Mr Weis’ Classroom Blog

March 30, 2009

Cesar Chavez Day of Service and Learning

Filed under: Announcements,Homework — mrweis @ 10:49 pm


In school today we didn’t focus much  on Current Events and instead spent time studying about Cesar Chavez for the Cesar Chavez day of Service and Learning.  Students read the newspaper during independent reading and several students identified some articles about people who were involved in various kinds of community service. In order to learn about Cesar Chavez, we looked at a series of pictures about Cesar Chavez, read a biography, created a timeline of his life, and watched a video.  Students wrote about Chavez both before and after the activities in our class, and we reflected on what we learned and also on some questions that people still have.  Students will be working today and tomorrow on short projects to highlight Cesar Chavez’ achievements.  Each student will pick a quote by Cesar Chavez and then make either an essay, a poster, or a poem.  Students will present their projects in school on Wednesday.

Here are a few links for more information about Cesar Chavez.  You can visit the Cesar Chavez Foundation, the United Farm Workers website, or the California Department of Education.  Also, take a look at the following video for a brief overview on migrant farmworkers and the life of Cesar Chavez.

In Mathematics today we worked on division of fractions for our final topic of Unit 8.  We worked through some division problems and represented them with pictures, number sentences, and oral explanations.  We then came up with a rule to use as an algorithm to solve division problems with fractions.  Tomorrow we will briefly work through one more proof for division by fractions, and then students will begin work on presentations they will give to the class for our test review.  I will also be holding an additional study session Thursday afternoon to help prepare any students who are interested in attending.  The review session will last from 3:20 until 4:15pm and will be held inside my classroom.

Vocabulary this week will focus on the roots cred (to believe), man ( by hand), scrib/script (to write), and fac (to make).  Our focus words are prescribe, scribe, manufacture, maneuver, facilitate, facsimile, credible, and incredulous.


  1. Language Arts: Begin work on Cesar Chavez Project (Due Wednesday)
  2. Mathematics: Division with Fractions worksheet
  3. Other: Vocabulary Sort

Mr. Weis


March 26, 2009

I woke up this morning, ba dum ba dump

Filed under: Announcements,Homework — mrweis @ 7:57 pm

and was feeling kinda sad, ba dum ba dump,

sang about roots with my kids, ba dum ba dump,

and then I felt glad.


Today we started things off with a little music in the classroom.  I brought my guitar in and we sang a little number I like to call the “We’ve got the Latin roots for bene and for mal, and prefixes ante- post- blues.”  The students filled in the blanks to some song lyrics about our roots and words of the week and then sang them out as we reviewed for the vocab test.

In Mathematics news, the students worked on a sort in which they grouped different ways of expressing specific percents.  They grouped together different phrases like 1/10th of the total, 10%, and a percent you can find by moving the decimal point one place to the left.  We will use the card sheets with these phrases on them to play some games in the future as we continue to build more automaticity with our percent sense.  We have one more week of work on fractions and percents and will have our Unit 8 test next Friday.

In writing we learned a little about protagonists and antagonists and revisited our character biographies to align them better with our puppets.  Each student’s puppet will play the role of the protagonist in their play.  If you see any movies this weekend, see if you can identify protagonists and antagonists

Tomorrow, two of our Lit. Circle groups will be presenting their projects to the class.  Make sure you have checked in with your child to find out what they are doing in literature circles and when they will be doing a project.


  1. Language Arts: Lit Circles work (projects, job sheet, or summary sheet)
  2. Mathematics: Optional – Finish percents and fractions worksheet.
  3. Other: Finish Vocabulary Packet, Finish Character Bio version 2, Complete Reading Log and Homework Log
  4. Reading: Read for 20 minutes and fill out pink reading log.

Mr. Weis

March 25, 2009

Safe Routes through a Wednesday Schedule

Filed under: Uncategorized — mrweis @ 2:46 pm


As per my usual Wednesday spiel, the day was packed!  In addition to our regular short day schedule, we also had an assembly about safe routes to school.  The students watched a puppet show emphasizing safe practices for walking or biking to school.  The program was put on by an organization known as TransForm.  You can check out their website here.  I didn’t find a whole lot of resources available to download, but there is a brochure that covers pedestrian safety.  Later in the year we will be having a bicycle safety day put on by the amazing folks at Cycles of Change.  Being new to Berkeley I haven’t gotten involved with them, but as a cyclist I have heard some really positive things through the grapevine about some of the services and programs they offer.  You can check out their website here.

On a complete tangent, whenever I am talking about working to make cycling more accessible, safe, and fun, I always think of the following video. Every Sunday the city of Bogota in Columbia closes over 70 miles of streets to traffic and makes them open to pedestrians, cyclists, rollerbladers and more.  It’s all part of a livable streets movement, and the event known as Ciclovia has now spread to other cities around the globe. This video always puts a big smile on my face and makes me wonder if something like it could ever happen here, even with the stranglehold car culture often has on transportation public policies.  Anyways, follow the link and enjoy. Maybe some day we can all spend Sunday riding, exercising, dancing, and smiling with our neighbors.


In Mathematics today the students did some work both independently and in groups to solve some percent word problems.  Emphasis was placed on reasoning through a solution with a real world context wherein students were given a percent of a total and the corresponding quantity.  For example, the problems read something like this, “50% of the jelly beans are cherry.  If there are 20 cherry jelly beans, how many jelly beans are there in total?”  Students applied their knowledge of finding percents of a total and represented their thinking as they came to a solution.  They then met in small groups to discuss their reasoning and collaboratively arrived at a solution they could all agree on.  Tonight for homework students will be looking for a real world application of percent and filling out some information about it.  They are encouraged, if possible, to bring in evidence of what they find.  For example, if they find a win percentage of a sports team in the paper, they can bring in the page they found it on, or if they find the percentage of daily recommended protein in a snack, they can bring in the package.  Tomorrow we will work to make greater sense of the way percents are calculated and used.

In vocabulary news, today Chloe and Danya created a crossword puzzle for the malapropism challenge words.  I’m posting the link so students can print it out at home.  The malapropism word pairs for the challenge vocabulary are:  pineapple/ pinnacle, dissolve/ resolve, illiterate/ obliterate, affluence/ influence, and malevolence/ benevolence. Thanks!  You can check out the crossword here.


  1. Language Arts: Lit Circle Job Sheets and project work.
  2. Mathematics:  Working with percents.
  3. Other: Continue to work on weekly vocabulary packet, finish Baba Yaga play components page.
  4. Reading: Read for 20 minutes and fill out pink reading log.

Mr. Weis

March 24, 2009

Malapropisms, green folders explained, and a request for puppet help

Filed under: Announcements,Homework — mrweis @ 7:08 pm

This week’s challenge vocabulary focuses on Malapropisms.  Malapropisms involve the misuse of a word, often as a result of confusion with another similar sounding word.  The term malapropism comes from the character Mrs. Malaprop from the 1775 play The Rivals by Richard Sheridan. In the play, Mrs. Malaprop continuously makes verbal blunders by mixing up intended words with words that sound similar but have very different meanings.  The name Malaprop itself is derived from the French mal à propos, which means inappropriate.


For example, in this cartoon, the girl makes a mistake with her word choice and changes the meaning of the well known nursery rhyme.  Instead of saying the intended word fleece (meaning the fur of sheep), she says fleas (meaning the tiny blood-sucking insect).

A recent prominent political figure was known to dabble in malapropisms quite frequently, which has led to some people referring to similar gaffs as bushisms.  Not to be confused with bushisms, malapropisms are more clearly defined to an error with a similar sounding word with a different meaning.  Bushisms incorporate a wide range of errors and include misplaced modifiers and just generally poor grammar.  Here is one example that does fit the qualification of being a malapropism from many that can be found here “Anyone engaging in illegal financial transactions will be caught and persecuted.”  For some hearty chuckles and grammatical fun, dismantle some of the quotes with your child to identify and fix the grammatical errors.  Come to think of it, maybe if I don’t get hired back, I could make a grammar workbook entirely full of editing exercises based on presidential quotes from the years 200-2008.

I passed out the first portion of the challenge vocabulary packet yesterday and will give students the second section with the correct intended words tomorrow.  The students seemed to enjoy trying to guess the intended word with some malapropisms straight from the original play.

In math today, we focused on building our percent sense.  By percent sense, I mean automatic mental connections between percents and common easy to use fractions.  For example, when I see 25%, I automatically think 1/4, and when I see 10% I think of 1/10 and I also think about dividing by ten or moving the decimal place one over to the left.  As we worked on recalling some equalities and strategies to build our percent sense, we also worked some with unit percents.  A unit percent is 1% of a value.  Once we find a unit percent, we can use the resulting value to find many other percents rather easily.  In class today we filled out ratio tables after identifying unit percents.  Some students have a little work left to do as homework tonight.

Green Folders went home today.  In them you should find a vocabulary test, a math quiz on fractions, current events responses, and the vocabulary packet from last week.  Please look at your child’s work and then send the folder back to school by Thursday.  I have been having some difficulty getting some work back that I wanted to keep in student’s files, so please help out by sending things back as soon as you are finished with them.

A couple notes on the grading of work you will find in the green folders:  When I use a 1-4 scale, 3 is considered proficient 5th grade level work, 2 is approaching proficiency, 1 requires serious improvement, and 4 indicates effort and progress above and beyond the basic expectations.  I also sometimes check for completeness and effort like I did this week with the vocabulary packet.  If a paper is incomplete or requires some improvement, I mark it with a check and my initials.  If it is up to expectations and shows evidence of reasonable effort, I mark it with a star and my initials.

Puppet Help Request:  After mapping out my writing unit for the next few weeks, I need to reorganize some of the time I am planning to set aside for puppets.  We spent a lot of time on the puppets over the past couple weeks and need to get back on track with Writing and Social Studies.  The students have cut out cloth bodies using a pattern, but the two pieces need to be sewn together.  If you have access to a sewing machine and would be willing to bring home a few of the puppet patterns and sew them together it would be greatly appreciated.  Just send me a note, and I will send some home with your child.  Thanks for the help!


  1. Language Arts: Literature Circle Work  – Lit. Circle Projects for the groups reading The Library Card and Wringer are both due on Friday.  Groups reading The Dark is Rising and Coraline have reading and a job sheet due tomorrow.
  2. Mathematics: Finish unit percent worksheet.
  3. Other: Vocabulary – Work on vocab. packet, it is due on Friday.
  4. Reading: Read for 20 minutes and fill out pink reading log.

Mr. Weis

March 23, 2009


Filed under: Announcements,Homework — mrweis @ 6:51 pm

In current events today we had a couple different activities, all with a focus on the achievements of women.  First, during independent reading, I gave the students a goal of finding articles that told about the achievements of a woman or women.  During sharing, several students shared out about the different articles and information the women they read about.  In addition to hearing about a couple athletes, we learned about Anna Mindess, a courtroom interpreter for the deaf.  As we continued our conversation about what we found about women in the newspaper, we also talked about what we did not find.  Although there was a large graphic of the men’s bracket for the NCAA basketball tournament, we could not find a copy of the women’s bracket.  This lead into a greater discussion about media coverage of women’s sports.  The students shared some great insights and asked some hard questions about how sports should be covered in both newspapers and on television.  I brought up the idea of writing a letter to the paper to express some of the feelings about the inequality of coverage, specifically with the basketball tournament.  I offered to help edit and send it out, so if any enterprising students would like to follow through with this, I highly recommend it.

Later on in current events, we focused on Michelle Obama’s work in restarting a vegetable garden at the White House.  We learned a bit about the history of gardens at the white house and about the history of food production and distribution in the United States.  We also learned about another first lady, Eleanor Roosevelt, and her work promoting Victory Gardens during WW2.  We prefaced our discussion and reading of the article with the following video, brought to you by the people at Eat the View.

In mathematics we started working on finding the percent of whole numbers.  We related finding a percent of a number to finding a fraction of a number.  In order to find the percent, we first set the percent equal to a fraction out of 100.  We then multiplied the fraction by the number we were trying to find a percentage of.  Click here to find an explanation and example that was similar to the steps we took in class.

Here are a couple games to play to practice finding percent.  The key to both of them is to start out making a conversion of percent to a well known fraction.  For instance, if you have to find 25% of a number, think about what 1/4 of that number would be, if you have to find 20% think about what 1/5 would be, or think about what 1/10 would be and double it.

The first game is called Sophies Dominoes, and requires students to match percents of numbers to their answers.

Sophie's Dominoes

The second game is a little tricky, even I had some difficulty thinking quickly enough, so I encourage you to play at first with some easy to use percentages.  I would start out with either 10% (just divide by 10, or move the decimal point over one place) with 25% (find one fourth or divide by four) or 50% (find one half or divide by two).  You have to be a speedy thinker to keep up, so give it your best shot and practice.  You can always shoot away a couple of the extra balloons if they are falling too fast.

Number Invaders

Tomorrow we will have Library, so please remember to return any library books that are due.


  1. Language Arts:  Current events article response.  Reread the article about the garden at the White House and answer the questions on both sides of the response paper.
  2. Mathematics: Page 187 – Finding fractions of whole numbers.
  3. Other: Vivid Vocabulary sheet.
  4. Reading: Read for 20 minutes and fill out pink reading log.

Mr. Weis

March 19, 2009

Busy, busy, busy

Filed under: Announcements,Homework — mrweis @ 7:59 pm


We are slowly but surely making progress on all fronts.  It sure is tough to squeeze in the art time and puppets but today we were able to get in Independent Reading, Vocabulary, Reading Groups, Writing, Math, Social Studies, Puppet Work, and Instrumental Music!  That’s quite a jam-packed school day.

In vocabulary we did some final review of our main words of the week: retrospect, spectacle, prospector, perspective, import, portable, formation, and reform.  Students should all have the vocabulary packet completed by tomorrow morning and be ready to take the quiz.

In writing we began examining the structural elements of plays as compared to regular narrative stories.  We spent a bit of time talking about structure and differentiating between the story content and the structure of the writing and then read excerpts from the Russian Folktale Baba Yaga.  We completed a Venn Diagram with our primary findings indicating that the major structural differences in playwriting have to do with narration, dialogue, and stage directions.  As we finish up our puppets, we will use them as vehicles to learn more about how to convey elements of a story through those three structures.

In Social Studies we listened to a rap about the early colonies from the folks at Flocabulary.  I bought a few of their books and cds to check out and they are quite well produced.  We had some good discussion about what a colony is and then learned specifically about Jamestown and the House of Burgesses.  The same people who produced the books are also doing a weekly rap about news events.  It’s pretty impressive they are able to put a whole rap together about the news events every week.  You can check out their videos here.

Don’t forget tomorrow is BAM Jam.  I hope to see you all there.  Now I just need to take another look at that huge catalog and figure out what I want to bid on.

Also, check out the new pictures of puppets and pictures of our calabash squash design art later tonight on the flickr page.


  1. Language Arts: 2 of the Lit. Circle Groups can begin work on their final projects.  Projects will be due Thursday Next week.
  2. Mathematics: Study Links Page 185, Complete classwork pages 275-276
  3. Other: Finish Vocabulary packet and be ready to take the quiz.
  4. Reading and Homework Logs are due back tomorrow.

Mr. Weis

March 18, 2009

Body Systems and Mixed Numbers

Filed under: Announcements,Homework — mrweis @ 10:55 pm
Tags: ,

Today we met in reading groups in the morning, practiced some throwing and catching in P.E., worked on vocabulary packets and then did some multiplication of mixed numbers in Math.  Wednesdays always rush by, and I can’t believe it when it is lunch and my time for the day with the students is up.  In Science the students were reviewing the different systems of the body.  The students will have a test on Monday, so in the mean time, here are a few online resources that they can check out that I think are both educational and entertaining.

kidshealth has some fun little movies about different organs and body parts.  Some of the videos may even induce some chuckles and silliness. Don’t worry, if they are laughing, they are probably learning too.  After all, who doesn’t giggle a bit when it comes to systems of the body.

All Systems Go

All Systems Go is a quick Flash game that involves identifying particular parts of different body systems and placing them onto the body of a cartoon man who sounds suspiciously like our Governor.

Here is one more link to a page that is full of links organized by system.  If your child is interested in learning more about a particular system or needs a bit of extra review, browse through the links.

Tonight for homework, students will be doing some multiplication with fractions and mixed numbers.  I made up a quick page with a detailed explanation of the strategy we used in class and sent copies home with the homework.  A similar walkthrough of the strategy can be found here.


  1. Language Arts: Lit Circle Reading and Job sheet.  (The group reading The Library Card and the group reading Wringer both have final summary sheets to complete.)
  2. Mathematics: Mixed number multiplication practice.
  3. Vocabulary: Continue to work on vocabulary packet.
  4. Reading: Read for 20 minutes and fill out pink reading log.

Mr. Weis

March 17, 2009

Sesquipedalianisms and challenge vocabulary

Filed under: Announcements,Homework — mrweis @ 9:04 pm

As I alluded to yesterday, today I rebooted vocabulary with 2 specific parts.  Each week’s vocabulary work will focus on a specific spelling component (mostly Latin or Greek roots or affixes).  Students will initially complete a sort of words with those components and then rewrite them and add more words.  We will spend time in class learning more about the specific word components, their etymology, spelling, and usage.  We will then focus on 8 of the words and students will complete a packet with a variety of activities including writing definitions, cloze sentences, crosswords, word searches, jumbles, sentence writing, and illustrations.  The entire packet will be due on Fridays and we will have a quiz on those 8 words.  Additionaly, I will be offering a challenge packet of the week.  The challenge packet will focus on higher level vocabulary, word and concept relationships, and word play.  I’m going to see how things go and what kind of participation I get with the challenge packets and adjust how I will administer assessments accordingly.  The challenge packet is also meant to be done primarily in class as an early finisher or enrichment activity.  Students will bring home finished packets in their Tuesday Green folders.


This week’s challenge vocabulary packet focuses on sesquipedalianisms.  The word sequipedalianism comes from the Latin word sesquipedalis.  The word sesquipdalis was used to describe something that was a foot and a half long from the roots sesqui (one and a half times as great) and pedalis (foot).   A sesquipedalianism is an extraordinarily long word.  Someone who speaks or writes in a sesquipedalian way is someone who uses very long and often confusing vocabulary.  While the word itself has a negative connotation, I think it is fun sometimes to dabble in verbosity.

In mathematics, we are continuing our work with multiplication of fractions.  We spent a bit of time yesterday developing theorems and proofs to help further understanding of some of the algorithms that we are doing.  Today, I began laying the groundwork for our work tomorrow using the distributive property to multiply mixed numbers.  In the Everyday Math curriculum this is one of the areas where it is assumed that the students had some previous exposure to specific langauge and strategies.  Hopefully we will make some good progress tomorrow, but I anticipate a little bit of struggling as we work our way through the rest of Unit 8.  I’ll try to find some resoureces about the distributive property to put up on the blog.


In Art today the students began work to prepare for The California Energy Commisions Annual Art Contest.  Students will design a piece of art focusing on the theme of reducing your carbon footprint.  You can check out the Energy Quest website (which has some neat kid-friendly info on energy) and look at previous years winners here.

Tomorrow we are planning to begin physical fitness testing.  Make sure students get a good night sleep and wear comfortable clothes to school.  Thanks!


  1. Language Arts: Lit. Circle groups – read and complete a job sheet.
  2. Mathematics: Study Link Page 183 – Multiplication of fractions and whole numbers.
  3. Other: Begin work on vocabulary packet (due Friday)  Optional -Vocabulary Challenge Packet
  4. Read for 20 minutes and fill out pink reading log.

Mr. Weis

March 16, 2009

Field Trip Rescheduling and Puppets-in-Progress Pictures

Filed under: Announcements,Homework — mrweis @ 9:55 pm

First things first, there was a snafu with the field trip to LBNL.  It turns out the initial date set for the field trip was changed from March to April.  Unfortunately, I didn’t notice this until confirming things early this evening.  I sent out a phone blast to the class, but I’d like to reiterate here that the field trip for tomorrow was rescheduled to April 15th.  I apologize for any inconvenience this causes you.

On the upside, we have so much to do, it will be nice to be in the classroom.  I changed around current events today to focus on a specific topic and spend a little more in-depth time on that topic.  I incorporated some of this week’s vocabulary as well and gave a homework assignment connected with the topic.  We read part of an article about the California budget shortfall and had a great discussion about taxes.  We discussed a bit about how we pay taxes to the state and what they are used for.  We then focused on some specific tax proposals mentioned in the article and discussed their merits through the use of a pro/con chart.  The students had some really great points on both sides of the arguments that were made and were very civil with their debating.  For homework tonight, the students will pick one of the new proposed taxes and write an opinion paper where they will analyze both a pro and con argument connected to their opinion on the tax proposal.  This will allow us to dabble  a bit into persuasive essays which will be our final genre of the year after playwriting.

This week I will be completely revamping vocabulary and distributing packets that each student will be responsible for completing by the end of the week.  The material in the packets will be similar to some of our previous vocabulary work, but it should give them a little additional practice with seeing, using, and writing the words.  I will also be adding an additional advanced vocabulary packet option each week.  This will be a primarily independent task that students will be able to work on in class.  We will work through a variety of types of creative word use and word play, and  I’m hoping that some of the students will enjoy the work and be able to find new ways to challenge themselves. I’ll keep you posted with the topic each week.

Flickr Link

If you shift your gaze to the right side of the screen, you will see a new update to the webpage.  I went and purchased a new memory card reader and was finally able to upload some pictures from the class.  I’ve created a flickr page to keep you updated on the latest happenings in the classroom.  You will see the latest 10 pictures that I’ve uplaoded (currently some of the puppet painting that went on today) on the right side of the screen.  If you click on more photos, you will see the entire flickr page.


  1. Language Arts: Current Events Opinion response essay.
  2. Mathematics: Page 181 – Multiplication of fractions using rectangular array models.
  3. Other: Vivid Vocabulary Sort page – Latin roots: post, form, spect.
  4. Reading: Read for 20 minutes and fill out pink reading log.

Mr. Weis

March 12, 2009

Dear Mr. Weis,

Filed under: Uncategorized — mrweis @ 8:11 pm

“You are hereby notified, pursuant to Education Code sections 44949 and 44955 that it is recommended that you not be reemployed by the Berkeley Unified School District for the 2009-2010 school year.  …it was determined to be necessary to reduce the number of full time equivalent certificated employees of the District at the close of the current 2008-2009 year because of the discontinuance or reduction of certain kinds of services.”

So went the letter I received from Clifford M. Wong, Interim Assistant Superintendent, Human Resources, that laid out my potential future at BAM.  I’m going to step down from my normal blog roll and step up onto the virtual soapbox for just a moment and offer a brief analysis of the situation at hand from my point of view.

I think we would all agree that times are tough.  The recession has undoubtedly knocked on the doors of many of our families, friends, and neighbors.  If you don’t know someone yet who has lost a job, a house, benefits, or hours, it is purely a matter of time until you will.  I could exhale you with a vitriolic cascade of blame; of frustration with economists, bankers, irresponsible lenders, and consumers, but in the end the problem is much too big, and the moment is much too urgent to play that game.  The reality is that costs are up, spending is down, and the scrambling of the federal government to plug the hole in the dike, while offering some immediate potential, is not going to fix the entirety of the root of the problems that brought us here.  Nonetheless, we are at a critical juncture in the midst of this downward spiral, at a point where we must grit and bare our teeth at the challenge that comes when we are called upon, as citizens of a democracy, to firmly draw the line in the sand.  Spending must be cut, this is true, but I hope you stand with me when I say this is not the place.  If we allow our state’s imprudent and downright intolerable cuts of 11 billion dollars off the education budget, if we allow our local district to eliminate over 100 positions as they have outlined in their latest resolution, then we have no one to blame but ourselves when see the decline of our children’s or our neighbors’ children’s education.  This is not a battle about me, I am far too small a piece of this puzzle.  There is a good chance that I wont have a job teaching at Berkeley next year, but your child will still have a teacher. That position may likely be filled by a higher seniority teacher on special assignment who currently helps develop curriculum or offers special interventions to struggling students.  At what cost will these layoffs come to?  More demands and less support will ultimately be placed on already overworked classroom teachers struggling to service every child with an outstanding educational experience.  What special programs and supports will be cut, to what numbers will class sizes be raised?  Where and when do we put our feet down and say, no! I value education, and I will not stand idly by to watch the children lose out yet again!  The trend of education cuts seems to be neverending, and year after year I wonder how they must yet again be cut.  I implore you to take a moment to contact your school board members and your legislators and demand that the sanctity of education must be respected.  Our childrens’ future depends on it.

If you agree with putting a stop to education cuts and teacher lay-offs, I encourage you and your children to show support by wearing pink tomorrow and marching on down to the BUSD Admin Building on MLK at 3:40 with the teachers.


In solidarity,

Mr. Weis


  1. Language Arts: Vocabulary definitions, sentences, and word search worksheet.  Study for vocabulary test tomorrow: fracture, eject, projectile, omit, trajectory, infraction, flexible, mission
  2. Mathematics: Review study guide to prepare for a quiz.  Make practice problems for each focus area.
  3. Bring back signed reading logs and homework logs
  4. Bring a bag lunch for the field trip tomorrow to see Ladysmith Black Mambazzo at Zellerbach hall.  There are several spots still open for chapperones, so if you would like to come, just send me an email.
Next Page »

Create a free website or blog at