zilongwang/ReadingBank huggingface dataset:
Expression Multiple Means for Engagement Key Questions Formative Assessment Summary Pass out square of wax paper and Resource Sheet 5: Angle Worksheet (which displays 3 circles – ¼, 1/8, 1/16). Using the beginning directions on Resource Sheet 6: Making a Wax Paper Protractor, ask students to fold the wax paper in half and then in half again. Once students have folded the wax paper twice, making fourths, have students lay their “protractor” on the paper circle showing fourths on Resource Sheet 5: Angle Worksheet. Model how to line the vertex up and rotate it around the circle 4 times to complete the circle. Have students verbalize that it is fourths because there are four sections and the protractor needs to be rotated 4 times to cover the four sections. Have students fold the wax paper again and repeat step 3 for eighths, as stated on Resource Sheet 6. Have students fold the wax paper again and repeat step 3 for sixteenths. Discuss: Could students continue to fold the wax paper, making smaller and smaller “wedges”? (Theoretically, yes. They can’t with the wax paper because the wedges become too small to fold anymore.) Ask: How many “wedges” in a full circle? (360) How do you know? (360 in a circle) What is the measure of each of these wedges? (1) angles based on the degree of the angle SMP 5: Use appropriate tools strategically Students understand that a protractor is the appropriate tool to measure angles and the unit of measurement is degrees SMP 6: Attend to precision Students use appropriate symbols () and unit of measurement (degrees) SMP 7: Look for and make use of structure Students recognize that a 45 is half of a 90 angle and so on. Students recognize that a 90 angle is still a 90 angle regardless of its orientation. Closure Materials Needed: Resource Sheet 7: Exit Ticket Wrap Up: SMP 3: Construct viable arguments and critique the reasoning of others Students justify their reasoning when discussing types of angles in the real
create the design creating the design missing or unclear that was used to create the design that was used to create the design Describes the materials and measurements used in the design Does not provide description of the materials and measurements used in the design Provides a description of the materials and/or measurements, but some are missing Provides adequate description of the materials and measurements used in the design Provides detailed description of the materials and measurements used in the design Explains what happened in the experiment and why it happened Does not explain what happened or why it happened Provides an explanation of what happened, but the explanation of why it happened is incomplete or inaccurate Provides an adequate explanation of what happened in the experiment and why it happened Provides a clear and concise explanation of what happened in the experiment and why it happened Uses science vocabulary Does not include science vocabulary Includes little science vocabulary Includes some science vocabulary Includes science vocabulary throughout the written summary Score: /16 Comments: Topic Unit Scales 4 Using the Engineering Design Challenge, I can make revisions to my design and explain how those revisions affect sound energy and pitch. 3 I can use the Engineering Design Challenge format to create and understand sound energy and pitch.
Week Of: Aug. 27 - 31 Subject: Science Class Hour: 1 Academic Adaptations (as needed for gifted students and students with disabilities) Key Vocabulary Materials/ Support Needed Performance Data and Notes Monday Electric charge Electric force Tuesday Conductors, Insulators and Semiconductors video Wednesday Conductors, Insulators and Semiconductors Thursday Current, Voltage and Resistance Friday Current, Voltage and Resistance
and list elements that were found in “The Last Dog.” Review for test (tomorrow). Wednesday TLW: Respond to a writing prompt by composing at least one paragraph. (Use Google Classroom?) Complete benchmark test. Answer writing prompt. Complete benchmark test to analyze questions about “The Last Dog” in reference to the elements of setting, narrative, and plot, among others. Thursday TLW: Respond to a writing prompt by composing at least one paragraph. (Use Google Classroom?) Begin reading a novel in a literature circle. Answer writing prompt. Begin reading Fever 1793 and complete next role in lit circle group. How can I participate in a literature circle to analyze a short story or other text? Friday TLW: Compose a personal narrative that answers a writing prompt. Analyze new vocabulary from Vocabulary Workbook. View Brainpop videos relating to ELA topics and answer quiz questions using Google Classroom Write at least one paragraph to answer a personal narrative writing prompt. Use the “Wordbusting” strategy from the Vocabulary Workbook to analyze at least five new words. Brainpop videos and quizzes (if time). How can I break down new words and use context clues to figure out their meaning?
DeKalb Middle School Lesson Plan – page 2 Teacher: Week Of: Subject: Class Hour: Academic Adaptations (as needed for gifted students and students with disabilities) Key Vocabulary Materials/ Support Needed Performance Data and Notes Monday added examples plot; dialogue; narrative Tuesday extra examples, modeling; graphic organizer for essay planning plot; dialogue; narrative Wednesday handouts with explanations for language terms revise; edit Thursday handouts with explanations of roles (from story) Friday extra examples/modeling of vocabulary strategy context clues
Teacher: J.Taylor Week of: Aug 21-25 Subject: 7th Math Reg Period: 2,3,4 OBJECTIVES ACTIVITIES RESOURCES HOMEWORK EVALUATION STANDARDS Absolute Value Opposites Integers Students will work on Do Now Interactive Notebooks – add notes Students will complete practice problems Textbook Resources: Workbooks Models; CCSS Materials and workbooks Elmo, Smartboard Worksheet if not completed in class Homework Check 7.NS.1 Know that numbers that are not rational are irrational, use rational approximations of square roots, identify as rational or irrational. 7.NS.2b Know that numbers that are not rational are irrational, use rational approximations of square roots, identify as rational or irrational. Unit 1A Review Students will work on Do Now Interactive Notebooks – add notes Students will complete practice problems Textbook Resources: Workbooks Models; CCSS Materials and workbooks Elmo, Smartboard Worksheet if not completed in class Homework Check 7.NS.1 Know that numbers that are not rational are irrational, use rational approximations of square roots, identify as rational or irrational. 7.NS.2b Know that numbers that are not rational are irrational, use rational approximations of square roots, identify as rational or irrational. Unit 1A Test Rational/Irrational Numbers Integers Absolute Value Opposites Students will work on Do Now Interactive Notebooks – add notes Students will complete practice problems Textbook Resources: Workbooks Models; CCSS Materials and workbooks Elmo, Smartboard none Graded Test 7.NS.1,2.3 Classify and use Real numbers. Discuss properties of rational and irrational numbers . Understand that every quotient of integers ( a/b) is a rational number. Irrational numbers can not be expressed in a/b form. Adding Integers 7.NS.1 Students will work on Do Now Interactive Notebooks – add notes Students will complete practice problems Textbook Resources: Workbooks Models; CCSS Materials and workbooks Elmo, Smartboard Adding Integers Workbook p Homework Check 7.NS.2 Apply and extend previous understandings of operations with fractions to add, subtract, multiply, and divide rational numbers. F R I Subtracting Integers 7.NS.1 Students will work on Do Now Interactive Notebooks – add notes Students will complete practice problems Textbook Resources: Workbooks Models; CCSS Materials and workbooks Elmo, Smartboard 7.NS.2 Apply and extend previous understandings of operations with fractions to add, subtract, multiply, and divide rational numbers.
Paul Suh October 4, 2012 Lesson Plan A #2 CI 403 Figurative Language with Junot Diaz’s The Brief Wondrous Life of Oscar Wao TIME The duration of the lesson will be 50 minutes. SETTING This lesson will be intended for 11th graders in non-honors Language Arts. They will be around 25 students typically achieving average or below average grades. It will be approximately half boys and half girls. It will also be a diverse classroom with 11 African American students, 7 White, 5 Latino, and 2 Asian/Pacific Islanders. They will be from middle to low socioeconomic statuses. One student will also have an emotional disability and most of the students (not just the African American students) will use African American Vernacular at home and in informal social situations as well. THEORY INTO PRACTICE BACKGROUND According to writers like H. Samy Alim, African American English (more colloquially known as Ebonics) has been made illegitimate and portrayed as a broken form of the “correct” form of English—Standard American English. This, even for many talented and well-meaning teachers, is a vehicle for reinforcing White hegemony within our schools. According to Alim, “The language of the Black child is consistently viewed as something to eradicate” (187). In contrast to this view, authors Teresa M. Redd and Karen Schuster Webb posit that African American English is actually a legitimate language and should, therefore, be encouraged and brought into the school setting. They write, “Linguistic research shows that
Instead of using metaphors and similes that everyone can use, they should use the ones that they themselves find meaningful as Oscar did in the text. Poem Rubric & Assessment Exceptional Average Poor Use of Figurative Language – 10 Points The student uses personal and logical metaphors and similes. The student uses personal and logical metaphors and similes at times. The student does not use personal and logical metaphors and similes. Use of Vernacular – 10 Points The student uses complex and meaningful expression of vernacular. The student uses complex and meaningful expression of vernacular sometimes. The student does not use complex and meaningful expression of vernacular. Grammar/Conventions – 5 Points Student uses consistent grammar, verb tenses, spelling, etc. Also, the poetic form is recognizable. Student uses consistent grammar, verb tenses, spelling, etc., at times. Also, the poetic form is recognizable. Student does not use consistent grammar, verb tenses, spelling, etc. The poetic form is unrecognizable.
Differentiation Higher Level Thinking Students are given the Transcription & Translation Lab Activity Materials. In this activity, they are asked to replicate a DNA strand, transcribe that strand into mRNA and then finally make a polypeptide strand from the mRNA. As a closure/summary, the students will answer the conclusion questions at the end of the activity based on the procedures they completed. Technology Use Use the Gizmo online simulation: RNA and Protein Synthesis Connections to other subject areas and/or authentic applications Students will complete a "DNA to Disease" activity that brings a aspect to how important proteins are in the body. Using a BLAST Program and a template DNA strand, students will observe how mistakes made during protein synthesis can cause real-life diseases such as Alzheimer's Pakinson's and breast cancer Checking for Understanding Students will fill out a reflection exit card in a Google Form. They will reflect on what they have learned, what worked during the lessons and how they can improve in the future STAGE 4: Closure ~ What did the students master & what are they missing? Lesson Closure & Student Summarizing of their Learning Review what students learned or should have learned. Recognize gaps and allow them to help you plan for the next lesson(s). . The closure activity will be broken into two 10 minute sections. During the first 10 minutes, students will create a Google Form of 5-10 review questions based on what we have learned and then post the link in a Drop Box. During the final 10 minutes, the students will go to different Google Forms and answer the questions. Assessment Part 2 Revisit Assessment Part 1. Plan a formative assessment which shows concretely what students mastered today. This might be: Exit card Short Quiz Seatwork/Practice Sheet collected Written response to a prompt Oral responses/participation Students will complete a two part summative assessment. The first part will consist of multiple choice, multiple select and short answer questions and will be completed online. The second part will be given on paper and will be more application and creation questions. Teacher Reflection / Effectiveness of Learning Teachers will reflect on the student learning and use assessment data to determine if students have mastered the material.
Details Interventions/Enrichments Students with Disabilities/Struggling Learners ELL Gifted and Talented Gifted and Talented More open ended questions for gifted and talented students (limits placed on the number of questions that the students can ask) Extension for advanced groups: Provide triangles with two congruence components and asks student to identify the missing congruence component. Students with Disabilities/Struggling Learners Ask guided questions for students who are struggling Pair struggling students in small groups with mentor peers ELL After this lesson, the teacher should display each congruency shortcut with its labeled diagram. Materials Whiteboards Erasers Markers Protractors Rulers Signs with congruence theorems (ASA, SAS, SSS, AAS/SAA) Index cards with triangles with congruence markings Triangle cut outs Technology Optional Document camera Music player Resources (must be available to all stakeholders)
DeKalb Middle School Weekly Lesson Plan Teacher: Mrs. Vance * Teaching Structures: Week of: February 12-16, 2018 (O) one lead, one support (A) alternative teaching Subject: ELA (S) station teaching (T) team teaching Class Hour: ALL (P) parallel teaching Day/Date Big Idea/ Goals Lesson Activities Assessment Standard/Modified Essential Question (State at beginning and exit ticket) *Teaching Structure Monday, February 12, 2018 Understanding Theme 1. Bell Work – Vocabulary, misspelled word, pronoun, antonym 2. Objective – Assessment 3. Whole – Test over Tuesday of the Other June. Writing Activity for Sensory Language/Imagery 4. Exit Essential Question: Tuesday, February 13, 2018 Inference Summarize 1. Bell Work – Pronoun, root/affix, analogy 2. Objective – Inference 6.RL.KID.1 Analyze what a text says, draw logical inferences, and cite textual evidence to support 3. Whole – p. 486 The Problem with Bullies. P. 491 Comprehension 1-2; #3 Write a summary – use writing prompt 4. Exit Essential Question: Wednesday, February 14, 2018 Writing 1. Bell work – connotation, figure of speech, denotation, synonym 2. Objective – Writing 3. Whole Valentine Writing Prompt 4. Exit Essential Question: Summarize 1. Bell work- pronoun, prefix/suffix, possessive noun, Essential Question:
Thursday, February 15, 2018 definition 2. Objective – Summarize 6.RL.KID.2 Provide an objective summary 3. Whole – p. 498 Simile/Metaphor. Strategy: Summarize. P. 500 Read The Jacket 4. Exit Friday, February 16, 2018 Summarize 1. Objective – Summarize 2. Whole – p. 505 Comprehension 1-3; Text Analysis #4-8; p. 506 Vocab Practice and Vocab Strategy; p. 507 Grammar in Context and IXL 3. Exit Essential Question: Academic Adaptations (as needed for gifted students and students with disabilities) Key Vocabulary Materials/ Support Needed Performance Data and Notes Monday Academic: aspect, distinctive, interpret, perceive, and sensory Story: profile, propeller, shriveled, vicious *Excel Academy* A Wrinkle in Time Tuesday Wednesday Thursday Friday
DeKalb Middle School Weekly Lesson Plan Teacher: Mrs. Vance * Teaching Structures: Week of: February 26 – March 2, 2018 (O) one lead, one support (A) alternative teaching Subject: ELA (S) station teaching (T) team teaching Class Hour: ALL (P) parallel teaching Day/Date Big Idea/ Goals Lesson Activities Assessment Standard/Modified Essential Question (State at beginning and exit ticket) *Teaching Structure Monday, February 26, 2018 Assessment Practice 1. Bell Work – Vocabulary, misspelled word, pronoun, antonym 2. Objective – Assessment 3. Whole – Page 568 – Assessment Practice 4. Exit Essential Question: Tuesday, February 27, 2018 Author’s Point of View 1. Bell Work – Pronoun, root/affix, analogy 2. Objective – Author’s Point of View 6.RI.CS.6 3. Whole – p. 802 – Biography & Autobiography Part 1: Life Stories; p. 803 Model 1: Biography, Model 1: Memoir; p. 804 Part 2: Literary Language & Devices in Nonfiction Narratives; p. 805 Model 1: Biography Model 2: Autobiography; p. 806 Part 3: Analyze the Text – Read The Voice…; p. 807 Read My Lord, What a Morning 4. Exit Essential Question: Wednesday, February 28, 2018 Key Individual, Event, or Idea Introduced 1. Bell work – connotation, figure of speech, denotation, synonym 2. Objective – 6.RI.KID.3 Analyze in detail how a key individual, event, or idea is introduced, illustrated, and Essential Question:
developed in a text. 3. Whole – p. 810 Read Matthew Henson At the Top of the World 4. Exit Thursday, March 1, 2018 Practice 1. Bell work- pronoun, prefix/suffix, possessive noun, definition 2. Objective – Practice/Assignments 3. Whole – p. 819 Comprehension 1-2; Text Analysis 3-5, 7; p. 820 Vocab in Context & Vocab Strategy; p. 821 Grammar in Context. Listen to story. 4. Exit Essential Question: Friday, March 2, 2018 Assessment 1. Objective – Assessment 2. Whole Assessment over story and IXL 3. Exit Essential Question: Academic Adaptations (as needed for gifted students and students with disabilities) Key Vocabulary Materials/ Support Needed Performance Data and Notes Monday Academic: achieve, appreciate, characteristics, conclude, and obvious Story: expedition, manifestation, resourcefulness, ardent, feasibility, sextant, and prestige *Excel Academy* A Wrinkle in Time Tuesday Wednesday Thursday Friday
human benefit? today? indirectly involved in photosynthesis. that will be on the test? What will you do to make sure you understand this material? you prepare properly for the test? What could you have done differently to prepare? Homework- Fermentation Pre-lab Homework- Homework-. Study for Test Homework-. Study for Test Homework- Esol/ESE- DI – Esol/ESE- DI- Esol/ESE- DI Esol/ESE- DI Esol/ESE- DI (prelab video on elodea )
and the rental sheet for a linear ROW). In a few minutes I will show you how to calculate rent for a linear ROW using this sheet. When? Annually if over $100 for a single person or $500 for a billing association. Otherwise it is a minimum of every 10 years. Customers can always choose to pay more than 10 years all the way through the term of their grant. What formula/handouts are used? Answer: In order to calculate rent for a linear ROW you will also need 1) the NASS Census Per Acre Land and Building Value and Rent Schedule Zones and 2) the Per Acre Rent Schedule. (Show pics of each) NASS Census: The BLM uses the Census data to create a rental schedule composed of zoned land values for the U.S. Each county falls within an assigned zone based on its average per-acre land value in the Census. Rent Schedule: Every 10 years, the BLM re-evaluates the linear rent schedule based on changes to property values as determined by the most recent NASS Agricultural Census. Transition: Now that you know who does the rental calculations, where they are documented, when we bill, and what forms are used, let’s go over how to calculate rent. Main Point 2: Calculation Demonstration – 8 Minutes Demo Example 1 – I show them how to do the calculation using scenario 1. Demo Example 2 w/Participants - Students will be given Rental application worksheet; NASS Census Per Acre Land and Building Value and Rent Schedule Zones; Per Acre Rent Schedule; Applicant information (aka scenario 2). Questions & Answers? Q - Did everyone understand what we just did; is anyone confused? A – Rental calculation worksheets are updated and sent out annually. Rental calculations are rounded up to the nearest tenth of an acre. Main Point 3: Exercise - 9 minutes Instructions – Look at your handout labeled “Scenarios” and calculate the rent for scenarios 3-5. You will have 5 minutes to complete as many as you can and then we will go over the answers. Facilitate Exercise - Ask a student to tell us how they got their answer for scenario 3; ask another for scenario 4, etc. Out-brief – (Help make corrections to those who made calculation errors; give praise to people who did it correctly).
Est. Time Visuals and Notes (description of visuals used, props used, etc.) Introduction Introduction (Warm up, Motivation/WIIFM, Objectives, Route, Instructor intro and credibility, Transition) 3 Min for Intro. Attention/Warm-up In 2015, 172,882,767 barrels of oil were reported as production to the Office of Natural Resources Revenue – a.k.a., ONRR – from federally owned minerals. This equated to approximately $ 11,798,913,584.24 in revenue from royalties So, why is it important to accurately calculate the barrels of oil an operator reports to Office of Natural Resources Revenue (a.k.a., ONRR) on their Oil and Gas Operations Reports (a.k.a.,OGORs)? Anticipated responses (Pass out miniature candy bars to those who answer): They pay money back to the federal government for each barrel of oil The oil from federal reserves belongs to the American people. Introduction to topic and Instructor (Credibility) Good morning/afternoon. My name is Student 2. I work in the Pinedale, Wyoming BLM Field Office and am a Production Accountability Technician. Prior to joining the BLM in this position five years ago, I was the Vice President of Finance and Human Resources for White Mountain Operating – an oil and gas drilling company located in Pinedale. So, I’ve been around the industry for over ten years. Hook (WIIFM) The operators pay “royalties”, in other words, money, back to the US federal government for the oil they extract from federal mineral reserves. These royalties are paid because this oil belongs to all the American people. That means you (point), and you (point to someone else) and you (point to another person). This revenue stream collected go into the federal budget to the benefit all of us (sweeping arm gesture around the room). So, you can see why it is important to all of us to verify the accuracy of the volumes of oil that are reported and on which royalties are paid.
Est. Time Visuals and Notes (Description of visuals used, props used, etc.) Body Presentation content, Delivery strategies, Exercises/practice, Assessments 3 Min MP1: How oil is measured PP Slide truck sales animation Hold up hydrometer and gauge line Transition: So, how does the operator know how much oil they are producing or selling? One way is to sell by truck. (Show PPT graphic – explain – the truck pulls up on site. Using a hydrometer, the driver samples the oil to determine gravity and sediment and water and measures the depth of oil in the tank so he has a starting volume of oil. Then, he hooks up the truck and begins transferring oil. After he has pulled the oil, the depth of the tank gets measured again to determine how much oil he removed. The difference in the amounts provides the “raw” volume data. A characteristic of all liquids is that they expand and contract with changes in temperature. For example, 1,000 barrels of 39º API gravity crude oil at 80º Fahrenheit occupies about 1% (10 barrels) more volume than at 60º Fahrenheit. So, in order to calculate oil volumes and compare them to the volumes reported to ONRR on their (OGORs), we’ll have to make a few calculations and adjustments to bring standardize the API Gravity and Temperature.
Westville Public Schools Weekly Lesson Plans Teacher's Name Date Course Name: Learning Objective(s): The student will demonstrate the ability to: Activities: (Explanation of how literacy strategies will be used should be included.) Check All Strategies Used Lecture Cooperative Learning Comparing and/or Contrasting Student Summarizing & Taking Notes Classifying Practice & Feedback Active Participation Technology Integration Questioning Strategies & Wait Time Graphic Organizers Nonlinguistic Representation Problem Solving Resources: (Library, TV/DVD/VCR, Computer Lab, Projector, SmartBoard, etc) Assessment: (Oral Discussion, Daily Assignment, Test, Project, Monitor, Ask Questions, Look at Computer Screens, etc...) Notes/Lesson Assessment:
Learning Experience Component Details How will this experience help students to develop proficiency with one or more of the Standards for Mathematical Practice? Which practice(s) does this address? Motivation Distribute a Judy Clock to each student. Ask them to: Show one-half. Show one-fourth. Show one-third Make sense of problems and persevere in solving them. Reason abstractly and quantitatively. Model with mathematics. Use appropriate tools strategically. Look for and make sense of structure. Motivation Would you rather have of a pizza? Why? Teacher note: If students struggle – do not provide the answer. This is meant to be a conversation piece that is clarified throughout the lesson. You could use this to facilitate discussion at the end of the first activity or as an exit slip after both activities have been completed. This will allow students to change their initial response to the question incorporating what they learn throughout the lesson. Make sense of problems and persevere in solving them. Reason abstractly and quantitatively. Construct viable arguments and critique the reasoning of others. Look for and express regularity in repeated reasoning. Activity 1 UDL Components Multiple Means of Representation Multiple Means for Action and Expression Multiple Means for Engagement Key Questions Formative Assessment Summary UDL Components Representation is present in the activity through highlighting how complex terms and expressions are composed of simpler words or symbols. Expression is present in the activity through the use of options such as folding, cutting, or drawing to demonstrate mathematical understanding. Engagement is present in the activity through the use of a task that allows for active participation and exploration. Give each student a piece of paper and crayons or markers. Have students fold the paper in half. (Do not specify which way to fold in half.) Have students use a crayon to shade in half of their Make sense of problems and persevere in solving them. Reason abstractly and quantitatively. Model with mathematics. Use appropriate tools strategically. Look for and make sense of structure.
Teacher: Debey Tillerson Week of: Jan 23-27 2017 Subject: History 11 Period: 4, 7 subject to change as needed OBJECTIVES STANDARDS ACTIVITIES HOMEWORK EVALUATION -Explain the transition of the US from an agrarian society to an industrial nation prior to WWI. COS-#11-1,2 Ch 10 S 1,2 are due today Vocabulary Crossword (Imperialism ppt) Imperialism ppt test Thursday Teacher observation Classroom participation Quiz -Evaluate social and political origins, accomplishments, and limitations of progressivism. Yellow journalism Webquest Ch 10 S 3,4 Wksheets (Imperialism) Teacher observation Classroom participation Webquest Imperialism Scramble—specific events (turn in ) Teacher observation Classroom participation Imperialism ppt test Teacher observation Classroom participation Test F R I Test Chapter 10 Teacher observation Classroom participation Test Student may access the ppt at . Click on school staff on the left, then on my name. You will find the ppt under file manager. Students without internet access at home can download the ppt to a flashdrive in any one of the school labs. Students earn participation points by making positive, accurate contributions to classroom discussions. Particpation is 10% of the nine weeks grade.
Language. Assign p. 843 Comprehension 1-3; Text Analysis #5 4. Exit Thursday, March 15, 2018 Assessment and Media 1. Bell work- pronoun, prefix/suffix, possessive noun, definition 2. Objective – Assessment and Media (6.RI.IKI.7) 3. Whole – Test over The Story of My Life. P. 860-863 Media – Houdini: The Great Escape 4. Exit Essential Question: Friday, March 16, 2018 Personal Narrative 1. Objective – Writing 2. Whole – Personal Narrative p. 872 and IXL 3. Exit Essential Question: Academic Adaptations (as needed for gifted students and students with disabilities) Key Vocabulary Materials/ Support Needed Performance Data and Notes Monday Academic: achieve, appreciate, characteristics, conclude, and obvious Story: tangible, uncomprehending, sensation, consciousness, repentance *Excel Academy* A Wrinkle in Time Tuesday Wednesday Thursday Friday
developed in a text. 3. Whole – p. 810 Read Matthew Henson At the Top of the World 4. Exit Thursday, March 8, 2018 Practice 1. Bell work- pronoun, prefix/suffix, possessive noun, definition 2. Objective – Practice/Assignments 3. Whole – p. 819 Comprehension 1-2; Text Analysis 3-5, 7; p. 820 Vocab in Context & Vocab Strategy; p. 821 Grammar in Context. Listen to story. 4. Exit Essential Question: Friday, March 9, 2018 Assessment 1. Objective – Assessment 2. Whole Assessment over story and IXL 3. Exit Essential Question: Academic Adaptations (as needed for gifted students and students with disabilities) Key Vocabulary Materials/ Support Needed Performance Data and Notes Monday Academic: achieve, appreciate, characteristics, conclude, and obvious Story: expedition, manifestation, resourcefulness, ardent, feasibility, sextant, and prestige *Excel Academy* A Wrinkle in Time Tuesday Wednesday Thursday Friday
Lesson Elements Identify Formative Assessment as it occurs in the lesson Time What are the students doing? What is other adult doing? Check for Understanding Materials Lesson Introduction (connect & build background knowledge) ISLAM AND CHRISTIANITY Opening activity: Students will complete Project Implicit’s Religion IAT () to discover how they feel about certain religions in relation to each other. 7 min Completing worksheet Taking attendance, answering questions Class discussion following completion of the worksheet Worksheet (see attached), access to computers Lesson Body Direct Instruction Transition/Discussion: --Why do you think the results were the way they were? --Do you think they were accurate? --How did you get that particular bias? --Does religion play a significant role in shaping one’s identity? (Assumed answer: Christianity ranked higher because that is my/ my family’s/my community’s religion) -Not one religion is “better” or “more correct” than another. The characters in A Thousand Splendid Suns are Muslim, so to better understand the role religion plays on their actions and to give context, we are going to examine the differences and similarities between Islam and Christianity. 10 min Participating in class discussion Helping facilitate class discussion Based on student responses, teacher will be able to determine how much students understand their own biases. Guided Practice Break students into 5 groups based on reading ability. (See attached packets) Group 1 will read (parts 1-2) Group 2 will read Group 3 will read --Lizzie will be in this group and will receive modified packet having only they graph Group 4 will read (parts 3-4) Group 5 will read (Christianity) --Micha will be in this group Students will create posters about the important information from their readings 20-25 min. Reading articles, participating in group discussion, creating poster, gallery walk Walking around room answering questions, aiding Lizzie and Micha when needed, and making sure students are on task Posters will reflect how much students understand what they read Butcher paper, markers/ crayons, Islam vs. Christianity packets, modified packet for Lizzie
Directions: Next to each item, place an “I” if the statement describes something/someone from Islam, a “C” if the statement describes something/someone from Christianity, or a “B” if the statement fits both. ____ Followers of Jesus Christ ____ Believe in one God ____ Mohammad “restored” the original religion of Moses, Abraham, and Jesus ____ The Bible is the holy book ____ God is called “Allah” ____ Jesus was sent by God to bring man back to God (“Redemption”) ____ Mary was a pure woman who was chosen by God to give birth to Jesus ____ Follow the Koran/Qur’an ____ Have 7 Sacraments ____ Followers called “Muslims” ____ Place of worship is a Mosque ____ Follow the 5 Pillars of Faith ____ Abrahamic religion (can trace back to Abraham as a “father in faith”) ____ Place of worship is a church/chapel/cathedral ____ Have a holy day of worship
Observe and listen to the students reflections. Look for evidence of strategy, emotion, or confusion. After reading the book, the teacher will show the students the slides (PowerPoint) on polar bears. While going through point out some interesting pictures, and what the polar bears are doing. Observe and listen to the students enquiries. Look for evidence of strategy, emotion, or confusion. After you go through the story and have a discussion on polar bears as well as show visuals of the polar bears: Ask the students if there is anything that they find confusing? Are there any words that they didn’t understand? . What have you noticed anything they find neat, or interesting? Strategies used Activating activity: Cooperation, reflection, questioning, metacognition, prior knowledge, and discussion. Acquiring activity: cooperation, reflection, discussion, and questioning. Applying activity: Cooperation, reflection, discussion, metacognition, design, response and questioning. Applying: after learning Have the students write on a piece of paper answering these questions: What is happening to the polar bears? Why are they disappearing? What is happening to the ice? Have the students reread what they have written and have them write a good copy on a good nice piece of paper. Once they have written a good copy, have the students make a “Polar Bear in a snowstorm.” First let the children paint white “snow” all over the blue piece of paper. Make sure that the paint is not thick, for it would take forever to dry. Once the paint is dry, let the students glue cotton balls on to the painted blue paper. The cotton balls shouldn’t be placed randomly but strategically to form an object, the idea is that the cotton balls are supposed to represents the polar bear. Assessment tools and strategies Focus for Assessment Is the student able to do the following:
Wednesday word roots and affixes to determine the meaning of a new word. Read a short story to analyze the theme and symbols used to convey that theme. handout for Week 9. Finish reading “What Do Fish Have to do With Anything?” and answer questions on p. 365. Begin organizing a compare/contrast essay using the short story and the essay “Homeless” we read - analyzing the author’s purpose. writing it? Thursday TLW: Practice language skills, including connotation and coordinate adjectives. Complete a pre-test to analyze prior knowledge of spelling words with prefixes. Write a rough draft of an essay that compares and contrasts the author’s purpose of two related texts. Complete the Thursday section of Language Review handout for Week 9. Determine the correct spelling of words from Lesson 8 using context of sentences. Use the graphic organizer completed yesterday to write a rough draft of a compare/contrast essay that analyzes the authors’ purposes. Use the “Wordbusting” technique to analyze five new vocabulary words from lesson 4 of the vocabulary workbook. What spelling tips can I use to identify a misspelled word? How can I write an organized essay that uses evidence from the text and compare and contrast the two authors’ purposes?
DeKalb Middle School Weekly Lesson Plan Teacher: Mr. Poteete * Teaching Structures: Week of: Oct. 1 - 5 (O) one lead, one support (A) alternative teaching Subject: Science (S) station teaching (T) team teaching Class Hour: 1 (P) parallel teaching Day/Date Big Idea/ Goals Lesson Activities Assessment Standard/Modified Essential Question (State at beginning and exit ticket) *Teaching Structure Monday Properties of waves Unit 3 Lesson 2 - Learn360 video 8.PS4.1 8.PS4.2 Properties of waves T, O, P Tuesday Waves Unit 3 Lesson 3 - Communication and waves 8.PS4.3 P, O Wednesday Properties of waves Unit 3 Lesson 3 - digital lesson 8.PS4. How are waves used to communicate information. P Thursday Unit 3 Review and Study Guide 8.PS4.1 8.PS4.2 8.PS4.3 T, O Friday Unit 3 Test and Vocab Quiz 8.PS4.1 8.PS4.2 8.PS4.3
DeKalb Middle School Weekly Lesson Plan Teacher: Mr. Poteete * Teaching Structures: Week of: Oct. 29 – Nov. 2 (O) one lead, one support (A) alternative teaching Subject: Science (S) station teaching (T) team teaching Class Hour: 1 (P) parallel teaching Day/Date Big Idea/ Goals Lesson Activities Assessment Standard/Modified Essential Question (State at beginning and exit ticket) *Teaching Structure Monday Interactions of Sound Waves Unit 4 Lesson 2 8.PS4.3 Explain how they can cause echoes and sonic booms T, O, P Tuesday Study Island Review Study Island Review All standards covered this year. P, O Wednesday IXL IXL All standards covered this year. P Thursday Interactions of Sound Waves Unit 4 Lesson 2 – virtual Labs 8.PS4.3 Describe how sound waves interact. T, O Friday Interactions of Sound Waves Unit 4 Lesson 2 – Sound video 22:00 on Learn 360. Put into Google Classroom as an assignment. 8.PS4.3 Explain how they can cause echoes and sonic booms P
DeKalb Middle School Weekly Lesson Plan Teacher: Fletcher * Teaching Structures: Week of: October 2, 2017 (O) one lead, one support (A) alternative teaching Subject: ELA (S) station teaching (T) team teaching Class Hour: All (P) parallel teaching Target Students: Students with Special Needs: Day/Date Big Idea/ Goals Lesson Activities Assessment Standard/Modified Essential Question (State at beginning and exit ticket) *Teaching Structure Monday TLW: Practice language skills and analyze and diagram Tier 2 vocabulary words, academic vocabulary, and two word roots. Make predictions when reading. Analyze poetry for elements of a narrative. (Mon. - Thur. bellwork is to complete a set of language skills including vocabulary and reading comprehension skills using “Language Review” handout) - create diagrams for new vocabulary words from The Boy in the Striped Pajamas and three new academic words, plus two new word roots Use prediction handout to make predictions about the narrative poem “Casey at the Bat.” Tuesday TLW: Practice language skills and analyze the theme and its development using a narrative bellwork (see above) Read “Casey at the Bat” and display comprehension of a What is a narrative poetry? What is a theme and how is it developed in
poem. narrative poem as it follows elements of stories/narratives in general a narrative (including a narrative poem)? Wednesday TLW: Convey understanding of theme and elements of plot by completing a benchmark assessment. Review elements of narrative poetry and read and analyze a narrative poem Take benchmark test and convey understanding of standards covered thus far. Continue analysis of “Casey and the Bat” and the development of its theme. What is a narrative poetry? What is a theme and how is it developed in a narrative (including a narrative poem)? Thursday TLW: Read nonfiction article about the Holocaust to connect with the novel, use Quizlet to study this week’s vocabulary, and Practice related grammar skills using IXL computer program. Read nonfiction article using NewsELA program and answer comprehension questions that follow, including a short constructed response (writing) prompt. Work in teams to answer vocabulary questions using Quizlet live, complete modules, with assistance, for a score of at least 80, on IXL.com What is the Holocaust? What is historical fiction, and how does an author use facts and story elements to create historical fiction? Friday TLW: Identify correct vocabulary use in a sentence Continue reading a historical fiction novel. Complete quiz over new vocabulary and continue reading The Boy in the Striped Pajamas. How does an author tell a true story in an interesting way?
DeKalb Middle School Lesson Plan – page 2 Teacher: Week Of: Subject: Class Hour: Academic Adaptations (as needed for gifted students and students with disabilities) Key Vocabulary Materials/ Support Needed Performance Data and Notes Monday shortened definitions added examples academic Tuesday extra examples, modeling plot Wednesday template for organizer plot Thursday outline examples / template/ posters Friday guildeline for close reading included in handout
DeKalb Middle School Weekly Lesson Plan Teacher: Mr. Odom Week of: October 1-5, 2018 Subject: 6th grade Math Day/Date Goal Lesson Activities Standard Vocabulary Monday I can describe a ratio by comparing two quantities using ratio language. I can write a ratio in simplest form. IXL.com R1, R2 Pg 149-150 6.RP.A.1 Rate, ratio Tuesday I can analyze ratios to determine if they are equivalent. R.7, R.8, R.9 6.RP.A.1 Wednesday I can define a unit. I can define a rate. I can write a unit rate as a ratio. R.3, R.4, R.5 6.RP.A.2 Unit rate, equivalent ratio, percent, convert, constant Thursday I can complete a table of equivalent ratios with whole number values including measurements. R.6, R.8 6.RP.A.3 Friday I can plot pairs of values on a coordinate plane. R.10, R.11 6.RP.A.3a Coordinate plane
Multiple Means of Representation Multiple Means for Action and Expression Multiple Means for Engagement Key Questions Formative Assessment Summary Blue crayon for each child 10 Popsicle sticks per child Resource Sheet 1: Numerals Cards 0-10 for each student Directions: Say: “Today you will be an engineer and build bridges and count the boards you used.” Model drawing a river with a blue crayon on the paper, laying popsicle sticks across the river, and placing the numerals next to the boards used as you count them. Model telling a partner, “This bridge is __boards long”. Give students their own materials and ask them to make a river. Ask: “ Can you make a bridge like mine? Check students for understanding. With a partner, let them build bridges, label and count, and tell their partner how many boards long it is. Allow students time to build several bridges. Key questions: How did you know where to place the numeral 0? How did you know how many boards you used? Formative Assessment: Ask students to complete a recording sheet that describes a bridge they built. Sheet could include: (name)’s (numeral) board bridge In space below student draws lines for the boards. Students that are able can label the boards with the numerals. Then they count to determine how long the bridge was. SMP 4: Model with mathematics. – Students used verbal counting to determine the length of the bridge. They used number cards to label the boards used. SMP 6: Attend to precision. – Students counted accurately using one-to-one correspondence matching the number said with the board in that numeric place on the bridge. SMP 7: Look for and make use of structure. – By counting sequentially, students used the structure of our number system to determine the length of the bridge. Closure Allow students to share the bridges they created at
the late Middle Ages (1360) and shows the religious focus that the time period had. This can be seen through the enlargement of Madonna in relation to the other people in the picture. Artist: Jacopa de Cione painting is from the Middle Ages (1440) and shows the religious focus that the period had. It is important to note the gold background and how it was used to represent a holy atmosphere. Artist: Franconian School later in the Middle Ages (1523). The important point about this piece of art is that the background has changed dramatically from the gold of the other two to the landscape format which puts them on a more human level. Artist: Guiliano Bugiardini made in 1505. The importance of what this painting shows is the lack of use of the hieratic scale that the other paintings have used. In addition, the background is a landscape which points away from a focus on heaven. Artist: Giovanni Agostino da Lodi created in 1550. This painting shows that artists were starting to make the things that they were painting look more true to life. A comparison of this painting with the Miraculous Mass of St. Martin of Tours will show that the backgrounds look different. Artist: The Kress Monogramist created in 1582 and shows that artists were beginning to consider normal people as a suitable subject for art. The lack of religious symbols shows the effect that humanism has taken upon art. Artist: Annibale Carracci Don Quixote Excerpt Don Quixote Prezi This is an excerpt from the 8th chapter of Don Quixote that shows the famous scene with the windmills. This is a Prezi that focuses on the background and time period in which Don Quixote was written.
Lesson Plan Schedule WEEK OF: January 10-12 Monday Tuesday Wednesday Thursday Friday 2nd/4th/6th/7th: Order of operations pizzazz worksheet Fractions - comparing them and finding their decimals Power Rule with exponents 5th: Dividing exponents pizzazz worksheet Fractions and dividing exponents on quizzizz. Catch-up day and multiplication practice Week of: January 15-19 Monday Tuesday Wednesday Thursday Friday 2nd/4th/6th/7th: Exponents with multiplying (power rule) Exponents with adding Exponents with division Review day of exponents Quiz on Exponents 5th: Exponents with adding Exponents with negatives and order of operations. Exponents with negatives - all 3 kinds (adding, power rule, and dividing) Review on exponents Quiz on exponents Week of January 29 - February 2
Monday Tuesday Wednesday Thursday Friday 2nd/4th/6th/7th: Systems of Equations with Calculator Trick Systems of Equations Scientific Notation intro Scientific Notation Mini Quiz on Scientific Notation 5th: Systems of Equations Systems of Equations Scientific Notation intro Scientific Notation Mini Quiz on Scientific Notation Students will be given worksheets to work on as well as a lesson and the use of the calculator with these assignments. This is SOL A.7. They should be able to find the solution to a system of equations with substitution, elimination, graphing, and the use of the calculator trick. Week of February 12 - 16 Monday Tuesday Wednesday Thursday Friday 2nd/4th/7th Scientific Notation, standard form, multiplying, and dividing Review day of Scientific Notation Use whiteboards Quiz on Scientific Notation Work day/Catch up day Section 7.4 5th Scientific Notation worksheet Scientific Notation review with jeopardy labs Exponents Review Do quizizz Work day/ catch up day Start on section 7.4 6th Introduction to Logarithms More Practice with LOGARITHMS Logs worksheet Log form and exponential form Quiz on Logarithms Students will be given worksheets, class instruction, and whiteboards along with calculators to help in solving their scientific notation problems. Students in Algebra Functions will be given calculators and worksheets also to help aide them in their logarithms exploration. This is SOL A.6/7. Week of February 19-23 Monday Tuesday Wednesday Thursday Friday