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How to Submit on SchoolLoop

Go to your PORTAL on SchoolLoop:

1. Go to Current Assignments,

    and Click on assignment

2. Click on Locker

3. Click on Add

4. Click on New Document

5. Type assignment title

6. Type your assignment

7. Click on Save

8. Click on Exit

9. Go back to your PORTAL

10. Go to Current Assignments,

     and Click on assignment

11. Click on Locker

12. Check box next to the assignment

13. Click on Submit

Leslie Heidig

Course Outline/FAQ's

DISEASE! Essay Example

02/28/19

Prompt:  Describe the symptoms of the flu.

 

            Every year we hear about the horrible new “flu season,” and lots of suggestions are made about to avoid getting sick.  The flu is spread like most other infectious diseases: whenever a sick person coughs or sneezes, we are exposed to it.  Places where we see lots of people, like in daycare or school, at work or in the hospital, we run the risk of inhaling tiny little droplets of the flu virus. Besides getting the flu from a sick person, we can also catch it from sick animals, like birds or pigs. And because it’s a virus, antibiotics have no effect on it! In fact, the best way to stay healthy is to be able to recognize the warning signs and treat them immediately.  There are lots of different types of the flu, but all of them have similar symptoms.

             It can be tough to tell the difference between someone who has a cold and someone who has the flu.   If you’re sick, you might have congestion or a sore throat, coughing or sneezing, and often a headache. But the flu has additional symptoms. Melinda Ratini on Webmd.com says many who suffer from the flu “are likely to run a high fever for several days and have body aches, fatigue, and weakness.” (“What is the flu?” Webmd.com)   Another interesting symptom is who gets the flu: usually, it is the very young and the very old. Yet this isn’t always the case. Journalist Gina Kolata in an article on history.com called “The 1918 Flu Pandemic That Killed Millions” has pointed to a strain of flu which ended up killing more soldiers than the entire First World War. “It killed an estimated 20 million to 50 million victims.” (“The 1918 Flu Pandemic”)  So instead of infecting the very young and old, it was young adults who died in huge numbers from the flu.  While flu outbreaks happen every year, however, very few usually die from it.

           Being sick with the flu isn’t fun. Who enjoys having a fever and feeling lousy?  I remember having a strain called the Russian Flu once when I was 10. It was awful! I would be shivering with chills, covered in a million blankets, and then need to kick them off, sweating and feeling feverish. After a day of this, as well as being so congested I could barely breathe, I was exhausted.  Luckily, though, I’ve only had the flu a few times, and I was never so sick I had to go the hospital. Thank goodness! So if you don’t want to get sick, watch out for people sneezing, and always wash your hands!


How to Take Research Notes

01/11/19

QR Memoir Project: Research Notes    

Directions:  Read memoirs about 3 interesting people (Honors: 7) and fill in the research notes below for each one. Use MLA format to cite source (Author, Title. City: Publisher, date).  Due: 1/30/19                 

 

Example:                             

Person 1:  Kanoa Igarashi

Source:  DiMartino, Jay. “Kanoa Igarashi”   NY: Sports Unlimited, 2015.

Important Accomplishments (what great/amazing things did person do?) + quote

1.   First under-18 National surfing champion. "Impressively, he was the first kid to go all the way." (134)

2.   Has surfed all over the world (Brazil, Indonesia, etc).  "I learned a lot about local culture in Brazil, it was amazing to see what they could do." (139)

Obstacles Overcome (what problems faced/overcome to succeed?) + quote

1.  has to work hard to compete while homeschooling with A-average

         “I train maybe 5-6 hours a day, and my parents, they’re traditional, they expect straight A’s, too. Which I do; well, maybe not in history.” (133)

2.  struggles to compete in adult surfing world

          “Once it was clear that’s what I wanted to do, I had to find someone to pay for it, and luckily, QuickSilver agreed to sponsor me when I was 12. I was one of their first that age.” (133)


How to Write Biographical Haiku

01/11/19

Help! Haiku!

Haiku: is a 3-line poem with specific rhythm.

                First line = 5 syllables

                Second Line = 7 syllables

                Third Line = 5 syllables

 

Syllable:  vowel sound in a word.

                Example: loud = 1 syllable, “ow” sound

                                funny = 2 syllables, “uh” and “ee”

 

Haiku Example:

A haiku is short—

5,7,5 syllables,

Three lines, then it’s done.

 

Examples:

ALICE WATERS, CHEF            Commentary on haiku:

Opened restaurant               ACCOMPLISHMENT: opens restaurant

Known for fresh, local produce—

Starts farm-to-plate trend.                  ACCOMPLISHMENT: starts new trend

 

Sees gross school lunches—             OBSTACLE: Gross lunches! How fix them?

Grow gardens on campus! Starts     ACCOMPLISHMENT: creates school

“Edible Schoolyards.”                             gardens all over U.S.

 

What can one chef do?                       OBSTACLE: How can one person help change?

Slow Food International:                     ACCOMPLISHMENT: Starts group called

Green, local, healthy.                                   “Slow Food” that shows better way to eat.

 

 

NEHA GUPTA, ACTIVIST          Commentary on haiku:

Neha, at age 9                                 OBSTACLE: She’s only 9! What can she do?

Started Empower Orphans                  ACCOMPLISHMENT: Starts Orphan group

To help poor children.                                         to help poor kids everywhere.

 

“Raise your voice…be heard!”                OBSTACLE: How get money?

Holds fundraisers everywhere:           ACCOMPLISHMENT: hold fundraisers, gets

Buys food, clothes, books, school.           orphans the supplies they need.

 

Won lots of awards—                           ACCOMPLISHMENTS: wins lots of awards!

Congressional Gold Medal,

And Children’s Peace Prize.


Obstacles Project.

01/11/19

Overcoming Obstacles Project                                                                                      

Directions: Alone or with a partner, evaluate your QR Memoir Project: Research Notes and choose one interesting person who has interesting accomplishments and has overcome impressive obstacles. At the end of this 3-week assignment, you’ll be creating a mural to teach us about this person, which may be displayed for the entire Peterson community.  Due: 2/13/19

Timeframe:   

Week 1: Fill in Research Notes. Use 2 books, 2 websites as your sources.

              FINISH Project Proposal 1/30/19.

Week 2: Write Haiku Series. You’ll need 3-5 (Honors: 5-7) that show obstacles   

               and accomplishments. Teach us!

Week 3: Design Storycloth to go with haiku. Then, put both together in mural.

      .   TURN IN Packet + Large-Scale Mural 2/13/19.

OVERCOMING OBSTACLES MURAL                                         

Grading Checklist

1. Mural: visually organized, eye-catching (colorful, chronologically organized, typed haiku in large font)

2. Haiku:  3-5 (Honors: 5-7) haiku, perfectly typed in large font with no mistakes, teaching us about obstacles overcome and accomplishments of one person.

3. Storycloth:  visually shows clear story of obstacles + accomplishments of this person.

PACKET: 15 points.  MURAL: 10 points.


Syllabus

08/15/18

7th Grade English

What do we do in here?

All Year: Strategize  If you plan to learn, learn to plan! The first few weeks are spent looking at how we best learn and retain information, and how to organize and prepare. To that end, we will be exploring reading strategies and the use of graphic organizers or logs to aid comprehension. We will fill out our agenda each Monday so we can what we are doing and what we need to turn in. We also work on understanding and following directions, using grading checklists and rubrics, and how to work independently, with partners, and in groups.

Quarter 1: Analyze   We will read and write our own short fictional pieces, as well as analyze different elements of fiction (plot, character, theme, etc.). We study plays and screenplays, doing analysis and comparison between written and visual versions. Throughout the year, we will also review punctuation and vocabulary using the WordWise workbooks. Honors will also be doing the WordMasters analogy program.

Quarter 2: Compare  We read and write a wide variety of poetry, with a concentration on figurative language comparisons. We will be doing several smaller projects in which students read and analyze poems and various nonfiction pieces to answer a question or create a project, comparing information from multiple sources.

Quarter 3: Synthesize   We will be synthesizing different types of nonfiction as sources of information, including written and visual media, auto/biographical narratives. We’ll be conducting short, self-managed research projects, in which students will present information gathered from different sources.

Quarter 4: Organize   We will read informational articles, primarily from magazines and online sources, and write short pieces as well.  The focus is on informational elements (claim, evidence, reasoning) as well as organizational structure (problem/solution, cause/effect), analyzing and synthesizing multiple types of texts. The final step will be to create carefully organized writing to communicate our responses to a variety of sources. In addition, we will study argumentative articles, editorials, documentaries that use a variety of persuasive techniques.  We’ll write editorials, proposals, and infographics to motivate readers.

 

How are students graded?

1. Class Participation:  Two different skills are assessed for this part of the grade. The first is class preparation: does the student have required materials (a spiral notebook and pen/pencil) each day in class? SSR book? The second skill is class behavior: is the student participating in discussions and/or willing to show me work in progress? Is the student raising a hand before speaking, and respecting others in class when they speak?  Is the student able to work with others as well as independently?  The ability to be both prepared and cooperative are valuable life skills!

2. Weekly Assignments:   Every week, we will be practicing our reading and writing skills in our notebooks. Most of the work will be completed in class and some will be submitted on SchoolLoop. Weeks that we have done only rough drafts, students will be graded on notebooks and/or class participation. Workbook assignments for vocabulary review will be given at the beginning of the week, and started in class, but can be finished at home.  They will be graded and/or collected at the end of each week, and there will be monthly quizzes. Assignments will be posted the first week of each quarter, and grades are updated on SchoolLoop weekly. Check my teacher website for details!

3. Projects & Assessments:   In addition to our weekly classwork, we will have a number of projects, some of which are creative and application-based, some of which include writing or research elements. There are also traditional assessments and tests, including monthly vocabulary quizzes and quarterly final exams.  Honors will also have 3 WordMasters tests, a national analogy competition, as well as quarterly independent projects they’ll submit online.


How to Write Constructed Responses

08/15/18

SHORT Constructed Responses

Constructed Response:  answering a question or prompt starting with a clear claim, then giving good reasons for the claim in your own words, and relevant evidence in a paragraph.

Claim:  your thesis statement or central idea, answering a question or prompt.

Reason:  why, in your own words, you gave this answer or claim. (sometimes this will be an example)

Evidence:  examples from the text that show these reasons. Evidence includes quotes, numbers, anecdotes  (personal stories, with a person’s name and details of his/her experience). All evidence must be clarified (explained and made clearer), and cited (tell us where you got the example, the title, author, and/or page #).

 

Constructed Response for Fiction: theme

Directions:  Discuss a theme or lesson you can learn in the story. Use specific textual examples from the story.

Checklist:  Claim/thesis (theme), TAGS, evidence (quote clarified, cited, explained),

ending (evaluation/restatement of claim).

Example:

                The lesson you can learn in Aesop’s fable “The Lion and the Bulls”

is you shouldn’t believe everything you hear!  In this story, a lion’s lies lead

to the death of three bulls.  You can see this theme when a lion secretly

“whispered evil and slanderous stories of one bull to another” (Aesop 12),

and they stop trusting each other. They move away from each other in disgust,

and are easily attacked and eaten by the lion.  I was irritated by the bungling

stupidity of these bovines: never listen to gossip!

 

Constructed Response for Fiction: plot

Directions:  Tell us about the best part of the story.

Checklist:  Claim (best part), TAGS, evidence (clarify: what happens in this part;

quote clarified, cited, explained), ending (evaluation)

Example:

                The best part of Aesop’s fable “The Hare and the Hound” was the ending.  In this story, a mean shepherd taunts a hunting dog. Luckily, in the end, the irritating character gets taught a lesson!  After the dog fails to catch a rabbit, the rude man makes fun of him and calls him a loser. But the dog says it isn’t a big deal and calmly points out, “’I was only running for my dinner, but the hare was running for his life!’” (Aesop 13)  Wise words from an incredible talking dog!  I just hope that brainless jerk keeps such injudicious comments to himself next time, as he made this story rather painful to read.

 

Constructed Response for Fiction: character

Directions:  Describe an interesting character in this play. Use several specific

textual examples.

Checklist:  Claim/thesis (a character’s most important trait), evidence

(several examples: actions, quote showing this trait, clarified, cited, explained)

ending (evaluation).

Example:

                In Cortez Tang’s play “The Lumpy Dumpling”, the daughter’s

cleverness saved the day.  When the vile Duke threatens to ruin the painting

and fortune of the kind Santiago, his own daughter feeds him the poison to stop

him.  Her first brilliant move was to keep her own thoughts hidden so the suspicious Duke would continue to trust her.  After discovering dad’s wicked plans to discredit the artist, she realized she alone had the opportunity to save him.  As the quiet, obedient daughter, she was the only one who was allowed to eat with him, and thus, she was able to make a cunning plan: she was able to poison dad’s breakfast. She also showed intelligence by refusing to boast about her accomplishment: “’Something he ate disagreed with him,’” (83) was all she said to the surprised artist.  And with no known motive (dad’s death meant she was now homeless, poor thing!) and no clues left behind, she gets away with a wonderful bit of manslaughter. I wonder what she’ll do next?  What a hilarious play, and a wonderful way for an evil brute to get his “just desserts”!


Honors Reading Project

08/15/18

Honors 7th Grade Reading Project

Goal:  Read 32 books in 7th grade! Half must be FICTION,

and half NONFICTION. All you have to do is log each one

on this sheet, and turn it in the May 24! For each book,

give a 5-10 word summary and tell us the best thing about

the book (the + sign). Be specific: identify what’s best

(plot, mood, characters, theme, scene, suspense, etc.),

and keep this to 5-10 words also. Start with the classic

you read this summer.

 

Example

Title/Author

Summary + Best Thing

1. Variant by Robison Wells

Sum: A boy discovers the terrifying truth

about his new school.

+  SUSPENSE: completely original twists,

constantly on edge: what’s next?


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Leslie Heidig
Leslie Heidig
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