8th Grade Science Homework 2/2-2/6
January 31, 2009 | Leave a Comment
Monday: Review
Tuesday: Test 6
Wednesday: pp. 270-275, q. 1-5 pg. 279
Thursday: pp. 277-279, q. 6-7, TP 1 pg. 279
Friday: pp. 280-283, q. 1-2 pg. 292
7th Grade Science Homework 2/2-2/6
January 31, 2009 | Leave a Comment
Monday: pp. 227-228, q. 1-3 and Challenge pg. 228
Tuesday: pp. 229-232, q. 1-5 pg. 232
Wednesday: pp. 233-237, q. 1-5 and Challenge pg. 237
Thursday: Activity q. 1-5 pg. 235; Activity q. 1-3 pg. 237
Friday: pp. 238-243, q. 1-4 pg. 243
12th Grade Physics Homework 2/2-2/6
January 31, 2009 | Leave a Comment
Monday: pp. 322-328, Exp. 10.2
Tuesday: pp. 328-335, Exp. 10.2 cont’d, OYO 10.1-10.3
Wednesday:
Thursday: OYO 10.4-10.5
Friday: pp. 335-341 Ex. 10.4, OYO 10.6-10.7
11th Grade Chemistry Homework 2/2-2/6
January 31, 2009 | Leave a Comment
Monday: pp. 290-297, OYO 9.3, Ex. 9.2
Tuesday: pp. 298-303, Exp. 9.1, OYO 9.4-9.7
Wednesday:
Thursday: pp. 303-308, Exp. 9.2
Friday: OYO 9.8-9.10
9th Grade Science Homework 2/2-2/6
January 31, 2009 | Leave a Comment
Monday: Lab 23
Tuesday: pp. 304-308, q. 1-3, Using Math pg. 308
Wednesday: pp. 312-313 q. 1-2 pg. 313
Thursday: pp. 314-320, q. 1-4 pg. 320
Friday: Lab 24
Guidelines for writing compositions in Mr. Lewis’ class
January 31, 2009 | Leave a Comment
Hello students:
I hope you are all enjoying your weekend. I have provided an explanation of how I would like you to proceed in writing your compositions. I DO NOT want them double-spaced; I personally always found this condescending, since it ASSUMES that there is something wrong with it and that I will need to use the extra room for corrections. These guidelines should actually make your writing more enjoyable, providing healthy parameters in which you can explore the artful act of sub-creation.
The introductory paragraph should offer a brief, skeletal overview of what goes on in the story. This is NOT the time or the place to go into specific details. It should cordially introduce the book, while immediately perking the reader’s interest. This can be done through creative use of adverbs and adjectives, artful variance of sentence structure, and beginning sentences with subordinate clauses and prepositional phrases in an intelligent manner. The variety and clarity of ideas engendered by effective use of these techniques should be carried throughout the composition, continually displaying sharpness of thought and order of organization to the reader. The initial paragraph should lead up to a thesis statement, in which the writer posits an argument that will be gradually explored and answered throughout the course of the composition.
The middle paragraphs make-up the body of the composition and are fittingly used to “flesh-out” the ideas expressed in the introductory paragraph. This is the time for more of the minor details. While proceeding chronologically in the story, the student should write about the characters, plot, and setting in a non-didactic, artful way. These facts should be “transparent,” if you will; the student should be ever-mindful of the thesis statement and use this goal as the composition’s constant aiming stake. This will help to shape the style and diction to an appropriate tone for the specific composition.
One technique, effective both in generating interest in the reader and in producing definitive lines of division between paragraphs, is to alternate by paragraph between (or among) the opposing forces in the book. For instance, the first body paragraph, with descriptive sentences to set the scene, may present the happy world of the protagonist (the good guy), the protagonist’s friends, and any minor or potential conflicts. Then, the second body paragraph may be the “however” paragraph, introducing the antagonist(s) (the bad guys) and their malicious intentions against the protagonist. In the third body paragraph, the forces come together and the climax of the book is explored, with description of the outcome and why it happens the way it happens.
The concluding paragraph should make an informed judgment based on the thesis statement. It is inappropriate to introduce new facts from the story at this point; any facts that the student wished to raise should have been discussed in the main body paragraphs. The concluding paragraph should taper nicely into a concluding sentence that leaves the reader satisfied and brings a fitting, not abrupt, ending to the composition. Please avoid trite and hackneyed statements such as “Have you read A Wrinkle in Time?” “Everyone should read this book.” “This book is great”.
I hope this clearly and accurately presents my expectations for writing compositions. Please feel free to call (214) 499-5422 or email me ericrobertlewis@gmail.com with any questions or concerns. I have included a check-list of ten points that should be gone over before and after writing. Please be sure to proofread your composition and turn it in on Wednesday for the 5th and 6th graders, Friday for the 7th and 8th graders (only for those who wish to do the “make-up” character sketch). Writing should be fun; I hope you enjoy your creations.
Mr. Lewis
Checklist
1. Have I avoided trite and hackneyed statements such as “Have you read A Wrinkle in Time?” “Everyone should read this book.” “This book is great”. ?
2. Have I written ONLY in third person,?
3. Have I avoided being didactic without giving explanations or further clarification? (i.e. Have I avoided statements such as: “Meg gets angry.” “IT is a brain.”, using instead statements such as “Meg quickly grows angry at Charles Wallace’s statement.” , “IT is a large, disembodied brain, throbbing with hate and deception.”?)
4. Do my ideas flow smoothly and intelligently? Is there clear and fluid relation between my ideas?
5. Have I avoided misfit sentences, that is, sentences that have no place in the paragraph, or even in the composition as a whole?
6. Have I written in an interesting manner, varying sentence lengths and beginning some sentences with adverbs, subordinate clauses, and prepositional phrases, intelligently used to show relationship among the sentences and to facilitate the flow of ideas?
7. Have I refrained completely from using simple past and past progressive tenses in my composition?
8. Is my spelling and punctuation correct?
9. Have I given my composition one final read-through to make sure I have omitted no words, have written in complete sentences, and have avoided run-ons, comma splices, and improper use of the semicolon?
10. Have I avoided injudicious repetition of words and ideas?
10th/11th Grade Math Homework 1/26/09 – 1/30/09
January 28, 2009 | Leave a Comment
Monday: Do problem set 64.
Tuesday: School cancelled due to weather.
Wednesday: Study for test tomorrow.
Thursday: Do problem set 65.
Friday: Do problem set 66.
7th Grade Math Homework 1/26/09 – 1/30/09
January 28, 2009 | Leave a Comment
Monday: Study for test tomorrow.
Tuesday: School cancelled due to weather.
Wednesday: Do problem set 64.
Thursday: Do problem set 65.
Friday: Do problem set 66.
Texas History
January 26, 2009 | Leave a Comment
Dear Class,
Please read sections 1 and 2 of chapter 12 for Tuesday the 27th, and section 3 for Wednesday. I hope to go over the test on Thursday, take it, then have some time to watch the Alamo movie. Friday, we will begin Chapter 13, so read Sections 1 and 2 by then.
Thanks,
Mr. Lewis
Homework: 1/26 – 1/30
January 26, 2009 | Leave a Comment
The homework for this week is as follows:
- Please make a note that if a subject is not listed, they do not have homework for that class.
- These homework assignments are subject to change daily.
- The student is also responsible for any work not completed during class.
- As a reminder the students are to complete 20 minutes of
independent reading each day. This includes weekends. There should be
form in your child’s green homework folder.
Monday:
Reading: 20 min.
Math: 84b
Tuesday:
Reading: 20 min.
Math: 85b
Wednesday:
Reading: 20 min.
Math: 86b
Thursday:
Reading: 20 min.
Friday:
Reading: 20 min.
Finish Science and History worksheets