zilongwang/ReadingBank huggingface dataset:
6th Grade Resource ELA Monday Tuesday Wednesday Thursday Friday August Bell Ringer: Correct the sentence Lesson: Hand out week 3 spelling words. Friendly letter competition. Extra time- Read A.R books. Bell Ringer: Free writing Lesson: Introduction to business letters. Begin writing business letter. Extra time- Read A.R books Bell Ringer: Correct the sentence. Lesson: Complete business letter. Lexica Core 5 Extra time- Read A.R books Bell Ringer: Free writing Lesson: Introduction to fiction/fairy tales. Read examples- identify literary elements. 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 the sentence Lesson: Hand out week 3 spelling words. Read Scholastic magazine- complete quiz Extra time- Read A.R books. Bell Ringer: Free writing Lesson: Introduction to argumentative essay. Begin writing essay. Extra time- Read A.R books Bell Ringer: Correct the sentence. Lesson: Complete argumentative essay Lexia Core 5 Extra time- Read A.R books Bell Ringer: Free writing Lesson: Read Scholastic magazine- complete worksheet 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 31- September 4 Bell Ringer: Correct the sentence Lesson: Hand out week 4 spelling words Intro to essay Read Scholastic Article- “Should Kids Play Football?” Begin working on “Write an Argument Essay” worksheet. Extra time- Read A.R books. Bell Ringer: Free writing Lesson: Complete “Write an Argument Essay” worksheet. Write final draft. 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: Read Scholastic Article- “I Fled in Terror” – Complete Test Your Knowledge and Vocab Review worksheets. Extra time- Read A.R books Bell Ringer: Review spelling words. Lesson: Spelling test. Lexia Core 5 Extra time- Read A.R books.
CMS Lesson Plan Template Teacher: J. Fellows Course 8 ELA Week of: Monday 3/23 Tuesday 3/24 Wednesday 3/25 Focused Standard/Element(s) ELACC8RL2 ELACC8RL2 ELACCRL2 Essential Question(s) How does the theme develop in to the characters, setting, and plot? How does the theme develop in to the characters, setting, and plot? How does the characterization to the development of the conflict? Opening (5-10 min) Which character from “Killing Mr. Griffin” do you most identify with as being most like you? Explain. Based on your chapter, formulate an opinion about Mark Kenny. What does it mean to have a conflict with someone? Are all conflicts Work-Time Activities (40 min) Students will continue to work on their characterization projects for Killing Mr. Griffin. Students will present the chapters they summarized, and the characteristics of their character. Students finish presenting. Read chapter 7 of Killing Mr. Griffin. Focus on changes in character, and conflict. Closure Activity (10 min) Think, Pair, Share. Students will share with each other their opinion and characteristics of their character from Killing Mr. Which character is your favorite? Why? Predict if the students get away with Killing Mr. Griffin.
Differentiation Strategies (targeting student growth) Students have different characters from the novel, and they are how they stand out to them. choice of text support. Alternate assessment type. Students have different characters from the novel, and they are the that stand out to them. Student choice of text support. Alternate type. Students have different characters from the novel, and they are the that stand out to them. Student choice of text support. Alternate type. Thursday 3/26 Friday 3/27 Additional Notes Focused Standard/Element(s) ELACCRL2 ELACC8W2 Extended writing: Citing evidence from the article, why are students claiming that they have more stress and less time with friends than their parents did in the 1980s. One direct quote and one indirect quote is required. Essential Question(s) How does the characterization to the development of the conflict? How do details from the story affect my writing? Opening (5-10 min) "Conflict cannot survive without your participation." Wayne Dyer How does this quote apply to Mr. Griffin? Brainstorming Work-Time Activities (40 min) Killing Mr. Griffin. Focusing on conflict and Extended Writing
6th Grade Resource ELA Monday Tuesday Wednesday Thursday Friday September 21-25 Bell Ringer: Free Writing Lesson: Handout spelling words. Lexia Core 5 Extra time- Read A.R. books Bell Ringer: Free writing Lesson: Introduction to Fairy Tales Extra time- Read A.R books Bell Ringer: Correct the sentence. Lesson: Fairy Tales Project Extra time- Read A.R. books Bell Ringer: Free writing Lesson: Proficiency Test 1 Extra time- Finish essay 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 September 21-25 Bell Ringer: Free Writing Lesson: Hand out spelling words. Read Scholastic article- complete comp. questions. Extra time- Read A.R. books Bell Ringer: Free writing Lesson: Hand out week 5 spelling words. Read Scholastic article- complete worksheet. 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: Proficiency Test 1 Extra time- Finish essay Bell Ringer: Review spelling words. Lesson: Spelling test. Lexia Core 5 Extra time- Read A.R books.
6th Grade Resource ELA Monday Tuesday Wednesday Thursday Friday September 7-11 No School Bell Ringer: Free writing Lesson: Hand out week 5 spelling words. Read Scholastic article- complete comprehension questions. 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: 9/11 Scholastic activity Extra time- Read A.R books Bell Ringer: Review spelling words. Lesson: Spelling test. Lexia Core 5 Extra time- Read A.R books.
Math April 8 to April 12, 2013 Monday Tuesday Wednesday Thursday Friday Math (EnVision) – 11:00 Topic 12-3 Length Using Units to Estimate and Measure Length TTW: Reteach/Review Vocabulary: estimate, measure Objective: TSW estimate, measure, and compare lengths of objects by using a nonstandard unit. Materials: connecting cubes, classroom objects Review: Daily common core review 12-3 Assess: Quick Check 12-3 HW: Reteach 12-3 Enrichment: 12-3 Topic 12-4 Length More Measuring Length TTW: Reteach/Review Objective: TSW use connecting cubes as nonstandard units to measure and compare the lengths and heights of objects. Materials: connecting cubes, paper strips, tape Review: Daily common core review 12-4 Assess: Quick Check 12-4 HW: Reteach 12-4 Enrichment: 12-4 Topic 12-5 Length Problem Solving: Use Reasoning TTW: Reteach/Review Objective: TSW use nonstandard units to measure the length of different objects. Vocabulary: regroup Materials: outdoor items, connecting cubes, paper clips Review: Daily common core review 12-5 Assess: Quick Check 12-5 HW: Reteach 12-5 Enrichment: 12-5 Topic 12-6 Length Measuring Using Different Units TTW: Reteach/Review Objective: TSW estimate and measure the lengths of objects in different units. Materials: connecting cubes, straws, bags, small objects Review: Daily common core review 12-6 Assess: Quick Check 12-6 HW: Reteach 12-6 Enrichment: 12-6 Topic 12 Length Reteach Lesson TTW: Reteach/Review length and measurement skills. Objective: TSW practice skills taught in topic 12 on length: measure, estimate, compare Materials: connecting cubes, paper clips
Spelling April 8 to April 12, 2013 Spelling 12:00-12:30 Monday Spelling Words: lie tie pie might right night bright light above laugh knee knife wrist wrote Sent. Dict. for the Week: 1. The bright light came from above. 2. Danny might cut the pie with the knife. 3. Bobby bumped his right wrist last night. Tuesday Write words two times each. Write a question with 'pie'. Underline the subject, circle the predicate, put a box around the adjective. Sentence must have at least 7 words. Practice Sentence Dictation Wednesday Write words two times each. Write a telling with 'night' Underline the subject, circle the predicate, put a box around the adjective. Sentence must have at least 7 words. Practice Sentence Dictation Thursday Write words two times each. Write an exclamatory sentence with 'wrist'. Underline the subject, circle the predicate, put a box around the adjective. Sentence must have at least 7 words. Practice Sentence Dictation Friday Write words two times each. Spelling and Sentence Dict. Tests
Anticipated misconceptions Students may think that Triangle F is a scaled copy because just like the 3-4-5 triangle, the sides are also three consecutive whole numbers. Point out that corresponding angles are not equal. Are you ready for more? Choose one of the triangles that is not a scaled copy of Triangle O. Describe how you could change at least one side to make a scaled copy, while leaving at least one side unchanged. Possible Responses Answers vary. Sample response: on Triangle F, the side of length 7 could be extended to have length 10. Lesson Synthesis (5 minutes) What do we mean by corresponding parts? What is a scale factor, and how does it work? 2.4: Comparing Polygons and (Cool-down, 5 minutes) Setup: None. Student task statement Polygon is a scaled copy of polygon . Name the angle in the scaled copy that corresponds to angle . Name the segment in the scaled copy that corresponds to segment . What is the scale factor from polygon to polygon ? Possible responses Angle Segment (or equivalent) Wednesday 8/22: Standards:
Grade Level Planning Lesson Plans/Minutes Week of ___3/12/2012—3/16/2012__ Grade: _10__ Subject: _English II___ Time: _Block 1, 3, & 4_ Date Goals/ Objectives NUMBER AND WRITTEN OBJECTIVES ESSENTIAL QUESTIONS Strategies / Activities Evaluation/ Assessment Resources MON 3/12 OBJECTIVES: 1.01, 1.02, 2.01, 2.02, 4.01, 4.03, 5.01,5.02, 6.01, 6.02 ESSENTIAL QUESTIONS: What is subject/verb agreement? What is pronoun/antecedent agreement? What is parallel structure? What questions do noun phrases answer? What about adjective and adverb phrases? What is a main clause? What is a dependent or independent clause? What is an appositive? Vocabulary Development Grammar excises Castle Learning Complete selected exercises Make-up tests and quizzes Discussion Guided & Independent Practice Castle Learning TUE 3/13 OBJECTIVES: 1.01, 1.02, 2.01, 2.02, 4.01, 4.03, 5.01,5.02, 6.01, 6.02 ESSENTIAL QUESTIONS: What does the note Artemidorus wants to give to Caesar say? What does Portia instruct Lucius to do? What type of message does the Soothsayer have for Caesar? Why doesn’t Caesar read Artemidorus’ letter first? What is Trebonius’ role in the conspiracy? What pretense do the conspirators use to circle around Caesar? What does Casca mean when he says, “Speak, hands, for me!”? Vocabulary Development Grammar exercises Writing Workshop: Strange Omens Complete/Review Selection Literary Analysis Read & discuss Julius Caesar, Act 2; Scene 3-4 Study Questions/ Game Whole class reading Discussion Guided & Independent Practice LCD Projector Transparencies Handouts Text
Grade Level 7th Teacher/Room: Janice Curtis/107 Week of: August 11, 2014 Vocabulary: Procedures, Strategies, Learning Styles, Africa, Southwest Asia, Middle East, Southern and Eastern Asia, Afghanistan, Iran, Iraq, Israel, Saudi Arabia, and Turkey Instructional Strategies Used: Prior Knowledge, Lecture, Discussion, Questioning, Day 1 Day 2 Day 3 Day 4 Day 5 Common Core Standard(s): SS7G5 Common Core Standard(s): Common Core Standard(s): Common Core Standard(s): Common Core Standard(s): EQ Question: Why are classroom rules and procedures important? EQ Question: Why are classroom rules and procedures important? EQ Question: What is the purpose of a EQ Question: What are some different ways people learn? EQ Question: What countries are located in Southwest Asia and the Middle East? Mini Lesson: Summarizing/Questionnaire/ Vocabulary Word Search Activating Strategies: PowerPoint Resource/Materials: Computer/Overhead Projector Handouts Mini Lesson: Summarizing/Questions /Vocabulary Word Search Activating Strategies: PowerPoint Resource/Materials: Computer/Overhead Projector Handouts Mini Lesson: 7th Grade Social Studies Pretest CRCT Coach Book Review/ Map Practice Activating Strategies: CRCT Coach Preview Resource/Materials: CRCT Coach Book/Paper/ Handouts Mini Lesson: Complete Learning Styles Inventory/Review Results/Explain/Discussion Questions Activating Strategies Learning Styles Inventory Resource/Materials: Handouts Mini Lesson: Map Practice Activities Activating Strategies: Southwest Asia and Middle East Map Review and Discussion/News Event Resource/Materials: Maps/Overhead Projector/ Crayons/Pencils Differentiation: Content/Process/Product: Grouping Strategy: Assessment: Routine/Procedures Quiz Differentiation: Content/Process/Product: Grouping Strategy: Assessment Differentiation: Content/Process/Product: Grouping Strategy: Assessment Differentiation: Content/Process/Product: Grouping Strategy: Assessment Differentiation: Content/Process/Product: Grouping Strategy: Assessment Assessment : Post Test /Discussion Questions : Summative Assessment: Post-Test:/ Discussion Questions Summative: Assessment: Pre-Test: Formative: Assessment: Summative: Assessment: Formative: Homework: Homework: Homework: Homework: Homework:
exchanging currencies between nations EQ Question: How do the different economics impact the economies of SW Asia and the Middle East? EQ Question: What are some different ways to prepare and study for tests? EQ Question: How do the different economics impact the economies of SW Asia and the Middle East? EQ Question: How did the breakup of the Ottoman Empire lead to conflict in the Middle East? EQ Question: How did the breakup of the Ottoman Empire lead to conflict in the Middle East? Activating Strategies: Warm-up: What is the difference among traditional, command, mixed, and market economies? CNN Student News Teacher Power Point Review of Economy Mini Lesson: Test: Economy Voc. And Questions Homework: Economic Learning Activities OPEC Activity CIA.Gov Computer Activity = Israel, Saudi Arabia, Iran, and Turkey Crossword or Matching Vocabulary Sheet Start a Business Illustration (This would be similar to your one pager)= Human Capital and Capital Goods Middle East Map Review Coloring Sheet Activating Strategies: Warm-up: How are the economies of Israel and Saudi Arabia different? CNN Student News Mini Lesson: Economy of the Middle East Test. Review: Government of SW Asia. Students will correct problems missed from the test. Students will be responsible for writing all missed questions with correct answers. Activating Strategies: CNN Student News Mini Lesson: Computer Lab Study Island: Economy Jackpot ticket game Students will earn a Jackpot ticket based on their score. Score Tickets 70 1 80 2 90 3 100 4 The Physical Features of the Middle East PowerPoint is due. Activating Strategies: Teacher Power Point: Ottoman Empire and WWI Mini Lesson: Study Guide Questions 347-360 Questions Students will Recall facts about the cause of WWI. Students will be able to describe the Ottoman Empire. Students will identify on a map the empire of the Ottomans. Students will understand the cause and effect of the breakup of the Ottoman Empire. The students will draw conclusions about the creation of Palestine after WWI. Activating Strategies: CNN Student News Teacher Power Point: Ottoman Empire and WWI Mini Lesson: Study Guide Questions 347-360 Questions Students will Recall facts about the cause of WWI. Students will be able to describe the Ottoman Empire. Students will identify on a map the empire of the Ottomans. Students will understand the cause and effect of the breakup of the Ottoman Empire. The students will draw conclusions about the creation of Palestine after WWI. Documentary:
Closure Activity (10 min) Students discuss why they think the author chose fire as a symbol. Students will self-evaluate using a rubric. Differentiation Strategies (targeting student growth) Students identify what various symbols mean to them, and students form their own opinions about why the author chose fire as the symbol. Students write about their own personal experiences, and back up their answers based on their choice of evidence.
Mr. Brenner’s Lesson Plans RTI 1:20-1:45 Prep 1:49-2:39 Week of Dec. 21 – Dec. 22, 2015 Subject MON TUES WED THURS FRI Geometry 8:30-9:20 Test Review Test Part 1 Test Part 2 ACT Practice Pg. 494: Scale Factor Pg. 502: 14-21, 27, 28 Algebra 9:24-10:14 Systems of Inequality Pg. 350: evens Test Review Test Exponents Pg. 374: evens, 44-47, 60 Law of Exponents Pg. 26-48 evens, Pre-Calculus 10:18-11:08 Sec, Csc, Tan, Cot Pg. 285: 1-7 odds Trig Functions Pg. 286: 23-28 Inverse Trig Functions Pg. 289: 1-8 Test Review Test Review 7th Math 11:12-12:02 Multiple Steps Pg. 390: 1-30 Test Plotting Functions Pg. 397: 1-30 Negative Exponents Pg. 404: Symmetry Pg. 409: Advanced Algebra 12:26-1:16 Properties of Logs Pg. 382: odds Property of Logs worksheet Change of Base Pg. 390: 71-73 Natural Log Pg. 397: evens Solving Logs Pg. 407: 8th Math 2:43-3:25 Test Angle Relationship Pg. 371: 1-30 Nets of Polyhedrons Pg. 378: 1-30 Slope Intercept Pg. 386: Scientific Notation Pg. 391: Sub Folder located on Desk
BELL RINGER ( 5 Minutes) On Overhead (FCAT review) I DO: Go over quiz directions Go over test correction procedure WE DO: You DO: Take Quiz on elements/symbols Complete test corrections or work on guide to the elements (pd. 1,5,6) 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, .
Friday 10/14 Unit: Motion and Force Rigor Level: High Daily Agenda Daily Objective Describe the law of gravity BELL RINGER ( 5 Minutes) Why is gravity so important to us? I DO: Forces and Motion Choice 4, 5, or 6 Instructions WE DO: Review Parachute for Sale instructions, Test Parachutes You DO: Complete Forces and Motion Choice 4, 5, or 6 Homework None EXIT TICKET: (5 minutes) Parachute activity conclusion 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, .
Week of September 2-6, 2013 Focus: Poetry Analysis The students will be able to analyze poetry using the TPCASST model. The students will be able to annotate text. The students will be able to make connections in two different works that share similar themes. Student will be able to express this understanding in their writing. Assessment: The assessments this week will be formative using the foldable assignment to determine the student’s understanding of the standards being taught. Activities: The pacing of the following activities, which are designed to guide and deepen the student’s understanding, will be determined by the student’s mastery of the expectation. Therefore the schedule outlined below is tentative and subject to change. 9/2- Labor day 9/3- Tuesday Assign students an Interactive Reader. Hand out list of Literary Devices Create a student foldable for analysis activities Use PowerPoint to guide students through TPCASSST analysis and text annotation of “Mother to Son” by Langston Hughes (pg 309). Title- Use a circle map to make inferences about the poem. Mark The Text- the borders will be imagery, mood, tone, theme, and metaphor. Students will read first time for understanding Second time circling unfamiliar words, characters, and setting Third time underlining the literary devices from the borders 9/4 Wednesday Continue poem analysis using TPCASSSTT model Paraphrase- Students will complete the sentence stem “This poem is mostly about…” Connotation-Create a circle map using words or phrases that have unique connotative meaning. Attitude- Use a bubble map to identify the authors attitude (tone) of the poem. 9/5 Thursday Continue poem Analysis using TPCASSSTT model Shift- Use a multi-flow map to identify a shift in the poem and its effect Symbol- Use a Bridge map to identify an element of symbolism in the poem and its meaning. Syntax- use a bridge map to identify a unique text structure and the authors purpose for using it. 9/6 Friday Continue poem analysis using TPCASSSTT Title- Use a circle map to reexamine the tile of the poem giving example of how the meaning has changed. Theme- Create a tree map identifying two themes from the poem and text evidence to support the claim.
Highly Tested CLE: (EOC/ACT Time) 20 Min. Devoted to EOC/ACT Skill Reinforcers (20 Minutes) Follow writing “cues”, procedures, and routines in FAST Week 5 Follow writing “cues”, procedures, and routines in FAST Week 5 Follow writing “cues”, procedures, and routines in FAST Week 5 Follow writing “cues”, procedures, and routines in FAST Week 5 Follow writing “cues”, procedures, and routines in FAST Week 5 Daily Formative Assessment (5-10 Minutes) FAST / Writing Journal (Writing Words using Letter Sounds) FAST/ Writing Journal (Writing Words using Letter Sounds) FAST/ Writing Journal (Writing Words using Letter Sounds) FAST/ Writing Journal (Writing Words using Letter Sounds) FAST/ Writing Journal (Writing Words using Letter Sounds) Summative Assessment Post Test of Letters, Sounds, Story Elements, Print Concepts Materials and Resources FAST Curriculum Reading Street FAST Boards Comprehension Tool Kit Smart Board Dry Erase Boards Handouts Unit Planner and Special Notes Modifications made as needed Interventions will be formed based off of students’ needs (Tier 3 students will work on Sight Words (1-26), Reading Levelled Books and Stretching &Writing beginning, middle and ending sounds)
Teaching Strategies: Procedures, Technology, Performance Tasks Read pp.152-155 to review cattle trails and significance of, and westward expansion. Have students sum up the info in checkup sheet.(Cattle Trails Note-Taking Guide) Review Google Earth to find South Dakota, then Crazy Horse Memorial zoom on the monument in the mountain. (virtual field trip)Read about the history of the monument. Visit Mount Rushmore while in SD. Have students to read the close read about “world power”. Then discuss—then read together and complete the answer to the 3 main questions in the EQ on paper using the flaps provided to paste on a page and write under each its answer. Have students to read the close read about “panama canal”. Then discuss—then read together and complete the answer to the main question about obstacles on paper using the flap provided to paste on a page and write under each its answer. Have students to fill in the t chart to explain the impact of each. Use text as a resource and ipad resources. Differentiation will be used to pair students needing peer tutors to complete the assignment, using data from the week’s daily work. Summarizing Strategies: Closing Activity Review the questions on guide Discuss the reservations and the tension. Discuss the EQs Discuss the obstacles to be able to build. Discuss the impact of each. Assessment/ Evaluation Note-taking guide is turned in for a daily grade Turn in the 3 questions.(daily grade) Turn in the sheet.(daily) Turn in tchart. Materials Needed Daily Lesson Plan Template
Course: Vulnerability Awareness Lesson Topic: Day: Session Number: Date: Time: 45 minutes Teaching Aims: To provide those working in the licensed industry with an awareness of vulnerability and their responsibilities towards people visiting their premises Group: Licensing Professionals Trainer Name Specific Learning Outcomes: By the end of the lesson, the students will be able to … Learning outcome Assessment Resources: PowerPoint Explore what vulnerability is within the Licensed Economy and how to identify it. By monitoring individual & group answers to questions posed throughout the session, the trainer will draw out key points to assess progress towards this objective Lesson Plan Identify interventions that assist in preventing and reducing harm to vulnerable people in licensed premises. . By monitoring individual & group answers to questions posed throughout the session, the trainer will draw out key points to assess progress towards this objective Learner Needs/Profile: Differing learning styles No prior experience of dealing with a vulnerable person on licensed premises. Reflection as a student Strategies for Differentiation: Use of a variety of media and group work planned to cater for all learning styles Ascertain prior-knowledge by Questions and Answers Knowledge Assumed: General knowledge of working in a licensing environment. Conflict Management Awareness Knowledge of the four Licensing Objectives References: Licensing Act 2003 Time Topic/ Content Teacher Activity Student Activity Resources
The overall aim is to increase safety in the Licensed Economy. This doesn’t negate the need for people to look after themselves and act responsibly, however, there will be occasions when people either don’t realise the risk they face. Slide 4 Key principle 5 Principles The 5 key principles of WAVE – ultimately a prevention and harm reduction initiative. Important to create and strengthen Partnerships between authorities and industry stakeholders – helps to ensure initiative is a success. WAVE initiative helps to identify people before they become potentially vulnerable, and: victims of crime victims of anti-social behaviour come to harm in any other way Involved in crime/antisocial behaviour/harm WAVE initiative ensures vulnerable people are properly supported with positive interventions. Slide 5 Vulnerability There are a number of ways of defining vulnerability - for the purpose of this session we will Listen/ Partake PowerPoint
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, .
Monday 9/27 Tuesday 9/28 Wednesday 9/29 Thursday 9/30 Friday 10/1 Algebra II 2-1 Relations & Functions Analyze and graph relations. Find relational values do examples # 1-4 Hw: Pg 60-61 # 17- 26 all 35-37 2-1 Relations & Functions do examples #-5 Hw: Pg 60-61 # 31-32, 46-53 Ws 2-1 Skills Practice 2-2 Linear equations Identify liner equations and functions. do examples # 1-4. HW: Pg 66 # 15-22, 27-34 39-42 2-2 Linear equations Identify liner equations and functions. Write a linear equation in standard form and graph them. HW: Ws 2-2 Skills Practice 2-3 Slope Find and use the slope of a line. do examples # 1-3 HW: Hw: Pg 72-73 # 15- 22 ,31-36 Workshop II Packet 2 Proportions Packet 3 Exponents Packet 2 Proportions Packet 3 Exponents Packet 2 Proportions Packet 3 Exponents Packet 2 Proportions Packet 3 Exponents Packet 2 Proportions Packet 3 Exponents Algebra II Advanced 2-6 Special functions Identify and graph piecewise functions. do examples # 4-5 Hw: Pg 92 # 15-20, 2-6 Special functions HW: Ws 2-6 2-6 Special functions Identify and graph step, absolute value functions. Describe transformations to the parent graph y=I xI. Hw: Ws Absolute value functions # 1 2-6 Special functions Identify and graph step, absolute value functions. Describe transformations to the parent graph y=I xI. Hw: Ws Absolute value functions # 2 2-7 Graphing Inequalities Graph inequalities on the coordinate plane. Do ex # 1-3 Hw: Pg 98 # 13-27 odd, 35-39
Student Name: ________________________________________________ CATEGORY 4 3 2 1 Research Group researched the subject thoroughly and integrated sufficient facts from their research into their newscast. Group mostly researched the subject and integrated a fair amount of facts from their research into their newscast. Group somewhat researched the subject and integrated very little facts from their research into their newscast. Either no research was done or it was not clear that the group used it in the newscast. Accuracy of Facts Final product hit ALL the requirements, as stated in the project requirements. Final product hit most the requirements, A-F, as stated in the project requirements. Final product hit some of the requirements, A-F, as stated in the project requirements. Final product did not cover any of the requirements, A-F, as stated in the project requirements. Group Work The group functioned exceptionally well. All members listened to, shared with and supported the efforts of others. The group (all members) was almost always on task! The group functioned pretty well. Most members listened to, shared with and supported the efforts of others. The group (all members) was almost always on task! The group functioned fairly well but was dominated by one or two members. The group (all members) was almost always on task! Some members of the group were often off task AND/OR were overtly disrespectful to others in the group AND/OR were typically disregarded by other group members. Length Final product was minutes long. Final product was minutes long. Final product was less than 1-2 minutes long. Final product was less than 1 minute. Point of View/Purpose Establishes a purpose early on and maintains a clear focus throughout. Establishes a purpose early on and maintains focus for most of the presentation. There are a few lapses in focus, but the purpose is fairly clear. It is difficult to figure out the purpose of the presentation.
Requirement 9-10 points 7-8 points 5-6 points 0-5 points Continental Drift ________ Provides a clear and focused explanation of continental drift. Identifies the scientist responsible for this theory and accurately explains at least three pieces of evidence supporting continental drift. Provides a brief explanation of continental drift and some of the evidence used to support this theory, but fails to go into any detail. Mentions continental drift but fails to provide an explanation of the theory or any of the evidence used to support it. Provides no explanation of continental drift, the scientists responsible or any of the evidence used to support it. Seafloor Spreading _______ Provides a clear and focused explanation of sea floor spreading, discussed the scientist responsible for discovering it. Clearly explains how sea floor spreading helped scientists explain continental drift. Provides a brief explanation of sea floor spreading, and the scientist responsible for its discovery. Attempts to explain how sea floor spreading allowed scientists to explain continental drift Mentions seafloor spreading and who is credited with its discovery, but fails to provide any explanation. Provides no mention of seafloor spreading, the person responsible for its discovery or how it supports the theory of continental drift. Plate Tectonics _________ Explains the theory of plate tectonics correctly. Explains 4 plate boundaries and the relative motions of the plate at those boundaries. Identifies landforms and forces at each boundary. Provides a brief explanation of plate tectonics explains 4 plate boundaries but does not go into great detail. Some discussion about landforms and natural disasters. Identifies types of plate boundaries, but does not discuss the geographic landforms or natural disasters. Does not explain the theory of plate tectonics. Provides no explanation of plate tectonics or the types of plates and landforms that exist.
Lesson Planning Template: Newark Central Schools Class/Content: Date: Preparation for Work Learning Standard/s: Learning Target: Success Criteria: Activating Strategy: DIFFERENTIATION: Construction of Learning Experience including Formative Assessment, & Higher Order Thinking Direct Teaching: Guided Practice: Independent Practice: Lesson Reflection
Teachers College Reading and Writing Project Components of Balanced Literacy That Can Support Writing: Read Aloud Shared Reading Share/Interactive Writing Word Study Minilesson: Connection: You already know… We have been learning lots about… Today I am going to teach you… Teach: Watch me… I’m going to try… Did you see how I… Active Engagement: You try it… Now it’s your turn… (Name out a few responses) Link: So today and every day So now you have another way Let’s add that to our chart Conferring/Small Group: What to teach: Qualities of Good Writing Structure Development Conventions Behaviors Stamina Engagement Independence Volume Problem Solving Partner Work Process Topic Choice Planning Drafting Revision Editing Choosing Publishing Name: C: TP: NS: Name: C: TP: NS: Name: C: TP: NS: Mid-workshop Interruption: Celebrate a struggler Repeat of lift the level of the ml Refer to chart Solve a problem Partnerships: Stand behind students so that partners are looking at each other Give lean prompts to support partners Share: Partner Share Fishbowl Share Incorporate an active engagement Review/Add to a chart
6. Identify each relation as a direct variation or a partial variation. a) b) c) 7. Identify each relation as a direct variation or a partial variation. a) y = 3x + 2 b) y = 2x c) C = 0.65n d) h = 5t + 2 x y 0 3 1 4 2 5 3 6 4 7 8. The relationship in the table is a partial variation. a) Use the table to identify the initial value of y and the constant of variation. b) Write an equation in the form y = mx + b. c) Graph the relation. Describe the graph. Sales ($) Earnings ($) 0 100 200 300 400 500 9. Latoya is a sales representative. She earns a weekly salary of $240 plus 15% commission on her sales. a) Copy and complete the table of values. b) Identify the initial value and the constant of variation. c) Write an equation relating Latoya’s earnings, E, and her sales, S. d) Graph the relation. Answers are on Ms. Kueh’s Website lkueh.wordpress.com
Answers: 1. a)0.08 b) 0.45 c) 65 2. a)2.30; the cost per metre, in dollars, of wood b) C = 2.3P c) $34.50 3. a) b) 3.00; the cost per hour to park in this parking lot c) C = 3.00t 4. a) t (h) d (km) 0 0 1 80 2 160 3 240 b) see graph to the right c) 80 d) d = 80t 5. a) Tomatoes cost $2.50 per kg. b) C = 2.5m 6. a) partial variation b) partial variation c) direct variation 7. a) partial variation b) direct variation c) direct variation d) partial variation 8. a) 3; 1 b) y = x + 3 c) The graph intersects the y-axis at (0, 3). As the x-values increase by 1, the y-values also increase by 1.
Classify each of the following as elements (E), compounds (C) or Mixtures (M). Write the letter X if it is none of these. _E_Diamond (C) _C_Sugar (C6H12O6) _M_Milk _M_Air _C_Sulfuric Acid (H2SO4) _M_Gasoline _E_Krypton (K) _E_Bismuth (Bi) _E_Uranium (U) _C_Water (H2O) _C_Alcohol (CH3OH) _M_Pail of Garbage C_Ammonia (NH3) _C_Salt (NaCl) _X_Energy _M_Wood _M_Bronze _M_Ink _C_Dry Ice (CO2) _C_Baking Soda (NaHCO3) _E_Titanium (Ti) _E_Iron (Fe) _M_Popcorn _E_Gold (Au) _X_Electricity _M_A dog _M_Concrete Match each diagram with its correct description. Diagrams will be used once. A B C D E _C_ Pure Element – only one type of atom present. _E_ Mixture of two elements – two types of uncombined atoms present. _B_ Pure compound – only one type of compound present. _A_ Mixture of two compounds – two types of compounds present. _D_ Mixture of a compound and an element.
Read each description and determine whether it is a pure substance or mixture. Then further classify the matter (element, compound, homogeneous mixture, heterogeneous mixture) Description Pure Substance or Mixture? Classification? 1. Chocolate syrup is added to milk and stirred Mixture Homogenous mixture (solution) 2. Copper metal (used to make wires) Pure substance Element 3. Sand is added to water Mixture Heterogeneous Mixture 4. Distilled water Pure substance Compound 5. Tap water Mixture Heterogeneous mixture 6. Diamond Pure substance Element 7. Table sugar Pure substance Compound 8. Table sugar added to a cup of coffee and stirred Mixture Homogeneous mixture (solution) 9. Kool-aid is added to water Mixture Homogeneous mixture (solution) 10. Coca-cola Mixture Homogeneous mixture 11. Helium gas (used to inflate a balloon) Pure substance Element 12. Mercury metal (used in old thermometers) Pure substance Element 13. Hydrogen gas (an explosive gas) Pure substance Element 14. Trail mix (peanuts, pretzels and m&m's) Mixture Heterogeneous mixture 15. The air we breathe Mixture Homogeneous mixture (solution)
Animal Cell - Colouring *Cell Membrane – A Nucleus *Nuclear Envelope – B *Nuclear Pore – C *Nucleolus – D *Chromatin – E Nuclear Sap – F *Cytoplasm *Mitochondrion – G *Golgi Complex – H *Centriole – I Microtubule – J *Vacuole – K *Lysosome – L Microbody – M Microfilament – N *Ribosome – O *Endoplasmic Reticulum – P
Algebra 2 - Solving Equations and Introduction to Factoring 9/07/2017 1. Solve: . answer: ___________________ ____ 2. Which expression is equivalent to ? a x - 6y b x - 2y c 2x - 4y d 9x - 6y 3. Solve the following equations. (a) (b) answer: __________________ answer: ____________________ 4. Solve: . answer: __________________ 5. Solve:
Something to think about: In the equation , How does , , and change the graph of ? Why? Homework: Worksheet p. 351 #2a-c, 3cd, 4, 5cd, 6b-d,7ac, 8ac, 9bde,10ad, 13, 20, 21a-d, 24
Virtual learning environment (VLE) Cost effective for the school/college and allows the school/college to track the submission of learners’ work. Business (different types of organisations) Business networks, collaborative working, video conferencing Entertainment Playing a game with other people over the internet Download services Music, films, new software, software upgrades, games Makes purchasing easier and more affordable. Service Types Complete the table below to think about and record some of the services that you may use on a daily basis and what you use them for?
Lesson 16 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. remote segregate submit transparent violate Vocabulary Words Vocabulary Word Definition Part of Speech Synonym Antonym remote far away or distant from other people, houses, cities, etc. adjective isolated, nearby segregate to separate people or things verb keep apart, isolate, integrate submit to give a document or piece of writing to someone to be approved verb hand in something, present, withdraw transparent open and honest adjective clear, crystal clear, easy to recognize opaque violate to do something that is not allowed by law or rules verb break, abuse, go against obey
Sharing Spaces Matrix Who? What are their needs when moving around the environment in a safe way? What environmental features would create barriers to moving around safely? What environmental features are required for safe accessibility? Elderly grandparent Person pushing a pram Person who cannot read, or does not understand English Person with a visions disability Person with a hearing disability Person in a wheelchair Young child – under 2 years old.
“Every man dies. Not every man really lives” – the character of William Wallace, as played by Mel Gibson, Braveheart 27: III – (DRAFT) 7, 2018 Identify zero force members Hibbeler Chapter 6 – Zero Force Members Homework (due Friday) 1, 2, 3. Identify all of the members in the three trusses shown that are zero force members.
Please finish this work in class: Lesson 2 Pair up with another classmate and practice speaking all items in each exercise sections, but writing out the following: p. 34 Structure Note 1.8: Complete 1, 3, 5 p. 34-35 Structure Note 1.9: Complete 1, 3, 5 p. 35 Structure Note 1:10: Create two sentences p. 36 Structure Note 1.11: Complete 1, 3, 5 p. 36-37 Structure Note 1.12: Create two sentences p. 37 Structure Note 1.13: Complete 1, 3, 5 ******************************************************************** Please finish this work in class: Lesson 2 Pair up with another classmate and practice speaking all items in each exercise sections, but writing out the following: p. 34 Structure Note 1.8: Complete 1, 3, 5 p. 34-35 Structure Note 1.9: Complete 1, 3, 5 p. 35 Structure Note 1:10: Create two sentences p. 36 Structure Note 1.11: Complete 1, 3, 5 p. 36-37 Structure Note 1.12: Create two sentences p. 37 Structure Note 1.13: Complete 1, 3, 5
1. The x- and y-intercepts for some lines are given. Use the intercepts to graph the line. a) x-intercept: 3 y-intercept: –1 b) x-intercept: –2 y-intercept: –3 c) x-intercept: 6 y-intercept: 1 d) x-intercept: 3 y-intercept: none 2. Use the graph to find the slope of each line in question 1. Then write the equation of the line. 3. Identify the x- and y-intercepts of each line. a) 3x – y = 4 b) 5x + 2y – 3 = 0 c) x + 3y = 6 d) x – 6y = 3 Other homework is on Khan Academy. Answers on lkueh.wordpress.com
Answers 1. a) b) c) d) 2. a) , b) , c) , d) undefined, 3. a) x-intercept: ; y-intercept: 4 b) x-intercept: ; y-intercept: c) x-intercept: 6; y-intercept: 2 d) x-intercept: 3; y-intercept:
Teachers list of Social skills to cut out When you read these out, make sure you mix them up so not all positive social skills are listed one after the other. Positive social skills (cut out words) Poor social skills (cut out words) Starting conversations Listening to others Physical aggression (kicking, hitting, etc) Sharing Refusing to join others’ negative behaviours Being a poor loser Taking turns Being a good loser Arguing Asking for what one wants/needs Helping others Getting into others’ space Letting others know how you feel Cooperating Interrupting (butt in) Apologising to others Smiling at someone to make them feel welcome Talking too much Asking questions Accepting others Name calling Following rules of play Saying hello to greet someone Breaking rules of play Complimenting others Playing fair Bossing others Being too rough in play Whining, complaining Taking others’ possessions Showing off
However, there are other important differences: Since position is a displacement from a point of origin, the slope of a position - time graph gives the ________________of the object with a direction. The graphs below represent the same trip to a video store. They show that not all distance – time graphs and corresponding position – time graphs are the _______________. The first two portions of both graphs are the same, but the last line segment slopes downward in the - graph rather than upward in the - graph. All line segments are the same ____________ and ____________ except for the negative versus positive in the last segment. More information is given in the position – time graph regarding the ________________ of the video store in relation to the reference point (home) and that the shopper has returned ______________ at the end. In general, position – time graphs can have a ______________ slope while this is never possible on a distance – time graph. Example Use the data from the graphs of the “Trip to the Video Store” to calculate the speed and velocity of the person during each of the three portions of the trip.
Example:______________________________________. A ___________________ medium transmits and scatters the rays. The medium indicates whether it is being illuminated but the object cannot be clearly seen. On the ray diagram to the right, show the rays that help Wendy’s Eye-Brain determine size (height) of the candles. (3 marks) Please explain in words. On the ray diagram to the right, show the rays that help Wendy’s Eye-Brain determine location (distance) of the candles. (3 marks) Please explain in words. On the ray diagram to the right, show why Captain Wendy’s Eye-Brain might be confused about the candles size (height) or location (distance). (3 marks) Please explain in words.
Super Spellers Lesson 11 basis enemy balance chemical fiber Prefix Meaning cent- hundred dec- ten mill- milli- thousand centipede century decade decimal million centennial millionaire Super Spellers Lesson 11 basis enemy balance chemical fiber Prefix Meaning centi- hundred dec- ten mill- milli- thousand centipede century decade decimal million centennial millionaire