5th - dc bilingual public charter school · hangouts during their corresponding hours to answer...
TRANSCRIPT
Dear 5th Grade Students and Families,
We hope you are safe and healthy! We miss you!
Here is our Distance Learning Packet #3 for students to continue their learning at home. Students must complete the online work and packets and turn them in the first day we are back at school.
Teachers will hold “office hours” from Monday 4/13 to Wednesday 4/15 and Monday 4/20 to Thursday 4/23. During that time teachers will be available on Google Hangouts during their corresponding hours to answer questions from parents and students, or to provide assignment help for students. 5th Student Social Hour will be Friday 2-3 pm There is no school on Thursday April 16 due to Emancipation Day.
Estimados estudiantes y familias de 5to grado,
¡Esperamos que estén sanos y a salvo! ¡Los extrañamos!
Aquí está nuestro paquete de aprendizaje a distancia #3 para que los estudiantes continúen aprendiendo en casa. Los estudiantes deben completar el paquete y el trabajo en línea, y entregarlo el primer día que volvamos a la escuela.
Los maestros tendrán “horas de oficina” desde el Lunes 4/13 - Miercoles 4/15 y Lunes 4/20 - Jueves 4/23. Durante este tiempo, los maestros estarán disponibles en Google Hangouts en su horario correspondiente para responder las preguntas de padres y estudiantes o para dar ayuda con la tarea a los estudiantes. No hay escuela el jueves 16 de abril porque es el dia de la emancipación.
April 13 - 23
5th
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#3
Stay safe y cuídense,
Ms. Currie, Sra Leidy, Ms. Laura, Sra Hannah, Ms. Elyse, Sra Caroline
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Office Hours
Links & LoginsGoogle Classroom | To access online assignments & lesson videos
Go to classroom.google.com and log into your school google account or download the app
Typing Club | www.dcbtypingclub.com (log in using school email)
Brainpop | www.brainpop.com Username: teachermaestro Password: dcbilingual
RAZ KIDS | www.kidsa-z.com/main/Login Username: 5class6 Username: 5ABSpanish
Epic Books | Epic App or www.getepic.com/students Class Code: eca4975
Newsela | www.newsela.com (log in using school email)
Math Lesson Videos by Ms. Currie: www.tinyurl.com/dcbmath5
Tiny Cards Multiplication Times Tables Flashcards: www.tinyurl.com/dcbtablesTiny Cards Focus Cards (Fraction, Decimal, Geometry Flashcards): www.tinyurl.com/dcbfocus5
Khan Academy: See directions to log in by going to www.tinyurl.com/dcbmath5 then click on “Khan Academy”
Office Hours is a time for students and parents to contact teachers for academic help or questions about homework.
Either use the link to join online for a Hangouts webcam call using a computer, tablet, or smartphone or call the phone number and then enter the PIN.
Online Link: meet.google.com/egf-jsxe-xgx
Phone Call: +1 502-791-5330 PIN: 859 490 821 #Office Hours Schedule (Monday - Thursday): Science 9:00 - 10:00 Spanish: 10:00 - 11:00 English: 11:00 - 12:00 Lunch Break Math: 1:00 - 2:00 General Hours (all teachers available): 2:00 - 3:00 (in their subject hangout)
Contacts Sra. Leidy (Ciencias) Email: [email protected] Text/Call: 202 997-8854
Sra. Hannah (Espanol) Email: [email protected] Text/Call: 208 907 0799
Ms. Laura (English) Email: [email protected] Text/Call: 337 540 4445
Ms. Currie (Math) Email: [email protected] Text/Call: 978 290 6609
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Horas de oficina
Links & LoginsGoogle Classroom | Para acceder las tareas por internet y los videos de las lecciones
Vaya a classroom.google.com y iniciar sesion con su cuenta de DCB o descargar la app
Typing Club | www.dcbtypingclub.com (log in using school email)
Brainpop | www.brainpop.com Username: teachermaestro Password: dcbilingual
RAZ KIDS | www.kidsa-z.com/main/Login Username: 5class6 Username: 5ABSpanish
Epic Books | Epic App o www.getepic.com/students Class Code: eca4975
Newsela | www.newsela.com (iniciar sesión con su cuenta de DCB)
Videos de matemáticas por Ms. Currie: www.tinyurl.com/dcbmath5
Tiny Cards Práctica de las tablas de multiplicación: www.tinyurl.com/dcbtablesTiny Cards Tarjetas de enfoque (Fracciones, Decimales, Geometría): www.tinyurl.com/dcbfocus5
Khan Academy: Instrucciones en cómo se puede “log in” (iniciar sesión) estan en www.tinyurl.com/dcbmath5 y luego dar click en “Khan Academy”
Horas de oficina permiten que los estudiantes y sus padres puedan contactar a sus maestros para ayuda académica o responder a preguntas sobre la tarea.
Pueden usar el link para usar el webcam de Hangouts por computadora, tableta, o smartphoneo llamar el número de teléfono e ingresar el PIN.
Link por internet: meet.google.com/egf-jsxe-xgx
Llamar por teléfono: +1 502-791-5330 PIN: 859 490 821 #
Horario de horas de oficina (Lunes - Jueves): Ciencias 9:00 - 10:00 Español: 10:00 - 11:00 Inglés: 11:00 - 12:00 Descanso para el almuerzo Matemáticas: 1:00 - 2:00 Horas generales (todas las maestras están disponibles): 2:00 - 3:00 ( en el hangout de su area)
Contactos Sra. Leidy (Ciencias) Email: [email protected] Text/Call: 202 997-8854
Sra. Hannah (Español) Email: [email protected] Text/Call: 208 907 0799
Ms. Laura (Inglés) Email: [email protected] Text/Call: 337 540 4445
Ms. Currie (Matemáticas) Email: [email protected] Text/Call: 978 290 6609
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Meta: Piensa en lo que sabes y quieres saber sobre los mayas, incas, y aztecas.
❏ Lectura independiente y Reto de lectura❏ Proyecto y conocimiento previo ❏ Ver video de mini-lección en Google Classroom❏ Lectura atenta: Grandes Agricultores ❏ Ver video de Lectura en Voz Alta en EdPuzzle
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Week 1 Day 1 - Semana 1 Día 1Monday, April 13 - Lunes, abril 13
Science - Ciencias
Spanish Literacy - Lectoescritura en Español
English Literacy - Lectoescritura en Inglés
Meta: recordar las prácticas científicas y de ingeniería que usan los científicos / review the engineering and scientific practices that Scientist use.
❏ Uni la práctica científica y de ingeniería a la foto que la representa / I found the match for all the scientific and engineering practices.
❏ Hice una reflexión de la importanci de las practicas / I wrote a reflection about the importance of the practices.
Goal: I can read two poems and find evidence to determine a theme
❏ Read aloud video on Google Classroom OR read for 30 minute and respond to prompt
❏ Mini lesson video on Google Classroom OR read lesson pages on packet❏ Read the poems and fill out the chart using the theme keyword lis
Math - MatemáticasGoal: Write the answer to a division problem as a fraction. For example: 3 ÷ 4 = ¾
❏ Tiny Cards Tables Cards (multiplication or division)❏ Tiny Cards Focus Cards (Addition & Subtraction)❏ Google Classroom Edpuzzle Video: “Fractions as Division”❏ Packet Pages
❏ pg 473❏ pg 475❏ pg 476
❏ Khan Academy❏ Fractions as division
Typing Club: 15 minutes every day - 15 minutos todos los días
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Meta Dia 1 (Lunes, abril 13): recordar las prácticas científicas y de ingeniería que usan los científicos / review the engineering and scientific practices that Scientist use
Las prácticas científicas y de ingeniería son guías que los científicos usan para hacer sus investigaciones (Demostraciones, experimentos e inventos) / Scientific and engineering practices are a guide for Scientist to do their investigations accurately (demonstrations, experiments and inventions)
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Actividad: Une con una línea las parejas de el nombre de la práctica con la foto que la representa / Match with a line the pair of a practice and the picture that it represents.
Obtener, evaluar y comunicar información
Hago preguntas y defino problemas
Desarrollo y uso modelos
Planifico y llevo a cabo investigaciones
Analizo e interpreto datos
Uso pensamiento matemático y computacional
Construyo explicaciones y diseño soluciones
Crear y apoyar argumentos basados en evidencia
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Explica: Explica en un párrafo, Por qué son importantes para los científicos las prácticas científicas y de ingeniería? / Explain in a paragraph, why the Scientific and engineering practices are important for Scientists?
Las prácticas científicas y de ingeniería son importantes porque..._______
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¿Qué leíste hoy? ¿Dónde leíste? -EpicBooks -RazKids -Garbanzo.io -Newsela -Duolingo Podcast
Día 1 - 13 de abril
❏ Lectura Independiente por 20 minutos
❏ Reto de lectura
Cada día, vas a leer un artículo, historia, o capítulo de un libro. Anota datos interesantes de la lectura.
Lectura 1 Lectura 2
Explora la cultura y logros de los antiguos Maya a través de la examinación de artefactos.
https://www.getepic.com/app/read/45311
Lee sobre La civilización Maya y aprende como el antiguo Imperio Maya creció y desapareció misteriosamente.
https://newsela.com/read/lib-history-maya-civilization-spanish/id/32792/?assignment=2001617252&classroom=4450129
Anota datos que aprendiste en este libro.
Anota datos que aprendiste en este artículo.
Día 1 - 13 de abril
❏ Proyecto de los primeros Hispanoamericanos
❏ Conocimiento Previo ¿Qué sabes sobre los primeros Hispanoamericanos?
Lo que sé de los primeros Hispanoamericános
Lo que quiero saber de los primeros Hispanoamericános
Al final de esta unidad vas a crear una presentación creativa (video, dibujo, cómic, u otro) de una civilización de los primeros Hispanoamericanos.
Elige un aspecto de una civilización (Maya, Inca, Azteca) para tu Proyecto Final.
1. Piensa en uno de los aspectos culturales que te parecen más interesantes:
2. Circula el aspecto cultural sobre el que te gustaría escribir para tu proyecto.
3. Escribe por lo menos 2 oraciones para explicar por qué te interesa este tema. Usa la palabra porque en tu explicación.
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arquitectura métodos de agricultura clases sociales
Día 1 - 13 de abril
❏ Mira la mini-lección en Google Classroom
❏ Lectura Atenta Busca la definición de las palabras en negrita y escríbelas en otro papel.
Grandes agricultoresLos antiguos habitantes de lo que hoy es Hispanoamérica fueron agricultores inteligentes.
Elegían las semillas de las mejores plantas. Las sembraban con cuidado. Las regaban y las abonaban con dedicación.
Los incas, por ejemplo, enterraban con cada semilla de maíz una cabeza de pescado. El pescado, al descomponerse, servía de abono.
Así desarrollaron muchas variedades de maíz, de papa, de frijoles, de tomates, de chiles. Hoy, el mundo entero se beneficia con el fruto de sus esfuerzos. Ojos del jaguar por Alma Flor Ada, F. Isabel Campoy 2004
❏ Preguntas de comprensión
1. ¿A qué se dedicaban los antiguos habitantes de Hispanoamérica?
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2. ¿Cómo los incas fueron agricultores inteligentes? Cita el texto y explica tu respuesta.
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3. ¿Qué desarrollaron a través de sus esfuerzos?
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❏ Duolingo / Lectura en voz alta Escuchar en EdPuzzle.
English Literacy - Monday, April 13Reading - circle or highlight which column you will do
If you have device/internet If you don’t have device/internet
- Listen to Thief of Always Chapter 17 video on Google Classroom- Fill out notes along with video - Upload picture of your notes or Google Doc to assignment on Google Classroom
- Read for 30 minutes in English, and write down where/what you read on a piece a paper. - Make a table and find at least three words you don’t know. Try and determine what they mean. Afterwards, look up the meanings and see
Goal: I can read two poems and find evidence to determine a theme
If you have device/internet If you don’t have device/internet
- Listen to the “Mini Lesson: April 13” video on Google Classroom
- Look at my example on the page below
Lesson - circle or highlight which column you will do
The Clock Man by Shel Silverstein
“How much will you pay for an extra
day?”
The clock man asked the child.
“Not one penny,” the answer came,
“For my days are as many as smiles.”
“How much will you pay for an extra
day?”
He asked when the child was grown.
“Maybe a dollar or maybe less,
For I’ve plenty of days of my own.”
“How much will you pay for an extra
day?”
He asked when the time came to die.
“All of the pearls in all of the seas,
And all of the stars in the sky.”
What the character does or
says
Theme Keyword
Quote
The kid doesn’t want to buy more days because he will live a long time
childhood “For my days are as
many as smiles.”
The older kid wants to pay a little money for more time
Growing up
“Maybe a dollar or
maybe less,
For I’ve plenty of days of
my own.”
The person about to die would pay anything for more time
death He asked when the time
came to die.
“All of the pearls in all of
the seas,
Directions: Read the poem and see how I filled out the chart below.
Practice
Directions: Read the poem and fill out the next page using the theme keyword list.
On Turning Ten by Billy Collins
The whole idea of it makes me feellike I'm coming down with something,something worse than any stomach acheor the headaches I get from reading in bad light--a kind of measles of the spirit,a mumps of the psyche,a disfiguring chicken pox of the soul.
You tell me it is too early to be looking back,but that is because you have forgottenthe perfect simplicity of being oneand the beautiful complexity introduced by two.But I can lie on my bed and remember every digit.At four I was an Arabian wizard.I could make myself invisibleby drinking a glass of milk a certain way.At seven I was a soldier, at nine a prince.
But now I am mostly at the windowwatching the late afternoon light.Back then it never fell so solemnlyagainst the side of my tree house,and my bicycle never leaned against the garageas it does today,all the dark blue speed drained out of it.
This is the beginning of sadness, I say to myself,as I walk through the universe in my sneakers.It is time to say good-bye to my imaginary friends,time to turn the first big number.
It seems only yesterday I used to believethere was nothing under my skin but light.If you cut me I could shine.But now when I fall upon the sidewalks of life,I skin my knees. I bleed.
What the character does or says
Theme Keyword(Choose 3
different words)
Quote
bravery
childhood/youth
hope
good decisions
determination
time
success
trust
truth
honesty
equality
patriotism
love
identity
independence
loyalty
growing up
family
friendship
prejudice
survival
violence
overcoming
respect
death
sadness
faith
Theme Keywords
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Don’t forget to go to Google Classroom towatch the “Fractions as Division” video and complete the assignment before you do the packet pages or Khan.
Optional but must answer at least 3 questions to play Sumdog in class
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Week 1 Day 2 - Semana 1 Día 2Tuesday, April 14 - Martes, abril 14
Science - Ciencias
English Literacy - Lectoescritura en Inglés
Meta: Hoy vamos a empezar a hacer una demostración siguiendo su paso a paso / Today, we will start doing a demonstration following the step by step.
❏ Tome nota de los pasos 1, 2, y 3 que siguió la maestra en su video de DEMOSTRACIÓN / I took notes on what the teacher did on steps 1, 2 and 3 for her video about DEMONSTRATION.
Goal: I can compare and contrast the poems with evidence.
❏ Read aloud video on Google Classroom OR read for 30 minute and respond to prompt
❏ Mini lesson video on Google Classroom OR read lesson pages on packet❏ Use the poems from yesterday to fill out the chart comparing and contrasting the two
poems
Math - MatemáticasGoal: Write the answer to a division problem as a fraction. For example: 3 ÷ 4 = ¾
❏ Tiny Cards Tables Cards (multiplication or division)❏ Tiny Cards Focus Cards (Geometry & Measurement)❏ Google Classroom Edpuzzle Video: Make sure you watched yesterday’s video❏ Packet Pages
❏ pg 471❏ pg 472❏ pg 478❏ pg 479
❏ Khan Academy❏ Fractions as division word problems
Typing Club: 15 minutes every day - 15 minutos todos los días
Meta: Corrige oraciones en un párrafo y responde a preguntas usando evidencia del texto.
❏ Lectura independiente y Reto de lectura❏ Corregir oraciones❏ Ver video de mini-lección en Google Classroom❏ Lectura atenta: Alimentos para la humanidad❏ Ver video de Lectura en Voz Alta en EdPuzzle
Spanish Literacy - Lectoescritura en Español
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Meta Dia 2 (martes, abril 14): Hoy vamos a empezar a hacer una demostración siguiendo su paso a paso / Today, we will start doing a demonstration following the step by step.
Una demostración es un tipo de proyecto donde tu demuestras lo que sabes o aprendiste de un tema. Por ejemplo, si tu sabes mucho de los planetas o quieres investigar de ellos, puedes basar tu demostración es ese tema.
Lo que debo hacer hoy:
1. Ver video de DEMOSTRACIÓN en google classroom Ciencias de tu clase / Watch my teacher’s video about DEMONSTRATION in google classroom science.
2. Toma nota de lo que la maestra hizo para su demostración en los pasos 1, 2 y 3 en el templete de demostración (abajo) / I took notes on what the teacher did on steps 1, 2 and 3 for her video about DEMONSTRATION in the template (below).
Pasos para DEMOSTRACIONES
Nombre del paso de paso
Descripción Notas del estudiante
1. Observar y escoger Tema
● ¿Cuál tema le llama la atención?
● ¿Sobre qué tema quisiera enseñar a los demás ?
El tema que la maestra está demostrando es...
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2. Hacer preguntas● ¿Qué quiere saber
del tema?Las preguntas que se hizo la maestra fueron:
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3. Investigar ● Encuentre información
sobre el tema que escogió.
● Textos, videos, expertos, etc.
Notas de investigación:
La maestra busco información en…---
Como la maestra organizó la información encontrada?
La maestra organizó la información en...
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Día 2 - 14 de abril❏ Lectura Independiente por 20 minutos
¿Qué leíste hoy? ¿Dónde leíste? -EpicBooks -RazKids -Garbanzo.io -Newsela -Duolingo Podcast
❏ Reto de lectura
Cada día, vas a leer un artículo, historia, o capítulo de un libro. Anota datos interesantes de la lectura.
Lectura 1 Lectura 2
En Antigua Maya, vas a descubrir la historia y los logros impresionantes de la gente Maya.
https://www.getepic.com/app/read/37080
Lee sobre La sociedad Maya y aprende sobre el gobierno y la sociedad de los antiguos mayas.
https://newsela.com/read/lib-maya-government-spanish/id/34789
Anota datos que aprendiste en este libro.
Anota datos que aprendiste en este artículo.
Día 2 - 14 de abril
❏ OracionesLee el siguiente párrafo cuidadosamente. Corrige los errores y asegurate que todas las oraciones estén completas y agrega mayúsculas y puntuación donde hace falta. Entonces, copia el párrafo editado en las siguientes líneas.
❏ Copia el párrafo con las correcciones.
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en zonas altas. Los mayas cortaron terrazas en laderas de
montañas sembraban múltiples cultivos en esta tierra plana
plantando y cosechando. La tierra varias veces durante todo el
año. Sus cultivos incluían frijoles, tomates, calabazas, chiles y
calabazas El maíz era el alimento principal en toda Mesoamérica.
Día 2 - 14 de abril
❏ Mira la mini-lección en Google Classroom❏ Lectura Atenta
Busca la definición de las palabras en negrita y escríbelas en otro papel.
Alimentos para la humanidadLos alimentos desarrollados por los antiguos habitantes de Hispanoamérica, principalmente el maíz y la papa, hoy día ayudan al sustento de la población en Europa, en Asia, en África y en todo el continente americano.
A través de los siglos, en Europa ocurrieron muchas guerras. Los soldados les quitaban a los campesinos los alimentos que tenían almacenados. En los duros inviernos, los campesinos morían de hambre.
Cuando empezaron a cultivar papas, los campesinos descubrieron que podían dejarlas bajo la tierra durante todo el invierno. Las cosechaban sólo cuando las necesitaban. Así, los soldados no se las robaban.
En países como Polonia, Hungría, e Irlanda, la papa se convirtió en el alimento principal, y contribuyó para que la población prosperara y aumentara.
Hoy en día, la papa y el maíz son dos de los alimentos más importantes del mundo. Ojos del jaguar por Alma Flor Ada, F. Isabel Campoy 2004
❏ Preguntas de comprensión
1. ¿Qué pasaba con los alimentos durante las guerras en Europa?
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2. ¿Qué descubrieron los campesinos que podían hacer con las papas?
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3. ¿Cuáles son dos de los alimentos más importantes hoy en día?
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❏ Duolingo / Lectura en voz alta Escuchar en EdPuzzle.
English Literacy - Tuesday, April 14Reading - circle or highlight which column you will do
If you have device/internet If you don’t have device/internet
- Listen to Thief of Always Chapter 18 video on Google Classroom- Fill out notes along with video - Upload picture of your notes or Google Doc to assignment on Google Classroom
- Read for 30 minutes in English, and write down where/what you read on a piece a paper. - Write ½ a page about how is this chapter/text organized?
Goal: I can compare and contrast the poems with evidence.
If you have device/internet If you don’t have device/internet
- Listen to the “Mini Lesson: April 14” video on Google Classroom
- Look at my example on the page below
Lesson - circle or highlight which column you will do
Directions: Using the poems from yesterday and my examples (highlighted), finish the chart below and on the next page
The Clock Man by Shel Silverstein
On Turning Ten by Billy Collins
In this aspect, are the poems more similar or different?
Genre: What kind of genre is the poem?
Fantasy
Evidence: “The clock man” is not real
Realistic fiction
Evidence: The story could be real
Explain: Different because one is more of a fantasy while the other sounds like a real person.
Figurative Language: What kind of figurative language is there? What does it describe?
Evidence: Evidence: Explain:
The Clock Man by Shel Silverstein
On Turning Ten by Billy Collins
In this aspect, are the poems more similar or different?
Theme:What is the lesson or message of the poem?
Evidence: Evidence:
Explain:
Tone:How is the poem supposed to make the reader feel? Evidence: Evidence:
Explain:
Point of view/perspectiveWho is the narrator? Who is telling the story? Is it 1st person or 3rd person?
Evidence: Evidence:
Explain:
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Week 1 Day 3 - Semana 1 Día 3Wednesday, April 15 - Miercoles, abril 15
Science - Ciencias
English Literacy - Lectoescritura en Inglés
Meta: Hoy vamos a seguir haciendo una demostración siguiendo su paso a paso / Today, we will keep doing a demonstration following the step by step.
❏ Tome nota de los pasos 4 y 5 que siguió la maestra en su video / I took notes on what the teacher did on steps 4 and 5 for her demonstration video.
Goal: I can write my introduction and body paragraph 1 in our writing about reading essay.
❏ Read aloud video on Google Classroom OR read for 30 minute and respond to prompt ❏ Mini lesson video on Google Classroom OR read lesson pages on packet❏ Write your introduction paragraph using the checklist❏ Write your body paragraph 1 using checklist
Math - MatemáticasGoal: Solve fraction word problems, deciding if you need to add, subtract, multiply, or divide
❏ Tiny Cards Tables Cards (multiplication or division)❏ Tiny Cards Focus Cards (Fractions & Division)❏ Google Classroom Edpuzzle Video: Choosing Which Operation: Fractions”❏ Packet Pages
❏ pg 1❏ pg 2❏ pg 3
❏ Khan Academy❏ Optional: Tables from rules that relate two variables
Typing Club: 15 minutes every day - 15 minutos todos los días
Meta: Anota datos sobre los mayas y cita el texto cuando respondes a preguntas.
❏ Lectura independiente y Reto de lectura❏ Ver video de mini-lección en Google Classroom❏ Lectura atenta: Plantas medicinales❏ Ver video de Lectura en Voz Alta en EdPuzzle
Spanish Literacy - Lectoescritura en Español
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Meta Dia 3 (Miércoles, abril 15): Hoy vamos a continuar haciendo una demostración siguiendo su paso a paso / Today, we will continue doing a demonstration following the step by step. Lo que debo hacer hoy:
1. Continua con el video de DEMOSTRACIÓN en google classroom Ciencias de tu clase/ Continue watching your teacher’s video about DEMONSTRATION (google classroom)
2. Tome nota de los pasos 4 y 5 que siguió la maestra en su video en el templete (abajo) / I took notes on what the teacher did on steps 4 and 5 for her demonstration video in the template (below).
4. Organizar datos ● ¿Cómo puede mostrar su información en diferentes maneras (visuales, modelos, diagramas, gráficas, etc.)
Como la maestra organizó la información? ____________________________________
____________________________
De qué otra manera puedo organizar la información?
---- -
5. Crear modelo● ¿De qué manera va
a demostrar lo que aprendió?
Como la maestra planea demostrar la información aprendida? ____________________________________
____________________________
De qué otra manera puedo mostrar la información aprendida?
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Día 3 - 15 de abril
❏ Lectura Independiente por 20 minutos
¿Qué leíste hoy? ¿Dónde leíste? -EpicBooks -RazKids -Garbanzo.io -Newsela -Duolingo Podcast
❏ Reto de lecturaCada día, vas a leer un artículo, historia, o capítulo de un libro. Anota datos interesantes de la lectura.
Lectura 1 Lectura 2
Lee sobre las herramientas y tesoros de los antiguos maya. Aprende dónde y cómo vivían los mayas, y aprende sobre su misteriosa desaparición.
https://www.getepic.com/app/read/8958
Mira el video en BrainPOP sobre la Civilización Maya.
https://esp.brainpop.com/ciencias_sociales/culturas_antiguas/civilizacion_maya/
Anota datos que aprendiste en este libro.
Anota datos que aprendiste en este artículo.
❏ Duolingo / Lectura en voz alta Escuchar en EdPuzzle.
Día 3 - 15 de abril
❏ Mira la mini-lección en Google Classroom❏ Lectura Atenta
Busca la definición de las palabras en negrita y escríbelas en otro papel.
Plantas medicinalesLos primeros habitantes de Hispanoamérica descubrieron que algunas plantas podían curar enfermedades y ayudar a conservar la salud.
También cultivaban plantas como el tabaco para usarlas en sus ceremonias religiosas. Desgraciadamente, el tabaco produce enfermedades, y en la actualidad se conocen sus terribles efectos en la salud de quienes lo consumen.
Gran parte del conocimiento que tenían los antiguos hispanoamericanos acerca de las plantas se continúa utilizando hoy, y ha servido para crear tratamientos médicos modernos. Ojos del jaguar por Alma Flor Ada, F. Isabel Campoy 2004
❏ Preguntas de comprensión
1. ¿Qué descubrieron sobre algunas plantas?_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
2. ¿Cuál es el problema del tabaco? Cita el texto y explica tu respuesta.
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
3. ¿Para qué ha servido el conocimiento que tenían los antiguos hispanoamericanos acerca de las plantas?
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
English Literacy - Wednesday, April 15Reading - circle or highlight which column you will do
If you have device/internet If you don’t have device/internet
- Listen to Thief of Always Chapter 19 video on Google Classroom- Fill out notes along with video - Upload picture of your notes or Google Doc to assignment on Google Classroom
- Read for 30 minutes in English, and write down where/what you read on a piece a paper. - Write ½ a page about how is this chapter/text organized?
Goal: I can write my introduction and body paragraph 1 to the essay prompt below.
If you have device/internet If you don’t have device/internet
- Listen to the “Mini Lesson: April 15” video on Google Classroom
- Carefully read the prompt below.
Lesson - circle or highlight which column you will do
Essay prompt: You have read the two poems “The Clock Man” by Shel Silverstein and “On Turning Ten” by Billy Collins. Write an essay that compares and contrasts the two poems. Be sure to include the themes of both poems and evidence to support your comparisons and contrasts.
Introduction Paragraph
If you have device/internet If you don’t have device/internet
- Type your introduction and body paragraph 1 using the checklist on this page and the next on the assignment on Google Classroom.
- Write the introduction and body paragraph 1 on a piece of paper using the checklist below.
Practice- circle or highlight which column you will do
Sentence 1: Give background information about the poems. Include the titles, authors, and a one sentence summary.
In the poems, _______________ (title) by _______________ (author) and _____________________ (title) by _______________ (author), the characters both think about ___________________________________.
Sentence 2: Thesis statement--Give claim using words from the prompt.
While there are some aspects of the poems that are similar like _____________ other parts of the poem like _______________________ are different.
Sentence 1: Topic sentence--Say something that is similar about the two poems.
Both poems have are similar in the way they ___________.
Sentence 2: Evidence--Give evidence that supports your point.
In ____________ (title), it says “____________.”
Sentence 3: Explain-- Explain how your evidence supports your point.
This shows me that ______________.
Sentence 4: Evidence-- Give a second piece of evidence that supports your point.
Similarly, ________ (title) says “_________________.”
Sentence 5: Explain-- Explain how your second piece of evidence supports your point.
This shows that both poems ____________________ because ____________________.
Body Paragraph 1: Compare the two poems
Sentence 1: Topic sentence--Say something that is different about the two poems.
The two poems differ in how they ____________________.
Sentence 2: Evidence--Give evidence that supports your point.
In ____________ (title), it says “____________.”
Sentence 3: Explain-- Explain how your evidence supports your point.
This shows me that ______________.
Sentence 4: Evidence-- Give a second piece of evidence that supports your point.
On the other hand, ________ (title) says “_________________.”
Sentence 5: Explain-- Explain how your second piece of evidence supports your point.
This shows that while __________ (title) is about/uses __________________________, _____________ (title) is about/uses _______________________.
Body Paragraph 2: Contrast the two poems
Conclusion Paragraph
Sentence 1: Restate your thesis statement--say your claim again using different words.
Both poems _________________, but they were different in how they _________________________.
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Don’t forget to go to Google Classroom towatch the “Choosing Which Operation: Fractions” video and complete the assignment before you do the packet pages or Khan.
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Week 1 Day 4 - Semana 1 Día 4Friday, April 17 - Viernes, abril 17
Science - Ciencias
English Literacy - Lectoescritura en Inglés
Meta: Hoy vamos a terminar las anotaciones de la demostración y ver la presentación de la maestra. / Today, I will finish my notes for the demonstration and watch my teacher’s presentation.
❏ Termine mis notas en el paquete de demostración / I finish to take notes about the demonstration.
❏ Vi el video de presentación de la maestra / I watched my teacher’s video presentation.
Goal: I can write my body paragraph 2 and conclusion in our writing about reading essay.
❏ Read aloud video on Google Classroom OR read for 30 minute and respond to prompt
❏ Mini lesson video on Google Classroom OR read lesson pages on packet❏ Write your body paragraph 2 using the checklist❏ Write your conclusion paragraph using the checklist
Math - MatemáticasGoal: Solve fraction word problems, deciding if you need to add, subtract, multiply, or divide
❏ Tiny Cards Tables Cards (multiplication or division)❏ Tiny Cards Focus Cards (Vocabular)❏ Packet Pages
❏ pg 4❏ pg 5❏ pg 6
❏ Khan Academy❏ Add fractions with unlike denominators
Typing Club: 15 minutes every day - 15 minutos todos los días
Meta: Anota datos sobre los mayas y cita el texto cuando respondes a preguntas.
❏ Lectura independiente y Reto de lectura❏ Ver video de mini-lección en Google Classroom❏ Lectura atenta: Magistrales arquitectos❏ Ver video de Lectura en Voz Alta en EdPuzzle
Spanish Literacy - Lectoescritura en Español
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Meta Dia 4 (Jueves, abril 16): Hoy vamos a terminar las anotaciones de la demostración y ver la presentación de la maestra. / Today, I will finish my notes for the demonstration and watch my teacher’s presentation.
Que debo hacer hoy:
❏ Terminar mis notas en el paquete de demostración / I need to finish to take notes about the demonstration my teacher did.
❏ Vi el video de presentación de la maestra / I watched my teacher’s video presentation.
6. Presentar resultados
Video de presentación de la maestra en google classroom
ciencias.
1. Como la maestra decidió presentar lo que aprendió del tema?
__________________________________________
__________________________________________
__________________________________________
2. Cuales otras maneras hay para presentar una demostración?
---
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Día 4 - 16 de abril
❏ Lectura Independiente por 20 minutos
¿Qué leíste hoy? ¿Dónde leíste? -EpicBooks -RazKids -Garbanzo.io -Newsela -Duolingo Podcast
❏ Reto de lectura
Cada día, vas a leer un artículo, historia, o capítulo de un libro. Anota datos interesantes de la lectura.
Lectura 1 Lectura 2
En el libro, de asombrosos inventos de los maya, conoce el mundo de los antiguos maya, la civilización más avanzada y misteriosa del nuevo mundo.
https://www.getepic.com/app/read/5697
Lee el Popol Vuh la historia del origen de los mayas. Esta historia acerca de los orígenes fue contada desde el año 250 hasta el 900 d.C.
Popol Vuh: el origen de la historia de los mayas
Anota datos que aprendiste en este libro.
Anota datos que aprendiste en este artículo.
❏ Duolingo / Lectura en voz alta Escuchar en EdPuzzle.
Día 4 - 16 de abril
❏ Mira la mini-lección en Google Classroom❏ Lectura Atenta
Busca la definición de las palabras en negrita y escríbelas en otro papel.
Magistrales arquitectosLos antiguos habitantes de Hispanoamérica construyeron grandes ciudades y edificios monumentales, a pesar de que el terreno les hacía el trabajo muy difícil.
Los aztecas fueron capaces de construir la hermosa ciudad de Tenochtitlán, capital de su imperio, sobre islas, en el lago Texcoco.
Los uros construyeron islas flotantes para vivir sobre las aguas del lago Titicaca, en las alturas de Puno, en lo que hoy es Perú.
A los incas tampoco los detuvieron las montañas. En las alturas de la Cordillera de los Antes aún pueden verse restos de sus sorprendentes ciudades de Machu Picchu y Ollantaytambo, y de la imponente fortaleza de Sacsayhuamán. Ojos del jaguar por Alma Flor Ada, F. Isabel Campoy 2004
❏ Preguntas de comprensión
1. ¿Qué construyeron los uros para vivir en el lago Titicaca?
_____________________________________________________________________
_____________________________________________________________________
2. ¿Dónde construyeron sus ciudades los incas?
_____________________________________________________________________
_____________________________________________________________________
3. ¿Por qué eran “magistrales arquitectos” los antiguos habitantes de Hispanoamérica?
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
English Literacy - Thursday, April 16Reading - circle or highlight which column you will do
If you have device/internet If you don’t have device/internet
- Listen to Thief of Always Chapter 20 video on Google Classroom- Fill out notes along with video - Upload picture of your notes or Google Doc to assignment on Google Classroom
- Read for 30 minutes in English, and write down where/what you read on a piece a paper. - Write ½ a page about how is this chapter/text organized?
Goal: I can write my body paragraph 2 and conclusion to the essay prompt below.
If you have device/internet If you don’t have device/internet
- Listen to the “Mini Lesson: April 16” video on Google Classroom
- Re-read the prompt from yesterday to make sure you are answering all parts.
Lesson - circle or highlight which column you will do
If you have device/internet If you don’t have device/internet
- On Google Classroom, type your body paragraph 2 and conclusion using the checklist from yesterday’s English pages
- Write the body paragraph 2 and conclusion on your paper from yesterday, using the checklist from yesterday’s English pages.
Practice- circle or highlight which column you will do
Essay prompt: You have read the two poems “The Clock Man” by Shel Silverstein and “On Turning Ten” by Billy Collins. Write an essay that compares and contrasts the two poems. Be sure to include the themes of both poems and evidence to support your comparisons and contrasts.
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Week 2 Day 1 - Semana 2 Día 1Monday, April 20 - Lunes, abril 20
Science - Ciencias
English Literacy - Lectoescritura en Inglés
Meta: Hoy voy a empezar mi demostración siguiendo el paso a paso / Today, I will start my demonstration following the step by step.
❏ Hice los pasos 1,2 y 3 de mi demostración en el templete / I did steps 1, 2 and 3 of my Demonstration in the template provided.
❏ Usé el video de DEMOSTRACIÓN de la maestra para guiarme/ I watched my teacher’s video about a DEMONSTRATION to guide myself.
Goal - I can identify claims, arguments, and evidence in ads to assess the strength of the argument.
❏ Read aloud video on Google Classroom OR read for 30 minute and respond to prompt ❏ Mini lesson video on Google Classroom OR read lesson pages on packet❏ Find and assess four ads on Google Classroom (if you have internet) or paper (if you do
not have internet)
Math - MatemáticasGoal: Solve fraction word problems, deciding if you need to add, subtract, multiply, or divide
❏ Tiny Cards Tables Cards (multiplication or division)❏ Tiny Cards Focus Cards (Add & Subtract)❏ Packet Pages
❏ pg 7❏ pg 8❏ Optional: pg 9
❏ Khan Academy❏ Divide fractions and whole numbers word problems
Typing Club: 15 minutes every day - 15 minutos todos los días
Spanish Literacy - Lectoescritura en EspañolMeta: Escribe oraciones que comparan y responder a preguntas utilizando citas del texto.
❏ Lectura independiente y Reto de lectura❏ Escribir oraciones que comparan❏ Ver video de mini-lección en Google Classroom❏ Lectura atenta: Astrónomos admirables❏ Ver video de Lectura en Voz Alta en EdPuzzle
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Meta Dia 1(Lunes, abril 20): Hoy voy a empezar mi demostración siguiendo el paso a paso en el templete de DEMOSTRACIÓN / Today, I will start my demonstration following the step by step in the DEMONSTRATION template.
Lo que debo hacer hoy:
1. Hacer los pasos 1,2 y 3 de mi demostración en el templete / I have to do the steps 1, 2 and 3 of my Demonstration in the template provided.
2. Usar el video de DEMOSTRACIÓN de la maestra (en google classroom) para guiarme/ I need to use my teacher’s video about a DEMONSTRATION (in google classroom) to guide myself.
Pasos para TU DEMOSTRACIÓN
Nombre del paso de paso
Descripción Notas del estudiante
1. Observar y escoger Tema
● ¿Cuál tema le llama la atención?
● ¿Sobre qué tema quisiera enseñar a los demás ?
El tema que YO quiero demostrar es...
_________________________________________
_________________________________________
______________________________________
2. Hacer preguntas● ¿Qué quiere saber
del tema?Las preguntas que quiero responder de MI tema son:
_____________________________________
_____________________________________
_____________________________________
_____________________________________
_____________________________________
_____________________________________
_____________________________________
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3. Investigar ● Encuentre información
sobre el tema que escogió.
● Textos, videos, expertos, etc.
Dónde buscaré la información para responder mis
preguntas?
-
-
-
Escribe las respuestas a tus preguntas / información encontrada aquí:
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Día 1 - 20 de abril
❏ Lectura Independiente por 20 minutos
¿Qué leíste hoy? ¿Dónde leíste? -EpicBooks -RazKids -Garbanzo.io -Newsela -Duolingo Podcast
❏ Reto de lectura
Cada día, vas a leer un artículo, historia, o capítulo de un libro. Anota datos interesantes de la lectura.
Lectura 1 Lectura 2
Machu Picchu tiene un aire de misterio. Los historiadores saben que le pertenecía al imperio inca pero no saben mucho más.
https://www.getepic.com/app/read/47232
Lee sobre Machu Picchu la antigua ciudad de Perú.
https://newsela.com/read/lib-history-Machu-Picchu-spanish/id/32762/
Anota datos que aprendiste en este libro.
Anota datos que aprendiste en este artículo.
Día 1 - 20 de abril
❏ Palabras y frases que comparan Combina las dos oraciones, usa palabras y frases de la lista para comparar cada una de las oraciones.
similar asimilarigualmentedel mismo modotal comose asemeja aademás
1. A.Los mayas construyeron pirámides.B. Los egipcios construyeron pirámides.
● Los maya construyeron pirámides tal como los egipcios construyeron pirámides.
● Los mayas construyeron pirámides. Del mismo modo, los egipcios construyeron pirámides.
● Los mayas construyeron pirámides. Igualmente, los egipcios construyeron pirámides.
2. A. Los aztecas pagaban tributo, o impuestos. B. Los incas pagaban tributo, o impuestos.
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
3. A. Muchas personas en el trópico usan gorros. B. Muchas personas en el ártico usan gorros.
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
Día 1 - 20 de abril
❏ Mira la mini-lección en Google Classroom
❏ Lectura AtentaBusca la definición de las palabras en negrita y escríbelas en otro papel.
Astrónomos admirablesLos aztecas, los mayas y los incas fueron grandes astrónomos. Estudiaron el movimiento de las estrellas y los planetas, y crearon extraordinarios calendarios.
Los aztecas y los mayas crearon calendarios solares capaces de medir los 365 días del año en forma muy parecida a como lo hacemos hoy.
Los antiguos habitantes del Perú hicieron en el desierto de Nazca enormes dibujos que sólo pueden verse desde el aire. Están llenos de misterio, pero se cree que pudieron haber sido usados como un gigantesco calendario solar y lunar que funcionaba con las sombras. Ojos del jaguar por Alma Flor Ada, F. Isabel Campoy 2004
❏ Preguntas de comprensión
1. ¿Qué crearon los aztecas y los mayas estudiando las estrellas y los planetas?
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
2. ¿Qué hicieron en el desierto los antiguos habitantes del Perú?
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
❏ Duolingo / Lectura en voz alta Escuchar en EdPuzzle.
English Literacy - Monday, April 20Reading - circle or highlight which column you will do
If you have device/internet If you don’t have device/internet
- Listen to Thief of Always Chapter 21 video on Google Classroom- Fill out notes along with video - Upload picture of your notes or Google Doc to assignment on Google Classroom
- Read for 30 minutes in English, and write down where/what you read on a piece a paper. - Find three examples of figurative language in your story and explain what they mean. - If your book doesn’t have figurative language, write two metaphors and two similes the author could add to what you read.
Goal: I can identify claims, arguments, and evidence in ads to assess the strength of the argument.
If you have device/internet If you don’t have device/internet
- Listen to the “Mini Lesson: April 20” video on Google Classroom
- Look at my cartoon and example on the next pages.
Lesson - circle or highlight which column you will do
If you have device/internet If you don’t have device/internet
- Do the “Ad Analysis” assignment on Google Classroom.
- On a blank sheet of paper, make a chart that looks like mine below. Find 4 ads (in a magazine, newspaper, commercial, or video ad)
Practice- circle or highlight which column you will do
What type of ad and what is it about?
What is the claim? What are the reasons/evidence?
Rate the ad: 1-5, how good is the ad? Why?
Printed ad about Bacon bowl
“Everything tastes better in a bacon bowl”
None! 1, the claim is unsubstantiated.
Example:
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Week 2 Day 2 - Semana 2 Día 2Tuesday, April 21 - Martes, abril 21
Science - Ciencias
English Literacy - Lectoescritura en Inglés
Meta: Hoy continuaré haciendo MI demostración siguiendo su paso a paso / Today, I will keep doing MY demonstration following the step by step.
❏ Hice los pasos 4 y 5 de MI demostración / I did steps 4 and 5 for MY demonstration ❏ Usé el video de DEMOSTRACIÓN de la maestra para guiarme/ I watched my
teacher’s video about a DEMONSTRATION to guide myself.
Goal - I can determine the two sides in an opinion text separate from my own opinion.
❏ Read aloud video on Google Classroom OR read for 30 minute and respond to prompt
❏ Mini lesson video on Google Classroom OR read lesson pages on packet❏ Read one of the “pro/con” texts and fill out notes
Math - MatemáticasGoal: Solve fraction word problems, deciding if you need to add, subtract, multiply, or divide
❏ Tiny Cards Tables Cards (multiplication or division)❏ Tiny Cards Focus Cards (Geometry & Measurement)❏ Packet Pages
❏ Mixed Operation Fraction Problems❏ pg 482
❏ Khan Academy❏ Subtract decimals like 15 - 7.45
Typing Club: 15 minutes every day - 15 minutos todos los días
Spanish Literacy - Lectoescritura en EspañolMeta: Escribe oraciones que comparan y responder a preguntas utilizando citas del texto.
❏ Lectura independiente y Reto de lectura❏ Escribir oraciones que contrastan❏ Ver video de mini-lección en Google Classroom❏ Lectura atenta: Extraordinarios organizadores❏ Ver video de Lectura en Voz Alta en EdPuzzle
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Meta Dia 2 (Martes, abril 21): Hoy continuaré haciendo MI demostración siguiendo su paso a paso / Today, I will keep doing MY demonstration following the step by step.
Lo que debo hacer hoy:
1. Hacer los pasos 4 y 5 de mi demostración en el templete / I have to do the steps 4 and 5 of my Demonstration in the template provided.
2. Usar el video de DEMOSTRACIÓN de la maestra (en google classroom) para guiarme/ I need to use my teacher’s video about a DEMONSTRATION (in google classroom) to guide myself.
4. Organizar datos ● ¿Cómo puede mostrar su información en diferentes maneras (visuales, modelos, diagramas, gráficas, etc.)
Como organizaras la información investigada? _____________________________________
_____________________________________
Organiza la información aquí:
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5. Crear modelo● ¿De qué manera va
a demostrar lo que aprendió?
Como vas a demostrar la información aprendida? _____________________________________
_____________________________________
Busca materiales y hazlo!
Ejemplos de MODELOS de demostraciones:
Proyecto hecho en
casa
Dibujo con etiquetas
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Día 2 - 21 de abril
❏ Lectura Independiente por 20 minutos
¿Qué leíste hoy? ¿Dónde leíste? -EpicBooks -RazKids -Garbanzo.io -Newsela -Duolingo Podcast
❏ Reto de lectura
Cada día, vas a leer un artículo, historia, o capítulo de un libro. Anota datos interesantes de la lectura.
Lectura 1 Lectura 2
Aprende sobre la domesticación de las llamas, los recursos que ofrecen, y cómo su fibra se ha utilizado y producido históricamente. https://www.getepic.com/app/read/63417
Mira el video en BrainPOP sobre la Civilización Inca.
https://esp.brainpop.com/ciencias_sociales/historia_mundial/civilizacion_inca/
Anota datos que aprendiste en este libro.
Anota datos que aprendiste en este video.
Día 2 - 21 de abril
❏ Palabras y frases que contrastanCombina las dos oraciones, usa palabras y frases de la lista para contrastar cada una de las oraciones.
sin embargoa diferencia dede lo contrarioalternativamentemientrasen contrastepor otra partepero
1. A. Los incas usaban llamas como animales de carga.B. Los mayas no tenían animales de carga.
● Los incas usaban llamas como animales de carga. En contraste, los mayas no tenían animales de carga.
● Los incas usaban llamas como animales de carga. Sin embargo, los mayas no tenían animales de carga.
● Los incas usaban llamas como animales de carga, pero los mayas no tenían animales de carga.
2. A. Casas tropicales son hechas de adobe y paja. B. Casas en la montaña son hechas de madera y piedra.
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
3. A. Los maya tenían un lenguaje escrito para compartir información. B. Los incas usaron mensajeros y quipu para compartir información.
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
Día 2 - 21 de abril
❏ Mira la mini-lección en Google Classroom❏ Lectura Atenta
Busca la definición de las palabras en negrita y escríbelas en otro papel.
Extraordinarios organizadoresGracias a su organización, los antiguos habitantes de Hispanoamérica consiguieron cubrir sus necesidades y que les sobrara tiempo para realizar otras actividades.
Poder satisfacer las necesidades de casa, alimento, ropa y cuidados de cada persona de la comunidad es muestra de un gran adelanto.
Saber guardar alimentos para los años de sequía o de dificultades también es muestra de gran progreso.
Usaron el tiempo libre para descansar y jugar; para hacer ceremonias religiosas y espléndidas fiestas; para crear cosas bellas: edificios, esculturas, cerámica, pinturas. Y para crear sistemas de escritura, como se ve en los códices mayas, unos libros antiguos escritos a mano que aún se conservan. Ojos del jaguar por Alma Flor Ada, F. Isabel Campoy 2004
❏ Preguntas de comprensión
1. ¿Cuál es el gran adelanto que mostraron los antiguos habitantes de Hispanoamérica?
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
2. Menciona dos cosas que hacían en su tiempo libre.
_____________________________________________________________________
3. ¿Qué son los códices mayas?
_____________________________________________________________________
_____________________________________________________________________
❏ Duolingo / Lectura en voz alta Escuchar en EdPuzzle.
English Literacy - Tuesday, April 21Reading - circle or highlight which column you will do
If you have device/internet If you don’t have device/internet
- Listen to Thief of Always Chapter 22 video on Google Classroom- Fill out notes along with video - Upload picture of your notes or Google Doc to assignment on Google Classroom
- Read for 30 minutes in English, and write down where/what you read on a piece a paper. - Write ½ a page about whose point of view the story is told from and how you know
Goal: I can determine the two sides in an opinion text separate from my own opinion.
If you have device/internet If you don’t have device/internet
- Listen to the “Mini Lesson: April 21” video on Google Classroom- Choose one of the texts from “April 21: Pro/Con texts” on Google Classroom- Read the text you want and fill out the notes on Google Classroom.
- Read the article on the next page- Fill out the notes below, using the article
Lesson and Practice- circle or highlight which column you will do
Title/author Side 1: Side 2: My opinion
Electric scooters help ease traffic in cities, but can also cause injuries By USA Today
One opinion presented in the article is...
On the other hand... I think that...
Electric scooters help ease traffic in cities, but can also cause injuries By USA Today
Riders on scooters zip around cities like Austin, Texas, and Los Angeles, California. Scooters are meant to ease car traffic. They also offer an affordable transportation option.
However, critics say riders put pedestrians in danger by driving the scooters on sidewalks. Some say they ignore traffic rules. Emergency rooms have reported a range of scooter-crash injuries.
The motorized scooters are called "dockless" because they can be picked up and dropped off anywhere. They can be rented with a smartphone.
Now, the Centers for Disease Control and Prevention, or CDC, are studying the scooters to understand their safety risks. In the first study of its kind in the U.S., CDC scientists arrived in Austin recently to look into scooter crashes. They want to see how to prevent them. They're teaming up with Austin health and transportation officials.
The study will focus on emergency medical services calls and emergency-room data about scooter crashes, said Dr. Philip Huang. He works for Austin Public Health. The health department asked for the CDC study.
Looking For Ways To Prevent Crashes
The CDC scientists will interview people involved in the crashes to see how the crashes occurred, he said. Then they will offer ways to prevent them. That information could lead to new rules for scooter riders.
City leaders want to get better information on injuries from crashes, Huang said. "It's so new, we really don't know very much about it."
Dockless scooters started becoming popular in 2016. They have multiplied in some cities as a cheap, easy-to-use transportation choice. The electric scooters, from companies like Bird and Lime, are available to rent using smartphones.
In Austin, riders took 275,300 trips on the scooters in October, a city report said. They covered 264,300 miles, said the report. In that month, the city reported only 14 scooter crashes with nine injuries and no deaths, the report said.
The scooters offer a cheap travel alternative in cities like Austin, which is growing and struggling with traffic, said Jason JonMichael. He is a city transportation leader.
Scooters Help Reduce City Traffic
Officials have been glad to see rows of scooters left at bus and rail stations. It's a sign that riders are using the scooters to reach public transportation, JonMichael said. That's key in a city like Austin, he said. It is another way to reduce traffic.
However, some people have complained of scooters zipping past them on the sidewalks. Some say they go the wrong way on roads.
At the University of Texas at Austin dozens of students motor around on the scooters. University officials started a committee to review scooter rules.
From September 1 through December 3, officials at University Health Services counted 110 scooter-related injuries. Those included bruises, cuts, head injuries and more, said Dr. Melinda McMichael. She works at the health center.
"We weren't seeing these kind of numbers with scooter accidents a year ago," she said. "It's concerning."
Safety Concerns Must Be Addressed
Another complaint is about scooters left on sidewalks or in front of businesses. Rules for riders can be hard to enforce.
Councilwoman Ann Kitchen said she sees the scooters' benefits. However, the parking complaints and safety concerns need to be worked on, she said. The CDC study should help with that, she said.
"One of the key things the city has to figure out is where is it appropriate for scooters to be ridden," Kitchen said. "We're learning a lot."
Other cities wrestle with how to handle the scooters. Santa Monica, California, is marking some street parking spaces for scooter parking. Other places, such as Nashville, Tennessee, and Washington, D.C., have tried similar approaches.
The scooter craze is showing growing pains. They are similar to those seen when ride-sharing companies like Uber and Lyft got started, said Susan Shaheen. She works at a transportation study center at the University of California, Berkeley.
A key difference is that cities are tackling the problem faster. They are also sharing information with each other.
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Week 2 Day 3 - Semana 2 Día 3Wednesday, April 22 - Miercoles, abril 22
Science - Ciencias
English Literacy - Lectoescritura en Inglés
Meta: Hoy voy a terminar de hacer mi modelo de Demostración / Today, I will finish my model for the demonstration.
❏ Terminé el modelo de la demostración / I finished my demonstration model.
Goal - I can use my research on a topic to spur quick debates.
❏ Read aloud video on Google Classroom OR read for 30 minute and respond to prompt
❏ Mini lesson video on Google Classroom OR read lesson pages on packet❏ Read the article “Pro / Con: Should chocolate milk be allowed in schools?” and take
notes
Math - MatemáticasGoal: Multiply and divide decimals by 10, 100, and 1000
❏ Tiny Cards Tables Cards (multiplication or division)❏ Tiny Cards Focus Cards (Fractions & Decimals)❏ Google Classroom Edpuzzle Video: Multiply and Divide Decimals by 10, 100, 1000❏ Packet Pages
❏ pg 483❏ pg 485
❏ Khan Academy❏ Multiply and divide decimals by 10
Typing Club: 15 minutes every day - 15 minutos todos los días
Meta: Anota datos sobre los incas y cita el texto cuando respondes a preguntas.
❏ Lectura independiente y Reto de lectura❏ Ver video de mini-lección en Google Classroom❏ Lectura atenta: Constantes creadores de belleza❏ Ver video de Lectura en Voz Alta en EdPuzzle
Spanish Literacy - Lectoescritura en Español
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Meta Dia 3 (Miércoles, abril 22): Hoy voy a terminar de hacer mi modelo de Demostración / Today, I will finish my model for the demonstration.
Lo que debo hacer hoy:
1. Debo terminar el modelo de mi demostración / I need to finish my demonstration model.
5. Crear modelo● ¿De qué manera va
a demostrar lo que aprendió? Sigo haciendo mi MODELO de demostración
hasta terminar!
Ejemplos de MODELOS de demostraciones:
Proyecto hecho en
casa
Dibujo con etiquetas
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Día 3 - 22 de abril
¿Qué leíste hoy?¿Dónde leíste? -EpicBooks -RazKids -Garbanzo.io -Newsela -Duolingo Podcast
❏ Lectura Independiente por 20 minutos
❏ Reto de lectura
Cada día, vas a leer un artículo, historia, o capítulo de un libro. Anota datos interesantes de la lectura.
Lectura 1 Lectura 2
Descubre la cultura y la geografía de una civilización perdida. Este era el mundo de los inca, uno de los imperios más poderosos de la historia.https://www.getepic.com/app/read/5702
Mira el video ¿Quiénes fueron los Incas? y aprende más sobre esta cultura impresionante.
https://www.youtube.com/watch?v=i4a7ukZxwSs
Anota datos que aprendiste en este libro.
Anota datos que aprendiste en este video.
Día 3 - 22 de abril
❏ Mira la mini-lección en Google Classroom
❏ Lectura AtentaBusca la definición de las palabras en negrita y escríbelas en otro papel.
Constantes creadores de bellezaLos antiguos habitantes de Hispanoamérica creían que todas las cosas útiles deben ser además hermosas. Y así, eran hermosos sus cestos y canastos; sus tejidos; sus vasijas para agua o alimentos; los arcos y flechas con que cazaban; sus edificios.
Hoy, muchos de sus descendientes viven en una gran pobreza. No les sobra nada. A veces, apenas les alcanzan sus recursos para vivir. Y sin embargo, siguen creando cosas bellas. Como sus antepasados, siguen pensando que las cosas deben ser bellas. Y son hermosos sus tejidos y bordados; sus cestas de múltiples formas y tamaños; sus vasijas de barro. Ojos del jaguar por Alma Flor Ada, F. Isabel Campoy 2004
❏ Preguntas de comprensión
1. ¿Qué creían sobre las cosas útiles?
_____________________________________________________________________
_____________________________________________________________________
2. ¿Cómo viven muchos de sus descendientes? Cita el texto y explica tu respuesta.
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
3. Menciona tres cosas que crean los descendientes Hispanoamericanos.
_____________________________________________________________________
_____________________________________________________________________
❏ Duolingo / Lectura en voz alta Escuchar en EdPuzzle.
English Literacy - Wednesday, April 22Reading - circle or highlight which column you will do
If you have device/internet If you don’t have device/internet
- Listen to Thief of Always Chapter 23 video on Google Classroom- Fill out notes along with video - Upload picture of your notes or Google Doc to assignment on Google Classroom
- Read for 30 minutes in English, and write down where/what you read on a piece a paper. - Write ½ a page about how is this chapter/text organized?
Goal: I can use my research on a topic to spur quick debates.
If you have device/internet If you don’t have device/internet
- Listen to the “Mini Lesson: April 22” video on Google Classroom- Fill out the “Milk notes” notes while you read the second article on Google Classroom- Record a short video on flipgrid with your opinion.
- Read the article on the next two pages- Fill out the notes below by finishing the sentences
Lesson and Practcie - circle or highlight which column you will do
Schools should/should not (circle or highlight one) provide chocolate milk.
One reason is that
Another reason to support my opinion is
My opponents might say
Although part of this is true, it is also true that
In conclusion, schools should/should not have chocolate milk because
Article 1: Pro / Con: Should chocolate milk be allowed in schools?When British celebrity chef Jamie Oliver visited an elementary school in America’s “fattest” city, Huntington, W.Va., he saw the children tossing out fresh fruit in favor of processed chicken nuggets and chowing down on egg pizza for breakfast. But it was the sugar-laden chocolate milk that would stick in his mind, as he recounted this year in a speech he gave when receiving a TED Prize. “It epitomizes the trouble we’re in, guys,” said the star of ABC’s “Food Revolution,” a show that promoted healthy eating in public schools. “In that [milk] is nearly as much sugar as your favorite cans of fizzy pop.
As schools have gradually been eliminating soda machines from their cafeterias to battle childhood obesity, a growing chorus of food activists has shifted its focus to chocolate- and strawberry-flavored milks, which account for more than 70% of school milk consumption.
The U.S. Department of Agriculture’s food pyramid recommends that children consume 2 to 3 cups of dairy products per day to maintain calcium levels, thought to be important for growing bones, along with adequate levels of magnesium, potassium and phosphorous. Although the pyramid endorses both plain or flavored milks, the 100 to 200 calories of added sugar per day from sweetened milk are nearly all the added sugar a child should have that day. That means no cookies. No ice cream. No after-school soft drinks. We all know how likely that is.The National Dairy Council has launched an aggressive public relations campaign, Raise Your Hand for Chocolate Milk, to keep flavored milk in schools. Pediatricians, public health experts and school administrators are divided as to whether the nutritional benefits of flavored milks outweigh their sugary downside.
Read on for two competing views on the topic.
Opinion 1: Chocolate milk is better than no milk at all
Rachel Johnson is a dietitian at the University of Vermont in Burlington whose research has been funded by the National Dairy Council.
I definitely support having milk in school meals, including flavored milk. What we need to do is find the lowest-fat and lowest-added-sugar milk that children will readily accept and consume.
Milk is not only a source for calcium and Vitamin D, but for several nutrients that are in limited supply in a child’s diet, including potassium and magnesium. Our research has shown that only children who consume milk during lunch come close to meeting their calcium requirements. A study by the Milk Processor Education Program found that there was a 35% drop in milk consumption when flavored milk was eliminated or limited to certain days of the week.
When children don’t drink flavored milk, they are substituting it with other sugary beverages, including sodas and sweetened fruit drinks, so they aren’t getting any less added sugar, but they are getting a lot less essential nutrients. When we looked at the impact of flavored and plain milk on the body mass index in 7,557 children, we found that flavored milk was not associated with any adverse effects.
If you are going to eliminate flavored milk and milk consumption is going to drop by so much, you are going to have to think about re-planning the whole school menu so you add those nutrients back. We did some nutrition modeling, and what we found is, to meet the daily dietary needs, you end up adding back more calories and more fat than were reduced by removing flavored milk.
Childhood obesity is the No. 1 health issue our nation is facing, and we need to make evidence-based changes that are going to have a positive impact without having unintended consequences.
Opinion 2: Keep flavored milks out of cafeterias
Marlene Schwartz is a psychologist and deputy director of the Rudd Center for Food Policy and Obesity at Yale University.
Flavored milk is fine as an occasional treat, but I don’t think it should be served every day at home or at school. I have three children, and they do have chocolate milk sometimes when we go out to dinner, but at home and school, they have plain milk.
We know that American children consume too much added sugar, and much of this comes from sugar-sweetened sodas. But that doesn’t means that the sugar added to otherwise healthy products like milk or breakfast cereal should be ignored. In the Johnson study, it’s important to note that among the 3- to 5-year-olds, those that consume flavored milk had higher intakes of added sugar than those that did not. We have data from preschools in Connecticut that serve only white milk, and the children happily drink plenty of it. I would hypothesize that by providing flavored milk to young children you are likely training them to prefer — and eventually overconsume — sugar-sweetened beverages.
Rather than working to decrease the amount of added sugar in flavored milk, the dairy industry seems more interested in funding studies to convince parents and food service directors that kids won’t drink plain milk. The data from the study that showed a 35% drop in milk consumption when there was no flavored milk in school lunches are unconvincing to me, because most of their observations came from school districts that sold white milk every day and only offered flavored milk on certain days each week. I am not surprised that more children purchased the flavored milk when it was offered. You would find the same thing if on some days you offered plain strawberries and on other days you offered chocolate-covered strawberries. Does that mean we should always offer chocolate-covered fruit to make sure that children get enough nutrients?
It’s important to look at the big picture. This debate is not just about flavored milk; it’s about flavoring everything that’s marketed to children. People seem to think that for children to eat yogurt, it has to be neon-colored, and for children to eat cereal, it has to include marshmallows, cookies or candy pieces. A little bit of added sugar in the diet is fine, but what people need to realize is that if you use it all up in your milk and your cereal, you won’t have any left for dessert.
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Don’t forget to go to Google Classroom towatch the “Multiply and Divide Decimals by 10, 100, 1000” video and complete the assignment before you do the packet pages or Khan.
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Week 2 Day 4 - Semana 2 Día 4Thursday, April 23 - Jueves, abril 23
Science - Ciencias
English Literacy - Lectoescritura en Inglés
Meta: Hoy voy a presentar mi demostración al hacer un video / Today, I will present my demonstration recording a video.
❏ Hice un video presentando mi modelo de demostración / I recorded a video presenting my model about the demonstration.
❏ Yo publique el video en el assignment de google classroom “Video demostración” y le di “TURN IN” / I uploaded the video in the google classroom assignment. “Video demostración” and I click “TURN IN”
Goal - I can find background information that relates to a topic.
❏ Read aloud video on Google Classroom OR read for 30 minute and respond to prompt
❏ Mini lesson video on Google Classroom OR read lesson pages on packet❏ Read the article “Vitamins and Minerals” and take notes
Math - MatemáticasGoal: Multiply and divide decimals by 10, 100, and 1000
❏ Tiny Cards Tables Cards (multiplication or division)❏ Tiny Cards Focus Cards (Vocabulary)❏ Packet Pages
❏ pg 486❏ Multiply and Divide by Powers of 10
❏ Khan Academy❏ Multiply and divide decimals by 10, 100, 1000
Typing Club: 15 minutes every day - 15 minutos todos los días
Meta: Anota datos sobre los incas y cita el texto cuando respondes a preguntas.
❏ Lectura independiente y Reto de lectura❏ Ver video de mini-lección en Google Classroom❏ Lectura atenta: Artesanías para el mundo❏ Ver video de Lectura en Voz Alta en EdPuzzle
Spanish Literacy - Lectoescritura en Español
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Meta Dia 4 (Jueves, abril 23): Hoy voy a presentar mi demostración al hacer un video / Today, I will present my demonstration recording a video.
Lo que debo hacer hoy:
❏ Hacer un video presentando mi modelo de demostración / I need
to record a video presenting my model about the demonstration.
ó / or
❏ Tomar fotos de mi demostración y añadir explicación de lo que
aprendí del tema / Take pictures of my demonstration and add
explanation of what I learned of the topic.
❏ Publicar el video/fotos y explicación en el assignment de google
classroom “Video demostración” y darle “TURN IN” / I need to
upload the video/pictures and explanation in the google classroom
assignment “Video demostración” and I click “TURN IN”
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Día 4 - 23 de abril
❏ Lectura Independiente por 20 minutos
¿Qué leíste hoy?¿Dónde leíste? -EpicBooks -RazKids -Garbanzo.io -Newsela -Duolingo Podcast
❏ Reto de lectura
Cada día, vas a leer un artículo, historia, o capítulo de un libro. Anota datos interesantes de la lectura.
Lectura 1 Lectura 2
Aprende más sobre Perú, su gente, el bosque Amazonas, y mucho más en el libro Explorando Países: Perú.
https://www.getepic.com/app/read/14890
Lee y aprende más sobre La civilización Inca.
https://newsela.com/read/lib-inca-empire-history-spanish/id/34122/
Anota datos que aprendiste en este libro.
Anota datos que aprendiste en este artículo.
Día 4 - 23 de abril
❏ Mira la mini-lección en Google Classroom❏ Lectura Atenta
Busca la definición de las palabras en negrita y escríbelas en otro papel.
Artesanías para el mundoEn la actualidad, en muchos casos, los indígenas adquieren para su uso personal utensilios y prendas fabricados industrialmente y se dedican a hacer cosas hermosas para venderlas como artesanías.
Estos bellos objetos pueden adornar y alegrar nuestras casas, como las cerámicas de Tonalá, los tapices guajiros de Venezuela, los tejidos de alpaca de Bolivia, las molas de Panamá, las figuras llenas de color de El Salvador, y muchas cosas más.
El estilo de sus decoraciones ha variado a través de los años. Y también han incorporado nuevos elementos que trajeron los españoles. Por ejemplo, antes de que los españoles vinieran a América no había ovejas. Algunos descendientes de quienes antes tejían en algodón, hoy tejen con lana de oveja.
Las artesanías son objetos hechos con materiales de poco costo, que el espíritu y trabajo del artesano pueden convertir en verdaderas obras de arte.
¡Cuánto más hermoso es decorar nuestras casas con objetos hecho a mano que con los que son producidos en serie en las fábricas! Ojos del jaguar por Alma Flor Ada, F. Isabel Campoy 2004
❏ Preguntas de comprensión 1. ¿Cuál es la opinión de la autora en cuanto a las artesanías? Cita el texto
y explica tu respuesta.
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
❏ Duolingo / Lectura en voz alta Escuchar en EdPuzzle.
English Literacy - Thursday, April 23Reading - circle or highlight which column you will do
If you have device/internet If you don’t have device/internet
- Listen to Thief of Always Chapter 24 video on Google Classroom- Fill out notes along with video - Upload picture of your notes or Google Doc to assignment on Google Classroom
- Read for 30 minutes in English, and write down where/what you read on a piece a paper. - Write down the theme of your story and how you know
Goal: I can find background information that relates to a topic.
If you have device/internet If you don’t have device/internet
- Listen to the “Mini Lesson: April 23” video on Google Classroom- Fill out the “Vitamins and Minerals notes” on Google Classroom
- Read the article on the next three pages- Complete the notes below (you can go onto another page if you run out of space)
Lesson and Practice - circle or highlight which column you will do
Fact about vitamins and minerals How could this relate to our debate about chocolate milk?
Many drinks and foods claim to have a lot of vitamins and minerals.
Some people claim that chocolate milk is healthy because it has vitamins.
Vitamins and Minerals Reviewed by: Mary L. Gavin, MD
Breakfast cereals advertise that they're packed with vitamins and minerals. Sports drinks claim they can
rev up your flagging energy with a jolt of vitamins or minerals (sorry, but even powerful vitamins and
minerals can't act that fast!). You know vitamins and minerals are good for you. But which ones does
your body really need? And is it possible to get too much of a good thing?
What Are Vitamins and Minerals?
Vitamins and minerals make people's bodies work properly. Although you get vitamins and minerals
from the foods you eat every day, some foods have more vitamins and minerals than others.
Vitamins fall into two categories: fat soluble and water soluble. The fat-soluble vitamins — A, D, E, and
K — dissolve in fat and can be stored in your body. The water-solublevitamins — C and the B-complex
vitamins (such as vitamins B6, B12, niacin, riboflavin, and folate) — need to dissolve in water before
your body can absorb them. Because of this, your body can't store these vitamins. Any vitamin C or B
that your body doesn't use as it passes through your system is lost (mostly when you pee). So you need
a fresh supply of these vitamins every day.
Whereas vitamins are organic substances (made by plants or animals), minerals are inorganic elements
that come from the soil and water and are absorbed by plants or eaten by animals. Your body needs
larger amounts of some minerals, such as calcium, to grow and stay healthy. Other minerals like
chromium, copper, iodine, iron, selenium, and zinc are called trace minerals because you only need
very small amounts of them each day.
What Do Vitamins and Minerals Do?
Vitamins and minerals boost the immune system, support normal growth and development, and help
cells and organs do their jobs. For example, you've probably heard that carrots are good for your eyes.
It's true! Carrots are full of substances called carotenoids that your body converts into vitamin A, which
helps prevent eye problems.
Another vitamin, vitamin K, helps blood to clot (so cuts and scrapes stop bleeding quickly). You'll find
vitamin K in green leafy vegetables, broccoli, and soybeans. And to have strong bones, you need to eat
foods such as milk, yogurt, and green leafy vegetables, which are rich in the mineral calcium.
Fuel for Growth
People go through a lot of physical changes — including growth and puberty — during their teenage
years. Eating right during this time is especially important because the body needs a variety of vitamins
and minerals to grow, develop, and stay healthy.
Eating a variety of foods is the best way to get all the vitamins and minerals you need each day, as well
as the right balance of carbohydrates, proteins, fats, and calories. Whole or unprocessed foods — like
fresh fruits and vegetables, whole grains, low-fat dairy products, lean meats, fish, and poultry — are the
best choices for providing the nutrients your body needs to stay healthy and grow properly.
It's OK to eat foods like potato chips and cookies once in a while, but you don't want to overdo
high-calorie foods like these that offer little nutritionally.
To choose healthy foods, check food labels and pick items that are high in vitamins and minerals. For
example, if you're choosing beverages, you'll find that a glass of milk is a good source of vitamin D and
the minerals calcium, phosphorous, and potassium. A glass of soda, on the other hand, doesn't have
any vitamins or minerals.
You can also satisfy your taste buds without sacrificing nutrition while eating out: Vegetable pizzas or
fajitas, sandwiches with lean cuts of meat, fresh salads, and baked potatoes are just a few delicious,
nutritious choices.
If you're a vegetarian, you'll need to plan carefully for a diet that offers the vitamins and minerals found primarily in meats. The best sources for the minerals zinc and iron are meats, fish, and poultry. However, you can get zinc and iron in dried beans, seeds, nuts, and leafy green vegetables like kale.
Vitamin B12, which is important for manufacturing red blood cells, is not found in plant foods. If you
don't eat meat, you can find vitamin B12 in eggs, milk and other dairy foods, and fortified breakfast
cereals. Vegans (vegetarians who eat no animal products at all, including dairy products) may need to
take vitamin supplements.
If you're thinking about becoming a vegetarian, talk to your doctor or a dietitian about how to plan a
healthy, balanced diet.
Common Concerns
Lots of teens wonder if they should take vitamin or mineral supplements. If your diet includes a wide
variety of foods, including whole-grain products, fresh fruits and vegetables, dairy products, nuts, seeds,
eggs, and meats, then you are probably getting the vitamins and minerals your body needs.
But if you're skipping meals, dieting, or if you're concerned that you're not eating enough items from a
particular category, such as vegetables or dairy products, then talk to your doctor or to a dietitian. These
professionals can help you create an eating plan that includes the nutrients your body needs.
Check with your doctor before taking vitamin or mineral supplements. Some people think that if
something is good for you, then the more you take in, the healthier you'll be. But that's not necessarily
true when it comes to vitamins and minerals. For example, fat-soluble vitamins or minerals, which the
body stores and excretes more slowly, can build up in your system to levels where they could cause
problems.
There are hundreds of supplements on the market and of course their manufacturers want you to
purchase them. Beware of unproven claims about the benefits of taking more than recommended
amounts of any vitamin or mineral. A healthy teen usually doesn't need supplements if he or she is
eating a well-rounded diet.
Your best bet for getting the vitamins and minerals you need is to eat a wide variety of healthy foods
and skip the vitamin pills, drinks, and other supplements. You'll feel better overall and won't run the risk
of overdoing your vitamin and mineral intake.
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