Greeting the Summer with a very long post

After a short delay, I’d like to bring you several things that I hadn’t gotten around to putting on the blog yet.

Promotion

The fifth grade promotion went quite smoothly and I was proud to see all the students up on stage.  For my contribution I shared a poem I wrote for the occasion.  Several parents asked for a copy, so here it is.

Too fast too slow, to gather here
to settle seams unraveled here
I felt unfinished for all the year
yet this is where we are

I found a moment the other night
writing phrases meant to incite
to decipher or maybe to delight
with esteemed and grown-up wit

And yet with every paragraph
I found I was writing at the behalf
of adult insight of the staff
the kind that paints us best

But on this day you desire truth
and from the perspective of the youth
you deserve a message that does not dupe
but prepares you for what’s next

So I would like to now impart
a few pieces of advice to start
you off before you soon depart
onto another school

Please remember every Friday when
the week has finally come to an end
please take your gym uniform my friends
and wash them every week

It’s a lesson I learned the hard way
When after the weekend, I came back to play
and my locker smelled like rotting decay
beware those stinky sweats

To be honest, sometimes in middle school
they may sound a little cruel
but even though you think your outfit’s cool
your parents probably wont

Your parent’s might not appreciate
they might even enter into debate
just calmly smile, nod, and wait,
this isn’t a battle you’ll win

I’ll tell you now that what you know
is often despite what we say is so
but when we shout an order of yes or no
what we truly mean is think

Think about what you have learned
empathize, know other’s concerns
know that your actions will return
right back to you and yours

As adults we make some mistakes
we’re nervous of decisions that you make
sometimes to benefit our own sake
We tell, not let, you learn

It devalues you when we tell you
exactly what to say or do
without letting you pursue
a solution you explore

But please still listen to the advice
your parents give, to be precise
Before you act, please think twice
and know you will make mistakes

It’s part of growing up you see
mistakes are common,  so I make this plea
it will be better, I guarantee,
to remember that we all stumble

And adults here, now please reflect
on how it is we can expect
our children to learn if we project
an image of perfection

For if we do not try and fail
and take the risk when we feel frail
and work at it till we prevail
we cannot ask the same

To dismantle ourselves a little each day
appreciate the dissonance it can create
it is what allows us to relate
to eachother when we learn

It’s something I reflect on every day
about all I do, and all I say
things can and do often go astray
its how you react that matters

So now it is with a heavy heart
I will say goodbye as you depart
please remember you’ll always be a part
of all I learned this year.

State Websites

Over the last week, we spent some time learning the basics of web page design.  The students used the program iWeb and worked in groups to create small webpages about different states in the US (and also D.C.)  To create the pages, we followed several steps.  First the students created media libraries by creating a folder, renaming it, and using google image search to find and copy pictures representing their states.  The students then did a little research on their state to learn more about its history, flag, bird, capital, and flower.  Finally, the students created several pages about their state including a welcome page and then linked the pages together by adding hypertext.  My brother came in one day and helped the students export their files and then upload them onto his website.  You can see the finished projects at http://mrweis.com/states/reports.html . Keep in mind this was only working for a couple days on the last week of school, so they aren’t very exhaustive sources of information, but they do show a general understanding and ability to design a basic website.  (Just a note, several of the features including a slideshow and movie were not working with firefox the last I checked.  They should work fine on other browsers.)

What I’ve been thinking about lately…

This week I have been attending a series of math workshops required by the state because of our Program Improvement Status.  I’m trying my best to take something meaningful away from each day, and I’d like to share something we read yesterday for homework.  It is an article titled Digital Natives, Digital Immigrants written by a man named Marc Prensky.  While I don’t agree with everything he writes, I think it raises some intersting questions about the intersection of modern technology and communication and the role that it is playing on transforming students, teachers, content, and the pathways that we use to transmit that content.  You can check out the article we read here.  On Prensky’s website you can read other articles that he has written as well as watch some videos of him.  If anyone would like to offer your opinion on the matter in a comment, I’d be happy to respond to you.

A Parting Message

As a final message for the moment, I’d like to publish a letter that I gave to each of my students on the last day of school.  It doesn’t even begin to express all that I’m feeling about the end of this school year, but it is a start.  If any of the letters got lost among all the papers on the last day, here it is. I’ll try to get into a regular habit of posting interesting education related pieces for the rest of the summer, so check back every once in a while.  Take care.

2009
To the Students of Room 202,

It is very difficult for me to describe how special this past year has been.  For 179 days I have stayed up late, gotten up early, rushed to make copies, and then frantically cleared copy machine jams.  I’ve sharpened pencils in the morning and picked up those same pencils off the floor at recess, lunch and after school. I’ve politely stated “different word,” reciprocated gifts of smiles, and counted fingers, claps, dings, and seconds.  I have smiled when I made a spelling error on the board, cheered for successful mental math, applauded the completion of puzzles, and colored in doodles in the margins of tests.   I have worked my way through 4 packages of brightly colored pens, 3 ink cartridges and a small forest of trees in paper.  I’ve sighed, laughed, whispered, shouted, and cried, sometimes doing more than one at the same time.  I’ve skipped breakfasts, lunches, and dinners to get in a few more minutes of work, and transformed Sunday into another workday.  I’ve confiscated 21 cootie catchers, and asked for the scissors to be put away everyday.  I’ve proudly hung drawings up on my refrigerator and the walls of my bedroom, and I made it a point at dinner to tell my housemates at least one amazing thing I saw a child do every day.  My hope has been shattered when I’ve seen poor choices, and my optimism has been restored when I have witnessed acts of pure kindness and selflessness.  I’ve searched for ways to make learning fun, interactive, community-based, and accessible to everyone at their own skill level.  I’ve always believed there is room for growth for every person in the classroom, including myself.

Above all, for 179 days I have been privileged to spend my days with twenty eight people who consistently show me the beauty of teaching and learning, of working together with the noble, underlying goal of helping each other.  At the promotion ceremony today I shook hands and gave hugs to students, parents, grandparents, brothers, sisters, aunts, uncles, and cousins.  I feel exceptionally blessed for the opportunities and trust given to me by each of your families.  I feel exceptionally thankful for all of you who put your trust in me and afforded me the opportunity to enter into a process of teaching and learning with you.  I know I wasn’t perfect, but I can promise you that I gave my all every day.  It is my hope that each of you comes away from this past year with a greater appreciation and love of learning.

I wish you each a lifetime of building and nurturing a personal appreciation for learning.  I know you all have incredible potential and hope that you each find happiness wherever you go.  Please know that my door will always be open to you.  If you ever need help, academically or otherwise, give me a call, send me an email, or stop by the classroom.  Whether it is editing an essay, fundraising a field trip, attending a sports game, or completing your calculus homework, I promise that I will always do my best to make time for you.

I have one final token of appreciation to offer each one of you.  As you have undoubtedly come to understand this year, I am a lover of language and words, and so I thought it fitting to present each of you with a special word that I chose specifically for you.  Learn it, use it, and own it; it is for you.  Thank you.

Sincerely,

Adam Weis

“The key to being a comic book artist…

is to be fearless.”  Quite a profound statement, I thought, especially coming from a high school student.  Yesterday, as part of the events leading up to the BAM Summer Book Jam, our class was visited by Adele Moss and Leslie Bloomfield, Berkeley High students, and writers, illustrators, and publishers of their own comic book.  They explained to the students how, starting in 6th Grade, they began to create and self-publish their own comics and how they were able to get their comic called Hector the Collector carried at Berkeley’s own Comic Relief comic book store.  The two young authors/ artists then led the students through a brief activity about unleashing the creative process to create their own super heroes and super villains.

You can check out their website here for biographies and more information about their work.

Coming back to the initial quote for a moment, I think it is an important statement about taking risks, especially in our creative endeavors.  As children grow up, risk-taking in the arts and writing is far too often squelched by fears of peer rejection.  It would serve us well as adults to model the daring creativity that we so often encourage our children to apply to their writing, art, acting and dancing.  So here is my challenge for everyone reading my blog (potentially a couple hundred a day now, although I’m not sure who they all are).  On one of those warm, lazy summer afternoons or evenings in the coming months, instead of clicking that remote over and over, instead of putting headphones on, and instead of hiding out in a movie theater, take a moment to be fearless and create something together with your child.  Over the summer I’m going to do my best to update the blog every once in a while with crafty and imaginative activity ideas.  I’m hoping to hear back from some of you through comments or email, to let me know what you are doing.  Maybe you could even send me a picture, scan or video, that I could help you share.  Just a thought, but one that I hope works out.

Homework:

1. Language Arts:  Finish final draft of first persuasive essay.
2. Reading: Read for 20 minutes and turn in pink reading log.

Cycling Safely

Today we were visited by a couple really nice folks at Cycles of Change who lead a great day’s worth of activities teaching the students about bicycle safety.  We started off the day with a presentation on the rules of the road and ways to avoid the most common kinds of bicycle accidents.  We then had a helmet fitting, bicycle fitting, and learned the ABCD Quick check (Air in tires, Brakes working correctly, Chain on correctly, Drop the bike about 2 inches, and check any Quick release levers to make sure they are tightened.)

Here is a video review of an ABC Quick Check (without the bike drop, but with a bit more information about each element of the check.)

The bicycle inspection was followed by drills on the yard, and then drills on the intersection of Mylvia and Virginia.  After practicing stopping, signaling and turning, we embarked on a neighborhood ride and looped around to Ohlone Park.  We then rode back to school, had a wrap up session and then the students went to Science.  The whole day went pretty well, especially for it being our first time working with Cycles of Change at BAM.  To get a better picture of the day, or rather pictures, head on over to the flickr page and look through the Bicycle Field Trip set.

Thanks to Maya and Tommy at Cycles of Change, all the students, and Francoise for helping to make the day so much fun and full of learning.

Homework:

1. Language Arts:  Write a min. 1 page, 4-5 paragraph essay about how you can ride safely.  Follow the prompt and the graphic organizer on the homework page.
2. Reading:  Read for 20 minutes and fill out pink reading log.

Mr. Weis

Field Trip Reminder

I apologize for not updating the blog much over the past couple weeks.  I have been swamped with end of the year preparations, assessments, and meetings, and I just haven’t had the time.  I wanted to post this weekend as a reminder about our bike field trip tomorrow through Cycles of Change.

On Monday, Cycles of Change with be visiting our school to lead a fun day of bicycle safety education for our class.  They will provide a bicycle for every child to ride to help all students get some experience.  We will be involved in the program for the entire day and will be taking a short ride to have a picnic lunch.  Here are a few things to remember:

• All students will need to ride geared bikes with handbrakes that have passed a safety inspection.   If your child decides to bring a bike, but it does not meet the requirements, they will be provided with another one for the day.
• Please bring a bag lunch for our picnic.
• Wear close-toed shoes and comfortable clothing.

If you have any questions, just send me an email.  Thanks!

Mr. Weis

Memorial Musings

Today, after the final three day weekend of the school year, we spent some time discussing the history and relevance of the holiday yesterday.  Did you know that the Memorial Day holiday actually dates back to the time of the Civil War?  In 1868, as per an order by General John A. Logan, Decoration Day, as it was originally called, was declared as a day of remembrance for soldiers who had died in the Civil War.   In a statement known as Order Number 11, he stated,

The 30th of May, 1868, is designated for the purpose of strewing with flowers, or otherwise decorating the graves of comrades who died in defense of their country during the late rebellion, and whose bodies now lie in almost every city, village, and hamlet churchyard in the land. In this observance no form of ceremony is prescribed, but posts and comrades will in their own way arrange such fitting services and testimonials of respect as circumstances may permit.

Initially, the holiday was observed more in Northern States, but over time, and especially after World War I, Decoration Day became a more common tradition around the entire United States.  Memorial was officially declared a national holiday in 1971 through an act by Congress.

In class today we discussed some of the history around the holiday, watched a short video, and then read and shared out about different elements of Memorial Day, including important dates, famous symbols, alternative holidays, and protests associated with the day.  We also read several poems expressing very different emotions about the holiday, soldiers, and war from thankfulness, to sadness, to anger.  I encourage students to take a look at the rest of the poems relating to Memorial Day that we did not have the time to read in class.  They will be available to read for the rest of the week.

We also reflected on some numbers of casualties from wars and conflicts that the United States has been involved in. They truly are staggering.  Students shared some personal connections with Memorial Day and the ways that people remember, or call attention to those who die in war.  Follow the links to read more about the  history of Memorial Day or the history of Memorial Day in Waterloo, New York.

Or watch the following video from the History Channel for a brief overview:

In Writing, students continued to work on their persuasive essays, and most of them worked through a peer revision.  Tomorrow we will have the District Assessment on persuasive essays.  Make sure to get good rest tonight!

In Mathematics, students continued working on their Geometric Solid Cities.  In their cities, they folded centimeter grid paper into rectangular prisms and pyramids and then wrote down the properties of each shape, highlighting information such as the number of faces, vertices, edges, the volume, and the surface area.  I left my camera at home today, but I will try to get some shots up tomorrow.

In Art, we finished up some watercolor landscapes and began work on puppet play scenery backgrounds.  We discussed some about the use of color pallettes to create or support a specific mood, and then the students got to work sketching and starting to paint.

Homework:

1. Mathematics: Practice Set 65
2. Reading: Read for 20 minutes and fill out weekly reading log.
3. Other: Talk with a family member about Memorial Day and share what you learned in class.

Mr. Weis

A persuasive piece of chocolate

Over the past week, we have been working on our new writing genre, persuasive essays.  To start things out, we read some persuasive essays about why there should or should not be zoos.  Then we collaboratively acquainted ourselves with some new graphic organizers and interactively wrote an essay about why chocolate is not a candy.  The students really got into the topic and each contributed sentences towards our final essay.  Here it is in its entirety, with a small disclaimer.

Warning, the following essay may be used to try to persuade a parent or adult to allow a child to eat copious amounts of chocolate.  The best response would probably be to write your own counter essay.  Make sure to use a clear five paragraph structure, three reasons, and supporting details. Best of luck to you

Has anyone ever told you that you are not allowed to eat chocolate because it is a candy? If you think Chocolate is as bad as candy, think again. Chocolate is actually very different from candy despite the fact that it is often called it. Chocolate is not a candy because it does not fit the definition, it is healthy, and it is natural.

Some people might ask, “Why is chocolate not a candy?” and first I would tell them, just look it up. First of all, the definition of candy does not include chocolate. This is because the definition of candy clearly includes “boiling down syrup,” which is not used in chocolate. Also, the definition of chocolate is entirely different from candy. According to Webster’s Dictionary, chocolate is, “a food prepared from ground, roasted cocao beans.”

Unlike candy, chocolate can be healthy and beneficial to the body. Chocolate can help you live longer. According to a Harvard University study, men who ate chocolate lived one year longer than those who didn’t. Candy can also give you cavities, but chocolate can actually prevent them. Cacao contains antibacterial agents that can even fight tooth decay.

While candy is an artificial food substance, chocolate is fabulously natural. Chocolate is so natural that you could even say it grows on trees. Chocolate is made from cacao beans that are taken from the cacao tree that grows in Central and South America. Additionally, how could chocolate possibly be considered artificial when people have been eating it for thousands of years? The Aztec people, an ancient civilization from Central America, ate and drank chocolate.

In summary, chocolate is not a candy for 3 different reasons: first, it does not fit the definition, second it is a healthy food, and third, it is natural. Some people might say that chocolate is a candy because it has sugar in it. However, fruit has sugar in it too, and no one would ever call fruit a candy. So next time someone tells you “No Candy,” just pull out some chocolate instead, and if they question you, just explain all the reasons why chocolate is, without a doubt, not candy.

One other note: tomorrow the students will perform their end of the year instrumental music concert.  Both the band and the string orchestra will play a selection of pieces for the enjoyment of the whole school.  It would be great to see some parents too if possible.  The concert will begin at 2:00pm in the auditorium.

Homework:

1. Language Arts: Complete at least first two paragraphs of persuasive essay.
2. Mathematics: Review practice test and prepare for the final district assessment tomorrow.
3. Other: Continue working on Vocabulary packet.
4. Reading: Read for 20 minutes and fill out pink reading log.

Mr. Weis

Early American Anachronisms

Welcome back to school.  I hope everyone had an enjoyable and restful 3-day weekend and got to spend some time outside in the gorgeous weather.

We will still have a regular vocabulary list this week although I eliminated one of the pages from the vocabulary packet.  The roots this week are gen, mort, and bio.  The focus words are: genre, progeny, generic, mortician, immortal, mortgage, biodegradable, and amphibious. The students got a good start on the packet in class today, so I do not foresee any difficulties in completing it by Friday.

In writing, students began the pre-writing for their own persuasive essays.  We came up with a list of 8 possible subjects and then each student formulated an argument and began planning out the reasons and supporting details to use in their essay.  Tonight for homework they will work on filling out the more detailed graphic organizer and plan at least 2 paragraphs of their essay.

In Mathematics, we worked through a practice test for the end of the year District Assessment on Thursday.  The greatest area of need seemed to revolve around computations involving division.  We will finish up a second review packet and do our final review tomorrow.

In Art, the students began work on some watercolor landscapes and incorporated some crayon relief for lines and boundaries.  They will finish up any work on their landscapes and begin on their scenery backgrounds next week.

In Social Studies today, I added a twist to the reading when I typed up four paragraphs about some different events that brought the colonies together around the time of the Revolutionary War.  As students read through information about the Albany Congress, the Committees of Correspondence, and the First and Second Continental Congresses, they were given an additional challenge of locating a historical anachronism.  As the students learned today, the word anachronism comes from the roots ana, meaning against, and chrono, meaning time.  An anachronism is something that is not in the correct time period.  The most well known anachronisms are usually in books or movies and might involve a character singing a song that haden’t been released yet, or wearing a digital watch in the Old West.  Although we just started the activity before the end of the day, the students seemed to have a great time as they searched through the information.  For those who are interested in reading more about anachronisms in movies,  I’d like to suggest the book Past Imperfect: History According to the Movies. You can read the first 31 pages through google books, including a very scholarly interview with director John Sayles and an essay on Jurassic Park by Stephen Gould.

You can also check out a list of 10 historically inaccurate movies on the site How Stuff Works.   Unfortunately both of these resources are written at more of an adult level and are about movies that few of the children have probably seen, but if you do find yourself watching a movie on a historical subject with your family, I’d suggest to watch out for possible anachronisms and let me know if you find any.

Homework:

1. Language Arts: Begin pre-writing graphic organizer for persuasive essay. (First 2 paragraphs)
2. Mathematics: Complete 2 pages of practice test.
3. Other: Work on vocabulary packet. (Due Friday)
4. Reading: Read for 20 minutes and fill out pink reading log.

Revolutionary Art

As I mentioned yesterday, we spent some time in class looking at political cartoons from the time period right before the Revolutionary War.  My blog post today will elaborate more on the topic and what we looked at in class.

Prior to the Revolutionary war, as tensions grew between the colonists and loyalists, art emerged as an tool for rallying support on both sides.  After the Boston Massacre, Paul Revere’s famous print of soldiers firing on innocent civilians caught the attention of colonists and inflamed anger towards the British.  In class we studied several different pieces of art that were created to stir emotions, whether sympathy, anger, or sometimes a bit of humor at the tense relationship between the colonies and Britain.

As we looked at them in class, we payed special attention to the symbols that were used and how they reflected actual historical events and the sentiments of the colonists.   Here are several of the prints we examined in class.

The Wise Men of Gotham and their Goose

Published by Humphrey Gerrard on Frb. 16, 1776 in the Street Soho.

As you look at the cartoon, pay special attention to what the goose and its eggs could symbolize, as well as what the dog in the bottom left corner is doing on the map of the American colonies.

“The Colonies Reduced.”

By Benjamin Franklin, 1767 and published in Great Britain.

One thing in class that we talked about was how important it is to think about what the audience is, and how this impacts how the subject matter is taken into consideration. This print was made for the British to warn them of what might happen to Britain if the colonies should separate.

“The Repeal, or the funeral of Miss Ame- Stamp”

By  Benjamin Wilson, March 18,1766

If you look carefully, you will see one of the people in the funeral procession carrying a piece of paper.  Looking at the title of the print, what do think the paper is, and who do you think the funeral is for?

Masthead of the Pennsylvania Journal and Weekly Advisor

Publisher: William Bradford, October 31, 1765

The above newspaper was published the day before the Stamp Act went into affect.  The words around the skull and crossbones version of the stamp read, “An emblem of the effects of the STAMP – O! the fatal stamp.”

Here is another version of a skull and crossbones version of the stamp.

You can click on the first three illustrations to take a look at the websites where I found them.  The bottom two both came from the Library of Congress website that I mentioned yesterday.

Students are currently working on creating their own historical political cartoons.  I’ll post them on the blog when they are ready.

Homework:

1. Language Arts: Fill out paragraph 4 graphic organizer for Chocolate persuasive essay.
2. Math: Study Link on labeling geometric solids.  Optional page on truncated polyhedra.
3. Other: Continue to work on vocabulary packet.

Mr. Weis

Polyhedra and Politically Poignant Pictures

In looking at the calendar today I was amazed by the fact that this is the very last week of the year that is a compeltely ordinary Monday through Friday week.  We have Monday off for the next two weeks and are then down to the final two weeks in which will have field trips and promotion activities.  Wow, we really have to make each second count!

For vocabulary this week, our roots all have to do with the elements.  They are terra, aer, astr/aster, and hydra/hydro.  Students are invited to try to find the meanings of the roots tonight by deducing a meaning from the words in the word list.  If they are having difficulty, they can check this website from Michigan State University which has a pretty good list of Latin and Greek Roots, their meanings, and some sample words with the roots. There is an option for a printer friendly version that students could print out and put in their binder, or students could go to this website and get an even more concise list that could easily keep as a reference page.

In Mathematics, we mixed in a little bit of art in the form of both drawing and sculpture.  First we did some step by step drawings of geometric solids in 3d.  While we drew, we focused on using foreshortening techniques to make the drawn objects look 3d.  After that, students were given one of 5 different patterns for a 3-dimensional geometric solid.  Upon completing their objects, we learned about the vocabulary terms prism, pyramid, and polyhedron.  You can learn about those terms as well as many others at a Maths Dictionary. (For those unfamiliar with the term Maths with an S, most English-speaking countries outside of North America use the word to refer to Mathematics.)  This is possibly my favourite (get it?) dictionary that I have found this year.  It has an easy to use interface, lots of pictures and graphical examples, nd plenty of little interactive activities.  I highly encourage you to use it for not only students in my class, but for other kids as well.

In Social Studies today we looked at some political cartoons from the time period right before the civil war.  We identified symbols and connected the images with historical people, events, and opinions of the time.  I will go into more detail and provide some links tomorrow, but for today, students are encouraged to explore the archives at the Library of Congress website.  Follow this link and take a gander.  This is a great resource for projects for students of all ages, so I encourage you to bookmark it.  Sometimes it can take a bit of searching to find exactly what you are looking for, but persistence can really pay off.

Homework:

1. Social Studies: Join or Die worksheet.  Also, please sketch or brainstorm an idea for your own historically accurate political cartoon from the time period of the Revolutionary War on the back.
2. Mathematics: Page 245 First try to guess if the shapes will make rectangular prisms, then try cutting them out second.
3. Other: Finish Vocabulary Sort
4. Reading: Read for 20 minutes and fill out pink reading log.

Mr. Weis

Thursday

Today we had our third day of puberty education.  We will have the final lesson tomorrow.  Students will bring home their workbook on Friday, so if you would like to get a better look at exactly what they were learning, ask to take a look at the workbook when they get home.

In reading we began a new Reader’s Theater play that is based on the true events of the Boston Massacre.  We were able to exercise our dramatic reading muscles while we learned of the tyranny of the King and Parliament through the eyes of the colonists.  On a side note, the play had the term lobsterback, which I subsequently found out was not actually used in the Revolutionary War time period,  You can check out some background on the term lobsterback as well as lots of other info on the Revolutionary War on a really well-written blog called Boston 1775.  The writing is definitely more adult level, but just in looking back over the past several weeks I found some pretty interesting and well documented entries.  If you are a US history buff, I strongly encourage you to check it out.

In writing we dissected a persuasive essay and identified specific writing strategies the author used to make the argument more convincing.  We did some interactive writing and made a chart of these strategies and then chose our first topic to write a persuasive essay on together.

In mathematics, we will have the Unit 9 test tomorrow.  We have been doing some good review work this week by making posters and the flash cards, but I also passed out a study guide with tutorials for each type of possible problem.  The test will include: coordinate grids, area of rectangles, triangles, and parallelograms, and volume of prisms.  Please look through the study guide, practice with the flash cards, and create practice problems based on the study guide concepts.

I’ve mentioned the Brainpop website before, but today I found a direct link to one of their videos on the Glencoe publishing site.  It is a pretty straightforward video on finding the are of basic polygons.  There is also a quiz to take attached to th video.  Enjoy.

Homeowork:

1. Mathematics: Study for Unit 9 test.  Use the study guide and flash cards.
2. Other: Finish vocabulary packet and study for the test.
3. Social Studies: Read pages 104 and 105 and answer all questions.
4. Reading: Read for 20 minutes and bring back signed reading log.

Mr. Weis