Homework Finish vocab. And word wall poster. EXIT TICKET: (5 minutes) None today. Tuesday 1/5 Unit : Atoms Daily Agenda Daily Objective Students will understand pH and properties of acids and bases. BELL RINGER ( 5 Minutes) On overhead I DO: Present information WE DO: Cornell Notes YOU DO: Summary and questions for Cornell Notes Homework (1,5,6 Finish word wall posters) EXIT TICKET: (5 minutes) Rate yourself on the learning scale. Wednesday 1/6 Unit : Atoms Daily Agenda Daily Objective Students will differentiate between acids and bases. BELL RINGER ( 5 Minutes) on overhead I DO: Explain directions for foldable. WE DO: YOU DO: Complete pH foldable. Homework Finish foldable EXIT TICKET: (5 minutes) Rate yourself on the learning scale. Thursday 1/7 Unit: Atoms Rigor Level: Low Daily Agenda Daily Agenda Students will determine the pH of various household substances BELL RINGER (5 Minutes) On overhead I DO: Explain pH lab WE DO: Review pH YOU DO: pH Lab Homework EXIT TICKET: (5 minutes) None today Friday 1/8 Unit: Atoms Rigor Level: High Daily Agenda Daily Objective Students will review chemistry concepts BELL RINGER ( 5 Minutes) On overhead
I DO: Introduce Greatest Discoveries in Chemistry WE DO: You DO: Watch Greatest Discoveries in Chemistry Homework None today EXIT TICKET: (5 minutes) None today WICR Strategies used during each unit. Writing Writing activities that help students understand the content Inquiry Questioning strategies that help students understand the content Collaboration Working together with a partner or in a group of students to understand, to problem solve, or to complete a task/project Reading Any strategies in reading that help students understand Writing-to-Learn • summaries Process writing • using a rubric as evaluation On-demand/Timed writing • writing that is completed in class within a set amount of time • grade is evaluated using a rubric Cornell Notes • taking notes on the most important information • summarizing • using the notes to study Reflective writing • students write about what they have learned and what they still need Higher level questioning in classes • Costa’s Level 1: Students find the answers right there in the text. • Costa’s Level 2: Students must figure out the answer from information in the text. • Costa’s Level 3: Students apply what they have learned or use what they have learned to evaluate or create. Think Pair Share Sharing ideas with a partner or in a group Carousel/Gallery Walk Problem solving in groups Projects in groups Before reading activities • vocabulary activities • accessing prior knowledge • making predictions During reading activities • marking the text • Cornell notes • graphic organizers After reading strategies • summarizing • group projects Accommodations used daily on an individual basis in accordance with IEP and 504 plans and ELL Students Read directions for the student Check for understanding Allow to leave class for assistance Extra time for exams Daily agenda Allow student time to step out to de-escalate Testing in small groups Use of a planner/binder for organization English Language Dictionary Extended time on assignments =1 day Preferential seating Written direction given Break directions into chunks Read Aloud to Students Visual manipulatives Cooperative Learning, Vocabulary, Description, Introduction, .