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Study Guide 9th Grade Jr. High January –February, 2015 Friday , February 6 th , 2015 Language Arts Miss Elon Bagley. TOPIC OBJECTIVES Resource s PAGES

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Page 1: alfonsino.edu.mx. 3er bim.… · Web viewDuring World War I, what happened to the African-American migration? By the 1960’s what percentage of African-American lived outside the

Study Guide9th Grade

Jr. HighJanuary –February, 2015

Friday , February 6th, 2015Language Arts Miss Elon Bagley.

TOPIC OBJECTIVES Resources PAGES

Page 2: alfonsino.edu.mx. 3er bim.… · Web viewDuring World War I, what happened to the African-American migration? By the 1960’s what percentage of African-American lived outside the

Comprehension:

Comprehension

The Great Miration

A Raisin in the Sun

“The Savage, Beautiful World of Army Ants.”

Answer the following questions:

In what direction did most of the African-Americans migrate during the Great Migration?

What did the Jim Crow’ law do to the African-Americans?

During World War I, what happened to the African-American migration?

By the 1960’s what percentage of African-American lived outside the South?

At the beginning of the scene, who surprises Beneatha by coming to the door?

How does Mr. Lindner seems as he talks with the Youngers?

How is Beneatha’s attitude toward Mr. Lindner?

What did the Youngers think of Mr. Lindner’s last words to them?

What is Mark Moffett’s profession?

What are army ants expert in?

Are army ants usually still or active?

Why do army ants use signals?

Was the father’s description of America correct? Explain your answer.

Why was it was hard for the author’s family to leave for America?

When the author was a child, where did his family live?

The author said it was important to improve what?

Was the father’s description of America mostly true or untrue?

Why was it hard for the author’s family to

Wor

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Textbook pgs. 238-143

Textbook pgs. 152-159

Textbook pgs.

168-171

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Spelling words: Trainer, Director, Guitarist, Conductor

Specialist, Journalist, Manufacturer

Worker, Survivor, Sailor, Reader

Operator, Chance, Picture, Chess

Chop, Which, Bunch, Shoes

Creature, Trench, Feature, Catch

Checkbook

Vocabulary Study the definitions and spellings for the vocabulary:

Textbook, 135,136,149,150,165 and 166.

Textbook, 135,136,149,150,165 and 166.

Grammar: Embedded questions Txtbk. Pg 162

Wkbk. Pg. 77

Grammar:

Study where to use the spelling suffixes “ist”, “or”, and “er”.

Txtbk. Pg 137

Wkbk. Pg. 67

Grammar: Words that express opposition Txtbk. Pg. 140

Wkbk. Pg. 70

Grammar: Shades of meaning Txtbk. Pg. 151

Wkbk. Pg. 74

Grammar: Words with “ch” sound Txtbk. Pg. 167

Wkbk. Pg. 81

Grammar: Modals “be able to”, “may”, and “might” Txtbk pg. 174

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Wkbk. Pg. 84

Writing Think about what your ideal community would be like. Write a paragraph that describes it and persuades readers that it would be ideal, Be sure to include reasons and examples that support your opinion. Use arial font 12 or 14 and print out on printer.

Oral reading In the decade after the Civil War, new amendments to the United States Constitution had seemed to guarantee that civil rights could not be denied to anyone on the basis of race, creed, or color, For a time, African Americans in the South freely voted, went to school, held office, purchased land, and ran businesses.

However, life in the South became increasingly difficult for African Americans, and by the 1880’s, the dream of equality for southern blacks was rapidly disappearing. In search of new opportunities, they began to leave their new homes. At first, they did so in relatively small numbers, Some moved from the countryside to nearby southern towns, Others went west. Most moved to cities in the North, Then, between 1915 and 1920, the numbers of African Americans moving north swelled to a flood. In those five years, 10 percent of the South’s black population resettled in cities such as Chicago, Philadelphia, Detroit, St, Louis, and Cleveland.

Also, don’t forget to study from your notebook and quizzes.

Friday February 6th, 2015Technology & Applications Complete Guide Boletin Mr. Jorge Colunga

Monday February 9th, 2015Math Miss Elsa Limón

TOPIC OBJECTIVES Resources PAGES

Completing to the square

To know how to solve quadratic equations using the “completing to the square” procedure

WB and

Notebook

575 to 581

The quadratic To know how to solve quadratic equations WB and 582 to 589

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formula using the quadratic formula as procedure.

Notebook

Identifying quadratic functions

To know how to identify quadratic functions using the table and information provided.

Notebook Notebook

Characteristics of quadratic functions

To know the characteristics and of quadratic functions and also the main concepts

Notebook Notebook

Graphing quadratic functions

To know how to graph quadratic functions, using the information provided.

Notebook Notebook

Transforming quadratic functions

To know how to change a quadratic function. Notebook Notebook

Also, study from quizzes and notebook.

Tuesday February 10, 2015Chemistry Mr. David Perez

TOPIC Purposes in the topics Resources

Chemical bonding

(Chapter 6)

Can use the electronegativity of elements to determine the Ionic or Covalent nature of compounds.

Book p. 156, 166, notebook

Understands what Ions Ionic bonds are and knows the most common positive and negative Ions.

Book p. 182-184, notebook

Knows the physical properties of Ionic compounds. Book p. 185, notebook

Understands what a metallic bond is and can describe the “sea of electrons” in them.

Book p. 188, notebook

Knows the physical properties of metals and can compare them with other materials.

Book p. 189, notebook

Understands the VSEPR theory and knows how it affects the shape of molecules. Knows the basic types of molecules.

Book p. 191-194, notebook

Understands how the geometry affects the polarity of molecules and knows what Hydrogen bonds are.

Book p. 199-200, notebook

Chemical Formulas Understands how chemical formulas represent the atoms Book p. 207,

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and Chemical Names

(Chapter 7)

and elements in a compound. notebook

Can represent the formulas and name Ionic compounds. Book p. 208-211, notebook

Can use the stock system to name transition metals compounds.

Book p. 212, notebook

Can name molecular binary compounds using the prefix system.

Book p. 215, notebook

Can name binary acids and oxacids. Book p. 216-217, notebook

Can calculate the molar mass of a compound using its chemical formula.

Book p. 224-226, notebook

Can calculate empirical formulas from a percentage composition.

Book p. 235-237, notebook

Chemical Equations and Reactions

(Chapter 8)

Can write chemical equations correctly, knowing the rules for it, the parts of the equation and symbols used in them.

Book p. 247-253, notebook

Can balance chemical equations. Book p. 257, 259, notebook

Knows the types of chemical reactions and can identify them.

Book p. 261-272, notebook

Wednesday February 11, 2015Aleman Mr. Ivan Maric

Skills Objectives Resources

Writing I know all “Wechselpräpositionen” (an, auf, hinter, in, neben, über, unter, vor, zwischen) and can use them (Dativ und Akkusativ):

WO? => Dativ

WANN? => Akkusativ

Deutsch.com2, Kursbuch, pages 102 & 130

deutsch.com2, Arbeitsbuch, page 138 & 139

Notebook

Writing I know some things I find in a household and some furniture:

der Spiegelder Tischdie Deckedas Buch

deutsch.com2, Kursbuch, page 102

Notebook

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Writing I can use the connectors obwohl, trotzdem and deshalb:

Ich bin krank, deshalb kann ich nicht schlafen.

Thomas ist müde, trotzdem geht er nicht schlafen.

Thomas geht nicht schlafen, obwohl er müde ist.

deutsch.com2, Arbeitsbuch, pages 128 &129

Notebook

Writing I can conjugate following verbsstellenstehenlegen liegensitzensich setzenhängensein

Notebook

Wednesday February 11th, 2015Civica y Etica Miss. Teresa Alvarez

La identidad personal, su proceso de construcción

Definir los elementos que intervienen en la conformación de la identidad personal.Explicar los recursos necesarios para la resolución de conflictos

p. 120-132

Sentido de pertenencia de la nación

Reconocer las diversas manifestaciones de la identidad nacional.

Reconocer las diferencias culturales que enriquecen a la nación: pluralidad y diversidad.

p. 134-146

Diversidad y derechos humanos

Explicar las características de un mundo globalizado.Mencionar las organizaciones públicas y privadas que garantizan los derechos humanos.Distinguir los acuerdos internacionales que garantizan los derechos a los adolescentes

p. 148-161

Glosario del bimestre. Todos los temas se estudiarán también de la libreta

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Thursday February, 12 2015.Mexican History

TOPIC Purpose in the topics Resources

Unit 3

Independent Mexico to the beginning of the Mexican Revolution

(1821-1910)

Lesson 15 A panorama of the period

Lesson 16 Toward the founding of a new state

Lesson 17 International conflicts and dispossession of territory

Lesson 18 In search of a political system

Lesson 19 The restoration of the Republic y Porfiriato

Lesson 20 Prelude to the Revolution

Lesson 21 Culture

From your book, the following pages:

114-160

Plus, EVERYTHING IN your notebook and quizzes.

Friday February 13, 2015Español Miss Ana Gaytán

LecturaEscrituraEscucha Elaborar informes sobre experimentos

científicos.

Orden y jerarquía de la información en la descripción de procesos.

Uso de la puntuación en las oraciones complejas.

Uso de las oraciones compuestas, causales, consecutivas y condicionales en la construcción de explicaciones.

Tiempos verbales de las oraciones compuestas.

Uso del impersonal y la voz pasiva.

Analizar las obras literarias del Renacimiento para conocer las características de la época.

Vigencia del contenido y personajes de la obra.

Libro: Cuaderno de trabajo (Castillo).

Página 74. Quiz en libreta.

Página 76. Libro de Castillo 3 p. 125 y 126.

Página 77.

Página 78.

Página 79.

Página 80, 81 y 83.

Página 84. Quiz en libreta. Libro de Castillo 3 p. 136

Página 86.

Página 88, 89 y 91.

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Realizar un programa de radio sobre distintas culturas del mundo.

Organización y jerarquización de información para su difusión.

Características y función de los programas de radio.

Usos de la C, S y Z.

Usos de la S, Homófonos con C, S y Z.

Uso de la G.

Uso de la J. Homófonos con G y J.

Uso de la H Homófonos.

Página 92 y 93.

Página 94.

Página 96, 98 y 101

Lectura Escritura Escucha

Libro: Cuaderno de trabajo (Castillo).

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Elaborar informes sobre experimentos científicos.

Orden y jerarquía de la información en la descripción de procesos.

Uso de la puntuación en las oraciones complejas.

Uso de las oraciones compuestas, causales, consecutivas y condicionales en la construcción de explicaciones.

Tiempos verbales de las oraciones compuestas.

Uso del impersonal y la voz pasiva.

Analizar las obras literarias del Renacimiento para conocer las características de la época.

Vigencia del contenido y personajes de la obra.

Características de la novela del Renacimiento.

Realizar un programa de radio sobre distintas culturas del mundo.

Organización y jerarquización de información para su difusión.

Características y función de los programas de radio.

Página 74. Quiz en libreta.

Página 76. Libro de Castillo 3 p. 125 y 126.

Página 77.

Página 78.

Página 79.

Página 80, 81 y 83.

Página 84. Quiz en libreta. Libro de Castillo 3 p. 136

Página 86.

Página 88, 89 y 91.

Página 92 y 93.

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Página 94.

Página 96, 98 y 101.

Usos de la C, S y Z.

Usos de la S, Homófonos con C, S y Z. Uso de la G.

Uso de la J. Homófonos con G y J. Uso de la H Homófonos.

Libro: Nueva ortografía activa 3.

Página 58, 59, 60, 61.

Página 64, 65, 66 y 68.

Página 70, 72 y 75.

Página 80.

Página 83 y 89.

Expresión Oral

Realizar un programa de radio sobre distintas culturas del mundo.