Week of Nov. 10 – 14

Social Studies

This week students began to learn about nuclear disarmament and the stance of many countries around the world. They were given a background guide (below) to learn many of the facts surrounding the issue. This week students learned what country they will be representing in the model UN conference. Now that they know their country, next week they will be doing specific research on their countries stance and to find resources to help them create the policy statement and operative clauses for the conference. There is a read and respond due this Friday. Next week I will post specific resources to help support students in writing their policy statements.

[gview file=”http://laulob.ism-online.org/files/2014/11/Nuclear-Disarmament-Background-Guide.docx”]

[gview file=”http://laulob.ism-online.org/files/2014/11/NuclearWeaponsDataSheet.docx”]


In English students have been researching their poet that they pick last week. They are researching their lives and looking at the events that shaped their poetry writing. They are also looking at the poet’s poems to find one that is viewed as a “transformational” poem. We are having students use “brain frames” to represent the information they are finding on their poet to help plan for the essay writing. They will make several brain frames to visualize the information and plan for each paragraph of the essay. I have included a slideshow that explains the use of the brain frames in the writing process. In the essay student will be analyzing one poem and looking at how that poet used poetic devices to transform the readers thought on a specific topic or idea. We are also having the students use an “understanding map” (below) to analyze the poem and look for the connections between poetic devices and transformations. This will be the heart of the essay and should be the strongest consideration as they write.


Students began this week with the introduction into the transformations unit. In this unit students will be exploring the ideas of chemical and physical changes that we observe in chemistry. The final performance task will be to cook a breakfast and be able to explain all of the chemical and physical changes that occurred. So don’t be surprised if all of a sudden your child wants to practice cooking pancakes. Or better yet, make them cook you breakfast to get the practice! Next week will be focused on just physical changes and being able to identify when a physical change has taken place. Particularly with phase change is a substance (ice to water, water to steam). In the unit there are a lot of new vocabulary, and below I have embedded a Quizlet with all of the terms they will need to know for the unit.


We are continuing with translations, reflections and rotations of polygons in math. We introduced reflections and rotations this week and have been practicing them in class. The rotations are hard for many students to visualize and we have been helping with this by using tracing paper. You can watch a quick video on how this is done below. There is also a nice resource on Khan Academy that helps with the understanding of the concepts here. Next week we will begin to use a program called Geometer’s Sketchpad (GSP) to give a more hands-on approach to learning these three concepts. Students will be creating a hubcap design using the concepts. Some how-to videos from Ms. Naggea are found below.





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