2L Student Distance Learning · Fill in the blank with the appropriate PASSIVE voice verb using the given verb & tense in parentheses. Then, translate the sentence. ... Part 2: Vocab

2L Student Distance Learning Work for the Week of May 26 - 29

Check off each assignment as you complete it:

Day Daily Work Weekly Work

Day 1

□ Math - Use the answer form on pages 5 -6 to complete the assigned lesson for your class: □ 7/6 Saxon – lesson 100 all problems □ 8/7 Saxon – lesson 104 all problems □ Mr. Hauge’s Algebra ½ - lesson 99 all problems □ Ms. Medcalf’s Algebra ½ - lesson 109 all problems

□ English □ Read chapters 17 of The Prince and Pauper □ Complete Day 1: Chapter 17 [workbook pg 14]

□ Science □ Read “What is Energy” (Pages 2 - 6 in your “Selected Readings” packet) and answer the questions on the Chapter 3 Section 1 Assessment (workbook pg 18 ) □ Read “Forms of Energy” (Pages 7 - 11 in your “Selected Readings” packet) and answer the questions on the Chapter 2 Section 5 Assessment (workbook pg 19 )

□ History □ Complete Reading 81 The Maya (Pages 12 - 14 in your “Selected Readings” packet) and answer questions in workbook on page 22 of this packet □ Complete Reading 82 Mayan Decline and other cultures (Pages 15-17 in your “Selected Readings” packet) and answer questions in workbook on Page 23 of this packet □ Complete Reading 83 Aztec (Pages 18-20 in your “Selected Readings” packet) and answer questions in workbook on Page 24 of this packet

□ Latin Use the resources in the “Latin” section pages 21 - 24 of your “Selected Readings” packet to complete the following:

□ Part 1: Grammar Practice [Workbook Page 26] □ Part 2: Imperfect Passive [Workbook Page 27] □ Part 3: Synopsis [Workbook Page 28]

□ Spanish All Spanish exercises are contained in this work packet: □ Day 1: Ser & Estar worksheet [Workbook Pg 32] □ Day 2: put the words from the box I the appropriate column [Workbook Page 33] □ Day 3: Make flash cards □ Day 4: Review vocabulary

□ Logic □ Complete and answer the assigned questions in the workbook on page 36 - 37 of this packet.

□ Art– Required for all 2L students Use the resources on pages 25 - 28 in “Selected Readings” packet to complete the following:

□ Draw open hand (workbook page 40 of this packet)

□ PE – Required for all 2L students □ SOL PE Exercise Guide (Workbook page 42 of this packet)

□ Music– Required for all 2L students Use the resources on in the workbook to complete the following:

□ Music in my world answer the assigned questions in workbook pages 45 - 46 of this packet.

Day 2

□ Math Use the answer form on pages 7 - 8 to complete the assigned lesson for your class: □ 7/6 Saxon – lesson 101 all problems □ 8/7 Saxon – lesson 105 all problems □ Mr. Hauge’s Algebra ½ - lesson 100 all problems □ Ms. Medcalf’s Algebra ½ - lesson 110 all problems

□ English □ □ Read chapters 18 - 19 of The Prince and Pauper □ Complete Day 2: Chapters 18-19 [workbook pg 14 - 15]

Day 3

□ Math Use the answer form on pages 9-10 to complete the assigned lesson for your class: □ 7/6 Saxon – lesson 102 all problems □ 8/7 Saxon – lesson 106 all problems □ Mr. Hauge’s Algebra ½ - lesson 101 all problems □ Ms. Medcalf’s Algebra ½ - lesson 111 all problems

□ English □ Read chapters 20 and 21 of The Prince and Pauper □ Complete Day 3: Chapter 20 - 21 [workbook pg 15]

Day 4

□ Math Use the answer form on pages 11-12 to complete the assigned lesson for your class: □ 7/6 Saxon – Review and complete math assignments □ 8/7 Saxon – lesson 107 all problems □ Mr. Hauge’s Algebra ½ - lesson 102 all problems □ Ms. Medcalf’s Algebra ½ - lesson 112 all problems

□ English □ Read chapter 22 - 23 of The Prince and Pauper □ Complete Day 4: Chapter 22 - 23 [workbook pg 16]

PLEASE SIGN AND DATE BELOW BEFORE RETURNING:

Student Full Name (First & Last): __________________________________________

Parent Signature:______________________________________________________

Date:______________________________________

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2L Math

Student name: __________________________

Teacher name: __________________________

Hour: __________________________

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4

5

6

7

8

9

10

11

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Westrich

2L English

Student name: __________________________

Hour: ______

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2L English____________________________________________________________________________________________

Name: __________________________________________ Directions:

1) Read the chapter

2) Answer the questions

o Write in complete sentences o 3 sentences minimum for each question o Use cursive. Write clearly.

Day 1: Chapter 17

1. 1) Explain how Yokel, the farmer, came to join the band of criminals.

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2) Do the band of thieves consider themselves to be loyal subjects? How do you know this?

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Day 2: Chapters 18-19

1) How does Edward free himself from Hugo? _________________________________________________________________________________________________________

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2) Why does Edward feel so peaceful with the calf?

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3) In this chapter, who is it that finally believes that Edward is the king?

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4) What strategy does the widow employ to try and discover where Edward is from? What causes her to think he is a cook’s assistant?

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1) Why does the hermit hate Henry VIII? _________________________________________________________________________________________________________

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2) What can you infer in this chapter that the hermit is planning on doing to Edward? What are the clues that let you know this?

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3) Who rescues Edward from the hermit? How?

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1) How does Hugo plan to get rid of the king?

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2) How does Hendon compel Edward to cooperate with the constable? _________________________________________________________________________________________________________

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3) The whole situation with the pig is a mess. The woman changes the value of the pig and…? Why does she change it? Why does the constable end up cooperating? What does he get out of the situation? Explain in your own words what happens. _________________________________________________________________________________________________________

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2L Science

Student name: __________________________

Teacher name: __________________________

Hour: __________________________

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Name: _________________________________ Teacher: ________________________ Hour: _______

2L Section 1 Assessment – What is Energy?

1. What is energy?

2. How are energy, work, and power related?

3. If a handsaw does the same amount of work on a log as a chainsaw does, which has a greater

power? Why?

4. What is kinetic energy?

What is potential energy?

5. What factors affect an object’s kinetic energy?

6. At a given height above earth, how would you determine the potential energy of a sky diver?

The kinetic energy of a sky diver?

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Name: _________________________________ Teacher: ________________________ Hour: _______

2L Section 2 Assessment – Forms of Energy?

1. What is mechanical energy?

2. If an object’s mechanical energy is equal to its potential energy, how much kinetic energy does

the object have? How do you know?

3. If the kinetic energy of a falling apple is 5.2 J and its potential energy is 3.5 J, what is its

mechanical energy?

4. List the five forms of energy associated with the particles that make up objects.

5. Why do the particles of objects have both kinetic and potential energy?

6. What kind of energy do you experience when you eat a peanut butter and jelly sandwich?

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2L History

Student name: __________________________

Teacher name: __________________________

Hour: __________________________

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22

23

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2L Latin

Student name: __________________________

Teacher name: __________________________

Hour: __________________________

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2L Latin Distance Learning May 22 to 28

Part 1: Grammar Practice

Directions: Fill in the blank with the appropriate PASSIVE voice verb using the given verb & tense in

parentheses. Then, translate the sentence.

in lūdō omnēs puellae hōdiē ___________________________. (docēre, pres.)

_____________________________________________________________________________________

_____________________________________________________________________________________

Part 1: Vocab Check

centum _____________________ exspectāre _____________________

inter _____________________ itaque _____________________

mīlle _____________________ tempestās _____________________

committere _____________________ iacere _____________________

Italia _____________________ memoria _____________________

miser _____________________ timēre _____________________

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Part 2: Future Passive

Directions: Conjugate and translate the 2nd Conjugation verb terreō, terrēre, terruī, territum (to frighten)

in the FUTURE PASSIVE.

Person Singular Translation

1st

2nd

3rd

Person Plural Translation

1st

2nd

3rd

Imperative Singular Imperative Plural Translation (Same for both)

Active Infinitive Translation

Passive Infinitive Translation

Part 2: Vocab Check

ā/ab _____________________ appellāre _____________________

ars _____________________ cīvis _____________________

dens _____________________ iūs _____________________

mōlēs _____________________ mūtāre _____________________

ōs _____________________ Roma _____________________

trans _____________________ urbs _____________________

vītāre _____________________

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Part 3: Synopsis

Directions: In the chart below, complete a synopsis for the 1st Conjugation verb servō, servāre, servāvī,

servātum (to save, guard) according to the following PERSON & NUMBER. *Note that this synopsis will

now include the Present System Passive.

Person: 2nd Number: Plural

Tense Latin Translation

Present

Imperfect

Future

Perfect

Pluperfect

Future

Perfect

Present

Passive

Imperfect

Passive

Future

Passive

Imperative Singular Imperative Plural Translation (for both)

Active Infinitive Translation Passive Infinitive Translation

Part 3: Vocab Check

animal _____________________ aqua _____________________

auris _____________________ currere _____________________

exemplar _____________________ mare _____________________

mors _____________________ nūbēs _____________________

pars _____________________ tenēre _____________________

turba _____________________ vīs _____________________

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2L Spanish

Student name: __________________________

Teacher name: __________________________

Hour: __________________________

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SPANISH

MAY 26 – MAY 29

Tú Día Escolar

• DAY 1 : Ser & Estar worksheet 1-10

• * You should have a chart in your binder for SER/ESTAR that separates them as “DOCTOR/PLACE”

**on the SOL Spanish Page there is a section for Ser/Estar help: http://www.parnassusteachers.com/sol-

spanish.html

• DAY 2: put the words from the box in the appropriate column

(would you need to use SER or ESTAR)

• DAY 3: Make flashcards for the new chapter vocabulary

• DAY 4: Review vocabulary with flashcards or online with Quizlet

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http://www.parnassusteachers.com/sol-spanish.html

http://www.parnassusteachers.com/sol-spanish.html

KEEP THIS PAGE FOR REFERENCE IF YOU HAVE LOST YOUR ORIGINAL

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NAME ________________________ CLASS ________________

DAY 1 SEÑORA PEYERL

1)Conjugate the verbs SER and ESTAR

SER ESTAR

2) Write the correct form of either ser or estar in the blank and write the RAZÓN

(reason) you chose ser or estar using the chart of DOCTOR/PLACE. New students,

do 6-10 only.

EXAMPLE: El doctor ____ES__ alto. RAZÓN: Characteristic (The doctor is tall) Characteristic – describes physical characteristic

1. El escritorio ___________________ de madera. (madera = wood) Razón: ____________________

2. Nosotros ____________________ en clase. Razón:____________________________

3. Hoy _______________ el 11 de mayo. Razón:____________________________

4. Ellos __________________ contentos. Razón:____________________________

5. Vosotros __________________ de México. Razón:____________________________

Circle the correct verb in 6-10, use the reason as your clue.

6. La escuela (es / está) grande. Razón: Characteristic

7. Ustedes (son / están) cansados. Razón: Condition

8. (Están / Son) las ocho de la mañana. Razón: Time

9. El libro (está / es) en el escritorio. Razón: Location

10. Vosotros (estáis / sois) inteligentes. Razón: Characteristic

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NAME ________________________ CLASS ________________

DAY 2 SEÑORA PEYERL

Ser and Estar

Pon las palabras en la columna apropiada (Put the words in the appropriate column – ser or estar)

alto(a) bajo(a) contento(a) cansado(a)

desordenado(a) enfermo(a) inteligente ocupado(a)

ordenado(a) Pelirrojo(a) popular reservado(a)

rubio(a) serio(a) trabajador(a)

Mi amigo(a) está Mi amigo(a) es

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KEEP THIS PAGE FOR REFERENCE DAY 3 & 4

Additional vocabulary for the chapter:

anotar to take notes el borrador eraser

el ensayo essay el marcador marker

reflexionar to reflect on, to think about el pizzarón blackboard

responder to respond el sujetapapeles paper clip

el resumen summary

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2L Logic

Student name: __________________________

Teacher name: __________________________

Hour: __________________________

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2L-4L Logic

Name:

Grade:

Teacher:

For the next few weeks, each logic assignment will include a handful of fallacies. This week the fallacies will be Ad Fontem Arguments (arguments against the source). Ad Fontem Arguments are arguments that distract by focusing attention on the source of the arguments, rather than the issue itself. Here are four different types of Ad Fontem Arguments:

Ad Hominem Abusive- arguments that attempt to avoid the issue by insulting an opponent with abusive Language.

Ad Hominem Circumstantial- arguments that try to discredit an opponent because of their background, affiliations or self interest in the matter at hand.

Tu Quoque – arguments that assume a rival’s recommendation should be discounted because the rival does not always follow it himself.

Genetic Fallacy- arguments that state an idea should be discounted simply because of its source of origin.

Assignment Part One: For each example, identify which type of fallacy is being committed and your reasoning why.

1. Teacher: “Bob please spit your gum out, remember students are not allowed to chew gum.”

Bob: “But I saw you chewing gum the other day!”

Fallacy Committed:

Reasoning:

2. Bob: “The weatherman says it is going to rain tomorrow.”

Susie: “Oh I am sure it wont rain, the weatherman has been wrong may times before.”

Fallacy Committed:

Reasoning:

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3. Susie: “Here let me help you with this math problem that you got wrong.”

Bob: “I am sure you cannot help me with this problem because I think your necklace is reallyugly.”

Fallacy Committed:

Reasoning:

4. Bob: “Hey Susie I think you will be a better soccer player if you kick the ball like this instead.”

Susie: “Bob you play basketball, not soccer, so I don’t think you know what you are talkingabout.”

Fallacy Committed:

Reasoning:

Assignment Part Two: Write four of your own examples of these fallacies being committed, one for each type. Make sure to identify which type of fallacy each example represents.

Example One:

Example Two:

Example Three:

Example Four:

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2L Art

Student name: __________________________

Teacher name: __________________________

Hour: __________________________

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2L Work page: please draw your picture on this sheet.

First & Last Name:

Hour

Red or Blue day

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2L PE

Student name: __________________________

Teacher name: __________________________

Hour: __________________________

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Name: _______________________________ Teacher (Circle): MANGOLD or BECK

Circle: Red or Blue Hour:____________

SOL Gym Class Guide – Week of May 25th – May 29th Scholars: Please do a minimum of 20 minutes of continuous exercise 3 times a week, or every day if you want. Exercise will help you manage stress and is a great way to take a break.

All 1L, 2L, 3L and 4L Students:

Complete #1-2 THREE times a week and have your parents initial box #3 when you finish each workout.

We want you to get moving! Here are some ideas for continuous exercise: go for a run, jump, juggle, lift weights, dance, do household chores like vacuuming, jump rope, bounce a ball, walk where you’re allowed, create a minute-2-win it challenge, invent a game, throw a ball, play catch, climb, etc. You can also make up a game of your own!

Take care of yourselves! -Magister Mangold and Magister Beck

Monday (Memorial Day)

Tuesday Wednesday Thursday Friday

Remember all those who gave their lives for our Freedom!

1. Stretch/Warmup for 5 minutesusing our dailystretching routine.Include push-ups,sit-ups, planks tochallenge yourself.




2. Do 15 minutesof continuousexercise. Choosefrom the listbelow.




3. Have a parentinitial here afteryou complete yourworkout.___________




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2L Music

Student name: __________________________

Teacher name: __________________________

Hour: __________________________

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Scholar Name: ___________________________

SOL Music Lesson

“Music in My World”

Week of May 26, 2020 This week’s music lesson is in the form of a survey. The survey asks you to think

about your own music listening habits. What kind music do you listen to, and

when do you listen to it? How does music help you to feel better and

accomplish more? Your answers to questions like these will help form a better

picture of how music is a part of your life.

A survey is not like a test, where often there is only one correct answer.

In a survey, each person’s answers can be very different, and still be “correct”

in the sense that they are an honest reflection of what that person thinks or

believes. Your answers could be the same or similar to someone else’s, but

they do not have to be. Surveys help us understand where individual points of

view are different, and where there is general agreement on a topic.

In the “For Further Exploration” section you can learn more about

music’s power to improve our mood and even, as has been claimed, to

increase our intelligence.

Important: The survey has two pages. Please put your full name on both

pages before returning your completed survey.

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Your full name: ____________________________________ Level (circle): 1L 2L 3L 4L

Welcome to the “Music in My World” Survey!

Please answer the following questions, following the directions in Italics. In a survey there are no universal right or wrong answers, only answers that are true for you personally.

At what times of day do you usually listen to music? (Please circle any that apply)

• When I wake up

• Before breakfast

• During meals

• During breaks

• Before I do my school work

• While I do my school work

• When I have finished my work

• Before I go to bed

• Other time(s) (please specify): ___________________________________________________

__________________________________________________________________________________

How often do you listen to music while you do your school work? (Circle one answer)

Sometimes Often Always Never How often do you listen to music as you get ready to do your school work? (Circle one answer)

Never Always Sometimes Often What kind of music do you listen before or during your study time? (Circle one answer)

• Only music with lyrics

• Only instrumental music (without lyrics)

• A mix (some music with lyrics, some without lyrics)

What kind of music do you like the most? (Circle only one answer)

Calming Energetic Inspiring Slow Fast Aggressive

Other (be as specific as you can) __________________________________________

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Your full name: ____________________________________ Level (circle): 1L 2L 3L 4L

(Music in My World Survey, page 2 of 2)

Which of the following types of music do you like the most? (circle only one answer)

Rap Country Pop Jazz Classical Rock

Other type of music (be as specific as you can) ____________________________________

_____________________________________________________________________________

Why do you listen to music? (Circle any that apply)

• It motivates me

• It drowns out noise and other distractions

• It stimulates my mind

• It relaxes me

• Other reasons (please specify): __________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________

If you do not listen to music, what are the reasons for this? __________________________________

__________________________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________

Do you

• Play an instrument? Yes No If yes, what instrument(s) do you play?

• Sing? Yes No

End of Survey. Thank you for participating!

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For Further Exploration

Influential Music. Ancient Greek writers recommended the study of music as a way to become better human beings. They also recognized that the music we listen to has the power to influence how we think, feel, and behave. Aristotle recommended listening to different melodies, depending on the goal of our listening – are we trying to improve ourselves, to be inspired to action, or be moved to tears? In ancient Sparta, certain types of music were not allowed because they were thought to make people behave in negative ways. You can read Aristotle’s thoughts on music and education in Book 8 of his Politics: http://www.perseus.tufts.edu/hopper/text?doc=urn:cts:greekLit:tlg0086.tlg035.perseus-eng1

Entrainment and Empathy. Coordinated rhythmic activity (entrainment) helps us become more attuned to each other, leading to better understanding and teamwork. It helps us identify with what others are thinking and feeling in a specific situation, and to react with empathy in an appropriate and caring way. Read more here: https://www.sciencedirect.com/science/article/abs/pii/S1571064515001608?via%3Dihub#! (scroll down for the text)

The Mozart Effect. Listening to classical music has been said to encourage brain development in babies, and to have short-term intelligence-boosting effects for anyone who listens to it on regular basis. Read more here: https://www.classicfm.com/music-news/the-mozart-effect/

Create Your Own Survey. Do you want to see what people think about a certain topic? If you have the questions, websites such as https://www.surveymonkey.com/ and https://www.google.com/forms/about/ can help you get answers. They help you to design and deliver your own surveys, with lots of options for different types of questions. A survey is a great way to get a sampling of a spectrum of opinions and to gather data that you can use in variety of personal and academic projects.

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http://www.perseus.tufts.edu/hopper/text?doc=urn:cts:greekLit:tlg0086.tlg035.perseus-eng1

https://www.sciencedirect.com/science/article/abs/pii/S1571064515001608?via%3Dihub#!

https://www.classicfm.com/music-news/the-mozart-effect/

https://www.surveymonkey.com/

https://www.google.com/forms/about/

Documents

2L Student Distance Learning · Fill in the blank with the appropriate PASSIVE voice verb using the given verb & tense in parentheses. Then, translate the sentence. ... Part 2: Vocab