unit 9 Activities

Do all of the exercises for Unit 9. We will check our answers in class on Thursday, January 21.
Created by Pilar Martinez: Tuesday, January 19 11:56 AM

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"Prom"

Transfer your written responses from yesterday to this Google Form.
Created by Pilar Martinez: Thursday, January 21 12:35 PM

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"Prom" By Hasan Minhaj

Listen to the "Prom" story. Answer the "Prom" questions on a separate sheet of paper.
Created by Pilar Martinez: Thursday, January 21 12:35 PM

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"Prom" by Hasan Minhaj Quickwrite

Created by Pilar Martinez: Tuesday, January 19 11:55 AM

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Parts of Speech Digital Escape Room in Google Classroom

Parts of Speech Digital Escape Room

Complete the escape room to the best of your ability.
Created by Pilar Martinez: Tuesday, January 19 11:56 AM

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LW: Megan Rapinoe Reflects on Her Life in Google Classroom

LW: Megan Rapinoe Reflects on Her Life

Professional soccer player Megan Rapinoe is considered one of the world’s top athletes. Among her many accomplishments, she helped bring the U.S. women’s national soccer team to victory in several Women’s World Cup tournaments. Rapinoe is also an activist who champions causes she cares about, including gay rights, equal pay for female athletes, and racial equity. She speaks openly about her personal struggles, and many view her as a role model. Listen to hear Megan Rapinoe reflect on a range of topics, from the current state of youth soccer to how it felt to realize she was gay.

Created by Pilar Martinez: Monday, January 11 7:20 AM

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BRAIN SCIENCE SLIDES PRESENTATION in Google Classroom

BRAIN SCIENCE SLIDES PRESENTATION

This slides presentation is due January 17, 2021.
Created by Pilar Martinez: Tuesday, January 12 5:04 PM

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ReadWorks: About Homelessness in Google Classroom

ReadWorks: About Homelessness

Please click the link to go to this assignment.
Created by Pilar Martinez: Tuesday, January 12 5:04 PM

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January 11-15 SEL Quickwrites in Google Classroom

January 11-15 SEL Quickwrites

Created by Pilar Martinez: Tuesday, January 12 5:04 PM

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Vocabulary Unit 8 Quiz in Google Classroom

Vocabulary Unit 8 Quiz

Created by Pilar Martinez: Friday, January 15 2:51 PM

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Vocabulary from Latin and Greek Roots Unit 8 in Google Classroom

Vocabulary from Latin and Greek Roots Unit 8

Do all the unit 8 exercises.
Created by Pilar Martinez: Tuesday, January 12 5:04 PM

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Monday, January 11 (ASYNCHRONOUS/HOMEWORK) 7C: Brain Science  > Sub-unit 3 > Lesson 3 > Solo in Google Classroom

Monday, January 11 (ASYNCHRONOUS/HOMEWORK) 7C: Brain Science > Sub-unit 3 > Lesson 3 > Solo

Students have time for independent reading. This activity is not optional.
Created by Pilar Martinez: Tuesday, January 12 5:04 PM

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Monday, January 11  7C: Brain Science  > Sub-unit 3 > Lesson 3 > Vocabulary Activity in Google Classroom

Monday, January 11 7C: Brain Science > Sub-unit 3 > Lesson 3 > Vocabulary Activity

Reading: Students will compare two patients who suffer from a similar brain disorder in the video Visual Neglect and the text “Eyes Right” to identify the key points of comparison.
Created by Pilar Martinez: Tuesday, January 12 5:04 PM

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ReadWorks: The Orchid's Secret in Google Classroom

ReadWorks: The Orchid's Secret

Please click the link to go to this assignment.
Created by Pilar Martinez: Tuesday, January 5 11:16 AM

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LW: A Legacy of Generosity  in Google Classroom

LW: A Legacy of Generosity

Created by Pilar Martinez: Tuesday, January 5 11:17 AM

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Vocabulary from Latin and Greek Roots Unit 7 Quiz  in Google Classroom

Vocabulary from Latin and Greek Roots Unit 7 Quiz

Created by Pilar Martinez: Friday, January 8 1:09 PM

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January 4-8 SEL Quickwrites in Google Classroom

January 4-8 SEL Quickwrites

Created by Pilar Martinez: Tuesday, January 5 11:16 AM

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Friday, January 8  7C: Brain Science  > Sub-unit 3 > Lesson 1 > Vocabulary Activity in Google Classroom

Friday, January 8 7C: Brain Science > Sub-unit 3 > Lesson 1 > Vocabulary Activity

TODAY IS AN ASYNCHRONOUS WORK DAY!
Make sure to do activities 2, 3, 4 (skip card #2), and 5 in this lesson for our classwork.
Lesson Objectives
Reading: Students will apply Fleischman's account of frontal lobe damage to analyze several case studies to infer which patient has frontal lobe damage. Students will then compare and contrast how writers Fleischman and Sacks select and analyze evidence.
Writing: Students will establish a claim and develop the key points of comparison in the symptoms of a case study and Phineas Gage.
Created by Pilar Martinez: Friday, January 8 1:09 PM

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Friday, January 8 (ASYNCHRONOUS/HOMEWORK)  7C: Brain Science  > Sub-unit 3 > Lesson 1 > Solo in Google Classroom

Friday, January 8 (ASYNCHRONOUS/HOMEWORK) 7C: Brain Science > Sub-unit 3 > Lesson 1 > Solo

Students have time for independent reading. This activity is not optional.
Created by Pilar Martinez: Friday, January 8 1:09 PM

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Vocabulary Unit 7 Activities in Google Classroom

Vocabulary Unit 7 Activities

Work on all of the unit 7 activities. We will check our answers on Thursday, January 7. We will have assessment on these words on Friday, January 8.
Created by Pilar Martinez: Tuesday, January 5 11:17 AM

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Thursday, January 7  7C: Brain Science  > Sub-unit 2 > Lesson 3 > Use the Text as Referee: Hot and Cold Cognition in Google Classroom

Thursday, January 7 7C: Brain Science > Sub-unit 2 > Lesson 3 > Use the Text as Referee: Hot and Cold Cognition

Lesson Objectives
Reading: Students will reread to understand hot and cold cognition, then collaborate with classmates to apply this understanding to specific situations and to create a visual graph of the development of hot cognition.
Writing: Students will apply their understanding of a graph and the text about adolescent brain development to explain teenage behavior.
Created by Pilar Martinez: Thursday, January 7 3:15 PM

Due:

Thursday, January 7 (ASYNCHRONOUS/HOMEWORK)  7C: Brain Science  > Sub-unit 2 > Lesson 3 > Solo in Google Classroom

Thursday, January 7 (ASYNCHRONOUS/HOMEWORK) 7C: Brain Science > Sub-unit 2 > Lesson 3 > Solo

Students have time for independent reading. This activity is not optional.
Created by Pilar Martinez: Thursday, January 7 3:15 PM

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Wednesday, January 6  7C: Brain Science  > Sub-unit 2 > Lesson 2 > Select Text: Dopamine's Function in Google Classroom

Wednesday, January 6 7C: Brain Science > Sub-unit 2 > Lesson 2 > Select Text: Dopamine's Function

Lesson Objectives
Reading: Students will select and synthesize key information spread throughout a passage to write an accurate summary of how dopamine works.
Writing: Students will integrate and apply the information about dopamine to develop a reasoned explanation for a real-life scenario.
Created by Pilar Martinez: Wednesday, January 6 2:54 PM

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Wednesday, January 6 (ASYNCHRONOUS/HOMEWORK) 7C: Brain Science  > Sub-unit 2 > Lesson 2 > Solo in Google Classroom

Wednesday, January 6 (ASYNCHRONOUS/HOMEWORK) 7C: Brain Science > Sub-unit 2 > Lesson 2 > Solo

Students read and answer multiple choice questions about hot and cold cognition in order to understand adolescent behaviors.
Created by Pilar Martinez: Wednesday, January 6 2:54 PM

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Tuesday, January 5 (ASYCHRONOUS/HOMEWORK)  7C: Brain Science  > Sub-unit 2 > Lesson 1 > Solo in Google Classroom

Tuesday, January 5 (ASYCHRONOUS/HOMEWORK) 7C: Brain Science > Sub-unit 2 > Lesson 1 > Solo

Students read a new passage and answer 6 multiple choice questions.
Created by Pilar Martinez: Tuesday, January 5 11:17 AM

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Tuesday, January 5  7C: Brain Science  > Sub-unit 2 > Lesson 1 > Introduce: fMRI in Google Classroom

Tuesday, January 5 7C: Brain Science > Sub-unit 2 > Lesson 1 > Introduce: fMRI

Lesson Objective
Reading: Students will identify which visual representation accurately matches the information presented in passages that describe the following scientific processes: synapse formation, synaptic pruning, and myelination.
Created by Pilar Martinez: Tuesday, January 5 11:17 AM

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Monday, January 4   7C: Brain Science  > Sub-unit 1 > Lesson 12 > Use the Text as Referee: Research Facts in Google Classroom

Monday, January 4 7C: Brain Science > Sub-unit 1 > Lesson 12 > Use the Text as Referee: Research Facts

Lesson Objective
Reading: Students will integrate new information as they explore how Broca's and Wernicke’s discoveries changed brain theory into brain science and influenced Dr. Harlow’s thinking (or rethinking) about Phineas’s brain injury.
Created by Pilar Martinez: Tuesday, January 5 11:17 AM

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Monday, January 4 (ASYNCHRONOUS/HOMEWORK)  7C: Brain Science  > Sub-unit 1 > Lesson 12 > Solo in Google Classroom

Monday, January 4 (ASYNCHRONOUS/HOMEWORK) 7C: Brain Science > Sub-unit 1 > Lesson 12 > Solo

Students have time for independent reading. This activity is not optional.
Created by Pilar Martinez: Tuesday, January 5 11:17 AM

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December 14-18 SEL Quickwrites in Google Classroom

December 14-18 SEL Quickwrites

Created by Pilar Martinez: Monday, December 14 10:23 AM

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Friday, December 18 (ASYNCHRONOUS/HOMEWORK) 7C: Brain Science  > Sub-unit 1 > Lesson 11 > Solo in Google Classroom

Friday, December 18 (ASYNCHRONOUS/HOMEWORK) 7C: Brain Science > Sub-unit 1 > Lesson 11 > Solo

Read “'Following Phineas Gage” from Phineas Gage.

Answer the multiple choice questions.
Created by Pilar Martinez: Saturday, December 19 9:13 AM

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Vocabulary from Latin and Greek Roots Unit 6 Quiz in Google Classroom

Vocabulary from Latin and Greek Roots Unit 6 Quiz

Created by Pilar Martinez: Saturday, December 19 9:13 AM

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Friday, December 18  7C: Brain Science Unit 1 > Lesson 11 > Select Text: Summarizing Brain Theories in Google Classroom

Friday, December 18 7C: Brain Science Unit 1 > Lesson 11 > Select Text: Summarizing Brain Theories

Lesson Objective
Reading: Students will select key details to create summaries and visualizations of the theories of Whole Brainers and Phrenologists. Then, they compare how each group interpreted the same information about Phineas.
Created by Pilar Martinez: Saturday, December 19 9:13 AM

Due:

Vocabulary from Latin and Greek Roots Unit 6 Activities in Google Classroom

Vocabulary from Latin and Greek Roots Unit 6 Activities

Complete all of the exercises from unit 6. We will check our answers in class on Thursday, December 17. There will be an assessment on these words on Friday, December 18 at 12:00 PM.
Created by Pilar Martinez: Monday, December 14 10:23 AM

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Thursday, December 17 (ASYNCHRONOUS/HOMEWORK) 7C: Brain Science  > Sub-unit 1 > Lesson 10 > Solo in Google Classroom

Thursday, December 17 (ASYNCHRONOUS/HOMEWORK) 7C: Brain Science > Sub-unit 1 > Lesson 10 > Solo

SKIP CARD #2!!!!
Read the next passage from Phineas Gage.
Answer the multiple choice questions.
Created by Pilar Martinez: Thursday, December 17 7:12 PM

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Thursday, December 17  7C: Brain Science  Unit 1 > Lesson 10 > Work Visually: The Site of Phineas's Injury in Google Classroom

Thursday, December 17 7C: Brain Science Unit 1 > Lesson 10 > Work Visually: The Site of Phineas's Injury

Lesson Objectives
Reading: Students will synthesize their selected evidence about Phineas's behaviors with their understanding of brain parts and functions to reach a conclusion about the part of Phineas's brain impacted by the accident.
Writing: Students will integrate the information they have gained about brain function and about Phineas to develop a claim about what part of Phineas’s brain was affected by his injury.
Created by Pilar Martinez: Thursday, December 17 7:12 PM

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Wednesday, December 16 (ASYNCHRONOUS/HOMEWORK)  7C: Brain Science  Unit 1 > Lesson 9 > Solo in Google Classroom

Wednesday, December 16 (ASYNCHRONOUS/HOMEWORK) 7C: Brain Science Unit 1 > Lesson 9 > Solo

Read paragraphs 10-14 and 29-33 from“'Horrible Accident' in Vermont” in Phineas Gage.

Answer the multiple choice questions.
Created by Pilar Martinez: Thursday, December 17 7:12 PM

Due:

Wednesday, December 16  7C: Brain Science  Unit 1 > Lesson 9  in Google Classroom

Wednesday, December 16 7C: Brain Science Unit 1 > Lesson 9

Reading: Students will integrate scientific diagrams and text information to begin to develop a working knowledge of the areas of the brain and their functions.
Created by Pilar Martinez: Thursday, December 17 7:12 PM

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Tuesday, December 15  7C: Brain Science  Unit 1 Lesson 7  in Google Classroom

Tuesday, December 15 7C: Brain Science Unit 1 Lesson 7

Reading: Students will reread and integrate the information to identify the evidence Dr. Harlow uses and misses to declare Phineas “fully recovered,” using the Mazur technique to work through misunderstandings.

Writing: Student will integrate information about Phineas's injury and use evidence to argue in support of or against Dr. Harlow's claim that Phineas has fully recovered.
Created by Pilar Martinez: Tuesday, December 15 5:24 PM

Due:

Tuesday, December 15 (ASYNCHRONOUS/HOMEWORK)  7C: Brain Science Unit 1 Lesson 7 Solo in Google Classroom

Tuesday, December 15 (ASYNCHRONOUS/HOMEWORK) 7C: Brain Science Unit 1 Lesson 7 Solo

Read the next passage from Phineas Gage.

Answer the multiple choice questions.
Created by Pilar Martinez: Tuesday, December 15 5:24 PM

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Monday, December 14  7C: Brain Science  > Sub-unit 1 > Lesson 6  in Google Classroom

Monday, December 14 7C: Brain Science > Sub-unit 1 > Lesson 6

Reading: Students will reread to find evidence in the text to distinguish between current and historical information about bacteria and antibiotics, using the Mazur technique to work through misunderstandings.

Writing: Students will intergrate the information they have gained about Phineas's injury to argue for or against a claim made by the author in the text.
Created by Pilar Martinez: Monday, December 14 10:22 AM

Due:

Monday, December 14 (ASYNCHRONOUS/HOMEWORK) 7C: Brain Science  Unit 1 Lesson 6  Solo in Google Classroom

Monday, December 14 (ASYNCHRONOUS/HOMEWORK) 7C: Brain Science Unit 1 Lesson 6 Solo

Read “'Horrible Accident' in Vermont” from Phineas Gage.

Answer the multiple choice questions.
Created by Pilar Martinez: Monday, December 14 10:23 AM

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ReadWorks: Who Speaks for the Animals? in Google Classroom

ReadWorks: Who Speaks for the Animals?

Please click the link to go to this assignment.
Created by Pilar Martinez: Tuesday, December 8 4:53 AM

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LW:  Pronouns for All in Google Classroom

LW: Pronouns for All

“He” and “she” are useful pronouns for referring to people in many situations, but they are not suited for every occasion. Multiple options are now available as the English language continues to evolve, including the singular “they.” Experts say the search for gender-neutral pronouns dates back hundreds of years, when people wanted an inclusive pronoun to refer to gender-neutral nouns such as “person” or “writer.” Listen to learn more about the history of gender-neutral pronouns and hear a language expert’s views on choosing which to use.

Created by Pilar Martinez: Tuesday, December 8 4:53 AM

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December 7-11 Social Emotional Quickwrites in Google Classroom

December 7-11 Social Emotional Quickwrites

Created by Pilar Martinez: Tuesday, December 8 4:53 AM

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Vocabulary Unit 5 Quiz in Google Classroom

Vocabulary Unit 5 Quiz

Created by Pilar Martinez: Friday, December 11 6:42 PM

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Friday, December 11  7C: Brain Science Unit 1 > Lesson 5 > Use the Text as Referee: Bacteria in Google Classroom

Friday, December 11 7C: Brain Science Unit 1 > Lesson 5 > Use the Text as Referee: Bacteria

Lesson Objective
Reading: Students will reread about the science of bacteria for accuracy of information, using the Mazur technique to work methodically through misunderstandings and reach an accurate understanding.
Created by Pilar Martinez: Friday, December 11 6:42 PM

Due:

Friday, December 11 (ASYNCHRONOUS/HOMEWORK) 7C: Brain Science Unit 1 > Lesson 5 > Solo in Google Classroom

Friday, December 11 (ASYNCHRONOUS/HOMEWORK) 7C: Brain Science Unit 1 > Lesson 5 > Solo

Students reread about Phineas's treatment to understand what doctors knew and didn't know in 1848 and answer multiple choice questions.
Created by Pilar Martinez: Friday, December 11 6:42 PM

Due:

Vocabulary Unit 5 Activities in Google Classroom

Vocabulary Unit 5 Activities

Work on all unit 5 activities. We will check our answers in class on Thursday and have an assessment on Friday.
Created by Pilar Martinez: Tuesday, December 8 4:53 AM

Due:

Thursday, December 10  7C: Brain Science Unit 1 > Lesson 4 > Use the Text as Referee: Open Brain Injuries in Google Classroom

Thursday, December 10 7C: Brain Science Unit 1 > Lesson 4 > Use the Text as Referee: Open Brain Injuries

Lesson Objective
Reading: Students will compare and contrast the advantages and disadvantages of an open brain injury, using the Mazur technique to work methodically through misunderstandings to reach an accurate understanding.
Created by Pilar Martinez: Friday, December 11 6:43 PM

Due:

Thursday, December 10 (ASYNCHRONOUS/HOMEWORK) 7C: Brain Science  Unit 1 > Lesson 4 > Solo in Google Classroom

Thursday, December 10 (ASYNCHRONOUS/HOMEWORK) 7C: Brain Science Unit 1 > Lesson 4 > Solo

Students read about what doctors in 1848 knew about infection and answer 6 multiple choice questions.
Created by Pilar Martinez: Friday, December 11 6:43 PM

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Wednesday, December 9 7C: Brain Science  Unit 1 > Lesson 3 > Use the Text as Referee: Blasting Process in Google Classroom

Wednesday, December 9 7C: Brain Science Unit 1 > Lesson 3 > Use the Text as Referee: Blasting Process

Lesson Objective
Reading: Students will practice rereading for accuracy of key information without being distracted by the engaging narrative.
Created by Pilar Martinez: Wednesday, December 9 5:51 PM

Due:

Wednesday, December 9  (ASYNCHRONOUS/HOMEWORK) 7C: Brain Science Unit 1 > Lesson 3 > Solo in Google Classroom

Wednesday, December 9 (ASYNCHRONOUS/HOMEWORK) 7C: Brain Science Unit 1 > Lesson 3 > Solo

Students will read about how the doctors treated Phineas after his accident, focusing on reading for accuracy.
Created by Pilar Martinez: Wednesday, December 9 5:51 PM

Due:

Tuesday, December 8 (ASYNCHRONOUS/HOMEWORK) 7C: Brain Science Unit 1 > Lesson 2 > Solo in Google Classroom

Tuesday, December 8 (ASYNCHRONOUS/HOMEWORK) 7C: Brain Science Unit 1 > Lesson 2 > Solo

Students read the description of the accident and answer multiple choice questions that require close attention to the details of exactly what happened and why.
Created by Pilar Martinez: Tuesday, December 8 5:25 PM

Due:

Tuesday, December 8 7C: Brain Science Unit 1 Lesson 2 Select Text: The Author's Techniques in Google Classroom

Tuesday, December 8 7C: Brain Science Unit 1 Lesson 2 Select Text: The Author's Techniques

Lesson Objectives
Reading: Students will reread the same passages from Lesson 1 to identify the film technique used to engage the reader, then select and describe specific words and details used to develop that type of engagement.
Writing: Students will choose one passage from the text to write about and will describe the techniques used by the author to engage the reader.
Created by Pilar Martinez: Tuesday, December 8 5:25 PM

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Monday, December 7: 7C: Brain Science  Unit 1  Lesson 1  Discuss: Tamping Iron and Skull in Google Classroom

Monday, December 7: 7C: Brain Science Unit 1 Lesson 1 Discuss: Tamping Iron and Skull

Lesson Objective
Reading: Students will read pre-chosen passages and study short film clips to understand the specific words, details, and techniques used to engage a reader.
Created by Pilar Martinez: Tuesday, December 8 4:53 AM

Due:

Monday, December 7 (ASYNCHRONOUS/HOMEWORK) 7C: Brain Science Unit 1 Lesson 1 Solo in Google Classroom

Monday, December 7 (ASYNCHRONOUS/HOMEWORK) 7C: Brain Science Unit 1 Lesson 1 Solo

Students should notice that the author of this short story, like Fleischman, goes to great lengths to engage them. They'll practice describing how the text gets their attention.
Created by Pilar Martinez: Tuesday, December 8 4:53 AM

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Red Scarf Girl Essay Outline in Google Classroom

Red Scarf Girl Essay Outline

We will be filling in this outline to write an essay about Red Scarf Girl.
Created by Pilar Martinez: Thursday, November 19 9:12 AM

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ReadWorks: Where Does Your Food Come From? in Google Classroom

ReadWorks: Where Does Your Food Come From?

Please click the link to go to this assignment.
Created by Pilar Martinez: Monday, November 30 10:52 AM

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LW: Why We Need Sleep in Google Classroom

LW: Why We Need Sleep

Created by Pilar Martinez: Monday, November 30 10:52 AM

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Red Scarf Girl Essay in Google Classroom

Red Scarf Girl Essay

Submit your essay for Red Scarf Girl here. Turn in your essay outline and self editing form as well. In total, three things should be turned in (Essay digital outline, self-editing form, and your essay).
Created by Pilar Martinez: Saturday, December 5 1:53 PM

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Red Scarf Girl Essay Checklist in Google Classroom

Red Scarf Girl Essay Checklist

Use this checkist to help format your essay and make sure you have the necessary components.
Created by Pilar Martinez: Thursday, December 3 10:20 AM

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November 30-December 4 SEL Quickwrites in Google Classroom

November 30-December 4 SEL Quickwrites

Created by Pilar Martinez: Monday, November 30 10:52 AM

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Commonlit Assignment in Google Classroom

Commonlit Assignment

As you read, take notes on how the narrator feels about her mother working.

Created by Pilar Martinez: Saturday, December 5 1:53 PM

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Vocabulary from Latin and Greek Roots Unit 4 Quiz in Google Classroom

Vocabulary from Latin and Greek Roots Unit 4 Quiz

Created by Pilar Martinez: Saturday, December 5 1:53 PM

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Vocabulary from Latin and Greek Roots Unit 4 Activities in Google Classroom

Vocabulary from Latin and Greek Roots Unit 4 Activities

Complete all the activities for unit 4. We will check our answers in class on Thursday, December 3.
Created by Pilar Martinez: Monday, November 30 10:52 AM

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Self Edit of Red Scarf Girl Essay in Google Classroom

Self Edit of Red Scarf Girl Essay

Created by Pilar Martinez: Thursday, December 3 10:20 AM

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LW: Mao Zedong and the Cultural Revolution in Google Classroom

LW: Mao Zedong and the Cultural Revolution

How can a political leader impact an entire nation?
Created by Pilar Martinez: Monday, November 16 10:23 AM

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Nov 16-20 SEL QW in Google Classroom

Nov 16-20 SEL QW

Created by Pilar Martinez: Monday, November 16 10:23 AM

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Vocabulary From Latin and Greek Roots Unit 3 Quiz in Google Classroom

Vocabulary From Latin and Greek Roots Unit 3 Quiz

Take the quiz and hand in by midnight on November 20.
Created by Pilar Martinez: Saturday, November 21 3:59 AM

Due:

Vocabulary from Latin and Greek Roots Unit 3 in Google Classroom

Vocabulary from Latin and Greek Roots Unit 3

Complete all the activities for unit 3. We will check our answers in class on November 19 and have an assessment on November 20.
Created by Pilar Martinez: Monday, November 16 10:23 AM

Due:

Wednesday, November 18  7A: Red Scarf Girl & Narrative  > Sub-unit 3 > Lesson 12  in Google Classroom

Wednesday, November 18 7A: Red Scarf Girl & Narrative > Sub-unit 3 > Lesson 12

Lesson Objective
Reading: Students will close read a climactic scene to identify the forces shaping Ji-li's changing motivations, then work in pairs to analyze how Ji-li has changed by selecting specific details from the final scene and connecting those details to their understanding of the narrator.
Created by Pilar Martinez: Thursday, November 19 9:12 AM

Due:

Tuesday, November 17  7A: Red Scarf Girl & Narrative  > Sub-unit 3 > Lesson 11  in Google Classroom

Tuesday, November 17 7A: Red Scarf Girl & Narrative > Sub-unit 3 > Lesson 11

Lesson Objectives
Reading: Students will close read a scene in two sections, selecting concrete details that convey mood, and collaborating to analyze what those details reveal about Ji-li’s internal conflict between her commitment to family and to the Cultural Revolution.
Writing: Students will select and analyze specific evidence from the scene to develop an explanation for Ji-li's actions.
Created by Pilar Martinez: Tuesday, November 17 5:22 PM

Due:

Tuesday, November 17  (ASYNCHRONOUS/HOMEWORK) 7A: Red Scarf Girl & Narrative  > Sub-unit 3 > Lesson 11 > Solo in Google Classroom

Tuesday, November 17 (ASYNCHRONOUS/HOMEWORK) 7A: Red Scarf Girl & Narrative > Sub-unit 3 > Lesson 11 > Solo

Students read and annotate, and then answer multiple choice questions that focus students on understanding Ji-li's loyalties.
Created by Pilar Martinez: Tuesday, November 17 5:22 PM

Due:

Monday, November 16 (ASYNCHRONOUS/HOMEWORK)  7A: Red Scarf Girl & Narrative  > Sub-unit 3 > Lesson 10 > Solo in Google Classroom

Monday, November 16 (ASYNCHRONOUS/HOMEWORK) 7A: Red Scarf Girl & Narrative > Sub-unit 3 > Lesson 10 > Solo

Students read and annotate, and then answer multiple choice questions that focus students on understanding of Ji-li feeling hopeful and hopeless.
Created by Pilar Martinez: Monday, November 16 10:23 AM

Due:

Monday, November 16  7A: Red Scarf Girl & Narrative  > Sub-unit 3 > Lesson 10  in Google Classroom

Monday, November 16 7A: Red Scarf Girl & Narrative > Sub-unit 3 > Lesson 10

Lesson Objectives
Reading: Students will consider mood (how authors make choices to evoke emotion in readers) and will select specific details from three passages and explain how the author's choices convey mood.
Writing: Students will analyze specific text evidence to develop a claim about the mood of a passage, and then they will revise their writing by strengthening their use of evidence to elaborate on their claim.
Created by Pilar Martinez: Monday, November 16 10:23 AM

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ReadWorks: The Elves and the Shoemaker in Google Classroom

ReadWorks: The Elves and the Shoemaker

Please click the link to go to this assignment.
Created by Pilar Martinez: Monday, November 9 4:55 PM

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LW: A Ring from 'The Hobbit' in Google Classroom

LW: A Ring from 'The Hobbit'

Created by Pilar Martinez: Monday, November 9 4:55 PM

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November 9-13 SEL Quickwrites in Google Classroom

November 9-13 SEL Quickwrites

Fill in the assigned quickwrites daily.
Created by Pilar Martinez: Monday, November 9 4:55 PM

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Friday, November 13  7A: Red Scarf Girl & Narrative  > Sub-unit 3 > Lesson 9 > Work Visually: Setting and Atmosphere in Google Classroom

Friday, November 13 7A: Red Scarf Girl & Narrative > Sub-unit 3 > Lesson 9 > Work Visually: Setting and Atmosphere

Lesson Objectives
Reading: Students will compare and contrast descriptions of the same setting from two moments, selecting specific details from each moment to analyze how the writer conveys the atmosphere and the narrator's state of mind.
Writing: Students will select and connect text details from each setting description to develop a claim about Ji-li's state of mind in each moment in the memoir.
Created by Pilar Martinez: Saturday, November 14 12:08 AM

Due:

Friday, November 13 (ASYNCHRONOUS/HOMEWORK)  7A: Red Scarf Girl & Narrative  > Sub-unit 3 > Lesson 9 > Solo in Google Classroom

Friday, November 13 (ASYNCHRONOUS/HOMEWORK) 7A: Red Scarf Girl & Narrative > Sub-unit 3 > Lesson 9 > Solo

Students read two passages from Red Scarf Girl and then answer multiple choice questions.
Created by Pilar Martinez: Saturday, November 14 12:08 AM

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Vocabulary from Latin and Greek Roots Unit 2 Assessment. in Google Classroom

Vocabulary from Latin and Greek Roots Unit 2 Assessment.

Take your Unit 2 assessment.
Created by Pilar Martinez: Saturday, November 14 12:08 AM

Due:

Vocabulary from Latin and Greek Roots Unit 2 in Google Classroom

Vocabulary from Latin and Greek Roots Unit 2

Please complete all activities for Unit 2. We will check our answers in class on Thursday, November 12. We will have as assessment on November 13.
Created by Pilar Martinez: Monday, November 9 4:55 PM

Due:

Thursday, November 12 (ASYNCHRONOUS/HOMEWORK) 7A: Red Scarf Girl & Narrative  > Sub-unit 3 > Lesson 8 > Solo in Google Classroom

Thursday, November 12 (ASYNCHRONOUS/HOMEWORK) 7A: Red Scarf Girl & Narrative > Sub-unit 3 > Lesson 8 > Solo

Students will read, reread, and annotate, and then answer multiple choice questions.
Created by Pilar Martinez: Thursday, November 12 7:50 AM

Due:

Thursday, November 12  7A: Red Scarf Girl & Narrative  > Sub-unit 3 > Lesson 8 > Introduce: Internal Narration in Google Classroom

Thursday, November 12 7A: Red Scarf Girl & Narrative > Sub-unit 3 > Lesson 8 > Introduce: Internal Narration

Reading: Students will consider inner narration as they act out the tension and emotion as Ji-li speaks to her teacher, and then they will select specific text details to describe Ji-li's internal conflict.
Writing: Students will use evidence from the text, including inner narration, to develop their claim about Ji-li's internal conflict towards her teacher.
Created by Pilar Martinez: Thursday, November 12 7:50 AM

Due:

Tuesday, November 10 7A: Red Scarf Girl & Narrative  > Sub-unit 3 > Lesson 7 > Discuss: Sharing What We Noticed in Google Classroom

Tuesday, November 10 7A: Red Scarf Girl & Narrative > Sub-unit 3 > Lesson 7 > Discuss: Sharing What We Noticed

Reading: Students will act out the various emotions and tensions in one scene from Red Scarf Girl by breaking the scene into four sections, and then they will analyze Ji-li's feelings in each section by selecting, graphing, and comparing the specific text details that reveal her emotions.
Writing: Students will select and describe evidence about Du Hai's actions to analyze and explain how a different character is impacted by the Cultural Revolution.
Created by Pilar Martinez: Tuesday, November 10 4:22 PM

Due:

Tuesday, November 10 (ASYNCHRONOUS/HOMEWORK) 7A: Red Scarf Girl & Narrative  > Sub-unit 3 > Lesson 7 > Solo in Google Classroom

Tuesday, November 10 (ASYNCHRONOUS/HOMEWORK) 7A: Red Scarf Girl & Narrative > Sub-unit 3 > Lesson 7 > Solo

Students read and annotate, and then answer multiple choice questions that focus students on understanding "The Red Successors."
Created by Pilar Martinez: Tuesday, November 10 4:22 PM

Due:

Monday, November 9 (ASYNCHRONOUS/HOMEWORK) 7A: Red Scarf Girl & Narrative  > Sub-unit 3 > Lesson 6 > Solo in Google Classroom

Monday, November 9 (ASYNCHRONOUS/HOMEWORK) 7A: Red Scarf Girl & Narrative > Sub-unit 3 > Lesson 6 > Solo

Students highlight and annotate a passage from Red Scarf Girl and then answer short answer and multiple choice questions.
Created by Pilar Martinez: Monday, November 9 4:55 PM

Due:

Monday, November 9  7A: Red Scarf Girl & Narrative  > Sub-unit 3 > Lesson 6 > Revise: Use of Evidence in Google Classroom

Monday, November 9 7A: Red Scarf Girl & Narrative > Sub-unit 3 > Lesson 6 > Revise: Use of Evidence

Students experiment with their writing by including additional, relevant details and by saying more about how those details develop their ideas.
Created by Pilar Martinez: Monday, November 9 4:55 PM

Due:

ReadWorks: The Tea Ceremony in Google Classroom

ReadWorks: The Tea Ceremony

Please click the link to go to this assignment.
Created by Pilar Martinez: Tuesday, November 3 12:07 PM

Due:

LW: The Story Behind Every Letter A-Z in Google Classroom

LW: The Story Behind Every Letter A-Z

Created by Pilar Martinez: Tuesday, November 3 12:07 PM

Due:

Social Emotional Learning Quickwrites in Google Classroom

Social Emotional Learning Quickwrites

Take about five minutes to fill in today's quickwrite. I have included the entire week here, please start with November 2.
Created by Pilar Martinez: Tuesday, November 3 12:07 PM

Due:

Friday, November 6 (HOMEWORK/ASYNCHRONOUS WORK) 7A: Red Scarf Girl & Narrative  > Sub-unit 3 > Lesson 5 > Solo in Google Classroom

Friday, November 6 (HOMEWORK/ASYNCHRONOUS WORK) 7A: Red Scarf Girl & Narrative > Sub-unit 3 > Lesson 5 > Solo

Students read and annotate, and then answer multiple choice questions.
Created by Pilar Martinez: Friday, November 6 10:05 AM

Due:

Friday, November 6: 7A: Red Scarf Girl & Narrative  > Sub-unit 3 > Lesson 5 in Google Classroom

Friday, November 6: 7A: Red Scarf Girl & Narrative > Sub-unit 3 > Lesson 5

Lesson Objectives
Reading: Students will reread a scene and select specific details and evidence from the text that helps them analyze and interpret how Ji-li felt about the da-zi-bao.
Writing: Students will write a summary of the tension between Ji-li’s and her classmates' attitudes towards the da-zi-bao, using some of the details they highlighted.
Created by Pilar Martinez: Friday, November 6 10:05 AM

Due:

Vocabulary Unit 1 Assessment in Google Classroom

Vocabulary Unit 1 Assessment

Complete this assessment by 2:40 PM on November 6.
Created by Pilar Martinez: Saturday, November 7 8:35 PM

Due:

Thursday, November 5 (HOMEWORK/ASYNCHRONOUS WORK) 7A: Red Scarf Girl & Narrative  > Sub-unit 3 > Lesson 4 > Solo in Google Classroom

Thursday, November 5 (HOMEWORK/ASYNCHRONOUS WORK) 7A: Red Scarf Girl & Narrative > Sub-unit 3 > Lesson 4 > Solo

Students read and annotate, and then answer multiple choice questions that focus students on understanding "Writing Da-Zi-Bao."
Created by Pilar Martinez: Friday, November 6 10:05 AM

Due:

Thursday, November 5:  7A: Red Scarf Girl & Narrative  > Sub-unit 3 > Lesson 4 in Google Classroom

Thursday, November 5: 7A: Red Scarf Girl & Narrative > Sub-unit 3 > Lesson 4

Lesson Objectives
Reading: Students will close read one scene from Red Scarf Girl by breaking the scene into four sections and selecting details from each section to build an understanding of a character's feelings at each point in the scene.
Writing: Students will develop a claim about Ji-li's complex feelings at the end of the scene, selecting and describing concrete details from the text to develop this claim.
Created by Pilar Martinez: Friday, November 6 10:05 AM

Due:

Vocabulary from Latin and Greek Roots Unit 1 Activities in Google Classroom

Vocabulary from Latin and Greek Roots Unit 1 Activities

Complete all the activties for Unit 1 from Vocabulary from Latin and Greek Roots. We will have an assessment on these words on November 6, 2020. We will check our answers for the Unit 1 activities in class on November 5.
Created by Pilar Martinez: Tuesday, November 3 12:07 PM

Due:

Wednesday, November 4 (HOMEWORK/ASYNCHRONOUS) 7A: Red Scarf Girl & Narrative  > Sub-unit 3 > Lesson 3 > Solo in Google Classroom

Wednesday, November 4 (HOMEWORK/ASYNCHRONOUS) 7A: Red Scarf Girl & Narrative > Sub-unit 3 > Lesson 3 > Solo

Students read and annotate, and then answer multiple choice questions that focus students on understanding "Destroy the Four Olds!"
Created by Pilar Martinez: Thursday, November 5 4:28 AM

Due:

Wednesday, November 4:  7A: Red Scarf Girl & Narrative  > Sub-unit 3 > Lesson 3 in Google Classroom

Wednesday, November 4: 7A: Red Scarf Girl & Narrative > Sub-unit 3 > Lesson 3

Lesson Objective
Reading: Students will act out a scene to express their understanding of the characters' emotions and identify what they find confusing. Students will compare the passage to two media images of similar events, analyzing each media image to infer the intent and impact of the images and the passage.
Created by Pilar Martinez: Thursday, November 5 4:29 AM

Due:

Tuesday, November 3:  7A: Red Scarf Girl & Narrative  > Sub-unit 3 > Lesson 2 in Google Classroom

Tuesday, November 3: 7A: Red Scarf Girl & Narrative > Sub-unit 3 > Lesson 2

Lesson Objective
Reading: Students will act out a scene from Red Scarf Girl to examine how the writer uses detail to reveal emotion. They will then compare and contrast two passages from the scene, selecting concrete details from each passage to infer, discuss, and refine an understanding of the narrator's emotion at each point in the scene.
Created by Pilar Martinez: Tuesday, November 3 12:07 PM

Due:

Tuesday, November 3 (HOMEWORK/ASYNCHRONOUS WORK) 7A: Red Scarf Girl & Narrative  > Sub-unit 3 > Lesson 2 > Solo in Google Classroom

Tuesday, November 3 (HOMEWORK/ASYNCHRONOUS WORK) 7A: Red Scarf Girl & Narrative > Sub-unit 3 > Lesson 2 > Solo

In this Solo, students will read and annotate, and then answer multiple choice questions.
Created by Pilar Martinez: Tuesday, November 3 12:07 PM

Due:

Monday, November 2: 7A: Red Scarf Girl & Narrative  > Sub-unit 3 > Lesson 1 in Google Classroom

Monday, November 2: 7A: Red Scarf Girl & Narrative > Sub-unit 3 > Lesson 1

Lesson Objectives
Reading: Students will analyze a series of propaganda images, describing concrete details to support inferences about the intent of the images and to build an understanding of the setting and context for Red Scarf Girl.
Writing: Students will use concrete details from the opening passage of Red Scarf Girl to support a claim about the narrator's emotional tone.
Created by Pilar Martinez: Tuesday, November 3 12:07 PM

Due:

Monday, November 2 (HOMEWORK/ASYNCHRONOUS WORK) 7A: Red Scarf Girl & Narrative  > Sub-unit 3 > Lesson 1 > Solo in Google Classroom

Monday, November 2 (HOMEWORK/ASYNCHRONOUS WORK) 7A: Red Scarf Girl & Narrative > Sub-unit 3 > Lesson 1 > Solo

In this Solo, students will read and annotate, and then answer multiple choice questions.
Created by Pilar Martinez: Tuesday, November 3 12:07 PM