Weekend HW

Only Science Fair

• Get a good sleep!
• Eat a good breakfast!
• Snacks are provided
• Water fountain is availible
• Do your best on TAKS!

HW 3/29/11

LDC:
Journal chapter 9
Science:
Science Fair
Flashcard sentences
STUDY!
Math:
the next 3 pages of our packet ***done in class*** and the 2 after.

HW 3/28/11

Math:
The first 3 pages FRONT AND BACK of our packet----------- 15 min.
LDC:
Finish the Chapter 7 note type things
read ch.8 and journal
------------------1 hr.
Science:
Spend 15 minutes on sentences----- 15 min.
STUDY!

Get your agenda signed

Weekend HW

Math:
pages 11-12 in fast focus
LDC:
read chapters 5 and 6 ONLY JOURNAL CH. 6
Science:
Earth science project..... you need

• 15 notefacts
• 2 sources
• A written component
• A handout
• A visual
• A demonstration
• 2 questions (12 point font)

HW 03 09

Math:

• Up to #52 in Problem Solving

Reading/Science/Language Arts:

• 20 research notefacts
• typed onto word, printed out with bibliography
• on glog, which should have
• 1 learning video
• 1 reflection video/soundbyte
• bibliography (3 or 4 sources, 3 web sources)

Science:

• Finish Changing Earth: Structure of Earth Packet due on March 21st
• Earth Science Vocabulary Test on March 22nd.

 

HW 0307

Math:
Objective 2 and 6 (1 page each)
next four problem solving

Science:
Finish Space and Solar System

Social Studies:
Migration IIM Project
step 1: collect resources (3 and 4 if using social studies textbook)           
Step 2: at least 10 by today; at least 20
Step 3: type notefacts into word document and save onto flashdrive
Step 4: create glog (questions being answered)

• title
• images
• answer questions
• video/voicethread (reflection on why you chose topic)
• schooltube or other videos
• 3 weblinks for more information
• bibliography

Other:
Exhibition Parent Meeting worth 50 tickets

Migration Research

FORM


FUNCTION

CHANGE

CAUSATION

PERSPECTIVE

REFLECTION

RESPONSIBILITY

CONNECTION



What do we want to know about our migrating group?

Use your handout on migration for this information.

Take at least 20 notefacts and save it to a word document because we are going to make a glog.

You need to have a bibliography; at least 3 sources

At least 3 web links:

A video of you discussing why you chose this group! (video on flip camera or other recording device or a voicethread or a mp3 file)

Questions:

Why did they migrate (what kind of migration/use handout)

Where are they migrating to?

Where did they migrate from?

Was it a large migration, how many people?

How did they migrate?

When did they migrate?

Did they have a name or nickname? How did they get it?

How are they connected to other migrations?

Was there advantages/disadvantages to their migration?

Has this migration affected our lives today?

Were they welcomed when they arrived? (friendly, who)

Were they discriminated?

Did they make a great impact, if so what?

Was their a leader involved, if so whom?

Did they have any responsibilities when they arrived?

How you are connected to this group?

What are your opinions about their decision?

HW 0303

Math:

• Finish 2 pages of Objective 6
• Finish 2 pages of Objective 2
• Four problems in Problem Solving

Reading/Social Studies:

• Read Lesson 17:3 and workbook page 134?

Language Arts:

• Idiom Project

Other:

• Do not forget field trip tomorrow: Dress as discussed in class :)
• Do not forget sack lunch!
• Monday...continuation of artifact bags @ 10:30

HW 0302

Math:

• Objective 2 (2 pages)
• Objective 6 (2 pages)
• Envision Lessons 17.1 odds and Lesson 17.2 evens
• Next four problem solvings

Reading:
 :) You all did great today! So proud...

Science:
Study flashcards for 10 minutes

Language Arts:

• Quotations, pg. ____ of English WB
• Idiom Project due Friday

Social Studies:

• Bring a book on migration for Media Center
• Begin gathering sources for Migration Research

HW 03 01

Math:
Objective 2 (2 handouts)
Objective 6 (2 handouts)
Problems 29, 30, 31, 32

Reading:
Chapter Project

Language Arts:
Idiom Project
BFB pgs. 421, 428, 432

Science:
Earth Science Flashcards

Social Studies:
Artifact Bag

HW 02 28

Math:
Finish data on jump to the moon
Finish next four problems in problem solving journal

Reading:
Work on Chapter Project for Circuit

Science:
Study flashcards

Language Arts:
Work on idiom project due on Friday

• Illustration
• Idiom written
• Idiom explained

Social Studies:

Begin thinking about migration research project topic

Interview with author of Circuit

Francisco Jiménez

Authors Up-close Movie Transcript

Francisco Jiménez, interviewed in his studio in Santa Clara, California on May 25, 2002.

This is a transcript of the movie available on TeachingBooks.net. It is offered here to give

you a quick assessment of the program topics, as well as to enable people with auditory

disabilities access to the words. 

Because this is a transcript of an edited movie, it should not be used as an assessment of

Mr. Jiménez’s writing. Many of the sentences found here were edited, and all editing

decisions are the sole responsibility of TeachingBooks.net.

------------------------------------------------------------------------------

I come from a Mexican background. I grew up in a family of migrant workers. I’m writing these

stories because I think it’s important for me to document the lives of many families from the past

and present. My hope is that my writing then gives voice to a large sector of our society that for

many, many years has been largely ignored.

Breaking Through and The Circuit are autobiographical. Everything that I write is based on the

things I experienced as a child and as a young adult. I feel that it’s important to document this

experience because it is part of the American experience of coming to this country, looking for a

better way of life, seeking sometimes what we call the American dream.

Writing the Story

I wrote the books in English. I would think in Spanish, and the emotions, the dialogues, the voices

that I would hear from my parents were all in Spanish. So I had to translate all of that into

English.

I interviewed my parents, and my brother, and some family members. I also visited the little towns

and places where we had lived in migrant labor camps in the San Joaquin Valley in California.

The other thing that I did was that I listened to music. When we drove our little carcachita, our

little old jalopy looking for work, we had a radio. And so my dad used to play the radio and listen

to Mexican music. I love Mexican corridos, Mexican ballads. So one thing I did was listen to that

music that I listened to when I was a child, and all the emotions came. And I could see my father

getting teary-eyed with some of those songs.

My older brother said, “You know, there’s a lot of personal stuff in there, are you sure you want to

publish it?” And I said, “Well, you know, I don’t think about that these stories as only our family’s

stories. They’re the stories of many families.” And he saw that was the right thing to do.

Stability

There’s no doubt in my mind that if I hadn’t had certain teachers, I am absolutely sure that I

wouldn’t have made it. I wouldn’t have been able to break through the circuit, basically. So for

that reason I wrote the book Breaking Through as a tribute to my teachers.

From very early on, I was motivated and wanted to go to school. Whatever I learned in school, it

was mine to have and to hold. And it didn’t matter how many times we moved — that knowledge,

that learning — would go with me. Learning, education became the stability I was looking for.

Seeing Our Reflections

It’s important for us to appreciate and to value all the different cultures that make up our society. I

think of what we study in school or the curriculum is like a mirror. If we look in the mirror and we

don’t see ourselves, then we become invisible. What does that do for our own self-concept and

our sense of time and place?

My hope is that my books, in some way, contribute to the curriculum so that children and young

adults, who traditionally have not been able to see themselves reflected in that mirror, can see

themselves now reflected.

Migration Research

Hello all,

After lesson planning and assessing what we have to do before Spring Break, it is most in our favor that we complete the migration research project before we leave for Spring Break as when we come back we have from Spring Break we have LDC.  

The Earth Science Project is postponed for the last week in March.  

So...start thinking about a migration in history you all will begin working on the week of March 7th.  

We will have 1 1/2 hours to work on our Circuit Project on Monday, but you all have to be complete with 1/2 of the project when you walk in on Monday. 

Have a great weekend,

Mrs. Zamarripa-Hicks

HW 02 25

Math:
Finish problems 20-24 in problem solving journal

Reading:

• Complete chapter questions; due Monday
• 1/2 of the Circuit Project is due on Monday for a completion grade
• The entire Circuit chapter project is due on Wednesday
• Questions go on index cards with answer on back
• If the entire project is turned on Monday, it is worth 5 bonus points.
• If you complete a play for the chapter, it is extra credit

HW 02 24

Math:
Next four problems in problem solving journal: 16, 17, 18, 19

Science:
Study flashcards online or on flashcards

Reading:
Work on questions for, The Circuit; all should be complete by Monday, February 28th
Work on chapter book project.
Optional, read last chapter and work on questions on own.

Social Studies:
Complete workbook page, 117 on lesson 15:3

Language Arts
Pages 52/53 of English Workbook on commas

Other:

• $7.00 for t-shirt
• Permission slip for film
• Permission slip for field trip
• Yearbook order form
• Optional $21.00 for Oil Rig and other 5th field trips
• Bring a case of water for 30 tickets
• Get permssion to work at International Festival for 25 tickets per 30 minute shift

HW 02 23

Math:
Next four problems in Problem Solving Book
Pencils and turtles

Science:
Central Idea: The ways in which we harness, use, and change energy affects our quality of life and the future of our planet.
What connections can be made between our central idea and the ad?
Thoughts, feelings, and connections that the ad plays should be organized into paragraph form.

LInk to video

Reading:
Finish questions for Chapter 9: The Circuit
All questions for chapters 1-12 are due on Monday, February 28th.
Begin work, if possible, on your chapter work.

Social Studies:
Complete review for Chapter 14
Page 114 in SS Workbook

Christmas in Tent City- Interview with Francisco Jimenez

HW 2/22/11

Math:
Next 4 problems in Problem solving journal (PSJ)
Math Packet Spinners.
Reading:
Chapter 8 ?s
Earth's Night Light Packet.
SS:
Chapter 14 review THIS IS WORTH 20 PTS. ON TEST.....IF YOU DON'T DO IT YOU CAN GET UP TO AN 80 ON TEST!

HW 02 21

Math:
Four Problems in Problem Solving Journal
Math Packet- Clock and bottle

Social Studies:
Lesson 14.3: Workbook page 112

Reading:
Finish questions page for
Christmas in Tent City and Death Forgiven
Interview with author about Christmas in Tent City

Language Arts:
Quiz tomorrow over editing sentences (combining, conjunctions, spelling...) 170/172

Science:
Study Earth Science Flashcards online or w/flaschards; Begin thinking about Earth Science project, due March 10th. 

The Circuit- Chapter Project

The Circuit – Chapter Project

As part of our unit of inquiry, Where We Are in Time and Place, we have been reading the book, The Circuit, an autobiography that follows the life of a migrant child in the 1940’s. Each of you will have to create a chapter cover project, which will encompass all four TAKS Reading Objectives.  Because there are 12 chapters, two of you will work on each chapter.  Whether you decide to work independently or in pairs will depend on the length of your chapter and/or teacher discretion.  The chapters will be decided on Monday, February 21st to allow enough time for completion.  

In addition, you will create two multiple choice questions for  your chapter on a separate sheet. 

You must also submit your chapter work completed in literature circles.  All of the above are to be submitted by Wednesday, March 2nd. 


Inside Left-Objective 1-Title of Chapter

o       Summary of chapter (must include main idea and most important details)

o       At least four vocabulary words you encountered while reading and how you deciphered their meaning in relation to the text (pre-fix, suffix, synonym, antonym, multiple-meaning words)

Front Cover- Objective 2:

o       Setting (time of year, city located, crop) problem, solution which can either be illustrated or explained in a poetic form

o       List of characters

o       Character analysis supported with text evidence (can be written as a monologue, an illustration with captions, in the form of a wordle, or a graphic organizer) which explains the following:

o       Personality (beliefs/values)

o       motivations (why they do what they do),

o       feelings about themselves or other characters

o       changes they go through- both personally and in their relationships with others conflict they face either with themselves or others. 

Back Cover- Objective 3:

You must answer alI of the following and also include a graphic organizer (outline, chart, timeline, cluster map/web) to present one of the following

o       Text Structure: How does the author organize text? (cause/effect, chronology (does it begin with first event, time sequence. climax, or time sequence)

o       Compare this chapter with another chapter or book you have read? How is it alike, different?

o       Author’s purpose of the following:

o       Why did Francisco choose this particular experience in his life to include?

o       What is its significance to plot/life?What does he want us to learn?

Inside Right Cover: Objective 4

Title of Chapter:Explain the deeper meaning

o       What do you predict will happen in the next chapter?

o       What can you conclude about the characters/ plot?

o       What is your opinion of what is happening this chapter? 

• What is the idea/theme presented in this chapter or across chapters?