HW Mr. Padilla 6.28.17

Dear parents/guardians,

It was a pleasure working with your child this academic school year 2015-16.  For those of you not attending summer school I wish you a very relaxing and fun filled summer.

  For those of you who are attending summer school and that hopefully will take part in Summer Youth Employment, I look forward to working with you starting July 5^th, 2017.  

Homework for Summer Students:

What was your experience working in Summer Youth Last summer? Or describe any job you have had?

What did you learn at your last job? How will this experience help you?

What work experiences would you want this summer?

What do you need to do to have a successful school summer?

How can the school staff help you?

Parent Signature__________________________________________

HW Mr. Padilla 6.27.17

Dear parents/guardians, please assist your child with today’s homework. 

We will review these questions together as we reflect about the 2016/17 school year during the last day of class tomorrow. 

Reflection is thinking about our experiences so we may learn from them. 

Option 3: Choose any 6-7 questions.

Option 2: Choose any 4-5 questions.

Option 1: Chose any 3-4 questions.

1.            What is something you accomplished this year that you are proud of?

2.            What was the nicest thing someone in our class did for you this year?

3.            What was the most challenging part of this year for you?

4.            If you could change one thing that happened this year, what would it be?

5.            What are three things you did this year to help your classmates?

6.            What are the three most important things you learned this year?

7.            What is something that was hard for you at the start of the year but is easy now?

8.            What is something you taught your teacher or classmates this year?

9.            Of the books you read this year, which was your favorite? Why?

10.          What person at our school has made the biggest impact in your life this year? Why?

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HW Mr. Padilla 6.23.17

Homework: Dear parents/ guardians, please assist your child with today’s homework. 

 

Option 3: 

1.    Who was your favorite character? Explain why you liked this character.

2.    Would you recommend this book to a friend? Why or why not?

3.    If you could meet the author of this book what would you tell him about his book?

Option 2: 

   What did you like the most about The Fault In Our Stars?

2.    What did you dislike the most?

3.    What was your favorite part of the book?

4.    What was the least favorite part of the book? 

Option 1: 

Did you like this book? 

Give one reason why you liked the book or one reason why you didn't?

Who was your favorite character and why?  

Option 4: 

Choose any questions from any options that you wish to. 

Parent Signature_________________________________

HW Mr. Padilla 6.22.17

Homework: Dear parents/ guardians, please assist your child with today’s homework. 

Option 3: Collections: IMMIGRANT VOICES late 1800s through mid-1900s

Mrs. Chin, age 19, writing from Angel Island, 1913

There was not much for us to do on the Island. In the morning, we got up and washed our faces. Afterwards, we had breakfast. After we ate, we napped or washed our own clothes. At lunch time, we had congee [rice porridge] in a large serving bowl with some cookies. Then at night we had rice with a main dish. You picked at some of it, I picked at some of it, and that was that. We ate in a huge dining hall. After the women ate, the men ate. As the women passed, the men teased us, whistling, saying this-and-that; they were so naughty. They allowed us to go outside to the yard or even out to the dock, where there were grass and trees, tall and fan-like. The women were allowed to wander around, jump around, and stick our hands or feet into the water to fish out seaweed. Otherwise, the day would have been hard to pass.

Statement: There was much to do in Angel Island.

A.      Your reason for Yes or No before reading the text:

B.      Evidence from the text:

C.      Your reason for yes or no: combine your reasoning and text:

 Statement: Mrs. Chin and other women had a great experience at Angel Island.

              A. Your reason for Yes or No before reading the text:

B. Evidence from the text:

C.      Your reason for yes or no: combine your reasoning and text:

Option 2: Collections: IMMIGRANT VOICES late 1800s through mid-1900s

Mrs. Chin, age 19, writing from Angel Island, 1913

There was not much for us to do on the Island. In the morning, we got up and washed our faces. Afterwards, we had breakfast. After we ate, we napped or washed our own clothes. At lunch time, we had congee [rice porridge] in a large serving bowl with some cookies. Then at night we had rice with a main dish… We ate in a huge dining hall. After the women ate, the men ate. As the women passed, the men teased us, whistling…they were so naughty. They allowed us to go outside to the yard …where there were grass and trees… The women were allowed to wander around, jump around, and stick our hands or feet into the water to fish out seaweed. Otherwise, the day would have been hard to pass.

1.        Did life in Angel Island sound fun? Explain why or why not?

2.        What would the women do in the morning?

3.        What did she have for breakfast?

4.        How did the men treat the women?

5.        How did the women pass time?

6.   Based on the passage, do you think Ms. Chin has good or bad memories of Angel Island? Explain.

Option 1. Collections: : IMMIGRANT VOICES late 1800s through mid-1900s

Mrs. Chin, age 19, writing from Angel Island, 1913

There was not much for us to do on the Island. In the morning, we got up and washed our faces.

1.    Did life in Angel Island sound fun? Explain why or why not?

Afterwards, we had breakfast. After we ate, we napped or washed our own clothes.

2.    What would the women do in the morning?

At lunch time, we had congee [rice porridge] in a…bowl with some cookies. … We ate in a huge dining hall. After the women ate, the men ate.

3.    What did she have for breakfast?

 As the women passed, the men teased us…They allowed us to go outside to the yard …where there were grass and trees…

4.    How did the men treat the women?

 The women were allowed to wander around, jump around, and stick our hands or feet into the water to fish out seaweed.

5.    How did the women pass time?

Option 1 A. Collections: IMMIGRANT VOICES late 1800s through mid-1900s

Mrs. Chin, age 19, writing from Angel Island, 1913

There was not much for us to do on the Island. In the morning, we got up and washed our faces.

1.      Did life in Angel Island sound fun? Explain why or why not?

Afterwards, we had breakfast. After we ate, we napped or washed our own clothes.

2.      What would the women do in the morning?

At lunch time, we had congee [rice porridge] in a…bowl with some cookies. … We ate in a huge dining hall. After the women ate, the men ate.

3.      What did she have for breakfast?

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HW Mr. Padilla 6.21.17

Option 3: Collections: IMMIGRANT VOICES late 1800s through mid-1900s

--Rose Gollup, writing in 1891

From Mrs. Felesberg we learned at once the more serious side of life in America. Mrs. Felesberg was the woman with whom we were rooming. Perhaps it was due to these talks that I soon noticed how late my father worked. When he went away in the morning it was still dark, and when he came home at night the lights in the halls were out. It was after ten o'clock. One night when he came home and as he sat at the table eating his rice soup, which he and Aunt Masha had taught me to cook, I sat down on the cot and asked timidly, knowing that he was impatient of questions, "Father, does everybody in America live like this? Go to work early, come home late, eat and go to sleep? And the next day again work, eat, and sleep? Will I have to do that too? Always?"

1.      Statement: America has always been a place where people work very hard.

A.      Your reason for Yes or No before reading the text:

B.      Evidence from the text:

C.      Your reason for yes or no: combine your reasoning and text:

2. Statement: The message if this passage is that America is not worth the trouble.  

              A. Your reason for Yes or No before reading the text:

B. Evidence from the text:

C.      Your reason for yes or no: combine your reasoning and text:

Option 2: Collections: IMMIGRANT VOICES late 1800s through mid-1900s

--Rose Gollup, writing in 1891

From Mrs. Felesberg we learned at once the more serious side of life in America. Mrs. Felesberg was the woman with whom we were rooming. .. due to these talks .. I soon noticed how late my father worked. When he went away in the morning it was still dark, and when he came home at night the lights in the halls were out. It was after ten o'clock. One night when he came home and as he sat at the table eating his rice soup… I sat down on the cot and asked timidly…"Father, does everybody in America live like this? Go to work early, come home late, eat and go to sleep? And the next day again work, eat, and sleep? Will I have to do that too? Always?"

1.        Who taught Rose the serious side of life?

2.        What did Rose notice?

3.        When would her dad come home?

4.        What did Rose ask her dad?

5.        What was Rose worried about?

6.        Why do YOU think immigrants had to work so much?

Option 1. Collections: : IMMIGRANT VOICES late 1800s through mid-1900s--Rose Gollup, writing in 1891

From Mrs. Felesberg we learned at once the more serious side of life in America.

1.    Who taught Rose the serious side of life?

I soon noticed how late my father worked. When he went away in the morning it was still dark…

2.    What did Rose notice?

…and when he came home at night the lights in the halls were out. It was after ten o'clock.

3.    When would her dad come home?

One night when he came home and as he sat… eating his rice soup… I sat down…and asked …"Father, does everybody in America live like this?

4.    What did Rose ask her dad?

I asked, does everybody: Go to work early, come home late, eat and go to sleep? And the next day again work, eat, and sleep? Will I have to do that too? Always?"

5.    What was Rose worried about?

Option 1. Collections: : IMMIGRANT VOICES late 1800s through mid-1900s

--Rose Gollup, writing in 1891

From Mrs. Felesberg we learned at once the more serious side of life in America.

1.      Who taught Rose the serious side of life?

I soon noticed how late my father worked. When he went away in the morning it was still dark…

2.      What did Rose notice?

…and when he came home at night the lights in the halls were out. It was after ten o'clock.

3.      When would her dad come home?

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HW Mr. Padilla 6.20.17

Dear parents/guardians,

Please read this paragraph with your child so you may review the topic with them which will aloow them to better understand the connections. We have been discussing all these ideas in class.  Below are some images and 3 task option. 

We have been reading about immigrants telling their experiences about hard work in America. We have also read about how Andrew Carnegie worked hard and went from being a poor boy to becoming the richest man in the world.  We watched selected scenes about a movie called Spare Parts, where 4 poor High school students from Arizona participated in a robotics competition and beat 12 of the best colleges in the United States.  Finally, we have been studying the Fault In Our Stars, where two teenagers refuse to stop living even though they know they have a short time to live.

These stories teach us about the value of hard work, about perseverance (not giving up), about seeing our dreams through regardless if others believe what we want is impossible!  

Level 1:  List what you see.  What do you know about these images?

Level 2: Compare the images based on what you know: What do they have in common?

Level 3: Create a conversation between characters or people from the images: If they could all meet in a room what would they talk about? 

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HW Mr. Padilla 6.19.17

Homework: Dear parents/ guardians, please assist your child with today’s homework. 

Option 3: Collections: IMMIGRANT VOICES late 1800s through mid-1900s

--Rose Gollup, writing in 1891

We were deathly seasick the first three days. During that period I was conscious.. only part of the time. I remember that once when I opened my eyes I seemed to see the steamer turn to one side and then disappear under water. Then I heard voices screaming, entreating [begging], praying. I thought we were drowning, but I did not care. Nothing mattered now.

On the fourth day, I became again interested in life. From Castle Garden, we drove to our new home in a market wagon filled with immigrants' bedding. I looked about in bewilderment (wonder). My thoughts were chasing each other. I felt a thrill: "Am I really in America at last?" But the next moment. I felt a little disappointed, a little homesick. Father was so changed. He told me he would take me to his own shop and teach me part of his own trade. He was a men's coat finisher. He made me understand that if we worked steadily and lived economically we should soon have money to send for those at home. "Next year at this time," he smiled, "you yourself may be on the way to fetch mother and the children." So I too smiled at the happy prospect, wiped some tears away and resolved [decided] to work hard.

1.      Statement: Sea travel was not a problem for immigrants.   

A.      Your reason for Yes or No:

B.      Evidence from the text:

2.      Statement: Immigrants who came to America knew they had to work hard.

A.         Your reason for Yes or No:

B.      Evidence from the text:

Option 2: Collections: IMMIGRANT VOICES late 1800s through mid-1900s

--Rose Gollup, writing in 1891

We were deathly seasick the first three days. During that period I was conscious …only part of the time. I remember that once when I opened my eyes I seemed to see the steamer turn to one side and then disappear under water. Then I heard voices screaming…[begging], praying. I thought we were drowning, but I did not care. Nothing mattered now.

On the fourth day, I became again interested in life. From Castle Garden, we drove to our new home in a market wagon filled with immigrants' bedding. I looked about in bewilderment (wonder). .. I felt a thrill: "Am I really in America at last?" But the next moment. I felt … a little homesick. Father was so changed. He told me he would take me to his own shop and teach me part of his own trade. He was a men's coat finisher. He made me understand that if we worked… and lived economically we should soon have money to send for those at home. "Next year at this time," he smiled, "you yourself may be on the way to fetch mother and the children." So I too smiled at the happy prospect, wiped some tears away and … [decided] to work hard.

1.        How did Rose feel the first 3 days on the ship?

2.        What does she remember?

3.        What did she think?

4.        Why was she thrilled?

5.        What did Rose’s father say to make her feel better?

6.        What decision did Rose make?

Option 1. Collections: IMMIGRANT VOICES late 1800s through mid-1900s --Rose Gollup, writing in 1891

We were .. seasick the first three days. During that period I was conscious …only part of the time.

1.    How did Rose feel the first 3 days on the ship?

 I remember that …when I opened my eyes I seemed to see the steamer turn to one side and then disappear under water. Then I heard voices screaming…[begging], praying.

2.    What does she remember?

I thought we were drowning, but I did not care. Nothing mattered now.

3.    What did she think?

On the fourth day, I became again interested in life… I looked about in bewilderment (wonder). .. I felt a thrill: "Am I really in America at last?"

4.    Why was she thrilled?

But the next moment… I felt … a little homesick. Father… told me… "Next year at this time…you yourself may be on the way to fetch (bring) mother and the children." .

5.    What did Rose’s father say to make her feel better?

So I too smiled…wiped some tears away and … [decided] to work hard.

6.    What decision did Rose make?

Option 1A. Collections: : IMMIGRANT VOICES late 1800s through mid-1900s --Rose Gollup, writing in 1891

We were .. seasick the first three days. During that period I was conscious …only part of the time.

1.      How did Rose feel the first 3 days on the ship?

 I remember that …when I opened my eyes I seemed to see the steamer turn to one side and then disappear under water. Then I heard voices screaming…[begging], praying.

2.      What does she remember?

I thought we were drowning, but I did not care. Nothing mattered now.

3.    What did she think?

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HW Mr. Padilla 6.16.17

Homework: Dear parents/ guardians, please assist your child with today’s homework.  

Option 3: Collections: IMMIGRANT VOICES late 1800s through mid-1900s Rose Gollup & Mrs. Chin

During the 1800s, millions of immigrants from around the world left their homelands to come to the United States. Both the east and west coasts had points of entry for these immigrants. On the East Coast, from 1892 through 1954, Ellis Island in New York City was the place where many immigrants first entered the United States. Ellis Island had replaced Castle Garden, Manhattan, as the New York immigration-processing center. On the West Coast, Angel Island, in San Francisco Bay, served as the point of entry for the majority of the approximately 175,000 Chinese immigrants who came to America between 1910 and 1940. Entry at Angel Island was particularly hard because immigrants were detained for days, weeks, and even months in inadequate facilities that were closely guarded so they could not escape.  

Task: Read the following statements, agree Yes or No, then explain why, and give evidence from the text.

1.      1.      Statement: Immigrants to America preferred New York City over anywhere else.   

A.      Your reason for Yes or No:

B.      Evidence from the text:

2.      Statement: Immigrants who came to America had a very good experience.

A.         Your reason for Yes or No:

B.      Evidence from the text:

Option 2: Collections: IMMIGRANT VOICES late 1800s through mid-1900s Rose Gollup & Mrs. Chin

During the 1800s, millions of immigrants from around the world left their homelands to come to the United States…. On the East Coast, from 1892 through 1954, Ellis Island in New York City was the place where many immigrants first entered the United States. Ellis Island had replaced Castle Garden, Manhattan, as the New York immigration… center. On the West Coast, Angel Island, in San Francisco Bay, served as the point of entry for the majority of the …175,000 Chinese immigrants who came to America between 1910 and 1940. Entry at Angel Island was… hard because immigrants were detained for days, weeks, and even months in inadequate (bad) facilities that were closely guarded so they could not escape.

1.        How many immigrants entered the USA in the 1800’s?

2.        Where did immigrants enter on the east coast?

3.        Where was the old immigration center?

4.        How many Chinese immigrants entered San Francisco between 1910 and 1940?

5.        Why was entry at Angel Island hard? ape. 

Option 1. Collections: OBSERVATIONS ON SCHOOLING IN EARLY AMERICA, 1785

During the 1800s, millions of immigrants from around the world left their homelands to come to the United States….

1.    How many immigrants entered the USA in the 1800’s?

On the East Coast, from 1892 through 1954, Ellis Island in New York City was the place where many immigrants first entered the United States.

2.    Where did immigrants enter on the east coast?

Ellis Island had replaced Castle Garden, Manhattan, as the New York immigration… center.

3.    Where was the old immigration center?

On the West Coast, Angel Island, in San Francisco Bay, served as the point of entry for …175,000 Chinese immigrants who came to America between 1910 and 1940.

4.    How many Chinese immigrants entered San Francisco between 1910 and 1940?

Entry at Angel Island was… hard because immigrants were detained for days, weeks, and even months in…facilities that were closely guarded so they could not escape. 

5.    Why was entry at Angel Island hard?

Option 1A. Collections: OBSERVATIONS ON SCHOOLING IN EARLY AMERICA, 1785

During the 1800s, millions of immigrants from around the world left their homelands to come to the United States….

1.      How many immigrants entered the USA in the 1800’s?

On the East Coast, from 1892 through 1954, Ellis Island in New York City was the place where many immigrants first entered the United States.

2.      Where did immigrants enter on the east coast?

Ellis Island had replaced Castle Garden, Manhattan, as the New York immigration… center.

3.      Where was the old immigration center?

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HW Mr. Padilla 6.15.17

Homework: Dear parents/ guardians, please assist your child with today’s homework.  

Option 3: Collections: OBSERVATIONS ON SCHOOLING IN EARLY AMERICA, 1785

READING FOCUS: What was public education like in the years following the American Revolution?

Most of the stories of students in the first public schools are negative. For example, Nathan Hedges, who attended school near Morristown, New Jersey, said the following of his school years:

"The first [school] I attended was taught by a cruel old man, by the name of Blair. The [school] house was new, about sixteen feet square; had a writing table on one side, fast to the wall, for the larger pupils; all others were seated on benches made of slabs. The only books used in spelling and reading were Dilworth's Spelling book and the Testament [the Bible]. I have no recollection [memory] of an arithmetic [book] in the school. Geography and grammar were not even thought of. I well remember that when I could not multiply by even one figure, he [Mr. Blair] would give me a sum in multiplication, with four figures for a multiplier, and from day to day would pound my bare feet with his hickory club for not doing the sum correctly. He furnished no help, no instruction, no kind of encouragement to a beginner, but relied on the severity [harshness] of his punishment."

 Task: Read the following statements, agree Yes or No, then explain why, and give evidence from the text.

1.      Statement: American schools were better in 1785 than now.  

A.      Your reason for Yes or No:

B.      Evidence from the text:

2.      Statement: Students today would learn more with the teachers from the past.   

A.         Your reason for Yes or No:

B.      Evidence from the text:

Option 2: Collections: OBSERVATIONS ON SCHOOLING IN EARLY AMERICA, 1785

Most of the stories of students in the first public schools are negative. For example, Nathan Hedges, who attended school near Morristown, New Jersey, said the following of his school years:

"The first [school] I attended was taught by a cruel old man… The [school] house was new… had a writing table on one side, fast to the wall, for the larger pupils; all others were seated on benches… The only books used in spelling and reading were Dilworth's Spelling book and the …[the Bible]. I have no recollection [memory] of an arithmetic [math book] in the school. Geography and grammar were not even thought of. I well remember that when I could not multiply…the teacher [Mr. Blair] would give me a sum in multiplication…and from day to day would pound my bare feet with his hickory club for not doing the sum correctly. He furnished (offered) no help, no instruction, no kind of encouragement to a beginner, but relied on the severity [harshness] of his punishment."

1.        How were most of the stories of students in the first public schools?

2.        Who is Nathan Hedges and where was he from?

3.        How was his first teacher?

4.        What kind of books were used in class? What were they missing?

5.        What happened to Nathan when he couldn’t do math?

Option 1. Collections: OBSERVATIONS ON SCHOOLING IN EARLY AMERICA, 1785

Most of the stories of students in the first public schools are negative. For example, Nathan Hedges, who attended school near Morristown, New Jersey, said the following of his school years:

1.    How were most of the stories of students in the first public schools?

2.    Who is Nathan Hedges and where was he from?

"The first [school] I attended was taught by a cruel old man… The [school] house was new …

3.    How was his first teacher?

 The only books used in spelling and reading were Dilworth's Spelling book and the …[the Bible]. I have no recollection [memory] of an arithmetic [math book] in the school.

4.    What kind of books were used in class? What were they missing?

… I well remember that when I could not multiply…the teacher [Mr. Blair] would… pound my bare feet with his … club for not doing the sum correctly.

5.    What happened to Nathan when he couldn’t do math?

Option 1A. Collections: OBSERVATIONS ON SCHOOLING IN EARLY AMERICA, 1785

Most of the stories of students in the first public schools are negative. For example, Nathan Hedges, who attended school near Morristown, New Jersey, said the following of his school years:

1.      How were most of the stories of students in the first public schools?

2.      Who is Nathan Hedges and where was he from?

"The first [school] I attended was taught by a cruel old man… The [school] house was new …

3.      How was his first teacher?

Parent signature________________________________

HW Mr. Padilla 6.14.17

Homework: Dear parents/ guardians, please assist your child with today’s homework.  

Option 3: Collections: OBSERVATIONS ON SCHOOLING IN EARLY AMERICA, 1785

READING FOCUS: What was public education like in the years following the American Revolution?

Following the American Revolution, Congress divided the land in the Northwest  Territory into several states in what would later become known as the Midwest—Ohio, Indiana, Illinois, Michigan, Wisconsin, and part of Minnesota. The town schools that existed in the years after the American Revolution were quite different from modern public schools. School terms were usually short so that children could help on their family's farms. Many schools were only open for a few weeks during the winter. Even in the cities or wealthy towns, very few schools stayed open all year. There were no separate classes. Pupils of all ages sat in the same room. One teacher usually taught all students, and often was only able to spend a few minutes per day with each student.

 Task: Read the following statements, agree Yes or No, then explain why, and give evidence from the text.

1.      Statement: American schools have not changed much since the American Revolution?

A.      Your reason for Yes or No:

B.      Evidence from the text:

2.      Statement: Young people learn more now because they spend more time in school.  

A.         Your reason for Yes or No:

B.      Evidence from the text:

Option 2: Collections: OBSERVATIONS ON SCHOOLING IN EARLY AMERICA, 1785

READING FOCUS: What was public education like in the years following the American Revolution?

Following the American Revolution, Congress divided the land in the Northwest  … into several states…—Ohio, Indiana, Illinois, Michigan, Wisconsin, and part of Minnesota. The town schools that existed in the years after the American Revolution were quite different from modern public schools. School terms were usually short so that children could help on their family's farms. Many schools were only open for a few weeks during the winter. Even in the cities or wealthy towns, very few schools stayed open all year. There were no separate classes. Pupils of all ages sat in the same room. One teacher usually taught all students, and often was only able to spend a few minutes per day with each student.

1.        What happened after the American Revolution?

2.        What were schools like after the American Revolution?

3.        Why were school terms short?

4.        What did cities and wealthy towns have in common?

5.        What do you think of students of all ages being in the same room? Is this good or bad? Why?

Option 1. Collections: OBSERVATIONS ON SCHOOLING IN EARLY AMERICA, 1785

READING FOCUS: What was public education like in the years following the American Revolution?

Following the American Revolution, Congress (government branch) divided the land in the Northwest… into several states…—Ohio, Indiana, Illinois, Michigan, Wisconsin, and part of Minnesota.

1.    What happened after the American Revolution?

The town schools that existed … after the American Revolution were … different from modern public schools. .

2.    What were schools like after the American Revolution?

School terms were usually short so that children could help on their family's farms. Many schools were only open for a few weeks during the winter.

3.    Why were school terms short?

Even in the cities or wealthy towns, very few schools stayed open all year. There were no separate classes.

4.    What did cities and wealthy towns have in common?

Pupils (students) of all ages sat in the same room. One teacher usually taught all students…

5.    What do you think of students of all ages being in the same room? Is this good or bad? Why?

Option 1A. Collections: OBSERVATIONS ON SCHOOLING IN EARLY AMERICA, 1785

READING FOCUS: What was public education like in the years following the American Revolution?

Following the American Revolution, Congress (government branch) divided the land in the Northwest… into several states…—Ohio, Indiana, Illinois, Michigan, Wisconsin, and part of Minnesota.

1.    What happened after the American Revolution?

The town schools that existed … after the American Revolution were … different from modern public schools. .

2.    What were schools like after the American Revolution?

School terms were …short so that children could help on their family's farms. Many schools were only open for a few weeks during the winter.

3.    Why were school terms short?

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