zilongwang/ReadingBank huggingface dataset:
Big Ideas We are all unique and all make valuable contributions to society. Essential Questions What can individuals do the help with the betterment of a community? What strategies can I use to communicate in the best way? Content ELA: Speaking/Listening Reading Informational Text – Communities & Environmental Science text Writing – Opinion Math: Graphing and data analysis Social Studies: Scott Foresman: Unit 4 Rules and Laws (citizenship, helping community) Scott Foresman: Unit 1 Land and Water in Your Area (Where you live, neighborhood--> region of CA), Geography Science: Environmental Studies (CUSD Creek Study Unit_ urban run-off pollution prevention in their neighborhoods) Skills Students will read nonfiction texts and digital resources (conduct research) Students will determine what is important and categorize information they find through their research. Students will read and determine the main idea Students will summarize their findings Students will communicate their findings (cite evidence) with a partner or small group (informal talk). Students will listen, clarify, and support their partners, and add information. Students will introduce a topic in writing. Students will form an opinion and support their opinion with reasons. Students will write their opinion and support it in an organized clear manner. Students will gather data from various resources and represent it in a bar or line graph. Students will analyze and interpret the data in the graph. Vocabulary (Academic and Content) Content: community neighborhood responsibility
Middle School STEM Science Lab/Activity Planner Name of Lab/Activity: Eggcell Grade:7 California Science Standard(s): (please copy and paste standards taught during this lesson) Students know the characteristics that distinguish plant cells from animal cells, including chloroplasts and cell walls Common Core Science Reading and/or Writing Standard(s): (please copy and paste standards taught during this lesson) conduct short research projects to answer a question, drawing on several sources and generating additional related, focused questions for further research and investigation Learning Objective/Goal: Discover how a semi-permeable membrane works Language Objective/Goal: (based on California Common Core Standards) Support claims with logical reasoning and relevant evidence, using accurate, credible sources and demonstrating and understanding of the topic. Next Generation Science Standards – ): (please copy and paste any of the 8 Science and Engineering standards taught during this lesson, as well as any Cross Cutting Concepts that apply) Materials & Resources: Eggs, traditional vinegar, food coloring, salt water, corn syrup, kiwi, tomato, shampoo Procedure: Place egg in traditional vinegar to decalcify. Students hypothesize what will happen when they place the egg in the different liquids. Then place softened egg in salt water, shampoo and corn syrup that have been colored different shades with the food coloring to differentiate. Liquids remain un-labeled so students can observe without knowing what the liquid is. Weigh daily for several days and record results on data table. Use data table to create graph on excel or word. Record in science journal daily observations including text with complete paragraphs, diagrams and labels. At end of the week students conclude their observations using the academic language discussed during the week. They are then given a list of fluids (including those used) with similar viscosities and try to identify which liquid were used and why. Wrap up discussion by identifying actual liquids and why each liquid had the results it did. Repeat all steps( except soaking in vinegar) with kiwi and tomato simultaneously with the egg. Teaching Notes: (include timing) Same experiment can be done with eggs not soaked, soaked in standard vinegar and eggs soaked in concentrated vinegar
Demonstration: Teacher will take students outdoors on a sunny day and: Put water in a clear plastic tub. Place a mirror in one end at an angle facing the sun. Hold the white card stock outside the other end of the tub. Adjust the card until the refracted visible light spectrum is visible. Students will observe and make a quick draw in their science notebooks of the refracted visible light spectrum on the card. After returning to the classroom, students will improve and color their drawings. Groups will have an academic discussion of their observations and the reasoning behind it. Students will do a quick write in their science notebooks of their observations and the reasoning behind it. Activity: Teacher will show students a tube spectroscope and discuss the process of its safe use without using the word “spectroscope”. Teacher could use the word “tube” to begin with and let students figure out the real word. Using white light from an incandescent bulb, students will look through the spectroscope and record the color patterns seen in their science notebooks. Teacher will change the white light bulb to a red bulb on the lamp. Students will again record their observations. Teacher and students will repeat the process with a green light bulb and an ultraviolet light bulb (black light). If the teacher has access to spectroscopes that measure the angstroms of the different colors seen in the spectrum, students will also record that information. Groups will have an academic discussion of their observations and the reasoning behind it. Students will do a quick write in their science notebooks of their observations and the reasoning behind it. Keep this simple and short. @ 10 minutes Tube spectroscope kits are available from RAFT, which is near the Santa Clara County Office of Education (SCCOE) Instructions for making tube spectroscopes with CD’s are at: Math Connection (Including CCSS Math Practice(s): Teaching Notes:
Standard Goal Access Prior Knowledge New Information Apply Knowledge Generalize/ Goal Review/ Grade Monday Focus Standard: 15 de Sept. HO LI DAY Supporting Standards: Tuesday Focus Standard 15 de Sept. HO LI DAY Supporting Standards: Wednesday Focus Standard: . Simplify fractions Compare and order fractions Write mixed numbers and improper fractions Convert between fractions and decimals Ch 2 Checkpoint Quiz 2 Supporting Standards: A.1a, A.1b,A.1c,A.1d,A2a, A.2b,A2c,A2d, A2d, A3 Thursday Focus Standard: Learn to compare and order rational numbers Q/ Find 4 rational numbers that are 1between -0.3 and - - A/ -0.31, -0.32, -0.315, -0.325 Prezi/Mimio/ Class Prticipation on info. on pgs.102-105 Students complete practice problems and CW problems before they leave class. HW: evens 2-30 pg. 104-105 Exit Slip Compare. Use <>= - - - - 3.4 -3.4 Supporting Standards: A.1a, A.1b,A.1c,A.1d,A2a, A.2b,A2c, A2d, A3
Friday Focus Standard: Learn to write numbers in scientific notation and standard form Display Ask them read this number, next have them find the answer. Have them infer the importance of scientific notation Prezi/Mimio/ Class Prticipation onScientific notation on Students complete practice problems and CW problems before they leave class. HW: evens 4-32 pg. 108-109 Exit Slip: Write in scientific notation. 45.300 714,900,000 Write in standard form. 5.7 x 6.034 x Supporting Standards: A.1a, A.1b,A.1c,A.1d,A2a, A.2b,A2c, A2d, A3 .
Friday Focus Standard: Learn to write numbers in scientific notation and standard form Display Ask them read this number, next have them find the answer. Have them infer the importance of scientific notation Prezi/Mimio/ Class Prticipation onScientific notation on Students complete practice problems and CW problems before they leave class. HW: evens 4-32 pg. 108-109 Exit Slip: Write in scientific notation. 45.300 714,900,000 Write in standard form. 5.7 x 6.034 x Supporting Standards: A.1a, A.1b,A.1c,A.1d,A2a, A.2b,A2c, A2d, A3 .
c. 8 Supporting Standards: A.1a, A.1b,A.1c,A.1d,A2a, A.2b,A2c,A2d, A2d, A3, B3,B4a Thursday Focus Standard: Learn to add and subtract fractions and to solve problems involving fractions Q/ Two fractions that are the same amount are called ______? A/ Equivalent fractions Prezi/Mimio/ Class Participations on adding and subtracting fractions on pgs Students complete practice problems and CW problems before they leave class. HW: odds 3-43 pg Exit Slip Find each sum or difference + - Supporting Standards: A.1a, A.1b,A.1c,A.1d,A2a, A.2b,A2c, A2d, A3, B3,B4a Friday Focus Standard: Learn to add and subtract mixed numbers and to solve problems involving mixed numbers. Q/ Compare each pair of fractions . Use <,>,= Prezi/Mimio/ Class Participations on adding and subtracting mixed numbers on pgs 130-133 Students complete practice problems and CW problems before they leave class. HW: odds 1-31 pg. 132-133 Exit Slip Find each sum or difference 8 - 4 7 +
Standard Goal Access Prior Knowledge New Information Apply Knowledge Generalize/ Goal Review/ Grade Monday Focus Standard: Learn how to use scientific notation Q/ What would be the use of scientific mnotation? A/ to record large or small numbers in a practical way. Prezi?mimio/Class Participation on using scientific notation pg. 106-109 Students complete practice problems and CW problems before they leave class. HW:evens 4-32 pg 108-109 Complete Ch 2 Test on pg. 114 Write in scientific notation: 45,300 714,900,000 Supporting Standards: A.1a, A.1b,A.1c,A.1d,A2a, A.2b,A2c,A2d, A2d, A3 Tuesday Focus Standard Simplify fractions Compare and order fractions Write mixed numbers and improper fractions Convert between fractions and decimals Learn to compare and order rational numbers Learn to write numbers in scientific notation and standard form Ch 2 Review S. rate how ready they feel for test Supporting Standards: A.1a, A.1b,A.1c,A.1d,A2a, A.2b,A2c,A2d, A2d, A3 Wednesday Focus Standard: . Simplify fractions Compare and order fractions Write mixed numbers and improper fractions Convert between fractions and decimals Learn to compare and order rational numbers Ch 2 TEST 3 3
Standard Goal Access Prior Knowledge New Information Apply Knowledge Generalize/ Goal Review/ Grade Monday Focus Standard: Learn to add and subtract mixed numbers and to solve problems involving mixed numbers Compare each pair of fractions Prezi/Mimio/Student participation on adding and subtracting mixed numbers pg. 130-133 Students complete practice problems and CW problems before they leave class. HW:odds 1-41 pg. Supporting Standards: Tuesday Focus Standard Learn to estimate sums, differences, products, and quotients of fractions Learn to add and subtract fractions and to solve problems involving fractions Learn to add and subtract mixed numbers and to solve problems involving mixed numbers Ch 3 Checkpoint Quiz 1 Supporting Standards: 2 4 2
Standard Goal Access Prior Knowledge New Information Apply Knowledge Generalize/ Goal Review/ Grade Monday Focus Standard: Learn to change units of length, capacity, and weight in the customary system. Q/ What does in. , ft., qt., oz. stand for? A/ inches, feet, quart, ounce Prezi/mimio/Student Participation on changing units in the customary system pgs 148-151. Students complete practice problems and CW problems before they leave class. HW:evens 2-42 pg. 150-151 Handout worksheet package for all ch on Friday Complete 516 in = ft 6 qt = pt 26 fl oz = c 5.5 lb = oz Supporting Standards: A.1a, A.1b,A.1c,A.1d,A2a, A.2b,A2c,A2d, A2d, A3 Tuesday Focus Standard Learn to multiply fractions and mixed numbers and to solve problems by multiplying Learn to divide fractions and mixed numbersd and to solve problems Learn to change units of length, capacity, and weight in the customary system Ch 3 Checkpoint Quiz 2 Supporting Standards: A.1a, A.1b,A.1c,A.1d,A2a, A.2b,A2c,A2d, A2d, A3 Wednesday Focus Standard: . Learn tofind and compare precision of measurements. Complete. 1 m = cm 1m = km 1 cm = mm 1 kg = g A 100 .001 10 Prezi/Mimio/Students Participation on precision pg. 154-156 Students complete practice problems and CW problems before they leave class. HW:: pg. 156-157 Even problems 4-36 Complete Ch Test on pg. 162 Exit Slip Choose the more precise measurement. 12 in., 10 in. 7.78 kg, 7.8 kg A/ 10 in. 7.78 kg 3 3
Standard Goal Access Prior Knowledge New Information Apply Knowledge Generalize/ Goal Review/ Grade Monday Focus Standard: Learn to multiply fractions and mixed numbers and to solve problems by multiplying Learn to divide fractions and mixed numbersd and to solve problems Learn to change units of length, capacity, and weight in the customary system Learn tofind and compare precision of measurements. Ch 3 TEST Supporting Standards: A.1a, A.1b,A.1c,A.1d,A2a, A.2b,A2c,A2d, A2d, A3 Tuesday Focus Standard Learn to write and evaluate algebraic expressions Find the value of each expression 3 +4 x 2 12 – 6 ÷3 6 (5-7) + 2 (4 + 3) X 2 Prezi/Mimio/Student Participation on evaluating and writing algebraic expressions on pg. 169-171 Students complete classwork problems and hand in before they leave class. HW: Odds 3- 39 pg 171-172 Evaluate each expression. Use r=8, s=1, and t=3. 6(t – 1) Supporting Standards: A.1a, A.1b,A.1c,A.1d,A2a, A.2b,A2c,A2d, A2d, A3 -3 Focus Standard: . REDISTEP TESTING REDISTEP TESTING REDISTEP TESTING REDISTEP TESTING REDISTEP TESTING 3
Supporting Standards: A.1a, A.1b,A.1c,A.1d,A2a, A.2b,A2c,A2d, A2d, A3, B3,B4a Thursday Focus Standard: Learn to solve one-step equations using substitution, mental math, and estimation Write an algebraic expression for each word phrase. Four more than y Six less than v K divided by 9 A/ a. y + 4 V – 6 Prezi/Mimio/Student Participation on using number sense to solve equations on pg Students complete classwork problems and hand in before they leave class. HW: Odds 3-37 pg. 176-177 Solve each equation. 10m = -90 6 + w = -5p = 20 A/ a. -9 b. -3 c. -4 Supporting Standards: A.1a, A.1b,A.1c,A.1d,A2a, A.2b,A2c, A2d, A3, B3,B4a Friday Focus Standard: Learn to solve equations by adding or subtracting. Estimate the solution to each equation. y + 3.14 = 11.89 t– 4.83=13.12 A/ about 9 about 18 Prezi/Mimio/Student Participation on solving equations by adding and subtracting pg 180-183 Students complete classwork problems and hand in before they leave class. HW:Evens 4-44 pg. 182-184 Solve t- 58 = 71. B. d + 126 = 98 A/ 129 -28 Supporting Standards: A.1a, A.1b,A.1c,A.1d,A2a, A.2b,A2c, A2d, A3 B3,B4a,
Standard Goal Access Prior Knowledge New Information Apply Knowledge Generalize/ Goal Review/ Grade Monday Focus Standard: CCSS Math Content 7EEA1 CCSS Math Content 7EEA2 CCSS Math Content 7EEA3 Holiday Holiday Holiday Holiday Holiday Supporting Standards: ,A.1c,A.1d,A2,A2a, A.2b,A2c,A2d, , Tuesday Focus Standard CCSS Math Content 7EEA1 CCSS Math Content 7EEA2 CCSS Math Content 7EEA3 Learn to solve equations by multiplying and dividing Write each expression in simplest form. A/ 1 Prezi/Mimio/Student Participation on learning to solve equations by multiplyiong and dividing on pg 186-189 Students complete classwork problems and hand in before they leave class. HW:Odds 9-47 pg. 188-189 Study fro quiz tomorrow Sections 1-4 Ch 4 When do you use the MultiplicaTION Property of Equality to solve an equation? A/ When a variable in an equation is divided by a number (value), as in = 5 Supporting Standards: A.1c,A.1d,A2,A2a, A.2b,A2c,A2d, , Focus Standard: . REDISTEP REDISTEP REDISTEP REDISTEP REDISTEP 1
Standard Goal Access Prior Knowledge New Information Apply Knowledge Generalize/ Goal Review/ Grade Monday Focus Standard: Learn to write and evaluate expressions with 2 operations and to solve two-step equations using numbers sense Solve two step equations using inverse operations Learn to graph and write algebraic inequalities Ch 4 Quiz 2 Supporting Standards: A.1a, A.1b,A.1c,A.1d,A2a, A.2b,A2c,A2d, A2d, A3 Tuesday Focus Standard Learn to solve inequalities by adding and subtracting Solve each equation. c + 4 = -2 x + 9=10 b + (-2)=7 A/ -6 1 9 Prezi/Mimio/Student Participation on solving inequalities by adding or subtracting pg. Students complete classwork problems and hand in before they leave class. HW: Evens 4- 38 pg 212-213 Exit Slip Solve each inequality. X+6<10 A-9>14 A/ X<4 A>23 Supporting Standards: A.1a, A.1b,A.1c,A.1d,A2a, A.2b,A2c,A2d, A2d, A3 Wednesday Focus Standard: . Learn to solve inequalities by multiplying or dividing Solve each inequality X+3 < 5 P-9>-2 A/ X<2 P>7 Prezi/Mimio/Student Participation on solving inequalities by multiplying and dividing pg. 214-217 Students complete classwork problems and hand in before they leave class. HW: pg. 216-217 3-45 odds Exit Slip Solve <-12 A/ b>36 2
Supporting Standards: A.1a, A.1b,A.1c,A.1d,A2a, A.2b,A2c,A2d, A2d, A3, B3,B4a Thursday Focus Standard: Learn to write and evaluate expressions with operations and to solve two-step equations using numbers sense Solve two step equations using inverse operations Learn to graph and write algebraic inequalities Learn to solve inequalities by adding and subtracting Learn to solve inequalities by multiplying or dividing Q/ How do the multiplication and division properties of inequalities differ from the multiplication and division properties of equalitie? A/ When you multiply or divide each side of an inequality by a negative number, the direction of the inequality symbol is reversed. Prezi/Mimio/Student Participation on ch 4 review for test Ch 4 Review Complete Ch 4 Test on pg. 222 for friday S. rate themselves for test readiness Supporting Standards: A.1a, A.1b,A.1c,A.1d,A2a, A.2b,A2c, A2d, A3, B3,B4a Friday Focus Standard: Learn to write and evaluate expressions with 2 operations and to solve two-step equations using numbers sense Solve two step equations using inverse operations Learn to graph and write algebraic inequalities Learn to solve inequalities by adding and subtracting Learn to solve inequalities by multiplying or dividing Ch 4 Peer Review Study for CH4 Test- next Monday S. rate themselves for test readiness Supporting Standards: A.1a, A.1b,A.1c,A.1d,A2a, A.2b,A2c, A2d, A3 B3,B4a,
“The Han Dynasty” “The Decline and Fall of Classical Civilizations” “Fall of the Roman Empire” “Decline of Rome, 235-490” “The Fall of Ancient Rome” “The Fall of Rome” “Will America Soon Fall, Just As Rome Did?” “The Fall of the Umayyad Empire” “The Collapse of the Umayyad Dynasty” “Dictionary of Islamic Architecture: Umayyads” “Islam from the Beginning to 1300” “The Abbasids, a Golden Age and Disintegration to the Fall of Baghdad” “Abbasid Dynasty” “What Was the Abbasid Caliphate?” “The Mongols in World History: The Collapse of the Empire” “The Mongol Empire in World History” “The Mongol Decline”
“Collapse: Why Do Civilizations Fall?: The Maya” “What Happened to the Ancient Maya?” “The Fall of the Mayan Civilisation” “What Was Behind Mysterious Collapse of the Mayan Empire?” “Maya’s Rise and Fall Matches Climate Change” “The Rise and Fall of a Civilization” (Maya – online video) “Did Climate Change Kill the Mayans?” “The Fall of the Maya Empire” CAUSES OF THE DECLINE OF EMPIRES EMPIRE/ DATES POLITICAL CAUSES ECONOMIC CAUSES SOCIAL CAUSES
“The Year of Dunhuang: Buddhist Art at the Gateway of the Silk Road” “Asia for Educators” “The Mongols in World History” “East Asia in Geographic Perspective: China, Japan, Korea, and Vietnam” (lesson plans) “In the Footsteps of Marco Polo” (online video) NOMADS IN HISTORY Nomadic Group Theme 1: Interaction Between Humans and the Environment Theme 2: Development and Interaction of Cultures Theme 3: State-Building, Expansion, and Conflict Theme 4: Creation, Expansion, and Interaction of Economic Systems Theme 5: Development and
Appropriate length of writing piece, reflecting in-depth comparisons and correct amount of research / sources used – Possible 10 points Correct spelling and writing conventions have been utilized – Possible 10 points Similarities – at least two similarities identified with relevant supporting historical evidence – Possible 25 points Differences – at least two differences identified with relevant supporting historical evidence – Possible 25 points Evaluation – “Big Picture” analysis is seen in the writing piece, in which deeper conceptual understandings are presented – Possible 10 points NOTE - Unexcused lateness – 10 points per day Total Points: Teacher Comments: NAME _____________________________________________ DATE __________ TRADE ROUTE PROJECT VISUAL PRESENTATION RUBRIC TEACHER NOTE – STUDENTS CAN BE INVOLVED IN DEVELOPING RUBRIC GUIDELINES. A POSSIBLE GUIDELINE IS BELOW: Completed on time – 10 points Proper spelling, grammar conventions utilized – 10 points Visual successfully displays the appropriate information for the topic at hand – (including sources listed) 40 points
Standard Goal Access Prior Knowledge New Information Apply Knowledge Generalize/ Goal Review/ Grade Monday Focus Standard: Find unit rates and unit costs using proportional reasoning Write each ratio in simplest form. A/ Peer work in pairs to solve problems Checkpoint Quiz 1 – Tuesday Study sections 1 and 2 Exit Slip What is a unit rate? A/ a rate that compares a quantity to one unit of a second quantirty Supporting Standards: A.1, A2,A.2b,A2c,A2d, A3 Tuesday Focus Standard: s Standard Learn to write ratios and use them to compare quantities. Find unit rates and unit costs using proportional reasoning Ch 5 Checkpoint Quiz Supporting Standards: A.1, A2,A.2b,A2c,A2d, A3 Wednesday Focus Standard: Test whether ratios form a proportion by using equivalent ratios and cross products The LCD of two fractions is the _ of the fractions. A/ LCM Participation on proportions pg. 238-241 Students complete classwork problems and hand in before they leave class. HW: pg. 240-241 Odds 3-39 Exit Slip Determine if ratios can form a proportion , , A/ A. no yes Supporting Standards: A.1, A2,A.2b,A2c,A2d, A3
Thursday Focus Standard: Solve proportions by using unit rates, mental math, and cross products Q/ When is a ratio a unit rate? A/ When you are finding the rate for one unit of something Participation on solving proportions pg.244-248 Students complete classwork problems and hand in before they leave class. HW: Evens 4-38 pg. 246-248 Exit Slip Solve each proportion: = = A/ N=5 B=32.4 Supporting Standards: A.1, A2,A.2b,A2c,A2d, A3 Friday Focus Standard: s Standard Use proportions to find missing lengths in similar figures Q/ Solve each proportion: = = A/ 6 12 Participation on using similar figures pg. 252-255 Students complete classwork problems and hand in before they leave class. HW: pg. 254-255 Odds 3-19 Checkpoint Quiz #2 Monday Study sections 3,4, and 5 Exit Slip A 5 ft person near a tree has a shadow 12 ft long. The tree has a shadow 42 ft long. What is the height of the tree. A/ 17.5 ft Supporting Standards: , A.1, A2,A.2b,A2c,A2d, A3 .
Name________________________________ Date__________________________ Station # Use the information from this chart and reading passage to fill in the chart below. Carbohydrates Lipids Proteins Nucleic Acids Elements Carbon,hydrogen and oxygen Carbon, oxygen, hydrogen and phosphorus Carbon, oxygen, hydrogen, nitrogen and sulfur Carbon, oxygen, hydrogen, nitrogen and phosphorus Examples Sugars, starch, cellulose Fats, oils, waxes, phospholipids and cholesterol Enzymes, skin and hair DNA and RNA Function Supply energy for cell processes; form plant structures; short-term energy storage Store large amounts of energy long term; form boundaries around cells Regulate cell processes and build cell structures Carry hereditary information; used to make proteins Organic Compounds
Scroll down and on the bottom right hand side there is a box to type in the type of fish you eat. Type in 3 -4 different fish and see what it says. Which fish did you select? ____________________ ____________________ _________________ ______________________ What did they say about each fish you selected? On the right hand side, underneath seafood recommendations, and past top searches Click on browse super green list These are fish that are not only ecologically healthy but healthy for humans as well. In order for a fish to be on this list they must fit the following 3 criteria: Which fish are on this list? Click on sustainable seafood recipes Select a recipe that looks good and then make it for class! Just kidding. Really, pick a recipe a try it at home Which recipe did you like? Name________________________________ Date__________________________ Station #
Generalization Suggestions: use video models to expose student to various situations use peers and other adults as emotion models use other literature to expose student to various situations Suggested Targets to Teach: emotion cards coping techniques utilization of coping techniques Mastery Criterion: 80% accuracy for 2 nonconsecutive sessions 12
mastered, a new skill will be introduced. Previous skills will continue to be practiced for maintenance. When the student (s) correctly engage in appropriate telephone behaviors, verbal praise will be provided (i.e., “Great Job!”). Correction/assistance will be provided as needed using the prompting options listed below. Teaching Steps: The teacher will show a video model of appropriate telephone use on the SmartBoard or an iPad, periodically stopping to comment and ask questions to check for understanding The teacher will explain that it is important to understand how to use a telephone and review the different purposes for using a Phone (i.e., making a call, answering a phone and taking a message) The teaching adults will model appropriate telephone use for the lesson’s target skill Selected students will have an opportunity to model for their peers the proper use of a phone for the targeted skill Students will be paired together with a teaching adult present to monitor the practice of the skill using real and/or play phones Written and/or visual cues will be provided as needed and systematically faded as appropriate The teacher will continue to work on each skill and/or each possible telephone situation, one at a time, in individual instruction or small instruction until appropriate telephone use is mastered for each student (see suggested targets to teach). The teacher will collect data using discrete trial teaching to determine mastery. Upon mastery of each skill/situation, the teacher will present the next skill/situation. All mastered skills/situations will continue to be reviewed randomly while a new skill/situation is taught in isolation. Data will be collected for both mastered skills/situations and the new skill/situation being taught in isolation. Generalization will be practiced during various situations in different locations across different instructors (i.e., related services, home environment). Error Correction: If the student does not respond or responds incorrectly, the teacher will provide the following prompting options using the least restrictive prompt possible and fading the prompt as appropriate. 17
Thursday Focus Standard: Review Operations with fractions Ch The whole review will be to help them remember the skills learnt in Ch Semester exam preparation Complete together Ch Test pg 162 Supporting Standards: A.1, A2,A.2b,A2c,A2d, A3 Friday Focus Standard: s Standard Review Equations and Inequalities The whole review will be to help them remember the skills learnt in Ch 4 Semester exam preparation Complete together Ch 4 Test pg 222 Supporting Standards: , A.1, A2,A.2b,A2c,A2d, A3 .
Standard Goal Access Prior Knowledge New Information Apply Knowledge Generalize/ Goal Review/ Grade Monday Focus Standard: Learn to modeand writel percents using equivalent ratios Find two equivalent ratios for each ration Prezi/mimio/ student participation on understaning percents pg. 274*-278 S. will complete classwork problems and hand them in before leaving class HW: 3-33 Odds pg. 276-277 Write each ratio as a percent. 10% 22% Supporting Standards: A.1, A2,A.2b,A2c,A2d, A3 Tuesday Focus Standard: s Standard Learn to convert between fractions, decimals, and percents. Write each fraction as a decimal Prezi/mimio/ student participation on percents, fractions, and decimals pg. 279-283 S. will complete classwork problems and hand them in before leaving class HW: 2-36 Evens pg. 282-283 Exit Slip Write in order from least to greatest. 30%, .024, A/ 0.24, 30%, Supporting Standards: A.1, A2,A.2b,A2c,A2d, A3 Wednesday Focus Standard: Convert between fractions, decimals, and percents greater than 100% and 1% Write each ratio as a percent 1% 95% Prezi/mimio/ student participation on percents greater than 100 or less than 1pg.284-287 S. will complete classwork problems and hand them in before leaving class HW: Evens 2-50 pg. 286-287 Exit Slip Write each percent as a decimal and a fraction in simplest form 140% 1.40, 1 Supporting Standards: A.1, A2,A.2b,A2c,A2d, A3 1
NBC said the FBI was investigating whether the terrorists included as many as five Americans, based on “a Twitter feed purporting to represent . . . al-Shabab,” a Somali terrorist group, which “listed specific names and home states of the Americans they said were on their side.” CNN tweeted earlier that three Americans were among the thugs, quoting “sources” within which is linked to al Qaeda and has claimed responsibility for the bloodbath. But an Associated Press reporter based in Nairobi said the CNN report was based on a “fake Twitter account.” There were reports that Israeli commandos and the FBI assisted the Kenyan army in its assault on the mall, which is at least partially owned by Israelis. “The Israelis have just entered, and they are rescuing the hostages and the injured,” a Kenyan security source told Kenya’s Daily Nation newspaper. The Israeli Foreign Ministry refused to confirm or deny its forces were involved, the newspaper said. Earlier in the day, US Rep. Peter King (R-LI) said al-Shabab has recruited up to 50 people from Somali-American communities in the US for its operations. The army’s rescue operation began shortly before sundown Sunday, with two helicopters circling to the mall and one skimming the roof. A Kenyan soldier said that the terrorists were using a PKM belt-fed machine gun to defend their stronghold and that government forces were returning fire and conducting floor-to-floor sweeps as they closed in on the killers. President Uhuru Kenyatta reiterated his government’s determination to continue fighting vowing, “We shall not relent on the war on terror.” News Article 2 Title: Standing Against the Warlords Author(s): Michael Meyer Source: The New York Times. (Sept. 23, 2013): Opinion and Editorial: p(L). Document Type: Article Full Text: COPYRIGHT 2013 The New York Times Company
Newsday Article New York Times Article Fact/Information Who: What: Where: When: How: Why: Who: What: Where: When: How: Why: Descriptive Vocabulary: 1. 2. 3. 4. Additional Facts: 1. 2. 3.
Standard Goal Access Prior Knowledge New Information Apply Knowledge Generalize/ Goal Review/ Grade Monday Focus Standard: CCSS.Math.Content.7.G.A.1 CCSS.Math.Content.7.G.A.2 CCSS.Math.Content.7.G.A.3 PROFESSIONAL DEVELOPMENT PROFESSIONAL DEVELOPMENT PROFESSIONAL DEVELOPMENT Supporting Standards: 7RP.A.3. Tuesday Focus Standard: s Standard Learn use proportions to solve problems involving percents Use equations to solve problems involving percent To find and estimate solutions to application problems involving percent Prezi/Mimio/Ch 6 Review All s. participate Ch 6 Review S. rate test readiness Supporting Standards: 7RP.A.3. Wednesday Focus Standard: Learn use proportions to solve problems involving percents Use equations to solve problems involving percent To find and estimate solutions to application problems involving percent Ch 6 TEST Supporting Standards: 7RP.A.3. Focus Standard: CCSS.Math.Content.7.G.A.1 CCSS.Math.Content.7.G.A.2 CCSS.Math.Content.7.G.A.3 Identify segments , rays, and lines Graph the solution of each inequality X≤-3 Prezi/Mimio/Student participation on lines S. complete classwork and hand in at end of class Exit Slip Describe a line, a segment, and a ray. 2 2 1
X<1 X≥5 and planes pg. HW: Odds 3-31 pg. 326-327 A/ line- series of points that extends in directions Line-segment is part of a line with endpoints Ray- is part of a line with endpoint Supporting Standards: .7 G B 4 7 G B 5 7 G B 6 Friday Focus Standard: CCSS.Math.Content.7.G.A.1 CCSS.Math.Content.7.G.A.2 CCSS.Math.Content.7.G.A.3 Learn to classify angles and to work with pairs of angles Solve each equation: L + 2 = 90 N + 40 = 180 A/ a. 70 140 Prezi/Mimio/Student participation on identifying and classifying angles pg. 330-334 S. complete classwork and hand in at end of class HW: Odds 3-31 pg. 333-334 Exit Slip The measure of <Q is 49º. Find the measure of its complement. A/ 41º Supporting Standards: 7 G B 4 7 G B 5 7 G B 6 .
Standard Goal Access Prior Knowledge New Information Apply Knowledge Generalize/ Goal Review/ Grade Monday Focus Standard: CCSS.Math.Content.7.G.A.1 CCSS.Math.Content.7.G.A.2 CCSS.Math.Content.7.G.A.3 Construct congruent segments and perpendicular bisectors Q/ What do 2 intersecting lines share? A/ a common point Prezi?Mimio/Class discussion on contructions pg. S. complete CW problems and hand them in at the end of class. HW: Odds 3-27 pg. 363-364 HW: Ch 7 Test pg. 368 Exit Slip Construct a perpendicular bisector of line segment PQ Supporting Standards: 7RP.A.3. Tuesday Focus Standard: s Standard Identify congruent figures and use them to find missing measurements Identify the parts of a circle. Learn to analyze and construct circle graphs. Ch 7 Review S. rate test readiness Supporting Standards: 7RP.A.3. Wednesday Focus Standard: Identify congruent figures and use them to find missing measurements Identify the parts of a circle. Learn to analyze and construct circle graphs. Have students describe the similarities between a rectangle, rhombus, and square Ch 7 Test Supporting Standards: 7RP.A.3. Thursday Focus Standard: CCSS.Math.Content.7.G.A.1 CCSS.Math.Content.7.G.A.2 CCSS.Math.Content.7.G.A.3 Estimate length, perimeter, and area. Complete. 6 ft = ___in. 48 in = __ft 17 ft=__in. Prezi/Mimio/Class discussion on estimating perimeter and area pg. 374-377 S. complete CW problems and hand them in at the end of class. HW: Odds 3-27 pg. 376-378 Exit Slip How can uyou estimate the area of an irregular figure? A/ count the # of squares that the figure occupies and multiply by the # of square units each square represents Supporting Standards: .7 G B 4 7 G B 5 7 G B 6
Friday Focus Standard: CCSS.Math.Content.7.G.A.1 CCSS.Math.Content.7.G.A.2 CCSS.Math.Content.7.G.A.3 Find the area and perimeter of a parallelogram Find each product: 100 x 4.5= 450 2.34 x 12=28.08 10.2 x 5.6=57.12 Prezi/Mimio/Class discussion on area of a parallelogram pg. 380-383 S. complete CW problems and hand them in at the end of class. HW: Odds3-25 pg 382-383 Exit Slip Find the area and perimeter of the figure. 5cm 4cm 12 cm A/ 48 , 340cm Supporting Standards: 7 G B 4 7 G B 5 7 G B 6 .
Monday Tuesday Wednesday Thursday Friday Week 1 Circle do you know about the Gold Rush? Internet Treasure Hunt History Channel- History of the gold rush Youtube (first 11 minutes) Add to circle map Circle meaning word rush Youtube video- secrets of the gold rush (8 minutes) Read chapters in social studies books Watch the secrets of the gold rush again and take notes Review parts of a news paper and text features Create headline news story on the discovery of gold (planning) Talk to partner about newspaper plan Write newspaper article and illustrate and create final copy (The California Star) Learn the 3 songs and introduce musical Pick key vocabulary introduce (vocabulary activity) Week 2 Routes to the Gold Fields Practice first 3 songs Review vocabulary and introduce more words 1. Start hour 1 activities 1. Simulation Hour 2 activities 2. Create an advertisement poster to persuade miners to come to California (get on the clipper ship, join a wagon train) 1. Finish Advertisement 2. Gallery walk of finished posters, does the poster convince you why or why not Practice first songs Learn songs and 5 Simulation hour 3 Week 3 Introduce vocabulary (ch 1) Start the Great Horn Spoon Practice songs 1-3 Simile and Metaphor (pg 34 on unit) (Create gold rush metaphor) Simulation hour 4 Practice songs 4 and 5 Read ch 2 and 3 great horn spoon Response to literature Simulation 5 Compare prices and times then and now( prices then and now in the unit) Ch 4 and 5 Practice
QUICK REFERENCE: HOW-TO… Delete a tile: Right click on the tile and choose “delete” Delete a webmix: Hold your cursor over the tab at the top of the page, and next to the title, a small ‘X’ will appear. Click it! Rename your webmix: Click “Options” at the top of the page. Then, click “Rename this webmix” Change what appears in the center of your webmix: Click on the person in the upper right corner. Click “Preferences.” Under “Preferences for Search Tiles,” click your choice where it says, “I prefer the center box to always start with:” You may select Google or select your own source.
Standard Goal Access Prior Knowledge New Information Apply Knowledge Generalize/ Goal Review/ Grade Monday Focus Standard: CCSS.Math.Content.7.G.A.1 CCSS.Math.Content.7.G.A.2 CCSS.Math.Content.7.G.A.3 Learn to find combinations #4,#7 What does the word combination mean? #3,#7,#9 Prezi/Mimio/Student Practice on combinations pg #2,#4,#7,#9 S. complete practice problems during presentation, and also complete classwork problems to be handed in at the end of class. Homework: Odds #3,#4,#9 Exit Slip The country fair has 3 rides. You have time for three of them. How many different combinations of rides are available to you? #3,#4,#7,#9 Supporting Standards: CCSS 7 GB4,CCSSGB 5, CCSS7GB 6 Tuesday Focus Standard: s Standard Learn to find the probability of independent and dependent events Learn to find permutations Learn to find combinations #4,#7 Checkpoint Quiz #2 S. complete Ch 12 Test on pg. 618 #3,#4,#9 Supporting Standards: CCSS 7 GB4,CCSSGB 5, CCSS7GB 6 Wednesday Focus Standard: CCSS.Math.Content.7.SP .A.2 Learn to find the probability of independent and dependent events Learn to find permutations Learn to find combinations #4,7 Class work: S. work in pairs to complete Ch 12 Test on pg. 618 #3,#4,#9
Harlem Renaissance Presentations Name:_________________________________ 4. Distinguished 3. Proficient 2. Apprentice Oral Demonstrate knowledge of subject Demonstrated a thorough knowledge of the subject matter. Able to use audience questions to further demonstrate understanding of the topic. Appeared to be an expert on the subject being presented. Demonstrated a working knowledge of the subject matter. Able to satisfactorily answer audience questions and provided additional information upon request. Demonstrated a basic knowledge of the subject matter. Able to address audience questions by repeating parts of the presentation - did not provide any additional information. Content-Creativity: Unique delivery Project demonstrated student's own interpretation and expression of research material. Used visual aids to display information in multiple ways. Used student-created materials as well as existing material from other sources. Student devised a creative way to design or deliver the project. Information was factual but showed little student interpretation. Project based primarily on sample work. Student added one or more original ideas. Oral Energetic, not frenetic Appeared enthusiastic about presentation at all times. Moderated level of excitement to hold audience's attention. Appeared enthusiastic for most of the presentation. May have appeared overly enthusiastic at times. Held audience interest for most of presentation. Showed some excitement about the topic. Attempted to modify behavior to engage audience on one or more occasions. Lost attention of some audience members. Oral Mastery of content Mastery of props and presentation tool. Complete familiarity with presentation content. Able to answer questions from audience without relying on notes. Used presentation tool and props successfully. Sometimes relied on notes to answer questions. Presentation content memorized but not mastered. Relied heavily on notes. Halted frequently. Could not speak about the topic smoothly. Had difficulty using the presentation program or props. Could not answer many audience questions. Oral Presentation-Stays on Topic: Relevant to the topic Entire presentation focused on the topic (fashion, music, etc) Able to answer audience questions without straying from subject. Majority of presentation was on-topic. Made effort to return to topic when presentation or audience questions strayed. Some material was unrelated to the topic, or presenter used unrelated material to pad the presentation. MyT4L Rubric
#3,#4,#9 Supporting Standards: CCSS 7 SPA.1,CCSS7 SP A2, CCSS7SPB3, CCSS7SPB4, CCSS7SPB5, CCSS7SPC5, CCSS7SPC6 Thursday Focus Standard: CCSS.Math.Content.7.G.A.1 CCSS.Math.Content.7.G.A.2 CCSS.Math.Content.7.G.A.3 Learn to describe and sketch graphs that represent real-worl situations #4,#7 Show s. graph and have them get as much information as they can from it #3,#4,#7,#9 Prezi/Mimio/Class Participation on interpreting graphs pg 461-464 #2,#4,#7,#9 S. complete practice problems during presentation, and also complete classwork problems to be handed in at the end of class. Homework: Odds 5-15 pg 463-464 #3,#4,#9 Exit Slip What can you learn from a situation by looking at a graph? #3,#4,#7,#9 Supporting Standards: CCSS 7 SPA.1,CCSS7 SP A2, CCSS7SPB3, CCSS7SPB4, CCSS7SPB5, CCSS7SPC5, CCSS7SPC6 Friday Focus Standard: CCSS.Math.Content.7.G.A.1 CCSS.Math.Content.7.G.A.2 CCSS.Math.Content.7.G.A.3 Learn to describe and sketch graphs that represent real-worl situations Learn to find solutions to application problems using tables, rules, and graphs. Learn to write and evaluate functions #4,#7 S. work in pairs to complete work sheet packet S. 4-6 Quiz #2- next Monday #3,#4,#9 Supporting Standards: CCSS 7 SPA.1,CCSS7 SP A2, CCSS7SPB3, CCSS7SPB4, CCSS7SPB5, CCSS7SPC5, CCSS7SPC6 .
COMMUNITY: This year we’ll be collecting foods to give back to our community. Start storing up on those canned goods! RPL: There are other libraries out there and they’re full of books and other services. The Rockland Public Library is going to be offering some events just for 5th Wavers. So the first thing you need to do is get your library card- FREE! SCAVENGER HUNT: Put on your thinking caps and detective skills. In order to earn your validation in this category you’re going to have to complete each of the waves. Locate items or use your media skills to answer questions- who knows there might even be a secret code to solve. ALIENS AMONG US: They’re no longer coming for us- they’re here! Can you discover the aliens among us? As you and your friends solve the clues keep only one thing in mind: Trust No One!
What should students know by the end of the unit? Students will know…. How to process a purchase on account Which accounts are used when purchasing merchandise What controls over cash many merchandising businesses use What is the Cost of Merchandise How to process cash payments for purchases. What is the role of the Subsidiary Ledger? What should students be able to do by the end of the lesson? Students will be able to… Journalize Purchase transactions to the appropriate Purchase Account. Record credit terms for purchases on account Reduce liability account balances in A/P Control Account as well as in the individual sub-ledger accounts Journalize the return of purchases made on account by recording transactions in the Purchase Returns and Allowances Account Format and record transactions to the Sub-ledger accounts when utilizing purchase discounts and purchase returns and allowances What are some misunderstandings will students bring to the class as it applies to the goals of the unit? Merchandising firms use many different types of accounts than service type businesses. Accounting is not used extensively by management to determine quality of merchandise. Contra accounts are not important tools for management. Related Activities/Assessments: End of chapter problems and analysis with corresponding working papers Unit: Using special journals instead of the general journal can save time and reduce errors
Course: Italian 1B Scope and Sequence UNIT/VOCABULARY FLACS THEME GRAMMAR POINTS DURATION NOTES Ripasso- La mia vita 7th grade review (very brief) Amici e scuola Famiglia e casa Passatempi Conjugations of all verbs, Regular and irregular 3 weeks Review project 1 – La mia communità Places in the city Post office Government and politics Giving directions Conoscere/sapere Dovere, andare Prepositions 4 weeks 2 – L’ambiente Animals (Brief) Weather Geography Geography Volunteerism Fare, stare, dare conjugations Stare, fare, dare expressions All articulated prepositions 4 weeks 3 – L’abbigliamento Clothing/accessories Shopping Colors Weather/seasons Potere Reflexives (include personal hygiene vocabulary) 4 weeks
4 – Il cibo Food Table setting Specialty stores Restaurant Recipes/cooking Prepositions (re-visited) Volere Vorrei / mi piacerebbe Piacere and all indirect object pronouns Preferire Brief introduction to commands 4 weeks 2 weeks 5 – Viaggiare Travel Means of transportation Hotel Passato prossimo (avere and essere) 4 weeks Include common irregular past participles 6 – Le professioni Professions/jobs/trades Global changes and economic issues Future tense 3 weeks 7 – La tecnologia Technology Telephone Negative expressions: mai, niente, nessuno 2 weeks
Nome____________________________________ Oggi è__________________ Italiano 1B Fare le compere Facciamo le compere! Siamo al centro commerciale e voi dovete comprare dell’abbigliamento per occasioni differenti. Scrivete a quale negozio andate e cosa comprate. Situazione #1 ANNUNCIO NEGOZIO____________________ Situazione #2 ANNUNCIO NEGOZIO____________________
Nome_____________________________ La data__________________________ Italiano 1B Le compere Leggete gli annunci seguenti e scrivete un’email di 35 parole al vostro amico. Scrivete a quale negozio andate, che cosa comprate e perché lo comprate.
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Italiano 1B Gli alberghi Rispondete alle domande in italiano. 1. Perché quest’albergo è adatto per una famiglia?____________________________________________ 2.Quale servizio di quest’albergo ti piace? Perché?____________________________________________ _____________________________________________________________________________________ Read the following hotel reviews and answer the questions in English.
(A) True (B) False 8. S is an isometry. (A) True (B) False 9. Use the figure. A transformation T is defined as Which shows the image of figure under T? A) B) C) 10. Given point A is located at (1, 3). What is the final image of A after this series of transformations? (1) Reflect A across the y axis.
1. Look at the figure below. Now, look at these 3 figures. Which figures are congruent to the first figure? (A) I only (B) II only (C) I and II only (D) I, II, and III For questions 2–4, evaluate whether the image of a figure under the described transformation is congruent to the figure. 2. A transformation T follows the rule The image of a figure under T is congruent to the figure. (A) True (B) False 3. A transformation T follows the rule The image of a figure under T is congruent to the figure. (A) True (B) False
(A) (B) (C) (D) 2. In the diagram, segments and intersect at E, F lies on , and The two segments are dilated about F with a scale factor of . What is ? (A) 30 (B) 60 (C) 90 (D) 120 3. Use the diagram shown. Dilate line m by about P. Which shows the result of this dilation?
3. Which is NOT a criterion for triangle similarity? (A) angle-angle (B) angle-side-angle (C) side-angle-side (D) side-side 4. In the diagram shown, triangles XYZ and UVZ are drawn such that and Describe a sequene of similarity transformations that shows is similar to 5. In the diagram, is a dilation of (a) Find the center of dialtion O. (b) Compute the scale factor of the dilation. 6. In the picture shown, line segments AD and BC intersect at X. Line segments AB and CD are drawn, forming two triangles AXB and CXD.