zilongwang/ReadingBank huggingface dataset:
Name: Riley Bogema Tennessee Standard US.8 Evaluate multiple sources of information presented in diverse formats and media as in the political cartoons of Thomas Nast and others during the Gilded Age. US.9 Describe the difference between “old” and “new” immigrants and analyze the assimilation process and consequences for the “new” immigrants and their impact on American society, including ethnic clusters, competition for jobs, rise of nativism, the work of Jane Addams, the documentation of living conditions by Jacob Riis, Chinese Exclusion Acts, and the Gentlemen’s Agreement. Class Time Required: 90-minute class block Objectives: Students will understand the impact of nativism on Chinese immigrants. Students will be able to analyze primary sources to understand the impact of the Chinese Exclusion Act. Procedures Bell Work Students will analyze the Thomas Nast political cartoon and answer the following questions: Why do you think Nast included a Native American in this cartoon about Chinese immigrants? What are some of the things written on the wall that the Chinese immigrant is looking at? How do they portray nativist views towards immigration? Class Work Students will be given the Chinese Exclusion Act (1882) document. In groups of 3-4 students they will answer the following document based questions: What were the goals of the Chinese Exclusion Act? Why do you think there is such large emphasis on excluding Chinese laborers from immigrating into the country? Students will then use a computer lab, or a set of laptop computers and visit the following site: Using the site they will look at the set of primary source images and read the provided overview text. They will answer the following questions. How did the Chinese preserve their culture in American society? What did they do for work? How did some white Americans regard the Chinese? Which images do you think portray the roles of racism and nativism in American society the best? Why? Closing As an entire class discuss the reading. Have students share which images from the website impacted them the most or provoked the most discussion within their groups.
Topic Opener Review What You Know Interactive Math Story Topic Opener Review What You Know Topic Opener Review What You Know Topic Opener Review What You Know During: Whole Group Visual Learning Small Group Centers During: Whole Group Visual Learning Small Group Centers During: Whole Group Visual Learning Small Group Centers During: Whole Group Visual Learning Small Group Centers After: Reteaching Math Journals After: Reteaching Math Journals After: Reteaching Math Journals After: Reteaching Math Journals Evidence of Rigor: Student Collaboration Multi-Step Evidence of Rigor: Student Collaboration Multi-Step Evidence of Rigor: Student Collaboration Multi-Step Evidence of Rigor: Student Collaboration Multi-Step Formative Assessment: Quick Check Whole Group Quiz Observation Work samples Formative Assessment: Quick Check Whole Group Quiz Observation Work samples Formative Assessment: Quick Check Whole Group Quiz Observation Work samples Formative Assessment: Quick Check Whole Group Quiz Observation Work samples Materials: Attribute Blocks Solid Figures Scissors/Glue Crayons Materials: Attribute Blocks Solid Figures Scissors/Glue Crayons Materials: Attribute Blocks Solid Figures Scissors/Glue Crayons Materials: Attribute Blocks Solid Figures Scissors/Glue Crayons Homework: Topic 14 and 13 Worksheets
(Due Friday) Anecdotal Notes: Students who have mastered, are progressing, and are emergent in describing the location and position of shapes. Anecdotal Notes: Students who have mastered, are progressing, and are emergent in describing the location and position of shapes. Anecdotal Notes: Students who have mastered, are progressing, and are emergent in describing the location and position of shapes. Anecdotal Notes: Students who have mastered, are progressing, and are emergent in describing the location and position of shapes.
Before: Build Background Knowledge Discuss Amazing Words Students Talking Make Predictions Before: Build Background Knowledge Discuss Amazing Words Students Talking Make Predictions Before: Build Background Knowledge Discuss Amazing Words Students Talking Make Predictions Before: Build Background Knowledge Discuss Amazing Words Students Talking Make Predictions During: Engage with the text Summarize the Text Construct Graphic Organizers Table Talk During: Engage with the text Summarize the Text Construct Graphic Organizers Table Talk During: Engage with the text Summarize the Text Construct Graphic Organizers Table Talk During: Engage with the text Summarize the Text Construct Graphic Organizers Table Talk After: Retell/Summarize Formative Assessment Respond to text through drawing/writing Journal responses Think-Pair-Share After: Retell/Summarize Formative Assessment Respond to text through drawing/writing Journal responses Think-Pair-Share After: Retell/Summarize Formative Assessment Respond to text through drawing/writing Journal responses Think-Pair-Share After: Retell/Summarize Formative Assessment Respond to text through drawing/writing Journal responses Think-Pair-Share Evidence of Rigor: Students will be required to complete tasks that require a higher level of thinking Evidence of Rigor: Students will be required to complete tasks that require a higher level of thinking Evidence of Rigor: Students will be required to complete tasks that require a higher level of thinking Evidence of Rigor: Students will be required to complete tasks that require a higher level of thinking Formative Assessment: Observation Work samples Formative Assessment: Observation Work samples Formative Assessment: Observation Work samples Formative Assessment: Observation Work samples Materials: Letter Tiles High-frequency word cards Materials: Letter Tiles High-frequency word cards Materials: Letter Tiles High-frequency word cards Materials: Letter Tiles High-frequency word cards
My Skills Buddy Magnetic wand/dots Smart Board (Abcmouse, Starfall, Pearson Realize) My Skills Buddy Magnetic wand/dots Smart Board (Abcmouse, Starfall, Pearson Realize) My Skills Buddy Magnetic wand/dots Smart Board (Abcmouse, Starfall, Pearson Realize) My Skills Buddy Magnetic wand/dots Smart Board (Abcmouse, Starfall, Pearson Realize) Homework: Practice Sheets: Lesson 1.4 (Due Friday) High-Frequency Words Daily Reading Practice Anecdotal Notes: Students who have mastered, are progressing, and are emergent in their high-frequency words, reading comprehension, and reading book for the week. Anecdotal Notes: Students who have mastered, are progressing, and are emergent in their words, reading comprehension, and reading book for the week. Anecdotal Notes: Students who have mastered, are progressing, and are emergent in their high-frequency words, reading comprehension, and reading book for the week. Anecdotal Notes: Students who have mastered, are progressing, and are emergent in their high-frequency words, reading comprehension, and reading book for the week.
You are afraid to disagree because you do not want to unleash your partner’s anger and violence. Both of you can be honest about your feelings about physical affection and sexual intimacy. Neither of you feels pressured to do anything you do not want to do. You are embarrassed to say how you feel because you think your partner may not listen or care. Your partner ignores your needs and wants. Your partner pushes you into situations that make you uncomfortable, frighten, or degrade you.
You think there may be something wrong if you want to do things without your partner. Your partner tries to keep you to him/herself. Your partner does not allow you to spend time doing things on your own. Your partner sees this as a challenge or threat to your relationship.
All students have a copy. If not, there are extra copies in the folder. ESOL I and II (NOT JUANA OR FELIX) ENGLISH I AND II List of words for all of the students this week: accumulate desperate led pronunciation Prefix Meaning Key word Anti Against antifreeze Able ible Can be done Comfortable Al, ial Having characteristics of personal star asteroid, astronomy, astronaut, ipso facto From Latin meaning by the fact itself. “A teacher, ipso facto, is in charge of his or her class.” modus operandi From Latin meaning method of operating. “My modus operandi when studying is to set very specific goals.” Point of View (POV) The perspective from which a story is told (who is telling the story and from where?) First Person POV – The narrator is in the story (pronouns: I, me, we) Third Person POV – The narrator is not a character in the story (pronouns: he, she, they) Third Person Omniscient POV – The third person narrator is all knowing and all seeing Stream of Consciousness - A narrative technique, or point of view, that presents thoughts as if they were coming straight from a character's mind, with story events and character feelings combined. Irony When something is different than it is supposed to be or thought to be. Verbal Irony – When someone says something they don’t mean, but they are believed by others Dramatic Irony – When the audience/reader knows something a character does not Situational Irony – An unexpected situation considering the circumstances (usually pessimistic in nature). For example: a car crashes into a Drive Carefully sign STUDENTS SHOULD KNOW THESE Reteach Vocabulary Plot Exposition Climax Resolution Irony Sarcasm Paradox Symbolism Allegory Allusions Character Types protagonist antagonist dynamic static round flat stereotype aqua – water ast – star anim – life spirit ann – year arch – first, chief
Classroom Components (Double-Click Each Box - Check All That Apply) Scaffolding Modeling Guided Practice Independent Practice Comprehensible Input Grouping Whole Class Small Group Partners Independent Flexible Heterogeneous Homogeneous Cooperative Processes Reading Writing Listening Speaking Assessment Individual Group Written Oral Formative Summative Formal Informal Time Lesson Sequence (Including opening hook and closure); make sure that your sequence is detailed enough so another teacher could follow it. Label the Following Components: 1) Linking to Student Background and Experience 2) Linking to Past Learning 3) Developing/Reviewing Academic Language 4) Deepening Student Learning/Questioning 5) Supports and Differentiation 6) Assessment (formative and/or summative) Lesson Reflection
What are the zeros of this function? What are the zeros of each function? y = 2x – 3 y = (x – 5)(x + 3) y = 4(x – 7)(x – 3)(x + 4) y = x(x + 6) What are the zeros of each function?
Practice Activity What are the Zero(s) of each function? __________________________________ 2. ___________________________________ 3. __________________________________ 4. ___________________________________ X Y -5 8 -4 0 -3 -6 -2 -10 -1 -12 0 -12 1 -10 2 -6 3 0 4 8 5 18 X Y -10 -1080 -8 -512 -6 -168 -4 0 -2 40 0 0 2 -72 4 -128 6 -120 8 0 10 280 5. 6. 7. Factor and find the zeros of each function. 8. 9. 10. 11.
SLIDE TEXT LECTURE NOTES I. Introduction Time: 12 Minutes Slides: 1–8 Level: Fire Fighter I and II Lecture/Discussion Training to become a fire fighter is not easy. The work is physically and mentally challenging. You must keep your body in excellent condition and remain mentally alert. Fire fighter training will expand your understanding of fire suppression. This course equips fire fighters to continue a centuries-old tradition of preserving lives and property threatened by fire. II. Fire Fighter Guidelines Time: 1.5 Minutes Slide: 9 Level: Fire Fighter I Lecture/Discussion Be safe. Safety should always be uppermost in your mind. Follow orders. If you follow orders, you will become a dependable member of the department. Work as a team. Firefighting requires the coordinated efforts of each department member. Think! Lives will depend on the choices you make. Follow the Golden Rule. Treat each person, patient, or victim as an important person. III. Fire Fighter Qualifications Time: 4.5 Minutes Slides: 10–12 Level: Fire Fighter I Lecture/Discussion Age Requirements Most career fire departments require that candidates be between the ages of 18 and 21 years. Education Requirements Most career fire departments require a minimum of a high school diploma or equivalent. Medical Requirements Medical evaluations are often required before training can begin. Medical requirements for fire fighters are specified in NFPA 1582, Standard on Comprehensive Operational Medical Program for Fire Departments.
G. Digital intubation 1. Involves directly palpating the glottic structures and elevating the epiglottis with your middle finger while guiding the ET tube into the trachea by feel a. Gives you an option in some extreme circumstances 2. Indications and contraindications a. Digital intubation may be used in the following exceptional circumstances: i. Laryngoscope is not available or has malfunctioned ii. Other intubation techniques have failed. iii. Patient is in a confined space. iv. Patient is extremely obese or has a short neck. v. Copious secretions obscure the airway. vi. Head cannot be moved due to trauma, or immobilization equipment interferes with direct laryngoscopy vii. Massive airway trauma has made visualization of the intubation landmarks impossible. b. Can be performed in pediatric patients, but the size of an adult’s fingers relative to the size of the child’s mouth usually makes the technique impossible. c. Absolutely contraindicated if the patient is: i. Breathing ii. Not deeply unresponsive iii. Has an intact gag reflex 3. Advantages and disadvantages a. Does not require a laryngoscope, so most advantageous in case of equipment failure b. Ideal if the vocal cords are obscured by copious, uncontrollable oral secretions c. Does not require the sniffing position, so it can be performed on trauma patients and patients whose heads cannot be placed in a sniffing position d. The major disadvantage is risk of being bitten. i. Only perform in patients who are deeply unresponsive and apneic e. Risk of exposure to infectious disease if teeth tear through gloves 4. Complications a. Major complication: Misplacement of the ET tube b. Insertion of a bite block or dental prod can cause lip trauma and tooth damage. c. Vigorous attempts at insertion or improper technique can cause airway trauma or swelling. d. Any intubation attempt can result in hypoxia. i. Carefully monitor clinical condition. ii. Limit intubation attempts to 30 seconds. iii. Ventilate appropriately between attempts. 5. Equipment a. Same equipment as required for orotracheal intubation (minus laryngoscope), plus your fingers i. Stylet
Division--Place Value Chart Module 3, Lessons 16-19 Example 1: 63 ÷ 2= __________ Step 1: Build the dividend on a pv chart Tens ones Step 2: Draw rows to match the divisor (the dividend row does NOT count!) In 63 ÷ 2= ___ the divisor is _____ Tens ones . . . . . . 1) 2) . . . Step 3: Begin dividing…Starting with the largest unit, move disks down into the rows 1 at a time, all rows MUST be equal (cross out disks after you move) Tens ones . . . . . . 1) 2) . . . Step 4: Look at how many there are in EACH GROUP/ROW, that is your quotient (answer) How many are in each group? ____ Quotient: ____ Are there any left over? ______ If so, this is your remainder. Remainder: _____ So 63 ÷ 2= ______ R _____ OR __ R __ 2 63 Division—Place Value Chart Module 3, Lessons 16-19 Example 1: 73 ÷ 3= __________ Step 1: Build the dividend on a pv chart Tens ones Step 2: Draw rows to match the divisor (the dividend row does NOT count!) In 73 ÷ 3= ___ the divisor is _____
Spelling Choice Menu – Lesson 6-10 Name_____________ Instructions: Choose three squares to complete. Be sure to use the recording sheet to record your work. Please hand in on Friday. WRITE A QUESTION Write a question for each of your spelling words. Underline the spelling words. SCRAMBLE WORDS Write your words with all the letters scrambled up. Then ask a parent or sibling to unscramble the words on your paper. Correct that person’s work. PRACTICE TEST Have an adult give you a practice test at home. Be sure the test is checked and signed by the adult. PRACTICE MAKES PERFECT Write each spelling word three times. YOUR CHOICE! VOWEL TIME Write all spelling words. Circle the vowels in each word. COLOR THE LETTERS Write all spelling words once making all the consonants blue and all the vowels red. BACKWARDS WORDS Write your spelling words and then write them backwards. Ex: read daer SYNONYMS Find synonyms (words that mean the same thing) for your words.
TECHNOLOGY MANAGEMENT Focus Area Low ------------------------ High Successes Shortcomings Recommended Solutions 1 2 3 4 5 Business Requirements Design Specifications Test Planning Development Testing Rollout/Implementation Training Documentation Vendor Management RESOURCE MANAGEMENT Focus Area Low ------------------------ High Successes Shortcomings Recommended Solutions 1 2 3 4 5 Project Communication Team Experience Project Sponsor Interactions Customer Interactions Management Interactions Management Support
Human Resources Management Award Plan There was no plan for providing awards and recognition to team members. Toward the end of the project morale was low among the project team. There was increased conflict and team members were asking to leave the project. The PM should institute and communicate an awards/recognition program for every project. Scope Management Scope Creep Stakeholders continuously tried adding to the project scope throughout the project lifecycle. The PM did not have a plan for addressing scope creep and allowed some requirements to be added until the sponsor stopped it. Overall project delay of 3 weeks was the result. The PM must have an approval process for any proposed scope changes and communicate this process to all stakeholders. Quality Management Building Material A process for determining acceptable building material quality was planned into the project. This allowed the project team to work with the contractors to smoothly ensure all materials were of acceptable quality and avoided any re-work and delays associated with substandard material. Always plan quality standards and allowances into the project plan. This helps avoid delays and cost overruns. Risk Management Zoning Approval A risk was identified that there may be delays in receiving approval from the county zoning board. This was a success because it was identified early and planned for. Impact was minimal because the PM included potential zoning delays into the project schedule. Always consider external impacts on the project cost and schedule. This must be continuous throughout the project lifecycle.
1st year – 2nd SEMESTER Lessons: March 6th, 2018 – June 1st, 2018 Exams: June 4th, 2018 – October 12th, 2018 Building PP1 - Room 2 TIME Monday Tuesday Wednesday Thursday Friday 09:00-10:00 ORGANIC CHEMISTRY Will start on the 9th of March ORGANIC CHEMISTRY ZOOLOGY ORGANIC CHEMISTRY 10:00-11:00 ORGANIC CHEMISTRY Will start on the 9th of March ORGANIC CHEMISTRY ZOOLOGY ORGANIC CHEMISTRY 11:00-12:00 HUMAN ANATOMY II MODULE PHYSICS HUMAN ANATOMY II MODULE APPLIED MATHEMATICS PHYSICS 12:00-13:00 HUMAN ANATOMY II MODULE PHYSICS HUMAN ANATOMY II MODULE APPLIED MATHEMATICS PHYSICS 13:30-14:30 APPLIED MATHEMATICS HUMAN ANATOMY II MODULE 14:30-15:00 APPLIED MATHEMATICS HUMAN ANATOMY II MODULE 15:00-15:30 HUMAN ANATOMY II MODULE
The table below further illustrates analysis considerations: Table 2. Analysis Considerations Situation / Characteristics Analysis Considerations Many respondents are reporting essentially the same item. Determine if solutions that may have been put in place during the Phase are likely to stay in place and continue to work. If those were only temporary, the process should be examined and new solution(s) developed and implemented. If the item indicates a serious problem, it should receive a high priority and be worked on before others. If needed, an RCA should be conducted. There appears to be a pattern for the Category in which most items frequently occurred. For example, are they mostly: Quality, Time, Scope, or are they mostly related to Communications breakdowns? Communications problems between contractors or between one or more contractors and CMS can sometimes be resolved through GTL involvement / actions, as can issues of Quality. Contract problems can lead to contractor frustration - assistance from the GTL or Contracting Officer should be sought. Scope or other problems should be looked at by ISDDG management and adjustments made. All changes should be clearly communicated to all parties in a timely manner. Each issue of this types should be examined for how it may affect subsequent Phases, and assigned an appropriate priority. Lessons Learned write-up does not make sense. Occasionally, the items’ written descriptions or recommendations may be unclear. In this case it will be difficult for the PM and the Project Team to determine effective actions. When it happens, a representative of the group providing the item should be consulted. Ideally, the author of the item would provide clarification. If necessary the item can be re-written. Once the PM and Project Team fully understand the item, the necessary add-on information (Lesson Owner, priority) can be added to the item in the Lessons Learned Log. A worst case scenario would involve two contractors each writing independent items where each blames the other for the issue. When this happens, the PM must engage them both, as well as the appropriate GTL(s), in a dialog to discover the facts and identify the real problem. This is essential if the problem is to be addressed correctly and effectively. Item description and recommendation is complex and written in such a way that it is unclear why the issue is occurring. RCAs should be performed for complex problems that may significantly impact a Phase where the underlying reasons for an item are unclear. An RCA can point toward an effective solution.
C: Project Name - Lessons Learned Comment Sheet – Phase Period of Performance: Start date: End date: Date of Submission: Submitter’s Name: Division: Group: Office: Division Director: PM’s Name: PM’s Phone Number: Category Rating Description Recommendation Priority Additional Comments:
Lesson Plans for January 24th-28th 24 Advanced LA 1st Hour LA Language & Culture M O N D A Y *Dailies warm up *Continue reading Secret Life of Bees *Go over Blackboard Assignment *Dailies warm up *Continue reading Monster *Class meeting 25 Advanced LA LA Language & Culture T U E S D A Y *Grammar warm up *Computer lab for reading response log *Grammar warm up *Finish watching Beyond Scared Straight *Culture project presentations 26 Advanced LA LA Language & Culture W E D N E S D A Y *Dailies warm up *Continue reading Secret Life of Bees *Dailies warm up *Continue reading Monster *Continue culture project presentations 27 Advanced LA LA Language & Culture T H U R S D A Y *Grammar warm up *Secret Life chapter review questions on Blackboard *Grammar warm up *Monster response questions *Movie Taboo 28 Advanced LA LA Language & Culture F R I D A Y *Following directions warm up *Continue reading Secret Life of Bees *Following directions warm up *Continue reading Monster *Movie Taboo
Pre- presentation While presentation Post presentation 05 mn 15mn 15mn T* shows Ls the picture of a telescope, then he has an interaction with them about its functions. T* asks Ls* to consider the following question and mention what does the word used express: 1-what is telescope used for? Ls* report their answers: it expresses the function of objects. T* asks Ls to mention the preposition following the verb used in the previous question. Ls* report their answers: it is For. T* asks Ls* to mention the preposition following the verb used in each of the following sentences: 1-It is used for observing the stars. 2-it is used to take a picture of the things that you are seeing. Ls report their answers: it is to/for and the verb following it is in the infinitive or a gerund. T* asks Ls to use the clues in task 1 page 138 to make an oral description of the telescope and its functions. Brainstorming Class interaction Pair work Pre- presentation While presentation Post presentation 05mn 10mn 10mn T* asks Ls if they believe that before the invention of telescope people could believe that the earth is round shaped. L* respond to the T* T* asks Ls about the noun derived from the verb believe and prove. T* tells them to make task 3 page 140 Aim: form singular and plural nouns from the verbs: believe, prove. Brainstorming Class interaction Class correction Rubric: Listen and consider Lesson: Pronunciation and spelling. Language outcomes: Stress in two syllable verbs, stress shift in words like: increase (v, n), corrective stress. Stages Time Teacher and Learners’ activities Strategies
Pre- writing While writing Post writing 15mn 25mn 20mn T* has a discussion with Ls about astronomy and its benefits to the humanity, if they hope if Algeria has the opportunity to make space researches. Ls respond Aim: enhance prior knowledge. T asks what they think of the people who claim that space exploration is wasted money. Ls respond to the teacher. Aim: prepare them for the writing task. T explains the tasks showing them the note they can use and instructions how to develop an argumentative essay against the previous claim. Ls split into groups, appoint a representative upon each one and start doing their work. Ls may ask for T’s help. Aim: Exploit the given note and the language forms they have learnt to state arguments. T asks the representative of each group to read the written texts. Brainstorming Class interaction Group work Class correction
STUDENT PREPARATION CFU/TAPPLE Learning Objective Skill(verb)concept(noun) Student will do during Independent Practice What are we going to do today? What are we going to (skill)? What are we going to do with (concept)? Activate Prior Knowledge Univ. Exp: Already know Sub-skills: Review Connect to Learning Objective CONTENT PRESENTATION Concept Development WHAT: Define/Rule Critical Attributes Example/Non-example RAJ What is ___? Which example is ___? A or B How do you know? Importance WHY: Pers/Acad/Life Does anyone else have any other reason as to why it is important? Which reason is most important to you? Why? You can give me my reason or your reason. Skill Development HOW: Steps/ Maps Explain/Model/Demo Teacher Loop with Guided practice All variations Verify that students can execute the steps. Process question: How did I solve this problem? How did I get my answer (use academic language)? Guided Practice Whole class We/together Rule of Two All variations White boards Process question: How did we/you solve this problem? How did we/you get the answer (use academic language)? Closure (final CFU) Verify learning Prove ready for Indep. Prac. (80%+) What is __? Why is __ important? How do you solve __? INDEPENDENT PRACTICE Independent Practice Students practice,80% Feedback=intervention Individual or small group for extra help INSTRUCTIONAL NORMS Check for Understanding Teach first Ask specific question Pause (wait 3-10 sec) Pick non-volunteer Listen to response Effect feedback (echo, elaborate, explain) Pair/Share A-B, B-A Track with Me Whiteboards: Chin-it Read with Me Use complete sentences Listen to Learn 3x’s HOQ
Lesson 1 Spelling List: “Hot and Cold Summer” by: Johanna Hurwitz pact brand brick crop broad tread film else gram gum dread spend past plot check split sting strap task twin Lesson 1 Spelling List: “Hot and Cold Summer” by: Johanna Hurwitz pact brand brick crop broad tread film else gram gum dread spend past plot check split sting strap task twin Lesson 1 Spelling List: “Hot and Cold Summer” by: Johanna Hurwitz pact brand brick crop broad tread film else gram gum dread spend past plot check split sting strap task twin Lesson 1 Spelling List: “Hot and Cold Summer” by: Johanna Hurwitz pact brand brick crop broad tread film else gram gum dread spend past plot check split sting strap task twin
Lesson 2 Spelling List: “Mighty Jackie: The Strike-Out Queen” by: Marissa Moss cheese heel season boast chief gape aim brain fluke crayon eagle throw rose student goal woke ripen cube rainbow scrape Lesson 2 Spelling List: “Mighty Jackie: The Strike-Out Queen” by: Marissa Moss cheese heel season boast chief gape aim brain fluke crayon eagle throw rose student goal woke ripen cube rainbow scrape Lesson 2 Spelling List: “Mighty Jackie: The Strike-Out Queen” by: Marissa Moss cheese heel season boast chief gape aim brain fluke crayon eagle throw rose student goal woke ripen cube rainbow scrape Lesson 2 Spelling List: “Mighty Jackie: The Strike-Out Queen” by: Marissa Moss cheese heel season boast chief gape aim brain fluke crayon eagle throw rose student goal woke ripen cube rainbow scrape
Lesson 4 Spelling List: “Kai’s Journey to Gold Mountain” by: Katrina Saltonstall Currier counting craned seemed burned chopped cracked begged moving slipped sailing trimmed shopping returned watching pushed visited cringed screamed scratching flapping Lesson 4 Spelling List: “Kai’s Journey to Gold Mountain” by: Katrina Saltonstall Currier counting craned seemed burned chopped cracked begged moving slipped sailing trimmed shopping returned watching pushed visited cringed screamed scratching flapping Lesson 4 Spelling List: “Kai’s Journey to Gold Mountain” by: Katrina Saltonstall Currier counting craned seemed burned chopped cracked begged moving slipped sailing trimmed shopping returned watching pushed visited cringed screamed scratching flapping Lesson 4 Spelling List: “Kai’s Journey to Gold Mountain” by: Katrina Saltonstall Currier counting craned seemed burned chopped cracked begged moving slipped sailing trimmed shopping returned watching pushed visited cringed screamed scratching flapping
Decide if you agree or disagree with the following: When studying evidence or examples, the patterns you see will lead you to the correct conclusion. T or F Examining examples can help you discover patterns and make predictions. T or F There is only one pattern that can be used to predict the next three terms after 1, 4, 9, 16, 25, ….. T or F
Due Process of Law Constitutional Convention Virginia Plan Did large states or small states like this plan? Explain why: New Jersey Plan Did large states or small states like this plan? Explain why: Checks and Balances How does this stop each branch from taking too much power (tyranny)? Executive Branch Legislative Branch Judicial Branch
Stock Market Crash What: Impact? Banks Fail Bank Run Banks Close Bust Bankrupt Hoovervilles Dust Bowl Franklin Delano Roosevelt (FDR) New Deal Pros Cons The Three “R”s the New Deal Relief Recovery Reform Relief Programs Social Security Federal Emergency Relief Act (FERA)
Name___________________________________________________ Assessment of Japanese Influences in Whistler’s Art Assignment Excellent All Right, O.K. Needs Improvement Unacceptable Information Appropriately used information and facts learned in this lesson. Included terms such as Japonisme. Indicated thorough understanding of Japanese influence in Whistler’s compositions. Appropriately used information and facts learned in this lesson. Included terms such as Japonisme. Indicated understanding of Japanese influences in Whistler’s compositions. Included some information and facts learned in this lesson. Terms such as Japonisme were not used correctly. Indicated some understanding of Japanese influences in Whistler’s compositions. Did not include information and facts learned in this lesson. Terms such as Japonisme were not included or were used incorrectly. Did not indicate understanding of Japanese influences in Whistler’s compositions. Writing Composition was very well written and understandable. Composition was well written and for the most part was understandable. Composition was difficult to understand due to poor grammar or spelling. Composition was poorly written, not understandable. Length 100-300 words. Length was appropriate for information given. A little less or more than the assigned words. Much less or more than the assigned words. Either too brief or too long to adequately state required information. Way too brief or lengthy.
Steps/ Time Teaching Activities Student Activity/Experiences/ Organisation 1. 15 Mins 2. 15 Mins 3. 30 Mins Read ‘The Three Little Pigs’ and ‘The True Story of the Three Little Pigs’. Ask students to fill in the ‘For and Against’ charts for both stories. Instruct students to view their charts and choose their preferred story. Fill in the ‘For and Against’ chart on the interactive whiteboard. Identify how to create a persuasive text from the ‘For and Against’ chart. Start writing the text as a class. - compound sentences - persuasive language (Create a bank) Listen to the stories of ‘The Three Little Pigs’ and ‘The True Story of the Three Little Pigs’. Fill in the ‘For and Against’ chart for each story. Choose the preferred story. Contribute to the ‘For and Against’ chart on the whiteboard. Watch and contribute to the creation of the persuasive text.
WHAT ARE WE INVESTIGATING? HOW IS EARTH’S SURFACE CHANGING? I What did we do? What did we observe? What have we figured out so far? How does this help answer our question? What additional questions do we have for our DQB? What questions do we think we have figured out from our DQB? We looked at phenomena that Wegener used as evidence to support his theory of plate tectonics We took a current map and recreated Pangaea We looked at evidence on ocean floor. We modeled sea floor spreading. Evidence of the same plants found across an ocean. The leaves had no way to travel that far. Evidence of same animal fossils found across an ocean. These freshwater reptiles could not swim across an ocean. Coal found in Antarctica. Coal is formed from plants that could never have survived in that climate. Earth is changing because the continents are moving. Tectonic plates are moving. Continents were in different locations. Continents were once together in a super continent Pangaea. Sea floor spreading makes new rock Volcanic activity makes new rock Plates along mid ocean ridge are Continents are moving away from each other. Volcanic activity is changing surface by adding new rock. We know Earth’s surface was different in the past. Plates come together to form mountains and volcanoes. Trenches are formed. How do the plates move? When do the plates move? What direction are the plates moving? Is there anything in between the plates? What type of rocks make up the plates? How did the plates form? When did the plates form? What causes the plate to move?
Continents fit together like a puzzle. The exact same rock sequences were found in Africa and South America. Evidence of glaciers was found in Africa. There are mountains in the middle of the ocean floor. The age of the ocean floor is younger than the continents. In the middle of the ocean floor, the rock is younger than the areas further away. Trenches are formed in the oceans near the continents. The sea floor spreads apart from the mid ocean ridge moving away from each other; magma rises creating new ocean floor which pushes the older floor away causing continents to move. Is continental drift still happening? Are continents made of the same type of rock? How fast do the plates move? Can bigger plates break apart to make smaller plates? Why is the ocean not getting bigger if new rock is being added to the ocean floor? When sea floor spreads, does this create mountains? Do all plates separate at boundaries?
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. woods turned tops chipmunks busy picked south grew Spelling Words: Help me practice spelling these words. cake mine plate size ate grape prize wipe race line pile rake Sight Words: I need to practice reading these words quickly. city full no other places put school sing think this Math: I can take any number and add 1, 2, or 3 in my head. When I read to you: I can tell how things in a story are alike or different. Week of Sept. 9 Thanks for helping me learn this week! You are my most important teacher.
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. Insects dangerous scare sticky rotten screaming breeze judge Spelling Words: Help me practice spelling these words. doze nose use rose pole close cute woke mule rode role tune Sight Words: I need to practice reading these words quickly. by cheer could hello hundred mind play read see today Math: I can add and subtract doubles quickly. 4 +4=8 8-4=4 When I read to you: I can recognize and describe different characters in the story. Week of Sept. 23 Thanks for helping me learn this week! You are my most important teacher.
Focusing The lens cannot move farther away from the retina The ciliary muscles change the shape of the lens If an object moves closer to the eye, the muscles make the lens bulge in the middle This bulging is called accomodation The closer an object moves towards the film, the farther the lens must move away from the film in order to keep the image in focus Light The coloured iris controls the amount of light let in The opening that lets light in is called the pupil (is the dark centre of the eye) The diaphragm controls the amount of light let in The opening that lets light in is called the aperture Image The retina senses the light and sends electrical impulses to the brain through the optic nerve The image is focused on the light-sensitive film at the back of the camera The light causes chemical changes in the film to record the image Why do most people need to get glasses as they age? Answer: As people get older, their lens stiffens and is not able to change shape when needed in order to focus. This usually affects people’s ability to focus on objects that are near (they become far-sighted) and they would need convex lenses to correct this. Activity and Discussion: Blind spot
The First Attempts to Establish a Colony in North Carolina Name: Create a detailed illustration with color to show the significance of each event. Read 72 – 83 in your book to help you. 1540s (pg. 73 - 74) De Soto crosses N.C. looking for gold, meets Cherokee. 1570-1618 (pg. 75) Sir Walter Raleigh and the first attempts to settle the Americas 1584 (pg. 76). Amadas and Barlowe claim land in America for England. 1586 (pg. 78) Lane’s colony fails and returns to England, English Sea Dog Drake leaves some behind. 1587 (pg. 79). White starts colony in America. White returns to England for supplies. 1588 (pg. 80). England defeats Spain’s Armada. 1590 (pg. 80). White returns to Roanoke but cannot find the colonists. Date Unknown (pg. 81-82). What happened to the “Lost Colony”?
Other Differentiation to apply: What will you do to provide additional support/scaffolds and extension activities? The lesson focuses on differences between maps and globes. As outlined below, different map projects have different benefits and drawbacks. To scale to middle or high school students: Discuss how the “blank” spaces between parts of the globe are translated onto a map Identify map projections most closely linked to the flattened globes Analytically compare different map projections Incorporate calculations of distortion Compare distortion of land versus water for different projections. Discuss importance of oceans in plate tectonics and whether the oceans in the flattened globes are distorted, or even absent. Discuss the social/cultural/political biases introduced by inaccurate scaling on maps vs globes. Sequence of Instruction: Describe how the major portions of your lesson are put together – what will you do first, second, and so on. Include opportunities for student practice and assessments. (Ex: Introduction and attention-getter → demonstration → practice and assessment → extension → practice and assessment → independent practice → assessment) Hands on exploration of two-dimensional maps Tactile/Kinesthetic observations of globes by tossing beach ball globes and having students make one observation before throwing the globe to another student Comparison between maps and globes Divide students into groups Give each group a beach ball, scissors, tape, and wet-erase markers. (To draw “cutting lines,” if desired.) Task the students with turning their globe into a flat map, allow time to develop a strategy as a team, then time to cut the globes and adjust the plan as necessary. Allow each group to present their “map” to the class. Compare and contrast different approaches. Allow each group to make additional modifications to their map. As a group, discuss what the empty space between parts of the globe means, and what happens to it when it gets translated on to a map. Remind students that they should not have any discarded pieces of the globe. All pieces are part of the model of the earth and all should be represented. (The most commonly discarded pieces are oceanic.)
Assessments: Describe the assessments that you will use (group-work, worksheets, sample tasks, etc.) in more detail here. Potential assessment methods: Involvement in team work Student observations during group discussion Science notebook entries and observations Oral or written connections between flattened globes and printed/digital maps Reflections on which is the “best” map and why Identification of other 2- and 3-dimensional objects Identification of other types of models (Lesson plan template modified from Echevarria, Vogt, & Short, 2008 and adapted versions by John Seidlitz, Melanie Schneider, and Pearson edTPA) Note: Sample images of flattened globes follow. . ..
Lesson 6 – Colour (p. 266 – 280) Teacher Copy 8-2-04 & 8-2-06 Explain, using the additive theory and the subtractive theory, how colours are produced, and identify applications of this theory in daily life. 8-2-05 Explain how the human eye detects colour, and how the ability to perceive colour may vary from person to person. The Source of Colours Sunlight is white light – which is made from mixing together all the different colours of light. When white light is refracted into different colours, the pattern (rainbow) is called a spectrum. For sunlight, the pattern is called the solar spectrum and can be remembered using: ROYGBIV How we see colour (p. 270 – 271, 274 - 275) Watch: (4 min) (2 min)
two research citations two research citations two research citations two research citations Quality 36–40 points The original student work contains all of the required elements: demonstrates a strong understanding of The Second Great Awakening facts are used appropriately reference sources are cited correctly 25–35 points The original student work contains many of the required elements: demonstrates a strong understanding of The Second Great Awakening facts are used appropriately reference sources are cited correctly 15–24 points The original student work contains some of the required elements: demonstrates a strong understanding of The Second Great Awakening facts are used appropriately reference sources are cited correctly 0–14 points The original student work contains few of the required elements: demonstrates a strong understanding of The Second Great Awakening facts are used appropriately reference sources are cited correctly 21st century presentation skills 18–20 points The work is always organized, easy to read and comprehend. It has few spelling or grammar errors. Ideas are presented in complete, well-constructed sentences. All assignment directions have been followed. 15–17 points The work is usually organized, easy to read and comprehend. It has few spelling or grammar errors. Ideas are presented in complete, well-constructed sentences. Most assignment directions have been followed. 10–14 points The work is sometimes organized, easy to read and comprehend. It has some spelling or grammar errors. Ideas are presented in complete, well-constructed sentences. Some assignment directions have been followed. 0–9 points The work is rarely organized, easy to read and comprehend. It has many spelling or grammar errors. Ideas are presented in complete, well-constructed sentences. The work does not follow assignment directions. Lesson 7.01 Handout Focus of Lesson Content: The Second Great Awakening Causes (What Happened BEFORE the Second Great Awakening): In the 1730s and 1740s, the "Great Awakening" happened mainly in New England's traditional colonial religious groups. These ideas from influenced the American Revolution.
Sample Session: Crafting Questions that Matter Pearl Harbor 45-60 minutes Set stage for spurring curiosity using the bombing of Pearl Harbor as a curricular anchor. Provide 10 provocative images on tables, do reader’s theater of events of Pearl Harbor with somber music and listen to FDR’s speech (eyes closed)—A Day that Will Live in Infamy. Tables are covered with butcher-block paper and a set of colored markers—pictures arranged throughout to set mood. Create “question sandbox”. Ask participants to work individually and spend 5 minutes at the table to be curious. Write questions that come naturally: What are you curious about? What questions do you have? What are you wondering about? After 5 minutes, ask participants to share their curiosities at their tables. Mini - direct teach on Dimension 1 questions focusing on compelling questions that drive an inquiry. Compelling questions should have two qualities: 1) They should matter to students—they are kid friendly, will get under their skin, 2) they are intellectually meaty, important and will drive the inquiry. Point out that wording matters and provide clear examples of compelling questions. Revise and rework the Sandbox. Ask participants to return to their questions and begin refining them. Select 1-3 questions to work on as a group. Once they find a question they like, work on wording so that it “sings”—use the compelling question criteria for discussion—does the question meet the criteria of a compelling question. See handout. Engage in a Compelling Question “off”—Ask each table to offer its best question. Facilitators select best question for inquiry. Winning table gets lavish praise. Allow for discussions around next steps. Using Inquiry Practice #3, prompt discussions around determining sources that will assist in answering the question: Did the Pearl Harbor attack create a unified American nation? Resources: Images for tables Butcher Block paper Markers/Pens Readers Theater images and script using the National Geographic: Remember Pearl Harbor interactive: FDR speech Speakers PowerPoint: Crafting Questions that Matter
Double lesson 3: Time Content Material 30’ Finish the work from last time 30’ A vernissage of the original paintings and the tidied up versions; pupils look at other pupils’ work evt. Pupils put little post-it papers with positive feedback on paintings they like Post-its 15’ Evt. Look at what Ursus Wehrli did with your paintings; compare what pupils did and what he did! 15’ –Evaluation of sequence –Tidy up everything Example of Ursus Wehrl’s ‘Tyding up’: Van Gogh’s ‘Bedroom’
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