Oct.-10-14-2011-lesson-plans-RB by dandanhuanghuang

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```									Teacher Name: Rachel Bibbs          Lesson Plans- 8th grade Math (Linear Equations) Week: Oct. 10-Oct.14, 2011                                              Unit:1

CoreContent/Common         Define, evaluate, and compare functions.

Core                       8.F.1: Understand that a function is a rule that assigns to each input exactly one output. The graph of a function is the set of
ordered pairs consisting of an input and the corresponding output. (Note: Function notation is not required in Grade 8.)

Embedded Literacy          N/A
Learning Target            I can analyze a graph and determine if it is a function.

Entrance Activity

Outline of Instruction     Vocabulary: mapping, set, relation, input, output, function , domain , range. scatter plot, vertical line test

   Teacher will review vocabulary & examples from previous lesson. Teacher will discuss and give examples of additional
vocabulary as students take notes in their foldable. Teacher will then model problems from Ch. 2.3 problem 4 pg 74,
where students have to analyze graphs with scatter plots to determine if they represent a function.

   Once concept is grasped, students work with partners to complete problem 3 analyzing graphs where students will
determine if scatter plot represents a function, explain why or why not. If it is a function, identify its domain and range.
Students will continue to solve these types of problems #4-6 and additional problems if necessary until concept is
grasped. Students will also cut out various graphs of scatter plots and will categorize them under function or not a
function. Students will then share as a class.

   To check for understanding of concepts, students will individually complete problems given by teacher. We will discuss
problems as a class.

   If time allows, student will complete online Carnegie using computer to reinforce concepts learned.

   Teacher and students will review concepts learned.

Exit Slip: How did you determine whether one of the relations discussed in today’s lesson was a function?
Monday

Evidence of                Differentiation: Visual learners- Students will observe teacher model how to analyze graphs with scatter plots.; tactile learners-
Students will use graph paper to aid analyzing graphs with scatter plots to identify if they represent a function. Students will also
Instructional Strategies   cut out various graphs and will have to determine if they are functions or not a function. Students will place the graphs under the
correct category.; Auditory learner- Students will listen and explain how to how to analyze a graph to represent a function; Slower
pace learners-constant restatement of instruction to help show their understanding of concept & aid in solving problems.
Students will work in groups scaffolding using their skills to complete activity.

Manipulatives: students will cut out various graphs and will have to determine if they are functions or not a function. Students will
place the graphs under the correct category.

Cooperative Learning: yes(students will work in pairs to solve problems)

Modifications: IEP: prompting & cueing, reader, scribe, paraphrasing, extra time, and shortened assignments.

Other:
Rigor                                                                                                                                               Create
New Bloom’s                                                                                                            Evaluate                      Evaluation
Analyze
Old Bloom’s                                                                                                            Synthesis
Apply                Analysis                              Judging with a set of Criteria
(Circle the level of rigor for your                                               Application      Breaking apart      Take apart
lesson on just this day)                                                          Use prior        Examining           Create something
X Understand              Knowledge        Searching for       new
X Remember                                  In a new way     relationships
Comprehension
Knowledge          Demonstrate
Basic Facts        Understanding

Relevance                             X     Knowledge in one discipline         Apply across disciplines        Apply to real-world unpredictable situations
(Check only what applies to this
day)                                      Apply in discipline                 Apply to real-world predictable situations

Assessment                            Formative: Teacher observations, Thumbs up/down, individual whiteboards

Summative: N/A
Teacher Name                            Lesson Plans- (Grade Level)(Subject)                      Week:                             Unit:

CoreContent/Common                    8.F.2: Compare properties of two functions each represented in a different way (algebraically, graphically, numerically in tables,
or by verbal descriptions). For example, given a linear function represented by a table of values and a linear function represented
Core                                  by an algebraic expression, determine which function has the greater rate of change.
Embedded Literacy                     N/A
Learning Target                       I can compare properties of two functions such as function tables or graphs to represent a problem situation.

Entrance Activity
Tuesday

Outline of Instruction                Vocabulary: linear function

    Teacher will discuss vocabulary & examples as students add to it to their vocabulary foldable. Teacher will then model
problem #1 from Ch. 2.4 pg 86, where students have to create an input and output table using information from the word
problem. When creating the input/output table, students will be asked to set up their labels for the table, by thinking about
what quantities are being measured and how you are counting them. Teacher will then model how to graph the function
as students take notes.

    Once concept is grasped, students will work with partners to complete a problem similar to problem #1. Students will be
given a word problem where they are required to create an input and output table as well as graph the function. Students
will participate in a talk to talk where partners will discuss responses with other partners to compare solutions. Students
will then share as a class.

    To check for understanding of concepts, students will individually complete problems given by teacher. We will discuss
problems as a class.

    If time allows, student will complete online Carnegie using computer to reinforce concepts learned.

    Teacher and students will review concepts learned.

Exit Slip: On the input and output table, which columns are considered the x and y?

Evidence of                           Differentiation: Visual learners- Students will observe teacher model how to create and input/output table and how to graph the
function; tactile learners- Students will use the computer to complete section on input/output tables & graphing functions using
Instructional Strategies              Carnegie Math ; Auditory learner- Students will listen and explain how to how to create input/output tables and how to graph
functions; Slower pace learners-constant restatement of instruction to help show their understanding of concept & aid in solving
problems. Students will work in groups scaffolding using their skills to complete activity.

Manipulatives: students will use the smart board to create function tables (input/output) and will graph the function tables.

Cooperative Learning: yes(students will work in pairs to solve problems)

Modifications: IEP: prompting & cueing, reader, scribe, paraphrasing, extra time, and shortened assignments.

Other:
Rigor                                                                                                                                                Create
Evaluate                     Evaluation
Analyze
New Bloom’s                                                                                                             Synthesis
XApply               Analysis                              Judging with a set of Criteria
XUnderstand            Application      Breaking apart      Take apart
Old Bloom’s
XRemember                                   Use prior        Examining           Create something
Comprehension
Knowledge        Searching for       new
(Circle the level of rigor for your    Knowledge          Demonstrate
In a new way     relationships
lesson on just this day)               Basic Facts        Understanding

Relevance                             X    Knowledge in one discipline          Apply across disciplines         Apply to real-world unpredictable situations
(Check only what applies to this
day)                                      Apply in discipline                  Apply to real-world predictable situations

Assessment                            Formative: Teacher observations, Thumbs up/down, individual whiteboards

Summative: N/A
Teacher Name                    Lesson Plans- (Grade Level)(Subject)                      Week:                            Unit:

CoreContent/Common         8.F.2: Compare properties of two functions each represented in a different way (algebraically, graphically, numerically in tables, or
by verbal descriptions). For example, given a linear function represented by a table of values and a linear function
Core                               represented by an algebraic expression, determine which function has the greater rate of change.

Embedded Literacy          N/A
Learning Target            I can compare properties of two functions such as function tables or graphs to represent a problem situation.

Entrance Activity

Outline of Instruction
    Teacher will review input/output tables and how to graph functions from previous day lesson. As an entrance activity
answer as the responses are recorded on whiteboard. Teacher and students will discuss responses.

    Teacher will then model problem #1 from Ch. 2.5 pg 92, where students have to solve a cost analysis problem about the
total cost of an order of t-shirts being made. Teacher will model how to describe the problem situation in your own words.
Teacher will then model how to solve the problem and create a function table as students take notes.

    Once concept is grasped, students will work with partners to complete a problem similar to problem #1. Students will be
given a word problem where they are required to describe the problem situation in their own words and then solve for the
solution. Students will have to explain how they calculated the price and will then create a function table for the problem
(input/output). Students will be able to teach others various methods of how they solved the problem. Students will
participate in a talk to talk where partners will discuss responses with other partners to compare solutions. Students will
then share as a class.

    To check for understanding of concepts, students will individually complete problems given by teacher. We will discuss
problems as a class.

    If time allows, student will complete online Carnegie using computer to reinforce concepts learned.

    Teacher and students will review concepts learned.
Wednesday

Exit Slip:
Evidence of                Differentiation: Visual learners- Students will observe teacher model how to create and input/output table and how to graph the
function; tactile learners- Students will use the computer to complete section on input/output tables & graphing functions using
Instructional Strategies   Carnegie Math ; Auditory learner- Students will listen and explain how to how to create input/output tables and how to graph
functions; Slower pace learners-constant restatement of instruction to help show their understanding of concept & aid in solving
problems. Students will work in groups scaffolding using their skills to complete activity.
Manipulatives: students will use the smart board to create function tables and will graph the function tables.

Cooperative Learning: yes(students will work in pairs to solve problems)

Modifications: IEP: prompting & cueing, reader, scribe, paraphrasing, extra time, and shortened assignments.

Other:
Rigor                                                                                                                                               Create
Evaluate                      Evaluation
Analyze
New Bloom’s                                                                                                            Synthesis
XApply              Analysis                              Judging with a set of Criteria
X Understand            Application     Breaking apart      Take apart
Old Bloom’s
XRemember                                   Use prior       Examining           Create something
Comprehension
Knowledge       Searching for       new
(Circle the level of rigor for your    Knowledge          Demonstrate
In a new way    relationships
lesson on just this day)               Basic Facts        Understanding

Relevance                             X     Knowledge in one discipline          Apply across disciplines       Apply to real-world unpredictable situations
(Check only what applies to this
day)                                      Apply in discipline                 Apply to real-world predictable situations

Assessment                            Formative: Teacher observations, Thumbs up/down, individual whiteboards

Summative: N/A
Teacher Name                             Lesson Plans- (Grade Level)(Subject)                       Week:                            Unit:

CoreContent/Common                    Define, evaluate, and compare functions.

Core                                  8.F.1: Understand that a function is a rule that assigns to each input exactly one output. The graph of a function is the set of
ordered pairs consisting of an input and the corresponding output. (Note: Function notation is not required in Grade 8.)

8.F.2: Compare properties of two functions each represented in a different way (algebraically, graphically, numerically in tables,
or by verbal descriptions). For example, given a linear function represented by a table of values and a linear function represented
by an algebraic expression, determine which function has the greater rate of change.
Embedded Literacy                     N/A
Learning Target                       I can compare properties of two functions such as function tables or graphs to represent a problem situation.

Entrance Activity
Thursday

Outline of Instruction
    Teacher will review vocabulary & examples from previous lessons about input/output and how to graph functions.
Teacher will clarify any misunderstandings about various concepts taught during this section.
    Teacher will distribute quiz. When students complete quiz, teacher will discuss questions students may have in regards
to concepts covered on the quiz.

    If time allows, student will complete online Carnegie using computer to reinforce concepts learned.

    Teacher and students will review concepts learned.

Exit Slip: How well do you think you did on the quiz and where there any questions that were confusing to you?
Evidence of                           Differentiation: Visual learners- Students will observe teacher model examples of input/out tables and graph of functions.; tactile
learners- Students will use calculators and graphs to aid in solving problems from quiz.; Auditory learner- Students will listen and
Instructional Strategies              explain how to how to solve problems from quiz; Slower pace learners-constant restatement of instruction to help show their
understanding of concept & aid in solving problems. Students will work in groups scaffolding using their skills to complete activity.

Manipulatives: N/A

Cooperative Learning: no

Modifications: IEP: prompting & cueing, reader, scribe, paraphrasing, extra time, and shortened assignments.

Other:
Rigor                                                                                                                                                Create
Evaluate                      Evaluation
Analyze
New Bloom’s                                                                                                            Synthesis
XApply                Analysis                             Judging with a set of Criteria
XUnderstand           Application       Breaking apart     Take apart
Old Bloom’s
XRemember                                  Use prior         Examining          Create something
Comprehension
Knowledge         Searching for      new
(Circle the level of rigor for your    Knowledge          Demonstrate
In a new way      relationships
lesson on just this day)               Basic Facts        Understanding

Relevance                             X     Knowledge in one discipline        Apply across disciplines         Apply to real-world unpredictable situations
(Check only what applies to this
day)                                      Apply in discipline                 Apply to real-world predictable situations

Assessment                            Formative: Teacher observations, Thumbs up/down, individual whiteboards

Summative: N/A
Teacher Name                           Lesson Plans- (Grade Level)(Subject)                      Week:                             Unit:

CoreContent/Common
Core
Friday

Embedded Literacy                     N/A
Learning Target                       I can determine   the rate of change from a graph.

Entrance Activity

Outline of Instruction                Vocabulary: rate, rate of change, per, unit rate

    Students will create a vocabulary foldable to write new vocab. Teacher will discuss vocabulary and examples with
students as they take notes in a foldable. Students can also draw pictures/examples to represent the vocabulary word.





    If time allows, student will complete online Carnegie using computer to reinforce concepts learned.

    Teacher and students will review concepts learned.

Exit Slip: Explain rate of change.
Evidence of                           Differentiation: Visual learners- Students will observe teacher model examples of how to find rate of change.; tactile learners-
Students will use calculators and graphs to aid in solving problems.; Auditory learner- Students will listen and explain how to solve
Instructional Strategies              for the rate of change and rise/run formula; Slower pace learners-constant restatement of instruction to help show their
understanding of concept & aid in solving problems. Students will work in groups scaffolding using their skills to complete activity.

Manipulatives: N/A

Cooperative Learning: no

Modifications: IEP: prompting & cueing, reader, scribe, paraphrasing, extra time, and shortened assignments.

Other:
Rigor                                                                                                                                                Create
Evaluate                      Evaluation
Analyze
New Bloom’s                                                                                                            Synthesis
Apply                 Analysis                             Judging with a set of Criteria
Old Bloom’s
XUnderstand           Application       Breaking apart     Take apart
X Remember          Comprehension           Use prior         Examining          Create something
Demonstrate             Knowledge         Searching for      new
(Circle the level of rigor for your    Knowledge
Understanding           In a new way      relationships
lesson on just this day)               Basic Facts
Relevance                          X    Knowledge in one discipline    Apply across disciplines      Apply to real-world unpredictable situations
(Check only what applies to this
day)                                   Apply in discipline            Apply to real-world predictable situations

Assessment                         Formative: Teacher observations, Thumbs up/down

Summative: N/A
Teacher Name: Rachel Bibbs                  Lesson Plans- 8th grade LA (Urban Settings) Week: Oct. 10-Oct. 14, 2011 Unit:1

CoreContent/Common       L.8.4 (b): Use common, grade-appropriate Greek or Latin affixes roots as clues to the meaning of a word (e.g., precede, recede,
secede). Common Core State Standards, ELA (1.5 MB)
Core
Embedded Literacy        N/A
Learning Target          I can use knowledge of the Greek / Latin word parts to decipher word meanings.
Entrance Activity        A pronoun is a word that takes the place of a noun. (I, it, she, he, they, him, etc.)

1.Carol is writing a report on Thomas Edison.

a. Them
b. Her
c. It
d. She

2. Dad rented a movie for my brother and me to watch tonight.

a. us
b. he
c. we
d. they
Outline of Instruction          Students will complete DOL

   Teacher will present power point presentation about Greek & Latin word parts. Teacher will explain & give examples of
Greek & Latin word parts. Students will take notes over the new vocabulary list. Students will create sensory images to
help develop an understanding of each word. Teacher & students will discuss as a class.
(Repeat lesson)
http://languagearts.pppst.com/affixes.html

   Students will work in pairs to complete a note card activity. Students will be given index cards with one set having various
affixes and the other set will have words. Students will have to match the affix card with the word. Teacher & students
will discuss what students learned from this activity.
Monday

   Teacher and students will review concepts learned.

Exit Slip: What is the affix in the word preceding?
Evidence of              Differentiation: Visual learners- Students will observe teacher present power point & note card activity; tactile learners- students
Instructional Strategies              will complete note card activity.; Auditory learner- Students will listen and explain Greek/Latin word parts; Slower pace learners-
constant restatement of instruction to help show their understanding of concept & aid in completing activity. Students will work in
groups scaffolding using their skills to complete activity.

Manipulatives: Students will complete note card activity matching affix with word.

Cooperative Learning: yes(students will work in pairs to complete note card activity)

Modifications: IEP: prompting & cueing, reader, scribe, paraphrasing, extra time, and shortened assignments.

Other:
Rigor                                                                                                                                              Create
New Bloom’s                                                                                                            Evaluate                     Evaluation
Analyze
Old Bloom’s                                                                                                           Synthesis
Apply                Analysis                              Judging with a set of Criteria
(Circle the level of rigor for your                                              Application      Breaking apart      Take apart
lesson on just this day)                                                         Use prior        Examining           Create something
Understand             Knowledge        Searching for       new
Remember                                  In a new way     relationships
XComprehension
XKnowledge         Demonstrate
Basic Facts        Understanding

Relevance                             X    Knowledge in one discipline         Apply across disciplines        Apply to real-world unpredictable situations
(Check only what applies to this
day)                                      Apply in discipline                 Apply to real-world predictable situations

Assessment                            Formative: Teacher observations, Thumbs up/down, responses on individual white boards

Summative: N/A
Teacher Name                            Lesson Plans- (Grade Level)(Subject)                      Week:                              Unit:

CoreContent/Common                    L.8.4 (b): Use common, grade-appropriate Greek or Latin affixes roots as clues to the meaning of a word (e.g., precede, recede,
secede). Common Core State Standards, ELA (1.5 MB)
Core
Embedded Literacy
Learning Target                       I can use knowledge of the Greek / Latin word parts to decipher word meanings.
Entrance Activity                     A pronoun is a word that takes the place of a noun. (I, it, she, he, they, him, etc.)

1.Miguel and his sister got a new puppy.
Tuesday

a. we
b. he
c. their
d. they

2. An ice cream truck drove down the street.
a. it
b. her
c. they
d. him
Outline of Instruction                        Students will complete DOL

    Teacher will continue root words. Teacher will explain & give examples of Greek & Latin word parts. Students will review
notes of vocabulary list. Students will continue to create sensory images to help develop an understanding of each word.
Teacher & students will discuss as a class.

    Students will work in pairs to complete a note card activity. Students will be given index cards with one set having various
affixes and the other set will have words. Students will have to match the affix card with the word. Teacher & students
will discuss what students learned from this activity.

    Teacher and students will review concepts learned.

Exit Slip: What is the affix in the word preceding?
Evidence of                           Differentiation: Visual learners- Students will observe teacher review root words & note card activity; tactile learners- students
will complete note card activity.; Auditory learner- Students will listen and explain Greek/Latin word parts; Slower pace learners-
Instructional Strategies              constant restatement of instruction to help show their understanding of concept & aid in completing activity. Students will work in
groups scaffolding using their skills to complete activity.

Manipulatives: Students will complete note card activity matching affix with word.

Cooperative Learning: yes(students will work in pairs to complete note card activity)

Modifications: IEP: prompting & cueing, reader, scribe, paraphrasing, extra time, and shortened assignments.

Other:
Rigor                                                                                                                                               Create
Evaluate                     Evaluation
Analyze
New Bloom’s                                                                                                            Synthesis
XApply                Analysis                             Judging with a set of Criteria
XUnderstand           Application       Breaking apart     Take apart
Old Bloom’s
XRemember                                  Use prior         Examining          Create something
Comprehension
Knowledge         Searching for      new
(Circle the level of rigor for your    Knowledge          Demonstrate
In a new way      relationships
lesson on just this day)               Basic Facts        Understanding

Relevance                             X    Knowledge in one discipline          Apply across disciplines        Apply to real-world unpredictable situations
(Check only what applies to this
day)                                      Apply in discipline                  Apply to real-world predictable situations
Assessment               Formative: Teacher observations, Thumbs up/down, responses on individual white boards

Summative: N/A
Teacher Name                    Lesson Plans- (Grade Level)(Subject)                     Week:                           Unit:

CoreContent/Common       W.8.3: Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details,
and well-structured event sequences.
Core
SL.8.1: m effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on
grade 8 topics, texts, and issues, building on others’ ideas and expressing their own clearly.

Embedded Literacy
Learning Target          I can explain the characteristics of narrative writing.

Entrance Activity        Match the word or group of words on the left with the corresponding pronoun on the right.

1.Do you want to go to the party with Hanna and Jamie?

a. her
b. they
c. we
d. them

2.Pat and I

a.he
b.she
c.we
d.they
Outline of Instruction           Students will complete DOL

    Teacher will present power point presentation about narrative writing. Teacher will explain & give examples of narrative
*2 DAY LESSON*                    writing as students take notes. Teacher will pass out examples of narrative writing. Students will use coloring utensils to
highlight examples of the author using his/her experience in an urban setting and sensory details. Teacher & students will
discuss as a class.
Wednesday

    Teacher and students will review the short stories read in the unit. Students will explore their own style of writing.
Teacher will ask students to compare and contrast the following among the stories: Which author orients the reader to a
story in a manner that is similar to your own? What sensory details do authors use that you like to use too? How does
the author incorporate setting as an integral part of the story? What new vocabulary words can you incorporate into your
story? How will your story end? Students will record responses in their notebook and will discuss responses as a class.

    Teacher will give students a graphic organizer and they can work with partners to brainstorm ideas for narrative. Teacher
will tell students that their narrative should include their own short story of a real or imagined experience that effectively
explores the impact of an urban setting on characters and plot. (You may conduct brief research on a city of choice and

    When students finish brainstorming ideas for their narratives, and teacher okays it, then they can begin to draft their
narrative.

    Teacher and students will review concepts learned.

Exit Slip: Explain two characteristics of narratives?
Evidence of                           Differentiation: Visual learners- Students will observe teacher present power point & provide examples of personal narratives;
tactile learners- students will use coloring utensils to highlight characteristics of narratives.; Auditory learner- Students will listen
Instructional Strategies              and explain characteristics of narratives; Slower pace learners-constant restatement of instruction to help show their
understanding of concept & aid in completing activity. Students will work in groups scaffolding using their skills to complete
activity.

Manipulatives: N/A

Cooperative Learning: yes(students will work in pairs to brainstorm ideas for narrative)

Modifications: IEP: prompting & cueing, reader, scribe, paraphrasing, extra time, and shortened assignments.

Other:
Rigor                                                                                                                                                    Create
Evaluate                       Evaluation
Analyze
New Bloom’s                                                                                                                Synthesis
X Apply                Analysis                                Judging with a set of Criteria
XUnderstand            Application       Breaking apart       Take apart
Old Bloom’s
XRemember                                    Use prior         Examining            Create something
Comprehension
Knowledge         Searching for        new
(Circle the level of rigor for your    Knowledge           Demonstrate
In a new way      relationships
lesson on just this day)               Basic Facts         Understanding

Relevance                             X    Knowledge in one discipline            Apply across disciplines         Apply to real-world unpredictable situations
(Check only what applies to this
day)                                  X    Apply in discipline                    Apply to real-world predictable situations

Assessment                            Formative: Teacher observations, Thumbs up/down, responses on individual white boards

Summative: N/A
Teacher Name                     Lesson Plans- (Grade Level)(Subject)                         Week:                              Unit:

CoreContent/Common                    W.8.3: Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details,
Thurs

and well-structured event sequences.
Core
day

SL.8.1: m effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on
grade 8 topics, texts, and issues, building on others’ ideas and expressing their own clearly.

Embedded Literacy
Learning Target          I can explain characteristics of a narrative.
I can draft my narrative.
Entrance Activity        Match the word or group of words on the left with the corresponding pronoun on the right.

1. Joseph

a. he
b. they
c. we
d. she

2. the big truck

a.he
b.she
c.it
d.they
Outline of Instruction           Students will complete DOL

    Teacher will review power point presentation about narrative writing. Teacher will explain & give examples of narrative
writing as students take notes. Teacher will pass out examples of narrative writing. Students will use coloring utensils to
highlight examples of the author using his/her experience in an urban setting and sensory details. Teacher & students will
discuss as a class.

    Teacher and students will review the short stories read in the unit. Students will explore their own style of writing.
Teacher will ask students to compare and contrast the following among the stories: Which author orients the reader to a
story in a manner that is similar to your own? What sensory details do authors use that you like to use too? How does
the author incorporate setting as an integral part of the story? What new vocabulary words can you incorporate into your
story? How will your story end? Students will record responses in their notebook and will discuss responses as a class.

    Teacher will give students a graphic organizer and they can work with partners to brainstorm ideas for narrative. Teacher
will tell students that their narrative should include their own short story of a real or imagined experience that effectively
explores the impact of an urban setting on characters and plot. (You may conduct brief research on a city of choice and

    When students finish brainstorming ideas for their narratives, and teacher okays it, then they can begin to draft their
narrative.

    Teacher and students will review concepts learned.

Exit Slip: Explain two characteristics of narratives?
Evidence of                           Differentiation: Visual learners- Students will observe teacher review root words & note card activity; tactile learners- students
will complete note card activity.; Auditory learner- Students will listen and explain Greek/Latin word parts; Slower pace learners-
Instructional Strategies              constant restatement of instruction to help show their understanding of concept & aid in completing activity. Students will work in
groups scaffolding using their skills to complete activity.

Manipulatives: N/A

Cooperative Learning: yes(students will work in pairs to complete note card activity)

Modifications: IEP: prompting & cueing, reader, scribe, paraphrasing, extra time, and shortened assignments.

Other:
Rigor                                                                                                                                              Create
Evaluate                     Evaluation
Analyze
New Bloom’s                                                                                                           Synthesis
Apply                Analysis                              Judging with a set of Criteria
Old Bloom’s
XUnderstand           Application      Breaking apart      Take apart
XRemember          X Comprehension        Use prior        Examining           Create something
Demonstrate            Knowledge        Searching for       new
(Circle the level of rigor for your    XKnowledge
Understanding          In a new way     relationships
lesson on just this day)               Basic Facts

Relevance                             X    Knowledge in one discipline         Apply across disciplines        Apply to real-world unpredictable situations
(Check only what applies to this
day)                                      Apply in discipline                 Apply to real-world predictable situations

Assessment                            Formative: Teacher observations, Thumbs up/down, responses on individual white boards

Summative: N/A
Teacher Name                           Lesson Plans- (Grade Level)(Subject)                      Week:                            Unit:

CoreContent/Common                    W.8.3: Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details,
and well-structured event sequences.
Core
SL.8.1: m effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on
grade 8 topics, texts, and issues, building on others’ ideas and expressing their own clearly.

Embedded Literacy
Learning Target                       I can draft and type my narrative.

Entrance Activity
1. Jennifer and Carl enjoy listening to Joseph's singing.
Friday

a. he
b. they
c. we
d. she

2. The concert will be tomorrow evening.

a.he
b.she
c.it
d.they
Outline of Instruction                        Students will complete a DOL.

    Teacher and students will review characteristics of a narrative.

    Students will continue to draft their narrative. Teacher will review expectations when using the computer. Students will be
allowed to use the internet to research facts about the city they chose to discuss in their narrative. When finished,
students can type their narrative.

    Teacher and students will review concepts learned.

Exit Slip: Explain a characteristic of narratives from your writing.

Evidence of                           Differentiation: Visual learners- Students will observe teacher review characteristics of narratives and expectations when using
the computer and they will research facts about their city; tactile learners- Students will use the computer to type narrative. ;
Instructional Strategies              Auditory learner- Students will listen and explain their narrative; Slower pace learners-constant restatement of instruction to help
show their understanding of concept & aid in completing narrative. Students will work in groups scaffolding using their skills to
complete activity.

Manipulatives: N/A

Cooperative Learning: yes(students will work in pairs to write narrative)

Modifications: IEP: prompting & cueing, reader, scribe, paraphrasing, extra time, and shortened assignments.

Other:
Rigor                                                                                                                                                Create
Evaluate                      Evaluation
Analyze
New Bloom’s                                                                                                            Synthesis
Apply                 Analysis                             Judging with a set of Criteria
Old Bloom’s
XUnderstand            Application       Breaking apart    Take apart
X Remember          XComprehension           Use prior         Examining         Create something
Demonstrate              Knowledge         Searching for     new
(Circle the level of rigor for your    XKnowledge
Understanding            In a new way      relationships
lesson on just this day)               Basic Facts
Relevance                          X    Knowledge in one discipline    Apply across disciplines      Apply to real-world unpredictable situations
(Check only what applies to this
day)                                   Apply in discipline            Apply to real-world predictable situations

Assessment                         Formative: Teacher observations, Thumbs up/down, responses on individual white boards

Summative: N/A
Teacher Name: Rachel Bibbs Lesson Plans- 8th grade Science (Transformation of Matter)                                Week: Oct. 10-14, 2011
Unit:1

CoreContent/Common       SC-08-1.1.1

Core                     Students will:

   INTERPRET models/representations of elements;
   CLASSIFY elements based upon patterns in their physical (e.g., density, boiling point, solubility) and chemical (e.g.,
flammability, reactivity) properties.

Models enhance understanding that an element is composed of a single type of atom. Organization/interpretation of
data illustrates that when elements are listed according to the number of protons, repeating patterns of physical (e.g.,
density, boiling point, solubility) and chemical properties (e.g., flammability, reactivity), can be used to IDENTIFY
families of elements with similar properties.DOK 2

Embedded Literacy        R.CCR.2: Determine central ideas or themes of a text and analyze their development; summarize the key supporting
details and ideas.
R.L.H.S.S. 6-8.2: Determine the central ideas or conclusions of a text; provide an accurate summary of the text
distinct from prior knowledge or opinions.
Learning Target          I can explain transformation of matter. DOK 2

Entrance Activity        1.What term is used to describe the phase change of a solid to a liquid?

a.freezing
b.melting
c.solid
d.none of the above

2. Forces of attraction in liquids are ___ than in solids.

a.weaker
b.stronger
d.unbalanced

Outline of Instruction          Teacher and students will review chemical families, periodic table valence electrons, protons, electrons, neutrons.
Monday

Teacher will clarify any questions or confusion of concepts that students may have.

   Students will complete quiz. When finished, teacher will review concepts from quiz with students and will clarify
questions students may have.
   Teacher and students will discuss concepts learned.

Exit Slip: Explain a concept that you need clarification.
Evidence of                           Differentiation: Visual learners- students will observe teacher review concepts for quiz; Tactile learners-students can draw their
prediction of valence electrons: Auditory learners-students will listen and explain concepts. Slower pace learners-constant
Instructional Strategies              restatement of instruction to help show their understanding of concept and teacher aid in completing activities.

Manipulatives: n/a
Cooperative Learning:no
Modifications: IEP: prompting & cueing, reader, scribe, paraphrasing, extra time, and shortened assignments.
Other:
Rigor                                                                                                                                           Create
New Bloom’s                                                                                                          Evaluate                   Evaluation
Analyze
Old Bloom’s                                                                                                          Synthesis
Apply                Analysis                            Judging with a set of Criteria
(Circle the level of rigor for your                                             Application      Breaking apart      Take apart
lesson on just this day)                                                        Use prior        Examining           Create something
XUnderstand            Knowledge        Searching for       new
XRemember                                In a new way     relationships
XComprehension
XKnowledge         Demonstrate
Basic Facts        Understanding

Relevance                             X    Knowledge in one discipline         Apply across disciplines        Apply to real-world unpredictable situations
(Check only what applies to this
day)                                      Apply in discipline                 Apply to real-world predictable situations

Assessment                            Formative: Teacher observations, thumbs up/down

Summative: tentative N/A
Teacher Name                            Lesson Plans- (Grade Level)(Subject)                      Week:                            Unit:

CoreContent/Common                    SC-08-1.2.1

Core                                  Students will DESCRIBE and EXPLAIN the effects of balanced and unbalanced forces on motion as found in real-life
phenomena.

Objects change their motion only when a net force is applied. Newton’s Laws of Motion are used to DESCRIBE the
effects of forces on the motion of objects. DOK 3
Tuesday

Embedded Literacy                     R.CCR.2: Determine central ideas or themes of a text and analyze their development; summarize the key supporting
details and ideas.
R.L.H.S.S. 6-8.2: Determine the central ideas or conclusions of a text; provide an accurate summary of the text
distinct from prior knowledge or opinions.
Learning Target                       I can explain Newton’s laws of Motion. DOK 2

Entrance Activity                     (pg. 138)
1.Which of the following is a noble gas?

a.sodium
b.gold
c.chlorine
d.neon

2.If a metal can be hammered or rolled into thin sheets the metal is said to be:

a.ductile
b.malleable
c.brittle
d.active

Outline of Instruction                       Teacher will present power point presentation about Newton’s Laws of Motion as student’s takes notes using a graphic
organizer. Teacher and students will discuss examples as a class. Students will complete individual assignment to aid in
understanding of Newton’s Laws of Motions. Students will be given examples and have to match the up with the correct
law.

   Students will then watch a clip about Newton’s Laws of Motion on brain pop and will take notes in science journal and will
then share findings with the class.

   Teacher and students will discuss concepts learned.

Exit Slip: Explain the fist law of Newton’s Laws of Motion.
Evidence of                           Differentiation: Visual learners- students will observe teacher present power point presentation; Tactile learners-students draw
sensory images of Newton’s Laws of Motion in their graphic organizer: Auditory learners-students will listen and explain Newton’s
Instructional Strategies              Laws of Motion. Slower pace learners-constant restatement of instruction to help show their understanding of concept and
teacher aid in completing activities.

Manipulatives: students can use coloring utensils to draw sensory images to represent Newton’s Laws of Motions in their
graphic organizer
Cooperative Learning:yes(work with partner to discuss examples of Newton’s Laws of Motions)
Modifications: IEP: prompting & cueing, reader, scribe, paraphrasing, extra time, and shortened assignments.
Other:
Rigor                                                                                                                                           Create
Evaluate                   Evaluation
Analyze
New Bloom’s                                                                                                          Synthesis
Apply                Analysis                            Judging with a set of Criteria
Old Bloom’s
XUnderstand          Application      Breaking apart      Take apart
XRemember         Comprehension          Use prior        Examining           Create something
Demonstrate             Knowledge        Searching for       new
(Circle the level of rigor for your    Knowledge
Understanding           In a new way     relationships
lesson on just this day)               Basic Facts
Relevance                          X    Knowledge in one discipline        Apply across disciplines        Apply to real-world unpredictable situations
(Check only what applies to this
day)                                   Apply in discipline                Apply to real-world predictable situations

Assessment                         Formative: Teacher observations

Summative: N/A
Teacher Name                            Lesson Plans- (Grade Level)(Subject)                    Week:                            Unit:

CoreContent/Common                 SC-08-1.2.1

Core                               Students will DESCRIBE and EXPLAIN the effects of balanced and unbalanced forces on motion as found in real-life
phenomena.

Objects change their motion only when a net force is applied. Newton’s Laws of Motion are used to DESCRIBE the
effects of forces on the motion of objects. DOK 3

Embedded Literacy                  R.CCR.2: Determine central ideas or themes of a text and analyze their development; summarize the key supporting
details and ideas.
R.L.H.S.S. 6-8.2: Determine the central ideas or conclusions of a text; provide an accurate summary of the text
distinct from prior knowledge or opinions.
Learning Target                    I can explain Newton’s second Law of Motion. DOK 2

Entrance Activity                  http://www.chem4kids.com/extras/quiz_matterliquid/q02.html

1.All liquids have same...

a.density
b.viscosity
c.solubility
d.none of the above

2.Liquids that move quickly downhill are described as having...?

a.high viscosity
b.low viscosity
c.heavier
d.weaker
Wednesday

nd
Outline of Instruction                    Teacher will review and explain power point presentation about Newton’s 2 Law of Motion. Teacher will model
examples of how to use formulas to solve for force, mass, and acceleration. Teacher and students will discuss examples
as a class. Students will write all of the formulas given by teacher in their science journal.

   Students will participate in think pair share as they solve problems to find force, mass, or acceleration. Students will
share responses with class. Students will complete individual assignment where they will be given problems and have
to decide which formula to use to solve for force, mass, or acceleration to aid in understanding of Newton’s 2nd Law of
Motions.

   Teacher and students will discuss concepts learned.

Exit Slip: Explain the second law of Newton’s Laws of Motion.
Evidence of                           Differentiation: Visual learners- students will observe teacher model how to solve for force, mass, or acceleration; Tactile
nd
learners-students will use calculator to solve problems: Auditory learners-students will listen and explain Newton’s 2 Law of
Instructional Strategies              Motion. Slower pace learners-constant restatement of instruction to help show their understanding of concept and teacher aid in
completing activities.

Manipulatives: N/A
Cooperative Learning:yes(work with partner to solve problems to find force, mass, or acceleration)
Modifications: IEP: prompting & cueing, reader, scribe, paraphrasing, extra time, and shortened assignments.
Other:
Rigor                                                                                                                                           Create
Evaluate                   Evaluation
Analyze
New Bloom’s                                                                                                          Synthesis
X Apply               Analysis                            Judging with a set of Criteria
X Understand          Application      Breaking apart      Take apart
Old Bloom’s
X Remember                                Use prior        Examining           Create something
Comprehension
Knowledge        Searching for       new
(Circle the level of rigor for your    Knowledge        Demonstrate
In a new way     relationships
lesson on just this day)               Basic Facts      Understanding

Relevance                             X    Knowledge in one discipline         Apply across disciplines        Apply to real-world unpredictable situations
(Check only what applies to this
day)                                      Apply in discipline                 Apply to real-world predictable situations

Assessment                            Formative: Teacher observations, thumbs up/down

Summative: N/A
Teacher Name                             Lesson Plans- (Grade Level)(Subject)                      Week:                            Unit:

CoreContent/Common                    SC-08-1.2.1

Core                                  Students will DESCRIBE and EXPLAIN the effects of balanced and unbalanced forces on motion as found in real-life
phenomena.

Objects change their motion only when a net force is applied. Newton’s Laws of Motion are used to DESCRIBE the
Thursday

effects of forces on the motion of objects. DOK 3
Embedded Literacy                     R.CCR.2: Determine central ideas or themes of a text and analyze their development; summarize the key supporting
details and ideas.
R.L.H.S.S. 6-8.2: Determine the central ideas or conclusions of a text; provide an accurate summary of the text
distinct from prior knowledge or opinions.
Learning Target            I can explain the contribution of each scientist to the Laws of Motion.

Entrance Activity          What phase of matter would you expect to find this compound at room temperature? H20

a.Solid
b.Liquid
c.Gas
d.Plasma

No pure elements are liquids at room temperature.

a.true
b.false

Outline of Instruction     Materials needed: Brief Biographies of Aristotle, Galileo, and Newton, Aristotle Interview, Galileo Interview, Newton Interview,
Funny Wizard Hat, Self Quiz- Can be taken online or photocopied (http://www.middleschoolscience.com/motioninterview.htm)

     Teacher and students will review Newton’s Laws of Motion.

     Students will participate in interview of scientist activity. Students will read articles of ideas of motion contributed by 3
different scientists. Teacher will :
1.    Hand out Interview Sheets about the scientists and ideas of motion that they have contributed
2.    Have students sit in a circle and chose 2 volunteers for each interview.
3.    The Interviewer is a Wizard and wears a funny hat
4.    Briefly introduce each scientist to the class
5.    Have students act out interview.
6.    Discuss the main points that are addressed in the Summary
7.    Open floor for questions
8.    Proceed to next Interview

     When finish, students will discuss with class. Students will complete quiz about the scientists and their contributions to
the idea of motion.

     Teacher and students will review concepts learned.

Exit Slip: What is the coefficient in a chemical equation?
Evidence of                Differentiation: Visual learners- students will observe teacher model interview activity: Tactile learners-students will use the
index cards with interview questions to ask the scientists: Auditory learners-students will listen and explain ideas contributed by
Instructional Strategies   scientists about motion. Slower pace learners-constant restatement of instruction to help show their understanding of concept and
teacher aid in completing activities.

Manipulatives: students will use the index cards to aid in interviewing of scientists
Cooperative Learning:yes(students will work as a whole to complete interview activity)
Modifications: IEP: prompting & cueing, reader, scribe, paraphrasing, extra time, and shortened assignments.
Other:
Rigor                                                                                                                              Create
Evaluation
New Bloom’s                                                                                                              Evaluate
Analyze
Synthesis
Old Bloom’s                                                                       XApply                  Analysis
X Understand          Application         Breaking apart      Take apart
(Circle the level of rigor for your   XRemember                                  Use prior           Examining           Create something
Comprehension
lesson on just this day)                                                         Knowledge           Searching for       new
Knowledge           Demonstrate
In a new way        relationships
Basic Facts         Understanding

Relevance                                 Knowledge in one discipline        Apply across disciplines            Apply to real-world unpredictable situations
(Check only what applies to this      X
day)                                      Apply in discipline                Apply to real-world predictable situations

Assessment                            Formative: Teacher observations, thumbs up/thumbs down

Summative: N/A
Teacher Name                           Lesson Plans- (Grade Level)(Subject)                      Week:                               Unit:

CoreContent/Common                    SC-08-1.2.1

Core                                  Students will DESCRIBE and EXPLAIN the effects of balanced and unbalanced forces on motion as found in real-life
phenomena.

Objects change their motion only when a net force is applied. Newton’s Laws of Motion are used to DESCRIBE the
effects of forces on the motion of objects. DOK 3
Embedded Literacy                     R.CCR.2: Determine central ideas or themes of a text and analyze their development; summarize the key supporting
details and ideas.
R.L.H.S.S. 6-8.2: Determine the central ideas or conclusions of a text; provide an accurate summary of the text
distinct from prior knowledge or opinions.
Learning Target                       I can explain how motion is determined by the person observing the moving object (relative motion). DOK 3

Entrance Activity                     1.Elements on the periodic table can be grouped into _________ bases on their chemical properties.

a.families
b.groups
c.periods
d.all of the above

2.Horizontal rows in the periodic table are called ________.

a.periods
b.groups
c.families
Friday

d. all of the above
Outline of Instruction                      Teacher and students will review Newton’s Laws of Motion and ides of motion contributed by the 3 different scientists that
we studied from the previous lesson.
   Teacher will present an interactive video clip of a person observing a moving object and his/her viewpoint of this object.
Teacher and students will discuss the person’s viewpoint as students take notes about relative motion.
http://www.middleschoolscience.com/physics.htm (relative motion)

   Students will watch video clip from brain pop about Newton’s laws of Motion as students take notes in their journals.

   Teacher and students will review concepts learned.

Exit Slip: Explain relative motion.
Evidence of                           Differentiation: Visual learners- students will observe teacher present & discuss interactive clips about relative motion; Tactile
learners-students can come to the smart board to maneuver the interactive clip: Auditory learners-students will listen and explain
Instructional Strategies              relative motion. Slower pace learners-constant restatement of instruction to help show their understanding of concept and teacher
aid in completing activities.

Manipulatives: N/A
Cooperative Learning:no
Modifications: IEP: prompting & cueing, reader, scribe, paraphrasing, extra time, and shortened assignments.
Other:
Rigor                                                                                                                                           Create
Evaluate                   Evaluation
Analyze
New Bloom’s                                                                                                          Synthesis
Apply                Analysis                            Judging with a set of Criteria
Old Bloom’s
XUnderstand          Application      Breaking apart      Take apart
XRemember         Comprehension          Use prior        Examining           Create something
Demonstrate             Knowledge        Searching for       new
(Circle the level of rigor for your    Knowledge
Understanding           In a new way     relationships
lesson on just this day)               Basic Facts

Relevance                             X    Knowledge in one discipline         Apply across disciplines        Apply to real-world unpredictable situations
(Check only what applies to this
day)                                      Apply in discipline                 Apply to real-world predictable situations

Assessment                            Formative: Teacher observations, thumbs up/thumbs down

Summative: N/A
Teacher Name: Rachel Bibbs                              Lesson Plans- Social Skills (Handle Critical Feedback)                      Week: Oct. 10-14, 2011

CoreContent/Common
Core
Embedded Literacy
Learning Target                       I can explain how to deal with Critical Feedback. DOK 2

Entrance Activity                     1.Bullying is a problem that affects:

a) victims
b) bullies
c) communities
d) all of the above
Outline of Instruction                (Social Wise program)

    Teacher will present social skill wise program (interactive program) where students will learn and remember the steps of
*CRITICAL FEEDBACK IS                          the skills, mnemonic devices have been created and associated with the skills. For example, “TACT” for Dealing with
Critical Feedback. Each lesson has six sections: Learn It, Save It, See It, Quiz It, Practice It, and Live It.
A UNIT; IT IS BEING
DISCUSSED EVERYDAY                            Teacher will present the Learn it phase of this lesson in which the youth narrator describes the new social skill, rationales
for learning the skill, the skill steps, and situations in which the skill can be used. Students will role play scenarios.
USING SOCIAL WISE
PROGRAM.
    Teacher and students will discuss concepts learned.

Exit Slip: Explain a way that you can handle critical feedback.

Evidence of                           Differentiation: Visual learners- Students will observe teacher & students model how to deal with critical feedback using social
wise program; tactile learners- Students will role play scenarios; Auditory learner- Students will listen and give examples of how to
Instructional Strategies              handle critical feedback; Slower pace learners-constant restatement of instruction to help show their understanding of concept &
aid in completing activity. Students will work in groups scaffolding using their skills to complete activity.

Manipulatives: N/A

Cooperative Learning:yes (students will work with partners to discuss role play scenarios.)

Modifications: IEP: prompting & cueing, reader, scribe, paraphrasing, extra time, and shortened assignments.

Other:

Rigor                                                                                                                                                Create
Monday

New Bloom’s                                                                                                              Evaluate                     Evaluation
Analyze
Old Bloom’s                                                                                                             Synthesis
Apply               Analysis                               Judging with a set of Criteria
(Circle the level of rigor for your                                                Application      Breaking apart      Take apart
Use prior        Examining           Create something
Knowledge        Searching for       new
lesson on just this day)
X Understand
X Remember           XComprehension
XKnowledge          Demonstrate
Basic Facts         Understanding

Relevance                          X    Knowledge in one discipline         Apply across disciplines        Apply to real-world unpredictable situations
(Check only what applies to this
day)                                   Apply in discipline            X     Apply to real-world predictable situations

Assessment                         Formative: Teacher observations

Summative: None

Teacher Name                          Lesson Plans- (Grade Level)(Subject)                     Week:                             Unit:

CoreContent/Common
Core
Embedded Literacy
Learning Target                    I can explain how to deal with Critical Feedback. DOK 2

Entrance Activity                  1.By definition, bullies are:

a) generally aggressive toward their classmates, teacher, parents, siblings and others
b) happy children who just like to tease
c) well-liked and highly popular amongst their peers
d) caring, sensitive people
Outline of Instruction             (Social Wise program)

   Teacher will review presentation on how to handle critical feedback.

   Teacher will present the save it section, where users interactively review the information associated with the skill using
flash cards and a step-recognition game. Students will role play scenarios.

   Teacher and students will discuss concepts learned.

Exit Slip: Explain a way that you can handle critical feedback.
Tuesday

Evidence of                        Differentiation: Visual learners- Students will observe teacher & students model how to deal with critical feedback using social
wise program; tactile learners- Students will role play scenarios; Auditory learner- Students will listen and give examples of how to
Instructional Strategies           handle critical feedback; Slower pace learners-constant restatement of instruction to help show their understanding of concept &
aid in completing activity. Students will work in groups scaffolding using their skills to complete activity.
Manipulatives: students will use flashcards

Cooperative Learning:yes (students will work with partners to discuss role play scenarios.)

Modifications: IEP: prompting & cueing, reader, scribe, paraphrasing, extra time, and shortened assignments.

Other:

Rigor                                                                                                                                                Create
Evaluate                    Evaluation
Analyze
New Bloom’s                                                                                                              Synthesis
XApply              Analysis                               Judging with a set of Criteria
XUnderstand            Application     Breaking apart        Take apart
Old Bloom’s
XRemember                                   Use prior       Examining             Create something
Comprehension
Knowledge       Searching for         new
(Circle the level of rigor for your    Knowledge          Demonstrate
In a new way    relationships
lesson on just this day)               Basic Facts        Understanding

Relevance                             X    Knowledge in one discipline           Apply across disciplines X         Apply to real-world unpredictable situations
(Check only what applies to this
day)                                      Apply in discipline                   Apply to real-world predictable situations

Assessment                            Formative: Teacher observations

Summative: None

Teacher Name                              Lesson Plans- (Grade Level)(Subject)                       Week:                              Unit:

CoreContent/Common
Core
Embedded Literacy
Learning Target                       I can explain how to deal with Critical Feedback. DOK 2

Entrance Activity                     1.If you are being bullied, you should:

a) start crying
b) fight back
c) ignore the bully and walk away
d) laugh at the bully
Outline of Instruction                (Social Wise program)
Wednesday

    Teacher will present social skill wise program (interactive program) where students will learn and remember the steps of
the skills, mnemonic devices have been created and associated with the skills. For example, “TACT” for Dealing with
Critical Feedback. Each lesson has six sections: Learn It, Save It, See It, Quiz It, Practice It, and Live It.

    Teacher will present the See It section, where users see vignettes in which a skill is used or not used. Students
will role play scenarios.
    Teacher and students will discuss concepts learned.

Exit Slip: Explain a way that you can handle critical feedback.

Evidence of                           Differentiation: Visual learners- Students will observe teacher & students model how to deal with critical feedback using social
wise program; tactile learners- Students will role play scenarios; Auditory learner- Students will listen and give examples of how to
Instructional Strategies              handle critical feedback; Slower pace learners-constant restatement of instruction to help show their understanding of concept &
aid in completing activity. Students will work in groups scaffolding using their skills to complete activity.

Manipulatives: students will use flashcards

Cooperative Learning:yes (students will work with partners to discuss role play scenarios.)

Modifications: IEP: prompting & cueing, reader, scribe, paraphrasing, extra time, and shortened assignments.

Other:

Rigor                                                                                                                                               Create
Evaluate                    Evaluation
Analyze
New Bloom’s                                                                                                              Synthesis
Apply                Analysis                            Judging with a set of Criteria
Old Bloom’s
X Understand             Application      Breaking apart      Take apart
X Remember          Comprehension             Use prior        Examining           Create something
Demonstrate               Knowledge        Searching for       new
(Circle the level of rigor for your    Knowledge
Understanding             In a new way     relationships
lesson on just this day)               Basic Facts

Relevance                             X    Knowledge in one discipline         Apply across disciplines           Apply to real-world unpredictable situations
(Check only what applies to this
day)                                      Apply in discipline           X X         Apply to real-world predictable situations

Assessment                            Formative: Teacher observations

Summative: None

Teacher Name                             Lesson Plans- (Grade Level)(Subject)                         Week:                           Unit:

CoreContent/Common
Core
Thursday

Embedded Literacy
Learning Target                       I can explain how to deal with Critical Feedback. DOK 2

Entrance Activity                     Victims of bullying are generally known to:
a) deserve what they get
b) be funny looking
c) be unpopular at school
d) none of the above
Outline of Instruction                (Social Wise program)

    Teacher will review critical feedback presentation.

    Teacher will present the Quiz It section, where users take a quiz to demonstrate their mastery of the information. Both
multiple-choice questions and fill-in the blank questions are included in this section. Mastery (100% correct) is required
before users can move to the next instructional segment. Students will role play scenarios.

    Teacher and students will discuss concepts learned.

Exit Slip: Explain a way that you can handle critical feedback.

Evidence of                           Differentiation: Visual learners- Students will observe teacher & students model how to deal with critical feedback using social
wise program; tactile learners- Students will role play scenarios; Auditory learner- Students will listen and give examples of how to
Instructional Strategies              handle critical feedback; Slower pace learners-constant restatement of instruction to help show their understanding of concept &
aid in completing activity. Students will work in groups scaffolding using their skills to complete activity.

Manipulatives: N/A

Cooperative Learning:yes (students will work with partners to discuss role play scenarios.)

Modifications: IEP: prompting & cueing, reader, scribe, paraphrasing, extra time, and shortened assignments.

Other:

Rigor                                                                                                                                                Create
Evaluate                     Evaluation
Analyze
New Bloom’s                                                                                                              Synthesis
Apply                 Analysis                             Judging with a set of Criteria
Old Bloom’s
XUnderstand            Application       Breaking apart      Take apart
X Remember          Comprehension            Use prior         Examining           Create something
Demonstrate              Knowledge         Searching for       new
(Circle the level of rigor for your    Knowledge
Understanding            In a new way      relationships
lesson on just this day)               Basic Facts

Relevance                             X    Knowledge in one discipline          Apply across disciplines          Apply to real-world unpredictable situations
(Check only what applies to this
day)                                      Apply in discipline           X       Apply to real-world predictable situations

Assessment                            Formative: Teacher observations

Summative: None
Teacher Name                 Lesson Plans- (Grade Level)(Subject)                        Week:                              Unit:

CoreContent/Common
Core
Embedded Literacy
Learning Target            I can explain how to deal with Critical Feedback. DOK 2

Entrance Activity          1.The following behavior may prevent you from becoming a victim of a bully:

a) becoming a bully yourself
b) walking tall and with confidence
c) taking up kick-boxing
d) playing by yourself at recess
Outline of Instruction     (Social Wise program)

    Teacher will review critical feedback presentation.

    Teacher will present the In the Practice It section, learners practice the new skill in different types of activities. First,
during the “Reflect and Choose” activity, they watch a scene unfold and choose the best example of each skill step in the
situation. Next, in the “Role-Play” activity, learners work with a partner or an instructor to practice the new skill. They first
see a video demonstration depicting two youths practicing the skill and constructively giving and receiving feedback to
one another related to their performance of that skill. Learners then work with their partners to practice the skill in novel
situations. In the Live It section, students are given a written assignment to document use of the skill in naturally
occurring situations.

    Teacher and students will discuss concepts learned.

Exit Slip: Explain a way that you can handle critical feedback.

Evidence of                Differentiation: Visual learners- Students will observe teacher & students model how to deal with critical feedback using social
wise program; tactile learners- Students will role play scenarios; Auditory learner- Students will listen and give examples of how to
Instructional Strategies   handle critical feedback; Slower pace learners-constant restatement of instruction to help show their understanding of concept &
aid in completing activity. Students will work in groups scaffolding using their skills to complete activity.

Manipulatives: N/A

Cooperative Learning:yes (students will work with partners to discuss role play scenarios.)

Modifications: IEP: prompting & cueing, reader, scribe, paraphrasing, extra time, and shortened assignments.

Other:
Friday

Rigor                                                                                                                                         Create
Evaluate                       Evaluation
Analyze
Synthesis
Judging with a set of Criteria
New Bloom’s                                                                  XApply              Analysis
X Understand      Application     Breaking apart
Old Bloom’s                            XRemember                            Use prior       Examining
Comprehension
Knowledge       Searching for
Knowledge          Demonstrate
(Circle the level of rigor for your                                         In a new way    relationships
Basic Facts        Understanding
lesson on just this day)

Relevance                             X    Knowledge in one discipline    Apply across disciplines X         Apply to real-world unpredictable situations
(Check only what applies to this
day)                                      Apply in discipline            Apply to real-world predictable situations

Assessment                            Formative: Teacher observations

Summative: None
Teacher Name: Bibbs                 Lesson Plans- (8)(US History) Oct.10-14, 2011                             Week: 1         Unit: 1

CoreContent/Common         SS-08-2.1.1:Students will EXPLAIN how elements of culture (e.g., language, the arts, customs, beliefs, literature) defined
Core                       specific groups in the United States prior to Reconstruction and resulted in unique perspectives. DOK 2

SS-08-2.3.1:Students will EXPLAIN how conflict and competition (e.g., political, economic, religious, ethnic) occurred among
individuals and groups in the United States prior to Reconstruction.DOK 2

SS-08-4.3.2:Students will EXPLAIN why and give examples of how human populations changed and/or migrated because of factors
such as war, disease, economic opportunity and technology in the United States prior to Reconstruction. DOK 3

Embedded Literacy          R.CCR.2: Determine central ideas or themes of a text and analyze their development; summarize the key supporting
details and ideas.
R.L.H.S.S. 6-8.2: Determine the central ideas or information of a primary or secondary source; provide an accurate summary of
the source distinct from prior knowledge or opinions.
Learning Target            I can explain the culture & economics of New England, Middle, or Southern Colonies. DOK 2

Entrance Activity          Nine out of ten colonists

A. worked in shops and stores.
B. attended free public schools.
C. came to America as slaves.
D. lived on small family farms.
Outline of Instruction             Teacher and students will review New England, Middle, and Southern Colonies.

    Teacher will model expectations when presenting to an audience. Students will present their colonial brochure project. For this
project, students will be required to research a colony of their choice, gather information about the colony such as economics,
weather, founder of colony, population, etc. Using the information, students will have to create a 3 folded brochure about the
colony. Students will also have to include why someone would want to visit or live in their colony. Students will also need to include
pictures such as picture of the state, selling crop, etc. Students will use the computer, Microsoft word, to create their brochure.

    Teacher and students will review concepts learned.

Exit Slip: Explain two characteristics about the colony that you chose.

Evidence of                Differentiation: Visual learners- students will observe teacher model expectations when presenting to an audience: Tactile
learners-students can use smart board to show their brochure to the class: Auditory learners-students will listen and explain the
Instructional Strategies   culture about their colony. Slower pace learners-constant restatement of instruction to help show their understanding of concept
and teacher aid in completing activities.

Manipulatives: students will use coloring utensils to draw billboard representing a colony that they think people should settle in.
Monday

Cooperative Learning:yes(think pair share to answer questions)
Modifications: IEP: prompting & cueing, reader, scribe, paraphrasing, extra time, and shortened assignments.
Other:
Rigor                                                                                                                                   Create
Evaluate                     Evaluation
New Bloom’s                                                                                                Analyze
Synthesis
Old Bloom’s                                                                           Apply                 Analysis
X Understand               Application       Breaking apart        Take apart
(Circle the level of rigor for your   X Remember                                     Use prior         Examining
Comprehension                                                      Create something
lesson on just this day)                                                             Knowledge         Searching for
Knowledge          Demonstrate                                                        new
Understanding              In a new way      relationships
Basic Facts

Relevance                             X    Knowledge in one discipline            Apply across disciplines           Apply to real-world unpredictable situations
(Check only what applies to this
day)                                      Apply in discipline                    Apply to real-world predictable situations

Assessment                            Formative: Teacher observations

Summative: N/A

Teacher Name                             Lesson Plans- (Grade Level)(Subject)                          Week:                               Unit:

CoreContent/Common                    SS-08-2.1.1:Students will EXPLAIN how elements of culture (e.g., language, the arts, customs, beliefs, literature) defined
Core                                  specific groups in the United States prior to Reconstruction and resulted in unique perspectives. DOK 2

SS-08-2.3.1:Students will EXPLAIN how conflict and competition (e.g., political, economic, religious, ethnic) occurred among
individuals and groups in the United States prior to Reconstruction.DOK 2

SS-08-4.3.2:Students will EXPLAIN why and give examples of how human populations changed and/or migrated because of factors
such as war, disease, economic opportunity and technology in the United States prior to Reconstruction. DOK 3
Embedded Literacy                     R.CCR.2: Determine central ideas or themes of a text and analyze their development; summarize the key supporting
details and ideas.
R.L.H.S.S. 6-8.2: Determine the central ideas or information of a primary or secondary source; provide an accurate summary of
the source distinct from prior knowledge or opinions.
Learning Target                       I can explain the culture about 11 aspects of colonial life. DOK 2
Entrance Activity                     Compared to today’s cities, colonial cities were very
A. large.
B. small.
C. noisy.
D. quiet.
Outline of Instruction                       Introduce Chapter 4 in History Alive! The United States Through Industrialism. Have students read Section 4.1. Explain that in
this chapter, they will learn about life in colonial America. Remind students that important terms appear in colored type (teal). Each
term is defined in the Glossary. (Note: you many want to have students use the Prereading Handout on page xv of the lesson guide to
Tuesdaay

conduct a prereading of the chapter.)

   2 Introduce Graphic Organizer Placard 4. Ask these questions: What do you see? What aspects of colonial life are represented
here? Explain that students will use this graphic organizer to learn about colonial life. Teacher and students will discuss notes on
graphic organizer.
      Students will complete a journalist activity where students have to pretend you are a journalist who has returned to Britain after a year
in the colonies. Your illustrated journal, describing what you observed, is about to be published and every newspaper wants to
interview you. Create the questions and answers for one of those interviews. Make sure to include the following:
• at least four specific questions about different aspects of life in the colonies. (The first one is provided.)
• an accurate, complete answer to each question that includes the most interesting information you observed about that aspect of
life in the colonies.

 Teacher and students will review concepts learned.
Exit slip: Explain two aspects of life in the colonies.
Evidence of                           Differentiation: Visual learners- students will observe teacher explain & model journalist activity and complete graphic organizer:
Tactile learners-students will create journals to aid in understanding of concept: Auditory learners-students will listen and explain
Instructional Strategies              concepts. Slower pace learners-constant restatement of instruction to help show their understanding of concept and teacher aid
in completing activities.

Manipulatives: N/A
Cooperative Learning:yes(think pair share to answer questions)
Modifications: IEP: prompting & cueing, reader, scribe, paraphrasing, extra time, and shortened assignments.
Other:
Rigor                                                                                                                                           Create
Evaluate                   Evaluation
Analyze
New Bloom’s                                                                                                          Synthesis
XApply               Analysis                            Judging with a set of Criteria
XUnderstand           Application      Breaking apart      Take apart
Old Bloom’s
X Remember                                Use prior        Examining           Create something
Comprehension
Knowledge        Searching for       new
(Circle the level of rigor for your    Knowledge        Demonstrate
In a new way     relationships
lesson on just this day)               Basic Facts      Understanding

Relevance                             X     Knowledge in one discipline             Apply across disciplines            Apply to real-world unpredictable situations
(Check only what applies to this
day)                                      Apply in discipline                      Apply to real-world predictable situations

Assessment                            Formative: Teacher observations, brochure

Summative: N/A
Teacher Name        Lesson Plans- (Grade Level)(Subject)                  Week:                           Unit:
CoreContent/Common SS-08-2.1.1:Students will EXPLAIN how elements of culture (e.g., language, the arts, customs, beliefs, literature) defined
Core                 specific groups in the United States prior to Reconstruction and resulted in unique perspectives. DOK 2
Wednesday

SS-08-2.3.1:Students will EXPLAIN how conflict and competition (e.g., political, economic, religious, ethnic) occurred among
individuals and groups in the United States prior to Reconstruction.DOK 2

SS-08-4.3.2:Students will EXPLAIN why and give examples of how human populations changed and/or migrated because of factors
such as war, disease, economic opportunity and technology in the United States prior to Reconstruction. DOK 3
Embedded Literacy                     R.CCR.2: Determine central ideas or themes of a text and analyze their development; summarize the key supporting
details and ideas.
R.L.H.S.S. 6-8.2: Determine the central ideas or information of a primary or secondary source; provide an accurate summary of
the source distinct from prior knowledge or opinions.
Learning Target            I can explain the culture about 11 aspects of colonial life. DOK 2

Entrance Activity          The Magna Carta, which was signed by King John in 1215, made it clear that

A. only Parliament had the power to impose taxes.
B. the people had the right to petition the government.
C. even the king of England must obey the law.
D. the king did not have to share power with anyone.
Outline of Instruction
    Teacher & students will review life in the colonies.

    Students will complete journalist activity were they have to pretend you are a British journalist who has spent a year living in colonial
America. You kept a journal to record your impressions of daily life. You want your journal to be published so that the British will
have an accurate view of life in colonial America. Use the information from your Reading Notes to create an illustrated journal, as
follows:
• Give your journal a catchy title.
• Date each entry and use it to describe at least one aspect of colonial life.
• Include well-chosen details in the narrative to make the journal more realistic.
Use your imagination to explain how you learned these details. For example, you might write, “November 18,
1750. Over the past six months, I have been lucky to be a houseguest of several families throughout the colonies. Through my experiences, I
have learned that colonial families….”
• Include information on at least eight aspects of colonial life. The information should be written for an audience that has never been
to America and knows little about colonial life.
• Include at least four simple sketches to illustrate key ideas that you mention in your journal.
• Write a total of 500–700 words, free of grammatical and spelling errors.

    When students finished, teacher & students will review concepts learned.

Exit Slip: Explain two aspects of life in colonies?

Evidence of                Differentiation: Visual learners- students will observe teacher explain & model journalist activity and complete graphic organizer:
Tactile learners-students will create journals & sketch illustrations of life in colonies to aid in understanding of concept: Auditory
Instructional Strategies   learners-students will listen and explain concepts. Slower pace learners-constant restatement of instruction to help show their
understanding of concept and teacher aid in completing activities.

Manipulatives: Students will sketch illustrations of life in colonies
Cooperative Learning:yes(think pair share to answer questions)
Modifications: IEP: prompting & cueing, reader, scribe, paraphrasing, extra time, and shortened assignments.
Other:
Rigor                                                                                                                                Create
Evaluate                   Evaluation
Analyze
New Bloom’s                                                                                               Synthesis
x Apply                 Analysis                        Judging with a set of Criteria
X Understand            Application         Breaking apart Take apart
Old Bloom’s
Use prior          Examining      Create something
Knowledge
X Remember          Comprehension
(Circle the level of rigor for your                       Demonstrate
Knowledge
lesson on just this day)                                  Understanding
Basic Facts

Relevance                             X    Knowledge in one discipline x         Apply across disciplines       Apply to real-world unpredictable situations
(Check only what applies to this
day)                                      Apply in discipline                 Apply to real-world predictable situations

Assessment                            Formative: Teacher observations, brochure

Summative: N/A

Teacher Name                             Lesson Plans- (Grade Level)(Subject)                      Week:                             Unit:

CoreContent/Common                    SS-08-2.1.1:Students will EXPLAIN how elements of culture (e.g., language, the arts, customs, beliefs, literature) defined
Core                                  specific groups in the United States prior to Reconstruction and resulted in unique perspectives. DOK 2

SS-08-2.3.1:Students will EXPLAIN how conflict and competition (e.g., political, economic, religious, ethnic) occurred among
individuals and groups in the United States prior to Reconstruction.DOK 2

SS-08-4.3.2:Students will EXPLAIN why and give examples of how human populations changed and/or migrated because of factors
such as war, disease, economic opportunity and technology in the United States prior to Reconstruction. DOK 3
Embedded Literacy                     R.CCR.2: Determine central ideas or themes of a text and analyze their development; summarize the key supporting
details and ideas.
R.L.H.S.S. 6-8.2: Determine the central ideas or information of a primary or secondary source; provide an accurate summary of
the source distinct from prior knowledge or opinions.
Learning Target                       I can explain culture and economy about colonial life. DOK 2
Entrance Activity                     The English Bill of Rights was important to colonists because it

A. spelled out the rights they had as English citizens.
B. gave them the right to elect members of Parliament.
C. defined crimes and punishments for the colonists.
D. ended the king’s power to appoint colonial governors.
Outline of Instruction
   Teacher and students will review culture and economy of colonial life. Teacher will answer any questions or clarify any
misunderstandings students may have. Teacher will pass out quiz.

   Teacher and students will review concepts learned.
Thursday

Exit slip: Explain two aspects of life in the colonies.
Evidence of                           Differentiation: Visual learners- students will observe teacher explain & give examples of colonial life: Tactile learners-students
can use coloring utensils to create sensory images on their quiz: Auditory learners-students will listen and explain concepts.
Instructional Strategies              Slower pace learners-constant restatement of instruction to help show their understanding of concept and teacher aid in
completing activities.
Manipulatives: N/A
Cooperative Learning:no
Modifications: IEP: prompting & cueing, reader, scribe, paraphrasing, extra time, and shortened assignments.
Other:
Rigor                                                                                                                                           Create
Evaluate                   Evaluation
Analyze
New Bloom’s                                                                                                          Synthesis
Apply                Analysis                            Judging with a set of Criteria
Old Bloom’s
X Understand            Application      Breaking apart      Take apart
X Remember         Comprehension          Use prior        Examining           Create something
Demonstrate             Knowledge        Searching for       new
(Circle the level of rigor for your    Knowledge
Understanding           In a new way     relationships
lesson on just this day)               Basic Facts

Relevance                             X    Knowledge in one discipline         Apply across disciplines        Apply to real-world unpredictable situations
(Check only what applies to this
day)                                      Apply in discipline                 Apply to real-world predictable situations

Assessment                            Formative: quiz on colonial life

Summative: N/A

Teacher Name                           Lesson Plans- (Grade Level)(Subject)                      Week:                            Unit:

CoreContent/Common                    SS-08-2.1.1:Students will EXPLAIN how elements of culture (e.g., language, the arts, customs, beliefs, literature) defined
Core                                  specific groups in the United States prior to Reconstruction and resulted in unique perspectives. DOK 2

SS-08-2.3.1:Students will EXPLAIN how conflict and competition (e.g., political, economic, religious, ethnic) occurred among
individuals and groups in the United States prior to Reconstruction.DOK 2

SS-08-4.3.2:Students will EXPLAIN why and give examples of how human populations changed and/or migrated because of factors
such as war, disease, economic opportunity and technology in the United States prior to Reconstruction. DOK 3
Embedded Literacy                     R.CCR.2: Determine central ideas or themes of a text and analyze their development; summarize the key supporting
details and ideas.
R.L.H.S.S. 6-8.2: Determine the central ideas or information of a primary or secondary source; provide an accurate summary of
the source distinct from prior knowledge or opinions.

Learning Target                       I can explain the taxation of colonist. DOK 2
Friday

Entrance Activity                     The right to petition in the English Bill of Rights gave citizens the right to

A. choose how they should be punished for minor crimes.
B. ask the government to do something or make a change.
C. educate their children in church schools or at home.
D. organize fairs with contests and entertainments.
Outline of Instruction
   Teacher will present Preview activity that is designed to allow students to experience the injustice of “taxation without
representation” that the colonists felt. Tell students you just received an important memo from the principal. Then read
them the following memo, which you may want to put on school letterhead to make it look authentic. After the discussion,
tell students the feelings they experienced are similar to those felt by many colonists between 1763 and 1775, when a
series of British laws were imposed on them without their input. Refer students to Preview 5 in their Interactive Student
Notebooks. Guide them in completing the Preview activity, as shown on the next page.

   Teacher will introduce History Alive! The United States through Industrialism. Teacher and students will read Sections 5.2
through 5.8. As students read and discuss each section, complete the notes comparing the illustration with the historical
events. Students may work with a partner to complete graphic organizer. Teacher and students will discuss.

   Teacher and students will review concepts learned.

Exit slip: Explain two reasons colonies were taxed.
Evidence of                           Differentiation: Visual learners- students will observe teacher explain & model how complete graphic organizer: Tactile learners-
students will complete graphic organizer to aid in understanding of concept: Auditory learners-students will listen and explain
Instructional Strategies              taxation of colonies. Slower pace learners-constant restatement of instruction to help show their understanding of concept and
teacher aid in completing activities.

Manipulatives: N/A
Cooperative Learning:yes(students will work with partners to complete graphic organizer)
Modifications: IEP: prompting & cueing, reader, scribe, paraphrasing, extra time, and shortened assignments.
Other:
Rigor                                                                                                                                           Create
Evaluate                   Evaluation
Analyze
New Bloom’s                                                                                                          Synthesis
Apply                Analysis                            Judging with a set of Criteria
Old Bloom’s
X Understand          Application      Breaking apart      Take apart
X Remember         Comprehension          Use prior        Examining           Create something
Demonstrate             Knowledge        Searching for       new
(Circle the level of rigor for your    Knowledge
Understanding           In a new way     relationships
lesson on just this day)               Basic Facts

Relevance                             X    Knowledge in one discipline         Apply across disciplines        Apply to real-world unpredictable situations
(Check only what applies to this
day)                                      Apply in discipline                 Apply to real-world predictable situations

Assessment                            Formative: Teacher observations, graphic organizer, thumbs up/down

Summative: N/A

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