Ms. Montanya

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We know we're a few days late on this, but we've FINALLY posted the 5 Finalists for our Best Website contest on our Facebook page at https://www.facebook.com/TeacherWebInc. You have from now until midnight next Wednesday, May 22nd, to vote on your favorite. The winner will receive a free year of TeacherWeb, and the 4 runners-up will get $15 Starbucks giftcards, so vote wisely! The Finalists' websites are posted in their own photo album on our Facebook page, so check those out first, visit the sites, click around, then come back and vote via our poll. Thanks for your participation - we were amazed by all the entries and fantastic websites that we got to review, and if you didn't end up in the Top 5, know that it's because there are so many stellar educators out there using our products to reach their students and families that it was almost impossible for us to choose. Thanks again, The folks at TeacherWeb Visit the TeacherWeb® videos to learn about the features, modifications, and customizations available on your website. Click here to learn more. Homework small medium large Montanya Lesson Plans 5/13/13-5/17/13 Monday, 5/13/13 Language Arts ELA Common Core Standard: Comprehension Strand Target 4,5, 11 Student Engagement: Why do people move? Learning Target: I understand the prompt for the CBA Warm Up: Look over CBA 1. Attendance 2. Handout: CBA Instructions 3. Go over: CBA Instructions Differentiation: Individual/Group Checks for Understanding: Ongoing/Circulate 4. Points/MYD Social Studies ELA Common Core Standard: Comprehension Strand Target 4,5, 11 Student Engagement: Why do people move? Learning Target: I understand the prompt for the CBA 1. Attendance 2. Begin: CBA Research Differentiation: Individual/Group Checks for Understanding: Ongoing/Circulate 3. Points/MYD Learning Strategies ELA Standard: Targets 1, 3, 7, and 11 Student Engagement: How can I increase my active vocabulary? Learning Target: I can answer text based questions with 80% accuracy. 1. Attendance/Agenda 2. View: Oceans 4. SSR- Reading Log Differentiation: Individualized SSR, Seating, and Lexile Levels Check for Understanding: Ongoing, text based answers, lexile levels 5. MYD Points Tuesday, 5/14/13 MSP Math Testing Schedule 8:30-11:30 Math MSP testing 11:30-12:00 1st Period 12:00-12:30 Lunch 12:30-1:00 2nd Period 1:00-1:30 Learning Strategies 1:30-2:00 4th Period 2:00-2:30 5th Period 2:30-3:00 6th Period Wednesday 5/15/13 Language Arts ELA Common Core Standard: Comprehension Strand Target 4,5, 11 Student Engagement: Why do people move? Learning Target: I understand the prompt for the CBA 1. Attendance 2. Continue: CBA Research Differentiation: Individual/Group Checks for Understanding: Ongoing/Circulate 3. Points/MYD Social Studies ELA Common Core Standard: Comprehension Strand Target 4,5, 11 Student Engagement: Why do people move? Learning Target: I understand the prompt for the CBA 1. Attendance 2. Begin: CBA Transfer to posterboard or foldables Differentiation: Individual/Group Checks for Understanding: Ongoing/Circulate 3. Points/MYD Learning Strategies ELA Standard: Targets 1, 3, 7, and 11 Student Engagement: How can I increase my active vocabulary? Learning Target: I can answer text based questions with 80% accuracy. 1. Attendance/Agenda 2. Complete: Student made study guide for Whales. 3. SSR- Reading Log Differentiation: Individualized SSR, Seating, and Lexile Levels Check for Understanding: Ongoing, text based answers, lexile levels 5. MYD Points Thursday, 4/16/13 FAEA Schedule 8:30-10:00 1st Block 10:00-11:30 2nd Block 11:30-12:00 1st Period 12:00-12:30 Lunch 12:30-1:00 2nd Period 1:00-1:30 3rd Period 1:30-2:00 4th Period 2:00-2:30 5th Period 2:30-3:00 6th Period Friday, 4/17/13 Language Arts ELA Common Core Standard: Comprehension Strand Target 4,5, 11 Student Engagement: Why do people move? Learning Target: I understand the prompt for the CBA 1. Attendance 2. Continue: CBA Transfer to posterboard or foldables Differentiation: Individual/Group Checks for Understanding: Ongoing/Circulate 3. Points/MYD Social Studies: ELA Common Core Standard: Comprehension Strand Target 4,5, 11 Student Engagement: Why do people move? Learning Target: I understand the prompt for the CBA 1. Attendance 2. Complete: CBA Transfer to posterboard or foldables Differentiation: Individual/Group Checks for Understanding: Ongoing/Circulate 3. Points/MYD Learning Strategies ELA Standard: Targets 1, 3, 7, and 11 Student Engagement: How can I increase my active vocabulary? Learning Target: I can answer text based questions with 80% accuracy. 1. Attendance/Agenda 2. Preview: Detective Donut 4. SSR- Reading Log Differentiation: Individualized SSR, Seating, and Lexile Levels Check for Understanding: Ongoing, text based answers, lexile levels 5. MYD Points Monday, 5/6/13 Language Arts ELA Common Core Standard: Comprehension Strand Target 4,5, 11 Student Engagement: Which word will I add to my active vocabulary today? Learning Target: I know what the roots dict and log mean. Warm Up: Daily affirmation- I will not let my behavior contradict my intentions. 1. Attendance 2. Handout: Reading Log, 5/6/13-5/6/13 3. Chapter 17-18 Packet Differentiation: Individual/Group Checks for Understanding: Ongoing/Circulate 4. Points/MYD Social Studies ELA Common Core Standard: Comprehension Strand Target 4,5, 11 Student Engagement: Which word will I add to my active vocabulary today? Learning Target: I can listen effectively for story elements for Egypt Games . 1. Attendance 2. Continue: Gandhi Differentiation: Individual/Group Checks for Understanding: Ongoing/Circulate 3. Points/MYD Learning Strategies ELA Standard: Targets 1, 3, 7, and 11 Student Engagement: How can I increase my active vocabulary? Learning Target: I can answer text based questions with 80% accuracy. 1. Attendance/Agenda 2. View: Oceans 4. SSR- Reading Log Differentiation: Individualized SSR, Seating, and Lexile Levels Check for Understanding: Ongoing, text based answers, lexile levels 5. MYD Points Tuesday, 5/7/13 FAEA Schedule 8:30-10:00 1st Block 10:00-11:30 2nd Block 11:30-12:00 1st Period 12:00-12:30 Lunch 12:30-1:00 2nd Period 1:00-1:30 3rd Period 1:30-2:00 4th Period 2:00-2:30 5th Period 2:30-3:00 6th Period Wednesday 5/8/13 Language Arts ELA Common Core Standard: Comprehension Strand Target 4,5, 11 Student Engagement: Which word will I add to my active vocabulary today? Learning Target: I know what the roots dict and log mean. Warm Up: Daily affirmation- I will not let my behavior contradict my intentions. 1. Attendance 2. Chapter 19-20 Packet Differentiation: Individual/Group Checks for Understanding: Ongoing/Circulate 3. Points/MYD Social Studies ELA Common Core Standard: Comprehension Strand Target 4,5, 11 Student Engagement: Which word will I add to my active vocabulary today? Learning Target: I can listen effectively for story elements for Egypt Games . 1. Attendance 2. Continue: Gandhi Differentiation: Individual/Group Checks for Understanding: Ongoing/Circulate 3. Points/MYD Learning Strategies ELA Standard: Targets 1, 3, 7, and 11 Student Engagement: How can I increase my active vocabulary? Learning Target: I can answer text based questions with 80% accuracy. 1. Attendance/Agenda 2. View: Oceans 4. SSR- Reading Log Differentiation: Individualized SSR, Seating, and Lexile Levels Check for Understanding: Ongoing, text based answers, lexile levels 5. MYD Points Thursday, 4/9/13 FAEA Schedule 8:30-10:00 1st Block 10:00-11:30 2nd Block 11:30-12:00 1st Period 12:00-12:30 Lunch 12:30-1:00 2nd Period 1:00-1:30 3rd Period 1:30-2:00 4th Period 2:00-2:30 5th Period 2:30-3:00 6th Period Friday, 4/10/13 Language Arts ELA Common Core Standard: Comprehension Strand Target 4,5, 11 Student Engagement: Which word will I add to my active vocabulary today? Learning Target: I know what the roots dict and log mean. Warm Up: Daily affirmation- I will not let my behavior contradict my intentions. 1. Attendance 2. Turn in: REading Log for 5/6/13-5/9/13 2. Vocabulary Review Tests: Chapters 13, 14, 15, 16 Differentiation: Individual/Group Checks for Understanding: Ongoing/Circulate 3. Points/MYD Social Studies: SS Standard: G2.1 Describe the natural characteristics of places and regions and explain the cause of their characteristics SS Standard: G2.2 Describe the patterns humans make on places and regions SS Standard: G3.1 Identify and examine people’s interaction with and impact on the environment ELA Common Core Standard: Comprehension Strand Target 4 and 5 Student Engagement/Essential Question: Who was Gandhi and what did he have in common with MLK Jr, Lincoln, and Kennedy Learning Target: The student will be able to describe the everyday life of the people of India 1. Attendance 2. Read/Discuss: Chapter 4, sections 3-4 Learning Strategies ELA Standard: Targets 1, 3, 7, and 11 Student Engagement: How can I increase my active vocabulary? Learning Target: I can answer text based questions with 80% accuracy. 1. Attendance/Agenda 2. View: Oceans 4. SSR- Reading Log Differentiation: Individualized SSR, Seating, and Lexile Levels Check for Understanding: Ongoing, text based answers, lexile levels 5. MYD Points Language Arts Lesson Plans 4/15/13-4/19/13 Monday, 4/15/13 ELA Common Core Standard: Comprehension Strand Target 4,5, 11 Student Engagement: Which word will I add to my active vocabulary today? Learning Target: I know what the roots dict and log mean. Warm Up: Daily affirmation- I will not let my behavior contradict my intentions. 1. Attendance 2. Chapter 12 Word Search 3. Intro: Chapter 12 Vocabulary Differentiation: Individual/Group Checks for Understanding: Ongoing/Circulate 1. Points/MYD Tuesday, 4/16/13 ELA Common Core Standard: Comprehension Strand Target 4,5, 11 Student Engagement: Which word will I add to my active vocabulary today? Learning Target: I can add Latin and Greek roots to my active vocabulary by utilizing them in an affirmation that will be shared with the class. Warm Up: Daily Affirmations: I will develop a sense of delayed gratification. I will allow my good intentions to dictate my behavior. 1. Attendance 2. Go over: Daily Affirmation 3. Whole Group Write: Daily Affirmation 4. Individual/GroupWrite: Affirmation 5. Share/Individual/Group: Affirmation Differentiation: Individual/Group Checks for Understanding: Ongoing/Circulate 2. Points/MYD Wednesday, 4/17/13 ELA Common Core Standard: Comprehension Strand Target 4,5, 11 Student Engagement: Which word will I add to my active vocabulary today? Learning Target: I can write an extended response utilizing details from the selection Warm Up: Look over MSP Practice Prompt 1. Attendance 2. Complete: MSP Prompt 3. Go Over/Discuss: MSP Prompt Differentiation: Individual/Group Checks for Understanding: Ongoing/Circulate 3. Points/MYD Thursday, 4/18/13 ELA Common Core Standard: Comprehension Strand Target 4,5, 11 Student Engagement: Which word will I add to my active vocabulary today? Learning Target: I can write an extended response utilizing details from the selection Warm Up: Daily Affirmation 1. Attendance 2. Complete/Go Over chapter 12 Packet 4. Study for Chapter 12 Vocabulary and Spelling Tests for Friday, 4/19/13 Differentiation: Individual/Group Checks for Understanding: Ongoing/Circulate 4. Points/MYD Friday, 4/19/13 ELA Common Core Standard: Comprehension Strand Target 4,5, 11 Student Engagement: Which word will I add to my active vocabulary today? Learning Target: I know what the roots dict and log mean Warm Up: Daily Affirmation 1. Attendance 2. Test: Chapter 12 Spelling Test 3. Test: Chapter 12 Vocabulary Quiz 4. Read: Egypt Games Chapter 17-18, pages 151-166 Differentiation: Individual/Group Checks for Understanding: Ongoing/Circulate 5. Points/MYD Social Studies Lesson Plans 4/15/13- 4/19/13 Monday, 4/15/13 ELA Common Core Standard: Comprehension Strand Target 4,5, 11 Student Engagement: Which word will I add to my active vocabulary today? Learning Target: I can listen effectively for story elements for Egypt Games . Warm Up: Review Vocabulary 1. Attendance 2. Continue: Egypt Games Chapters 19-21 3. Continue: Cornell Notes for Egypt Games Chapters 19-21 4. Complete: Egypt Games Quiz for Chapters 19-21 Differentiation: Individual/Group Checks for Understanding: Ongoing/Circulate 5. Points/MYD Tuesday, 4/16/13 ELA Common Core Standard: Comprehension Strand Target 4,5, 11 Student Engagement: Which word will I add to my active vocabulary today? Learning Target: I can listen effectively for story elements for Egypt Games . Warm Up: Review Vocabulary 1. Attendance 2. Continue: Egypt Games Chapters 22-24 3. Continue: Cornell Notes for Egypt Games Chapters 22-24 4. Complete: Egypt Games Quiz for Chapters 22-24 Differentiation: Individual/Group Checks for Understanding: Ongoing/Circulate 5. Points/MYD Wednesday, 4/17/13 ELA Common Core Standard: Comprehension Strand Target 4,5, 11 Student Engagement: Which word will I add to my active vocabulary today? Learning Target: I can write an extended response with details from the selection 1. Attendance 2. Complete/Go over: MSP Prompt 3. Make- Up Work Differentiation: Individual/Group Checks for Understanding: Ongoing/Circulate 4. Points/MYD Thursday, 4/18/13 ELA Common Core Standard: Comprehension Strand Target 4,5, 11 Student Engagement: Which word will I add to my active vocabulary today? Learning Target: I can write an extended response regarding the Egypt Game 1. Attendance 2. Complete/Go over: Cornell Notes /Egypt Games Final Differentiation: Individual/Group Checks for Understanding: Ongoing/Circulate 3. Points/MYD Friday, 4/19/13 ELA Common Core Standard: Comprehension Strand Target 4,5, 11 Student Engagement: Which word will I add to my active vocabulary today? Learning Target: I can utilize my knowledge about Egypt in order to effectively participate in the Egypt Festival. Warm Up: Review Vocabulary 1. Attendance 2. 2:00- 2:20 Play Egyptian Games in Cafeteria 3. 2:20-2:30 1st Rotation Activities 4. 2:30-2:40 2nd Rotation Activities 5. 2:40-2:50 3rd Rotation Activities 6. 2:50-3:00 4th Rotation Activities Differentiation: Individual/Group Checks for Understanding: Ongoing/Circulate 7. Points/MYD Learning Strategies Lesson Plan 4/15/13- 4/19/13 Monday, 4/15/13 ELA Standard: Targets 1, 3, 7, and 11 Student Engagement: How can I increase my active vocabulary? Learning Target: I can answer text based questions with 80% accuracy. 1. Attendance/Agenda 2. Word Search: Hilmo List #17 3. Vocabulary Discussion: Hilmo List #17 4. SSR- Reading Log Differentiation: Individualized SSR, Seating, and Lexile Levels Check for Understanding: Ongoing, text based answers, lexile levels 5. MYD Points Tuesday, 4/16/13 –Heather’s kids come to me ELA Standard: Targets 1, 3, 7, and 11 Student Engagement: How can I increase my active vocabulary? Learning Target: I can answer text based questions with 80% accuracy. 1. Attendance/Agenda 2. SSR 3. Word Search: Hilmo List #18 4. Vocabulary Discussion: Hilmo List #17 -18 Differentiation: Individualized SSR, Seating, and Lexile Levels Check for Understanding: Ongoing, text based answers, lexile levels 5. MYD Points Wednesday, 4/17/13 ELA Standard: Targets 1, 3, 7, and 11 Student Engagement: How can I increase my active vocabulary? Learning Target: I can add one word Bridges to my active vocabulary 1. Attendance/Agenda 2. SSR 3. Read together: Bridges Differentiation: Individualized SSR, Seating Check for Understanding: Ongoing, and Review 4. MYD Points Thursday, 4/18/13 ELA Standard: Targets 1, 3, 7, and 11 Student Engagement: How can I increase my active vocabulary? Learning Target: I can answer text based questions with 80% accuracy. 1. Attendance/Agenda 2. SSR- Reading Log 3. Complete: Bridges Study Guide Differentiation: Individualized SSR, Seating, and Lexile Levels Check for Understanding: Ongoing, text based answers, lexile levels 4. MYD Points Friday, 4/19/13 ELA Standard: Targets 1, 3, 7, and 11 Student Engagement: How can I increase my active vocabulary? Learning Target: I know the meanings for the words on Hilmo List #17 5. Attendance/Agenda 6. SSR 7. Go Over: Study Guide for Bridges 8. Spelling and Vocab Tests for Hilmo List # 17 Differentiation: Individualized SSR, Seating Check for Understanding: Ongoing, and Review 9. MYD Points Language Arts Lesson Plans 4/8/13-4/12/13 Monday, 4/8/13 ELA Common Core Standard: Comprehension Strand Target 4,5, 11 Student Engagement: Which word will I add to my active vocabulary today? Learning Target: I can add one word from the Egyp Ganes chapters 7-9 to my active vocabulary. Warm Up: Daily Affirmation 1. Attendance 2. Continue: Egypt Games chapters 7(Prisoners of Fear )-9 3. Continue: Cornell Notes through Chapter 9 4. Quiz: Egypt Games Chapters 7-9 5. Test: Chapter 11 Vocabulary 6. Test: Chapter 11 Vocabulary Spelling Differentiation: Individual/Group Checks for Understanding: Ongoing/Circulate 7. Points/MYD Tuesday, 4/9/13 ELA Common Core Standard: Comprehension Strand Target 4,5, 11 Student Engagement: Which word will I add to my active vocabulary today? Learning Target: I can utilize context clues to help me answer questions on the RBA III Warm Up: Daily Affirmation – I will utilize all of the brain cells available to me and do my best on the RBA 1. Attendance 2. RBA III Wednesday, 4/10/13 ELA Common Core Standard: Comprehension Strand Target 4,5, 11 Student Engagement: Which word will I add to my active vocabulary today? Learning Target: I can utilize context clues to help me answer questions on the MSP Practice A Warm Up: Daily Affirmation – I will utilize all of the brain cells available to me and do my best on the RBA 1. Attendance 2. MSP tools Practice Test A Thursday, 4/11/12 ELA Common Core Standard: Comprehension Strand Target 4,5, 11 Student Engagement: Which word will I add to my active vocabulary today? Learning Target: I can utilize context clues to help me answer questions on the RBA III Warm Up: Daily Affirmation – I will utilize all of the brain cells available to me and do my best on the RBA 1. Attendance 2. RBA III Friday, 4/12/13 ELA Common Core Standard: Comprehension Strand Target 4,5, 11 Student Engagement: Which word will I add to my active vocabulary today? Learning Target: I know what the roots dict and log mean Warm Up: Daily Affirmation/Word Search Chapter 12 1. Attendance 2. Intro: Chapter 12 Vocabulary 3. Continue: Egypt Games Chapters 10 (Summoned by the Mighty Ones)-12 4. Continue: Cornell Notes for Egypt Games Chapters 10-12 5. Complete: Egypt Games Quiz for Chapters 10-12 Differentiation: Individual/Group Checks for Understanding: Ongoing/Circulate 6. Points/MYD Social Studies Lesson Plans 4/8/13- 4/12/13 Mnday, 4/8/13 SS Standard: G2.1 Describe the natural characteristics of places and regions and explain the cause of their characteristics SS Standard: G2.2 Describe the patterns humans make on places and regions SS Standard: G3.1 Identify and examine people’s interaction with and impact on the environment ELA Common Core Standard: Comprehension Strand Target 4 and 5 Student Engagement/Essential Question: Why do people enjoy learning about King Tut and Egypt so much? Learning Target: The student will demonstrate knowledge about Ancient Egypt by getting 70% or better on their Chapter 3 Test 1. Complete/Discuss/Go over: Chapter 3, section 5 Study Guide 2. Begin: Open Notes Test over Chapter 3 Differentiation: Individual/Group Seating Checks for understanding: Ongoing/Circulate/Questions from students 3. Points/MYD Tuesday, 4/9/13 SS Standard: G2.1 Describe the natural characteristics of places and regions and explain the cause of their characteristics SS Standard: G2.2 Describe the patterns humans make on places and regions SS Standard: G3.1 Identify and examine people’s interaction with and impact on the environment ELA Common Core Standard: Comprehension Strand Target 4 and 5 Student Engagement/Essential Question: Why do people enjoy learning about King Tut and Egypt so much? Learning Target: The student will demonstrate knowledge about Ancient Egypt by getting 70% or better on their Chapter 3 Test 1. Complete: Open Notes Test over Chapter 3 2. Questionnaire: Egypt Festival Roles 3. Study Groups: Egypt Festival Differentiation: Individual/Group Seating Checks for understanding: Ongoing/Circulate/Questions from students 4. Points/MYD Wednesday4/10/13 ELA Common Core Standard: Comprehension Strand Target 4,5, 11 Student Engagement: Which word will I add to my active vocabulary today? Learning Target: I can write story elements for Egypt Games utilizing Cornell Notes. Warm Up: Review Vocabulary 1. Attendance 2. Continue: Egypt Games Chapters 13-15 3. Continue: Cornell Notes for Egypt Games Chapters 13-15 4. Complete: Egypt Games Quiz for Chapters 10-15 Differentiation: Individual/Group Checks for Understanding: Ongoing/Circulate 5. Points/MYD Thursday, 4/11/13 ELA Common Core Standard: Comprehension Strand Target 4,5, 11 Student Engagement: Which word will I add to my active vocabulary today? Learning Target: I can write story elements for Egypt Games utilizing Cornell Notes. Warm Up: Review Vocabulary 1. Attendance 2. Continue: Egypt Games Chapters 16-18 3. Continue: Cornell Notes for Egypt Games Chapters 16-18 4. Complete: Egypt Games Quiz for Chapters 16-18 Differentiation: Individual/Group Checks for Understanding: Ongoing/Circulate 5. Points/MYD Friday, 4/12/13 ELA Common Core Standard: Comprehension Strand Target 4,5, 11 Student Engagement: Which word will I add to my active vocabulary today? Learning Target: I can write story elements for Egypt Games utilizing Cornell Notes. Warm Up: Review Vocabulary 1. Attendance 2. Continue: Egypt Games Chapters 19-21 3. Continue: Cornell Notes for Egypt Games Chapters 19-21 4. Complete: Egypt Games Quiz for Chapters 19-21 Differentiation: Individual/Group Learning Strategies Lesson Plan 4/8/13- 4/12/13 Monday, 4/8/13 ELA Standard: Targets 1, 3, 7, and 11 Student Engagement: How can I increase my active vocabulary? Learning Target: I can answer text based questions with 80% accuracy. 1. Attendance/Agenda 2. Word Search: Hilmo List #17 3. Vocabulary Discussion: Hilmo List #17 4. SSR- Reading Log Differentiation: Individualized SSR, Seating, and Lexile Levels Check for Understanding: Ongoing, text based answers, lexile levels 5. MYD Points Tuesday, 4/9/13 –My kids come to see Heather Wednesday, 4/10/13 ELA Standard: Targets 1, 3, 7, and 11 Student Engagement: How can I increase my active vocabulary? Learning Target: I can add one word Bridges to my active vocabulary 1. Attendance/Agenda 2. SSR 3. Peruse: Bridges 4. Make: Student written study guide for Bridges Differentiation: Individualized SSR, Seating Check for Understanding: Ongoing, and Review 5. MYD Points Thursday, 4/11/13 ELA Standard: Targets 1, 3, 7, and 11 Student Engagement: How can I increase my active vocabulary? Learning Target: I can answer text based questions with 80% accuracy. 1. Attendance/Agenda 2. SSR- Reading Log 3. Read: Bridges Differentiation: Individualized SSR, Seating, and Lexile Levels Check for Understanding: Ongoing, text based answers, lexile levels 4. MYD Points Friday, 4/12/13 ELA Standard: Targets 1, 3, 7, and 11 Student Engagement: How can I increase my active vocabulary? Learning Target: I know some activities that took place during the Renaissance 5. Attendance/Agenda 6. SSR 7. Complete: Study Guide for Bridges Differentiation: Individualized SSR, Seating Check for Understanding: Ongoing, and Review 8. MYD Points Language Arts Lesson Plans 3/25/13-3/29/13 Monday, 3/25/13 ELA Common Core Standard: Comprehension Strand Target 4,5, 11 Student Engagement: Which word will I add to my active vocabulary today? Learning Target: I know what the roots art, orn and apt/ept mean. Warm Up: Chapter 11 Word Search and Daily Affirmation 1. Attendance 2. Intro: Chapter 11 Vocabulary 3. Continue: Egypt Games Chapters from page 17 4. Continue: Cornell Notes for Egypt Games Chapters p. 17 Differentiation: Individual/Group Checks for Understanding: Ongoing/Circulate 5. Points/MYD Tuesday, 3/26/ 2013 ELA Common Core Standard: Comprehension Strand Target 4,5, 11 Student Engagement: Which word will I add to my active vocabulary today? Learning Target: I can write Cornell notes for the Egypt game in regard to story elements Warm Up: Daily Affirmation 1. Attendance 2. Intro: Chapter 11 Vocabulary 3. Continue: Egypt Games Chapters through page 42 4. Continue: Cornell Notes for Egypt Games Chapters through page 42 5. Complete: Egypt Games Quiz for Chapters 1-5 Differentiation: Individual/Group Checks for Understanding: Ongoing/Circulate 6. Points/MYD Wednesday,3/27/13 ELA Common Core Standard: Comprehension Strand Target 4,5, 11 Student Engagement: Which word will I add to my active vocabulary today? Learning Target: I know how to utilize the MSP online tools Warm Up: Chapter 11 Word Search and Daily Affirmation 1. Attendance 2. Begin: Chapter 11 Vocabulary Packet Differentiation: Individual/Group Checks for Understanding: Ongoing/Circulate 3. Points/MYD Thursday, 3/28/13 ELA Common Core Standard: Comprehension Strand Target 4,5, 11 Student Engagement: Which word will I add to my active vocabulary today? Learning Target: I know how to utilize the MSP online tools Warm Up: Daily Affirmation 1. Attendance 2. Complete/Go Over: Chapter 11 Vocabulary Packet 3. Continue: Egypt Games pages 42-59 4. Continue: Cornell Notes for Egypt Games Chapter 7 Differentiation: Individual/Group Checks for Understanding: Ongoing/Circulate 5. Points/MYD Friday, 3/29/13 ELA Common Core Standard: Comprehension Strand Target 4,5, 11 Student Engagement: Which word will I add to my active vocabulary today? Learning Target: I know how to utilize the MSP online tools Warm Up: Chapter 11 Word Search and Daily Affirmation 1. Attendance 2. Renaissance Fair 3. Continue: Egyypt Games chapters 8-9 4. Continue: Cornell Notes through Chapter 9 5. Quiz: Egypt Games Chapters 6-9 6. Test: Chapter 11 Vocabulary 7. Test: Chapter 11 Vocabulary Spelling Differentiation: Individual/Group Checks for Understanding: Ongoing/Circulate 8. Points/MYD 9. Social Studies Lesson Plans 3/25/13- 3/29/13 Monday, 3/25/13 SS Standard: G2.1 Describe the natural characteristics of places and regions and explain the cause of their characteristics SS Standard: G2.2 Describe the patterns humans make on places and regions SS Standard: G3.1 Identify and examine people’s interaction with and impact on the environment ELA Common Core Standard: Comprehension Strand Target 4 and 5 Student Engagement/Essential Question: Why do people enjoy learning about King Tut and Egypt so much? Learning Target: The student will be able to describe the everyday life of ancient Egyptians. 1. View Video: Egyptian Culture 2. Take Notes: Egyptian Culture 3. Complete/Discuss/Go over: Chapter 3, section 3-4 Study Guide Differentiation: Individual/Group Seating Checks for understanding: Ongoing/Circulate/Questions from students 4. Points/MYD Tuesday, 3/26/13 SS Standard: G2.1 Describe the natural characteristics of places and regions and explain the cause of their characteristics SS Standard: G2.2 Describe the patterns humans make on places and regions SS Standard: G3.1 Identify and examine people’s interaction with and impact on the environment ELA Common Core Standard: Comprehension Strand Target 4 and 5 Student Engagement/Essential Question: Why do people enjoy learning about King Tut and Egypt so much? Learning Target: The student will be able to describe the process of mummification 1. View Video: Mummification 2. Take Notes: Mummification 3. Complete: Study Notes for Chapter 3 Test Differentiation: Individual/Group Seating Checks for understanding: Ongoing/Circulate/Questions from students 4. Points/MYD Wednesday, 3/27/13-Thursday 3/28/13 SS Standard: G2.1 Describe the natural characteristics of places and regions and explain the cause of their characteristics SS Standard: G2.2 Describe the patterns humans make on places and regions SS Standard: G3.1 Identify and examine people’s interaction with and impact on the environment ELA Common Core Standard: Comprehension Strand Target 4 and 5 Student Engagement/Essential Question: Why do people enjoy learning about King Tut and Egypt so much? Learning Target: The student will be able to describe daily life/customs in Egypt 1. Computer Lab: Egypt Research Handout 2. Discuss/Research Differentiation: Individual/Group Seating Checks for understanding: Ongoing/Circulate/Questions from students 3. Points/MYD Friday, 3/29/13 SS Standard: G2.1 Describe the natural characteristics of places and regions and explain the cause of their characteristics SS Standard: G2.2 Describe the patterns humans make on places and regions SS Standard: G3.1 Identify and examine people’s interaction with and impact on the environment ELA Common Core Standard: Comprehension Strand Target 4 and 5 Student Engagement/Essential Question: Why do people enjoy learning about King Tut and Egypt so much? Learning Target: The student will demonstrate knowledge about Ancient Egypt by getting 70% or better on their Chapter 3 Test 1. Begin: Open Notes Test over Chapter 3 Differentiation: Individual/Group Seating Checks for understanding: Ongoing/Circulate/Questions from students 2. Points/MYD Learning Strategies Lesson Plan 3/25/13-3/29/13 Monday, 3/25/13 ELA Standard: Targets 1, 3, 7, and 11 Student Engagement: How can I increase my active vocabulary? Learning Target: I can answer text based questions with 80% accuracy. 1. Attendance/Agenda 2. Word Search: Hilmo List #17 3. SSR- Reading Log 4. Computer Lab: Achievement 3000 (poll,text, activity, thought question and math connection), (Exercise and Wattage) Differentiation: Individualized SSR, Seating, and Lexile Levels Check for Understanding: Ongoing, text based answers, lexile levels 5. MYD Points Tuesday, 3/26/13 – Heather’s kids come to see me ELA Standard: Targets 1, 3, 7, and 11 Student Engagement: How can I increase my active vocabulary? Learning Target: Student will be able know the meaning of 80% of the review words for chapters 6-10 1. Attendance/Agenda 2. SSR 3. Vocabulary Book: Chapter 6-10 review Differentiation: Individualized SSR, Seating, and Lexile Levels Check for Understanding: Ongoing, text based answers, lexile levels 4. MYD Points Wednesday, 3/27/13 ELA Standard: Targets 1, 3, 7, and 11 Student Engagement: How can I increase my active vocabulary? Learning Target: I can add one word from Hilmo’s list #17 my active vocabulary. 1. Attendance/Agenda 2. SSR Differentiation: Individualized SSR, Seating Check for Understanding: Ongoing, and Review 3. MYD Points Thursday, 3/28/13 ELA Standard: Targets 1, 3, 7, and 11 Student Engagement: How can I increase my active vocabulary? Learning Target: I can answer text based questions with 80% accuracy. 1. Attendance/Agenda 2. SSR- Reading Log 3. Computer Lab: Acheivement 3000 (poll,text, activity, thought question and math connection), Differentiation: Individualized SSR, Seating, and Lexile Levels Check for Understanding: Ongoing, text based answers, lexile levels 4. MYD Points Friday, 3/29/13 ELA Standard: Targets 1, 3, 7, and 11 Student Engagement: How can I increase my active vocabulary? Learning Target: I know some activities that took place during the Renaissance 1. Attendance/Agenda 2. SSR 3. Test: Hilmo List #17 Differentiation: Individualized SSR, Seating Check for Understanding: Ongoing, and Review 4. MYD Points Language Arts Lesson Plans 3/18/13-3/22/13 Monday, 3/18/13 ELA Common Core Standard: Comprehension Strand Target 4,5, 11 Student Engagement: Which word will I add to my active vocabulary today? Learning Target: I know how to utilize the MSP online tools Warm Up: Study for Chapter 10 Spelling and Vocabulary Tests 1. Attendance 2. Complete: MSP Practice A test 3. Complete: Chapter 10 Vocabulary Packet Differentiation: Individual/Group Checks for Understanding: Ongoing/Circulate 4. Points/MYD Tuesday, 3/19/13 ELA Common Core Standard: Comprehension Strand Target 4,5, 11 Student Engagement: Which word will I add to my active vocabulary today? Learning Target: I know the meaning of words with the roots of hom, andro, and anthropo Warm Up: Study Chapter 10 vocabulary and spelling words 1. Attendance 2. Complete:/Go Over Chapter 10 Vocabulary Packet 3. Test: Chapter 10 Spelling 4. Test: Chapter 10 Vocabulary 5. Handout Out/File: ELA SMART GOALs Differentiation: Individual/Group Checks for Understanding: Ongoing/Circulate 6. Points/MYD Wednesday, 3/20/13 ELA Common Core Standard: Comprehension Strand Target 4,5, 11 Student Engagement: Which word will I add to my active vocabulary today? Learning Target: I can score 80% or better on knowing the meanings of the words in chapters 6-10 Warm Up: Review Vocabulary Chapters 6-10 1. Attendance 2. Complete/Go Over: 6-10 Review Test 3. Preview: Egypt Games Book Differentiation: Individual/Group Checks for Understanding: Ongoing/Circulate 4. Points/MYD Thursday, 3/21/13 ELA Common Core Standard: Comprehension Strand Target 4,5, 11 Student Engagement: Which word will I add to my active vocabulary today? Learning Target: I can identify the story elements in Egypt Games Book chapters 1-3 Warm Up: Review Review Story Elements Handout 1. Attendance 2. Read/Discuss: Egypt Games Book chapters 1-3 3. Begin: Cornell Notes for Story Elements Differentiation: Individual/Group Checks for Understanding: Ongoing/Circulate 4. Points/MYD Friday, 3/22/13 ELA Common Core Standard: Comprehension Strand Target 4,5, 11 Student Engagement: Which word will I add to my active vocabulary today? Learning Target: I can identify the story elements in Egypt Games Book chapters 4-6 Warm Up: Review Egypt Games Vocabulary 1. Attendance 2. Read/Discuss: Egypt Games Book chapters 4-6 3. Continue: Cornell Notes for Story Elements Differentiation: Individual/Group Checks for Understanding: Ongoing/Circulate 4. Points/MYD Social Studies Lesson Plans 3/18/13- 3/22/13 Monday, 3/18/13 SS Standard: G2.1 Describe the natural characteristics of places and regions and explain the cause of their characteristics SS Standard: G2.2 Describe the patterns humans make on places and regions SS Standard: G3.1 Identify and examine people’s interaction with and impact on the environment ELA Common Core Standard: Comprehension Strand Target 4 and 5 Student Engagement/Essential Question: Why do people enjoy learning about King Tut and Egypt so much? Learning Target: The student will be able to describe how the geography of the Nile changes as the river runs its course. Warm up: Map Skills Handouts 1. SQ3R Read: Chapter 3, section 2 2. Answer: Questions about section 1-2 Differentiation: Individual/Group Seating Checks for understanding: Ongoing/Circulate/Questions from students 3. Points/MYD Tuesday, 3/19/13 SS Standard: G2.1 Describe the natural characteristics of places and regions and explain the cause of their characteristics SS Standard: G2.2 Describe the patterns humans make on places and regions SS Standard: G3.1 Identify and examine people’s interaction with and impact on the environment ELA Common Core Standard: Comprehension Strand Target 4 and 5 Student Engagement/Essential Question: Why do people enjoy learning about King Tut and Egypt so much? Learning Target: The student will be able to list/describe the three kingdom periods. 1. Complete/Discuss/Go over: Chapter 3, section 1-2 Study Guide Differentiation: Individual/Group Seating Checks for understanding: Ongoing/Circulate/Questions from students 2. Points/MYD Wednesday, 3/20/13 SS Standard: G2.1 Describe the natural characteristics of places and regions and explain the cause of their characteristics SS Standard: G2.2 Describe the patterns humans make on places and regions SS Standard: G3.1 Identify and examine people’s interaction with and impact on the environment ELA Common Core Standard: Comprehension Strand Target 4 and 5 Student Engagement/Essential Question: Why do people enjoy learning about King Tut and Egypt so much? Learning Target: The student will be able to describe the Egyptian’s belief in the afterlife. 1. SQ3R Read: Chapter 3, section 3-4 Differentiation: Individual/Group Seating Checks for understanding: Ongoing/Circulate/Questions from students 2. Points/MYD Thursday, 3/21/13 SS Standard: G2.1 Describe the natural characteristics of places and regions and explain the cause of their characteristics SS Standard: G2.2 Describe the patterns humans make on places and regions SS Standard: G3.1 Identify and examine people’s interaction with and impact on the environment ELA Common Core Standard: Comprehension Strand Target 4 and 5 Student Engagement/Essential Question: Why do people enjoy learning about King Tut and Egypt so much? Learning Target: The student will be able to describe the everyday life of ancient Egyptians. 1. Complete/Discuss/Go over: Chapter 3, section 3-4 Study Guide Differentiation: Individual/Group Seating Checks for understanding: Ongoing/Circulate/Questions from students 2. Points/MYD Friday, 3/22/13 SS Standard: G2.1 Describe the natural characteristics of places and regions and explain the cause of their characteristics SS Standard: G2.2 Describe the patterns humans make on places and regions SS Standard: G3.1 Identify and examine people’s interaction with and impact on the environment ELA Common Core Standard: Comprehension Strand Target 4 and 5 Student Engagement/Essential Question: Why do people enjoy learning about King Tut and Egypt so much? Learning Target: The student will demonstrate knowledge about Ancient Egypt by getting 70% or better on their Chapter 3 Test 1. Complete: Open notes Test over Chapter 3 Differentiation: Individual/Group Seating Checks for understanding: Ongoing/Circulate/Questions from students 2. Points/MYD Learning Strategies Lesson Plan 3/18/13-3/22/13 Monday, 3/18/13 ELA Standard: Targets 1, 3, 7, and 11 Student Engagement: How can I increase my active vocabulary? Learning Target: I can answer text based questions with 80% accuracy. 1. Attendance/Agenda 2. SSR- Reading Log 3. Computer Lab: Achievement 3000 (poll,text, activity, thought question and math connection), (Exercise and Wattage) Differentiation: Individualized SSR, Seating, and Lexile Levels Check for Understanding: Ongoing, text based answers, lexile levels 4. MYD Points Tuesday, 3/19/13 – Heather’s kids come to me ELA Standard: Targets 1, 3, 7, and 11 Student Engagement: How can I increase my active vocabulary? Learning Target: Student will be able know the meaning of 80% of the review words for chapters 6-10 1. Attendance/Agenda 2. SSR 3. Vocabulary Book: Chapter 6-10 review Differentiation: Individualized SSR, Seating, and Lexile Levels Check for Understanding: Ongoing, text based answers, lexile levels 4. MYD Points Wednesday, 3/20/13 ELA Standard: Targets 1, 3, 7, and 11 Student Engagement: How can I increase my active vocabulary? Learning Target: I can add one word from to my active vocabulary. 1. Attendance/Agenda 2. SSR 3. Preview/Read: Ruth Law Thrills a Nation 4. Make study guide: Ruth Law Thrills a Nation Differentiation: Individualized SSR, Seating Check for Understanding: Ongoing, and Review 5. MYD Points Thursday, 3/21/13 ELA Standard: Targets 1, 3, 7, and 11 Student Engagement: How can I increase my active vocabulary? Learning Target: I can answer text based questions with 80% accuracy. 1. Attendance/Agenda 2. SSR- Reading Log 3. Computer Lab: Acheivement 3000 (poll,text, activity, thought question and math connection), Differentiation: Individualized SSR, Seating, and Lexile Levels Check for Understanding: Ongoing, text based answers, lexile levels 4. MYD Points Friday, 3/22/13 ELA Standard: Targets 1, 3, 7, and 11 Student Engagement: How can I increase my active vocabulary? Learning Target: I can add one word from to my active vocabulary. 1. Attendance/Agenda 2. SSR 3. Preview/Read: Ruth Law Thrills a Nation 4. Complete/Go over: Study guide for Ruth Law Thrills a Nation Differentiation: Individualized SSR, Seating Check for Understanding: Ongoing, and Review 5. MYD Points Language Arts Lesson Plans 3/11/13-3/14/13 Monday, 3/11/13 ELA Common Core Standard: Comprehension Strand Target 4,5, 11 Student Engagement: Which word will I add to my active vocabulary today? Learning Target: I can write a persuasive writing piece. Warm Up: Study Chapter 9 vocabulary and spelling 1. Attendance 2. Test: Chapter 9 Spelling 3. Test: Chapter 9 Vocabulary 4. Intro: Chapter 10 Vocabulary 5. Handout Out/File: ELA SMART GOALs 6. Final Turn in: Persuasive Writing Assignment Differentiation: Individual/Group Checks for Understanding: Ongoing/Circulate 7. Points/MYD Tuesday, 3/12/13 ELA Common Core Standard: Comprehension Strand Target 4,5, 11 Student Engagement: Which word will I add to my active vocabulary today? Learning Target: I can know my SMART Goal for ELA Warm Up: Study Chapter 9 vocabulary and spelling 1. Attendance 2. Begin: Chapter 10 Vocabulary Packet 3. Handout Out/File: ELA SMART GOALs 4. Final Turn in: Persuasive Writing Assignment Differentiation: Individual/Group Checks for Understanding: Ongoing/Circulate 5. Points/MYD Wednesday, 3/13/13 ELA Common Core Standard: Comprehension Strand Target 4,5, 11 Student Engagement: Which word will I add to my active vocabulary today? Learning Target: I know how to use the online tools for state testing Warm Up: Head test paper. 1. Attendance 2. Complete: OSPI Reading Practice Test A 3. Final Turn in: Persuasive Writing Assignment Differentiation: Individual/Group Checks for Understanding: Ongoing/Circulate 4. Points/MYD Thursday, 3/14/13 ELA Common Core Standard: Comprehension Strand Target 4,5, 11 Student Engagement: Which word will I add to my active vocabulary today? Learning Target: I know the origin of St. Patrick’s Day Warm Up: Read origin of St. Patrick’s Day 1. Attendance 2. Enjoy: Irish Dance by Ms. Brown 3. Go over/Turn in: Chapter 10 Vocabulary Packet Differentiation: Individual/Group Checks for Understanding: Ongoing/Circulate 4. Points/MYD Social Studies Lesson Plans 3/11/13- 3/14/13 Monday 3/11/13 SS Standard: G2.1 Describe the natural characteristics of places and regions and explain the cause of their characteristics SS Standard: G2.2 Describe the patterns humans make on places and regions SS Standard: G3.1 Identify and examine people’s interaction with and impact on the environment ELA Common Core Standard: Comprehension Strand Target 4 and 5 Student Engagement/Essential Question: What does Fertile Crescent mean? Learning Target: The student will be able to write questions to create a study guide for Chapter 3 Warm Up: KWL Chart in re: Egypt 1. Complete: Chapter 2 Tests 2. Complete: SS SMART GOALS Differentiation: Individual/Group Seating Checks for understanding: Ongoing/Circulate/Questions from students 3. Points/MYD Tuesday, 3/12/13 SS Standard: G2.1 Describe the natural characteristics of places and regions and explain the cause of their characteristics SS Standard: G2.2 Describe the patterns humans make on places and regions SS Standard: G3.1 Identify and examine people’s interaction with and impact on the environment ELA Common Core Standard: Comprehension Strand Target 4 and 5 Student Engagement/Essential Question: Why do people enjoy learning about King Tut and Egypt so much? Learning Target: The student will be able to describe how the geography of the Nile changes as the river runs its course. 1. SQ3R Read: Chapter 3, section 1-2 2. Answer: Questions about section 1-2 Differentiation: Individual/Group Seating Checks for understanding: Ongoing/Circulate/Questions from students 3. Points/MYD Wednesday, 3/13/13 ELA Common Core Standard: Comprehension Strand Target 4,5, 11 Student Engagement: Which word will I add to my active vocabulary today? Learning Target: I know how to answer an extended response question. Warm Up: Look over/ Head test paper. 1. Attendance 2. Complete/Discuss: Extended Response Questions Differentiation: Individual/Group Checks for Understanding: Ongoing/Circulate 3. Points/MYD Thursday, 3/14/13 SS Standard: G2.1 Describe the natural characteristics of places and regions and explain the cause of their characteristics SS Standard: G2.2 Describe the patterns humans make on places and regions SS Standard: G3.1 Identify and examine people’s interaction with and impact on the environment ELA Common Core Standard: Comprehension Strand Target 4 and 5 Student Engagement/Essential Question: Why do people enjoy learning about King Tut and Egypt so much? Learning Target: The student will be able to list/describe the three kingdom periods. 1. Complete/Discuss/Go over: Chapter 3, section 1-2 Study Guide Differentiation: Individual/Group Seating Checks for understanding: Ongoing/Circulate/Questions from students 2. Points/MYD Learning Strategies Lesson Plan 3/11/13-3/14/13 Monday, 3/11/13 ELA Standard: Targets 1, 3, 7, and 11 Student Engagement: How can I increase my active vocabulary? Learning Target: I can answer text based questions with 80% accuracy. 1. Attendance/Agenda 2. SSR- Reading Log 3. Computer Lab: Achievement 3000 (poll,text, activity, thought question and math connection), (Exercise and Wattage) Differentiation: Individualized SSR, Seating, and Lexile Levels Check for Understanding: Ongoing, text based answers, lexile levels 4. MYD Points Wednesday, 3/13/13 ELA Standard: Targets 1, 3, 7, and 11 Student Engagement: How can I increase my active vocabulary? Learning Target: I can add one word from to my active vocabulary. 1. Attendance/Agenda 2. SSR 3. Preview/Read: Ruth Law Thrills a Nation 4. Make study guide: Ruth Law Thrills a Nation Differentiation: Individualized SSR, Seating Check for Understanding: Ongoing, and Review 5. MYD Points Thursday, 3/14/13 ELA Standard: Targets 1, 3, 7, and 11 Student Engagement: How can I increase my active vocabulary? Learning Target: I can answer text based questions with 80% accuracy. 1. Attendance/Agenda 2. SSR- Reading Log 3. Computer Lab: Acheivement 3000 (poll,text, activity, thought question and math connection), Differentiation: Individualized SSR, Seating, and Lexile Levels Check for Understanding: Ongoing, text based answers, lexile levels 4. MYD Points Language Arts Lesson Plans 3/4- 3/8/13 Monday, 3/4/13 ELA Common Core Standard: Comprehension Strand Target 4,5, 11 Student Engagement: What do I want to persuade people to do? Learning Target: I can describe the purpose of persuasive writing. Warm Up: DOL 30-31 1. Attendance 2. Hand out: ELA Reading Log 3. Intro: Chapter 9 Vocabulary Packet 4. Read/Discuss: Persuasive Writing pages 762-767, page 789 Differentiation: Individual/Group Checks for Understanding: Ongoing/Circulate 5. Points/MYD Tuesday, 3/5/13 ELA Common Core Standard: Comprehension Strand Target 4,5, 11 Student Engagement: What do I want to persuade people to do? Learning Target: I know the steps of the Writing Process. Warm Up: DOL 32-33 1. Attendance 2. Begin: Chapter 9 Vocabulary Packet 3. Review: The Writing Process 4. Persuasive Writing Discussion and Ideas Differentiation: Individual/Group Checks for Understanding: Ongoing/Circulate 5. Points/MYD Wednesday, 3/6/13 ELA Common Core Standard: Comprehension Strand Target 4,5, 11 Student Engagement: What do I want to persuade people to do? Learning Target: I know the elements of good persuasive writing. Warm Up: DOL 34-35 1. Attendance 2. Continue: Chapter 9 Packet 3. Begin: Persuasive Writing Assignment Differentiation: Individual/Group Checks for Understanding: Ongoing/Circulate 4. Points/MYD Thursday, 3/7/13 ELA Common Core Standard: Comprehension Strand Target 4,5, 11 Student Engagement: What do I want to persuade people to do? Learning Target: I know the elements of good persuasive writing. Warm Up : Study for Chapter 9 Vocabulary and Spelling Tests 1. Attendance 2. Complete/ Go over: Chapter 9 Vocabulary Packet 3. Continue: Persuasive Writing Assignment Differentiation: Individual/Group Checks for Understanding: Ongoing/Circulate 4. Points/MYD Friday, 3/8/13 ELA Common Core Standard: Comprehension Strand Target 4,5, 11 Student Engagement: Which word will I add to my active vocabulary today? Learning Target: I can write a persuasive writing piece. Warm Up: Study Chapter 9 vocabulary and spelling 1. Attendance 2. Hand in: ELA Reading Log 3. Test: Chapter 9 Spelling 4. Test: Chapter 9 Vocabulary 5. Turn in: Persuasive Writing Assignment Differentiation: Individual/Group Checks for Understanding: Ongoing/Circulate 6. Points/MYD Social Studies Lesson Plans3/4/13- 3/8/13 Monday, 3/4/13 SS Standard: G2.1 Describe the natural characteristics of places and regions and explain the cause of their characteristics SS Standard: G2.2 Describe the patterns humans make on places and regions SS Standard: G3.1 Identify and examine people’s interaction with and impact on the environment ELA Common Core Standard: Comprehension Strand Target 4 and 5 Student Engagement/Essential Question: Why do people migrate? Learning Target: The student will be able to list a few facts about Early Civilizations. Warm Up: Write SMART GOAL for SS 1. View Video: Early Civilizations 2. Take Notes: Early Civilizations Differentiation: Individual/Group Seating Checks for understanding: Ongoing/Circulate/Questions from students 3. Points/MYD Tuesday, 3/5/13 SS Standard: G2.1 Describe the natural characteristics of places and regions and explain the cause of their characteristics SS Standard: G2.2 Describe the patterns humans make on places and regions SS Standard: G3.1 Identify and examine people’s interaction with and impact on the environment ELA Common Core Standard: Comprehension Strand Target 4 and 5 Student Engagement/Essential Question: What were the pros and cons of living in “The Fertile Cresent?” Learning Target: The student will demonstrate knowledge in regard to Chapter 2 “The Fertile Crescent” Warm Up: Review Chapter 2 1. Take Test: Chapter 2 Differentiation: Individual/Group Seating Checks for understanding: Ongoing/Circulate/Questions from students 2. Points/MYD Wednesday, 3/6/13 SS Standard: G2.1 Describe the natural characteristics of places and regions and explain the cause of their characteristics SS Standard: G2.2 Describe the patterns humans make on places and regions SS Standard: G3.1 Identify and examine people’s interaction with and impact on the environment ELA Common Core Standard: Comprehension Strand Target 4 and 5 Student Engagement/Essential Question: What does Fertile Crescent mean? Learning Target: The student will be able to write questions to create a study guide for Chapter 3 Warm Up: KWL Chart in re: Egypt 1. Complete: Chapter 2 Tests 2. Go over: KWL Chart 3. Write: Chapter 3 Questions (Students Write) Differentiation: Individual/Group Seating Checks for understanding: Ongoing/Circulate/Questions from students 4. Points/MYD Thursday, 3/7/13 SS Standard: G2.1 Describe the natural characteristics of places and regions and explain the cause of their characteristics SS Standard: G2.2 Describe the patterns humans make on places and regions SS Standard: G3.1 Identify and examine people’s interaction with and impact on the environment ELA Common Core Standard: Comprehension Strand Target 4 and 5 Student Engagement/Essential Question: Why do people enjoy learning about King Tut and Egypt so much? Learning Target: The student will be able to describe how the geography of the Nile changes as the river runs its course. 1. SQ3R Read: Chapter 3, section 1-2 2. Answer: Questions about section 1-2 Differentiation: Individual/Group Seating Checks for understanding: Ongoing/Circulate/Questions from students 3. Points/MYD Friday, 3/8/13 SS Standard: G2.1 Describe the natural characteristics of places and regions and explain the cause of their characteristics SS Standard: G2.2 Describe the patterns humans make on places and regions SS Standard: G3.1 Identify and examine people’s interaction with and impact on the environment ELA Common Core Standard: Comprehension Strand Target 4 and 5 Student Engagement/Essential Question: Why do people enjoy learning about King Tut and Egypt so much? Learning Target: The student will be able to list/describe the three kingdom periods. 1. Complete/Discuss/Go over: Chapter 3, section 1-2 Study Guide Differentiation: Individual/Group Seating Checks for understanding: Ongoing/Circulate/Questions from students 2. Points/MYD Learning Strategies Lesson Plan 3/4/13-3/8/13 Monday, 3/4/13 ELA Standard: Targets 1, 3, 7, and 11 Student Engagement: How can I increase my active vocabulary? Learning Target: I can answer text based questions with 80% accuracy. 1. Attendance/Agenda 2. SSR- Reading Log 3. Computer Lab: Acheivement 3000 (poll,text, activity, thought question and math connection), Differentiation: Individualized SSR, Seating, and Lexile Levels Check for Understanding: Ongoing, text based answers, lexile levels 4. MYD Points Tuesday, 3/5/13 ELA Standard: Targets 1, 3, 7, and 11 Student Engagement: How can I increase my active vocabulary? ELA Standard: Targets 1, 3, 7, and 11 1. Attendance 2. SSR 3. Hilmo #16 Review Wednesday, 3/6/13 ELA Standard: Targets 1, 3, 7, and 11 Student Engagement: How can I increase my active vocabulary? Learning Target: I can add one word from to my active vocabulary. 1. Attendance/Agenda 2. SSR 3. Preview/Read: Ruth Law Thrills a Nation 4. Make study guide: Ruth Law Thrills a Nation Differentiation: Individualized SSR, Seating Check for Understanding: Ongoing, and Review 5. MYD Points Thursday, 3/7/13 ELA Standard: Targets 1, 3, 7, and 11 Student Engagement: How can I increase my active vocabulary? Learning Target: I can answer text based questions with 80% accuracy. 1. Attendance/Agenda 2. SSR- Reading Log 3. Computer Lab: Acheivement 3000 (poll,text, activity, thought question and math connection), Differentiation: Individualized SSR, Seating, and Lexile Levels Check for Understanding: Ongoing, text based answers, lexile levels 4. MYD Points Friday, 3/8/13 ELA Standard: Targets 1, 3, 7, and 11 Student Engagement: How can I increase my active vocabulary? Learning Target: I can answer text based questions with 80% accuracy. Attendance 1. Spelling Test: Hilmo #16 2. Vocab Test: Hilmo #16 3. Complete/Go over: Ruth Law Thrills a Nation student made study guide 4. SSR- Reading Log Learning Strategies Lesson Plan 3/4/13-3/8/13 Monday, 3/4/13 ELA Standard: Targets 1, 3, 7, and 11 Student Engagement: How can I increase my active vocabulary? Learning Target: I can answer text based questions with 80% accuracy. 1. Attendance/Agenda 2. SSR- Reading Log 3. Computer Lab: Acheivement 3000 (poll,text, activity, thought question and math connection), Differentiation: Individualized SSR, Seating, and Lexile Levels Check for Understanding: Ongoing, text based answers, lexile levels 4. MYD Points Tuesday, 3/5/13 ELA Standard: Targets 1, 3, 7, and 11 Student Engagement: How can I increase my active vocabulary? ELA Standard: Targets 1, 3, 7, and 11 1. Attendance 2. SSR 3. Hilmo #16 Review Wednesday, 3/6/13 ELA Standard: Targets 1, 3, 7, and 11 Student Engagement: How can I increase my active vocabulary? Learning Target: I can add one word from to my active vocabulary. 1. Attendance/Agenda 2. SSR 3. Preview/Read: Ruth Law Thrills a Nation 4. Make study guide: Ruth Law Thrills a Nation Differentiation: Individualized SSR, Seating Check for Understanding: Ongoing, and Review 5. MYD Points Thursday, 3/7/13 ELA Standard: Targets 1, 3, 7, and 11 Student Engagement: How can I increase my active vocabulary? Learning Target: I can answer text based questions with 80% accuracy. 1. Attendance/Agenda 2. SSR- Reading Log 3. Computer Lab: Acheivement 3000 (poll,text, activity, thought question and math connection), Differentiation: Individualized SSR, Seating, and Lexile Levels Check for Understanding: Ongoing, text based answers, lexile levels 4. MYD Points Friday, 3/8/13 ELA Standard: Targets 1, 3, 7, and 11 Student Engagement: How can I increase my active vocabulary? Learning Target: I can answer text based questions with 80% accuracy. Attendance 1. Spelling Test: Hilmo #16 2. Vocab Test: Hilmo #16 3. Complete/Go over: Ruth Law Thrills a Nation student made study guide 4. SSR- Reading Log Language Arts Lesson Plans 2/25/13- 3/1/13 Monday, 2/25/13 ELA Common Core Standard: Comprehension Strand Targets 4, 5 Student Engagement: Which word will I add to my active vocabulary today? Learning Target: I can describe the meanings words with the roots: capt, cip , and cept Warm Up: Word Search: Chapter 8 Vocab 1. Attendance 2. Warm Up: DOL Week 23 3. Word Search: Chapter 8 Vocab 4. SMART GOALS: ELA 5. Presentations: Autobiopoems 6. Hand out: ELA Reading Log Week of 2/25/13-2/28/13 Differentiation: Individual/Group Checks for Understanding: Ongoing/Circulate 7. Points/MYD Tuesday, 2/26/13 ELA Common Core Standard: Comprehension Strand Targets 4, 5 Student Engagement: Which word will I add to my active vocabulary today? Learning Target: I can correctly write sentences re: presidents and daily life. Warm Up: DOL Week 24 1. Attendance 2. Go over: DOL Week 24 3. Presentations: Autobiopoems 4. Complete/Go over: Vocabulary Chapter 8 Packet Differentiation: Individual/Group Checks for Understanding: Ongoing/Circulate 5. Points/MYD Wednesday, 2/27/13 ELA Common Core Standard: Comprehension Strand Target 5 Student Engagement: Which word will I add to my active vocabulary today? Learning Target: I can remediate any academic problems in ELA 1. Attendance 2. Warm Up: DOL Week 25 3. Presentations: Autobiopoems 4. Make up Tests 5. Comprehensive Exam: Figurative Language/Inference Differentiation: Individual/Group Checks for Understanding: Ongoing/Circulate 6. Points/MYD Thursday, 2/28/13 ELA Common Core Standard: Comprehension Strand Target 4, 5, 11 Student Engagement: Which word will I add to my active vocabulary today? Learning Target: I can write describe the purpose of persuasive writing Warm Up: Figurative Language/Inference Review 1. Attendance 2. View Video/Discuss: Persuasive Writing 3. Write: Cornell Notes on Video 4. Chapter 8 Vocab and Spelling Review Differentiation: Individual/Group Checks for Understanding: Ongoing/Circulate 5. Points/MYD Friday, 3/1/13 ELA Common Core Standard: Comprehension Strand Target 4,5, 11 Student Engagement: Which word will I add to my active vocabulary today? Learning Target: I can write demonstrate my knowledge of figurative language and inference. Warm Up: Preview: Persuasive Writing pages 762-767, page 789 1. Attendance 2. Read: Persuasive Writing pages 762-767, page 789 3. Spelling Test: Vocab Chapter 8 4. Vocab Test: Vocab Chapter 8 5. Comprehensive Exam: Figurative Language/Inference Differentiation: Individual/Group Checks for Understanding: Ongoing/Circulate 6. Points/MYD Social Studies Lesson Plans 2/25/13- 3/1/13/13 Monday, 2/25/13 SS Standard: G2.1 Describe the natural characteristics of places and regions and explain the cause of their characteristics SS Standard: G2.2 Describe the patterns humans make on places and regions SS Standard: G3.1 Identify and examine people’s interaction with and impact on the environment ELA Common Core Standard: Comprehension Strand Target 4 and 5 Student Engagement/Essential Question: Why do people have different beliefs? Learning Target: The student will be able to name a few basic beliefs of Judaism. Warm Up: Preview questions from Chapter 2, section 5 1. Read/Discuss: Chapter 2 Section 5pages 56-61 2. View Video: Judaism 3. Complete/Go Over: Chapter 2, Section 5 Guided Reading/Quiz Differentiation: Individual/Group Seating Checks for understanding: Ongoing/Circulate/Questions from students 4. Points/MYD Tuesday, 2/26/13 SS Standard: G2.1 Describe the natural characteristics of places and regions and explain the cause of their characteristics SS Standard: G2.2 Describe the patterns humans make on places and regions SS Standard: G3.1 Identify and examine people’s interaction with and impact on the environment ELA Common Core Standard: Comprehension Strand Target 4 and 5 Student Engagement/Essential Question: Why do people migrate? Learning Target: The student will be able to write SMART Goals for SS Warm Up: Read Chapter 5, sections 1-5 chapter summary 1. Write: SMART GOALS for SS 2. View Video: Mesopotamia 3. Take Notes: Mesopotamia Differentiation: Individual/Group Seating Checks for understanding: Ongoing/Circulate/Questions from students 4. Points/MYD Wednesday, 2/27/13 SS Standard: G2.1 Describe the natural characteristics of places and regions and explain the cause of their characteristics SS Standard: G2.2 Describe the patterns humans make on places and regions SS Standard: G3.1 Identify and examine people’s interaction with and impact on the environment ELA Common Core Standard: Comprehension Strand Target 4 and 5 Student Engagement/Essential Question: What were the pros and cons of living in “The Fertile Cresent?” Learning Target: The student will demonstrate knowledge in regard to Chapter 2 “The Fertile Crescent” Warm Up: Review Chapter 5 1. Take Test: Chapter 5 Differentiation: Individual/Group Seating Checks for understanding: Ongoing/Circulate/Questions from students 2. Points/MYD Thursday, 2/28/13 SS Standard: G2.1 Describe the natural characteristics of places and regions and explain the cause of their characteristics SS Standard: G2.2 Describe the patterns humans make on places and regions SS Standard: G3.1 Identify and examine people’s interaction with and impact on the environment ELA Common Core Standard: Comprehension Strand Target 4 and 5 Student Engagement/Essential Question: Why are people so interested in Egypt? Learning Target: The student will be able to name a few basic facts in regard to Egypt Warm Up: KWL Chart in re: Egypt 1. Complete: Chapter 2 Tests 2. View Music Video: King Tut 3. Go over: KWL Chart Differentiation: Individual/Group Seating Checks for understanding: Ongoing/Circulate/Questions from students 4. Points/MYD Friday, 3/1/13 SS Standard: G2.1 Describe the natural characteristics of places and regions and explain the cause of their characteristics SS Standard: G2.2 Describe the patterns humans make on places and regions SS Standard: G3.1 Identify and examine people’s interaction with and impact on the environment ELA Common Core Standard: Comprehension Strand Target 4 and 5 Student Engagement/Essential Question: Why do people enjoy learning about King Tut and Egypt so much? Learning Target: The student will be able to describe how the geography of the Nile changes as the river runs its course. 1. SQ3R Read: Chapter 3, section 1 2. Complete/Discuss/Go over: Chapter 3, section 1 packet Differentiation: Individual/Group Seating Checks for understanding: Ongoing/Circulate/Questions from students 3. Points/MYD Learning Strategies Lesson Plan 2/25/13-3/1/13 Monday, 2/25/13 ELA Standard: Targets 1, 3, 7, and 11 Student Engagement: How can I increase my active vocabulary? Learning Target: I can answer text based questions with 80% accuracy. 1. Attendance/Agenda 2. SSR- Reading Log 3. Computer Lab: Acheivement 3000 (poll,text, activity, thought question and math connection), Differentiation: Individualized SSR, Seating, and Lexile Levels Check for Understanding: Ongoing, text based answers, lexile levels 4. MYD Points Tuesday, 2/26/13 ELA Standard: Targets 1, 3, 7, and 11 1. Attendance 2. Continue: Amazing Snakes Study Guide and Summary 3. Hilmo #15 Review Wednesday, 2/20/13 ELA Standard: Targets 1, 3, 7, and 11 Student Engagement: How can I increase my active vocabulary? Learning Target: I can add one word from The Secret Room to my active vocabulary. 1. Attendance/Agenda 2. SSR/Complete Make Up Work/Study for Hilmo List #15 3. Complete/Discuss: Amazing Snakes p. 23-26 Reflection Differentiation: Individualized SSR, Seating Check for Understanding: Ongoing, and Review 4. MYD Points Thursday, 2/21/13 ELA Standard: Targets 1, 3, 7, and 11 Student Engagement: How can I increase my active vocabulary? Learning Target: I can answer text based questions with 80% accuracy. 1. Attendance/Agenda 2. SSR- Reading Log 3. Computer Lab: Acheivement 3000 (poll,text, activity, thought question and math connection), Differentiation: Individualized SSR, Seating, and Lexile Levels Check for Understanding: Ongoing, text based answers, lexile levels 4. MYD Points Friday, 3/1//13 ELA Standard: Targets 1, 3, 7, and 11 Student Engagement: How can I increase my active vocabulary? Learning Target: I can answer text based questions with 80% accuracy. Attendance 1. Spelling Test: Hilmo #15 2. Vocab Test: Hilmo #15 3. SSR- Reading Log Language Arts Lesson Plans 2/19/13- 2/22/13 Tuesday, 2/19/13 ELA Common Core Standard: Comprehension Strand Target 5 Student Engagement: Which word will I add to my active vocabulary today? Learning Target: I can write an autobiopoem. 1. Attendance 2. Warm Up: DOL Week 19 3. Read/Discuss: Brother pages 445-448 4. Go over: Inference Pretest 5. Intro: Autobiopoem 6. Write: Autobiopoem Differentiation: Individual/Group Checks for Understanding: Ongoing/Circulate 7. Points/MYD Wednesday, 2/20/13 ELA Common Core Standard: Comprehension Strand Target 5 Student Engagement: Which word will I add to my active vocabulary today? Learning Target: I can write an autobiopoem. 1. Attendance 2. Warm Up: DOL Week 20 3. Begin: Vocabulary Chapter 8 Packet 4. Complete: Autobiopoem 5. Share: Autobiopoem Differentiation: Individual/Group Checks for Understanding: Ongoing/Circulate 6. Points/MYD Thursday, 2/21/13 ELA Common Core Standard: Comprehension Strand Target 5 Student Engagement: Which word will I add to my active vocabulary today? Learning Target: I can write an autobiopoem. 1. Attendance 2. Warm Up: DOL Week 21 3. Continue: Vocabulary Chapter 8 Packet 4. Complete: Autobiopoem 5. Share: Autobiopoem Differentiation: Individual/Group Checks for Understanding: Ongoing/Circulate 6. Points/MYD Friday, 2/22/13 ELA Common Core Standard: Comprehension Strand Target 5 Student Engagement: Which word will I add to my active vocabulary today? Learning Target: I can write demonstrate my knowledge of figurative language and inference. 1. Attendance 2. Warm Up: DOL Week 22 3. Complete/Go over: Vocabulary Chapter 8 Packet 4. Comprehensive Exam: Figurative Language/Inference Differentiation: Individual/Group Checks for Understanding: Ongoing/Circulate 5. Points/MYD Social Studies Lesson Plans 2/19/13-2/22/13 Tuesday, 2/19/13 SS Standard: G2.1 Describe the natural characteristics of places and regions and explain the cause of their characteristics SS Standard: G2.2 Describe the patterns humans make on places and regions SS Standard: G3.1 Identify and examine people’s interaction with and impact on the environment ELA Common Core Standard: Comprehension Strand Target 4 and 5 Student Engagement/Essential Question: Try writing a message utilizing the Phoenician alphabet. Learning Target: The student will write and interpret a message utilizing the Phoenician alphabet. Warm Up: Preview Questions for Chapter 2, section 4 1. Attendance/Agenda checks 2. View Video: Ancient Civilizations 3. Read/Discuss: Chapter 2, section 3, pages 43-47 4. Complete/Go over: Chapter 2, sections 3, pages 43-47 Differentiation: Individual/Group Seating Checks for understanding: Ongoing/Circulate/Questions from students 5. Points/MYD Wednesday, 2/20/13 SS Standard: G2.1 Describe the natural characteristics of places and regions and explain the cause of their characteristics SS Standard: G2.2 Describe the patterns humans make on places and regions SS Standard: G3.1 Identify and examine people’s interaction with and impact on the environment ELA Common Core Standard: Comprehension Strand Target 4 and 5 Student Engagement/Essential Question: Try writing a message utilizing the Phoenician alphabet. Learning Target: The student will be able to decode a message utilizing the Phoenician Alphabet Warm Up: Preview Questions for Chapter 2, section 4 1. Attendance/Agenda checks 2. Read/Discuss: Chapter 2 Section 4pages 48-53 3. Complete/Go Over: Chapter 2, Section 4Guided Reading/Quiz 4. Write/Decode: Phoenician Alphabet Message Thursday, 2/21/13 SS Standard: G2.1 Describe the natural characteristics of places and regions and explain the cause of their characteristics SS Standard: G2.2 Describe the patterns humans make on places and regions SS Standard: G3.1 Identify and examine people’s interaction with and impact on the environment ELA Common Core Standard: Comprehension Strand Target 4 and 5 Student Engagement/Essential Question: Try writing a message utilizing the Phoenician alphabet. Learning Target: The student will be able to name a few basic beliefs of Judaism. Warm Up: Preview questions from Chapter 2, section 5 1. Read/Discuss: Chapter 2 Section 5pages 56-61 2. View Video: Judaism 3. Complete/Go Over: Chapter 2, Section 5 Guided Reading/Quiz Differentiation: Individual/Group Seating Checks for understanding: Ongoing/Circulate/Questions from students 4. Points/MYD Friday, 2/22/13 SS Standard: G2.1 Describe the natural characteristics of places and regions and explain the cause of their characteristics SS Standard: G2.2 Describe the patterns humans make on places and regions SS Standard: G3.1 Identify and examine people’s interaction with and impact on the environment ELA Common Core Standard: Comprehension Strand Target 4 and 5 Student Engagement/Essential Question: Try writing a message utilizing the Phoenician alphabet. Learning Target: The student will be able to name a few basic beliefs of Judaism. Warm Up: Read Chapter 5, sections 1-5 chapter summary 1. View Video: Mesopotamia 2. Take Notes: Mesopotamia Differentiation: Individual/Group Seating Checks for understanding: Ongoing/Circulate/Questions from students 3. Points/MYD Monday, 2/25/13 SS Standard: G2.1 Describe the natural characteristics of places and regions and explain the cause of their characteristics SS Standard: G2.2 Describe the patterns humans make on places and regions SS Standard: G3.1 Identify and examine people’s interaction with and impact on the environment ELA Common Core Standard: Comprehension Strand Target 4 and 5 Student Engagement/Essential Question: Try writing a message utilizing the Phoenician alphabet. Learning Target: The student will be demonstrate the ability to utilize text features to locate and interpret information found in the text of Chapter 2. Warm Up: Vocabulary Review for Chapter 2 1. Attendance/Agenda checks 2. Complete: Chapter 2 Test (Sections 1-5 quiz) Differentiation: Individual/Group Seating Checks for understanding: Ongoing/Circulate/Questions from students 3. Points/MYD Tuesday, 2/19/13 ELA Standard: Targets 1, 3, 7, and 11 1. Attendance 2. Word Search: Hilmo List #15 3. ELA Review Questions 4. SSR Wednesday, 2/20/13 ELA Standard: Targets 1, 3, 7, and 11 Student Engagement: How can I increase my active vocabulary? Learning Target: I can add one word from The Secret Room to my active vocabulary. 1. Attendance/Agenda 2. SSR 3. Read Aloud : Amazing Snakes p. 23-26 4. Complete/Discuss: : Amazing Snakes p. 23-26 Reflection Differentiation: Individualized SSR, Seating Check for Understanding: Ongoing, and Review 5. MYD Points Thursday, 2/21/13 ELA Standard: Targets 1, 3, 7, and 11 Student Engagement: How can I increase my active vocabulary? Learning Target: I can answer text based questions with 80% accuracy. 1. Attendance/Agenda 2. SSR- Reading Log 3. Computer Lab: Acheivement 3000 (poll,text, activity, thought question and math connection), Differentiation: Individualized SSR, Seating, and Lexile Levels Check for Understanding: Ongoing, text based answers, lexile levels 4. MYD Points Friday, 22/13 ELA Standard: Targets 1, 3, 7, and 11 Student Engagement: How can I increase my active vocabulary? Learning Target: I can answer text based questions with 80% accuracy. Attendance 1. Spelling Test: Hilmo #15 2. Vocab Test: Hilmo #15 3. SSR- Reading Log Language Arts Lesson Plans 2/11/13- 2/14/13 Monday, 2/11/13 ELA Common Core Standard: Comprehension Strand Target 5 Student Engagement: Which word will I add to my active vocabulary today? Learning Target: I can describe the difference between a simile and a metaphor. 1. Warm Up: DOL: Week 16 2. Post – test: Eleven Assessment from Blue Spiral Paperback (little booklet) 3. Complete/Go Over: Simile and Metaphor Post- Test 4. Read: Elements of Literature page 444 5. Discuss: Inference Differentiation: Individual/Group Checks for Understanding: Ongoing/Circulate Points/MYD Tuesday, 2/12/13 ELA Common Core Standard: Comprehension Strand Target 5 Student Engagement: Which word will I add to my active vocabulary today? Learning Target: I can make an inference in regard to the story “Brother”. 1. Warm Up: DOL Week 17. 2. Read/Discuss: Brother pages 445-448 6. Go over: Inference Pretest Differentiation: Individual/Group Checks for Understanding: Ongoing/Circulate Points/MYD Wednesday, 2/13/13 Science Fair!!! Yea!!!! Thursday, 2/14/13 ELA Common Core Standard: Comprehension Strand Target 5 Student Engagement: Which word will I add to my active vocabulary today? Learning Target: I can write an autobiopoem. 1. Attendance 2. Warm Up: DOL Week 18 3. Intro: Autobiopoem 4. Write: Autobiopoem Differentiation: Individual/Group Checks for Understanding: Ongoing/Circulate 5. Points/MYD Social Studies Lesson Plans 2/11/13-2/14/13 Monday, 2/11/13 SS Standard: G2.1 Describe the natural characteristics of places and regions and explain the cause of their characteristics SS Standard: G2.2 Describe the patterns humans make on places and regions SS Standard: G3.1 Identify and examine people’s interaction with and impact on the environment ELA Common Core Standard: Comprehension Strand Target 4 and 5 Student Engagement/Essential Question: How would it feel to live in prehistoric times? Learning Target: The student will be able to compare and contrast the cities of Sumer utilizing a T- chart Warm Up: Preview Questions for Chapter 2, section 1 1. Attendance/Agenda checks 2. Read/Discuss: Chapter 2 Section 1 pages 28-37 3. Complete/Go Over: Chapter 2, Section 1 Guided Reading Differentiation: Individual/Group Seating Checks for understanding: Ongoing/Circulate/Questions from students 4. Points/MYD Tuesday, 2/12/13 SS Standard: G2.1 Describe the natural characteristics of places and regions and explain the cause of their characteristics SS Standard: G2.2 Describe the patterns humans make on places and regions SS Standard: G3.1 Identify and examine people’s interaction with and impact on the environment ELA Common Core Standard: Comprehension Strand Target 4 and 5 Student Engagement/Essential Question: How would it feel to live in prehistoric times? Learning Target: The student will be able to describe how Babylonia was able to rise again after defeat. Warm Up: Preview Questions for Chapter 2, section 2-3 1. Attendance/Agenda checks 2. Complete: SS Goals/Reflection 3. Read/Discuss: Chapter 2 Section 2 -3pages 38-47 4. Complete/Go Over: Chapter 2, Section 2-3 Guided Reading Differentiation: Individual/Group Seating Checks for understanding: Ongoing/Circulate/Questions from students Points/MYD Wednesday, 2/13/13 Science Fair!!!! Yea!!!! Thursday, 2/14/13 SS Standard: G2.1 Describe the natural characteristics of places and regions and explain the cause of their characteristics SS Standard: G2.2 Describe the patterns humans make on places and regions SS Standard: G3.1 Identify and examine people’s interaction with and impact on the environment ELA Common Core Standard: Comprehension Strand Target 4 and 5 Student Engagement/Essential Question: Try writing a message utilizing the Phoenician alphabet. Learning Target: The student will write and interpret a message utilizing the Phoenician alphabet. Warm Up: Preview Questions for Chapter 2, section 4 1. Attendance/Agenda checks 2. Read/Discuss: Chapter 2 Section 4pages 48-55 3. Complete/Go Over: Chapter 2, Section 4Guided Reading Differentiation: Individual/Group Seating Checks for understanding: Ongoing/Circulate/Questions from students 4. Points/MYD Learning Strategies Lesson Plan 2/11/13-2/14/13 Monday, 2/11/13 ELA Standard: Targets 1, 3, 7, and 11 Student Engagement: How can I increase my active vocabulary? Learning Target: I can answer text based questions with 80% accuracy. 1. Attendance/Agenda 2. Spelling Test: Hilmo #14 3. Vocab Test: Hilmo #14 4. SSR- Reading Log 5. Computer Lab: Acheivement 3000 (poll,text, activity, thought question and math connection), Differentiation: Individualized SSR, Seating, and Lexile Levels Check for Understanding: Ongoing, text based answers, lexile levels 6. MYD Points Tuesday, 2/12/13 – To Wissinger’s class Wednesday, 2/13/13 ELA Standard: Targets 1, 3, 7, and 11 Student Engagement: How can I increase my active vocabulary? Learning Target: I can add one word from The Secret Room to my active vocabulary. 1. Attendance/Agenda 2. SSR 3. Read Silently: Amazing Snakes 4. Complete/Discuss: Reflection Questions for The Secret Room p. 23-26 Differentiation: Individualized SSR, Seating Check for Understanding: Ongoing, and Review 5. MYD Points Thursday, 2/14/13 ELA Standard: Targets 1, 3, 7, and 11 Student Engagement: How can I increase my active vocabulary? Learning Target: I can answer text based questions with 80% accuracy. 1. Attendance/Agenda 2. SSR- Reading Log 3. Computer Lab: Acheivement 3000 (poll,text, activity, thought question and math connection), Differentiation: Individualized SSR, Seating, and Lexile Levels Check for Understanding: Ongoing, text based answers, lexile levels 4. MYD Points Language Arts Lesson Plans 2/4/13- 2/8/13 Monday, 2/4/13 ELA Common Core Standard: Comprehension Strand Target 5 Student Engagement: Why is it important to add words to my active vocabulary? Learning Target: I can add a word from “Eleven” to my active vocabulary. 1. Warm Up: DOL: Week 15 2. Handout: ELA Reading Log for 2/4/13-2/7/13 3. Teacher Reads: Eleven (What is the definition of simile and metaphor?) p. 574-578 4. Complete/Go Over: Selection Test for “Eleven” Differentiation: Individual/Group Checks for Understanding: Ongoing/Circulate 5. Points/MYD Tuesday, 2/5/13 ELA Common Core Standard: Comprehension Strand Target 5 Student Engagement: Which word will I add to my active vocabulary today? Learning Target: I can identify similes and metaphors in “Eleven”. 1. Warm Up: DOL: Week 16 2. Re- Reads: “Eleven” p. 574-577 3. Post – test: Eleven Assessment from Blue Spiral Paperback (little booklet) Differentiation: Individual/Group Checks for Understanding: Ongoing/Circulate 4. Points/MYD Wednesday, 2/6/13 ELA Common Core Standard: Comprehension Strand Target 5 Student Engagement: Which word will I add to my active vocabulary today? Learning Target: I can make an inference in regard to the story “Brother”. 1. Warm Up: DOL: Week 17 2. Read: page Elements of Literature page 444 3. Discuss: Inference 4. Read/Discuss: Brother pages 445-448 5. Go over: Inference Pretest Differentiation: Individual/Group Checks for Understanding: Ongoing/Circulate Points/MYD Thursday, 2/7/13 ELA Common Core Standard: Comprehension Strand Target 5 Student Engagement: Which word will I add to my active vocabulary today? Learning Target: I can write an autobiopoem. 1. Attendance 2. Warm Up: DOL Week 18 3. Intro: Autobiopoem 4. Write: Autobiopoem Differentiation: Individual/Group Checks for Understanding: Ongoing/Circulate 5. Points/MYD Friday, 2/8/13 ELA Common Core Standard: Comprehension Strand Target 5 Student Engagement: Which word will I add to my active vocabulary today? Learning Target: I can revise my MAPS goals 1. Attendance 2. Collect: ELA Reading Log for 2/4/13-2/7/13 3. Warm Up: DOL Week 19 4. Review/Revise: ELA Maps Goals 5. Post test: The Bridegroom p. 63 Differentiation: Individual/Group Checks for Understanding: Ongoing/Circulate 6. Points/MYD Social Studies Lesson Plans 2/4/13-2/8/13 Monday, 2/4/13 SS Standard: G2.1 Describe the natural characteristics of places and regions and explain the cause of their characteristics SS Standard: G2.2 Describe the patterns humans make on places and regions SS Standard: G3.1 Identify and examine people’s interaction with and impact on the environment ELA Common Core Standard: Comprehension Strand Target 4 and 5 Student Engagement/Essential Question: How would it feel to live in prehistoric times? Learning Target: The student will be able identify story elements in In the Shadow of the Mammoth utilizing Cornell Notes Warm Up: In the Shadow of the Mammoth Cornell Notes) 1. Attendance/Agenda checks 2. Go over Cornell Notes: In the Shadow of the Mammoth 3. Complete/Go over: Mammoth Crossword Puzzle Differentiation: Artistic kids illustrate story Checks for understanding: Ongoing/Circulate/Questions from students 4. Points/MYD Tuesday, 2/5/13- Wednesday, 2/6/13 SS Standard: G2.1 Describe the natural characteristics of places and regions and explain the cause of their characteristics SS Standard: G2.2 Describe the patterns humans make on places and regions SS Standard: G3.1 Identify and examine people’s interaction with and impact on the environment ELA Common Core Standard: Comprehension Strand Target 4 and 5 Student Engagement/Essential Question: How would it feel to live in prehistoric times? Learning Target: The student will be able describe key vocabulary in chapter 1 Warm Up: Chapter 1 Vocabulary Review/Preview 1. Attendance/Agenda checks 2. Read/Discuss: Chapter 1 pages 4-25 3. Complete/Go over: Chapter 1 Vocabulary Differentiation: Individual/Group Seating Checks for understanding: Ongoing/Circulate/Questions from students 4. Points/MYD Thursday, 2/7/13 SS Standard: G2.1 Describe the natural characteristics of places and regions and explain the cause of their characteristics SS Standard: G2.2 Describe the patterns humans make on places and regions SS Standard: G3.1 Identify and examine people’s interaction with and impact on the environment ELA Common Core Standard: Comprehension Strand Target 4 and 5 Student Engagement/Essential Question: How would it feel to live in prehistoric times? Learning Target: The student will be able to compare and contrast the cities of Sumer utilizing a T- chart Warm Up: Preview Questions for Chapter 2, section 1 1. Attendance/Agenda checks 2. Read/Discuss: Chapter 2 Section 1 pages 28-37 3. Complete/Go Over: Chapter 2, Section 1 Guided Reading Differentiation: Individual/Group Seating Checks for understanding: Ongoing/Circulate/Questions from students 4. Points/MYD Friday, 2/8/13 SS Standard: G2.1 Describe the natural characteristics of places and regions and explain the cause of their characteristics SS Standard: G2.2 Describe the patterns humans make on places and regions SS Standard: G3.1 Identify and examine people’s interaction with and impact on the environment ELA Common Core Standard: Comprehension Strand Target 4 and 5 Student Engagement/Essential Question: How would it feel to live in prehistoric times? Learning Target: The student will be able to describe how Babylonia was able to rise again after defeat. Warm Up: Preview Questions for Chapter 2, section 2-3 1. Attendance/Agenda checks 2. Complete: SS Goals/Reflection 3. Read/Discuss: Chapter 2 Section 2 -3pages 38-47 4. Complete/Go Over: Chapter 2, Section 2-3 Guided Reading Differentiation: Individual/Group Seating Checks for understanding: Ongoing/Circulate/Questions from students 5. Points/MYD Learning Strategies Lesson Plan 2/4/13-2/8/13 Monday, 2/4/13 ELA Standard: Targets 1, 3, 7, and 11 Student Engagement: How can I increase my active vocabulary? Learning Target: I can answer text based questions with 80% accuracy. 1. Attendance/Agenda 2. Spelling Test: Hilmo #14 3. Vocab Test: Hilmo #14 4. SSR- Reading Log 5. Computer Lab: Acheivement 3000 (poll,text, activity, thought question and math connection), Differentiation: Individualized SSR, Seating, and Lexile Levels Check for Understanding: Ongoing, text based answers, lexile levels 6. MYD Points Tuesday, 2/5/13 ELA Standard: Targets 1, 3, 7, and 11 Student Engagement: How can I increase my active vocabulary? Learning Target: I can answer text based questions with 80% accuracy. 1. Attendance/Agenda 2. Word Search/Scramble: Hilmo #15 3. Graphing Post Test 4. SSR Differentiation: Individualized SSR, Seating, and Lexile Levels Check for Understanding: Ongoing, text based answers, lexile levels 5. MYD Points Wednesday, 2/6/13 ELA Standard: Targets 1, 3, 7, and 11 Student Engagement: How can I increase my active vocabulary? Learning Target: I can add one word from The Secret Room to my active vocabulary. 1. Attendance/Agenda 2. SSR 3. Read Silently: The Secret Room p. 19-22 4. Complete/Discuss: Reflection Questions for The Secret Room p. 19-22 Differentiation: Individualized SSR, Seating Check for Understanding: Ongoing, and Review 5. MYD Points Thursday, 1/7/13 ELA Standard: Targets 1, 3, 7, and 11 Student Engagement: How can I increase my active vocabulary? Learning Target: I can answer text based questions with 80% accuracy. 6. Attendance/Agenda 7. SSR- Reading Log 8. Computer Lab: Acheivement 3000 (poll,text, activity, thought question and math connection), Differentiation: Individualized SSR, Seating, and Lexile Levels Check for Understanding: Ongoing, text based answers, lexile levels 9. MYD Points Friday, 2/8/13 ELA Standard: Targets 1, 3, 7, and 11 Student Engagement: How can I increase my active vocabulary? Learning Target: I can add one word from The Secret Room to my active vocabulary. 1. Attendance/Agenda 2. SSR 3. Read Aloud : The Secret Room p. 19-22 4. Complete/Discuss: Reflection Questions for The Secret Room p. 19-22 Differentiation: Individualized SSR, Seating Check for Understanding: Ongoing, and Review 5. MYD Points Language Arts Lesson Plans 1/22/13-1/25/13 Tuesday, 1/22/13 ELA Common Core Standard: Comprehension Strand Target 5 Student Engagement: Why is it important to hold myself accountable? Learning Target: I can compare and contrast “Sneeches” on p. 627 to “Sneeches” on You Tube utilizing a T- Chart. 1. Hand out: ELA Reading Log for 1/22/13- 1/24/13 2. Read: “Sneeches” p. 627-631 2nd Time 3. View Video: You Tube “Sneeches” 4. Complete: Compare/Contrast T-Chart 5. Review: Chapter 7 Vocabulary /Spelling 6. Test: Chapter 7 Spelling 7. Test: Chapter 7 Vocabulary Differentiation: Individual/Group Checks for Understanding: Ongoing/Circulate 8. Points/MYD Tracking Sheet Wednesday, 1/23/13 ELA Common Core Standard: Comprehension Strand Target 5 Student Engagement: How can I utilize these words to sound smarter? Learning Target: I can describe the difference between a simile and a metaphor. 1. Pretest: Simile/Metaphor 2. Read/Discuss: Poetry p. 633 Differentiation: Individual/Group Checks for Understanding: Ongoing/Circulate/Review Poetry Terms/Spelling and Vocab Tests 3. Points/MYD Thursday, 1/24/13 ELA Common Core Standard: Comprehension Strand Target 5 Student Engagement: Which birthday was your favorite? Your worst? Learning Target: I can describe the difference between a simile and a metaphor. 1. DOL: Week 12 2. Students Read: Eleven (What is the definition of simile and metaphor?) p. 574-578 3. Inference Pretest Differentiation: Individual/Group Checks for Understanding: Ongoing/Circulate 4. Points/MYD Friday, 1/25/13 ELA Common Core Standard: Comprehension Strand Target 5 Student Engagement: Why is it important to add words to my active vocabulary? Learning Target: I can add a word from “Eleven” to my active vocabulary. 1. Preread: Comprehension wksht questions for “Eleven” 2. Teacher Reads: Eleven (What is the definition of simile and metaphor?) p. 574-578 3. Complete/Go Over: Comprehension wksht for “Eleven” 4. Turn in: ELA Reading Log for 1/22/13-1/24/13 5. Complete: End of Week Reflection Differentiation: Individual/Group Checks for Understanding: Ongoing/Circulate 6. Points/MYD Social Studies Lesson Plans 1/22/13-1/25/13 Tuesday 1/22/13 SS Standard: G2.1 Describe the natural characteristics of places and regions and explain the cause of their characteristics SS Standard: G2.2 Describe the patterns humans make on places and regions SS Standard: G3.1 Identify and examine people’s interaction with and impact on the environment ELA Common Core Standard: Comprehension Strand Target 4 and 5 Student Engagement/Essential Question: How would it feel to live in prehistoric times? Learning Target: The student will be able identify story elements in The Shadow of the Mammoth. Warm Up: Social Studies Comprehensive Review section 5-6 1. Attendance/Agenda checks 2. Preview: In the Shadow of the Mammoth questions 1-5 from TG p 28 3. Read: In the Shadow of the Mammoth chapters 15-21 4. Complete: In the Shadow of the Mammoth questions 1-5 from TG p 28 Differentiation: Artistic kids illustrate story Checks for understanding: Ongoing/Circulate/Questions from students 5. Points/MYD Wednesday, 1/23/13-Friday/25/13 SS Standard: G2.1 Describe the natural characteristics of places and regions and explain the cause of their characteristics SS Standard: G2.2 Describe the patterns humans make on places and regions SS Standard: G3.1 Identify and examine people’s interaction with and impact on the environment ELA Common Core Standard: Comprehension Strand Target 4 and 5 Student Engagement/Essential Question: How would it feel to live in prehistoric times? Learning Target: The student will be able identify story elements in In the Shadow of the Mammoth Warm Up: Social Studies Comprehensive Review section 7-8 1. Attendance/Agenda checks 2. Preview: In the Shadow of the Mammoth questions 1-5 from TG p 29 3. Read: In the Shadow of the Mammoth chapters 22-28 4. Complete: In the Shadow of the Mammoth questions 1-5 from TG p 29 Differentiation: Artistic kids illustrate story Checks for understanding: Ongoing/Circulate/Questions from students 5. Points/MYD Learning Strategies Lesson Plan 1/22/13-1/25/13 Tuesday, 1/22/13 ELA Standard: Targets 1, 3, 7, and 11 Student Engagement: How can I increase my active vocabulary? Learning Target: I can answer text based questions with 80% accuracy. 1. Attendance/Agenda 2. Word Search/Scramble: Hilmo List #13 3. Look up and Define: Hilmo List #13 4. SSR- Reading Log Differentiation: Individualized SSR, Seating, and Lexile Levels Check for Understanding: Ongoing, text based answers, Lexile levels 5. MYD Points Wednesday, 1/23/13 ELA Standard: Targets 1, 3, 7, and 11 Student Engagement: How can I increase my active vocabulary? Learning Target: I can add one word from The Giant Chinese Salamander to my active vocabulary. 1. Attendance/Agenda 2. Read Silently: The Chinese Giant Salamander 3. Complete/Discuss: Reflection Questions for The Chinese Giant Salamander Differentiation: Individualized SSR, Seating Check for Understanding: Ongoing, and Review 4. MYD Points Thursday, 1/24/13 ELA Standard: Targets 1, 3, 7, and 11 Student Engagement: How can I increase my active vocabulary? Learning Target: I can answer text based questions with 80% accuracy. 1. Attendance/Agenda 2. SSR- Reading Log 3. Computer Lab: Acheivement 3000 (poll,text, activity, thought question and math connection), Differentiation: Individualized SSR, Seating, and Lexile Levels Check for Understanding: Ongoing, text based answers, lexile levels 4. MYD Points Friday, 1/25/13 ELA Standard: Targets 1, 3, 7, and 11 Student Engagement: How can I increase my active vocabulary? Learning Target: I can define/ describe and use the words on Hilmo List #13 1. Attendance/Agenda 2. SSR 3. Spelling Test: Hilmo List #13 4. Vocabulary Test: Hilmo List #13 5. Complete/Discuss: Reflection Questions for The Chinese Giant Salamander Differentiation: Individualized SSR, Seating Check for Understanding: Ongoing, and Review 6. MYD Points Language Arts Lesson Plans 1/14/13-1/18/13 Monday, 1/14/13 ELA Common Core Standard: Comprehension Strand Target 5 Student Engagement: Maps Reading Rit Scores correlation to Latin and Greek Roots Learning Target: I can add a word with the roots lev and alt to my active vocabulary. 1. Complete: Go over Practice the strategy p. 625 2. Preview: “The Sneetches” p. 626 3. Reading Log: 1/14/13-1/17/13 4. Spelling Test: Chapter 6 5. Vocabulary Test: Chapter 6 6. Word Search/Word Scramble: Vocabulary Chapter 7 7. Read: Vocabulary Chapter 7 pages 73-76 Differentiation: Individual/Group Checks for Understanding: Ongoing/Circulate 8. Points/MYD Tuesday, 1/15/13 ELA Common Core Standard: Comprehension Strand Target 5 Student Engagement: Which word will I add to my active vocabulary? Learning Target: I can add a word with the roots lev and alt to my active vocabulary. 1. Warm up: DOL Week 11 2. Read: “The Sneetches” p. 626 3. Complete: Vocabulary Chapter 7 Packet pages 77-82 Differentiation: Individual/Group Checks for Understanding: Ongoing/Circulate 4. Points/MYD Wednesday, 1/16/13 ELA Common Core Standard: Comprehension Strand Target 5 Student Engagement: Why is it important to hold myself accountable? Learning Target: I can be responsible for keeping track of my Chapter 6 packet, putting my name on it and turning it in. 1. Go Over and Turn in: Vocabulary Chapter 7 Packet pages 77-72 2. Introduce: Auto-bio poem Differentiation: Individual/Group Checks for Understanding: Ongoing/Circulate 3. Points/MYD Tracking Sheet Thursday, 1/17/13 ELA Common Core Standard: Comprehension Strand Target 5 Student Engagement: What do I want to share about my life? Learning Target: I know the features of an auto-bio poem. 1. Warm Up: Write an address 2. Write: Auto-bio poem 3. Share: Auto-bio poem 4. Homework: Study for Chapter 7 Spelling/Vocabulary Test Differentiation: Individual/Group Checks for Understanding: Ongoing/Circulate/Review Poetry Terms 5. Points/MYD Friday, 1/18/13 ELA Common Core Standard: Comprehension Strand Target 5 Student Engagement: How can I utilize these words to sound smarter? Learning Target: I know the meaning of the words with roots grav, pend/pens. 1. Warm Up: Complete: auto –bio poem 2. Share: auto –bio poem 3. Review: Chapter 7 Vocabulary /Spelling 4. Test: Chapter 7 Spelling 5. Test: Chapter 9 Vocabulary 6. Preview: “The Sneetches” p. 626 Differentiation: Individual/Group Checks for Understanding: Ongoing/Circulate/Review Poetry Terms/Spelling and Vocab Tests 6. Points/MYD Social Studies Lesson Plans/Schedule 1/14/13-1/18/13 Monday, 1/14/13- Tuesday, 1/15/13 SS Standard: G2.1 Describe the natural characteristics of places and regions and explain the cause of their characteristics SS Standard: G2.2 Describe the patterns humans make on places and regions SS Standard: G3.1 Identify and examine people’s interaction with and impact on the environment ELA Common Core Standard: Comprehension Strand Target 4 and 5 Student Engagement/Essential Question: How would it feel to live in prehistoric times? Learning Target: The student will be able identify story elements in In the Shadow of the Mammoth utilizing Cornell Notes Warm Up: Social Studies Comprehensive Review section 1-2 1. Attendance/Agenda checks 2. Preview: In the Shadow of the Mammoth questions 1-5 from TG p 27 3. Read: In the Shadow of the Mammoth chapters 6-14 4. Complete: In the Shadow of the Mammoth questions 1-5 from TG p 27 Differentiation: Artistic kids illustrate story Checks for understanding: Ongoing/Circulate/Questions from students 5. Points/MYD Wednesday, 1/16/13-Thursday 1/17/13 SS Standard: G2.1 Describe the natural characteristics of places and regions and explain the cause of their characteristics SS Standard: G2.2 Describe the patterns humans make on places and regions SS Standard: G3.1 Identify and examine people’s interaction with and impact on the environment ELA Common Core Standard: Comprehension Strand Target 4 and 5 Student Engagement/Essential Question: How would it feel to live in prehistoric times? Learning Target: The student will be able identify story elements in In the Shadow of the Mammoth utilizing Cornell Notes Warm Up: Social Studies Comprehensive Review section 3-4 1. Attendance/Agenda checks 2. Preview: In the Shadow of the Mammoth questions 1-5 from TG p 28 3. Read: In the Shadow of the Mammoth chapters 15-21 4. Complete: In the Shadow of the Mammoth questions 1-5 from TG p 28 Differentiation: Artistic kids illustrate story Checks for understanding: Ongoing/Circulate/Questions from students 5. Points/MYD Friday, 1/18/13- Tuesday, 1/22/13 SS Standard: G2.1 Describe the natural characteristics of places and regions and explain the cause of their characteristics SS Standard: G2.2 Describe the patterns humans make on places and regions SS Standard: G3.1 Identify and examine people’s interaction with and impact on the environment ELA Common Core Standard: Comprehension Strand Target 4 and 5 Student Engagement/Essential Question: How would it feel to live in prehistoric times? Learning Target: The student will be able identify story elements in In the Shadow of the Mammoth utilizing Cornell Notes Warm Up: Social Studies Comprehensive Review section 5-6 1. Attendance/Agenda checks 2. Preview: In the Shadow of the Mammoth questions 1-5 from TG p 29 3. Read: In the Shadow of the Mammoth chapters 22-28 4. Complete: In the Shadow of the Mammoth questions 1-5 from TG p 29 Differentiation: Artistic kids illustrate story Checks for understanding: Ongoing/Circulate/Questions from students 5. Points/MYD Learning Strategies Lesson Plan 1/14/13-1/18/13 Monday, 1/14/13 ELA Standard: Targets 1, 3, 7, and 11 Student Engagement: How can I increase my active vocabulary? Learning Target: I can answer text based questions with 80% accuracy. 1. Attendance/Agenda 2. Word Search/Scramble: Hilmo List #12 3. Look up and Define: Hilmo List #12 4. SSR- Reading Log 5. Computer Lab: Acheivement 3000 (poll,text, activity, thought question and math connection), Differentiation: Individualized SSR, Seating, and Lexile Levels Check for Understanding: Ongoing, text based answers, lexile levels 6. MYD Points Tuesday, 1/15/13 ELA Standard: Targets 1, 3, 7, and 11 Student Engagement: How can I increase my active vocabulary? Learning Target: I can define or describe the words on Hilmo List #11 1. Attendance/Agenda 2. To Wissinger’s class Differentiation: Individualized SSR, Seating Check for Understanding: Ongoing, and Review 3. MYD Points Wednesday, 1/16/13 ELA Standard: Targets 1, 3, 7, and 11 Student Engagement: How can I increase my active vocabulary? Learning Target: I can discuss reasons and motivations for the actions of the people wanting to save the whales. 1. Attendance/Agenda 2. Read Silently: The Chinese Giant Salamander 3. Complete/Discuss: Reflection Questions for The Chinese Giant Salamander Differentiation: Individualized SSR, Seating Check for Understanding: Ongoing, and Review 4. MYD Points Thursday, 1/17/13 ELA Standard: Targets 1, 3, 7, and 11 Student Engagement: How can I increase my active vocabulary? Learning Target: I can answer text based questions with 80% accuracy. 1. Attendance/Agenda 2. SSR- Reading Log 3. Computer Lab: Acheivement 3000 (poll,text, activity, thought question and math connection), Differentiation: Individualized SSR, Seating, and Lexile Levels Check for Understanding: Ongoing, text based answers, lexile levels 4. MYD Points Friday, 1/18/13 ELA Standard: Targets 1, 3, 7, and 11 Student Engagement: How can I increase my active vocabulary? Learning Target: I can define/ describe and use the words on Hilmo List #11 1. Attendance/Agenda 2. SSR 3. Spelling Test: Hilmo List #12 4. Vocabulary Test: Hilmo List #12 5. Complete/Discuss: Reflection Questions for The Chinese Giant Salamander Differentiation: Individualized SSR, Seating Check for Understanding: Ongoing, and Review 6. MYD Points Language Arts Lesson Plans 1/7/13-1/11/13 Monday, 1/7/13 ELA Common Core Standard: Comprehension Strand Target 5 Student Engagement: Maps Reading Rit Scores correlation to Latin and Greek Roots Learning Target: I can add a word with the roots grav, pend/pens to my active vocabulary 1. Warm up: DOL Week 9 2. Reading Log: 1/7/13- 1/10/12 3. Spelling Review: Chapter 5 4. Spelling Test: Chapter 5 5. Vocabulary Test: Chapter 5 6. Word Search: Vocabulary Chapter 6 7. Read: Vocabulary Chapter 6 pages 63-65 Differentiation: Individual/Group Checks for Understanding: Ongoing/Circulate 8. Points/MYD Tuesday, 1/8/13 ELA Common Core Standard: Comprehension Strand Target 5 Student Engagement: Which word will I add to my active vocabulary? Learning Target: 1. Warm up: DOL Week 10 2. Complete: Vocabulary Chapter 6 Packet pages 67-71 Differentiation: Individual/Group Checks for Understanding: Ongoing/Circulate 3. Points/MYD Wednesday, 1/9/13 ELA Common Core Standard: Comprehension Strand Target 5 Student Engagement: Why is it important to hold myself accountable? Learning Target: I can be responsible for keeping track of my Chapter 6 packet, putting my name on it and turning it in. 1. Warm up: DOL Week 10 2. Go Over and Turn in: Chapter Vocabulary Chapter 6 Packet Differentiation: Individual/Group Checks for Understanding: Ongoing/Circulate 3. Points/MYD Tracking Sheet Thursday, 1/10/13 ELA Common Core Standard: Comprehension Strand Target 5 Student Engagement: Which word will I add to my active vocabulary? Learning Target: I can describe rhyme, end rhymes, internal rhyme, alliteration, meter, and free verse. 1. Warm Up: Write an address 2. Intro: Read Elements of Literature- Poetry pages 621-624 3. Complete and Go Over: Practice the Strategy p. 625 4. Homework: Study for Chapter 6 Spelling/Vocabulary Test Differentiation: Individual/Group Checks for Understanding: Ongoing/Circulate/Review Poetry Terms 4. Points/MYD Friday, 1/11/13 ELA Common Core Standard: Comprehension Strand Target 5 Student Engagement: How can I utilize these words to sound smarter? Learning Target: I know the meaning of the words with roots grav, pend/pens. 1. Warm Up: Poetry Terms Review pages 621-624 2. Review: Chapter 6 Vocabulary /Spelling 3. Test: Chapter 6 Spelling 4. Test: Chapter 6 Vocabulary 5. Preview: “The Sneetches” p. 626 Differentiation: Individual/Group Checks for Understanding: Ongoing/Circulate/Review Poetry Terms/Spelling and Vocab Tests 5. Points/MYD Social Studies Lesson Plans/Schedule 1/7/13-1/11/13 Monday, 1/7/13- Tuesday, 1/8/13 SS Standard: G1.1 Use and construct maps, charts, and other resources to gather and interpret geographic information. SS Standard: G3.2 Analyze how the environment and environmental changes affect people. ELA Common Core Standard: Comprehension Strand Target 5 Student Engagement/Essential Question: How can graphs and graphic organizers help me to organize and interpret information? What will you be using graphs for in the near future? Student Engagement/Essential Question: Why do people use graphs and charts? Learning Target: The student will be describe their survey project including data table,bar and pie graphs, and conclusions. Warm Up: Raw Scores to Percentages 1. Attendance/Agenda checks 2. The student will be describe their survey project including data table,bar and pie graphs, and conclusions Differentiation: Individual and Group Checks for understanding: Ongoing/Circulate/Questions from students 3. Points/MYD Wednesday, 1/9/13 SS Standard: G2.1 Describe the natural characteristics of places and regions and explain the cause of their characteristics SS Standard: G2.2 Describe the patterns humans make on places and regions SS Standard: G3.1 Identify and examine people’s interaction with and impact on the environment ELA Common Core Standard: Comprehension Strand Target 4 and 5 Student Engagement/Essential Question: How would it feel to live in prehistoric times? Learning Target: The student will be able to discuss how life would be different in the stone ages than it is now utilizing a similarities and differences T-Chart Warm Up: Story Elements Review 1. Attendance/Agenda checks 2. Preview: In the Shadow of the Mammoth p. 1, 6-7 Differentiation: Individual and Group Checks for understanding: Ongoing/Circulate/Questions from students 3. Points/MYD Thursday, 1/10/13- Friday 1/11/13 SS Standard: G2.1 Describe the natural characteristics of places and regions and explain the cause of their characteristics SS Standard: G2.2 Describe the patterns humans make on places and regions SS Standard: G3.1 Identify and examine people’s interaction with and impact on the environment ELA Common Core Standard: Comprehension Strand Target 4 and 5 Student Engagement/Essential Question: How would it feel to live in prehistoric times? Learning Target: The student will be able identify story elements in In the Shadow of the Mammoth utilizing Cornell Notes Warm Up: Vocabulary Review 1. Attendance/Agenda checks 2. Preview: In the Shadow of the Mammoth questions 1-5 from TG p 8 3. Read: In the Shadow of the Mammoth chapters 1-7 4. Complete: In the Shadow of the Mammoth questions 1-5 from TG p 8 Differentiation: Individual and Group Checks for understanding: Ongoing/Circulate/Questions from students 5. Points/MYD Learning Strategies Lesson Plan 1/7/13-1/11/13 Monday, 1/7/13 ELA Standard: Targets 1, 3, 7, and 11 Student Engagement: How can I increase my active vocabulary? Learning Target: I can answer text based questions with 80% accuracy. 1. Attendance/Agenda 2. SSR- Reading Log 3. Computer Lab: Acheivement 3000 (poll,text, activity, thought question and math connection), Differentiation: Individualized SSR, Seating, and Lexile Levels Check for Understanding: Ongoing, text based answers, lexile levels 4. MYD Points Tuesday, 1/8/13 ELA Standard: Targets 1, 3, 7, and 11 Student Engagement: How can I increase my active vocabulary? Learning Target: I can define or describe the words on Hilmo List #11 1. Attendance/Agenda 2. Word Search/Scramble: Hilmo List #11 3. Look up and Define: Hilmo List #11 Differentiation: Individualized SSR, Seating Check for Understanding: Ongoing, and Review 4. MYD Points Wednesday, 1/9/13 ELA Standard: Targets 1, 3, 7, and 11 Student Engagement: How can I increase my active vocabulary? Learning Target: I can discuss reasons and motivations for the actions of the people wanting to save the whales. 1. Attendance/Agenda 2. Read Silently: The Story of Three Whales 3. Complete/Discuss: Reflection Questions for The Story of Three Whales Differentiation: Individualized SSR, Seating Check for Understanding: Ongoing, and Review 4. MYD Points Thursday, 1/10/13 ELA Standard: Targets 1, 3, 7, and 11 Student Engagement: How can I increase my active vocabulary? Learning Target: I can answer text based questions with 80% accuracy. 1. Attendance/Agenda 2. SSR- Reading Log 3. Computer Lab: Acheivement 3000 (poll,text, activity, thought question and math connection), Differentiation: Individualized SSR, Seating, and Lexile Levels Check for Understanding: Ongoing, text based answers, lexile levels 4. MYD Points Friday, 1/11/13 ELA Standard: Targets 1, 3, 7, and 11 Student Engagement: How can I increase my active vocabulary? Learning Target: I can define/ describe and use the words on Hilmo List #11 1. Attendance/Agenda 2. SSR 3. Spelling Test: Hilmo List #11 4. Vocabulary Test: Hilmo List #11 5. Complete/Discuss: Reflection Questions for The Story of Three Whales Differentiation: Individualized SSR, Seating Check for Understanding: Ongoing, and Review 6. MYD Points Social Studies Lesson Plans/Schedule 1/3/12-1/4/12 Thursday, 1/3/12 SS Standard: G1.1 Use and construct maps, charts, and other resources to gather and interpret geographic information. SS Standard: G3.2 Analyze how the environment and environmental changes affect people. ELA Common Core Standard: Comprehension Strand Target 5 Student Engagement/Essential Question: How can graphs and graphic organizers help me to organize and interpret information? What will you be using graphs for in the near future? Student Engagement/Essential Question: Why do people use graphs and charts? Learning Target: The student will be describe their survey project including data table,bar and pie graphs, and conclusions. Warm Up: Graphs quizzes 1. Attendance/Agenda checks 2. The student will be describe their survey project including data table,bar and pie graphs, and conclusions Differentiation: Individual and Group Checks for understanding: Ongoing/Circulate/Questions from students 3. Points/MYD tracking sheet Friday, 1/4/12 SS Standard: G1.1 Use and construct maps, charts, and other resources to gather and interpret geographic information. SS Standard: G3.2 Analyze how the environment and environmental changes affect people. ELA Common Core Standard: Comprehension Strand Target 5 Student Engagement/Essential Question: How can graphs and graphic organizers help me to organize and interpret information? What will you be using graphs for in the near future? Student Engagement/Essential Question: Why do people use graphs and charts? Learning Target: The student will be describe their survey project including data table,bar and pie graphs, and conclusions. Warm Up: Graphs quizzes 1. Attendance/Agenda checks 2. The student will be describe their survey project including data table,bar and pie graphs, and conclusions Differentiation: Individual and Group Checks for understanding: Ongoing/Circulate/Questions from students 3. Points/MYD tracking sheet Language Arts Lesson Plans 1/3/12-1/4/12 Thursday, 1/3/14 ELA Common Core Standard: Comprehension Strand Target 8 Student Engagement: Maps Reading Rit Scores correlation to Latin and Greek Roots Learning Target: I can compare and contrast the Book Hatchet with the DVD “Call of the Wild” utilizing an H chart. 1. Warm up: Raw Scores to Decimals to Percentages 2. Hatchet: Compare and Contrast Book and Video 3. Make up Work Differentiation: Individual/Group Checks for Understanding: Ongoing/Circulate 4. Points/MYD Tracking Sheet Friday, 1/4/12 ELA Common Core Standard: Comprehension Strand Target 8 Student Engagement: Which is better a book or a movie? Learning Target: I can compare and contrast the Book Hatchet with the DVD “Call of the Wild” utilizing an H chart. 1. Warm up: Raw Scores to Decimals to Percentages 2. Hatchet: Compare and Contrast Book and Video 3. Complete: Story Elements of Call of the Wild Differentiation: Individual/Group Checks for Understanding: Ongoing/Circulate 4. Points/MYD Tracking Sheet Language Arts Lesson Plans 12/17/12-12/19/12 Monday 12/17/12 ELA Common Core Standard: Comprehension Strand Target 10 Student Engagement: Maps Reading Rit Scores correlation to Latin and Greek Roots Learning Target: The student will be able to recall information regarding: story elements, summarizing, Cornell notes, biographies, narratives, fiction, non-fiction, graphing, raw scores- to percentages. 1. Attendance 2. DOL: Week 9-10 3. Spelling Test: Chapter 5 4. Vocabulary Test: Chapter 5 5. Meaning Reading: The Bridegroom p. 52-72 6. Structure Reading: The Bridegroom p. 52-72 7. Feeling Reading: The Bridegroom p. 52-72 8. Turn in ELA Reading Logs Differentiation: Individual/Group Checks for Understanding: Ongoing/Circulate 9. Points/MYD Tracking Sheet Tuesday, 12/18/12 ELA Common Core Standard: Comprehension Strand Target 10 Student Engagement: How can we increase our Rit Scores? Learning Target: I know the meanings of words from chapters 1-5 of the Vocabulary Books 1. Attendance/Agenda Check 2. Chapters 1-5 5 Review Test 3. Go over: Chapters 1-5 Review Test Differentiation: Individual/Group Checks for Understanding: Ongoing/Circulate 4. Points/MYD Tracking Sheet Wednesday, 12/19/12 ELA Common Core Standard: Comprehension Strand Target 8 Student Engagement: Maps Reading Rit Scores correlation to Latin and Greek Roots Learning Target: I can compare and contrast the Book Hatchet with the DVD “Call of the Wild” utilizing an H chart. 1. Warm up: Raw Scores to Decimals to Percentages 2. Hatchet: Compare and Contrast Book and Video 3. Make up Work Differentiation: Individual/Group Checks for Understanding: Ongoing/Circulate 4. Points/MYD Tracking Sheet Social Studies Lesson Plans/Schedule 12/17/12-12/19/12 Monday, 12/17/12 SS Standard: G1.1 Use and construct maps, charts, and other resources to gather and interpret geographic information. SS Standard: G3.2 Analyze how the environment and environmental changes affect people. ELA Common Core Standard: Comprehension Strand Target 4 ELA Common Core Standard: Comprehension Strand Target 5 Student Engagement/Essential Question: How can graphs and graphic organizers help me to organize and interpret information? Learning Target: I can design and record data on a survey 1. Attendance/Agenda checks 2. Raw Scores to decimals to percentages 3. Complete: Surveys Differentiation: Individual/Groups Surveys Checks for Understanding: Ongoing/Circulate 4. Points/MYD Tracking Sheet Tuesday, 12/18/12 SS Standard: G1.1 Use and construct maps, charts, and other resources to gather and interpret geographic information. SS Standard: G3.2 Analyze how the environment and environmental changes affect people. ELA Common Core Standard: Comprehension Strand Target 5 Student Engagement/Essential Question: How can graphs and graphic organizers help me to organize and interpret information? What will you be using graphs for in the near future? Student Engagement/Essential Question: Why do people have different eye colors? Learning Target: The student will be able to construct a table and a bar graph utilizing collected information. Warm Up: Graphs quizzes 1. Attendance/Agenda checks 2. Comprehensive Review Test: maps, graphs, directions, 5 themes of geography, text features, raw scores to decimals and to percentages, human geography, culture, etc Differentiation: None: Test! Checks for understanding: Ongoing/Circulate/Eventual individual or group surveys charts and graphs 3. Points/MYD tracking sheet Wednesday, 12/19/12 ELA Common Core Standard: Comprehension Strand Target 5 Student Engagement/Essential Question: Do you think people enjoy the book version of the story versus the movie version and why? Learning Target: The student will be able to construct a table and graph representing Skittle colors. 1. Attendance/Agenda checks 2. Turn in individual/group surveys 3. Compare/Contrast T- Chart: Hatchet Book and Video Differentiation Extension: Make a pie chart of the Skittle’s colors Checks for Understanding: Ongoing/Circulate/Group graph shares/ Eventual individual or group surveys charts and graphs 4. Points/MYD Tracking Sheet Learning Strategies 12/17/12-12/19/12 Monday, 12/17/12 Common Core Standard: Comprehension Strand 4 Learning Target: I know the meanings of the words in Vocabulary Book Chapters 3-5 Student Engagement: How do I take responsibility for my learning? Differentiation: individual seating /levels 1. Attendance/Agenda 2. SSR: Book Log 3. Review: Vocabulary Book Chapters 1-2 4. Computer Lab 5. Log on: Achievement 3000 6. Individualized Instruction Checks for Understanding: Ongoing/Circulate 7. Points/Concerns Tuesday, 12/18/12 To Wissinger’s Class Wednesday, 12/19/12 Common Core Standard: Comprehension Strand 4 Learning Target: I know the meanings of the words in Vocabulary Book Chapters 3-5 Student Engagement: How do I take responsibility for my learning? 1. Attendance 2. SSR: Book Log 3. Review: Vocabulary Book Chapters 3-5 Check for Understanding: Ongoing/Circulate 4. Points/Concerns Language Arts Lesson Plans 12/10/12-12/14/12 Monday 12/10/12 ELA Common Core Standard: Comprehension Strand Target 10 Student Engagement: Maps Reading Rit Scores correlation to Latin and Greek Roots Learning Target: The student will understand the meaning of the roots: ject mot/mov and mob 1. Warm up: Hilmo List #10 2. Vocabulary Chapter #5 Word Search 3. Attendance 4. Turn in ELA Reading Logs 5. Bridegroom: Preassessment (Holt Assessment Literature, Reading, and Vocabulary p. 30) 6. Read/Discuss: Chapter 5, pages 46-50 7. Reader’s Handbook pages 410-411 Plan to read 4 x 8. Survey/Preview: The Bridegroom pages 62-72 (See, Think, Wonder) Differentiation: Individual/Group Checks for Understanding: Ongoing/Circulate 9. Points/MYD Tracking Sheet Tuesday, 12/11/12 ELA Common Core Standard: Comprehension Strand Target 10 Student Engagement: Songs are poetry set to music. Learning Target: The student will be able to pick out unknown words for discussion/meaning with group. 1. Warm up: Vocabulary Review Chapters 1-2 2. Attendance 3. Complete/Discuss/Go over: Chapter 4, pages 51-52 4. Survey/Preview: The Bridegroom pages 62-72 (See, Think, Wonder) 5. Fun Read: The Bridegroom 62-72 Differentiation: Individual/Group Checks for Understanding: Ongoing/Circulate 6. Points/MYD Tracking Sheet Wednesday, 12/12/12 ELA Common Core Standard: Comprehension Strand Target 8 Student Engagement: Maps Reading Rit Scores correlation to Latin and Greek Roots Learning Target: The student will be able to locate clues in the poem that help them to understand the meaning. 1. Warm up: Vocabulary Chapters 3-4 2. Attendance 3. Complete/Work on/Discuss: Chapter 5, pages 53-54 4. Meaning Reading: The Bridegroom 62-72 Differentiation: Individual/Group Checks for Understanding: Ongoing/Circulate 5. Points/MYD Tracking Sheet Thursday, 12/13/12 ELA Common Core Standard: Comprehension Strand Target 10 Student Engagement: Maps Reading Rit Scores correlation to Latin and Greek Roots Learning Target: The student will be able to describe the structure and language of the poem: kind, rhyme?, stanzas?, images, organization, and sounds 1. Warm up: Vocabulary Review Chapters 3-5 2. Attendance 3. Complete/Discuss/Go over: Chapter 5, pages 53-56 4. Meaning Reading: The Bridegroom 62-72 5. Structure Reading: The Bridegroom 62-72 Differentiation: Individual/Group Checks for Understanding: Ongoing/Circulate 6. Points/MYD Tracking Sheet Friday, 12/14/12 ELA Common Core Standard: Comprehension Strand Target 10 Student Engagement: What would cause a person to write a poem/song? Learning Target: The student will be able to describe the mood and tone of the poem. How does it make you feel? 1. Attendance 2. Spelling Test: Chapter 5 Words 3. Vocabulary Test: Chapter 5 Words 4. Complete/Go over/Discuss: Chapter 5, page 57 5. Feeling Reading: The Bridegroom 62-72 Differentiation: Individual/Group Checks for Understanding: Ongoing/Circulate 6. Points/MYD Tracking Sheet 7. Turn in: MYD Tracking Sheet Social Studies Lesson Plans/Schedule 12/10/12-12/14/12 Monday, 12/10/12 SS Standard: G1.1 Use and construct maps, charts, and other resources to gather and interpret geographic information. ELA Common Core Standard: Comprehension Strand Target 4 ELA Common Core Standard: Comprehension Strand Target 5 Student Engagement/Essential Question: How can graphs and graphic organizers help me to organize and interpret information? Learning Target: I can at least describe 3 types of graphs and their uses: pie charts, bar graphs, and line graphs 1. Attendance/Agenda checks 2. Preassessment: Graphs 3. View Video: Graphs 4. Take: Cornell notes on the different types of graphs 5. Turn in: Cornell notes 6. Turn in: MLKJ Essays Differentiation: Individual/Groups arranged according to motivation and artistic ability Checks for Understanding: Ongoing/Circulate 7. Points/MYD Tracking Sheet Tuesday, 12/11/12- Wednesday -12/12/12 SS Standard: G1.1 Use and construct maps, charts, and other resources to gather and interpret geographic information. SS Standard: G3.2 Analyze how the environment and environmental changes affect people. ELA Common Core Standard: Comprehension Strand Target 5 Student Engagement/Essential Question: How can graphs and graphic organizers help me to organize and interpret information? What will you be using graphs for in the near future? Student Engagement/Essential Question: Why do people have different eye colors? Learning Target: The student will be able to construct a table and a bar graph utilizing collected information. Warm Up: Graphs quizzes 1. Attendance/Agenda checks 2. Discuss: Graphic organizers and their usefulness (seating chart) 3. Table Discussion: Why do people have different eye colors? 4. Model: Survey- Eye color 5. Make Table: Eye color 6. Make Bar Graph: Eye Color 7. Turn and Talk: How do you think we could turn information from the table and bar graph into a pie chart? (Hint: think about converting raw scores to grades) 8. Together: Class survey 9. Together: Class Table- Class Eye Color 10. Together: Class Graph- Class Eye Color 11. Extension: Make Pie Chart out of class table information Differentiation: Individual/Group Checks for understanding: Ongoing/Circulate/Eventual individual or group surveys charts and graphs 12. Points/MYD tracking sheet Thursday, 12/13/12 SS Standard: G1.1 Use and construct maps, charts, and other resources to gather and interpret geographic information. ELA Common Core Standard: Comprehension Strand Target 5 Student Engagement/Essential Question: How can graphs and graphic organizers help me to organize and interpret information? What will you be using graphs for in the near future? Student Engagement: What are your predictions in regard to Skittle colors? Why? Learning Target: The student will be able to construct a table and graph representing Skittle colors. 1. Attandance/Agenda checks 2. Warm up/Review: Graphs quizzes 3. Table Discussion: What is your prediction in regard to Skittles colors? 4. Discussion regarding proper group behavior. 5. Sort: Skittles into different colors 6. Make Table: Skittle’s colors 7. Make Bar Graph: Skittle’s colors 8. Group leaders report out and share graphs Differentiation Extension: Make a pie chart of the Skittle’s colors Checks for Understanding: Ongoing/Circulate/Group graph shares/ Eventual individual or group surveys charts and graphs 9. Points/MYD Tracking Sheet Friday, 12/14/12 SS Standard: G1.1 Use and construct maps, charts, and other resources to gather and interpret geographic information. ELA Common Core Standard: Comprehension Strand Target 5 Student Engagement/Essential Question: How can graphs and graphic organizers help me to organize and interpret information? What will you be using graphs for in the near future? Learning Target: The student will design their own survey, table and graph in groups or individually. 1. Attendance/ Agenda checks 2. Review graphing information 3. Table discussion: What type of survey and will it be done individually or in a group? 4. Assessment: Basic Graphing information 5. Design: The student will design their own survey, table and graph in groups or individually. 6. Homework: Conduct survey and be ready to use table information to make graphs utilizing create a graph on Monday, 12/17/12 Differentiation Extension: Make a pie chart for individual or group surveys Checks for Understanding: Ongoing/Circulate/Group graph shares/ Eventual individual or group surveys charts and graphs 7. Turn in: Points/MYD Tracking Sheet Learning Strategies 12/10/12-12/14/12 Monday, 12/10/12 Common Core Standard: Comprehension Strand 4 Learning Target: I know how to respond to message sent to my Achievement 3000 profile. Student Engagement: How do I take responsibility for my learning? Differentiation: individual seating /levels 1. Attendance/Agenda 2. Word Search: Hilmo #10 3. Computer Lab 4. Log on: Achievement 3000 5. Individualized Instruction Checks for Understanding: Ongoing/Circulate 6. Points/Concerns Tuesday, 12/11/12 Common Core Standard: Comprehension Strand 4 Learning Target: I know how to respond to message sent to my Achievement 3000 profile. Student Engagement: How do I take responsibility for my learning? Differentiation: individual seating /levels 1. Attendance/Agenda 2. Spelling Practice Test: Hilmo #10 Vocabulary 3. Complete/Discuss/Go over: Hilmo #10 Vocabulary Handout 4. Complete/Discuss: Raw scores to decimals and percentages to grades Checks for Understanding: Ongoing/Circulate 5. Points/Concerns Wednesday, 12/12/12 Common Core Standard: Comprehension Strand 4 Learning Target: I can use the 4 reading and reciprocal teaching strategies. Student Engagement: How do I take responsibility for my learning? 1. Attendance 2. Book Log 3. Revisiting 4. Reviewing 5. Rehearsing 6. Read together: Nana Hannah’s Piano 7. Responding/Reflecting 8. Complete Reflection #1-3 (Student Guide p. 9-11) 9. Strategies Discussion Check for Understanding: Ongoing/Circulate 10. Points/Concerns Thursday, 12/13/12 Common Core Standard: Comprehension Strand 4 Learning Target: I know how to respond to message sent to my Achievement 3000 profile. Student Engagement: How do I take responsibility for my learning? Differentiation: individual seating /levels 1. Attendance/Agenda 2. Computer Lab 3. Log on: Achievement 3000 4. Individualized Instruction Checks for Understanding: Ongoing/Circulate 5. Points/Concerns Friday, 11/14/12 Common Core Standard: Comprehension Strand 4 Learning Target: I can use the 4 reading and reciprocal teaching strategies. Student Engagement: How do I take responsibility for my learning? 1. Attendance 2. Spelling Test: Hilmo # 10 3. Vocabulary Test: Hilmo #10 4. Preview: Nana Hannah’s Piano 5. Revisiting 6. Reviewing 7. Rehearsing 8. Reading 9. Responding/Reflecting 10. Responding/Reflecting 11. Complete Reflection #1-3 (Student Guide p. 9-11) 12. Strategies Discussion 13. Play: TBA Check for Understanding: Ongoing/Circulate 14. Points/Concerns Language Arts Lesson Plans 12/3/12-/12/7/12 Monday 12/3/12 ELA Common Core Standard: Comprehension Strand Target 10 Student Engagement: Martin Luther King Jr. Celebration Essay Competition Learning Target: The student will understand what is meant by first person point of view. 1. Warm up: Hilmo List #1 2. Attendance 3. Read: The Bracelet, page 149-165 4. Think about: Arts Commission Essay Differentiation: Individual/Group Checks for Understanding: Ongoing/Circulate 5. Points/MYD Tracking Sheet Tuesday, 12/4/12 ELA Common Core Standard: Comprehension Strand Target 10 Student Engagement: Martin Luther King Jr. Celebration Essay Competition Learning Target: The student will have an understanding of racial discrimination. 1. Warm up: Hilmo List #2,9 2. Attendance 3. Look over/Discuss sample MLK essays Differentiation: Individual/Group Checks for Understanding: Ongoing/Circulate 4. Points/MYD Tracking Sheet Wednesday-Friday, 12/7/12 ELA Common Core Standard: Comprehension Strand Target 8 Student Engagement: How do I learn to become a better writer? Learning Target: The student will write biographic information on a famous scientist based on research. 1. Warm up: Hilmo List # 3, 4, 5, 6, 7 2. Attendance 3. Make-ups and Retakes 4. Work on and complete: Scientist Paper Differentiation: Individual/Group Checks for Understanding: Ongoing/Circulate 5. Points/MYD Tracking Sheet Social Studies Lesson Plans/Schedule 12/3/12-12/7/12 Monday, 12/3/12 SS Standard: G1.1 Use and construct maps charts, and other resources to gather and interpret geographic information. SS Standard: G3.1.2b: Explain how the actions and interactions of human societies affect and are affected by environment with regard to air, water, and land issues ELA Common Core Standard: Comprehension Strand Target 2 Learning Target: I can demonstrate knowledge about interacting with the environment. 1. Attendance 2. Test (open Cornell notes): Chapter 5, sections 1-3 3. Turn in: Cornell notes, Chapter 5, section 1-3 Differentiation: Individual/Group Checks for Understanding: Ongoing/Circulate 4. Points/MYD Tracking Sheet Tuesday, 12/4/12 ELA Common Core Standard: Comprehension Strand Target 10 Student Engagement: Martin Luther King Jr. Celebration Essay Competition Learning Target: The student will understand be able to describe instances of discrimination. 1. Read/Discuss: Rosie the Riveter 2. Read/Discuss:Tuskegee Airmen 3. Read/Discuss: Jewish Information Differentiation: Individual/Group Checks for Understanding: Ongoing/Circulate 4. Points/MYD Tracking Sheet Wednesday, 12/5/12 ELA Common Core Standard: Comprehension Strand Target 10 Student Engagement: Martin Luther King Jr. Celebration Essay Competition Learning Target: The student will complete a prewrite for the Martin Luther King Jr. Celebration Essay Competition 1. Prewrite: Arts Commission Essay Competition handout 2. Begin: Arts Essay Competition Differentiation: Individual/Group Checks for Understanding: Ongoing/Circulate 3. Points/MYD Tracking Sheet Thursday-Friday, 12/7-8/12 ELA Common Core Standard: Comprehension Strand Target 10 Student Engagement: Martin Luther King Jr. Celebration Essay Competition Learning Target: The student will write a quality essay according to written specifications 1. Complete: Arts Essay Competition 2. Make-ups and Retakes Differentiation: Individual/Group Checks for Understanding: Ongoing/Circulate 3. Points/MYD Tracking Sheet Learning Strategies 12/3/12-12/7/12 Monday, 12/3/12 Common Core Standard: Comprehension Strand 4 Learning Target: I know how to respond to message sent to my Achievement 3000 profile. Student Engagement: How do I take responsibility for my learning? Differentiation: individual seating /levels 1. Attendance/Agenda 2. Word Search: Hilmo #9 3. Computer Lab 4. Log on: Achievement 3000 5. Individualized Instruction Checks for Understanding: Ongoing/Circulate 6. Points/Concerns Tuesday, 12/4/12 To Wissinger’s class Wednesday, 12/5/12 Common Core Standard: Comprehension Strand 4 Learning Target: I can use the 4 reading and reciprocal teaching strategies. Student Engagement: How do I take responsibility for my learning? 1. Attendance 2. Book Log 3. Revisiting 4. Reviewing 5. Rehearsing 6. Read together: Nana Hannah’s Piano 7. Responding/Reflecting 8. Complete Reflection #1-3 (Student Guide p. 9-11) 9. Strategies Discussion Check for Understanding: Ongoing/Circulate 10. Points/Concerns Thursday, 12/6/12 Common Core Standard: Comprehension Strand 4 Learning Target: I know how to respond to message sent to my Achievement 3000 profile. Student Engagement: How do I take responsibility for my learning? Differentiation: individual seating /levels 1. Attendance/Agenda 2. Computer Lab 3. Log on: Achievement 3000 4. Individualized Instruction Checks for Understanding: Ongoing/Circulate 5. Points/Concerns Friday, 11/30/12- Continue Nana Hannah’s Piano Common Core Standard: Comprehension Strand 4 Learning Target: I can use the 4 reading and reciprocal teaching strategies. Student Engagement: How do I take responsibility for my learning? 1. Attendance 2. Spelling Test: Hilmo # 9 3. Vocabulary Test: Hilmo #9 4. Book Log 5. Preview: Nana Hannah’s Piano 6. Revisiting 7. Reviewing 8. Rehearsing 9. Reading 10. Responding/Reflecting 11. Responding/Reflecting - 12. Complete Reflection #1-3 (Student Guide p. 9-11) 13. Strategies Discussion Check for Understanding: Ongoing/Circulate 14. Points/Concerns Language Arts Lesson Plans 11/26/12/-11/30/12 Monday, 11/26/12 ELA Common Core Standard: Comprehension Strand Target 4 Learning Target: I can write sentences with correct punctuation. Student Engagement: Why is correct sentence structure important? 1. Attendance 2. Turn in: Reading Logs for 11/19/12-11/25/12 3. DOL: Week 8, Day 1 4. Word Search: Vocab Chapter 4 5. Read/Complete/Go over: A Normal Kid with a Big Voice 6. Homework: Read average 20 minutes per/day for 5 days/week Differentiation: Individual and/or group setting Checks for Understanding: Ongoing/Circulate, Illustration of sentences 7. Points/Concerns and MYD tracking sheet Tuesday, 11/27/12 ELA Common Core Standard: Comprehension Strand Target 4 Learning Target: I can write sentences with correct punctuation. Student Engagement: Why is correct sentence structure important? 1. Attendance 2. DOL: Week 8, Day 2 3. Read Vocab Chapter 4: pages 37-39 4. Complete/Go Over/Turn in: Vocab pages 40-41 5. Homework: Read average 20 minutes per/day for 5 days/week Differentiation: Individual and/or group setting Checks for Understanding: Ongoing/Circulate, Illustration of sentences 6. Points/Concerns and MYD tracking sheet Wednesday, 11/27/12 ELA Common Core Standard: Comprehension Strand Target 4 Learning Target: I can write sentences with correct punctuation. Student Engagement: Why is correct sentence structure important? 1. Attendance 2. DOL: Week 8, Day 3 3. Practice Test: Vocab Chapter 4 4. Read/Complete/Go Over/Turn in: OSPI Reading Assessment Strand and Target selection TBA 5. Homework: Read average 20 minutes per/day for 5 days/week Differentiation: Individual and/or group setting Checks for Understanding: Ongoing/Circulate, Illustration of sentences 6. Points/Concerns and MYD tracking sheet Thursday, 11/29/12 ELA Common Core Standard: Comprehension Strand Target 4 Learning Target: I can write sentences with correct punctuation. Student Engagement: Why is correct sentence structure important? 1. Attendance 2. DOL: Week 8, Day 4 3. Complete/Go Over/Turn in: Vocab Chapter 4 pages 42-43 4. Study for: Vocab Chapter 4 Spelling and Vocab Test for 11/29/12 5. Homework: Read average 20 minutes per/day for 5 days/week 6. Turn in: MYD Tracking Sheet Differentiation: Individual and/or group setting Checks for Understanding: Ongoing/Circulate, Illustration of sentences 7. Points/Concerns and MYD tracking sheet Friday, 11/30/12 ELA Common Core Standard: Comprehension Strand Target 4 Learning Target: I can write sentences with correct punctuation. Student Engagement: Why is correct sentence structure important? 1. Attendance 2. Complete/Go over/ Turn in DOL: Week 10, Day 5 3. Test: Vocab Book Chapter 4 Spelling Test 4. Test: Vocab Chapter 4 Vocab Test 5. Homework: Read average 20 minutes per/day for 5 days/week 6. Turn in: MYD Tracking Sheet Differentiation: Individual and/or group setting Checks for Understanding: Ongoing/Circulate, Illustration of sentences 7. Points/Concerns and MYD tracking sheet Social Studies Lesson Plans/Schedule 11/26/12-11/30/12 Monday, 11/26/12 SS Standard: G1.1 Use and construct maps charts, and other resources to gather and interpret geographic information. SS Standard: G3.1.2b: Explain how the actions and interactions of human societies affect and are affected by environment with regard to air, water, and land issues ELA Common Core Standard: Comprehension Strand Target 2 Learning Target: I can give examples of natural resources. 1. Attendance 2. Read: Chapter 5, section 1 3. Complete: Chapter 5, section 1 guided reading and quiz 4. Complete: Cornell notes, Chapter 5, section 1 Differentiation: Individual/Group Checks for Understanding: Ongoing/Circulate 5. Points/MYD Tracking Sheet Tuesday, 11/27/12 SS Standard: G1.1 Use and construct maps charts, and other resources to gather and interpret geographic information. SS Standard: G3.1.2b: Explain how the actions and interactions of human societies affect and are affected by environment with regard to air, water, and land issues ELA Common Core Standard: Comprehension Strand Target 2 Learning Target: I can give examples of land use. 1. Attendance 2. Read: Chapter 5, section 2 3. Complete: Chapter 5, section 2 guided reading and quiz 4. Complete: Cornell notes, Chapter 5, section 2 Differentiation: Individual/Group Checks for Understanding: Ongoing/Circulate 5. Points/MYD Tracking Sheet Wednesday, 11/28/12 SS Standard: G1.1 Use and construct maps charts, and other resources to gather and interpret geographic information. SS Standard: G3.1.2b: Explain how the actions and interactions of human societies affect and are affected by environment with regard to air, water, and land issues ELA Common Core Standard: Comprehension Strand Target 2 Learning Target: I can give examples of people’s effect on the environment. 1. Attendance 2. Read: Chapter 5, section 3 3. Complete: Chapter 5, section 3 guided reading and quiz 4. Complete: Cornell notes, Chapter 5, section 3 Differentiation: Individual/Group Checks for Understanding: Ongoing/Circulate 5. Points/MYD Tracking Sheet Thursday, 11/29/12 SS Standard: G1.1 Use and construct maps charts, and other resources to gather and interpret geographic information. SS Standard: G3.1.2b: Explain how the actions and interactions of human societies affect and are affected by environment with regard to air, water, and land issues ELA Common Core Standard: Comprehension Strand Target 2 Learning Target: I can give examples of natural resources. 1. Attendance 2. Complete/Go Over: Chapter 5 sections 1-3 3. Complete/Go over: Chapter 5, sections 1-3 guided reading and quiz 4. Complete: Cornell notes, Chapter 5, section 1-3 Differentiation: Individual/Group Checks for Understanding: Ongoing/Circulate 5. Points/MYD Tracking Sheet Friday, 11/30/12 SS Standard: G1.1 Use and construct maps charts, and other resources to gather and interpret geographic information. SS Standard: G3.1.2b: Explain how the actions and interactions of human societies affect and are affected by environment with regard to air, water, and land issues ELA Common Core Standard: Comprehension Strand Target 2 Learning Target: I can demonstrate knowledge about interacting with the environment. 1. Attendance 2. Test (open Cornell notes): Chapter 5, sections 1-3 3. Turn in: Cornell notes, Chapter 5, section 1-3 Differentiation: Individual/Group Checks for Understanding: Ongoing/Circulate 4. Points/MYD Tracking Sheet Learning Strategies 11/26/12-11/30/12 Monday, 11/26/12 Common Core Standard: Comprehension Strand 4 Learning Target: I know how to respond to message sent to my Achievement 3000 profile. Student Engagement: How do I take responsibility for my learning? Differentiation: individual seating /levels 1. Attendance/Agenda 2. Computer Lab 3. Log on: Achievement 3000 4. Individualized Instruction Checks for Understanding: Ongoing/Circulate 5. Points/Concerns Tuesday, 11/27/12 Common Core Standard: Comprehension Strand 4 Learning Target: I can use the 4 reading and reciprocal teaching strategies. Student Engagement: How do I take responsibility for my learning? 1. Attendance 2. SSR – Book Log 3. Word Search: Hilmo List #8 4. Practice Spelling Test: Hilmo List #8 5. Practice: Raw Scores to percentages to decimals to grades Check for Understanding: Ongoing/Circulate 6. Points/Concerns Wednesday, 11/28/12 Common Core Standard: Comprehension Strand 4 Learning Target: I can use the 4 reading and reciprocal teaching strategies. Student Engagement: How do I take responsibility for my learning? 1. Attendance 2. Book Log 3. Preview: Nana Hannah’s Piano 4. Revisiting 5. Reviewing 6. Rehearsing 7. Reading 8. Responding/Reflecting 9. Responding/Reflecting - 10. Complete Reflection #1-3 (Student Guide p. 9-11) 11. Strategies Discussion Check for Understanding: Ongoing/Circulate 12. Points/Concerns Thursday, 11/29/12 Common Core Standard: Comprehension Strand 4 Learning Target: I know how to respond to message sent to my Achievement 3000 profile. Student Engagement: How do I take responsibility for my learning? Differentiation: individual seating /levels 1. Attendance/Agenda 2. Computer Lab 3. Log on: Achievement 3000 4. Individualized Instruction Checks for Understanding: Ongoing/Circulate 5. Points/Concerns Friday, 11/30/12- Continue Nana Hannah’s Piano Common Core Standard: Comprehension Strand 4 Learning Target: I can use the 4 reading and reciprocal teaching strategies. Student Engagement: How do I take responsibility for my learning? 1. Attendance 2. Book Log 3. Preview: Nana Hannah’s Piano 4. Revisiting 5. Reviewing 6. Rehearsing 7. Reading 8. Responding/Reflecting 9. Responding/Reflecting - 10. Complete Reflection #1-3 (Student Guide p. 9-11) 11. Strategies Discussion Check for Understanding: Ongoing/Circulate 12. Points/Concerns Language Arts Lesson Plans 11/13/12/-11/21/12 Tuesday- Friday, 11/13-16/12 ELA Common Core Standard: Comprehension Strand Target 4 Learning Target: I can describe the Sasquatch Reading Awards Student Engagement: What words can I add these words to my active vocabulary? 1. Attendance 2. Library: Sasquatch Reading Awards Differentiation: Individual and/or group setting Checks for Understanding: Ongoing/Circulate, Illustration of sentences 3. Points/Concerns Monday, 11/19/12 ELA Common Core Standard: Comprehension Strand Target 4 Learning Target: I can write sentences with correct punctuation. Student Engagement: Why is correct sentence structure important? 1. Attendance 2. Complete DOL: Week 8 3. Handout: Hatchet wksht chapters 16-18 4. Read Hatchet: Chapters 16-18 5. Complete/Go over/Turn in: Hatchet handout, chapters 16-18 6. Homework: 20 minutes/day or 100 minutes per week Differentiation: Individual and/or group setting Checks for Understanding: Ongoing/Circulate, Illustration of sentences 7. Points/Concerns and MYD tracking sheet Tuesday, 11/20/12 ELA Common Core Standard: Comprehension Strand Target 4 Learning Target: I know the elements of the story, “Hatchet”. Student Engagement: Do you think you could survive like Brian did? 1. Attendance 2. Complete/Go over/Turn In: Hatchet Cornell notes 3. Go over: RBA I Answers 4. Homework: 20 minutes/day or 100 minutes per week Differentiation: Individual and/or group setting Checks for Understanding: Ongoing/Circulate, Illustration of sentences 5. Points/Concerns and MYD tracking sheet Wednesday, 11/21/12 ELA Common Core Standard: Comprehension Strand Target 4 Learning Target: I can write sentences with correct punctuation. Student Engagement: Why is correct sentence structure important? 1. Attendance 6. Finish over: RBA I Answers 2. Complete/Go over/Turn in: DOL: Week 9 Differentiation: Individual and/or group setting Checks for Understanding: Ongoing/Circulate, Illustration of sentences 3. Points/Concerns and MYD tracking sheet Social Studies Lesson Plans/Schedule 11/14/12- 11/21/12 Tuesday-Wednesday, 11/13-14/12 SS Standard: G1.1 Use and construct maps charts, and other resources to gather and interpret geographic information. SS Standard: G3.1.2b: Explain how the actions and interactions of human societies affect and are affected by environment with regard to air, water, and land issues ELA Common Core Standard: Comprehension Strand Target 2 Learning Target: I can demonstrate knowledge of Earth’s Human Geography. Student Engagement: How can answering questions increase my comprehension? 1. Attendance 2. Test: Chapter 3 closed book/open notes test 3. Turn in: Cornell notes for Chapter 3, sections 1-4 Differentiation: Individual Checks for Understanding: Ongoing/Circulate 4. MYD/Points/Exit Thursday, 11/15/12 SS Standard: G1.1 Use and construct maps charts, and other resources to gather and interpret geographic information. SS Standard: G3.1.2b: Explain how the actions and interactions of human societies affect and are affected by environment with regard to air, water, and land issues ELA Common Core Standard: Comprehension Strand Target 2 Learning Target: I can define culture. Student Engagement: How can answering questions increase my comprehension? 1. Attendance 2. Complete: Chapter 3 Test 3. Turn in: Cornell Notes and Veteran’s Day Essay 4. Read: Chapter 4, section 1 using the SQ3R Method Differentiation: Individual Checks for Understanding: Ongoing/Circulate 5. MYD/Points/Exit Friday, 11/16/12 SS Standard: G1.1 Use and construct maps charts, and other resources to gather and interpret geographic information. SS Standard: G3.1.2b: Explain how the actions and interactions of human societies affect and are affected by environment with regard to air, water, and land issues ELA Common Core Standard: Comprehension Strand Target 2 Learning Target: I can describe how culture and society are intertwined. 1. Attendance 2. Read: Chapter 4, section 2 using the SQ3R Method 3. Work On: Chapter 4, sections 1-2 Guided Reading and Quizzes Differentiation: Individual Checks for Understanding: Ongoing/Circulate 4. MYD/Points/Exit Monday, 11/19/12 SS Standard: G1.1 Use and construct maps charts, and other resources to gather and interpret geographic information. SS Standard: G3.1.2b: Explain how the actions and interactions of human societies affect and are affected by environment with regard to air, water, and land issues ELA Common Core Standard: Comprehension Strand Target 2 Learning Target: I can describe the relationship between culture and society. Student Engagement: How can answering questions increase my comprehension? 1. Attendance 2. Complete/Go over/Turn in: Chapter 4, sections 1-2 Guided Reading and Quizzes 3. Write: Chapter 4, sections 1-2 Cornell Notes Differentiation: Individual Checks for Understanding: Ongoing/Circulate 4. MYD/Points/Exit Tuesday, 11/20/12 SS Standard: G1.1 Use and construct maps charts, and other resources to gather and interpret geographic information. SS Standard: G3.1.2b: Explain how the actions and interactions of human societies affect and are affected by environment with regard to air, water, and land issues ELA Common Core Standard: Comprehension Strand Target 2 Learning Target: I can describe how cultural change takes place. 1. Attendance 2. Read: Chapter 4, section 3 using the SQ3R Method 3. Complete/Go over/Turn in: Chapter 4, sections 3 Guided Reading and Quiz 4. Homework: Write Cornell notes Chapter 4 section 3 5. Study for: Open Cornell notes test over Chapter 4 Differentiation: Individual Checks for Understanding: Ongoing/Circulate 6. MYD/Points/Exit Wednesday, 11/21/12 SS Standard: G1.1 Use and construct maps charts, and other resources to gather and interpret geographic information. SS Standard: G3.1.2b: Explain how the actions and interactions of human societies affect and are affected by environment with regard to air, water, and land issues ELA Common Core Standard: Comprehension Strand Target 2 Learning Target: I can demonstrate my knowledge about culture on the Chapter 3 test. 1. Attendance 2. Test (open Cornell notes): Chapter 4, sections 1-3 3. Turn in: Cornell notes for Chapter 4, sections 1-3 Differentiation: Individual Checks for Understanding: Ongoing/Circulate 4. MYD/Points/Exit Learning Strategies 11/13/12-11/21/12 Tuesday, 11/13/12 Learning Target: I can convert raw scores to percentages. 1. Attendance/Agenda 2. Hilmo # 7 Word Search 3. Practice Test: Hilmo List #7 Checks for Understanding: Ongoing/Circulate 4. Points/Concerns Wednesday, 11/14/12 Soaring to Success Lesson 3 Common Core Standard: Comprehension Strand 4 Learning Target: I can use the 4 reading and reciprocal teaching strategies. Student Engagement: How do I take responsibility for my learning? 1. Attendance 2. SSR – Book Log 3. Word Search: Hilmo Spelling Test #6 4. Revisiting - group conference 5. Reviewing – Reciprocal Teaching Posters 2,3 Students: Summarize 6. Rehearsing: 7. KWL Question 8. Guided Preview/Vocab pages 16-23: fins, oxygen, gills, slits 9. Fluency Focus: Integration 10. Reading and Reciprocal Teaching - 11. Silent Read: Great White Shark 12. Check Questions 13. Model and Reciprocal Teach Strategies: 14. Summarize 15. Clarify- Phonics and Clarify- Comprehension 16. Question 17. Predict 18. Responding/Reflecting - 19. KWL (Poster 5) 20. Reflection #3 (Student Guide p. 8) 21. Strategies Discussion Check for Understanding: Ongoing/Circulate 1. Points/Concerns Thursday, 11/15/12 Common Core Standard: Comprehension Strand 4 Learning Target: I know how to respond to message sent to my Achievement 3000 profile. Student Engagement: How do I take responsibility for my learning? Differentiation: individual seating /levels 2. Attendance/Agenda 3. Computer Lab 4. Log on: Achievement 3000 5. Individualized Instruction Checks for Understanding: Ongoing/Circulate 6. Points/Concerns Friday, 11/16/12 Common Core Standard: Comprehension Strand 4 Learning Target: I know the meaning of relevant 6th grade vocabulary from Hilmo list #6 Student Engagement: How do I take responsibility for my learning? Differentiation: individual seating /levels 1. Attendance/Agenda 2. Read/Discuss: Coach Gives Teenager a Home, Gets a Star Quarterback 3. Test: Hilmo List #7 4. Test: Vocabulary#7 5. SSR Checks for Understanding: Ongoing/Circulate 6. Points/Concerns Monday, 11/19/12 Common Core Standard: Comprehension Strand 4 Learning Target: I know how to respond to message sent to my Achievement 3000 profile. Student Engagement: How do I take responsibility for my learning? Differentiation: individual seating /levels 1. Attendance/Agenda 2. Computer Lab 3. Log on: Achievement 3000 4. Individualized Instruction Checks for Understanding: Ongoing/Circulate 5. Points/Concerns Tuesday, 11/20/12 Common Core Standard: Comprehension Strand 4 Learning Target: I can use the 4 reading and reciprocal teaching strategies. Student Engagement: How do I take responsibility for my learning? 1. Attendance 2. SSR – Book Log 3. Spelling Test: Hilmo Spelling Test #7 4. Vocabulary Test: Hilmo Test # 7 5. Silent Read: Great White Shark 6. Check Questions 7. Model and Reciprocal Teach Strategies: 8. Summarize 9. Clarify- Phonics and Clarify- Comprehension 10. Question 11. Predict 12. Responding/Reflecting - 13. KWL (Poster 5) 14. Complete Reflection #2-3 (Student Guide p. 8) 15. Strategies Discussion Check for Understanding: Ongoing/Circulate 7. Points/Concerns Wednesday, 11/21/12 Common Core Standard: Comprehension Strand 4 Learning Target: I can use the 4 reading and reciprocal teaching strategies. Student Engagement: How do I take responsibility for my learning? 1. Attendance 2. SSR – Book Log Check for Understanding: Ongoing/Circulate 8. Points/Concerns Language Arts Lesson Plans 11/5/12/-11/9/12 Monday 11/5/12 ELA Common Core Standard: Comprehension Strand Target 4 Learning Target: I can know what a general/specific essay is. Student Engagement: How can this informati 1. Attendance 2. Go over: Hatchet handouts 10-12 3. Discuss/Go over: Veteran’s Day Essay 4. Work on: Veteran’s Day Essay 5. Write: ELA SMART goals Differentiation: Individual and/or group setting Checks for Understanding: Ongoing/Circulate, Illustration of sentences 6. Points/Concerns and MYD tracking sheet Tuesday-Wednesday 11/6-7/12 ELA Common Core Standard: Comprehension Strand Target 4 Learning Target: I demonstrate my ELA skills on the RBA part II Student Engagement: How can information from the RBA help me? 1. Attendance 2. Begin: RBA part I 3. Homework: Complete and type Veteran’s Day Essay Differentiation: Individual and/or group setting Checks for Understanding: Ongoing/Circulate, Illustration of sentences 4. Points/Concerns and MYD tracking sheet Thursday, 11/8/12 ELA Common Core Standard: Comprehension Strand Target 4 Learning Target: I can make grammatical corrections to incorrect sentences. Student Engagement: How can I add these words to my active vocabulary? 1. Attendance 2. DOL: Week 7, Days 1-5 3. Read: Hatchet Chapters 13-15 4. Complete/Go over/Turn In: Hatchet Chapter 13-15 5. Homework: 20 minutes/day or 100 minutes per week Differentiation: Individual and/or group setting Checks for Understanding: Ongoing/Circulate, Illustration of sentences 6. Points/Concerns and MYD tracking sheet Friday, 11/9/12 ELA Common Core Standard: Comprehension Strand Target 4 Learning Target: I can demonstrate my knowledge of vocabulary words learned this quarter. Student Engagement: How can I add these words to my active vocabulary? 1. Attendance 2. Test: ELA Cumulative Review 3. SSR 4. Turn in : Reading Log and MYD tracking sheet 5. Homework: 20 minutes/day or 100 minutes per week Differentiation: Individual and/or group setting Checks for Understanding: Ongoing/Circulate, Illustration of sentences 6. Points/Concerns and MYD tracking sheet 7. Hand out Reading Log and ELA tracking sheet Tuesday- Friday, 11/13-16/12 ELA Common Core Standard: Comprehension Strand Target 4 Learning Target: I can describe the Sasquatch Reading Awards Student Engagement: What words can I add these words to my active vocabulary? 1. Attendance 2. Library: Sasquatch Reading Awards 3. Homework: 20 minutes/day or 100 minutes per week Differentiation: Individual and/or group setting Checks for Understanding: Ongoing/Circulate, Illustration of sentences 4. Points/Concerns and MYD tracking sheet Social Studies Lesson Plans/Schedule 11/5/12- 11/9/12 Monday, 11/5/12 ELA Common Core Standard: Comprehension Strand Target 4 Learning Target: I can write a general/specific essay. Student Engagement: How can this information help me. 1. Attendance 2. Discuss/Go over: Veteran’s Day Essay 3. Work on: Veteran’s Day Essay Differentiation: Individual and/or group setting Checks for Understanding: Ongoing/Circulate, Illustration of sentences 4. Points/Concerns and MYD tracking sheet Tuesday, 11/6/12 SS Standard: G1.1 Use and construct maps charts, and other resources to gather and interpret geographic information. SS Standard: G3.1.2b: Explain how the actions and interactions of human societies affect and are affected by environment with regard to air, water, and land issues ELA Common Core Standard: Comprehension Strand Target 2 Learning Target: I can describe urbanization. Student Engagement: How can answering questions increase my comprehension? 1. Attendance 2. Complete/Go over: Chapter 3, sections 1-2 Guided Reading and Quizzes 3. Write: Chapter 3, sections 1-2 Cornell Notes Differentiation: Individual Checks for Understanding: Ongoing/Circulate 4. MYD/Points/Exit Wednesday 11/7/12 SS Standard: G1.1 Use and construct maps charts, and other resources to gather and interpret geographic information. SS Standard: G3.1.2b: Explain how the actions and interactions of human societies affect and are affected by environment with regard to air, water, and land issues ELA Common Core Standard: Comprehension Strand Target 2 Learning Target: I can describe global trade patterns. Student Engagement: How can the SQ3R Method help me? 1. Attendance 2. Read: Chapter 3, sections 3-4 using the SQ3R Method Differentiation: Individual /Group seating Checks for Understanding: Ongoing/Circulate 3. MYD/Points/Exit Thursday, 11/8/12 SS Standard: G1.1 Use and construct maps charts, and other resources to gather and interpret geographic information. SS Standard: G3.1.2b: Explain how the actions and interactions of human societies affect and are affected by environment with regard to air, water, and land issues ELA Common Core Standard: Comprehension Strand Target 2 Learning Target: I can describe different types of government. Student Engagement: How can answering questions increase my comprehension? 1. Attendance 2. Complete/Go over: Chapter 3, sections 3-4 Guided Reading and Quizzes 3. Write: Chapter 3, sections 3-4 Cornell Notes Differentiation: Individual Checks for Understanding: Ongoing/Circulate 4. MYD/Points/Exit Friday, 11/9/12 SS Standard: G1.1 Use and construct maps charts, and other resources to gather and interpret geographic information. SS Standard: G3.1.2b: Explain how the actions and interactions of human societies affect and are affected by environment with regard to air, water, and land issues ELA Common Core Standard: Comprehension Strand Target 2 Learning Target: I can describe urbanization. Student Engagement: How can answering questions increase my comprehension? 1. Attendance 2. Test: Chapter 3 closed book/open notes and handouts test. Differentiation: Individual Checks for Understanding: Ongoing/Circulate 3. MYD/Points/Exit Learning Strategies 11/5/12-11/9/12 Monday, 10/5/12 Common Core Standard: Comprehension Strand 4 Learning Target: I can complete the lexile testing for my Achievement 3000 profile. Student Engagement: How do I take responsibility for my learning? Differentiation: individual seating /levels 1. Attendance/Agenda 2. Computer Lab 3. Log on: Achievement 3000 4. Lexile Testing 5. Individualized Instruction Checks for Understanding: Ongoing/Circulate 6. Points/Concerns Tuesday, 10/6/12 Learning Target: I can convert raw scores to percentages. 1. Attendance/Agenda 2. Mrs. Wissinger’s to my class 3. Practice Test: Hilmo List #6 4. Work on: Raw Scores to decimals to percentages to grades Checks for Understanding: Ongoing/Circulate 5. Points/Concerns Wednesday, 11/7/12 Soaring to Success Lesson 3 Common Core Standard: Comprehension Strand 4 Learning Target: I can use the 4 reading and reciprocal teaching strategies. Student Engagement: How do I take responsibility for my learning? 1. Attendance 2. SSR – Book Log 3. Word Search: Hilmo Spelling Test #6 4. Revisiting - group conference 5. Reviewing – Reciprocal Teaching Posters 2,3 Students: Summarize 6. Rehearsing: 7. KWL Question 8. Guided Preview/Vocab pages 16-23: fins, oxygen, gills, slits 9. Fluency Focus: Integration 10. Reading and Reciprocal Teaching - 11. Silent Read: Great White Shark 12. Check Questions 13. Model and Reciprocal Teach Strategies: 14. Summarize 15. Clarify- Phonics and Clarify- Comprehension 16. Question 17. Predict 18. Responding/Reflecting - 19. KWL (Poster 5) 20. Reflection #3 (Student Guide p. 8) 21. Strategies Discussion for Understanding: Ongoing/Circulate 1. Points/Concerns Thursday, 11/8/12 Common Core Standard: Comprehension Strand 4 Learning Target: I know how to respond to message sent to my Achievement 3000 profile. Student Engagement: How do I take responsibility for my learning? Differentiation: individual seating /levels 2. Attendance/Agenda 3. Computer Lab 4. Log on: Achievement 3000 5. Individualized Instruction Checks for Understanding: Ongoing/Circulate 6. Points/Concerns Friday, 11/9/12 Common Core Standard: Comprehension Strand 4 Learning Target: I know the meaning of relevant 6th grade vocabulary from Hilmo list #6 Student Engagement: How do I take responsibility for my learning? Differentiation: individual seating /levels 1. Attendance/Agenda 2. Test: Hilmo List #6 3. Test: Vocabulary 4. SSR Checks for Understanding: Ongoing/Circulate 5. Points/Concerns Language Arts Lesson Plans 10/29/12-10/26/12 Hatchet Monday 10/29/12 ELA Common Core Standard: Comprehension Strand Target 4 Learning Target: I know the parts of a summary. Student Engagement: What are some of your favorite fictional stories? 1. Attendance 2. Complete: DOL Week 6 Day 1 3. Write/Turn in: SMART Goals for ELA 4. Read Hatchet: Chapter 9 5. Complete/Go over: Hatchet Handout Chapters 7-9 6. Theme/Summary Quiz 7. Continue: Definition of Theme p. 225-235 8. Summary to include: Topic Sentence, 3 detail sentences, Conclusionary Sentence 9. Vocabulary- Context clues 10. Prediction 11. Main Idea 12. What does definition mean? 13. What does describe mean? 14. Fact/Opinion 15. Conclusion Differentiation: Individual and/or group setting Checks for Understanding: Ongoing/Circulate, Illustration of sentences 16. Handout: MYD tracking sheet/Reading Log for next week Tuesday, 10/30/12 ELA Common Core Standard: Comprehension Strand Target 4 Learning Target: I can identify the theme of a “The All American Slurp” pages 227-234 Student Engagement: What are some of your favorite fictional stories? 1. Attendance 2. Curry Spelling/Vocabulary List Chapter 3 Word Search: kneel, wrench, debt, doubt, bomb, plumber, tomb, autumn, calm, rhyme, knack, knowledge, knuckle, wrestled, wrinkle, numb, palm, hymn rhythm, film 3. DOL: Week 6, Day 2 4. Read: “The All American Slurp” pages 227-234 5. Test: Recognize theme 6. Read: Hatchet, chapter 10-12 7. Continue: Cornell notes on plot 8. Complete/Turn In: Chapter 10-12 Hatchet Handout 9. Write SMART GOALS for ELA 10. MYD Points/Concerns Tracking Sheet 11. Homework: 20 minutes/day or 100 minutes per week Differentiation: Individual and/or group setting Checks for Understanding: Ongoing/Circulate, Illustration of sentences 12. Points/Concerns Wednesday, 10/31/12 ELA Common Core Standard: Comprehension Strand Target 4 Learning Target: I can take responsibility for remediating/maintaining my grade. Student Engagement: What is your goal for this quarter’s grades? 1. Attendance 2. DOL: Week 6, Day 3 3. Retakes/Make up work 4. Homework: 20 minutes/day or 100 minutes per week Differentiation: Individual and/or group setting Checks for Understanding: Ongoing/Circulate, Illustration of sentences 5. Points and Concerns- MYD tracking sheet Thursday, 11/1/12 ELA Common Core Standard: Comprehension Strand Target 4 Learning Target: Student Engagement: How can I add these words to my active vocabulary? 1. Attendance 2. DOL: Week 6, Day 4 3. Complete/Turn In: Chapter 10-12 Hatchet Handout 4. Complete/Go over/Turn In: Curry Spelling List # 3 pages 5-6 5. Homework: 20 minutes/day or 100 minutes per week Differentiation: Individual and/or group setting Checks for Understanding: Ongoing/Circulate, Illustration of sentences 6. Points/Concerns and MYD tracking sheet Friday, 11/2/12 ELA Common Core Standard: Comprehension Strand Target 4 Learning Target: I can spell and know the meaning of words with silent letters. Student Engagement: How can I add these words to my active vocabulary? 1. Attendance 2. DOL: Week 6, Day 5 3. Test: Curry Spelling List #3 on back of DOL 4. Test: Curry Spelling Vocabulary List #3 Differentiation: Individual and/or group setting Checks for Understanding: Ongoing/Circulate, Illustration of sentences 5. Points/Concerns and MYD tracking sheet 6. Turn in: Reading Homework and MYD tracking sheet Social Studies Lesson Plans/Schedule 10/29/12-11/2/12 Monday, 10/29/12 SS Standard: G1.1 Use and construct maps charts, and other resources to gather and interpret geographic information. SS Standard: G3.1.2b: Explain how the actions and interactions of human societies affect and are affected by environment with regard to air, water, and land issues ELA Common Core Standard: Comprehension Strand Target 2 Learning Target: I can use my textbook as a resource to find information in regard to Geography. Student Engagement: How can my notes help me? 1. Attendance 2. Review Notes: Chapter 1-2 3. Open book test: Chapter 1-2 Differentiation: Individual Checks for Understanding: Ongoing/Circulate 4. MYD/Points/Exit Tuesday, 10/30/12 SS Standard: G1.1 Use and construct maps charts, and other resources to gather and interpret geographic information. SS Standard: G3.1.2b: Explain how the actions and interactions of human societies affect and are affected by environment with regard to air, water, and land issues ELA Common Core Standard: Comprehension Strand Target 2 Learning Target: I can explain the difference between population density and population growth. Student Engagement: How can the SQ3R Method help me? 1. Attendance 2. Continue Open book test: Chapter 1-2 3. Read: Chapter 3, sections 1-2 using the SQ3R Method Differentiation: Individual Checks for Understanding: Ongoing/Circulate 4. MYD/Points/Exit Wednesday, 10/31/12 SS Standard: G1.1 Use and construct maps charts, and other resources to gather and interpret geographic information. SS Standard: G3.1.2b: Explain how the actions and interactions of human societies affect and are affected by environment with regard to air, water, and land issues ELA Common Core Standard: Comprehension Strand Target 2 Learning Target: I can use my time wisely to improve my grade. Student Engagement: How can I improve my grades? 1. Attendance 2. Make ups/retakes Differentiation: Individual Checks for Understanding: Ongoing/Circulate 3. MYD/Points/Exit Thursday, 11/1/12 SS Standard: G1.1 Use and construct maps charts, and other resources to gather and interpret geographic information. SS Standard: G3.1.2b: Explain how the actions and interactions of human societies affect and are affected by environment with regard to air, water, and land issues ELA Common Core Standard: Comprehension Strand Target 2 Learning Target: I can describe urbanization. Student Engagement: How can answering questions increase my comprehension? 1. Attendance 2. Complete: Chapter 3, sections 1-2 Guided Reading and Quizzes Differentiation: Individual Checks for Understanding: Ongoing/Circulate 3. MYD/Points/Exit Friday 11/2/12 SS Standard: G1.1 Use and construct maps charts, and other resources to gather and interpret geographic information. SS Standard: G3.1.2b: Explain how the actions and interactions of human societies affect and are affected by environment with regard to air, water, and land issues ELA Common Core Standard: Comprehension Strand Target 2 Learning Target: I can describe global trade patterns. Student Engagement: How can the SQ3R Method help me? 1. Attendance 2. Read: Chapter 3, sections 3-4 using the SQ3R Method Differentiation: Individual /Group seating Checks for Understanding: Ongoing/Circulate Learning Strategies 10/29/12-11/2/12 Monday, 10/29/12 Common Core Standard: Comprehension Strand 4 Learning Target: I set up/view my Achievement 3000 profile. Student Engagement: How do I take responsibility for my learning? Differentiation: individual seating /levels 1. Attendance/Agenda 2. Computer Lab: 3. Log on: Achievement 3000 Checks for Understanding: Ongoing/Circulate 4. Points/Concerns Tuesday, 10/30/12 1. Attendance/Agenda 2. To Mrs. Wissinger’s class for LS Checks for Understanding: Ongoing/Circulate 3. Points/Concerns Wednesday, 10/31/12 Common Core Standard: Comprehension Strand 4 Learning Target: I can make up my assignments/tests Student Engagement: How do I take responsibility for my learning? Differentiation: individual seating /levels 1. Attendance/Agenda 2. Hilmo Spelling List #5 Word Search 3. Model and Reciprocal Teach Strategies: 4. Summarize 5. Clarify- Phonics and Clarify- Comprehension 6. Question 7. Predict 8. Responding/Reflecting - 9. KWL (Poster 5) 10. Reflection #2 (Student Guide p. 7) 11. Strategies Discussion 12. Summarize Lesson Checks for Understanding: Ongoing/Circulate 13. Points/Concerns Thursday, 11/1/12 Common Core Standard: Comprehension Strand 4 Learning Target: I set up/view my Achievement 3000 profile. Student Engagement: How do I take responsibility for my learning? Differentiation: individual seating /levels 1. Attendance/Agenda 2. Computer Lab 3. Log on: Achievement 3000 4. Lexile Testing Checks for Understanding: Ongoing/Circulate 5. Points/Concerns Friday, 11/2/12 Soaring to Success Lesson 3 Common Core Standard: Comprehension Strand 4 Learning Target: I can use the 4 reading and reciprocal teaching strategies. Student Engagement: How do I take responsibility for my learning? 1. Attendance 2. SSR – Book Log 3. Test: Hilmo Spelling Test #5 4. Revisiting - group conference 5. Reviewing – Reciprocal Teaching Posters 2,3 Students: Summarize 6. Rehearsing: 7. KWL Question 8. Guided Preview/Vocab pages 16-23: fins, oxygen, gills, slits 9. Fluency Focus: Integration 10. Reading and Reciprocal Teaching - 11. Silent Read: Great White Shark 12. Check Questions 13. Model and Reciprocal Teach Strategies: 14. Summarize 15. Clarify- Phonics and Clarify- Comprehension 16. Question 17. Predict 18. Responding/Reflecting - 19. KWL (Poster 5) 20. Reflection #3 (Student Guide p. 8) 21. Strategies Discussion Language Arts Lesson Plans 10/22/12-10/26/12 Hatchet Monday, 10/22/12 ELA Common Core Standard: Comprehension Strand Target 4 Learning Target: I can take notes on story elements utilizing Cornell notes. Student Engagement: What are some of your favorite fictional stories? 1. Attendance 2. Vocabulary /Spelling List Chapter 3 Word Search: hemorrhage, cardiologist, cardiovascular, epidermis, neonatal, prenatal, anemia, dermatology 3. DOL: Week 5, Day 1 4. Read: Hatchet, chapter 6 page 57 5. Continue: Cornell notes on plot 6. Complete/Turn In: Chapter 5-6 Hatchet Handout 7. MYD Points/Concerns Tracking Sheet 8. Homework: 20 minutes/day or 100 minutes per week Differentiation: Individual and/or group setting Checks for Understanding: Ongoing/Circulate, Illustration of sentences 9. Points/Concerns Tuesday, 10/23/12 ELA Common Core Standard: Comprehension Strand Target 4 Learning Target: I know the meaning of the roots “card”, “derm”, “hem/em”, “nat” Student Engagement: How can I add these words to my active vocabulary? 1. Attendance 2. DOL: Week 5, Day 2 3. Read: Vocabulary Handout Book 26-30 4. Complete/Go over: Vocab handouts pages 31-32 5. Continue : Theme p. 220-235 6. Definition of Theme 7. Summary to include: Topic Sentence, 3 detail sentences, Conclusionary Sentence 8. Vocabulary- Context clues 9. Prediction 10. Main Idea 11. What does definition mean? 12. What does describe mean? 13. Fact/Opinion 14. Conclusion Differentiation: Individual and/or group setting Checks for Understanding: Ongoing/Circulate, Illustration of sentences Wednesday, 10/24/12 ELA Common Core Standard: Comprehension Strand Target 4 Learning Target: I can take identify story elements utilizing Cornell notes. Student Engagement: What are some of your favorite fictional stories? 1. Attendance 2. DOL: Week 5, Day 3 3. Read Hatchet : Chapter 7 - 9 4. Continue: Cornell notes on plot 5. Continue: Definition of Theme p. 225-235 6. Summary to include: Topic Sentence, 3 detail sentences, Conclusionary Sentence 7. Vocabulary- Context clues 8. Prediction 9. Main Idea 10. What does definition mean? 11. What does describe mean? 12. Fact/Opinion 13. Conclusion Differentiation: Individual and/or group setting Checks for Understanding: Ongoing/Circulate, Illustration of sentences Thursday, 10/25/12 ELA Common Core Standard: Comprehension Strand Target 4 Learning Target: I can use the chapter 3 vocabulary words in a sentence. Student Engagement: What are some of your favorite fictional stories? 1. Attendance 2. DOL: Week 5, Day 4 3. Complete/Go Over: Vocabulary Handouts pages 33-34 4. Complete/Go Over: Hatchet handouts chapters 7-9 5. Continue: Cornell notes on plot 6. Continue: Definition of Theme p. 225-235 7. Summary to include: Topic Sentence, 3 detail sentences, Conclusionary Sentence 8. Vocabulary- Context clues 9. Prediction 10. Main Idea 11. What does definition mean? 12. What does describe mean? 13. Fact/Opinion 14. Conclusion Differentiation: Individual and/or group setting Checks for Understanding: Ongoing/Circulate, Illustration of sentences Friday 10/26/12 ELA Common Core Standard: Comprehension Strand Target 4 Learning Target: I can identify the theme of a selection. Student Engagement: What are some of your favorite fictional stories? 1. Attendance 2. Complete/Turn in: DOL: Week 5, Day 5 3. Test: Vocabulary /Spelling Test Chapter #3 4. Test: Identifying theme, etc 5. Turn in MYD tracking sheet/Reading Log for the week Differentiation: Individual and/or group setting Checks for Understanding: Ongoing/Circulate, Illustration of sentences Social Studies Lesson Plans/Schedule 10/22/12-10/26/12 Monday, 10/22/12 SS Standard: G3.1.2b: Explain how the actions and interactions of human societies affect and are affected by environment with regard to air, water, and land issues ELA Common Core Standard: Comprehension Strand Target 2 Learning Target: I can name some forces shaping the Earth. Student Engagement: How can the SQ3R Method help me? 1. Attendance 2. View Video: Plate tectonics 3. Take/ Discus: Cornell Notes on Plate tectonics Differentiation: Individual and/or group seating Checks for Understanding: Ongoing/Circulate 4. MYD/Points/Exit Tuesday, 10/23/12 SS Standard: G3.1.2b: Explain how the actions and interactions of human societies affect and are affected by environment with regard to air, water, and land issues ELA Common Core Standard: Comprehension Strand Target 2 Learning Target: I can name and describe the 5 Themes of Geography Student Engagement: How can the SQ3R Method help me? 1. Attendance 2. View Video: Five Themes of Geography 3. Take/ Discuss Cornell Notes: Five Themes of Geography Differentiation: Individual and/or group seating Checks for Understanding: Ongoing/Circulate 4. MYD/Points/Exit Wednesday, 10/24/12- Healthy Kid Survey 1st Period SS Standard: G1.1 Use and construct maps charts, and other resources to gather and interpret geographic information. ELA Common Core Standard: Comprehension Strand Target 2 Learning Target: I can define latitude and longitude. Student Engagement: How can the SQ3R Method help me? 1. Attendance 2. View Video: Maps and Globes 3. Take Notes/ Discuss Cornell Notes: Maps and Globes Differentiation: Individual and/or group seating Checks for Understanding: Ongoing/Circulate 4. MYD/Points/Exit Thursday, 10/25/12 SS Standard: G1.1 Use and construct maps charts, and other resources to gather and interpret geographic information. SS Standard: G3.1.2b: Explain how the actions and interactions of human societies affect and are affected by environment with regard to air, water, and land issues ELA Common Core Standard: Comprehension Strand Target 2 Learning Target: I can use my notes to study/ understand of The Five Themes of Geography and the Earth’s Physical Geography. Student Engagement: How can the SQ3R Method help me? 1. Attendance 2. Review Notes: Chapter 1-2 3. Study for open notes test: Chapter 1-2 for 10/26/12 Differentiation: Individual and/or group seating Checks for Understanding: Ongoing/Circulate 4. MYD/Points/Exit Friday, 10/26/12 SS Standard: G1.1 Use and construct maps charts, and other resources to gather and interpret geographic information. SS Standard: G3.1.2b: Explain how the actions and interactions of human societies affect and are affected by environment with regard to air, water, and land issues ELA Common Core Standard: Comprehension Strand Target 2 Learning Target: I can use my notes to study/ understand of The Five Themes of Geography and the Earth’s Physical Geography. Student Engagement: How can my notes help me? 1. Attendance 2. Review Notes: Chapter 1-2 3. Open notes test: Chapter 1-2 Differentiation: Individual Checks for Understanding: Ongoing/Circulate 4. MYD/Points/Exit Learning Strategies 10/22/12-10/26/12 Monday, 10/22/12 Common Core Standard: Comprehension Strand 4 Learning Target: I set up/view my Achievement 3000 profile. Student Engagement: How do I take responsibility for my learning? Differentiation: individual seating /levels 1. Attendance/Agenda 2. Computer Lab: 3. Log on: Achievement 3000 Checks for Understanding: Ongoing/Circulate 4. Points/Concerns Tuesday, 10/22/12 Common Core Standard: Comprehension Strand 4 Learning Target: I can convert raw scores to grades. Student Engagement: How do I take responsibility for my learning? 1. Attendance 2. SSR 3. Hilmo Spelling and Vocab Practice test # 5 4. Raw Score to decimal to percentage to grade conversion 5. Hilmo S & P Vocab Word Search #5 Wednesday, 10/24/12 Soar to Success: Lesson 2 Common Core Standard: Comprehension Strand 4 Learning Target: I can use the 4 reading and reciprocal teaching strategies. Student Engagement: How do I take responsibility for my learning? 1. Attendance 2. SSR – Book Log 3. Test: Hilmo Spelling Test #4 4. Revisiting - group conference 5. Reviewing – Reciprocal Teaching Posters 2,3/Model: Summarizing 6. Rehearsing: 7. KWL Question 8. Guided Preview/Vocab pages 10-15: microscope, skeleton, cartilage 9. Fluency Focus: Reading Rate 10. Reading and Reciprocal Teaching - 11. Silent Read: Great White Shark 12. Check Questions 13. Model and Reciprocal Teach Strategies: 14. Summarize 15. Clarify- Phonics and Clarify- Comprehension 16. Question 17. Predict 18. Responding/Reflecting - 19. KWL (Poster 5) 20. Reflection #2 (Student Guide p. 7) 21. Strategies Discussion 22. Summarize Lesson Thursday 10/25/12 Common Core Standard: Comprehension Strand 4 Learning Target: I set up/view my Achievement 3000 profile. Student Engagement: How do I take responsibility for my learning? Differentiation: individual seating /levels 1. Attendance/Agenda 2. Computer Lab 3. Log on: Achievement 3000 4. Lexile Testing Checks for Understanding: Ongoing/Circulate 5. Points/Concerns Friday, 10/26/12 Soar to Success: Lesson 2 Continued Common Core Standard: Comprehension Strand 4 Learning Target: I can use the 4 reading and reciprocal teaching strategies. Student Engagement: How do I take responsibility for my learning? 1. Attendance 2. SSR – Book Log 3. Test: Hilmo Spelling Test #4 4. Revisiting - group conference 5. Reviewing – Reciprocal Teaching Posters 2,3/Model: Summarizing 6. Rehearsing: 7. KWL Question 8. Guided Preview/Vocab pages 10-15: microscope, skeleton, cartilage 9. Fluency Focus: Reading Rate 10. Reading and Reciprocal Teaching - 11. Silent Read: Great White Shark 12. Check Questions 13. Model and Reciprocal Teach Strategies: 14. Summarize 15. Clarify- Phonics and Clarify- Comprehension 16. Question 17. Predict 18. Responding/Reflecting - 19. KWL (Poster 5) 20. Reflection #2 (Student Guide p. 7) 21. Strategies Discussion 22. Summarize Lesson Social Studies Test tomorrow, 10/19/26 over Chapter 2, sections 3-4 Spelling Test on 10/19/26 over Curry List # 2: schedule screaming splash split unless different effort office accused soccer schoolmate scrape screen splinter embarrass missile necessary cliff business pressure Language Arts Lesson Plans 10/15/12-10/19/12 Hatchet Monday, 10/15/12 ELA Common Core Standard: Comprehension Strand Target 4 Learning Target: I can take identify story elements utilizing Cornell notes. Student Engagement: What are some of your favorite fictional stories? 1. Attendance 2. Curry Spelling List # 2 Word Search 3. DOL: Week 4, Day 1 4. Read: Hatchet, chapter 3 5. Continue: Cornell notes on plot 6. Review: Theme- Blue Book 220-235 7. Definition of Theme 8. Summary to include: Topic Sentence, 3 detail sentences, Conclusionary Sentence 9. Vocabulary- Context clues 10. Prediction 11. Main Idea 12. What does definition mean? 13. What does describe mean? 14. Fact/Opinion 15. Conclusion Differentiation: Individual and/or group setting Checks for Understanding: Ongoing/Circulate, Illustration of sentences Tuesday, 10/16/12 ELA Common Core Standard: Comprehension Strand Target 4 Learning Target: I can take identify story elements utilizing Cornell notes. Student Engagement: What are some of your favorite fictional stories? 1. Attendance 2. DOL: Week 4, Day 2 3. Read: Hatchet, chapter 4 4. Continue: Cornell notes on plot Differentiation: Individual and/or group setting Checks for Understanding: Ongoing/Circulate, Illustration of sentences Wednesday, 10/17/12 ELA Common Core Standard: Comprehension Strand Target 4 Learning Target: I can take identify story elements utilizing Cornell notes. Student Engagement: What are some of your favorite fictional stories? 1. Attendance 2. DOL: Week 4, Day 3 3. Complete: Curry Spelling List #2 handout pages 3-4 4. Read: Hatchet, chapter 3 5. Continue: Cornell notes on plot Differentiation: Individual and/or group setting Checks for Understanding: Ongoing/Circulate, Illustration of sentences Thursday, 10/18/12 ELA Common Core Standard: Comprehension Strand Target 4 Learning Target: I can read words with blends and double consonants. Student Engagement: What are some of your favorite fictional stories? 1. Attendance 2. DOL: Week 4, Day 4 3. Complete: Curry Spelling List #2 pages handout pages 5-6 4. Read: Hatchet, chapter 4 5. Continue: Cornell notes on plot Differentiation: Individual and/or group setting Checks for Understanding: Ongoing/Circulate, Illustration of sentences Friday, 10/19/12 ELA Common Core Standard: Comprehension Strand Target 4 Learning Target: I can read words with blends and double consonants. Student Engagement: What are some of your favorite fictional stories? 1. Attendance 2. DOL: Week 4, Day 5 3. Test: Curry Spelling List #2 4. Complete/Discuss: Hatchet handouts chapters 3-4 Differentiation: Individual and/or group setting Checks for Understanding: Ongoing/Circulate, Illustration of sentences Social Studies Lesson Plans/Schedule 10/15/12-10/19/12 Monday, 10/15/12 SS Standard: G1.1 Use and construct maps, charts, and other resources to gather and interpret geographic information. ELA Common Core Standard: Comprehension Strand Target 2 Learning Target: I can name different types of precipitation. Student Engagement: How does precipitation affect me? 1. Attendance 2. Go over: Chapter 2, section 3 guided reading /quiz page 3. Take: Cornell Notes on Chapter 2, section 3, pages 40-49 Differentiation: Individual and/or group seating Checks for Understanding: Ongoing/Circulate 4. MYD/Points/Exit Tuesday, 10/16/12 SS Standard: G3.1.2b Explain how the actions and interactions of human societies affect and are affected by environment with regard to air, water, and land issues ELA Common Core Standard: Comprehension Strand Target 2 Learning Target: I can use the SQ3R Method to study Chapter 2, section 4 Student Engagement: How can the SQ3R Method help me? 1. Attendance 2. Read: Chapter 2, section 4 page 50-55 3. Use SQ3R Method Differentiation: Individual and/or group seating Checks for Understanding: Ongoing/Circulate 4. MYD/Points/Exit Wednesday, 10/17/12 SS Standard: G3.1.2b: Explain how the actions and interactions of human societies affect and are affected by environment with regard to air, water, and land issues ELA Common Core Standard: Comprehension Strand Target 2 Learning Target: I can use map keys to interpret different types of maps. Student Engagement: How can the SQ3R Method help me? 1. Attendance 2. Complete/Go over: Chapter 2, section 4 guided reading and quiz Differentiation: Individual and/or group seating Checks for Understanding: Ongoing/Circulate 3. MYD/Points/Exit Thursday, 10/18/12 SS Standard: G3.1.2b: Explain how the actions and interactions of human societies affect and are affected by environment with regard to air, water, and land issues ELA Common Core Standard: Comprehension Strand Target 2 Learning Target: I can use Cornell notes to study Chapter 2, section 4 Student Engagement: How can the SQ3R Method help me? 1. Attendance 2. Take Cornell Notes: Chapter 2, section 4 page 50-55 3. Study for: Chapter 2, sections 3-4 test for 10/19/12 Differentiation: Individual and/or group seating Checks for Understanding: Ongoing/Circulate 4. MYD/Points/Exit Friday, 10/19/12 SS Standard: G3.1.2b: Explain how the actions and interactions of human societies affect and ae affected by environment with regard to air, water, and land issues ELA Common Core Standard: Comprehension Strand Target 2 Learning Target: I can use Cornell notes to take test for Chapter 2, section 4 Student Engagement: How can the SQ3R Method help me? 1. Attendance 2. Study for: Chapter 2, sections 3-4 test 3. Take Test: Chapter 2, sections 3-4 4. Use: Cornell Notes on Chapter 2, sections 3-4 Differentiation: Individual and/or group seating Checks for Understanding: Ongoing/Circulate 5. MYD/Points/Exit Learning Strategies 10/15/12-10/19/12 Monday, 10/15/12 Common Core Standard: Critical Thinking Strand Target 11 Learning Target: I can use the 7 spelling tips to help me study for Hilmo Spelling List #4 Student Engagement: How will it help me to know the meaning of the words on Hilmo Spelling List #4? 1. Attendance 2. SSR 3. Take Pretest: Hilmo Spelling List #4 4. Discuss: Hilmo Spelling List #4 vocabulary Differentiation: Individual and/or group seating Checks for Understanding: Ongoing/Circulate 5. MYD/Points/Exit Tuesday, 10/16/12 – To Wissinger’s Class Wednesday, 10/17/12 Common Core Standard: Comprehension Strand 4 Learning Target: I can name and describe the 4 strategies for success. Student Engagement: How do I take responsibility for my learning? 1. Attendance 2. Word Search: Hilmo List #4 3. Display: Poster #1 TE p1 4. Intro: Revisiting TE p. 2 –Reread or group conference 5. Book Log 141-142 6. Model Group Conference 7. Intro: Reviewing 8. Poster 4-5 9. Intro Rehearsing: 10. Intro Poster 11. Intro: Reading and Reciprocal Teaching – TE p4 12. Display Posters 2-3 13. Silent Read: Jack and Jill 14. Model and Reciprocal Teach Strategies – TE 5 15. Summarize 16. Clarify- Phonics and Clarify- Comprehension 17. Question 18. Predict 19. Intro: Responding/Reflecting TE p 6 20. Summarize Intro Lesson Thursday- Friday 10/18-19/12 Soar to Success: Lesson 1 Common Core Standard: Comprehension Strand 4 Learning Target: I can use the 4 strategies reading and reciprocal teaching strategies Student Engagement: How do I take responsibility for my learning? 1. Attendance 2. SSR – Book Log 3. Revisiting - group conference 4. Reviewing – Reciprocal Teaching Posters 2,3 5. Rehearsing: 6. Intro: Great White Shark 7. KWL 8. Guided Preview/Vocab pages 3-9 9. KWL Question 10. Fluency Focus: Phrasing 11. Reading and Reciprocal Teaching - 12. Silent Read: Great White Shark 13. Check Questions 14. Model and Reciprocal Teach Strategies: 15. Summarize 16. Clarify- Phonics and Clarify- Comprehension 17. Question 18. Predict 19. Responding/Reflecting - 20. KWL (Poster 5) 21. Reflection #1 (Student Guide p. 6) 22. Strategies Discussion 23. Summarize Intro Lesson 24. Test: Hilmo Spelling Test #4 Language Arts Lesson Plans 10/8/12-10/19/12 Hatchet Monday, 10/8/12 ELA Common Core Standard: Comprehension Strand Target 4 Learning Target: I can do my best on MAPS testing. Student Engagement: Why is doing my best on MAPS important? 1. Attendance 2. MAPs Testing Checks for Understanding: Circulate 3. Points and Concerns/Exit Tuesday, 10/9/12 ELA Common Core Standard: Comprehension Strand Target 4 Learning Target: I can identify story elements in the story, “Hatchet” Student Engagement: What do you predict will happen next? 1. Attendance 2. Read/Listen: Hatchet chapter 2 3. Continue: Story Elements Cornell Notes Differentiation: Individual and/or group setting Checks for Understanding: Ongoing/Circulate, Illustration of sentences 4. Points and Concerns/Exit Wednesday, 10/10/12 ELA Common Core Standard: Comprehension Strand Target 4 Learning Target: I understand the meaning words with the roots of “viv” and “mort” Student Engagement: Why is correct punctuation and grammar important? 1. Attendance 2. Discuss/Practice Test: Spelling/Vocab Words chapter 2 3. Complete/Discuss: Hatchet handout chapters 1-2 Differentiation: Individual and/or group setting Checks for Understanding: Ongoing/Circulate, Illustration of sentences 4. Points and Concerns/Exit Thursday, 10/11/12 ELA Common Core Standard: Comprehension Strand Target 4 Learning Target: I can spell words with the Greek and Latin roots “mor” and “viv” Student Engagement: What are some of your favorite fictional stories? 1. Attendance 2. Complete: DOL Week 3, Sentence 1-5 3. Take: Vocab/Spelling Test chapter 2 Differentiation: Individual and/or group setting Checks for Understanding: Ongoing/Circulate, Illustration of sentences 4. Points/ Concern Friday, 10/12/12 – No school Social Studies Lesson Plans/Schedule 10/8/12-10/12/12 Monday, 10/8/12 Learning Target: I can do my best on MAPs testing. Student Engagement: How can MAP testing help me? 1. Attendance 2. MAPs testing Checks for Understanding: Ongoing/Circulate 3. MYD/Points/Exit Tuesday, 10/9/12 SS Standard: G2.1 Describe the natural characteristics of places and regions and explain the causes of their characteristics. ELA Common Core Standard: Comprehension Strand Target 2 Learning Target: I can utilize my Cornell notes for Chapter 2, section 1-2 Student Engagement: How can Cornell notes help me? 1. Attendance 2. Continue: Cornell Notes Chapter 2, section 2 3. Take Test: Chapter 2, sections 1-2 pages 28-39 4. Use: Cornell Notes on Chapter 2, section 1-2 Differentiation: Individual and/or group seating Checks for Understanding: Ongoing/Circulate Wednesday, 10/10/12 SS Standard: G2.1 Describe the natural characteristics of places and regions and explain the causes of their characteristics. ELA Common Core Standard: Comprehension Strand Target 2 Learning Target: I can explain why climates vary. Student Engagement: How can Cornell notes help me? 1. Attendance 2. Read: Chapter 2, section 3 pages 40-47 3. Use SQ3R Method 4. Take: Chapter 2, section 3 guided reading /quiz page Differentiation: Individual and/or group seating Checks for Understanding: Ongoing/Circulate 5. MYD/Points/Exit Thursday, 10/11/12 SS Standard: G3.1.2b: Explain how the actions and interactions of juman societies affect and ae affected by environment with regard to air, water, and land issues ELA Common Core Standard: Comprehension Strand Target 2 Learning Target: I can take Cornell notes for Chapter 2, section 2 Student Engagement: How can Cornell notes help me? 1. Attendance 2. Go over: Chapter 2, section 3 guided reading /quiz page 3. Take: Cornell Notes on Chapter 2, section 3, pages 40-49 Differentiation: Individual and/or group seating Checks for Understanding: Ongoing/Circulate 4. MYD/Points/Exit Learning Strategies 10/8/12-10/12/12 Monday, 10/8/12 Common Core Standard: Critical Thinking Strand Target 11 Learning Target: I can use the library appropriately. Student Engagement: How do I ta 1. Attendance 2. Library 3. SSR Differentiation: Individual and/or group seating Checks for Understanding: Ongoing/Circulate 4. MYD/Points/Exit Tuesday, 10/9/12 Common Core Standard: Comprehension Strand Target 4 Student Engagement: How do I take responsibility for my learning? 1. Attendance 2. To Wissinger’s class joins us for intervention 3. Review: Vocabulary Chapter’s 1-2 4. Review: Story Elements 5. Review: Nouns 6. Review: Narrative Fiction 7. Complete: Convert raw scores to decimals and then to percentages Differentiation: Individual and/or group seating/graph paper or regular lined paper. Checks for Understanding: Ongoing/Circulate 8. MYD/Points/Exit 9. 10/10 1.00 100 A+ 10. 9/10 .90 90 A- 11. 8/10 .80 80 B- 12. 7/10 .70 70 C- 13. 6/10 .60 60 D- 14. 5/10 .50 50 F Wednesday, 10/10/12 Common Core Standards: Learning Strands Comprehension Target 4 Learning Target: I can explain what footnotes are used for. Student Engagement: How do I take responsibility for my learning? 1. Attendance 2. Practice Test: Hilmo #3 3. Study for: Hilmo #3 4. Go over: Vocabulary, “The Stone, page 28” 5. Organize backpack/folders 6. Read: library books, text books, dictionaries, class set books, write stories or poetry Differentiation: Individual and/or group seating Checks for Understanding: Ongoing/Circulate 7. MYD/Points/Exit Thursday, 10/11/12 Common Core Standard: Comprehension Strand 4 Learning Target: I know what footnotes are. Student Engagement: How do I take responsibility for my learning? 1. Attendance 2. SSR 3. Take: Hilmo Final Test #3 4. Vocabulary Test: p. 28 and foot notes 5. Hand out: Hilmo List for the year 6. Soar to Success Intro & Set Up 7. SSR Differentiation: Individual and/or group seating/graph paper or regular lined paper. Checks for Understanding: Ongoing/Circulate 8. MYD/Points/Exit Friday, 10/12/12 - No School- Professional Development Day 10/10 1.00 100 A+ 9/10 .90 90 A- 8/10 .80 80 B- 7/10 .70 70 C- 6/10 .60 60 D- Language Arts Lesson Plans 10/1/12-10/5/12 Reading Week Monday, 10/1/12 ELA Common Core Standard: Comprehension Strand Target 4 Learning Target: I can define Narrative-Fictional writing. Student Engagement: What are some of your favorite fictional stories? 1. Attendance 2. Complete: DOL Week 2, Sentence 1 3. Complete: Noun Video 4. Complete: Spelling/Vocabulary Word Search p.6 (review) and 16 5. Vocabulary Read: Chapter 2, pages 16-20 6. Define: Narrative Fictional Writing 7. Define/Read: Synopsis- circle nouns Differentiation: Individual and/or group setting Checks for Understanding: Ongoing/Circulate, Illustration of sentences 8. Points and Concerns/Exit Tuesday, 10/2/12 ELA Common Core Standard: Comprehension Strand Target 4 Learning Target: I can identify story elements in the novel, Hatchet. Student Engagement: What would you need to survive in the wilderness? 1. Attendance 2. Complete: DOL Week 2, Sentence 2 3. Complete/Go over: Chapter 2, page 21-22 4. Read: Hatchet, chapter 1 5. Take: Cornell Notes on Plot Differentiation: Individual and/or group setting Checks for Understanding: Ongoing/Circulate, Illustration of sentences 6. Points and Concerns/Exit Wednesday, 10/3/12 ELA Common Core Standard: Comprehension Strand Target 4 Learning Target: I can recognize and fix grammatical errors in sample sentences. Student Engagement: How can I improve my grades? 1. Attendance 2. Complete: DOL Week 2, Sentence 3 3. Make-Ups/Retakes Differentiation: Individual and/or group setting Checks for Understanding: Ongoing/Circulate, Illustration of sentences 4. Points and Concerns/Exit Thursday, 10/4/12 ELA Common Core Standard: Comprehension Strand Target 4 Learning Target: I can explain the meaning of the roots “viv”, “mor” . Student Engagement: Why is correct punctuation and grammar important? 1. Attendance 2. Complete: DOL Week 2, Sentence 4 3. Complete: Vocab Chapter 2, pages 23-24 4. Write: Spelling/Vocabulary Word 3 x 5. Read/Listen: Hatchet chapter 2 6. Continue: Story Elements Cornell Notes Differentiation: Individual and/or group setting Checks for Understanding: Ongoing/Circulate, Illustration of sentences 7. Points and Concerns/Exit Friday, 10/5/12 ELA Common Core Standard: Comprehension Strand Target 4 Learning Target: I understand the meaning words with the roots of “viv” and “mort” Student Engagement: Why is correct punctuation and grammar important? 1. Attendance 2. Complete: DOL Week 2, Sentence 5 3. Test: Spelling/Vocab Words chapter 2 4. Complete/Discuss: Hatchet handout chapters 1-2 Differentiation: Individual and/or group setting Checks for Understanding: Ongoing/Circulate, Illustration of sentences 5. Points and Concerns/Exit Social Studies Lesson Plans/Schedule10/1/12-10/5/12 Monday, 10/1/12 Standard: G1.2 Recognize spatial patterns on Earth’s surface and understand the processes that create these patterns. Learning Target: I can use the SQ3R Method to improve my comprehension. Student Engagement: What study methods can improve my comprehension? 1. Attendance 2. Chapter 2, section 2 : Finish SQ3R Method – Recite and Review 3. Take/Go over: Chapter 2, section 2 guided reading /quiz page p. 112 Differentiation: Individual and/or group seating Checks for Understanding: Ongoing/Circulate 4. MYD/Points/Exit Tuesday, 10/2/12 Standard: G1.2 Recognize spatial patterns on Earth’s surface and understand the processes that create these patterns. Learning Target: I can name some forces shaping the Earth. Student Engagement: How can the movement of the Earth affect me? 1. Attendance 2. View: What’s Inside the Earth? 3. View: Continents Adrift 4. Complete: Viewing Guide/Notes Differentiation: Individual and/or group seating/Notes: picture, word, phrase, sentence during or after video. Checks for Understanding: Ongoing/Circulate 5. Group Discussion: What did you learn? 6. MYD/Points/Exit Wednesday, 10/3/12 ELA Common Core Standard: Comprehension Strand Target 2 Learning Target: I can improve my grade by completing make-up work/retakes. Student Engagement: How can Cornell notes help me? 1. Attendance 2. Make up work/retakes Differentiation: Individual and/or group seating Checks for Understanding: Ongoing/Circulate 3. MYD/Points/Exit Thursday, 10/4/12 Standard: G1.2 Recognize spatial patterns on Earth’s surface and understand the processes that create these patterns. Learning Target: I can take Cornell notes for Chapter 2, section 2 Student Engagement: How can Cornell notes help me? 1. Attendance 2. Take: Cornell Notes on Chapter 2, section 1-2 pages 28-39 Differentiation: Individual and/or group seating Checks for Understanding: Ongoing/Circulate 3. MYD/Points/Exit Friday, 10/5/12 ELA Common Core Standard: Comprehension Strand Target 2 Learning Target: I can utilize my Cornell notes for Chapter 2, section 1-2 Student Engagement: How can Cornell notes help me? 1. Attendance 2. Take Test: Chapter 2, sections 1-2 pages 28-39 3. Use: Cornell Notes on Chapter 2, section 1-2 Differentiation: Individual and/or group seating Checks for Understanding: Ongoing/Circulate Monday, 10/8/12 ELA Common Core Standard: Comprehension Strand Target 2 Learning Target: I can explain why climates vary. Student Engagement: How can Cornell notes help me? 1. Attendance 2. Read: Chapter 2, section 3 pages 40-47 3. Use SQ3R Method 4. Take: Chapter 2, section 3 guided reading /quiz page Differentiation: Individual and/or group seating Checks for Understanding: Ongoing/Circulate Learning Strategies 10/1/12-10/5/12 Monday, 10/1/12 Common Core Standard: Critical Thinking Strand Target 11 Learning Target: I can convert percentages to decimals and into grades. Student Engagement: How do I take responsibility for my learning? 1. Attendance 2. SSR 3. Handback: Hilmo Final Test #2 4. Go over: Hilmo Final Test #2 5. Convert: Percentages to Decimals to Grades 6. Pre test: Hilmo’s List Vocab/Spelling Words #3 7. SSR Differentiation: Individual and/or group seating/graph paper or regular lined paper. Checks for Understanding: Ongoing/Circulate 8. MYD/Points/Exit Tuesday, 10/2/12 Common Core Standards: Learning Strands Comprehension Target 1 and Analysis Target 5 Learning Target: I can identify story elements in “Just Once”. Student Engagement: How do I take responsibility for my learning? 1. Attendance 2. Complete: Word Search Hilmo: #3 / Write: Hilmo #3 Words 3 times each 3. Go over: Vocabulary p. 28 for “The Stone” 4. Read Together: “The Stone”- pages 29-38 5. Complete/Discuss/Turn in: Story Elements Handout Differentiation: Individual and/or group seating/graph paper or regular lined paper. Checks for Understanding: Ongoing/Circulate 6. MYD/Points/Exit Wednesday, 10/3/12 Common Core Standards: Learning Strands Comprehension Target 1 and Critical Thinking Target 11 Learning Target: I can identify story elements in “Just Once”. Student Engagement: How do I take responsibility for my learning? 1. Attendance 2. Retakes/Make ups Differentiation: Individual and/or group seating Checks for Understanding: Ongoing/Circulate 3. MYD/Points/Exit Thursday, 10/4/12 Common Core Standard: Learning Strand Critical Thinking Target 11 Learning Target: I can identify 5 nouns in the classroom Student Engagement: What are nouns? 1. Attendance 2. Review: Story Elements 3. View Video: Verbs 4. Practice Spelling Test: Hilmo #3 5. Discuss: Verbs 6. SSR Differentiation: Individual and/or group seating Checks for Understanding: Ongoing/Circulate 7. MYD/Points/Exit Friday, 10/5/12 Common Core Standard: Learning Strand Comprehension Target 2 Learning Target: I can describe verbs. Student Engagement: How do I take responsibility for my learning? 1. Attendance 2. Study: Spelling Test: Hilmo #3 3. Take: Spelling Test: Hilmo #2 4. Review Nouns/ Verbs 5. SSR Differentiation: Individual and/or group seating Checks for Understanding: Ongoing/Circulate 6. MYD/Points/Exit 10/10 1.00 100 A+ 9/10 .90 90 A- 8/10 .80 80 B- 7/10 .70 70 C- 6/10 .60 60 D- 5/10 .50 50 F Advisory/Connections Schedule/Lesson Plans 9/27/12 Thursday, 9/27/12 Learning Target: I can recall some of the main points of the Mann Handbook. 1. Attendance 2. Review: SMART goals 3. Play Jeopardy 4. Dress code 5. Violations 6. Goal Setting 7. Mustang Way 8. Just for Fun 9. MYD/Points/CFU Learning Strategies 9/24/12- 9/28/12 Monday, 9/24/12 Common Core Standard: Critical Thinking Strand Target 11 Learning Target: I can convert percentages to decimals and into grades. Student Engagement: How do I take responsibility for my learning? 1. Attendance 2. SSR 3. Handback: Hilmo Final Test #1 and story elements test 4. Go over: Hilmo Final Test #1 and story elements test 5. Convert: Percentages to Decimals to Grades 6. Pre test: Hilmo’s List Vocab/Spelling Words #2 Differentiation: Individual and/or group seating/graph paper or regular lined paper. Checks for Understanding: Ongoing/Circulate 7. MYD/Points/Exit Tuesday, 9/25/12 Common Core Standards: Learning Strands Comprehension Target 1 and Analysis Target 5 Learning Target: I can identify story elements in “Just Once”. Student Engagement: How do I take responsibility for my learning? 1. Attendance 2. Complete: Word Search Hilmo: #2 / Write: Hilmo #2 Words 3 times each 3. Go over: Vocabulary p. 18 for “Just Once” 4. Read Together: “Just Once”- pages 19-26 5. Complete/Discuss/Turn in: Story Elements Handout Differentiation: Individual and/or group seating/graph paper or regular lined paper. Checks for Understanding: Ongoing/Circulate 6. MYD/Points/Exit Wednesday, 9/26/12 Common Core Standards: Learning Strands Comprehension Target 1 and Critical Thinking Target 11 Learning Target: I can identify story elements in “Just Once”. Student Engagement: How do I take responsibility for my learning? 1. Attendance 2. Complete/Discuss/Turn in: Hilmo Vocabulary Sheet#2 / Write: Hilmo #2 Words 3 times each 3. Discuss: Vocabulary p. 18 for “Just Once” 4. Read Questions: p. 27 5. Read Again Together: “Just Once”- pages 19-26 6. Complete/Discuss: Story Questions on p. 27 Language Arts Lesson Plans 9/24/12-9/28/12 Assessment Week Monday, 9/24/12 ELA Common Core Standard: Comprehension Strand Target 4 Learning Target: I can recognize and fix grammatical errors in sample sentences. Student Engagement: Why is correct grammar important? 1. Attendance/Agenda 2. View Video: Sentence Structure 3. Complete Collect: Vocabulary Book C: Pretest Differentiation: Individual help Checks for Understanding: Ongoing/Circulate 9:05 Points and Concerns/Exit Tuesday, 9/25/12 ELA Common Core Standard: Comprehension Target 1 Learning Target: I recognize paragraphs in a text Student Engagement: How can I be a better reader? 1. Attendance/Agenda 2. 6th Grade Q1A Reading Assessment 3. SSR Differentiation: Individual and/or group setting Checks for Understanding: Ongoing/Circulate 4. Points and Concerns/Exit Wednesday, 9/26/12 ELA Common Core Standard: Comprehension Target 1 Learning Target: I recognize paragraphs in a text Student Engagement: How can I be a better reader? 1. Attendance/Agenda Complete: 6th Grade Q1A Reading Assessment 2. 6th Grade Q1A Reading Assessment 3. SSR Differentiation: Individual and/or group setting Checks for Understanding: Ongoing/Circulate 4. Points and Concerns/Exit Thursday, 9/27/12 ELA Common Core Standard: Comprehension Strand Target 4 Learning Target: I recognize paragraphs in a text Student Engagement: How can I be a better speller? 1. Attendance/Agenda 2. Complete/Correct/Turn In: Grade 6 Spelling Placement Test 3. SSR Differentiation: Individual and/or group setting Checks for Understanding: Ongoing/Circulate 4. Points and Concerns/Exit Friday, 9/28/12 ELA Common Core Standard: Comprehension Strand Target 4 Learning Target: I can recognize and fix grammatical errors in sample sentences. Student Engagement: Why is correct punctuation and grammar important? 1. Attendance 2. View/ Discuss Video: Nouns/Verbs 3. Complete/Go Over/Turn in DOL: Week 1 Days 1-5 Differentiation: Individual and/or group setting Checks for Understanding: Ongoing/Circulate, Illustration of sentences 4. Points and Concerns/Exit Social Studies Lesson Plans/Schedule 9/24/12-9/28/12 Monday, 9/24/12 ELA Common Core Standards: Comprehension Strand Target 2 Learning Target: I can use the SQ3R Method to study Chapter 2, Section 1 Student Engagement: How can SQ3R improve my life? 1. Attendance 2. Seating Chart 3. Hand back: Chapter 1 Test 4. Read: Chapter 2, section 1 pages 25-32 5. Use SQ3R Method Differentiation: Individual and/or group seating Checks for Understanding: Ongoing/Circulate 6. MYD/Points/Exit Tuesday, 9/25/12 Learning Target: I can recognize harassment/bullying and its consequences. Student Engagement: How can I keep myself and others safe? 1. Attendance 2. Workshop in room # 107: Bullying and Harassment Differentiation: Individual and/or group seating Checks for Understanding: Ongoing/Circulate 3. Exit Wednesday, 9/26/12 ELA Common Core Standard: Comprehension StrandTarget 4 Learning Target: I can name some causes of temperature change. Student Engagement: How does temperature affect me? 1. Attendance 2. Review: Chapter 1, sections 1-2 quiz pages 63 and 67 3. Open Book: Complete Chapter 2, section 1 Guided Reading/Quiz pages 107-108 4. Go over: Open Book: Chapter 2, section 1 Guided Reading/Quiz pages 107-108 Differentiation: Individual and/or group seating Checks for Understanding: Ongoing/Circulate 5. MYD/Points/Exit Thursday, 9/27/12 ELA Common Core Standard: Comprehension Strand Target 2 Learning Target: I can use the SQ3R Method to study Chapter 2, Section 2 Student Engagement: How does the SQ3R Method help me? 1. Attendance 2. Read: Chapter 2, section 2 pages 33-39 3. Use SQ3R Method Differentiation: Individual and/or group seating Checks for Understanding: Ongoing/Circulate 4. MYD/Points/Exit Friday, 9/28/12 ELA Common Core Standard: Comprehension Strand Target 2 Learning Target: I can take Cornell notes for Chapter 2, section 2 Student Engagement: How can Cornell notes help me? 1. Attendance 2. Take: Cornell Notes on Chapter 2, section 2 3. Take/Go over: Chapter 2, section 2 quiz page p. 112 Differentiation: Individual and/or group seating Checks for Understanding: Ongoing/Circulate 4. MYD/Points/Exit Advisory Monday, 9/17/12 Learning Target: I can make a SMART goal. 1. Attendance 2. Review: dreams/goals 3. Lesson 8:Take Notes: Smart Goals 4. Goal Setting Sheets 5. MYD/Points/CFU S specific M measureable A attainable R relevant/realistic T time bound Learning Strategies 9/17/12- 9/21/12 Monday, 9/17/12 Learning Target: I can name some important 6th grade words. Student Engagement: Why are some words more important than others? Activities: 1. Attendance 2. SSR 3. Pretest: Hilmo’s List Vocab/Spelling Words Period: 3 Name: Assignment: Hilmo’s List #1 9/17/12 1. globe (5) 2. latitude(8) 3. Equator (C-7) 4. longitude (9) 5. Prime Meridian (2W, C-13) 6. hemisphere (10) 7. verb (4) 8. noun (4) 9. conjunction (11) 10. continent (9) Differentiation: Individual and/or group seating/practice spelling or SSR Checks for Understanding: On going/Circulate 4. MYD/Points/Exit Tuesday, 9/18/12 Learning Target: I can find something to read that I enjoy. Student Engagement: Why do we need to know how to read? Activities: 1. Attendance 2. SSR 3. Hilmo’s List Vocab/Spelling Words Word Search 4. Review of general vocab #1 Differentiation: Individual and/or group seating Checks for Understanding: On going/Circulate 5. MYD/Points/Exit Wednesday, 9/19/12 Learning Target: I can break words into chunks Student Engagement: What is my best strategy for spelling words? Activities: 1. Attendance 2. SSR 3. Practice: Hilmo’s List Vocab/Spelling Words Differentiation: Individual and/or group seating Checks for Understanding: Ongoing/Circulate 4. MYD/Points/Exit Thursday, 9/20/12 Learning Target: I can write my spelling words neatly. Student Engagement: Make/Beat: Prediction for test score 1. Attendance 2. SSR 3. Practice Test: Hilmo’s List Vocab/Spelling Words Differentiation: Individual and/or group seating/Dictionary/regular lined or graph paper. Checks for Understanding: Ongoing/Circulate 4. MYD/Points/Exit Friday, 9/21/12 Learning Target: I can break words into chunks. Student Engagement: Shark stories 1. Attendance 2. SSR 3. Test: Hilmo’s List Vocab/Spelling Words Differentiation: Individual and/or group seating/graph paper or regular lined paper. Checks for Understanding: Ongoing/Circulate 1. MYD/Points/Exit Language Arts Lesson Plans 9/17/12-9/21/12 Monday, 9/17/12 Learning Target: I can make a plan to be a better speller. Student Engagement: What is the best strategy to learn spelling 8:20 Spelling Placement Test #4 8:50 Spelling Placement Test # 6 Differentiation: Individual and/or group setting Checks for Understanding: Ongoing/Circulate 9:05 Points and Concerns/Exit Tuesday, 9/25/12 Learning Target: I can use the library appropriately. Student Engagement: Why are library skills important? 8:20 Attendance 8:35 Library Differentiation: Individual help Checks for Understanding: Ongoing/Circulate 9:05 Points and Concerns/Exit Wednesday, 9/26/12 Learning Target: I can use words with the Latin Roots of viv/mort/mor Student Engagement: Why is learning new words important? 1. Attendance 2. DOL: Week 1: Days 1-5 2. Complete/Go over: Vocabulary Lesson #2 pages 17-22 Differentiation: Individual and/or group setting Checks for Understanding: Ongoing/Circulate, Illustration of sentences 3. Points and Concerns/Exit Thursday, 9/27/12 Learning Target: I can use the library appropriately. Student Engagement: Why are library skills important? 8:20 Attendance 8:35 Library Differentiation: Individual help Checks for Understanding: Ongoing/Circulate 9:05 Points and Concerns/Exit Friday, 9/28/12 Learning Target: I can use the library appropriately. Student Engagement: Why are library skills important? 8:20 Attendance 8:35 Library Differentiation: Individual help Checks for Understanding: Ongoing/Circulate 9:05 Points and Concerns/Exit Social Studies Lesson Plans/Schedule 9/17/12-9/21/12 Monday, 9/17/12 Learning Target: I can explain the meaning of Constitution Day Student Engagement: What is the purpose of a constitution? 1. Attendance 2. View and Discuss: Constitution Video Differentiation: Individual and/or group seating Checks for Understanding: Ongoing/Circulate 3. MYD/Points/Exit Tuesday, 9/18/12 Learning Target: I can take Cornell notes. Student Engagement: How can Cornell notes help me? 1. Attendance 2. Cornell Notes: Chapter 1, section 2 Pages 16-22 3. Study for Chapter 1 Test to take place on 9/20/12 Differentiation: Individual and/or group seating Checks for Understanding: Ongoing/Circulate 4. MYD/Points/Exit Wednesday, 9/19/12 Learning Target: I can take Cornell notes. Student Engagement: How can Cornell notes help me? 1. Attendance 2. Complete: Make up work 3. Study for Chapter 1 Test to take place on 9/20/12 Differentiation: Individual and/or group seating Checks for Understanding: Ongoing/Circulate 4. MYD/Points/Exit Thursday, 9/20/12 Learning Target: I can name some different types of maps and globe features. Student Engagement: Why do we need to understand how to use maps and globes? 1. Attendance 2. View/Discuss Maps and Globes video 3. Take: Notes on video Differentiation: Individual and/or group seating Checks for Understanding: Ongoing/Circulate 4. MYD/Points/Exit Friday, 9/21/12 Learning Target: I can use my Cornell notes on my Chapter 1 test. Student Engagement: How can Cornell notes help me? 1. Attendance 2. Final Notes Prep for Chapter 1 test 3. Take: Chapter 1 test Differentiation: Individual and/or group seating Checks for Understanding: Ongoing/Circulate 4. MYD/Points/Exit Advisory/Connections Schedule/Lesson Plans 9/10/12-9/14/12 Monday, 9/10/12 8:30-9:15 Connections/Advisory Learning Target: I will have a better understanding of pages 9-15 in my agenda 1. Attendance 2. Lesson Plans 3. Lesson 4: pages 9-15 Student Handbook 4. MYD/ Points/CFU Tuesday, 9/11/12 8:30-9:15 Connections Learning Target: I will have a better understanding of 9/11 1. Attendance 2. Review : pages 9-11 3. Lesson 5: 9/11 Assembly 4. MYD/Points/CFU Wednesday, 9/12/12 8:30-9:15 Connections Learning Target: I will have a better understanding of what college is about. 1. Attendance 2. Review: 9/11 3. Lesson 6: College Info/Ideas 4. MYD/Points/CFU Thursday, 9/13/12 8:30-9:15 Connections Learning Target: I will know MMS Behavior Expectations 1. Attendance 2. Behavior assembly 3. MYD/Points/CFU Friday, 9/14/12 8:30-9:15 Connections Learning Target: I will have a better understanding of the difference between dreams and goals. 1. Attendance 2. Review: College Info 3. Lesson 7: Define/Complare/Contrast between dreams and goals 4. MYD/Points/CFU Learning Strategies 9/10/12-9/14/12 Monday, 9/10/12 Learning Target: I can name the 5 blocks of Soar to Success Student Engagement: Why do we need to know how to read? Activities: 1. Attendance 2. SSR 3. View/Discuss: Attitudes 4. Poster 1: Revisiting, Reviewing, Rehearsing, Reading, Responding, /Reflecting 5. Revisiting 6. Reviewing 7. Rehearsing 8. Reading and Reciprocal Teaching (Posters 2-3) 9. Responding/Reflecting Differentiation: Individual and/or group seating Checks for Understanding: On going 10. MYD/Points/Exit Tuesday, 9/11/12 Learning Target: I can name the 5 blocks of Soar to Success Student Engagement: Why do we need to know how to read? Activities: 1. Attendance 2. SSR 3. Classroom Compact 4. Poster 1: Revisiting, Reviewing, Rehearsing, Reading, Responding, /Reflecting 5. Revisiting 6. Reviewing 7. Rehearsing 8. Reading and Reciprocal Teaching (Posters 2-3) 9. Responding/Reflecting Differentiation: Individual and/or group seating Checks for Understanding: On going 10. MYD/Points/Exit Wednesday, 9/12/12 Learning Target: I can break words into chunks Student Engagement: Shark pictures Activities: 1. Attendance 2. Lesson 1: Great White Shark pages 3-9 3. Independent Reading Books 4. Poster 1: Revisiting, Reviewing, Rehearsing, Reading, Responding, /Reflecting 5. Poster 2:Clarify/Phonics, Clarify, Question, Predict 6. Posters 3-5 7. Independent Reading Books 8. Student Guide Page 6 9. Strategy Prompts :SG 137-139 10. Chart Paper and Markers Differentiation: Individual and/or group seating Checks for Understanding: Ongoing 11. MYD/Points/Exit Wednesday, 9/12/12 Learning Target: I can break words into chunks Student Engagement: Shark pictures 1. Attendance 2. Lesson 2: Great White Shark pages 10-15 3. Independent Reading Books 4. Poster 1: Revisiting, Reviewing, Rehearsing, Reading, Responding, /Reflecting 5. Poster 2:Clarify/Phonics, Clarify, Question, Predict 6. Posters 3-5 7. Independent Reading Books 8. Student Guide: Page 7 9. Strategy Prompts :SG 137-139 10. Chart Paper and Markers Differentiation: Individual and/or group seating Checks for Understanding: Ongoing 11. MYD/Points/Exit Thursday. 9/13/12 Learning Target: I can break words into chunks. Student Engagement: Shark stories 1. Attendance 2. Lesson 3: Great White Shark pages 16-23 3. Independent Reading Books 4. Poster 1: Revisiting, Reviewing, Rehearsing, Reading, Responding, /Reflecting 5. Poster 2:Clarify/Phonics, Clarify, Question, Predict 6. Posters 3-5 7. Independent Reading Books 8. Student Guide :Page 8 9. Strategy Prompts :SG 137-139 10. Chart Paper and Markers 11. Home Connection Letter Differentiation: Individual and/or group seating Checks for Understanding: Ongoing 1. MYD/Points/Exit Friday, 9/14/12 Learning Target: I can name some strategies to help me decode and understand words Student Engagement: Pleasure Reading 1. Attendance 2. Goal/Sharing Revision 3. Pleasure Reading Survey/Skill Reflection Differentiation: Individual and/or group seating Checks for Understanding: Ongoing 4. MYD/Points/Exit Language Arts Lesson Plans 9/10/12-9/14/12- Reading Week Monday, 9/10/12 Learning Target: I can identify plot and setting Student Engagement: Dragon Pictures Activities: 8:20 Goal Setting 8:35 Complete/Go over: Spelling Unit 1 p. 12 Word Search words 1-10, p. 1 Practice 8:50 Read(Blue Book)- Fiction Dragon Dragon p. 2-9 notes on plot and setting Differentiation: Individual and /or group seating/if finished with word search practice writing spelling words Checks for Understanding: Ongoing/Circulate 9:05 Points and Concerns Tuesday, 9/11/12 Learning Target: I can use words with the Latin and Greek roots of gen and gener Student Engagement: Dragon Pics Activities: 8:20 Classroom Compact 8:35 1. Vocabulary Lesson 1: Read pages 5-9 2. Complete/Go over: Vocabulary wkshts 10-11 8:50 1. Dragon Coloring Sheets 2. Read (Blue Book)- Fiction Dragon Dragon p. 2-14 Differentiation: Individual and /or group seating Checks for Understanding: Ongoing/Circulate 9:15 Points and Concerns Wednesday, 9/12/12 Learning Target: I can write words in which the sound /s/ is spelled se or ce at the end Student Engagement: Why is correct spelling important? Activities: 8:20 Spelling List 6 8:35 Complete/Go over: Spelling Unit 1 p.12 Word Search words 11-20, page 2Practice 8:50 Complete plot diagram: Reader’s Handbook : p. 676/Elements of Literature p. 3 Differentiation: Individual and /or group seating Checks for Understanding: Ongoing/Circulate 9:05 Points and Concerns Thursday, 9/13/12 Learning Target: I can use words with the Latin or Greek roots of gen and gener Student Engagement: What are the elements found in an interesting story? Activities: 8:20 Spelling Pointers Packet 8:35 Spelling Practice Test : Unit 1 Words 1-20 8:50 Complete/Go over: Vocabulary Lesson 1 : 12-13 OSPI Reading STEMS – Story Elements Complete: Writing Assignment STEM p. 27 Differentiation: Individual and /or group seating Checks for Understanding: Ongoing/Circulate 9:05 Points and Concerns Friday, 9/14/12 Learning Target: I can name the 5 story elements Student Engagement:What are my goals for assessment today? Activities: 8:20 Spelling List 7 8:35 Spelling Final Test: Unit 1 words 1-20 8:50 Reading Test: 1. Play tape 2. Story Elements 3. Summary Differentiation: Individual and /or group seating Checks for Understanding: Ongoing/Circulate 9:05 Points/Concerns Social Studies Lesson Plans/Schedule 9/10/12-9/14/12 Monday, 9/10/12 Learning Target: I know what SQ3R stands for. Student Engagement: Why is knowing how to study important? Activities: 1. Attendance 2. Complete: Foundations of Geography Scavenger Hunt #10-17 3. SQ3R: Table of Contents-p 7 Differentiation: Individual and/or group seating options Checks for Understanding: On going 4. MYD/Points/Exit Tuesday, 9/11/12 Learning Target: I can explain what happened on 9/11 and what we have learned from the event Student Engagement: Do you know anyone affected by 9/11? Activities: 1. Attendance 2. 9/11/ Info/ (Pictures) 3. Word Search/Vocabulary: Chapter 1 Differentiation: Individual and/or group seating Checks for Understanding: Ongoing 4. MYD/Points/Exit Wednesday, 9/12/12 Learning Target: I can explain the usefulness of Cornell Notes. Student Engagement: What is the purpose of taking notes? 1. Attendance 2. SQ3R: The Five Themes of Geography pages 10-15 3. Cornell Notes page 10-15 Differentiation: Individual and/or group seating Checks for Understanding: Ongoing 4. MYD/Points/Exit Thursday. 9/13/12 Learning Target: I can name at least 3 geographer’s tools. Student Engagement: Why do we need geography tools? 1. Attendance 2. SQ3R: Geographer’s Tools pages 16-22 3. Cornell Notes: Pages 16-22 Study for Chapter 1 Test for 9/14/12 Differentiation: Individual and/or group seating Checks for Understanding: Ongoing 4. MYD/Points/Exit Friday, 9/14/12 Learning Target: I can explain the meaning of Constitution Day Student Engagement: What is the purpose of a constitution? 1. Attendance 2. Constitution Day Activity 3. Test: Chapter 1 (Open Notes) Differentiation: Individual and/or group seating Checks for Understanding: Ongoing 4. MYD/Points/Exit 9/5-7/12Schedule/Lesson Plans Wednesday 9/5/12 8:30-9:15 Connections/Advisory 1. Attendance 2. Read Mustang Way 3. Discuss: What does the Mustang Way Mean to You? 4. Discuss: Advisory Syllabus 5. Questions : 6. MYD/ Points/CFU 9:19-10:08 1st Period Social Studies 1. Attendance 2. Go over Geography Syllabus/Class Room Rules 3. Geography Word Search 4. MYD/Points/CFU 10:12-11:01 2nd Period Language Arts 1. Attendance 2. Go over Language Arts Syllabus 3. Montanya Start Up Activities 4. MYD /Points/CFU 11:01-11:31 Lunch Lunch 11:35-12:24 3rd Period Learning Strategies 1. Attendance 2. Widen Your Choices Part I 3. Discussion 4. MYD/Points/CFU 12:28-1:17 4th Period Electives/Planning 1:21-2:10 5th Period Language Arts 1. Attendance 2. Go over Language Arts Syllabus 3. Montanya Start Up Activities 4. MYD/Points/CFU 2:11-3:00 6th Period Social Studies 1. Attendance 2. Go over Geography Syllabus/Class Room Rules 3. Geography Word Search 4. MYD/Points/CFU Thursday 9/6/12 8:30-9:15 Connections 1. Attendance 2. Review: Mustang Way 3. Go over: Agenda pages 3-4 4. Discuss: Dress Code 5. MYD/Points/CFU 9:19-10:08 1st Period Social Studies 1. Attendance 2. Geography Vocabulary Handout 3. MYD/Points/CFU 10:12-11:01 2nd Period Language Arts 1. Attendance 2. Poems: Your Words and Attitude 3. Brain Storm: Classroom Compact(School Rule, Mustang Way, Poems) 4. MYD/ Points/CFU 11:01-11:31 Lunch Lunch 11:35-12:24 3rd Period Learning Strategies 1. Attendance 2. Widen Your Choices Part II 3. Discussion 4. MYD/Points/CFU 12:28-1:17 4th Period Electives/Planning 1:21-2:10 5th Period Language Arts 1. Attendance 2. Poems: Your Words and Attitudes 3. Brain Storm: Classroom Compact(School Rule, Mustang Way, Poems) 4. MYD/Points/CFU 2:11-3:00 6th Period Social Studies 1. Attendance 2. Geography Vocabulary Handout 3. MYD/Points/CFU Friday, 9/7/12 8:30-9:15 Connections 1. Review: Dress Code 2. Student Handbook page 4: School Rule 3. Discuss: Student Handbook pages 5-8 4. MYD/Points/CFU 9:19-10:08 1st Period Social Studies 1. Attendance 2. Geography Scavenger Hunt 3. Go Over: Geography Scavenger Hunt 4. MYD/Points/CFU 10:12-11:01 2nd Period Language Arts 1. Attendance 2. Discuss: Classroom Compact 3. Discuss: Organized Space is an Organized Mind 4. Homework: Organized Space is an Organized Mind due 9/10/12 5. MYD/Points/CFU 11:01-11:31 Lunch Lunch 11:35-12:24 3rd Period Learning Strategies 1. Attendance 2. Widen Your Choices Part III 3. Discussion 4. MYD/Points/CFU 12:28-1:17 4th Period Electives/Planning 1:21-2:10 5th Period Language Arts 1. Attendance 2. Discuss: Classroom Compact 3. Discuss: Organized Space is an Organized Mind 4. Homework: Organized Space is an Organized Mind due 9/10/12 5. MYD/Points/CFU 2:11-3:00 6th Period Social Studies 1. Attendance 2. Geography Scavenger Hunt 3. Go Over Geography Scavenger Hunt 4. MYD/Points/CFU 6th Grade Science- Standard, EQ, LT, Agenda, and Lesson Plan 6/4/12-6/25/12 Monday 6/4/12 EALR 1: Systems EALR 4: ES2 Cycles in Earth Systems Essential Question: How does Space affect me? Learning Target: The student will be able to describe what causes the seasons. Agenda: describe what causes the seasons Circulate 1. Agenda/Attendance 2. Complete and go over: Chapter 1, lesson 2, 17D, 17F Handout 3. View Video: The Universe 4. Take: 20 notes 5. Points/Review/Check for Understanding (exit) Tuesday, 6/6/12 EALR 1: Systems EALR 4: ES2 Cycles in Earth Systems Essential Question: How does Space affect me? Learning Target: The student will be able to list objects in the universe. Agenda: list objects in the universe Circulate 1. Agenda/Attendance 2. Complete: Universe Video 3. Solar System Word Search 4. Complete: 20 notes 5. Points/Review/Check for Understanding (exit) Wednesday-Thursday, 6/6-7/12 EALR 1: Systems EALR 4: ES2 Cycles in Earth Systems Essential Question: How does Space affect me? Learning Target: The student will be able to describe what determines gravity. Agenda: describe what determines gravity Circulate 1. Agenda/Attendance 2. Complete: Universe Video 3. Complete: 20 notes 4. Space Text book: Chapter 1, lesson 3, pages 18-21 5. Complete: 21D-21F lesson 3 6. Go over: 21D21F 7. Points/Review/Check for Understanding (exit) Friday, 6/8/12 EALR 1: Systems EALR 4: ES2 Cycles in Earth Systems Essential Question: How does Space affect me? Learning Target: The student will be able to describe what causes the moon’s phases. Agenda: describe what causes the moon’s phases Circulate 1. Agenda/Attendance 2. Complete: Universe Video 3. Complete: 20 notes 4. Space Text book: Chapter 1, lesson 4, pages 22-27 5. Complete: 27D-27F lesson 4 6. Go over: 27D27F 7. Points/Review/Check for Understanding (exit) Monday, 6/11/12 EALR 1: Systems EALR 4: ES2 Cycles in Earth Systems Essential Question: How does Space affect me? Learning Target: The student will describe tides. Agenda: describe tides Circulate 1. Agenda/Attendance 2. Read: Chapter 1, lesson 5, pages 28-35 3. Complete/Go over : Handouts 31 D and 31F 4. Points/Review/Check for Understanding (exit) Tuesday, 6/12/12 EALR 1: Systems EALR 4: ES2 Cycles in Earth Systems Essential Question: How does Space affect me? Learning Target: review space info Agenda: review space info Circulate 1. Agenda/Attendance 2. Complete/Go over: Chapter 1 review 3. Study for : Chapter 1 Test on Wednesday 6/13/12 4. Points/Review/Check for Understanding (exit) Wednesday, 6/13/12 EALR 1: Systems EALR 4: ES2 Cycles in Earth Systems Essential Question: How does Space affect me? Learning Target: review space info Agenda: review space info Circulate 1. Agenda/Attendance 2. Test: Chapter 1 3. Points/Review/Check for Understanding (exit) Thursday, 6/14/12 EALR 1: Systems EALR 4: ES2 Cycles in Earth Systems Essential Question: How does Space affect me? Learning Target: understand the significance of space travel Agenda: understand the significance of space travel Circulate 1. Agenda/Attendance 2. View Video: Apollo 13 3. Begin: Video Guide 4. Points/Review/Check for Understanding (exit) Friday, 6/15/12 EALR 1: Systems EALR 4: ES2 Cycles in Earth Systems Essential Question: How does Space affect me? Learning Target: understand the significance of space travel Agenda: understand the significance of space travel Circulate 1. Agenda/Attendance 2. View Video: Apollo 13 3. Continue: Video Guide 4. Points/Review/Check for Understanding (exit) Monday, 6/18/12 EALR 1: Systems EALR 4: ES2 Cycles in Earth Systems Essential Question: How does Space affect me? Learning Target: understand the significance of space travel Agenda: understand the significance of space travel Circulate 1. Agenda/Attendance 2. Complete Video: Apollo 13 3. Complete/Discuss: Video Guide 4. Points/Review/Check for Understanding (exit) Tuesday, 6/19/12 EALR 1: Systems EALR 4: ES2 Cycles in Earth Systems Essential Question: How does Space affect me? Learning Target: turn in all make up work Agenda: turn in all make up work Circulate 1. Agenda/Attendance 2. Turn in: All make-up work 3. Points/Review/Check for Understanding (exit) Wednesday, 6/20/12 EALR 1: Systems EALR 4: ES2 Cycles in Earth Systems Essential Question: How does Space affect me? Learning Target: turn in all make up work Agenda: turn in all make up work Circulate 1. Agenda/Attendance 2. Turn in: All make-up work 3. Points/Review/Check for Understanding (exit) Thursday, 6/21/12 Standard G3.1.2b Explain how the actions and interactions of human societies affect and are affected by the environment. Essential Question: How do cultures of the past affect the cultures of today? Learning Target: The student will see/discuss King Tut exhibit. Agenda: see/discuss King Tut exhibit Circulate 1. Attendance 2. 6th Grade Field Trip!!!! Yea! Friday, 6/21/12 Standard G3.1.2b Explain how the actions and interactions of human societies affect and are affected by the environment. Essential Question: How do cultures of the past affect the cultures of today? Learning Target: The student will enjoy 6th grade review/reflection. Agenda: enjoy 6th grade review/reflection Circulate 1. Attendance 2. 6th Grade Field Activity Day 3. Reflection Monday 6/25/12 Learning Target: The student will enjoy 6th grade review/reflection. Agenda: enjoy 6th grade review/reflection Circulate 1. Attendance 2. Last Day of School Assembly 3. Reflection 6th Grade Social Studies-Standard, EQ, LT, Agenda, and Lesson Plan 6/4/12- 6/25/12 Monday, 6/4/12 Standard G3.1.2b Explain how the actions and interactions of human societies affect and are affected by the environment. Essential Question: How do cultures of the past affect the cultures of today? Learning Target: The student will describe the actions of the Han Dynasty’s leaders. Agenda: describe the actions of the Han Dynasty’s leaders Circulate 1. Attendance 2. Agenda 3. View Video: China 4. Chapter 5 test: open notes 5. Points/Review/Check for Understanding (exit) Tuesday, 6/5/12 Standard G3.1.2b Explain how the actions and interactions of human societies affect and are affected by the environment. Essential Question: How do cultures of the past affect the cultures of today? Learning Target: The student will understand why cities were built beside rivers. Agenda: understand why cities were built beside rivers Circulate 1. Attendance 2. Agenda 3. View Video: Cultural Respect 4. Extra Credit Notes 5. Points/Review/Check for Understanding (exit) Wednesday, 5/6/12 Standard G3.1.2b Explain how the actions and interactions of human societies affect and are affected by the environment. Essential Question: How do cultures of the past affect the cultures of today? Learning Target: The student will describe life in Ancient China Circulate 1. Attendance 2. Agenda 3. Complete Video: Cultural Respect (Muslims) 4. View Video: Mulan 5. Begin: Story Elements Form 6. Points/Review/Check for Understanding (exit) Thursday, 6/7/12 Standard G3.1.2b Explain how the actions and interactions of human societies affect and are affected by the environment. Essential Question: How do cultures of the past affect the cultures of today? Learning Target: The student will describe life in Ancient China Circulate 1. Attendance 2. Agenda 3. DOL: Mulan 4. View Video: Mulan 5. Complete/Turn in: Story Elements Form 6. Points/Review/Check for Understanding (exit) Friday, 5/8/12 Standard G3.1.2b Explain how the actions and interactions of human societies affect and are affected by the environment. Essential Question: How do cultures of the past affect the cultures of today? Learning Target: The student will explain why cities and towns were built by rivers. Agenda: explain why cities and towns were built by rivers. Circulate 1. Attendance 2. Agenda 3. Read: Chapter 7, section 1, pages 220-231 4. Complete/Go over: 7-1 Quiz 5. Points/Review/Check for Understanding (exit) Monday, 6/11/12 Standard G3.1.2b Explain how the actions and interactions of human societies affect and are affected by the environment. Essential Question: How do cultures of the past affect the cultures of today? Learning Target: Agenda: 1. Attendance 2. Agenda 3. Geography (Ms.Rodarte/Mr. Mendoza) 4. Points/Review Tuesday, 6/12/12 Standard G3.1.2b Explain how the actions and interactions of human societies affect and are affected by the environment. Essential Question: How do cultures of the past affect the cultures of today? Learning Target: The student will describe the three main social classes in Chinese society. Agenda: describe the three main social classes in Chinese society Circulate 6. Attendance 7. Agenda 8. Read: Chapter 7, section 2, pages 232-239 9. Complete/Go over: 7-2 Quiz 10. Points/Review/Check for Understanding (exit) Wednesday, 6/13/12 Standard G3.1.2b Explain how the actions and interactions of human societies affect and are affected by the environment. Essential Question: How do cultures of the past affect the cultures of today? Learning Target: The student will describe how a Chinese ruler used roads and canals to unite China. Agenda: describe how a Chinese ruler used roads and canals to unite China Circulate 1. Attendance 2. Agenda 3. Read: Chapter 7, section 3 pages 240-248 4. Complete: Go over: 7-3 Quiz 5. Points/Review/Check for Understanding (exit) Thursday, 6/14/12 Standard G3.1.2b Explain how the actions and interactions of human societies affect and are affected by the environment. Essential Question: How do cultures of the past affect the cultures of today? Learning Target: Agenda: 5. Attendance 6. Agenda 7. Ancient Egypt Review (Ms. Washington/Ms. Sullivan) 8. Points/Review Friday, 6/15/12 Standard G3.1.2b Explain how the actions and interactions of human societies affect and are affected by the environment. Essential Question: How do cultures of the past affect the cultures of today? Learning Target: Agenda: 1. Attendance 2. Agenda 3. Ancient India Review (Ms. Wegener/Ms. Letellier) 4. Points/Review Monday, 6/18/12 Standard G3.1.2b Explain how the actions and interactions of human societies affect and are affected by the environment. Essential Question: How do cultures of the past affect the cultures of today? Learning Target: The student will demonstrate knowledge of Ancient China Agenda: demonstrate knowledge of Ancient China Circulate 1. Attendance 2. Agenda 3. Chapter 7 test: open notes 4. Points/Review/Check for Understanding (exit) Tuesday, 6/19/12 Standard G3.1.2b Explain how the actions and interactions of human societies affect and are affected by the environment. Essential Question: How do cultures of the past affect the cultures of today? Learning Target: The student will uncover some misconceptions about Muslims Agenda: Circulate 1. Attendance 2. Agenda 3. Chapter 10: Islamic Civilization (Ms. Montanya) 4. Points/Review/Check for Understanding (exit) Wednesday, 6/20/12 Standard G3.1.2b Explain how the actions and interactions of human societies affect and are affected by the environment. Essential Question: How do cultures of the past affect the cultures of today? Learning Target: Agenda: Circulate 1. Attendance 2. Agenda 3. Europe in the Middle Ages Review (Mr. Winterton) 4. Points/Review/Check for Understanding (exit) Thursday, 6/21/12 Standard G3.1.2b Explain how the actions and interactions of human societies affect and are affected by the environment. Essential Question: How do cultures of the past affect the cultures of today? Learning Target: The student will see/discuss King Tut exhibit. Agenda: see/discuss King Tut exhibit Circulate 1. Attendance 2. 6th Grade Field Trip!!!! Yea! Friday, 6/21/12 Standard G3.1.2b Explain how the actions and interactions of human societies affect and are affected by the environment. Essential Question: How do cultures of the past affect the cultures of today? Learning Target: The student will enjoy 6th grade review/reflection. Agenda: enjoy 6th grade review/reflection Circulate 1. Attendance 2. 6th Grade Field Activity Day 3. Reflection Monday 6/25/12 Learning Target: The student will enjoy 6th grade review/reflection. Agenda: enjoy 6th grade review/reflection Circulate 1. Attendance 2. Last Day of School Assembly 3. Reflection 7th Grade Social Studies- Standard, EQ, LT, Agenda, and Lesson Plan 6/4/12- 6/25/12 Monday, 6/4/12 Standard: G3.2.2.2a Explain how the physical environment impacts how and where people live and work. Standard: G3.3.2a Identify the main groups and subcultures that exist within large societies and the way they interact Standard G3.3.2c Identify how people develop their understandings of culture through the exchange of ideas, art, music, natural resources, goods and services Essential Question: What can we learn from different cultures? Learning Target: The student will demonstrate an understanding of African Culture. Agenda: demonstrate an understanding of African Culture. Circulate 1. Attendance 2. Agenda 3. Chapter 13 Test: Open notes 4. Points/Reflection/Exit CFU Tuesday 6/5/12 Standard: G3.2.2.2a Explain how the physical environment impacts how and where people live and work. Standard: G3.3.2a Identify the main groups and subcultures that exist within large societies and the way they interact Standard G3.3.2c Identify how people develop their understandings of culture through the exchange of ideas, art, music, natural resources, goods and services Essential Question: What can we learn from different cultures? Learning Target: The student will demonstrate an understanding of African Culture. Agenda: demonstrate an understanding of African Culture. Circulate 1. Attendance 2. Agenda 3. Complete: Chapter 13 Test: Open notes 4. View Video: Cultural Respect 5. Take 15 notes 6. Points/Reflection/Exit CFU Wednesday, 6/6/12 Standard: G3.2.2.2a Explain how the physical environment impacts how and where people live and work. Standard: G3.3.2a Identify the main groups and subcultures that exist within large societies and the way they interact Standard G3.3.2c Identify how people develop their understandings of culture through the exchange of ideas, art, music, natural resources, goods and services Essential Question: What can we learn from different cultures? Learning Target: The student will describe how deserts, coastline, and oases of Arabia shaped the Arab way of life. Agenda: describe how deserts, coastline, and oases of Arabia shaped the Arab way of life Circulate 1. Attendance 2. Agenda 3. Complete: Video/Notes for Cultural Respect 4. Read: Chapter 11-1 pages 368-379 5. Complete/Go over: 11-1 Quiz 6. Points/Reflection/Exit CFU Thursday, 6/7/12 Standard: G3.2.2.2a Explain how the physical environment impacts how and where people live and work. Standard: G3.3.2a Identify the main groups and subcultures that exist within large societies and the way they interact Standard G3.3.2c Identify how people develop their understandings of culture through the exchange of ideas, art, music, natural resources, goods and services Essential Question: What can we learn from different cultures? Learning Target: The student will describe how deserts, coastline, and oases of Arabia shaped the Arab way of life. Agenda: describe how Muslims spread Islam Circulate 1. Attendance 2. Agenda 3. Read: Chapter 11-2 pages 379-386 4. Complete/Go over: 11-2 Quiz 5. Points/Reflection/Exit CFU Thursday, 6/7/12 Standard: G3.2.2.2a Explain how the physical environment impacts how and where people live and work. Standard: G3.3.2a Identify the main groups and subcultures that exist within large societies and the way they interact Standard G3.3.2c Identify how people develop their understandings of culture through the exchange of ideas, art, music, natural resources, goods and services Essential Question: What can we learn from different cultures? Learning Target: The student will describe Muslim contributions. Agenda: describe Muslim contributions Circulate 1. Attendance 2. Agenda 3. Read: Chapter 11-3 pages 387-395 4. Complete/Go over: 11-3 Quiz 5. Points/Reflection/Exit CFU Friday, 6/8/12 Standard: G3.2.2.2a Explain how the physical environment impacts how and where people live and work. Standard: G3.3.2a Identify the main groups and subcultures that exist within large societies and the way they interact Standard G3.3.2c Identify how people develop their understandings of culture through the exchange of ideas, art, music, natural resources, goods and services Essential Question: How does geography affect our lives? Learning Target: The student will describe geography tools. Agenda: describe geography tools Circulate 1. Attendance 2. Agenda 3. Geography Review: Chris Cruz 4. Points/Reflection/Exit CFU Monday, 6/11/12 Standard G3.1.2b Explain how the actions and interactions of human societies affect and are affected by the environment. Essential Question: How do cultures of the past affect the cultures of today? Learning Target: Agenda: 1. Attendance 2. Agenda 3. Chapter 4 Ancient Greeks Review 4. Points/Review Tuesday, 6/12/12 Standard G3.1.2b Explain how the actions and interactions of human societies affect and are affected by the environment. Essential Question: How do cultures of the past affect the cultures of today? Learning Target: Agenda: Circulate 1. Attendance 2. Agenda 3. Chapter 5 Greek Civilization (Ms. Woodall) 4. Points/Review/Check for Understanding (exit) Wednesday, 6/13/12 Standard G3.1.2b Explain how the actions and interactions of human societies affect and are affected by the environment. Essential Question: How do cultures of the past affect the cultures of today? Learning Target: Agenda: Circulate 1. Attendance 2. Agenda 3. Ancient Rome Review 4. Points/Review/Check for Understanding (exit) Thursday, 6/14/12 Standard G3.1.2b Explain how the actions and interactions of human societies affect and are affected by the environment. Essential Question: How do cultures of the past affect the cultures of today? Learning Target: Agenda: 5. Attendance 6. Agenda 7. Medieval Africa 8. Points/Review Friday, 6/15/12 Standard G3.1.2b Explain how the actions and interactions of human societies affect and are affected by the environment. Essential Question: How do cultures of the past affect the cultures of today? Learning Target: Agenda: 1. Attendance 2. Agenda 3. Medieval Europe(Mr. Richardson) 4. Points/Review Monday, 6/18/12 Standard G3.1.2b Explain how the actions and interactions of human societies affect and are affected by the environment. Essential Question: How do cultures of the past affect the cultures of today? Learning Target: The student will demonstrate knowledge of Ancient China Agenda: demonstrate knowledge of Ancient China Circulate 1. Attendance 2. Agenda 3. The Renaissance and Reformation Review (Ms. Ewing/Ms. Morris) 4. Points/Review/Check for Understanding (exit) Tuesday, 6/19/12 Standard G3.1.2b Explain how the actions and interactions of human societies affect and are affected by the environment. Essential Question: How do cultures of the past affect the cultures of today? Learning Target: The student will uncover some misconceptions about Muslims Agenda: Circulate 1. Attendance 2. Agenda 3. Enlightenment and Revolution Review 4. Points/Review/Check for Understanding (exit) Wednesday, 6/20/12 Standard G3.1.2b Explain how the actions and interactions of human societies affect and are affected by the environment. Essential Question: How do cultures of the past affect the cultures of today? Learning Target: Agenda: Circulate 1. Attendance 2. Agenda 3. Islamic Civilization (Ms. Montanya) 4. Points/Review/Check for Understanding (exit) Thursday, 6/21/12 Standard G3.1.2b Explain how the actions and interactions of human societies affect and are affected by the environment. Essential Question: How do cultures of the past affect the cultures of today? Learning Target: Agenda: Circulate 1. Attendance 2. 7thth Grade Field Trip!!!! Yea! Friday, 6/22/12 Standard G3.1.2b Explain how the actions and interactions of human societies affect and are affected by the environment. Essential Question: How do cultures of the past affect the cultures of today? Learning Target: The student will enjoy 7th grade review/reflection. Agenda: enjoy 7th grade review/reflection Circulate 1. Attendance 2. 7th Grade Field Activity Day 3. Reflection Monday 6/25/12 Learning Target: The student will enjoy 7th grade review/reflection. Agenda: enjoy 7th grade review/reflection Circulate 1. Attendance 2. Last Day of School Assembly 3. Reflection 6th Grade Science- Standard, EQ, LT, Agenda, and Lesson Plan 5/21/12- 5/24/12 Monday, 5/21/12 EALR 1: Systems EALR 4: ES2 Cycles in Earth Systems Essential Question: How does Space affect me? Learning Target: The student will be able to describe planets in our solar system. Agenda: describe planets in our solar system Circulate 1. Agenda/Attendance 2. View Video: Planets 3. Take Video Notes 4. Read: Planet packet 5. Points/Review/Check for Understanding (exit) Tuesday, 5/22/12 EALR 1: Systems EALR 4: ES2 Cycles in Earth Systems Essential Question: How is the sun’s energy related to our food supply? Learning Target: The student will be able to describe how plants grow. Agenda: describe how plants grow Circulate 1. Agenda/Attendance 2. Read about: planting beans 3. View Video: Sunlight / EC Notes 4. Read: Chapter 4, page 72 5. Points/Review/Check for Understanding (exit) Wednesday, 5/23/12 EALR 1: Systems EALR 4: ES2 Cycles in Earth Systems Essential Question: How is the sun’s energy related to our food supply? Learning Target: The student will be able to describe how plants grow. Agenda: describe how plants grow Circulate 1. Agenda/Attendance 2. Plant bean plants using gravel, sand, and potting soil following planting directions 3. Complete: Plant word search 4. Points/Review/Check for Understanding (exit) Thursday, 5/24/12 EALR 1: Systems EALR 4: ES2 Cycles in Earth Systems Essential Question: How is the sun’s energy related to our food supply? Learning Target: The student will be able to describe the planets and the solar system. Agenda: describe the planets and the solar system Circulate 1. Agenda/Attendance 2. View Video: Planets and the Solar System /Ist Period Assembly 3. Complete/Discuss: Viewing Guide 4. Begin Space Text book: Chapter 1 5. Points/Review/Check for Understanding (exit) 6th Grade Social Studies-Standard, EQ, LT, Agenda, and Lesson Plan 5/21/12 Monday, 5/21/12 Standard G3.1.2b Explain how the actions and interactions of human societies affect and are affected by the environment. Essential Question: How do cultures of the past affect the cultures of today? Learning Target: The student will understand the importance of family ties in early Chinese society. Agenda: understand the importance of family ties in early Chinese society. Circulate 1. Attendance 2. Agenda 3. Read: Chapter 5, section 1, pages 134-141 4. Complete and go over: Chapter 1, section 1 handout 5. Points/Review/Check for Understanding (exit) Tuesday, 5/22/12 Standard G3.1.2b Explain how the actions and interactions of human societies affect and are affected by the environment. Essential Question: How do cultures of the past affect the cultures of today? Learning Target: The student will understand the influence Confucianism had on Chinese society. Agenda: understand the influence Confucianism had on Chinese society Circulate 1. Attendance 2. Agenda 3. View Video: Ancient China 4. Take: 15 notes 5. Read: Chapter 5, section 2, pages 142-148 6. Complete and go over: Chapter 1, section 2 handout 7. Points/Review/Check for Understanding (exit) Wednesday, 5/23/12 Standard G3.1.2b Explain how the actions and interactions of human societies affect and are affected by the environment. Essential Question: How do cultures of the past affect the cultures of today? Learning Target: The student will complete make up work. Agenda: complete make up work. Circulate 1. Attendance 2. Agenda 3. Complete: make up work 4. Points/Review Thursday, 5/24/12 Standard G3.1.2b Explain how the actions and interactions of human societies affect and are affected by the environment. Essential Question: How do cultures of the past affect the cultures of today? Learning Target: The student will describe the actions of the Han Dynasty’s leaders. Agenda: describe the actions of the Han Dynasty’s leaders Circulate 1. Attendance 2. Agenda 3. Go over: Chapter 5, section 1 quiz 4. Read: Chapter 5, section 2 5. Complete and go over: Chapter 1, section 2 142-148 ( guided reading) 6. Points/Review/Check for Understanding (exit) 7th Grade Social Studies- Standard, EQ, LT, Agenda, and Lesson Plan 5/21/12- 5/24/12 Monday, 5/21/12 Standard: G3.2.2.2a Explain how the physical environment impacts how and where people live and work. Standard: G3.3.2a Identify the main groups and subcultures that exist within large societies and the way they interact Standard G3.3.2c Identify how people develop their understandings of culture through the exchange of ideas, art, music, natural resources, goods and services Essential Question: Learning Target: The student will demonstrate can understand how geography can discourage people from exploring another place. Agenda: can understand how geography can discourage people from exploring another place Circulate 1. Attendance 2. Agenda 3. Read: Chapter 13, section 1 pages 444-459 4. Complete: Chapter 13, section 1 handout 5. Points/Reflection/Exit CFU Tuesday, 5/22/12 Standard: G3.2.2.2a Explain how the physical environment impacts how and where people live and work. Standard: G3.3.2a Identify the main groups and subcultures that exist within large societies and the way they interact Standard G3.3.2c Identify how people develop their understandings of culture through the exchange of ideas, art, music, natural resources, goods and services Essential Question: Learning Target: The student will demonstrate an understanding of how African rulers governed their empires. Agenda: understanding of how African rulers governed their empires Circulate 1. Attendance 2. Agenda 3. Go over: Chapter 13, section 1 handout 4. Video: Africa 5. Take Notes: 15 6. Read: Chapter 13, section 2 pages 460-467 7. Complete/Go over: Chapter 13, section 2 handout 8. Points/Reflection/Exit CFU Wednesday, 5/23/12 Standard: G3.2.2.2a Explain how the physical environment impacts how and where people live and work. Standard: G3.3.2a Identify the main groups and subcultures that exist within large societies and the way they interact Standard G3.3.2c Identify how people develop their understandings of culture through the exchange of ideas, art, music, natural resources, goods and services Essential Question: Learning Target: The student will demonstrate an understanding of how African rulers governed their empires. Agenda: understanding of how African rulers governed their empires Circulate 1. Attendance 2. Agenda 3. Complete: Make up work 4. Points/Reflection/Exit CFU Thursday, 5/24/12 Standard: G3.2.2.2a Explain how the physical environment impacts how and where people live and work. Standard: G3.3.2a Identify the main groups and subcultures that exist within large societies and the way they interact Standard G3.3.2c Identify how people develop their understandings of culture through the exchange of ideas, art, music, natural resources, goods and services Essential Question: Learning Target: The student will demonstrate an understanding of how African rulers governed their empires. Agenda: understanding of how African rulers governed their empires Circulate 1. Attendance 2. Agenda 3. Read: The Hungering Lion pages 454-459 and answer questions p. 459 4. Complete: Chapter 13, section 2 pages 460-467 5. Complete/Go over: Chapter 13, section 2 handout 6. Points/Reflection/Exit CFU 6th Grade Science- Standard, EQ, LT, Agenda, and Lesson Plan 5/14/12- 5/18/12 Monday, 5/14/12 EALR 1: Systems EALR 4: ES2 Cycles in Earth Systems Essential Question: How do landforms affect my life? Learning Target: The student will be able to review landforms. Agenda: review land forms Circulate 1. Agenda 2. Take Test: Chapter 1, lessons 1-2 retake 3. Continue on: Chapter 1 lesson 3-4 notecards 4. Points/Review/Check for Understanding (exit) Tuesday-Wednesday, 5/15-16/12 EALR 1: Systems EALR 4: ES2 Cycles in Earth Systems Essential Question: How do landforms affect my life? Learning Target: The student will be able to describe the rock cycle. Agenda: describe the rock cycle Circulate 1. Agenda 2. View Video: Rock Cycle 3. View Video: Rocks, Minerals, and Soil 4. Take notes: 10 picture, word, phrase, or sentence 5. Continue on: Chapter 1 lesson 3-4 notecards 6. Points/Review/Check for Understanding (exit) Thursday, 5/17/12 EALR 1: Systems EALR 4: ES2 Cycles in Earth Systems Essential Question: How do landforms affect my life? Learning Target: The student will be able to review landforms. Agenda: review land forms Circulate 1. Agenda 2. Complete: Chapter 1, lessons 3-4 retake 3. Points/Review/Check for Understanding (exit) Friday, 5/18/12 EALR 1: Systems EALR 4: ES2 Cycles in Earth Systems Essential Question: How do landforms affect my life? Learning Target: The student will be able to describe the processes that break down rock. Agenda: describe the processes that break down rock. Circulate 1. Agenda 2. Computer Lab: 20 notes on Space 3. Points/Review/Check for Understanding (exit) 6th Grade Social Studies-Standard, EQ, LT, Agenda, and Lesson Plan 5/14/12- 5/18/12 Monday, 5/14/12 Standard G3.1.2b Explain how the actions and interactions of human societies affect and are affected by the environment. Essential Question: How do cultures of the past affect the cultures of today? Learning Target: The student will demonstrate knowledge about Ancient India. Agenda: demonstrate knowledge about Ancient India Circulate 1. Attendance 2. Agenda 3. Library: CBA People on the move 4. Continue: Gandhi right at 2:54 5. Continue: Gandhi viewing guide 6. Points/Review/Check for Understanding (exit) Tuesday, 5/15/12 Standard G3.1.2b Explain how the actions and interactions of human societies affect and are affected by the environment. Essential Question: How do cultures of the past affect the cultures of today? Learning Target: The student will demonstrate knowledge about Ancient India. Agenda: demonstrate knowledge about Ancient India Circulate 1. Attendance 2. Agenda 3. Library: CBA People on the move 4. Continue: Gandhi viewing guide 5. Points/Review/Check for Understanding (exit) Wednesday, 5/16/12 Standard G3.1.2b Explain how the actions and interactions of human societies affect and are affected by the environment. Essential Question: How do cultures of the past affect the cultures of today? Learning Target: The student will demonstrate knowledge about Ancient India. Agenda: demonstrate knowledge about Ancient India Circulate 1. Attendance 2. Agenda 3. CBA: People on the Move - C 4. Points/Review CFU 5. Points/Review/Check for Understanding (exit) Thursday, 5/17/12 Standard G3.1.2b Explain how the actions and interactions of human societies affect and are affected by the environment. Essential Question: How do cultures of the past affect the cultures of today? Learning Target: The student will demonstrate knowledge about Ancient India. Agenda: demonstrate knowledge about Ancient India Circulate 1. Attendance 2. Agenda 3. CBA: People on the Move - C 4. Gandhi Packet 5. Points/Review/Check for Understanding (exit) Friday, 5/18/12 1. Attendance 2. Agenda 3. CBA: People on the Move - C 4. Gandhi Packet 5. Points/Review/Check for Understanding (exit) 7th Grade Social Studies- Standard, EQ, LT, Agenda, and Lesson Plan 5/14/17- 5/18/12 Monday, 5/14/12 Standard: G3.2.2.2a Explain how the physical environment impacts how and where people live and work. Standard: G3.3.2a Identify the main groups and subcultures that exist within large societies and the way they interact Standard G3.3.2c Identify how people develop their understandings of culture through the exchange of ideas, art, music, natural resources, goods and services Essential Question: Learning Target: The student will demonstrate an understanding of the cause of conflict. Agenda: demonstrate an understanding of the cause of conflict Circulate 1. Attendance 2. Agenda 3. Library: 7th Grade CBA 4. Points/Reflection/Exit CFU Tuesday, 5/15/12 Standard: G3.2.2.2a Explain how the physical environment impacts how and where people live and work. Standard: G3.3.2a Identify the main groups and subcultures that exist within large societies and the way they interact Standard G3.3.2c Identify how people develop their understandings of culture through the exchange of ideas, art, music, natural resources, goods and services Essential Question: Learning Target: The student will demonstrate an understanding of the cause of conflict. Agenda: demonstrate an understanding of the cause of conflict Circulate 1. Attendance 2. Agenda 3. Library: 7th Grade CBA 4. Points/Reflection/Exit CFU Wednesday, 5/16/12 Standard: G3.2.2.2a Explain how the physical environment impacts how and where people live and work. Standard: G3.3.2a Identify the main groups and subcultures that exist within large societies and the way they interact Standard G3.3.2c Identify how people develop their understandings of culture through the exchange of ideas, art, music, natural resources, goods and services Essential Question: Learning Target: The student will demonstrate an understanding of the cause of conflict. Agenda: demonstrate an understanding of the cause of conflict Circulate 1. Attendance 2. Agenda 3. 7th Grade CBA- C 4. Points/Reflection/Exit CFU Thursday, 5/17/12 Standard: G3.2.2.2a Explain how the physical environment impacts how and where people live and work. Standard: G3.3.2a Identify the main groups and subcultures that exist within large societies and the way they interact Standard G3.3.2c Identify how people develop their understandings of culture through the exchange of ideas, art, music, natural resources, goods and services Essential Question: Learning Target: The student will demonstrate an understanding of the cause of conflict. Agenda: demonstrate an understanding of the cause of conflict Circulate 1. Attendance 2. Agenda 3. 7th Grade CBA-C 4. Points/Reflection/Exit CFU Friday, 5/18/12 Standard: G3.2.2.2a Explain how the physical environment impacts how and where people live and work. Standard: G3.3.2a Identify the main groups and subcultures that exist within large societies and the way they interact Standard G3.3.2c Identify how people develop their understandings of culture through the exchange of ideas, art, music, natural resources, goods and services Essential Question: Learning Target: The student will demonstrate an understanding of the cause of conflict. Agenda: demonstrate an understanding of the cause of conflict Circulate 1. Attendance 2. Agenda 3. Computer Lab: 7th Grade CBA- Early Presentations 4. Points/Reflection/Exit CFU 6th Grade Science- Standard, EQ, LT, Agenda, and Lesson Plan 5/7/12-5/11/12 Monday 5/7/12 EALR 1: Systems EALR 4: ES2 Cycles in Earth Systems Essential Question: How do landforms affect my life? Learning Target: The student will be able to what causes rocks to break down. Agenda: describe what makes rocks break down. Circulate 1. Agenda 2. Attendance 3. Read: Chapter 2, lesson 1 page 32-46 4. Begin: Chapter 2, lesson 1 review and quiz 5. Points/Review/Check for Understanding (exit) Tuesday, 5/8/12 Learning Target: I can complete the MSP with diligence. 1. Agenda 2. Attendance 3. MSP: Do your best! 4. View Video: What’s Inside the Earth 5. Notes: EC 6. Points/CFU Wednesday, 5/9/12 EALR 1: Systems EALR 4: ES2 Cycles in Earth Systems Essential Question: How do landforms affect my life? Learning Target: The student will work in study groups to review/describe: topography, elevation, relief, landform, plain, mountain, mountain range, plateau, landform region Agenda: describe topography, elevation, relief, landform, plain, mountain, mountain range, plateau, landform region Circulate 1. Agenda 2. Attendance 3. Study Groups: : topography, elevation, relief, landform, plain, mountain, mountain range, plateau, landform region 4. Make note card for the aforementioned vocabulary 5. Points/Review/Check for Understanding (exit) Thursday, 5/10/11 1. Agenda 2. Attendance 3. MSP: Do your best! 4. View Video: What’s Inside the Earth 5. Points/Review Friday, 5/11/12 EALR 1: Systems EALR 4: ES2 Cycles in Earth Systems Essential Question: How do landforms affect my life? Learning Target: The student will be able to describe in words and/or pictures each vocabulary term for Chapter 1, lessons 1-2 Circulate Agenda: describe in words and/or pictures each vocabulary term for Chapter 1, lessons 1-2 Circulate 1. Agenda 2. Attendance 3. Study Groups: : Chapter 1, lessons 1-2 vocabulary/picture cards 4. Points/Review/Check for Understanding (exit) 6th Grade Social Studies-Standard, EQ, LT, Agenda, and Lesson Plan 5/7/12- 5/11/12 Monday, 5/7/12 Standard: G3.1 Identify people’s interaction with and impact on the environment. Standard G3.1.2b Explain how the actions and interactions of human societies affect and are affected by the environment. Essential Question: How do cultures of the past affect the cultures of today? Learning Target: The student will demonstrate knowledge about Ancient India. Agenda: demonstrate knowledge about Ancient India Circulate 1. Attendance 2. Agenda 3. Continue: Gandhi right at 1:40 4. Continue: Gandhi viewing guide 5. Points/Review/Check for Understanding (exit) Tuesday, 5/8/12 Standard: G3.1 Identify people’s interaction with and impact on the environment. Standard G3.1.2b Explain how the actions and interactions of human societies affect and are affected by the environment. Essential Question: How do cultures of the past affect the cultures of today? Learning Target: The student will demonstrate knowledge about Ancient India. Agenda: demonstrate knowledge about Ancient India Circulate 1. Attendance 2. Agenda 3. Continue: Gandhi right 2@ 4. Continue: Gandhi viewing guide 5. Points/Review/Check for Understanding (exit) Wednesday, 5/9/12 Standard: G3.1 Identify people’s interaction with and impact on the environment. Standard G3.1.2b Explain how the actions and interactions of human societies affect and are affected by the environment. Essential Question: How do cultures of the past affect the cultures of today? Learning Target: The student will demonstrate knowledge about Ancient India. Agenda: demonstrate knowledge about Ancient India Circulate 1. Attendance 2. Agenda 3. Continue: Gandhi right at 4. Continue: Gandhi viewing guide 5. Points/Review/Check for Understanding (exit) Thursday, 5/10/12 Standard: G3.1 Identify people’s interaction with and impact on the environment. Standard G3.1.2b Explain how the actions and interactions of human societies affect and are affected by the environment. Essential Question: How do cultures of the past affect the cultures of today? Learning Target: The student will demonstrate knowledge about Ancient India. Agenda: demonstrate knowledge about Ancient India Circulate 1. Attendance 2. Agenda 3. Continue: Gandhi right at 1:45 4. Continue: Gandhi viewing guide 5. Points/Review/Check for Understanding (exit) Friday, 5/11/12 Standard: G3.1 Identify people’s interaction with and impact on the environment. Standard G3.1.2b Explain how the actions and interactions of human societies affect and are affected by the environment. Essential Question: How do cultures of the past affect the cultures of today? Learning Target: The student will demonstrate knowledge about Ancient India. Agenda: demonstrate knowledge about Ancient India Circulate 1. Attendance 2. Agenda 3. Continue: Gandhi right at 4. Continue: Gandhi viewing guide 5. Points/Review/Check for Understanding (exit) 7th Grade Social Studies- Standard, EQ, LT, Agenda, and Lesson Plan 5/7/12- 5/11/12 Monday, 5/7/12 Standard: G3.2.2.2a Explain how the physical environment impacts how and where people live and work. Standard: G3.3.2a Identify the main groups and subcultures that exist within large societies and the way they interact Standard G3.3.2c Identify how people develop their understandings of culture through the exchange of ideas, art, music, natural resources, goods and services Essential Question: What can we learn from the Renaissance? Learning Target: The student will be able to evaluate and make recommendation for the Renaissance Fair. Agenda: evaluate and make recommendation for the Renaissance Fair Circulate 1. Attendance 2. Agenda 3. Complete Test: Chapter 18 4. View Video: Africa 5. Take Video Notes: 20 6. Points/Reflection/Exit CFU Tuesday, 5/8/12 Standard: G3.2.2.2a Explain how the physical environment impacts how and where people live and work. Standard: G3.3.2a Identify the main groups and subcultures that exist within large societies and the way they interact Standard G3.3.2c Identify how people develop their understandings of culture through the exchange of ideas, art, music, natural resources, goods and services Essential Question: Learning Target: The student will demonstrate an understanding of the cause of conflict. Agenda: demonstrate an understanding of the cause of conflict Circulate 1. Attendance 2. Agenda 3. Complete Test: Chapter 18 4. Go over: 7th Grade CBA requirements 5. Library: CBA 6. Points/Reflection/Exit CFU Wednesday, 5/9/12 Standard: G3.2.2.2a Explain how the physical environment impacts how and where people live and work. Standard: G3.3.2a Identify the main groups and subcultures that exist within large societies and the way they interact Standard G3.3.2c Identify how people develop their understandings of culture through the exchange of ideas, art, music, natural resources, goods and services Essential Question: Learning Target: The student will demonstrate an understanding of the cause of conflict. Agenda: demonstrate an understanding of the cause of conflict Circulate 1. Attendance 2. Agenda 3. Review: 7th Grade CBA requirements 4. Points/Reflection/Exit CFU Thursday, 5/10/12 Standard: G3.2.2.2a Explain how the physical environment impacts how and where people live and work. Standard: G3.3.2a Identify the main groups and subcultures that exist within large societies and the way they interact Standard G3.3.2c Identify how people develop their understandings of culture through the exchange of ideas, art, music, natural resources, goods and services Essential Question: Learning Target: The student will demonstrate an understanding of the cause of conflict. Agenda: demonstrate an understanding of the cause of conflict Circulate 1. Attendance 2. Agenda 3. Library: 7th Grade CBA 4. Points/Reflection/Exit CFU Friday, 5/11/12 Standard: G3.2.2.2a Explain how the physical environment impacts how and where people live and work. Standard: G3.3.2a Identify the main groups and subcultures that exist within large societies and the way they interact Standard G3.3.2c Identify how people develop their understandings of culture through the exchange of ideas, art, music, natural resources, goods and services Essential Question: Learning Target: The student will demonstrate an understanding of the cause of conflict. Agenda: demonstrate an understanding of the cause of conflict Circulate 1. Attendance 2. Agenda 3. Complete: 7th Grade CBA requirements 4. Points/Reflection/Exit CFU 6th Grade Science- Standard, EQ, LT, Agenda, and Lesson Plan 4/30/12-5/4/12 Monday, 4/30/12 EALR 1: Systems EALR 4: ES2 Cycles in Earth Systems Essential Question: How do landforms affect my life? Learning Target: The student will be able to what causes rocks to break down. Agenda: describe what makes rocks break down. Circulate 1. Agenda 2. Attendance 3. Complete: Chapter 1 test 4. Begin: Chapter 2, lesson 1 page 32-46 5. Points/Review/Check for Understanding (exit) Tuesday-Wednesday 5/ 1-2/ 2012- GPA- Using the mean to calculate EALR 2: Inquiry- Collecting, Analyzing, Displaying Data- using the mean to analyze data Essential Question: How does my GPA affect my life? (hook) Learning Target: The student will be able to calculate hypothetical grade for a class, and grade point average for several classes. Agenda: I can calculate my estimated GPA 1. Attendance/Agenda check (Break Barrier) 2. Entry Task: GPA 3. Discussion: GPA and study tips (ratio, differentiation) 4. Model: example class grade average and grade point average (technology) 5. Individual Entry Task (Circulate): class grade average and grade point average (technology -TiNspire, simple or long hand) 6. Small Group/Partner option (Circulate): class grade average and grade point average (differentiation/ technology- TiNspire, simple or long hand/ check for understanding) 7. Whole Group check: class grade average and grade point average (technology- TiNspire, simple or longhand/check for understanding) 8. Individual GPA estimate (Circulate): (differentiation, technology- TiNspire, simple, or long hand/ check for understanding exit task) 9. Questions 10. Chapter 1 Review 11. Points/review (check for understanding) Thursday, 5/3/12 EALR 1: Systems EALR 4: ES2 Cycles in Earth Systems Essential Question: How do landforms affect my life? Learning Target 1: The student will be able to explain the meaning of Chapter 1 vocabulary words: topography, elevation, relief, landform, plain, mountain, mountain range, plateau, landform region Agenda: calculate averages, chapter 1 vocab Circulate 1. Agenda 2. Attendance 3. Read: Two Girl Scientists 4. Review: Averaging trials and grades (Why more than one trial?) 5. Review: Chapter 1 Test 6. Points/Review/Check for Understanding (exit test) Friday, 5/4/12 EALR 1: Systems EALR 4: ES2 Cycles in Earth Systems Essential Question: How do landforms affect my life? Learning Target 1: The student will be able to explain the causes of tornados, hurricanes, earthquakes and volcanic eruptions Agenda: Circulate 1. Agenda 2. Attendance 3. View Video: Natural disasters 4. Complete: video notes 5. Rocks and minerals word search 6. Complete: Points/Review/Check for Understanding (exit test) 6th Grade Social Studies-Standard, EQ, LT, Agenda, and Lesson Plan 4/30/12- 5/4/12 Monday, 4/30/12 Standard: G3.1 Identify people’s interaction with and impact on the environment. Standard G3.1.2b Explain how the actions and interactions of human societies affect and are affected by the environment. Essential Question: How do cultures of the past affect the cultures of today? Learning Target: The student will demonstrate knowledge about Ancient India. Agenda: demonstrate knowledge about customs of Ancient India Circulate 1. Attendance 2. Agenda 3. Collect: Ghandi permission slips and field trip questionaire 4. Complete: View India customs video click hyperlink 5. Take: 20 notes + EC notes 6. Complete: Chapter 6, section 1 handout 7. Review: Chapter 6, section 1, 190-201 8. Correct: Chapter 6, section 1 handout 9. Points/Review/Check for Understanding (exit) Tuesday, 5/2/12 Standard: G3.1 Identify people’s interaction with and impact on the environment. Standard G3.1.2b Explain how the actions and interactions of human societies affect and are affected by the environment. Essential Question: How do cultures of the past affect the cultures of today? Learning Target: The student will demonstrate knowledge about Ancient India. Agenda: demonstrate knowledge about Ancient India Circulate 1. Attendance 2. Agenda 3. Collect: Ghandi permission slips and field trip questionnaire 4. Complete: Chapter 6, section 2-3 handout 5. Review: Chapter 6, section 2-3 6. Correct: Chapter 6, section 2-3 handout 7. Points/Review/Check for Understanding (exit) Wednesday, 5/2/12 Standard: G3.1 Identify people’s interaction with and impact on the environment. Standard G3.1.2b Explain how the actions and interactions of human societies affect and are affected by the environment. Essential Question: How do cultures of the past affect the cultures of today? Learning Target: The student will demonstrate knowledge about Ancient India. Agenda: demonstrate knowledge about Ancient India Circulate 1. Attendance 2. Agenda 3. Collect: Ghandi permission slips and field trip questionnaire 4. View: Gandhi 5. Begin: Gandhi viewing guide 6. Points/Review/Check for Understanding (exit) Thursday, 5/3/12 Standard: G3.1 Identify people’s interaction with and impact on the environment. Standard G3.1.2b Explain how the actions and interactions of human societies affect and are affected by the environment. Essential Question: How do cultures of the past affect the cultures of today? Learning Target: The student will demonstrate knowledge about Ancient India. Agenda: demonstrate knowledge about Ancient India Circulate 1. Attendance 2. Agenda 3. Collect: Ghandi permission slips and field trip questionnaire 4. Continue: Gandhi 5. Continue: Gandhi viewing guide 6. Points/Review/Check for Understanding (exit) Friday, 5/4/12 Standard: G3.1 Identify people’s interaction with and impact on the environment. Standard G3.1.2b Explain how the actions and interactions of human societies affect and are affected by the environment. Essential Question: How do cultures of the past affect the cultures of today? Learning Target: The student will demonstrate knowledge about Ancient India. Agenda: demonstrate knowledge about Ancient India Circulate 1. Attendance 2. Agenda 3. Collect: Ghandi permission slips and field trip questionnaire 4. Continue: Gandhi right at 1 hour 5. Continue: Gandhi viewing guide 6. Points/Review/Check for Understanding (exit) Monday 4/30/12 Standard: G3.2.2.2a Explain how the physical environment impacts how and where people live and work. Standard: G3.3.2a Identify the main groups and subcultures that exist within large societies and the way they interact Standard G3.3.2c Identify how people develop their understandings of culture through the exchange of ideas, art, music, natural resources, goods and services Essential Question: What can we learn from the Renaissance? Learning Target: The student will review the Renaissance Period. Agenda: review the Renaissance Period Circulate 1. Attendance 2. Agenda 3. View Video: Medieval Siege Part 2 4. Take Notes: 20 5. Begin: Chapter 18, Section 3 p.681 6. Points/Reflection/Exit CFU Tuesday, 5/1/12 Standard: G3.2.2.2a Explain how the physical environment impacts how and where people live and work. Standard: G3.3.2a Identify the main groups and subcultures that exist within large societies and the way they interact Standard G3.3.2c Identify how people develop their understandings of culture through the exchange of ideas, art, music, natural resources, goods and services Essential Question: What can we learn from the Renaissance? Learning Target: The student will be able to describe what is meant by the term “reason”. Agenda: describe what is meant by the term “reason”. Circulate 1. Attendance 2. Agenda 3. Turn in: Parent Letter, Prototypes, Sign 4. Read /Discuss: Chapter 18, lesson 3 pages 681-689 5. Begin: Chapter 18 Review lesson 3 review 6. View Video: Field Trip- The Road to Revolution click hyperlink 7. Points/Reflection/Exit CFU Wednesday-Thursday, 5/2-3/12 Standard: G3.2.2.2a Explain how the physical environment impacts how and where people live and work. Standard: G3.3.2a Identify the main groups and subcultures that exist within large societies and the way they interact Standard G3.3.2c Identify how people develop their understandings of culture through the exchange of ideas, art, music, natural resources, goods and services Essential Question: What can we learn from the Renaissance? Learning Target: The student will be able to describe why Europeans settled in North America from the 1500 to the 1700’s Agenda: describe why Europeans settled in North America from the 1500 to the 1700’s Circulate 1. Attendance 2. Agenda 3. Go over/Turn in: Chapter 18, lesson 3 review 4. Read/Discuss: Chapter 18, lesson 4, pages 690-701 5. Complete: Chapter 18, lesson 4 review 6. Points/Reflection/Exit CFU Friday, 5/4/12 Standard: G3.2.2.2a Explain how the physical environment impacts how and where people live and work. Standard: G3.3.2a Identify the main groups and subcultures that exist within large societies and the way they interact Standard G3.3.2c Identify how people develop their understandings of culture through the exchange of ideas, art, music, natural resources, goods and services Essential Question: What can we learn from the Renaissance? Learning Target: The student will be able to describe why Europeans settled in North America from the 1500 to the 1700’s Agenda: describe why Europeans settled in North America from the 1500 to the 1700’s Circulate 1. Attendance 2. Agenda 3. Open Book Test: Chapter 18 4. If they finish test they can find and read chapter on Africa 5. Points/Reflection/Exit CFU 6th Grade Science- Standard, EQ, LT, Agenda, and Lesson Plan 4/23/12- 4/27/12 Monday, 4/23/12 EALR 1: Systems EALR 4: ES2 Cycles in Earth Systems Essential Question: How do landforms affect my life? Learning Target: The student will be able to describe how maps show topography Agenda: describe how maps show topography Circulate 1. Agenda 2. Attendance 3. Complete: Chapter 1, lesson 4 handouts 4. Go over: Chapter 1, lesson 4 in book answers 5. Go over: Chapter 1, lesson 4 handouts 6. Study for: Chapter 1 Test on Tuesday,4/24/12 Tuesday, 4/24/12 EALR 1: Systems EALR 4: ES2 Cycles in Earth Systems Essential Question: How do landforms affect my life? Learning Target: The student will be able to describe topographic maps. Agenda: describe topographic maps Circulate 1. Agenda 2. Complete/Go over: Chapter 1 Review 3. Chapter 1 Test 4. Points/Review/Check for Understanding (exit) Wednesday, 4/25/12 EALR 1: Systems EALR 4: ES2 Cycles in Earth Systems Essential Question: How do landforms affect my life? Learning Target: The student will be able to describe minerals. Agenda: describe minerals Circulate 1. Agenda 2. Chapter 1 Test 3. Chapter 2: Intro and Inquiry Lab and Teacher Demo 4. Points/Review/Check for Understanding (exit) Thursday, 4/26/12 EALR 1: Systems EALR 4: ES2 Cycles in Earth Systems Essential Question: How do landforms affect my life? Learning Target: The student will be able to describe the mapping of the Earth. Agenda: describe the mapping of the Earth Circulate 1. Agenda 2. Earth Surface Notes 3. 5 Maps and Globes Notes 4. 5 GPS and GIS Notes 5. 5 Notes on Topographic Maps 6. Points/Review/Check for Understanding (exit) Friday, 4/27/12 EALR 1: Systems EALR 4: ES2 Cycles in Earth Systems Essential Question: How do landforms affect my life? Learning Target: The student will be able to describe map features. Agenda: describe map features. Circulate 1. Agenda 2. Chapter 1 Test 3. Points/Review/Check for Understanding (exit) 6th Grade Social Studies-Standard, EQ, LT, Agenda, and Lesson Plan 4/23/12- 4/27/12 Monday, 4/23/12 Standard: G3.1 Identify people’s interaction with and impact on the environment. Standard G3.1.2b Explain how the actions and interactions of human societies affect and are affected by the environment. Essential Question: How do cultures of the past affect the cultures of today? Learning Target: The student will describe similarities and differences of religions around the world. Agenda: describe similarities and differences of religions around the world Circulate 1. Attendance 2. Agenda 3. View Video: Religions around the world 4. Complete: Religions around the world video 5. Complete: Chapter 4 Test 6. Points/Review/Check for Understanding (exit) Tuesday, 4/24/12 Standard: G3.1 Identify people’s interaction with and impact on the environment. Standard G3.1.2b Explain how the actions and interactions of human societies affect and are affected by the environment. Essential Question: How do cultures of the past affect the cultures of today? Learning Target: The student will demonstrate knowledge about Ancient India. Agenda: demonstrate knowledge about Ancient India Circulate 1. Attendance 2. Agenda 3. View Video: Religions around the World 4. Points/Review/Check for Understanding (exit) Wednesday, 4/25/12 Standard: G3.1 Identify people’s interaction with and impact on the environment. Standard G3.1.2b Explain how the actions and interactions of human societies affect and are affected by the environment. Essential Question: How do cultures of the past affect the cultures of today? Learning Target: The student will demonstrate knowledge about Ancient India. Agenda: demonstrate knowledge about Ancient India Circulate 1. Attendance 2. Agenda 3. Computer Lab: Research clothes, food, customs India 4. Points/Review/Check for Understanding (exit) Thursday, 4/26/12 Standard: G3.1 Identify people’s interaction with and impact on the environment. Standard G3.1.2b Explain how the actions and interactions of human societies affect and are affected by the environment. Essential Question: How do cultures of the past affect the cultures of today? Learning Target: The student will gain knowledge about Renaissance Period Agenda: gain knowledge about Renaissance Period Circulate 1. Attendance 2. Agenda 3. Review: Renaissance Period/Word Search 4. Points/Review/Check for Understanding (exit) Friday, 4/27/12 Standard: G3.1 Identify people’s interaction with and impact on the environment. Standard G3.1.2b Explain how the actions and interactions of human societies affect and are affected by the environment. Essential Question: How do cultures of the past affect the cultures of today? Learning Target: The student will demonstrate knowledge about Ancient India. Agenda: demonstrate knowledge about customs of Ancient India Circulate 1. Attendance 2. Agenda 3. View India customs video click hyperlink 4. Take: 20 notes + EC notes 5. Points/Review/Check for Understanding (exit) 7th Grade Social Studies- Standard, EQ, LT, Agenda, and Lesson Plan 4/23/12- 4/27/12 Monday 4/23/12 Standard: G3.2.2.2a Explain how the physical environment impacts how and where people live and work. Standard: G3.3.2a Identify the main groups and subcultures that exist within large societies and the way they interact Standard G3.3.2c Identify how people develop their understandings of culture through the exchange of ideas, art, music, natural resources, goods and services Essential Question: What can we learn from the Renaissance? Learning Target: The student will be ready to participate in the Renaissance Fair Agenda: be ready to participate in the Renaissance Fair Circulate 1. Attendance 2. Agenda 3. Turn in: Parent Letter and Prototypes 4. Go over/Turn in: Chapter 18, lesson 2 handout 5. View Video: Medieval Siege Part 1 6. Take Notes: 20 7. Points/Reflection/Exit CFU Tuesday, 4/24/12 Standard: G3.2.2.2a Explain how the physical environment impacts how and where people live and work. Standard: G3.3.2a Identify the main groups and subcultures that exist within large societies and the way they interact Standard G3.3.2c Identify how people develop their understandings of culture through the exchange of ideas, art, music, natural resources, goods and services Essential Question: What can we learn from the Renaissance? Learning Target: The student will be ready to participate in the Renaissance Fair. Agenda: The student will be ready to participate in the Renaissance Fair Circulate 1. Attendance 2. Agenda: ready to participate in the Renaissance Fair 3. Turn in: Parent Letter, Prototypes, Sign 4. Work on Renaissance Fair 5. Points/Reflection/Exit CFU Wednesday, 4/25/12 Standard: G3.2.2.2a Explain how the physical environment impacts how and where people live and work. Standard: G3.3.2a Identify the main groups and subcultures that exist within large societies and the way they interact Standard G3.3.2c Identify how people develop their understandings of culture through the exchange of ideas, art, music, natural resources, goods and services Essential Question: What can we learn from the Renaissance? Learning Target: The student will be ready to participate in the Renaissance Fair. Agenda: be ready to participate in the Renaissance Fair Circulate 1. Attendance 2. Agenda 3. Turn in: Parent Letter, Prototypes, Sign 4. Work on Renaissance Fair Material 5. Points/Reflection/Exit CFU Thursday, 4/26/12 Standard: G3.2.2.2a Explain how the physical environment impacts how and where people live and work. Standard: G3.3.2a Identify the main groups and subcultures that exist within large societies and the way they interact Standard G3.3.2c Identify how people develop their understandings of culture through the exchange of ideas, art, music, natural resources, goods and services Essential Question: What can we learn from the Renaissance? Learning Target: The student will be able to display knowledge of the Renaissance period. Agenda: display knowledge of the Renaissance period. Circulate 1. Attendance 2. Agenda 3. Turn in: Parent Letter, Prototypes, Sign, Cash box, and Wares 4. Renaissance Fair! 5. Points/Reflection/Exit CFU Friday, 4/27/12 Standard: G3.2.2.2a Explain how the physical environment impacts how and where people live and work. Standard: G3.3.2a Identify the main groups and subcultures that exist within large societies and the way they interact Standard G3.3.2c Identify how people develop their understandings of culture through the exchange of ideas, art, music, natural resources, goods and services Essential Question: What can we learn from the Renaissance? Learning Target: The student will be able to describe what is meant by the term medieval. Agenda: describe what is meant by the term medieval Circulate 1. Attendance 2. Agenda 3. Preview: Chapter 18, section 3 4. View Video: Medieval Siege Part 1-2 6th Grade Science- Standard, EQ, LT, Agenda, and Lesson Plan 4/9/12-4/13/12 Monday-Tuesday, 4/9-10/12 Standard: 6.1.H Essential Question How do I use fractions in my daily life? Learning Target: The student will be able to multiply and divide fractions 1. Attendance 2. Agenda 3. Reteach: multiplying/dividing fractions, improper fractions, and mixed numbers 4. Complete/Go over handout: 5-10 B 5. Study for Math in Science Test : 4/11/12 6. Points/Review/Check for Understanding (exit) Wednesday, 4/11/12 Standard: 6.1.H Essential Question How do I use fractions in my daily life? Learning Target: The student will be able to multiply and divide fractions 1. Attendance 2. Agenda 3. Reteach: multiplying/dividing fractions, improper fractions, and mixed numbers 4. Test: Math in Science 5. Points/Review/Check for Understanding (exit) Thursday, 4/12/12 EALR 1: Systems EALR 4: ES2 Cycles in Earth Systems Essential Question: How do landforms affect my life? Learning Target: The student will be able to describe GPS and GIS Agenda: describe GPS and GIS 1. Agenda 2. Read and Discuss: Chapter 1 lesson 3 p. 18-23 3. Review: Chapter 1, Lesson 3 (TE 23D) 4. Points/Review/Check for Understanding (exit) Friday, 4/13/12 EALR 1: Systems EALR 4: ES2 Cycles in Earth Systems Essential Question: How do landforms affect my life? Learning Target: The student will be able describe topographic maps Agenda: describe topographic maps 1. Agenda 2. Read and Discuss: Chapter 1 lesson 4 p. 24-27 3. Review: Chapter 1, Lesson 4 (TE 27D) 4. Study for: Chapter 1 Test on Monday 4/16/12 5. Points/Review/Check for Understanding (exit) Monday 4/16/12 EALR 1: Systems EALR 4: ES2 Cycles in Earth Systems Essential Question: How do landforms affect my life? Learning Target: The student will be able to describe topographic maps. Agenda: describe topographic maps 6th Grade Social Studies-Standard, EQ, LT, Agenda, and Lesson Plan 4/9/12- 4/13/12 Monday, 4/9/12 Standard: G3.1 Identify people’s interaction with and impact on the environment. Standard G3.1.2b Explain how the actions and interactions of human societies affect and are affected by the environment. Essential Question: How do cultures of the past affect the cultures of today? Learning Target: The student will describe the geographic setting of Ancient India. Agenda: describe the geographic setting of Ancient India 1. Attendance 2. Agenda 3. Look over: Chapter 4, section 1 GR and Quiz 4. Read/Discuss: Chapter 4 section 1 p. 106-113 5. Complete: Chapter 4, section 1 GR and Quiz 6. Points/Review/Check for Understanding (exit) Tuesday, 4/10/12 Standard: G3.1 Identify people’s interaction with and impact on the environment. Standard G3.1.2b Explain how the actions and interactions of human societies affect and are affected by the environment. Essential Question: How do cultures of the past affect the cultures of today? Learning Target: The student will describe the teachings of Hinduism. Agenda: describe the teachings of Hinduism 1. Attendance 2. Agenda 3. Read/Discuss: Chapter 4 section 2 p. 114-118 4. Points/Review/Check for Understanding (exit) Wednesday, 4/11/12 Standard: G3.1 Identify people’s interaction with and impact on the environment. Standard G3.1.2b Explain how the actions and interactions of human societies affect and are affected by the environment. Essential Question: How do cultures of the past affect the cultures of today? Learning Target: The student will describe the teachings of Buddha. Agenda: describe the teachings of Buddha. Agenda: have some knowledge about Ancient India. . 1. Attendance 2. Agenda 3. Read/Discuss: Chapter 4 section 3 p. 119-125 4. Points/Review/Check for Understanding (exit) Thursday, 4/12/12 Standard: G3.1 Identify people’s interaction with and impact on the environment. Standard G3.1.2b Explain how the actions and interactions of human societies affect and are affected by the environment. Essential Question: How do cultures of the past affect the cultures of today? Learning Target: The student will have describe the effects of Asoka’s leadership. Agenda: describe the effects of Asoka’s leadership 1. Attendance 2. Agenda 3. Read/Discuss: Chapter 4 section 4 p. 126-130 4. Points/Review/Check for Understanding (exit) Friday, 4/12/12 Standard: G3.1 Identify people’s interaction with and impact on the environment. Standard G3.1.2b Explain how the actions and interactions of human societies affect and are affected by the environment. Essential Question: How do cultures of the past affect the cultures of today? Learning Target: The student will demonstrate knowledge about Ancient India. Agenda: demonstrate knowledge about Ancient India 1. Attendance 2. Agenda 3. Test: Chapter 4 4. Points/Review/Check for Understanding (exit) 6th Grade Social Studies-Standard, EQ, LT, Agenda, and Lesson Plan 4/9/12- 4/13/12 Monday, 4/9/12 Standard: G3.1 Identify people’s interaction with and impact on the environment. Standard G3.1.2b Explain how the actions and interactions of human societies affect and are affected by the environment. Essential Question: How do cultures of the past affect the cultures of today? Learning Target: The student will describe the geographic setting of Ancient India. Agenda: describe the geographic setting of Ancient India 1. Attendance 2. Agenda 3. Look over: Chapter 4, section 1 GR and Quiz 4. Read/Discuss: Chapter 4 section 1 p. 106-113 5. Complete: Chapter 4, section 1 GR and Quiz 6. Points/Review/Check for Understanding (exit) Tuesday, 4/10/12 Standard: G3.1 Identify people’s interaction with and impact on the environment. Standard G3.1.2b Explain how the actions and interactions of human societies affect and are affected by the environment. Essential Question: How do cultures of the past affect the cultures of today? Learning Target: The student will describe the teachings of Hinduism. Agenda: describe the teachings of Hinduism 1. Attendance 2. Agenda 3. Read/Discuss: Chapter 4 section 2 p. 114-118 4. Points/Review/Check for Understanding (exit) Wednesday, 4/11/12 Standard: G3.1 Identify people’s interaction with and impact on the environment. Standard G3.1.2b Explain how the actions and interactions of human societies affect and are affected by the environment. Essential Question: How do cultures of the past affect the cultures of today? Learning Target: The student will describe the teachings of Buddha. Agenda: describe the teachings of Buddha. Agenda: have some knowledge about Ancient India. . 1. Attendance 2. Agenda 3. Read/Discuss: Chapter 4 section 3 p. 119-125 4. Points/Review/Check for Understanding (exit) Thursday, 4/12/12 Standard: G3.1 Identify people’s interaction with and impact on the environment. Standard G3.1.2b Explain how the actions and interactions of human societies affect and are affected by the environment. Essential Question: How do cultures of the past affect the cultures of today? Learning Target: The student will have describe the effects of Asoka’s leadership. Agenda: describe the effects of Asoka’s leadership 1. Attendance 2. Agenda 3. Read/Discuss: Chapter 4 section 4 p. 126-130 4. Points/Review/Check for Understanding (exit) Friday, 4/12/12 Standard: G3.1 Identify people’s interaction with and impact on the environment. Standard G3.1.2b Explain how the actions and interactions of human societies affect and are affected by the environment. Essential Question: How do cultures of the past affect the cultures of today? Learning Target: The student will demonstrate knowledge about Ancient India. Agenda: demonstrate knowledge about Ancient India 1. Attendance 2. Agenda 3. Test: Chapter 4 4. Points/Review/Check for Understanding (exit) 7th Grade Social Studies- Standard, EQ, LT, Agenda, and Lesson Plan 4/9/12- 4/13/12 Monday, 4/9/12 Standard: G3.2.2.2a Explain how the physical environment impacts how and where people live and work. Standard: G3.3.2a Identify the main groups and subcultures that exist within large societies and the way they interact Standard G3.3.2c Identify how people develop their understandings of culture through the exchange of ideas, art, music, natural resources, goods and services Essential Question: What can we learn from the Renaissance? Learning Target: The student will be able to describe what is meant by the “Renaissance”. Agenda: describe what is meant by the “Renaissance. 1. Attendance 2. Agenda 3. Complete Video: Renaissance 4. Turn in: Video Notes 5. Chapter 17 Test 6. Points/Reflection/Exit CFU Tuesday, 4/10/12 Standard: G3.2.2.2a Explain how the physical environment impacts how and where people live and work. Standard: G3.3.2a Identify the main groups and subcultures that exist within large societies and the way they interact Standard G3.3.2c Identify how people develop their understandings of culture through the exchange of ideas, art, music, natural resources, goods and services Essential Question: What can we learn from the Renaissance? Learning Target: The student will be able to describe the different roles of society during the Renaissance period. Agenda: describe the different roles of society during the Renaissance period. 1. Attendance 2. Agenda 3. Renaissance Fair: Assignment and parent letter. 4. Complete: Chapter 17 test 5. Computer Lab: Refined research of chosen role/get started on assignment 6. Points/Reflection/Exit CFU Wednesday, 4/11/12 Standard: G3.2.2.2a Explain how the physical environment impacts how and where people live and work. Standard: G3.3.2a Identify the main groups and subcultures that exist within large societies and the way they interact Standard G3.3.2c Identify how people develop their understandings of culture through the exchange of ideas, art, music, natural resources, goods and services Essential Question: What can we learn from the Renaissance? Learning Target: The student will be able to describe the different roles of society during the Renaissance period. Agenda: describe the different roles of society during the Renaissance period. 1. Attendance 2. Agenda 3. Discussion the role of nobels, knights, merchants, artisans, peasants 7. Computer Lab: Refined research of chosen role/get started on assignment 8. Points/Reflection/Exit CFU Thursday, 4/12/12 Standard: G3.2.2.2a Explain how the physical environment impacts how and where people live and work. Standard: G3.3.2a Identify the main groups and subcultures that exist within large societies and the way they interact Standard G3.3.2c Identify how people develop their understandings of culture through the exchange of ideas, art, music, natural resources, goods and services Essential Question: What can we learn from the Renaissance? Learning Target: The student will be able to describe what led to a new era of exploration. Agenda: describe what led to a new era of exploration 1. Attendance 2. Agenda 3. Read/Discuss: Chapter 18, lesson 1, pages 658-669 4. Points/Reflection/Exit CFU Friday, 4/13/12 Standard: G3.2.2.2a Explain how the physical environment impacts how and where people live and work. Standard: G3.3.2a Identify the main groups and subcultures that exist within large societies and the way they interact Standard G3.3.2c Identify how people develop their understandings of culture through the exchange of ideas, art, music, natural resources, goods and services Essential Question: What can we learn from the Renaissance? Learning Target: The student will be able to describe how early forms of science were passed on to later civilizations. Agenda: describe how early forms of science were passed on to later civilizations 1. Attendance 2. Agenda 3. Read/Discuss: Chapter 18, lesson 2, pages 670-679 4. Points/Reflection/Exit CFU Monday, 3/26/12 Standard: Essential Question: How do landforms affect my life? Learning Target: The student will be able to describe some landforms. Agenda: describe some landforms 1. Agenda 2. Go over: Enrichment 3. Chapter 1, Section 1 Quiz 4. Points/Review/Check for Understanding (exit) Tuesday, 3/27/12 Standard: 6.1.H Essential Question How do I use fractions in my daily life? Learning Target: The student will be able to multiply and divide fractions 1. Attendance 2. Agenda 3. Reteach: multiplying/dividing fractions, improper fractions, and mixed numbers 4. Complete/Go Over: 5-9 B 5. Points/Review/Check for Understanding (exit) Wednesday, 3/28/12 Standard: 6.1.H Essential Question How do I use fractions in my daily life? Learning Target: The student will be able to multiply and divide fractions 1. Attendance 2. Agenda 3. Reteach: multiplying/dividing fractions, improper fractions, and mixed numbers 4. Begin: 5-10 B 5. Points/Review/Check for Understanding (exit) Thursday, 3/29/12 Standard: 6.1.H Essential Question How do I use fractions in my daily life? Learning Target: The student will be able to multiply and divide fractions 1. Attendance 2. Agenda 3. Reteach: multiplying/dividing fractions, improper fractions, and mixed numbers 4. Complete/Go over handout: 5-10 B 5. Study for Math in Science Test : 3/30/12 6. Points/Review/Check for Understanding (exit) Friday, 3/30/12 Standard: 6.1.H Essential Question How do I use fractions in my daily life? Learning Target: The student will be able to multiply and divide fractions 1. Attendance 2. Agenda 3. Reteach: multiplying/dividing fractions, improper fractions, and mixed numbers 4. Test: Math in Science 5. Points/Review/Check for Understanding (exit) 6th Grade Social Studies-Standard, EQ, LT, Agenda, and Lesson Plan 3/26/12- 3/30/12 Monday, 3/26/12 Standard: G3.1 Identify people’s interaction with and impact on the environment. Standard G3.1.2b Explain how the actions and interactions of human societies affect and are affected by the environment. Essential Question: How do cultures of the past affect the cultures of today? Learning Target: The student will be able to describe life in Ancient Egypt. Agenda: describe life in Ancient Egypt 1. Agenda 2. Attendance 3. Complete: Chapter 2 Test 4. Computer Lab: Research Egyptian clothes, music, decorations, food, games, etc 5. Points/Review/Check for Understanding (exit) Tuesday, 3/27/12 Standard: G3.1 Identify people’s interaction with and impact on the environment. Standard G3.1.2b Explain how the actions and interactions of human societies affect and are affected by the environment. Essential Question: How do cultures of the past affect the cultures of today? Learning Target: The student will be able to describe life in Ancient Egypt. Agenda: describe life in Ancient Egypt 1. Agenda 2. Attendance 3. Computer Lab: Research Egyptian clothes, music, decorations, food, games, etc 4. Points/Review/Check for Understanding (exit) Wednesday, 3/28/12 Standard: G3.1 Identify people’s interaction with and impact on the environment. Standard G3.1.2b Explain how the actions and interactions of human societies affect and are affected by the environment. Essential Question: How do cultures of the past affect the cultures of today? Learning Target: The student will understand how papyrus is grown. Agenda: understand how papyrus is grown. 1. Agenda 2. Attendance 3. Plant: Papyrus seeds 4. Points/Review/Check for Understanding (exit) Thursday, 3/29/12 Standard: G3.1 Identify people’s interaction with and impact on the environment. Standard G3.1.2b Explain how the actions and interactions of human societies affect and are affected by the environment. Essential Question: How do cultures of the past affect the cultures of today? Learning Target: The student will be able to describe life in Ancient Egypt. Agenda: describe life in Ancient Egypt. 1. Agenda 2. Attendance 3. Egyptian Festival 4. Points/Review/Check for Understanding (exit) Friday, 3/30/12 Standard: G3.1 Identify people’s interaction with and impact on the environment. Standard G3.1.2b Explain how the actions and interactions of human societies affect and are affected by the environment. Essential Question: How do cultures of the past affect the cultures of today? Learning Target: The student will be able to describe life in Ancient Egypt. Agenda: 1. Agenda 2. Attendance 3. Continue: Egyptian Festival 4. Points/Review/Check for Understanding (exit) 7th Grade Social Studies- Standard, EQ, LT, Agenda, and Lesson Plan 3/26/12- 3/30/12 Monday, 3/26/12 Standard: G3.2.2.2a Explain how the physical environment impacts how and where people live and work. Standard: G3.3.2a Identify the main groups and subcultures that exist within large societies and the way they interact Standard G3.3.2c Identify how people develop their understandings of culture through the exchange of ideas, art, music, natural resources, goods and services Essential Question: Essential Question: What can we learn from the Renaissance? Learning Target: The student will be able to describe the “Reformation”. Agenda: describe the “Reformation 1. Agenda 2. Attendance 3. Computer Lab Assignment: Chapter 17, sections 3-4 4. Point/Review/Check for Understanding Tuesday, 3/27/12 Standard: G3.2.2.2a Explain how the physical environment impacts how and where people live and work. Standard: G3.3.2a Identify the main groups and subcultures that exist within large societies and the way they interact Standard G3.3.2c Identify how people develop their understandings of culture through the exchange of ideas, art, music, natural resources, goods and services Essential Question: What can we learn from the Renaissance? Learning Target: The student will be able to describe the “Reformation”. Agenda: describe the “Reformation” 1. Agenda/Attendance 2. Read: Chapter 17, section 3 3. Complete: Chapter 17, section 3 vocab and section notes 4. Take: Discussion Notes 5. Points/Reflection/Exit CFU Wednesday, 3/28/12 Standard: G3.2.2.2a Explain how the physical environment impacts how and where people live and work. Standard: G3.3.2a Identify the main groups and subcultures that exist within large societies and the way they interact Standard G3.3.2c Identify how people develop their understandings of culture through the exchange of ideas, art, music, natural resources, goods and services Essential Question: What can we learn from the Renaissance? Learning Target: The student will be able to describe why Catholics and Protestants fought wars across Europe. Agenda: describe why Catholics and Protestants fought wars across Europe. 1. Read: Chapter 17, section 4 2. Complete: Chapter 17, section 4 vocab and section notes 3. Take: Discussion Notes 4. Points/Reflection/Exit CFU Thursday, 3/29/12 Standard: G3.2.2.2a Explain how the physical environment impacts how and where people live and work. Standard: G3.3.2a Identify the main groups and subcultures that exist within large societies and the way they interact Standard G3.3.2c Identify how people develop their understandings of culture through the exchange of ideas, art, music, natural resources, goods and services Essential Question: What can we learn from the Renaissance? Learning Target: The student will be able to describe what is meant by the “Renaissance”. Agenda: describe what is meant by the “Renaissance. 1. View Video: The Renaissance 2. Take: Discussion Notes- about 15 3. Points/Reflection/Exit CFU Friday, 3/30/12 Standard: G3.2.2.2a Explain how the physical environment impacts how and where people live and work. Standard: G3.3.2a Identify the main groups and subcultures that exist within large societies and the way they interact Standard G3.3.2c Identify how people develop their understandings of culture through the exchange of ideas, art, music, natural resources, goods and services Essential Question: What can we learn from the Renaissance? Learning Target: The student will be able to describe the different roles of society during the Renaissance period. Agenda: describe the different roles of society during the Renaissance period. 1. Attendance 2. Agenda 3. Computer Lab: Notes- the role of nobels, knights, merchants, artisans, peasants 4. Points/Reflection/Exit CFU 6th Grade Science- Standard, EQ, LT, Agenda, and Lesson Plan 3/19/12-3/23/12 Monday, 3/19/12 Standard: 6.1.H Essential Question: How do I use fractions in my daily life? Learning Target: The student will be able to multiply and divide fractions 1. Agenda 2. 2nd period finish: Maps and Globes video with 15 notes 3. Continue: 5-8 C problems 14-21 4. Complete/Go over: Science Fair Math 5. Points/Review/Check for Understanding (exit) Tuesday, 3/20/12 Standard: 6.1.H Essential Question: How do I use fractions in my daily life? Learning Target: The student will be able to multiply and divide fractions 1. Agenda 2. 2nd period finish- Maps and Globes video with 15 notes 3. 2nd period:Complete/Go over: Science Fair Math 4. 1st period- Computer Lab: Research how math is used in Science – list 15 examples 5. Points/Review/Check for Understanding (exit) Wednesday, 3/20/12 Standard: 6.1.H Essential Question: How do I use fractions in my daily life? Learning Target: The student will be able to multiply and divide fractions Agenda: 1. Attendance 2. Agenda 3. Complete: Chapter 1, section 1 review 9C-D 4. Go over: Chapter 1, section 1 review 9C-D 5. Points/Review/Check for Understanding Thursday, 3/22/12 1. Agenda 2. Chapter 1, Section 1 Quiz 3. Differentiated Instruction: C1S1 Enrichment 4. Go over: Enrichment 5. Points/Review/Check for Understanding (exit) Friday, 3/23/12 Standard: 6.1.H Essential Question How do I use fractions in my daily life? Learning Target: The student will be able to multiply and divide fractions 1. Attendance 2. Agenda 3. Reteach: multiplying/dividing fractions, improper fractions, and mixed numbers 4. Complete/Go Over: 5-9 B 5. Points/Review/Check for Understanding (exit) 6th Grade Social Studies-Standard, EQ, LT, Agenda, and Lesson Plan 3/19/12- 3/23/11 Monday, 3/19/12 Standard: G3.1 Identify people’s interaction with and impact on the environment. Standard G3.1.2b Explain how the actions and interactions of human societies affect and are affected by the environment. Essential Question: How do cultures of the past affect the cultures of today? Learning Target: The student will be able to describe life in Ancient Egypt. Agenda: describe life in Ancient Egypt 1. Attendance 2. Agenda 3. Computer Lab Assignment: Chapter 2, sections 3-4 assignment 4. Points/Review/Check for Understanding (exit) Tuesday, 3/20/12 Standard: G3.1 Identify people’s interaction with and impact on the environment. Standard G3.1.2b Explain how the actions and interactions of human societies affect and are affected by the environment. Essential Question: How do cultures of the past affect the cultures of today? Learning Target: The student will be able to describe life in Ancient Egypt. Agenda: describe life in Ancient Egypt 1. Agenda 2. Attendance 3. SQ3R: Chapter 2, Section 3, p.59-67, in 7th grade book (compare/verify information) 4. Points/Review/Check for Understanding (exit) Wednesday, 3/21/12 Standard: G3.1 Identify people’s interaction with and impact on the environment. Standard G3.1.2b Explain how the actions and interactions of human societies affect and are affected by the environment. Essential Question: How do cultures of the past affect the cultures of today? Learning Target: The student will be able to describe life in Ancient Egypt. Agenda: describe life in Ancient Egypt 1. Agenda 2. Attendance 3. Complete/Go over: C2S3 Quiz 4. Differentiated Instruction- Those finished with section 3, try section 4, before reading section 4 5. Points/Review/Check for Understanding (exit) Thursday, 3/22/12 Standard: G3.1 Identify people’s interaction with and impact on the environment. Standard G3.1.2b Explain how the actions and interactions of human societies affect and are affected by the environment. Essential Question: How do cultures of the past affect the cultures of today? Learning Target: The student will be able to describe life in Ancient Egypt. Agenda: describe life in Ancient Egypt 1. Agenda 2. Attendance 3. SQ3R: Chapter 2, section 4, pages 68-73 4. Complete/Go over: C2S4 Quiz 5. Differentiated Instruction- Those finished begin studying for Chapter 2 Test on Friday 3/23/12 6. Points/Review/Check for Understanding (exit) Friday, 3/23/12 Standard: G3.1 Identify people’s interaction with and impact on the environment. Standard G3.1.2b Explain how the actions and interactions of human societies affect and are affected by the environment. Essential Question: How do cultures of the past affect the cultures of today? Learning Target: The student will be able to describe life in Ancient Egypt. Agenda: describe life in Ancient Egypt 1. Agenda 2. Attendance 3. Chapter 2: Test (Open Book) 4. Points/Review/Check for Understanding (exit) 7th Grade Social Studies- Standard, EQ, LT, Agenda, and Lesson Plan 3/19/12 Monday, 3/19/12 Standard: G3.2.2.2a Explain how the physical environment impacts how and where people live and work. Standard: G3.3.2a Identify the main groups and subcultures that exist within large societies and the way they interact Standard G3.3.2c Identify how people develop their understandings of culture through the exchange of ideas, art, music, natural resources, goods and services Essential Question: What can we learn from Medieval Times? Learning Target: The student will be able to describe the difference between a peasants and nobility Agenda: describe the difference between peasants and nobility. 1. Agenda 2. Attendance 3. View Medieval Videos: 4. Take: 30 notes (word, phrase, sentence, and/or picture notes. 5. Discuss: Nobel vs Peasant 6. Computer Lab: Europe in the Middle Ages Vocabulary Development wksht 7. Review/Points/CFU(exit) Tuesday, 3/20/12 Standard: G3.2.2.2a Explain how the physical environment impacts how and where people live and work. Standard: G3.3.2a Identify the main groups and subcultures that exist within large societies and the way they interact Standard G3.3.2c Identify how people develop their understandings of culture through the exchange of ideas, art, music, natural resources, goods and services Essential Question: Essential Question: What can we learn from the Renaissance? Learning Target: The student will be able to describe the “Reformation”. Agenda: describe the “Reformation 1. Agenda 2. Attendance 3. Complete: Europe in the Middle Ages Vocabulary Development wksht- orange book 4. Read/Discuss: A Midsummer Night’s Dream page 627-632 blue book 5. Answer Questions: p. 632-blue book 6. Complete/Go Over: Chapter 17, section 1-2- blue book 7. Point/Review/Check for Understanding Wednesday, 3/21/12 Standard: G3.2.2.2a Explain how the physical environment impacts how and where people live and work. Standard: G3.3.2a Identify the main groups and subcultures that exist within large societies and the way they interact Standard G3.3.2c Identify how people develop their understandings of culture through the exchange of ideas, art, music, natural resources, goods and services Essential Question: Essential Question: What can we learn from the Renaissance? Learning Target: The student will be able to describe the “Reformation”. Agenda: describe the “Reformation 1. Agenda 2. Attendance 3. Computer Lab Assignment: Chapter 17, sections 3-4 4. Point/Review/Check for Understanding Thursday, 3/22/12 Standard: G3.2.2.2a Explain how the physical environment impacts how and where people live and work. Standard: G3.3.2a Identify the main groups and subcultures that exist within large societies and the way they interact Standard G3.3.2c Identify how people develop their understandings of culture through the exchange of ideas, art, music, natural resources, goods and services Essential Question: What can we learn from the Renaissance? Learning Target: The student will be able to describe the “Reformation”. Agenda: describe the “Reformation” 1. Agenda/Attendance 2. Read: Chapter 17, section 3 3. Complete: Chapter 17, section 3 vocab and section notes 4. Take: Discussion Notes 5. Points/Reflection/Exit CFU Friday, 3/23/12 Standard: G3.2.2.2a Explain how the physical environment impacts how and where people live and work. Standard: G3.3.2a Identify the main groups and subcultures that exist within large societies and the way they interact Standard G3.3.2c Identify how people develop their understandings of culture through the exchange of ideas, art, music, natural resources, goods and services Essential Question: What can we learn from the Renaissance? Learning Target: The student will be able to describe why Catholics and Protestants fought wars across Europe. Agenda: describe why Catholics and Protestants fought wars across Europe. 1. Read: Chapter 17, section 4 2. Complete: Chapter 17, section 4 vocab and section notes 3. Take: Discussion Notes 4. Points/Reflection/Exit CFU 6th Grade Science- Standard, EQ, LT, Agenda, and Lesson Plan 3/12/12-3/16/12 Monday, 3/12/12 Standard: 6.1.H Essential Question How do I use fractions in my daily life? Learning Target: The student will be able to multiply and divide fractions 1. Attendance 2. Agenda 3. Reteach: multiplying/dividing fractions, improper fractions, and mixed numbers 4. Complete/Go over handout 5. Points/Review/Check for Understanding (exit) Tuesday, 3/13/12 Standard: 6.1.H Essential Question: How do I use fractions in my daily life? Learning Target: The student will be able to multiply and divide fractions 1. Attendance 2. Agenda 3. Reteach: multiplying/dividing fractions, improper fractions, and mixed numbers 4. Complete/Go over handout 5. Points/Review/Check for Understanding (exit) Wednesday-Thursday, 3/14-15/12 Standard: 6-8 EALR 2 Inquiry: Investigate an answerable question through valid experimental techniques. Conclusions are based on evidence and are repeatable. Essential Question: Why is knowing and using the Scientific Method important? Learning Target: The student will be able to list/describe some Earth surface terms. Agenda: list/describe some Earth surface terms 1. Agenda 2. Complete: Chapter 1, section 1 review 9C-D 3. Go over: Chapter 1, section 1 review 9C-D 4. Science Fair Math test (three judges analogous to three trials) 5. Points/Review/Check for Understanding (exit) Friday, 3/16/12 1. Agenda 2. Chapter 1, Section 1 Quiz 3. Differentiated Instruction: C1S1 Enrichment 4. Go over: Enrichment 5. Points/Review/Check for Understanding (exit) JAFRA SWENSON 106.732 ELLA HAGGARD 106.098% ELIZABETH SUTPHIN 102.829 HANNAH STEINIG 101.317% GISELLE GIL 100% HALEY GERDES 100.148% GABRIELLE TIPPINS 99.758% KATHERINA CLAYPOOLE 99.455 KAYLEE SMITH 99.102% WERTHER BENTINE-B 97.723% 6th Grade Social Studies-Standard, EQ, LT, Agenda, and Lesson Plan 3/12/12- 3/16/12 Monday, 3/12/12 Standard: G3.1 Identify people’s interaction with and impact on the environment. Standard G3.1.2b Explain how the actions and interactions of human societies affect and are affected by the environment. Essential Question: How do cultures of the past affect the cultures of today? Learning Target: The student will be able to describe life in Ancient Egypt. Agenda: describe life in Ancient Egypt 1. Agenda 2. Attendance 3. SQ3R: Chapter 2, Section 2, p. 47-52, in 7th grade book (compare/verify information) 4. Complete/Go over: C2S2 Quiz 5. Differentiated Instruction- Those finished with section 2, try section 3, before reading section 3 6. Points/Review/Check for Understanding (exit) Tuesday, 3/13/12 Standard: G3.1 Identify people’s interaction with and impact on the environment. Standard G3.1.2b Explain how the actions and interactions of human societies affect and are affected by the environment. Essential Question: How do cultures of the past affect the cultures of today? Learning Target: The student will be able to describe life in Ancient Egypt. Agenda: describe life in Ancient Egypt 1. Agenda 2. Attendance 3. Read/Discuss: World Literature pages 54-58 4. Differentiated Instruction- Those finished with section 2, try section 3, before reading section 3 5. Points/Review/Check for Understanding (exit) Wednesday 3/14/12 Standard: G3.1 Identify people’s interaction with and impact on the environment. Standard G3.1.2b Explain how the actions and interactions of human societies affect and are affected by the environment. Essential Question: How do cultures of the past affect the cultures of today? Learning Target: The student will be able to describe life in Ancient Egypt. Agenda: describe life in Ancient Egypt 1. Agenda 2. Attendance 3. SQ3R: Chapter 2, Section 3, p.59-67, in 7th grade book (compare/verify information) 4. Points/Review/Check for Understanding (exit) Thursday, 3/16/12 Standard: G3.1 Identify people’s interaction with and impact on the environment. Standard G3.1.2b Explain how the actions and interactions of human societies affect and are affected by the environment. Essential Question: How do cultures of the past affect the cultures of today? Learning Target: The student will be able to describe life in Ancient Egypt. Agenda: describe life in Ancient Egypt 1. Agenda 2. Attendance 3. Complete/Go over: C2S2 Quiz 4. Differentiated Instruction- Those finished with section 2, try section 3, before reading section 3 5. Points/Review/Check for Understanding (exit) Friday, 3/16/12 Standard: G3.1 Identify people’s interaction with and impact on the environment. Standard G3.1.2b Explain how the actions and interactions of human societies affect and are affected by the environment. Essential Question: How do cultures of the past affect the cultures of today? Learning Target: The student will be able to describe life in Ancient Egypt. Agenda: describe life in Ancient Egypt 1. Agenda 2. Attendance 3. SQ3R: Chapter 2, section 3, pages 59-67 4. Complete/Go over: C2S3 Quiz 5. Differentiated Instruction- Those finished with section 3, try section 4, before reading section 4 6. Points/Review/Check for Understanding (exit) ALICIA WASHINGTON 105.866% EMILY WHEELER 103.72% ZAYAN RODARTE 103.638% SARAH WEGENER 102.718% NANA SIYUFY 102.003% 7th Grade Social Studies- Standard, EQ, LT, Agenda, and Lesson Plan 3/12/12- 3/16/12 Monday, 3/12/12 Standard: G3.2.2.2a Explain how the physical environment impacts how and where people live and work. Standard: G3.3.2a Identify the main groups and subcultures that exist within large societies and the way they interact Standard G3.3.2c Identify how people develop their understandings of culture through the exchange of ideas, art, music, natural resources, goods and services Essential Question: What can we learn from the Renaissance? Learning Target: The student will describe some pros and cons of having Italian city-states. Agenda: describe pros and cons of Italian city-states 1. Agenda 2. Attendance 3. Read: Chapter 17, section 2 4. Complete: Chapter 17, sections 1-2 handouts 5. Point/Review/Check for Understanding Tuesday- Wednesday, 3/14/12 Standard: G3.2.2.2a Explain how the physical environment impacts how and where people live and work. Standard: G3.3.2a Identify the main groups and subcultures that exist within large societies and the way they interact Standard G3.3.2c Identify how people develop their understandings of culture through the exchange of ideas, art, music, natural resources, goods and services Essential Question: Essential Question: What can we learn from the Renaissance? Learning Target: The student will be able to describe the “Reformation”. Agenda: describe the “Reformation 1. Agenda 2. Attendance 3. Computer Lab Assignment: Chapter 17, sections 3-4 4. Point/Review/Check for Understanding Thursday, 3/15/12 Standard: G3.2.2.2a Explain how the physical environment impacts how and where people live and work. Standard: G3.3.2a Identify the main groups and subcultures that exist within large societies and the way they interact Standard G3.3.2c Identify how people develop their understandings of culture through the exchange of ideas, art, music, natural resources, goods and services Essential Question: What can we learn from the Renaissance? Learning Target: The student will be able to describe the “Reformation”. Agenda: describe the “Reformation” 1. Agenda/Attendance 2. Read: Chapter 17, section 3 3. Complete: Chapter 17, section 3 vocab and section notes 4. Take: Discussion Notes 5. Points/Reflection/Exit CFU Friday, 3/16/12 Standard: G3.2.2.2a Explain how the physical environment impacts how and where people live and work. Standard: G3.3.2a Identify the main groups and subcultures that exist within large societies and the way they interact Standard G3.3.2c Identify how people develop their understandings of culture through the exchange of ideas, art, music, natural resources, goods and services Essential Question: What can we learn from the Renaissance? Learning Target: The student will be able to describe why Catholics and Protestants fought wars across Europe. Agenda: describe why Catholics and Protestants fought wars across Europe. 1. Read: Chapter 17, section 4 2. Complete: Chapter 17, section 4 vocab and section notes 3. Take: Discussion Notes 4. Points/Reflection/Exit CFU 5. ALEX COVARRUBIAS 113.719% DESIREE WHEELER 107.587% VICTOR ESAU 107.438% WILLIAM SALTER 107.094% SIRENA WOODALL 103.127% 6th Grade Science- Standard, EQ, LT, Agenda, and Lesson Plan 3/5/12-3/9/12 Monday 3/5/12 Standard: 6-8 EALR 2 Inquiry: Investigate an answerable question through valid experimental techniques. Conclusions are based on evidence and are repeatable. Essential Question: Why is knowing and using the Scientific Method important? Learning Target: The student will be able to add and average Science Fair scores Agenda: describe rocks and minerals 1. Agenda 2. Attendance 3. Science Fair Reflection Sheet 4. Science Fair Math 5. Science Fair Celebration with pics 6. Hand out: Progress Reports 7. Points/Review/Check for Understanding (exit) Tuesday, 3/6/12 Standard: 6-8 EALR 2 Inquiry: Investigate an answerable question through valid experimental techniques. Conclusions are based on evidence and are repeatable. Essential Question: Why is knowing and using the Scientific Method important? Learning Target: The student will know how to use the Scientific Method. Agenda: know how to use the Scientific Method 1. Agenda 2. Attendance 3. Go over: Scientific Method Notes 4. Cooperative Learning Groups: Study for Scientific Methods Test 5. Points/Review/Check for Understanding (exit) Wednesday, 3/7/12 Standard: 6-8 EALR 2 Inquiry: Investigate an answerable question through valid experimental techniques. Conclusions are based on evidence and are repeatable. Essential Question: Why is knowing and using the Scientific Method important? Learning Target: The student will know how to use the Scientific Method. Agenda: know how to use the Scientific Method 1. Agenda 2. Attendance 3. Go over: Scientific Method Notes 4. Cooperative Learning Groups: Study for Scientific Methods Test 5. Retake: Scientific Method Test 6. Points/Review/Check for Understanding (exit) Thursday 3/8/12 Standard: EALR 1 Systems-Inputs, Outputs, Boundaries, and Flows Standard: EALR 4 ES 2 Cycles in Earth Systems Essential Question: How do Earth Cycles affect our lives? Learning Target: The student will be able to describe some rocks and minerals Agenda: describe rocks and minerals 1. Agenda 2. Attendance 3. Rocks and Minerals videos 4. Take 15 notes (picture, word, phrase, sentence) 5. Points/Review/Check for Understanding (exit) Friday, 3/9/12 Standard: 6-8 EALR 2 Inquiry: Investigate an answerable question through valid experimental techniques. Conclusions are based on evidence and are repeatable. Essential Question: Why is knowing and using the Scientific Method important? Learning Target: The student will know how to use the Scientific Method. Agenda: know how to add/average scores for practice judging 1. Agenda 2. Attendance 3. Science Fair Math test (three judges analogous to three trials) 4. Handout/Look over: New Science Books: Earth Science 5. Points/Review/Check for Understanding (exit) MONTANYA’S TOP 5 1ST PERIOD 3/5/12 JAFRA SWENSON 107.529 ELLA HAGGARD 106.765 ELIZABETH SUTPHIN 103.176% HANNAH STEINIG 101.118% ANDREW BARTON 99.412% MONTANYA’S TOP 5 2ND PERIOD 3/5/12 GABRIELLE TIPPINS 99.707% HALEY GERDES 99.706% KAYLEE SMITH 99.412% KATHERINA CLAYPOOLE 99.353 WERTHER BENTINE-B 97.882% 6th Grade Social Studies-Standard, EQ, LT, Agenda, and Lesson Plan 3/5/12- 3/9/12 Monday 3/5/12 Standard: G3.1 Identify people’s interaction with and impact on the environment. Standard G3.1.2b Explain how the actions and interactions of human societies affect and are affected by the environment. Essential Question: How do cultures of the past affect the cultures of today? Learning Target: The student will be able to describe life in Ancient Egypt. Agenda: describe life in Ancient Egypt 1. Agenda 2. Attendance 3. View and Discuss: 10 Commandments 4. Take Notes re: food, clothes, culture, housing etc. 5. Handout Progress Reports 6. Complete: Reflection Sheet 7. Points/Review/Check for Understanding (exit) Tuesday, 3/6/12 Standard: G3.1 Identify people’s interaction with and impact on the environment. Standard G3.1.2b Explain how the actions and interactions of human societies affect and are affected by the environment. Essential Question: How do cultures of the past affect the cultures of today? Learning Target: The student will be able to describe life in Ancient Egypt. Agenda: describe life in Ancient Egypt 1. Agenda 2. Attendance 3. View and Discuss: 10 Commandments 4. Take Notes re: food, clothes, culture, housing etc. 5. Points/Review/Check for Understanding (exit) Wednesday, 3/7/12 Standard: G3.1 Identify people’s interaction with and impact on the environment. Standard G3.1.2b Explain how the actions and interactions of human societies affect and are affected by the environment. Essential Question: How do cultures of the past affect the cultures of today? Learning Target: The student will be able to describe life in Ancient Egypt. Agenda: describe life in Ancient Egypt 1. Agenda 2. Attendance 3. View and Discuss: 10 Commandments 4. Take Notes re: food, clothes, culture, housing etc. 5. Points/Review/Check for Understanding (exit) Thursday, 3/8/12 Standard: G3.1 Identify people’s interaction with and impact on the environment. Standard G3.1.2b Explain how the actions and interactions of human societies affect and are affected by the environment. Essential Question: How do cultures of the past affect the cultures of today? Learning Target: The student will be able to describe life in Ancient Egypt. Agenda: describe life in Ancient Egypt 1. Agenda 2. Attendance 3. Take notes for test on Friday 3/9/12 4. Points/Review/Check for Understanding (exit) Friday, 3/9/12 Standard: G3.1 Identify people’s interaction with and impact on the environment. Standard G3.1.2b Explain how the actions and interactions of human societies affect and are affected by the environment. Essential Question: How do cultures of the past affect the cultures of today? Learning Target: The student will be able to describe life in Ancient Egypt. Agenda: describe life in Ancient Egypt 1. Agenda 2. Attendance 3. Test: Life in Ancient Egypt 4. Plan: Egyptian Festival 5. Points/Review/Check for Understanding (exit) MONTANYA’S TOP 5 5TH PERIOD 3/5/12 ALICIA WASHINGTON 106.845% ZAYAN RODARTE 104.557% NANA SIYUFY 102.337% EMILY WHEELER 102.337% JEMIMAH KIM 101.503% ALYSSA SULLIVAN 98.481% 7th Grade Social Studies- Standard, EQ, LT, Agenda, and Lesson Plan 3/5/12- 3/9/12 Monday, 3/5/12 Standard: G3.2.2.2a Explain how the physical environment impacts how and where people live and work. Standard: G3.3.2a Identify the main groups and subcultures that exist within large societies and the way they interact Standard G3.3.2c Identify how people develop their understandings of culture through the exchange of ideas, art, music, natural resources, goods and services Essential Question: What can we learn from the Early Middle Ages? Learning Target: The student will be able to demonsrtate knowledge of the Early Middle Ages Agenda: demonstate knowledge of the Early Middle Ages 1. Agenda 2. Attendance 3. Complete: Chapter 15 Open book test 4. Collect: City State debate papers 5. Hand out: Progress Reports 6. Complete: Reflection Sheets 7. Point/Review/Check for Understanding Tuesday, 3/6/12 Standard: G3.2.2.2a Explain how the physical environment impacts how and where people live and work. Standard: G3.3.2a Identify the main groups and subcultures that exist within large societies and the way they interact Standard G3.3.2c Identify how people develop their understandings of culture through the exchange of ideas, art, music, natural resources, goods and services Essential Question: What can we learn from the Renaissance? Learning Target: The student will be able to know the meaning of “The Renaissance” Agenda: know the meaning of “The Renaissance” 1. Agenda 2. Attendance 3. Read: Chapter 17, section 2 4. Point/Review/Check for Understanding Wednesday 3/7/12 Standard: G3.2.2.2a Explain how the physical environment impacts how and where people live and work. Standard: G3.3.2a Identify the main groups and subcultures that exist within large societies and the way they interact Standard G3.3.2c Identify how people develop their understandings of culture through the exchange of ideas, art, music, natural resources, goods and services Essential Question: What can we learn from the Renaissance? Learning Target: The student will describe some pros and cons of having Italian city-states. Agenda: describe pros and cons of Italian city-states 1. Agenda 2. Attendance 3. Complete: Chapter 17, sections 1-2 handouts 4. Point/Review/Check for Understanding 5. Point/Review/Check for Understanding Thursday, 3/8/12 Standard: G3.2.2.2a Explain how the physical environment impacts how and where people live and work. Standard: G3.3.2a Identify the main groups and subcultures that exist within large societies and the way they interact Standard G3.3.2c Identify how people develop their understandings of culture through the exchange of ideas, art, music, natural resources, goods and services Essential Question: Essential Question: What can we learn from the Renaissance? Learning Target: The student will be able to describe the “Reformation”. Agenda: describe the “Reformation 1. Agenda 2. Attendance 3. Computer Lab Assignment: Chapter 17, sections 3-4 4. Point/Review/Check for Understanding Friday, 3/9/12 Standard: G3.2.2.2a Explain how the physical environment impacts how and where people live and work. Standard: G3.3.2a Identify the main groups and subcultures that exist within large societies and the way they interact Standard G3.3.2c Identify how people develop their understandings of culture through the exchange of ideas, art, music, natural resources, goods and services Essential Question: What can we learn from the Renaissance? Learning Target: The student will be able to describe the “Reformation”. Agenda: describe the “Reformation 1. Agenda/Attendance 2. Read: Chapter 17, section 3 3. Complete: Chapter 17, section 3 vocab and section notes 4. Take: Discussion Note 5. Points/Reflection/Exit CFU MONTANYA’S TOP 5 6TH PERIOD 3/5/12 DESIREE WHEELER 108.253% VICTOR ESAU 105.747% WILLIAM SALTER 105.663% 6th Grade Science- Standard, EQ, LT, Agenda, and Lesson Plan 2/27/12-3/2/12 Monday 2/27/12 Standard: 6-8 EALR 2 Inquiry: Investigate an answerable question through valid experimental techniques. Conclusions are based on evidence and are repeatable. Essential Question: Why is knowing and using the Scientific Method important? Learning Target: The student will know how to use the Scientific Method. Agenda: know how to use the Scientific Method 1. Agenda 2. Attendance 3. Collect: Journal/Display Board/Final Report Checks 4. Practice Judging: Mr. Lane/Mrs. Glaser students come in 5. Cooperative Learning Groups: Study for Scientific Methods Test 6. Points/Review/Check for Understanding (exit) Tuesday, 2/28/12 Standard: 6-8 EALR 2 Inquiry: Investigate an answerable question through valid experimental techniques. Conclusions are based on evidence and are repeatable. Essential Question: Why is knowing and using the Scientific Method important? Learning Target: The student will know how to use the Scientific Method. Agenda: know how to use the Scientific Method 1. Agenda 2. Attendance 3. Collect: Journal/Display Board/Final Report Checks 4. Final Touches: Science Fair Projects 5. Go over: Scientific Method Notes 6. Cooperative Learning Groups: Study for Scientific Methods Test 7. Points/Review/Check for Understanding (exit) Wednesday, 3/1/12 Standard: 6-8 EALR 2 Inquiry: Investigate an answerable question through valid experimental techniques. Conclusions are based on evidence and are repeatable. Essential Question: Why is knowing and using the Scientific Method important? Learning Target: The student will know how to use the Scientific Method. Agenda: know how to use the Scientific Method 1. Agenda 2. Attendance 3. Collect: Journal/Display Board/Final Report Checks 4. Science Fair! 5. Points/Review/Check for Understanding (exit) Thursday, 3/2/12 Standard: 6-8 EALR 2 Inquiry: Investigate an answerable question through valid experimental techniques. Conclusions are based on evidence and are repeatable. Essential Question: Why is knowing and using the Scientific Method important? Learning Target: The student will know how to use the Scientific Method. Agenda: know how to use the Scientific Method 1. Agenda 2. Attendance 3. Science Fair Debrief/Celebration 4. Cooperative Learning Groups: Study for Scientific Methods Test 5. Points/Review/Check for Understanding (exit) Friday, 3/2/12 Standard: 6-8 EALR 2 Inquiry: Investigate an answerable question through valid experimental techniques. Conclusions are based on evidence and are repeatable. Essential Question: Why is knowing and using the Scientific Method important? Learning Target: The student will know how to use the Scientific Method. Agenda: know how to use the Scientific Method 1. Agenda 2. Attendance 3. Scientific Method Test 4. Reflection Sheets 5. Points/Review/Check for Understanding (exit) MONTANYA’S TOP 5 1ST PERIOD 2/21/12 JAFRA SWENSON 110.323% ELLA HAGGARD 101.21% AUSTIN SOIKA 99.597 ELIZABETH SUTPHIN 99.516% ANDREW BARTON 99.194% 2ND PERIOD 2/21/12 AIYANA PARHAM 100.636% HALEY GERDES 99.197% KAYLEE SMITH 99.194% WERTHER, BENTINE 97.097 KATHERINE CLAYPOOLE 95.887 6th Grade Social Studies-Standard, EQ, LT, Agenda, and Lesson Plan 2/27/12- 3/2/12 Monday, 2/27/12 Standard: G3.1 Identify people’s interaction with and impact on the environment. Standard G3.1.2b Explain how the actions and interactions of human societies affect and are affected by the environment. Essential Question: How do cultures of the past affect the cultures of today? Learning Target: The student will be able to describe life in Ancient Egypt. Agenda: describe life in Ancient Egypt 1. Agenda 2. Attendance 3. View and Discuss: 10 Commandments 4. Points/Review/Check for Understanding (exit) Tuesday, 2/28/12 Standard: G3.1 Identify people’s interaction with and impact on the environment. Standard G3.1.2b Explain how the actions and interactions of human societies affect and are affected by the environment. Essential Question: How do cultures of the past affect the cultures of today? Learning Target: The student will be able to describe life in Ancient Egypt. Agenda: describe life in Ancient Egypt 1. Agenda 2. Attendance 3. View and Discuss: 10 Commandments 4. Points/Review/Check for Understanding (exit) Wednesday, 2/29/12 SCIENCE FAIR- YEA! Thursday, 3/1/12 Standard: G3.1 Identify people’s interaction with and impact on the environment. Standard G3.1.2b Explain how the actions and interactions of human societies affect and are affected by the environment. Essential Question: How do cultures of the past affect the cultures of today? Learning Target: The student will be able to describe life in Ancient Egypt. Agenda: describe life in Ancient Egypt 1. Agenda 2. Attendance 3. View and Discuss: 10 Commandments 4. Points/Review/Check for Understanding (exit) Friday, 3/2/12 Standard: G3.1 Identify people’s interaction with and impact on the environment. Standard G3.1.2b Explain how the actions and interactions of human societies affect and are affected by the environment. Essential Question: How do cultures of the past affect the cultures of today? Learning Target: The student will be able to describe life in Ancient Egypt. Agenda: describe life in Ancient Egypt 1. Agenda 2. Attendance 3. View and Discuss: 10 Commandments 4. Points/Review/Check for Understanding (exit) MONTANYA’S TOP 5 5TH PERIOD 2/24/12 ALICIA WASHINGTON 104.167% ZAYAN RODARTE 103.889% NANA SIYUFY 102.604% SARA WEGENER 99.74% JEMIMAH KIM 99.479 6th Grade Social Studies-Standard, EQ, LT, Agenda, and Lesson Plan 2/22/12- 3/2/12 Monday, 2/27/12 Standard: G3.1 Identify people’s interaction with and impact on the environment. Standard G3.1.2b Explain how the actions and interactions of human societies affect and are affected by the environment. Essential Question: How do cultures of the past affect the cultures of today? Learning Target: The student will be able to describe life in Ancient Egypt. Agenda: describe life in Ancient Egypt 1. Agenda 2. Attendance 3. View and Discuss: 10 Commandments 4. Points/Review/Check for Understanding (exit) Tuesday, 2/28/12 Standard: G3.1 Identify people’s interaction with and impact on the environment. Standard G3.1.2b Explain how the actions and interactions of human societies affect and are affected by the environment. Essential Question: How do cultures of the past affect the cultures of today? Learning Target: The student will be able to describe life in Ancient Egypt. Agenda: describe life in Ancient Egypt 1. Agenda 2. Attendance 3. View and Discuss: 10 Commandments 4. Points/Review/Check for Understanding (exit) Wednesday, 2/29/12 SCIENCE FAIR- YEA! Thursday, 3/1/12 Standard: G3.1 Identify people’s interaction with and impact on the environment. Standard G3.1.2b Explain how the actions and interactions of human societies affect and are affected by the environment. Essential Question: How do cultures of the past affect the cultures of today? Learning Target: The student will be able to describe life in Ancient Egypt. Agenda: describe life in Ancient Egypt 1. Agenda 2. Attendance 3. View and Discuss: 10 Commandments 4. Points/Review/Check for Understanding (exit) Friday, 3/2/12 Standard: G3.1 Identify people’s interaction with and impact on the environment. Standard G3.1.2b Explain how the actions and interactions of human societies affect and are affected by the environment. Essential Question: How do cultures of the past affect the cultures of today? Learning Target: The student will be able to describe life in Ancient Egypt. Agenda: describe life in Ancient Egypt 1. Agenda 2. Attendance 3. View and Discuss: 10 Commandments 4. Points/Review/Check for Understanding (exit) MONTANYA’S TOP 5 5TH PERIOD 2/24/12 ALICIA WASHINGTON 104.167% ZAYAN RODARTE 103.889% NANA SIYUFY 102.604% SARA WEGENER 99.74% JEMIMAH KIM 99.479 7th Grade Social Studies- Standard, EQ, LT, Agenda, and Lesson Plan 2/27/12- 3/2/12 Monday 2/27/12 Standard: G3.2.2.2a Explain how the physical environment impacts how and where people live and work. Standard: G3.3.2a Identify the main groups and subcultures that exist within large societies and the way they interact Standard G3.3.2c Identify how people develop their understandings of culture through the exchange of ideas, art, music, natural resources, goods and services Essential Question: What can we learn from the Early Middle Ages? Learning Target: The student will be able to demonstrate knowledge of the Early Middle Ages Agenda: demonstrate knowledge of the Early Middle Ages 1. Agenda 2. Attendance 3. Renaissance Video 4. Take: 15 Notes 5. Hand out: Progress Reports 6. Point/Review/Check for Understanding Tuesday, 2/28/12 Standard: G3.2.2.2a Explain how the physical environment impacts how and where people live and work. Standard: G3.3.2a Identify the main groups and subcultures that exist within large societies and the way they interact Standard G3.3.2c Identify how people develop their understandings of culture through the exchange of ideas, art, music, natural resources, goods and services Essential Question: What can we learn from the Early Middle Ages? Learning Target: The student will be able to demonsrtate knowledge of the Early Middle Ages Agenda: demonstate knowledge of the Early Middle Ages 1. Agenda 2. Attendance 3. Write Notes: Chapter 15 for test on 3/1/12 4. Point/Review/Check for Understanding 5. Point/Review/Check for Understanding Wednesday 2/29/12 Standard: G3.2.2.2a Explain how the physical environment impacts how and where people live and work. Standard: G3.3.2a Identify the main groups and subcultures that exist within large societies and the way they interact Standard G3.3.2c Identify how people develop their understandings of culture through the exchange of ideas, art, music, natural resources, goods and services Essential Question: What can we learn from the Early Middle Ages? Learning Target: The student will be able to demonsrtate knowledge of the Early Middle Ages Agenda: demonstate knowledge of the Early Middle Ages 1. Agenda 2. Attendance 3. Study for Chapter 15 for test on 3/1/12 4. Point/Review/Check for Understanding 5. Point/Review/Check for Understanding Thursday, 3/1/12 Standard: G3.2.2.2a Explain how the physical environment impacts how and where people live and work. Standard: G3.3.2a Identify the main groups and subcultures that exist within large societies and the way they interact Standard G3.3.2c Identify how people develop their understandings of culture through the exchange of ideas, art, music, natural resources, goods and services Essential Question: What can we learn from the Early Middle Ages? Learning Target: The student will be able to demonstrate knowledge of the Early Middle Ages Agenda: demonstate knowledge of the Early Middle Ages 1. Agenda 2. Attendance 3. Take Test: Chapter 15 4. Point/Review/Check for Understanding Friday, 3/2/12 Standard: G3.2.2.2a Explain how the physical environment impacts how and where people live and work. Standard: G3.3.2a Identify the main groups and subcultures that exist within large societies and the way they interact Standard G3.3.2c Identify how people develop their understandings of culture through the exchange of ideas, art, music, natural resources, goods and services Essential Question: What can we learn from the Middle Ages Learning Target: The student will be able to describe life in the Middle Ages Agenda: describe life in the Middle Ages 1. Agenda/Attendance 2. View Video/Discuss: Middle Ages 3. Take: Discussion Notes 4. Points/Reflection/Exit CFU MONTANYA’S TOP 5 6TH PERIOD 2/24/12 WILLIAM SALTER 101.167% SHAWN LUGO 100.313% VICTOR ESAU 100% BRANDON MOORE 99.531% ALEX COVARRUBIAS 99.375% 6th Grade Science- Standard, EQ, LT, Agenda, and Lesson Plan 2/21/12-2/25/12 Tuesday, 2/21/12 Standard: MA 6.2.D Order of Operations Essential Question: How is math used to interpret data? Learning Target: The student will know how to use “order of operations” in interpreting data. Agenda: (use order of operations) to interpret data 1. Agenda 2. Attendance 3. Collect: Journal/Display Board Check/Final Report Checks 4. Complete: Open Book Test- Chapter 2, Science and Technology 5. Review: Order of Operations Packet 6. Points/Review/Check for Understanding (exit) Wednesday – Thursday 2/22/12-2/23/12 Standard: MA 6.2.D Order of Operations Essential Question: How is math used to interpret data? Learning Target: The student will know how to use “order of operations” in interpreting data. Agenda: (use order of operations) to interpret data 1. Agenda 2. Attendance 3. Collect: Journal/Display Board Check/Final Report Checks 4. Complete: Open Book Test- Chapter 2, Science and Technology 5. Review/Continue: Order of Operations Packet 6. Points/Review/Check for Understanding (exit) Friday, 2/24/12 Standard: 6-8 EALR 2 Inquiry: Investigate an answerable question through valid experimental techniques. Conclusions are based on evidence and are repeatable. Essential Question: Why is knowing and using the Scientific Method important? Learning Target: The student will know how to use the Scientific Method. Agenda: know how to use the Scientific Method 1. Agenda 2. Attendance 3. Collect: Journal/Display Board/Final Report Checks 4. Go over: Scientific Method Notes 5. Cooperative Learning Groups: Study for Scientific Methods Test 6. Hand out Progress Reports 7. Points/Review/Check for Understanding (exit) Monday, 2/27/12 Standard: 6-8 EALR 2 Inquiry: Investigate an answerable question through valid experimental techniques. Conclusions are based on evidence and are repeatable. Essential Question: Why is knowing and using the Scientific Method important? Learning Target: The student will know how to use the Scientific Method. Agenda: know how to use the Scientific Method 1. Agenda 2. Attendance 3. Collect: Journal/Display Board/Final Report Checks 4. Go over: Scientific Method Notes 5. Retest: Scientific Method 6. Goal/Self- Reflection Sheets 7. Points/Review/Check for Understanding (exit) MONTANYA’S TOP 5 1ST PERIOD 2/21/12 JAFRA SWENSON 112.222% ELLA HAGGARD 101.389% ELIZABETH SUTPHIN 99.8150% ANDREW BARTON 99.663% HANNA STEINIG 96.389% 2ND PERIOD 2/21/12 AIYANA PARHAM 102.768% THEODORE TURNER 97.13% KATHERINE CLAYPOOLE 95.463 JUSTUS BRASSARD 72.13% NOT HIGH ENOUGH TO POST 6th Grade Social Studies-Standard, EQ, LT, Agenda, and Lesson Plan 2/21/12- 2/25/12 Tuesday 2/21/12 Standard: MA 6.2.D Order of Operations Essential Question: How is math used to interpret data? Learning Target: The student will know how to use “order of operations” in interpreting data. Agenda: (use order of operations) to interpret data 1. Agenda 2. Attendance 3. Collect: Journal/Display Board Check/Final Report Checks 4. Complete: Open Book Test- Chapter 2, Science and Technology 5. Review: Order of Operations Packet 6. Points/Review/Check for Understanding (exit) Wednesday-Thursday, 2/22/12-2/23/12 Standard: MA 6.2.D Order of Operations Essential Question: How is math used to interpret data? Learning Target: The student will know how to use “order of operations” in interpreting data. Agenda: use order of operations to interpret data 1. Agenda 2. Attendance 3. Review/Continue: Order of Operations Packet 4. Points/Review/Check for Understanding (exit) Friday, 2/24/12 Standard: G3.1 Identify people’s interaction with and impact on the environment. Standard G3.1.2b Explain how the actions and interactions of human societies affect and are affected by the environment. Essential Question: How do cultures of the past affect the cultures of today? Learning Target: The student will be able to describe life in Ancient Egypt. Agenda: describe life in Ancient Egypt 1. Agenda 2. Attendance 3. View and Discuss: 10 Commandments 4. Points/Review/Check for Understanding (exit) Monday, 2/27/12 Standard: G3.1 Identify people’s interaction with and impact on the environment. Standard G3.1.2b Explain how the actions and interactions of human societies affect and are affected by the environment. Essential Question: How do cultures of the past affect the cultures of today? Learning Target: The student will be able to describe life in Ancient Egypt. Agenda: describe life in Ancient Egypt 1. Agenda 2. Attendance 3. View and Discuss: 10 Commandments 4. Self Reflection/Evaluation 5. Handout: Progress Reports 6. Points/Review/Check for Understanding (exit) MONTANYA’S TOP 5 5TH PERIOD 2/21/12 ZAYAN RODARTE 104.444% ALICIA WASHINGTON 104.222% NANA SIYUFY 101.701% SARA WEGENER 98.639% EMILY WHEELER 96.599% 7th Grade Social Studies- Standard, EQ, LT, Agenda, and Lesson Plan 2/21/12- 2/24/12 Tuesday 2/21/12 Standard: G3.2.2.2a Explain how the physical environment impacts how and where people live and work. Standard: G3.3.2a Identify the main groups and subcultures that exist within large societies and the way they interact Standard G3.3.2c Identify how people develop their understandings of culture through the exchange of ideas, art, music, natural resources, goods and services Essential Question: What can we learn from the Early Middle Ages? Learning Target: The student will know what the Black Death was. Agenda: know what the Black Death was 1. Agenda 2. Attendance 3. View Video: Black Death - (Click Hyperlink) 4. Take: 10 Notes 5. Read: Chapter 15, section 5 p.553 6. Complete: Chapter 15, section 5 handout 7. Point/Review/Check for Understanding Wednesday-Thursday 2/22/12 Standard: G3.2.2.2a Explain how the physical environment impacts how and where people live and work. Standard: G3.3.2a Identify the main groups and subcultures that exist within large societies and the way they interact Standard G3.3.2c Identify how people develop their understandings of culture through the exchange of ideas, art, music, natural resources, goods and services Essential Question: What can we learn from the Early Middle Ages? Learning Target: The student will know what the Black Death was. Agenda: know what the Black Death was 1. Agenda 2. Attendance 3. Go Over: Chapter 15, section 4 handouts 4. Finish Reading: Chapter 15, section 5 5. Complete/Go over: Chapter 15, section 5 handout 6. Point/Review/Check for Understanding Friday 2/24/12 Standard: G3.2.2.2a Explain how the physical environment impacts how and where people live and work. Standard: G3.3.2a Identify the main groups and subcultures that exist within large societies and the way they interact Standard G3.3.2c Identify how people develop their understandings of culture through the exchange of ideas, art, music, natural resources, goods and services Essential Question: What can we learn from the Early Middle Ages? Learning Target: The student will be able to demonstrate knowledge of the Early Middle Ages Agenda: demonstrate knowledge of the Early Middle Ages 1. Agenda 2. Attendance 3. Take Notes/Study: Chapter 15, test 4. Hand out: Progress Reports 5. Point/Review/Check for Understanding Monday, 2/27/12 Standard: G3.2.2.2a Explain how the physical environment impacts how and where people live and work. Standard: G3.3.2a Identify the main groups and subcultures that exist within large societies and the way they interact Standard G3.3.2c Identify how people develop their understandings of culture through the exchange of ideas, art, music, natural resources, goods and services Essential Question: What can we learn from the Early Middle Ages? Learning Target: The student will be able to demonsrtate knowledge of the Early Middle Ages Agenda: demonstate knowledge of the Early Middle Ages 1. Agenda 2. Attendance 3. Complete: Chapter 15, test 4. Point/Review/Check for Understanding 5. Handout: Progress Reports 6. Point/Review/Check for Understanding MONTANYA’S TOP 5 6TH PERIOD 2/21/12 VICTOR ESAU 100% SHAWN LUGO 99.474% ALEX COVARRUBIAS 98.974% BRANDON MOORE 98.684% WILLIAM SALTER 98.158% 7th Grade Social Studies- Standard, EQ, LT, Agenda, and Lesson Plan 2/21/12- 2/24/12 Tuesday 2/21/12 Standard: G3.2.2.2a Explain how the physical environment impacts how and where people live and work. Standard: G3.3.2a Identify the main groups and subcultures that exist within large societies and the way they interact Standard G3.3.2c Identify how people develop their understandings of culture through the exchange of ideas, art, music, natural resources, goods and services Essential Question: What can we learn from the Early Middle Ages? Learning Target: The student will know what the Black Death was. Agenda: know what the Black Death was 1. Agenda 2. Attendance 3. View Video: Black Death - (Click Hyperlink) 4. Take: 10 Notes 5. Read: Chapter 15, section 5 p.553 6. Complete: Chapter 15, section 5 handout 7. Point/Review/Check for Understanding Wednesday-Thursday 2/22/12 Standard: G3.2.2.2a Explain how the physical environment impacts how and where people live and work. Standard: G3.3.2a Identify the main groups and subcultures that exist within large societies and the way they interact Standard G3.3.2c Identify how people develop their understandings of culture through the exchange of ideas, art, music, natural resources, goods and services Essential Question: What can we learn from the Early Middle Ages? Learning Target: The student will know what the Black Death was. Agenda: know what the Black Death was 1. Agenda 2. Attendance 3. Go Over: Chapter 15, section 4 handouts 4. Finish Reading: Chapter 15, section 5 5. Complete/Go over: Chapter 15, section 5 handout 6. Point/Review/Check for Understanding Friday 2/24/12 Standard: G3.2.2.2a Explain how the physical environment impacts how and where people live and work. Standard: G3.3.2a Identify the main groups and subcultures that exist within large societies and the way they interact Standard G3.3.2c Identify how people develop their understandings of culture through the exchange of ideas, art, music, natural resources, goods and services Essential Question: What can we learn from the Early Middle Ages? Learning Target: The student will be able to demonstrate knowledge of the Early Middle Ages Agenda: demonstrate knowledge of the Early Middle Ages 1. Agenda 2. Attendance 3. Take Notes/Study: Chapter 15, test 4. Hand out: Progress Reports 5. Point/Review/Check for Understanding Monday, 2/27/12 Standard: G3.2.2.2a Explain how the physical environment impacts how and where people live and work. Standard: G3.3.2a Identify the main groups and subcultures that exist within large societies and the way they interact Standard G3.3.2c Identify how people develop their understandings of culture through the exchange of ideas, art, music, natural resources, goods and services Essential Question: What can we learn from the Early Middle Ages? Learning Target: The student will be able to demonsrtate knowledge of the Early Middle Ages Agenda: demonstate knowledge of the Early Middle Ages 1. Agenda 2. Attendance 3. Complete: Chapter 15, test 4. Point/Review/Check for Understanding 5. Handout: Progress Reports 6. Point/Review/Check for Understanding MONTANYA’S TOP 5 6TH PERIOD 2/21/12 VICTOR ESAU 100% SHAWN LUGO 99.474% ALEX COVARRUBIAS 98.974% BRANDON MOORE 98.684% WILLIAM SALTER 98.158% 7th Grade Social Studies- Standard, EQ, LT, Agenda, and Lesson Plan 2/21/12- 2/24/12 Tuesday 2/21/12 Standard: G3.2.2.2a Explain how the physical environment impacts how and where people live and work. Standard: G3.3.2a Identify the main groups and subcultures that exist within large societies and the way they interact Standard G3.3.2c Identify how people develop their understandings of culture through the exchange of ideas, art, music, natural resources, goods and services Essential Question: What can we learn from the Early Middle Ages? Learning Target: The student will know what the Black Death was. Agenda: know what the Black Death was 1. Agenda 2. Attendance 3. View Video: Black Death - (Click Hyperlink) 4. Take: 10 Notes 5. Read: Chapter 15, section 5 p.553 6. Complete: Chapter 15, section 5 handout 7. Point/Review/Check for Understanding Wednesday-Thursday 2/22/12 Standard: G3.2.2.2a Explain how the physical environment impacts how and where people live and work. Standard: G3.3.2a Identify the main groups and subcultures that exist within large societies and the way they interact Standard G3.3.2c Identify how people develop their understandings of culture through the exchange of ideas, art, music, natural resources, goods and services Essential Question: What can we learn from the Early Middle Ages? Learning Target: The student will know what the Black Death was. Agenda: know what the Black Death was 1. Agenda 2. Attendance 3. Go Over: Chapter 15, section 4 handouts 4. Finish Reading: Chapter 15, section 5 5. Complete/Go over: Chapter 15, section 5 handout 6. Point/Review/Check for Understanding Friday 2/24/12 Standard: G3.2.2.2a Explain how the physical environment impacts how and where people live and work. Standard: G3.3.2a Identify the main groups and subcultures that exist within large societies and the way they interact Standard G3.3.2c Identify how people develop their understandings of culture through the exchange of ideas, art, music, natural resources, goods and services Essential Question: What can we learn from the Early Middle Ages? Learning Target: The student will be able to demonstrate knowledge of the Early Middle Ages Agenda: demonstrate knowledge of the Early Middle Ages 1. Agenda 2. Attendance 3. Take Notes/Study: Chapter 15, test 4. Hand out: Progress Reports 5. Point/Review/Check for Understanding Monday, 2/27/12 Standard: G3.2.2.2a Explain how the physical environment impacts how and where people live and work. Standard: G3.3.2a Identify the main groups and subcultures that exist within large societies and the way they interact Standard G3.3.2c Identify how people develop their understandings of culture through the exchange of ideas, art, music, natural resources, goods and services Essential Question: What can we learn from the Early Middle Ages? Learning Target: The student will be able to demonsrtate knowledge of the Early Middle Ages Agenda: demonstate knowledge of the Early Middle Ages 1. Agenda 2. Attendance 3. Complete: Chapter 15, test 4. Point/Review/Check for Understanding 5. Handout: Progress Reports 6. Point/Review/Check for Understanding MONTANYA’S TOP 5 6TH PERIOD 2/21/12 VICTOR ESAU 100% SHAWN LUGO 99.474% ALEX COVARRUBIAS 98.974% BRANDON MOORE 98.684% WILLIAM SALTER 98.158% 6th Grade Science- Standard, EQ, LT, Agenda, and Lesson Plan 2/13/12-216/12 Monday, 2/13/12 Standard: 6-8 EALR 2 Inquiry: Investigate an answerable question through valid experimental techniques. Conclusions are based on evidence and are repeatable. Essential Question: Why is knowing and using the Scientific Method important? Learning Target: The student will know how to use the Scientific Method. Agenda: know how to use the Scientific Method. 1. Agenda 2. Attendance 3. Collect: Journal/Display Board Check 4. Complete: Open Book Test- Chapter 2, Science and Technology 5. Complete: Self-Evaluation/Reflection from week of 2/16-10/12 6. Points/Review/Check for Understanding (exit) Tuesday, 2/14/12 Standard: 6-8 EALR 2 Inquiry: Investigate an answerable question through valid experimental techniques. Conclusions are based on evidence and are repeatable. Essential Question: Why is knowing and using the Scientific Method important? Learning Target: The student will know how to use measurement skills Agenda: know how to use measurement skills 1. Agenda 2. Attendance 3. Collect: Journal/Display Board Check 4. Due to Ms. Hilmo: Final Report 2/16/12 5. Chapter 3: Untamed Science Video 6. Begin: Chapter 3, Lesson 1, pages 68-79 7. Points/Review/Check for Understanding (exit) Wednesday, 2/15/12 Standard: 6-8 EALR 2 Inquiry: Investigate an answerable question through valid experimental techniques. Conclusions are based on evidence and are repeatable. Essential Question: Why is knowing and using the Scientific Method important? Learning Target: The student will know what math skills are used by Scientists. Agenda: know what math skills are used by Scientists 1. Agenda 2. Attendance 3. Collect: Journal/Display Board Check 4. Due to Ms. Hilmo: Final Report 2/16/12 5. Begin: Chapter 3, Lesson 2, pages 80-87 6. Points/Review/Check for Understanding (exit) Thursday, 2/16/12 Standard: 6-8 EALR 2 Inquiry: Investigate an answerable question through valid experimental techniques. Conclusions are based on evidence and are repeatable. Essential Question: Why is knowing and using the Scientific Method important? Learning Target: The student will know what kinds of Data do line graphs display. Agenda: know what kinds of Data do line graphs display 1. Agenda 2. Attendance 3. Collect: Journal/Display Board Check 4. Due to Ms. Hilmo: Final Report 2/16/12 5. Begin: Chapter 3, Lesson 3, pages 88-91 6. Complete: Self Reflections for week of 2/13-16/12 7. Hand out Progress Reports 8. Points/Review/Check for Understanding (exit) 6th Grade Social Studies-Standard, EQ, LT, Agenda, and Lesson Plan 2/6/12- 2/10/12 Monday, 2/13/12 Standard: G3.1 Identify people’s interaction with and impact on the environment. Standard G3.1.2b Explain how the actions and interactions of human societies affect and are affected by the environment. Essential Question: How do cultures of the past affect the cultures of today? Learning Target: The student will understand what a Sphinx is. Agenda: understand what a Sphinx is. 1. Agenda 2. Attendance 3. Complete: Self Evaluation Reflection from week of 2/6/-2/10/12 4. Complete/Discuss: Hieroglyphics Video 5. Turn in: 15 notes 6. View: The Sphinx 7. Take Notes: 15 word, phrase, sentence, or picture notes 8. Points/Review/Check for Understanding (exit) Tuesday, 2/14/12 Standard: G3.1 Identify people’s interaction with and impact on the environment. Standard G3.1.2b Explain how the actions and interactions of human societies affect and are affected by the environment. Essential Question: How do cultures of the past affect the cultures of today? Learning Target: The student will understand what a Sphinx is. Agenda: understand what a Sphinx is. 1. Agenda 2. Attendance 3. View: King Tut 4. Take Notes: 15 word, phrase, sentence, or picture notes 5. Points/Review/Check for Understanding (exit) Wednesday, 2/15/12 Standard: G3.1 Identify people’s interaction with and impact on the environment. Standard G3.1.2b Explain how the actions and interactions of human societies affect and are affected by the environment. Essential Question: How do cultures of the past affect the cultures of today? Learning Target: The student will be able to describe the life of King Tut Agenda: describe the life of King Tut 1. Agenda 2. Attendance 3. Mentors: Yea! 4. Take Notes: 15 word, phrase, sentence, or picture notes 5. Points/Review/Check for Understanding (exit) Thursday, 2/16/12 Standard: G3.1 Identify people’s interaction with and impact on the environment. Standard G3.1.2b Explain how the actions and interactions of human societies affect and are affected by the environment. Essential Question: How do cultures of the past affect the cultures of today? Learning Target: The student will be able to name Egypt facts Agenda: name Egypt facts 1. Agenda 2. Attendance 3. Go over: Chapter 3 Test 4. Self Reflection/Evaluation 5. Handout: Progress Reports 6. Points/Review/Check for Understanding (exit) 7th Grade Social Studies- Standard, EQ, LT, Agenda, and Lesson Plan 2/13/12- 2/16/12 Monday 2/13/12 Standard: G3.2.2.2a Explain how the physical environment impacts how and where people live and work. Standard: G3.3.2a Identify the main groups and subcultures that exist within large societies and the way they interact Standard G3.3.2c Identify how people develop their understandings of culture through the exchange of ideas, art, music, natural resources, goods and services Essential Question: What can we learn from the Early Middle Ages? Learning Target: The student will gain an understanding of the role of Parliament. Agenda: gain an understanding of the role of Parliament . 1. Agenda 2. Attendance 3. Complete and Go over: Life in Middle Ages Handout 4. Read :Chapter 15, section 3, pages p. 537 5. Complete/Go over: Chapter 15, section 3 handout 6. Point/Review/Check for Understanding Tuesday, 2/14/12 Standard: G3.2.2.2a Explain how the physical environment impacts how and where people live and work. Standard: G3.3.2a Identify the main groups and subcultures that exist within large societies and the way they interact Standard G3.3.2c Identify how people develop their understandings of culture through the exchange of ideas, art, music, natural resources, goods and services Essential Question: What can we learn from the Early Middle Ages? Learning Target: The student will gain an understanding of the role of the Catholic Church in medieval Europe. Agenda: gain an understanding of the role of the Catholic Church in medieval Europe. 1. Agenda 2. Attendance 3. Complete and Go over: Life in Middle Ages Handout 4. Read :Chapter 15, section 4, pages p. 544 5. Complete: Chapter 15, section 4 handout 6. Point/Review/Check for Understanding Wednesday, 2/12/12 Standard: G3.2.2.2a Explain how the physical environment impacts how and where people live and work. Standard: G3.3.2a Identify the main groups and subcultures that exist within large societies and the way they interact Standard G3.3.2c Identify how people develop their understandings of culture through the exchange of ideas, art, music, natural resources, goods and services Essential Question: What can we learn from the Early Middle Ages? Learning Target: The student will know what the Black Death was. Agenda: know what the Black Death was 1. Agenda 2. Attendance 3. View Video: Black Death - (Click Hyperlink) 4. Take: 10 Notes 5. Read: Chapter 15, section 5 6. Complete: Chapter 15, section 5 handout 7. Point/Review/Check for Understanding Thursday, 12/13/12 Standard: G3.2.2.2a Explain how the physical environment impacts how and where people live and work. Standard: G3.3.2a Identify the main groups and subcultures that exist within large societies and the way they interact Standard G3.3.2c Identify how people develop their understandings of culture through the exchange of ideas, art, music, natural resources, goods and services Essential Question: What can we learn from the Early Middle Ages? Learning Target: The student will know what the Black Death was. Agenda: know what the Black Death was 1. Agenda 2. Attendance 3. Complete: Student Reflection 4. Finish Reading: Chapter 15, section 5 5. Complete/Go over: Chapter 15, section 5 handout 6. Handout: Progress Reports 7. Point/Review/Check for Understanding 6th Grade Science- Standard, EQ, LT, Agenda, and Lesson Plan 2/6/12-2/10/12 Monday, 2/6/12 Standard: 6-8 EALR 2 Inquiry: Investigate an answerable question through valid experimental techniques. Conclusions are based on evidence and are repeatable. Essential Question: Why is knowing and using the Scientific Method important? Learning Target: The student will know how to use the Scientific Method. Agenda: know how to use the Scientific Method. 1. Agenda 2. Attendance 3. Turn in: Journal Check 4. Video: Scientific Measurement (hyperlink to desktop) 5. Notes: 15 6. Read and Discuss: Science and Technology Chapter 2, section 1 7. Review: The Scientific Method 8. Points/Review/Check for Understanding (exit) Tuesday, 2/7/12 Standard: 6-8 EALR 2 Inquiry: Investigate an answerable question through valid experimental techniques. Conclusions are based on evidence and are repeatable. Essential Question: Why is knowing and using the Scientific Method important? Learning Target: The student will know how to use the Scientific Method. Agenda: know how to use the Scientific Method. 1. Agenda 2. Attendance 3. Read and Discuss: Science and Technology Chapter 2, section 1-2 4. Review: The Scientific Method 5. Points/Review/Check for Understanding (exit) Wednesday, 2/8/12 Standard: 6-8 EALR 2 Inquiry: Investigate an answerable question through valid experimental techniques. Conclusions are based on evidence and are repeatable. Essential Question: Why is knowing and using the Scientific Method important? Learning Target: The student will know how to use the Scientific Method. Agenda: know how to use the Scientific Method. 1. Agenda 2. Attendance 3. Read and Discuss: Science and Technology Chapter 2, section 1-3 4. Review: The Scientific Method 5. Points/Review/Check for Understanding (exit) Thursday, 2/9/12 Standard: 6-8 EALR 2 Inquiry: Investigate an answerable question through valid experimental techniques. Conclusions are based on evidence and are repeatable. Essential Question: Why is knowing and using the Scientific Method important? Learning Target: The student will know how to use the Scientific Method. Agenda: know how to use the Scientific Method. 1. Agenda 2. Attendance 3. Read and Discuss: Science and Technology Chapter 2, section 4 and Chapter 2 Study Guide 4. Review: The Scientific Method 5. Points/Review/Check for Understanding (exit) Friday, 2/10/12 Standard: 6-8 EALR 2 Inquiry: Investigate an answerable question through valid experimental techniques. Conclusions are based on evidence and are repeatable. Essential Question: Why is knowing and using the Scientific Method important? Learning Target: The student will know how to use the Scientific Method. Agenda: know how to use the Scientific Method. 1. Agenda 2. Attendance 3. Collect: Display Board Check 4. Hand out: Final Report Check 5. Open Book Test: Chapter 2, Science and Technology 6. Complete: Self-Evaluation/Reflection 7. Points/Review/Check for Understanding (exit) 6th Grade Social Studies-Standard, EQ, LT, Agenda, and Lesson Plan 2/6/12- 2/10/12 Monday, 2/6/12 Standard: G3.1 Identify people’s interaction with and impact on the environment. Standard G3.1.2b Explain how the actions and interactions of human societies affect and are affected by the environment. Essential Question: How do cultures of the past affect the cultures of today? Learning Target: describe daily life in ancient Egypt. Agenda: describe life in ancient Egypt 1. Agenda 2. Attendance 3. Video: Daily Life in Ancient Egypt (food, clothes, etc) (Click Hyperlink) 4. Complete and discuss: Handout 5. Points/Review/Check for Understanding (exit) Tuesday, 2/7/12 Standard: G3.1 Identify people’s interaction with and impact on the environment. Standard G3.1.2b Explain how the actions and interactions of human societies affect and are affected by the environment. Essential Question: How do cultures of the past affect the cultures of today? Learning Target: describe writing in Ancient Egypt Agenda: describe writing in Ancient Egypt 1. Agenda 2. Attendance 3. Read/Discuss Packet: History through Literature transcript 4. Highlight: Important Info 5. Points/Review/Check for Understanding (exit) Wednesday, 2/8/12 Standard: G3.1 Identify people’s interaction with and impact on the environment. Standard G3.1.2b Explain how the actions and interactions of human societies affect and are affected by the environment Essential Question: How do cultures of the past affect the cultures of today? Learning Target: The student will understand how papyrus is made. Agenda: understand how papyrus is made 1. Agenda 2. Attendance 3. Complete and go over: Egypt Packet 4. Read and Discuss: Papyrus Info 5. View Video on Writing: (Hit hyperlink) 6. View Papyrus Pic (Hyperlink) 7. Points/Review/Check for Understanding (exit) Thursday, 2/9/12 Standard: G3.1 Identify people’s interaction with and impact on the environment. Standard G3.1.2b Explain how the actions and interactions of human societies affect and are affected by the environment Essential Question: How do cultures of the past affect the cultures of today? Learning Target: The student will review information about Egypt Agenda: review information about Egypt 1. Agenda 2. Attendance 3. Take Test Notes: Egypt Packet 4. Study for Test on 2/10/12 5. Points/Review/Check for Understanding (exit) Friday, 2/10/12 Standard: G3.1 Identify people’s interaction with and impact on the environment. Standard G3.1.2b Explain how the actions and interactions of human societies affect and are affected by the environment. Essential Question: How do cultures of the past affect the cultures of today? Learning Target: understand daily life in ancient Egypt. Agenda: understand daily life in ancient Egypt. 1. Agenda 2. Attendance 3. Egypt Packet Test 4. Complete: Self Evaluation Reflection 5. Points/Review/Check for Understanding (exit) 7th Grade Social Studies- Standard, EQ, LT, Agenda, and Lesson Plan 2/6/12- 2/10/12 Monday, 2/6/12 Standard: G3.2.2.2a Explain how the physical environment impacts how and where people live and work. Standard: G3.3.2a Identify the main groups and subcultures that exist within large societies and the way they interact Standard G3.3.2c Identify how people develop their understandings of culture through the exchange of ideas, art, music, natural resources, goods and services Essential Question: What can we learn from the Early Middle Ages? Learning Target: The student will be able to discuss Feudalism. Agenda: discuss Feudalism 1. Agenda 2. Attendance 3. View Video: History through Literature: Faith and Feudalism (Early Middle Ages) 4. Take: 15 Notes 5. View Video: Medieval Times: Life in the Middle Ages 6. Complete: Life in Middle Ages Handout 7. Point/Review/Check for Understanding Tuesday-Wednesday, 2/7-2/8/12 Standard: G3.2.2.2a Explain how the physical environment impacts how and where people live and work. Standard: G3.3.2a Identify the main groups and subcultures that exist within large societies and the way they interact Standard G3.3.2c Identify how people develop their understandings of culture through the exchange of ideas, art, music, natural resources, goods and services Essential Question: What can we learn from the Early Middle Ages? Learning Target: The student will gain an understanding of the role of the Catholic Church in medieval Europe. Agenda: gain an understanding of the role of the Catholic Church in medieval Europe. 1. Agenda 2. Attendance 3. View Video: Medieval Times: Life in the Middle Ages 17 min 4. Complete and Go over: Life in Middle Ages Handout 5. Read :Chapter 15, section 3, pages 6. Take Notes: Chapter 15, section 3 7. Point/Review/Check for Understanding Thursday, 2/9/12 Standard: G3.2.2.2a Explain how the physical environment impacts how and where people live and work. Standard: G3.3.2a Identify the main groups and subcultures that exist within large societies and the way they interact Standard G3.3.2c Identify how people develop their understandings of culture through the exchange of ideas, art, music, natural resources, goods and services Essential Question: What can we learn from the Early Middle Ages? Learning Target: The student will know what the Black Death was. Agenda: know what the Black Death was 1. Agenda 2. Attendance 3. View Video: Black Death - (Click Hyperlink) 4. Take: 10 Notes 5. Read: Chapter 15, section 4 6. Complete: Section Review 7. Point/Review/Check for Understanding Friday, 2/10/12 Standard: G3.2.2.2a Explain how the physical environment impacts how and where people live and work. Standard: G3.3.2a Identify the main groups and subcultures that exist within large societies and the way they interact Standard G3.3.2c Identify how people develop their understandings of culture through the exchange of ideas, art, music, natural resources, goods and services Essential Question: What can we learn from the Early Middle Ages? Learning Target: The student will understand what is meant by: The Middle Ages. Agenda: understand what is meant by: The Middle Ages. 1. Agenda 2. Attendance 3. Complete: Chapter 5 Review, Study for Chapter 5 Test on Monday, 2/13/12 4. Complete: Participation Quiz 5. Complete: Student Evaluation 6. Point/Review/Check for Understanding 6th Grade Science- Standard, EQ, LT, Agenda, and Lesson Plan 1/30/12-2/2/12 Monday, 1/30/12 Standard: 6-8 : 6-8 EALR 2 Inquiry: Investigate an answerable question through valid experimental techniques. Conclusions are based on evidence and are repeatable. Essential Question: Why is knowing and using the Scientific Method important? Learning Target: The student will know how to use the Scientific Method. Agenda: know how to use the Scientific Method. 1. Agenda 2. Attendance 3. Complete Video: Einstein’s Big Idea/Finish Notes 4. Review: The Scientific Method 5. Study for : Scientific Method Test on Tuesday 1/31/12 6. Points/Review/Check for Understanding (exit) Tuesday, 1/31/12 Standard: 6-8 : 6-8 EALR 2 Inquiry: Investigate an answerable question through valid experimental techniques. Conclusions are based on evidence and are repeatable. Essential Question: Why is knowing and using the Scientific Method important? Learning Target: The student will know how to use the Scientific Method. Agenda: know how to use the Scientific Method. 1. Agenda 2. Attendance 3. Take Test: The Scientific Method 4. Points/Review/Check for Understanding (exit) Wednesday, 2/1/12 Standard: 6-8 : 6-8 EALR 2 Inquiry: Investigate an answerable question through valid experimental techniques. Conclusions are based on evidence and are repeatable. Essential Question: Why is knowing and using the Scientific Method important? Learning Target: The student will understand how to do a Science Fair Project. Agenda: understand how to do a Science Fair Project 1. Agenda 2. Attendance 3. Computer Lab: Question, Background Information, References, Hypothesis, Manipulated Variables, Responding Variables, Controlled Variables and/or Conditions, Materials, Safety Concerns, Procedures, Observations, Data Chart, Confounding Variables, and Conclusion. 4. Work on Science Fair Projects 5. Points/Review/Check for Understanding (exit) Thursday, 2/2/12 Standard: 6-8 : 6-8 EALR 2 Inquiry: Investigate an answerable question through valid experimental techniques. Conclusions are based on evidence and are repeatable. Essential Question: Why is knowing and using the Scientific Method important? Learning Target: The student will understand how to do a Science Fair Project. Agenda: understand how to do a Science Fair Project 1. Agenda 2. Attendance 3. Computer Lab: Question, Background Information, References, Hypothesis, Manipulated Variables, Responding Variables, Controlled Variables and/or Conditions, Materials, Safety Concerns, Procedures, Observations, Data Chart, Confounding Variables, and Conclusion. 4. Work on Science Fair Projects 5. Points/Review/Check for Understanding (exit) 6th Grade Social Studies-Standard, EQ, LT, Agenda, and Lesson Plan 1/30/12- 2/2/12 Monday, 1/30/12 Standard: G3.1 Identify people’s interaction with and impact on the environment. Standard G3.1.2b Explain how the actions and interactions of human societies affect and are affected by the environment Essential Question: How do cultures of the past affect the cultures of today? Learning Target: The student will understand how papyrus is made. Agenda: understand how papyrus is made 1. Agenda 2. Attendance 3. Make Paper 4. Complete: Chapter 3 review 5. Study for : Chapter 3 Test on Tuesday, 1/31/12 6. Points/Review/Check for Understanding (exit) Tuesday, 1/31/12 Standard: G3.1 Identify people’s interaction with and impact on the environment. Standard G3.1.2b Explain how the actions and interactions of human societies affect and are affected by the environment Essential Question: How do cultures of the past affect the cultures of today? Learning Target: The student will demonstrate knowledge about Egypt. Agenda: demonstrate knowledge about Egypt 1. Agenda 2. Attendance 3. Complete: Chapter 3 test 4. Points/Review/Check for Understanding (exit) Wednesday, 2/1/12 Standard: G3.1 Identify people’s interaction with and impact on the environment. Standard G3.1.2b Explain how the actions and interactions of human societies affect and are affected by the environment. Essential Question: How do cultures of the past affect the cultures of today? Learning Target: understand daily life in ancient Egypt. Agenda: understand daily life in ancient Egypt 1. Agenda 2. Attendance 3. Computer Research: Daily Life in Ancient Egypt (food, clothes, etc) 4. Take Notes/Write Paper 5. Points/Review/Check for Understanding (exit) Thursday, 2/2/12 Standard: G3.1 Identify people’s interaction with and impact on the environment. Standard G3.1.2b Explain how the actions and interactions of human societies affect and are affected by the environment. Essential Question: How do cultures of the past affect the cultures of today? Learning Target: understand daily life in ancient Egypt. Agenda: understand daily life in ancient Egypt. 1. Agenda 2. Attendance 3. Computer Research: Daily Life in Ancient Egypt (food, clothes, etc) 4. Take Notes/Write Paper 5. Points/Review/Check for Understanding (exit) 7th Grade Social Studies- Standard, EQ, LT, Agenda, and Lesson Plan 1/30/12- 2/2/12 Monday 1/30/12 Standard: G3.2.2.2a Explain how the physical environment impacts how and where people live and work. Standard: G3.3.2a Identify the main groups and subcultures that exist within large societies and the way they interact Standard G3.3.2c Identify how people develop their understandings of culture through the exchange of ideas, art, music, natural resources, goods and services Essential Question: What can we learn from the Early Middle Ages? Learning Target: The student will be able to describe the system in which the king’s power was shared with Parliament. Agenda: describe the system in which the king’s power was shared with Parliament 1. Agenda 2. Attendance 3. Read and Discuss: Chapter 15 section 3, pages 534-543 4. Take Notes: Chapter 15, section 3 5. Point/Review/Check for Understanding Tuesday 1/31/12 Standard: G3.2.2.2a Explain how the physical environment impacts how and where people live and work. Standard: G3.3.2a Identify the main groups and subcultures that exist within large societies and the way they interact Standard G3.3.2c Identify how people develop their understandings of culture through the exchange of ideas, art, music, natural resources, goods and services Essential Question: What can we learn from the Early Middle Ages? Learning Target: The student will gain an understanding of the role of the Catholic Church in medieval Europe. Agenda: gain an understanding of the role of the Catholic Church in medieval Europe. 1. Agenda 2. Attendance 3. Read :Chapter 15, section 4, pages 544-552 4. Take Notes: Chapter 15, section 4 5. Point/Review/Check for Understanding Wednesday, 2/1/12 Standard: G3.2.2.2a Explain how the physical environment impacts how and where people live and work. Standard: G3.3.2a Identify the main groups and subcultures that exist within large societies and the way they interact Standard G3.3.2c Identify how people develop their understandings of culture through the exchange of ideas, art, music, natural resources, goods and services Essential Question: What can we learn from the Early Middle Ages? Learning Target: The student will know what the Black Death was. Agenda: know what the Black Death was 1. Agenda 2. Attendance 3. Read: Chapter 15, section 5, pages 553-559 4. Computer Lab/ Book Assignment: Chapter 5 Review 5. Point/Review/Check for Understanding Thursday, 2/2//12 Standard: G3.2.2.2a Explain how the physical environment impacts how and where people live and work. Standard: G3.3.2a Identify the main groups and subcultures that exist within large societies and the way they interact Automatically clean input to optimize for the web. Or, would you like to view and optionally restore one of these previous versions? 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