ELA:
Read for 6 steps
Read the NY Times article about the Bronx
Write your reaction to the NY Times article (1 page, skip lines)
Write a summary of the article (2 paragraphs, skip lines)
Math:
None
Saturday, September 27, 2008
Thursday, September 25, 2008
Wednesday, September 24, 2008
Missing you!
To my lovely class,
All whole day without you, and I missed you the whole time I was gone!
I went to this awesome meeting about the spoken word program we are going to have in class, and it is going to be AWESOME. Get excited--we are going to be performing poetry!
I even had to write and perform a poem at the meeting. I am excited about the moment you all will perform your poetry in front of the class!!!
Love you,
Ms. Simmons
All whole day without you, and I missed you the whole time I was gone!
I went to this awesome meeting about the spoken word program we are going to have in class, and it is going to be AWESOME. Get excited--we are going to be performing poetry!
I even had to write and perform a poem at the meeting. I am excited about the moment you all will perform your poetry in front of the class!!!
Love you,
Ms. Simmons
Tuesday, September 23, 2008
Monday, September 22, 2008
Reading: Main Idea
The main idea of a paragraph is what all the sentences are about. It is important to find main ideas when reading. Main ideas help readers remember important information.
The main idea of a paragraph tells the topic of the paragraph. The topic tells what all or most of the sentences are about.
The other sentences in the paragraph are called details. Details describe or explain the main idea.
1. As soon as you can define the topic, ask yourself: What general point does the author want to make about this topic� Once you can answer that question, you have more than likely found the main idea.
2. Most main ideas are stated or suggested early on in a reading; pay special attention to the first third of any passage, article, or chapter. That's where you are likely to get the best statement or clearest expression of the main idea. Pay attention to the title, first sentence, and thesis as well.
3. Pay attention to any idea that is repeated in different ways. If an author returns to the same thought in several different sentences or paragraphs, that idea is the main or central thought under discussion.
4. Once you feel sure you have found the main idea, test it. Ask yourself if the examples, reasons, statistics, studies, and facts included in the reading lend themselves as evidence or explanation in support of the main idea you have in mind. If they do, your comprehension is right on target. If they don't, you might want to revise your first notion about the author's main idea.
The main idea of a paragraph tells the topic of the paragraph. The topic tells what all or most of the sentences are about.
The other sentences in the paragraph are called details. Details describe or explain the main idea.
1. As soon as you can define the topic, ask yourself: What general point does the author want to make about this topic� Once you can answer that question, you have more than likely found the main idea.
2. Most main ideas are stated or suggested early on in a reading; pay special attention to the first third of any passage, article, or chapter. That's where you are likely to get the best statement or clearest expression of the main idea. Pay attention to the title, first sentence, and thesis as well.
3. Pay attention to any idea that is repeated in different ways. If an author returns to the same thought in several different sentences or paragraphs, that idea is the main or central thought under discussion.
4. Once you feel sure you have found the main idea, test it. Ask yourself if the examples, reasons, statistics, studies, and facts included in the reading lend themselves as evidence or explanation in support of the main idea you have in mind. If they do, your comprehension is right on target. If they don't, you might want to revise your first notion about the author's main idea.
Thursday, September 18, 2008
Math: Solving and graphing inequalities
You solve an inequality as if it were an equation!
For example, 2y + 5 < 13
- 5 -5
Subtract 5 from both sides, and you are left with:
2y < 8
Divide both sides by 2, and you are left with:
y < 4
Now since you still don’t have a definite answer, y could equal lots things, right? You show that by putting the answer on a number line.
What you add today is circle the number on the number line, and decide to fill it in or leave it open. Filled in means it can equal that number, open means it can’t, and you find that out from the inequality sign.
For example, y < 4 looks like <---------------------->
4
The left side is darker because of “less than” and the dot above the 4 is open because your value cannot equal 4.
If you had less than or equal to, you would have had to close the circle because y could be 4.
For example, 2y + 5 < 13
- 5 -5
Subtract 5 from both sides, and you are left with:
2y < 8
Divide both sides by 2, and you are left with:
y < 4
Now since you still don’t have a definite answer, y could equal lots things, right? You show that by putting the answer on a number line.
What you add today is circle the number on the number line, and decide to fill it in or leave it open. Filled in means it can equal that number, open means it can’t, and you find that out from the inequality sign.
For example, y < 4 looks like <---------------------->
4
The left side is darker because of “less than” and the dot above the 4 is open because your value cannot equal 4.
If you had less than or equal to, you would have had to close the circle because y could be 4.
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