Al Durrah International School
Weekly Overview for Grade 9
Week 6: 04 – 08.10.2020
We will do our best this academic year to ensure that each student has a motivating and
exciting learning experience in all courses. We also believe that parents need to be
partners in the learning process in this critical time. Therefore, we would like to share
some important information regarding what your child will be learning for the coming
week.
Submission
Day
Submission days are the due dates to submit the homework assigned.
English
H
O
M
E
W
O
R
K
P
L
A
N
Sunday
04/10/2020
Algebra 1:
Solve questions
(28, 29, 33, and 40),
page 305.
Monday
05/10/2020
Chemistry
Chapter 4/ Section 3:
Electron
Configuration
Solve the exploration
sheet on Gizmos
(uploaded on the
Google classroom)
Tuesday
06/10/2020
Algebra1
Weekly Assessment
Review lesson 5.3:
Solving Multi-Step
Inequalities, pages
302 to 304
Reading
Read the poem “At Dusk”
and solve the attached
guiding questions.
: ‫اللغة العربية للطالب العرب‬
‫ كتاب‬/ ‫حل أسئلة نص االستماع‬
16 ‫الطالب صفحة‬
Biology
Wednesday
07/10/2020
Unit 5
Chapter 13
Section 13.5: Cycling
of Matter
Watch and solve the
assigned Edpuzzle
video on Google
Classroom.
Topic: “Hydrologic
Cycle”
‫ر‬
:‫التبية اإلسالمية للطالب العرب‬
For Non-Arabs:
Memorize the hadith
‫ حفظ حديث السبع الموبقات‬of seven deadly sins.
Edpuzzle Video
English
Thursday
08/10/2020
Algebra 1
Optional homework
Kindly solve the
optional extra
practice
sheet assigned on
Bakpax
Vocabulary
Prepare vocabulary
template lesson 3, using
synonyms, antonyms, and
derivatives. workshop
handouts and the
analogies lesson 1.
English Language & Literature
Unit title
Unit:3:
The Bond Between
Us
Lesson
At Dusk: Poem
by Natasha
Trethewey
Loser: Short story
by Aimee Bender
Learning Outcomes
Pages
Standard &
Resources
-Students will:
RL.9.1
● Analyze symbolism and
list the abstract ideas in
the text.
● Analyze the plot and
subplots of a short story,
recognizing chronology
and flashbacks, and the
methods used to develop
characterization.
● Analyze the development
of plot and conflict by
determining what the
climax is and how it
solves the conflict.
● Compare poem and prose
structure and develop an
understanding of the
structure of a poem (i.e.
consider the title;
understand punctuation,
line breaks, stanzas,
enjambment, syntax)
● Determine or clarify the
meaning of unknown and
multiple-meaning words
and phrases based on
grades 9-10 reading and
content, choosing flexibly
from a range of
strategies.
● Use context (e.g., the
overall meaning of a
sentence, paragraph, or
RL.9.2
RL.9.3
PP 229-231
RL.9.4
RL.9.5
L.9.4
HMH into
Literature
Digital textbook
Online resources
Google Docs
Google Forms
Jeopardy
PPT
Guiding
questions
Padlet
Nearpod
text; a word's position or
function in a sentence) as
a clue to the meaning of a
word or phrase.
● Identify and correctly use
patterns of word changes
that indicate different
meanings or parts of
speech.
Vocabulary
Lesson 3
Integrated Science
Unit/ Module
Chapter 5:
The Periodic Law
Lesson
Lesson 2:
Electron
Configuration and
the periodic Table
Learning Outcomes
Pages
Standard
Students will be able to do the
following:
130-141
HS-PS1-2
HS-PS1-3
HS-PS1-4
1. Describe the relationship
between electrons in sublevels and
the length of each period of the
periodic table.
2. Name and locate the four blocks
of the periodic table and explain the
reasons for these names.
3.Discuss the relationship between
the group configurations and group
numbers.
4. Describe the locations in the
periodic table and the general
properties of the alkali metals, the
alkaline earth metals ,the halogens
and the noble gases.
Algebra 1/Geometry
Standard/Chapter
Standard: A.REI.3
Chapter 5 :
Linear Inequalities
Lesson
Lesson 5.3:
Solving MultiStep Inequalities
Learning Outcomes
Students will:
-
Lesson 5.4:
Solving
Compound
Inequalities
-
Resources
Textbook
Solve linear inequalities involving more than
one operation.
Solve compound inequalities containing the
word and, and graph their solution set.
Solve compound inequalities containing the
word or, and graph their solution set.
Write multi-step inequality that is equivalent to
x < 3.
google
forms
peardeck.
Nearpod.
wizer.me
Classkick
302 - 305
310 - 314
Pages
‫اللغة العربية‬
‫للطالب العرب‬
‫الوحدة‬
‫الثانية‬
‫الدرس‬
‫اسم الفاعل‬
‫التشبيه البليغ‬
‫نواتج التعلم‬
‫الصفحات‬
124/133
‫يقرأ المتعلم األمثلة المعروضة قراءة‬
‫صحيحة‬
‫ن‬
‫ن‬
‫يبي الفرق بي االسم الجامد و‬
‫المشتق‬
‫الثالث و‬
‫الفعل‬
‫من‬
‫الفاعل‬
‫اسم‬
‫يشتق‬
‫ي‬
‫الثالث‬
‫فوق‬
‫ي‬
‫ن‬
‫يوظف اسم الفاعل يف جمل من‬
‫إنشائه‬
ً
ً
‫يعرب اسم الفاعل إعرابا صحيحا‬
-
‫يذكر أركان التشبيه األربعة‬
‫ن‬
‫طرف التشبيه‬
‫يحدد‬
‫ي‬
‫ن‬
‫ن‬
‫يمت بي التشبيه المرسل والمؤكد‬
‫يتعرف عىل التشبيه البليغ‬
‫ن‬
‫يمت التشبيه البليغ من بقية أنواع‬
‫التشبيه‬
ً
‫ئ‬
‫ينش جمال تشتمل عىل التشبيه‬
‫البليغ‬
-
‫المحور‬
)‫قواعد (رصف‬
-
-
‫بالغة‬
‫‪For Non-Arabs‬‬
‫‪Standard‬‬
‫القراءة‬
‫التحدث‬
‫الكتابة‬
‫االستماع‬
‫‪Pages‬‬
‫كتاب الطالب‬
‫‪27-31‬‬
‫كتاب‬
‫التدريبات‬
‫‪14-19‬‬
‫‪Learning Outcomes‬‬
‫يتوقع من الطالب ن يف نهاية األسبوع ‪:‬‬
‫‪ -1‬أن يتدرب عىل كتابة موضوع من ثالث‬
‫فقرات ‪.‬‬
‫‪ -2‬أن يكتب الموضوع المحدد ن يف الكتاب‬
‫ً‬
‫مستخدما عالمات ا رلتقيم المناسبة‪.‬‬
‫‪Lesson‬‬
‫الكتابة ‪:‬‬
‫كتابة موضوع‬
‫‪Unit/ Module‬‬
‫ن‬
‫الثاث ‪ :‬اإلنسان‬
‫الدرس ي‬
‫والبيئة‬
‫كتاب ‪-‬كلمن‬
‫الوحدة األوىل ‪ :‬من‬
‫الثانوية إىل الجامعة‬
‫‪ -3‬أن يجيب عن أسئلة االختبار إجابة صحيحة‬
‫‪ -4‬أن يقرأ الفقرة ‪ /‬الجمل قراءة سليمة ‪.‬‬
‫الوحدة الثانية ‪:‬اإلنسان‬
‫والبيئة‬
‫‪ .5‬أن يفهم الكلمات ويوظفها ن يف جمل من‬
‫مفيدة‪.‬‬
‫ً‬
‫ً‬
‫‪ .6‬أن يستمع للنص استماعا فاهما ‪.‬‬
‫‪ .7‬أن يجيب عن أسئلة الدرس المكتوبة‬
‫‪/‬الشفهية ‪.‬‬
‫ر‬
‫التبية اإلسالمية‬
‫للطالب العرب‬
‫المحور‬
‫الصفحات‬
‫نواتج التعلم‬
‫الدرس‬
‫الوحدة‬
‫العقيدة‬
‫‪37-28‬‬
‫أن يستنتج مفهوم اسم هللا تعاىل ( الغفور العدل )‬
‫أن يستخلص خصائص مغفرة هللا تعاىل‬
‫أن يحرص عىل فهم أسماء هللا تعاىل وحفظها‬
‫الغفور العدل سبحانه‬
‫األوىل‬
For Non-Arabs
Unit/ Module
Unit 1
Lesson
Zakah in Islam
Learning Outcomes
Explain the concept of zakah.
Infer the benefits of zakah.
Calculate the nisab
Pages
Standard
56-65
Rulings of
Islam
Graphic Design (Elective Course)
Session
Assignment
Learning Outcomes
Pages
Book
Software
62 - 65
Techno
Designer
SharePoint
Designer
66 - 69
Techno
Designer
SharePoint
Designer
Period 1
Session 4:
Doing More
with Text
Assignment 15: ● Learn how to use
Editing Text
SharePoint Designer’s text
related features and tools.
Period 2
Session 4:
Doing More
with Text
Assignment 16: ● Learn how to edit text with
Editing Text
the formatting toolbar
with the
Formatting
Toolbar
World History (Elective Course)
Unit/ Module
Chapter 8:
Enlightenment and
the Revolution
Lesson
Learning Outcomes
Lesson 2: The ideas Students will:
of Enlightenment
1. Learn about the role of
philosophy in the scientific
revolution
Pages
Standard
PPT
HSS
Intro to Biology (Elective Course)
Unit/ Module
Unit 5: Ecology
Chapter 13:
Principles of
Ecology
Lesson
Section: 13.5
Cycling of Matter
Learning Outcomes
Students will:
1. Summarize Earth’s
hydrologic and
biogeochemical cycles.
2. Relate cycling of matter to
ecosystems.
Pages
Standard
404, 405 &
406
HS-LS2
HS-LS2-5
World Language: French (Elective Course)
Unit/ Module
J’ai Faim!
Lesson
Qu’est ce qu’On
Mange?
Learning Outcomes
-Apprendre les aliments, les
quantités, les magasins et les
commerçants.
Pages
Standard
24-25
1.1
1.1l
2.1l
3.1l
Social Studies – For Arabs
Unit/
Module
:‫الوحدة الثانية‬
Lesson
:‫الدرس األول‬
‫العرث وأهميته‬
‫موقع الوطن‬
‫ي‬
‫ن‬
‫المالمح‬
:‫الثاث‬
‫الدرس ي‬
‫تضاريس الوطن العرث كتاب الطبيعية للوطن‬
‫ي‬
‫ر‬
‫العرث‬
‫رؤيت‬
‫ي‬
‫ي‬
Learning Outcomes
. ‫يجيب عىل أسئلة التطبيقات‬.1
Pages
Standard
74.75.76
‫جغرافيا‬
‫ر‬
‫الت أسهمت ن يف تشكيل‬
‫يستنتج العوامل الرئيسة ي‬.2
. ‫العرث‬
‫تضاريس الوطن‬
‫ي‬
‫ يتعرف عىل كتاب ر‬.3
‫محتويات‬، ‫ المؤلف‬: ‫رؤيت من حيث‬
‫ي‬
. ‫الكتاب‬
. ‫ يستنتج أهم األفكار الرئيسة ن يف قصة الغزال واألسد‬.4
1.2.1
5.13
Social Studies – For Non-Arabs
Unit/ Module
Lesson
L2: Jebel
Buhais and
life in
Neolithic
Age
Learning Outcomes
1.describe the effect of climate on how people live
Pages
Standard
44,45,46,
47
1.History
2.identfy how people in Jebel Buhais lived in the
Neolithic Age
3.describe how can we learn about people
fromNeolithic Age
Physical Education - PE
Unit/ Module
Track and field
Lesson
100 M Race
Learning Outcomes
Student will apply 100 M Race
Standard
S1.H3.L1
S2.H2.L1
students will improve their cardiovascular
endurance
Heart rate,
Demonstrates competency and/or refines
activity-specific movement skills in
more lifetime activities (outdoor pursuits,
individual-performance activities,
Demonstrates competency in specialized
skills in health-related fitness activities,
100M race.
(Girls)
Neat/Wall
Games:
Volleyball
History, Rules and Regulations
of Volleyball
Applies the terminology associated with
Volleyball and participates in the
activities appropriately.
S2.H1.L1
Weekly Well-being Update
SPEA Inspection Update: We were visited this week for a routine unannounced SPEA health
and safety inspection. A comprehensive inspection was once again conducted that included the
status of health and safety training for staff, updated covid-19 negative tests for all staff, review of
disinfection and sanitation protocols for buses, classes and all school facilities, and social
distancing compliance among many other factors. The inspector expressed his complete
satisfaction with our safety compliance and mentioned that our school was a model of reopening
compliance.
NEASC and Well-being: Mr. Mark, our Principal, and Mr. Tim, our NEASC Accreditation
Advisor to the Board, conducted internal reflection reviews with the Committee Chairs of the three
major areas of NEASC accreditation review: Teaching and Learning, Well-Being and Inclusion,
and Community. Each of these areas are comprised of numerous indicators that must be
developed, documented and reviewed first by representatives of all stakeholders within the school
community, and then by a NEASC visit team that is scheduled for the beginning of Term 2 of the
current academic year. The Wellness and Inclusion committee is comprised of all 24 members of
the school’s Pastoral and Wellbeing Committee, which includes our Parents Counselor, social
workers, social workers and PE teachers, in addition to numerous staff representatives across the
school. Our meeting this week focused on the phased return of our students, and review of support
strategies to help facilitate our students transition to blended learning.