zilongwang/ReadingBank huggingface dataset:
Wednesday TLW: Practice language and vocabulary skills, including using word roots; use commas correctly. Complete Lesson 2 from the Spelling Workbook and the Posttest, which focuses on homophones. Complete the next section of Week 4 Language Review, figuring out the meaning of a word using its word root and suffix. Use commas correctly in a sentence. Identify the correct spelling of sets of homophones; proofread sentences for spelling; complete a test to spell correctly. How can I use word roots to determine the meaning of unfamilar words? What are homophones, and how are they spelled? Thursday TLW: Practice language and vocabulary skills, including connotation, coordinate adjectives, and types of sentences (structure). Also identify and recognize types of analogies. Identify how to spell words correctly when adding endings such as and -ed. Review novel in lit circle groups. Complete next section of Week 4 Language Review by choosing the word with the best connotation, using commas correctly with adjectives, identifying the structure of a sentence, and finding a matching analogy. Complete Lesson 3 Spelling Pretest, analyzing how words are spelled correctly with the endings -ing and Get into groups and share work done for next role in lit circle packet for chapters 2 and 3 of The Giver. How can I determine if adjectives are coordinate? How can I choose a word with the correct connotation? How can I complete a set of matching analogies? What is usually done to a word’s spelling when an ending is added? How can I participate in a literature circle to analyze a short story or other text?
Friday TLW: Compose a personal narrative that answers a writing prompt. Analyze new vocabulary from Vocabulary Workbook. View Brainpop videos relating to ELA topics and answer quiz questions using Google Classroom Write at least one paragraph to answer a personal narrative writing prompt. Use the “Wordbusting” strategy from the Vocabulary Workbook to analyze at least five new words and create “Wordbusting” slides for the next list of words (Lesson 2). Brainpop videos and quizzes (if time). How can I break down new words and use context clues to figure out their meaning? DeKalb Middle School Lesson Plan – page 2 Teacher: Week Of: Subject: Class Hour: Academic Adaptations (as needed for gifted students and students with disabilities) Key Vocabulary Materials/ Support Needed Performance Data and Notes Monday added examples dangling modifier; misplaced modifier; science fiction Tuesday extra examples, modeling; graphic organizer for notes figures of speech; phrase; clause; nonfiction Wednesday handouts with explanations for language terms word root; homophones Thursday handouts with explanations of roles connotation; analogy; types of sentences Friday extra examples/modeling of vocabulary strategy context clues
Subject: 1st grade Sept. 26-30 Monday Tuesday Wednesday 8:10-8:30 Welcome and Restroom Breaks 8:30-9:00 SPELLING/PHONICS PHONICS: Lesson 8 The Letter A (Part 1) Theme 1 Spelling SP ELLING: Hand out Spelling List 4 go over Spelling Pattern PHONICS: Lesson 9 The Letter Z SPELLING: Digraph ck /k/ Pg. 13 PKHONICS: Lesson 10 Assessement 1 SPELLING: Digraph ck /k/ pg. 13 9:00-10:20 READING/ENGLISH RTI READING “Pick a Sack” pgs. 116-123 Decodable Text ENGLISH: Introduce Telling Parts of Sentences READING: “Pick a Sack” pgs. 116-123 FOCUS SKILL: Beginning, Middle, Ending ENGLISH: Telling Parts of a Sentence pg. 13 READING: Accuracy “Get up Rick” pgs. 128-143 High Frequency Words pg. 26 ENGLISH: Telling Parts of a Sentence pg. 14 10:20-10:40 ENRICHMENT ENRICHMENT ENRICHMENT ENRICHMENT 10:40-11:10 Lunch Lunch Lunch 11:10-11:20 BATHROOM AND DRINK BREAKS 11:20-12:25 CALENDAR/MATH Lesson 9 Ways to make 8 Lesson 10 Ways to Make 9 Lesson 11 Ways to Make 10 12:25-1:10 PE PE PE 1:10-1:55 MATH RTI GROUPS/CENTERS GROUPS/CENTERS GROUPS/CENTERS 1:55-3:10 SCIENCE/SOCIAL STUDIES How Do Flies Walk Upside Down How Do Flies Walk Upside Down
Subject: Thursday Friday Spelling Words pick pack tack back sack sick big in hold so 8:10-8:30 Welcome and Restroom Breaks PHONICS: Lesson 11 The Letter S SPELLING: Rainbow write spelling words 2 x’s PHONICS: Lesson 12 Suffix s SPELLING TEST 4 9:00-10:20 READING/ENGLISH RTI Fluency: “Get up Rick” pgs. 128-143 Beg, Mid, and End wkbk. 27 ENGLISH: Telling Parts of a Sentence pg. 15 READING TEST 4 ENGLISH DOL 10:20-10:40 ENRICHMENT ENRICHMENT ENRICHMENT 10:40-11:10 LUNCH LUNCH Vocabulary 11:10-11:20 BATHROOM AND DRINK BREAKS 11:10-12:25 CALENDAR/MATH LESSON 12 Find Missing Parts of 10 Lesson 13 True and False Statements 12:25-1:10 PE PE PE 1:10-1:55 MATH RTI GROUPS/CENTERS GROUPS/CENTERS 1:55-3:05 SCIENCE/SOCIAL STUDIES How Do Flies Walk Upside Down How Do Flies Walk Upside Down
Lesson plan Training Centre Trade/ Subject Trade / Batch No. of Trainees Module Title Module No. Expected date of commencement Date of commencement Date completed A. Preparation Machinery Tools /Equipment/consumables required. Qty. Required for… trainees. Instructional Material. Qty. required. Special Remarks.
Content: Thrass word recognition Date: 30/3/2011 Topic: Thrass and high frequency words Class: 1T Lesson purpose/aim/objective: Identifying thrass graphs, digraphs and trigraphs in commonly used words. Students to gain an understanding of the sounds and spelling choices used in words Prior or assumed knowledge: Understanding of basic knowledge of how thrass works through understanding gained in prep. Ability to read sight words and attempt to spell them. Vels: Reading 1.5 Blend sounds to spell common high frequency words, use sound patterns to attempt unfamiliar words, sound out one and two syllable words Time Teaching strategies Learning strategies Space Resources 10 Look at the thrass chart and discussion about the different sounds made in words. Model thrass and gauge prior knowledge and recognition Look at Group at table Thrass magnetic graphemes Thrass phoneme-grapheme cards Thrass chart Writing books Words chart Teaching Notes: 20 Students give me a range of sight words/we look at some M100W sight words they want to spell and we have a look at their spelling by using the thrass chart. Students can make the words from the magnetic letters and then check them on the thrass chart. They can then record these words in their books. Students recall words they find tricky and we have a look at how to spell these from the thrass chart. Students write these words in their writing book. Students use tactile magnets to construct words. Group at table 10 Students are given a word each and try to work it out looking at the thrass chart. They attempt the spelling in their books with minimal assistance Use of thrass knowledge is exhibited and future areas of work are established if children struggle with word blends Group at table Fomative assessment on task Summative Reflection on learning by students
Explain how you know you are correct. You may use the back if necessary. __________________________________________________________ __________________________________________________________ __________________________________________________________ Resource Sheet 6 From A.M. to P.M. and From P.M. to A.M Arrows
Resource Sheet 8, (2 of 8) Show My Time Game 1:00 1:05 1:10 1:15 1:20 1:25 1:30 1:35 1:40 1:45 1:50 1:55 2:00 2:05 2:10 2:15 2:20 2:25 2:30 2:35 2:40
Achima’s grandmother came over to have dinner with Achima’s family at 5:45 pm. Her grandmother stayed for two hours. On the clock below, draw the hour hand and minute hand to show what time Achima’s grandmother left Achima’s house. Write the time Achima’s grandmother left Achima’s house using words: _______________________________________________________
DeKalb Middle School Weekly Lesson Plan Teacher: Mr. Jones * Teaching Structures: Week of: Aug. 20 - 24 (O) one lead, one support (A) alternative teaching Subject: Science (S) station teaching (T) team teaching Class Hour: 1, 2, 3, 5 (P) parallel teaching Day/Date Big Idea/ Goals Lesson Activities Assessment Standard/Modified Essential Question (State at beginning and exit ticket) *Teaching Structure Monday Newton’s Laws Explaining net force 8.PS2.3 8.PS2.4 8.PS2.5 How does forces affect motion? P Tuesday Newton’s Laws Explaining Newton’s Laws - NFL Video 8.PS2.3 8.PS2.4 8.PS2.5 How does forces affect motion? T Wednesday Newton’s Laws Explaining Newton’s Laws - scooter activity 8.PS2.3 8.PS2.4 8.PS2.5 How does forces affect motion? O Thursday Unit review Unit 1 Review for test. 8.PS2.3 8.PS2.4 8.PS2.5 Friday Formative Assessment Unit 1 Test and Vocab. Quiz 8.PS2.3 8.PS2.4 8.PS2.5 DeKalb Middle School Lesson Plan – page 2 Teacher: Mr. Jones
Week Of: Aug. 20 - 24 Subject: Science Class Hour: 1, 2, 3, 5 Academic Adaptations (as needed for gifted students and students with disabilities) Key Vocabulary Materials/ Support Needed Performance Data and Notes Monday Direct force, contact force Tuesday video Wednesday Net force, inertia scooter Thursday All words from Unit 1 Friday All words from Unit 1
Week Of: Aug. 27 - 31 Subject: Science Class Hour: 1, 2, 3, 5 Academic Adaptations (as needed for gifted students and students with disabilities) Key Vocabulary Materials/ Support Needed Performance Data and Notes Monday Electric charge Electric force Tuesday Conductors, Insulators and Semiconductors video Wednesday Conductors, Insulators and Semiconductors Thursday Current, Voltage and Resistance Friday Current, Voltage and Resistance
`DeKalb Middle School Weekly Lesson Plan Teacher: Mr. Jones * Teaching Structures: Week of: Sept. 4 - 7 (O) one lead, one support (A) alternative teaching Subject: Science (S) station teaching (T) team teaching Class Hour: 1, 2, 3, 5 (P) parallel teaching Day/Date Big Idea/ Goals Lesson Activities Assessment Standard/Modified Essential Question (State at beginning and exit ticket) *Teaching Structure Monday LABOR DAY Tuesday Electric Current Lesson 3 8.PS2.2 Explain how electric currents work? P Wednesday Electric Current Lesson 3 8.PS2.2 What make something electrically charged? T Thursday Magnets and Magnetism Lesson 4 - continued 8.PS2.1 8.PS2.2 Describe how magnets work. O Friday Magnets and Magnetism Lesson 4 8.PS2.1 8.PS2.2 How are magnets beneficial to our daily lives? DeKalb Middle School Lesson Plan – page 2 Teacher: Mr. Jones
`DeKalb Middle School Weekly Lesson Plan Teacher: Mr. Jones * Teaching Structures: Week of: Sept. 10 - 14 (O) one lead, one support (A) alternative teaching Subject: Science (S) station teaching (T) team teaching Class Hour: 1, 2, 3, 5 (P) parallel teaching Day/Date Big Idea/ Goals Lesson Activities Assessment Standard/Modified Essential Question (State at beginning and exit ticket) *Teaching Structure Monday Magnets and Magnetism Magnets and iron filings activity - Introduction to magnets 8.PS2.1 8.PS2.2 Describe how magnets work. O Tuesday Magnets and Magnetism Lesson 4 - continued 8.PS2.1 8.PS2.2 Describe how magnets work. Wednesday Magnets and Magnetism Lesson 4- continued 8.PS2.1 8.PS2.2 How are magnets beneficial to our daily lives? T Thursday Lesson 5 - 8.PS2.1 8.PS2.2 Describe relationship between electricity and magnets O Friday Lesson 5 - continued 8.PS2.1 8.PS2.2 How does this relationship affect the world around us? DeKalb Middle School Lesson Plan – page 2 Teacher: Mr. Jones
Week Of: Sept. 10 - 14 Subject: Science Class Hour: 1, 2, 3, 5 Academic Adaptations (as needed for gifted students and students with disabilities) Key Vocabulary Materials/ Support Needed Performance Data and Notes Monday Magnet, Magnetic Fields, Magnetic Poles Magnets and iron filings Tuesday Magnet, Magnetic Fields, Magnetic Poles video Wednesday Magnet, Magnetic Fields, Magnetic Poles Thursday Electric generator, Electric Motor, Solenoid video, IXL Friday Electromagnetic Induction, Transformer IXL
DeKalb Middle School Weekly Lesson Plan Teacher: Mr. Jones * Teaching Structures: Week of: Sept. 17 - 21 (O) one lead, one support (A) alternative teaching Subject: Science (S) station teaching (T) team teaching Class Hour: 1, 2, 3, 5 (P) parallel teaching Day/Date Big Idea/ Goals Lesson Activities Assessment Standard/Modified Essential Question (State at beginning and exit ticket) *Teaching Structure Monday Lesson 5 - 8.PS2.1 8.PS2.2 Describe relationship between electricity and magnets O Tuesday Lesson 5 - continued 8.PS2.1 8.PS2.2 How does this relationship affect the world around us? O, T Wednesday Review for Unit 2 Test Thursday Unit 2 Test and Vocabulary Quiz Friday Waves Unit 3 Lesson 1 - digital lesson 8.PS4.2 Compare and contrast different types of waves. T, O, P DeKalb Middle School Lesson Plan – page 2 Teacher: Mr. Jones
Week Of: Sept. 17 - 21 Subject: Science Class Hour: 1, 2, 3, 5 Academic Adaptations (as needed for gifted students and students with disabilities) Key Vocabulary Materials/ Support Needed Performance Data and Notes Monday Electric generator, Electric Motor, Solenoid Magnets and iron filings Tuesday Electromagnetic Induction, Transformer video Wednesday Magnet, Magnetic Fields, Magnetic Poles Thursday Electric generator, Electric Motor, Solenoid Test and Quiz Friday Mechanical waves, medium, transverse wave
Week Of: Sept. 24 - 28 Subject: Science Class Hour: 1, 2, 3, 5 Academic Adaptations (as needed for gifted students and students with disabilities) Key Vocabulary Materials/ Support Needed Performance Data and Notes Monday Mechanical waves, medium, transverse wave Magnets and iron filings Tuesday Mechanical waves, medium, transverse wave video Wednesday Waves, frequency, wave period, hertz video Thursday Wave speed, amplitude Friday
Week Of: Oct. 22 - 26 Subject: Science Class Hour: 1, 2, 5, 6 Academic Adaptations (as needed for gifted students and students with disabilities) Key Vocabulary Materials/ Support Needed Performance Data and Notes Monday Pitch, loudness, decible Magnets and iron filings Tuesday Sound waves, longitudinal wave Doppler effect video Wednesday Sound waves, longitudinal wave Doppler effect video Thursday Echo, resonance Friday Interference
Big Idea(s): (main ideas, foundational understandings, conclusions, or generalizations) 1. Each element contributes to the development of a story and character development. 2. Points of view of characters or narrators help readers to develop a deeper understanding of the characters their perspectives. Academic Vocabulary: Academic Vocabulary: In this section, the teacher will provide students with the academic vocabulary that supports the daily/weekly lesson. Unit Specific Vocabulary: In this section, the teacher will provide students with the unit specific vocabulary that supports the daily/weekly lesson. STEM/STEAM/ Interdisciplinary Integration: In this section, the teacher will provide students with the STEM/STEAM/interdisciplinary connections that supports the daily/weekly lesson. Engaging Performance Scenario: Introduction to Engaging Scenario Task 2: Point of View. In the areas below, place an “X” in the box(es) to indicate the selected strategies and resources. Research-Based Instructional Strategies: (weekly strategies chosen to guide teaching and learning) OPENING: Engaging Instructional Activity Activate Prior Knowledge X Questioning (Raises questions) X Clarify Previous Lesson Phenomenon Provide Feedback X Scaffold Instruction X Create Interest X Other: WORK PERIOD: Exploring, Explaining, Extending, and Elaborating Facilitate Learning X Academic Discussions X Cooperative Learning Other: Demonstrate/ Model X Generating and Testing Hypotheses Independent Learning X Other: Explain/Apply/Ex tend concepts and skills High-Level Questioning Writing Other: CLOSING: Evaluating Summarize Lesson X Provide Alternate Explanations Respond to EQs Other: X Allow students to assess their own learning Quick Write 3-2-1/K-W-L Other: DCSD RCD Aligned Lesson Plan Template Components of this lesson plan may change according to the needs of the students.
Daily Lesson Plan for Thursday Pre-Instructional Activity: Grammar Practice: Verbs & Nouns Opening (ENGAGE): Teacher will engage students in a discussion about Narrative Poems. Work Period (EXPLORE/EXPLAIN/ EXTEND/ELABORATE): Animal Farm Chapter 6 Animal Farm Activities Closing (EVALUATE): ???Questions??? Daily Lesson Plan for Friday Pre-Instructional Activity: Grammar Practice: Verbs & Nouns Opening (ENGAGE): Teacher will engage students in a discussion about Narrative Poems. Work Period (EXPLORE/EXPLAIN/ EXTEND/ELABORATE): Animal Farm Narrative Poem Vocabulary Activity Closing (EVALUATE): ???Questions???
Lesson 2.3.8 Homework Name_______________________ 1) The Cooper family decided to hike to Hillside Lake, approximately 8⅝ miles away. After an hour the lake was still 5⅓ miles away. How far did the group hike so far? 2) Byron purchased a box of candy at the store. On his way home he ate ¼ of the candy in the box. At dinner with friends later that night he served ½ of what was left. If there are 6 chocolates now left in the box, how many did the box contain to start with? 3) Walter buys a bus pass for $30. Every time he rides the bus, money is deducted from the value of the pass. He rode 12 times and $24 was deducted from the value of the pass. How much does each bus ride cost? Write as a mixed number: 4) 5) 6) Allen’s score in a video game was changed by -75 points because he missed some targets. He got -15 points for each missed target. How many targets did he miss? 7) × = 8) 14 ÷ = 9) 3(3)(–3)(–3) = ________ 10) -16 - (-31) + 16 = _____ 11) 117 ÷ (-7) = _______ 12) -77 ÷ (-11) = _______
Lesson Seed: Equal Shares (Lesson seeds are ideas for the domain/cluster/standard that can be used to build a lesson. Lesson Seeds are not meant to be all-inclusive, nor are they substitutes for instruction.) Domain: 1.G. Geometry/Grade 1 Cluster: 1.G.A. Reason with shapes and their attributes Standard(s): 1.G.A.3 Partition circles and rectangles into two and four equal shares, describe the shares using the words halves, fourths, and quarters, and use the phrases half of, fourth of, and quarter of. Describe the whole as two of, or four of the shares. Understand for these examples that decomposing into more equal shares creates smaller shares. Purpose/Big Idea: Students partition circles and rectangles into two and four equal share to learn about halves, fourths, and quarters. Materials: Resource Sheet 1: Circles (circles should be cut out prior to lesson and bagged – two sets for each student) Resource Sheet 2: Rectangles (rectangles should be cut out prior to lesson and bagged – two sets for each student) Crayons or pencils, if desired Activity: Distribute a bag of circles to each student. Ask the students to take out one circle and fold it in half. Ask students to take out the same size circle from their bag and fold it in half…then fold it in half again. Have students talk to each other about what they notice about the parts of their circles. Allow time for students to share with the class. Repeat with the sets of rectangles. If desired have student use a crayon or pencil to mark the folds and highlight the parts. Guiding Questions: What do you notice about the parts of your cirlce? (equal pieces) How many equal pieces is your circle divided into? When you folded a second time, what happen to the size of your pieces? Does anyone know what these pieces are called?
Resource Sheet 2: Two’s Products Triangle Test* * Adapted from Resource Sheet 3: Two’s Factors Triangle Test* Adapted from Resource Sheet 4: Three’s Products Triangle Test* * Adapted from Resource Sheet 5: Three’s Factors Triangle Test* Adapted from Resource Sheet 6: Four’s Products Triangle Test* * Adapted from Resource Sheet 7: Four’s Factors Triangle Test* * Adapted from Resource Sheet 8: Five’s Products Triangle Test* * Adapted from Resource Sheet 9: Five’s Factors Triangle Test* * Adapted from Resource Sheet 10: Six’s Products Triangle Test* * Adapted from Resource Sheet 11: Six’s Factors Triangle Test* Adapted from
Resource Sheet 12: Seven’s Products Triangle Test* Adapted from Resource Sheet 13: Seven’s Factors Triangle Test* Adapted from Resource Sheet 14: Eight’s Products Triangle Test* * Adapted from Resource Sheet 15: Eighth’s Factors Triangle Test* * Adapted from Resource Sheet 16: Nine’s Products Triangle Test* * Adapted from Resource Sheet 17: Nine’s Factors Triangle Test* * Adapted from
4 The opposing main light standards operates properly to control traffic flow with appropriate time-controlled visual cues. A ‘Walk / Don’t Walk’ signal aids in safely of pedestrian crossing. The system senses the presence of a car (model) on its secondary street to start the light sequence; else, main street flow continues unabated.
Foreknowledge The students read Eleanor and Park up to page 80. Learning objective At the end of this class the students: can describe the main characters Eleanor and Park can describe the situation of Eleanor and of Park know the underlying meaning of the comics in the book practice speaking skills by talking about the book Teacher learning objective time Phase DI Teacher activities Student activities method necessities notes 2 1 Shortly refer to the previous lesson and discuss student´s opinions about the book so far. Think back about last class. Answer teachers questions. Plenary See teacher package 2 4 Explain assignment 1 Listen to the instruction. Plenary Student workbook See teacher package 10 5 Teacher monitors students and helps where necessary. Students do assignment 1 Individually Student workbook Eleanor and Park See teacher package 5 2/3 Discuss the answers to 1b and 1c with the class Share their answers with the class Plenary Student workbook See teacher package 2 4 Explain assignment 2. Listen to the instruction Plenary Student workbook Eleanor and Park See teacher package 10 5 Teacher monitors students and helps where necessary. Students do assignment 2. Individually Student workbook Eleanor and Park See teacher package 5 2/3 Discuss the answers to assignment 2b and 2c with the class. Share their answers with the class. Plenary Student workbook See teacher package 5 2/3/4 Explain assignment 3 and do the assignment plenary in class. Ask the students for the answers and their super power name. Listen to the instruction and participate in doing the assignment and giving answers. Plenary Student workbook See teacher package 5 2/3/4 Explain assignment 4 and do the assignment plenary in Listen to the instruction and participate in doing the Plenary Student workbook See teacher package
Learning objective At the end of this class the students: Know what to do in case of abuse practice speaking skills by talking about the book Teacher learning objective time Phase DI Teacher activities Student activities method necessities notes 10 1 Discuss the book with the entire class. Think back about last class. Answer teachers questions. Plenary See teacher package 5 4 Explain assignment 1 Listen to the instruction. Plenary Student workbook See teacher package 10 5 Teacher monitors students and helps where necessary. Students do assignment 1 Individually or in pairs Student workbook See teacher package 10 2/3 Discuss the answers to 1 with the class and make sure everyone knows what to do in case of abuse. Share their answers with the class Plenary Student workbook See teacher package 10 4 Explain the game. Afterwards go to the game area. Listen to the instruction and go to the game area. Plenary See teacher package 10 4 Explain the rules again and do a practice run. Listen to the instruction plenary See teacher package 25 5 Play the game and monitor. Share their answers with the class. In groups See teacher package 10 2/3 Give the answers and declare the winner. Go back to the classroom Check the answers plenary See teacher package 5 6 Summarise the lesson and round up the book. Listen and answer questions plenary Poetry lesson: The caged bird
Meiosis Mitosis Where does this process occur? Male (XY) = in_____________ Female (XX) = in____________ in __________________________ What kind of cells are produced? When does this occur? Male (XY) = puberty Female (XX) = _________________ Any time # of Divisions (Draw picture) ____ ____ # of Daughter cells produced Male (XY) = _____ sperm Female (XX) = ____ viable egg(s) _____ # of Chromosomes in daughter cells ________ as many as parent cell haploid or N In humans ___chromosomes/gamete Same as parent cell diploid or 2N In humans _____chromosomes/cell Type of Reproduction Genetic Composition Daughter cells are identical / not identical to parent cell Genetic variation Daughter cells are identical / not identical to parent cell Pairing of Homologous Chromosomes YES / NO Crossing over of genes occurs during ________phase ___ of meiosis YES / NO Function/Importance To produce haploid cells called: ___________________ Growth, repair; development of adult from zygote
start with a verb (gerund) which is italicized – possible verbs are listed below end with a comma (Sample Pre-ambulatory Clause verbs) Affirming Alarmed by Approving Bearing in mind Believing Confident Contemplating Convinced Declaring Deeply concerned Deeply conscious Deeply convinced Deeply Disturbed Deeply Regretting Desiring Emphasizing Expecting Emphasizing Expecting Expressing it’s appreciation Fulfilling Fully aware Emphasizing Expecting Expressing it’s appreciation Fulfilling Fully aware Further deploring Further recalling Guided by Having adopted Having considered Having examined Having received Keeping in mind Noting with deep concern Nothing with satisfaction Noting further Observing Reaffirming Realizing Recalling Recognizing Referring Seeking Taking into consideration Taking note Viewing with appreciation Welcoming All operative clauses: Begin with a singular present-tense verb that is underlined – possible verbs listed below End with a semicolon, except for the very last clause, which ends with a period (the whole resolution is one sentence) (sample operative clause verbs) Accepts Affirms Approves Authorizes Calls Calls upon Condemns Confirms Congratulates Considers Declares accordingly Deplores Designates Encourages Endorses Expresses its appreciation Expresses its hope Further invites Deplores Designates Draws the attention Emphasizes Encourages Endorses Expresses its appreciation Expresses its hope Further recommends Further requests Further resolves Has resolved Notes Proclaims Reaffirms Recommends Regrets Reminds Requests Solemnly affirms Strongly condemns
All material presented in this publication is licensed under the Creative Commons Attribution 4.0 International Licence, with the exception of: photographs and images; the Commission’s logo, any branding or trademarks; where otherwise indicated. To view a copy of this licence, visit . In essence, you are free to copy, communicate and adapt the publication, as long as you attribute the Australian Human Rights Commission and abide by the other licence terms. Please give attribution to: © Australian Human Rights Commission 2016. Acknowledgements The ‘Introduction to Human Rights and Responsibilities’ lesson materials were developed by Annie Pettitt, Siobhan Tierney and Rebecca Rolls. This publication can be found in electronic format on the Australian Human Rights Commission’s website at . For further information about the Australian Human Rights Commission or copyright in this publication, please contact: Education and Innovation Team Australian Human Rights Commission GPO Box 5218 SYDNEY NSW 2001 Telephone: (02) 9284 9600 Email: Resource design and layout Kimberlin Education
March 2, 2015 – March 06, 2015 3rd Period 6th Grade ELA Resource Date Agenda Student Objectives STRDS Monday 03/02/2015 Bell ringer Review Bell Ringer as a class Vocabulary and Spelling List Passed Out Lexia I can do well on Lexia Tuesday 03/03/2015 Bell ringer Review Bell Ringer as a class Quiz Scope (Read, Think, Explain) Scope (Exploring Text Features) I can determine how text features help draw in the readers attention. CC.6R.L.1 CC.6R.L.2 CC.6R.L.5 CC.6R.L.6 CC.6R.L.7 CC.6R.L.9 CC.6R.I.3 Wednesday 03/04/2015 Bell ringer Review Bell Ringer as a class Scope Magazine Up From Slavery Close Reading Questions Go over Quiz Central Idea I can answer questions about text I read. CC.6R.L.1 CC.6R.L.2 CC.6R.L.5 CC.6R.L.6 CC.6R.L.7 CC.6R.L.9 CC.6R.I.3 Thursday 03/05/2015 Bell ringer Review Bell Ringer as a class Spelling List from Week before. Scope Magazine Writing Topic . I can write about what I read. CC.6R.L.1 CC.6R.L.2 CC.6R.L.5 CC.6R.L.6 CC.6R.L.7 CC.6R.L.9 CC.6R.I.3 Friday 03/06/2015 Bell ringer Review Bell Ringer as a class Spelling Test Lexia I Can do well on Lexia CC.6R.L.1 CC.6R.L.2 CC.6R.L.5 CC.6R.L.6 CC.6R.L.7 CC.6R.L.9 CC.6R.I.3
May 18, 2015 – May 22, 2015 6th Grade ELA Resource Date Agenda Student Objectives STRDS Monday 05/18/2015 Bell Ringer Review Lexia I can do well on Lexia Tuesday 05/19/2015 No School No School No School Wednesday 05/20/2015 Bell ringer Review Scope Central Idea I can identify the central idea and supporting details of non-fiction text 6W.1 6W.2 6W.3 6W.4 6W.6 Thursday 05/21/2015 Bell ringer Review Scope Central Idea I can identify the central idea and supporting details of non-fiction text CC.6R.L.1 CC.6R.L.9 CC.6R.I.3 Friday 05/22/2015 Bell Ringer Review Lexia I can do well on Lexia CC.6R.L.1 CC.6R.L.9 CC.6R.I.3
LESSON 5: POST-READING Lesson goal Comparing the expectations of the book from previous lessons with what they know having finished the book. Activity 1 The students compare their expectations from lesson one to the story of the book and write down what things went as expected, and what things didn’t go as they expected. Activity 2 The students explain after reading the book what the meaning of the title is. Activity 3 Students will choose to either do the secret mission or an interview. Student’s paper OVERVIEW STAY WHERE YOU ARE AND THEN LEAVE LESSONS Lesson 1 In class: Book theme and expectations Homework: Read chapters 1 - 3 and watch the propaganda video Lesson 2 In class: Trenches Homework: Read chapters 4 - 7 and character summary Lesson 3 In class: Shell Shock & trenches continued Homework: Read chapters 8 - 11 and update character summary Lesson 4
Name ________________________________________ Date __________________ Lesson 22 Spelling Test dentist dintist dentest finall final fineal finesh finish fenish narroe narrowe narrow shelter sheltar shellter ahaed ahead ahade corner korner cornner hallow hollow hawlow diviede devide divide fameous faemous famous recent resent rescent silver selver sillver capsure capture kapture caben cabeen cabin dinner diner dinere minos minas minus minute minut menute valew value vahlue reward rewarhd reword brocken broken brokun Challenge decsent decent descent secure secuire secuere standird standard standerd frontier fronteir fronteer stampeed stampead stampede
WORKSHEET – How Debenhams meet the needs of their customer groups Based on your observations during the mystery shop you carried out at Debenhams, and your online investigation, you are required to identify how the retailer is meeting the needs of the customer groups that shop there. List the product specifications, services, facilities and website that Debenhams provide in order to meet these customer needs. Please give at least five examples for each. Product specification Customer group/s How this meets needs Exemplar – Wide range of products All groups Customers expect to have a choice when they shop at Debenhams. They do not want just one shirt, in one style, fabric and colour. But several so they can select one that suits their tasted. Debenhams provides a wide range of most products to meet this customer need Service Customer group/s How this meets needs Exemplar – Customer service counter All groups Customers of Debehams will often require additional support with their purchases. This may include after sales service, for example when a customer wishes to return an item. The customer service desk can deal with all such issues and satisfy the customers’ needs. Facilities Customer group/s How this meets needs Exemplar – Changing rooms All groups The customers of Debenhams want to make sure the clothes they purchase in store fit and look good on them. For this reason the retailer provides changing rooms. The store had roughly 10 fitting rooms to ensure customers did not have to wait long to try on items. Website & app Customer group/s How this meets needs Exemplar – High definition photos All groups When buying online |Debenhams customers will wish to see close up detailed images of the products they are about to purchase as they may not have seen them or touched them in real life. To satisfy this need the retailer includes HD photos of all products on its website for customers to examine before making a purchase.
Refrigerator Homework! Put this up on the refrigerator this week, and help me learn these skills. Vocabulary Words: Ask me to use these words in a sentence for you. exact discovered remove growled amazed explained guard souvenirs Spelling Words: Help me practice spelling these words. took books foot hoof cook nook hood wood stood shook crook cookbook Sight Words: I need to practice reading these words quickly. buy called even father maybe outside tomorrow town water where Math: Practice double digit subtraction with me this week please. When I read to you: I can identify facts and opinions in a story. Week of April 30, 2012 Thanks for helping me learn this week! You are my most important teacher.
Desmos Graphing Project 10 – 9 8 – 7 6 – 0 Score Uses 5 out of the 8 parent functions Uses 6 or more than 5 function types Uses 5 out of 8 parent functions Uses less than 5 function types Includes at least two inequalities so that the graph has shaded portions Uses 3 or more inequalities Uses at least 2 inequalities Uses less than 2 inequalities Includes at least 15 graphs (note that while sliders are extremely useful, they do not count towards the number of graphs) Uses 20 or more graphs Uses at least 15 graphs Uses less than 15 graphs Creativity and attention to detail Excellent creativity and attention to detail Very good creativity and attention to detail Fair creativity and attention to detail Completes and submits the reflection Max 5 points Total score (out of 45 points): _________________________
Pancakes, sausages, syrup and fruit & grilled cheese sandwiches, veggies and dip, water Snack: Granola bar and juice box Dinner: Fixings to make chicken fajitas or quesadillas (tortillas, cooked chicken, cheese, veggies, and salsa) worms in dirt in a cone (cone, marshmallow for bottom, chocolate pudding, crushed cookies, cream, gummy worm) and a drink Mug up: hot apple juice, S’more bag (cereal) Sunday breakfast: Hot chocolate with whipped cream from kitchen Make egg mcmuffins with scrambled egg, ham, cheese and English muffins, instant oatmeal, juice. We will cook breakfast for them if the weather isn’t nice. LET’S CAMP S’MORE PATROL REGISTRATION LIST Unit name Area
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around a candle and as we do so think of how I forgive others Reflect upon some of the words Make the sign of the cross on the forehead, lips and heart – ‘May Jesus be in my mind, on my lips and in my heart’. As we gather read together and reflect upon The Beatitudes (Matthew 5:3-10) Note to teachers: Please find below examples of Scripture passages which link to the themes and meanings within both the Corporal and Spiritual Works of Mercy Numbers 6:24-26 The Lord bless you and keep you; the Lord make his face to shine upon you, and be gracious to you; the Lord turn his face toward you, and give you peace. Psalm 51:1-2 Have mercy on me, O God, according to your steadfast love; according to your abundant mercy blot out my transgressions. Wash me thoroughly from my iniquity, and cleanse me from my sin. Matthew 5:7 Blessed are the merciful for they shall receive mercy. 1 Peter 1:13 Praise be to the God and Father of our Lord Jesus Christ! In his great mercy he has given us new birth into a living hope through the resurrection of Jesus Christ from the dead.
Reflect on the Word you have heard and write a prayer or promise about how we can clothe others. Place this on to a t-shirt shape template and place these on a washing line Together, pray a litany of thanks to God in response to the Word you have listened to. Reflect on the Word you have heard and say a spontaneous prayer linked to the Works of Mercy by passing around a heart/ stone/ pebble/ shell/ candle. Listen to some reflective music and reflect upon the following: Where your treasure is, there your heart will be also(Matthew 6 :21) Pray silently to God about what you feel and how you might help to comfort the suffering. Reflect on the Word you have heard and pray quietly in your hearts, especially for those who do not have a home. Think about the times when you have forgotten to talk to God - ask God for forgiveness and help. Reflect on the following: Do not judge, and you will not be judged. Do not condemn, and you will not be condemned. Forgive and you will be forgiven (Luke 6: 37) Pray for the needs of others, especially for those who are sick or those who have lost a loved one
Standard: 3.0A.3 Use multiplication and division within 100 to solve word problems in situations involving equal groups, arrays, and measurement quantities, e.g., by using drawings and equations with a symbol for the unknown number to represent the problem.1 1See Common Core State Standards, Glossary, Table 2 Domain: Operations and Algebraic Thinking Cluster: Represent and solve problems involving multiplication and division. Grade: 3rd Grade Target Type: R Make sense of problems and persevere in solving them. Reason abstractly and quantitatively. Construct viable arguments and critique the reasoning of others. Model with mathematics. Use appropriate tools strategically. Attend to precision. Look for and make use of structure. Look for and express regularity in repeated reasoning. Knowledge Target (Prerequisite Skill or Underpinning) Reasoning Target (Mastery) Performance Skill Target (Mastery) Product Target Multiply and divide within 100. Solve word problems in situations involving equal groups, arrays, and measurement quantities. Represent a word problem using a picture, an equation with a symbol for the unknown number, or in other ways.
After modeling how to analyze a piece of writing using a checklist of criteria from the KDE Writing Rubric, give students a checklist to allow them to self-assess as they proceed through the writing process. Checklist can be found at . passages station work Suggested Titles/Works Literary: Informational: Art, Music, Media: CCR: Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening. Strand: Language Cluster: Knowledge of Language Grade: 6 Standard #: L.6.3 (Units 5A – 5B) Target Type S Standard: Use knowledge of language and its conventions when writing, speaking, reading or listening. a. Vary sentence patterns for meaning, reader/listener interest, and style. b. Maintain consistency in style and tone. Knowledge Target (prerequisite skill/underpinnings) Reasoning Target (mastery) Performance Skill Target (mastery) Product Target Recognize conventions of language for: writing speaking reading listening Recognize: various sentence patterns style tone Apply knowledge of language when: writing reading listening Apply knowledge of language conventions when: writing reading listening Determine when to vary sentence patterns for: meaning reader/listener interest style Maintain consistency in style and tone when writing Use: knowledge of language when speaking knowledge of language conventions when speaking Vary sentence patterns for: meaning listener interest style while speaking Maintain consistency in style and tone while speaking Formative Pre-assessment Student Learning Targets Student Learning Targets Formative Assessment
Give students an opportunity to correctly use each of the following and check for understanding of each skill: Vary sentence patterns for meaning. Vary sentence patterns for reader/listener interest. Vary sentence patterns for style. Maintain consistency in style and tone. I can vary sentence patterns for meaning.(S) I can vary sentence patterns for reader/listener interest.(S) I can vary sentence patterns for style.(S) I can maintain consistency in style and tone.(S) Give students an opportunity to correctly use each of the following and check their mastery: Vary sentence patterns for meaning. Vary sentence patterns for reader/listener interest. Vary sentence patterns for style. Maintain consistency in style and tone. Instructional Planning Critical Vocabulary Suggested Strategies and Activities Instructional Resources Sentence Patterns Style Tone Build assessments from the practice items on Study Island to use for pre and post assessments. Study Island () can be a valuable resource to use with all of the common core standards for reading, writing, and language. It can be used for, but not limited to, the following: flashbacks formative assessments with or without clickers modeling of lessons with shorter passages video lessons test questions passages station work Suggested Titles/Works Literary: Informational: Art, Music, Media:
Sources of evidence/Framework for Teaching Alignment FRAMEWORK for TEACHING (FfT) Domain Planning & Preparation Classroom Environment Instruction Professional Responsibilities Component 1a -Knowledge of content/pedagogy 1b-Demonstrate knowledge of students 1c- Setting Instructional Outcomes 1d-Demonstrates knowledge of resources 1e-Designing Coherent Instruction 1f- Designing Student Assessment 2a-Creating Env. of Respect & Rapport 2b-Establish Culture of Learning 2c-Maintaing Classroom Procedures 2d-Managing Student Behavior 2e-Organizing Physical Space 3a-Communicating with Students 3b-Questioning & Discussion Techniques 3c-Engaging Students in Learning 3d-Using Assessment in Learning 3e-Demonstrating Flexibility & Responsive 4a-Reflecting On Teaching 4b-Maintaining Accurate Records 4c-Communicating With Families 4d-Participating in Profess. Learning Comm. 4e-Growing & Developing Professionally 4f-Showing Professionalism SOURCES OF EVIDENCE To Inform Professional Practice Supervisor Observation Evidence (pre and post conferences) Observation Evidence (pre and post conferences) Student Voice Kentucky Student Voice Survey Professional Growth Professional Growth Planning and Self Reflection Peer Observation Observation Reflection
Expected Growth: + or – 10% High: More than 10% above goal Low: More than 10%below goal Decision Matrix for Determining Student Growth Goal Success for Principals & Assistant Principals Student Growth Local Contribution Student Growth State Contribution Overall Rating High (More than 10% above Goal) High (More than 10% above goal) High Expected (+ or -10% of goal) High Low (More than 10% below goal) Expected Expected (+ or -10% of goal) High (More than 10% above goal) High Expected (+ or -10% of goal) Expected Low (More than 10% below goal) Expected Low (More than 10% below goal) High (More than 10% above Goal) Expected Expected (+ or -10% of goal) Expected Low (More than 10% below goal) Low
must remain unchanged until the next school year. Strategies and activities for that goal can be modified. Observation The observation process is one source of evidence to determine teacher effectiveness that includes supervisor and peer observation for each certified teacher. Both peer and supervisor observations will use the same instruments. The supervisor observation will provide documentation and feedback to measure the effectiveness of a teacher’s professional practice. Only the supervisor observation will be used to inform and calculate a summative rating. Peer observation will only be used for formative feedback on teaching practice in a collegial atmosphere of trust and common purpose. NO summative ratings will be given by the peer observer. The rationale for each type of observation is to encourage continued professional learning in teaching and learning through critical reflection. Observation Model Required The observation model must fulfill the following minimum criteria: Four (4) observations in the summative cycle. A minimum of 3 observations conducted by the supervisor and 1 observation conducted by the peer. The required peer observation must occur in the final year of the cycle. Final observation is conducted by the supervisor and is a full observation. All observations must be documented in CIITS. The Progressive Model (3 and 1 model) Observers will conduct three mini observations of approximately 20-30 minutes each. Because these are shorter sessions, the observer will make note of the components observed in order to identify “look fors” in the next mini observation session. The final observation is a formal observation consisting of a full class or lesson observation. All of these observations shall occur in the summative year. Observation Conferencing Required Observers will adhere to the following observation conferencing requirements Conduct observation conference within five (5) working days.
If… Then… Principal or Assistant Principal is rated Exemplary in at least four of the standards and no standard is rated Developing or Ineffective Professional Practice Rating shall be Exemplary Principal or Assistant Principal is rated Accomplished in at least four standards and no standard is rated Ineffective Profession Practice Rating shall be Accomplished Principal or Assistant Principal is rated Developing in at least five standards Professional Practice Rating shall be Developing Principal or Assistant Principal is rated Ineffective in two or more standards Professional Practice Rating shall be Ineffective Rating Overall Student Growth Overall Student Growth Rating results from a combination of professional judgment and the instrument. The instrument is designed to aid the evaluator in applying professional judgment to multiple evidences of student growth over time. Student growth ratings must include data from both the local and state contributions. Required: Determine the rating using both state and local growth. Determine the rating using 3 years of data (when available). Record ratings in CIITS. Determining the Overall Performance Category
Developmentally Delayed Response to Intervention (RTI) School Wide Assistance Team (S.W.A.T.) Document Pre-referral/Referral Name (Last, First, M.I.): M F DOB: Student ID: Grade: Parent/Guardian: Phone: Referral Source: School: TIER 1 Area(s) Targeted for Intervention: Personal/Social Motor Cognitive Adaptive Communication Communication (check specific focus for interventions) Articulation Language Fluency Voice (Only After Failed Screenings) Identification Method: Screenings Formative/Summative Assessment Work Samples Classroom Progress/Grades Observations Behavioral Data Collection Other: Intervention Performance Data: (Address All Areas Targeted for Intervention) Personal/Social Motor Cognitive Adaptive Communication Communication (check specific focus for interventions) Articulation Language Fluency Voice Interventions Implemented: Core Instruction Re-Teaching Summer Skill Activities PBIS Other: Interventionist: General Education Teacher: Instructional Assistant: Parent implemented throughout summer: Begin Date: Frequency of Services: Amount of Time: End Date: BE LESS THAN ONE YEAR) Hearing Screening Date: Pass Fail Referral to Audiologist Vision Screening Date: Pass Fail Referral to Optometrist Speech/Language Screening Date: Pass Fail Intervention Needed Universal Screening Information: Most to Least Current - (BDI): Year: Screening Utilized: Score: Score Other Score/Talley: