Week of Oct. 20 – 24


This week students were introduced to their unit performance task on making an infographic. They can make the inforgraphic on anything that interests them that can be translated into numbers and represented in a graphic form. Below is the performance task guide on the requirements and rubric. Students will be given some time in class, but a majority of the work will need to be completed at home. The research will likely be the most time intensive part if they pick a topic that does not have easy access to numbers. They are to pick their topic by the end of this week, and begin researching the facts. Next school week (Nov. 3) they will be using their time to manipulate the numbers into interesting facts for the infographic. The project will be due on Monday November 10th.

[gview file=”http://laulob.ism-online.org/files/2014/10/Infographicprojectguide.docx”]


This week has been focused on the performance task on system disorders. Groups decided on their system and disorder, researched the disorder and are now building their model of the system with a representation of the disorder. Below is a list of what needs to be completed by the time they return to class after break. After they return the task will become an individual write-up on the system disorder and its effects on the system. Also below is a copy of the performance task criteria.

To do list

[gview file=”http://laulob.ism-online.org/files/2014/10/Final-2014PerformanceTask-SystemDisorders.pdf”]


We are getting into the learning of poetic devices as we study our poems. Students will need to have a strong understanding of poetic devices and they will be using this understanding to analyze a poem in an expository essay in a couple of weeks. I have included a list of the poetic devices below with definitions and examples.  They will need to understand how poets use these devices to influence the readers emotions and build empathy. When we return from break, students will be selecting a poet to research and examine their works to find a poem that is transformative. They will base their essay off of this poem as they analyze it. I have included a video below as an example of how poems can be transformative and a call for change in society.

[gview file=”http://laulob.ism-online.org/files/2014/10/Poetic-Devices-Differentiated.pdf”]


Social Studies

Students have concluded their reading of the UN informational packet on part one and had an assessment this week. Now that the foundation has been laid for how and why the UN functions as an international organization, they will be moving on to doing model UN activities that mimic the functions of the UN. Their first task will be to write a policy statement on Nuclear Disarmament from the perspective of an assigned country. Various countries will have different opinions on the topic. North Korea, U.S.A., Norway, and Switzerland are all going to have very diverse stances on the topic. Students will have to research their assigned countries stance and write a policy statement about the topic.  After the policy statements have been written with operative clauses, the class will do a model UN session using parliamentary procedures used in the General Assembly of the UN.

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