Web viewUsing the Problem-Analysis chart, ... because her mother had tripped and accidentally pushed her down the staircase while walking ... Use of Universal Design of

“The Brass Teapot” by Tim Macy

A Multi-Disciplinary Lesson Plan

Developed by: Robin C. Letendre, M.Ed

October 2017

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Table of ContentsPages 2-20: Lesson Plan Template for “The Brass Teapot” by Tim Macy and short story

Pages 21-22: Essential components of reading

Pages 23-26: Social emotional learning infographic

Pages 27-33: Contextualized instruction, Integrated Education and Training, Career Readiness, Survey Administered by Health Care Professionals to screen for domestic violence

Pages 34-37: Soft skills infographic

Pages 38-49: The US Court System, Role of the Jury, Jury vs Trial Judge

Page 50: Brass: Fact or Opinion

Pages 51-56: Make a Guess about the Periodic Table of Elements

Pages 57-63: Words Made from the Periodic Table of the Elements

Page 64-67: Math Challenge, Creating a Budget

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Lesson Plan Corner

Lesson Plan Topic

(Keeping in mind that adult ed programs must serve the following most in need:

Low levels of literacy English Language

Learners Individuals with

disabilities Individuals with

barriers to employment

The Brass Teapot by Tim Macy

Objectives and Goals/Purpose of Instruction

o By the end of the lesson, the student will be able to: o Identify conflict in a short storyo Define vocabulary using context clues

Activating Prior Knowledge

Using the Problem-Analysis chart, (provided) have students predict what the short story, “The Brass Teapot” will be about.

Developing Critical Thinking Skills

Use of Bloom’s Taxonomy key vocabulary within lesson Access this chart on Bloom’s taxonomy for lesson plan:

http://www.dartmouth.edu/~jmajor/blooms/index.html

Materials Needed

(all provided)

Problem Analysis chart Short story: The Brass Teapot (with revisions-

provided) Essential components of reading (provided)

College and Career Readiness Standard

Reading

CCR Anchor 1: read closely to determine what the text says explicitly and to make logical inference from it.

Level C: refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text.

Introducing the Topic Talk with the students about the predictions that were made and how the initial thought one has about a reading can help

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bring about understanding.

Direct Instruction Think aloud while reading the short story

Addressing Essential Reading Components

Phonics, [connection between sounds and letters]

Phonemic awareness, [words are created from phonemes-sounds in language]

Vocabulary Reading

comprehension Fluency

Vocabulary-understanding using context clues

Reading comprehension: using conflict to understand the short story

***worksheet provided

“The Brass Teapot” was analyzed by Lexile Analyzer: Lexile® Measure: 900L - 1000L (CCRS ELA Level D: 6th to 8th grade)

Mean Sentence Length: 16.30

Mean Log Word Frequency: 3.65

Word Count: 163

Research-based Instructional Strategy

Problem analysis (provided)

***Use when reading the short story

Research-based Formative Assessment Strategy

Read the article found at: http://www.encyclopedia.com/earth-and-environment/minerals-mining-and-metallurgy/metallurgy-and-mining-terms-and-concepts/brass

Use “one sentence summary chart” to demonstrate student understanding of the short story.

Student Self-reflection Done periodically throughout the story to check for understanding.

HiSET Prep Question Related to Content of Lesson Plan

None for this portion of the lesson plan.

Math Challenge None for this portion of the lesson plan.

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http://www.encyclopedia.com/earth-and-environment/minerals-mining-and-metallurgy/metallurgy-and-mining-terms-and-concepts/brass



Use of Multiple Intelligences

(Highlight all that are contained within this lesson plan)

words (linguistic intelligence) numbers or logic (logical-mathematical intelligence) pictures (spatial intelligence) music (musical intelligence): “Behind the Wall” by

Tracey Chapman https://www.youtube.com/watch?v=iRf7xjdfMfM

self-reflection (intrapersonal intelligence) a physical experience (bodily-kinesthetic intelligence) a social experience (interpersonal intelligence) an experience in the natural world (naturalist

intelligence)

Use of Universal Design of Learning

(Considerations)

Have I used multiple means of representing the information?

Have I used multiple means of action and expression of the learned information?

Have I used multiple means of student engagement?

Digital Literacy, defined under WIOA (Workforce Innovation and Opportunity Act) states that “the skills associated with using technology to enable users to find, evaluate, organize, create, and communicate information.”


21st Century Learning

http://www.p21.org/our-work/p21-framework


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https://www.youtube.com/watch?v=iRf7xjdfMfM

https://www.youtube.com/watch?v=iRf7xjdfMfM

Contextualized Learning refers to the use of occupationally specific materials for instruction.

Occupationally specific materials should reflect the NH Sector Based Initiatives:

Manufacturing Health care Information

technology Hospitality

This can include business documents, training manuals, forms, simulation activities, etc.


Integrating Education and Training and Employability Skills or “real world” learning This includes: general skills and knowledge necessary for success in the labor market at all employment levels and in all sectors. This includes work relationships, effective workplace skills and applied academic skills and critical thinking skills.


Career readiness skills in the sector-based initiatives in NH




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Soft Skills are defined as “Workforce readiness skills that are interpersonal in nature, which include personal qualities, characteristics, and attitudes. And according to the National Association of Colleges and Employers (NACE) Job Outlook 2015 survey of 260 U.S. employers, soft skills are becoming the attributes that employers are looking for in candidates’ resumes.

Leadership and ability to work on a team Written communication skills Problem-solving skills Strong work ethic Analytical/quantitative skills Technical skills Verbal communication skills Initiative Computer skills Flexibility/adaptability

SEL, or social-emotional learning, is defined as “the process through which individuals acquire and effectively apply the knowledge, attitudes and skills to understand and manage emotions, set and achieve positive goals, feel and show empathy towards others, establish and maintain positive relationships, and make responsible decisions. (www.casel.org)

Discussion of:

Managing emotions Set and achieve positive goals Feel and show empathy towards others Establish and maintain positive relationships Make responsible decisions

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http://www.casel.org/

https://www.umuc.edu/upload/NACE-Job-Outlook-2015.pdf



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The old woman running the roadside antique stand spoke with a heavy eastern accent. She skirted the table with two limping legs, hidden by loose, draping leather pants and no shoes. John couldn't help staring at the woman's black toes, as if she had once suffered frostbite. Everything about her seemed to have once suffered an altering cold.

Alice and John were on their way home from visiting their oldest daughter in college. They had only stopped so John could stretch his sore back. Alice had been sleeping the entire drive, or pretending to sleep, while thinking about all of the money they had given their daughter as a loan. They had secretly had to scrap the idea of a small vacation so she could retake her algebra in the summer.

The old woman approached John's wife. With her long fingers she pushed a brass teapot into Alice's hands. The transparent skin on her arms swung with the momentum of her tiny motions.

"Thank you," Alice responded politely, not knowing what else to say.

The old woman's stand consisted of one green table, overwhelmed with useless things from the past. Heavy, iron mementos.

John rolled his eyes when his wife set the brass teapot in the backseat of their Ford Festiva. The car was noticeably struggling as they drove down the interstate, burdened by the small weight of weekend suitcases.

On the drive home they argued about money. Wasted money. With two children in college, neither having been able to maintain their scholarships, not only was John and Alice's retirement dwindling but also their ability to make ends meet.

There had been mention of a second mortgage.

As the car pulled into their house each went to collect a suitcase. John slammed Alice's finger in the trunk, accidentally, before she could snatch her hand away.

"I'm sorry...." He started to say as he took her hand to kiss it. A clanging emanated from inside the car. Like someone tapping on a brass kettle.

When Alice's finger stopped throbbing she picked up the teapot, removed the top and saw that inside was five quarters.

"Practically paid for itself," she remarked.

Still, John was annoyed when she insisted on setting it on the stove.

For days he felt disrupted by its presence in their otherwise modern kitchen. They had overhauled everything when the children moved out. They got a fridge with two

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doors and a self-cleaning flat-surface oven. If they had known the children were going to lose their scholarships and that Alice would be demoted, they would have never done it. In three years it would all be paid for and the warranties would simultaneously expire.

John was most aggravated when Alice decided to make their morning coffee using the brass teapot.

"The electric one's broken," she reported.

John watched her, standing in her business suit; her graying hair pulled into a neat ponytail, as she clumsily boiled water and added coffee grounds.

"I've never done it this way," she said, stirring with a plastic spoon that bent in the boiling heat. John tried to show her the right way to do it, but it was too early to be giving orders. Neither was in a good mood until they had coffee and breakfast. Kisses, hugs, any affections came after food and caffeine.

"You've got to stir it...like this," he said. He dipped a metal spoon into the cavernous depths of the darkening teapot. She looked away, like she always did when John was correcting her.

"No you don't!" she snapped. She pushed his hand out of the way, causing the pot to lurch and send one boiling wave cresting onto John's exposed wrist. He yelped, climbed into the kitchen chair and poked at the tender pink skin until his wife brought him an ice pack.

"It's going to blister," she said, applying the ice. He nodded and the two didn't speak until after she'd poured the coffee and he'd set out toast for each of them.

"What time do you think you'll be home tonight?" she asked.

"Late," he replied. There were shipments coming in from all over the country and he alone could work the new processing system for incoming orders. There was one other person, an up-and-coming woman straight out of college, but John preferred to do it himself. If she proved her worth too quickly he might find himself out of a job.

With his last gulp of coffee, just before he was going to stand up and kiss his wife goodbye, John found something floating in his mouth.

"Did you wash this thing out?"

"Of course. It's clean."

He pulled out some paper that had adhered to the roof of his mouth. It was a two-dollar bill.

"What the heck is this then?" he asked.

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They both bent over the kitchen table where John laid the bill out to dry. Neither of the two could explain the presence of the money except to say that Alice must have missed it somehow when she was cleaning, though she swore she had scrubbed every angle of the brass teapot.

The two soon embraced for a long kiss, both regretting the fighting they had done over the long weekend. His burned wrist brushed against his wife's cotton top as he reached to hold her tightly to himself. He yelped again from the raw pain.

A nickel dropped in the teapot.

The two bent over and stared in wonder. John picked it out, held it up to the light.

Alice reached over and pinched her husband's arm as hard as she could. Before he could cry out or push her hand away, there was the sound of dimes dropping in the teapot.

"How did that happen?" John asked.

"Hit me," she said.

He stared at her.

"Don't knock me out or anything. Punch me in my arm. Hard enough to leave a bruise."

John wouldn't hit her. Instead, he picked up his briefcase and headed for the front door.

"If I'm late they're going to let her handle the shipments. We can't afford for me to miss out on all of this overtime. We have tuition to pay in less than a month."

He kissed Alice and closed the door behind him.

The routine was that Alice made dinner because she got home first ever since her demotion from accountant to glorified messenger. John made breakfast and handled all of the meals on the weekends. When John returned home that night, however, there wasn't the smell of any cooking in the air.

He found his wife lying on the couch, the teapot resting on her stomach. It was late, after ten, he had told his boss that he could handle things alone and told him to send her home because she would only be in the way. Without any help, it took him hours longer than it should have to finish processing the shipments.

John's stomach grumbled painfully at the lack of ready food. He hadn't eaten since toast at breakfast, there had been no time. The bile that churned, and had been churning every day for months, had created an ulcer in John's stomach. His knees ached from standing for hours at a time.

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The living room was dark, except for some light flickering out of the muted television set.

"What are you doing?" he asked, turning on the overhead light.

She tried to hide her face with a pillow from the couch, but he saw the bruise and the swelling.

"What happened?"

Alice's right eye was bloated, colored a dark purple. There was only a slit that she could peer out of. He ran to the kitchen and got the ice pack out of the freezer, laid it against her eye.

She jumped up, said it was too sensitive and asked him to wrap a towel around it first.

"Did someone attack you? Do I need to call the police?"

His heart beat in his ears. Beneath the worries that his wife might suffer a hemorrhage and die was the worry about the impending hospital bill. They had been forced to stop making the payments on Alice's health insurance since her company had doubled employee responsibility.

"No," she replied.

She handed John the teapot. He removed the lid and saw inside it three ten dollar bills.

"I hit myself with the iron," she said. She looked ashamed but was determined to tell him the truth. "It gave me ten dollars. I did it two more times." She told him that she thought it might eventually be more.

"We've got to get you to a hospital."

She refused.

"The swelling will go down." After a long, heavy breath, after resting her throbbing head on her husband's shoulder, she suggested they use the money to go out to eat.

The thought of food, of a restaurant, which they couldn't afford anymore, was enough for John to forget the strangeness of his wife hitting herself in the face with an iron, if only momentarily.

"I will think better on a full stomach," he ruminated.

As they gathered their things to go out to dinner, Alice took the teapot and held it close to her stomach. He asked her to leave it behind, but she refused.

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"What if someone broke in and stole it?" she asked.

She set it on the table at the restaurant, much to the confusion of the waiter who eyeballed John like he was an abusive husband. It was the first time anyone had ever suspected him capable of violence.

"What do you think we're going to do with that?" he asked, after he devoured his salad. They went to the Italian place where they used to go on birthdays and holidays. It was their favorite.

“I don't know," she admitted. Little droplets of white pus sneaked out of an opening beneath the bottom lid of her eye. John dabbed at it with his napkin after wetting it in his water glass.

“I just know that we've got an opportunity here...."

"Opportunity?"

The waiter returned with their meals. John got the veal on top of pasta, Alice had a sample plate consisting of a small portion of several things on the menu. They didn't speak as they ate. At Alice's job there was no time for lunch that day either. She ran memos around a huge office building, going up stairs and down long hallways all day long. They wouldn't let her wear sneakers because of the dress code so her feet were always blistered. The pay was much less than what she had received as a full-time accountant, a job she lost because of her tendency to make mathematical errors. Reportedly, she had cost the company millions by misfiling a tax return for an important client.

When the bill came it was over thirty dollars. The two hadn't been to the restaurant in so long that the prices had risen and they hadn't even looked at their menus.

"We could put it on the Discover," John suggested.

"It's maxed."

They sat in silence. They were eleven dollars short of even being able to pay the check, much less leave a tip. The trip to see their daughter over the long weekend had eaten what was left of their checking, with gas and giving her extra money. Payday was still three days away.

"I could write a check and...."

"No checks," she said, pointing to a sign in the window of the restaurant. John's ulcer screamed within his stomach, no longer satisfied by the warm, nourishing food.

After a few moments of avoiding eye contact with the waiter, John took the teapot with him into the men's room. He locked the door behind him, thankful that it was a bathroom for one person only, and he proceeded to punch his fist into the wall. At

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first, his tentativeness profited him only in small change, dimes and nickels. He counted after five strikes into the porcelain tiling of the wall. There was not quite three dollars, though his fingers were red and burning.

He drove his kneecap into the sink as hard as he could make himself. The pain sent icy blood in every direction starting at his heart. Toppling over, he leered into the teapot. A five dollar bill. With every ounce of his courage he ran the water as hot as it would go, sitting on the bathroom floor to the right of the spigot, and he held his hand beneath it for twenty seconds while it burned his skin. With his eyes tightly shut, he listened to the sound of quarters dropping until he was sure that he finally had enough.

Alice was embarrassed to pay with so much change. As they left, she tried not to look at the other diners who stared at them. She propped up her mysteriously wounded husband, searching for the front door through her one good eye.

John had passed out on the couch not long after they returned home. Alice tinkered for a bit in the kitchen. He could hear whispers of "ow" and "crap" coming from the room, followed by the sound of change sprinkling into brass.

In the morning he realized he had overslept. Normally he would've been in his bed where the alarm was set, but in the living room all was silent. It was ten a.m. Alice was unaccounted for, as was the teapot. John rushed into work where they told him to go ahead and take the day off. They told him he looked "beat up." She could handle it on her own. She'd already proven that in less than two hours of processing shipments.

Dejected, John returned home to find his wife also not working.

"Why are you home?" she asked. He stared into her face. The noon sunlight made her face look even worse than it had in the restaurant.

"Why didn't you wake me up before you left this morning?" he asked.

She told him that she hadn't left that morning. She had accidentally knocked herself out in the garage when one of the hanging shovels had fallen on her head.

John felt around her skull until his fingers reached the bump.

"I'm fine," she said.

"We have to stop this!" he shouted. He forcefully took the teapot out of her arms and put it on top of a kitchen cupboard, where she couldn't reach. Undeterred, she scooted a chair over and took it down.

"We have an opportunity to finally get ahead!" she screamed back. This time she would not let him take the teapot from her grasp.

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"Get ahead?" He explained to her that the only way they were going to get ahead was if they both worked their overtime. "Today's already set us back...."

"We'll never get ahead, John. We never have and we never will. The moment we get any money something breaks or one of the children...."

They argued for an hour, Alice the entire time clutching the closed teapot. She called him a loser three times during the fight and he once, out of frustration, told her that she had been a bad mother. It was the dirtiest they had ever treated one another. When they finished, when both were hunched over in exhaustion from not having eaten breakfast, Alice lifted the lid to find the teapot filled with twenty dollar bills. There was just over four hundred dollars.

"But how?" John asked.

Alice reared back and spit in his face. She then told him how she came home for lunch whenever she could in hopes that the postman would be walking his route and say hello to her.

A twenty dollar bill appeared, though John was too hunched over to see it.

"Now you do me!" she said.

"You're a horrible woman!" he said. Change clinked.

“No! Do me for real. Tell me something that you hate about me or something awful that you've done. Something that will really hurt my feelings."

John thought as he sat at the table, still trying to form the picture of what their postman looked like.

"I had an affair with Ellen Waterson...."

"I already know that," she interrupted.

"It happened after you and I were dating," he said spitefully.

It had been a secret. Words festering beneath John's skin for twenty years. He could smell the words at night while he was lying in bed, next to Alice. Mildewed, damp, green words under his skin but not in his blood.

Her face was pale but a smile crept onto it as she looked in the teapot and saw a fifty dollar bill appear.

"Keep going," she said.

The two proceeded to tell one another everything. Things which no married couple have ever shared. John told her about the woman at work, the one who might be replacing him, and how wonderfully beautiful she was. Alice told him about the men

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she had been with before him. They did still love one another and by the end of the day the pot had given them over a thousand dollars. More than either of them could make in a week at their job.

They continued on the next day, after shouting at one another so furiously that they had each finally retreated to their corners and cried themselves to sleep. John got a call on the fourth day from his boss saying that he shouldn't bother coming in again. That she could handle it.

"Fine," John replied. "I've found something else anyway." His boss was surprised at the lack of emotion. Alice, too, decided to not return to her employer. Though they were running short on secrets and genuine insults - insincere insults didn't pay a dime - they had still worked up enough money to get by for months.

Each morning they woke up late, sometimes not until after noon, typically alone, and they met at the kitchen table where they set the teapot in between them.

After many more insults were exchanged and hurts were said one particular morning, there appeared three twenty dollar bills.

Alice was learning to predict how much money would be in the teapot by the recoiling countenance of her husband. The insults, the beatings, the degradations were having a slightly more permanent effect on him. His face was beginning to not spring back.

By the third month the teapot was rewarding them with less and less money each day. Alice had begun reverting to slamming her fingers in the cupboards to reach the minimum amount needed to survive. The two figured if they could get at least a hundred dollars a day from the teapot, they would be fine.

When their eldest daughter called them that third month to inform them that she was coming home for a weekend visit, Alice tried to gently suggest that she not come. The girl wouldn't listen. She showed up on their doorstep the very next night, not expecting what she saw.

When she entered her childhood home, things were different. The pictures that had been on the mantle were smashed. Some by fists, others by emotions. Her mother's hair was short, cropped close to the head. She told her daughter that she had wanted something different, but honestly she had been pulling it out by the fistful for money to the point where she had to shave it to get it all one even length again.

The girl's father was the biggest surprise. His hair had gone gray and he was heavier than he'd ever been before. The two had been eating well and never getting any exercise. They never wanted to leave the teapot, to miss a moment when they might make a little money.

As she sat on the couch, drinking a cup of tea, staring at the changed environment in wonder, she began telling them stories of her classes and her professors. Normally, they would've listened intently. They would've had questions or

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comments about the girl's stories, but neither spoke. Both Alice and John were thinking of the teapot which was sitting, waiting on the coffee table in front of them.

When the girl picked it up both parents lunged at her and pulled it from her hands.

"It's an antique," Alice commented, setting it back down gently on the coffee table.

"What happened to your eye, Mom?" the girl asked. There were four separate scars if one looked closely, but there was one brutal gash from where she'd struck herself with the iron that was noticeable at any distance.

"That's nothing. I fell," she said. The words in her mouth formed like "thank you" and "hello".

Alice looked at her daughter's unpinched, uncut, unbeaten skin with greedy eyes. When she hugged her, just before climbing the stairs to go to bed, Alice pinched her daughter beneath her arms and on her back.

"What'd you do that for?" the girl yelled. The sound of change clanging in the pot went unnoticed to her.

"Sorry," her mother said, disappointed by the familiar sound of nickels.

As she handed the girl her suitcase, Alice banged it into her daughter's still sensitive shin. She howled and hobbled about for a few moments while her mother apologized over the promising sound of sprinkling quarters.

John and Alice waited for their daughter to go out with her high school friends or to go to bed at night before starting their ritual of insults and physical attacks. When the girl asked in the morning what had happened, why her mother's lip was swollen, the two remained quiet.

The girl left on Sunday, earlier than she had planned, because her mother had tripped and accidentally pushed her down the staircase while walking behind her. Her elbow might have had a small fracture and she wanted to go home to take advantage of the college's medical facilities. She thought it was strange that neither parent offered gas money.

"You shouldn't have done that," John said, as they smiled and waved.

"It's fifty dollars that we're going to use to pay for her education!"

With all of their secrets scattered about their modest home, covered in broken glass and splintered wood, the two were forced to go back to beating themselves. John called his old boss and begged for his job on his boss's voicemail, but his calls were never returned.

The tuition bills came every three months, they were on the payment plan. In addition to that there was the electric bill, the mortgage, the water and the credit

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cards. Not to mention the fact that they had to take Alice to the emergency room to treat a concussion that she had given herself with one of the garage shovels.

A policeman had visited John in the waiting room and asked him questions. He had written John's answers into a little notebook and showed John pictures of Alice's bruises.

"She fell?" the policeman asked.

John nodded his head and stared off in the other direction.

At the end of each week John took a giant bucket of change to the bank to be counted out and returned in bills. The change was even diminishing. They had begun to expect four hundred dollars a week in change, but it soon dwindled to two hundred and fifty.

"The fridge doesn't work," Alice reported.

"What? Why not?" John asked, returning from a disappointing trip to the bank.

"I don't know," she replied. "Maybe because you punched it a thousand times."

Her attitude was changing with each new day. John suspected that she had given herself another concussion the week before when she'd "slipped" in the shower and he had to pull her unconscious body, dangling, crimson, wet head to the bed. She said it was an accident, but the teapot had been suspiciously in the room with her. They had found through trial and error that the teapot only worked when it was within a certain range of the person being wounded.

"So you're blaming me for the refrigerator being broken," he asked her. "What about the car? I could blame you for the shattered windshield."

Her skin was bluish, pale. Her eyes had no white, only red and green. Sleep deprivation gave a little bit of money, but that wasn't why she lay there awake at night. She was in pain. Her head ached endlessly but she refused to go back to the doctor, saying that they would never get ahead if they had to pay yet another hospital bill.

When the repairman came to work on the refrigerator he informed them that their warranty didn't cover the damage. Alice exploded in the man's face. He was short, bald, heavy. On his fingers were rings, gold and silver. He wore long blue overalls with a nametag that read "Randy."

"Miss, I don't make the rules...." he started to say.

John, dabbing at an injury on his chin that wouldn't stop bleeding, walked in on his wife striking the man on his head with a wooden spoon. He was older, slow from his weight and had a limp in his right leg.

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"Alice!" John yelled. He pulled her off of the heavy man who was covering his face with his hands. The clank of the wooden spoon hitting his rings had played in unison with the change rattling in the teapot.

Alice lurched at the recoiled man with her feet, John having hold of her top half. Her foot planted firmly on the man's nose, breaking it instantly. Blood roared out of his nostrils, onto his lips and eventually onto the already blood-stained floor.

"You're crazy!" he screamed at her. "You're wife's a crazy witch!" He covered his face with his hand.

"She's not crazy," John responded calmly.

John walked over to the teapot and pulled out a newly formed hundred dollar bill. He handed it to the repairman.

"Will you fix it for this?" he asked.

The man laughed.

"I'm taking you to court. My nose is broken!"

John leered at Alice. Her bluish skin basked in the kitchen light. The phone rang somewhere in the distance, but no one heard it. All anyone could hear, including the repairman, was the tearing sound of the knife as Alice pushed into the repairman's stomach.

"What did you do?" John yelled.

Immediately he started thinking about what they would do with the body. How could John protect Alice from this?

The fat man's body fell to the kitchen floor.

"What did you do?" John asked again.

Alice walked over to the teapot. She lifted the lid. A blood-spattered smile charmed across her face. "Look at this!" she said. She held the pot out for him to see, though he didn't look. It was full of hundreds. Stuffed full of hundreds.

"You killed a man!" John yelled. In a panic he looked out the kitchen window. There was no one in sight. "We'll have to get his body into his work truck outside. See if you can find his keys."

John went to grab towels out of the bathroom to mop up the blood.

"Can you help me?" he asked. He had taken out several cleaning agents. "We've got to do something with him before people know he's missing."

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Alice wasn't listening. She was staring into the now empty pot.

"We could buy our way to paradise," she whispered. "There's got to be fifteen neighbors in houses right around here that trust us. Don across the street has a gun in his closet. He keeps it loaded." He had shown the gun to both John and Alice on the Fourth of July.

“This is over ten thousand dollars," she said, fumbling through the unchanging faces of Benjamin Franklin. "We could buy our way to paradise," she repeated.

Taken from and modified: http://www.eastoftheweb.com/short-stories/UBooks/BrasTeap.shtml

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http://www.eastoftheweb.com/short-stories/UBooks/BrasTeap.shtml


Vocabulary

Please define the following words using context clues from the passage. Write the definition in your own words and why you think that way.

1. EmanatedDefinition:

Why I think that way:

2. DemotedDefinition:


3. LurchDefinition:


4. AdheredDefinition:


5. DemotionDefinition:


6. BloatedDefinition:


7. RuminatedDefinition:

Why I think that way:8. Tentativeness

Definition:

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9. UndeterredDefinition:


10. CountenanceDefinition:


11. DwindledDefinition:


Reading Comprehension

In literature, there are five types of literary conflict: Man vs. Man, Man vs. Nature, Man vs. Society, Man vs. Self, and Man vs. Technology. (http://www.storyboardthat.com/articles/e/types-of-literary-conflict)

In the short story, “The Brass Teapot”, which conflicts are depicted in the text? What support from the text supports your choice of type of conflict?

Conflict:Text support:



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http://www.storyboardthat.com/articles/e/types-of-literary-conflict

Lesson Plan Topic

(Keeping in mind that my program at Salem must serve the following most in need:



disabilities Individuals with barriers

to employment

“The Brass Teapot” by Tim MacySocial Emotional Learning


o By the end of the lesson, the student will be able to: o Interpret the infographic and determine the

voice needed to write an appropriate response to the prompt related to domestic violence.


Use of Bloom’s Taxonomy key vocabulary within lesson

Access this chart for lesson plan: http://www.dartmouth.edu/~jmajor/blooms/index.html

Materials Needed Infographic (provided)


Writing

CCR Anchor 4: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose and audience.

Level C: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose and audience.

Direct Instruction Brainstorm with the students what domestic violence is and the appropriate word choice for school-aged children.


Essay map

Can be found here: http://www.readwritethink.org/classroom-resources/student-interactives/essay-30063.html

Research-based Yes/No chart

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http://www.readwritethink.org/classroom-resources/student-interactives/essay-30063.html

http://www.readwritethink.org/classroom-resources/student-interactives/essay-30063.html



Formative Assessment Strategy

Student Self-reflection Reflected in essay



words (linguistic intelligence) numbers or logic (logical-mathematical intelligence) pictures (spatial intelligence) music (musical intelligence): self-reflection (intrapersonal intelligence) a physical experience (bodily-kinesthetic

intelligence) a social experience (interpersonal intelligence) an experience in the natural world (naturalist

intelligence)


(Considerations)






SEL, or social-emotional learning, is defined as “the process through which individuals acquire and effectively apply

Through the use of the infographic, students will be able to understand the facts represented and write a response appropriate to the audience that the prompt requires.

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the knowledge, attitudes and skills to understand and manage emotions, set and achieve positive goals, feel and show empathy towards others, establish and maintain positive relationships, and make responsible decisions. (www.casel.org)

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After reading the statistics on this infographic, how would you explain to a school-aged child what domestic violence is and its negative impact on a person’s life? In writing your response, keep in mind the voice that you write in as well as your audience. Vocabulary and writing style need to represent understanding for a school-aged child.

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Lesson Plan Topic





to employment

Attitudes towards Survivors of Intimate Partner Violence: Survey for Health Care Professionals

Contextualized Instruction, Integrated Education and Training, and Career Readiness


o By the end of the lesson, the student will be able to: o Identify key words and their meanings as it

relates to the survey administered by health care professional when discussing domestic violence.


Discuss with students if their own primary care physician has asked these questions related to domestic violence.






Reading

CCR Anchor 4: Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone.

Level D: determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the impact of a specific word choice on meaning and tone.


Writing

CCR anchor 4: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose and audience.

Level D: Produce clear and coherent writing in which the

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development, organization, and style are appropriate to task, purpose and audience.


Listening and Speaking

CCR Anchor 2: Integrate and evaluate information presented in diverse media and formats, including visually, quantitatively, and orally.

Level D: Analyze the purpose of information presented in diverse media and formats and evaluate the motive behind its presentation.

Introducing the Topic Explanation of what IET, contextualized instruction and career skills are and its implication to adult education.

Direct Instruction I do, we do, you do




Vocabulary Reading

comprehension Fluency)

Lexile® Measure: 900L - 1000L Mean Sentence Length: 14.67 Mean Log Word Frequency: 3.53 Word Count: 88

CCRS level D (6th-8th grade)


I do, we do, you do


Think-pair-share

Student Self-reflection Demonstrated in think-pair share

Use of Multiple words (linguistic intelligence) numbers or logic (logical-mathematical intelligence)

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Intelligences


pictures (spatial intelligence) music (musical intelligence): self-reflection (intrapersonal intelligence) a physical experience (bodily-kinesthetic


intelligence)


(Considerations)




Contextualized Learning refers to the use of occupationally specific materials for instruction.

Occupationally specific materials should reflect the NH Sector Based Initiatives:



This can include business documents, training manuals, forms, simulation activities, etc.

Use of domestic violence survey administered by health care professionals.

Integrating Education and Training and Employability Skills or “real world” learning This includes: general skills and knowledge necessary for success in the labor market at all employment levels and in all sectors. This includes work relationships, effective workplace skills and applied academic


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skills and critical thinking skills.

Career readiness skills in the sector-based initiatives in NH

Manufacturing Health care Information technology Hospitality




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Attitudes towards Survivors of Intimate Partner Violence: Survey for Health Care Professionals

Defining Key Words

Taken from and modified for lesson plan: http://www.ohsu.edu/xd/education/schools/school-of-medicine/departments/clinical-departments/medicine/divisions/general-internal-medicine/faculty/upload/ATSI-Scoring-and-Scale.pdf

1. Primary care providers are asked to do increasingly more for patients in increasingly less time.

For each of the statements below please mark your level of agreement with each statement regarding what should be expected of a primary care provider. The provider’s responsibility includes:

a. Screening female patients for domestic violence at every routine health maintenance visit.

b. Asking all patients with chronic pain about the possibility of domestic violence.

c. Asking about domestic violence any time an injury is noticed, regardless of the stated cause.

d. Asking about domestic violence at every visit.

e. Making sure a patient gets to a shelter right away if he or she discloses abuse.

f. Telling a patient that an abusive partner’s behavior is not acceptable.

g. Telling a patient that a particular relationship is harmful to his or her health.

h. Following-up with a patient after making a referral to a domestic violence agency.

i. Telling a patient he or she needs to leave an abusive relationship.

2. Primary care providers face numerous barriers when it comes to screening for and treating domestic violence.

Please mark your level of agreement with each of the following statements.

a. I do not have enough time to ask about domestic violence.

b. I am afraid of offending the patient if I ask about DV.

c. I find it difficult to get the patient alone if he or she is accompanied by a partner.

d. I am afraid that a positive disclosure will take up too much of my time.

e. I don’t feel like I can help a patient who is in an abusive relationship.

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http://www.ohsu.edu/xd/education/schools/school-of-medicine/departments/clinical-departments/medicine/divisions/general-internal-medicine/faculty/upload/ATSI-Scoring-and-Scale.pdf

http://www.ohsu.edu/xd/education/schools/school-of-medicine/departments/clinical-departments/medicine/divisions/general-internal-medicine/faculty/upload/ATSI-Scoring-and-Scale.pdf

f. I feel patients who are being abused are unlikely to change their situation.

g. I feel like I have wasted my time if I make an effort to help an abuse victim but he or she stays in the relationship.

h. I don’t have the resources to deal with a patient who discloses abuse.

i. I have no place to refer patients who disclose abuse.

j. I am more interested in dealing with my patients’ medical problems than their relationships.

3. If you interview patients, please indicate how confident are you in your ability to screen, diagnose, respond, refer and document domestic violence. (If you do not interview patients, please skip this section.)

a. Screen for domestic violence.

b. Diagnose abuse as a cause of other medical problems.

c. Respond effectively to a patient who discloses that he or she is experiencing domestic violence.

d. Make appropriate referrals to domestic violence agencies at my institution and in the community.

e. Provide documentation about domestic violence in a patient’s records.

4. Please complete the following:

a. What questions would you ask a woman to screen for domestic violence?

b. List 4 reasons you may have an increased suspicion about the presence of domestic violence.

1. _____________________________________________________________________________________

2. _____________________________________________________________________________________

3. _____________________________________________________________________________________

4. _____________________________________________________________________________________

c. List 4 ways a batterer may control his or her partner:

1. _____________________________________________________________________________________

2. _____________________________________________________________________________________

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3. _____________________________________________________________________________________

4. _____________________________________________________________________________________

d. List 4 ways you can help a patient who has just disclosed to you that she is being abused:

1. _____________________________________________________________________________________

2. _____________________________________________________________________________________

3. _____________________________________________________________________________________

4. _____________________________________________________________________________________

e. List 4 pieces of information that should be documented in the medical records for a patient who is experiencing domestic violence:

1. _____________________________________________________________________________________

2. _____________________________________________________________________________________

3. _____________________________________________________________________________________

4. _____________________________________________________________________________________

5. ________________________________________________________________________________

c. Please circle the category that best describes your role in this clinic.

Provider: Practicing physician, resident physician, nurse practitioner, physician’s assistant

Medical Support: RN, LPN, Medical Assistant, Technician

Social Services: Social Worker, Counselor, Case Manager

Administrative: Office Manager, Admin Asst., Front Desk

Other: Please specify

Lesson Plan Topic


Soft SkillsInfographic on Domestic Violence

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to employment


o By the end of the lesson, the student will be able to: o State what needs to be done when in a

relationships that has become violent.o State what resources are available to

someone who is in an abusive relationship.


Discuss where signs like this one may be found and why they need to be posted.






Reading


Level C: determine the meaning of words and phrases as they are used in a text, including figurative language.


Listening and Speaking

CCR Anchor 2: Integrate and evaluate information presented in diverse media and formats, including visually, quantitatively, and orally.

Level C: Summarize a written text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally.

Introducing the Topic Ask the students if they have ever seen an infographic like this and where they may have seen it, and why it needs to be in that certain location.

Direct Instruction Cue students to look at the graphic and the questions and

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make interpretations.




Vocabulary Reading



CCRS level C-4th-5th grade


Thumbs up-Thumbs Down

Student Self-reflection Evidenced in oral responses.





intelligence)


(Considerations)




Soft Skills are defined as “Workforce readiness skills that are interpersonal

Leadership and ability to work on a team

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in nature, which include personal qualities, characteristics, and attitudes. And according to the National Association of Colleges and Employers (NACE) Job Outlook 2015 survey of 260 U.S. employers, soft skills are becoming the attributes that employers are looking for in candidates’ resumes.

Written communication skills

Problem-solving skills

Strong work ethic

Analytical/quantitative skills

Technical skills

Verbal communication skills

Initiative

Computer skills

Flexibility/adaptability

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How does this poster clearly explain what to do if you are in a relationship that is abusive?

What steps need to be taken to be safe?

Why are Valentine candies used in this infographic?

What do the large print sentences tell the reader?

Why would the phone number have the word “SAFE” contained within it?

37 | P a g e

Lesson Plan Topic





to employment

The US Court SystemRole of the Jury

Jury vs Trial Judge


o By the end of the lesson, the student will be able to: o Clearly state the reasons for the US Court

system and why it is established as part of our criminal justice system.

o Understand the importance of a juryo Understand the choice between a jury and a

judge trialActivating Prior Knowledge

Ask if any students have ever been called for jury duty and if so, what was that experience like.




Materials Needed Infographic provided


Reading


Level D: determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the impact of a specific word choice on meaning and tone.


Writing

CCR anchor 4: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose and audience.

38 | P a g e



Level D: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose and audience.

Direct Instruction Think aloud while reading




Vocabulary Reading


Role of the Jury article Lexile® Measure: 1400L - 1500L Mean Sentence Length: 34.00 Mean Log Word Frequency: 3.57 Word Count: 68

CCR level: E+-CCRS

Jury vs Trial Judge Lexile® Measure: 1000L - 1100L Mean Sentence Length: 19.80 Mean Log Word Frequency: 3.69 Word Count: 99

CCR level: Level D (6th-8th grade)


3-2-1 strategy


TOWER writing method

Student Self-reflection Demonstrated in disucssion





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intelligence)


(Considerations)




HiSET prep Question Provided

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The US Court System

What do the following words mean?

Assault

Constitution

Defamation

Defense

Evidence

Foreman

Judge

Juror

Jury

Legal System

Prosecution

Unanimous

Verdict

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Role of the Jury

Have you ever sat on a jury? What was it like?

Would you like to sit on a jury? Why or why not?

What type of case would you like to hear?

What type of case would you not be willing to hear?

Information

The jury fulfills a very important function in the legal system. You are entitled to be tried by a jury unless the alleged offence is a minor one or one that is being tried in the Special Criminal Court. However, a jury is not required in every legal case. There will be a jury in some civil cases such as defamation and assault cases. However, for the majority of civil cases such as personal injuries actions and family law cases, there is no jury - it is the judge who decides the outcome.

The jury consists of 12 members of the public who sit in a box to one side of the judge. One of the jurors is selected as a foreman of the jury by the members of the jury before the case starts. He or she acts as an informal chairperson and spokesperson for the jury.

The 12 jurors in a case are selected from a number of people who have been called to do their jury service on that day.

Section 23 of the Courts and Civil Law (Miscellaneous Provisions) Act 2013 amended the Juries Act 1976 so that the jury can consist of up to 15 members, if the case is expected to last more than 2 months.

The jurors are charged with the responsibility of deciding whether, on the facts of the case, a person is guilty or not guilty of the offense for which he or she has been charged.

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The jury must reach its verdict by considering only the evidence introduced in court and the directions of the judge. The jury does not interpret the law. It follows the directions of the judge as regards legal matters.

During all stages of the trial, jurors may take notes of proceedings. Jurors may also pass notes to the foreman or forewoman of the jury to ask the judge to explain certain aspects of the case.

The Verdict

At the conclusion of the trial, the jurors are given an issue paper, which states the issues that the jury must consider in reaching its verdict. When a jury consists of more than 12 members, only 12 are selected to consider the verdict.

A Court Garda or other official is required to keep the jury together until the verdict is reached. The jury is taken into the jury room and allowed no outside communication at all, with the exception of notes to the Court Registrar. They may keep a copy of the indictment, the exhibits and their notes.

Jurors may send out notes asking for the law to be further explained or for the judge to remind them of the details of the evidence. They will then be brought back into the court for the judge to give them such assistance as he/she can but there can be no new evidence at this stage.

In reaching its verdict in a criminal trial, the jury must be satisfied that the person is guilty beyond reasonable doubt. Beyond reasonable doubt means that if there are two reasons given in the case and both are possible explanations for what happened, taken together with the evidence presented, the jury should give the person the benefit of the doubt and decide on a verdict of not guilty.

If the case is a civil one, the jury must be satisfied with its verdict on the balance of probabilities.

It is not necessary that a jury be unanimous in its verdict. In a criminal case, a verdict need not be unanimous where there are not fewer than 11 jurors if 10 of them agree on a verdict after considering the case for a reasonable time (not less than two hours). In a civil trial, a verdict may be reached by a majority of 9 of the 12 members.

When the jury has reached its decision, it will return to the court and the verdict will be read out by the foreman.

The jury has no role in sentencing. This decision is left up to the judge following submissions made by both sides.

For more information about acting as a juror, read our document on jury service.

Rules

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Jurors must:

Decide the facts of the case only Take directions relating to law from the trial judge, whether or not they agree

with him/her Remain impartial and independent Remain uninfluenced by any person. It is an offence for any person who is not

a member of the jury to attempt to influence a juror in any way. If any person speaks to a juror about the case, the juror should inform the court or a member of the Gardai.

Keep statements made in the jury room confidential. Jurors should not discuss the case with any person other than members of the jury. It is contempt of court punishable by fine and/or imprisonment to repeat any statements made in the jury room.

http://www.citizensinformation.ie/en/justice/courtroom/jury.html

3-2-1 Strategy

Three you things you learned.

1.

2.

3.

Two facts that you did not know.

1.

2.

One question you still have.

1.

Jury vs. Judge Trial

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http://www.citizensinformation.ie/en/justice/courtroom/jury.html

If you have been involved in either criminal or civil litigation, there may have been a time when you were allowed to make a choice between a judge or jury trial. In civil litigation there are certain criteria that have to be met before you can make this choice.

Typically this is when you are not eligible for small claims court because the amount you are seeking is more than your state maximum. Each state’s maximum small claims courts allowable maximum is different and can range from $2,500 to $75,500.

Anything over that and you must file with the Superior Court where you can choose to have your case decided by either a judge or a jury. So, when given the choice, which is better, a jury or a judge deciding it?

Judge Trial

One of the best reasons to opt for the judge decided trial is because a judge is not biased and does not let his emotions determine the outcome of the case. All judges are previous attorneys and they understand that they can only look at the facts of the case so they make their determination based on that no matter what their personal feeling are. They may have a serious loathing for either the defendant or the plaintiff, depending on the type of case it is, but still must follow the letter of the law.

Also, because the judges do have a full understanding of the law, they understand fully the terms that are used to make a decision. In a criminal trial, they know what beyond a shadow of doubt means and how they should rule based on this. When it comes to a civil case, the trial is based on a preponderance of evidence which basically means which story is more likely and who made the best case and had the best evidence.

Trial by Jury

The reasons for having a jury try a case are the exact opposite of the judge trial but for very good reasons. An emotional jury can actually be good for one who has been severely wronged in a civil case or when the defendant wants to have them feel emotion for the crime. While jurors are always told not to get emotionally involved, they are still human and may use emotion when deliberating no matter what they are told. This can work in one’s favor and is one big reason why many take this option.

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While a jury is fully instructed in preponderance of evidence and beyond a reasonable doubt both terms can be taken many ways by the jurors. There is more room for interpretation and what one thinks is beyond a reasonable doubt another may not see it the same way. The same goes for a preponderance of evidence. You may think that the plaintiff had the best evidence and was in the right but another juror could feel just the opposite. This is why it can take a great deal of time for a jury to come back with a verdict.

It is never a good feeling to have to go to trial for any reason but if you find yourself in the middle of a criminal or civil case, think hard before deciding which type of trial you want to go with. Both a trial by jury and judge trial have their pros and cons. It is your decision to choose which option you want to go with but remember you have an attorney who can also help you to make this difficult decision.

http://www.lawstudentatlast.com/jury-vs-judge-trial

TOWER Method for Writing

Writing Strategy

T (topic)

O (outline)

W (write)

E (edit)

R (revise)

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http://www.lawstudentatlast.com/jury-vs-judge-trial

Essay

Based on the information from above, which trial would you choose if you were convicted of a crime? Would you want to appear only before a judge, or would you want to be judged by a jury of your peers? Cite 3-5 facts from above to support your choice. Be sure to state why it is that you would want to have this type of trial and give strong arguments from the passage to support your argument.

_________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

_________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

_________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

_________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

_________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

_________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

HiSET Prep Questions, Taken from Paxen, page 142: Lesson 2, Interpret the Constitution

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From the Bill of Rights of the U.S. Constitution

Amendment VI

In all criminal prosecutions, the accused shall enjoy the right to a speedy and public trial, by an impartial jury of the state and district wherein the crime shall have been committed, which district shall have been previously ascertained by law, and to be informed of the nature and cause of the accusation; to be confronted with the witnesses against him; to have compulsory process for obtaining witnesses in his favor, and to have the assistance of counsel for his defense.

Which of the following provides the best title for the content of Amendments VI?

A freedom of expression

B rights of the accused

C procedures for jury trials

D witnesses in criminal proceedings

HiSET Prep Questions, Taken from Paxen, page 142: Lesson 2, Interpret the Constitution


Amendment VI







Answer Key

HiSET Prep Questions

Taken from Paxen, page 142: Lesson 2, Interpret the Constitution

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Amendment VI







The correct answer is B.

The amendment deals with the rights of the accused. It states that the accused has the right to a speedy and public trial, to an impartial jury, to be confronted by the witnesses against him, and to have the assistance of counsel.

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Lesson Plan Topic





to employment

Brass: Fact or Opinion


o By the end of the lesson, the student will be able to: o Determine when statements are fact or

opinion.




Materials Needed Brass: Fact or Opinion (provided)


Reading

CCR Anchor 1: read closely to determine what the text says explicitly and to make logical inferences from it.

Level B: ask and answer such questions as who, what, where, when, why and how to demonstrate understand of key details in a text.

Introducing the Topic Relate the fact or opinion back to our short story, “The Brass Teapot”

Direct Instruction Explain what fact or opinion is




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Vocabulary Reading


CCRS level B (2nd-3rd grade)





intelligence)


(Considerations)




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Brass-Fact or Opinion

1. Brass is an alloy, which is a mixture of copper and zinc.

2. Copper is denoted as Cu on the Periodic Table of Elements.

3. Zinc is represented as Zn on the Periodic Table of Elements.

4. It is a shame that brass is not a true element and therefore cannot be represented on the Periodic Table of Elements.

5. Brass has a gold-like appearance, which is really pretty.

6. I don’t know why anyone likes brass; it is chintzy.

7. Brass is used in many musical instruments for its acoustical abilities.

8. A tuba, which is made of brass, is an annoying instrument.

9. Brass can melt at 900 to 940 °C or 1652 to 1724 °F, depending upon its composition.

10. Brass can crack when it is exposed to ammonia.

11. The Bible has many references to brass.

12. During the Renaissance, the 15th century, brass was used in many forms of art.

13. Using brass in art is classy.

14. St. Bartholomew’s Church in Liege, Belgium, has a 12th century baptismal font that depicts the baptism of Jesus.

15. The baptismal scene of Jesus is the most beautiful piece of art in St. Bartholomew’s Church.

Lesson Plan Topic

(Keeping in mind that my

Make A Guess about an Element on the Periodic Table

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program at Salem must serve the following most in need:




to employment


o By the end of the lesson, the student will be able to: o Understand the basics of the Periodic Table of

Elements




Materials Needed Make a Guess (provided)

Introducing the Topic Explain that all elements have a place on the Periodic Table

Direct Instruction Show the students the Periodic Table of Elements





intelligence)




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(Considerations) Have I used multiple means of student engagement?


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Make a Guess about Some Elements of the Periodic Table

1. What do you use helium for?

2. What are diamonds made from?

3. What gas do we need to breathe?

4. What is good in toothpaste that keeps our teeth free of cavities?

5. What makes chips salty?

6. What substance is found in breast implants?

7. What chemical is found in batteries?

8. What makes street signs in Las Vegas light up?

9. What is the chemical found in tinfoil?

10. What do you use in a swimming pool that has a distinctive smell to keep the water clean?

11. Bananas are healthy. Why?

12. Where do you find calcium?

13. People who lift weights say they are “pumping iron”. Why?

14. Nickels are made of what?

15. Agatha Christie wrote a book, “Arsenic and Old Lace”. What is arsenic?

16. What metal on the periodic table are utensils made of?

Make a Guess about Some Elements of the Periodic Table

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Answer Key

1. Helium-gas to fill up balloons

2. Carbon-what diamonds are made from

3. Oxygen-air to breathe

4. Flourine-found in toothpaste

5. Sodium-salty chips

6. Silicone-breast implants

7. Lithium-batteries

8. Neon-lights in signs

9. Aluminum- found in tin foil

10. Chlorine-used in swimming pools

11. Potassium-found in bananas

12. Calcium-found in milk

13. Iron-weights

14. Nickel- metal found in a nickel

15. Arsenic-poison

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Lesson Plan Topic





to employment

Words Made From Elements


o By the end of the lesson, the student will be able to: o See how the elements align on the Periodic

Tableo See how the elements are abbreviated




Materials Needed Clickable Periodic Table of the Elements

Found at: https://www.thoughtco.com/clickable-periodic-table-of-the-elements-3891282


Exit ticket: was this a helpful activity to begin to look at the Periodic Table of Elements?





intelligence)

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https://www.thoughtco.com/clickable-periodic-table-of-the-elements-3891282





(Considerations)




Digital Literacy, defined under WIOA (Workforce Innovation and Opportunity Act) states that “the skills associated with using technology to enable users to find, evaluate, organize, create, and communicate information.”

Clickable Periodic Table of the Elements


21st Century Learning


Clickable Periodic Table of the Elements



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WORDS MADE FROM ELEMENT SYMBOLS

SOME EXAMPLES OF WORDS

by Anne Marie Helmenstine, Ph.D.Updated March 07, 2017Taken from: https://www.thoughtco.com/words-made-using-periodic-element-symbols-607526

Chemical element symbols are one- and two-letter abbreviations for the element names. They are used to make the periodic table and chemical formulas easier to read. You can combine the symbols to make words. Here is a list of English words made from periodic table element symbols. There are thousands of words that can be written using these symbols, so experiment to see if you can write your name or fun messages that show your chemistry savvy.

AcAcIAs

AcNe

AcTiON

AgITaTiON

AgNOSTiC

AlCoHoLiC

AlIMoNY

Am

AmErICaN

AmISH

AmPUTaTiON

ArGeNTiNa

AsPIrIn

AtLaNTa

AtTeNTiON

AuTiSTiC

BaNaNa

BAlLiSTiC

BaPTiSm

BArF

Be

BeArS

BeErS

BErSErK

BODy

BONFIRe

BUNCH

BrUNCH

BUTaNe

CaN

CaNDY

CaNNIBAl

CHeErS

CHINa

ClOCK

CoOK

CoPErNiCuS

CuFFLiNKS

CuIrAsS

CuISiNe

CuP

CuTeNeSS

CYCLiC

CYClONe

CYNiCs

CYSTeINe

DYEs

DyNAmITe

DySFUNCTiONAl

FeTiSH

FIRe

FLaSH

FrAcTiOn

FrOLiC

FrY

GeNeSiS

HeINOUS

HeLiCoPtEr

HeReTic

HOOK

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HOOKErS

HoSe

HYMn

HYPErBOLiC

I

IRaN

IReLaNd

IrON

KNIFe

LaDy

LaOs

LuBrICaTiON

LuCIFEr

MoCK

MoCKEry

MoNaCo

MoNTaNa

MoRe

MoTiOn, MoTiON

NArC

NAtO

NeON

NePAl

NO

NON AlCoHoLiC

NUN

OF

OHIO

OsMoSiS

PaKISTaN

PAlEsTiNe

PIRaTe

PLaY

POISON

PoLiSH

PSYCHIC

SCaNdAl

ScOTCH

SePTic

SiCKNeSS

SiNGaPoRe

SiPHON

SNIPEr

SOCIOPaTh

SPAm

SPaN

TeAm

ThAt

TiCK

US

USe

UTaH

VAtICaN

VIRuS

VOICe

VOTe

WAr

WAtEr

WAtCH

WASH

WASP

WITh

YArN

YIKEs

YOU

YOUTh

YUCCa

YUCKY

YUPPIEs

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WORDS MADE FROM ELEMENT SYMBOLS

by Anne Marie Helmenstine, Ph.D.Updated March 07, 2017Taken from: https://www.thoughtco.com/words-made-using-periodic-element-symbols-607526

Chemical element symbols are one- and two-letter abbreviations for the element names. They are used to make the periodic table and chemical formulas easier to read. You can combine the symbols to make words.

There are thousands of words that can be written using these symbols. To get familiar with the Periodic Table of Elements, experiment to see if you can write your name or fun messages that show your chemistry savvy. You must look at the Periodic Table of Elements, which will be provided to you. Look only at the one and two letter abbreviations provided within the table.

Make 3-5 words using only the abbreviations.

Element name(s) for future reference





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Spell your name or your nickname.


Spell 3-5 words that describe you.

Element name for future reference





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Make a quick sketch of any of the words you made.


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Lesson Plan Topic





to employment


o By the end of the lesson, the student will be able to: o





Materials Needed Math Challenge (provided)


Math

Make sense of problems and persevere in solving them. (MP.1) Standards for Mathematical Practice

Introducing the Topic Discuss with students what it means to be on a budget and how many students maintain a budget.

Direct Instruction I do, we do, you do

Math Challenge Provided

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intelligence)


(Considerations)




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Math Challenge

In “The Brass Teapot”, John and Alice are struggling to make ends meet. From our reading, it can be assumed or inferred, that they do not live on a budget. John’s job is in jeopardy, and Alice has been demoted. Establish a budget for John and Alice and see if they can live on what they make rather than having to resort to the use of the brass teapot.

John’s monthly income: $783

Alice’s monthly income: $576

Mortgage: $632

Utilities: $141

Food, per week: $65

Allocation for large bills such as car insurance, homeowner’s insurance etc.: $50

College payment for their children: $329

What did you total?

Are they in the black (enough money to live) or the red (in need of the brass teapot)?

What might a better alternative be to using the brass teapot?

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Math Challenge

Answer Key

In “The Brass Teapot”, John and Alice are struggling to make ends meet. From our reading, it can be assumed or inferred, that they do not live on a budget. John’s job is in jeopardy, and Alice has been demoted. Establish a budget for John and Alice and see if they can live on what they make rather than having to resort to the use of the brass teapot.

John’s monthly income: $783

Alice’s monthly income: $576

Mortgage: $632

Utilities: $141

Food, per week: $65

Allocation for large bills such as car insurance, homeowner’s insurance etc.: $50

College payment for their children: $329

What did you total?

Total income: $1359

Total expenses: $1412

Are they in the black (enough money to live) or the red (in need of the brass teapot)?

Red by $53

What might a better alternative be to using the brass teapot? Answers will vary

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Documents

Web viewUsing the Problem-Analysis chart, ... because her mother had tripped and accidentally pushed her down the staircase while walking ... Use of Universal Design of