Lesson Plans for the Week of: February 20, 2017 Mrs. Nordmann, 7 th & 8 th Technology Monday Standard: 12. Students will use digital tools to communicate and collaborate at all levels from interpersonal to global. Objective: To create a commercial to promote their board game. Activity: Students will play board game and discuss ways to create feelings of emotion in a commercial promoting their board game. Evaluation: Students will describe the feeling that they choose to create in their commercial. Grouping: Small Group Tuesday Standard: 12. Students will use digital tools to communicate and collaborate at all levels from interpersonal to global. Objective: To create a commercial to promote their board game. Activity: Students will story board their commercial idea. Evaluation: Students will explain Grouping: Small Group Wednesday Standard: 12. Students will use digital tools to communicate and collaborate at all levels from interpersonal to global. Objective: To create a commercial to promote their board game. Activity: Students will film their commercial. Evaluation: Students will analyze the effectiveness of the video segments that they filmed. Grouping: Small Group Thursday Standard: 12. Students will use digital tools to communicate and collaborate at all levels from interpersonal to global. Objective: To create a commercial to promote their board game. Activity: Students will edit their commercial. Evaluation: Students will evaluate the quality of their video and see if any segments need to be refilmed. Grouping: Small Group Friday Standard: 12. Students will use digital tools to communicate and collaborate at all levels from interpersonal to global. Objective: To create a commercial to promote their board game. Activity: Students will continue to edit and finalize their commercial. Evaluation: Students will evaluate the quality of the final edit. Is it conveying the message that they hoped to convey. Grouping: Small Group Notes:
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Lesson Plans for the Week of: February 20, 2017 Mrs. Nordmann, 7th & 8th Technology
Monday Standard: 12. Students will use digital tools to communicate and collaborate at all levels from interpersonal to global.
Objective: To create a commercial to promote their board game.
Activity: Students will play board game and discuss ways to create feelings of emotion in a commercial promoting their board game.
Evaluation: Students will describe the feeling that they choose to create in their commercial.
Grouping: Small Group
Tuesday Standard: 12. Students will use digital tools to communicate and collaborate at all levels from interpersonal to global. Objective: To create a commercial to promote their board game.
Activity: Students will story board their commercial idea.
Evaluation: Students will explain
Grouping: Small Group
Wednesday Standard: 12. Students will use digital tools to communicate and collaborate at all levels from interpersonal to global. Objective: To create a commercial to promote their board game.
Activity: Students will film their commercial.
Evaluation: Students will analyze the effectiveness of the video segments that they filmed.
Grouping: Small Group
Thursday Standard: 12. Students will use digital tools to communicate and collaborate at all levels from interpersonal to global. Objective: To create a commercial to promote their board game.
Activity: Students will edit their commercial.
Evaluation: Students will evaluate the quality of their video and see if any segments need to be refilmed.
Grouping: Small Group
Friday Standard: 12. Students will use digital tools to communicate and collaborate at all levels from interpersonal to global. Objective: To create a commercial to promote their board game.
Activity: Students will continue to edit and finalize their commercial. Evaluation: Students will evaluate the quality of the final edit. Is it conveying the message that they hoped to convey.
Grouping: Small Group
Notes:
DCPS Science Department 10/13/09
Explanation of 5 Es Science Lesson Plan Template
Instructor: Kirksey Course: 6th grade Earth and Space Date(s): Week 5 Qtr 3 Jan 30-Feb 3
Essential Question and Learning Outcome:
• How can scientists classify stars? How do stars’ form? How does its mass affect its evolution?
Why do we see different patterns of stars in the night sky throughout the year?
NGSSS Standard: Construct models and use simulations (e.g., diagrams of the relationship between Earth and man-made satellites, rocket launch, International Space Station, elliptical orbits, black holes, life cycles of stars, orbital periods of objects within the solar system, astronomical units and light years) to explain the role of gravity in affecting the motions of celestial bodies (e.g., planets, moons, comets, asteroids, meteors) within galaxies and the solar system.
Instructional Activities***
ALL 5 Es WILL NOT BE DONE IN ONE CLASS PERIOD. However, an informal assessment must be completed at the end of each class period.
Learning Strategies
KWL or Anticipation Guide
Vocabulary Strategy (Frayer Model or Concept of Definition or _______________)
Reciprocal Reading
Other reading strategy_____________
QAR
Graphic Organizer/Concept Map
Cornell Notes/Two Column Notes
Expository Writing
Higher Order Questioning
Think-Aloud
Modeling
Cooperative/Collaborative Learning Groups
Think, Pair, Share
_______________________________
ESOL Strategies Paraphrase; simplify grammatical structure of sentences; summarize sections; highlight or underline key words
Pronounce words clearly; explain meanings; model key or difficult words in lesson
Teach study skills, use of textbook structure, scanning technique
Ask students to perform simple tasks and observe their understanding
Use manipulative materials, hands-on activities, and multimedia materials to support content
Provide alternative instruction via computer-assisted instruction or tutoring
Provide alternative assessment such as drawing diagrams or demonstrating
__________________________________
ESE
Provide accommodations per IEPs
__________________________________
AVID Strategies
SQ3R for reading
Socratic Seminar to discuss a reading
Philosophical Chairs discussion
Developing written procedures
____________________
Response to Intervention (RtI) and Florida Continuous Improvement Model (FCIM)
Assess individual student progress daily
Provide remediation or enrichment
Monday, January 30 (Schedule D)
5E's Level: Engage and Explain Bell ringer: When you go outside at night, list some things you see. Activity: Star notes, Film with questions Assessment: Participation in lecture and accuracy on questions from film Homework: CLOSE Read text with questions
Tuesday, January 31 (Schedule E )
5E's Level: Explain Bell ringer: On SMART board from Textbook Activity: Complete notes and create timeline of lifecycle of star Assessment: Accuracy on timeline Homework: Study, Test Thursday
Wednesday, February 1 (Schedule F)
5E's Level: Elaborate Bell ringer: On SMART Board from text book Activity: Nearpod, Kahoot, CLOSE read and Chart or life cycle of star Assessment: Proficiency on Nearpod activity Homework: STUDY
Thursday, February 2 (Schedule G)
5E's Level: Evaluation Bell ringer: Prepare answer document Activity: Test on Stars Assessment: Proficiency on Test Homework: Have a great weekend
Friday, February 3 (Schedule A)
5E's Level: Elaborate Bell ringer: Gather materials needed to complete assignment with sub Activity: Textbook and workbook pages. Ed helper page from solar system Assessment: Completion of activities given Homework: Have a great weekend
Vocabulary: Magnitude, apparent magnitude, absolute magnitude, Stellar Nebula, Protostar, Main Sequence, Blue Giant, Red Giant, Red Supergiant, Planetary Nebula, Supernova, White dwarf, black dwarf, Neutron Star, Black hole, Nuclear Fusion, constellation Materials Needed:
Homework:
Miranda Manley 6th Grade US history Quarter 3 Week 4 =Computer Based Activity, DI=Direct Instruction “I Do”,
GP=Guided Practice “We Do”, IP=Independent Practice “You Do”, = (AS)Assessment
PRIORITY
STANDARDS
ALCOS: 6.0 Identify causes and consequences of World War II and reasons for the United States’s
entry into the war.
7.0 Identify changes on the American home front during World War II.
SUPPORTING
STANDARDS
ALCOS Standards
6.1 Locating on a map Allied countries and Axis Powers
6.2 Locating on a map key engagements of World War II, including Pearl Harbor; the battles of Normandy, Stalingrad, and Midway; and the Battle of the Bulge
6.3 Identifying key figures of World War II, including Franklin D. Roosevelt, Sir Winston Churchill, Harry S. Truman, Joseph
Stalin, Adolf Hitler, Benito Mussolini, Michinomiya Hirohito, Hideki Tojo. 6.4 Describing the development of and the decision to use the atomic bomb.
6.5 Describing the human costs associated with World War II.
6.6 Explaining the importance of the surrender of the Axis Powers ending World War II. 7.1 Recognizing and the retooling of factories from consumer to military production.
7.2 Identifying new roles of women and African Americans in the workforce.
7.3 Describing increased demand on the Birmingham steel industry and Port of Mobile facilities. 7.4 Describing the experience of African Americans and Japanese Americans in the United States during World War II,
including the Tuskegee Airmen and occupants of internment camps.
• CCRS: 4.Determine the meaning of words and phrases as they are used in text, including vocabulary
US History Monday 01/23/2017
Tuesday 01/24/2017
Wednesday 1/25/2017
Thursday 1/26/2017
Friday 1/27/2017
Big Idea
The rise of aggressive totalitarian
governments led to the
start of WWII
The rise of aggressive totalitarian
governments led to the start of WWII & US
entrance
American involvement
in WWII helped the US economy and changed the lives of many
Americans
American involvement
in WWII helped the US economy and changed the lives of many
Americans
After fierce fighting in N.
Africa and Europe, the
Allies stopped the German advance & drove them
back Assignments
Bellwork: Totalitarianism- Nazi Rise
Chart
Notes on Sec. 1- Rise of
Totalitarianism
-Chart of Leaders
StrataLogica- Map of German
Expansion and Atlas
Work (IP)
Bellwork: What were the two attacks on
the US that have led us into
war?
Take Quiz Sec. 1 (IP)
Pearl Harbor-
video, mapping, reflection
(DI,GP,IP)
- Map- US
Enters the War (IP-Groups)
Wed. & Thurs. will be war on the homefront
and project instruction
review>
Bellwork: War on the home front; Changes –Connect to
WWI
Discuss Sec. 2 S/N- War on home front Annotate (GP/IP)
War in
Mobile/AL (DI/GP/IP)
Wed. & Thurs. will be war on the homefront
and project instruction
review>
Bellwork: War bonds &
victory gardens; rationing
Quiz on Sec. 2
(DI)
Primary Source analysis/SPEC
(DI/GP)
War in Mobile/AL (DI/GP/IP)
Moodle
interactive chat
Bellwork: Map WWII
Discuss Sec. 3 S/N- War in Europe & N. Africa; Notes
(DI/GP)
Quiz Sec. 3 (IP)
Chart of Leaders (IP)
StrataLogica- Allied Advance!
(GP/IP)
Miranda Manley 6th Grade US history Quarter 3 Week 4 =Computer Based Activity, DI=Direct Instruction “I Do”,
GP=Guided Practice “We Do”, IP=Independent Practice “You Do”, = (AS)Assessment
Moodle
interactive chat of what you
notice (IP)- Group
of what you notice
(IP)- Group
Homework Quiz on Sec. 1
Tomorrow Read, Annotate and mark Sec. 2 Quiz
Hwk: Read, mark, annotate and
answer margin questions Sec. 2
Ch. 11 ; Quiz
Hwk: Read, mark, annotate and
answer margin questions Sec. 3
Ch. 11 ; Quiz
Hwk: Have a Great Weekend
Essential Question: How did the economic instability lead to the rise of totalitarian governments in Europe? What
were the causes of World War II? Essential Vocabulary: totalitarianism, Mussolini, fascism, Hitler, Nazis, Stalin, Allied Powers, Axis Powers, appeasement, Winston Churchill,
Lend-Lease Act, Pearl Harbor, War Production Board, A Phillip Randolph, Tuskegee Airmen, Ben Davis, zoot-suit riots, internment, El-Alamein,
Eisenhower, Stalingrad, MacArthur, Sataan Death March, Nikitz, Coral Sea, Midway, island hopping, Leyte Gulf, kamikaze, Battle of Bulge,
Instructor: Burch Course: Life Science 6 Date(s): Feb 20-24, 2017
Essential Question and Learning Outcome: What facts can you select to show that nesting, herding, plumage displays are favorable characteristics of
animals’ success in reproduction? What facts can you select to show that flower brightness, pollen transfer, hard seed shell are favorable characteristics of
animals’ success in reproduction?
NGSSS Benchmarks: Use evidence and scientific reasoning to explain how characteristic animal behaviors (e.g., building nests to protect young from
cold, herding to protect young from predators, attracting mates for breeding by producing special sounds and displaying colorful plumage, transferring
pollen or seeds to create conditions for seed germination and growth) and specialized plant structures affect the probability of successful reproduction of
both animals and plants.
Instructional Activities***
ALL 5 Es WILL NOT BE DONE IN ONE CLASS PERIOD.
However, an informal assessment must be completed at the end of each class period.
Learning Strategies To check box, highlight box and right-click; choose Properties and then choose Checked or copy & paste a checked box
KWL or Anticipation Guide
Vocabulary Strategy (Frayer Model or Concept of Definition or _______________)
Reciprocal Reading
Other reading strategy_____________
QAR
Graphic Organizer/Concept Map
Cornell Notes/Two Column Notes
Expository Writing
Higher Order Questioning
Think-Aloud
Modeling
Cooperative/Collaborative Learning Groups
Think, Pair, Share
_______________________________
ESOL Strategies Paraphrase; simplify grammatical structure of sentences; summarize sections; highlight or underline key words
Pronounce words clearly; explain meanings; model key or difficult words in lesson
Teach study skills, use of textbook structure, scanning technique
Ask students to perform simple tasks and observe their understanding
Use manipulative materials, hands-on activities, and multimedia materials to support content
Provide alternative instruction via computer-assisted instruction or tutoring
Provide alternative assessment such as drawing diagrams or demonstrating
__________________________________
ESE
Provide accommodations per IEPs
__________________________________
AVID Strategies
SQ3R for reading
Socratic Seminar to discuss a reading
Philosophical Chairs discussion
Developing written procedures
____________________
Response to Intervention (RtI) and Florida Continuous Improvement Model (FCIM)
Assess individual student progress daily
Provide remediation or enrichment
Engage (Day 1):
E.Q.: What facts can you select to show that nesting, herding, plumage displays are
favorable characteristics of animals’ success in reproduction?
Bell ringer: How do animals affect plant reproduction? Name 2 possible ways.
Activity: Notes/Graphic Organizer: Compare Learned vs Innate Behaviors, Types of
communication and societal behaviors; analyze and distinguish examples of
learned/innate behaviors
Homework: behavior vocab
Explore (Investigation) (Day 2):
E.Q.: What facts can you select to show that flower brightness, pollen transfer, hard seed
shell are favorable characteristics of animals’ success in reproduction?
Bell ringer: Categorize examples as learned/innate. How do these behaviors affect animal
reproduction?
Activity: Animal Behavior Stations – students will travel to different stations and have 5
minute intervals to complete different activities on animal behavior (watch video,
read article, category sort, etc.)
Homework: Plant/Animal Reproduction study guide
Explain (Day 3):
E.Q.: What evidence of animal pollination from odor attracting birds show success in plant
and animal reproduction?
Bell ringer: What evidence of animal pollination from odor attracting birds show success in plant
and animal reproduction?
Activity: TEST – Plant/Animal Reproduction & Behavior
Homework: N/A
Extend (Day 4):
E.Q.: Can you analyze data in research that justifies how an external phenomenon such as
weather and selective breeding influence growth of an organism?
Bell ringer: What is selective breeding?
Activity: Webquest: research on and answer questions about how environmental conditions
such as weather, availability of nutrients, and location, and genetic factors, such as
selective breeding, can influence an organism’s growth.
Homework: complete background research if not completed in class
Evaluate (Day 5):
E.Q.: Can you predict the outcome of possible causes of your analysis of the phenomenon
and predict patterns?
Bell ringer: 1. What patterns do you see as you analyze and interpret your data?
2. Based on the data you found, what prediction(s) can you make about how
environmental conditions or genetic factors influence the growth or organisms?
Activity: Visit the Web sites listed on MOODLE to find more information that you can use to
create a blog post about how environmental conditions and genetics influence an
organism’s growth.
Assessment: Major grade – project (see rubric on MOODLE)
Homework: N/A
Vocabulary:
Cause and effect, Characteristics, Behaviors, Specialization, Probability, Evidence, Validity,