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,
Truman, Holocaust, genocide, Manhattan Project, atomic bomb
DCPS Science Department 10/13/09
Explanation of 5 Es Science Lesson Plan Template
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,
Reliability, Relevance, Probability, Reproduction, Scientific Reasoning
Materials Needed:
Thursday/Friday: BYOD
Homework:
Monday: behavior vocab
Tuesday: study guide
Thursday: Complete research
***Teacher should be able to identify where students are reading, writing, listening, and speaking within this lesson plan.
Van den Bosch 7th Grade Geography Quarter 3 Week 8
ALCOS Standards SS2010 (7) 8.0 Determine political, military, cultural, and economic forces that contribute to cooperation and conflict among people.
SS2010 (7) 7.1 Explaining human activities that resulted in the development of settlements at particular locations due to trade, political importance,
or natural resources.
CCRS Literacy Standards
CCSS.ELA-Literacy.RH.6-8.2 Determine the central ideas or information of a primary or secondary source; provide an accurate
summary of the source distinct from prior knowledge or opinions.
CCSS.ELA-Literacy.RH.6-8.7 Integrate visual information (e.g., in charts, graphs, photographs, videos, or maps) with other
information in print and digital texts.
Monday Tuesday Wednesday Thursday Friday
Objective
Identify causes and
effects of Venezuela’s
economic problems
Identify consequences
of dams in the Amazon
Describe the
geography of South
America
Describe
Colombia’s role in
the world-wide
drug trade
Describe
contemporary
issues in South
America
Essential
Question
Why is Venezuela’s
economy collapsing?
What will happen if the
Amazon River has
dams constructed?
How has the
physical geography
of South American
countries shaped
them?
How has Colombia
been impacted by
its illegal drug
trade?
Did socialism help
or hurt
Venezuela?
Essential
Vocabulary
Communism, planned
economy, socialism,
nationalize
Rainforest, biodiversity,
deforestation
Rainforest,
biodiversity,
deforestation
cartel planned economy,
socialism,
nationalize
Activities/
Assignments
If time (long
period):
Current Events
CNN News
and Discussion
(DI/GP)
Show What
You Know
(written
summary of
news)
(IP/AS)
Bellwork: Copy
planner for the week
Review/Reteaching
Friday’s Test and
Review Castro
article and model
text annotations
(DI)
Cuba/Castro video
(Jr. Scholastic
online)
(DI)
Venezuela’s
Economic Crisis
(digital video)
(DI)
Hungry for Relief:
Venezuela
(Junior Scholastic,
Sept 19, 2016 issue)
Read article;
Identify causes and
effects; Crossword
Key Terms
(GP)
Bellwork:
Mrs. Duke
presentation
Discovery Education
video: Overview of
South America
countries
(DI)
News Brief: “The
River is Everything”:
Amazon and
Hydroelectric Dams
(digital Junior
Scholastic, Oct 10
2016 issue)
Damming the
Amazon video clip
(Jr. Scholastic online)
(DI)
Amazon Rainforest
(ReadWorks.org)
Article and Questions
(GP, IP)
Bellwork:
Test
Practice/Map
DBQ question
Retesting/Make-
up Tests
(IP, AS)
All others:
Physical Map
(Junior
Scholastic, Jan
30, 2017 issue)
p. 30-31
and written
questions
(IP)
Bellwork:
Test
Practice/Data Lab
DBQ
Colombia Video
Clip (Discovery
Education)
(DI)
Colombia’s role
in the world-wide
Drug Trade
(Digital.Readwor
ks.org article)
Article and
Comprehension
Questions
(IP)
Bellwork:
Main idea:
Article of the
Week
Review Article
of the Week:
“Hungry for
Relief”
(DI, GP)
QUIZ: Article
of the Week
(Junior
Scholastic test
prep/skills sheet
(IP, AS)
Homework Finish article and
questions Article of the Week Article of the Week Review for Quiz
DI=Direct Instruction, GP=Guided Practice, IP=Independent Practice, CFU= Check for Understanding
CFA= Common Formative Assessment, AS=Assessment, OTDIH=On This Day in History, AOW=Article of the Week
= BYOD Activity/Computer Lab, SI=Set Induction, JW=Journal/Writing, DBQ= Document Based Questions
6th Grade U.S. History Weekly Lesson Plans
Janie Welborn February 6 - 10
COS: 6. Identify causes and consequences of WWII and reasons for entry of the U.S. into the war.
Locate on a map Allied countries and Axis Powers.
Locate on a map key engagements of WWII, including Pearl Harbor; the battles of
Normandy, Stalingrad, and Midway, and the Battle of the Bulge.
Identify key figures of WWII including FDR, Sir Winston Churchill, Harry S. Truman,
Joseph Stalin, Adolf Hitler, Benito Mussolini, Michinomiya Hirohito, and Hideki Tojo.
Describe the development and the decision to use the atomic bomb.
Describe human costs associated with WWII.
Explain the importance of the surrender of the Axis Powers ending WWII.
7. Identify changes on the American home front during WWII.
Recognize the retooling of factories from consumer to military production.
Identify new roles of women and African Americans in the workforce.
Describe increased demand on Birmingham steel industry and Port of Mobile factories.
Describe the experience of African-Americans and Japanese Americans in the U.S. during
WWII, including the Tuskegee Airmen and occupants of internment camps.
10. Analyze changing economic priorities and cycles of economic expansion and contraction
for their impact on society since WWII.
Identify policies and programs that had an economic impact on society since WWII.
CCRS:
1. Cite specific textual evidence to support analysis of primary and secondary sources.
3. Identify key steps in a text’s description of a process related to history/social studies (e.g., how a
bill becomes a law, how interest rates are raised or lowered).
4. Determine the meaning of words and phrases as they are used in text, including vocabulary
specific to domains related to history/social studies.
7. Integrate visual information (e.g., in charts, graphs, photographs, videos, or maps) with other
information in print and digital texts.
Essential Vocabulary: totalitarianism, Benito Mussolini, fascism, Adolf Hitler, Nazis, Joseph
Stalin, Axis Powers, appeasement, Winston Churchill, Allied Powers, Lend-Lease Act, Pearl
Harbor, War Production Board, A. Philip Randolph, Tuskegee Airmen, Benjamin O. Davis, zoot-
suit riots, internment, Battle of El Alamein, Dwight D. Eisenhower, Battle of Stalingrad, D-Day,
Douglas MacArthur, Bataan Death March, Chester Nimitz, Battle of the Coral Sea, Battle of
Midway, island hopping, Battle of Leyte Gulf, kamikaze, Battle of the Bulge, Harry S. Truman,
Holocaust, genocide, Manhattan Project, atomic bomb, execute, blitzkrieg, luftwaffe
Essential Question: How did events and Battles during WWII change American society and the
nation’s role in the world?
2/6/17
Materials: Discovery Ed video, smartboard, pencils, paper, GRA packet
Bell Ringer: Where did the British stop Erwin Rommel and the Africa Korps? P.338
Activity: Continue “War in Europe and Africa” View animated geography. WWII interactive
map activity. Demonstrate Black History powerpoint template.
Assessment: teacher observation
Homework: Study for map test.
2/7/17
Materials: map test, pencils, paper, computer lab
Bell Ringer: Give the complete date of D-Day.
Activity: map test; work on Black History powerpoint
Assessment: grade tests
Homework: Work on powerpoint
2/8/17
Materials: paper, pencils, power point story board
Bell Ringer: Copy and answer the geography skills questions p. 345
Activity: War in the Pacific. Video notes. Interactive map activity.
Assessment: teacher observation
Homework: Complete GRA p. 289 – 291
2/9/17
Materials: computer lab 120
Bell Ringer: None
Activity: Work on powerpoint
Assessment: teacher observation
Homework: None
2/10/17
Materials: smartboard, Discovery Ed video, paper, pencils, GRA
Bell Ringer: Gather and turn in bellringers 1/30 – 2/5
Activity: Why learn about the Holocaust powerpoint. View eyewitness testimony of Holocaust
survivors. #Neverforget
Assessment: student journal activity
Homework: None