ELA

=ELA:= [|Righteous Among the Nations Website]

Debate websites: http://teacher.scholastic.com/scholasticnews/magazines/junior/votearchive.htm

http://choices.scholastic.com/topics/debate

http://sni.scholastic.com/Debates/03_06_17

Debate Vocabulary Quizlet Link for TS: https://quizlet.com/192714947/debate-vocab-flash-cards/?new

SpringBoard survey: https://docs.google.com/a/mtsd.k12.wi.us/forms/d/e/1FAIpQLSelOnV8yNn_EDJUa2yhZ6zMg5mbIVGh-K5LxBEHmLgayZ3Ypg/viewform?c=0&w=1

Springboard


 * Grammar Bytes:**
 * http://www.chompchomp.com/exercises.htm**
 * Focus: Comma Splices and Fused Sentences**

=quizlet flashcards for Unit 1 vocab double quiz:= https://quizlet.com/155813763/lock-8th-grade-unit-1-springboard-vocabulary-flash-cards/

=CNN Heroes Research:= http://www.cnn.com/specials/cnn-heroes

=29 Vocab Words for SpringBoard Unit 1: Quizlet Review= https://quizlet.com/155813763/test?prompt-with=1&limit=29&matching=0&mult_choice=on&selectedOnly=false&showImages=true&tf=0&written=0

Allegory Videos http://allegory.happykidsschool.com.tw/home/module2/examples-of-allegory = = = = =Cornell Note Template that you can type on!=

Speech Schedules:

= = == = = = Block Kids: ELA Google Classroom Code =

Lock Kids: ELA Google Classroom Code

= English Language Arts: =

Quizlet: Springboard Unit 1 vocab

https://quizlet.com/155813763/lock-8th-grade-unit-1-springboard-vocabulary-flash-cards/?new

= Ted Ed: What Makes a Hero? = http://ed.ted.com/lessons/what-makes-a-hero-matthew-winkler

= =

=EOY Survey for 8th graders:= @http://goo.gl/forms/CyYTAVrwfMJXNpbg1 = = =AVID: My Future Budget=

https://www.practicalmoneyskills.com/foreducators/lesson_plans/teens.php
 * Go to this site for mini lessons on different aspects of your budget:**

I shared it with you. Check your email. = = http://www.bls.gov/cps/cpsaat39.htm
 * Use this spreadsheet to put in your numbers:**
 * Click around on this huge website to find out your future salary:**

=__ The Outsiders: This book is available online. No excuses if you "forgot" your book at school! __=

__ Chapter 1 pdf: __ http://www.mrclements.com/wp-content/uploads/2012/10/S.E.-Hinton-The-Outsiders-Chapter-01.pdf = = = = = = = Debate sites: =

idebate.org (Thanks, Payton!)

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=[]=

=[]=

[|__http://teacher.scholastic.com/scholasticnews/indepth/upfront/debate/index.asp?article=pastdebates__]  (awesome!)

[|__http://teacher.scholastic.com/scholasticnews/magazines/junior/votearchive.htm__]

[|__http://learning.blogs.nytimes.com/2012/11/08/teaching-with-teenagers-in-the-times/__]

(scroll down to number 9 for hot buttons to articles)

[|__http://www.procon.org/__]

[|__http://www.proconlists.com/categories__]

__ [] __


 * Link for Lock/Block Project due Tuesday: **


 * RESCUERS: **

http://www.yadvashem.org/yv/en/righteous/index.asp

http://www.yadvashem.org/yv/en/righteous/stories/rescue_of_children.asp

https://docs.google.com/a/mtsd.k12.wi.us/document/d/1AMzGisfGNgT3jgGbrLD-R2Ak_VcjQIoEY8sfxrRrM_w/edit?usp=sharing

https://www.google.com/webhp?sourceid=chrome-instant&ion=1&espv=2&ie=UTF-8#q=righteous+among+nations+stories&tbm=vid (VIDEOS: NEED HEADPHONES!)

http://www.yadvashem.org/yv/en/righteous/stories/index.asp


 * RESISTERS:**

https://fcit.usf.edu/holocaust/people/resister.htm

http://listverse.com/2013/08/19/10-incredible-cases-of-jewish-resistance-during-the-holocaust/

https://www.ushmm.org/search/results/?q=resisters

https://www.ushmm.org/search/results.php?q=resisters&q__src=&q__grp=&q__typ=&q__mty=Video&q__sty=&q__lng=English

http://remember.org/wit-root-wit-res.html


 * BYSTANDERS:**

http://www.yadvashem.org/yv/en/holocaust/resource_center/item.asp?gate=2-52

https://fcit.usf.edu/holocaust/people/bystand.htm

https://www.google.com/webhp?sourceid=chrome-instant&ion=1&espv=2&ie=UTF-8#q=bystanders+holocaust&tbm=vid (VIDEOS. PLEASE USE HEADPHONES)

http://www.washingtonpost.com/wp-srv/style/daily/holoship0826.htm (STORY OF THE US TURNING AWAY THE SS ST. LOUIS OFF THE COAST OF AMERICA) = = =**USE THESE LINKS: DO NOT DO A GOOGLE SEARCH. **=

http://www.history.com/topics/world-war-ii/the-holocaust/videos

http://hosted.ap.org/interactives/2011/holocaust-kids/

http://somewereneighbors.ushmm.org/#/exhibitions

http://www.theguardian.com/world/interactive/2013/apr/05/stories-terezin-nazi-concentration-camp-music-interactive

http://ed.ted.com/lessons/lessons-from-auschwitz-the-power-of-our-words-benjamin-zander?utm_source=TED-Ed+Subscribers&utm_campaign=692caa8df5-2013_09_219_19_2013&utm_medium=email&utm_term=0_1aaccced48-692caa8df5-43569561

http://iwitness.usc.edu/SFI/BrowseTopics.aspx

Children of war: Holocaust survivors http://hosted.ap.org/interactives/2011/holocaust-kids/

http://www.pbs.org/newshour/multimedia/holocaust2012/index.html

http://content.time.com/time/photogallery/0,29307,1857458,00.html
 * Kristallnacht in word and pictures: **

http://www.history.com/search?q=holocaust

http://www.wsj.com/articles/SB124030510056338591#mod=article-outset-box

=http://www.cumbavac.org/holocaust.htm=

https://www.youtube.com/watch?v=8Iyxc5EHtrU

http://fcit.usf.edu/holocaust/People/Rescuer.htm

<span style="background-color: #ffffff; color: #222222; font-family: arial,sans-serif; font-size: 19.5195px;">http://www.cnn.com/interactive/2015/01/world/auschwitz/index.html = = =**<span style="font-family: Georgia,serif; font-size: 14.4444px;">United States Holocaust Memorial Museum: links for I-Search and Socratic Seminar **=

https://www.ushmm.org/learn/students (good place to start)

Oskar Schindler: http://www.ushmm.org/wlc/en/article.php?ModuleId=10005787

Raoul Wallenberg: http://www.ushmm.org/research/research-in-collections/search-the-collections/bibliography/raoul-wallenberg

Miep Gies: http://www.annefrank.org/en/Anne-Frank/All-people/Miep-Gies/

Lots of Other Stories: http://www.ushmm.org/wlc/en/article.php?ModuleId=10005185

Many choices: http://www.jewishvirtuallibrary.org/jsource/Holocaust/famousrighteous.html

Yad Vashem: (Try this one!) http://www.yadvashem.org/yv/en/righteous/index.asp

Google Search: https://www.google.com/webhp?sourceid=chrome-instant&ion=1&espv=2&ie=UTF-8&safe=active&ssui=on#q=rescuers+in+the+holocaust+stories&tbm=vid&safe=active&ssui=on

<span style="background-color: #ffffff; color: #222222; display: block; font-family: arial,sans-serif; font-size: 19.5195px;"> @http://listverse.com/2010/08/22/top-15-most-evil-nazis/

http://www.ushmm.org/learn

<span style="background-color: #ffffff; color: #222222; display: block; font-family: arial,sans-serif; font-size: 19.5195px;"> @http://www.jewishvirtuallibrary.org/jsource/Holocaust/36qs.html

<span style="background-color: #ffffff; color: #222222; display: block; font-family: arial,sans-serif; font-size: 19.5195px;"> @http://research.calvin.edu/german-propaganda-archive/catech.htm

<span style="background-color: #ffffff; color: #222222; display: block; font-family: arial,sans-serif; font-size: 19.5195px;"> @http://www.wingclips.com/movie-clips/freedom-writers/how-a-holocaust-happens

<span style="background-color: #ffffff; color: #222222; display: block; font-family: arial,sans-serif; font-size: 19.5195px;"> @http://www.history.com/topics/kristallnacht

<span style="background-color: #ffffff; color: #222222; display: block; font-family: arial,sans-serif; font-size: 19.5195px;"> http://www.cnn.com/interactive/2015/01/world/auschwitz/index.html <span style="background-color: #ffffff; color: #222222; display: block; font-family: arial,sans-serif; font-size: 19.5195px;"> <span style="background-color: #ffffff; color: #222222; display: block; font-family: arial,sans-serif; font-size: 19.5195px;"> <span style="background-color: #ffffff; color: #222222; display: block; font-family: arial,sans-serif; font-size: 19.5195px;"> <span style="background-color: #ffffff; color: #222222; display: block; font-family: arial,sans-serif; font-size: 19.5195px;"> <span style="background-color: #ffffff; color: #222222; display: block; font-family: arial,sans-serif; font-size: 19.5195px;"> = Debate sites: =

<span style="background-color: #ffffff; color: #222222; display: block; font-family: arial,sans-serif; font-size: 19.5195px;">http://upfront.scholastic.com/archive/debate/

[]

=[]=

=[]=

<span style="background-color: #ffffff; color: #222222; display: block; font-family: arial,sans-serif; font-size: 19.5195px;"> [|__http://teacher.scholastic.com/scholasticnews/indepth/upfront/debate/index.asp?article=pastdebates__] (awesome!)

[|__http://teacher.scholastic.com/scholasticnews/magazines/junior/votearchive.htm__]

[|__http://learning.blogs.nytimes.com/2012/11/08/teaching-with-teenagers-in-the-times/__]

(scroll down to number 9 for hot buttons to articles)

[|__http://www.procon.org/__] <span style="background-color: #ffffff; color: #222222; display: block; font-family: arial,sans-serif; font-size: 19.5195px;"> [|__http://www.proconlists.com/categories__]

<span style="background-color: #ffffff; color: #1155cc; font-family: Arial; font-size: 13.5135px; vertical-align: baseline;">__ [] __

__ Examples of Introductions to 1-Minute Memorized Speech: __ <span style="background-color: #ffffff; color: #330033; display: block; font-family: arial,sans-serif; font-size: small;"> <span style="background-color: #ffffff; color: #222222; display: block; font-family: arial,sans-serif; font-size: small;"> <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 14.6667px; vertical-align: baseline;">In __Brian’s Hunt__ by Gary Paulson, a young boy survives in the Canadian wilderness

<span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 14.6667px; vertical-align: baseline;">on his own and finds an injured dog, a dog he thinks is from his Indian friends who

<span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 14.6667px; vertical-align: baseline;">live nearby. Traveling to the Indians’ island to return the dog, the dog immediately

<span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 14.6667px; vertical-align: baseline;">stands on alert. Brian realizes something is not right. As he gets closer, he notices

<span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 14.6667px; vertical-align: baseline;">the front door is open and he smells rotten, spoiled blood. He walks toward the

<span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 14.6667px; vertical-align: baseline;">cabin and hears flies buzzing everywhere. After walking in, his eyes travel to a

<span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 14.6667px; vertical-align: baseline;">sleeping bag covered with flies. In this excerpt, Brian encounters a horrific scene

<span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 14.6667px; vertical-align: baseline;">and tries to figure out what happened. __Brian’s Hunt__ by Gary Paulson.

<span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 14.6667px; vertical-align: baseline;">In __Pride and Prejudice__ by Jane Austin, set in the late 1700’s, it is traditional for the parents of

<span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 14.6667px; vertical-align: baseline;">a family of five girls to work to marry off their children. Complications stir when

<span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 14.6667px; vertical-align: baseline;">Elizabeth, the main character, falls in love with the elusive, and sometimes rude, Mr.

<span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 14.6667px; vertical-align: baseline;">Darcy. In this excerpt, Elizabeth finds herself conflicted by feelings of annoyance

<span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 14.6667px; vertical-align: baseline;">and attraction for Mr. Darcy. __Pride and Prejudice__ by Jane Austin.

<span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 14.6667px; vertical-align: baseline;">In __The Trumpet of the Swans__ by E.B. White, a young boy befriends a family of swans

<span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 14.6667px; vertical-align: baseline;">while on a camping trip. As the birds take their trip back to Montana for the winter,

<span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 14.6667px; vertical-align: baseline;">young Sam sets out on a journey to find the swans. In this excerpt, Louis, one of the

<span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 14.6667px; vertical-align: baseline;">swans, flies to a farm near Sam’s house, and Sam recognizes the swan as one of his.

<span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 14.6667px; vertical-align: baseline;">Enjoy this excerpt from __The Trumpet of the Swans__ by E.B. White.

__ Of Mice and Men __

__ The American Dream? __ http://www.cbsnews.com/news/still-believing-in-the-american-dream/

Vocabulary Chapter by Chapter: http://www2.ccsd.ws/sbfaculty/team8e/jecole/English/Of%20Mice%20and%20Men/Of%20Mice%20and%20Men%20Vocabulary.htm

[|The Bubonic Plague]

[|Poe and Tuberculosis] [|Poe & Tuberculosis 2]

Final Lit Exam Quizlet Link: https://quizlet.com/30147774/2014-mrs-lock-knaub-lepold-75-literary-elements-final-flash-cards/

"The Raven"

http://www.poedecoder.com/essays/raven/

http://www.teachersfirst.com/lessons/raven/

Art to Write From: https://www.philamuseum.org/booklets/12_71_126_0.html

Last 20 Literary Terms Quizlet from Mrs. Lock: https://quizlet.com/54417594/2014-mrs-lock-last-20-literary-terms-flash-cards/

Membean Questions Answered:



The Lady or the Tiger?" audio https://www.youtube.com/watch?v=4C9PZtfzomc

Membean List: http://membean.com/educators/wordlist

Membean Root List: http://membean.com/treelist

Edgar Allan Poe Museum [|Poe Museum Website]

= Mrs. Lock: 2nd 30 Literary Terms: copy these examples for the next test! = https://quizlet.com/52204141/second-set-of-30-literary-terms-mrs-lock-ela-steffen-middle-grade-8-flash-cards/

Mrs. Lock's First 25 lit terms quizlet: https://quizlet.com/94596700/mrs-lock-steffen-8th-grade-ela-elements-of-literature-first-25-terms-2015-flash-cards/alphabetical Achieve 3000 Login: https://portal.achieve3000.com/index?isAjax=&s=156 ELA 8th GRADE CURRICULAR HIGHLIGHTS:

Membean online differentiated vocabulary program

 * Achieve online differentiated program to increase student ability to read and critically evaluate informational text **

** Oral presentations: critic speech, 1 minute memorized speech, graded discussions, Socratic seminars, **** formal debate **

Literature With Historical Perspective: non-fiction reading strategies, novel study, oral presentation
**Critical analysis of primary sources**

Shakespeare: introduction with dramatic interpretation; field trip
Common Core:



= PREP (HOMEWORK) GRADING EXPLAINED: =

= The 0,1,2 grading system is frequently used for PREP (homework) in 8th grade classes. Students are familiarized with this system in preparation for similar HHS grading =

= The purpose of PREP work is to Plan, Reinforce, Enrich and Practice for the next class period. PREP counts for 15% of the overall class grade. Most PREP work is not formally graded because students are still practicing and refining their skills, and are not yet expected to have fully mastered the content. Absent students may be given a “0” for an assignment until it is turned in. Absent students are not penalized for late work; the “0” serves as a temporary reminder =

Literature Glossary: Schmoop

http://www.shmoop.com/literature-glossary/

The Crazy Quilt of 8th Grade Life:

YouTube link: Part 1 of Random 8th Grade Thoughts from Letters to Self: https://youtu.be/2guM3TWQbbo

<span style="background-color: #ffffff; color: #ff00ff; font-family: Arial; font-size: 23px; vertical-align: baseline;">YouTube link: Part 2 of Random 8th Grade Thoughts from Letters to Self:

https://youtu.be/IIUtGiBmIG0

ENJOY!

<span style="background-color: #ffffff; color: #ff00ff; font-family: Arial; font-size: 23px; vertical-align: baseline;"> Link to Beautiful Word Contest Google Form: THIS IS IT, PEOPLE!

http://goo.gl/forms/A9iW5FoIPv

May the best word win! Good luck to all 6 contestants. All 6 will receive amazing prizes. Thanks for playing. I hope your lexicon has grown exponentially. Mrs. Lock

<span style="background-color: #ffffff; color: #ff00ff; font-family: Arial; font-size: 23px; vertical-align: baseline;">Link to Beautiful Word Contest Google Form:

http://goo.gl/forms/beXSl1NW6A

<span style="background-color: #ffffff; color: #ff00ff; font-family: Arial; font-size: 23px; vertical-align: baseline;">Block Kids Debate Topics:

http://goo.gl/forms/EyHDf5sd5G

RESULTS: The death penalty should be legal. (7) Animal testing should not be allowed. (7) College athletes should be paid. (6) Boys and girls should have separated sports, and should stay that way. (5) Gun rights should be limited. (5) Space exploration is worth the risk, no matter what. (5)

Let's talk to decide on our final three.

<span style="background-color: #ffffff; color: #ff00ff; font-family: Arial; font-size: 23px; vertical-align: baseline;">Mrs. Lock's End of Year Achieve Survey:

Thank you for taking this survey with fidelity!

https://www.surveymonkey.com/s/QP6J9ST

<span style="background-color: #ffffff; color: #ff00ff; font-family: Arial; font-size: 23px; vertical-align: baseline;">Debate sites:

http://ic.galegroup.com/ic/ovic/?p=OVIC&u=mequ34029

= [] =

= [] =

[|__http://teacher.scholastic.com/scholasticnews/indepth/upfront/debate/index.asp?article=pastdebates__] (awesome!)

[|__http://teacher.scholastic.com/scholasticnews/magazines/junior/votearchive.htm__]

[|__http://learning.blogs.nytimes.com/2012/11/08/teaching-with-teenagers-in-the-times/__]

(scroll down to number 9 for hot buttons to articles)

[|__http://www.procon.org/__]

[|__http://www.proconlists.com/categories__]

__ [] __

Lock and Block Beautiful Word Contest:

http://www.stumbleupon.com/su/5SbSZo

Righteous Rescuers: The Courage to Care Choose one of the following links and complete a page of notes. You will use this research in your paragraph(s):

The American Dream?

http://www.nytimes.com/video/us/1194840031120/defining-the-american-dream.html

http://www.usatoday.com/story/money/personalfinance/2014/07/04/american-dream/11122015/

http://business.time.com/2013/09/26/is-the-american-dream-withering-or-just-changing/

http://www.thedailybeast.com/articles/2014/07/07/the-american-dream-is-dead-and-good-riddance.html

PIE 5 Class Link to Send Mrs. Lock Your Google Drive Screencastify URL:

http://goo.gl/forms/6UFRzxPrpR

Adding a Countdown to Your Google Website:

https://sites.google.com/site/amslerclassroom/adding-a-countdown

PIE class Screencastify test from Mrs. Lock: media type="youtube" key="vTbAWCAndiY" width="560" height="315"

Personality Test: http://www.humanmetrics.com/cgi-win/JTypes2.asp

What the letters mean?

http://www.davidmarkley.com/personality/letters.htm

=Teen Personality Quiz= =http://www.allthetests.com/quiz13/quiz/1114365326/Teen-Personality-Quiz=

Mrs. Lock PIE websites:

media type="youtube" key="s0e4Sv1amMM" width="671" height="377" align="center"

<span style="color: #d52f2f; font-family: 'Arial Black',Gadget,sans-serif; font-size: 24.4444446563721px;">Mrs. Lock and Her Merry Elves Rock It! <span style="color: #d52f2f; font-family: 'Arial Black',Gadget,sans-serif; font-size: 24.4444446563721px;">Here's the link if the above gets messed up: =http://goo.gl/1SA5ld=

Lock Pie Kids Challenge: Take photos (headshots or crop) on your Chromebook. Import them one by one into elfyourself website. Choose music. Enjoy! Elf Yourself @ Elfyourself.com Chromebook Help: <span style="color: #222222; display: block; font-family: arial,sans-serif; font-size: small;"> https://support.google.com/chromebook/?hl=en#topic=3399711 = Elf Yourself: = <span style="color: #222222; display: block; font-family: arial,sans-serif; font-size: small;"> http://www.elfyourself.com/

[|PoeDecoder Website: Raven]

Mrs. Lock: "The Masque of the Red Death" prereading background: http://www.shmoop.com/masque-of-red-death/summary.html

Some nasty facts about "The Plague":

http://www.themiddleages.net/plague.html

Have the story read to you by a professional:

http://youtu.be/MRNoFteP3HU

The Seven Ages of Man by William Shakespeare http://www.nexuslearning.net/books/holt_elementsoflit-3/Collection%209/The%20Seven%20Ages%20of%20Man.htm

Use your Red Death poster to explain your 3 deep thoughts about "The Mask of the Red Death": symbolism in the story; Biblical allusion; themes; Poe's advice on how to live and treat others; class disparity, etc. Use Shmoop or another site to discover something awesome in this story. How is Poe speaking to YOU? =**http://www.shmoop.com/masque-of-red-death/symbolism-imagery.html**=

__The Outsiders__ by S.E. Hinton Here is the link to the questions, chapter by chapter. You may type the answers in the Google doc OR you can write out the answers neatly. If you type up the answers, be sure to print out each chapter when that chapter is due in class. (You do NOT have to print out the whole document every time. In the print dialogue box, type in which range of pages you want printed.)

http://goo.gl/QRvjGq = =

Mrs. Lock: embed Quizlet into your Google website: http://quizlet.com/help/can-i-embed-quizlet-on-my-website Mrs. Lock: Insert images/animated gifs into your vocab website: https://support.google.com/sites/answer/92123?hl=en Mrs. Lock: Complex Sentence Review: http://examples.yourdictionary.com/complex-sentence-examples.html http://www.chompchomp.com/terms/subordinateconjunction.htm 8th Grade ELA 75 Literary Terms Exam: http://quizlet.com/30147774/flashcards

Mrs. Lock: Achieve survey https://www.surveymonkey.com/s/PC6BT87 Edgar Allan Poe: "The Raven" verse by verse: each stanza explained: http://www.shmoop.com/the-raven/stanzas-1-2-summary.html

=Use the above site with the interactive Raven site to fill in your packet.= http://www.teachersfirst.com/lessons/raven/

http://education-portal.com/academy/lesson/edgar-allen-poes-the-raven-summary-and-analysis.html Last 20 literary terms: http://quizlet.com/54417594/2014-mrs-lock-last-20-literary-terms-flash-cards/ To help you define and understand lit words not in your lit book: http://www.shmoop.com/literature-glossary/

Analogy Practice for Greek and Latin Vocabulary Tests:

http://www.vocabulary.co.il/analogies/high-school/high-school-analogy-match/

Quizlet to help you study the examples used on the lit test: http://quizlet.com/52204141/flashcards The Necklace audio: =https://www.google.com/search?q=the+necklace+audio&oq=the+necklace+audio&aqs=chrome..69i57j0l5.5495j0j7&sourceid=chrome&es_sm=91&ie=UTF-8&safe=active&ssui=on= http://www.buzzle.com/articles/types-of-characters-in-literature.html Google Site Directions for Greek and Latin Roots  "Those who CAN read...should!    http://www.newmedia.tcu.edu/portfolio/workshops/Setting-Up-A-Google%20Site.pdf    1. Each vocab LESSON becomes a NEW PAGE on your site. Each ROOT can be a sub-page under the Lesson page in your navigation bar.   2. You may have ONE co-author and create your site together. However, it may be easier to each have your own site and just help each other!   3. Each KEY WORD must be (1) defined. Then, write (2) your own sentence, find a sentence on your own, OR use the vocab sentence from your workbook.   4. Each ROOT must also be listed with its definition.   5. For every lesson, you must copy and complete the "C" exercise for that lesson ON YOUR SITE.   (Not the A, not the B, but the C!)   6. You will take the lesson test after each page is done on your Google site. You will go through 12 of the 16 lessons at your own pace. YOU must schedule your test with Mrs. Lock. You will take the test individually. 7. You must complete at least 3 lesson tests per quarter. 2014-2105 BEGINNING OF THE YEAR GOAL SETTING VIDEO WITH WHITEBOARDS: http://goo.gl/aeA8rm **policies. A PREP assignment may include obtaining a signature on time, bringing an item to class on time, or completing a short written assignment on time.** = = = = = = = 0 = not done/ assignment not brought to class= = = = 1 = assignment partially done/ assignment is late= = = = 2 = assignment completed with “good faith effort”/ completed on time= = = = = = = = The purpose of PREP work is to Plan, Reinforce, Enrich and Practice for the next class period. PREP counts for 15% of the overall class grade. Most PREP work is not formally graded because students are still practicing and refining their skills, and are not yet expected to have fully mastered the content. Absent students may be given a “0” for an assignment until it is turned in. Absent students are not penalized for late work; the “0” serves as a temporary reminder =

<span class="GINGER_SOFATWARE_correct"><span class="GINGER_SOFTWARE_mark">mon Core State Standards: Shifts for Students and Parents

HOW THESE RIGOROUS STANDARDS ARE BEING INCORPORATED INTO DAILY ELA INSTRUCTION IN OUR 8TH GRADE CLASSROOMS:
 * 2011: aligned our MTSD curriculum to the Common Core State Standards
 * 2010-2011: began infusing challenging informational text selections into all content area classes
 * 2011: compiled lists of required academic vocabulary to be systematically taught to 8th grade students
 * 2011-2012: purchased Greek & Latin Roots and Prefixes workbook for each 8th grade student as part of direct instruction in root study, vocabulary & spelling
 * 2011 - present: increased emphasis on direct instruction in 5 paragraph essay format that uses evidence from sources to inform or make an argument
 * 2012: increased emphasis on engaging students in rich and rigorous evidence-based conversations about text in pairs, small group, and whole class settings
 * 2013: increased emphasis on becoming more proficient in reading informational text/ critical reading; marking and annotating critical text; using templates to write concise summaries and opinion papers
 * 2013: increased emphasis on argument and debate; reading more complex text as the year progresses





= Mrs. Lock: PREP (HOMEWORK) GRADING EXPLAINED: = The 0,1,2 grading system is frequently used for PREP (homework) in 8th grade classes. Students are familiarized with this system in preparation for similar HHS grading policies. A PREP assignment may include obtaining a signature on time, bringing an item to class on time, or completing a short written assignment on time.

0 = not done/ assignment not brought to class 1 = assignment partially done/ assignment is late 2 = assignment completed with “good faith effort”/ completed on time

The purpose of PREP work is to **P**lan, **R**einforce, **E**nrich and **P**ractice for the next class period. PREP <span class="GINGER_SOFATWARE_correct"><span class="GINGER_SOFTWARE_mark">counts for 15% of the overall class grade. Most PREP work is not formally graded because students are still practicing and refining their skills, and are not yet expected to have fully mastered the content. Absent students may be given a “0” for an assignment until it is turned <span class="GINGER_SOFATWARE_correct"><span class="GINGER_SOFTWARE_mark">in. Absent students are not penalized for late work; the “0” serves as a temporary reminder. <span style="background-color: #ffffff; color: #ff00ff; font-family: Arial; font-size: 23px; vertical-align: baseline;">Debate Example:

__Schools shouldn’t pay students for good grades__ __.__


 * 1) Kids who get paid for grades will lower their class load/take easier classes to get A’s which = more money.


 * 1) Getting good grades should be reward enough, their future is what they are supposed to be focused on.


 * 1) Waste of tax money.


 * 1) They are teaching kids to work external benefits instead of internal benefits.


 * 1) In the real world, people don’t pay you for doing a good job.


 * 1) Kids usually get money for college with scholarships while some kids would be getting money for grades just to be “mediocre”. (refers back to number 1)


 * 1) It would be unfair for kids who got good grades before the paying option was offered.

Opening statement: Our group firmly believes that schools paying for grades in any way, shape, or form is bad. Our principal, Ms. Anderson says, “knowledge is priceless” and “students being paid for grades would ruin the value of knowledge.” If schools were to pay students for grades it would not only murder the budgets for the school but kids would be rewarded for doing something that is a must. Also, being lazy is known to catch up to people, if kids got paid to do their work they might take an easier class load for a higher chance to earn that A. And, not only would that be bad for themselves but for the world and U.S. Even when, the U.S. has fallen dramatically in the past decade to other countries when it comes to curriculum of the maths and sciences. Promoting any of these causes is a death trap for the present and future of the world. And where would all of this money come from? The tax payers. Getting paid for grades is only a sliver of the big picture, a sliver of becoming a successful person. In conclusion, if schools were to switch to a system of payment for grades only bad could come from it and our group hopes you feel the same way.

If you find a good smack-down to a question from the cross examiner from the other team, put it at the bottom of your argument and highlight it in pink.

-

Argument #1 (Joshua): The first and most prominent argument to our debate is the fact that some children may choose to take easier classes in order to keep the money flowing. According to Kirabo Jackson, a professor at Yale university, “If students get the message that good grades are equal to money, then they may start to take easier courses to receive high amounts of money." Showing that, students will take the easy way out in school to get more money for good grades. When other students are trying there hardest to get good grades just for the feeling of accomplishment because they are determined on going to a good college, and not for money purposes. Also, eventually the students that are taking the easy classes will have a harder time getting into a good college because of their poor class choice and just taking the classes for the money and not thinking about the future of their education, Because money will go away but your education will last forever. But if you take a poor education and barely squeak by it will be harder to get a good job in the future because of that. "Any amount of money is incomparable to the amount of knowledge you can possess. " says Mrs. Anderson, Steffen middle school principal. She also states that " the more knowledge is priceless." Meaning that knowledge is worth more than diamonds. Lastly, the kids might say. "Oh. The money is for college." Which is good, but maybe they won't use it for collage and use it on drugs and other bad things. As you can see by my previous points that I are against paying students for good grades. I would like to thank my debate team for helping me, and you guys because you worked hard and made this debate possible. And thank you for listening. ---

Argument #2 (Stuart) : Another reason as to why schools should absolutely not give money for grades, is because good grades should be a reward enough. Writer Suzanna De Baca asserts, paying for good grades may send the wrong message: “ [That] Doing well in school is all about financial gain. This will send them the wrong message, that life is all about collecting money, and not reaching a goal for just self satisfaction.” Arnel Cosey, a Vice Chancellor at City Park Campus College in New Orleans feels that this also sends the wrong message. “ [But] I feel opposed to this. I believe that it will be similar to bribing the children.... [I feel] this will tell children, money is everything.” Another reason as to why we are so opposed to giving children money for grades is because it will not teach them good working skills. According to Debate.org, on the matter of if students should be payed for good grades, they state that, “If we show them that good grades could equal lots of money, then they could stop worrying about good grades, and more about the money. If the class is easy, and they are making lots of money, then they will not know how to cope with poor grades coming in, as they were more worried about money than the grade itself.” The last, albeit most important argument for this topic is the fact that in the real world, you are not rewarded for every single mundane job. If you think about it, a quiz is not a very big event. It is not more monumental than finishing a project as an adult. However, if we teach the children that even a simple thing, such as getting a good grade on a quiz, means lots of money, then they will expect to get payed for giving their boss a cup of coffee. This is confirmed, when Edward Rici, a scientist at the University of Rochester, shares the same opinion.

-

Argument #3 (Stuart) : The final, and most important argument is, it is a massive waste of taxpayer money. When I did a little math, with the theoretical probability of a 400 person school (the size of Steffen), which conservatively would give every kid 30 tests and quizzes every year, while getting paid $5 for an “A”, would cost $60,000 for every one of those public schools. According to the “National Center for Education Statistics”, there were 98,817 public schools in the United States of America in 2009-2010 school year. That number means that the cost for the U.S. to do this every year would be 5,929,020,000. That is an exorbitant amount, and it would be a terrible burden on every single one of American taxpayers. Also, due to the fact that America is around Sixteen- Trillion Dollars in debt, and racking up a deficit of 3.83 Billion a DAY, this is horrible burden on our National Debt. According to the FBI, or the Federal Bureau of Investigation, only 47% of Americans pay taxes! That means that the burden of giving kids money, to make them feel special, is placed on the few who do feel responsible! Another reason as to how this would be a massive burden, is according to Wikipedia, the free online encyclopaedia, 15.1% of all American families are below the poverty line. Increasing the taxes to give money to kids would be just too much of a burden. According to prestigious news source, MSN, they state that the economy is not getting better at all. If we assume the LOWEST amount of money proposed is five dollars, and we take the average number of people in America (300 Million), and the number of MIddle and High Schoolers (80 Million), and we propose that the total cost will be 6 Billion dollars a year for all the schools (see the math above), than the total cost for each child will be in the double digits! (Twenty Dollars). And that is assuming, the schools have minimal amounts of students.

-

Cross-examiner notes/questions:

Some Quotes/statistics to Consider (???)

"We have to reward the behavior we expect," he says. "I don't see it as a way of paying students to do well — it's a reward. If you do well in school, then life will pay you well. If you do well in school, you can afford a lifestyle that will pay you well."

"They are likely to want that cash so that they can have the freedom to buy things that they want. This is a very good thing and can be a positive influence. However, they should be trying to get good grades anyway, because of the feeling of accomplishment "

Harvard economist named Roland Fryer Jr. did something education researchers almost never do: he ran a randomized experiment in hundreds of classrooms in multiple cities. He used mostly private money to pay 18,000 kids a total of $6.3 million and brought in a team of researchers to help him analyze the effects. He got death threats, but he carried on. The results, which he shared exclusively with TIME, represent the largest study of financial incentives in the classroom — and one of the more rigorous studies ever on anything in education policy.

Questions For Romina To Cross-Examine With

~ It will pay off in the long long run. It will show them how doing well pays off. Etc.

- Bob Schaeffer, of the National Center for Fair and Open Testing, says "Bribing kids for higher test scores - or paying teachers bounties for their students' work - is similar to giving them steroids. Short - term performance might improve but the long - term effects can be very damaging." How would you respond to that quote? I think what he is trying to say is that the students who get paid for getting good grades will expect that they will be payed for everything that they do well/correctly. For example, their parents might want them to do a chore, but they might not do it if they don't get payed because they are used to getting payed for doing good things. A.K.A. If we teach kids that ALL work equals money then they won’t do anything until they get paid, some might go so far as to demand payment BEFORE doing anything! (TAKEN FROM ARGUMENTS USED ALREADY!)

- Teaches kids the basics of life - Just like working for a company in the real world, a kid should be rewarded for doing well in school. Getting money is a big priority in any person's life, so why not use it to our advantage. By teaching kids that work equals money, they are getting prepared for the rest of their life. Just because a kid doesn't need to money to live, doesn't mean that he won't be motivated to do well in school for a few dollars. Kids will also now stop asking parents for money. A kid will start to learn how to buy things on his own. Do you really think a kid will "save" money his parents give to him? NO, because it's not his money. But, if he earned the money himself, the kid will start to think about what he did to get the money when he goes to buy chocolate. This is what will prepare kids for any real life situation.

~ In real life, you don’t just get payed for everything you do correctly. For example, lets say an adult is helping their child with some homework and helps the child answer and understand a question correctly, would a magical person just appear and pay the parent for doing a good job? No! So why should children grow up thinking that whatever good things they do, they get rewarded for them? And what happens when children begin to think that everything needs to be rewarded with pay? What happens when they demand to be payed for simple chores or even demand pay before doing their chores?

- KIDS LOVE FEELING RICH - Any money given to a kid, makes him feel better. Boosting self esteem is a plus in any school. Imagine a school of kids who won $15 because of their grades versus a school of kids who are failing with $0.

~ What happens if the children decide to use that money on bad things, such as drugs, alcohol, or stupid betting?

- A kid should be rewarded for doing well in school.

~ If they are getting good grades, they will already be doing well in terms of a high GPA, a high chance of getting into college, the possibility of a scholarship, and respect from their peers. Why reward them when they are getting enough rewards and benefits as is?

- Kids will also now stop asking parents for money.

~ What about the students who are greedier than others - the students that believe that enough is never enough? Those students will keep asking for money from their parents because they will think that the money they received in school is not enough and they will want more. What about those students?

- But, if he earned the money himself, the kid will start to think about what he did to get the money when he goes to buy chocolate.

~ As far as the kid is concerned, he can do whatever he wants with the money he earns because his parents are taking care of the bills and necessities of life. As much as he cares, he can just go out and buy toys and candy for himself. What do you have to say to this?

- It is obvious that if we offer money to any kid who get's A's, more kids will get A's. Therefore, we are having smarter kids.

~ There is another option to get good grades beside working hard, you know. While some kids will truly work harder to get A’s, a vast majority of students will just take easier classes to ensure they get A’s and get paid. This leaves us with kids taking easier classes, not learning anything, getting payed, and the government losing money. But, if students are not payed for their grades, students will take classes that are a little bit more challenging for them, learn a bunch, and not only keep the government from losing money, but earn the government more money, because those students will learn more, and get higher paying jobs, which will help boost the economy of the United States. What do you have to say that?

- To keep kids from spending the money on drugs and such things, make sure the money goes to a safe place after they earn it.

~ How do you make sure that that money will go where you want it to go? How can you ensure that the students who earn some money at school will not just hide it away and not tell their parents that they earned some money at school and then use it later for things like drugs and alcohol?

- Students will benefit from getting payed. Their test scores will be higher.

~ According to www.time.com, an experiment was held in several cities and these were the results. In New York City, $1.5 million were paid to 8,320 kids for good test scores and it did not work. In other words, there were no measurable results. In Chicago, kids who were earned money for grades still didn’t do better on their standardized tests at the end of the school year, meaning they never learned anything more or better than they did before they were paid for grades. What is your response to this?

- It shows kids how, in the real world you will get payed for doing a good job. It shows kids that school is your job and if you do it correctly/the right way, you will get payed, just as you would in the real world, with a real job.

~ This isn't the real world. This is school. This is being payed for something that was never paid for before and shouldn't be now. This is something that is mandatory for students to do. What is your response to this statement?

--

__Pro Reasons__

The final, and most important argument is, it is a massive waste of taxpayer money. When I did a little math, with the theoretical probability of a 400 person school (the size of Steffen), which conservatively would give every kid 30 tests and quizzes every year, while getting paid $5 for an “A”, would cost $60,000 for every one of those public schools. According to the “National Center for Education Statistics”, there were 98,817 public schools in the United States of America in 2009-2010 school year. That number means that the cost for the U.S. to do this every year would be 5,929,020,000. That is an exorbitant amount, and it would be a terrible burden on every single one of American taxpayers. Also, due to the fact that America is around Sixteen- Trillion Dollars in debt, and racking up a deficit of 3.83 Billion a DAY, this is horrible burden on our National Debt. According to the FBI, or the Federal Bureau of Investigation, only 47% of Americans pay taxes! That means that the burden of giving kids money, to make them feel special, is placed on the few who do feel responsible! Another reason as to how this would be a massive burden, is according to Wikipedia, the free online encyclopaedia, 15.1% of all American families are below the poverty line. Increasing the taxes to give money to kids would be just too much of a burden. According to prestigious news source, MSN, they state that the economy is not getting better at all. If we assume the LOWEST amount of money proposed is five dollars, and we take the average number of people in America (300 Million), and the number of MIddle and High Schoolers (80 Million), and we propose that the total cost will be 6 Billion dollars a year for all the schools (see the math above), than the total cost for each child will be in the double digits! (Twenty Dollars). And that is assuming, the schools have minimal amounts of students.

__Smack-It-Downs__ 1) Life lessons "a kid should be rewarded for doing well in school."

- They already are in terms of a high GPA, great grades, a very high chance of getting into college, probably respect from his/her peers, etc. It’s not like kids don’t get any benefits from doing well in school, they benefit greatly from it in a multitude of ways. Why pay them a reward for doing well in school when they ALREADY are getting rewards for doing well in school?

"By teaching kids that work equals money, they are getting prepared for the rest of their life."

- There are times when efforts should be rewarded with money and other times when it should not. Kids should not have to charge their parents for taking out the trash for them, or doing the dishes for them, or doing any chore for them and demand cash for it. If we teach kids that ALL work equals money then they won’t do anything until they get paid, some might go so far as to demand payment BEFORE doing anything.

Education of the nations youth is a requirement, not an industry. Students should not get paid for something everyone is expected to get.

"Kids will also now stop asking parents for money."

- As I said in the first argument, kids may learn to demand payment for basic chores if we pay them to get good grades, so kids will continue to ask parents for money. If that argument doesn’t work for you consider just how greedy students can be, $15 per good grade simply would not satisfy the greed of the most greediest students...

"But, if he earned the money himself, the kid will start to think about what he did to get the money when he goes to buy chocolate."

- No he won’t, as far as the kid is concerned he has disposable income and since his parents are paying all the bills he is left to do whatever he wants and buy anything he wants...

2) Win-Win-Win " It is obvious that if we offer money to any kid who get's A's, more kids will get A's. Therefore, we are having smarter kids."

- The Pro fails to acknowledge that students have another option to get good grades and get paid besides working hard, taking easy classes. Think about it, a new law is put in place that allows kids to get paid for every A, so while some may honestly work harder to get to an A, a vast majority of those students would enroll in easy classes or easier classes to get paid. That leaves us with kids taking easy classes and getting A's rather than taking harder more challenging courses that actually will benefit them more in the long run.

This means that the nation would basically be subsidizing stupidity....

"The only thing lost is a tiny piece of paper being given to a kid."

- Ummmm, I can think of something that would be lost, MONEY, LOTS OF IT. Schools are under more and more financial hardship, some of them have had to drastically cut the budgets of school sports teams, increase class size, lay off teachers, etc just to stay slightly in the red, paying students $15 for every A they get on a test would cost a single school MILLIONS!

2,000 kids to an average high school, A school year being around 200 days. Every day there is homework turned in for grades and tests, pop quizzes, and quizzes being given for grades, and on top of that students are often in 7 or 8 different classes a day...

2,000 x 200 x 8 x $15 = $48,000,000 FOR ONE SCHOOL

The financial load for even small high schools to fund a program where students get paid for good grades would destroy the schools finances within days since schools are financed by the government.

Therefore, schools lose out big on this program, so big that the debt they run up would force them to shut down completely.

3) Feeling rich "Any money given to a kid, makes him feel better."

- I don’t think that making students feel good by completely overloading the budgets of schools forcing them quickly to shut down and end the education system itself is a very good trade....

"Sidenote: To avoid kids spending the money on drugs and such, make it so the money goes to the kids college fund."

__This completely nullifies all the Pro's prior arguments.... How do you make sure that that money will go where you want it to go?__

"Kids will also now stop asking parents for money." "make it so the money goes to the kids college fund. "

- So the kids will continue to ask for money since the money they are making is going into a college fund they can’t even access it...

"A kid will start to learn how to buy things on his own." “make it so the money goes to the kids college fund."

- He can’t spend it because he doesn’t actually have it since it’s locked away in a college fund...

"The kid will go and buy candy, which helps an economy's money flow." "make it so the money goes to the kids college fund."

- So the kids won’t be able to spend their income on candy and hurt their health since they don’t have money to spend...

"That dollar bill will not end up collecting dust in somebodies bank account." "make it so the money goes to the kids college fund. "

So the money will end up being put into a bank account...

So let me summarize this up to two points 1) The effects of this program would single handedly kill all the schools in the country since the income needed to meet this financial burden could never be offset 2) This program is so contradictory it nullifies all of the points the Pro has tried to make suggesting why it should be implemented in the first place....

"We have to reward the behavior we expect," he says. "I don't see it as a way of paying students to do well — it's a reward. If you do well in school, then life will pay you well. If you do well in school, you can afford a lifestyle that will pay you well."

"They are likely to want that cash so that they can have the freedom to buy things that they want. This is a very good thing and can be a positive influence. However, they should be trying to get good grades anyway, because of the feeling of accomplishment "

Harvard economist named Roland Fryer Jr. did something education researchers almost never do: he ran a randomized experiment in hundreds of classrooms in multiple cities. He used mostly private money to pay 18,000 kids a total of $6.3 million and brought in a team of researchers to help him analyze the effects. He got death threats, but he carried on. The results, which he shared exclusively with TIME, represent the largest study of financial incentives in the classroom — and one of the more rigorous studies ever on anything in education policy.

Read more: [|http://www.time.com/time/magazine/article/0,9171,1978758,00.html#ixzz2IAvRQHZx]

__Questions For Romina To Cross-Examine With__

~ It will pay off in the long long run. It will show them how doing well pays off. Etc.

- Bob Schaeffer, of the National Center for Fair and Open Testing, says "Bribing kids for higher test scores - or paying teachers bounties for their students' work - is similar to giving them steroids. Short - term performance might improve but the long - term effects can be very damaging." I think what he is trying to say is that the students who get payed for getting good grades will expect that they will be payed for everything that they do well/correctly. For example, their parents might want them to do a chore, but they might not do it if they don't get payed because they are used to getting payed for doing good things. A.K.A. If we teach kids that ALL work equals money then they won’t do anything until they get paid, some might go so far as to demand payment BEFORE doing anything! (TAKEN FROM ARGUMENTS UP ON THIS PAGE)

(Stuart) It’s only a small slip of paper to give, to ensure greatness!

-2,000 kids to an average high school, and a school year averages around 200 days. Every day there is homework turned in for grades and tests, pop quizzes, and quizzes being given for grades, and on top of that students are often in 7 or 8 different classes a day...

2,000 x 200 x 8 x $15 = $48,000,000 FOR ONE SCHOOL

The financial load for even small high schools to fund a program where students get paid for good grades would destroy the schools finances within days since schools are financed by the government.

-Kids will want to do better in order to receive more money! It’s a win win!

-Actually, Kirabo Jackson, a professor at Yale university, states that ,“If students get the subliminal message that good grades are equal to money, then they may start to take easier courses to receive high amounts of money." This is obviously not good. Giving money to children would be asking them to dumb themselves down, which of course, is NEVER the answer.

-It will help poor children be able to help their families income, or provide entertainment otherwise unavailable.

-Actually, there is no statistics that prove that. In fact, Transform Drug usage Science has a graph that clearly shows that drug use has gone up with monumental proportions over the past few years. Also, schools giving money handouts is a relatively new idea. This proves that they are connected.



__http://www.time.com/time/magazine/article/0,9171,1978758-2,00.html__

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Closing statement: First, we would like to thank everyone in the audience for their time and attention. We’d like the thank Lily, our moderator, and Mrs. Lock our teacher. And lastly we would like to thank our opponent creating a nice banter. Now, as you know, it is obvious that paying students for receiving exceptional grades is totally and completely wrong. First of all, it is certain that students will lower the difficulty of their course choices, just to get an easy “A”, thus collecting a greater amount of money from their school district. This leads to laziness, less knowledge, and the loss of learning what it means to really earn something. In a real job, in the real world, there is absolutely no tolerance for careless and lazy. You are required to put 110% into your work to get paid. If students take classes that are below their level to just to receive As to get paid, when they have a real job, reality will hit them like a bus. They will not understand the concept that you have to work hard to earn money. Instead, they’ll learn to just take easier classes so they can be lazy to earn money. And that is certainly not a good life skill to have tattooed in your brain. Students will become more focused on the money rather than their schoolwork, and that definitely takes away the main priority of school. Furthermore, getting good grades should be reward enough. I’m positive that we’re not the only ones who get that really nice, confident feeling when you get a good grade on a test or project. So let the good grades pay for themselves. Additionally, it would not be fair the students who actually do work hard for their good marks. No one should be given money for not working hard. Do you honestly think it’s fair to give a hard worker the same reward as someone who didn’t study? If the students who don’t put much effort into their schoolwork were rewarded in the same fashion as the students who do, it would be unconditionally, downright unfair. Lastly, the money that the school receives, is tax money. If every single student received money for every good grade they earned, it would cost the government, and taxpayers billions of dollars that we can’t afford to waste. Our country is in great debt, and if we spend the money on paying teenagers, who could irresponsibly spend the money, our economy could go in the toilet. Now, if we don’t pay students, they will learn responsibility, hard work, and what it really means to earn something. When they learn this, they could grow up to very successful, which would obviously help our economy, and in the future, get us out of debt. This is another of many clear reasons why we should not pay students for getting good marks. In conclusion, we strongly believe that paying students for receiving good grades is not a good idea because students won’t challenge themselves, it would not be fair to hardworking students, and the money used would be tax money. You are all very smart people, and I know that you will make the right decision and vote for us: Schools should not pay students for getting good grades. Thank you.

<span style="background-color: #ffffff; color: #ff00ff; font-family: Arial; font-size: 23px; vertical-align: baseline;">Diigo Tutorial Link

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http://help.diigo.com/how-to-use-chrome-extension/getting-started-chrome-extension

Recite Link (Mrs. Lock's PIE): http://recitethis.com/#

<span style="background-color: #ffffff; color: #ff00ff; font-family: Arial; font-size: 23px; vertical-align: baseline;">Debate sites: <span style="background-color: #ffffff; color: #ff00ff; font-family: Arial; font-size: 23px; vertical-align: baseline;">NEW ONES!

=http://www.usnews.com/debate-club/recent-topics=

=http://www.nytimes.com/roomfordebate=

[|__http://teacher.scholastic.com/scholasticnews/indepth/upfront/debate/index.asp?article=pastdebates__] (awesome!)

[|__http://teacher.scholastic.com/scholasticnews/magazines/junior/votearchive.htm__]

[|__http://learning.blogs.nytimes.com/2012/11/08/teaching-with-teenagers-in-the-times/__]

(scroll down to number 9 for hot buttons to articles)

[|__http://www.procon.org/__]

[|__http://www.proconlists.com/categories__]

<span style="background-color: #ffffff; color: #1155cc; font-family: Arial; font-size: 13px; vertical-align: baseline;">__ [] __

<span style="color: #ff00ff; font-family: 'Arial Black',Gadget,sans-serif; font-size: 22.6666660308838px;">Lesson 12 and 13 vocab: Lock and Block sentence banks for test on Monday:

https://docs.google.com/a/mtsd.k12.wi.us/document/d/17KlSgypVyFl0Mf8U5EQhJDs9cYP50J4sUzBdsPMeefY/edit?usp=sharing

https://docs.google.com/a/mtsd.k12.wi.us/document/d/13_jAvhr03HBN0Nw7Kd4Miaqdz3_BpOnqeqFCSVd-DAw/edit?usp=sharing

<span style="color: #ff00ff; font-family: 'Arial Black',Gadget,sans-serif; font-size: 22.6666660308838px;">I'M Still Here: Real Diaries of Young People Who Lived During the Holocaust <span style="color: #ff00ff; font-family: 'Arial Black',Gadget,sans-serif; font-size: 22.6666660308838px;">(a resource for your 5 paragraph essay)

http://www.mtv.com/thinkmtv/discrimination/im_still_here/

<span style="background-color: #ffffff; color: #ff00ff; font-family: 'Arial Black',Gadget,sans-serif; font-size: 22.6666660308838px;">Holocaust Links:

http://www.yadvashem.org/yv/en/righteous/about.asp (stories of courageous people: upstanders)

[|http://www.ushmm.org] (Holocaust background)

www.jewishvirtuallibrary.org/jsource/Holocaust/36quest1.html (36 questions) [] (German propaganda) [] (Kristallnacht)

[] (Kristallnacht) [] (Yad Vashem: Holocaust testimonies)

<span style="color: #ff00ff; font-family: 'Arial Black',Gadget,sans-serif; font-size: 22.6666660308838px;">QUIZLET LINK: Historical Background Notes Quiz (Lock and Block)

http://quizlet.com/37961043/historical-background-of-the-holocaust-mrs-lock-flash-cards/

<span style="color: #ff00ff; font-family: 'Arial Black',Gadget,sans-serif; font-size: 22.6666660308838px;">Link to Google form: only for presentation leaders!

https://docs.google.com/a/mtsd.k12.wi.us/forms/d/1sPUbsP3n9AB7_A1OyVI0F4dKRCXfsLc502s1vZjM4Zw/viewform

<span style="color: #ff00ff; font-family: 'Arial Black',Gadget,sans-serif; font-size: 22.6666660308838px;">5 paragraph essay help: introduction and conclusion:

http://voices.yahoo.com/how-write-introduction-5-paragraph-essay-11208442.html?cat=4

http://grammar.ccc.commnet.edu/grammar/intros.htm (BE SURE TO FIND THE 5 WAYS TO BEGIN YOUR INTRO!)

http://grammar.ccc.commnet.edu/grammar/composition/thesis.htm (EXPLAIN THE "FUNNEL" CONCEPT IN YOUR NOTES!)

http://grammar.ccc.commnet.edu/grammar/five_par.htm

Mrs. Lock's model introductory sentences:

WILL S. CONFERENCED WITH MRS. LOCK! HERE'S THE RESULT: https://docs.google.com/a/mtsd.k12.wi.us/document/d/1F3M_Mty68f8HaK5uvK88jm2e3SfxnXzMG782_0rSeQA/edit?usp=sharing

LILLY R. CONFERENCES WITH MRS. LOCK ON HER INTRO AND CONCLUSION! HERE'S THE RESULT: https://docs.google.com/a/mtsd.k12.wi.us/document/d/1B6-URdl6fr0GwuySwc_8l54nC4QDC7ATU_FUnhJwlW0/edit?usp=sharing

<span style="color: #ff00ff; font-family: 'Arial Black',Gadget,sans-serif; font-size: 22.6666660308838px;">Cell Phones in the Classroom: video link

http://www.youtube.com/watch?v=aXt_de2-HBE

http://www.youtube.com/watch?v=dqHlOqKklus

Parallel Structure: Model Sentences http://www.cliffsnotes.com/writing/grammar/common-sentence-errors/parallel-sentence-structures

<span style="color: #ff00ff; font-family: 'Arial Black',Gadget,sans-serif; font-size: 22.6666660308838px;">Holocaust Links:

http://www.ushmm.org (Holocaust background)

www.jewishvirtuallibrary.org/jsource/Holocaust/36quest1.html (36 questions) http://www.calvin.edu/academic/cas/gpa/catech (German propaganda) http://www.ushmm.org/information/exhibitions/online-features/special-focus/kristallnacht (Kristallnacht)

http://www.ushmm.org/wlc/en/article.php?ModuleId=10005201 (Kristallnacht) http://www.youtube.com/channel/UCMIWdcUSEHSIGgTEgT5fU4g (Yad Vashem: Holocaust testimonies)

<span style="color: #ff00ff; font-family: 'Arial Black',Gadget,sans-serif; font-size: 22.6666660308838px;">Parallel Structure Grammar Bytes:

http://www.chompchomp.com/structure01/structure01.htm

<span style="color: #ff00ff; font-family: 'Arial Black',Gadget,sans-serif; font-size: 22.6666660308838px;">Lock and Block Gettysburg Address Mashups:

https://www.youtube.com/watch?v=66LxsFKXapI&list=FLRZUVmPcq4N87EV8DGzp4jw (Block Kids) https://www.youtube.com/watch?v=69DVOpjOTqw&feature=youtu.be (Lock Kids)

PROUD OF ALL OF YOU!

<span style="color: #ff00ff; font-family: 'Arial Black',Gadget,sans-serif; font-size: 22.6666660308838px;">SHARED GOOGLE DOC FOR VOCAB LESSONS 10 & 11:

https://docs.google.com/a/mtsd.k12.wi.us/document/d/1lToxazRrkKcfFvXKhV5QMFkPk4O39BVjfWYVJAhJWPw/edit

[] (Andrew's Quizlet)

<span style="color: #ff00ff; font-family: 'Arial Black',Gadget,sans-serif; font-size: 22.6666660308838px;">Lesson 11 Google Forms Quiz:

https://docs.google.com/a/mtsd.k12.wi.us/forms/d/1n8fpu5Rv0QqTpClMJlo4MdOOxtgEsPjppe1fHUO5TYQ/viewform

<span style="color: #ff00ff; font-family: 'Arial Black',Gadget,sans-serif; font-size: 22.6666660308838px;">Parallel Construction quiz:

http://uwf.edu/writelab/test/parallelism_practice_test.htm

<span style="color: #ff00ff; font-family: 'Arial Black',Gadget,sans-serif; font-size: 22.6666660308838px;">Links for __Of Mice and Men__:

http://quizlet.com/3664861/of-mice-and-men-vocabulary-flash-cards/

https://www.vocabulary.com/lists/24137#view=notes

= The Gettysburg Address =

We can do this together! You will NEVER regret committing yourself to accomplishing this great task. Mrs. Lock's Memorization Schedule: (based on numbered pink sheet)

Sections 1 and 2: Assigned 1/9 Tested 1/13 Sections 3,4,5: Assigned 1/13 Tested 1/15 Sections 6 and 7 Assigned 1/15 Tested 1/17 Sections 8 and 9 Assigned 1/17 Tested 1/20 Sections 10 and 11 Assigned 1/20 Tested 1/22 Sections 12,13,14 Assigned 1/22 Tested 1/24

We did it! YOU did it!



http://www.youtube.com/watch?v=qCXUbQ4JjXI (background and reading by Sam Waterston)

http://www.youtube.com/watch?v=qCXU bQ4JjXI (celebrity mashup)

http://www.learntheaddress.org/videos/ (listen to fellow Americans...this is where we will put our version OR you can put YOUR OWN version!)

http://www.pbs.org/kenburns/the-address/home/ (about the film by Ken Burns)

http://www.civilwar.org/education/teachers/lesson-plans/gettysburg-address-lesson-plan/the-gettysburg-address-lesson.html (black and white footage of Gettysburg)

http://www.youtube.com/watch?v=Uk-omsIdN3o (2 girls singing it "Fireworks" style)

http://www.youtube.com/watch?v=_Dlggkx6mks (how it really sounded that day)

http://grammar.ccc.commnet.edu/grammar/gettysburg.htm (click on little icon on the bottom to see "parallelism" in the speech)

http://grammar.ccc.commnet.edu/grammar/cgi-shl/quiz.pl/parallelism_quiz.htm

https://www.youtube.com/watch?v=dvlsco7ux4g (2 year-old recites!)

PIE 3 Google Sites Tutorial

https://sites.google.com/site/amslerclassroom/insert-images DIIGO: http://help.diigo.com/how-to-use-chrome-extension/getting-started-chrome-extension

Lepold Homeroom Brainteaser Game Links:
[|Brainbashers] [|Expand Your Mind] [|Squigly's Fun Brain Teasers] [|Riddles and Brainteasers] [|CoolMathGames] <span class="GINGER_SOFATWARE_correct"><span class="GINGER_SOFTWARE_mark">Non-Fiction Articles to Read for Mrs. Lock's "One Pager" Assignment: = http://kellygallagher.org/resources/articles.html =


 * http://byliner.com/spotlights/101-spectacular-nonfiction-stories **


 * http://learning.blogs.nytimes.com/category/teens-in-the-times/ **


 * One Pager Written Response Handout: **



GOOGLE APPS FOR EDUCATION: MRS. LOCK'S PIE CLASS https://www.youtube.com/watch?v=uV5U99DkXHE

https://www.youtube.com/watch?v=XZ1BDHOLfYw

https://www.youtube.com/watch?v=fA75l-yr8KA

USHMM:

Oskar Schindler: http://www.ushmm.org/wlc/en/article.php?ModuleId=10005787

Raoul Wallenberg: http://www.ushmm.org/research/research-in-collections/search-the-collections/bibliography/raoul-wallenberg

Miep Gies: http://www.annefrank.org/en/Anne-Frank/All-people/Miep-Gies/

Lots of Other Stories: http://www.ushmm.org/wlc/en/article.php?ModuleId=10005185

Many choices: http://www.jewishvirtuallibrary.org/jsource/Holocaust/famousrighteous.html (Thanks, Val!)

Yad Vashem: (Try this one!) http://www.yadvashem.org/yv/en/righteous/index.asp

Google Search: https://www.google.com/webhp?sourceid=chrome-instant&ion=1&espv=2&ie=UTF-8&safe=active&ssui=on#q=rescuers+in+the+holocaust+stories&tbm=vid&safe=active&ssui=on

A resource for "evil" paragraph: <span style="background-color: #ffffff; color: #222222; display: block; font-family: arial,sans-serif; font-size: 19.5195px;"> @http://listverse.com/2010/08/22/top-15-most-evil-nazis/ (Thanks, Mykayla!)

Holocaust to Hope Links for WebQuest: "World War II & the Holocaust"

http://www.ushmm.org/learn (Q1)

<span style="background-color: #ffffff; color: #222222; display: block; font-family: arial,sans-serif; font-size: 19.5195px;"> @http://www.jewishvirtuallibrary.org/jsource/Holocaust/36qs.html (Q2)

<span style="background-color: #ffffff; color: #222222; display: block; font-family: arial,sans-serif; font-size: 19.5195px;"> @http://research.calvin.edu/german-propaganda-archive/catech.htm (Q3)

<span style="background-color: #ffffff; color: #222222; display: block; font-family: arial,sans-serif; font-size: 19.5195px;"> @http://www.wingclips.com/movie-clips/freedom-writers/how-a-holocaust-happens (Q4)

<span style="background-color: #ffffff; color: #222222; display: block; font-family: arial,sans-serif; font-size: 19.5195px;"> @http://www.history.com/topics/kristallnacht (Q5) <span style="background-color: #ffffff; color: #222222; display: block; font-family: arial,sans-serif; font-size: 19.5195px;"> =[]=

<span style="background-color: #ffffff; color: #222222; display: block; font-family: arial,sans-serif; font-size: 19.5195px;"> http://www.cnn.com/interactive/2015/01/world/auschwitz/index.html (Q6 Do NOT use the weblink listed in handout. <span style="background-color: #ffffff; color: #222222; display: block; font-family: arial,sans-serif; font-size: 19.5195px;"> <span style="background-color: #ffffff; color: #222222; display: block; font-family: arial,sans-serif; font-size: 19.5195px;"> =<span style="background-color: #ffffff; color: #312d40; font-family: 'Roboto Condensed',sans-serif; font-size: 2rem;">1. 15 Real Life Heroes Who Have Changed The World = <span style="background-color: #ffffff; color: #221e22; font-family: Roboto,sans-serif,arial; font-size: 1.2rem;">They are definitely super human. (Well, maybe...What do YOU think?)

http://whatculture.com/history/15-real-life-heroes-who-have-changed-the-world

Your Assignment for ELA: Read the introduction on the website to help you write a definition of the word "hero". Take notes on 3 ways to describe a hero.

Next, choose any 5 of the 15 real life heros. Under each hero's name, write 3 bullet points on why you chose him/her. Finally, circle the ONE that is your personal greatest hero.

Still need more heroes? Try this link:

= 2. Top 10 Unsung Heroes of History =

= https://www.youtube.com/watch?v=LHWKYOklCWQ =

Please note: You may do your very own research, also. You do NOT need to use these two links!

3. TIME Magazine List of 100: This link will work for a few clicks. You have to subscribe and pay money at some point.

http://time.com/collection/2016-time-100/leaders/

<span style="background-color: #ffffff; color: #222222; display: block; font-family: arial,sans-serif; font-size: 19.5195px;"> <span style="background-color: #ffffff; color: #222222; display: block; font-family: arial,sans-serif; font-size: 19.5195px;"> <span style="background-color: #ffffff; color: #222222; display: block; font-family: arial,sans-serif; font-size: 19.5195px;">