Lesson Plans for Feb 2-6 State Testing Week

Lesson Plans Feb 2-6
State Testing, all schedules will be modified
 

   

Homework for Language Arts Classes

• READ AR Book for 40 minutes every night. Next test is Tue, Feb 3.
• Core 3 = The Color of Water class read for homework
• Core 2 = The Upstairs Room class read for homework
• Core 1 = Book Clubs of WW2 books - class read for homework
• Library and AR on Blue week Tuesdays

 

Language Arts 

Read

• "The Diary of Anne Frank" the PLAY, 279-352. Readers' Theater. S take parts and read the play aloud.  Discuss and answer questions.
• Students will be able to analyze the key elements of a drama, including its structure, characters, dialogue and events.  

  

      

Notes

A drama is a play and a form of literature meant to be performed by actors for an audience.  The author of a play is called a playwright and the text of a play is called a script.  

The cast is the list of characters

The stage directions are instructions that give the readers and actors direction.

The setting (time and place)  is ofter included in the stage directions or noted in the beginning. 

Writing and Warm-Ups 

1. Finish essay Dania or Alien. Turn into tray.
2. Listen to a segment of Harry Potter and the Deadly Hallows and write answers to questions. Skills: listening, inference, analysis and synthesis.
3. Finish Art journaling project using painted colors and writing.

Vocabulary

1. yellow stars
2. Green Police
3. ration books
4. black market
5. water closet
6. rucksack
7. carillon
8. Hanukkah
9. Menorah
10. St. Nicholas's Day

 

 

 

CNN Student News
Saudi Arabia, drones, 
EQ:

Creating the Constitution Chapter 8,  103 - 117

Early Quarrels 104
Shay's Rebellion  105
Constitutional Convention 106
States Rights 109
Resolution: The Great Compromise  110
Issue: Count of Slaves 111
Resolution: 3/5 Compromise 112
Chief Executive Elected 113
Electoral College 114
Convention Ends 115
Summary 369

Text notes and outline. Essay/comic.
Research project - see other blog post. 
Test

Lesson Plans for Jan 26-30

 

Lesson Plans Jan 26-30
   

Homework for Language Arts Classes

• READ AR Book for 40 minutes every night. Next test is Tue, Feb 3.
• Core 3 = The Color of Water class read for homework
• Core 2 = The Upstairs Room class read for homework
• Core 1 = Book Clubs of WW2 books - class read for homework
• Library and AR on Blue week Tuesdays

 

Language Arts 

Read

• "The Necklace". Scope magazine. Write a summary of this play. Irony.
• "The Diary of Anne Frank" the PLAY, 279-352. Readers' Theater. S take parts and read the play aloud.  Discuss and answer questions.
• Students will be able to analyze the key elements of a drama, including its structure, characters, dialogue and events.  

  

      

Notes

A drama is a play and a form of literature meant to be performed by actors for an audience.  The author of a play is called a playwright and the text of a play is called a script.  

The cast is the list of characters

The stage directions are instructions that give the readers and actors direction.

The setting (time and place)  is ofter included in the stage directions or noted in the beginning. 

Writing and Warm-Ups 

1. Finish essay Dania or Alien. Turn into tray.
2. Listen to a segment of Harry Potter and the Deadly Hallows and write answers to questions. Skills: listening, inference, analysis and synthesis.
3. Finish Art journaling project using painted colors and writing.

Vocabulary

1. yellow stars
2. Green Police
3. ration books
4. black market
5. water closet
6. rucksack
7. carillon
8. Hanukkah
9. Menorah
10. St. Nicholas's Day

 

 

 

CNN Student News
Saudi Arabia, drones, 
EQ:

Creating the Constitution Chapter 8,  103 - 117

Early Quarrels 104
Shay's Rebellion  105
Constitutional Convention 106
States Rights 109
Resolution: The Great Compromise  110
Issue: Count of Slaves 111
Resolution: 3/5 Compromise 112
Chief Executive Elected 113
Electoral College 114
Convention Ends 115
Summary 369

Text notes and outline. Essay/comic.
Research project - see other blog post. 
Test

Lesson Plans Jan 20-23 MLK Week

Lesson Plans Jan 20-23
TESTING WEEK 
   

Homework for Language Arts Classes

• READ AR Book for 40 minutes every night. Write a poem about butterflies.
• Core 1: Read The Autobiography of Miss Jane Pittman
• Library and AR Final test on Thursday, Jan 15.

 

Language Arts 

Read

• "SHATTERED LIVES": Scope Jan 2015.  EQs: How does war affect children? What hardships come with being displaced from your home? How can humanitarian efforts help refugees? SKILLS: central ideas and details, inference, text evidence, expository writing

Writing and Warm-Ups 

Freewrite, poem, vocabulary, word work

Blog Posts

1. Holiday personal narrative short story that was real for you 
2. Book writing to tell what you like about your current AR book
3. Respond to two classmates' posts with a relevant comment or question.
4. Post your symbolism poem. 
5. Core 1 - Pittman book review: see other post guide.  Print and post.
6.   "Civil War Journal" Short response from page 68.
7. Poem using the word butterfly.
8.  Something about snow.  

 

Vocabulary for "Shattered Lives"

1. refugee 
2. humanitarian
3. haven
4. displaced
5. persecution
6. nongovernmental  
7. dire
8. commodities
9. daunted
10. erupt
    

 Poem 

 

1. Copy the poem.
2. What is the poem's theme?
3. What do you think of this poem?
4. Write your own butterfly poem.  Due tomorrow.  Print and post on your blog.

 Reclusive definition, a person who lives in seclusion or apart from society, often for religious meditation

 

 

EQ: How did the immigrants carve out a life in the United States?  What role did education play in the settlement of the immigrants? How did theimmigrants change the fabric of America?

Chapter 26: The Immigrants  371- 383

Text notes and outline 
Test

Success Emily Dickinson

I.                 SUCCESS

By Emily Dickinson

Success is counted sweetest By those who ne'er succeed. To comprehend a nectar Requires sorest need. Not one of all the purple host Who took the flag to-day Can tell the definition, So clear, of victory, As he, defeated, dying, On whose forbidden ear The distant strains of triumph Break, agonized and clear!

Senator Ernie Lopez

 

History/Social Studies Class interviewed Senator Ernie Lopez

Hannah: ARe you still a member of 4-H?
Senator EP:  Yes - volunteer coordinator.

Christian: What have you seen change in the state?
Senator EP:

Bella: Is it hard to find time for family and friends?
Senator: Thanks for asking that. It is a public service and we have to make some sacrifices just like teachers. I hold a monthly coffee at Surf Bagel to talk to everyone about issues. Great wife, very understanding.  Good family.  My job at UD has changed.

KAitlyn: What's your favorite part of the job?
Senator: The people are my favorite - being here with you. 

Thanks to Senator Lopez for his informational discussion about Government! 

Shattered Lives Plan

 

Acquisition Lesson Plan: “Shattered Lives, ” Scope magazine, January 2015, 
Narrative non-fiction pages 4-10                            

Diane Saienni Albanese, NBCT      

Essential Questions: EQ #1: How does war affect children? EQ #2: What hardships come with being displaced from your home? EQ #3: How can humanitarian efforts help refugees?

What do students need to learn to be able to answer the Essential Questions: Assessment Prompt #1: What is the central idea of each section? Assessment Prompt #2: What is a refugee? Assessment Prompt #3: Based on the informational text, what purpose do refugee camps like Zaatati serve?

Activating Strategy:  (How will you hook students at the beginning of the lesson?) (Warm-Up: Vocabulary cards, pair practice) Video: Behind the scenes, video discussion questions

Key Vocabulary to preview: Vocabulary for "Shattered Lives" completed on Wednesday refugee  humanitarian haven displaced persecution nongovernmental   dire commodities daunted erupt

Teaching Strategies:    Close Reading – read as a class, pause to ask what they found surprising or disturbing Close reading Questions: 1.     What is the mood of the first section? Why does the author include the third paragraph? 2.     What is the central idea of the section “A Brutal War”? 3.     What is a refugee? Why do you think international organizations are necessary to help refugees? 4.     Page 8 – “Many Lebanese bitterly resent having to share their country.”Why do you think this is so? 5.     Why is school so important for Dania? 3 reasons 6.     Based on the informational text, what purpose do refugee camps like Zaatati serve? What problems are associated with them? Critical Thinking: 1.     What do you think are the responsibilities of a host country regarding refugees? What is the responsibility of the international community? 2.     The article and sidebar explain that some refugees live in camps while others like those in Lebanon are scattered among various makeshift settlements. What are the challenges of each situation? 3.     Consider Dania at the end of the article.  Is her situation hopeful? Explain your answer using text evidence. Skill building – Central Ideas and details worksheet and instructions Peer collaboration – throughout Scaffolding – selection of appropriate support materials Graphic Organizer(s) Used:  Self-Questioning Chart for video and text Handouts: vocabulary review and worksheet, central ideas and details, summarizing, quiz, writing prompt and contest

Instructional Plan: 1.     Wednesday – vocabulary, Thursday brief review in pairs 2.     View video and complete discussion questions in teams 3.     EQ’s read 4.     Read the article – whole class: pause and discuss what was surprising or disturbing 5.     Read “The Zaatari Refugee Camp” 6.     Discuss CRITICAL THINKING questions in teams. 7.     CLOSE READING QUESTIONS: S complete and discuss 8.     SKILL BUILDING: central ideas and details 9.     Writing prompt

Assignment: Homework: brainstorm writing prompt Summarizing Strategy:   (Learners Summarize & Answer Essential Question)       Exit ticket summarizing learning relating to the EQ.