Transcript Presentation

Wednesday, January 7, 2015
On a sheet of paper, write your own sentence that
models the following sentence.
Suddenly, near the boat, jumping and splashing for
the bait, was a metallic-silver colored rainbow trout.
Who found out the moon
phase?
Waning
Gibbous
8:10 – 8:40
SCIENCE
TIME
8:40 – 9:20
Force and Motion
Vocabulary Review
Force
• Anything that causes acceleration on an object
when applied
Velocity
• Speed in a given direction
Inertia
• What keeps an object in motion or an object
at rest until another force acts upon it.
Friction
• The rubbing of one surface on to a different
surface
Point of Reference
An indicator of how you view something
Momentum
Mass multiplied by velocity
Work
• Requires effort
Motion
The act or process of
moving
Speed
• The rate at which something moves
Position
• An objects location or place of occupancy
Review Pages 44-47
8:50 – 9:05
Newton’s
Laws of
Motion
I. Law of Inertia
II. F=ma
III. Action-Reaction
9:05 – 9:20
3rd Law

For every action, there is an
equal and opposite reaction.
3rd Law
According to Newton,
whenever objects A and
B interact with each
other, they exert forces
upon each other. When
you sit in your chair,
your body exerts a
downward force on the
chair and the chair
exerts an upward force
on your body.
3rd Law
There are two forces
resulting from this
interaction - a force on
the chair and a force on
your body. These two
forces are called action
and reaction forces.
Newton’s 3rd Law in Nature


Consider the propulsion of a
fish through the water. A
fish uses its fins to push
water backwards. In turn,
the water reacts by pushing
the fish forwards, propelling
the fish through the water.
The size of the force on the
water equals the size of the
force on the fish; the
direction of the force on the
water (backwards) is
opposite the direction of the
force on the fish (forwards).
3rd Law
Flying gracefully
through the air, birds
depend on Newton’s
third law of motion. As
the birds push down on
the air with their wings,
the air pushes their
wings up and gives
them lift.



Consider the flying motion of birds. A bird flies by
use of its wings. The wings of a bird push air
downwards. In turn, the air reacts by pushing the bird
upwards.
The size of the force on the air equals the size of the
force on the bird; the direction of the force on the air
(downwards) is opposite the direction of the force on
the bird (upwards).
Action-reaction force pairs make it possible for birds
to fly.
Other examples of Newton’s
Third Law

The baseball forces the
bat to the left (an
action); the bat forces
the ball to the right (the
reaction).
3rd Law

Consider the motion of
a car on the way to
school. A car is
equipped with wheels
which spin backwards.
As the wheels spin
backwards, they grip the
road and push the road
backwards.
3rd Law
The reaction of a rocket is
an application of the third
law of motion. Various
fuels are burned in the
engine, producing hot
gases.
The hot gases push against
the inside tube of the rocket
and escape out the bottom
of the tube. As the gases
move downward, the rocket
moves in the opposite
direction.
Paired Partners
Restroom
Break
9:20 – 9:30
Math Time!
9:30 – 10:55
Workbook pages 557-588
Workbook pages 559-560
Homework wkbk pages 561-562
MOVE TO
LEARN
http://www.movetolearnms.org/how-do-ido-it/fitness-videos-4-6/cranium-corral/
10:55 – 11:00
Language Arts/
Reading
11:00 – 12:00
Let’s Practice Our Reading Strategies
11:00 – 11:05
Paired Partners
• Handouts - Various
Inventors Biographies
11:05 – 11:20
New Class Novel - Author Information
Brian Selznick is a
Caldecottwinning
American author
and illustrator of
children's books.
Born: July 14, 1966 (age 46), East Brunswick Township
Awards: Caldecott Medal, More
Education: Rhode Island School of Design, Brown University
Nominations: Dorothy Canfield Fisher Children's Book Award
Illustrated
Frindle
11:20 – 11:30
A Teaching Books Interview
• Author, Brian Selznick,
interviewed in his home in
San Diego, California, on
March 13, 2009.
www.teachingbooks.net
• TEACHING BOOKS: Until you won the 2008
Caldecott medal for The Invention of Hugo
Cabret—a 544-page, middle-grade novel
containing nearly 300 full-bleed pencil drawings,
you were known widely for your beautifully
illustrated picture book biographies. Where did
Hugo originate?
• BRIAN SELZNICK: I had seen A Trip to the Moon by
Georges Méliés many years ago, and I had wanted
to do a story about a kid who meets Méliés, the
way that Victor met Houdini in my very first book,
The Houdini Box. But I didn't have a plot and I
didn't have a kid character. All I had was the idea
of a kid meeting Méliés. That premise sat in my
head for 15–18 years; a really long time.
Historical
Reference
for Hugo
Born
Marie-Georges-Jean Méliès
8 December 1861
Paris, France
Died
21 January 1938 (aged 76)
Paris, France
Nationality
French
Occupation
Filmmaker, film actor, set designer,illusionist, toymaker
Years active
1888–1923
Spouse(s)
Eugènie Gènin (1885–1913) (her death) (two children)
Jeanne d'Alcy (1925–1938) (his death)
http://www.theatlantic.com/video/index/253665/a-trip-to-the-moon-1902/
• TEACHINGBOOKS: What sorts of things did you do to draw
out his character and story?
• BRIAN SELZNICK: I did a lot of reading. I pulled things off
of my shelves and went to bookstores and bought random
books that looked interesting. One of the books I
happened to read was called Edison's Eve by Gaby Wood.
It's about the history of automatons, and there was a
chapter about Georges Méliés. It turned out he actually
owned a collection of automatons that were donated to
this museum at the end of his life, and then they were all
destroyed.
• As soon as I read that, I had this vision of this kid climbing
into the garbage and finding one of those broken
automatons and trying to fix it. I didn't know anything
else. I didn't know who the kid was. I didn't know why he
was going through the garbage, but I knew it was the
beginning of a story. I started writing things down; doing
more research about Méliés and automatons.
• BRIAN SELZNICK continuted: But there were a lot of
problems with the idea. No kid would know who Georges
Méliés was. Kids don't watch silent movies. Would kids be
interested a story that took place in France in the 1930s?
But I didn't have any other ideas. So, I just kept working
on it, and it caught my fancy. I got interested in this kid
and what he was doing and why he was interested in
these machines, and I started talking about it with friends
who are writers, and passing ideas back and forth with
them.
• We asked, "Why would the kid be interested in machines?
Maybe his father works with machines. Maybe his father's
a clockmaker ... Maybe Hugo has a real talent for working
with machines and he can fix them." I asked all these
questions, and then the answers became the plot of what
eventually was the book. I just kept working on it.
TEACHINGBOOKS: What about the groundbreaking format
of Hugo Cabret? How did that evolve?
• BRIAN SELZNICK: That came much later. It started off just
as an idea for a novel. When I finally did present it to
Scholastic, I said, "I have an idea for a novel." I knew from
the beginning I wanted to do something different or
unusual with the pictures, but my sense was it was going
to be one drawing per chapter, like a traditional illustrated
novel. But I wanted to do something different with that,
like maybe somehow that one drawing in each chapter
would be important in some way, but I had no ideas. I
talked to Scholastic about it as a regular novel—my
original contract for the book was for a 100-, 150-page
novel with one drawing per chapter.
• BRIAN SELZNICK continued: I proceeded to work on the
plot of the book, mechanically trying to figure out what
was going to happen next. I asked myself, "If this happens,
what do I need to have happen here, and if I need to get
to this point in the story, what has to happen in the
beginning?" I had written three other books at that point,
but they were all much shorter and much more simple. I
had never written anything with so many characters and
so many plot turns, and I just didn't know what I was
doing.
TEACHINGBOOKS: How did you figure things out?
• BRIAN SELZNICK: I started watching a lot of French silent
movies as research. Before this, I had seen the Méliés film
but almost nothing else. I didn't know anything about the
history of French cinema. I started watching all these
movies. The book was going to take place in 1931, and I
started learning about the transition from silent movies to
sound that started in 1927 with The Jazz Singer.
• >Then, I started thinking about how, after sound was
brought in, some of the early filmmakers used it in these
unusual ways. They didn't just suddenly turn on a
microphone and start making movies that had start-tofinish sound. Some of them would use sound in these very
experimental, interesting ways that helped comment on
the story. That intrigued me.
• BRIAN SELZNICK continued: Then I thought, "Maybe I
could do something like that with the pictures, where the
pictures actually help tell part of the story." I guess that
was the beginning of the idea. I thought about picture
books. I thought about Where the Wild Things Are by
Maurice Sendak. I thought about Fortunately by Remy
Charlip, where every time you turn the page the story
advances. It goes from a happy page to a sad page. It goes
from black and-white to color.
• I made connections between that and the cinema,
because there are so many devices that are used in the
picture books that echo filmic devices, like editing and
panning and close-ups and the way time is used. There
are echoes between illustrated books and film. So I just
kind of put all that together.
Class Novel Intro
•
•
To be read in Paired Partners
Each student to complete a T chart – one
per page per chapter (to be used at end
of novel before collecting as a grade
(sample below)
Chapter 1
Summary
Questions
We begin now!
Paired Partner Reading
Chapter 1 – complete T chart
11:30 – 12:00
Out of Classroom!
• 12:00 – 12:45 Activity
• 12:45 – 1:15 Lunch
• 1:15 – 1:45 Recess
Writing Time!
Being a Writer
Writing Performance Task
Standard W3: Narrative
1:45 – 3:10
Today’s Task
Today we will tackle our
“Research Questions”
Remember, because this is a
practice for the e-o-y
assessment, we will not
follow these directions
exactly.
The first step in writing a response to a question is to
read and think carefully about the question.
What information is this question asking for?
Did you notice the question is asking you to describe
how you would “use the map and the brochure to
plan your day” if you were visiting the monuments?
Now, let’s write a “prose constructed
response – PCR” to this question
Now, let’s look at question #2. Don’t forget, the first
step in writing a response to a question is to read and
think carefully about the question.
Notice this word has the letter
“s” at the end.
Hmm, what does that mean?
What information is this question asking for?
Did you notice the question is asking you for two
pieces of information? The first part is “which
monument interested you the most”. The second is
“two reasons why.”
Now, it’s your turn to write a
“prose constructed response – PCR”
to this question
Remember to use all of the sources when
answering the question.
Time to reflect
on your PCR!
1. Does your response clearly state the monument that
interested you the most? If not, what might you write
instead?
2. Does your response include at least two reasons why the
monument interested you? If not, what might you add or
take out to improve it?
Now, time to
share your PCR!
Finally, time for question #3. Always remember, the
first step in writing a response to a question is to read
and think carefully about the question.
Again, notice the “s” meaning you must reference multiple sources.
What information is this question asking for?
Did you notice the question is asking for a description
and details from the sources of what you might see
standing on the steps of Lincoln Memorial.
Now, write a
“prose constructed response – PCR”
to this question (finish for HW if needed)
Remember to use all of the sources when
answering this question as well.
3:10 – 3:15 Wrap Up!
• Pack-Up
• Office will announce:
Car Riders – Leave around 3:15
Bus Riders – Teacher walks out about 3:22
(listen to intercom-dismisses by grade)