teacher (s): rachel cazalas/ cheryl gavin subject:...

Weekly Lesson Plan

Teacher (s): Rachel Cazalas/ Cheryl Gavin___ Subject: Math -7 Advanced Week Of: _Nov 28, 2016 - Dec 02, 2016 (Wk. 16)

Learning Objectives: Using function tables and graphs and determine whether a set of data is continuous or discrete. Understanding the connections between lines, and linear equations. 8. F.1 Understanding 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. 8. F.3 Interpret the equation y = mx + b as defining a linear function, whose graph is a straight line; give examples of functions that are not linear 8. F.4 Construct a function to model a linear relationship between two quantities. Determine the rate of change and initial value of the function from a description of a relationship or from two (x, y) values, including reading these from a table or from a graph. Assessment: (on-going visual and auditory)

• Daily Questioning Strategies o Thumbs up/Down (Agree/Disagree) o Can you add to that? o What other ways….? o How can you prove/explain to someone else? o Daily Group discussion of EQ.

• Review Hmk Problems • Check Classwork for correctness ( I DO)

• Re-voicing for clarity of understanding

• ASPIRE Questions (discussion/understanding) Texts/Materials/Resources

• Smart board with on line text book • Individual white boards/Interactive Notebook • On line websites/manipulatives

Wrap-Up/ Reflection: Re-visit Problem of the day (POD with impact for fluency test/ or ASPIRE) ** Days may differ for Math Component work on Excel per teacher** **Math Component of Science Project Due Next Tuesday: 12/06/16)**

Topics: Linear Functions

Monday: Math Component: Looking at data from Science Fair project and learning how to create a graph for project.

Tuesday: POD (Y): Fractions-fluency review ~10 min

Review of quiz: (I DO) Develop Concept Linear Functions: (p. 295) (We DO) Examples and Check: ( You Do) Hmk.- 301: 1-4

Wednesday: POD (Y): Fractions-fluency review ~10 min

Hmk review ( I Do/We Do) Group examples on functions; developing the talk moves with checks for understanding (You DO) Class work on functions (Teacher assessing) (You Do) Hmk – p.303:11-15

Thursday: POD (Y): Fractions-fluency review ~10 min

Hmk review (I DO/We DO) Review for Chapter 4.1-4.4 test: (We DO) Examples and Check: Hmk: Study for test (L 4.1-4.4)

Friday: Test: Lessons: 4.1- 4.4 Hmk: Begin preparing for EQT test

Exit Slip: Fractions

Essential Question/CCSS/Vocab: EQ: How to make a bar or line graph on excel? CCSS – NA/ Vocab: NA

EQ: How can you use the function table to graph a function?

CCSS –8.F1, 8.F.3, 8F.4 Vocab linear function, function table, independent variable, dependent variable, input, output, continuous data, discrete data

EQ: What are the four ways a function can be represented? (words, ordered pairs,

graph, table)


EQ: How can functions be used to solve real-world situation?


EQ: What is the difference between the set of discrete data and continuous data? CCSS –8.F1, 8.F.3, 8F.4 Vocab linear function, function table, independent variable, dependent variable, input, output, continuous data, discrete data

DCPS Science Department 10/13/09

Explanation of 5 Es Science Lesson Plan

Instructor: Course: 7th Grade Physical Science Date(s): September 26-30

Essential Question and Learning Outcome: How are magnets and electricity related?

Alabama Course of Study: 8.12 Construct an argument from evidence explaining that fields exist between

objects exerting forces on each other (e.g., interactions of magnets, electrically charged strips of tape, electrically charged pith balls, gravitational pull of the moon creating tides) even when the objects are not in contact. Literacy Benchmarks: ALCOS Literacy #2 Determine the central ideas or conclusions of a text, provide an accurate

summary of the text distinct from prior knowledge or opinions. ALCOS Writing #1b: Write arguments focused on discipline-specific content. B. Support claim(s) with logical reasoning and relevant, accurate data and evidence that demonstrate an understanding of the topic or text, using credible sources.

Instructional Activities*** Bellringers— practice problems selected daily (see Lesson Plans in Instructional

Guide) and written on board or displayed on SMART Board

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 _______________)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

____________________

Engage: 9/26 What makes the blades on a fan turn? Compare to like charges repelling. Define attraction and repulsion. Give other examples of electromagnets.

Opening: Take a wire and wrap it around an iron core (like a nail). Show the result on

the document camera. Discuss the flow of charges and how they build up and create a

magnetic field. Use a compass to demonstrate the flow of charges.

Explore (Investigation): 9/26

• Explore a needle floating in water to show how a compass works. Compare

temporary magnets to permanent magnets.

• Discuss how electromagnets are used daily in our lives; List appliances and

devices that use electromagnets

Explain: 9/27

Explain how electromagnets work. Show some electronics that have been taken apart

with electromagnets inside.

• Read pages 727-731; Work in small groups to write review questions about electromagnets; Identify main idea and essential vocabulary

Extend: 9/28

• Explain how rollercoasters use magnets to operate.

• Build a simple electric motor using a battery, coil of wire, magnets (see page

731 in textbook) Students try to make it work with little explanation—talk it out

and experiment.

• Test Electricity Game Board projects and troubleshoot if games do not work.

Evaluate (Method): 9/29

• Test on Chapter 19 and 20—Electricity and Magnetism • Electricity Quiz Game due Tuesday 9/27 (requirements and rubric given out—

project due in two weeks) • Science Fair Proposal Forms due Thursday 9/29 Vocabulary: attraction, repulsion, electromagnetic force, magnetic forces,

electromagnet Materials Needed: batteries, wires, light bulbs, coils of wire, magnets

DCPS Science Department 10/13/09

Homework: Electricity Project due Tuesday

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

Assess individual student progress daily

rovide remediation or enrichmentrovide remediation or enrichment

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

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

Tentative Syllabus/Lesson Plans for Mrs. McGowan

Language Arts 8 Week 10

Tuesday: October 11 Objective : RL.8.3 Analyze how particular lines of dialogue propel the action, reveal aspects of a character, or

provoke a decision.

RL.8.2 Determine a theme or central idea of a text and analyze its development over the course of

the text including characters, setting, and plot.

RL.8.6 Analyze how differences in the points of view of characters and the audience/reader create

specific effects.

Materials: Copies of Dracula (Part 1)

Warm up: Discuss elements of Gothic Fiction – create a chart

Topic/ Activities: Students will read Part 1 of “Dracula” in play format. Students will analyze which words and

phrases establish the mood of the story. Students will complete a quick check of the strategies used and

comprehension of the story.

Assessment: classroom participation in discussions, completion of Mood Chart and answers to Reading Strategy and

Comprehension questions.

Homework: Outside reading

Wednesday: October 12 Objective: RL.8.3 Analyze how particular lines of dialogue propel the action, reveal aspects of a character, or

provoke a decision.

RL.8.2 Determine a theme or central idea of a text and analyze its development over the course of

the text including characters, setting, and plot.

RL.8.6 Analyze how differences in the points of view of characters and the audience/reader create

specific effects.

Materials: Copies of Dracula (Part 2)

Warm up: Compare Gothic Fiction Chart to “Dracula” Part 1. What makes “Dracula” Gothic Fiction?

Topic/ Activities: Students will read Part 2 of “Dracula”. Students will analyze what clues the author provide that

foreshadow what might happen next. Students will predict what might happen. Students will complete a quick check

of the strategies used and comprehension of the story.

Assessment: classroom participation in discussions, completion of Foreshadowing Chart and answers to Reading

Strategy and Comprehension questions.


Thursday: October 13 Objective: RL.8.7 Analyze the extent to which a filmed or live production of a story or drama stays faithful to

or departs from the text or script, evaluating the choices made by the director or actors.

Materials: Video of “Dracula”, Dracula Viewing Guide Questions

Warm up: Discuss three types of irony: verbal, dramatic, situational. Students will look for examples of the three

types will viewing the video.

Topic/ Activities: Students will view “Dracula” and complete a viewing guide that focuses on plot development,

dialogue, characters, main ideas and details.

Assessment: classroom participation in discussions, completion of viewing guide


Friday: October 14 Objective: RL.8.7 Analyze the extent to which a filmed or live production of a story or drama stays faithful to

or departs from the text or script, evaluating the choices made by the director or actors.

Materials: Video of “Dracula”, Dracula Viewing Guide Questions

Warm up: Students will share examples of the three types of irony from yesterday’s viewing.

Topic/ Activities: Students will view “Dracula” and complete a viewing guide that focuses on plot development,

dialogue, characters, main ideas and details.

Assessment: classroom participation in discussions, completion of viewing guide

Homework: Have a great weekend!

Mattern 6th Grade Advanced Math 2016 / 2017

Monday: 1/30 Test: Algebraic Expressions

Tuesday: 1/31 Combining Like Terms

Wednesday: 2/1 Combining Like Terms

Thursday: 2/2 Adding Linear Expressions

Friday: 2/3 Subtracting Linear Expressions

CCSS 7.EE.1, 7.EE.2 Apply properties of operations to expressions and writing expressions to represent how quantities are related





Essential Question: Algebraic Expressions Evaluate Pemdas Associative Commutative

Essential Question: What are like terms?




Essential Vocabulary: What is an algebraic expression?

Essential Vocabulary: Coefficient, Term, Constant, Like Terms, Distributive Property




Activities: #POD / Good Things

#Practice Together

-Test

#Independent Practice

-Journal Problem 3

#Exit Question and Quote

Activities: #POD / Good Things, Check

JP3

#Practice Together

-NB #13 Notes and

Examples on Combining Like

Terms, Group Stations


-page 390 Problems 1-5



HW

#Practice Together

-Group Stations


-page 393 problems 19-24

and 29-31


Activities: #POD / Good Things,

Check HW

#Practice Together

-Group Stations


-page 399 problems 1-11



HW

#Practice Together

-Quiz on Adding Like Terms


-Page 407 problems 1-9


Materials/Resources: __X__SmartBoard

____Textbooks

____Whiteboard

__X__Calculators

____Handouts

____Other:


__X__Textbooks

__X__Whiteboard

__X__Calculators

____Handouts

____Other:


__X__Textbooks

__X__Whiteboard

__X__Calculators

____Handouts

____Other:


__X__Textbooks

__X__Whiteboard

__X__Calculators

____Handouts

____Other:


__X__Textbooks

__X__Whiteboard

__X__Calculators

____Handouts

____Other:

Mattern 6th Grade Advanced Math 2016 / 2017

Assessments: __X__Problems of the Day

____Quiz

_X___Journal Entry

__X__Test


____Quiz

__X__Journal Entry

____Test


____Quiz

____Journal Entry

____Test


____Quiz

____Journal Entry

____Test


____Quiz

____Journal Entry

____Test Fluency Test

HW Complete Journal Problem 3

HW Page 391 problems 1-7 and

Page problems 12-14

HW

Page 394 problems 32-40

HW

Page 401 problems 17-24

HW

None

Teacher: H. Mattern 8th Language Arts 2016-2017

Monday: 10-24-16 Tuesday: 10-25-16 Wednesday: 10-26-16

Essential Question/Objective: Are

students able to…

- use context clues to determine

meaning?

RL.8.1/ RI.8.1 Cite the textual

evidence that most strongly supports

an analysis of what the text says

explicitly as well as inferences drawn

from the text.Write arguments to

support claims with clear

reasons and relevant evidence. W.8.1

(20)


students able to…

make inferences in recreational texts

RL.8.1/ RI.8.1 Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text.

[RI.8.2] Determine a central idea of a text and analyze its development over the course of the text, including its relationship to supporting ideas; provide an objective summary of the text.


students able to…

[RI.8.2] Determine a central idea of a text

and analyze its development over the

course of the text, including its

relationship to supporting ideas; provide an

objective summary of the text.

[L.8.5] Demonstrate understanding of

figurative language, word relationships,

and nuances in word meanings.

Bell work:

Poe-cabulary (using context clues)

on Smartboard

Bell work:

Poe-cabulary (using context clues)

on Smartboard

Bell work:

Essential Vocabulary-compare and contrast,

character traits, dialogue, summary

Activities and Homework: "Closing Arguments"

You are a lawyer assigned to the murder

case from TellTale Heart. Decide whether

you want to prosecute or defend him.

1. prewriting : graphic organizer Evidence

Chart

2. writing: write the actual closing

arguments for the trial. Include your main

pinots, evidence, and a call for action.

3. presentation: present your closing

arguments to a jury of your peers at a

mock trial.

Activities and Homework:

1. Whole Class will Watch teacher

made video: "The Raven" Christopher

Walken reads poem to a sequence of

Gustave Dore illustrations to show

narrative.

2. Dissecting the Raven (Jigsaw

Strategy)

pairs paraphrase chunks of the

Raven, then come together as class

to tell the story.


1. Teacher models, leads whole class,

then students work independently

to analyze the Raven for Poetic

Devices, (Alliteration, Assonance,

Rhyme, Rhythm, )

2. Check answers online on

The Raven Website-Whole Class

3. The Raven (Simpson's Version) view

short clip

Technology/Materials/Resources:

____Internet ____Tests

____Video __*__Computer

____LCD

____Workbooks __*__Handouts

____Textbooks ____Visuals

__*__Audio __*__Other: class set

of novels

__*__Smartboard



__+__Video ____Computer

____LCD

____Workbooks ___+_Handouts


____Audio ____Other:

___+_Smartboard



__+__Video ____Computer

____LCD ____Workbooks

___+_Handouts ____Textbooks

____Visuals ____Audio

____Other: ___+_Smartboard

Assessment:

__*__ Daily Grade __*__

Feedback ____Quiz

___*_Test ____Project

___*_ Oral ____Independent

Work

Assessment:

__+__ Daily Grade _*___

Feedback __+__Quiz

____Test ____Project

____ Oral ___+_Independent

Work

Assessment:

__+__ Daily Grade _*___ Feedback

__+__Quiz ____Test

____Project ____ Oral

___+_Independent Work

Accommodations:

__*__IEP __*__Extended

time _*___Testing Environment

Signature: __________________

Accommodations:

__+__IEP __+__Extended

time ___+_Testing Environment

Signature: __________________

Accommodations:

__+__IEP __+__Extended time

___+_Testing Environment

Signature: __________________

Checking for Understanding:

__*__Student Questioning

__*__Student Responses




Teacher: H. Mattern 8th Language Arts 2016-2017 __*__Survey Class

__*__Other: go to Smartboard

__*__Survey Class


Thursday: 10-27-16 Friday: 10-28-16 Notes for the Week


students able to…

[RI.8.3] Analyze how a text makes

connections among and distinctions

between individuals, ideas, or

events (e.g., through comparisons,

analogies, or categories).

Analyze character traits and

motivations? (3.22)


students able to…

[RI.8.2] Determine a central idea of a

text and analyze its development

over the course of the text, including

its relationship to supporting ideas;

provide an objective summary of the

text.

Daily Assignments can be found on the

Possum Place-

( my Moodle page-)

https://engage.mcpss.com/login/index.php

This is where you will find all daily

assignments as well as any project

information.

Bell work:

View/Analyze Frankenstein Summary

Clip- How it all Went Down (Shmoop)

Bell work:

N/A


Think-Pair-Share – students will

analyze a text summary of the basic

plot of Mary Shelly’s Frankenstein.

Students will work together to

compare and contrast the characters

Dracula and Frankenstein. (Complete

graphic organizer with Conflicts,

motivations, circumstances,

outcomes)

After- Share comparisons with whole

group

*time permitting- Students will share

their Poe Newspaper Articles with

the class. (Due today)


Playhouse in the Park Field Trip:

“Frankenstein”



____Video __*__Computer

____LCD



__*__Audio __*__Other: class set

of novels

__*__Smartboard



____Video ____Computer

____LCD



____Audio ____Other:

__*__Smartboard

Assessment:

__*__ Daily Grade __*__

Feedback ____Quiz

___*_Test ____Project

___*_ Oral ____Independent

Work

Assessment:

__*__ Daily Grade _*___

Feedback ___*_Quiz

__*__Test ____Project

_*___ Oral ____Independent

Work

Accommodations:


time _*___Testing Environment

Signature: __________________

Accommodations:


time __*__Testing Environment

Signature: __________________

Teacher: H. Mattern 8th Language Arts 2016-2017 Checking for Understanding:



__*__Survey Class





__*__Survey Class


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

teacher (s): rachel cazalas/ cheryl gavin subject:...

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