Week of May 4 – 8


The week in English was spent guiding students through the writing of a persuasive paragraph for AFC called the “rationale”. In this paragraph, students are giving the best solution that they found from researching to help improve their issue and answer their research question. ┬áThe will need to turn this in by Friday May 8 at 3pm. I have included a template below that contains sentence frames for students to use as help in writing the rationale. Next week in English and social studies, students will begin work on their choice board product which is a demonstration of their knowledge on their issue and research question. I have also included below the choices they can make. All students have already chosen what they will be working on next week. The final product will be due Friday May 15 at 3pm. Student that chose the Information Display will need to bring those in to school and turn them into their issue adviser.

[gview file=”http://laulob.ism-online.org/files/2015/05/AFCChoiceBoardRationaleTemplatewithsentenceframes.docx”]

[gview file=”http://laulob.ism-online.org/files/2015/04/AFCChoiceBoardProducts2015.pdf”]

Social Studies

This week in social studies students have been working on writing a thesis statement to be used in the “rationale” paragraph in English class and using time to write their rationales. Next week they will be given all of the periods along with English periods to work on their choice board products due May 15 at 3pm.


We have continued to keep an observation chart and journal of the e-column chambers. We have also been taking pictures of the changes over time to use in a video that the groups will create at the end of the observation period. Next week is the last week of observations and journal writing. They will then begin the video and turn in their individual observations and journals.


This week in math was all about applying what they learned in the functions and linear equations unit to a performance task “mystery” that can only be solved by graphing the movements of characters. Students must create a graph that has only one line that passes through a specific distance and time that will be used to solve the mystery. They then will need to create other lines for character movements with clues that allow the investigator to plot the movements. Sounds a bit complex and it is, but students have done an investigation that is very similar to what they are creating to help support this task. I have posted below the “Who Done It?” performance task. One has word banks and support for language, while the other is a more detailed explanation of the performance task. The performance task is due on Monday for Ms. Naggea or Tuesday for Ms. Chung.

[gview file=”http://laulob.ism-online.org/files/2015/05/WhodoneitPTScaffold.pdf”]

[gview file=”http://laulob.ism-online.org/files/2015/05/PerformanceTask-WhoDoneIt.docx”]

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