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Teacher Name: Rachel Bibbs Lesson Plans- 8th grade Math (Linear Equations) Week: Oct. 3-Oct.7, 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.) 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 determine whether a relation (represented as a mapping, set of ordered pairs, table, sequence, graph, equation, or context) is a function. Entrance Activity 5 Outline of Instruction Vocabulary: mapping, set, relation, input, output, function , domain , range. scatter plot, vertical line test Teacher will discuss vocabulary & examples as students take notes in their foldable. Teacher will then model problems from Ch. 2.3 problem 1 pg 68, where students have to analyze ordered pairs as students take notes. Students will have to find the domain, range, function, etc. Once concept is grasped, students work with partners to complete problem 3 characteristics of graphs pg. 70 where students will determine if each sequence 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 until concept is grasped. 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. Monday Exit Slip: How did you determine whether one of the relations discussed in today’s lesson was a function? Evidence of Differentiation: Visual learners- Students will observe teacher model how to solve for the function, range, domain, etc.; tactile learners- Students will students will use the smart board to create function tables and will graph the function table; Auditory Instructional Strategies learner- Students will listen and explain how to how to solve for the 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: N/A 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.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.) Core 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 analyze graphs. Tuesday 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? 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 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.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.) Core Embedded Literacy N/A Learning Target I can create input-output tables for linear functions. Entrance Activity 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. Wednesday 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 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 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.) Core 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 use different models such as function tables to represent a problem situation. Entrance Activity Thursday 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. 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 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 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 demonstrate my knowledge of graphs & functions by completing a quiz. Entrance Activity 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 Friday 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 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. 3-Oct. 7, 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 An action verb tells what the subject of the sentence is doing. 1. Which word is the action verb? a.big b.house c.jumped d.tree 2. Which word is the action verb? a.table b.blanket c.see d.yellow 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. 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 present power point & 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. Monday 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 An action verb tells what the subject of the sentence is doing. 1. Which word is the action verb? a.jog b.apple c.marker d.sink 2. Which word is the action verb? a.letter b.drink c.kind Tuesday d.potato 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. Wednes Core SL.8.1: m effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on day 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 An action verb tells what the subject of the sentence is doing. 1. The roof of the house ________. a.jog b.leaks c.stinks d.stained 2. The hunter __________ for a deer. a.dances b.drinks c.searches d.potatos 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. 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, 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 characteristics of a narrative. I can draft my narrative. Entrance Activity An action verb tells what the subject of the sentence is doing. 1. The bluebird in the tree________ beautifully. a.sings b.leaks c.stinks d.stained Thursday 2.The football team ________ out of the locker room. a.dances b.drinks c.swims d.dashes 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: 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 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 An action verb tells what the subject of the sentence is doing. 1. Mrs. Gray ________ a roll of paper towels at the store. a.flipped b.buys c.galloped d.used 2. Judy _______ the mystery. a.misses b.unaswered c.kept d.solves 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. Friday 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: Students will use the computer to research facts from the city that they choose to include in their narrative. 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. 3-7, 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 an element of my choice from the periodic table. DOK 2 Entrance Activity 1.An element's _________ _________tells how many protons are in its atoms. a.atomic number b.mass number c. neutron number d. atom number 2.An element's ______ ________ tells how many protons and neutrons in its atoms. a.atomic number b.mass number c. neutron number d. atom number Outline of Instruction Teacher will review the periodic table by presenting power point presentation “coloring the periodic table.” Teacher will provide examples of various sections of the periodic table. Teacher will explain & provide an example of the “exiting elements” project where students will chose an element of their choice. Students will have to complete an element’s atomic number, mass, state whether it is a solid, gas, or liquid, etc. Monday Students will then be required to prepare a power point presentation introducing this element, who discovered it, etc. Students will then present their element to the class. A rubric will be given to the students with the questions needed to complete project. Students will work on this project in class. Teacher and students will review concepts learned. Exit Slip: Where is the atomic number located on the periodic table? Evidence of Differentiation: Visual learners- students will observe teacher present power point & exiting elements project; Tactile learners- students will use computer to prepare a power point presentation about their element: Auditory learners-students will listen and Instructional Strategies explain elements on the periodic table & element for their project. Slower pace learners-constant restatement of instruction to help show their understanding of concept and teacher aid in completing activities. Manipulatives: students will use computer to prepare a power point presentation about their element 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-08-1.1.1 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. Tuesday 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 demonstrate my knowledge of transformation of matter by completing a quiz. 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 and students will review chemical families, periodic table valence electrons, protons, electrons, neutrons. 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 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 In a new way (Circle the level of rigor for your Knowledge 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 laws of Motion. DOK 2 Entrance Activity http://www.chem4kids.com/extras/quiz_matterliquid/q02.html All materials move from solid to liquid to gas as the temperature increases. a.True b.False What term is used to describe the phase change of a solid to a liquid? a.Freezing b.Melting c.Boiling d.None of the Above Wednesday Outline of Instruction Teacher will present power point presentation about Newton’s Laws of Motion as students 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 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 Forces of attraction in liquids are ___ than in solids. a.Weaker b.Stronger c.About the Same d.none of the above 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 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 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 Friday c.families 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 (Bullying) Week:Oct. 3-7, 2011 CoreContent/Common Core Embedded Literacy Learning Target I will explain the importance of caring. DOK 2 Entrance Activity 1.Verbal bullying can be: a.name calling b.taunting c.poking fun d.all of the above Outline of Instruction Teacher and students will review prior lesson about the importance of caring. *REPEAT LESSON DUE Students will write a “Random acts” book. Students will collect stories from friends, classmates, family members, and neighbors. Students will illustrate their book with drawings or photographs. Students can make several copies to hand out TO BEHAVIORS & to classmates. SCHEDULING Teacher and students will review the importance of caring. Exit Slip: Explain a way that you can demonstrate caring. Evidence of Differentiation: Visual learners- Students will observe teacher model how to draw some symbols of attitudes; tactile learners- Students will create symbols showing different attitudes; Auditory learner- Students will listen and give examples of positive Instructional Strategies behaviors; 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 create (draw) symbols showing different attitudes using construction paper & coloring utensils 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 Differentiation: Visual learners- Students will observe teacher model how to complete “random acts” book; tactile learners- Students will use construction paper, coloring utensils to create a “random acts” book to show ways of caring by students. Students will have to draw illustrations; Auditory learner- Students will listen and give examples of caring; 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 create “random acts” book with illustrations showing ways of caring by students using construction paper & coloring utensils 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: Teacher Name Lesson Plans- (Grade Level)(Subject) Week: Unit: CoreContent/Common Core Embedded Literacy Learning Target I will identify ways to make good decisions and accept consequences. DOK 2 Entrance Activity 2.Phyical bullying can be: a.one person beating up another b.gang beating up on another c.positive friendships d. a & b Outline of Instruction Real life connection: When you are accountable you take responsibility for your choices. Tuesday Teacher will discuss and give examples of making choices & accountability pg. 29 “What do you stand for?” Teacher will discuss ways to make better choices & to be accountable. Teacher & students will make a list of the most important choices that they will have to make today, this week, this year. Students should also jot down some possible consequences. Students can share with class. Students will role play situations to show how people might demonstrate making good choices: how you might talk with another friend who is considering joining a gang, talking with someone who is thinking about running away, etc. pg.32 As a follow up activity students can either create a skit about choices, consequences or students can create a comic book. Students can invent character and show scenes from his or her life. Students will share with class. Pg.32 Teacher & students will review key concepts learned about caring. Exit Slip: Explain two ways you can make good decisions. Evidence of Differentiation: Visual learners- Students will observe teacher model how to complete skit & comic book about making good choices; tactile learners- Students will use materials to create a skit or comic book.; Auditory learner- Students will listen and give Instructional Strategies examples of making good choices & being accountable; 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 create comic book with illustrations showing ways of caring by students using construction paper & coloring utensils 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 will identify ways to make good decisions and accept consequences. DOK2 Entrance Activity 1.The three types of bullying are: a.verbal b.physical c.relationship d.all of the above Outline of Instruction Real life connection: Your choices in life can help or hurt someone. Teacher will review & give examples of making choices & accountability pg. 29 “What do you stand for?” Teacher will discuss ways to make better choices & to be accountable. Teacher & students will review their list of the most important choices that they will have to make today, this week, this year. Students can share with class. As a follow up activity students can either create a skit about choices, consequences or students can create a comic book. Students can invent character and show scenes from his or her life. Students will share with class. Pg.32 Teacher & students will review key concepts learned about caring. Exit Slip: Explain two ways you can make good decisions. Evidence of Differentiation: Visual learners- Students will observe teacher model how to complete skit & comic book about making good choices; tactile learners- Students will use materials to create a skit or comic book.; Auditory learner- Students will listen and give Instructional Strategies examples of making good choices & being accountable; 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 Wednesday activity. Manipulatives: Students will create comic book with illustrations showing ways of caring by students using construction paper & coloring utensils 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 Embedded Literacy Learning Target I can identify ways to be a good citizen. DOK 2 Entrance Activity 1.All bullies have one thing in common: a.love b.friendship c.insecurity d.positive relationships Outline of Instruction Real life connection: Teacher will discuss and give examples of ways to be a good citizen pg. 36 “What do you stand for?” Teacher will discuss Thursday ways to that students can be a good citizen. Students will write in their journal what it means to be a citizen in our country. Students can share with class. Students will role play situations to show how people might demonstrate being a good citizen: Should high school students be able to vote in the elections, etc. pg.36 As a follow up activity students can write a rap or song about the rights and needs of children and youth, senior citizens, people with disabilities, or another topic that interests you. Students can also choose to prepare a speech on the importance of rights for children & youth. Students will share with class. Pg.37 Teacher & students will review key concepts learned about being a good citizen. Exit Slip: Explain two ways you can be a good citizen. Evidence of Differentiation: Visual learners- Students will observe teacher model how to complete journal activity & song about being a good citizen; tactile learners- Students will create a rap or song and can stand & present it.; Auditory learner- Students will listen and Instructional Strategies give examples of being a good citizen; 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 ri d a y F Core Embedded Literacy Learning Target I can identify ways to be a good citizen. DOK 2 Entrance Activity 1.All bullies have two things in common: a.lack of self confidence b.friendship c.insecurity d.positive relationships Outline of Instruction Real life connection: A good citizen is respectful and obeys laws & rules. Teacher will review & give examples of being a good citizen pg. 36 “What do you stand for?” Teacher will discuss ways to make be a good citizen. Teacher & students will review ways that they can be a good citizen whether at school or outside of school. Students can share with class. Students will continue preparing their speech, rap, or song and will present with class. Students will then participate in a “play a voting game” activity where students can vote on a list of issues. Students will be given index cards with a yes, no, or not sure and will display a card as they vote on the issue. Pg.38 Students will then complete an assignment that allows them to be an activist. They have to choose a problem, research it and brainstorm & list possible solutions. Students will present their findings to the class. Teacher & students will review key concepts learned about being a good citizen. Exit Slip: Explain two ways that you can be a good citizen. Evidence of Differentiation: Visual learners- Students will observe teacher model song & activist activity about being a good citizen; tactile learners- Students will create a rap or song and can stand & present it and will use computer to research about the problem Instructional Strategies chosen.; Auditory learner- Students will listen and give examples of being a good citizen; 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 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 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.3-Ot.7, 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 demonstrate my knowledge of exploration of the Americas by completing quiz. DOK 2 Entrance Activity 1.During the 1500s, Spanish conquistadors conquered Mexico and most of 0 A. North America. 0 B. Louisiana. 0 C. South America. 0 D. Canada Outline of Instruction 1 Have students read Sections 3.1 and 3.2 in History Alive! The United States Through Industrialism. Remind students that important terms appear in colored type (teal). Each term is defined in the Glossary. After students have completed the reading, ask, What are the three distinct regions into which the colonies can be grouped? What was the climate like in the New England Colonies? How would you describe the land in the New England Colonies? In the Middle Colonies? What was the climate like in the Southern Colonies? How would you describe the land in the Southern Colonies? What is a charter? What did assemblies do? Who was denied the right to vote in the colonies? (Note: you may want to have students use the Prereading Handout on page xv of the lesson guide to conduct a prereading of the chapter.) Students will design a billboard encouraging people to settle in one of the colonies you studied. You may select any colony except the one for which you created your booth. Your billboard should include the following: • At least four colorful symbols or simple drawings to represent characteristics of the colony. Pick the characteristics that would most likely attract settlers. • A short caption (2-5 words) for each symbol or drawing that explains what the symbol or drawing represents. • A short, clever slogan that will help people remember why they should settle in the colony you have selected. Teacher and students will review concepts learned. Exit Slip: Explain the difference between New England, Middle, and Southern Colonies. Evidence of Differentiation: Visual learners- students will observe teacher explain & model billboard activity: Tactile learners-students will draw billboard to aid in understanding of concept: Auditory learners-students will listen and explain concepts. Slower pace Instructional Strategies learners-constant restatement of instruction to help show their understanding of concept and teacher aid in completing activities. Monday Manipulatives: students will use coloring utensils to draw billboard representing a colony that they think people should settle in. Cooperative Learning:yes(think pair share to answer questions) 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 X Understand Application Breaking apart Take apart lesson on just this day) X Remember Comprehension Use prior Examining Create something Demonstrate Knowledge Searching for new Knowledge 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 distinguish between New England, Middle, and Southern Colonies. DOK 2 Entrance Activity 2. This region’s economic activity was centered on staple crops such as: wheat, barley and oats. A. New England B. Middle Colonies Tuesdaay C. Western Colonies D. Southern Colonies Outline of Instruction Teacher and students will review New England, Middle, and Southern Colonies. *2 DAY LESSON Teacher will introduce the 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 explain & model colony project: Tactile learners-students will use the computer to create their brochure about chosen colony: Auditory learners-students will listen and explain concepts about their Instructional Strategies 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 the computer to research information about their colony. Cooperative Learning:N/A 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 Wednesday 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 distinguish between New England, Middle, and Southern Colonies. DOK 2 Entrance Activity 3. Which factors were most important in the Puritans and Pilgrims settling in New England? A. Trade B. Discovery of gold in Boston. C. Available natural resources for farming. D. Religious freedom Outline of Instruction Teacher and students will review New England, Middle, and Southern Colonies. Teacher will introduce the 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 explain & model colony project: Tactile learners-students will use the computer to create their brochure about chosen colony: Auditory learners-students will listen and explain concepts about their Instructional Strategies 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 the computer to research information about their colony. Cooperative Learning:N/A 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 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 ideas about 11 aspects of colonial life. DOK 2 Entrance Activity 1. The 13 original colonies were primarily located along the — A. Atlantic Ocean B. Gulf of Mexico C. Mississippi River D. Great Lakes 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 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 Thursday 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 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 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 Friday 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 ideas about 11 aspects of colonial life. DOK 2 Entrance Activity 1. Economic activity in the New England colonies relied heavily on trade in part because - 3.2.1 DOK 2 A. Puritan beliefs prohibited farming for profit B. farmers in the region feared attacks from Native Americans C. a cold climate and poor soil made farming unprofitable D. the British monarchy provided land grants only to southern colonies 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 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 Basic Facts lesson on just this day) 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

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