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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 teacher will ask students to think about why clothing had been made in other countries? Teacher will call on students to 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 incorporate facts about that city into your story if you wish.) 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 incorporate facts about that city into your story if you wish.) 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 c.about the same 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. • Add creative touches to make your journal personal. • 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