lesson plans for the week of: february 20, 2017 mrs. nordmann,...

Lesson Plans for the Week of: February 20, 2017 Mrs. Nordmann, 7th & 8th Technology

Monday Standard: 12. Students will use digital tools to communicate and collaborate at all levels from interpersonal to global.

Objective: To create a commercial to promote their board game.

Activity: Students will play board game and discuss ways to create feelings of emotion in a commercial promoting their board game.

Evaluation: Students will describe the feeling that they choose to create in their commercial.

Grouping: Small Group

Tuesday Standard: 12. Students will use digital tools to communicate and collaborate at all levels from interpersonal to global. Objective: To create a commercial to promote their board game.

Activity: Students will story board their commercial idea.

Evaluation: Students will explain


Wednesday Standard: 12. Students will use digital tools to communicate and collaborate at all levels from interpersonal to global. Objective: To create a commercial to promote their board game.

Activity: Students will film their commercial.

Evaluation: Students will analyze the effectiveness of the video segments that they filmed.


Thursday Standard: 12. Students will use digital tools to communicate and collaborate at all levels from interpersonal to global. Objective: To create a commercial to promote their board game.

Activity: Students will edit their commercial.

Evaluation: Students will evaluate the quality of their video and see if any segments need to be refilmed.


Friday Standard: 12. Students will use digital tools to communicate and collaborate at all levels from interpersonal to global. Objective: To create a commercial to promote their board game.

Activity: Students will continue to edit and finalize their commercial. Evaluation: Students will evaluate the quality of the final edit. Is it conveying the message that they hoped to convey.


Notes:

DCPS Science Department 10/13/09

Explanation of 5 Es Science Lesson Plan Template

Instructor: Kirksey Course: 6th grade Earth and Space Date(s): Week 5 Qtr 3 Jan 30-Feb 3

Essential Question and Learning Outcome:

• How can scientists classify stars? How do stars’ form? How does its mass affect its evolution?

Why do we see different patterns of stars in the night sky throughout the year?

NGSSS Standard: Construct models and use simulations (e.g., diagrams of the relationship between Earth and man-made satellites, rocket launch, International Space Station, elliptical orbits, black holes, life cycles of stars, orbital periods of objects within the solar system, astronomical units and light years) to explain the role of gravity in affecting the motions of celestial bodies (e.g., planets, moons, comets, asteroids, meteors) within galaxies and the solar system.

Instructional Activities***

ALL 5 Es WILL NOT BE DONE IN ONE CLASS PERIOD. However, an informal assessment must be completed at the end of each class period.

Learning Strategies

KWL or Anticipation Guide

Vocabulary Strategy (Frayer Model or Concept of Definition or _______________)

Reciprocal Reading

Other reading strategy_____________

QAR

Graphic Organizer/Concept Map

Cornell Notes/Two Column Notes

Expository Writing

Higher Order Questioning

Think-Aloud

Modeling

Cooperative/Collaborative Learning Groups

Think, Pair, Share

_______________________________

ESOL Strategies Paraphrase; simplify grammatical structure of sentences; summarize sections; highlight or underline key words

Pronounce words clearly; explain meanings; model key or difficult words in lesson

Teach study skills, use of textbook structure, scanning technique

Ask students to perform simple tasks and observe their understanding

Use manipulative materials, hands-on activities, and multimedia materials to support content

Provide alternative instruction via computer-assisted instruction or tutoring

Provide alternative assessment such as drawing diagrams or demonstrating

__________________________________

ESE

Provide accommodations per IEPs

__________________________________

AVID Strategies

SQ3R for reading

Socratic Seminar to discuss a reading

Philosophical Chairs discussion

Developing written procedures

____________________

Response to Intervention (RtI) and Florida Continuous Improvement Model (FCIM)

Assess individual student progress daily

Provide remediation or enrichment

Monday, January 30 (Schedule D)

5E's Level: Engage and Explain Bell ringer: When you go outside at night, list some things you see. Activity: Star notes, Film with questions Assessment: Participation in lecture and accuracy on questions from film Homework: CLOSE Read text with questions

Tuesday, January 31 (Schedule E )

5E's Level: Explain Bell ringer: On SMART board from Textbook Activity: Complete notes and create timeline of lifecycle of star Assessment: Accuracy on timeline Homework: Study, Test Thursday

Wednesday, February 1 (Schedule F)

5E's Level: Elaborate Bell ringer: On SMART Board from text book Activity: Nearpod, Kahoot, CLOSE read and Chart or life cycle of star Assessment: Proficiency on Nearpod activity Homework: STUDY

Thursday, February 2 (Schedule G)

5E's Level: Evaluation Bell ringer: Prepare answer document Activity: Test on Stars Assessment: Proficiency on Test Homework: Have a great weekend

Friday, February 3 (Schedule A)

5E's Level: Elaborate Bell ringer: Gather materials needed to complete assignment with sub Activity: Textbook and workbook pages. Ed helper page from solar system Assessment: Completion of activities given Homework: Have a great weekend

Vocabulary: Magnitude, apparent magnitude, absolute magnitude, Stellar Nebula, Protostar, Main Sequence, Blue Giant, Red Giant, Red Supergiant, Planetary Nebula, Supernova, White dwarf, black dwarf, Neutron Star, Black hole, Nuclear Fusion, constellation Materials Needed:

Homework:

Miranda Manley 6th Grade US history Quarter 3 Week 4 =Computer Based Activity, DI=Direct Instruction “I Do”,

GP=Guided Practice “We Do”, IP=Independent Practice “You Do”, = (AS)Assessment

PRIORITY

STANDARDS

ALCOS: 6.0 Identify causes and consequences of World War II and reasons for the United States’s

entry into the war.

7.0 Identify changes on the American home front during World War II.

SUPPORTING

STANDARDS

ALCOS Standards

6.1 Locating on a map Allied countries and Axis Powers

6.2 Locating on a map key engagements of World War II, including Pearl Harbor; the battles of Normandy, Stalingrad, and Midway; and the Battle of the Bulge

6.3 Identifying key figures of World War II, including Franklin D. Roosevelt, Sir Winston Churchill, Harry S. Truman, Joseph

Stalin, Adolf Hitler, Benito Mussolini, Michinomiya Hirohito, Hideki Tojo. 6.4 Describing the development of and the decision to use the atomic bomb.

6.5 Describing the human costs associated with World War II.

6.6 Explaining the importance of the surrender of the Axis Powers ending World War II. 7.1 Recognizing and the retooling of factories from consumer to military production.

7.2 Identifying new roles of women and African Americans in the workforce.

7.3 Describing increased demand on the Birmingham steel industry and Port of Mobile facilities. 7.4 Describing the experience of African Americans and Japanese Americans in the United States during World War II,

including the Tuskegee Airmen and occupants of internment camps.

• CCRS: 4.Determine the meaning of words and phrases as they are used in text, including vocabulary

US History Monday 01/23/2017

Tuesday 01/24/2017

Wednesday 1/25/2017

Thursday 1/26/2017

Friday 1/27/2017

Big Idea

The rise of aggressive totalitarian

governments led to the

start of WWII

The rise of aggressive totalitarian

governments led to the start of WWII & US

entrance

American involvement

in WWII helped the US economy and changed the lives of many

Americans

American involvement

in WWII helped the US economy and changed the lives of many

Americans

After fierce fighting in N.

Africa and Europe, the

Allies stopped the German advance & drove them

back Assignments

Bellwork: Totalitarianism- Nazi Rise

Chart

Notes on Sec. 1- Rise of

Totalitarianism

-Chart of Leaders

StrataLogica- Map of German

Expansion and Atlas

Work (IP)

Bellwork: What were the two attacks on

the US that have led us into

war?

Take Quiz Sec. 1 (IP)

Pearl Harbor-

video, mapping, reflection

(DI,GP,IP)

- Map- US

Enters the War (IP-Groups)

Wed. & Thurs. will be war on the homefront

and project instruction

review>

Bellwork: War on the home front; Changes –Connect to

WWI

Discuss Sec. 2 S/N- War on home front Annotate (GP/IP)

War in

Mobile/AL (DI/GP/IP)

Wed. & Thurs. will be war on the homefront

and project instruction

review>

Bellwork: War bonds &

victory gardens; rationing

Quiz on Sec. 2

(DI)

Primary Source analysis/SPEC

(DI/GP)

War in Mobile/AL (DI/GP/IP)

Moodle

interactive chat

Bellwork: Map WWII

Discuss Sec. 3 S/N- War in Europe & N. Africa; Notes

(DI/GP)

Quiz Sec. 3 (IP)

Chart of Leaders (IP)

StrataLogica- Allied Advance!

(GP/IP)

Miranda Manley 6th Grade US history Quarter 3 Week 4 =Computer Based Activity, DI=Direct Instruction “I Do”,

GP=Guided Practice “We Do”, IP=Independent Practice “You Do”, = (AS)Assessment

Moodle

interactive chat of what you

notice (IP)- Group

of what you notice

(IP)- Group

Homework Quiz on Sec. 1

Tomorrow Read, Annotate and mark Sec. 2 Quiz

Hwk: Read, mark, annotate and

answer margin questions Sec. 2

Ch. 11 ; Quiz

Hwk: Read, mark, annotate and

answer margin questions Sec. 3

Ch. 11 ; Quiz

Hwk: Have a Great Weekend

Essential Question: How did the economic instability lead to the rise of totalitarian governments in Europe? What

were the causes of World War II? Essential Vocabulary: totalitarianism, Mussolini, fascism, Hitler, Nazis, Stalin, Allied Powers, Axis Powers, appeasement, Winston Churchill,

Lend-Lease Act, Pearl Harbor, War Production Board, A Phillip Randolph, Tuskegee Airmen, Ben Davis, zoot-suit riots, internment, El-Alamein,

Eisenhower, Stalingrad, MacArthur, Sataan Death March, Nikitz, Coral Sea, Midway, island hopping, Leyte Gulf, kamikaze, Battle of Bulge,

Truman, Holocaust, genocide, Manhattan Project, atomic bomb

DCPS Science Department 10/13/09

Explanation of 5 Es Science Lesson Plan Template

Instructor: Burch Course: Life Science 6 Date(s): Feb 20-24, 2017

Essential Question and Learning Outcome: What facts can you select to show that nesting, herding, plumage displays are favorable characteristics of

animals’ success in reproduction? What facts can you select to show that flower brightness, pollen transfer, hard seed shell are favorable characteristics of

animals’ success in reproduction?

NGSSS Benchmarks: Use evidence and scientific reasoning to explain how characteristic animal behaviors (e.g., building nests to protect young from

cold, herding to protect young from predators, attracting mates for breeding by producing special sounds and displaying colorful plumage, transferring

pollen or seeds to create conditions for seed germination and growth) and specialized plant structures affect the probability of successful reproduction of

both animals and plants.

Instructional Activities***

ALL 5 Es WILL NOT BE DONE IN ONE CLASS PERIOD.

However, an informal assessment must be completed at the end of each class period.

Learning Strategies To check box, highlight box and right-click; choose Properties and then choose Checked or copy & paste a checked box

KWL or Anticipation Guide

Vocabulary Strategy (Frayer Model or Concept of Definition or _______________)

Reciprocal Reading

Other reading strategy_____________

QAR

Graphic Organizer/Concept Map

Cornell Notes/Two Column Notes

Expository Writing

Higher Order Questioning

Think-Aloud

Modeling

Cooperative/Collaborative Learning Groups

Think, Pair, Share

_______________________________

ESOL Strategies Paraphrase; simplify grammatical structure of sentences; summarize sections; highlight or underline key words

Pronounce words clearly; explain meanings; model key or difficult words in lesson

Teach study skills, use of textbook structure, scanning technique

Ask students to perform simple tasks and observe their understanding

Use manipulative materials, hands-on activities, and multimedia materials to support content

Provide alternative instruction via computer-assisted instruction or tutoring

Provide alternative assessment such as drawing diagrams or demonstrating

__________________________________

ESE

Provide accommodations per IEPs

__________________________________

AVID Strategies

SQ3R for reading

Socratic Seminar to discuss a reading

Philosophical Chairs discussion

Developing written procedures

____________________

Response to Intervention (RtI) and Florida Continuous Improvement Model (FCIM)

Assess individual student progress daily

Provide remediation or enrichment

Engage (Day 1):

E.Q.: What facts can you select to show that nesting, herding, plumage displays are

favorable characteristics of animals’ success in reproduction?

Bell ringer: How do animals affect plant reproduction? Name 2 possible ways.

Activity: Notes/Graphic Organizer: Compare Learned vs Innate Behaviors, Types of

communication and societal behaviors; analyze and distinguish examples of

learned/innate behaviors

Homework: behavior vocab

Explore (Investigation) (Day 2):

E.Q.: What facts can you select to show that flower brightness, pollen transfer, hard seed

shell are favorable characteristics of animals’ success in reproduction?

Bell ringer: Categorize examples as learned/innate. How do these behaviors affect animal

reproduction?

Activity: Animal Behavior Stations – students will travel to different stations and have 5

minute intervals to complete different activities on animal behavior (watch video,

read article, category sort, etc.)

Homework: Plant/Animal Reproduction study guide

Explain (Day 3):

E.Q.: What evidence of animal pollination from odor attracting birds show success in plant

and animal reproduction?

Bell ringer: What evidence of animal pollination from odor attracting birds show success in plant

and animal reproduction?

Activity: TEST – Plant/Animal Reproduction & Behavior

Homework: N/A

Extend (Day 4):

E.Q.: Can you analyze data in research that justifies how an external phenomenon such as

weather and selective breeding influence growth of an organism?

Bell ringer: What is selective breeding?

Activity: Webquest: research on and answer questions about how environmental conditions

such as weather, availability of nutrients, and location, and genetic factors, such as

selective breeding, can influence an organism’s growth.

Homework: complete background research if not completed in class

Evaluate (Day 5):

E.Q.: Can you predict the outcome of possible causes of your analysis of the phenomenon

and predict patterns?

Bell ringer: 1. What patterns do you see as you analyze and interpret your data?

2. Based on the data you found, what prediction(s) can you make about how

environmental conditions or genetic factors influence the growth or organisms?

Activity: Visit the Web sites listed on MOODLE to find more information that you can use to

create a blog post about how environmental conditions and genetics influence an

organism’s growth.

Assessment: Major grade – project (see rubric on MOODLE)

Homework: N/A

Vocabulary:

Cause and effect, Characteristics, Behaviors, Specialization, Probability, Evidence, Validity,

Reliability, Relevance, Probability, Reproduction, Scientific Reasoning

Materials Needed:

Thursday/Friday: BYOD

Homework:

Monday: behavior vocab

Tuesday: study guide

Thursday: Complete research

***Teacher should be able to identify where students are reading, writing, listening, and speaking within this lesson plan.

Van den Bosch 7th Grade Geography Quarter 3 Week 8

ALCOS Standards SS2010 (7) 8.0 Determine political, military, cultural, and economic forces that contribute to cooperation and conflict among people.

SS2010 (7) 7.1 Explaining human activities that resulted in the development of settlements at particular locations due to trade, political importance,

or natural resources.

CCRS Literacy Standards

CCSS.ELA-Literacy.RH.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.

CCSS.ELA-Literacy.RH.6-8.7 Integrate visual information (e.g., in charts, graphs, photographs, videos, or maps) with other

information in print and digital texts.

Monday Tuesday Wednesday Thursday Friday

Objective

Identify causes and

effects of Venezuela’s

economic problems

Identify consequences

of dams in the Amazon

Describe the

geography of South

America

Describe

Colombia’s role in

the world-wide

drug trade

Describe

contemporary

issues in South

America

Essential

Question

Why is Venezuela’s

economy collapsing?

What will happen if the

Amazon River has

dams constructed?

How has the

physical geography

of South American

countries shaped

them?

How has Colombia

been impacted by

its illegal drug

trade?

Did socialism help

or hurt

Venezuela?

Essential

Vocabulary

Communism, planned

economy, socialism,

nationalize

Rainforest, biodiversity,

deforestation

Rainforest,

biodiversity,

deforestation

cartel planned economy,

socialism,

nationalize

Activities/

Assignments

If time (long

period):

Current Events

CNN News

and Discussion

(DI/GP)

Show What

You Know

(written

summary of

news)

(IP/AS)

Bellwork: Copy

planner for the week

Review/Reteaching

Friday’s Test and

Review Castro

article and model

text annotations

(DI)

Cuba/Castro video

(Jr. Scholastic

online)

(DI)

Venezuela’s

Economic Crisis

(digital video)

(DI)

Hungry for Relief:

Venezuela

(Junior Scholastic,

Sept 19, 2016 issue)

Read article;

Identify causes and

effects; Crossword

Key Terms

(GP)

Bellwork:

Mrs. Duke

presentation

Discovery Education

video: Overview of

South America

countries

(DI)

News Brief: “The

River is Everything”:

Amazon and

Hydroelectric Dams

(digital Junior

Scholastic, Oct 10

2016 issue)

Damming the

Amazon video clip

(Jr. Scholastic online)

(DI)

Amazon Rainforest

(ReadWorks.org)

Article and Questions

(GP, IP)

Bellwork:

Test

Practice/Map

DBQ question

Retesting/Make-

up Tests

(IP, AS)

All others:

Physical Map

(Junior

Scholastic, Jan

30, 2017 issue)

p. 30-31

and written

questions

(IP)

Bellwork:

Test

Practice/Data Lab

DBQ

Colombia Video

Clip (Discovery

Education)

(DI)

Colombia’s role

in the world-wide

Drug Trade

(Digital.Readwor

ks.org article)

Article and

Comprehension

Questions

(IP)

Bellwork:

Main idea:

Article of the

Week

Review Article

of the Week:

“Hungry for

Relief”

(DI, GP)

QUIZ: Article

of the Week

(Junior

Scholastic test

prep/skills sheet

(IP, AS)

Homework Finish article and

questions Article of the Week Article of the Week Review for Quiz

DI=Direct Instruction, GP=Guided Practice, IP=Independent Practice, CFU= Check for Understanding

CFA= Common Formative Assessment, AS=Assessment, OTDIH=On This Day in History, AOW=Article of the Week

= BYOD Activity/Computer Lab, SI=Set Induction, JW=Journal/Writing, DBQ= Document Based Questions

6th Grade U.S. History Weekly Lesson Plans

Janie Welborn February 6 - 10

COS: 6. Identify causes and consequences of WWII and reasons for entry of the U.S. into the war.

Locate on a map Allied countries and Axis Powers.

Locate on a map key engagements of WWII, including Pearl Harbor; the battles of

Normandy, Stalingrad, and Midway, and the Battle of the Bulge.

Identify key figures of WWII including FDR, Sir Winston Churchill, Harry S. Truman,

Joseph Stalin, Adolf Hitler, Benito Mussolini, Michinomiya Hirohito, and Hideki Tojo.

Describe the development and the decision to use the atomic bomb.

Describe human costs associated with WWII.

Explain the importance of the surrender of the Axis Powers ending WWII.

7. Identify changes on the American home front during WWII.

Recognize the retooling of factories from consumer to military production.

Identify new roles of women and African Americans in the workforce.

Describe increased demand on Birmingham steel industry and Port of Mobile factories.

Describe the experience of African-Americans and Japanese Americans in the U.S. during

WWII, including the Tuskegee Airmen and occupants of internment camps.

10. Analyze changing economic priorities and cycles of economic expansion and contraction

for their impact on society since WWII.

Identify policies and programs that had an economic impact on society since WWII.

CCRS:

1. Cite specific textual evidence to support analysis of primary and secondary sources.

3. Identify key steps in a text’s description of a process related to history/social studies (e.g., how a

bill becomes a law, how interest rates are raised or lowered).

4. Determine the meaning of words and phrases as they are used in text, including vocabulary

specific to domains related to history/social studies.

7. Integrate visual information (e.g., in charts, graphs, photographs, videos, or maps) with other

information in print and digital texts.

Essential Vocabulary: totalitarianism, Benito Mussolini, fascism, Adolf Hitler, Nazis, Joseph

Stalin, Axis Powers, appeasement, Winston Churchill, Allied Powers, Lend-Lease Act, Pearl

Harbor, War Production Board, A. Philip Randolph, Tuskegee Airmen, Benjamin O. Davis, zoot-

suit riots, internment, Battle of El Alamein, Dwight D. Eisenhower, Battle of Stalingrad, D-Day,

Douglas MacArthur, Bataan Death March, Chester Nimitz, Battle of the Coral Sea, Battle of

Midway, island hopping, Battle of Leyte Gulf, kamikaze, Battle of the Bulge, Harry S. Truman,

Holocaust, genocide, Manhattan Project, atomic bomb, execute, blitzkrieg, luftwaffe

Essential Question: How did events and Battles during WWII change American society and the

nation’s role in the world?

2/6/17

Materials: Discovery Ed video, smartboard, pencils, paper, GRA packet

Bell Ringer: Where did the British stop Erwin Rommel and the Africa Korps? P.338

Activity: Continue “War in Europe and Africa” View animated geography. WWII interactive

map activity. Demonstrate Black History powerpoint template.

Assessment: teacher observation

Homework: Study for map test.

2/7/17

Materials: map test, pencils, paper, computer lab

Bell Ringer: Give the complete date of D-Day.

Activity: map test; work on Black History powerpoint

Assessment: grade tests

Homework: Work on powerpoint

2/8/17

Materials: paper, pencils, power point story board

Bell Ringer: Copy and answer the geography skills questions p. 345

Activity: War in the Pacific. Video notes. Interactive map activity.


Homework: Complete GRA p. 289 – 291

2/9/17

Materials: computer lab 120

Bell Ringer: None

Activity: Work on powerpoint


Homework: None

2/10/17

Materials: smartboard, Discovery Ed video, paper, pencils, GRA

Bell Ringer: Gather and turn in bellringers 1/30 – 2/5

Activity: Why learn about the Holocaust powerpoint. View eyewitness testimony of Holocaust

survivors. #Neverforget

Assessment: student journal activity

Homework: None

lesson plans for the week of: february 20, 2017 mrs. nordmann,...

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