student planner 2016-2017 first semester - sk schools...student planner 2016-2017 first semester...
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1887 Madrona Drive SE
Port Orchard, WA 98366
Main Office: 360-874-6160
Attendance Office: 360-874-6170
Student Planner
2016-2017
First Semester
Name:
Homeroom:
Where Do I…?
Purchase a Yearbook Student Store
Purchase an ASB Card Student Store
Purchase Trailblazer Gear Student Store
Get an Athletic Packet Main Office
Report an Incident Main Office/Counseling Office
Pay for Lunch Commons/Cafeteria
Get My Skyward Access Information Counseling Office/Main Office
I Lost my Schedule Library-Look Up On Your Skyward Access
I Forgot My Locker Combination Library-Look Up On Your Skyward Access
My Family is Moving Counseling Office
I'm Late to School or Early Dismissal Attendance Office w/note from home
I Was Absent Yesterday Attendance Office
I'm Going On Vacation Attendance Office (two week notice)
2016 - 2017 Student Calendar
Sept 7 . . . . . . . . . . . . . *FIRST DAY OF SCHOOL
Oct 10 . . . . . . . . . NO SCHOOL FOR STUDENTS
Oct 31-Nov 4. . . . .. . Elementary Conferences ½ day Student Release
Nov 1-4. . . . . . . . . . . . . . . . JH Conferences ½ day Student Release
Nov 2-4. . . . . . . . . . . . . . . . HS Conferences ½ day Student Release
Nov 9* . . . . . . . . . . HS and JH First Quarter End
Nov 11 . . . . . . . . . . . . . . . . . . . . Veteran’s Day NO SCHOOL
Nov 23* . . . . . . . . . . . . . . . ½ Day Release K-12
Nov 24-25. . . . . . . . . . . . . . Thanksgiving Break NO SCHOOL
Dec 5* . . . . . . . . . . . . Elem First Trimester End
Dec 21. . . . . . . . . . . . . . . . . ½ Day Release K-12
Dec 22 – Jan 4. . . . . . . . . . . . . Christmas Break NO SCHOOL
Jan 16. . . . . . . . . . . Martin Luther King Junior Holiday Observed - NO SCHOOL
Jan 31* . . . . . . . HS and JH First Semester End
Feb 20-21. . . . . . . . President’s Day Observed NO SCHOOL
March 16*. . . . . . . Elem Second Trimester End
March 27-31. . . . . . . . Elementary Conference ½ day Student Release
March 28-31 . . . . . . . . HS and JH Conferences ½ day Student Release
April 3-7 . . . . . . . . . . . . . . . . . . . . Spring Break NO SCHOOL
April 13* . . . . . . . HS and JH Third Quarter End May 29. . . . . . . . . . . . . . Memorial Day Holiday
Observed - NO SCHOOL
June 16. . . . . . . .. . . . . *LAST DAY OF SCHOOL ½ day Student Release
Michelle Reid, Superintendent
2689 Hoover Ave SE
Port Orchard, WA 98366
360.874.7000
Emergency make-up days will be added after the last scheduled day of school, if necessary.
September October M T W TH F M T W TH F
1 2 3 4 5 6 7
5 6 7* 8 9 10 11 12 13 14
12 13 14 15 16 17 18 19 20 21
19 20 21 22 23 24 25 26 27 28
26 27 28 29 30 31
November December M T W TH F M T W TH F
1
2
3
4 1 2
7 8 9* 10 11 5* 6 7 8 9
14 15 16 17 18 12 13 14 15 16
21 22 23* 24 25 19 20 21* 22 23
28 29 30 26 27 28 29 30
January February M T W TH F M T W TH F
2 3 4 5 6 1 2 3 9 10 11 12 13 6 7 8 9 10
16 17 18 19 20 13 14 15 16 17
23 24 25 26 27 20 21 22 23 24
30 31* 27 28
March April M T W TH F M T W TH F
1 2 3 3 4 5 6 7 6 7 8 9 10 10 11 12 13* 14
13 14 15 16* 17 17 18 19 20 21
20 21 22 23 24 24 25 26 27 28
27
28
29
30
31
May June M T W TH F M T W TH F
1 2 3 4 5 1 2 8 9 10 11 12 5 6 7 8 9
15 16 17 18 19 12 13 14 15 16*
22 23 24 25 26 19 20 21 22 23
29 30 31 26 27 28 29 30
Late Start (45 minutes) Staff Collaboration Elementary Conferences
No school for Students Junior High Conferences
HS Conferences
This calendar references South Kitsap School District Procedure for Policy 2220P – www.skitsap.wednet.eduU:\Policies – WSSDA Format\Policies\2220P Student Calendar 2016-2017.doc Board approved 3/16/16.
Marcus Whitman Junior High School Daily Class Schedule 2016-2017
(Mon., Tues., Thurs., Fri.)Schedule Time
1st 8:10 – 9:05
2nd 9:10 – 10:00 3rd 10:05 – 10:55
4th/Lunch (1st Lunch) (2nd Lunch) (3rd Lunch)
11:00 – 12:25 (10:55 – 11:25) (11:25 – 11:55) (11:55 – 12:25)
5th 12:30 – 1:20 6th 1:25 – 2:15
Advisory 2:20 – 2:45
Wednesday Late Start Schedule Schedule Time
1st 8:55 – 9:50
2nd 9:55 – 10:40 3rd 10:45 – 11:30
4th/Lunch (1st Lunch) (2nd Lunch) (3rd Lunch)
11:35 – 1:00 (11:30 – 12:00) (12:00 – 12:30) (12:30 – 1:00)
5th 1:05 - 1:50 6th 1:55 – 2:45
Marcus Whitman
Junior High School
The Trailblazer PledgeI will follow
The Green and Golden Rule And Treat Others as I Wish to be Treated.
As a student at Marcus Whitman Junior High School, I have the following rights:
To be treated with respect by staff and my peers.
To attend school without fear of teasing, bullying, or harassment.
To feel free to be myself, without ridicule from my peers.
To learn in an environment that is safe and caring.
In addition to these rights, I have the following responsibilities:
To refrain from name-calling, offensive, and other forms of hurtful behaviors.
To avoid behaviors that intimidate, harass, offend, or unfairly judge others.
To treat my classmates and staff with respect and kindness.
I understand that I play an important role in promoting a positive school climate at Marcus Whitman Junior High School. I agree that behaviors which hurt others should not be tolerated, and I support strict consequences for those who violate the rights of others. I realize that if I am hurt by the words and actions of others, I should immediately seek out a teacher or administrator for support. I, like my peers, should face serious consequences if I behave in a manner that is hurtful in nature. I pledge to do my part to make Marcus Whitman Junior High a positive, caring, and respectful place to learn.
__________________________________ ____________________ Student Name (print) Home Room
__________________________________ ____________________ Student Signature Date
Respect: My Right…. My Responsibility
Helpful Hints for Using Your Planner
1. Keep your planner at the front of your binder.
2. Every day – at the beginning or end of each class – record homework,
learning targets, upcoming assignments, projects and tests.
3. If there is no homework assigned in a class, write an alternate homework
task.
4. Long-term projects or assignments should be recorded twice: the day they
are assigned and the day they are due.
5. When an assignment is finished, place a check mark next to it; do not cross it
out.
6. At the beginning of each month, record upcoming academic, school and
personal responsibilities in you planner.
7. At the beginning of each month/grading period, record long-term and short
term goals in your planner.
8. Never remove pages from your planner to show completion of activities.
Instead, fold down the corner of the page or make a check mark next to the
activity.
9. Your parents are an integral part of your academic team – share your planner
with them each week.
How to Follow Directions
When someone gives you a direction, you should:
1. Look at the person
2. Say “okay” or acknowledge the person in another way
3. Follow the request that is being asked of you
4. Follow up later with questions or concerns
Four sequential actions that can make a big difference in our school
safety and our school culture!
SEPTEMBER 2016
SUN MON TUE WED THU FRI SAT
01 02 03
04 05 06 07 First
Day
Of
School
08 09 10
11 12 13 14 15 16 17
18 19 20 21 22 23 24
25 26 27 28 29 30 Oct 1
237Unit 3: During the Tutorial
HANDOUT 3.13d
3.13: Inquiry in Tutorial
Costa’s Levels of ThinkingTo better understand the content being presented in their core subject areas, it is essential for students to learn to think critically and to ask higher levels of questions. By asking higher levels of questions, students deepen their knowledge and create connections to the material being presented. Students need to be familiar with Costa’s (and/or Bloom’s) Levels of Thinking to assist them in formulating higher levels of questions.
3—Applying(Off the Page)
Evaluate Generalize Imagine Judge Predict Speculate If/Then Hypothesize Forecast
2—Processing(Between the Lines)
Compare Contrast Classify Sort Distinguish Explain (Why?) Infer Analyze
1—Gathering(On the Page)
Complete Define Describe Identify List Observe Recite Select
Homework Learning Target
Monday, September 05, 2016
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Thursday, September 08, 2016
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Friday, September 09, 2016
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Saturday, September 10, 2016 Sunday, September 11, 2016
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Monday, September 12, 2016
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Tuesday, September 13, 2016
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Wednesday, September 14, 2016
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Thursday, September 15, 2016
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Friday, September 16, 2016
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Saturday, September 17, 2016 Sunday, September 18, 2016
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Monday, September 19, 2016
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Tuesday, September 20, 2016
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Wednesday, September 21, 2016
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Thursday, September 22, 2016
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Friday, September 23, 2016
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Saturday, September 24, 2016 Sunday, September 25, 2016
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Monday, September 26, 2016
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Tuesday, September 27, 2016
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Wednesday, September 28, 2016
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Homework Learning Target
Thursday, September 29, 2016
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Friday, September 30, 2016
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Saturday, October 01, 2016 Sunday, October 02, 2016
OCTOBER 2016 SUN MON TUE WED THU FRI SAT
02 03 04 05 06 07 08
09 10
No
School
11 12 13 14 15
16 17 18 19 20 21 22
23 24 25 26 27 28 29
30 31
Chapter 5: Organization 133
Essential 5 Indicator 5 Level 2 A
Goal-Setting Outline
Name: _____________________________________________________ Grade: _____________________________
Date: ______________________________________________________ Period: ____________________________
Directions: Use the form below to complete the GPA (Goal, Plan, Action) outline.
G Use the space below to describe your goal.
Specify the timeframe of your goal below.
short-range mid-range long-range
P Use the space below to briefly explain your plan.
A Use the space below to list action steps needed to achieve your goal.
1. __________________________________________________________________________________
2. __________________________________________________________________________________
3. __________________________________________________________________________________
4. __________________________________________________________________________________
5. __________________________________________________________________________________
6. __________________________________________________________________________________
7. __________________________________________________________________________________
8. __________________________________________________________________________________
9. __________________________________________________________________________________
10. __________________________________________________________________________________
Solomon, B., Bugno, T., Kelly, M., Risi, R., Serret-Lopez, C., & Sundly, J. (2011). The Student Success Path. San Diego, CA: AVID Press.
Homework Learning Target
Monday, October 03, 2016
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Tuesday, October 04, 2016
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Wednesday, October 05, 2016
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Thursday, October 06, 2016
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Friday, October 07, 2016
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Saturday, October 08, 2016 Sunday, October 9, 2016
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Monday, October 10, 2016
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Tuesday, October 11, 2016
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Wednesday, October 12, 2016
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Thursday, October 13, 2016
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Friday, October 14, 2016
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Saturday, October 15, 2016 Sunday, October 16, 2016
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Monday, October 17, 2016
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Tuesday, October 18, 2016
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Wednesday, October 19, 2016
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Thursday, October 20, 2016
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Friday, October 21, 2016
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Saturday, October 22, 2016 Sunday, October 23, 2016
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Monday, October 24, 2016
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Wednesday, October 26, 2016
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Thursday, October 27, 2016
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Friday, October 28, 2016
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Saturday, October 29, 2016 Sunday, October 30, 2016
NOVEMBER 2016
SUN MON TUE WED THU FRI SAT
01 02
No Late
Start
03 04 05
Parent-Teacher Conferences
Half Days
06 07 08 09 10 11
No School Veteran’
s Day
12
13 14 15 16 17 18 19
20 21 22 23 24 25 26
Half Day
No Late
Start
Thanksgiving Day
Break
No School
27 28 29 30
Chapter 7: Inquiry and Collaboration 179
CORNELL NOTES TOPIC/OBJECTIVE:
CONTENT CLASS:
ESSENTIAL QUESTION:
QUESTIONS: NOTES:
SUMMARY:
NAME:
CLASS/PERIOD:
DATE:
Essential 7 Indicator 1 Level 2 A
Use of Focused Notes
What process do you go through to take focused notes in this content class?
What process do you go through to take focused notes in this content class?How do you use your notes in this class after you have taken them?
How do you use your notes in this class after you have taken them?
Use of Focused Notes
Homework Learning Target
Monday, October 31, 2016
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Tuesday, November 01, 2016
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Wednesday, November 02, 2016
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Thursday, November 03, 2016
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Friday, November 04, 2016
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Saturday, November 05, 2016 Sunday, November 06, 2016
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Monday, November 07, 2016
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Tuesday, November 08, 2016
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Wednesday, November 09, 2016
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Thursday, November 10, 2016
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Friday, November 11, 2016
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Saturday, November 12, 2016 Sunday, November 13, 2016
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Monday, November 14, 2016
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Tuesday, November 15, 2016
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Wednesday, November 16, 2016
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Thursday, November 17, 2016
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Friday, November 18, 2016
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Saturday, November 19, 2016 Sunday, November 20, 2016
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Monday, November 21, 2016
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Tuesday, November 22, 2016
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Thursday, November 24, 2016
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Friday, November 25, 2016
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Saturday, November 26, 2016 Sunday, November 27, 2016
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Monday, November 28, 2016
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Tuesday, November 29, 2016
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Wednesday, November 30, 2016
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183Section 1: The Critical Reading Process: Interact with the Text
TeaCheR RefeReNCe
Compare and Contrast•Understand and express how two or more things are similar and how they are different.
Signal Words Guiding Questionshoweverbutsame as-er, -estare similaras well ason the contraryas opposed toshare common traits
bothunlikedifferent from-er thanjust likehave in commondifference betweenwhereason the other handnot only…but also
•What is being compared and contrasted?•What categories of characteristics or attributes are used to
compare and contrast these things?•How are the things alike or similar?•How are the things not alike or different?•What are the most important qualities or attributes that make
them different?•What can we conclude about these things or items?•Why are these things being compared/contrasted?•When did the comparison/contrast structure emerge?
Sample Sentence Frames
how alike?
how different?
With Regard to
_____________ is ____________ -er than _____________.
____________ is the _____________ -est when compared to _____________.
___________ and ___________ are similar because they are both _____________.
__________ and __________ are different because __________ is _________ and __________ is __________.
_____________ is _____________; however, _____________ is _____________.
Unlike ____________, _____________.
While _____________ is different from _____________, _____________.
_____________ is _____________, as opposed to _____________, which is _____________.
Not only is _____________________, but ____________.
Although __________ and __________ have some similar characteristics, they are very different __________.
While ___________ is able to ___________, ___________ does not have that capability/feature ___________.
The most important difference is that ____________ has ___________, while ___________ has ___________.
Just as ____________, so too ____________.
By comparing ____________ and ____________, it is clear that/I realized that/I learned that _____________.
While _________ and ___________ are both __________, there are several major differences between them.
The primary distinction between ___________ and __________ can be described as ____________________.
DECEMBER 2016
SUN MON TUE WED THU FRI SAT
01 02 03
04 05 06 07 08 09 10
11 12 13 14 15 16 17
18 19 20 21 22 23 24
Half Day
No Late
Start
Winter Break
No School
December 22 to January 4
25 26 27 28 29 30 31
Winter Break
No School
December 22 to January 4
14 The Write Path English Language Arts: Informing Ourselves and Others Through Writing and Speaking
TEAchEr rEfErENcE
cause and Effect• Explain the cause of an outcome
• Express why something occurred
Signal Words Guiding Questionsbecausethereforeas a result ofso thataccordinglythusbecause ofmay be due tofor this reasondue to
sinceconsequentlythis has led toneverthelessif . . . thensubsequentlyin order toeffects ofthe cause wasthis led to (caused)
• What is it that happens?• What causes it to happen?• What is the effect?• What are the important elements or factors that cause this effect?• How do these factors or elements interrelate?• Will this result always happen from these causes? Why or why
not?• How would the result change if the elements or factors were
different?• What is the cause/effect process the author is describing?
Why did a cause/effect structure emerge?
Sample Sentence Frames
_________________ was ____________caused by _____. The _________________ because _________________. Because of _________________, the _________________ is _________________. _________________; therefore, _________________. As a result of _________________, _________________. If _________________, then _________________. In order to _________________, _________________. For this reason, _________________. _________________ has been caused by _________________, thus _________________. Due to the fact that _________________, it seems evident that _________________. _________________ has led to _________________. For this reason I believe that __________________. If _________________ is ________________, then I predict that _________________.
cause
cause
cause
cause
cause
cause
effect
effect
cause
cause
Homework Learning Target
Thursday, December 01, 2016
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Friday, December 02, 2016
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Saturday, December 03, 2016 Sunday, December 04, 2016
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Monday, December 05, 2016
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Tuesday, December 06, 2016
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Wednesday, December 07, 2016
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Thursday, December 08, 2016
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Friday, December 09, 2016
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Saturday, December 10, 2016 Sunday, December 11, 2016
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Monday, December 12, 2016
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Tuesday, December 13, 2016
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Wednesday, December 14, 2016
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Thursday, December 15, 2016
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Friday, December 16, 2016
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Saturday, December 17, 2016 Sunday, December 18, 2016
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Monday, December 19, 2016
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Tuesday, December 20, 2016
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Wednesday, December 21, 2016
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Thursday, December 22, 2016
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Friday, December 23, 2016
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Saturday, December 24, 2016 Sunday, December 25, 2016
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Monday, December 26, 2016
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Tuesday, December 27, 2016
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Wednesday, December 28, 2016
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Thursday, December 29, 2016
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Friday, December 30, 2016
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113Unit 2: Before the Tutorial
HANDOUT 2.12d
2.12: Note-Interacting
Step 7: The 7 R’s of Effective Note-Taking
Record • Record legibly and concisely by paraphrasing to show understanding of themain ideas in the note-taking area on the right.
Refine • Review notes and refine by underlining/highlighting main ideas, circling keywords, starring important information and filling in gaps.
Reduce • Refine notes down to just the main ideas after class and create questions in theleft column summarizing the main ideas.
Recite • Cover the right recall column and recite the facts of your notes only from therecall column being revealed.
• Make sure you use your own words, then verify your recall of your ideas byuncovering your note-taking area thus helping you transfer information fromshort-term to long-term memory.
Reflect • Study and try to draw conclusions about how your notes and this coursematerial fit the overall frame of reference for your academic study.
• Try to develop and nurture a mental understanding of the essential ideas andpoints.
• Learn to distinguish between important and not important.
• Reflect on the organization of the lecture by studying all the questions/cues.
Recapitulate “Recap” • Review all notes and questions and recap the main ideas in a summary in thesection at the bottom of the page.
• Make sure that the summary addresses the Essential Question/standard/objective of the lesson.
Review • Review the notes, questions and summary statements using the “recite” methodabove; experts suggest 10 minutes per day.
JANUARY 2017 SUN MON TUE WED THU FRI SAT
01 02 03 04 05 06 07
Winter Break
No School
December 22 to January 4
Welcom
e
Back!
08 09 10 11 12 13 14
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No School MLK Jr.
Day
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Last Day
of
Semester
27Section 1: Writing
TEAchEr rEfErENcE
claim and Evidence(or Proposition and Support)
Signal Words Guiding Questionsbelievessuggestsreasonsfor examplestatespositionproposesevidenceassertsclaimsdefends
the question isone answer isthereforeneverthelesspersuadesopposesarguesrefutesagainstsupports
• What is the claim/proposition?• Why is this important?• Who will this impact?• What evidence is given to support the claim/proposition?• What reasoning is given using the evidence (commentary)?• What might an opponent say against this claim/proposition
(rebuttals)?• What arguments can be made against the rebuttals
(counterarguments)?• What are the consequences or benefits of this position?
Sample Sentence Frames
I believe that ______________. I believe this because ______________.
I disagree with ______________ because ______________.
The evidence suggests that ______________.
______________ proposes that ______________. She/he supports her/his position by ______________.
The author’s claim is that _____________________ and s/he supports this claim by _________________.
It is clear that ______________ ; therefore, ______________.
According to ______________ , ______________ is an important issue/serious problem.
______________ justifies this position by ______________.
While she/he tries to persuade us that ______________, the evidence suggests ______________.
Nevertheless, the evidence strongly points to ______________.
_______________ argues that _______________ ; however, opponents suggest _______________.
Evidence Evidence
Analysis of Evidence Analysis of Evidence
Sources Sources
• Defend an opinion
• Explain reasoning
• Justify a position
• Make a claim/argument/proposition
Claim/Proposition
Support 1 Support 2
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Friday, January 13, 2017
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Saturday, January 14, 2017 Sunday, January 15, 2017
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Saturday, January 28, 2017 Sunday, January 29, 2017
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Saturday, February 04, 2017 Sunday, February 05, 2017