zilongwang/ReadingBank huggingface dataset:
provide a recap of past lesson. The teacher will provide guideline for students to collaborate and edit each other’s first draft. final clip of the film Young Sherlock Holmes or a Final Clip of the film Freedom Writers as a motivational reflection on the past writing secessions. a presentation of the ballad poem Lochivar by Sir Walter Scott (). This will lead into the teacher modeling how to critique a poem using a Critique Graphic Organizer. teacher modeling how to interpret critique ideas from given paintings. Teacher will chose given expositions. aloud an excerpt from Sherlock Holmes Series. While the student takes notes in a Cornel Note taking format. Development Activities The student will engage in a and self-editing writing session. The student should complete all editing procedures for the given expository essay. The student will turn in a the final written Expository Essay and provide a brief oral excerpt of their piece. The teacher will explain that now the student will have a chance to critique the poem but not via narrative but via non-linguistic representation. The student will create a painting in which he/she portrays the parts of the poem that they reached some connection to. If no connection was made the student should develop the painting based on an abstract understanding of the author’s message. The teacher will explain that now the student will have a chance to critique the poem but not via narrative but via representation. The student will create a painting in which he/she portrays the parts of the poem that they reached some connection to. If no connection was made the student should develop the painting based on an abstract understanding of the author’s message. The students will then engage in a Who Wants to be a Millionaire ( /links/powerpointgames.htm) The question are from the chosen excerpt. Closing Activities The teacher will provide feedback any general observation made of student peer editing activity. The teacher will provide a short explanation of the development process of a given script. The teacher will provide an open session for how students perceive movie writing to be. The teacher will evaluate the painting using a rubric and a rubric for self-evaluation for the student. The teacher will provide a time for a walk around gallery for students to display their completed critiques. The students will write a short journal entry reflecting on the developmental activity and the details portrayed in the questions. Formative Assessment Peer-Editing Notes Expository Essay Critique Painting Critique Painting Written Journal Entry
*Review vocabulary learned *Other: Formative Assessment – Other evidence Reading Response Log Other: Reading Response Log Other: Reading Response Log Other Rubric Other Rubric Other Materials *Notebooks *Other: *Notebooks *Other: *Newspaper *Websites *Notebooks *Other: *Power point presentation *Board *Computer *Notebooks *Other: *Power point presentation *Board *Computer *Notebooks *Other: Homework Differentiated Instruction Strategies ___ Special Education ___ LSP/LEP ___ Section 504 ___ Gifted Teacher Reflection
*Teacher will ask questions in order to elicit prior knowledge on yesterday’s work. *Teacher will ask questions in order to elicit prior knowledge on yesterday’s work. teacher will continue to elicit student’s prior knowledge on what they have learned. *Teacher will ask questions in order to elicit prior knowledge on yesterday’s work. *Teacher will ask questions in order to elicit prior knowledge on yesterday’s work. Development Activities **The students will present their flashback and flash-ward narrative work to the group. *The teacher will evaluate the student’s work with the rubric presented and discussed with the group. **The students will present their flashback and flash-ward narrative work to the group. *The teacher will evaluate the student’s work with the rubric presented and discussed with the group. **The students will present their flashback and flash-ward narrative work to the group. *The teacher will evaluate the student’s work with the rubric presented and discussed with the group. **The students will present their flashback and flash-ward narrative work to the group. *The teacher will evaluate the student’s work with the rubric presented and discussed with the group. **The students will present their flashback and flash-ward narrative work to the group. *The teacher will evaluate the student’s work with the rubric presented and discussed with the group. Closing Activities *Review and summarize what the students have learned. *Check student’s work *Class summary *Other: *Review and summarize what the students have learned. *Review vocabulary learned *Check student’s work *Class summary *Other: *Review and summarize what the students have learned *Review vocabulary learned *Check student’s work *Class summary *Other: *Review and summarize what the students have learned *Review vocabulary learned *Check student’s work *Class summary *Other: *Review and summarize what the students have learned *Review vocabulary learned *Check student’s work *Class summary *Other: Formative Assessment – Other evidence Reading Response Log Other: Reading Response Log Other: Reading Response Log Other Rubric Other Rubric Other Materials *Notebooks *Other: *Notebooks *Other: *Newspaper *Websites *Notebooks *Other: *Power point presentation *Board *Computer *Notebooks *Other: *Power point presentation *Board *Computer *Notebooks *Other: Homework
Closing Activities The student groups will present and discuss the list of issues and explain why those issues are important to consider. The teacher will have a class discussion on the issue chosen and the student’s justifiable and sustainable arguments. The teacher addresses doubts or clarifies concepts after writing the first draft. Student teams will be guided to verify the strength of their positions and make their defense effective. The teacher will clarify doubts and refer students to various websites for reference. The teacher will clarify doubts and work with them. Formative Assessment – Other evidence Class participation in group work and presentation within group. Class discussions Letter format *Attachment 12.5 Performance Task – Peer Review *Letter Rubric The teacher may also create rubrics online. Materials *Notebooks *Tracing Paper *Newspapers *Other resources *Notebooks *Tracing Paper *Newspapers *Other resources site on letter format http://www.ncte.org/action/write Tips on Writing Letters to the Editor: Attachment 12.5 Performance Task – Peer Review. (Links with information about writing effective letters to the editor are provided in the Additional Resources section of this map.) Rubric Tips on Writing Letters to the Editor: Homework Differentiated Instruction Strategies ___ Special Education ___ LSP/LEP ___ Section 504 ___ Gifted Teacher Reflection
*Other resources Attachment 12.5 Performance Task – Article Summarizing Questions *Newspapers *Other resources *Newspapers or Websites *Other resources *PPT information about writing effective letters to the editor are provided in the Additional Resources section of this map.) Editor: Homework Differentiated Instruction Strategies ___ Special Education ___ LSP/LEP ___ Section 504 ___ Gifted Teacher Reflection
Lesson Plan (Daily Plan) The PDP Framework Stage Strategies and procedures Obs Task Time Aim Focus Procedure Pre- 05-10 min To introduce the topic of the lesson t-pp pp-t T: askes pupile to figure out a picture on page 32 and discuss Pp: try to see and discuss;
Initial Activities See Routine Activities for the Year: Curriculum Maps page 4 Unit 2.1 See Routine Activities for the Year: Curriculum Maps page 4 Unit 2.1 See Routine Activities for the Year: Curriculum Maps page 4 Unit 2.1 See Routine Activities for the Year: Curriculum Maps page 4 Unit 2.1 See Routine Activities for the Year: Curriculum Maps page 4 Unit 2.1 Development Activities Sight Words The teacher introduces five to seven words a week to have students improve writing fluency as well as reading fluency in English. Sight Words Students will create note cards, they will also write sentences. Word Search in the Book Students search for sight words in books with partners to reinforce the idea that these words are the most commonly found words in English PT: Sight Words The teacher has a conference with each student to check if he/she understands the vocabulary words when listening and speaking. The will say by itself, with a sentence starter, or independently. PT: Writing Sight Words The teacher has a conference with each student to check if he/she understands the vocabulary words when listening and speaking. The will say by itself, with a sentence starter, or independently. Closing Activities Matching Game with partners/Memory See CM page 19 Fill in sentences . Group discussion . Group discussion Students will write of their experience in their journal. Formative Assessment – Other evidence Materials
Initial Activities See Routine Activities for the Year: Curriculum Maps page 4 Unit 2.1 See Routine Activities for the Year: Curriculum Maps page 4 Unit 2.1 See Routine Activities for the Year: Curriculum Maps page 4 Unit 2.1 See Routine Activities for the Year: Curriculum Maps page 4 Unit 2.1 See Routine Activities for the Year: Curriculum Maps page 4 Unit 2.1 Development Activities Write a Concrete Poem Identify different Poetry Devices Students will write a poem using one of the poetic devices already reviewed in class. See PT 1 What is fluency? LESSON: See Curriculum Maps page 12, Learning Activities. See Attachment # 8 Silent Poem Reading to Check fluency progress. Closing Activities Formative Assessment – Other evidence Materials Homework Differentiated Instruction Strategies ___ Special Education ___ LSP/LEP ___ Section 504 ___ Gifted
Initial Activities The teacher will recall details about stories about Columbus, explain instructions of Writing the Taino Diary and discuss the rubric. Activate prior knowledge by reread segments from stories. Activate prior knowledge by reread segments from stories. Activate prior knowledge by reread segments from stories. Teacher will review the rubrics. Development Activities Draw and use simple sentences to write about what the Taino child saw Draw and write what the Taino child heard according to stories. Draw and write what the Taino child thought about Columbus. Student will write if they think Columbus is a hero or not. Create a cover for their Taino Diary. Organize pages and publish their work. Closing Activities Revise work and give feed back Revise work and give feedback Revise Work and give feedback Revise work and give feedback. Student will share their work with peers. And turn in Formative Assessment – Other evidence Materials Homework Differentiated Instruction Strategies
CMS Lesson Plan Template Teacher: Carter, Wright, D. Robinson___ Course/Level:SS/6th_________________________ Week of: March 23-27 Monday ____________ Tuesday____________ Wednesday____________ Focused Standard/Element(s) SS6CG7 The student will explain the structure of the national government of Australia. SS6E8 The student will analyze different economic systems. SS6CG7 The student will explain the structure of the national government of Australia. SS6E8 The student will analyze different economic systems. SS6E4. The student will explain personal money management choices in terms of income, spending, credit, saving, and investing. Essential Question(s) What is Australia’s government and economy like? What is Australia’s government and economy like? What are personal money management choices? Opening (5-10 min) Gofar Review Question: How has the European economic Community/European Union been a benefit to the countries that have joined it? The use of tariffs has increased trade. Trade among member nations has decreased. More people now make full use of their country’s resources. The exchange of goods among the members has become easier. Gofar Review Question: Who were the first inhabitants of Australia? Prisoners from Britain Europeans looking for spices People who migrated from Asia Sailors from Captain Cook’s ships Gofar Review Question: The ecology of Brazil’s rain forest is most threatened by which of these human activities? Building dams Drilling for oil Cutting down trees Draining swamps Work-Time Activities (40 min) Students will review answers to study guide. Students will participate in a review game on Kahoot. Students will take a test over Australia’s Government and Economics Students will begin a study of person finance by completing the reading of a text and completing questions and charts. Students will view a Brainpop video on Budgets Students will participate in a discussion of personal finance using the handouts from Tuesday. Students will participate in completing a personal finance project with a partner.
Work-Time Activities (40 min) Students will begin working with a partner on a review booklet in preparation for the Georgia Milestone. Students will continue to work with a partner on a review booklet. Closure Activity (10 min) Quizlet review of geography Ticket out the door drawing Differentiation Strategies (targeting student growth) Peer teaching Quizlet Peer teaching
Opening (5-10 min) GoFar Review question: Russia has a type of government in which power is formally divided between one central authority and several regional authorities. Name the type of government. Federation Dictatorship Oligarchy Constitutional Monarchy GoFar Review question: Today, some citizens and elected leaders of Quebec believe their province should take which action? Refuse to trade with the United States Close its borders to all new immigrants Withdraw from the United Nations Become an independent country GoFar Review question: The first Australians were nomadic hunters and gatherers. When Europeans reached Australia, they called the dark skinned people they encountered Maoris. Inuits. Aztecs. Aborigines. Work-Time Activities (40 min) Students will view a Latin America Government power point on nearpod and create a bubble map using the information. Students will read an informational text and fill out a graphic organizer. Students will view a video clip on Canada’s Government. Students will create a flipbook that illustrates the government of Canada. Students will complete a walking tour and make questions concerning the information related to economics in Latin America and Canada. Students will review Latin America and Canada economics using quizlet. Closure Activity (10 min) Students will review the EQ through class discussion Students will complete a think/pair/share activity concerning the following question: How is Canada’s government different than other governments we have discussed? Students will answer the following question as a ticket out the door: How do the economies of Latin America differ from the economies in Europe? Differentiation Strategies (targeting student growth) Thinking map and graphic organizer Think/pair/share activity Walking tour Thursday ____________ Friday ____________ Additional Notes
Focused Standard/Element(s) SS6E3 The student will describe factors that influence economic growth and examine their presence or absence in Latin America. a. Explain the relationship between investment in human capital (education and training) and gross domestic product (GDP). b. Explain the relationship between investment in capital (factories, machinery, and technology) and gross domestic product (GDP). c. Describe the role of natural resources in a country’s economy. d. Describe the role of entrepreneurship. SS6CG2 The student will explain the structures of national governments in Latin America and the Caribbean. SS6CG3 The student will explain the structure of the national government of Canada. SS6E1 The student will analyze different economic systems. SS6E2 The student will give examples of how voluntary trade benefits buyers and sellers in Latin America and the Caribbean and Canada. SS6E3 The student will describe factors that influence economic growth and examine their presence or absence in Latin America. Essential Question(s) What factors influence economic growth and are they present in Latin America? What elements of government and economics should you know concerning Canada and Latin America?
Differentiation Strategies (targeting student growth) Peer tutor Quizlet Brainpop Peer tutor Quizlet Brainpop Peer tutor Quizlet Brainpop Thursday ____________ Friday ____________ Additional Notes Focused Standard/Element(s) All standards All standards Essential Question(s) What do I need to know for the Georgia Milestones? What do I need to know for the Georgia Milestones? Opening (5-10 min) GoFar Review Question: A book about the history of Latin America during the 1800s featuring Toussaint L’Ouverture, Simon Bolivar and Miguel Hidalgo, would most likely have which title? The Rise of Communism in Latin America Independence Movements in Latin America United States Colonies in Latin America The Rise of the Slave Trade in Latin America GoFar Review Question: Mexico has a president who is elected by the people. The powers of the central government are restricted and regional authorities retain a degree of self-government. Ultimate power rests with the voters who choose their governmental representatives. Which of the following terms best describes Mexico’s form of government today? Military Dictatorship Federal Republic Constitutional Monarchy Parliamentary Democracy
Work-Time Activities (40 min) Students will watch a brainpop video and participate in a quiz. Students will work with a partner to complete a review packet to prepare for the Georgia Milestones. Students will watch a brainpop video and participate in a quiz. Students will work with a partner to complete a review packet to prepare for the Georgia Milestones. Closure Activity (10 min) Quizlet Quizlet Differentiation Strategies (targeting student growth) Peer tutor Quizlet Brainpop Peer tutor Quizlet Brainpop
Work-Time Activities (40 min) Students will create a flipbook featuring the different economic systems. Students will create a booklet detailing the various forms of government. Closure Activity (10 min) Answer the EQ Drawing for ticket out the door Differentiation Strategies (targeting student growth) Independent projects Independent projects
Development Activities The students will create a definition for the concept of homophones. Teacher can also talk about the etymology of the word: homophone. (from Greek homos "same", phone "sound,") Students will identify different words (homophones) and their meanings. Students can use drawing or any other materials available in the classroom. The students write sentences using homophones. Students will be divided in pairs and they will work on their dialogues. The students work on their Performance Task. Closing Activities Students will complete a matching exercise on homophones. Students will complete a worksheet on homophones using pictures as a mean for understanding. (See Resources & Attachments.) Students share their work in groups. The teacher collects the students’ work and monitors their progress. Students hand in their work to the teacher. Formative Assessment – Other evidence Materials Homework Differentiated Instruction Strategies ___Special Education ___LSP/LEP ___Section 504 ___Gifted Teacher’s Reflection
Initial Activities Discuss the term mapping and usage Review informational text Review map features Discuss possible events that contribute to changes Answer and formulate questions about the findings of the investigation on changes in maps in PR Development Activities Talk about own experiences related to mapping Discuss terminology for mapping Read short selection to explain events Investigate changes in maps presented in Puerto Rico Describe overall structure of paragraph Introduction on cause and effect Practice exercise on cause and effect 5.5 Cause and Effect Graphic Organizer Closing Activities The students read and analyze and informational text about mapping Identify map features Compare and contrast the changes that occur in different land areas in 25 years Write a descriptive paragraph about the changes observed in the map presented in class Write a descriptive paragraph using cause and effect on changes in maps Formative Assessment – Other evidence Comparison Chart 5.5 Cause and Effect Graphic Organizer Materials Homework
Depth of Knowledge (DOK) ___ Recall / Memory ___ Skill / Concept ___ Strategic Thinking ___ Extended Thinking ___ Recall / Memory ___ Skill / Concept ___ Strategic Thinking ___ Extended Thinking ___ Recall / Memory ___ Skill / Concept ___ Strategic Thinking ___ Extended Thinking ___ Recall / Memory ___ Skill / Concept ___ Strategic Thinking ___ Extended Thinking ___ Recall / Memory ___ Skill / Concept ___ Strategic Thinking ___ Extended Thinking Initial Activities The teacher will present the routine activities and review. The student will discuss sensory language and narrative writing The teacher will present the routine activities and review Students will discuss vocabulary words of poem and sensory language. The teacher will present the routine activities and review. Introduction of writing process and structure. ( Paragraph Hamburger Example) Link The teacher will present the routine activities and review of personal narrative structure, writing process and narrative writing. The teacher will present the routine activities and review. Instructions for peer editing using editing marks attachment. Development Activities The student will identify sensory language from examples provided orally. The student will read the poem:” Coca Cola and Coco Frio with class discussion (Guide Questions: What is the poem about? How does the poem compare and contrast Puerto Rico’s culture?, and What sensory images can be identified in the poem?) The student will discuss the writing process and steps with examples for students to comprehend development of a personal narrative. (Guide for personal narrative- topic, supporting evidence of topic/theme for narrative, transitions, sensory images and conclusion) The student will write a personal narrative about a particular event that happened in their country. Use of sensory language and integration of transition words. (Sequence Chart for Before, During and After) The student will peer edit classmates work of personal narrative using rubric (peer editing rubric- attachments and resources -editing marks chart) is to be used to provide awareness). Closing Activities Student will discuss examples of sensory language for narrative writing. Students will review sensory language present in poem and vocabulary words related to cultural identity Oral discussion of writing process and analysis through steps within writing and structure. Student will complete writing of personal narrative for oral discussion ( a rubric can be used to Student will discuss findings from peer editing to clarify use of writing process and cultural identity theme.
Unit Theme: 7.2 Puerto Rico Travel Brochure Week: # 4 Teacher: Subject: English Grade: 7th Date: From _______________ to ____________ 20 _________ Desired Result Enduring Understanding Assessment Evidence Summative Evaluation Learning Plan Suggested Learning Activities: Day 1 Day 2 Day 3 Day 4 Day 5 Standards Listening, Speaking Reading Listening, Writing, Speaking Listening, Writing, Speaking Listening, Speaking, Writing Expectations 7.L.1 Listen and collaborates with peers in academic interactions 7.S.1- Oral contribution of topic. 7.LA.1 Demonstrate command of the conventions of English grammar. 7.LA.1a- Explains use of sentences or phrases when writing 7.R.1 Read a variety of texts to explain ideas supplying textual evidence/ relationships and facts supporting details. 7.R.2.l. Determine the main idea of an informational text. 7.L.1 Listen and collaborates with peers in academic interactions. 7.LA.1 Demonstrate command of the conventions of English grammar. 7.LA.1a- Explains use of sentences or phrases when writing 7.L.1 Listen and collaborates with peers in academic interactions. 7.R.4.1 Determine the meaning of words as they are used in informational text. 7.R.2.l Determine the theme or main idea of an informational text. 7.W.2 Write informational texts to examine and analyze topics and convey ideas independently using appropriate 7.L.1 Listen and collaborates with peers in academic interactions. 7.R.4.1 Determine the meaning of words as they are used in informational text. 7.W.2 Write informational texts to examine and analyze topics and convey ideas independently using appropriate organization.
Link: Attachment 7.2 Graphic Organizer-Venn Diagram). through a Venn Diagram. describing cause and effect including pictures. text to complete graphic organizer. (Attachment 7.2 Graphic and Effect) Closing Activities Students present posters in groups for oral contribution. Oral discussion of comparison and contrast to be identified from informational text. Peer evaluation rubric in attachments 7.1-7.2 Oral discussion of activity to identify cause and effect through sentences and pictures. Oral discussion of cause and effect with graphic organizer for students to participate ( Teacher can present graphic organizer on board to fill in/on word to complete/ trace paper) Formative Assessment – Other evidence Materials Homework Differentiated Instruction Strategies ___ Special Education ___ LSP/LEP ___ Section 504 ___ Gifted
relationships, and variation in word meanings. and variation in word meanings. . Academic Strategy Instructional Strategy and Phase Objective Students write about the concept: What is poetry? Students discuss and define poetry concepts.. Students analyze a poem identifying figurative language. Students discuss and write a two line stanza about the admiration of Puerto Rico with sensory images. Students identify figurative images in a poem. Depth of Knowledge (DOK) ___ Recall / Memory ___ Skill / Concept ___ Strategic Thinking ___ Extended Thinking ___ Recall / Memory ___ Skill / Concept ___ Strategic Thinking ___ Extended Thinking ___ Recall / Memory ___ Skill / Concept ___ Strategic Thinking ___ Extended Thinking ___ Recall / Memory ___ Skill / Concept ___ Strategic Thinking ___ Extended Thinking ___ Recall / Memory ___ Skill / Concept ___ Strategic Thinking ___ Extended Thinking Initial Activities Teacher presents routine activities and Teacher gives questions as a guide: What comes to your mind when the word poetry is mentioned? What vocabulary do you know is strictly related to poetry? Why do you think people write poetry? Teacher presents routine activities and discusses poetry concepts Teacher presents routine activities and reviews poetry concepts. Discussions of the basic parts of the structure of a poem are presented. (See 7.3 Learning and Stanzas) Teacher presents routine activities and discusses answers and sensory images exercise created by the teacher. Link: : http://www.frostfriends org/imagery.html for ideas Teacher presents routine activities and various examples of figurative images used in poetry. Teacher prepares examples Attachment 7.3 Development Activities Students write a paragraph or acrostic poem with answers completed from Students define concepts of poetry through examples Students analyze a poem identifying some of the . Students write two lines stanzas about Students identify figurative language with
guide questions. Link Paragraph: ( Link Acrostic Poems Literal Images (Review on sensory details from 7.1 images discussed in class. (Attachment 7.3 Graphic Organizer: Sensory Language) *Students write two line stanzas using sensory language. their admiration of Puerto Rico using literal images (At least two images should be included.) poem given. (Attachments- 7.3 – 3 poems to identify figurative language) Closing Activities Oral discussion of guide questions about poetry through paragraph or acrostic poem with the word poetry. Oral discussion of sensory images with examples provided. Links: fileserver.net-texts.com Students participate orally presenting two line stanzas with figurative language. Students discuss figurative language and example prepared about admiration of Puerto Rico Students discuss figurative language in poems given. Formative Assessment – Other evidence Materials Homework Differentiated Instruction Strategies ___ Special Education ___ LSP/LEP ___ Section 504 ___ Gifted
Objective Students adjust tone of voice to read aloud slam poetry. Students adjust tone of voice to read aloud slam poetry. Students write lines of poetry to create a poem for the Poetry Book. Students create poetry book with …. Depth of Knowledge (DOK) ___ Recall / Memory ___ Skill / Concept ___ Strategic Thinking ___ Extended Thinking ___ Recall / Memory ___ Skill / Concept ___ Strategic Thinking ___ Extended Thinking ___ Recall / Memory ___ Skill / Concept ___ Strategic Thinking ___ Extended Thinking ___ Recall / Memory ___ Skill / Concept ___ Strategic Thinking ___ Extended Thinking ___ Recall / Memory ___ Skill / Concept ___ Strategic Thinking ___ Extended Thinking Initial Activities Teacher presents routine activities and reviews poetry slam and words used. Teacher presents routine activities and reviews poetry slam and words used. Teacher presents routine activities and reviews rubric for poetry book. 7.3 writing rubric and Poetry Book Rubric Teacher presents routine activities and identify poetry book audience and purpose Teacher presents routine activities and identify poetry book audience and purpose Development Activities Students read a poem to the class following the Poetry Slam Scoring Rubric Students read a poem to the class following the Poetry Slam Scoring Rubric Students write poem using poetry and the writing process. Students work collaboratively with peers to create the class poetry book using rubric discussed in class. Students work collaboratively with peers to create the class poetry book using rubric discussed. Closing Activities Students recognize use of read aloud and use of words he/she reads Students recognize use of read aloud and use of words he/she reads Students revise and determine which poems they want to include on the Class Poetry Book. Student revises his or her work with poetic devices and figurative language Student revises his or her work with poetic devices and figurative language Formative Assessment – Other evidence Materials Homework Differentiated Instruction Strategies
Development Activities Author’s point of view is discussed The students discuss what they found in each text Choose a form of writing to persuade * commercials and advertisement) Attachment 7.4 Writing to persuade . the students work in groups and prepare work Closing Activities Clarify doubts The student explains how they identified these texts in the different point of views. The students brainstorm on the commercial or advertisement to be presented The practice exercise is discussed Students revise their work to see what needs to be added Formative Assessment – Other evidence Materials Homework Differentiated Instruction Strategies ___ Special Education ___ LSP/LEP ___ Section 504 ___ Gifted Teacher Reflection
Exploratory Arabic (Novice) Monday (October. 31) Tuesday (Nov. 1) Wednesday (Nov. 2) Thursday (Nov.3) Friday (Nov.4 ) Can Do Statement I can: - guess which part of the body people talking about. -understand my bod parts in Arabic I can: -refer to a part of the body, I hear. -- Say some body parts in Arabic. I can: -Know how to use some Arabic sentences in authentic situations. I can: -understand the cultural difference in Arabic and English in singular, dual and plural. I can: -point to any parts of the body and say it in Arabic -Ask and answer questions about body parts. Focus Standard NL.CLL.1.1NL.CLL.2.3 NL.COD.3.1 NL.CLL.1.1 NL.CLL.1.1 NL.CLL.2.3 NL.COD.3.1 NL.CLL.2.3 NL.CLL.1.1 NL.COD.3.1 Step by Step: Z A: Preview: --say all days of the week after I know the other three days: A: Review -Giving students time to remember some parts of the body by pointing to theirs and say it in Arabic. A: Review Asking my students to draw any parts of the body they learnt and write its name under their picture. A: Review: singular and dual in Arabic The students will learn about how to form dual noun” by the end of the singular to refer to two thing or persons. Ayan =(one eye) Aynan =( two eyes) A: Review I am going to say a singular word and they are going to to refer to two. I will show my students power point. Assessment Students write down the new vocabs Let students give sentences: انا Students will answer : Is this an ear? Listen and write the following words in Arabic: \ Look and match: Students are given parts of the body in Arabic to match them with the pictures.
Extension Activities Students will look at the pictures and try to identify the body part in Arabic. Listen to the song. Which part of the face was mentioned in the song? Students will watch a song about body parts. After listening, they should say which parts of the face were mentioned in the song. Students work in pairs. One student points at one part in their face, the other says it. They change roles. I will say one body part and point to a different body part; students should point to it and trick the teacher by saying a different body part. I will ask questions: Maza endak? (What do you have?) Then students say and a body part. Example: Ana Endi Ainan. Students do this task by themselves in turns ( roleplay).
Initial Activities The student will review the concept five paragraph of the format of a orally The student will review the format of an five paragraph essay orally. The student will review the format of an five paragraph essay orally. The student will be able to a reading response discussing the decision that the resentful man made in the story The student will be able to a reading response discussing the decision that the resentful man made in the story and the impact of his decision on himself and on his roommate. Development Activities The students will have exercise related with the format of a five paragraph essay. The teacher will provide to the student a graphic organizer for writing their first essay draft. The teacher will provide to the student a graphic organizer for writing their first essay draft. The student will be able to write the impact of his decision on himself and on his roommate. The student will be able to work with a partner to revise each other’s work Closing Activities The student and the teacher will discuss the exercise orally The student will review their writing. The student will review their writing. The student will be able to work with a partner to revise each other’s work The students work will be assessed using a rubric Formative Assessment – Other evidence Worksheet Writing Tool essay Template Writing Tool essay Template Peer revision checklist Reading Respond Rubric Materials Homework
Development Activities Read persuasive texts. Read: “I have a dream” by Martin Luther King Jr. Fill in a Venn Diagram to compare and contrast the video and the text. The teacher model how to make a summary of the selection read. Read the speech again. Students will write a summary. Collect summaries. Discuss author’s purpose and the different positions in the text. Divide the speech into parts of persuasive writing. Discuss the impact of changing the order. The student reorganizes and places parts of sentences into the correct order (use flash strips to write the parts of the sentence, students will these and paste them on board). Read and correct the sentences. Closing Activities Discuss what other forms of persuasion exist. Reading discussion to check comprehension. Make a summary on the board with students’ ideas. Review the importance of the different sections and point of view and position of the author. Review correct syntax. The teacher will discuss to know which the favorite sentences was. Formative Assessment – Other evidence Students answer to oral comprehension questions during discussion. Collect Venn Diagrams. Collected Summaries. Students are able to answer orally questions about the major sections of the text and the author’s point of view. Students arrange sentences correctly on board. Materials Homework Differentiated Instruction Strategies ___ Special Education ___ LSP/LEP ___ Section 504 ___ Gifted Teacher Reflection Unit Theme: 8.3 Persuasive Letter Week: # 2 Teacher: Subject: English Grade: 8th Date: From ________________ to _______________ 20____ Desired Result
Development Activities Explain what “tone” is. Write a list of adjectives. Think, Pair, Share: Each pair of students writes their own sentences. Re-arrange students by pairs and assign a number of statements or questions. Each student will state a personal position (opinion) and explains it. The student research provided magazines to gather information regarding the topic. The student writes a personal opinion and the reason for the opinion. Students’ presentations. The students present the words and the definitions. They write the words and meanings on flash cards and paste them on the wall. Closing Activities Groups shares their sentences with another group to discuss tone. Discuss the differences of taking a side to stand for your position. The teacher proofreads reports. The class discuss the outcomes. Teacher discuss the words added. Formative Assessment – Other evidence Class discussion to check analysis. Listen to students to assess their questions and observe the work. Evaluate supporting information gathered. The teacher presents the oral presentation rubric to be used next day. Oral presentation rubric to be created by the teacher. Teacher corrects the words added. Materials Homework The student prepares the presentation for tomorrow. Differentiated Instruction Strategies ___ Special Education ___ LSP/LEP ___ Section 504 ___ Gifted Teacher Reflection
limited to, narrative, persuasive, and descriptive writing and knowledge of their qualities. Write literary texts using transitional words and other cohesive devices to better organize writing that develop real or imagined experiences or events using effective technique, relevant Descriptive details, and well-structured event sequences. limited to, narrative, persuasive, and descriptive writing and knowledge of their qualities. for a variety of discipline-specific tasks, purposes, and audiences. This includes, but is not limited to, narrative, persuasive, and descriptive writing and knowledge of their qualities. includes, but is not limited to, narrative, persuasive, and descriptive writing and knowledge of their qualities. Depth of Knowledge (DOK) ___ Recall / Memory ___ Skill / Concept ___ Strategic Thinking ___ Extended Thinking ___ Recall / Memory ___ Skill / Concept ___ Strategic Thinking ___ Extended Thinking ___ Recall / Memory ___ Skill / Concept ___ Strategic Thinking ___ Extended Thinking ___ Recall / Memory ___ Skill / Concept ___ Strategic Thinking ___ Extended Thinking ___ Recall / Memory ___ Skill / Concept ___ Strategic Thinking ___ Extended Thinking Initial Activities Challenge the student to sum up his/her beliefs in one sentence Provide students with instructions to write a self-reflection. Provide students with the necessary tools to complete the self-reflection Introduce the main rules for the correct use of commas. Introduce the main rules for semicolons. Development Activities The student writes his/her sentence of his/her personal The student starts writing his/her self-reflection The student continues writing his/her self-reflection The student will work actively on task during the discussion of The student will work actively on task during the discussion of
beliefs. the comma rules. the semicolon rules. Closing Activities Revise the written work. Reflect on the process and discuss the main three points of the lesson of the day. • Have students discuss and/or write what they think the main idea for the day was. Clarify doubts on the topic. Clarify doubts and have students explain the rules orally. Formative Assessment – Other evidence Materials Homework Differentiated Instruction Strategies ___ Special Education ___ LSP/LEP ___ Section 504 ___ Gifted Teacher Reflection
Depth of Knowledge (DOK) ___ Recall / Memory ___ Skill / Concept ___ Strategic Thinking ___ Extended Thinking ___ Recall / Memory ___ Skill / Concept ___ Strategic Thinking ___ Extended Thinking ___ Recall / Memory ___ Skill / Concept ___ Strategic Thinking ___ Extended Thinking ___ Recall / Memory ___ Skill / Concept ___ Strategic Thinking ___ Extended Thinking ___ Recall / Memory ___ Skill / Concept ___ Strategic Thinking ___ Extended Thinking Initial Activities The student reviews rules of commas and semicolons in a sentence. The student reviews rules of commas and semicolons in a sentence. The student will receive the instructions of how to answer the quiz format. The student will receive special instructions on how to work with the commas and semicolons game. The student will receive the instructions to answer the quiz format. Development Activities The student reads sentences that have incorrect comma punctuation and discusses how the meaning of the sentence changing with the correct comma punctuation The student reads sentences without the proper comma and semicolon punctuation and writes the correct punctuation. The student will work with the quiz format and answer it correctly. The class will be divided in small groups and the teacher will provide them with a set of cards with words and punctuation marks for them to rearrange and determine the correct sentence structure using the correct uses of commas and semicolons. The student will work with the quiz and answer it correctly. Closing Activities After the commas and semicolons lesson , the teacher asks a question relevant to the lesson Discuss the exercises orally Discuss the level of difficulty on the task Peer assessment and determine strength and weaknesses Identify the accomplishments of the Unit and Have students mention five terms or tasks they have learned during the Unit. Formative Assessment – Other Prepare an exit ticket (index card) that asks the student to self-rate Open question Evaluation of the quiz If pressed for time the student, the student can write his Evaluation of the quiz
work 5-7 min Pair work 5 min (Extra) practice activity (if time allows) work 5 min Pair work 10 min To provide controlled practice To provide accuracy practice To promote student centred learning To organise feed-back To note errors for follow-up corrections To check understanding of the grammar Further controlled practice To provide free practice in the game format To obtain evidence of learning Say, now you are going to choose correct option in the task 2. Project task onto smart-board. Elicit the first example from SS Hand out materials Organise pairs. Tell students to compare their answers in pairs and justify their choices. Elicit model ICQ ‘Are you going to just read your answers or are you going to discuss and explain them? (Discuss and explain them) Tell students to look at sentences 1-8 and decide what actually happened and/or what the situation is now. Elicit a model answer from a stronger student first. ICQ ‘Are you going to read the sentences or talk about where you think the speakers are?’ (Talk about where you think the speakers are) In pairs SS compare opinions before checking in open class Project task and ask SS to read the speech bubbles. Tell SS they are going to write sentences using ‘wish’ for each bubble. Elicit an example from a stronger student before starting. Hand out task. Feedback at the end. Get students to compare their answers in small groups first. If time allows, ask some students to write their sentences on the board as feedback. Organise different pairs. Play a game of ‘Be careful what you wish for’. Think of 5 wishes each. SS first write five wishes on a piece of paper, using past simple, past perfect and would, before taking turns read them. The other student should say how the wish goes/went wrong. Model the task with a stronger pair first. ICQ ‘When student A reads out a wish, will student B just listen or will they say how it might go wrong? (They’ll say how it might go wrong) Monitor and check for errors. S SS SSS S SS SSS-T S SS
Ureter (yoo-ree-ter) is one of two tubes leading from the kidney to the urinary bladder Learning a new language Learning medical words is like learning a new language The words sound strange and complicated at first The medical language is logical in that each term, complex or simple, can be broken down into its basic component parts. Guided Practice * Complete the Abbreviations Worksheet. Make flash cards of medical terminology abbreviations. Complete the Prefixes Worksheet. Complete the Suffixes Worksheet. Make flash cards of medical terminology suffixes. Review media terms with the students using review games such as the “Fly Swatter Game” or the “Flash Card Drill” (see the Medical Terminology Activity Lesson Plan - Accommodations for Learning Differences For reinforcement, the students will use index cards and markers to make flash cards of the medical abbreviations you expect them to learn. Independent Practice/Laboratory Experience/Differentiated Activities * Individualized Education Plan (IEP) for all special education students must be followed. Examples of accommodations may include, but are not limited to: NONE Lesson Closure Summative/End of Lesson Assessment * Successful completion of activities References/Resources/ Teacher Preparation Additional Required Components English Language Proficiency Standards (ELPS) Strategies College and Career Readiness Connection Understand new vocabulary and concepts and use them accurately in reading, speaking, and writing. Identify new words and concepts acquired through study of their relationships to other words and concepts. Apply knowledge of roots and affixes to infer the meanings of new words. Use reference guides to confirm the meanings of new words or concepts. Cross-Disciplinary Standards,
Have students “personalize” models Have students prepare presentation for model Lesson Closure Have students present their architectural letters to class Ask students to reflect on each other’s models Have students reflect on the modeling process Summative/End of Lesson Assessment * Informal Assessment Any of the following can be used as informal assessments. Spot check for idea creation Spot check for sketches Spot check for planning/layout phase Spot check for model building Check progress on developing presentation Formal Assessment Student font/typeface selection Student sketches Student plans/layouts Student study model Student final model Student personalization of model (painting, coloring, decorating, embellishing, etc.) Student model craftsmanship Student model completion Presentation participation References/Resources/ Teacher Preparation Reference Books Sample model (if required) Lesson Presentation Instructor Computer/Projection Unit Sutherland, Martha (1999). Model Making: A Basic Guide. New York, New York: W. W. Norton & Company. D. K. Ching, F. (2009). Architectural graphics. Hoboken, New Jersey: John Wiley and Sons, D. K. Ching, F. (2007). Architecture: Form, space, and order. Hoboken, New Jersey: John Wiley and Sons. Additional Required Components English Language Proficiency Standards (ELPS) Strategies
2 5 mar to 10 mar House test 3 12 mar to 17 mar Theory:- Revision of theory Questions. And practice of notation 4 19 mar to 24 mar Detailed knowledge of samyukta mudra based on abhinaya darpan do yes 5 26 mar to 31 mar One tora and amad in jhap taal & life sketch of pt. Narayan prasad yes 6 2 apr to 7 apr A study of essential characterstics of Bharatnatyam do yes 7 9 apr to 14 apr Theory:- Revision of theory Questions. And practice of notation 8 16 apr to 21 apr practise of tatkar in jhap taal and one tora in jhap taal do 9 23 apr to 30 apr Study of the costume and music used in classical dance, Bharatnatyam do yes