Word Wall

Here are the second quarter Word Wall words:

(In order to receive extra credit, you must put these words into meaningful sentences. The sentence/sentences must demonstrate that you understand the definition).

• forlorn
• dwindle
• recede
• amiss
• contemplated
• fidget
• beckon
• persistent
• optimistic
• gaunt
• muster
• liberation
• intently
• legitimate
• nuisance
• flimsy
• resign
• intense
• despair
• idiosyncrasy
• interval
• coincidence
• valedictorian
• antagonism
• inscription
• incriminate
• falsify
• scheme
• drawl
• dismay
• vile
• defiant
• flustered
• contorted
• urgency

*You may write more than one sentence to get the meaning across. You may use other forms of the word.

Friday, December 18

Day 2 - Friday, December 18
Words to Live By
Preparing to Write the Essay

*If you haven't finished finding your quotes, please review yesterday's directions (below this post).

Objectives:
- show Ms. Collopy 5-6 quotes
- outline essay using hand-out from Ms. Collopy
- locate your "Topic Sentence Packet"
- find new quotes if original quotes don't quite fit (once you get going, the quotes that you found on Thursday might not fit perfectly with the thesis/ideas in your essay)

* After break:
- We will write rough drafts and learn how to write effective introductions, body paragraphs, and conclusions.
- We will help each other stay on topic.
- We will write final drafts and publish our essays on our blogs.

Thursday, December 17

Thursday, December 17
Words to Live By
Personal Narrative Essay
7th Grade Language Arts


Objectives:
- to read all of the directions, objectives, and topic ideas on this blog
- to pick quotes for all paragraphs; **** you must choose 5-6 quotes (minimum) today in order to be prepared for Friday!
- to copy and paste quotes onto a google doc, and e-mail document, and/or a Word document that you save in your LA folder in your school account

Procedure:
- Read this entire post.
- Start using the links to read through as many quotes as you can.
- When you find a quote that you like (must be attributed to a noteworthy person- may NOT be unknown), copy and paste it into a google doc, an e-mail document, and/or a Word document that you save in your LA folder in your school account.
Product:

• Write a well-developed essay (5-6 paragraphs) about the most important elements in your life. Not only describe what is most significant/central to you, but also explain how the important people, places, and experiences shape who you are today. Furthermore, connect those elements to quotes that demonstrate the same qualities.

Specific Topic/Guiding Questions:

• Who are you? How would you (and/or others) describe you? What/who is important in your life? Why? How did it become important? What impact do these elements of your life have one you? What specific stories examples show the importance of these elements? What do you hope others believe to be true about who you are and your values?

What will you be graded on?
Introduction
- meaningful; thesis statement; piques interest; not a list; quote included
- 1 2 3 4 5 6 7 8 9 10
Body
- at least three obvious body paragraphs
- 1 2 3 4 5 6 7 8 9 10
Conclusion
- meaningful; satisfying; looks to the future; relates to the rest of the essay
- 1 2 3 4 5 6 7 8 9 10
Sentence Quality/Variety/Fluency
- sentences make sense; sentences show thought and variety
- 1 2 3 4 5 6 7 8 9 10
Use of Quotes
- all paragraphs use quotes; attempt to introduce quotes smoothly (not just “stuck” into paragraph
- 1 2 3 4 5 6 7 8 9 10
Topic Sentences- MUST BE FROM PACKET!!!
- all body paragraphs have a topic sentence from the packet and the author has labeled them accurately
- 1 2 3 4 5 6 7 8 9 10
Ideas- overall
- on topic; clear emphasis on what is important/significant- links to quotes- gives pertinent examples
- 1 2 3 4 5 6 7 8 9 10
Organization- overall
- paragraphs follow a plan
- 1 2 3 4 5 6 7 8 9 10
Word Choice
- interesting; avoids repetition; avoids you, your, thing, stuff, and elements.
- 1 2 3 4 5 6 7 8 9 10
CUPS (Capitalization, Usage, Punctuation, Spelling)
- 1 2 3 4 5 6 7 8 9 10


QUOTATION WEBSITES
- Use these websites to start your search for quotes. When you find a quote that you connect with, copy and paste it (including the author) into a google doc, an e-mail, and/or a Word document in your LA folder (school account).

http://www.quotationspage.com/subjects/

http://www.famous-quotations.com/asp/categories.asp

http://en.proverbia.net/citastemas.asp?letra=F

http://www.inspirationalquotes4u.com/
- scroll part of the way down the page to see quotes organized by subject/topic

http://www.brainyquote.com/quotes/topics.html

http://www.quoteworld.org/browse.php

http://www.quoteland.com/topic.asp

http://www.famousquotes.com/by_category.php?letter=a

http://www.quotationreference.com/subject_index.php

http://en.thinkexist.com/topics/


Homeowork- 12/17
- Find more quotes and be ready to outline essay tomorrow (Friday).

Extra Credit
* If you have read this far, come to me for five points of extra credit (CSK) and tell me three parts of speech.

Poetry Blog Post- November 17, 2009

Today’s Objectives:

- view/discuss/fix common cosmetic problems on blogs
- comment on other students’ blogs
- check your own comments; possibly reply to a comment that someone made on your blog
- print a second clean copy of your poem for your fluency presentations on Wednesday
- make sure to leave with an evaluation sheet/rubric for tomorrow’s presentations

Commenting on Other Students’ Blogs:

Keep in mind-
- I statements with an explanation of why you feel that way… (give a reason)
o I think
o I feel
o I liked
o I noticed
o I am not sure about
o I loved
o I connected
o I was intrigued by

Try to make comments on:
- literary terms
- mood
- theme
- plot of narrative poems


The Golden Rule applies to these comments:
- make positive comments
- write comments about aspects of your poetry that you’d like to hear about your own writing
- make comments meaningful-
o meaningful- I connected to your poem about baseball because I’ve had similar experiences pitching. I noticed your metaphor too- I wish that I would have thought of that!
- not meaningful- I like your poem.

As always...
- complete sentences
- capital letters
- periods
- correct spelling

If you're still reading, before the end of class come and tell me your favorite holiday... if you whisper it to me, I will give you ten points of extra credit for reading this entire post. If you yell across the room, I won't give you extra credit. Only good on November 17, 2009.

Edublogs/Poetry Project/Last In-Class Work Day!

Project Reminders and Formatting Notes

* If you work in Safari (look in your applications folder if it's not in your dock) as opposed to Firefox, you can put spaces in between your stanzas, etc.

Formatting Your Poems
- Each poem needs a title.
- Before the text of the poem, write what type of poem it is- e.g., narrative, creative, free verse, etc.
- At the bottom of poems with required literary terms, state what line the literary term is in and re-write the words that show the literary term- e.g., metaphor- rock of courage, line 5.

Introductory Paragraph
- This paragraph should be the last post that you add. Therefore, it will be the first item that I read on your blog.

Grades will be based on:
- Quality of topic/theme
- Required lines
- Poems follow requirements- narrative tells a story, etc.
- Use of required literary terms
- Formatting guidelines followed
- Titles
- Acrostic poem contains lines, not just words
- Poems have appropriate stanza breaks and punctuation
- Ideas
- Content
- Creativity

Do you have a poem for your memorization/fluency presentation?
- See the post from Friday, Nov. 6 for links. See Ms. Collopy for more poems.

Poetry Project Reminders/Due Dates

Poetry Project Reminders and Due Dates

- Project must be done on Monday, November 16.
This includes:
- all blog posts= six poems = six posts
- introductory paragraph

Remaining in class work time: Today (11/10) and Thursday (11/12)
(I'm happy to write passes for homework club/internet access)

Six Poems (tied together with a common theme/idea/topic):
- Narrative- must tell a clear story; 28 lines
- Acrostic- use a word or phrase; 12 lines
- Creative- any type of poetry that the student chooses; 12 lines
- Haiku
- Free verse- no rhyme; 20 lines
- Diamante

Tips for Success:
- Poetry needs punctuation. It provides logical pauses and stops.
- Poetry's form is different than prose. It should "appear" different too.
- Title your poems creatively or with a clever flair.
- Acrostic Poem:
- the acrostic poem should communicate through lines of poems, not just a brainstorm of words
- for example:

Just a brainstorm of words:
Lilies
Often
Vindicate
Everything

Lines of poetry:
Lilies move my soul
Over the moon,
Villages of hope
Exercising my heart.
*Our goal is to write lines of poetry as opposed to a brainstorm of words!

Introductory Paragraph:
This paragraph will serve as an introduction and short explanation of your writing. It should clearly explain what theme/topic ties all of the poems together. It should also comment on the strengths and weaknesses of your poetry. The paragraph should use a topic sentence from your topic sentence packet. The personal pronoun, I, is totally acceptable because this is a defense of your writing. However, the personal pronoun you should not be used (or other forms of you- your and yours). An effective introduction will range from 5-7 sentences.

Fluency/Memorization Dates:
- November 18 an 19 (all students must be ready on the 18th)
- See post below for memorization options. Please print this as soon as possible! Memorization is hard work.

Edublog Set-Up

Friday, November 6, 2009
*Show Ms. Collopy your rough drafts
*Carefully review your print-out.

Goals:

1. Create an Edublog account.
2. Change the password on your Edublog account to match your school log-in (look at the G'Day message at the top right of your Edublog- click on your username, scroll down to the bottom of the page and you should be able to change your password).
3. Create at least one post.
4. For this project:
a. One post = one poem
b. Therefore, you will create six posts with poems total.
c. You will have seven posts at the end of the project, because your paragraph will be another post.
5. Pick a poem for your oral fluency/memorization presentation.

Step 1 (please read these directions before clicking on the link below the directions):

• Use the link to go to Edublogs website.
• Follow the directions to create a username, give your e-mail address, and check the box to "agree" to the terms and conditions of the site.
• **** MAKE SURE TO TYPE YOUR E-MAIL ADDRESS IN CAREFULLY AND ACCURATELY!
• Click "next" with the button selected that says "Gimme a Blog."
• Follow the on-screen prompts/directions for naming your blog. It must be something school related.
  
• For example: Joe's MSMS Blog
• Follow all on-screen instructions including checking your e-mail address for the confirmation e-mail. This might be instant or it might take up to ten minutes. Once you receive that confirmation e-mail, follow the instructions and you will have your own Edublog!
  
• Refer to the list above of goals for the day.
  

Link is here! Go to Edublogs.

Poetry Memorization Information:
Dates of poetry presentations: November 18 and November 19.

Great article about why memorizing poetry is a useful endeavor.

How to memorize a poem- some good strategies- practical tips.

Some good information about a strong recitation.

Some choices of poems to memorize:
Stopping by the Woods on a Snowy Evening
Lay Your Sleeping Head, My Love
The Snow Man
Death Be Not Proud
The Road Not Taken
Shakespeare's Sonnet 18
Richard Cory
The Tide Rises, The Tide Falls
Shiloh
Do Not Go Gentle Into That Good Night
More poems to memorize

* You may choose your own poem as well, but you need to get approval for other poems from Ms. Collopy.

* See Ms. Collopy for some other options (I have copies available).

Colonial Day

Nine Men's Morris

1. Answer the questions.
2. Play the game and beat the computer.

Answer the following questions on loose-leaf or a Word document with a proper heading.

*The game will probably work better in Safari. If you have Firefox open, switch to Safari now!

Use this website to find your answers: Nine Men's Morris History *Use the link at the bottom of the page (Merrils Research) to find the answers about rules and other background information.

1. Name three cultures/places where this game has been played.
Now use this link (Merrils Research- referenced above) to find these answers:
Merrile Research- Rules, etc.
2. List three other names the game has been given throughout the years.
3. How many pieces are played?
4. What is a mill and how is it formed?
5. How do you lose?


Once you are done with the written work, play the game using the link below.

Nine Men's Morris

Wednesday, September 16

Three Goals Today:

1. Print out the Word document from yesterday if not finished. Maximum time to finish: 5 minutes.

2. In-class, typed open "cheat sheet" grammar quiz. Maximum time to finish: 25 minutes!
- In a Word document, type the definitions of the nine parts of speech in complete sentences.

Formatting instructions:
- 1.5 spacing
- proper heading aligned on the right
- title centered- Grammar Quiz
- numbered sentences/definitions (use alignment and numbering in your formatting palette)
- put the part of speech term (noun, etc.) in bold and underlined

Print and turn-in to Ms. Collopy. Select the MSLABHP4200 OR MSCHP printer.

3. Complete the Intel Visual Ranking tool. Start by clicking here. https://educate.intel.com/workspace/student/loginpage.aspx?&LID=en Get a worksheet from Ms. Collopy if not distributed in class. Look on the board for further log-in instructions. Maximum time to finish: 10-15 minutes.


Did you?
1. Finish work from yesterday?
2. Take your grammar quiz, print it, and turn it in?
3. Complete the Intel Visual Ranking tool?

Mac Lab Proficiency Checklist- September 15, 2009

Here is the paragraph that you should read, copy, and paste onto your word document.

Capitalization is fun. I love it. Capitalizing shows that you know how to follow the rules of our language. Not only that, it also demonstrates your intelligence. Intelligent people capitalize correctly. Unfortunately for sad and forlorn language arts (or is it Language Arts?) teachers all over America, text messaging and e-mailing have made capitalization un-cool. Wrong-go-ba-dongo! Capitalization is the coolest thing that you can do besides staying in school! Let's all start this year off well by capitalizing our names, the beginning of every sentence we ever write, and the pronoun I. Got it- we'll get along just fine!


Here's the link for after you are done with the checklist, printing, and turning your work in to Ms. Collopy:

Intel Student Log-In

Teacher I.D.- Collopy
Team I.D.- will be given to you in class
Password- exactly the same as the team i.d. that will be given to you in class

Tech Fair- June 2, 2009

Welcome to the MSSD14 Tech Fair!

- Student checklists for Word/computer lab success

• I use this type of tool before starting work in the lab. The example provided today is very extensive; however, it pays off in the long run. Students prove basic proficiencies once, therefore there's less time spent on simple tasks as the year goes on (hopefully they become life-long skills).
• The paragraph that I had them copy and paste is posted on my March 16/17 post (scroll down if you want to see it- totally generic).

Intel Teaching Tools
Overview of:

1. Visual Ranking Project
2. Seeing Reasoning Project

• Use this link in a different tab:
• Student log-in- Intel Tool
• Teacher name: Collopy
• Team ID: Manitou01 (up to 24; will be assigned to you)
• Password: same as team i.d.- it's not case sensitive

Let's try them...

• Practice both tools
• Visual Ranking
• Seeing Reasoning
• Come up with your own "factors" for the seeing reasoning project (if you feel like it)
• Tips to evaluate student work, etc.

Getting you set up to use the Intel Tools:

• Register now and create a simple project before you leave today.
• Intel Registration- Teaching Tools
• Enrolling teams; try this once.
  

Monday, May 4- New Reading Logs and OMM Paragraph

Please read through this entire post. You will find directions about your paragraph and your new reading log.
Of Mice and Men- Theme Paragraph
- final draft

o Type your paragraph.
o Double space your paragraph.
o Italicize and bold your thesis statement.
o Use a correct heading using right alignment.
- Is your paragraph 7-10 sentences long with clear examples and elaboration?
- Did you use personal pronouns? (I, me, you, your). If so, re-write those sentences. You are an outside "expert" or reporter on the subject. It's not about you.
o Do you have at least one supporting quote in the paragraph?
- Final drafts must be turned in before the webquest begins tomorrow on John Steinbeck. Please transport your paragraph electronically- e-mail, thumb drive, Google Docs, etc.
- Print your paragraph either today or first thing tomorrow when you finish!

Also:

o Get a new book from the Media Center.
o Get a stamp on your reading log TODAY!
o Make one side for your independent reading book and the other side for short stories from your literature textbook.

- Procedure for the rest of the year:

1. Keep this stamped reading log until the last week of school.
2. Use the side with an independent reading book for the next ten days (until the Media Center closes).
3. If you finish the book in ten days, you will receive extra credit.
4. On the other side of the reading log, we will keep track of short stories from our literature textbook. Fill in Title: Literature Textbook/ Author: N/A/ Genre: Various/ # of pages: Various.
5. I will give you instructions this week about what short stories you will read from your textbook before the end of the year.

John Steinbeck Webquest

John Steinbeck Webquest

Essential Learnings:

• Students will apply appropriate strategies and skills to understand a variety of texts.
• Students will appreciate that literature provides an understanding of human experience.
• Students will use critical thinking skills to evaluate a variety of texts.

Background:
- Students have read, discussed, and analyzed Of Mice and Men.

Procedure:
- Students will use suggested websites as well as internet searches to answer the following questions.

Evaluation:
- Students will be evaluated on:

• answering questions correctly
• answering questions in complete sentences
• showing evaluation and synthesis skills for the last question (must be two or more sentences)
• writing neatly on loose-leaf with a proper heading OR
• typing the answers, double-spaced, NO COPYING AND PASTING (plagiarism)!

Websites:
- The following websites will help with some answers. You may also use search engines (google or yahoo) to find other answers.

http://www.steinbeck.org/MainFrame.html

http://www.infopoint.com/mry/orgs/steinbeck/index.html

http://www.merriam-webster.com/dictionary/novella


Answer the following questions:

1. When was Steinbeck born?
2. Where did he first attend college?
3. What was his first novel?
4. What was his job during WWII?
5. In what year did he win the Nobel Prize for literature?
6. Describe Steinbeck’s friendship with Edward Ricketts.
7. Describe the effect of Steinbeck's relationship with Ricketts (how did this friendship impact Steinbeck?). Give at least two specific examples.
8. How did Ricketts die?
9. For what book did he receive the Pulitzer Prize Fiction Award?
10. What is a novella?
11. How many times has Of Mice and Men been made into a movie?
12. Who was Steinbeck’s second wife?
13. How many times was Steinbeck married?
14. How many kids did he have? Girls or boys?
15. What factors, places, and events impacted Steinbeck’s writing most profoundly? (this question must be in answered in more than two sentences)
    

Medical Websites- Spring Research Paper

- Students: Please use the following links to start your research. These are all high-quality websites that have been reviewed for you. If you want to use a different website that you find on your own, please ask Mrs. Gaunce, Mr. Goldberg, or Ms. Collopy!

- Searching tips:

1. Keep searches short and concise.
2. Do not type in a long question or idea into any search bar; rather, type in one to three key-words that will help you find good information.
3. All websites are not high-quality. Look at who owns/maintains the website. Be careful of websites that have flashing advertisements and seeem unprofessional.

http://www.medicinenet.com/diseases_and_conditions/article.htm
- scroll down to “browse common topics”

http://www.medicineonline.com/
- Diseases & Conditions
* Allergy * Arthritis * Alzheimer's * Cancer * Cardiovascular Disorders * Cholesterol * Constipation * Diabetes * Eczema* AIDS / HIV
* More Topics...

http://www.usa.gov/Citizen/Topics/Health/HealthA-Z.shtml
- diseases and health topics alphabetized

http://www.mayoclinic.com/health/DiseasesIndex/DiseasesIndex
- very reliable site about diseases; easy links to pages

http://www.nlm.nih.gov/medlineplus/healthtopics.html
- organized by diseases, systems, etc.

http://www.webmd.com/a-to-z-guides/common-topics/default.htm
- alphabetical list of diseases and conditions; information about drugs and treatment too

http://www.mic.ki.se/Diseases/index.html
- organized by body system/type of disease

http://www.cdc.gov/DiseasesConditions/
- government website on many diseases- general and specific

http://health.yahoo.com/conditions/
- clear topics here

http://www.clevelandclinic.org/heartcenter/pub/guide/disease/default.asp?firstCat=3&secondCat=246
- high quality information and research from the Cleveland Clinic about cardiovascular diseases

http://www.virtualmedicalcentre.com/animations.asp
- 3D animations of how certain diseases and conditions affect the body; may have to be viewed at home due to bandwidth issues, but extremely informative; page links back to a “symptom checker” page

http://www.merck.com/mmpe/index.html
- lists diseases/conditions by category;some drug information available

http://www.stjude.org/stjude/v/index.jsp?vgnextoid=bc4fbfe82e118010VgnVCM1000000e2015acRCRD
- information about cancers and rare diseases that affect children


http://edcp.org/
- Maryland Department of Health information about diseases, immunizations, etc.

http://www.intelihealth.com/IH/ihtIH?t=9276
- comprehensive health website; sponsored by Aetna healthcare, but good variety of articles on specific parts of the disease

http://www.healthfinder.gov/scripts/Topics.asp?context=5&keyword=113&Branch=5
- alphabetical by diseases

http://www.medilexicon.com/drugsearch.php
- FDA approved search of drugs

http://www.cancer.gov/
- information about all different types of cancers

http://www.alz.org/index.asp
http://en.wikipedia.org/wiki/Alzheimer's_disease
http://www.pueblo.gsa.gov/cic_text/health/alzheim/alzheim.htm

- Alzheimer’s information

www.google.com
- in the google search bar, type in the name of the disease you are researching and the word information; for example- lou gehrig's information

http://www.geneticsandhealth.com/2005/07/29/genetics-and-public-health-information-to-trust/
- read about how to evaluate medical websites on the internet
- list of categories with blog entries on different diseases, drugs, and research


http://pipeline.corante.com/archives/alzheimers_disease/
- blog with articles about research and Alzheimer’s Disease from a chemist in the industry
- advanced research only
-

http://pipeline.corante.com/archives/cancer/
- - blog with articles about research on cancer from a chemist in the industry
- advanced research only
-

http://pipeline.corante.com/archives/cardiovascular_disease/
- blog with articles about research on cardiovascular disease and drug research from a chemist in the industry
- * advanced research only
-

http://pipeline.corante.com/archives/infectious_diseases/
- blog with articles about drugs for infectious diseases- viral and bacterial
- * advanced research only
-

http://pipeline.corante.com/archives/diabetes_and_obesity/
- blog with articles about drugs related to obesity and diabetes
- * advanced research only
-

http://pipeline.corante.com/archives/cat_index.php
- complete list of blog topics by this author in categories
- *advanced research only
-

March 18- Citing Internet Sources/Works Cited

Objective/Goal:
- By the end of the day today (Wednesday), you will create three source cards, three note cards (research cards), and a typed Works Cited.
- The typed Works Cited, source cards, and note cards are due at the end of the period today.

Use tab browsing to refer to the directions on my blog and the websites that you need to visit; keep as many tabs open as necessary.

Skim and scan this entire post before you start working today!

Look at the example of what the basic format of a note card and source card should look like (this is the worksheet from class).

http://www.mayoclinic.com/health/migraine-headache/DS00120
o Create one source card. At the top, write- Source 1.
o The author is Mayo Clinic Staff.
o Create one note card.
o At the top, write- Note 1, Source 1.
o Migraines
- now write three bullets of research (phrases) about migraines

http://www.cdc.gov/vaccines/vac-gen/howprotectkids.htm
o Create one source card. At the top, write- Source 2.
o No author is given.
o Create one note card.
o At the top, write- Note 1, Source 2.
o Vaccines
- now write three bullets of research (phrases) about vaccines

http://www.epa.gov/safewater/dwh/index.html
o Create one source card. At the top, write- Source 3.
o No author is given.
o Create one note card.
o At the top, write- Note 1, Source 3.
o Safe Water
o now write three bullets of research (phrases) about vaccines


Works Cited

Visit these sites to see directions and examples.

http://owl.english.purdue.edu/owl/resource/557/09/
- list of basic characteristics of citing a Web site correctly

http://www.liu.edu/cwis/cwp/library/workshop/citmla.htm
- scroll down to find a clear explanation/example of citing a website.

- You are going to type a short works cited using the three sources from class today.

• - The first field/information in a works cited entry is the author; however, these sources don’t have an author given.
• - Follow the basic rules on the hand-out that was given to you in class. You should also refer to the websites given in order to do this correctly.
  
• - Important characteristics:
• • Works Cited – those words must be centered at the top of the paper.
• • Alphabetized by entries (if no author is given, alphabetize by the name of the article).
• • Follow the examples exactly for punctuation (periods, commas, brackets).
• Use reverse indent. Ask for help if you are having trouble doing this on your computer.
• Do not number your entries in the works cited.
• Do not type your name on the works cited page.
  

Mac Lab Proficiency Checklist - March 17, 2009

Students:

Here is the passage that you should copy and paste according to the directions that I gave you in class:

After spring break, seventh grade language arts students will write a formal research paper. Students will start by researching a disease. This research will occur in science, language arts, and at home as homework. To keep track of their research, students will use source cards. Then, they will organize the information into note cards that correspond to these source cards. After the note cards and source cards are organized, students will outline, plan, and draft the research papers. At the end of two weeks, a final draft with a formal works cited will be due in language arts. At the same time, presentations in science will evaluate student knowledge. Overall, students will acquire the knowledge to be experts on the characteristics of one disease.


Link to Google Docs (through the school's website):
http://www.mssd14.org/middleschool/index.html

Monday, February 9- Lumosity!

Read this entire post before clicking on the link to the Lumosity website.

Follow the directions to register (SIGN UP) for the free sample. You may use your own personal e-mail address or your Google docs e-mail address- e.g., aecollopy@student.mssd14.org.

On the second screen after registration, fill in your sex and your age. This enables you to compare your results with other people like you. You can skip the other questions/personal information.

Start playing! Try to play at least 8 different memory games (try to vary which category you play as well) and compare your results to other people's. Feel free to challenge a classmate and play the games at the same time (on your own computer).

* You must also go get an independent reading book from the Media Center and get a stamp for your new reading log from Ms. Collopy or Mr. Goldberg.

Go to the following website by using this link:
www.lumosity.com

January 29- Intel Seeing Reasoning Project

https://ssl.intel.com/EducationUser/student/login.aspx?&LID=en

teacher name: Collopy
team i.d.- team## (given in class)
password- exactly the same as your i.d.

On the Intel website, click on the link (in blue) that says "Jan. 29- TCOCD" on the top of the page in the Seeing Reasoning Projects section.

Intel- Visual Ranking Activity

https://ssl.intel.com/EducationUser/student/login.aspx?&LID=en

- copy and paste that link into your address bar
- use tab browsing (file, new tab OR command+T) to keep this blog page open for the information

Teacher I.D.= Collopy
Team I.D.- you will receive this in class
Password- same as your team i.d. that you receive in class

• Click on The True Confessions of Charlotte Doyle- Visual Ranking Project
• Order the 13 qualities of a leader by clicking and dragging the colored boxes up and down. Put the most important qualities at the top and rank the other qualities below that.
• When you are satisfied with the order of your qualities, hit the save icon to share your information with the rest of the 7th grade class.
• Wait for other results to be saved. Then, start using the compare results icon to compare your results to the class average and other teams.
• Follow the directions on your worksheet to process and analyze these results.
• One worksheet with both names and both students' handwriting must be turned in by the end of the class period.