Week 1 Monday Tuesday Read CNN article about Chileans life in the mine: how they coped, what behaviors they exhibited, etc. Discuss what this shows about how people English respond in times of tragedy/hardship. Then Group Unit Introduction: introduce "Lord of the Flies" with Golding's quote that "the theme is an attempt to trace the defects of society back to the defects of human nature." All classes will meet in the Does this ring true with what we know of the Chilean miners? Begin reading and assign chapter 1 Auditorium for an introduction for Wednesday. to the unit and day's activities. Upon entering the auditorium, students will use their cell phones to text in a response to Research Project: Life in Chile the poll "What do you already Students will choose as aspect of Chilean culture and history to research and present their findings to know about mining?" (Using Poll the class. everywhere) Topics will include: Geography, Government, Jobs (mining), Food, Celebrations, Art, Music. Although Following a brief discussion of students will explore their topic as it relates to the entire country of Chile, they will also tie in their the poll results, students will aspect with the mining accident. For example, if Spanish they are researching music, they might include the watch a video clip about mining. chant many Chileans sang when the miners were lifted. They can explain the significance and translate the lyrics. Field Trip: Students will board busses to the Alabastine Gypsum Since students will complete a glogster about their chosen topic, they will be able to include video links Mine in Wyoming, Mi. in their project to share with the class. Day 1= Intro. project, Read excerpts of Upon returning to school, "Trapped:How the World..." and show "Chile in students will return to the Pictures" on document camera, explore and explain glogster, choose topics and partners auditorium. Another poll asking "What did you learn about mining?" will be on the projector Deserted Island Activity: as students enter the Government In groups of 3 - 4 people, students will be presented auditorium. with a dilemma. While on a cruise, their ship goes off course and they are stranded on a deserted island. There is no hope for rescue. As groups, After a brief discussion of the students must determine how they will make sure poll results, students will be they survive and flourish. Additionally, they will determine guidelines and rules. - Representative introduced to a very special Democracy in America Program guest "Super" Mario Sepulveda- one of the trapped Chilean miners! Mario will share his experiences in the mine and run a question and answer session with the students. After a brief discussion of the poll results, students will be introduced to a very special guest "Super" Mario Sepulveda- one of the trapped Chilean miners! Mario will share his Geometry experiences in the mine and run Video clip of miners being lifted from the shaft. a question and answer session Journal:What the feeling you might while with the students. traveling for 20 - 30 minutes in that tube. Objective: Evaluate the different routes evaluated to save the miners. Identify the positive and negative attributes of each Wednesday Thursday Check for understanding with clickers. Discuss the With clickers, begin with a check for understanding conflict of civilization vs. savagery and how it is of general plot points and characters in chapter exemplified in chapter 2. Also discuss the fact that one. Discuss whether or not they agree with the Golding's book is allegorical and that each of the decision of the group to elect Ralph as their leader. characters represents greater concepts. Focusing Discuss also the characteristics of a leader they specifically on Jack, Ralph, and Piggy, ask the class believe Ralph should exhibit. Discuss whether or what each character represents. Also discuss not any leaders stood out among the Chilean whether, after chapter three, the boys are leaning miners. Exit ticket: Did the boys make the right more towards savagery or civilization. Exit ticket: choice in choosing Ralph as their leader? Explain Predict whether the boys will remain leaning with support from the book. Assign Chapters 2 and toward civilization or if they will descend to 3. savagery as the book continues. Explain with support from the book. Assign chapter 4. Present Research Project: Life in Chile Research Project: Life in Chile Day 3: Research in Media Center and Create Glog Day 2: Research in Media Center and Create Glog Warm-up: Can you think of a time where a scenario Warm-up: What are contracts? Why have them in like this happened? writing? Deserted Island Activity Continued: Teacher will cover purpose of constitutions and Students share their island guidelines and what the American Constitution looks like - structures. As a whole class, we will identify Magruder's Am. Government Textbook (1:1 and 3:1) similarities among the groups' ideas. Using their island documents, students will author Teacher will cover the basics of government and the their own constitutions and pick out the portions of three powers associated with it. - Magruder's Am. their island plans support the three powers of Government Textbook (1:1) government. Tetrahedron Kites Objective: G2.1.3 Know and use the relationship 11.1 Exploring Three Dimensional Figures between the volumes of pyramids and prisms In cooperative groups, students will work on Objective: G2.1.3 Know and use the relationship creating the best model of a kite. between the volumes of pyramids and prisms KWL: What qualities does a kite have to have in RAFT: R: Perimeter A: Area F: Diary entry T: How order to fly? What are different possible shapes? your shape my life What are advantages and diadvantages of each shape? Friday By now the boys have developed a society. Discuss how the society they have created relates to the basics of government and the three powers associated with it (discussed in government). Extend the discussion to the characters of the island, in particular Ralph and Simon, and Roger and Jack. Which types of power does each pairing represent? Also discuss the resulting power struggle. Poll after discussion with clickers (questions about who they think will come out as the leaders at the end of the power struggle). Exit ticket: Who will emerge as the leader? Explain with support from the book. Assign chapter 5. Research Project: Life in Chile Day 4: Present glogs to the class Exit card: What were the 5 most interesting facts you learned today? Warm-up: What does our government look like? Students will complete a U.S. Constitution scavenger hunt. This will allow students to investigate the structure of the American government - Magruder's Am. Government Textbook 11.2 Nets & Surface Area Objective: Students will draw 3 D figures on isometric dot paper, find surface area, make 2D nets for 3 D solids Create a net of the rescue capsule used during the Chilean Mine Rescue. Differentiation: For the kinesthetic learner, have empty cardboard boxes for class. have them cut open the box along the edges until it lies flat in a single layer. Explain this is the net. Students can then compare their boxes. Week 2 Monday Tuesday Students will begin in their literary circles to discuss answers to the following question: What does "the beast" in "The Lord of the Flies" symbolize? (Students will have been in these groups Students will begin in their literary circles to discuss English throughout the year and will meet with them how control is slowly shifting from Ralph to Jack. regularly to discuss their reading and writing. This Has Jack manipulated Ralph and the others in order will engage all of the students in discussion and give to gain this control, or has Ralph failed as a leader? them the ability to try out ideas in a small group Explain with support from the book. Debrief with before they share with the whole group.) Debrief class discussion. Assign chapters 8 and 9. with class discussion. Exit ticket: After today's discussion what do you think "the beast" represents and why? Assign chapters 6-7. Life in Chile Project: Introduce Vocabulary 5.1 (Describing people and Family Relationships) Students will be introduced Day 5: Present Projects to the class Spanish to family terms and relationships with a powerpoint family tree of my own family. Students will use this Looping: Students will complete a "looping" writing example to begin their own family tree (their family activity to process the day's presentations and or that of a celebrity) using the appropriate Spanish solidify their thinking. labels. Warm-up: How do the last few class periods relate to the Chilean miner crisis? Warm-up: Share leader drawings Teacher will introduce the Chilean government Government structure and students (using think-pair-share Whole-class discussion: Should we hold our chief strategy) will compare and contrast the national executives to the same standard as "leaders"? What governments of Chile and the United States. happens if they don't? Guest speaker: Alejandro Wolff - U.S. Ambassador Reasoning behind today's activity is to identify the to Chile qualities preferred in leaders, discuss how the President is seen as the "leader" of the country and Homework: What does a leader look like? Write to introduce the concept Rule of Law. qualities he/she should have surrounding the picture. Nets Continued 11.3 Surface Area of Prisms & Cylinders Objective: Students will draw 3 D figures on isometric dot paper, find surface area, make 2D nets Objective: G2.1.2 Know and demonstrate the Geometry for 3 D solids relationships between the area formulas of various quadrilaterals Students will recreate the net of the rescue shaft used for the miners. Students will break the shaft Students will spend time learning the different into parts that they are able to net out. i.e. bottom vocabulary given to each shape and it's parts. With portion is a cylinder - when netted is a rectangle. a partner, they will identify the bases, faces, lateral Cognitively challenging questions: Following, edges, altitudes, and axis of the prisms and students will investigate how much area is available cylinders by using photography. Students will take in the shaft. By using formulas that you know, how pictures of each of these parts and collect them in a can you calculate this? powerpoint presentation. Wednesday Thursday Students will pair up and have a written discussion with their partners. (The written discussion is Students will begin in their literary circles. They will another way for students to explore and develop discuss Simon's encounter with "The Lord of the their ideas before sharing with the whole class). The Flies." What is the significance of this encounter? question to begin the discussion is: What does the Simon is different than all of the other characters, destruction of the conch symbolize? Explain your what is Golding trying to say through Simon? What answer. Students will write for 3-5 minutes at a does the beast represent? Debrief with class time and then exchange with their partners and discussion. Assign chapters 10 and 11. continue the discussion after what their partners have written. Assign chapter 12. Read various articles and watch videos about the Chilean miners. Finish creating family trees. Grammar Lesson: Adjectives: number and gender To help students organize the new vocabulary into matching similar concepts, students will create "concept cards". These cards simply group words together by Using this information and pictures of each miner as concept such as Body Size, Age, Hair Color, Eye well as the Chilean President, Mining company Color, etc. president, and other important figures, students will use the target language to describe some of the Then, in groups students will use their family trees miners. and concept cards to describe their family. In addition to the relationships between people, Students will practice singular and plural adjectives students should describe attributes of each person by describing individuals, small groups, and the (Ella es mi hermano. Se llama Maria. Tiene ojos entire group of men. Students will work on these azules and es muy traviesa.). In addtion, their descriptions in small groups and then share with partners should ask questions (Quien es Susana?, the class.These sentences will be written on the Como es tu madre?) board (and saved for tomorrow, or written on paper used with the document camera). Warm-up: If a situation similar to the Chilean Warm-up: Who makes the decisions in a crisis? miners' arose in the U.S., how do you think our government would respond? Whole-class discussion: Role of President and Congress in crisis management. What powers do Compare and Contrast activity: they have given to them in the Constitution? How Students read ABC News Article "Chile's Successful have they handled crises in the past (such as Pearl Rescue Sets Example for Other Countries" in Harbor, 9/11, Hurricane Katrina, etc)? - Magruder's addition to The Christian Science Monitor's "Chilean Am. Government (11:3 and 12:2 - 4) miners trapped, but citizens approve government response". By looking at the two articles, students Video: Selected excerpts from "The Secret History of should deepen their understanding between the 9/11". differences between Chilean and American government and politics. 11.5 Volume of Prisms & Cylinders 11.4 Surface Area of Prisms & Cones Objective: G1.8.1 Solve multistep problems Objective: G1.8.1 Solve multistep problems involving surface area and volume of pyramids, involving surface area and volume of pyramids, prisms prisms Use small cudes to model the volume of a right KWL: Discuss the pyramids of ancient Egypt. Ask rectangular prism. How do the number of cubes students what they know about them. Ask how used to make the prismm and the product of the they think the pyramids were built. Have students length, width, and height of the prism compare? compare building methose used now with ancient Repeat using different prisms. How do the results Egyptian methods. compare? Create a possible formula. Friday Begin by watching video of the Chilean miners being rescued. Then students will get together with their literary circles to discuss how this rescue differs from the rescue of the boys in "The Lord of the Flies." Groups will discuss the reasons for the differences reaction to the rescue. Does this difference in reaction seem to support or dispute Golding's implication that humans are evil by nature and will resort to savagery and barbarism when the constraints of modern society are removed? Conclude with a class discussion. Review yesterday's lesson. After sharing the sample sentences and descriptions, students will discuss group dynamics with a partner using the "written conversation" strategy. Students will make connections between the personalities and rank of each person and how those attributes contribute to their role in surviving.(The teacher will lead these conversations back to information that was shared during week one including the government and jobs in Chile.) Lastly, these "written converstations" will lead to a whole group discussion. Warm-up: If a foreign country is in need of assistance(monetarily, militarily, politically, etc), should the U.S. get involved? Is it our duty? Whole-class discussion: American Foreign Policy and the American role in world affairs. - Magruder's Am. Government (17:1 - 4) 11.5 Volume of Prisms & Cylinders Objective: G1.8.1 Solve multistep problems involving surface area and volume of pyramids, prisms FACEing Math Students will practice the calculations of volume of prisms & Cylinders by using the FACEing Math practice. Students will create a picture of a scientist. The picture components will come from the choices of answers from the problems that are given. Week 3 Monday Tuesday Introduce the Golding trial (idea borrowed from Jim Burke and many others who have used it before). Students will be putting William Golding, author of "Lord of the Flies" on trial for "libel against humanity" (Burke, 6). Each student will be assigned English to one of a number of possible roles: characters from "Lord of the Flies," lawyers, witnesses, jury, Work day for trial. judge, Golding himself, etc. Teacher will explain each of the roles and explain how the trial will progress. Students will end by meeting with groups of like "characters" (Golding with his attorney team, jury members with one another, witnesses together, etc.) to begin planning for the trial. Introduce Vocabulary 5.2 (Talking about where you and others live; talking about responsibilities). Read the article "Chilean Miners: A Typical day in the life of a Subterranean Miner" using the magnet To begin, I will introduce students to the basic word literacy strategy. phrases used to discuss the different rooms in a house/apartment and chores people would do. Spanish Student groups will each be assigned one part of the article to summarize, first finding magnet words Using a transparency of a house layout, I will ask and then creating summary sentences. Groups will students basic questions using the vocabulary. then take a closer look at their section to identify key words under the categories of "Home" and To practice the chore words, we will play Simon "Responsibilities". Each group will be responsible to says where students will act out the required chores translate these key words into Spanish and share upon hearing them. For example if I said, "Simon them on the board with the whole class. dice lavar los platos", students would pretende to wash plates. Warm-up: Some may say tragedy brings out the best and worst in people. What is the level of your agreement with this statement? Why? Formative Assessment day: Class activity/ Whole-class discussion: How does Students will be given a scenario that mimics a Government today's opening statement relate to your island national crisis like the one recently seen in Chile. plans you made the first week? Do we really need Using their newly obtained knowledge on how the rules and consequences? How could have rules national government responds to such situations, secured survival for the Chilean miners? students will write a brief instructing a governmental official of their choice on how the Students will revisit their deserted island activity government should handle it. and view various news video excerpts about the Students will be expected to work their knowledge Chilean miners' life underground. of the core democratic values into the reasoning behind why the government must intervene. Homework: Keep a running record of all the rules/regulations/consequences you come into contact with until tomorrow's class. 11.6 Volume of Pyramids & Cones 11.5 Volume of Prisms & Cylinders Objective: G1.8.1 Solve multistep problems Objective: G1.8.1 Solve multistep problems Geometry involving surface area and volume of pyramids, involving surface area and volume of pyramids, prisms prisms Discuss the diagram of the shaft used to lift the Discuss objects that would be considered a pyramid miners out of the mine. Discuss the amount of or cone. Brainstorm a list that would fit the criteria. room they had available to them when inside. Which of these objects might the miners have Would you haven been claustrophobic? found with them? Which ones might they have wished they had. Wednesday Thursday Work day for the trial. Trial day 1. Grammar lesson on the verbs "tocar" and "parecer". TPR: Total Physical Response: Using one of the diagrams the students created about the Chilean The vocabulary students found yesterday will be Miners living quarters and cut out pictures from typed up and passed out to all students. Half of the magazines representing a chore or person, students groups will then construct a labled diagram of the will need to respond (in action and speaking) to living quarters in the mine using the information in basic commands. For example if I said, "A Carlos le the article and the Spanish vocabulary The other gusta limpiar la cocina" the student holding the half of the groups will create a responsibility chart picture labled "Carlos" would need to place it listing the chores (in Spanish) as well as who has to appropriatly on the floor plan and respond "A do what. Carlos esta en la cocina" and the person holding the picture of someone cleaning a kitchen would also place their picture appropriatley and repeat the When these tasks are complete, students will form orginial sentence I said. This activity can be used new groups workiing with students who did the with both the orginal diagram (of a more traditional opposite tasks. Then using the target language, house) and the diagram the students created of the students should share the diagram and Chilean mine floor plan. Review glogs from week responsibility chart. Groups should respond with one and prepare for the written response part of additional questions and speak in the target the exam with a small group discussion. language the entire conversation. Warm-up: Students share their "regulation hunt" Warm-up: Thinking back through the last few weeks findings. of class, is there still something makes you go, "hmmm?" Whole-class discussion: Living under the law Teacher will introduce the basics of the judicial Review Game: Using a jeopardy-like format, system. As a class, students will discuss whether students will review for their summative EVERYONE lives under the law and why limits are assessment. Students will partner up with 2 or 3 placed on citizens. more classmates to compete. Student answers will be written on white erase boards. Students will have time to begin working on their review sheets for the summative assessment. Homework: Complete test review sheet and study! 11.7 Volume of Pyramids & Cones Objective: G1.8.1 Solve multistep problems involving surface area and volume of pyramids, prisms Each student will draw a cone or pyramid and label Review the measure of the height as well as the measure of the radius or and edge of the base. Students will then do a gallery walk to find the volume of each of the solids. Friday Trial day 2 with verdict to be delivered at the end of class. Each student will be graded on a report to be written up in response to the trial. Students are to explain whether or not they agree with the outcome of the trial in a well thought out argumentative essay using support from the book and the trial. Reports will be due next Friday. Final Assessment: Ch 5 Vocabulary Written Test and Reflection Journal answering the following questions (in English): How do people determine their role in a group? What qualities make a good leader? How does a person's perception of an event affect their role in it? How did the Chilian mine crisis and rescue efforts affect the people and country of Chile? The U.S.? Other countries? How would the crisis have been different had it happened in the U.S.? Reflect on your learning during this unit. What did you learn? How did you learn it? When will you be able to use this in your life/ the future? Summative Assessment Day: Students will take an ACT/MME-like unit test that covers: a. What is a government? b. Constitutions c. American government structure Final Assessment: Create a Plan D for the engineers of NASA to evaluate. How might your plan be different from the others. Include mathematics in your explanation. To include: 1. Net of what your rescue capsule would look like. 2. diagram labeling each vocabulary term addressed 3. Mathematical reasoning for why your plan could work.
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