English Language Arts I of VIII-EES81_70 (Period 7) 2023 1 Assignments

Grammar is an essential component too often missed. This 360 Unit’s grammar and usage materials contain 6 activities that focus on using different forms of a word effectively in writing.

Grammar is an essential component too often missed. This 360 Unit’s grammar and usage materials contain 6 activities that focus on using different forms of a word effectively in writing.

Grammar is an essential component too often missed. This 360 Unit’s grammar and usage materials contain 6 activities that focus on using different forms of a word effectively in writing.

This grammar quiz assesses students' knowledge of the unit’s grammar skill: using different forms of a word effectively in writing.

This grammar quiz assesses students' knowledge of the unit’s grammar skill: using different forms of a word effectively in writing.

This grammar quiz assesses students' knowledge of the unit’s grammar skill: using different forms of a word effectively in writing.

Grammar is an essential component too often missed. This 360 Unit includes 6 grammar and usage activities that focus on using a colon to introduce a list or quotation. 

Complete all examples after watching the brief tutorial. 

Grammar is an essential component too often missed. This 360 Unit includes 6 grammar and usage activities that focus on using a colon to introduce a list or quotation. 

Complete all examples after watching the brief tutorial. 

Grammar is an essential component too often missed. This 360 Unit includes 6 grammar and usage activities that focus on using a colon to introduce a list or quotation. 

Complete all examples after watching the brief tutorial. 

Complete the quiz and submit the google doc

Complete the quiz and submit the google doc

Complete the quiz and submit the google doc

Annotate the article and answer the during reading questions. Be prepared to complete a multiple choice quiz on the reading. 

Annotate the article and answer the during reading questions. Be prepared to complete a multiple choice quiz on the reading. 

Annotate the article and answer the during reading questions. Be prepared to complete a multiple choice quiz on the reading. 

Explain in a paragraph, how the quote from The Lottery is related to the article. First explain how the quote from The lottery shows conformity. Explain whether the people in The Lottery understand the reason for the tradition they follow, use two quotes from the article to explain how the author would see the tradition in the short story

Choose one of the questions to answer
How do people feel about their traditions?
Why do people follow a tradition if they are not certain about its origin?

Directions: Annotate this excerpt looking for
evidence of

any new vocabulary, as well the 9 BOLD underlined terms, and
define them.
how the author establishes setting-where the story takes place… what information might the setting give
about the type of town this is and what does it tell us about the people?
·how the author set up the initial mood- a feeling that can
refer to the emotional state of mind of a person/character or the atmosphere of
a story, based on how
she shows/tells us (the readers) about the setting?
Any descriptions of the
characters that might hint at the character’s personality.
·Ask 2-3 questions per page
about what is happening in the story.

* Your ANNOTATIONS will be
graded using the 5 point Rubric!

Instrucciones: Anota este extracto buscando evidencia de 
• cualquier vocabulario nuevo, así como los 9 términos subrayados en NEGRITA, y definirlos. 
• cómo el autor establece el escenario: dónde se desarrolla la historia… ¿qué información podría dar el escenario sobre el tipo de ciudad que es y qué nos dice sobre su gente? 
• ¿Cómo el autor creó el estado de ánimo inicial: un sentimiento que puede referirse al estado emocional de una persona/personaje o la atmósfera de una historia, en función de cómo nos muestra/nos cuenta (a los lectores) sobre el escenario? 
• Cualquier descripción de los personajes que pueda insinuar la personalidad del personaje. 
• Haga 2 o 3 preguntas por página sobre lo que sucede en la historia.
* ¡Tus ANOTACIONES se calificarán usando la Rúbrica de 5 puntos!

Указания: Прокомментируйте этот отрывок, ища доказательства 
• любой новый словарный запас, а также 9 терминов, выделенных ЖИРНЫМ шрифтом, и дать им определения.
• как автор определяет место действия – где происходит действие истории… какую информацию может дать обстановка о типе этого города и что она говорит нам о людях? 
• как автор задает исходное настроение – чувство, которое может относиться к эмоциональному состоянию человека/персонажа или к атмосфере рассказа, исходя из того, как она показывает/рассказывает нам (читателям) об обстановке? 
• Любые описания персонажей, которые могут намекать на личность персонажа. 
• Задавайте 2–3 вопроса на странице о том, что происходит в рассказе.
* Ваши АННОТАЦИИ будут оцениваться по 5-балльной шкале!

Instruções: Anote este trecho procurando evidências de 
• qualquer novo vocabulário, bem como os 9 termos sublinhados em negrito, e defini-los. 
• como o autor estabelece o cenário – onde a história se passa… que informações o cenário pode fornecer sobre o tipo de cidade e o que nos diz sobre as pessoas? 
• como a autora criou o clima inicial – um sentimento que pode se referir ao estado emocional de uma pessoa/personagem ou à atmosfera de uma história, com base em como ela nos mostra/nos conta (aos leitores) sobre o cenário? 
• Quaisquer descrições dos personagens que possam sugerir a personalidade do personagem. 
• Faça 2 a 3 perguntas por página sobre o que está acontecendo na história. 

* Suas ANOTAÇÕES serão avaliadas usando a Rubrica de 5 pontos!
** Hard copy provided in class ONLY!

Directions: Annotate this excerpt looking for
evidence of

any new vocabulary, as well the 9 BOLD underlined terms, and
define them.
how the author establishes setting-where the story takes place… what information might the setting give
about the type of town this is and what does it tell us about the people?
·how the author set up the initial mood- a feeling that can
refer to the emotional state of mind of a person/character or the atmosphere of
a story, based on how
she shows/tells us (the readers) about the setting?
Any descriptions of the
characters that might hint at the character’s personality.
·Ask 2-3 questions per page
about what is happening in the story.

* Your ANNOTATIONS will be
graded using the 5 point Rubric!

Instrucciones: Anota este extracto buscando evidencia de 
• cualquier vocabulario nuevo, así como los 9 términos subrayados en NEGRITA, y definirlos. 
• cómo el autor establece el escenario: dónde se desarrolla la historia… ¿qué información podría dar el escenario sobre el tipo de ciudad que es y qué nos dice sobre su gente? 
• ¿Cómo el autor creó el estado de ánimo inicial: un sentimiento que puede referirse al estado emocional de una persona/personaje o la atmósfera de una historia, en función de cómo nos muestra/nos cuenta (a los lectores) sobre el escenario? 
• Cualquier descripción de los personajes que pueda insinuar la personalidad del personaje. 
• Haga 2 o 3 preguntas por página sobre lo que sucede en la historia.
* ¡Tus ANOTACIONES se calificarán usando la Rúbrica de 5 puntos!

Указания: Прокомментируйте этот отрывок, ища доказательства 
• любой новый словарный запас, а также 9 терминов, выделенных ЖИРНЫМ шрифтом, и дать им определения.
• как автор определяет место действия – где происходит действие истории… какую информацию может дать обстановка о типе этого города и что она говорит нам о людях? 
• как автор задает исходное настроение – чувство, которое может относиться к эмоциональному состоянию человека/персонажа или к атмосфере рассказа, исходя из того, как она показывает/рассказывает нам (читателям) об обстановке? 
• Любые описания персонажей, которые могут намекать на личность персонажа. 
• Задавайте 2–3 вопроса на странице о том, что происходит в рассказе.
* Ваши АННОТАЦИИ будут оцениваться по 5-балльной шкале!

Instruções: Anote este trecho procurando evidências de 
• qualquer novo vocabulário, bem como os 9 termos sublinhados em negrito, e defini-los. 
• como o autor estabelece o cenário – onde a história se passa… que informações o cenário pode fornecer sobre o tipo de cidade e o que nos diz sobre as pessoas? 
• como a autora criou o clima inicial – um sentimento que pode se referir ao estado emocional de uma pessoa/personagem ou à atmosfera de uma história, com base em como ela nos mostra/nos conta (aos leitores) sobre o cenário? 
• Quaisquer descrições dos personagens que possam sugerir a personalidade do personagem. 
• Faça 2 a 3 perguntas por página sobre o que está acontecendo na história. 

* Suas ANOTAÇÕES serão avaliadas usando a Rubrica de 5 pontos!
** Hard copy provided in class ONLY!

Use your notes from the 1st read of the text to answer the 2nd Read comprehension questions with your partner from yesterday. 

Use your notes from the 1st read of the text to answer the 2nd Read comprehension questions with your partner from yesterday. 

Use your notes from the 1st read of the text to answer the 2nd Read comprehension questions with your partner from yesterday. 

Base your answer from the in class activity that we use to choose readers for the text.

Base your answer from the in class activity that we use to choose readers for the text.

Complete annotations and Reader Response Questions for the five (5) sections of the text. 
Each section is work 20 pts for a total of 100pts. 

The handouts for the (5) five sections were distributed in class. If you were absent or not in class, use the whole text to complete this assignment. 

Complete annotations and Reader Response Questions for the five (5) sections of the text. 
Each section is work 20 pts for a total of 100pts. 

The handouts for the (5) five sections were distributed in class. If you were absent or not in class, use the whole text to complete this assignment. 

Complete annotations and Reader Response Questions for the five (5) sections of the text. 
Each section is work 20 pts for a total of 100pts. 

The handouts for the (5) five sections were distributed in class. If you were absent or not in class, use the whole text to complete this assignment. 

Directions: Answer the short response prompt for “Cheboygan Day.” 
 CHECKLIST FOR WRITING A
COMPLETE extended PARAGRAPH: 
❏ Did you begin with an argument
that clearly answers the prompt?
A. YES!
B. No, I will go back and
add that. 
❏ Did you include at least two
pieces of evidence that support
your argument?
A. YES!
B. No, I will go back and
add that.
❏ Did you explain how each piece
of evidence supports your
argument?
A. YES!
B. No, I will go back and
add that.   

Directions: Answer the short response prompt for “Cheboygan Day.” 
 CHECKLIST FOR WRITING A
COMPLETE extended PARAGRAPH: 
❏ Did you begin with an argument
that clearly answers the prompt?
A. YES!
B. No, I will go back and
add that. 
❏ Did you include at least two
pieces of evidence that support
your argument?
A. YES!
B. No, I will go back and
add that.
❏ Did you explain how each piece
of evidence supports your
argument?
A. YES!
B. No, I will go back and
add that.   

Directions: Answer the short response prompt for “Cheboygan Day.” 
 CHECKLIST FOR WRITING A
COMPLETE extended PARAGRAPH: 
❏ Did you begin with an argument
that clearly answers the prompt?
A. YES!
B. No, I will go back and
add that. 
❏ Did you include at least two
pieces of evidence that support
your argument?
A. YES!
B. No, I will go back and
add that.
❏ Did you explain how each piece
of evidence supports your
argument?
A. YES!
B. No, I will go back and
add that.   

After watching the video, answer the questions on the google doc. 
https://www.pbs.org/video/transgender-athletes-seek-protections-play-sports-2ir7ui/

After watching the video, answer the questions on the google doc. 
https://www.pbs.org/video/transgender-athletes-seek-protections-play-sports-2ir7ui/

After watching the video, answer the questions on the google doc. 
https://www.pbs.org/video/transgender-athletes-seek-protections-play-sports-2ir7ui/

After watching the video, answer the questions on the google doc. 
https://www.pbs.org/video/transgender-athletes-seek-protections-play-sports-2ir7ui/

Base your answer from the video
https://www.wearegreenbay.com/healthwatch/healthwatch-toxic-gossip-can-hurt-your-health/

Base your answer from the video
https://www.wearegreenbay.com/healthwatch/healthwatch-toxic-gossip-can-hurt-your-health/

Base your answer from the video
https://www.wearegreenbay.com/healthwatch/healthwatch-toxic-gossip-can-hurt-your-health/

Choose one of the Cheboyan siblings we have met so far to start developing this
chart for. Use information from paragraphs 25-49 to identify the evidence to characterize the other

Choose one of the Cheboyan siblings we have met so far to start developing this
chart for. Use information from paragraphs 25-49 to identify the evidence to characterize the other

Please complete this brief survey.

Please complete this brief survey.

Please complete this brief survey.

Directions:
Choose one of the Cheboyan siblings we have met so far to start developing this
chart for. Use information from paragraphs 10-22 to identify the character you find evidence to characterize. 

Directions:
Choose one of the Cheboyan siblings we have met so far to start developing this
chart for. Use information from paragraphs 10-22 to identify the character you find evidence to characterize.

Russian:
Судя по видео, с какими проблемами идентичности может столкнуться межрасовый усыновленный ребенок из-за постоянных вопросов, которые он получает от сверстников?

Spanish:
Según el video, ¿cuáles son algunos de los problemas de identidad que un adoptado interracial puede enfrentar debido a las constantes preguntas que recibe de sus compañeros?

Portuguese:
Com base no vídeo, quais são alguns dos problemas de identidade que um adotado inter-racial pode enfrentar devido às constantes perguntas que recebe dos colegas?

Bengali:
ভিডিওর উপর ভিত্তি করে, একজন আন্ত-জাতিগত দত্তক গ্রহণকারী সমবয়সীদের কাছ থেকে ক্রমাগত প্রশ্নের সম্মুখীন হতে পারে এমন কিছু পরিচয়ের সমস্যা কী?

After the whole group reading of the first part of the text, answer the Reader Response Questions and 1st Read Questions on the right side or on the handout. 

After the whole group reading of the first part of the text, answer the Reader Response Questions and 1st Read Questions on the right side or on the handout. 

Explain your answer.

Spanish:
¿Es justo juzgar a alguien por sus primeras impresiones?
¿Por qué o por qué no?

Portuguese:
É justo julgar alguém com base nas primeiras impressões?
Por que ou por que não?

Bangla:
প্রথম ইম্প্রেশনের ভিত্তিতে কাউকে বিচার করা কি ন্যায়সঙ্গত?
কেন অথবা কেন নয়?

Russian:
Справедливо ли судить о человеке по первому впечатлению?
Почему или почему нет?

PROMPT: Do you agree with the following statement from paragraph 2: “conformity is not necessarily a bad thing”? Use evidence from the text and experiences from your life to support, challenge, or refine this claim. 

PROMPT: Do you agree with the following statement from paragraph 2: “conformity is not necessarily a bad thing”? Use evidence from the text and experiences from your life to support, challenge, or refine this claim. 

PROMPT: Do you agree with the following statement from paragraph 2: “conformity is not necessarily a bad thing”? Use evidence from the text and experiences from your life to support, challenge, or refine this claim. 

PROMPT: Do you agree with the following statement from paragraph 2: “conformity is not necessarily a bad thing”? Use evidence from the text and experiences from your life to support, challenge, or refine this claim. 

Purpose for Reading
To determine how an author develops a central idea about conformity to build our understanding about what makes people follow the crowd.


Complete the Independent Read of the Article and the questions on the side. Once done with the annotation of the article, answer the 5 multiple choice questions. 

Purpose for Reading
To determine how an author develops a central idea about conformity to build our understanding about what makes people follow the crowd.


Complete the Independent Read of the Article and the questions on the side. Once done with the annotation of the article, answer the 5 multiple choice questions. 

Purpose for Reading
To determine how an author develops a central idea about conformity to build our understanding about what makes people follow the crowd.


Complete the Independent Read of the Article and the questions on the side. Once done with the annotation of the article, answer the 5 multiple choice questions. 

Purpose for Reading
To determine how an author develops a central idea about conformity to build our understanding about what makes people follow the crowd.


Complete the Independent Read of the Article and the questions on the side. Once done with the annotation of the article, answer the 5 multiple choice questions. 

Activity 1: In-Context Predictions

Directions:
Use context clues to determine the meaning of each of your new
vocabulary words. Your teacher will review the correct definitions with you
after. The example below shows you how to do this.

Activity 1: In-Context Predictions

Directions:
Use context clues to determine the meaning of each of your new
vocabulary words. Your teacher will review the correct definitions with you
after. The example below shows you how to do this.

Activity 1: In-Context Predictions

Directions:
Use context clues to determine the meaning of each of your new
vocabulary words. Your teacher will review the correct definitions with you
after. The example below shows you how to do this.

Activity 1: In-Context Predictions

Directions:
Use context clues to determine the meaning of each of your new
vocabulary words. Your teacher will review the correct definitions with you
after. The example below shows you how to do this.

After you are done posting your response, find a partner on the Google Class Thread and respond to his/her post.

Post your response 10 pts.
Responding to someone's post: 5 pts (You cannot just agree or disagree, but explain your answer).

Spanish text:
A Karina le encanta la música country. Anhela llenar su guardarropa con botas, flecos y sombreros de vaquero. Pero a ninguna de sus amigas le gusta esa mirada. Llevan pantalones deportivos, sudaderas con capucha y las últimas zapatillas de deporte. Los padres de Karina le regalaron sus botas de vaquero para su cumpleaños, pero están guardadas en el fondo de su armario.

¿Crees que Karina debería abrazar un estilo único? ¿Por qué o por qué no?

French:
Karina aime la musique country. Elle a envie de remplir sa garde-robe de bottes, de franges et de chapeaux de cowboy. Mais aucun de ses amis n’aime ce look. Ils portent des pantalons de jogging, des sweats à capuche et les dernières baskets. Les parents de Karina lui ont offert des bottes de cowboy pour son anniversaire, mais elles sont simplement assises au fond de son placard.

Pensez-vous que Karina devrait adopter un style unique ? Pourquoi ou pourquoi pas?

Bangla:
কারিনা কান্ট্রি মিউজিক ভালোবাসেন। সে তার পোশাকে বুট, ঝালর এবং কাউবয় হ্যাট দিয়ে ভরতে চায়। কিন্তু তার বন্ধুদের কেউই সেই চেহারায় নেই। তারা জগার, হুডি এবং সর্বশেষ স্নিকার্স পরে। করিনার বাবা-মা তার জন্মদিনের জন্য তার কাউবয় বুট পেয়েছিলেন, কিন্তু তারা কেবল তার পায়খানার পিছনে বসে আছ

আপনি কি মনে করেন করিনার একটি অনন্য শৈলী আলিঙ্গন করা উচিত? কেন অথবা কেন নয়?

Russian:
Карина любит музыку кантри. Она мечтает пополнить свой гардероб ботинками, бахромой и ковбойскими шляпами. Но никому из ее друзей такой взгляд не нравится. Они носят джоггеры, толстовки и новейшие кроссовки. Родители Карины подарили ей на день рождения ковбойские сапоги, но они просто сидят в глубине ее шкафа.

Как вы думаете, Карине следует придерживаться уникального стиля? Почему или почему нет?

After you are done posting your response, find a partner on the Google Class Thread and respond to his/her post.

Post your response 10 pts.
Responding to someone's post: 5 pts (You cannot just agree or disagree, but explain your answer).

Spanish text:
A Karina le encanta la música country. Anhela llenar su guardarropa con botas, flecos y sombreros de vaquero. Pero a ninguna de sus amigas le gusta esa mirada. Llevan pantalones deportivos, sudaderas con capucha y las últimas zapatillas de deporte. Los padres de Karina le regalaron sus botas de vaquero para su cumpleaños, pero están guardadas en el fondo de su armario.

¿Crees que Karina debería abrazar un estilo único? ¿Por qué o por qué no?

French:
Karina aime la musique country. Elle a envie de remplir sa garde-robe de bottes, de franges et de chapeaux de cowboy. Mais aucun de ses amis n’aime ce look. Ils portent des pantalons de jogging, des sweats à capuche et les dernières baskets. Les parents de Karina lui ont offert des bottes de cowboy pour son anniversaire, mais elles sont simplement assises au fond de son placard.

Pensez-vous que Karina devrait adopter un style unique ? Pourquoi ou pourquoi pas?

Bangla:
কারিনা কান্ট্রি মিউজিক ভালোবাসেন। সে তার পোশাকে বুট, ঝালর এবং কাউবয় হ্যাট দিয়ে ভরতে চায়। কিন্তু তার বন্ধুদের কেউই সেই চেহারায় নেই। তারা জগার, হুডি এবং সর্বশেষ স্নিকার্স পরে। করিনার বাবা-মা তার জন্মদিনের জন্য তার কাউবয় বুট পেয়েছিলেন, কিন্তু তারা কেবল তার পায়খানার পিছনে বসে আছ

আপনি কি মনে করেন করিনার একটি অনন্য শৈলী আলিঙ্গন করা উচিত? কেন অথবা কেন নয়?

Russian:
Карина любит музыку кантри. Она мечтает пополнить свой гардероб ботинками, бахромой и ковбойскими шляпами. Но никому из ее друзей такой взгляд не нравится. Они носят джоггеры, толстовки и новейшие кроссовки. Родители Карины подарили ей на день рождения ковбойские сапоги, но они просто сидят в глубине ее шкафа.

Как вы думаете, Карине следует придерживаться уникального стиля? Почему или почему нет?

After you are done posting your response, find a partner on the Google Class Thread and respond to his/her post.

Post your response 10 pts.
Responding to someone's post: 5 pts (You cannot just agree or disagree, but explain your answer).

Spanish text:
A Karina le encanta la música country. Anhela llenar su guardarropa con botas, flecos y sombreros de vaquero. Pero a ninguna de sus amigas le gusta esa mirada. Llevan pantalones deportivos, sudaderas con capucha y las últimas zapatillas de deporte. Los padres de Karina le regalaron sus botas de vaquero para su cumpleaños, pero están guardadas en el fondo de su armario.

¿Crees que Karina debería abrazar un estilo único? ¿Por qué o por qué no?

French:
Karina aime la musique country. Elle a envie de remplir sa garde-robe de bottes, de franges et de chapeaux de cowboy. Mais aucun de ses amis n’aime ce look. Ils portent des pantalons de jogging, des sweats à capuche et les dernières baskets. Les parents de Karina lui ont offert des bottes de cowboy pour son anniversaire, mais elles sont simplement assises au fond de son placard.

Pensez-vous que Karina devrait adopter un style unique ? Pourquoi ou pourquoi pas?

Bangla:
কারিনা কান্ট্রি মিউজিক ভালোবাসেন। সে তার পোশাকে বুট, ঝালর এবং কাউবয় হ্যাট দিয়ে ভরতে চায়। কিন্তু তার বন্ধুদের কেউই সেই চেহারায় নেই। তারা জগার, হুডি এবং সর্বশেষ স্নিকার্স পরে। করিনার বাবা-মা তার জন্মদিনের জন্য তার কাউবয় বুট পেয়েছিলেন, কিন্তু তারা কেবল তার পায়খানার পিছনে বসে আছ

আপনি কি মনে করেন করিনার একটি অনন্য শৈলী আলিঙ্গন করা উচিত? কেন অথবা কেন নয়?

Russian:
Карина любит музыку кантри. Она мечтает пополнить свой гардероб ботинками, бахромой и ковбойскими шляпами. Но никому из ее друзей такой взгляд не нравится. Они носят джоггеры, толстовки и новейшие кроссовки. Родители Карины подарили ей на день рождения ковбойские сапоги, но они просто сидят в глубине ее шкафа.

Как вы думаете, Карине следует придерживаться уникального стиля? Почему или почему нет?

Launch Question: Do you agree or disagree? Why or why not?

Launch Question: Do you agree or disagree? Why or why not?

Video link:https://www.usatoday.com/story/news/nation-now/2018/04/05/teen-accomplice-sentenced-65-years/492001002/

Video link:https://www.usatoday.com/story/news/nation-now/2018/04/05/teen-accomplice-sentenced-65-years/492001002/

Video link:https://www.usatoday.com/story/news/nation-now/2018/04/05/teen-accomplice-sentenced-65-years/492001002/

Video link:https://www.usatoday.com/story/news/nation-now/2018/04/05/teen-accomplice-sentenced-65-years/492001002/

Exploring the unit's ideas with a partner. Complete all sections. 

Exploring the unit's ideas with a partner. Complete all sections. 

Exploring the unit's ideas with a partner. Complete all sections. 

Exploring the unit's ideas with a partner. Complete all sections. 

Document your answers on the note catcher provide 

Spanish:  
Según el video, ¿cuáles son dos formas positivas y una negativa en que los padres afectan a sus hijos? 
Influencias positivas que los padres tienen sobre sus hijos
.
Influencia negativa que los padres tienen sobre sus hijos  d. 

French:
D'après la vidéo, quelles sont les deux manières positives et une manière négative dont les parents affectent leurs enfants? 
 Influences positives que les parents ont sur leurs enfants
.
 Influence négative des parents sur leurs enfants

Russian:
Судя по видео, каковы два положительных и один отрицательный способ, которым родители влияют на своих детей? 
Положительное влияние, которое родители оказывают на своих детей
.. 
Негативное влияние, которое родители оказывают на своих детей

Bangla: 
ভিডিওর উপর ভিত্তি করে, দুটি ইতিবাচক উপায় এবং একটি নেতিবাচক উপায় যা বাবা-মা তাদের সন্তানদের প্রভাবিত করে?
 পিতামাতার ইতিবাচক প্রভাব তাদের সন্তানদের উপর আছে
.. 
 পিতামাতার নেতিবাচক প্রভাব তাদের সন্তানদের উপর

Portuguese: 
De acordo com o vídeo, quais são as duas maneiras positivas e uma forma negativa pelas quais os pais afetam seus filhos? 
Influências positivas que os pais exercem sobre os filhos
. 

 Influência negativa dos pais sobre os filhos

Document your answers on the note catcher provide 

Spanish:  
Según el video, ¿cuáles son dos formas positivas y una negativa en que los padres afectan a sus hijos? 
Influencias positivas que los padres tienen sobre sus hijos
.
Influencia negativa que los padres tienen sobre sus hijos  d. 

French:
D'après la vidéo, quelles sont les deux manières positives et une manière négative dont les parents affectent leurs enfants? 
 Influences positives que les parents ont sur leurs enfants
.
 Influence négative des parents sur leurs enfants

Russian:
Судя по видео, каковы два положительных и один отрицательный способ, которым родители влияют на своих детей? 
Положительное влияние, которое родители оказывают на своих детей
.. 
Негативное влияние, которое родители оказывают на своих детей

Bangla: 
ভিডিওর উপর ভিত্তি করে, দুটি ইতিবাচক উপায় এবং একটি নেতিবাচক উপায় যা বাবা-মা তাদের সন্তানদের প্রভাবিত করে?
 পিতামাতার ইতিবাচক প্রভাব তাদের সন্তানদের উপর আছে
.. 
 পিতামাতার নেতিবাচক প্রভাব তাদের সন্তানদের উপর

Portuguese: 
De acordo com o vídeo, quais são as duas maneiras positivas e uma forma negativa pelas quais os pais afetam seus filhos? 
Influências positivas que os pais exercem sobre os filhos
. 

 Influência negativa dos pais sobre os filhos

Document your answers on the note catcher provide 

Spanish:  
Según el video, ¿cuáles son dos formas positivas y una negativa en que los padres afectan a sus hijos? 
Influencias positivas que los padres tienen sobre sus hijos
.
Influencia negativa que los padres tienen sobre sus hijos  d. 

French:
D'après la vidéo, quelles sont les deux manières positives et une manière négative dont les parents affectent leurs enfants? 
 Influences positives que les parents ont sur leurs enfants
.
 Influence négative des parents sur leurs enfants

Russian:
Судя по видео, каковы два положительных и один отрицательный способ, которым родители влияют на своих детей? 
Положительное влияние, которое родители оказывают на своих детей
.. 
Негативное влияние, которое родители оказывают на своих детей

Bangla: 
ভিডিওর উপর ভিত্তি করে, দুটি ইতিবাচক উপায় এবং একটি নেতিবাচক উপায় যা বাবা-মা তাদের সন্তানদের প্রভাবিত করে?
 পিতামাতার ইতিবাচক প্রভাব তাদের সন্তানদের উপর আছে
.. 
 পিতামাতার নেতিবাচক প্রভাব তাদের সন্তানদের উপর

Portuguese: 
De acordo com o vídeo, quais são as duas maneiras positivas e uma forma negativa pelas quais os pais afetam seus filhos? 
Influências positivas que os pais exercem sobre os filhos
. 

 Influência negativa dos pais sobre os filhos

Document your answers on the note catcher provide 

Spanish:  
Según el video, ¿cuáles son dos formas positivas y una negativa en que los padres afectan a sus hijos? 
Influencias positivas que los padres tienen sobre sus hijos
.
Influencia negativa que los padres tienen sobre sus hijos  d. 

French:
D'après la vidéo, quelles sont les deux manières positives et une manière négative dont les parents affectent leurs enfants? 
 Influences positives que les parents ont sur leurs enfants
.
 Influence négative des parents sur leurs enfants

Russian:
Судя по видео, каковы два положительных и один отрицательный способ, которым родители влияют на своих детей? 
Положительное влияние, которое родители оказывают на своих детей
.. 
Негативное влияние, которое родители оказывают на своих детей

Bangla: 
ভিডিওর উপর ভিত্তি করে, দুটি ইতিবাচক উপায় এবং একটি নেতিবাচক উপায় যা বাবা-মা তাদের সন্তানদের প্রভাবিত করে?
 পিতামাতার ইতিবাচক প্রভাব তাদের সন্তানদের উপর আছে
.. 
 পিতামাতার নেতিবাচক প্রভাব তাদের সন্তানদের উপর

Portuguese: 
De acordo com o vídeo, quais são as duas maneiras positivas e uma forma negativa pelas quais os pais afetam seus filhos? 
Influências positivas que os pais exercem sobre os filhos
. 

 Influência negativa dos pais sobre os filhos

How do parents and children shape one another’s identity?


If you cannot easily answer the question above, choose A or B below:
A: How does a person's identity change when she or he becomes a parent?
B: How might a child's identity be affected by the lack of a mother or father in his or her life?

Bangla:
বাবা-মা এবং সন্তানরা কীভাবে একে অপরের পরিচয় গঠন করে?

আপনি যদি উপরের প্রশ্নের সহজে উত্তর দিতে না পারেন, তাহলে নিচে A বা B বেছে নিন:
উত্তর:একজন ব্যক্তির পরিচয় কীভাবে পরিবর্তিত হয় যখন সে বা সে পিতামাতা হয়?
বি: একজন শিশুর পরিচয় তার জীবনে মা বা বাবার অভাবের কারণে কীভাবে প্রভাবিত হতে পারে?

Russian:
Как родители и дети формируют личность друг друга?

Если вы не можете легко ответить на вопрос выше, выберите A или B ниже:
Ответ: Как меняется личность человека, когда он или она становится родителем?
Б: Как может повлиять на личность ребенка отсутствие матери или отца в его или ее жизни?

Spanish:
¿Cómo moldean padres e hijos la identidad de los demás?

Si no puede responder fácilmente a la pregunta anterior, elija A o B a continuación:
R: ¿Cómo cambia la identidad de una persona cuando se convierte en padre?
B: ¿Cómo podría verse afectada la identidad de un niño por la falta de una madre o un padre en su vida?


French:
Comment les parents et les enfants façonnent-ils l’identité de chacun ?
Si vous ne pouvez pas facilement répondre à la question ci-dessus, choisissez A ou B ci-dessous :
A : Comment l'identité d'une personne change-t-elle lorsqu'elle devient parent ?
B : Comment l'identité d'un enfant peut-elle être affectée par l'absence d'un père ou d'une mère dans sa vie ?

Which statements did you most AGREE with?
Which statements did you most DISAGREE with?
French:
Avec quelles affirmations étiez-vous le plus d’accord ?
Avec quelles affirmations étiez-vous le plus en désaccord ?

Spanish:
¿Con qué afirmaciones estuvo más DE ACUERDO?
¿Con qué afirmaciones estuvo más EN DESACUERDO?

Bangla:
আপনি কোন বিবৃতিগুলির সাথে সবচেয়ে বেশি সম্মত হয়েছেন?
আপনি কোন বিবৃতিগুলির সাথে সবচেয়ে বেশি অসম্মত ছিলেন?

Russian:
С какими утверждениями вы больше всего СОГЛАСИЛИСЬ?
С какими утверждениями вы больше всего НЕ СОГЛАСИЛИСЬ?

Portuguese:
Com quais afirmações você mais CONCORDOU?
Com quais afirmações você mais DISCORDOU?

Which statements did you most AGREE with?
Which statements did you most DISAGREE with?
French:
Avec quelles affirmations étiez-vous le plus d’accord ?
Avec quelles affirmations étiez-vous le plus en désaccord ?

Spanish:
¿Con qué afirmaciones estuvo más DE ACUERDO?
¿Con qué afirmaciones estuvo más EN DESACUERDO?

Bangla:
আপনি কোন বিবৃতিগুলির সাথে সবচেয়ে বেশি সম্মত হয়েছেন?
আপনি কোন বিবৃতিগুলির সাথে সবচেয়ে বেশি অসম্মত ছিলেন?

Russian:
С какими утверждениями вы больше всего СОГЛАСИЛИСЬ?
С какими утверждениями вы больше всего НЕ СОГЛАСИЛИСЬ?

Portuguese:
Com quais afirmações você mais CONCORDOU?
Com quais afirmações você mais DISCORDOU?

Which statements did you most AGREE with?
Which statements did you most DISAGREE with?
French:
Avec quelles affirmations étiez-vous le plus d’accord ?
Avec quelles affirmations étiez-vous le plus en désaccord ?

Spanish:
¿Con qué afirmaciones estuvo más DE ACUERDO?
¿Con qué afirmaciones estuvo más EN DESACUERDO?

Bangla:
আপনি কোন বিবৃতিগুলির সাথে সবচেয়ে বেশি সম্মত হয়েছেন?
আপনি কোন বিবৃতিগুলির সাথে সবচেয়ে বেশি অসম্মত ছিলেন?

Russian:
С какими утверждениями вы больше всего СОГЛАСИЛИСЬ?
С какими утверждениями вы больше всего НЕ СОГЛАСИЛИСЬ?

Portuguese:
Com quais afirmações você mais CONCORDOU?
Com quais afirmações você mais DISCORDOU?

Use the Student Reference Sheet to answer the Determining a Theme handout. 

Use the Student Reference Sheet to answer the Determining a Theme handout. 

upload your event tracker for paragraphs 1-19 of Safety of Numbers by Tan

upload your event tracker for paragraphs 1-19 of Safety of Numbers by Tan

Use the event tracker to document important situations between the main character and her mother, the main character and her peers at school that develops the theme of the story. 

A theme is a central, unifying idea. It's the bigger issue that emerges as the characters pursue their goals.

Use the event tracker to document important situations between the main character and her mother, the main character and her peers at school that develops the theme of the story. 

A theme is a central, unifying idea. It's the bigger issue that emerges as the characters pursue their goals.

Use the Student Reference Sheet to answer the Determining a Theme handout. 

Use the Student Reference Sheet to answer the Determining a Theme handout. 

upload your event tracker for paragraphs 1-19 of Safety of Numbers by Tan

upload your event tracker for paragraphs 1-19 of Safety of Numbers by Tan

Use the event tracker to document important situations between the main character and her mother, the main character and her peers at school that develops the theme of the story. 

A theme is a central, unifying idea. It's the bigger issue that emerges as the characters pursue their goals.

Use the event tracker to document important situations between the main character and her mother, the main character and her peers at school that develops the theme of the story. 

A theme is a central, unifying idea. It's the bigger issue that emerges as the characters pursue their goals.

After watching the video, 'Life Inside China's 'Reeducation' Camps', how would you describe what it might be like for a young person who was sent to a reeducation camp?

  In this article, former Newsweek correspondent Mike Kubic explores the country-wide protests
against government oppression and censorship that took place in 1980-90s China, and the
government-ordered massacre that subsequently occurred. As you read, take notes on the
author's use of language and structure, and what it reveals about his point of view.   

  In this article, former Newsweek correspondent Mike Kubic explores the country-wide protests
against government oppression and censorship that took place in 1980-90s China, and the
government-ordered massacre that subsequently occurred. As you read, take notes on the
author's use of language and structure, and what it reveals about his point of view.   

  In this article, former Newsweek correspondent Mike Kubic explores the country-wide protests
against government oppression and censorship that took place in 1980-90s China, and the
government-ordered massacre that subsequently occurred. As you read, take notes on the
author's use of language and structure, and what it reveals about his point of view.   

  In this article, former Newsweek correspondent Mike Kubic explores the country-wide protests
against government oppression and censorship that took place in 1980-90s China, and the
government-ordered massacre that subsequently occurred. As you read, take notes on the
author's use of language and structure, and what it reveals about his point of view.   

Let’s take 6 minutes and review paragraph 5 of the story.

If we were to look for important events in the story, how would we summarize what is happening in the paragraphs 5?


Use what you wrote here as the first event on your tracker

Let’s take 6 minutes and review paragraph 5 of the story.

If we were to look for important events in the story, how would we summarize what is happening in the paragraphs 5?


Use what you wrote here as the first event on your tracker

Let’s take 6 minutes and review paragraph 5 of the story.

If we were to look for important events in the story, how would we summarize what is happening in the paragraphs 5?


Use what you wrote here as the first event on your tracker

Let’s take 6 minutes and review paragraph 5 of the story.

If we were to look for important events in the story, how would we summarize what is happening in the paragraphs 5?


Use what you wrote here as the first event on your tracker

Let’s take 6 minutes and review the first 3 paragraphs of the story.

If we were to look for important events in the story, how would we summarize what is happening in the paragraphs 1 & 2?


Use what you wrote here as the first event on your tracker

60 Minutes Clip:

“It’s almost like [Chinese company Bytedance] recognize[s] that technology’s influencing kids’ development, and they make their domestic version a spinach TikTok, while they ship the opium version to the rest of the world,” says Tristan Harris.

60 Minutes Clip:

“It’s almost like [Chinese company Bytedance] recognize[s] that technology’s influencing kids’ development, and they make their domestic version a spinach TikTok, while they ship the opium version to the rest of the world,” says Tristan Harris.

60 Minutes Clip:

“It’s almost like [Chinese company Bytedance] recognize[s] that technology’s influencing kids’ development, and they make their domestic version a spinach TikTok, while they ship the opium version to the rest of the world,” says Tristan Harris.

Write a reading response using your copy of the 'Reading Response- Mind the Motivation'. Use the step instructions below and in the handout to complete your work.

Step Instructions:
Step 1: Fill in the header (Name, Date, Title, Author, & Reading Response Category)

Step 2: Read independently for 15-30 minutes  (Minimum read up to paragraph 5, Maximum read up to paragraph 8)
*Do not ANNOTATE THE TEXT. Just Read the TEXT and write the response.

Step 3: Write a reading response responding to the reading response category above ‘Mind the Motivation' 

Step 4: Response must include (USE TEACHER EXAMPLE ON PAGE 2 FOR EXEMPLARY RESPONSE)
Full Response to 'Mind the Motivation' prompt above
A short Summary of what was read
An original idea
At least one piece of cited evidence
At least 5 sentences
Step 5: Check off the checklist as you complete each element

Step 6: Revise your response

Write a reading response using your copy of the 'Reading Response- Mind the Motivation'. Use the step instructions below and in the handout to complete your work.

Step Instructions:
Step 1: Fill in the header (Name, Date, Title, Author, & Reading Response Category)

Step 2: Read independently for 15-30 minutes  (Minimum read up to paragraph 5, Maximum read up to paragraph 8)
*Do not ANNOTATE THE TEXT. Just Read the TEXT and write the response.

Step 3: Write a reading response responding to the reading response category above ‘Mind the Motivation' 

Step 4: Response must include (USE TEACHER EXAMPLE ON PAGE 2 FOR EXEMPLARY RESPONSE)
Full Response to 'Mind the Motivation' prompt above
A short Summary of what was read
An original idea
At least one piece of cited evidence
At least 5 sentences
Step 5: Check off the checklist as you complete each element

Step 6: Revise your response

Work with a partner to complete this handout over the next three (3) class periods.

Work with a partner to complete this handout over the next three (3) class periods.

Write a reading response using your copy of the 'Reading Response- Mind the Motivation'. Use the step instructions below and in the handout to complete your work.

Step Instructions:
Step 1: Fill in the header (Name, Date, Title, Author, & Reading Response Category)

Step 2: Read independently for 15-30 minutes  (Minimum read up to paragraph 5, Maximum read up to paragraph 8)
*Do not ANNOTATE THE TEXT. Just Read the TEXT and write the response.

Step 3: Write a reading response responding to the reading response category above ‘Mind the Motivation' 

Step 4: Response must include (USE TEACHER EXAMPLE ON PAGE 2 FOR EXEMPLARY RESPONSE)
Full Response to 'Mind the Motivation' prompt above
A short Summary of what was read
An original idea
At least one piece of cited evidence
At least 5 sentences
Step 5: Check off the checklist as you complete each element

Step 6: Revise your response

Write a reading response using your copy of the 'Reading Response- Mind the Motivation'. Use the step instructions below and in the handout to complete your work.

Step Instructions:
Step 1: Fill in the header (Name, Date, Title, Author, & Reading Response Category)

Step 2: Read independently for 15-30 minutes  (Minimum read up to paragraph 5, Maximum read up to paragraph 8)
*Do not ANNOTATE THE TEXT. Just Read the TEXT and write the response.

Step 3: Write a reading response responding to the reading response category above ‘Mind the Motivation' 

Step 4: Response must include (USE TEACHER EXAMPLE ON PAGE 2 FOR EXEMPLARY RESPONSE)
Full Response to 'Mind the Motivation' prompt above
A short Summary of what was read
An original idea
At least one piece of cited evidence
At least 5 sentences
Step 5: Check off the checklist as you complete each element

Step 6: Revise your response

Work with a partner to complete this handout over the next three (3) class periods.

Work with a partner to complete this handout over the next three (3) class periods.

Why
were IQ tests started in the first place?



or




Do you think IQ tests really tell how smart a person is? Explain your
answer (hint: different learning styles)

Why
were IQ tests started in the first place?



or




Do you think IQ tests really tell how smart a person is? Explain your
answer (hint: different learning styles)

Why
were IQ tests started in the first place?



or




Do you think IQ tests really tell how smart a person is? Explain your
answer (hint: different learning styles)

Multi-lingual Classroom:
Spanish: ¿Es mejor escuchar a tus amigos?
¿O los adultos en tu vida? ¿Quién tiene más influencia sobre un niño, sus amigos o familiares?

Bengali: এটা কি আপনার বন্ধুদের শুনতে ভাল
বা আপনার জীবনে বড়দের? একটি শিশু, তাদের বন্ধু বা পরিবারের উপর কার প্রভাব বেশি?

French: Vaut-il mieux écouter ses amis
ou les adultes dans votre vie ? Qui a le plus d’influence sur un enfant, ses amis ou sa famille ?

Russian: Лучше ли слушать своих друзей?
или взрослые в вашей жизни? Кто имеет большее влияние на ребенка: его друзья или семья?

Journals are periodically assigned  as a warm up/Launch activity during the first 8-10 minutes of class. GET TO CLASS ON TIME and GET your journal points. To be completed in your classroom notebooks. Journal Topics: 
1: Welcome back Reflection: How can your teacher help you this semester do better? 
2. After reading the class contract, what are three things you agree with and two things that you do not agree with? 
3. Based off of the information from the video, what type of learning style do you have? Come up with two (2) examples to support your learning style.
4.How can we develop our own emotional intelligence to be successful this year? What are two (2) rules that you would build in to our class to make it open. (S.E.L. lesson).

Reflection Journal: How did the group work go for you? What is 1 positive things that you learned about someone from your group? What is 1 thing about group work that you did not like? How can we make group work better and more efficient?

Journals are periodically assigned  as a warm up/Launch activity during the first 8-10 minutes of class. GET TO CLASS ON TIME and GET your journal points. To be completed in your classroom notebooks. Journal Topics: 
1: Welcome back Reflection: How can your teacher help you this semester do better? 
2. After reading the class contract, what are three things you agree with and two things that you do not agree with? 
3. Based off of the information from the video, what type of learning style do you have? Come up with two (2) examples to support your learning style.
4.How can we develop our own emotional intelligence to be successful this year? What are two (2) rules that you would build in to our class to make it open. (S.E.L. lesson).

Reflection Journal: How did the group work go for you? What is 1 positive things that you learned about someone from your group? What is 1 thing about group work that you did not like? How can we make group work better and more efficient?

Journals are periodically assigned  as a warm up/Launch activity during the first 8-10 minutes of class. GET TO CLASS ON TIME and GET your journal points. To be completed in your classroom notebooks. Journal Topics: 
1: Welcome back Reflection: How can your teacher help you this semester do better? 
2. After reading the class contract, what are three things you agree with and two things that you do not agree with? 
3. Based off of the information from the video, what type of learning style do you have? Come up with two (2) examples to support your learning style.
4.How can we develop our own emotional intelligence to be successful this year? What are two (2) rules that you would build in to our class to make it open. (S.E.L. lesson).

Reflection Journal: How did the group work go for you? What is 1 positive things that you learned about someone from your group? What is 1 thing about group work that you did not like? How can we make group work better and more efficient?

Journals are periodically assigned  as a warm up/Launch activity during the first 8-10 minutes of class. GET TO CLASS ON TIME and GET your journal points. To be completed in your classroom notebooks. Journal Topics: 
1: Welcome back Reflection: How can your teacher help you this semester do better? 
2. After reading the class contract, what are three things you agree with and two things that you do not agree with? 
3. Based off of the information from the video, what type of learning style do you have? Come up with two (2) examples to support your learning style.
4.How can we develop our own emotional intelligence to be successful this year? What are two (2) rules that you would build in to our class to make it open. (S.E.L. lesson).

Reflection Journal: How did the group work go for you? What is 1 positive things that you learned about someone from your group? What is 1 thing about group work that you did not like? How can we make group work better and more efficient?

January 2023 Regents Part 1 (pages 2-5)

Annotate the text and answer the multiple choice questions 1-10 on scantron provided by Mr. Haydn

January 2023 Regents Part 1 (pages 2-5)

Annotate the text and answer the multiple choice questions 1-10 on scantron provided by Mr. Haydn

January 2023 Regents Part 1 (pages 2-5)

Annotate the text and answer the multiple choice questions 1-10 on scantron provided by Mr. Haydn

January 2023 Regents Part 1 (pages 2-5)

Annotate the text and answer the multiple choice questions 1-10 on scantron provided by Mr. Haydn

Respond to the question in a complete sentence and use evidence to support your answer.

Multi-lingual classroom:
Spanish: ¿Cuáles son algunas de las dificultades o problemas que enfrentan los jóvenes al crecer?
Russian: С какими трудностями или проблемами сталкиваются молодые люди, взрослея?
French: Quelles sont les difficultés ou les problèmes auxquels les jeunes sont confrontés en grandissant ?

Respond to the question in a complete sentence and use evidence to support your answer.

Multi-lingual classroom:
Spanish: ¿Cuáles son algunas de las dificultades o problemas que enfrentan los jóvenes al crecer?
Russian: С какими трудностями или проблемами сталкиваются молодые люди, взрослея?
French: Quelles sont les difficultés ou les problèmes auxquels les jeunes sont confrontés en grandissant ?

Objective: students
will be able to respond to a prompt and develop their ideas using personal
details or anecdotes to support claims.


CommonLit: https://docs.google.com/document/d/1RII47QrdF7qXP68L9O1PNoEgYszagowcvGK-h3QA3C0/edit


 

Direction: Respond to the prompt by writing a full-length
essay. You may use a separate piece of paper to plan your response. This
assessment will take 2 class periods: 90
mins.

Objective: students
will be able to respond to a prompt and develop their ideas using personal
details or anecdotes to support claims.


CommonLit: https://docs.google.com/document/d/1RII47QrdF7qXP68L9O1PNoEgYszagowcvGK-h3QA3C0/edit


 

Direction: Respond to the prompt by writing a full-length
essay. You may use a separate piece of paper to plan your response. This
assessment will take 2 class periods: 90
mins.

Objective: students
will be able to respond to a prompt and develop their ideas using personal
details or anecdotes to support claims.


CommonLit: https://docs.google.com/document/d/1RII47QrdF7qXP68L9O1PNoEgYszagowcvGK-h3QA3C0/edit


 

Direction: Respond to the prompt by writing a full-length
essay. You may use a separate piece of paper to plan your response. This
assessment will take 2 class periods: 90
mins.

Objective: students
will be able to respond to a prompt and develop their ideas using personal
details or anecdotes to support claims.


CommonLit: https://docs.google.com/document/d/1RII47QrdF7qXP68L9O1PNoEgYszagowcvGK-h3QA3C0/edit


 

Direction: Respond to the prompt by writing a full-length
essay. You may use a separate piece of paper to plan your response. This
assessment will take 2 class periods: 90
mins.

Have your contracts signed by your parent or guardian by Tuesday, 19-September.

Have your contracts signed by your parent or guardian by Tuesday, 19-September.

Have your contracts signed by your parent or guardian by Tuesday, 19-September.

Have your contracts signed by your parent or guardian by Tuesday, 19-September.