UNIT PLAN – SHOOTING AN ELEPHANT BORKO

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STANDARDS:

LAFS.910.RL.1.2

Determine a theme or central idea of a text and analyze in detail its development over the course of the text,

including how it emerges and is shaped and refined by specific details; provide an objective summary of the text.

LAFS.910.RL.1.3

Analyze how complex characters (e.g., those with multiple or conflicting motivations) develop over the course of a

text, interact with other characters, and advance the plot or develop the theme.

LAFS.910.RL.2.4

Determine the meaning of words and phrases as they are used in the text, including figurative and connotative

meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language

evokes a sense of time and place; how it sets a formal or informal tone).

LAFS.910.RL.2.5

Analyze how an author’s choices concerning how to structure a text, order events within it (e.g., parallel plots), and

manipulate time (e.g., pacing, flashbacks) create such effects as mystery, tension, or surprise.

LAFS.910.RL.2.6

Analyze a particular point of view or cultural experience reflected in a work of literature from outside the United

States, drawing on a wide reading of world literature.

LAFS.910.RL.4.10

By the end of grade 9, read and comprehend literature, including stories, dramas, and poems, in the grades 9–10

text complexity band proficiently, with scaffolding as needed at the high end of the range.

TASKS:

ESSENTIAL QUESTION / VOCABULARY INSTRUCTION

Students engage in pre-reading through hook question: When is it necessary to kill an animal?

Teacher introduces Essential Question: How do literary elements affect a narrative?

Students engage in pre-reading through predictive writing:

How is each of the following essential to creating a story: setting, character, & plot?

Students interact with new vocabulary through a variety of daily activities (including context

clues, crossword, synonyms, fill-in-the-blanks):

bazaar par1 coolie par2

in terrorem par1 scored par2

mahout par 1 orderly par2-3

municipal par1 paddy par3

constable par2 metalled par3

quarter par2 miry par3

squalid par2 ploughed par3

invariable par2

UNIT PLAN – SHOOTING AN ELEPHANT BORKO

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FIRST READING

Teacher models fluent reading by reading the selection aloud

Teacher models active reading through use of close reading strategies

Teacher directs note-taking regarding descriptive language and details indicative of setting

(including time, place, circumstances, physical details)

Students follow along and mark their copy (may include independent practice)

Students write about the Essential Question by answering the following:

– Why does it matter that the story takes place in Burma and in the early 1900’s?

SECOND READING

Teacher directs note-taking of plot sequence using text codes and sequence graphic organizer

– Circle words that indicate sequence (past, present, & future – e.g. suffixes indicating tense &

adverbs indicating chronological relationships)

– Text Codes (right margin): B = happened before

N = happening now

L = will happen later

– Character observations (left margin): What do we learn about the protagonist as the story

progresses (in each paragraph)?

Students follow along and mark their copy (may include independent practice)

*Extension activity – identify adverbs based on chronological relationships

Students participate in efferent group discussion regarding character development using the

character study graphic organizer

Students write about the Essential Question by answering the following:

– Why is it important that the narrator has some official authority among the people?

THIRD READING

Teacher models interaction with the text through generating complex questions that deepen

understanding using the “How/Why” and the “There/Not There” graphic organizers

Students follow along and mark their copy

Students participate in efferent group discussion through generating complex questions that

deepen their understanding using the how/why graphic organizer and the there/not there

graphic organizer

Groups will choose one question from each graphic organizer which they believe is the most

important and write them on 8½ x 11” printer paper with a marker and tape them to the board

Duplicates will be eliminated; students will then write down all questions and answer them in

their groups

TEXT-BASED ESSENTIAL QUESTION DISCUSSION

Teacher revisits the essential question and requires student groups to construct a written

response in three parts:

– How does the author’s use of descriptive language help establish the setting?

UNIT PLAN – SHOOTING AN ELEPHANT BORKO

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– In what ways would the story be different if it took place in modern-day America?

*e.g. Zanesville, OH (video)

– Using what you have learned about the narrator evidence from the text to support your

claim, answer the question: do you think he will shoot the elephant? Why or why not?

ASSESSMENT

Students individually answer 10 multiple choice questions regarding vocabulary, setting,

character and plot in relationship to the text

Ms. Lowans' Lesson Plans Week: 10/20/14 - 10/24/14

Monday Tuesday Wednesday

8:00 - 8:20/2:40 - 3:00 Morning/Afternoon Duty

A.M. Hallway Spelling Words

A.M. Hallway A.M. Hallway Spelling pg. 41

8:30 - 9:15 10:00 - 11:00 Reading Gifted @ 8:45 - 9:15 Andrews @ 10:00 - 10:45 Vocabulary @ 8:45 - 9:15 Small Groups @ 10:00 - 10:30

O: 1.) Introduce “Nosing Around”, Edible, and Inedible; 2.) Guided Strategy Practice M: Word cards, Animal Senses (pgs. 30-39), Student Response Book pg. 18, iPad, last week’s RTW rubric A: 1.) Introduce and define “Nosing Around” and review idioms; 2.) Play “Is Milton Nosing Around?”; 3.) Introduce and define edible; 4.) Introduce and define inedible, review the prefix in-, and review antonyms; 5.) Play “Edible or Inedible?”; 6.) Review “Stop and Ask Questions” and introduce reading; 7.) Read aloud with “Stop and Ask Questions”; 8.) Discuss questions and teach prompts; 9.) Reflect on discussion prompts; 10.) Monitor the students’ reading; 11.) Review last week’s RTW E: SW, TO, TG

O: 1.) Review “Nosing Around”, Edible, and Inedible; 2.) Guided Strategy Practice M: Word cards, Animal Senses (pgs. 30-39), Student Response Book pg. 18 A: 1.) Briefly review the words; 2.) Play “Does That Make Sense?”; 3.) Review “Stop and Ask Questions”; 4.) Reread aloud; 5.) Discuss the reading using prompts; 6.) Monitor the students’ reading/have them write in their IDR journals E: SW, TO, TG

O: Introduce Consistent, Inconsistent, and Consistently M: Word cards, Animal Senses, Zangrilli’s non-fiction books A: 1.) Introduce and define consistent; 2.) Introduce and define inconsistent, review the prefix in-, and review antonyms; 3.) Play “Consistent or Inconsistent?”; 4.) Introduce and define consistently and introduce the suffix –ly; 5.) Discuss things we do consistently; 6.) Review the week; 7.) Model “Stop and Ask Questions” with The Florida Water Story; 8.) Read independently; 9.) Discuss the students’ questions; 10.) Have the students stick their sticky notes on a piece of notebook paper to turn in as a grade; 11.) Reflect on working together E: SW, TO, TG

9:15 - 10:00 Writing

O: 1.) Consonant Clusters; 2.) Singular and Plural Nouns M: Consonant clusters words, Grammar pgs. 39-40, iPad A: 1.) Introduce and discuss the meanings of consonant clusters spelling words; 2.) Complete Grammar pgs. 39-40 together; 4.) Allow students to work on IXL Language Arts E.1 and E.3 E: SW, TO, TG

O: Exploring and Drafting Personal Narratives (Week 1, Day 1) M: “Hot Rolls” (Childtimes), writing notebooks A: 1.) Gather and briefly review week 1; 2.) Read “Hot Rolls” aloud; 3.) Briefly discuss the reading; 4.) Quick write: sensory details about breakfast; 5.) Write independently; 6.) Briefly share writing and reflect E: SW, TO, TG

O: Explore and Drafting Personal Narratives (Week 1, Day 4) M: “Notes About Personal Narratives” chart, marker, writing notebooks A: 1.) Add to “Notes About Personal Narratives” chart; 2.) Read “Little Things” (pg. 16) aloud; 3.) Discuss the reading; 4.) Quick-write: respect for older family members; 5.) Draft personal narratives; 6.) Share one sentences and reflect E: SW, TO, TG

11:05 - 11:35 Resource

Healthy Habits P.E. Library

11:44 – 12:09 Lunch

12: 15 - 12:45 Teacher P.E.

O: Problem Solving: Multi-Digit Multiplication Problems M: “Fast Facts” W.S., iPad, QR code, R17 A: 1.) Have students work on MobyMax Fact Master (12:15 – 12:35); 2.) Explain U center (12:35 - 12:45); 3.) Explain new groups and practice movement (12:45 - 12:55); 4.) First rotation (12:55 -1:10); 5.) Second rotation (1:10– 1:25); 6.) Third rotation (1:25 - 1:40); 7.) Have students complete Fast Facts (1:40 – 1:45) E: SW, TO, TG BUILD Centers U: Thinking Blocks: Mult. and Div. (Finish Set 1-2) I: 3rd grade IXL: E.11 D: Finish R17

O: Multiply 2-Digit Numbers with Regrouping M: “Fast Facts” W.S., iPad, QR code, MPB pgs. 41-42, base 10 blocks, "Multiply 2-Digit Numbers with Regrouping" notes, math ISN, R18 A: 1.) Have students work on MobyMax Fact Master (12:15 – 12:30); 2.) First rotation (12:30 -12:50); 3.) Second rotation (12:50– 1:20); 4.) Third rotation (1:20 - 1:40); 5.) Have students complete Fast Facts (1:40 – 1:45) E: SW, TO, TG BUILD Centers U: Thinking Blocks: Add. and Sub. (Set 1) I: MPB pgs. 41-42 D: R18

12:45 - 1:45 (W/Th/F) 12:15 - 1:45 (M/T) Math DuPont @ 12:30 - 1:30 (W/Th/F) DuPont @ 12:15 - 1:30 (M/T) Andrews @ 12:45 - 1:30

O: Multiply 2-Digit Numbers with Regrouping

M: “Fast Facts” W.S., iPad, QR code, MPB pgs. 41-42, base 10 blocks, "Math Aids" W.S. A: 1.) Have students work on MobyMax Fact Master (12:45 – 12:55); 2.) First rotation (12:55 -1:10); 3.) Second rotation (1:10 – 1:25); 4.) Third rotation (1:25 - 1:40); 5.) Have students complete Fast Facts (1:40 – 1:45) E: SW, TO, TG BUILD Centers U: Thinking Blocks: Add. and Sub. (Set 2) I: Finish MPB pgs. 41-42 D: "Math Aids" W.S.

1:45 - 2:15 Science/Social Studies

O: States of Water M: Social studies textbook (pgs. 2-3,), S.S. ISN, science textbook (pgs. 378-379), iPad A: 1.) Have students tear out their map on pgs. 2-3 and glue it into their S.S. ISN (pgs. 1-2); 2.) Add "Ch. 1 Florida Map" to S.S. ISN table of contents; 3.) Read pgs. 378-383 in the science textbook; 4.) Have students start a Ch. 10 science journal document in Pages and have them answer the 10.3 question (Describe what will happen if you put ice cubes in a glass and let the glass sit at room temperature.) E: SW, TO, TG

O: States of Water M: Science ISN, "Solid, Liquid, and Gas" foldable, iPad A: 1.) Review the three states of matter and complete "Solid, Liquid, and Gas" foldable; 2.) Have students glue it in their science ISN (add to table of contents); 3.) Watch "States of Matter" BrainPop video; 4.) Have students watch "States of Matter BrainPop video 2 more times and complete the quiz E: SW, TO, TG

O: Changes That Make New Matter M: "Forms of Matter" W.S, science textbook (pgs. 384-389), iPad A: 1.) Review "Forms of Matter" W.S.; 2.) Read and discuss pgs. 384-389; 3.) Have students complete 10.4 questions (Water can change to ice. A liquid egg can change to a solid egg. How are these changes the same? How are they different?) E: SW, TO, TG

2:15 - 2:40 Enrichment

O.T. (G.S. and T.C.) @ 2:10-2:40 Speech (C.H. and A.S. ) @ 2:10 - 2:40

Speech (C.H., T.R., and G.S.) @ 2:10 - 2:40

O: Independent Daily Reading M: iPad, IDR books, Student Response Book A: 1.) Allow students to read independently and work on their RTWs while I conference with them; 2.) Have students write in their IDR log in their Student Response Books E: SW, TO, TG

O: Independent Daily Reading M: iPad, IDR books, Student Response Book A: 1.) Allow students to read independently and work on their RTWs while I conference with them; 2.) Have students write in their IDR log in their Student Response Books E: SW, TO, TG

2:40 - 2:42 Pack-up/Dismissal

HW: Read for at least 15 min./IDR Log Practice fast facts

HW: Read for at least 15 min./IDR Log Practice fast facts "Forms of Matter" W.S.

HW: Read for at least 15 min./IDR Log Practice fast facts Grammar pg. 35

Ms. Lowans' Lesson Plans Week: 10/20/14 - 10/24/14

Thursday Friday Standards/Benchmarks/Notes

8:00 - 8:20/2:40 - 3:00 Morning/Afternoon Duty

A.M. Hallway

A.M. Hallway 1st: Breakfast Duty 3rd: P.M. Pick-up 2nd: A.M. Hallway 4th: Breakfast Duty

8:30 - 9:15 10:00 - 11:00 Reading Gifted @ 8:45 - 9:15 Andrews @ 10:00 - 10:45 Vocabulary @ 8:45 - 9:15 Small Groups @ 10:00 - 10:30

O: 1.) Review Consistent, Inconsistent, and Consistently; 2.) Read-aloud M: Word cards, Thunder Cake, Digging Up Tyrannosaurus Rex, A Bad Case of Stripes, chart paper and a marker, reading ISN, “IDR Conference Sheet” A: 1.) Briefly review the words; 2.) Play “Does That Make Sense?”; 3.) Pair students and get ready to work together; 4.) Discuss narrative texts; 5.) Introduce Thunder Cake; 6.) Read aloud; 7.) Discuss the story; 8.) Highlight story elements; 9.) Complete “Story Elements” ISN page; 10.) Discuss the partner work; 11.) Start using the “IDR Conference Notes” record sheet to document conferences E: SW, TO, TG

O: 1.) Ongoing Review; 2.) Catch-up Day M: Last week’s words, iPad A: 1.) Display the word cards and briefly review the words; 2.) Review the activity “What Do You Think About?”; 3.) Do the activity “What Do You Think About?” in pairs; 4.) Finish up any Making Meaning lessons not finished earlier in the week; 5.) Allow students to finish RTWs E: SW, TO, TG

READING 4.SL.1.1a 4.SL.1.1b 4.SL.1.1c 4.SL.1.1d 4.L.3.5c 4.L.3.4 4.L.3.4b 4.RF.3.3 4.RL.4.10 4.RI.4.10 4.RI.1.1

9:15 - 10:00 Writing

O: Explore and Drafting Personal Narratives (Week 2, Day 5) M: Student Writing Handbook pg. 6, “Notes About Personal Narratives” chart, marker, writing notebook A: 1.) Gather and briefly review; 2.) Analyze transitional words in “Little Things”; 3.) Analyze writing for use of transitional words; 4.) Draft personal narratives; 5.) Confer in pairs about personal narrative drafts; 6.) Reflect on pair conferences E: SW, TO, TG

O: 1.) Assess Consonant Clusters; 2.) Assess Singular and Plural Nouns M: Grammar pg. 43 A: 1.) Assess consonant cluster spelling words; 2.) Assess nouns with Grammar pg. 43 E: SW, TO, TG

WRITING 4.SL.1.1a 4.SL.1.1b 4.SL.1.1c 4.SL.1.1d 4.W.4.10 4.W.1.3

11:05 - 11:35 Resource

Computer Music MATH 4.NBT.1.1 4.NBT.1.2 4.NBT.1.3 4.NBT.2.4 4.NBT.2.5 4.OA.1.1 4.OA.1.2 4.OA.1.3

11:44 – 12:09 Lunch

12: 15 - 12:45 Teacher P.E.

12:45 - 1:45 (W/Th/F) 12:15 - 1:45 (M/T) Math DuPont @ 12:30 - 1:30 (W/Th/F) DuPont @ 12:15 - 1:30 (M/T) Andrews @ 12:45 - 1:30

O: Multiply 3-Digit and 4-Digit Numbers with Regrouping

M: “Fast Facts” W.S., iPad, QR code, base 10 blocks, R19

A: 1.) Have students work on MobyMax Fact Master (12:45 – 12:55); 2.) First rotation (12:55 -1:10); 3.) Second rotation (1:10 – 1:25); 4.) Third rotation (1:25 - 1:40); 5.) Have students complete Fast Facts (1:40 – 1:45) E: SW, TO, TG BUILD Centers U: Thinking Blocks: Add. and Sub. (Set 3) I: IXL: D.6 D: R19

O: Solve Multi-Step Problems Using Equations

M: “Fast Facts” W.S., iPad, QR code, MPB pgs. 45-46

A: 1.) Have students work on MobyMax Fact Master (12:45 – 12:55); 2.) First rotation (12:55 -1:10); 3.) Second rotation (1:10 – 1:25); 4.) Third rotation (1:25 - 1:40); 5.) Have students complete Fast Facts (1:40 – 1:45) E: SW, TO, TG BUILD Centers U: Thinking Blocks: Add. and Sub. (Set 4) I: 3rd grade IXL: J.2 D: MPB pgs. 45-46

1:45 - 2:15 Science/Social Studies

O: Changes That Make New Matter M: Yesterday's work, science textbook (pgs. 384-389), "Changing Matter" W.S. A: 1.) Finish any of yesterday's work; 2.) Have students complete "Changing Matter" W.S. E: SW, TO, TG

O: Assess Ch. 10 M: Ch. 10 Test, science book A: Have students complete the Ch. 10 Test (students may use their books) E: SW, TO, TG

SCIENCE/SOCIAL STUDIES SC.4.P.8.2 SC.4.P.9.1 S.C.4.N.1.6 S.C.4.N.1.7

2:15 - 2:40 Enrichment

Speech (A.S. and T.R.) @ 2:10 - 2:40 Speech (S.P., C.H., and G.S.) @ 2:10 - 2:40 NOTES Observation Times:

Thursday 1:00 - 1:30 12:30 - 1:00 10:30 - 11:00 Tuesday 1:10 - 1:40 12:40 - 1:10 10:30 - 11:00 Wednesday 1:10 - 1:40 12:40 - 1:10 10:30 - 11:00

O: Independent Daily Reading M: iPad, IDR books, Student Response Book A: 1.) Allow students to read independently and work on their RTWs while I conference with them; 2.) Have students write in their IDR log in their Student Response Books E: SW, TO, TG

O: Flashlight Friday M: iPad, IDR books, Student Response Book, flashlight A: 1.) Allow students to read independently with a flashlight while I conference with them; 2.) Have students write in their IDR log in their Student Response Books E: SW, TO, TG

2:40 - 2:42 Pack-up/Dismissal

HW: Read for at least 15 min./IDR Log Practice fast facts

Ashley Phillips

7th Grade Language Arts

“The Yellow Fever of 1793” by Samuel A. Gum

CCSS.ELA-Literacy.RI.7.5 Analyze the structure an author uses to organize a text, including how the major sections contribute to the whole and to the development of the ideas.

CCSS.ELA-Literacy.RI.7.6 Determine an author’s point of view or purpose in a text and analyze how the author distinguishes his or her position from that of others.

CIS Step 1

Vocabulary Instruction and Modeling Reading to Build Comprehension

Tasks: Teacher asks hook question, vocabulary is taught explicitly, and article is read aloud while students code and mark the text.

Purpose: To establish a purpose for reading, teach relevant vocabulary, model fluent reading, and provide interactive and critical thinking opportunities with the text.

1. Hook Question

• Teacher displays hook question on LCD project for bell ringer • “Would you help a dying sick person, without knowing if you would catch their

disease?” • Students will be given 3 minutes to respond to this on their bell ringer paper. Then the

teacher will launch a class discussion where students share their answers.

2. Essential Question

• Essential Question is displayed on the LCD projector. • “Think about how disease is prevented in the United States today: how is that different

from Philadelphia in the 1700s?” • Students will make predictions in a teacher-led class discussion • Students will complete written response to the essential question

3. Vocabulary Instruction

• Bestowed, ghastly, gripped, disquieting, containment, extremity, quarantines, adaptations

• Teacher will teach vocabulary words using a PowerPoint. Each word has an illustration to help with comprehension of its meaning.

• Teacher will model filling out a graphic organizer that indentifies each word, meaning, part of speech, and context.

5. Reading #1

• Teacher will ask the students to remember the essential question and read through the article “The Yellow Fever of 1793”

• Students will underline any clues to how life was hard for poor people in Philadelphia. • Students will answer the essential question again after reading the article.

6. Reading #2

• Teacher will monitor students as they read independently in small groups a second time using the guided question, “Think about how disease is prevented in the United States today: how is that different from Philadelphia in the 1700s?”

• Directed Note-Taking- students will use a “Three-Column Note Making” chart to record notes as they read. The three columns asks the students to: name the paragraph, the topic (main idea), and supporting details

CIS Step 2

Rereading and Question Comprehension to Deepen Comprehension

Tasks: Teacher models how to generate a complex question based off a paragraph in the article that relates to the main idea of the text. Students will then create their own questions with guided practice and teacher feedback.

Purpose: To provide students with a demonstration of the thought process of generating a complex question and how it can deepen their comprehension.

1. Question Generation

• Teacher reads the first paragraph of the article and generates a high level question. • Students copy the question in their article. • In small groups students use their notes to create questions from the article. Each

paragraph will be given a certain type of question that needs to be generated. For example: paragraph 2 develop a “why” question, paragraph 3 develop a when question. Students will record their questions in the margins of the article.

2. Question Classification and Categorization

• Using the article and the document camera, teacher will lead a class discussion to record student questions.

• Using the “Types of Questions T Chart” teacher will model how to determine what questions are “beefy” and what questions are “bony”.

CIS Step 3

Using Text-Based Essential Questions to Facilitate Student Thinking While Reading

Tasks: Students respond to an essential question that is text-based. Using all of their notes thus far, students will respond to the question. Then they will review/revise/edit their response after a class discussion.

1. Text Discussion

• Essential question is displayed on LCD projector. “Using text-based evidence from the article, why the Yellow Fever devastated Philadelphia.”

• Teacher leads the class in discussing answer

2. Final Writing

• Students will use information from their directed note-taking chart and the article to complete a graphic organizer which locates the text based evidence needed to support their answer.

• They will use their completed graphic organizer to answer the essential question using text based evidence.

• Teacher will ask students to compare their initial response to the essential question with their final answer.

Ashley Phillips

Karen Fontana

7th Grade Language Arts

“Dickens’ London” by David Berdue

CCSS.ELA-Literacy.RI.7.5 Analyze the structure an author uses to organize a text, including how the major sections contribute to the whole and to the development of the ideas.

CCSS.ELA-Literacy.RI.7.6 Determine an author’s point of view or purpose in a text and analyze how the author distinguishes his or her position from that of others.

CIS Step 1

Vocabulary Instruction and Modeling Reading to Build Comprehension

Tasks: Teacher asks hook question, vocabulary is taught explicitly, and article is read aloud while students code and mark the text.

Purpose: To establish a purpose for reading, teach relevant vocabulary, model fluent reading, and provide interactive and critical thinking opportunities with the text.

1. Hook Question

• Teacher displays hook question on LCD project for bell ringer • “Would you want a homeless shelter to open in your neighborhood?” • Students will be given 3 minutes to respond to this on their bell ringer paper. Then the

teacher will launch a class discussion where students share their answers.

2. Essential Question

• Essential Question is displayed on the LCD projector.

• “Think about how sanitation is promoted in the United States today: How is that different from life in 19th Century London?”

• Students will make predictions in a teacher-led class discussion

• Students will complete written response to the essential question

3. Anticipation Guide

• Students will mark agree or disagree in their anticipation guide for each statement listed.

4. Vocabulary Instruction

• Immerse, accelerated, cacophony, cholera, tainted, indigent, atrocities, somber • Teacher will teach vocabulary words using a PowerPoint. Each word has an

illustration to help with comprehension of its meaning.

• Teacher will model filling out a graphic organizer that indentifies each word, meaning, part of speech, and context.

• Teacher will use a Cloze activity to further teach comprehension of the words.

5. Reading #1

• Teacher will ask the students to remember the essential question and read through the article “Dickens’ London”

• Students will underline any clues to how life was hard for poor people in 19th Century London.

• Students will answer the essential question again after reading the article.

6. Reading #2

• Teacher will monitor students as they read independently in small groups a second time using the guided question, “How was sanitation in 19th Century London different from sanitation today in America?”

• Directed Note-Taking- students will use a “Three-Column Note Making” chart to record notes as they read. The three columns asks the students to: name the paragraph, the topic (main idea), and supporting details

7. Anticipation Guide

• Students will return to their anticipation guide to correct or prove their prediction statements and provide evidence of their choice.

CIS Step 2

Rereading and Question Comprehension to Deepen Comprehension

Tasks: Teacher models how to generate a complex question based off a paragraph in the article that relates to the main idea of the text. Students will then create their own questions with guided practice and teacher feedback.

Purpose: To provide students with a demonstration of the thought process of generating a complex question and how it can deepen their comprehension.

1. Question Generation

• Teacher reads the first paragraph of the article and generates a high level question. • Students copy the question in their graphic organizer • In small groups students use their notes to create questions from the article. Each

paragraph will be given a certain type of question that needs to be generated. For example: paragraph 2 develop a “why” question, paragraph 3 develop a when question. Students will record their questions in the margins of the article.

2. Question Classification and Categorization

• Using the “5 Ws and an H Graphic Organizer” and the document camera, teacher will lead a class discussion to record student questions.

• Using the “Types of Questions T Chart” teacher will model how to determine what questions are “beefy” and what questions are “bony”.

CIS Step 3

Using Text-Based Essential Questions to Facilitate Student Thinking While Reading

Tasks: Students respond to an essential question that is text-based. Using all of their notes thus far, students will respond to the question. Then they will review/revise/edit their response after a class discussion.

1. Text Discussion

• Essential question is displayed on LCD projector. “Using text-based evidence from the article, describe sanitation in 19th Century London.”

• Teacher leads the class in discussing answer

2. Final Writing

• Students will use information from their directed note-taking chart and the article to complete a graphic organizer which locates the text based evidence needed to support their answer.

• They will use their completed graphic organizer to answer the essential question using text based evidence.

• Teacher will ask students to compare their initial response to the essential question with their final answer.

“The Wrath of Grendel”

Turn to page 38 in your Literature book and read the “Background”

section for Beowulf.

“The Wrath of Grendel”

http://www.schooltube.com/video/e6a10fe0b5fba175f35f/

Follow along in your book as the audio reads.

Ok, now please pay very close attention as we go through a presentation on this section.

• Look at the lines in your textbook and the summaries provided.

• You will be experiencing this the creation

process of this summary very soon. – Wink wink ;)

Summary • Lines 5 -13 : References to creation • Lines 17 -23 :Description of Grendel

– “demon” “fiend”

• Herot Hall – partying too loud

Hrothgar

Summary (continued) • Grendel comes in the night – Takes 30 men

• Grendel came and continued to kill – “Hate had triumphed”

Summary (continued)

• So Grendel ruled for “twelve winters” • Danes couldn’t make a deal with Grendel • However, Grendel would not touch Hrothgar’s

throne – protected by God

Now let’s say I was given the task to create an advertisement….

Looking for excitement? Look no further!

READ “THE WRATH OF GRENDEL”

Monsters! Mayhem! Murder! It’s so invigorating! Grab your British Literature

book and turn to lines 1 -104 today!

Then I was inspired to write a song, because I’m Mrs. Alphonse, and

literature moves me to sing.

Song

The Dane, Hrothgar was King And peace at Herot did Ring Happiness was present for all Men celebrated in the Hall Until one day they sang too loud And it awoke an evil crowd Grendel of the moors Spawned from hell and evil lore Waited for all the men to sleep Then into Herot did creep

Taking thirty men to their grave For twelve winters he continued to slay Hrothgar fell into despair And Herot was in disrepair All waiting for a man To avenge their fallen kin….

Now you will receive your own little bundle of joy…

• Your very own Beowulf study guide! • Keep up with this because it is worth a TEST

grade! – If you loose it and need another copy it’s 20 points

off of whatever grade you earn.

• Don’t flip out! I’m giving you the first section and I’ll explain how you are dividing up the work soon!

Study Guide

• Make sure you keep up with the character chart on the back of your study guide as well! – It will be completed gradually as we go through

this Epic tale.

Study Guide Answers (Write these down on your copy!)

1. Q:Why does Grendel attack the Danes? A: Because they were partying too loud

2. Who is Hrothgar? A: He is the King of Herot 3. What is Herot? A: The mead hall

Study Guide Answers!

4. Explain the meaning of the following lines describing Grendel:

“ He was spawned in that slime, Conceived by a pair of monsters born Of Cain, murderous creatures banished By God, punished forever for the crime Of Abel’s death.” (19 -23)

Answer: Grendel is evil incarnate,

born of the first murderer, tormented.

Study Guide Answers!

5. Where does Grendel live? A: The moors 6. Describe Grendel’s attack method? A: Grendel ambushes the sleeping men in Herot

hall. 7. Why wouldn’t Grendel touch Hrothgar’s

throne? A: Because it is protected by God

Study Guide Answers!

8. What did Hrothar’s warriors begin to do after the second attack of Grendel?

A: The warriors began to run far away, distance was safety

9. How is Grendel’s attack different from that of an honorable hero?

A: He attacks in the night and when the warriors are asleep, not a chance to fight back

Study Guide Answers!

10.Does Grendel show remorse? Explain your answer.

A: No, because he continues to come back and kill.

11. For how long did Grendel’s attack plague Herot?

A: Twelve winters (Twelve years)

Study Guide Answers!

12. Why did the “best and noble” turn to the Devil’s guidance?

A: Because they were desperate to get rid of Grendel, so turned to pagan practices

The Project. The Presentation.

Now it’s your turn!

• This Beowulf Project/Presentation will be worth a TEST grade too!

• We are going to look at each aspect so pay

close attention. • You are going to work in the same teams you

worked in for your Team Manual project.

Study Guide

• Your group is responsible for the reading and COMPLETION of the corresponding section of the Beowulf study guide. – You must include the page

number with your answers to support your answers.

• This includes the character

chart on pg.6

Your Presentation • Your group will present a CREATIVE plot

summary of your assigned reading section. • You should include skit, poster board,

PowerPoint, large storybook, or video. – NOT STOLEN OFF INTERNET. THIS WILL RESULT IN

A ZERO!

• 8 minutes minimum!

Song

• You are to create song lyrics that summarize your assigned reading.

• This can be handwritten or typed – I am not Simon Cowell and will not be critical as

long as your lyrics are APPROPRIATE AND ACCURATE.

• Optional performance for EXTRA CREDIT!

Advertisement

• For your assigned reading you will create some form of advertisement to encourage people to read your selection. – This can be a flier, brochure, etc. – It needs to be ORIGINAL! – YET AGAIN, APPROPRIATE AND ACCURATE!

School to Work

• You will need to read the section for your assigned letter.

• Part of your presentation will include a section on how to write your assigned letter.

• This must include a visual, such as a poster, handout, or PowerPoint.

School to Work : Letter

• You will need to WRITE your assigned letter, using the format you will teach in your presentation.

Letterhead

• You will need to create a letterhead for the character sending the assigned letter you will write and teach.

Study Guide Answers

• In your presentation you need to provide the answers for your assigned reading.

• (Just like you just saw in my presentation for the Wrath of Grendel)

• It is WAY easier if you do this in a Powerpoint.

General Guidelines

• Everyone on the team MUST do the following tasks: – Read assigned portion of Beowulf and complete study

questions. – Read assigned section of School to Work text – Take ACTIVE part in oral presentation. (You must

speak!)

General Guidelines

• You will need to plan who is responsible for what aspects today and tomorrow!

• Make sure that you use your time in class wisely! – Especially utilizing the School to Work textbooks!

The presentations will be done in order! (So it makes sense!)

• There are no excuses! • No late presentations! • You have PLENTY OF TIME! • We will start presentations on Monday,

October 20th !

Make sure you know the number of your team and write it on the top of

your Beowulf Project packet!

Team Assignments (1st period)

• Group 1 : Cassie, Tiffany, Brie, Ty • Group 2: Ashley B., Michael, Weslee • Group 3 : Jason, Trent, Cheyanne, Forrest • Group 4 : Madison, Alex, Mindy • Group 5 : Cooper, Courtney S., Kaitlyn • Group 6 : Brandon, Ariana, Natalie, Ashley D. • Group 7: Jose, John, Cory, Courtney P.

Team Assignments (2nd period )

• Group 1 : Daniel, Kayla, Brenden • Group 2: Garrett, Jared, Jennifer, Tori • Group 3 : Daulton, Courtney, Douglas • Group 4 : Layton, Craig, Devin, John R. • Group 5 : Dawn, Matt W., Tiffany • Group 6 : Luke, Michael, Lauren, Zach • Group 7: Chase, James, Jacob, Robert C.

Team Assignments (4th period)

• Group 1 : Bo, Iris, Erick, Graylen,Kevin • Group 2: Jack, Tabitha, Devvin • Group 3 : Jacoby, Kendall, Zach • Group 4 : Taylor, Shaiyen, Jerett, Kenzi • Group 5 : Payton, Tara, Jake • Group 6 : Naomi, Ashlee, Serena • Group 7: Kyler, Carly, James

Team Assignments (5th period)

• Group 1 : Clayton, Jonathan, Wyatt • Group 2: Braxton, Ashley, Dean • Group 3 : Brighton, Sam, Jay, Zac W. • Group 4 : Elin, Cain, Zach T., Alexis • Group 5 : Sean, Buck, Hunter, Tyler S • Group 6 : Amber, Tyler, Danielle • Group 7: Emily, Anton, Deanna

Team Assignments (6th period)

• Group 1 : James Anderson, Jessica, Justin • Group 2: Karla, Christie, Dalton, Brice T. • Group 3 : Ryan, Dustin, Jimmy, Jackson • Group 4 : William, Tori, Miranda • Group 5 : Zach H., Kyle, David, Garrett • Group 6 : Raven, Zach P., Justin • Group 7: Tye, Bryce P., James Curtis

Lesson Plan Name: Crawford, Rodriguez, Capper__ Date: _10/17/2014________ Lesson Title: _Trash to Treasure Method: _Framework for Intention and Targeted Teaching

SSS Standard, Access Point, Subject, Strand

Standard 2: Evaluate the roles, rights and responsibilities of United States Citizens and determine methods of active participation in society, government, and the political system. SS.912.C.2.In.e/Ss.7.C.2.In.e – Engage in a service project to further the public good, such as at school, community, state and national levels. SS.7.C.2.Pa.n – Participate in a service project to further the public good, such as at school, community, or state levels. Ss.7.C.2.Su.n – Assist with a service project to further the public good, such as at school, community, or state levels. Subject – Social Studies Strand – Civics & Government

Grade / group size / Length of Lesson

7th – 12th / 4-9 /Three forty-five Minute Class Periods

Lesson Objective(s)

Given recycled paper, students will engage, participate and assist in a service project for our school and community that will promote recycling efforts with 85% accuracy.

Resources / Preparation, Materials

Community Stores – Ace Hardware and Mallards Pack and Ship located in Keystone Heights, FL. Materials:

Paper Box Rolling cart Discarded/recycled paper Scissors/staple removers Paper shredder Garbage bags Computers for Internet Usage

Vocabulary Community - a group of people living in the same place or having a particular characteristic in common Recycle - convert (waste) into reusable material Reduce - make smaller or less in amount, degree, or size Reuse - use again or more than once Shred - a strip of some material, such as paper, cloth, or food, that has been torn, cut, or scraped from something larger

Procedure:

Opening Gain attention, motivate: (Use The Hook Strategy – technique 12, Teach Like a Champion) Take a paper bag full of shredded paper and have students place hand in the bag without looking. Tell the students “I have all this stuff in this bag, and I can’t figure out what it is or what to do with it.” *Collaborative Learning - Let the students break out into an open discussion about what they think is in the bag, once they have come to a collaborate agreement on what it is begin… *Modeling Thinking - Lead the discussion using “I statements” to explain thinking while demonstrating the task or strategy. Alert students about errors to avoid, or show them how to apply new thinking. Have students think of things that they can reuse the shredded paper for or what should be done with it. (Monitor and help lead the discussion into the fact that this shredded paper can be reused, not thrown out.)

Relate Prior Knowledge, experiences. Ask the students if they ever found something that was discarded and kept because it was something that they liked or felt they could make useful. (Teacher sharing of such a time when this happened for you will help cue the learners and stimulate their sharing.) Have you ever reused anything else besides paper? *Establish Purpose – Explain to the students that over the next few days we are going to get involved in a service project that will reduce, reuse, and recycle paper around our school. We will reduce the paper, by picking up unwanted recyclable paper from classroom around our campus; we will then recycle the paper into shreds to further public good. Stores in our community will reuse and put in use the shreds of paper rather than buying new products. Body

Day 1 *Independent Learning -Students will use resources, internet, books in the library, etc… to formulate ideas of what paper could be recycled to. They will write their findings on a sticky note to add to a continuous class chart. -Students will collect paper form predetermined classrooms around school campus.

Day 2 -As whole group the teacher will review the chart the students created the day before, discussing each sticky note labeled with different uses of recycled paper. *Guided Instruction -The teacher will guide the instruction to choose two of the sticky notes that would most benefit good use to stores in our community. 1. Shredded paper would benefit the use in small animal cages. 2. Shredded paper would be of good us to stuff in packages. -Have students begin sorting the recycled paper they picked up the day before by cutting off the paper clips and/or staples to get it prepared to be shredded. Then have students shred the paper in a shredder tying off the bags filled to be delivered to community stores.

Day 3 -Students will take a trip into town to distribute the bags of shredded paper. The first stop will be Ace Hardware; they can use the paper for their animal cages. The second stop will be Mallards Pack-n-Ship, where they can use the paper to stuff their packages.

Closure Wow! I’m so proud of all of your hard work. We were able to make good use of all the recycled paper around our campus and put it to good use in our community. In your small groups I would like to see if you can establish a plan and/or schedule so we could continue this project throughout the school year.

Assessment

Using observations of the group discussions, looking for the student’s ability to relate and develop a plan to reduce, reuse and recycle, the assessment will be measured by 85% accuracy and 100% participation of the student’s ability to attend promptly to the assigned task.

Accommodations: (ESE/Independent, Supportive, Participatory)

Independent – Students on an Independent Level of Intellectual Disabilities would benefit by having more direct assistance to help engage students during individual research time. Participatory – Students on a Participatory Level of Intellectual Disabilities would benefit by being give the research material in picture card form and having direct assistance so they will participate during individual research time. Supportive – Students on a supportive level of Intellectual Disabilities would benefit by having someone assist them during each aspect of the lesson. Picture cards and hand over hand manipulation could be used.

Lesson Evaluation (answer the questions after teaching the lesson)

Decisions about the plan: Why did you choose to teach what you did? Why did you choose to teach it the way you did? Which parts worked and which didn't? Why? How will you plan differently? Evaluation of Student Response and Learning: How did the students respond to your lesson while you were teaching? Give specific examples. How did the accommodations you planned help your special needs learners? Based on the evidence during practice and on the assessment, how many students met the objectives appropriately? Analyze the specific results. What will you suggest and/or do for those who did not? Self-analysis of Teaching Performance: What teaching behaviors/skills did you use successfully? What are the skills you want to improve upon based on feedback and/or your own analysis? How will you work on these?

Payton Capper Teacher-Centered Lesson Plan Lesson Topic/Subject: SRA Connecting Math Concepts text level D, lesson #1/Math Grade/Subject: 7th/8th Grade EMH (InD-I) Unit/Multi-subject Lesson Objectives: Math concepts as directed from SRA, Connecting Math Concepts text level D, lesson #1 (addition and subtraction column problems, fractions, number sentence equations, number families, number maps for 5’s, and column multiplication problems). *Content being taught to teach and reinforce individual student math needs based on Individual Education Plan (IEP) goals for Math. *Math concepts being taught are necessary for student’s academic functioning for their remaining years in high school and to help with independent living skills for when they are out of school. Relation to State Standards: Curriculum is based on Florida State Access Points for Jr. High EMH students. MA.7.A.3.In.c: Translate real-world problem situations into number sentences (equations) involving addition and subtraction of two-digit numbers using a problem solving strategy. Materials: SRA Connecting Math Concepts teacher’s guide, student text book and student workbooks. Lesson Outline: Lesson taught from direct instruction curriculum. Students are placed in a small group according to their appropriate learning level. Teacher reads script from teacher’s guide and directs students in each exercise of the lesson. Teacher gives instructions and examples of work students will complete. Students then solve problems independently. Teacher gives correct answers and remediation for students with incorrect answers. When teacher led exercises are completed, students will complete the sections of independent work parts 8-10. When independent work is complete by all students teacher and students will go over corrections. Any problems that the students have answered incorrect are re-explained by the teacher and the student attempts to do each problem correctly. Teacher and students go over corrected problems and further remediation is done if needed. *Modifications have been made for this lesson to adequately accommodate the special learning needs of the students. Rationale: The teacher-centered method of instruction is the best method for teaching this lesson. The direct instruction lessons provided in the SRA Connecting Math curriculum are an effective style for the learning abilities of these students. They require small group and one on one instruction to fully grasp concepts in this subject as well as others. Teacher led instruction, correction and remediation during this lesson are the most effective way for the students gain the knowledge needed to meet the lesson objectives. Assessment: This lesson is assessed by oral review, teacher corrections of each exercise taught and grading the student’s independent assignment.

Payton Capper Student-Centered Lesson Plan Lesson Topic/Subject: Vacation Destination (My State Report Booklet)/Social Studies Grade/Subject: 7th/8th grade ESE/EMH Unit/multi-subject Lesson Objectives: The title of this Lesson is, Vacation Destination. This lesson gives the students terms and concepts about their chosen topic to research. The skills involved in this lesson are simple research skills using relative technology to the students learning level. This Lesson has a variety of high and low order questions. The higher order questions are addressed with the students and modified with assistance from the teacher. This lesson is designed to make the student more familiar with a particular state, it’s geography and facts about the state. Relation to State Standards: Lesson being taught based on Florida State required Access Points for Social Studies in exceptional student education, Educable Mentally Handicapped unit. Access Point #SS.7.G.1.Su.a - Locate the fifty states and their capital cities in addition to the nation's capital on a map. Understand how to use maps and other geographic representations, tools, and technology to report information. *This lesson is applicable to the student in real life because it gives them an opportunity to find out, for themselves, factual information about places that they could actually visit. Whether or not they visit the destinations they chose, it gives them the chance to gain knowledge about a place that they are interested in knowing about, recognizing where in the United States it is located and use technology and other tools to report the information for the assignment. Materials: Teacher generated research packet, My State Report Booklet obtained on line from a teacher resource website. The Computer lab is used for internet access, maps and encyclopedias are used to research each student’s topic. Lesson Outline: The students are separated into pairs and assigned a packet titled, My State Report Booklet. The teacher goes through the packet page by page explaining the information that needs to be researched so that the facts for each page can be filled in. Once the explanation for the project is given, the teacher will help the students log on to the internet on the lab computers, and supply maps and encyclopedias to begin their research. The teacher will give the students appropriate web addresses that the students may search to help find the needed information. As the student gathers the information they fill in the corresponding blanks in the packet. When the report is done the pairs of students will give a short oral report about the state they chose as their Vacation Destination. Rationale: The student-centered method of instruction is the best method for this assignment. The students will work in pairs to research, interact and synthesize the information into a final project. Having the students “control” the assignment, with teacher supervision, makes the pairs accountable for their part of the project and gives them autonomy within the boundaries of the assignment. The students must also cooperate and problem-solve to create the final product.

Content Area: Chemistry I Honors Period: 2,4,6 Date: Starting 9/8/14 Connection to Previous Learning: Sig Figs and Scientific Notation Learning Goal: Chapter 4 – Atomic Structure Standards: SC.912.N.1.1, SC.912.N.3.1, SC.912.N.3.2, MA.912.S.3.2, LA.910.2.2.3, SC.912.N.3.2, SC.912.S.3.5, SC.912.P.8.3, SC.912.N.1.6, SC.912.N.2.4, SC.912.P.8.3, SC.912.P.8.4 Strategy Being Modeled: Bellwork: Handout on research project topics with keywords. Section 4.1 – Defining the Atom Atom – smallest particle of an element that keeps the element’s identity in a chemical reaction Democritus – one of the first people to suggest the existence of atoms, even though he couldn’t verify his theories with experiments at the time (he lived from 460-370 BC), his theories agreed with later scientific theories More than 2000 years after Democritus’ death, John Dalton tested hypotheses and developed theories to explain his observations of chemistry. The result of this work is known as Dalton’s atomic theory:

1. All elements are composed of tiny indivisible particles called atoms. a. Atoms of the same element are identical. b. The atoms of any one element are different from those of any other element

2. Atoms of different elements can physically mix together or can chemically combine in simple whole-number ratios to form compounds

3. Chemical reactions occur when atoms are rearranged so that atoms are attached in a different arrangement a. Atoms on one element are never changed into atoms of another element as a result of a chemical

reaction How small is an atom? The radii of most atoms are between 5 E -11 and 2 E -10. Is it possible to observe an atom? Yes with something called an scanning electron microscope SEM. You Tube video “Just How Small is an Atom?” (about 5 minutes long) Class work: page 94, questions 1-5 Wrap-Up: On screen Bell Work: On Screen

Lesson Planning Format

Section 4.2 – Structure of the Nuclear Atom One big change from Dalton’s theory is that atoms are now known to be divisible. Atoms can be broken down into smaller, more fundamental particles called subatomic particles. Three of them are: Electrons- negatively charged subatomic particles

1. Discovered in 1897 by English Physicist JJ Thomson, first subatomic particle to be found 2. Thomson’s experiment, using cathode ray tubes, helped him conclude that electrons are components

of all atoms. 3. American physicist Robert Millikan found the charge of a single electron using his Oil Drop

Experiment, charge on one electron = 1.60 E-19 coulomb Protons – positively charged subatomic particle

1. Eugen Goldstein observed rays traveling in the direction opposite to the cathode rays that must be positively charged, these were protons

Neutrons – a neutral subatomic particle

1. Discovered by James Chadwick in 1932, neutrons have no charge but almost the same mass as a proton.

Draw chart on board (page 97) this should be in class notebook. Scientists now wondered how the particles were put together in an atom. An early model was called the plum pudding model, where electrons were evenly distributed throughout an atom filled with positively charged material. Then Ernest Rutherford, in 1911, conducted the gold foil experiment to test the plum pudding theory and found some surprising results. (The experimental set up is shown on page 98) Based on these results, Rutherford came up with a new model of an atom that was mostly empty space with a very small region containing almost all the mass and all the positive charge. He called this small region the nucleus. Nucleus – central core of an atom that contains protons and neutrons Rutherford’s model was later revised to explain chemical properties of elements. You Tube video: If time Rutherford’s Gold Foil Experiment, by Duell about 6 minutes Workbook, sections 4.1 and 4.2 in class Wrap up: On screen Bell Work: On screen Section 4.3 – Distinguishing among atoms

Atomic number – the number of protons in an atom Since all elements on the periodic table are electrically neutral, the atoms have the same number of electrons as protons Examples in class Mass number – the total number of protons and neutrons in an atom Therefore: number of neutrons = mass number – atomic number Important: Elements differ from one another because they contain different numbers of protons. Do sample problem 20 on page 103 on board. Isotopes – atoms of the same element that have the same atomic number but different mass numbers. In other words, they have a different number of neutrons Remember – isotopes have the same number of protons and electrons, just a different number of neutrons Atomic Mass The mass of a proton or neutron is very small (1.67 E -24g) and the mass of an electron is almost negligible to the mass of a proton or neutron (9.11 E -28g), therefore, the mass of even a very large atom is very small. Mass Spectrometers have been used since the 1920s to determine the mass of a single atom. Because these values are difficult to work with, it is useful to compare the relative masses of atoms to a reference isotope as a standard.Carbon-12 is used as the standard and so Carbon-12 has a mass of exactly 12 atomic mass units, or amu’s Atomic mass unit – a standard unit of mass equal to 1/12 the mass of a carbon-12 atom Using these units, a He-4 atom has 1/3 the mass of a carbon-12 atom, or 4 amu’s A Nickel-60 atom is 60 amu’s In nature, most elements are found as a mixture of two or more isotopes. These mixtures appear as percentages called natural percent abundance. In order to accurately calculate the atomic mass, you must take into consideration the natural percent abundance of each isotope. Discuss the table on page 107. Discuss example on page 108. Workbook: Section 4.3 in class. Wrap up: Practice problem 26 on page 110.

Resources Being Used (specific to portions of text/manipulatives/experiment/etc. Textbook, chalkboard, class notebook, workbook Evidence of Learning Quality of responses from wrap up. Quiz bell work scores. Test at the end of the chapter. Weekly: How are you providing feedback? Quiz at end of section, homework.