1L Student Distance Learning Work for the Week of May 26-29, 2020

1L Webpage: http://www.parnassusteachers.com/first-level-logic-1l.html Password: Pegasus

Click on each tab to view videos and class resources

Check off each assignment as you complete it:

Day Daily Work Weekly Work

One

□ Math Worksheet 20A (page 3 in your packet) □ English and Writing

Watch video for Monday Read Act V, Scene I (p. 67-71 in Julius Caesar) Watch video on Julius Caesar Essay Paragraph. Fill out pp.

23-32 as you watch the video.

□ Latin -Part 1: Future (p. 37) -Part 1: Vocab Check (p. 37) □ Spanish: 1: Direct Object Pronoun Practice (p. 50)

□ Science

Read Fishes on p. 55-59. Then watch Lesson Video. Answer assessment questions on blank graph sheet.

Read Amphibians on p. 60-64 . Then watch Lesson Video. Answer assessment questions on blank graph sheet.

Read Reptiles on p.65-70 . Then watch Lesson Video. Answer Assessment questions on blank graph sheet.

□ History

Watch Xia and Zhou Dynasty lesson

Answer questions for R69: Xia Dynasty pp. 73-76

Answer questions for R70: Zhou Dynasty pp. 77-80

Two

□ Math

Lesson 106 Two-Step Equations Watch the video going over the new concept (Follow along in your math book, page. 572) Answer Practice Set a-f (beginning on page 573 in your math book), and then Mixed Practice 1-30 (beginning on page 567) (Page 2 in packet for Practice Set, & pages 5-6 for the Mixed Practice)

□ English and Writing

Watch video for Tuesday Read Act V Sc II and III (p. 71-75 in Julius Caesar) Work on writing Julius Caesar paragraph.

□ Latin -Part 2: Parsing (p. 38) -Part 2: Vocab Check (p. 38) □ Spanish:

2: Direct Object PN Practice Cont. (p.51)

Three

□ Math

Lesson 107 Area of Complex Shapes Watch the video going over the new concept (Follow along in your math book, page. 576) Answer Practice Set a-b (beginning on page 577 in your math book), and then Mixed Practice 1-30 (beginning on page 577) (Page 4 in packet for Practice Set, & pages 7-8 for the Mixed Practice)

□ English and Writing

Watch video for Wednesday Read Act V, Scene IV (p. 75-76 in Julius Caesar) Work on writing Julius Caesar paragraph

□ Latin -Part 3: Translation (p. 39) -Part 3: Vocab Check (p. 39) □ Spanish 3: Sentence Scramble/Translation (p. 52)

Geography: Practice map games on Seterra.com, as time allows.

□ Music

Music in My World on pp. 81-84 (required for all IL scholars)

□ Art

Human Proportions on pp.87-92 (required for all IL scholars)

□ PE

Exercise guide p. 94

Four

□ Math

Lesson 108 Transformations Watch the video going over the new concept (Follow along in your math book, page 580) Answer Practice Set a-e (page 582), and then Mixed Practice 1-30 (beginning on page 582) (Page 9 in packet for Practice Set, & pages 11-12 for the Mixed Practice) □ English and Writing

Watch video for Thursday Read Act V, Scene V (p.76-78 in Julius Caesar) Answer Act V Questions (pages 17-19 in your packet) Finish in neat cursive and in colored pens Julius Caesar Essay

Paragraph on pp 33-34 blank.

□ Latin

-Part 4: Catch Up on Parts 1-3; Review Charts; Study Vocab Ch 10 & 6; Check out supplemental practice online.

□ Spanish: 4: Review

PLEASE SIGN AND DATE BELOW BEFORE RETURNING:

Student Full Name (First & Last): __________________________________________

Parent Signature:______________________________________________________

Date:______________________________________

1L MathScholar's Name:_____________________

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1L English Literature

Scholar's Name________________

15

Julius Caesar by William Shakespeare Name: ________________________________ Period: _____

Act V Questions

Directions: Answer the following questions in complete sentences. You do not need to use quotation marks when you copy definitions from my handouts.

1. What characters are speaking at the start of Act V, Scene I? (+3)

2. What are the two forces that are fighting against each other in this act? (+3)

3. In Act V, Scene I, who says, “Good words are better than bad strokes” (68)? (+2)

4. In Act V, Scene I, who says, “I was not born to die on Brutus’ sword” (69)? (+2)

5. According to your Julius Caesar Terms & Definitions sheet in your Introduction packet, what areomens? (+2)

6. On page 70, what does Cassius see as an omen of bad luck for his side? (+2)

17

7. At the end of Scene I, what do Brutus and Cassius say they’ll do if they do meet again after the battle?(+2)

8. What is the setting of Scene II? Remember, setting is time and place. It is okay to state a general timeperiod. (+3)

9. In Scene III, what is the name of the character who gave word to attack Octavius’ forces too early, thusallowing Antony’s forces to encircle Cassius’s forces? (+2)

10. Explain how Cassius dies in Scene III. Explain why Cassius does this. Be detailed.(BONUS)

11. In Scene IV, who impersonates Brutus? (+2)

12. Explain how Brutus dies in Scene V. Explain why Brutus does this. Be detailed. (BONUS)

13. Answer the following questions about this quote in Scene V: “Caesar, now be still”.a. Who says these words? (+2)

b. What do you think these words mean? (+2)2

18

14. In Act V, Scene V, Antony says “[Brutus is] the noblest Roman of them all” and “This was a man!” (78).Based on these words, how does Antony feel about Brutus? (+2)

19

1L Writing and CompositionScholar's Name:_________________

21

22

Bra i nstorm ing Chart for COM PARE/CONTRAST Pa ragraph(s) - I uli u s Co eso r

Directions: Place an "X" next to the statements that are true for each character

lf the statement is a similarity, write o transitio4 that is used to com pare two things

lf the statement is a difference, write that is used to contrast two things.

Add details below the statement. Complete sentences are NOT required

Sezl*^rlo^.1.Caesar Brutus Transition

loved by Mark Antony

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23

Caesar Brutus Transition

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2

24

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Tear out and keep the Transitional Words cheat-sheet if you don't already have one from earlier this year. You

will need it in all levels of School of Logic!

28

Literary Analysis and Reflection

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Why does the character do this?

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Literary Analysis and Reflection

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34

1L Latin

Scholar's Name________________________

35

1L Latin Distance Learning May 22 – 28 Part 1: Future Directions: Conjugate and translate the 4th Conjugation verb audiō, audīre, audīvī, audītum (to hear) in the FUTURE tense. The Present stem for the 4th Conj. is found by chopping off the -re from the 2nd Principal Part. The Imperative singular is the same as the stem, and the plural is stem + te. The infinitive is exactly the same as the entire 2nd Principal Part and translated as to “verb”.

Person Singular Translation 1st ego

2nd tū

3rd is/ea/id

Person Plural Translation 1st nōs

2nd vōs

3rd eī/eae/ea

Imperative Singular Imperative Plural Translation (Same for both)

Infinitive Translation

Part 1: Vocab Check

amīcitia ____________________ voluptās ____________________

audīre ____________________ vīvere ____________________

beātus ____________________ via ____________________

capere ____________________ vēritās ____________________

cum ____________________ venīre ____________________

37

Part 2: Parsing Directions: Parse each verb by identifying the person, number, and tense of each verb then translating. The endings of each verb will be in bold and the letter in (parentheses) refers to the chart on your Cheat Sheet that will help you with that verb. *Note that I’ve included the Latin pronouns, if you focus your translation on just the verb you will come out with the correct answer anyway.

Verb Person Number Tense Translation

veniēmus (U) 1st Pl Future We will come laudās (D)

discam (J)

fugiēbant (T)

habēo (D)

scrībet (K)

capiēbatis (T)

invenimus (S)

Part 2: Vocab Check deus ____________________ Graecus ____________________

ibi ____________________ liber ____________________

perpetuus ____________________ posse ____________________

-que ____________________ secundus ____________________

tyrannus ____________________ vester ____________________

38

Part 3: Translation Directions: Translate the following sentence from Latin into English. Refer to the grammar companion for tips on translation.

tempus fugit; hōrae fugiunt; senectūs venit, sed mē nōn vincet.

__________________________________________________________________

__________________________________________________________________

Part 3: Vocab Check

discipulus ____________________ discipula ____________________

īnsidiae ____________________ nunc ____________________

plēnus ____________________ quāre ____________________

salvus ____________________ tolerāre ____________________

ubi ____________________ vitium ____________________

Question: Other than the ending, what is the difference between discipulus and discipula?

39

Part 1: Future Refer to Chart U and the directions. Part 2: Parsing Refer to the directions. The charts are given to you so your biggest task is to check the VERBS section of you cumulative vocab sheets. Part 3: Translation It’s easier than you think! Your first step in translating any sentence is to find the meaning of every word in the vocab. Having done so, you will find that the word order (this time) matches up almost exactly to what the English would be. Tips: *translate the first fugit as flies. *fugiunt and venit are both PRESENT *Check Chart K to find the tense of vincet

** Do not translate vincet using the He, She, It that you are used to because your translation of senectus will already serve as the subject

*mē, if you recall from the Chart Y from last week, will be ACCUSATIVE which means you must translate it AFTER you translate the verb (vincet)

Present Tense Endings (1/2): NONE/am, is, are

Person Singular Plural 1st

-ō -mus

2nd

-s -tis

3rd

-t -nt

Present Tense Endings (3rd)

NONE/am, is, are Person Singular Plural

1st

-ō -imus

2nd

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3rd

-it -unt

Imperfect Tense Endings (3rd) WAS/WERE

Person Singular Plural 1st

-ēbam -ēbāmus

2nd

-ēbās -ēbātis

3rd

-ēbat -ēbant

Future Tense Endings (3rd) WILL

Person Singular Plural 1st

-am -ēmus

2nd

-ēs -ētis

3rd

-et -ent

Present Tense Endings (3rd-io/4th) NONE/am, is, are

Person Singular Plural 1st

-iō -īmus

2nd

-īs -ītis

3rd

-it -iunt

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2nd

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3rd

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40

Future Tense Endings (3rd-io/4th) WILL

Person Singular Plural 1st

-iam -iēmus

2nd

-iēs -iētis

3rd

-iet -ient

1st Person Singular Pronoun Chart:

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I

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of me

Dat mihi

to me

Acc mē

me

Abl mē

by-with-from me

The Nine Muses “TUM PECCET”

1.) Thalia—Comedy & Idyllic Poetry

2.) Urania—Astronomy

3.) Melpomone—Tragedy

4.) Polyhymnia—Sacred Music

5.) Erato—Love Poetry

6.) Clio—History

7.) Calliope—Epic Poetry & Eloquence

8.) Euterpe—Lyric Poetry

9.) Terpsichore—Dance

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41

1. amīcitia, amīcitiae, f. friendship

2. audiō, audīre, audīvī, audītum hear, listen to

3. beātus, beāta, beātum happy, fortunate, blessed

4. capiō, capere, cēpī, captum to take, capture, seize, get

5. cum (+abl) with

6. cupiditās, -tātis, f. desire, longing, passion; cupidity, avarice

7. dīcō, dīcere, dīxī, dictum to say, tell, speak; name, call

8. faciō, facere, fēcī, factum to make, do, accomplish

9. fugiō, fugere, fūgī, fugitūrum to flee, hurry away; escape; go into exile; avoid, shun

10. hōra, hōrae, f. hour, time

11. inveniō, invenīre, invēnī, inventus to come upon, find

12. nātūra, nātūrae, f. nature

13. quoniam since, inasmuch as

14. senectūs, senectūtis, f. old age

15. timor, timōris, m fear

16. veniō, venīre, vēnī, ventum to come

17. vēritās, vēritātis, f truth

18. via, viae, f. way, road, street

19. vīvō, vīvere, vīxī, vīctum to live

20. voluptās, voluptātis, f. pleasure

Wheelock's Latin Chapter 10Study online at quizlet.com/_63f85z

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1. deus -ī m; dea -ae f. god/goddess

2. discipulus, -ī (m.) and discipula, -ae (f.) learner, pupil, student

3. Graecus, -a, -um Greek

4. Graecus, -i, m A Greek (person)

5. ibi there

6. īnsidiae, īnsidiārum, f. pl. ambush, plot, treachery

7. liber, librī, m book

8. nunc now, at present

9. perpetuus, perpetua, perpetuum perpetual, lasting, uninterrupted, continuous

10. plēnus, plēna, plēnum full, abundant, generous

11. possum, posse, potuī to be able to, can, could, have power

12. quāre therefore, wherefore, why, because of which thing

13. -que [particle attached to a noun meaning "and"]

14. salvus, -a, -um safe, sound

15. secundus, secunda, secundum second; favorable

16. tolerō, tolerāre, tolerāvī, tolerātum to bear, endure

17. tyrannus, -ī, m absolute ruler, tyrant

18. ubi where, when; where?

19. vester, vestra, vestrum your (pl)

20. vitium, vitiī, n fault, crime, vice

Wheelock's Latin Chapter 6Study online at quizlet.com/_62juwo

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1L Spanish

Scholar's Name________________

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1L SPANISH

MAY 26 – MAY 29

• DAY 1: Direct Object Practice

Videos available on the 1L Spanish Page http://www.parnassusteachers.com/first-level-logic-1l.html

• DAY 2: Direct Object Pronoun Cont.

• DAY 3: Scrambled Sentences

• DAY 4: Review reference page notes, vocabulary

o Quizlet: https://quizlet.com/join/ZFmTs8Npr

• Assessment next week on Chapter 7B

o Vocabulary =

o Grammar = preterite tense, direct object pronouns

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NAME ________________________ CLASS ____________

DAY 1 SEÑORA PEYERL

Choose the correct direct object pronoun to go with the given direct object:

1. el abrigo a) la b) lo c) los

2. las joyas a) las b) los c) la

3. la cadena a) lo b) las c) la

4. el reloj pulsera a) el b) los c) lo

5. los guantes a) los b) las c) les

6. el bolso a) la b) lo c) el

Circle the direct object in each sentence. Then, write what the sentence means in English. Example: Mi hijo la tiene. My son has it.

1. Ella lo tiene. _______________________________________________________________________

2. Ellos las compran. __________________________________________________________________

3. La maestra lo confirma. ______________________________________________________________

Circle the direct object, then re-write each sentence using a direct object pronoun. Example: Nosotros comemos las uvas. Nosotros las comemos.

1. El maestro tiene el libro. ______________________________________________________________________

2. Maya escribe las notas. ________________________________________________________________________

3. Los estudiantes llevan las mochilas.________________________________________________________________

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NAME ________________________ CLASS ____________

DAY 2 SEÑORA PEYERL

Direct Object Pronouns Practice Cont.

**Remember that a direct object tells who or what receives the action of the verb. Complete the following exercises referring to notes and video on Direct Object Pronouns Masculine: Lo = it/him Los = them Feminine: La = it/him Las = them

1. Abro la puerta. ______LA ABRO_________

2. Hago el trabajo. _________________________

3. Leo el libro. _________________________

4. Miro la televisión. _________________________

5. Escucho la radio. _________________________

6. Termino la tarea. _________________________

7. Escribo la carta. _________________________

8. Entro el edificio. _________________________

9. Llamo a Carlos y Anisa. _________________________

10. Necesito el dinero. _________________________

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NAME ________________________ CLASS ____________

DAY 3

Put the scrambled sentences into logical order, then translate them into English.

Example: compré / hace / lo / semana / una = Lo compré hace una semana. = I bought it a week ago.

1. joyas / en / venden / almacén / el

__________________________________________________________________________________

ENGLISH: __________________________________________________________________________

2. ayer / lo / Mónica / compró

__________________________________________________________________________________

ENGLISH: __________________________________________________________________________

3. pagaste / el / collar / cuánto / por

¿__________________________________________________________________________________?

ENGLISH: ____________________________________________________________________________

4. librería / la / compré / los / en

__________________________________________________________________________________

ENGLISH: __________________________________________________________________________

5. BONUS (Optional)

pasada / la / compraron / semana / ellos / suéter / en / nuevo

__________________________________________________________________________________

ENGLISH: __________________________________________________________________________

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1L Science

Scholar's Name__________________

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1L History

Scholar's name_______________

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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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1L Art

Scholar’s Name:_________________

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Read me: Over the last few weeks we have been working on the human form and how to draw it propor�onally. First, we went over how to draw a head and lay out a face. Then, we learned how to set up a s�ck skeleton and draw out the body. This week, I want you to try and draw this open palm hand. Remember, if you have internet access there are videos on the school's website to help you through this sketch.

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Step 1: Start by drawing in the simple shapes. To make the palm, start with a rectangle, then draw a U shape from one bo�om corner to the other. To draw the fingers and thumb, make joint circles andbone lines. This should look like the example below, but also remind you of how you laid out the people you drew the last few weeks. If your sketch resembles the image below, move on to the next step.

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Step 2: Start adding thickness to your fingers, thumb and wrist. For your fingers, just draw a large oval from joint to joint. For the wrist, draw a large half circle under your palm shape then a cylinder below that. If your drawing looks similar to the sketch below, you can move to the next step.

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Step 3: For this step, start to add details and shading , and erase any guide lines you no longer need. If your hand sketch looks like the example below you should be good to send it back on the bus. If youwant to keep your drawing you can turn it in instead by taking a photo of it and emailing it to me at Zachman@parnassusprep.com. Just make sure your full name is in the subject line of the email.

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1L Work page: please draw your picture on this sheet.

First & Last Name:

Hour

Red or Blue day

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1L Physical Education

Scholar’s Name:_________________

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Name: _______________________________ Teacher (Circle): MANGOLD or BECK

Circle: Red or Blue Hour:____________

SOL Gym Class Guide – Week of May 26th – May 29thScholars: 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 Tuesday Wednesday Thursday Friday

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

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

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

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

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.

2. Do 15 minutesof continuousexercise. Choosefrom the listbelow.

2. Do 15 minutesof continuousexercise. Choosefrom the listbelow.

2. Do 15 minutesof continuousexercise. Choosefrom the listbelow.

2. Do 15 minutesof continuousexercise. Choosefrom the listbelow.

3. Have a parentinitial here afteryou complete yourworkout.___________

3. Have a parentinitial here afteryou complete yourworkout.___________

3. Have a parentinitial here afteryou complete yourworkout.___________

3. Have a parentinitial here afteryou complete yourworkout.___________

3. Have a parentinitial here afteryou complete yourworkout.___________

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