zilongwang/ReadingBank huggingface dataset:
the students will be divided into small groups and continue working on different plant activities: Closing: How will students summarize what they are learning during the lesson and at the end? Students will complete a multiple choice exit ticket. Exit ticket: What are three basic needs of animals? Students will verbally explain Why do animals have different characteristics within their classes? Students may write in their science journal and/or illustrate their understanding of Mammals, Reptiles, Amphibians, Fish, Birds, and Insects. Students will complete a 3-2-1 closing activity with the teacher using the Promethean Board to demonstrate 3 things learned, 2 new vocabulary understandings, & 1 important thing from today’s lesson. Students will complete a multiple choice question on the objects that represent Magnets. ASSESSMENT STRATEGIES: What assessment methods, both formally and informally, will be used? Students will be assessed formally on their exit ticket. Students will be assessed informally with teacher observation and discussion. Students will be assessed formally with their science journals. Extend the learning by having students practice making observations and collecting data at home. Encourage students to complete a homework assignment using science tools (rulers, tape measures). Students will be assessed formally with a five question quiz covering the week’s review on animals, plants, and magnets. Differentiated Instruction/ Centers Center 1 Center 2 Center 3 Observation Center : Nature Journal Writing Center Literacy Center: Students will use “All About Plants” short story with vocabulary code and partner reading. How to Guide: Hybridize your very own animal in Switcheroozoo Technology Center Technology Center: The student ebook is available for Magnets. Students may also utilize Hands-on Manipulatives: Cross-curricular Math with animal counters Hands-on Lab: Students can participate in a Mini-Greenhouse Plant Experiement and record their findings in a data table.
Mrs.Sarah Lankston Preschool Week of: September 8th, 2015 Date Large Group Small Group 1 Small Group 2 Small Group 3 Mon No School – Labor Day No School – Labor Day No School – Labor Day No School – Labor Day Tues We can read a book. We can work in the block area. We can work in the house area. We can put a puzzle together in the hands on area. Wed We can learn the weather song. “ “ “ Thurs We can learn the days of the week song. “ “ “ AEPS Skills FM: AG1, C: AG3, C: CG1,DG1,HG1 SC: AG1,AG2,AG3 S:BG3 C: SC: AG3 FM:AG1, C:BG1,DG1,FG1, GG2 FM: AG1, C: BG1,CG1, DG1,GG1,GG2
Lesson 12 Knowledge Rating Scale Vocabulary Word I’ve never heard this word before. I’ve heard this word, but I don’t know what it means. I know this word…it has something to do with… I know the meaning of this word. capable coax intense significant torment Vocabulary Words Vocabulary Word Definition Part of Speech Synonym Antonym capable able to do something; having the qualities needed adjective accomplished, doing something well incapable coax to convince by talking in a gentle, friendly way verb sweet-talk, charm, persuade force intense very strong; showing great effort adjective powerful, forceful moderate significant large enough to be noticed or have an effect adjective important, major trivial, insignificant torment extreme mental or physical pain noun torture
Presenter Notes slides 72 – 135: End of Presenter notes slides 72 – 135: Discuss the significant changes to the Fire Resistance Rated Construction Chapter of the 2012 NC State Fire Code. Presenter Notes slides 136 – 137: End of Presenter notes slides 136 – 137:
Discuss the changes for high piled combustible storage automated rack storage and storage heights. Presenter Notes slides 233 – 237: End of Presenter notes on slides 233 – 237 Discuss the changes to tents and membranes canopies have been removed. Presenter Notes slides 238 – 242: End of Presenter notes on slides 238 – 242
Discuss the changes to the welding and hot work chapter of the 2012 NC Fire Code Presenter Notes slides 243 – 247: End of Presenter notes on slides 243 – 247 Discuss the changes to the Hazardous Materials Chapter of the 2012 NC Fire Code. Presenter Notes slides 248 – 273: Continued on next page
LESSON Significant Changes to the 2012 NC Residential Code DOMAIN: COGNITIVE Created By: David Conner, Sr., P.E. Chief Residential Code Consultant NC Department of Insurance Office of the State Fire Marshal (919)-661-5880 ext 229 CS Number: 1811 when used in conjunction with the Building Lesson Plan. (6 Hours Credit) 2001 when used as a stand alone class without the Building Lesson Plan. (2 Hours Credit) Celestine Phil Must be notified of which CS number the instructor intends to use. LEVEL OF LEARNING: KNOWLEDGE, COMPREHENSION MATERIALS: Overhead projector or laptop computer and multimedia projector; projection screen; North Carolina Administrative Code and Policies 2009 Edition, North Carolina Residential Code 2009 Edition, North Carolina Residential Code 2012 Edition, Significant Changes to the 2012 NC Residential Code Full Power Point Presentation. Presented By: (Presenter Name) (Affiliation - Jurisdiction) Contact Information: (Contact Address) (Contact Number) Instructor number: (Instructor Number) Sponsor: (Sponsor) Sponsor Number: (Sponsor Number) MOTIVATION: To educate Code Enforcement Official’s Officials on the changes to the 2012 NC Building Code, as well as provide Continuing Education. TARGET: Certified North Carolina Code Enforcement Officials, Building Level I, II or III GOAL: This class designed to introduce certified NC building inspectors to the significant code changes found in the 2012 NC Residential Code. This Lesson Plan is representative of two hours of continuing education. SUMMARY: This presentation addresses the significant code changes from the 2006 IRC to the 2009 IRC including North Carolina Amendments. The 2012 NC Residential Code is based on the 2009 IRC. Not all changes are reflected, only those considered significant. OBJECTIVES Discuss the purpose of this course
End of Presenter Notes slides 72 – 78: There were no significant changes to the Wall Covering Chapter of the 2012 NC Residential Code. Slide 79. Discuss the significant changes to the Roof-Ceilings Chapter the 2012 NC Residential Code. Language was reinserted that allows for rafter ties to be spaced up to 48 inches. Slide 80: Discuss the significant changes to the Roof-Ceilings Chapter the 2012 NC Residential Code. Presenter Notes slides 81 – 84:
WEEK FIVE: Nov 28-Dec 2 Monday Tuesday Wednesday Thursday Friday Content/Lesson BW: Agenda; Grade HW pg 197; Lesson 1-3 Rev packet; Vocab Prac BW: Correct Rev Packet; ISG pg Lesson 5-4; HW pg 203 BW: Correct HW pg 203; Lesson 5-5; HW pg 208 BW: Hand in HW pg 208; Mid-Chapter Quiz; Vocab Prac; MobyMax BW: Manufacturing Career Video; Go over Quiz; Lesson 5-6; HW pg 215 Skill/Concept Review L1-3 Concepts (Ratios, Unit Rates, Complex Fractions) Converting Rates Proportional and Nonproportional Relationships Formatively Assess Mastery of Lessons Graphing Proportional Relationships Standard(s) 7.RP.1, 7.NS.3 7.RP.1, 7.RP.3 7.RP.2, 7.RP.2a, 7.RP2b, 7.RP.2c 7.RP.1, 7.NS.3, 7.RP.2, 7.RP.2a, 7.RP2b, 7.RP.2c, 7.RP.3 7.RP.2, 7.RP.2a, 7.RP2b, 7.RP.2d, 8.EE.5 WEEK SIX: Dec 5-9 Monday Tuesday Wednesday Thursday Friday Content/Lesson BW: Agenda; correct HW pg 215; Lesson 5-7; HW pg 221 BW: correct HW pg 221; ISG pg 113; Doc Cam problem; Lesson 5-8; HW pg 227 BW: correct HW pg 227; Intro Inquiry Lab EC opportunity; Lesson 5-9; HW pg 235 BW: correct HW pg 235; SB Test Practice; Lesson 5-10; HW pg 240 Counseling with Mr. Munson Skill/Concept Solving Proportions Scale Drawings and Models Similar Figures Indirect Measurement Standard(s) 7.RP.2, 7.RP.2b, 7.RP.2c, 7.RP.3 7.G.1 7.RP.2, 7.RP.2c 7.RP.2, 7.RP.2c
WEEK NINE: Jan 2-6 Monday Tuesday Wednesday Thursday Friday Content/Lesson No School No School BW: Agenda; Review Ch 6 Lessons 1-3 Content BW: SB Test Practice; Mid-Ch Quiz; Read via Lesson 6 (Per 6) or Inquiry Lab (Per 7) BW: Go over Inquiry Lab; Lesson 6-4; HW pg 270; Assembly Skill/Concept In-Service Percent Proportion; Percent Equation Percent of Change Percent of Change Standard(s) 7.RP.2, 7.RP.2c, 7.RP.3, 7.EE.3 7.RP.3, 7.EE.3 7.RP.3, 7.EE.2, 7.EE.3 WEEK TEN: Jan 9-13 Monday Tuesday Wednesday Thursday Friday Content/Lesson BW: Agenda; grade HW pg 272; Lesson 6-5; HW pg 278 BW: Grade HW pg 278; ISG pg 139; Lesson 6-6; HW pg 283 BW: Grade HW pg 283; Inquiry Lab; Chapter Review BW: Smarter Balanced Test Practice (paper); Test Review; Smarter Balanced Posttest (online) BW: Quizlet Vocab Ch 6 Quiz; Ch 6 Test; Ch Rev due Skill/Concept Discount and Markup Simple and Compound Interest Review Content from Ch 6 Review Content from Ch 6 Assess understanding of Ch 6 Standards and Content Standard(s) 7.RP.3, 7.EE.2, 7.EE.3 7.RP.3 7.RP.2, 7.RP.2c, 7.RP.3, 7.EE.2, 7.EE.3 7.RP.2, 7.RP.2c, 7.RP.3, 7.EE.2, 7.EE.3 7.RP.2, 7.RP.2c, 7.RP.3, 7.EE.2, 7.EE.3
Thursday 11/20/14 Friday 11/21/14 Additional Notes Focused Standard/Element (s) ELACC1RL3 ELACC1RL5 S1L1 d SS1H1 a ELACC1RL3 ELACC1RL5 S1L1d SS1H1 a WIDA Standard ELP Standard 2; Level 2; Reading ELP Standard 2; Level 2; Reading Essential Question How can learning new words help me become a better reader? What is the author’s purpose in writing this story? How can I tell the difference between a fiction and non-fiction story? Science: What are the stages of a butterfly’s life? Social Studies: What contributions did Ben Franklin make to American history? How can learning new words help me become a better reader? What is the author’s purpose in writing this story? How can I tell the difference between a and non-fiction story? Science: What are the stages of a butterfly’s life? Social Studies: What contributions did Ben Franklin make to American history? Activating Strategy Journaling: Pretend you are a butterfly, what advice would you give to other butterflies? Review words Teaching Opening (10-15 min) Listen to “A Butterfly Grows” on cd Listen to “A Butterfly Grows” on cd Work-Time Activities (45-55 min) Beginning, Middle, End Focus of a Butterfly Life Cycle Review all words for the week complete sight word sentences for daily grade Science: video: Monarch Butterfly Life Cycle (6:25) Students will write a story about how a caterpillar grows into a butterfly using their graphic organizer. Students will complete a diagram of the Take reading and language arts tests Science: Students will watch a Magic School Bus video: The Magic School Bus and the Bog Beast (25:54 mins.) Students will use a graphic organizer “Love ‘em or Hate ‘em? “ to write a persuasive writing story. Social Studies: Review the Fact and Opinion Sorting activity from
Dates Jan. 5 – 9 Social Studies Susan B. Anthony Monday Tuesday Wednesday Thursday Friday Standard SS3H2a.b SS3G2 a-e SS3CG2 SS3H2a.b SS3G2 a-e SS3CG2 SS3H2a.b SS3G2 a-e SS3CG2 SS3H2a.b SS3G2 a-e SS3CG2 SS3H2a.b SS3G2 a-e SS3CG2 Essential Question/ Key Question How did Susan B. Anthony and Frederick Douglass help expand our rights and freedom? How did Susan B. Anthony help expand our rights and freedom? How did Susan B. Anthony help expand our rights and freedom? How did Susan B. Anthony help expand our rights and freedom? How did Susan B. Anthony help expand our rights and freedom? Lesson Opener Complete Frederick Douglass review. Refer to website to give background info. View You Tube: Susan B. Anthony : A Digital Movie watch?v=lyTEonkBpZQ View Brainpopjr: Susan B. Anthony View United Streaming View United Streaming Differentiation Introduce vocabulary Key terms Complete p. 36 Myon Susan B. Anthony books from library Review vocab. Introduce new vocabulary words Complete p. 37 Myon Susan B. Anthony books from library Complete p. 38 Complete graphic organizer Myon Susan B. Anthony books from library Review key points learned about Susan B. Anthony Complete p. 39 Myon Susan B. Anthony books from library Review key points learned about Susan B. Anthony Complete p. 40 Myon Susan B. Anthony books from library Lesson Summary Review key points of Susan B. Anthony’s life as a child up to age 16. View Women’s Rights Activist: Susan B. Anthony Ticket out the door: Name 1 fact about Susan B. Anthony View: Susan B. Anthony and Frederick Douglass on United Streaming. View
LESSON PLAN TEMPLATE – SPECIALIZED INSTRUCTIONAL SUPPORT PERSONNEL (For Announced Observations) Teacher: School: Grade Subject: Date: Time In: Time Out: Standard(s), Knowledge/Skill Addressed in this Lesson: Topic(s) Addressed in this Lesson: Size of Student Group: (Check one) One‐on‐One Small Group Large Group Whole Class Type of Student Interaction: (Check one) Personal Counseling Career Counseling Guidance Counseling Informational meeting Instructional Session Testing  Other: Goals for the Session: Areas of Concern: DESCRIPTION OF THE LEARNING ACTIVITY: * It is understood that assessment may not occur during the observation. Seekonk Public Schools 09/30/13 E-14
Teacher: ________________________ Subject:_______________________ Week of:____________ Lesson Plan Elements A (Letter Day or Date) B (Letter Day or Date) C (Letter Day or Date) D (Letter Day or Date) E (Letter Day or Date) F (Letter Day or Date) Standards & Lesson Objectives Anticipatory Set or Do Now/Essential Questions Procedures/Tasks or Assessments DOL/Homework Intervention (if applicable)
Weekly Career Ready Practice Standards/Skills (Check off which will be covered) CRP1- Citizenship CRP2-Tech. skills CRP3- Health and Financial Well-being CRP4-Clear Communication CRP5-Impacts of Decisions CRP6-Creativity/Innovation CRP7- Research Strategies CRP8-Critcal Thinking CRP9- Effective Management CRP10-Career Path CRP11-Technology Integration CRP12- Global Competence Reviewed By: Principal Vice Principal Supervisor Signature: ________________________________ Date:___________ Feedback: __________________________________________________________________________________________________________________________________ ___________________________________________________________________________________________________________________________________________
PLANNING TEACHING I ASSESSMENT FOCUS (Standard 4) What is the focus for the lesson? What content will students know/understand? What skills will they demonstrate? What standards are addressed in the planned instruction? Why is this learning important? ASSESSMENT DATA (Standard 3) What assessment data was examined to inform this lesson planning? What does pre-assessment data indicate about student learning needs? PRIOR CONTENT KNOWLEDGE/ SEQUENCE/CONNECTIONS (Standards 1, 2, 4) What prior knowledge do students need? What are the connections to previous and future learning? How does this lesson connect to students’ experiences and/or possible careers? How does it connect to other disciplines? KNOWLEDGE OF STUDENTS (Standard 1) What should the evaluator know about the student population? How is this a developmentally appropriate learning activity? LESSON DELIVERY (Standards 2 &4) How will the goals for learning be communicated to students? What instructional strategies and methods will be used to engage students and promote independent learning and problem solving? What strategies will be used to make sure all students achieve lesson goals? How will content-specific concepts, assumptions, and skills be taught? DIFFERENTIATION (Standards 1 &4) How will the instructional strategies address all students’ learning needs? How will the lesson engage and challenge students of all levels? How will developmental gaps be addressed? ASSESSMENT OF STUDENT LEARNING (Standard 3) How will you check for understanding during the lesson? What specific products or demonstrations will assess student learning / achievement of goals for instruction? How will you ensure that students understand how they are doing and support students’ How will you use assessment data to inform your next steps? TEACHING II PROFESSIONALISM LEARNING ENVIRONMENT (Standards 1 &5) How will the environment support all students? How will different grouping strategies be used? How will safety in the classroom be ensured? How will respect for all be modeled and taught? RESOURCES (Standards 2 &4) What resources/materials will be used in instruction? How will technology be integrated into lesson delivery? PROFESSIONAL RESPONSIBILITIES (Standards 6 &7) How will you communicate effectively with students, families, and colleagues? How will you collaborate with colleagues to improve personal and team practices through collegial learning activities? How will you meet your ethical and professional responsibilities?
Gallbladder Pear-shaped sac under the liver Stores and concentrates the bile for later use Pancreas An exocrine gland Produces pancreatic juices filled with enzymes (amylase and lipase) to digest food An endocrine gland – secreting into the bloodstream Secretes insulin Insulin is needed to help release sugar from the blood to be used by the cells of the body Gastrointestinal root words Common Gastrointestinal prefixes and suffixes Common Gastrointestinal Conditions Gastrointestinal Disease and Pathology Radiology and Diagnostic Testing Common Surgeries and Procedures Surgical excisions or removals Abdominoperineal resection – surgical excision of the colon and rectum, by both the abdominal and perineal approach Appendectomy – surgical excision of the appendix Cholecystectomy – excision of the gallbladder Colectomy – excision of the colon or part of the colon Gastrectomy – surgical excision of the stomach Polypectomy – excision of a polyp Uvulectomy – excision of the uvula Surgical repairs Anoplasty – repair of the anus Anastomosis – surgical connection between two normally Creations of artificial openings Colostomy – artificial opening into the colon through the abdominal wall Gastrojejunostomy – artificial opening between the stomach and jejunum Gastrostomy – artificial opening into the stomach through the abdominal wall; this is a feeding method used when swallowing is not possible Herniorrhaphy – surgical repair of a hernia by means of a suturing operation Ileostomy – creation of an artificial opening into the ileum through the abdominal wall for the passage of feces Jejunostomy – creation of an artificial opening in the jejunum Gastrointestinal Pharmacology
Role – guest Audience – concierge Topic – securing sporting event tickets Format – thank you Write a thank you letter to the hotel concierge for securing the great sporting event tickets. Communication 90 Second Speech Topics Three reasons why it is important to use the customer’s name are … A great customer service experience I have had and why it was a “wow” experience is … Other Essential Lesson Components Enrichment Activity (e.g., homework assignment) Students may roll-play different customer service scenarios with each other to practice the skills. Infographics: Infographics are graphic visual representations of information, data or knowledge intended to present complex information quickly and clearly. The infographic below is related to this lesson. Allow students to view the image on a projector and lead a discussion concerning the information provided. 25 Skills for Excellent Customer Service For any company, its customers are its priority. It is very crucial to master few customer service skills that will drastically improve customer service representative interactions with their customers. A happy, satisfied customer is likely to return and/or tell others about the good experiences that they had when dealing with your company. TED Talks: TEDx is a program of local, self-organized events that bring people together to share a TED-like experience. At a TEDx event, TEDTalks video and live speakers combine to spark deep discussion and connection in a small group. These local, self-organized events are branded TEDx, where x = independently organized TED event. The video below is related to this lesson. Allow students to view the video and lead a discussion concerning the TED Talk. What’s next in service for the hospitality industry, a culture of care: Jan Smith at TEDxTemecula Did you ever wonder why some service workers over or under perform? Jan Smith shares the relevancy of how a Culture of Care can positively affect both the employee and the customer in the service and hospitality environment. Students can compile a training manual for the front desk of a hotel on the basic steps to follow to provide great customer service. Sections of the training manual may include: general responses to use for customer questions information about the guest to keep for future visits
TEXAS CTE LESSON PLAN Lesson Identification and TEKS Addressed Career Cluster Law, Public Safety, Corrections & Security Course Name Law Enforcement I Lesson/Unit Title Victims’ Rights TEKS Student Expectations 130.336. (c) Knowledge and Skills (9) The student analyzes law related to victims and witnesses. (A) The student is expected to analyze the rights of victims of crimes and witnesses to crime laws such as the Victim and Witness Protection Act of 1982, the Victims of Crime Act of 1984, the Victims Rights and Restitution Act, the Child Victims Bill of Rights of 1990, and the Victim Rights Clarification Act of 1997 Basic Direct Teach Lesson (Includes Special Education Modifications/Accommodations and one English Language Proficiency Standards (ELPS) Strategy) Instructional Objectives The student will be able to analyze the rights of victims of crimes and witnesses to crime laws, such as the Victim and Witness Protection Act of 1982, the Victims of Crime Act of 1984, the Victim’s Rights and Restitution Act, the Child Victim’s Bill of Rights of 1990, and the Victim Rights Clarification Act of 1997; and research state and federal laws related to the witness protection program. Rationale Students in law enforcement will encounter victims of crime and need to be able to relay the rights afforded them under state and federal laws. Duration of Lesson 3 hours Word Wall/Key Vocabulary (ELPS c1a,c,f; c2b; c3a,b,d; c4c; c5b) PDAS II(5) See outline for vocabulary Materials/Specialized Equipment Needed Computers with Internet access Brochure materials (computers with desktop publishing software or paper, colored pencils, etc.) Anticipatory Set (May include pre-assessment for prior knowledge) Essential Question What rights are afforded to the victims of crime? Engage Show students the Victim’s Voices- Constitutional Amendment Video at . Use the following questions for a class discussion
KWL – Nutrition Research Assignment We are What We Eat – Connecting Food and Health Notes We are What We Eat – Connecting Food and Health Notes (Key) Handouts: BMI for Age Weight Status Categories Chart Boy – 2 to 20 years BMI index for age percentiles Dietary Guidelines for Americans Girls – 2 to 20 years BMI index for age percentiles Nutrition Research Assignment Rubric for Nutrition Research Brochure Rubric for Nutrition Research PowerPoint Presentation Rubric for Nutrition Research Visual Display Rubric for Nutrition Research Written Report Tips for a Safe and Healthy Life Anticipatory Set (May include pre-assessment for prior knowledge) Before class begins: Arrange various medical supplies from the Materials or Specialized Equipment Needed tab needed to treat diet-related illnesses on a table in front of the room. These items may be borrowed from the Health Science teacher or nurse on your campus. Allow students to observe the supplies and ask the following questions: Does anyone know how to correctly use a glucometer? What is the blood pressure cuff for? Why is it important to know much you weigh? Why do doctors need to listen to our heart? Distribute graphic organizer, KWL – Diet-Related Illnesses and have students complete the first two columns of the chart. Ask students to write down what they already know about specific illnesses such as Type 2 diabetes, osteoporosis, anorexia nervosa, bulimia nervosa, and so forth. Students should then complete the middle column with what they want to learn about diet-related illnesses. Students will complete what they learned during lesson closure. Direct Instruction * Introduce objectives, terms, and definitions. Distribute graphic organizer We Are What We Eat – Connecting Food and Health Notes. Students will be expected to take notes while viewing the slide presentation.
Closure Activity (10 min) Identify the themes of peace, tolerance, and Utopia and cite evidence as you find them. Compare and contrast the poems (use reference from yesterday if needed). Differentiation Strategies (targeting student growth) Tasks and products designed for multiple intelligences/learning styles. Flexible grouping with assigned roles to each group member. Emphasis on Thinking skills: giving students the opportunity to think aloud, discuss their thinking with their peers. Highlighter, template for Cornell notes, copy of notes Allowing for multiple right answers: open-ended assignments that focus on the process of solving the problem and/or critical thinking. Highlighters, thinking maps, guided writing
Report – is any informational work made with the specific intention of relaying business information or recounting certain events in a widely Template – a standardized non-executable file type used by computer software as a pre-formatted example on which to base other files, especially documents. Materials/Specialized Equipment Needed Copies Pencils Teacher computer Calculators Handouts/Instructional Aids Parts of a Business Letter Personal Business Letter Personal Business Letter Rubric Creating a Memorandum Using a Word Processing Template Creating a Memorandum Rubric Business Reports Worksheet Business Reports Answer Key Answer Letter Price List Business Memo to Staff Report in MLA Style Anticipatory Set (May include pre-assessment for prior knowledge) Learner Preparation Tell students word software is used to create a variety of business documents including letters, memorandums, and reports. Word processing software consists of templates that may be used when creating particular documents. Explain to students that memorandums are generally inter-office documents that are used as a communication tool within an organization. Ask students if they have ever written a report for school. (Some responses may be research paper, book report, etc.) Explain to students that certain reports have formats that must be followed, and today we will discuss the proper format for a business report. Lesson Introduction Ask students to brainstorm when it may be necessary to write a business letter, a memorandum, or a business report. Direct Instruction * Word Processing Technology Business Letter Sender’s address Date Inside address Greeting Body Closing Signature
Memorandum To From Date Re:/Subject: Report Cover letter/memorandum Title page Executive summary Table of contents Introduction Conclusion Recommendations Findings and discussion References Appendices Teacher Note: The teacher will explain the parts of a business letter and give examples of when and how business letters are used. The teacher will model the steps of using a template to create memorandums. Writing an effective business report is a necessary skill for communicating ideas in the business environment. Reports usually address a specific issue or problem, and are often commissioned when a decision needs to be made. Have students complete the worksheet. Guided Practice * The teacher will monitor students’ independent practices. Independent Practice/Laboratory Experience/Differentiated Activities * Students will write a business letter, memorandum, job acceptance letter, price list, business memo, and report. See attached documents. Lesson Closure List the parts of a business letter. List and explain some of the reasons for writing a business report. Summative / End of Lesson Assessment * Informal Evaluation Teacher will check for understanding Very small work group option (students help each other) Formal Evaluation Tests over the material References/Resources/ Teacher Preparation Copy the handouts. Additional Required Components English Language Proficiency Standards (ELPS) Strategies
the hormones needed to live such a melatonin for sleep. receptors bring information to the brain to process what you smell. Evaluate: Did the CEN Outreach volunteer teach the student objectives? Did the CEN Outreach program reach the goals of the teacher? Did the CEN Outreach program reach it’s own goals/objectives? NGSS Description: HS-LS1-2 Develop and use model to illustrate the hierarchical organization of interacting systems that provide specific functions within multicellular organisms. Students demonstrate HS-LS1-2 when they draw and label the sections of the brain. They learn how neurons work together to create central nervous system function. HS-LS-4 Communicate through scientific information that multiple lines of empirical evidence support common ancestry and biological evolution. Students demonstrate HS-LS1-4 when they discuss the biological evolution of the brain and evaluate the animal brains.
Summarizing Strategies: Closing Activity Student Debrief: Check work completed in Problem Set with a partner. Go over answers with whole class and teacher will use guided questions to check for understanding. Student Debrief: Check work completed in Problem Set with a partner. Go over answers with whole class and teacher will use guided questions to check for understanding. Student Debrief: No student debrief. Student Debrief: Check work completed in Problem Set with a partner. Go over answers with whole class and teacher will use guided questions to check for understanding. Student Debrief: Check work completed in Problem Set with a partner. Go over answers with whole class and teacher will use guided questions to check for understanding. Differentiation Strategies Math Focus Groups Math Focus Groups Math Focus Groups Math Focus Groups Math Focus Groups Assessment Type/ Evaluation and Assessment Uses There is no Exit Ticket for today’s lesson. Teacher will observe to assess students’ understanding of the concepts presented in today’s lesson. There is no Exit Ticket for today’s lesson. Teacher will observe to assess students’ understanding of the concepts presented in today’s lesson. The Module 3, Topic A and B test will be used to gather data. This data will be used to form new math groups for our ILT time. There is no Exit Ticket for today’s lesson. Teacher will observe to assess students’ understanding of the concepts presented in today’s lesson. There is no Exit Ticket for today’s lesson. Teacher will observe to assess students’ understanding of the concepts presented in today’s lesson. Materials Needed SMARTBoard Lesson 6 Linking Cube Stairs Paper bag filled with various to measure SMARTBoard Lesson 7 Clay or Play Dough Linking Cube Stairs SMARTBoard Lesson 8 Objects of varying weights SMARTBoard Lesson 9 Lighter or Heavier Recording Sheet Balance Scale Assortment of items
Lesson 13 Knowledge Rating Scale Vocabulary Word I’ve never heard this word before. I’ve heard this word, but I don’t know what it means. I know this word…it has something to do with… I know the meaning of this word. fertile peculiar preference suitable surplus Vocabulary Words with Definitions Vocabulary Word Definition Part of Speech Synonym Antonym fertile able to produce adjective abundant, fruitful, infertile peculiar odd, strange adjective weird, unusual normal preference selection of something or somebody noun first choice indifference suitable right for a certain purpose adjective appropriate, fitting, surplus extra amount, more than what is needed or used adjective spare, leftover, remaining, not needed essential, basic Examples
Assessment: How will students demonstrate the desired understandings? (Performance tasks, quizzes, tests, journals, homework, observations, etc.) How will understanding be judged? Quizzes Journals observations Instructional Activities/Sequence: Hook – Have students create a web of the different types of activities or groups they are involved in. Then create a graph of how many students participate in each activity or group. Introduce the vocabulary –vocabulary matching Introduce the Ku Klux Klan by watching a short video of the History of the Ku Klux Klan Take notes Start to create a timeline Resources: Ku Klux Klan History (accessed on July 9, 2012) Ku Klux Klan (accessed on July 9, 2012)
Possible Answers to Handout #1 You will find below a completed grid, but this is not meant to be an exhaustive list. You or your students may come up with alternative answers. Ask students to fill in the grid with places or ways in which they experience advertising in their everyday lives. You may need to prompt students to get them thinking after they have written down some of the more obvious ones. TV commercials Taxis Radio Shopping bags Food packets/ boxes Buses Billboards Internet Sporting occasions E-mail Magazines Movies Bus Stops Newspapers Flyers Trucks Signs Cars / Vans Buses Logos Video Games Airports Clothes Mobile phones
(Check all that apply) Bloom’s Taxonomy Create Evaluate Analyze Apply Understand Remember Digital Taxonomy Recognizing Listing Describing Identifying Retrieving Naming Locating Finding Multiple Intelligences Linguistic Logical-mathematical Musical Bodily-kinesthetic Spatial Interpersonal Intrapersonal Differentiation Strategies 3-2-1 reflection Turn-and-talk Table talk T-W-P-S Flexible grouping Think aloud Sketch to stretch Tiered instruction ____________ ____________ … Technology Integration Use of IWB by students Document camera Personal Response System Software Online resources Digital graphic organizers Web pages … Reflection: -How does the use of technology enhance the lesson and affect students’ motivation and engagement? -Which of the four C’s are being addressed with this lesson? (Communication, Collaboration, Critical Thinking & Creativity) -Which multiple intelligences are used? -Which cognitive processes do the students display? -Which strategies for differentiation are used? -Where is the higher-level thinking taking place? Insert Links to electronic copies of: Resources: What is needed for this lesson? LINK(S) Rubric: LINK(S) Exemplar: LINK(S) Student Work: LINK(S) Keywords for linking the lesson plan:
LESSON PLANS Teacher: Jennifer Winnard NORTH OAKS MIDDLE SCHOOL SUBJECT: 8th grade English WEEK OF: January 23, 2012 DAY TEKS Objective Activities/ Strategies Blooms (Levels) Assessment of Learning MON. Notes 8.4 The student will Identify/analyze sound devices Analyze 2 lyrical poems “Speech to the Young: Speech to the Progress Toward.” “Mother to Son” analyze ____ TEKS, objectives, activities, and assessments are aligned TUES. Notes 8.2 8.4 RC-E Examine etymology and Greek and Latin roots to support vocabulary development Identify rhyme schemes Paraphrase lines in poetry Analyze 2 sonnets/odes and evaluate them for rhyme scheme and effectiveness. Word by word/ Play by play activity with each poem “On the Grasshopper and Cricket” “Ode to Solitude” Analyze Evaluate ____ TEKS, objectives, activities, and assessments are aligned WED. Notes 8.4 Identify/analyze rhythm and meter and their effects. Analyze 2 poems using TPCASTT: “Boots of Spanish Leather/ from “The Song of Hiawatha” Echo activity-mimic rhythm and meter of given poems using authentic topics and ideas. Analyze Create ____ TEKS, objectives, activities, and assessments are aligned THURS. Notes 8.4 Identify/analyze rhythm and meter and their effects Cont. Analyze 2 poems using TPCASTT: “Boots of Spanish Leather/ from “The Song of Hiawatha” Echo activity-mimic rhythm and meter of given poems using authentic topics and ideas. Analyze Create ____ TEKS, objectives, activities, and assessments are aligned
Lesson Plan Template Teacher Name: Merchant Thursday Subject Digital Information Technolog9y Learning Goal Students will learn Digital Information Technology/Certified Internet Web/Internet Business Associate Bell work Standards CTE Standard 13.0, 11.0 LAFS.910.RST, LAFS.910.SL LAFS.910.W Objective Students will learn about Digital Information Technology/ CIW CERTIFIED Agenda Group Work Teach Back Lessons 1-5 Essential Question What will I learn in this class? Microsoft Office Applications & Certified Internet Web Certification Vocabulary Paragraph format, MLA, CIW Vocab, etc. Accommodations Ticket Out Write what you’re clear or confused about using the feedback scale. Include
7th Grade Resource ELA Monday Tuesday Wednesday Thursday Friday October 12-16 Bell Ringer: Free Writing Lesson: Handout weekly spelling words. Phonics Lesson Read Scholastic Magazine Article: “Robin Hood” Complete comprehension worksheet. Extra time- Read A.R. books Bell Ringer: Free writing Lesson: Phonics lesson Read Scholastic article, “Would You Go to Mars?” Complete writing activity. Extra time- Read A.R books Bell Ringer: Correct the sentence. Lesson: Lexia Core 5 Extra time- Read A.R. books Bell Ringer: Free writing Lesson: Phonics lesson Read Scholastic article- “The Evil Swirling Darkness.” Complete quiz/writing activity. Extra time- Read A.R. books Bell Ringer: Review spelling words. Lesson: Spelling test. Lexia Core 5 Extra time- Read A.R books
5th Grade Resource ELA Monday Tuesday Wednesday Thursday Friday October 19-23 Bell Ringer: Free Writing Lesson: Lexia Core 5 Extra time- Read A.R. books Bell Ringer: Free writing Lesson: Phonics Lesson- Vowel combinations. Read Scholastic magazine article- complete comprehension question worksheet. Extra time- Read A.R books Bell Ringer: Correct the sentence. Lesson: Phonics lesson- vowel combinations. Read Scholastic magazine artcle- complete close reading questions worksheet. Extra time- Read A.R. books Bell Ringer: Free writing Lesson: Lexia Core 5 Extra time- Read A.R. books No School for students
8th Grade Resource ELA Monday Tuesday Wednesday Thursday Friday October 19-23 Bell Ringer: Free Writing Lesson: Lexia Core 5 Extra time- Read A.R. books Bell Ringer: Free writing Lesson: Review Scope article, “Why Are Your Clothes So Cheap?” ad watch video. Complete research for letter. Begin rough draft of persuasive letter. Extra time- Read A.R books Bell Ringer: Correct the sentence. Lesson: Complete persuasive letter. Extra time- Read A.R. books Bell Ringer: Free writing Lesson: Lexia Core 5 Extra time- Read A.R. books No School for students
5th Grade Resource ELA Monday Tuesday Wednesday Thursday Friday October 26-30 Bell Ringer: Free Writing Lesson: Complete Vocabulary Review worksheet from Thursday. Read Scope article- “Game Over”. Complete quiz and close reading questions. Begin writing activity- exit slip if completed Extra time- Read A.R. books Bell Ringer: Correct the sentence. Lesson: Complete Vocabulary Worksheet Complete writing prompt- “Game Over.” Extra time- Read A.R books Bell Ringer: Free Writing Lesson: Lexia Core 5 Reading Fluency Check Extra time- Read A.R. books Bell Ringer: Correct the sentence. Lesson: Read Scope article- “Is Boredom Really That Bad?” Complete quiz and guided writing activity. Extra time- Read A.R. books Bell Ringer: Free Writing Lesson: Spelling Test Lexia Core 5
Differentiation Offered All Lessons Monday are Whole Group for Introduction Story Elements: Character and Setting/Classworks/Reading Eggs below: draw and label the main character and setting of “Mark’s Big Day” On level: Pick a character and setting for “Mark’s Big Day” and complete story map 1 Above: Complete story map 2 Focus: Mark’s Big Day/Classworks/Reading Eggs low: draw and label the problem and solution on construction paper, read leveled readers, put sight words in correct sentence on level: Thinking map level 1 for problem and solution, put sight words in correct sentence above: Thinking map level 2 for problem and solution, put sight words in correct sentence Summarizing Closure Activity (20-30 min) Journaling: Would you like to write your own play like Ann did? Exit Slip: Comprehension of story elements (Use for differentiation groups) Journaling: Would you like to be in a production? Thursday 12/04/14 Friday 12/05/14 Additional Notes Focused Standard/Element (s) ELACC1RL3 ELACC1RL8 ELACC1RL5 S1P2 a,b,c,d SS1H1 a ELACC1RL3 ELACC1RL8 ELACC1RL5 S1P2 a,b,c,d SS1H1 a Additional technology for Science: SmartExchange: What is a Magnet? Magnetic Attraction Move by Magnets (Question Set) Shannon Whitted, 3rd Grade Magnet Unit WIDA Standard ELP Standard 2; Level 2; Reading, Science, Social Studies ELP Standard 2; Level 2; Reading,Science, Social Studies
8th Grade Resource ELA Monday Tuesday Wednesday Thursday Friday October 26-30 Bell Ringer: Free Writing Lesson: Complete Vocabulary Review worksheet from Thursday. Complete writing activity for Scope article- “Why Are Your Clothes So Cheap” Extra time- Read A.R. books Bell Ringer: Correct the sentence. Lesson: Read Scope article “The Man Who Saved A Thousand Babies.” Complete quiz and close reading questions. Begin persuasive letter. Extra time- Read A.R books Bell Ringer: Free Writing Lesson: Lexia Core 5 Extra time- Read A.R. books Bell Ringer: Correct the sentence. Lesson: Complete persuasive letter. Complete summarizing worksheet. Extra time- Read A.R. books Bell Ringer: Free Writing Lesson: Spelling Test Lexia Core 5
Resource ELA Monday Tuesday Wednesday Thursday Friday November 16-20 Bell Ringer: Free Writing Lesson: Read Scholastic Article- “Are Sports Fans Out of Control?” Complete Test Your Knowledge Quiz. Check/Discuss quiz. Begin Open Response. Extra time- Read A.R. books Bell Ringer: Free Writing Lesson: Review Scholastic Article- “Are Sports Fans Out of Control?” Complete Open Response. Extra time- Read A.R. books Bell Ringer: Free Writing Lesson: Proficiency Assessment 3 Extra time- Read A.R. books Bell Ringer: Correct the sentence. Lesson: Complete Proficiency Assessment 3. Extra time- Read A.R. books Bell Ringer: Free Writing Lesson: Spelling Test Lexia Core 5 Reading Fluency Check.
6th Grade Resource ELA Monday Tuesday Wednesday Thursday Friday November 2-6 Bell Ringer: Free Writing Lesson: Lexia Core 5 Reading Fluency Check. Extra time- Read A.R. books Bell Ringer: Lesson: No School Day Bell Ringer: Free Writing Lesson: Read Scholastic Action article- “Yes, Aliens (probably) do exist” Begin Anticipation Guide worksheet. Extra time- Read A.R. books Bell Ringer: Correct the sentence. Lesson: Review Scholastic Action article- “Yes, Aliens (probably) do exist.” Complete Anticipation Guide worksheet. Complete Test Your Knowledge Quiz. Extra time- Read A.R. books Bell Ringer: Free Writing Lesson: Spelling Test Lexia Core 5 Reading Fluency Check.
Resource ELA Monday Tuesday Wednesday Thursday Friday November 9-13 Bell Ringer: Free Writing Lesson: Lexia Core 5 Reading Fluency Check. Complete open response part of proficiency assessment. Extra time- Read A.R. books Bell Ringer: Free Writing Lesson: Discuss open responses. Discuss Suffixes. Read Scholastic Action article “Good News & Bad News About Technology.” Complete Test Your Knowledge Quiz. Complete Suffixes worksheet. Extra time- Read A.R. books Bell Ringer: Free Writing Lesson: Read Scholastic Action play- “Rockets Red Glare.” Complete Test Your Knowledge Quiz. Extra time- Read A.R. books Bell Ringer: Correct the sentence. Lesson: Review Scholastic Action play- “Rockets Red Glare.” Play “Guess Who?” game. Complete writing activity. Extra time- Read A.R. books Bell Ringer: Free Writing Lesson: Spelling Test Lexia Core 5 Reading Fluency Check.
Resource ELA Monday Tuesday Wednesday Thursday Friday November 9-13 Bell Ringer: Free Writing Lesson: Review persuasive letters. Lexia Core 5 Reading Fluency Check. Extra time- Read A.R. books Bell Ringer: Free Writing Lesson: Discuss cause and effect relationships. Read Scholastic Action article “Dancing in the Darkness”. Complete Cause and Effect worksheet. Extra time- Read A.R. books Bell Ringer: Free Writing Lesson: Read Scholastic Action play- “Rockets Red Glare.” Complete Test Your Knowledge Quiz. Extra time- Read A.R. books Bell Ringer: Correct the sentence. Lesson: Review Scholastic Action play- “Rockets Red Glare.” Play “Guess Who?” game. Complete writing activity. Extra time- Read A.R. books Bell Ringer: Free Writing Lesson: Spelling Test Lexia Core 5 Reading Fluency Check.
Essential Question(s) What are the economic systems in Europe and what factors influence the economic growth? What are the economic systems in Europe and what factors influence the economic growth? Opening (5-10 min) Writing prompt-Students will read a short text and choose one question from a list of four to write a response using information from the text. Which country got its independence because of Simon Bolivar’s efforts? Canada Mexico Venezuela United States Work-Time Activities (40 min) Students will discuss answers to European Economies study guide. Students will participate in a Kahoot review game. Students will take a test over European Economics Students will read a text and complete a chart and questions over Canada’s government Closure Activity (10 min) Ticket out the door Ticket out the door drawing Differentiation Strategies (targeting student growth) Student choice Kahoot Independent study
Opening (5-10 min) Work-Time Activities (40 min) Ipad Activity Kahoot Student will complete activity of naming the functions of the human body systems. Digestion, respiration, reproduction, and circulation. Card Game I KNOW CHALLENGE IPADS Closure Activity (10 min) Ticket out the door question. Tell the purpose of the major organ systems in the human body Ticket out the door question. Name an organ system and the function of that system. I KNOW CHALLENGE IPADS Differentiation Strategies (targeting student Peer tutors, and individualized instructions when needed. Paired groups I KNOW CHALLENGE IPADS
Opening (5-10 min) HOLIDY Work-Time Activities (40 min) Student will complete activity of naming the functions of the human body systems. Excretion, movement, control, coordination, and protection from disease;. Card Game HOLIDY Closure Activity (10 min) Ticket out the door question. Name an organ system and the function of that system. HOLIDY
5th Grade Resource ELA Monday Tuesday Wednesday Thursday Friday August Bell Ringer: Phonemic sounds Lesson: Hand out week 2 spelling words. Opinion writing essay. Extra time- Read A.R books. Bell Ringer: Phonemic sounds Lesson: Complete Lexia Core 5 Placement Test. Complete opinion essay. Extra time- Read A.R books Bell Ringer: Phonemic sounds Lesson: Identify of a sentence. Discuss genres. Extra time- Read A.R books Bell Ringer: Phonemic sounds Lesson: Write to explain two genres that interest you. Extra time- Read A.R books Bell Ringer: Review spelling words. Lesson: Spelling test. Lexia Core 5 Extra time- Read A.R books.
8th Grade Resource ELA Monday Tuesday Wednesday Thursday Friday August Bell Ringer: Correct setences. Lesson: Hand out week 2 spelling words. Discuss text structures- Read article from “Scholastic Magazine” Extra time- Read A.R books. Bell Ringer: Correct sentence. Lesson: Complete Lexia Core 5 Placement Test. Lexia Core 5 lessons Extra time- Read A.R books Bell Ringer: Correct sentence. Lesson: Discuss central ideas and text evidence—Read article(s) from “Scholastic Magazine.” Extra time- Read A.R books Bell Ringer: Correct sentence. Lesson: Lexia Core 5 lessons Extra time- Read A.R books Bell Ringer: Review spelling words. Lesson: Spelling test. Words per minute assessment. Text evidence discussion. Extra time- Read A.R books.
5th Grade Resource ELA Monday Tuesday Wednesday Thursday Friday August Bell Ringer: Correct the sentence Lesson: Hand out week 23spelling words. of a sentence lesson Extra time- Read A.R books. Bell Ringer: Free writing Lesson: Continue discussion over subject/predicate of a sentence. Reading packet week 3 Extra time- Read A.R books Bell Ringer: Correct the sentence. Lesson: Genre discussion Reading packet worksheets. Lexica Core 5- half of students Extra time- Read A.R books Bell Ringer: Free writing Lesson: Review genres Reading Packet worksheets. Lexia Core 5- other half of students Extra time- Read A.R books Bell Ringer: Review spelling words. Lesson: Spelling test. Genre writing Extra time- Read A.R books.