SEMESTER OUTLINES

Brownsville Independent School District 2008-2009 MIDDLE SCHOOL/HIGH SCHOOL LESSON PLAN BOOK FIRST/SECOND SEMESTER TEACHER SCHOOL 01/GT-M.S./H.S. MISSION STATEMENT The mission of the Brownsville Independent School District, an international community respected for its rich cultural heritage, is to produce responsible, well rounded graduates who -have the ability to pursue a post-secondary education and/or career -possess a capability for independent learning and thinking with a competitive edge in a multi-cultural, multi-lingual rapidly changing world by -identifying and maximizing physical, financial, and human resources and -unifying community and school commitment to excellence in education and equal educational opportunity for all students. BELIEF STATEMENT -Excellence is our common goal. -Parental responsibility is an integral factor in student success. -Beliefs in self is fundamental to success. -Everyone deserves respect as a human being. -Perseverance and hard work are essential for success. -Change creates opportunities for growth. -Truthfulness is important for effective communication. -Public schools are an extension of the community. -Sensitivity is essential for understanding the needs of others. -Great achievements follow high expectations. -Cooperation is necessary to get things done. -Active listening is essential for effective communication. -Successful students are active participants in the learning process. SEMESTER OUTLINES SUBJECT: LEVEL: PERIOD: Calendar of Events August September October November December January February March April May Seating Chart Period: Subject: 1. 2. 3. 4. 5. 6. 7. 8. 9. Row Row Row Row Row Row Seating Chart Period: 1. 2. 3. 4. 5. 6. 7. 8. 9. Row Row Row Row Row Row Subject: Class Record Teacher’s Name Subject Room # Name School# Period: Locker# Book# Date Issued Date Returned Book# Date Issued Date Returned Teacher Initials 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. 14. 15. 16. 17. 18. 19. 20. 21. 22. 23. 24. 25. SUBSTITUTE’S PAGE SPECIAL HEALTH INFORMATION NAME: NOTES: EMERGENCY PROCEDURE FIRE DRILL: FIRST AID: STORM DRILL: NURSE’S SCHEDULE: PUPILS ABLE TO SUPPLY RELIABLE INFORMATION PUPILS WITH SPECIAL DUTIES OR ASSIGNMENTS AUDIO-VISUAL EQUIPMENT PROCUREMENT PROCEDURES NAME: INDIVIDUAL SPECIAL CLASSES CLASS: DAY/TIME ROUTINE PROCEDURES OPENING AND ATTENDANCE: NOTES FOR THE SUBSTITUTE LUNCH PERIOD/PLANNING PERIOD: DISMISSALOF CLASSES/ASSEMBLIES/EARLY DISMISSAL SUBJECT/GRADE MONDAY TEKS: Pre-AP/AP Emphasis: DAILY OBJECTIVES: TLW: TUESDAY TEKS: Pre-AP/AP Emphasis: DAILY OBJECTIVES: TLW: PERIOD WEDNESDAY TEKS: Pre-AP/AP Emphasis: DAILY OBJECTIVES: TLW: MATERIALS: Text pp # Workbook Audio/Video Equip. Teacher’s Master pg # Teacher Notes Advanced Tech. Other (Specify) MATERIALS: Text pp # Workbook Audio/Video Equip. Teacher’s Master pg # Teacher Notes Advanced Tech. Other (Specify) MATERIALS: Text pp # Workbook Audio/Video Equip. Teacher’s Master pg # Teacher Notes Advanced Tech. Other (Specify) LESSON STRATEGIES: Lesson Focus/Readiness Practice Group Discussion Media/Tech Presentation Guided Practice Check For Understanding Inquiry Method Other Independent Teacher Modeling Manipulatives Cooperative Learning Question-Answer Discovery Learning LESSON STRATEGIES: Lesson Focus/Readiness Group Discussion Media/Tech Presentation Guided Practice Check For Understanding Inquiry Method Other Independent Practice Teacher Modeling Manipulatives Cooperative Learning Question-Answer Discovery Learning LESSON STRATEGIES: Lesson Focus/Readiness Group Discussion Media/Tech Presentation Guided Practice Check For Understanding Inquiry Method Other Independent Practice Teacher Modeling Manipulatives Cooperative Learning Question-Answer Discovery Learning ASSESSMENT: Check for Mastery Specify) Inquiry Method/Q&A Written/Oral Evaluation/(Exam) Student Presentation/Project (Specify) Other ASSESSMENT: Check for Mastery Specify) Inquiry Method/Q&A Written/Oral Evaluation/(Exam) Student Presentation/Project (Specify) Other ASSESSMENT: Check for Mastery Specify) Inquiry Method/Q&A Written/Oral Evaluation/(Exam) Student Presentation/Project (Specify) Other RE-TEACH/ENRICHMENT RE-TEACH/ENRICHMENT RE-TEACH/ENRICHMENT 01/GT-MS/HS SUBJECT/GRADE THURSDAY TEKS: Pre-AP/AP Emphasis: PERIOD FRIDAY TEKS: Pre-AP/AP Emphasis: M O D I F I C A T I O N S Daily Assignments/Instruction   Student(s) DAILY OBJECTIVES: TLW: DAILY OBJECTIVES: TLW:          Change pace of instruction (1) T a p e d T e x t s ( 5 ) Highlighted Texts (6) T a p i n g l e c t u r e s ( 7 ) Note taking assistance (8) Extended ti me assignme nts (9) Shortened assignments (10) Assignment notebooks (11) Repeated review (13) Reduce written task (14) Interpreter for the deaf (17) Chang e i n TE K S (26 ) MATERIALS: Text pp # Workbook Audio/Video Equip. Teacher’s Master pg # Teacher Notes Advanced Tech. Other (Specify) LESSON STRATEGIES: Lesson Focus/Readiness Group Discussion Media/Tech Presentation Guided Practice Check For Understanding Inquiry Method Other Independent Practice Teacher Modeling Manipulatives Cooperative Learning Question-Answer Discovery Learning MATERIALS: Text pp # Workbook Audio/Video Equip. Teacher’s Master pg # Teacher Notes Advanced Tech. Other (Specify) LESSON STRATEGIES: Lesson Focus/Readiness Group Discussion Media/Tech Presentation Guided Practice Check For Understanding Inquiry Method Other Independent Practice Teacher Modeling Manipulatives Cooperative Learning Question-Answer Discovery Learning   Check for understanding (29 Assignment    O r a l t e s t ( 2 ) test Student(s) Short answer M o d i f i e d ( 4 ) (3) t e s t s / t e x t s Assistive Technology   Student(s) Study aids/manipulatives (12) C a l c u l a t o r ( 1 5 ) ASSESSMENT: Check for Mastery Specify) Inquiry Method/Q&A Written/Oral Evaluation/(Exam) Student Presentation/Project (Specify) Other ASSESSMENT: Check for Mastery Specify) Inquiry Method/Q&A Written/Oral Evaluation/(Exam) Student Presentation/Project (Specify) Other  Special instruction/adaptive e q u i p m e n t ( 2 8 ) Behavioral/Seating         Student(s) Preferential seating (16) Frequent breaks (18) Defined physical space (19) Cooling-off period (20) Concrete reinforces (22) Positive reinforces (21) Behavior management plan (23) O r a l di r e c ti v e s ( 2 4 ) Special Projects  C h a n g e i n p r o j e c t / r e p o r t r e q u i r e m e n t ( 2 7 ) Student(s) Other    Student(s) NOTES/COMMENTS RE-TEACH/ENRICHMENT RE-TEACH/ENRICHMENT 01/GT-MS/HS Campus: Date: Brownsville Independent School District Department of Advanced Academic Services GALAXY (G/T) LESSON PLAN Theme: Generalization: Key Question: Teacher: Grade Level/s: LEARNING OBJECTIVE = Unit of Study: Length of Study: Thinking Skills Core Content Across the Disciplines Depth and Complexity Core Curriculum Research Skills And Resources Products/ Evaluation Language of the Disciplines Details Patterns Trends Unanswered Questions Rules Ethics Over Time Different Perspectives Culminating Product Big Idea GT Lesson Plan Appendix GALAXY PROGRAM GRADE SUGGESTED THEMES PK K 1st 2nd 3rd 4th 5th 6th 7th 8th 9th 10th 11th 12th Explorations Patterns Change Connections Relationships Structure Change Cycles Relationships Order/Conflict Structure Systems Independence/ Interdependence Power SAMPLE GENERALIZATIONS Explorations lead to knowledge. Patterns are everywhere. Change effects patterns & order. Connections enrich & extend knowledge. Relationships seek balance. Structure establishes relationships. Change is inevitable. Cycles represent change. Relationships can be simple or complex. Order/Conflict may be natural or man-made. Structure takes many forms. Systems denote a process. Independence/Interdependence creates self-reliance. Power may be used to facilitate, dominate or maintain. BROAD-BASED THEMES OR UNIVERSAL CONCEPTS Change * Conflict Cycles * Explorations Forces * Independence Interdependence Order Patterns * Power * Relationships * Structure * Systems * BLOOM’S VERB LISTS DERIVED FROM GALAXY K-12 SCOPE AND SEQUENCE Know: define, recall, enumerate, record, recount, label, list, regurgitate, tell, specify, cite, memorize Comprehend: paraphrase, translate, restate, express, retell, review, summarize, describe Apply: exhibit, solve, interview, simulate, demonstrate, illustrate, operate, calculate, dramatize, use Analyze: interpret, differentiate, organize, survey, dissect, scrutinize, categorize, probe, distinguish, compare, contrast, discover, group Synthesize: compose, propose, produce, predict, contrive, systematize, set up, develop, construct, incorporate Evaluate: judge, assesses, decide, appraise, revise, recommend, determine, critique, estimate, measure, infer, deduce ELEMENTS OF THE CURRICULUM: A GLOSSARY Basic skills – The fundamental skills basic to reading, writing, mathematics. For example, basic reading skills include: identify the main idea, summarize, and draw conclusions. Complexity – A set of dimensions that facilitate learning content or subject matter. Over time Multiple perspectives Interdisciplinary Concept (Big Idea) Concept – An idea or topic supported by facts. Core Curriculum – The content (subject matter), processes (skills), and products identified within the disciplines related to the standards or TEKS. Critical Thinking – Skills emphasizing decision-making and analytical thinking: o o o o o Prove with evidence Differentiate fact from opinion Determine relevance Note ambiguity Relate cause and effect Deductive reasoning – Analyzing information from the general (generalization) to the specific (facts). Depth – A set of dimensions that facilitate learning content at differing levels of sophistication. Language of the discipline Rules Details Ethics Patterns Unanswered questions Trends Big Idea Differentiation – A method to differ the processes (skills) content, and/or products of the core curriculum in order to make the curriculum responsive to the individual needs, interests, and abilities of students. Flexible grouping – Using large (whole) group, small group, and independent study opportunities to teach lessons. Generalization – A general statement (Change leads to change; Change has a ripple effect.) that can apply to many concepts within, between, and among disciplines. Independent study – An investigation conducted by a student that allows for some student-selected choice in content, processes, and/or product. Inductive reasoning – Logical thinking from the specific (facts) to the general (generalization). Interdisciplinary – The use of the content across the disciplines to define, verify, exemplify, or prove a generalization. Key (abstract) Question – A broad question that provokes thinking on the part of the student and results in answers that show connections. For example, How is change positive/negative in systems?   Concrete question – a specific question that calls for a limited answer. For example, What are the steps in the scientific process? Building question – a question that contains the concepts that deal with the broad and limited questions that progress in difficulty. For example, How does the scientific process function as a system? Learning center – A set of task cards and resources related to a theme and located in the classroom for students to use independently or in groups. Models of teaching – A defined set of steps organized to facilitate the instructional process. Some models of teaching include:     Advance organizer Direct instruction Deductive reasoning Group investigation Research – The utilization of resources and research skills that facilitate independent study, group investigations, and projects. Retrieval chart – A chart used by the teacher (and students) during a lesson to record, analyze, and save information. Rubric – A set of indicators describing performance expectations related to learning; a TEK, for example. Standards (TEKS) – An organizing element that facilitates connecting concepts within, between, and among disciplines. Examples of themes are: Change; Patterns; Structure; Relationships; and Conflict. Student Performance Record (SPR) – The SPR identifies the student as possessing a need for a differentiated educational program. Needs are identified in the following areas: mathematics, language arts, science, social studies, the performing arts, and the visual arts. The primary goal of this performance record is to encourage students to develop “innovative products (that include depth and complexity) and performances that are advanced in relation to students of similar age, experience, or environment”. Every G/T teacher is required to have a SPR for each G/T student. Themes – Universal ideas representative of the struggles that human and other living things go through in order to participate in the society. Facilitating the Understanding of DEPTH and COMPLEXITY Note to the teacher: This chart identifies key questions, thinking skills, and dimensions of DEPTH or COMPLEXITY.  Key questions can be used in the context of lesson plans to probe understanding and to prompt students during discussions.  The thinking skills can be used to initiate the type of cognitive operation or thinking that could best prompt each of the dimensions of DEPTH or COMPLEXITY.  The resources listed are the most logical references in which to locate the type of information required by each of the dimensions of DEPTH or COMPLEXITY. Teachers may add to any of these lists as appropriate. ICONS PROMPT KEY QUESTIONS What terms or words are specific to the work of the _________________? (disciplinarian) What tools does the ______________ use? (disciplinarian) What are its attributes? What features characterize this? What specific elements define this? What distinguishes this from other things?       What are the reoccurring events? What elements, events, ideas, are repeated over time? What was the order of events? How can we predict what will come next?     Identify traits Describe Differentiate Compare/ contrast Prove with evidence Observe Determine relevant vs. irrelevant Summarize Make analogies Discriminate between same and different Relate Pictures Diaries or journals Poetry   THINKING SKILLS Categorize Identify RESOURCES Texts Biographies LANGUAGE OF THE DISCIPLINE DETAILS Time lines Other chronological lists PATTERNS  ICONS PROMPT KEY QUESTIONS What ongoing factors have influenced this study? What factors have contributed to this study?       What is still not understood about this area/topic/study/discipline?    THINKING SKILLS Prioritize Determine cause and effect Predict Relate Formulate questions Hypothesize Recognize fallacies Note ambiguity Distinguish fact from fiction and opinion Formulate questions Problem solve Identify missing information Test assumptions Generalize Hypothesize Judge credibility RESOURCES Journals Newspapers Graphs Charts TRENDS UNANSWERED QUESTIONS What is yet unknown about this area/topic/study/discipline? In what ways is the information incomplete or lacking in explanation? Multiple and varied resources Comparative analysis of auto biographical and current nonfiction Articles, etc.     How is this structured? RULES What are the stated and unstated causes related to the description or explanation of what we are studying? What dilemmas or controversies are involved in this    Editorials Essays Laws Theories   ETHICS area/topic/study/discipline? Judge with criteria Determine bias Editorials Essays Autobiographies Journals What elements can be identified that reflect bias, prejudice, discrimination? ICONS PROMPT KEY QUESTIONS What overarching statement best describes what is being studied? What general statement includes what is being studied? How are the ideas related between the past, present, future?    THINKING SKILLS Prove with evidence Generalize Identify the main idea RESOURCES Quotations Discipline related essays BIG IDEAS    Relate Sequence Order Time lines Text Biographies Autobiographies Historical documents OVER TIME How are these ideas related within or during a particular time period? How has time affected the information? How and why do things change or remain the same? What are the opposing DIFFERENT viewpoints? PERSPECTIVES How do different people and characters see this event or situation?    Argue Determine bias Classify Biographies Autobiographies Mythologies Legends vs. non-fiction Accounts Debates NOTES