End of the Year_Christmas Parties

End of the year ‪#‎Christmasparties‬ Students brought cookies, apples, and oranges. We had punch, decorated cookies for staff, and self. Santa came today!

Battling Ebola_Science World

Biology/Common Core: Critical Reading 
Students used the guided reading skills sheet to critically analyze the article.

 

Paired Reading: Testing an Ebola Vaccine using Close Reading
1. Read the entire text, without stopping, to get the flow.
2. Read and circle important and unfamiliar words
3. Read and record important details
4. Record your thoughts using side notes.

• As Ebola's Spread Continues, Key Questions and Answers About Virus. Where did the disease come from, how does it spread, and can it mutate? Locate the answers here

Further Research ZMapp

Tableau

Tableau:

Students worked in pairs to make still images with their bodies to represent a scene from the book we read. Then they presented their final freeze-frame to the entire group. The group tried to guess the scene from the book. This strategy strengthens their comprehension skills.

The Incredible Search for the Beast Loch Ness

Can the monster be more than a myth?Students will go on an inspiring journey with 15-year-old. 
Read the "Beast of Loch Ness" and Why we Believe" then  answer questions 1-6

The Incredible Search for the Beast of Loch Ness.
pages 4-8                               
1. How convincing is the evidence that the LochNess Monster is real? Let's read to find out!

Test-Prep-10-Article-and-questions.pdf

Paired Reading: Nonfiction.pdf






Further Research: Karlshuker.blogspot.com/

Source Achieve 3000

Imagine that you are a scientist. You are studying Gordon Holmes' video. How will you decide what is in the water? What do you think is in the water?
CCSS.ELA-Literacy.RI.6.3
Analyze in detail how a key individual, event, or idea is introduced, illustrated, and elaborated in a text (e.g., through examples or anecdotes).

True Survival Stories_Paul Dowswell

The RTI Group selected this book as their next read.
First story is Dive to Disaster pages 7-25
Read 7-10, 10-17, 17-25
You can check it out at Barnesandnoble.com/

Paired Reading: "The Deepest Ocean" Achieve 3000. By understanding the connections and being able to relate theme to book to book. Students learn to make associations and connections. Gallagher 1995

Prior to reading will write about what they KNOW about submarines with the following template. Then what they want to KNOW and what they LEARNED.

Vocabulary: define and sort word by category.

submarine p. 9

submerges p. 7

catastrophe­ p. 15

survived p. 11

suffocation p. 13

asphyxiation p. 13

emergency p. 14

rescue p. 14

surface p. 17

ascent p. 19

disastrous p. 24

salvaged p. 24

1. Define Dilemma,
The author states, "No submarine crew had ever before been rescued from this far beneath the sea."
2. How do you think the captain felt?
     The crew faced suffocation, lethal danger, and the need to conserve their air supply. 
3. Use the timeline as a framework to help understand the story. (History)
8:40 sea trials
9:40 scheduled to call in
12:00 ________________________________________________________
What did they eat? _____________________________________________
1:00 _________________________________________________________
7:30 _________________________________________________________
4:20 _ ________________________________________________________
9:30 _________________________________________________________

CCSS.ELA-Literacy.RL.6.1
Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
History.navy.mil/

Table of Contents
1. Dive to Disaster  USS Squalus 'The Squalus Story' B&W
Inside the Navy's Newest Nuclear Submarine PCU Minnesota. Part 1 of 2  

There is a Southeast Alaska Measurement Facility located in Behm Cannal near Ketchikan, Alaska. SeaFac

History of Submarine
Kursk Submarine Disaster

What is the Mariana Trench?

Video Pairing with the Deep Sea Challenge 

Cartesian Diver

 Chemistry Magic

2. Hindenburg's Hydrogen Inferno
3. Captain Bligh's Boatload of Trouble
4. Adrift in the Desert
5. Shark's Breakfast
6. Lucky 13
7. Swallowed by a Volcano
8. Terror in the Sky
9. Lost in a Polar Wilderness
10. "The Mighty Hood"
CCSS.ELA-Literacy.RI.6.7
Integrate information presented in different media or formats (e.g., visually, quantitatively) as well as in words to develop a coherent understanding of a topic or issue.

Veteran's Day

Students watched a brief historical piece while viewing the Alaska Honor Flight.





Dear Veteran, e.g. I appreciate all you did to help our country and live free. Students wrote letters of appreciation.
CCSS.ELA-Literacy.W.6.4
Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1-3 above.)

Where She Went_by Gayle Forman

The next book 9th graders will read after If I Stay. You may start reading online Bestlibraryspot.net
or ebooks
Where She Went  three years into the future. Adam is telling his story. Reade Where She Went Chapters
Chapter one

Discussion Questions for your writer's notebook.

Where she went picks up three years after Mia decided to stay. 1. Do you think this time lapse matters? 2. Would the story have worked if it took place one or even two years later? Why? or why not?

Review story: Using words first, next, after, finally Preview vocab.: rehasing p. 155 recedes p. 156 gesture p. 157 abandonment p. 159 becons p. 161 The boogeyman sleeps on your side of the bed Whispers in my ear: Better off dead.” Fills my dreams with sirens and lights regret Kisses me gently when I wake up in a sweat.” Journal Tell about the chapter, what you foresee The author says, “Haunt” is not the right word for it. Haunt makes it sound bad, unwelcome. But I do hear them. All the time.” P. 161 What does she hear? Discussion Questions Connections: Text to Self, have you had to move on? Journal: Draw a diagram of a pencil. A pencil has two ends, one for writing and the other for erasing. On the eraser end, consider what actions the character wishes he or she could erase. Draw a pencil ____________________ ____________________ ____________________ On the writing end of the pencil, note the actions the character wishes he or she had done. ____________________ ____________________ ____________________  Take from Deeper Reading Phobias

Author Gayle Forman's Bio LessonsPrintables

Compare

and contrast Adam’s and Mia’s current lives. Does Mia seem

happy with her life in New York? Is there anything in her story that would

Compare and and contrast Adam's and Mia's current lives. Does Mia seem happy with her life in New York? Is there anything that would make you think otherwise?

Analyzing Characters.pdf
CCSS.ELA-Literacy.RL.9-10.3
Analyze how complex characters (e.g., those with multiple or conflicting motivations) develop over the course of a text, interact with other characters, and advance the plot or develop the theme.

Where She Went Discussion Questions  

Northwest Bands 

Macklemore+seahawks+video 

Pearl Jam Breathe 

Nirvana Come as You Are 
Portland Bands 

Where She Went/Gayle Forman Read Along  

 Character Report Card

Identify at least 4 traits for each of the main characters. You may use the attached sheet for traits or determine your own traits. Give each character a grade and find a direct quote from the book which supports your grade and the page on which the quote was found. See the first example for Adam. Then give Mia a grade.

Grading Scale:    A- character almost always demonstrates this character trait

                            B- a character usually demonstrates this character trait

                            C- a character sometimes demonstrates this character trait

                            D- a character rarely demonstrates this character trait

                             F- a character never demonstrates this trait

Character Traits Word Bank

adventurous, afraid, ambitious, arrogant, bad, bold, bossy, brainy, brave, brilliant,

calm, careful, careless, charming, cheerful, childish, cowardly, cruel, curious,

demanding, depressed, dishonest, eager, easygoing, energetic, evil, faithful, fearless,

foolish, friendly, funny, gentle, giving, gloomy, graceful, greedy, guilty, happy,

healthy, helpful, honest, hopeful, imaginative, impatient, impolite, innocent, inventive,

intelligent, jealous, kind, lazy, lonely, loving, loyal, lucky, mature, mean, mysterious,

nervous, nice, noisy, obedient, peaceful, pleasant, polite, poor, proud, quiet, responsible,

rough, rowdy, rude, sad, scared, selfish, serious, shy, silly, sly, smart, sneaky, spoiled,

strange, sweet, talented, thoughtful, thoughtless, trusting, trustworthy, unfriendly, unhappy,

upset, warm, weak, wicked, wise, worried, . . .

Jeopardylabs.com/play/where-she-went 

Old Groaner_Bear

Two young visitors read about the legendary story of "Old Groaner".

SourceMuseums Exhibits AlaskaSportsman.html

Bear Researcher LaVern Beier

CCSS.ELA-Literacy.RI.6.2
Determine a central idea of a text and how it is conveyed through particular details; provide a summary of the text distinct from personal opinions or judgments.

Antonine Turner_Boise State Can Help

Read the following Antoine Article using the Close Reading Strategy

cont-

• Close reading slows us down . . .
• Keeps us focused 

1.  READ the entire text to get the "flow"
2.  Second read did a little deeper.
3.  WRITE important thoughts in the margin (Side notes)

Incredible Stories of Courage in Sports_Brad Herzog

Stories-Courage-Sports-
A group is reading "Brave in the Waves" pages 10-13
Text to Text link to The Shark Lady

Meet the Real Soul Surfer

Scholastic Story of Bethany 

Bethany Links 

 Her twitter account: Bethany Hamilton

Right There Questions_Think and Search

Answer the Right There Questions and select QAR-Bookmarks.pdf
Description Handouts.pdf
QAR-templates.pdf

Students will answer Right There Questions then one question from Think and Search, Author and You, and On My Own

Right There Questions

• Who_____?
• What_______?
• Where________?
• When_________?

Think and Search

• Why_____?
• What cause_______?
• Tell me in your own words ________?
• What happened first, second or third?
• What are the characteristics of _______?
• Characters/Setting/Problem/Events/
• Solution?

Author and You

• What can you infer about ____’s feelings in this section of the text?
• What do you predict will happen next?  Why do you think so?
• The setting is never stated but where do you think the story is taking place?
• Why______?
• What if _______?
• What does the author mean when ______?
• Tell me the most important reason_______?
• What are the themes of this text?
• Tell me the biggest problem_______?

On My Own

• Do you think_____?
• How would you____?
• Which is better______?
• Would you agree that______?
• Were you ever ____?
• In your opinion _____?
• Would it be better if _____?

Newspaper's Living Textbook

Newspapers help students expand vocabulary and learn new things. Students read Local, Ketchikan Daily News, State Anchorage Daily News and National News. They found topics like 

 Artificial Hand Would Simulate Sense of Touch

Bigfoot Enthusiasts Headed to Yakima

Tornado_Betsy Byars

Tornado was a story introduced in Reading and Writing Sourcebook. One of my favorite books, in fact I looked for a sequel at a local library. "As they wait out a tornado in their storm cellar, a family listens to their farmhand tell stories about the dog that was blown into his life by another tornado when he was a boy."taken from ARBook Find

Tornado Study Guide

CCSS.ELA-Literacy.RL.6.5
Analyze how a particular sentence, chapter, scene, or stanza fits into the overall structure of a text and contributes to the development of the theme, setting, or plot.

Food Fright_Science World

After reading the article student's shared their responses.

I learned that extra crispy or burnt toast is a red flag, possible higher levels of acrylamide. Pronunciation

Whenever you cook french fries make sure that you cook them to yellow. When you make toast don't burn it.

The culprit is a chemical called  acrylamide which forms in cooking.

There is a lot of acrylamide in burnt toast and over cooked french fries. Acrylamide is an ingredient in grout and cement.

The List_Siobhan Vivian

About The List

List Online Quiz 

Author Siobhan Vivian Blog
Video: Siobhan Vivian Author
 Vocabulary: Use your reading notebook (write the vocab) or Microsoft word (type the word)

putrid p. 9

allegiance p. 10
homecoming p. 13
compliments p. 14

mandatory p. 15

genetics p. 15
recognition p. 15

•  If you know the word, find the sentence in the book (Copy it)
• If you don’t know the word, you may use http://wordsift.com/visualizehttp://dictionary.reference.com/ or  http://www.thefreedictionary.com/  to define the word

A group decided to read this selection. The List, will your name be on it? The List explores the power of labeling.
CCSS.ELA-Literacy.RL.6.6
Explain how an author develops the point of view of the narrator or speaker in a text.

We have three books and waiting for additional books via UPS.
The-List-Siobhan-Vivian 

Each year before the Homecoming, a list is posted throughout Mount Washington High School. Use The List after the prologue. The List includes the Freshman, Sophomore, Juniors, and Seniors

Character Chart
Students will identify similarities and differences between the characters in the story. Students will use the chart to identify the girls as the read.

Use the following to track each character. You may use a single color pen for each character. I hope this helps in keeping track of each personality. Think about who is your favorite so far.