Thursday, December 18, 2014

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!

Wednesday, December 17, 2014

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

Friday, December 5, 2014


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.

Tuesday, November 25, 2014

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!


Paired Reading: Nonfiction.pdf

Further Research:
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?
Analyze in detail how a key individual, event, or idea is introduced, illustrated, and elaborated in a text (e.g., through examples or anecdotes).

Wednesday, November 12, 2014

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

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 _________________________________________________________
Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.

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"
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.

Tuesday, November 11, 2014

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.
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.)

Friday, November 7, 2014

Where She Went_by Gayle Forman

The next book 9th graders will read after If I Stay. You may start reading online
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


Author Gayle Forman's Bio LessonsPrintables
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
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.

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, . . . 

Old Groaner_Bear

Two young visitors read about the legendary story of "Old Groaner".
SourceMuseums Exhibits AlaskaSportsman.html

Bear Researcher LaVern Beier
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.

Wednesday, November 5, 2014

Antonine Turner_Boise State Can Help

    Read the following Antoine Article using the Close Reading Strategy

    • 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

      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

      Wednesday, October 22, 2014

      Right There Questions_Think and Search

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

      Friday, October 17, 2014

      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 

      Wednesday, October 15, 2014

      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
      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.

      Friday, September 26, 2014

      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.

      Saturday, September 20, 2014

      The List_Siobhan Vivian

      About The List

      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 or  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.
      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.
      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.