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Teach Smarter, Not Harder

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  • 1. P^palliib^//. The anonymous material herein is intended for use in teacher training and professional development by the Hamblen County Department of Education Instructional Coaches. KM2 Student Work SamplesD MARTIN
  • 2. Name Tha Busy Pond Th* Busy Pond ° IndD Is this story real How are or make-believe? the frogs and X) How do you turtles similar? know? Reality/Fantasy Analylt lading a-z. A:Haa-z. rt) T£ X-^-afi- 77Ti--^- 3i)^C^T^;^ ti- - -4rjr"f-+efe;------aTgi--- hoT---rM -g-TTnTiBT hzfjs:^ L m ^ r^-^yrrr^TTV^" rHr
  • 3. ?xrrcmi ©rades LamuaQO paw ^ ©SGPlte II. li^/fe yhc £Mh^ pfetfy -filTv ^ b^Apl/2. toAin :&t ^Wnq 5/7)/l-f(^ iJiM -f/Ail7/ i^Ii j/A-V -sKi/)y -SAy/)i/
  • 4. • jnjDob|cͣf—— * V . * » . . • V -«.:/ -- ͣ ͣ.,/ . -^z - /. ͣ ^VAi vr-^ n n lAAUAf^n ^ V) Y 0 A . J J , C " • 4 ͣ ͣ /- cUJll jriiMX-. liLoLL. x^P/viTJ rr V ./ / Wi. .(X_ OAO:^ .^. p CJiL... ji)/j 1 :3r.i9o ^i u . T 2i i "IM L n ^ /pog ^sfc-—ytf^. IITOaxSA" ^^f- u,,... f-S ......"-4^--+fHi "!P=»H fou|M SOpt)-^ ftTOLUIJ^
  • 5. ^ ^^^?^ ,««»ͣ."«***-«•ͣ-e^ttmm V n^fehf! i i fc^ -=^ xascn i -ki xj )f^n5rr)Rrziic^g- Ts....../g".....nnrcc •^txr, *_ q.....m r [tf: s./ "Hp:........qhfaT;/i^;7wr J^ 1^-7^"5 nnr--^Ti/jnoair; VJriam^r
  • 6. Rimarvi grades Ma^*Name Problem Solving: Adding two digit numbers with regrouping *ͣDirections: For each problem below follow the problem solvingprocedures found in the front of your journal.#1 fi)r:ah!is.twenty-four books about iJrg^h^tmB^tgh^^eesw bookS about..bug&. How many books does Flora have |in aj[i;^Drawing:Number Sentence: 2if Ex planation: X ndd P^ y n nd 1 -fhe ojuP.Wpe^?I: IDm pro diem ^yver^-Sng f 7 Wfhehi ridd ^4 afi8. I rjrr" ^
  • 7. #2 iSiquel seesjQUR4eenii£ars.^n*^pne>«sffil+*^^.ap9 cH^UUventy ma-toFcy-efgs-^m.jQiioii^e^ag^ijseQ^. C^l together) howmany cars did Miguel see on both streets?DrawingNumber Sentence: _ ,_, Is- + 1.^ .2q nvas Explanation:
  • 8. Pnnxorvj grades tvW * I ConvB#3 J«iria picks thir.ty-nine blueberries. She-picks twenty^seven-s tpawfeerri es. Shg"-e<3ttgriS-J±)Lij:iejef^>>aG^ .How many pieces of fruit does Tina pick(^n^^alj)? ,Drawing: ^ (f?Number Sentence: /-^ H IFxpln ntin ! J ͣ v9QW I1( Q^_ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ ^ f sh he, qh&er.
  • 9. #4 Raul finds fort)/-seven acprns on his front lawn.* ItHti^~fp(W+l-gwfl-4»€ has thpee—mopfe-^reesr JHefiiids twenty-eight acorns orfhis bacH lawn. How many a^orm does Raul find ^f^gether?DrawingNumber Sentence: acornsExplanation: J— C QQ I nn I no.^ 5.Ahi aAAl + t-^^^^73,
  • 10. Upp^^ Elemcninyu "^ad^m._-5^e,..„.J!iK,VW^N^^ ^uW^ex^^^-VSoA-W^ o^ocv^(-tt-(^. t/x )A^y ^nnh v^SQ^rre^^^rje Vn^S__^^___________„____i^M^s£%_lvt____________„Vo(V ^caWe--=.- W- Wb 9cs Q^ bee^5 p^ay/)g ^^-^^V)a-.saf^tv)sog; c^on0 r.Ar^ :n^[^c1s^^,^^^ij^s^ ___^viocJtL»^_ bce^V<i?abV Da^^W. SViHc .Vix^p Yv^^^]v!i)iLL3ma-.AKirmn±:i_Qnniv|Z£L__jaui±vhaxbare^...
  • 11. 1.1.6- Choose the correct use of quotation marks and commas in direct-a quotations. Understanding when and where to use quotation marks and commas when using conversation. ^ J A- cor ^e. c^,^^ a (C I ^Ku - v<^^;^^,i ^^^cp^^^ s^ i r
  • 12. Upper Qemcnteiru Moth Rye classes are going on a bus trip and^ach_classJias2X students. If each bus holdsoiTlyJ^.,students,jTOW^— buses areTieeded for the tiTp? Use wofds, diagrams, and multiplication or division equations to explain your thinking. C a33e5 ^^^ 1 ho Id3 Q n y LicOU5 eY]s
  • 13. iV3l Ov ^. ^Dor I e K-^ 5co^d r e nin mecWq^^^ L 9f)Ci OCA fw Can 0 CriSor€
  • 14. Name r~— The Busy Pond , 1 I Th* Busy Pond ° UnlD / j. ͣ J i Is this story real How are or make-believe? / How do you the frogs and X) r turtles similar? know? / / —-AS.. Reality/Fantasy J Aralyn it^dinga-: £ r-^-c( y-g-j^—-nriTT- a. -4T7r--f-^^-"-"-07^- c5•kco[T;;e f+ noj--......rsa" s-TTn xSnT kts^ ^ m m PrcctTTlc l~"Hr^ ͣ^ͣp..^..—l^..„.^^...--.^y^ ^er) ;r;
  • 15. Prmxnj Gvcdes ImxmQo D DesGPlte ItI.2. ͣflMv_____ Sparck} ^ f
  • 16. t^imonA &(OAcs Nri^n^ Htadin 1___ I ͣ•23; Gr««tin4><?^r^^--ͣ---Vg-^5-^a^-h B odyT - - O/i^ -^^a ^e: ^- ^^ ^-4-X r/qr ~7T) a " VX9C IJ fe -• / V 1 p * T ^awaos -T7t77?7" ATCTTAr ~ "i~a:/}i""^:^. - u ͣ J^ J4 _ - rrCTT. 7 / .1 1 . . ͣ ,, r r ͣTD"! " T. P7 ,^- .awn wr- ciTTr, L^.o.TT^^ ,^j ^ •^ , -> ^ ^ < Co Slqnafura
  • 17. ͣMmH T,6mr)rTf r~-: VL^f]fe a -k j^----rx"-n CL lats:5PTi .zlnIhrner
  • 18. Rinnor^l trades I^AaW^*Name * ,/ͣ Problem Solving: Adding two digit numbers with regrouping <Directions: For each problem below follow the problem solvingprocedures found in the front of your journal.#1 Tlora has twenty-four books about birds. She has eighteen, books about bugs. How many books does Flora have |naljj>Drawmg: mNumber Sentence: imber sentence: # »Explanation: ^c^Aj ;^^Anrd is +he a(X|f/Wre^ I nth 7 VKlUhldA 2^ anfe i jnf i£2x
  • 19. #2 Miguel sees fourteen cars on one STfSSt: He sees fifteen*«cars a-nd twenty motorcycles-^n..ja43aiJaa-P==4:ifieot. C^ltogether) howmany cars did Miguel see on both streets?Drawing ^ Number Sentence: Explanation:
  • 20. Prwrm^ gradec) t^ath ^ I ConvB#3 Tina picks thirty-nine blueberries. She picks twenty-sevenstrawberries. She-^e^tSci-s thirteei^ac<>ws-<yffi7f-i^:ve~9P^^•How many pieces of fruit does Tina pickc^n^dj!? ^ *Drawing: (f-? mp^r Sentence: /^ eg s-^7 .^^ fpuit ͣ^^ ..........I^ v?aw incjl -fhah i n Explanation dl> aci ^6 Wnft tkp. nhc.<>K
  • 21. #4 Raul finds forty-sevsfluamO^m^i^aPiJQwn. IfHm4FW+krwft-bc hac thrco ffwtp^e-ipeesr ffeTTrias twenty-eight acornron"his back lawn. How many agorm does Raul find ^(together?Drawing wNumber Sentence: ll_ -^ 1^ -12. c^oorns . T innr _-!—Explanation: :r 7 nn I no V ±:t^^~i5.
  • 22. Upp^ EfemciTtoyu Vcadirn/r &.......Jl_i^ki^V)„e£..^.e<?o^,^u^ rNfi ^eaVj ^08^ ^Q ediV. m^si^Jhh^. :^^^S^£^^^:^.... ͣj^f^cLs^ V^^^ Soai££vj]^i(ki__^Mii^,^^^^^^bl^SriAV^^ DCe(xVv-gabV Da^^.-y, SVaHc .V Ap yooeyhrDChujie^,
  • 23. ^, 1.1.6- Choose the correct use of quotation marks and commas in direct /»^ quotations. -t? Understanding when and where to use quotation marli:s and commas when using conversation. ^ J A- coroe^ c^-^ T , -Cc (c ("f. I ^XVV -N^ve., ^^^ ^^ .^-^^^ S C>^O^P^^^
  • 24. upper Ummm Saencc (page 1 of 2.^Imagine that you are able to travel to, and live on. Mercury, Venus orMars. Describe what living on the planet is like. Explain what type of homeyou live in. Do you need any special equipment to survive on this planet?How is living on this plaRefe^ifferent from living on Earth? /W
  • 25. Ufftr Qemcntari) Sacncc aJt J_ hved o^__(iLcfLX^:iu_„t^__^^.2Qy_Rfc^ Qu^c5n/>ig./ I ajrou/d lijy^___ijOl__a___Adk>^ -Vhg. Qpcund. Sfn/-^ -j-mo^.___u^^^ii___be£JLWt--ai:ioiAo2__-^ioy__hiM- i • u.^auM__^Ua^ aiv^ nr^a^ y.^L 1^ i I I.I i . ;Cr^ IC>nr)Q^ [
  • 26. tmcnm Science "Ktmrn^f^ ii^ ^ air ^ pi ^.^igtirOt^^^ %;^^m^i .%% 10 Ml Itjf ,.*^ • •*., * i, S^" v"^ -i^isi^Sil*
  • 27. Upper -EjemcntinJ Moth L faac 1 of 2,Jive glasses are going on a bus trip and^ach_class_has_21_ stud^nls. If each bus holds_Qnlyj4QLslud_e]iLsJ2QwjIia^— buses areTieeded for thelripTUse wofds, diagrams, andmultiplication or division equations to explain your thinking. ab^e ch /ͣ 1(A ho Ids o"^
  • 28. upper tlementoM Uft^ ,^? n c (^ 1 Co M v^W fo e ^i/O / la -~Yfh^q^VJ^^ i^hgemj QC4Vxjha £ (X^ Sore
  • 29. Upper Scnnentoni j^j^ Wanda, Warner, and Wilbur are at the Dinky Diner. One ordered a squid sandwich. One ordered a licorice milkshake. And the third ordered fried fish lips. Wilbur is allergic what? ordered to seafood. Warner wont eat anything fried. Who ®firsFfhounhh/On-^ OrrJerpr/ 3nu,iol^rA^nc/A//ah,0nf. oro/erec/ at. ci. l/cor/r(^ rniIkshrLJ^p J~hp^ -hhr^c/ ^^O.rne.r vx/ori-^ p cx-^ r, ny ihtnq -i-rtecy{_^ 1^ mmsh^JA ctn, Ucicocr oun H J e o^.{irpA/-Jr- ^hg-i VJiIAlip jo CL/Z-eroin ro £/5 /i //ps )lU/^^i€ pa ha. no Op,
  • 30. Middle School Modf)**! Order of Operations Lesson Goal statement for today: I can use order of operations and parentheses to solve problems.Quick Write: When is it important to do things in a certain order? ?r (fOo do ihina in Q Per Win orHer yp<^r and nier t^^ rinhf ^r)5enHow could this happen?: Our Rules:Rule 1: First perform any calculations inside parentheses.Rule 2: Next perform all multiplications and divisions, working from left to right.Rule 3: Lastly, perform all additions and subtractions, working from left to right. Lk. ______________Our Helper:___________________perenvhgS(.s Olea^gEC0CV^vOf") H u seMuV iilli j^mDiii^iM. ^-pgyA rlrj-nct Cxo(Vs_iihjW£m 5^iWhen solving problems in math, it is important to do things in the right order!Lets try their problem again and see who is right: 3+4x2
  • 31. Jddt 6choD Ntetm (corny )*^Now leis try a 6"" Grade Example! 3 + 6x(5 + 4)^3-7stepi:-RrsV ^^ If" H (ickubforStep 3: do I ^ on papej"Step.: 5€^ ^? Q^^?^ Coach A/Player B Coach B/Player A 9 + 6x(8-5) 4 - (2 + 6) - ] What went wrong?Can you identify the mistake that was made here? Explain in wordswhere the mistake was made and what should have happened. 9 -(8 X 3) X 9 9- 24x 9 -15 x9 / XkL V>^>A( (J iD Same PQA Think-Pair-Share ,/
  • 32. NAiddie about in real life? What School KAodh CCcntd)^iI Do- A caterer charges a setup fee of $50, plus $20 per person. How much will thecaterer charge if 35 people attend the party, and the customer has a coupon for $100off the total? t^laxLe, VherA p-V mWe Do-Mr. Smith charged Jill $32 for parts and $15 per hour for labor to repair herbicycle. If he spent 3 hours repairing her bike, how much does Jill owe him? I HOYou Do- Joe buys 2 shirts at $8.00 each. He also buys a pair of jeans for $20.00, thenhe gets a $3.00 discount. How much did he spend. :) G.oo Individual Quick Check: Answer(4 X 5 X l) + 4 -2 Answer8 X (6 - 3) + 2 ,a Answer5-h(8 + 4)-4x9Goal Check: I can use order of operations and parentheses to solveproblems. (Circle one) Yes!!! really want to learn to do this better
  • 33. ^F Middle Schcol KAo^ *Z ije^^j p h P~^ •43 ah„i. f)lcr i-W i c^^.UcJ, ͣd :-ͣ Jjt°^Ao_U cic^r ^^ <^>-^gidr ^-"^ eccs u,. C r -A pOn.i on ^:Jey ^^c ng^ To ^•^ahc^l 0 Din-.fiftd / ih c Sici C y- a( <^ t c f--"- >9^- ^^^^ ͣ i3 i,. -~ if""^-* / i-Tvcj i^^^evvi
  • 34. Middle 6chcD( McecVi *3^ "^ ^..^^ ^^ff^ >f%<^.
  • 35. Middle School LaTYjuaae Persuasive Letter Writing Notes M,c^ h rtUr.Name your goal or thesis for this letter: pC^^^^ ^A goal or thesis is: CL ^W^IaV i^ocV ckscpihts ^^csUo ov On CX^^QUOKP e V i^^jJPOl fXList your main reasons:You win need some good reasons to support your goal or thesis.Briefly list three reasons that will convince Miss Nelson thatyour thesis is valid. IJ^ (xr<^ ^^rpy cuid Uill ckonuC loith our neuMvlcS.Facts or Examples:What are some facts or examples you could state to support thisreason and validate this argument? a. i/J-^ u)tV noi M-po^ p-^^r c.AAroo^<s^ b.U)<^ w*M not r^jjc^ SOihalk. tJe will k, C/Ood L.;^ͣ^0^ y^^ t.o^^ ^ Sutsfiilt:. d.tO^- ^
  • 36. Middle 6chool lormaqc CCbn^)Conclusion:A piece of persuasive writing usually ends by summarizing themost important details of the argument and stating once againwhat the receiver is to believe or do.Notes for conclusion: b-^ vtCv i^<)-bt artSP-cx f i jiV SUo.^ you Tkoj Lj-t {^(^ rla.?5- pro/v^i5--«lS Tkai L cor o- .>i x/oor -voL^o^ ;-R c ic<5<,j^ ^^i^^tf V.A/C( 0./1C ot y U , - j-imc you lovi"^ ^^ ""- vjOv ^L tv a^Y paper airf)o^t3 u, t^iv^ du ail o 4 ͣ> oulf )or^P[u^^ co(y,p^^ ]j(}Xx t-^
  • 37. Middle School LAnQuaqe.(G)nty) D2JA}fi^^Jij^^._________________ _Kr^,^AU,XM_ 373^1______________________ <j ^ N..XODtoj"......._Miii.„ N Wm J} ^ I r^: -c>s ( ^^..__i^^._. aah^....."^^Y j^ ;cJ:iii__/^eiilll.:^*!^..........^oj ..__^^d.........iiA. ji.........4^,......yQor_._ ^^|>£.ct you >^xon. ckpd hWxJKAj >^<. ^^I^<. UJL^ CJJV, . L ±.s-^.-___ :-„^lA_cMlI^^^^ D-tc4 V( ^ fNef a pkns£......„x>£_____ :U. Ov.! 1U O,; Ofk cj,rcj. t ff :^^nl JU.-J- /liCiL......._.....tLlija ii .4- liCo <- ^itOctc iWfoA uJii^-uf 4i V_-M^9Li^.^i^^. ._„ .^"^^^r ,_ d( ͣ i-/----------------) O-L- (Oolc y,j):TOP {])] xuted. J ^ -1 <- Las D k: TO ^OOM 207
  • 38. Middle School 3oaal &vA€s/ •!&^^^ h UOi^ 8 ͣ8 ^ #
  • 39. Middle School Science- Opft h£ y_Js^mAcd ^jf)e^r IJnVntandcd SDgftt OU O0x)d bring McdrJIc Mirtimiiixe^ XQ lP;fd»J6te f)nf, -4Vn4 Ichfcs li^f^ -fam) OU ninnf Vnai) utoh Coiild tof q cune -(V foiald hipppn. liin^s^ or dismse^ yL|lq,jL^ pyrrrxs jh rna}x_____ tp #, d IS Su f^VJCrUpn^ Copie6 Dp -j^neir besh AninnaLs kXxild 5+np people -(W) COjld k^inq toi Earn Tcanj pi pf/)p)€ s rt^frodiice._____ 6t> arnins4 fibli anirmJ5 ^Wn Irufew^d w Cli ihQ !JDanmms^ * Oi)rie rJupViPAk. ^fro- aNies ir^omoQiQ Cailci m^ dorm" ^ust ^ gn omjgfefledion L nqrff. yvlilt) Ahe. mxmrnmmj-. Xdon^rhe Tf5u.H DpoJonm MDiAid Wp VdHI nnd )Oim. ftC^uru, X doDi- I6^pg/pte DrQnnroil6^Di^ x cJoned U3fHiQi^ prrriissipn di
  • 40. Vocabulary^ Student VOl Mraiegy WWddlc School VocabiAkml 34-st& sESJ ^^ ^ VOCABULARY WORD: ^ 1. Write the sentence in which the word appears in your text, {)(i 0((mn(:rc( ^-ii-^v^fiLL LZl ;/^i= I / "^"O^SDi fv?/::/^-- / 2. Bifsed on how the word is used in the sentence, what do you think it rneans? K- /(? fH" 3. Ask a teacher or a friend, or look in a book for the actual definition. ^sr)Sfr^ ^^ :- /-T <CpX. /ͣ"^-t- -^ , f X-.^ou X^ iV^--s ^ JOf 1^^^. , /-Tn^^ Ico£DO 4. Use the word in a sentence of your own.OX X- )Oke: , r^ ri UpT^i re ] Chi or ͣJ|-r* >> MR; fin.00o 5. To help you remember the meaning,Ou you can draw a picture; think of an Uhr^SVnnir action the word suggests to you; or ,) ..-- connect the word to a song, story, 0<^^^^rv^ or news report.5 N<. h-^ ,-^- 6. Explain why you chose this way to represent the words meaning. aW£^^ V,- (ifij m ^-^ ^f^^*" iU fe ffe r!irna)uia 1 ͣ~5u6V i^cjrc and ^^^
  • 41. HQh School Biology The digestion of dairy milk or soymilk provides the body with important nutrients. A. Describe how the digestive system converts the carbohydrates, proteins, and fats in dairy milk or soymilk into nutrients that can be used by cells. Include the body parts and or and organs involved. B. Describe how the nutrients in the digestive system are made available to cells throughout the body after digestion has occurred. Include the body parts and organs involved.^J^^/iiMhrnrf-f^ Ho^Lf/TW/yMbcsb^frtf^, fti^nn./ivl fa^<> tcwiif^(> aciti::^, uj^ch a<£ X»JhnMlijA^af^{y^ Wi!H^ri^rijii,»:< f.fm ii:4Uc<Tf £i:if ͣhtfA& tft^ifv) ^r; ItQrffelKi 4lS ^U/trfr3^^ COfiLb/i^
  • 42. HiQYi School LQYguaj- 11_,—^;7^*n-------------------------------- - )—"—ͣ-----------------------------—"^j a-------------------------------ͣ---------------------=~----------------------------------t-------------------------------------------------------------------------------------------------------------------------------------------------------------------ͣ priVft^cAQ /s>___<^1 ^..L) K^V<, o./v><i, liftu^s, j^n^^ dboV____ Ww^ ^^ K^^.() -^.yv^ gfn>Y^ Ugjf-/___^r^-grNcL^. 1ko.y/>. ^c^jp,k<: ,U <£>. -tlg^Qg,__9qx.y^/(l3. •^>fsA 5a.L -Wu>. -Vt -tfiNf^-V-
  • 43. h ScX)W U-fcrcdore (p, I of5) Reading Performance Assessment Task 2 High School - 2009 - My Antonia Notes on my thoughts, He wore the rings and pins and badges of different fraternal orders to which he reactions and questions as I belonged. Even his cuff-buttons were engraved with hieroglyphics, and he was read: more inscribed than an Egyptian obelisk. Once when he sat down to chat, he told us that in the immigrant car ahead there was a family from across the water whose destination was the same as ours. They cant any of them speak English, except one little girl, and all she can say is "We go Black Hawk, Nebraska." Shes not much older than you, twelve or thirteen, maybe, and shes as bright as a new dollar. Dont you want to go ahead and see her, Jimmy? Shes got the pretty brown eyes, too! This last remark made me bashful, and I shook my head ^id settled down to Jesse James. Jake nodded at me approvingly.I do not remember crossing the Missouri River, or anything about the longdays journey through Nebraska. Probably by that time I had crossed so manyrivers that I was dull to them. The only thing very noticeable about Nebraskawas that it was still, all day long, Nebraska. •£fb * 4 ^HHIH f r I had been sleeping, curled up in a red fe-. ^BP plush seat, for a long while when we reached Black Hawk. Jake roused me and took me by the hand. We stumbled down from the train to a wooden siding, where men wereWP^WBPwP /.^^r^K ^^^1 IK running about with lanterns. Iwmm^^ ͣ ͣ ͣ .^^ "R. - couldnt see any town, or even distant lights; we were surrounded by utterdarkness. The engine was panting heavily after its long run. In the red glowfrom the fire-box, a group of people stood huddled together on the platform,encumbered by bundles and boxes. I knew this must be the immigrant familythe conductor had told us about. ITie woman wore a fringed shawl tied overher head, and she carried a little tin trunk in her arms, hugging it as if it were ababy. There was an old man, tall and stooped. Two half-grown boys and a girlstood holding oilcloth bundles, and a little girl clung to her mothers skirts.Presently a man with a lantern approached them and began to talk, shoutingand exclaiming. I pricked up my ears, for it was positively the first time I hadever heard a foreign tongue.Another lantern came along. A bantering voice called out: Hello, are you Mr.Burdens folks? If you are, its me youre looking for. Im Otto Fuchs. ImMr. Burdens hired man, and Im to drive you out. Hello, Jimmy, aint youscared to come so far west?I looked up with interest at the new face in the lantern-light. He might havestepped out of the pages of Jesse James. He wore a sombrero hat, with aReading and LiteratureOregon Department of Kducation - Office of Assessment and Information Services
  • 44. i9H5) Reading Performance Assessment Task 2 High Scliool - 2009 - My Antonia wide leather band and a bright buckle, and the ends of his moustache were Notes on my thoughts, twisted up stiffly, like little horns. He looked lively and ferocious, I thought, reactions and questions as I and as if he had a history. A long scar ran across one cheek and drew the read: comer of his mouth up in a sinister curl. The top of his left ear was gone, and his skin was brown. Surely this was the face of a desperado. As he walked about the platform in his high-heeled boots, looking for our trunks, I saw that he was a rather slight man, quick and wiry, and light on his feet. He told us we had a long night drive ahead of us, and had better be on the hike. He led us to a hitching-bar where two farm-wagons were tied, and I saw the foreign family crowding into one of them. The other was for us. Jake got on the front seat with Otto Fuchs, and I rode on the straw in the bottom of the wagon-box, covered up with a buffalo hide. The immigrants rumbled off into the empty darkness, and we followed them. I tried to go to sleep, but the jolting made me bite my tongue, and 1 soon began to ache all over. When the straw settled dowTi, I had a hard bed. Cautiously 1 slipped from under the buffalo hide, got up on my knees and peered over the side of the wagon. There seemed to be nothing to see; no fences, no creeks or trees, no hills or fields. If there was a road, I could not make it out in the faint starlight. There was nothing but land: not a country at all, but the material out of which countries are made. No, there was nothing but land—slightly undulating, I knew, because often our wheels ground against the brake as we went down into a hollow and lurched up again on the other side. I had the feeling that the world was left behind, that we had got over the edge of it, and were outside mans jurisdiction. I had never before looked up at the sky when there was not a familiar mountain ridge against it. But this was the complete dome of heaven, all there was of it. I did not believe that my dead father and mother were watching me from up there: they would still be looking for me at the sheep-fold down by the creek, or along the white road that led to the mountain pastures. I had left even their spirits behind me. The wagon jolted on, carrying me I knew not whither. I dont think I was homesick. If we never arrived anywhere, it did not matter. Between that earth and that sky I felt erased, blotted out. I did not say my prayers that night: here, I felt, what would be would be.Reading and LiteratureOregon Department of Education Office of .Assessment and Information Services
  • 45. 3of5) Task 2 Reading Performance Assessment High School - 2009 - My Antonia 1. Use the line below to create a timeline^of the narrators jo|irneVi^ the train. Include at least 5 events in your timeline v7 V^--— :S >=i K) O n 2. If you were trying to explain this selection to someone who had not read it, what would you say about it? , ^vY€Pfc dffi, v4^i-<cc ^ rsypuryf i iWJUReading and LiteratureOregon Department of Education -Office oi Assessment and Information Services
  • 46. Reading Performance Assessment Task 2 High School - 2009 - My Antonia 4. This selection begins with the words, "I first heard of Antonia..." Who or what do you think Antonia most likely is? What clues in the text led you to this conclusion? Support your interpretation with examples. "^ am-i immlmd of f]^rm nrmr-c^. "^ 5. Author Willa Gather introduces the reader to a variety of characters in this selection. Use the chart below to explain what she reveals about the various characters personalities and what techniques she uses to reveal them (e.g., physical descriptions, dialogue, actions, possessions, etc.). Character Personality traits How the author reveals them Jimmy Burden v5 Jake Marpole -Weils xiimfYUjIWl uJrviU. OAM v>a. Passenger Conductor KUpfxkl to mr( ^ mum. Otto Fuchs _____ilReading and LiteratureOregon Department of Education -ͣ Office of Assessment and Information Services
  • 47. ("f.5c>f5) Reading Performance Assessment Task 2 High School - 2009 - My Antonia 6. The last paragraph in this part of the story is filled with strong images that can create a mood, serve as a symbol, or convey a theme of the story. Choose at least two of these images and explain why you think the author included them. Select from the choices below or write in one of your own: ^4) "If there was a road, I could not make it out in the faint starlight. " b. "There " nothing but land: not a country at all, but the material out of which countries are made. was c. "/ had the feeling that the world was left behind, that we had got over the edge of it and were outside mans jurisdiction. " d. "But this was the complete dome of heaven, all there was of it. " e. "... they to mountain pastures..." me at the sheep-fold down by the creek, or along the white road that led would still be looking for i. "The wagon jolted on, carrying me I knew not whither. " 1^^^Between that earth and that sky I felt erased, blotted out. " Explanation: v ^-ASl m^ Tcj^ ^^^uj- ^^^-^, First Image: p, >mKA, "0>^Vx ^ VbiAjOl atujjt UiVfl,r^ X^xiAx cu-t. ao^ and lAlK^t i tS jeconaImage: trN{l«r^ t^ AOIVavC >n y^tlWWn ^VaSl ^H1^ •< t-U(J Second mage: x^,k. ,^ f^m^^r^ Explanation: I %x. 0 uAdditional Images;Explanation:Reading and iviicratureOregon Department of Education - Office of assessment and Information Services
  • 48. |-liQh School Mrrtng 11privo,^..^ i^___Qu ^Aj K^V<, oA^<i. y^i>»^ j^o^^ dpoV____ Ww^ Yo> ^^^^f "^^y^ gp^v^ ^^f-/___^v;.Q^qV^. Ikcy^^ ^r^.pAc/U kjp. -tig.og_ 9q^v^/|^. ^^^f^oV 5aiL -Wu>.__-Vr, trNf>V
  • 49. School CtXfa. hY)0-jSSFelicitys class helped scientists study monarch butterflies. The students caught butterflies, put an identifying tag oneach one, and then released them. The next year scientists caught 24 of the tagged butterflies. They sent Felicitysclass the table below, which shows the distance flown by each of the 24 butterflies. Distance Flown by Butterflies (in mi es) 613 1366 1600 1371 1696 884 842 1886 239 1779 1604 2122 1090 1678 1885 1476 1803 1662 104 1665 1697 1669 120 857 What is the range of the distances, in miles, that the 24 butterflies flew? Show or explain how you got your answer. Copy the table below into your student answer booklet. Complete your table by determining the number of butterflies that flew within each distance interval. Distance Intervals Flown by Butterflies Distance Interval (in miles) Number of Butterflies 0-600 601-1200 1201-1800 1801-2400 In your student answer booklet, create a circle graph that shows the information in your table from part (b). Be sure to do the following: • Draw the sectors in your circle graph so that their sizes are reasonably accurate • Label each sector of your graph with the distance interval it represents and the percent of the butterflies that flew within the distance interval. • Show how you determined each percent • Include a title for your graph. !aMJ200 cDlT t (Mm w-

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