Alcorn by Secondary Education https://padlet.com/SecondaryEducation/22l3icbh5tpug97o Select a content indicator that you will teach in the upcoming weeks. Provide the learning intentions and success criteria for the entire indicator. Please remember to add beneath your content. en-us 2022-11-01 18:55:07 UTC 2025-11-15 01:22:33 UTC hello@padlet.com Science /Ms. Bairapaka Smitha /Ms. .Samantha Sookram https://padlet.com/SecondaryEducation/22l3icbh5tpug97o/wish/2373638902 8LS3-1 GENES AND MUTATION,7PS1-1
ATOMIC COMPOSITION]]> 2022-11-07 18:35:20 UTC https://padlet.com/SecondaryEducation/22l3icbh5tpug97o/wish/2373638902 7PS 1-2 Analyze and interpret data on the properties and patterns of substances before and after the substances interact to determine if a chemical reaction occurred. https://padlet.com/SecondaryEducation/22l3icbh5tpug97o/wish/2373652440 8ls3-1: Develop and use a model to describe why structural changes to genes (mutations)located on chromosomes may affect protein and result in harmful, beneficial, or neutral effects on organisms.
Ms. Smitha Bairapaka /Ms. Sookram
 Mr. Glover Ryan]]> 2022-11-07 18:43:11 UTC https://padlet.com/SecondaryEducation/22l3icbh5tpug97o/wish/2373652440 ELA/Science Enrichment Lesson: RL.13.1; 7.P.2.B1 https://padlet.com/SecondaryEducation/22l3icbh5tpug97o/wish/2373653841 1. Students will complete a "What does it mean" work sheet for the following words: consists, exception, associates, collision, and neutral for the assigned enrichment article. 
2.Students will read the article "Matter and Energy: What are atoms?"
3. Students will summarize the article.
4. Students will make a connection to the article.
5. Students will take a mini quiz on the article.]]> 2022-11-07 18:43:58 UTC https://padlet.com/SecondaryEducation/22l3icbh5tpug97o/wish/2373653841 Learning Intention : https://padlet.com/SecondaryEducation/22l3icbh5tpug97o/wish/2373665071 7PS 1-2: How can I interpret and develop models to identify components of a chemical reaction and the number of atoms and molecules?
8LS3-1
What is a gene, and how can a change in gene structure bring mutation whether it is beneficial or harmful?
Ms.. Smitha Ms. Samantha, Mr. Glover Ryan]]> 2022-11-07 18:50:25 UTC https://padlet.com/SecondaryEducation/22l3icbh5tpug97o/wish/2373665071 Success Criteria: Do Now , https://padlet.com/SecondaryEducation/22l3icbh5tpug97o/wish/2373673581 Ed puzzle,
Actively Learn,
Exit Slip,
Mastery Connect.
Ms.  Bairapaka Smitha,
Ms. Samantha Sookram,
Mr. Glover Ryan]]> 2022-11-07 18:55:05 UTC https://padlet.com/SecondaryEducation/22l3icbh5tpug97o/wish/2373673581 Brittany Hunt & Katrina Hazelwood https://padlet.com/SecondaryEducation/22l3icbh5tpug97o/wish/2373682734 6.NS.9 Investigate and translate among multiple representations of rational numbers (fractions, decimal numbers, percentages). Fractions should be limited to those with denominators of 2,3,4,5,8,10 and 100. 

Learning Intention: I am learning to convert among multiple representations of rational numbers. I am learning what the term percentage means and how it is connected to a fraction and decimal. 

Success Criteria: 
   I understand the term percentage
   I can convert fractions to decimals and percentages 
   I can convert decimals to fractions and percentages
   I can convert percentages to fractions and decimals
I understand the connection between percentage, fraction and decimal.


]]> 2022-11-07 18:59:53 UTC https://padlet.com/SecondaryEducation/22l3icbh5tpug97o/wish/2373682734 Hardrick, Anthony/Chavithina/Pagador https://padlet.com/SecondaryEducation/22l3icbh5tpug97o/wish/2373705184 7.EEI.2 Recognize that algebraic expressions may have a variety of equivalent forms and determine an appropriate form for a given real-world situation. How to apply to Distributive Property. How to use the Distributive Property to simplify algebraic expressions. 
The greatest common factor of terms, including variable terms. How to use the Distributive Property to factor algebraic expressions. How to write a term as a product involving a given factor. 
]]> 2022-11-07 19:12:31 UTC https://padlet.com/SecondaryEducation/22l3icbh5tpug97o/wish/2373705184 7.EEI.1 - Apply mathematical properties (e.g., commutative, associative, distributive) to simplify and to factor linear algebraic expressions with rational coefficients. https://padlet.com/SecondaryEducation/22l3icbh5tpug97o/wish/2373708703 Learning Intentions
TSWBAT...
  • identify terms and like terms of algebraic expressions. 
  • how to combine like terms to simplify algebraic expressions. 
  • how to use the Distributive Property to simplify algebraic expressions. 
  • how to write and simplify algebraic expressions to solve real-life problems.
  • how to apply properties of operations to add and subtract linear expressions. 
Success Criteria
I can...
  • identify terms and like terms of algebraic expressions. 
  • identify the greatest common factor of terms, including variable terms. 
  • combine like terms to simplify algebraic expressions.
  • use the Distributive Property to factor algebraic expressions.
  • write and simplify algebraic expressions to solve real-life problems.
  • write a term as a product involving a given factor.
  • apply properties of operations to add and subtract linear expressions. 
The following are assignments that measure student's learning:
  1. 4 Corners - Identifying Properties 
  2. Nearpod - Time to Climb: Distributive Property
  3. Flocabulary - Expressions

~Ms. Heyward

]]> 2022-11-07 19:14:50 UTC https://padlet.com/SecondaryEducation/22l3icbh5tpug97o/wish/2373708703 George Patterson https://padlet.com/SecondaryEducation/22l3icbh5tpug97o/wish/2373722662 6.1.P Analyze the shift from early to classical civilizations and the enduring contributions of classical civilizations.]]> 2022-11-07 19:23:33 UTC https://padlet.com/SecondaryEducation/22l3icbh5tpug97o/wish/2373722662 ELA - Dr. Roberts https://padlet.com/SecondaryEducation/22l3icbh5tpug97o/wish/2373731330 Indicator: C.2.3 Analyze and evaluate credibility of information and accuracy of findings.

Learning Intentions: 
-I can analyze the credibility of information and accuracy of findings. 
-I can evaluate the credibility of information and accuracy of findings

Success Criteria: 
-Students will be able to define "claim" and "reality" and discuss the differences.
-Students will be able to identify and analyze claims and realities in commercials using a t-chart.


]]> 2022-11-07 19:29:18 UTC https://padlet.com/SecondaryEducation/22l3icbh5tpug97o/wish/2373731330 George Patterson Learning Intention https://padlet.com/SecondaryEducation/22l3icbh5tpug97o/wish/2373748265 Student will be able to analyze significant turning points in history to assess multiple long-term and short-term causes and effects. Students will engage in reading and writing to apply DOK levels 2 and 3 thinking strategies and utilize broad characteristics of historical developments to create a comparative analysis of mathematical concepts (Roman numerals and standard form for an interdisciplinary lessons for comparisons and causation). ]]> 2022-11-07 19:40:25 UTC https://padlet.com/SecondaryEducation/22l3icbh5tpug97o/wish/2373748265 Geography https://padlet.com/SecondaryEducation/22l3icbh5tpug97o/wish/2373751126 7.1.5.HS Identify and analyze the current political borders using maps, and explain the connections between African places and other continents based upon factors such as colonialism, imperialism, independence movements, and regional alliances.
7.1.6.AG Gather evidence and construct a map or model to investigate a significant contemporary cultural, economic, or political issue facing Africa at the local, regional, or global scale.  
7.4.5.HS Identify and analyze the current political borders using maps, and explain the connections between European countries based upon centripetal and centrifugal forces, as well as connections between European places and other continents. 
Learning Intention: Students will draw upon prior knowledge of the industrial revolution in Europe and the Americas to identify and explain the motivations of European nations for imperialism in Africa.
Success Criteria: Students will be able to create a product model, such as a one-pager, which shows the motivations for European imperialism in Africa, specifically the raw materials that Europeans sought in different African places, including what industrial products were made from those materials. ]]> 2022-11-07 19:42:32 UTC https://padlet.com/SecondaryEducation/22l3icbh5tpug97o/wish/2373751126 Cheryl L. Queener/ELA-8th https://padlet.com/SecondaryEducation/22l3icbh5tpug97o/wish/2373761141 Cheryl L. Queener

English Language Arts

Grade 8

Argument Writing (future lesson)

 

Standard/Indicator:

W.1.1 Write arguments that: 

a. introduce claims, acknowledge and distinguish the claims from alternate or opposing claims, and organize the reasons and evidence logically

 

Learning Intention:

W.1.1.a: I can introduce claims. 

W.1.1.a: I can acknowledge and distinguish the claims from alternate or opposing claims. 

W.1.1.a: I can organize the reasons and evidence logically.

 

 

Success Criteria:

In an argument writing piece, students will be able to

a.) introduce claims, 

b.) acknowledge and distinguish the claims from alternate or opposing claims, and

c.) organize the reasons and evidence logically.

 

]]> 2022-11-07 19:49:24 UTC https://padlet.com/SecondaryEducation/22l3icbh5tpug97o/wish/2373761141 George Patterson Success Criterion https://padlet.com/SecondaryEducation/22l3icbh5tpug97o/wish/2373762167 Success Criteria: 

: 
 -Student will be able to analyze primary and secondary sources to analyze turning points and identify causation and make comparisons between classical and modern civilization. 
 
 

- Student will be able to employ DOK levels 2 and 3 after reading, analyzing, and evaluating primary and secondary sources to create 3 of their own questions (TDA) and provide 3 of their own answers to their question
]]> 2022-11-07 19:50:09 UTC https://padlet.com/SecondaryEducation/22l3icbh5tpug97o/wish/2373762167 Richard Disharoon, 6th Grade Social Studies https://padlet.com/SecondaryEducation/22l3icbh5tpug97o/wish/2373773227 Standard 6.1 CO Compare development of social systems among early river valley civilizations.

Learning Intentions: I am learning how the Assyrian, Persian, and Phoenicians develop in Mesopotamia and how they structured their societies.

Success Criteria:
1. I can explain how the Assyrian Empire formed and what its social structure resembled.
2. I can explain how the Persian Empire formed and what its social structure resembled.
3. I can explain how the Phoenicians were able to expand into the Mediterranean Sea and what their social structure resembled.]]> 2022-11-07 19:58:13 UTC https://padlet.com/SecondaryEducation/22l3icbh5tpug97o/wish/2373773227 ELA/ Special Services- 7th Grade https://padlet.com/SecondaryEducation/22l3icbh5tpug97o/wish/2373786745 RL.5.1: I can cite multiple pieces of textual evidence that supports analysis of what the text says explicitly.  
RL.5.1: I can cite multiple pieces of textual evidence to support analysis of inferences drawn from the text.  

Learning Intentions- 
1. Students will learn how to define the terms textual evidence, cite, inference, explicit and implicit. 
2. Students will learn how to use text to gather and cite evidence. 
3. Students will use evidence-based sentence starters to cite evidence from text. 

Success Criteria:
1. I can give evidence in a text to support/ prove what the text says explicitly or implied.
2. I can interpret/restate questions based on my knowledge of key vocabulary.
I can answer questions in my own words and inferences from the text. 
I can use evidence-based sentence starters to cite evidence in support of my thoughts and opinions.
I can explain my evidence by paraphrasing or directly quoting from the text.    

Compiled by
Michelle Oakley
Jill Sterner
Dr. Barbara Murphy
Adam Troy

]]> 2022-11-07 20:07:38 UTC https://padlet.com/SecondaryEducation/22l3icbh5tpug97o/wish/2373786745 Irma Richardson https://padlet.com/SecondaryEducation/22l3icbh5tpug97o/wish/2373833361 Standards:
W.1.1.a. Write arguments that introduce a focused claim and organize reasons and evidence clearly.
C.4.1. Determine the effectiveness of a speaker’s argument and specific claims, distinguishing claims that are supported by reasons and evidence from claims that are not.

Learning Intentions
Students will be able to write claims, counterclaims supported by textual evidence.
Students will be able to critique classmates claims and counterclaims and provide feedback.
Students will be able to distinguish between “best” textual evidence vs weak textual evidence.

Success Criteria
I can write an introductory paragraph that includes a claim and counterclaim.

 I can articulate my claim and counterclaim both orally and written to my classmates.

I can critique my classmate’s and my writing via rubrics.

]]> 2022-11-07 20:44:24 UTC https://padlet.com/SecondaryEducation/22l3icbh5tpug97o/wish/2373833361