Date: December 1, 2009
Teacher: Mr. Cavanaugh
Subject: 6th World History
Ancient Mesopotamia – Lesson 1: Geography of Mesopotamia
Standards:
. Describe and compare the characteristics of the ancient civilizations of Egypt, Mesopotamia and China and explain the importance of their contributions to later civilizations, to include:
• significance of river valleys
• early irrigation and its impact on agriculture
• forms of government (e.g., the theocracies in Egypt, dynasties in China)
• effect on world economies and trade
• key historical figures
religious traditions, cultural, and scientific contributions (e.g., writing systems, calendars, building of monuments such as the pyramids
What we will learn (objectives):
Students will explain the rise of early civilizations in the river valley
of the Tigris and Euphrates in Mesopotamia
What we will read or study (content):
Lesson 1 – Geography of Mesopotamia
Make Your Own Silt
How we will study it (process):
General education teacher will have students explore this chapter using different methods: such as vocabulary words, ACE+ practice, guided notes, webbing and group work.
As silt is one of the vocabulary words, gifted education teacher brought instructions for “making silt” demonstration. General education teacher provided the potting soil, and had students provide “Gallupian” soil, Gifted education teacher brought the small and medium sized baking dishes.
General education teacher demonstrated using the following directions:
Fill the small baking dish with a few handfuls of dirt. This represents the bottom of the river. Pour a small amount of water over the dirt. This represents the water of the river. Place the baking dish into the larger baking dish. The larger baking dish represents the dry, sandy soil of the desert. Pour water into the small baking dish until it overflows into the larger dish. Set in a sunny window. Allow the sun to evaporate the water in the large baking dish. Examine the larger dish after all the water has evaporated to see the silt that is left over.
How we will know we learned something (product):
Vocabulary cards
Silt demonstration
Who will score/grade what?:
General education teacher will score quiz
How will we differentiate content/process/product (if applicable):
Content: n/a
Process: Silt demonstration and discussion
Product: n/a
Homework:
Study for quiz
What will we do at our next meeting?
Discuss what type of activity for this week and next…possibly moving into the first week back from Christmas break.
Reflection:
General education teacher modified the above instructions by having local dirt in the bottom of the large baking dish, potting soil in the small baking dish, cutting the small baking dish down halfway, and using smaller amounts of water as the day progressed. The demonstration was used in all classes.
The water did not evaporate in time for the quiz, but as the chapter has 3 lessons, teacher and students will continue to check back. Possibly even grow something in the “silt.”
Retrieved and modified November 29, 2009 from: http://www.indianastandardsresources.org/files/soc/ss_7_1_1.pdf
Monday, December 7, 2009
Language Arts: Persuasion
Mr. West has been working on his Persuasive writing unit! To help bring this lesson to an end, both Mr. West and I are working on the following lesson:
Date: December 3, 2009
Teacher: Mr. West
Subject: 6th Language Arts
Persuasive Essay
Standards:
Create written arguments to persuade by:
• Establishing context
• Developing interest
• Developing a controlling idea that makes a clear and knowledgeable judgment
• Arranging details, reasons, and examples effectively
• Anticipating and addressing reader/listener concerns.
• Juxtaposing items for emphasis.
What we will learn (objectives):
Write a persuasive essay
What we will read or study (content):
Persuasive writing unit
How we will study it (process):
Ask the students “Raise your hand if you usually win an argument.” Have brief discussion.
On a piece of paper, students will draw a line with two arrows at either end, label one end “no” and the other end “yes”. Ask the students to make an X representing where they stand on a controversial statement. We will use either school uniforms or the new electronic device policy. If they agree, they draw an x on the "yes" end of the continuum; if they disagree, they draw an x on the "no" end; if they are undecided they draw an X somewhere in the middle.
Next, the teacher asks students to write down three reasons why they marked the x at the yes or no end.
Students then are directed to two corners of the room where they will share ideas and add to their list of supporting points. One corner is for those who marked an X on or near the "yes" on their continuum; the other is for those who marked the "no" end. Those who were somewhere in the middle of the continuum will visit both corners to hear two sides of the issue. Eventually, they must take a stand and record supporting points for their position.
Students will meet in their corners for 3 - 5 minutes to read from their lists of supporting points and strengthen their arguments.
When students finish writing their lists, they return to their seats. The teacher explains that a strong persuasive piece of writing will address opposing arguments. This is when students face off to refute each other. Two volunteers for the "yes" side line up facing two volunteers for the "no" side. A student offers a point in support of his position, while the opposing student in line refutes the point and then offers a supporting reason for his side. This goes back and forth for awhile and new volunteers can be invited to raise their hands and "face off" in front of the class.
Students will then return to their seats and write down the best three opposing arguments they heard.
Pass out Persuasive Writing worksheet to students – review/discuss (see below). Focus on the outline. Rubric is a separate page.
As a class, we will write a persuasive essay for/against the argument, using the worksheet as a guide. Also, keep reminding students about the “audience.” Students will work in small groups and complete each task, then we will come back together and use the “best” example as our class example. Ask the students what would be the “hook” including a thesis. Then we will move into the “body” of the essay with three arguments or reasons to support the position. The fourth should include an opposing viewpoint and rebuttal. This will be followed by a concluding paragraph.
Students will use the teacher made pre-write graphic organizer to gather their ideas. Students will write their rough draft. General education teacher will review the pre-AP Persuasive Rubric with the class. Students will self score, have a peer-score and then using the rubric as a guide, write their final draft.
Students are to turn in the pre-write, the rubric, rough draft and final draft.
How we will know we learned something (product):
Class Essay
Individual Essay
Who will score/grade what?:
To be determined
How will we differentiate content/process/product (if applicable):
Content: Add counter-argument to essay
Process: n/a
Product: 6 paragraoh persuasive essay
Extension:
Students can earn extra credit if they write an argument from the three class arguments.
Homework:
Rough draft, self and peer edit and final draft, as needed
What will we do at our next meeting?
Discuss with inclusion teacher how lesson went, and any changes they would recommend.
Retrieved and modified from:
http://www.lessonplanspage.com/LAKinestheticApproachPersuasiveWriting510.htm
http://ims.ode.state.oh.us/ODE/IMS/Lessons/Content/CEW_LP_S02_BC_L07_I03_01.pdf
http://www.wvpt4learning.org/lessons/pdf_svtc04/convinceme.pdf
http://wiki.elearning.ubc.ca/tela/UnderConstruction
http://www.orangeusd.k12.ca.us/yorba/persuasive_writing.htm
Persuasive Writing
In persuasive writing, a writer takes a position FOR or AGAINST an issue and writes to convince the reader to believe or do something.
Persuasive writing is often used in advertisements to get the reader to buy a product. It is also used in essays and other types of writing to get the reader to accept a point of view. In order to convince the reader you need more than opinion; you need facts or examples to back your opinion. So, be sure to do the research!
Persuasive writing follows a particular format. It has an introduction, a body where the argument is developed, and a conclusion. After writing an essay, like any other piece of writing, you should read, revise, conference and revise, before publishing the final product. Before starting, check the rubric to see how you will be evaluated, as well as, all the ingredients required to write the essay.
Introduction: back to top
The introduction has a "hook or grabber" to catch the reader's attention. Some "grabbers" include:
1. Opening with an unusual detail: (Manitoba, because of its cold climate, is not thought of as a great place to be a reptile. Actually, it has the largest seasonal congregation of garter snakes in the world!)
2. Opening with a strong statement: (Cigarettes are the number one cause of lighter sales in Canada!)
3. Opening with a Quotation: (Elbert Hubbard once said , "Truth is stronger than fiction.")
4. Opening with an Anecdote: An anecdote can provide an amusing and attention-getting opening if it is short and to the point.
5. Opening with a Statistic or Fact: Sometimes a statistic or fact will add emphasis or interest to your topic. It may be wise to include the item's authoritative source.
6. Opening with a Question. (Have you ever considered how many books we'd read if it were not for television?)
7. Opening with an Exaggeration or Outrageous Statement. (The whole world watched as the comet flew overhead.)________________________________________
The introduction should also include a thesis or focus statement.
There are three objectives of a thesis statement:
1. It tells the reader the specific topic of your essay.
2. It imposes manageable limits on that topic.
3. It suggests the organization of your paper.
Through the thesis, you should say to the reader:
"I've thought about this topic, I know what I believe about it, and I know how to organize it."
back to top
Example Introduction:
[GRABBER-OPENING WITH A STRONG STATEMENT] Of all the problems facing the environment today, the one that bothers me the most is global warming. Some scientists say that the earth is getting warmer because of the greenhouse effect. [THESIS STATEMENT] In this paper I will describe the greenhouse effect and whether the earth's atmosphere is actually getting warmer.
________________________________________
The Body: back to top
The writer then provides evidence to support the opinion offered in the thesis statement in the introduction. The body should consist of at least three paragraphs. Each paragraph is based on a solid reason to back your thesis statement. Since almost all issues have sound arguments on both sides of the question, a good persuasive writer tries to anticipate opposing viewpoints and provide counter-arguments along with the main points in the essay. One of the three paragraphs should be used to discuss opposing viewpoints and your counter-argument.
Elaboration: Use statistics or research, real-life experiences, or examples. back to top
• Generating hypothetical instance: Used particularly when creating an argument and you want the reader to see a different point of view. Use cues for the reader. (eg.: suppose that, what if...)
• Clarifying a position: Think about what needs to be explained and what can be assumed.
• Thinking through a process: Think through the procedure from start to finish. Most often the sentence will begin with a verb. Provide background information a reader may need. Illustrate whenever appropriate. Define special terms used. Use cues for the reader. (e.g..: first, second, next, then etc.)
• Drawing comparisons: Choose something similar to what is being explained. Use one of two patterns: Opposing or Alternating. End with a conclusion. Use cues for the reader.
• Making an analysis: You can analyze a problem by looking at the parts and therefore help the reader to understand.
• Drawing an analogy: Use an analogy to explain or elaborate and idea by identifying significant likenesses between two objects or ideas when otherwise they are quite different. This is helpful when the comparison is made to something that is familiar to the reader.
• Generating hypothetical instance: Used particularly when creating an argument and you want the reader to see a different point of view. Use cues for the reader. (e.g..: suppose that, what if...)
The Conclusion: back to top
A piece of persuasive writing usually ends by summarizing the most important details of the argument and stating once again what the reader is to believe or do.
1. Restate your thesis or focus statement.
2. Summarize the main points: The conclusion enables your reader to recall the main points of your position. In order to do this you can paraphrase the main points of your argument.
3. Write a personal comment or call for action. You can do this:
o With a Prediction: This can be used with a narrative or a cause and effect discussion. The conclusion may suggest or predict what the results may or may not be in the situation discussed or in similar situations.
o With a Question: Closing with a question lets your readers make their own predictions, draw their own conclusions.
o With Recommendations: A recommendations closing is one that stresses the actions or remedies that should be taken.
o With a Quotation: Since a quotation may summarize, predict, question, or call for action, you may use a quotation within a conclusion for nearly any kind of paper.
As a general guideline, when writing a persuasive essay:
• Have a firm opinion that you want your reader to accept.
• Begin with a grabber or hook to get the reader's attention.
• Offer evidence to support your opinion.
• Conclude with a restatement of what you want the reader to do or believe.
back to top
________________________________________
Persuasive Essay Outline
I. Introduction:
A. Get the readers attention by using a "hook."
B. Give some background information if necessary.
C. Thesis or focus statement.
II. First argument or reason to support your position:
A. Topic sentence explaining your point.
B. Elaboration to back your point.
III. Second argument or reason to support your position:
A. Topic sentence explaining your point.
B. Elaboration to back your point.
IV. Third argument or reason to support your position:
A. Topic sentence explaining your point.
B. Elaboration to back your point.
V. Opposing Viewpoint: (This is optional, however highly recommended, so that the reader will know you have considered another point of view and have a rebuttal to it.)
A. Opposing point to your argument.
B. Your rebuttal to the opposing point.
C. Elaboration to back your rebuttal.
VI. Conclusion:
A. Summary of main points or reasons
B. Restate thesis statement.
C. Personal comment or a call to action.
back to top
________________________________________
Transition Signals: back to top
Transitions are words and phrases that connect ideas and show how they are related.
________________________________________
Conferencing with a Peer
Ask someone to read your rough draft to see if they understand and can follow your argument. You may want to put your draft up on the Internet for other students to respond also. Ask them to consider the following questions. (copy them and paste them at the end of your essay.) Their answers should show you that your argument makes sense. back to top
What is the thesis statement?
How is the thesis explained?
What are the main points of the argument? (3)
1. 1.
2. 2.
3. 3.
How did the author back up each point?
1. 1.
2. 2.
3. 3.
What are the opposing point(s)?
What is the writer's solution?
back to top
________________________________________
Final Copy
Make the final content revisions as suggested by your peers and teacher. Check the mechanics and make those changes. Now you are ready to publish! Will it be published on the Internet, in a school magazine or newsletter, in a class newspaper or are you printing it out for the teacher to read? If you are publishing on the Internet be sure to include your email address so that you can get some responses.
back to top________________________________________
Date: December 3, 2009
Teacher: Mr. West
Subject: 6th Language Arts
Persuasive Essay
Standards:
Create written arguments to persuade by:
• Establishing context
• Developing interest
• Developing a controlling idea that makes a clear and knowledgeable judgment
• Arranging details, reasons, and examples effectively
• Anticipating and addressing reader/listener concerns.
• Juxtaposing items for emphasis.
What we will learn (objectives):
Write a persuasive essay
What we will read or study (content):
Persuasive writing unit
How we will study it (process):
Ask the students “Raise your hand if you usually win an argument.” Have brief discussion.
On a piece of paper, students will draw a line with two arrows at either end, label one end “no” and the other end “yes”. Ask the students to make an X representing where they stand on a controversial statement. We will use either school uniforms or the new electronic device policy. If they agree, they draw an x on the "yes" end of the continuum; if they disagree, they draw an x on the "no" end; if they are undecided they draw an X somewhere in the middle.
Next, the teacher asks students to write down three reasons why they marked the x at the yes or no end.
Students then are directed to two corners of the room where they will share ideas and add to their list of supporting points. One corner is for those who marked an X on or near the "yes" on their continuum; the other is for those who marked the "no" end. Those who were somewhere in the middle of the continuum will visit both corners to hear two sides of the issue. Eventually, they must take a stand and record supporting points for their position.
Students will meet in their corners for 3 - 5 minutes to read from their lists of supporting points and strengthen their arguments.
When students finish writing their lists, they return to their seats. The teacher explains that a strong persuasive piece of writing will address opposing arguments. This is when students face off to refute each other. Two volunteers for the "yes" side line up facing two volunteers for the "no" side. A student offers a point in support of his position, while the opposing student in line refutes the point and then offers a supporting reason for his side. This goes back and forth for awhile and new volunteers can be invited to raise their hands and "face off" in front of the class.
Students will then return to their seats and write down the best three opposing arguments they heard.
Pass out Persuasive Writing worksheet to students – review/discuss (see below). Focus on the outline. Rubric is a separate page.
As a class, we will write a persuasive essay for/against the argument, using the worksheet as a guide. Also, keep reminding students about the “audience.” Students will work in small groups and complete each task, then we will come back together and use the “best” example as our class example. Ask the students what would be the “hook” including a thesis. Then we will move into the “body” of the essay with three arguments or reasons to support the position. The fourth should include an opposing viewpoint and rebuttal. This will be followed by a concluding paragraph.
Students will use the teacher made pre-write graphic organizer to gather their ideas. Students will write their rough draft. General education teacher will review the pre-AP Persuasive Rubric with the class. Students will self score, have a peer-score and then using the rubric as a guide, write their final draft.
Students are to turn in the pre-write, the rubric, rough draft and final draft.
How we will know we learned something (product):
Class Essay
Individual Essay
Who will score/grade what?:
To be determined
How will we differentiate content/process/product (if applicable):
Content: Add counter-argument to essay
Process: n/a
Product: 6 paragraoh persuasive essay
Extension:
Students can earn extra credit if they write an argument from the three class arguments.
Homework:
Rough draft, self and peer edit and final draft, as needed
What will we do at our next meeting?
Discuss with inclusion teacher how lesson went, and any changes they would recommend.
Retrieved and modified from:
http://www.lessonplanspage.com/LAKinestheticApproachPersuasiveWriting510.htm
http://ims.ode.state.oh.us/ODE/IMS/Lessons/Content/CEW_LP_S02_BC_L07_I03_01.pdf
http://www.wvpt4learning.org/lessons/pdf_svtc04/convinceme.pdf
http://wiki.elearning.ubc.ca/tela/UnderConstruction
http://www.orangeusd.k12.ca.us/yorba/persuasive_writing.htm
Persuasive Writing
In persuasive writing, a writer takes a position FOR or AGAINST an issue and writes to convince the reader to believe or do something.
Persuasive writing is often used in advertisements to get the reader to buy a product. It is also used in essays and other types of writing to get the reader to accept a point of view. In order to convince the reader you need more than opinion; you need facts or examples to back your opinion. So, be sure to do the research!
Persuasive writing follows a particular format. It has an introduction, a body where the argument is developed, and a conclusion. After writing an essay, like any other piece of writing, you should read, revise, conference and revise, before publishing the final product. Before starting, check the rubric to see how you will be evaluated, as well as, all the ingredients required to write the essay.
Introduction: back to top
The introduction has a "hook or grabber" to catch the reader's attention. Some "grabbers" include:
1. Opening with an unusual detail: (Manitoba, because of its cold climate, is not thought of as a great place to be a reptile. Actually, it has the largest seasonal congregation of garter snakes in the world!)
2. Opening with a strong statement: (Cigarettes are the number one cause of lighter sales in Canada!)
3. Opening with a Quotation: (Elbert Hubbard once said , "Truth is stronger than fiction.")
4. Opening with an Anecdote: An anecdote can provide an amusing and attention-getting opening if it is short and to the point.
5. Opening with a Statistic or Fact: Sometimes a statistic or fact will add emphasis or interest to your topic. It may be wise to include the item's authoritative source.
6. Opening with a Question. (Have you ever considered how many books we'd read if it were not for television?)
7. Opening with an Exaggeration or Outrageous Statement. (The whole world watched as the comet flew overhead.)________________________________________
The introduction should also include a thesis or focus statement.
There are three objectives of a thesis statement:
1. It tells the reader the specific topic of your essay.
2. It imposes manageable limits on that topic.
3. It suggests the organization of your paper.
Through the thesis, you should say to the reader:
"I've thought about this topic, I know what I believe about it, and I know how to organize it."
back to top
Example Introduction:
[GRABBER-OPENING WITH A STRONG STATEMENT] Of all the problems facing the environment today, the one that bothers me the most is global warming. Some scientists say that the earth is getting warmer because of the greenhouse effect. [THESIS STATEMENT] In this paper I will describe the greenhouse effect and whether the earth's atmosphere is actually getting warmer.
________________________________________
The Body: back to top
The writer then provides evidence to support the opinion offered in the thesis statement in the introduction. The body should consist of at least three paragraphs. Each paragraph is based on a solid reason to back your thesis statement. Since almost all issues have sound arguments on both sides of the question, a good persuasive writer tries to anticipate opposing viewpoints and provide counter-arguments along with the main points in the essay. One of the three paragraphs should be used to discuss opposing viewpoints and your counter-argument.
Elaboration: Use statistics or research, real-life experiences, or examples. back to top
• Generating hypothetical instance: Used particularly when creating an argument and you want the reader to see a different point of view. Use cues for the reader. (eg.: suppose that, what if...)
• Clarifying a position: Think about what needs to be explained and what can be assumed.
• Thinking through a process: Think through the procedure from start to finish. Most often the sentence will begin with a verb. Provide background information a reader may need. Illustrate whenever appropriate. Define special terms used. Use cues for the reader. (e.g..: first, second, next, then etc.)
• Drawing comparisons: Choose something similar to what is being explained. Use one of two patterns: Opposing or Alternating. End with a conclusion. Use cues for the reader.
• Making an analysis: You can analyze a problem by looking at the parts and therefore help the reader to understand.
• Drawing an analogy: Use an analogy to explain or elaborate and idea by identifying significant likenesses between two objects or ideas when otherwise they are quite different. This is helpful when the comparison is made to something that is familiar to the reader.
• Generating hypothetical instance: Used particularly when creating an argument and you want the reader to see a different point of view. Use cues for the reader. (e.g..: suppose that, what if...)
The Conclusion: back to top
A piece of persuasive writing usually ends by summarizing the most important details of the argument and stating once again what the reader is to believe or do.
1. Restate your thesis or focus statement.
2. Summarize the main points: The conclusion enables your reader to recall the main points of your position. In order to do this you can paraphrase the main points of your argument.
3. Write a personal comment or call for action. You can do this:
o With a Prediction: This can be used with a narrative or a cause and effect discussion. The conclusion may suggest or predict what the results may or may not be in the situation discussed or in similar situations.
o With a Question: Closing with a question lets your readers make their own predictions, draw their own conclusions.
o With Recommendations: A recommendations closing is one that stresses the actions or remedies that should be taken.
o With a Quotation: Since a quotation may summarize, predict, question, or call for action, you may use a quotation within a conclusion for nearly any kind of paper.
As a general guideline, when writing a persuasive essay:
• Have a firm opinion that you want your reader to accept.
• Begin with a grabber or hook to get the reader's attention.
• Offer evidence to support your opinion.
• Conclude with a restatement of what you want the reader to do or believe.
back to top
________________________________________
Persuasive Essay Outline
I. Introduction:
A. Get the readers attention by using a "hook."
B. Give some background information if necessary.
C. Thesis or focus statement.
II. First argument or reason to support your position:
A. Topic sentence explaining your point.
B. Elaboration to back your point.
III. Second argument or reason to support your position:
A. Topic sentence explaining your point.
B. Elaboration to back your point.
IV. Third argument or reason to support your position:
A. Topic sentence explaining your point.
B. Elaboration to back your point.
V. Opposing Viewpoint: (This is optional, however highly recommended, so that the reader will know you have considered another point of view and have a rebuttal to it.)
A. Opposing point to your argument.
B. Your rebuttal to the opposing point.
C. Elaboration to back your rebuttal.
VI. Conclusion:
A. Summary of main points or reasons
B. Restate thesis statement.
C. Personal comment or a call to action.
back to top
________________________________________
Transition Signals: back to top
Transitions are words and phrases that connect ideas and show how they are related.
________________________________________
Conferencing with a Peer
Ask someone to read your rough draft to see if they understand and can follow your argument. You may want to put your draft up on the Internet for other students to respond also. Ask them to consider the following questions. (copy them and paste them at the end of your essay.) Their answers should show you that your argument makes sense. back to top
What is the thesis statement?
How is the thesis explained?
What are the main points of the argument? (3)
1. 1.
2. 2.
3. 3.
How did the author back up each point?
1. 1.
2. 2.
3. 3.
What are the opposing point(s)?
What is the writer's solution?
back to top
________________________________________
Final Copy
Make the final content revisions as suggested by your peers and teacher. Check the mechanics and make those changes. Now you are ready to publish! Will it be published on the Internet, in a school magazine or newsletter, in a class newspaper or are you printing it out for the teacher to read? If you are publishing on the Internet be sure to include your email address so that you can get some responses.
back to top________________________________________
Monday, November 16, 2009
Donors Choose
I thought you might be interested in my classroom project "Dictionaries And Thesauruses And Word Origins! Oh My!":
http://www.donorschoose.org/donors/proposal.html?id=333853&utm_source=internal&utm_medium=email&utm_content=project&utm_campaign=TellAFriend
This project will help all GATE grade levels at Chief Manuelito Middle School by providing appropriate level dictionaries and thesauruses. Any donation, no matter the size, is greatly appreciated and will help fund this project. Please feel free to share with others!
This and all other projects at DonorsChoose.org have been submitted by public school teachers who seek resources that will help their students learn.
Contributions are tax-deductible and donors hear back from the classroom they choose to support.
Hoping you'll join us to help bring a classroom project to life,
The DonorsChoose.org Team
**************************
DonorsChoose.org, 347 West 36th Street, Suite 503, New York, NY 10018.
http://www.donorschoose.org/donors/proposal.html?id=333853&utm_source=internal&utm_medium=email&utm_content=project&utm_campaign=TellAFriend
This project will help all GATE grade levels at Chief Manuelito Middle School by providing appropriate level dictionaries and thesauruses. Any donation, no matter the size, is greatly appreciated and will help fund this project. Please feel free to share with others!
This and all other projects at DonorsChoose.org have been submitted by public school teachers who seek resources that will help their students learn.
Contributions are tax-deductible and donors hear back from the classroom they choose to support.
Hoping you'll join us to help bring a classroom project to life,
The DonorsChoose.org Team
**************************
DonorsChoose.org, 347 West 36th Street, Suite 503, New York, NY 10018.
Friday, November 13, 2009
Scholastic Book Order
Our first book order came in! We have 9 new books in our classroom library.
The next order is due December 11th, and I anticipate the order coming in after Christmas break. Book orders are in Room 219 if you are interested.
The next order is due December 11th, and I anticipate the order coming in after Christmas break. Book orders are in Room 219 if you are interested.
End of October and most of November
The GATE department has been very busy at Chief Maneulito. Out of 40+ referrals, we evaluated almost 30 students. We are now very busy scoring the assessments for the district and hope to be back to a mostly regular schedule soon.
I will update you as we have completed the scoring.
Thanks!
I will update you as we have completed the scoring.
Thanks!
Friday, October 23, 2009
Social Studies: Chapter 2: The Earlist Human Societies
Name: Date: Class:
Chapter 2: The Earliest Human Societies
The year is 3011. You have been on an archeological dig on the Planet Earth, and have discovered different technologies (i.e. tools) that the hunter-gatherers used to create the agricultural revolution. You have also found different technologies used in what you think is the beginning of the 21st century, in what could possibly be called the digital revolution. You need to report these finds back to your home base.
In order to quickly send this information, your boss wants you to create a flip-book to compare the technologies from these two different societies and how they used these tools to explore the world and solve different problems.
You will need to have three “technologies” or tools from each.
Your flip-book must:
o Be at least 8.5” x 11” folded in half
o All information or opinions supported by facts
o Created with correct number of flaps cut into top
o Color is optional
Chapter 2: The Earliest Human Societies
The year is 3011. You have been on an archeological dig on the Planet Earth, and have discovered different technologies (i.e. tools) that the hunter-gatherers used to create the agricultural revolution. You have also found different technologies used in what you think is the beginning of the 21st century, in what could possibly be called the digital revolution. You need to report these finds back to your home base.
In order to quickly send this information, your boss wants you to create a flip-book to compare the technologies from these two different societies and how they used these tools to explore the world and solve different problems.
You will need to have three “technologies” or tools from each.
Your flip-book must:
o Be at least 8.5” x 11” folded in half
o All information or opinions supported by facts
o Created with correct number of flaps cut into top
o Color is optional
Language Arts: Chapters 3 - 12 question packet
Chapters 3 - 12 questions packet
Chapter III
1. What does Equality discover in this chapter?
How important is this discovery?
List 4–5 ways in which it would help society, and describe how each would make life easier or more enjoyable.
2.Outline some of the Council of Scholars’ beliefs, and Equality’s refutation of those beliefs.
Chapter IV
1. Discuss the appropriateness of Equality’s new name, “Unconquered.”
Chapter V
1. Equality understands that his invention will benefit mankind greatly; however, this was not his main motivation in conducting his experiments, and it is not the primary source of the great joy he experiences. Be prepared to discuss.
2. In your opinion, why is Equality so interested in seeing his own image at this point in the novel? What emotion is he feeling?
Chapter VI
1. The old locks and lack of guards in the Palace of Corrective Detention indicate that prisoners never tried to escape. Why not?
Chapter VII
1.List four of the Council’s reasons for rejecting Equality’s invention.
2.What are the real reasons behind the Council’s rejection and fear of the gift?
3.What does Equality mean, at the beginning of the chapter, when he says, “We are old now, but we were young this morning” (p. 68)?
Chapter VIII
1.What is Equality experiencing for the first time in this chapter, and what does he feel as a result?
2.Explain why Equality laughs when he remembers that he is “the Damned.”
3.What does the Uncharted Forest symbolize in Anthem?
Chapter IX
1.On pages 93–94, Liberty contrasts Equality to his fellow men. Paraphrase this passage.
2.In this chapter, Equality questions the morality of his former society. Contrast what he was previously taught about solitude, good, evil, and joy to what he now believes.
Chapter X
1.Describe the house and its contents in your own words, and explain why Liberty and Equality find it so strange and unique.
Chapter XI
1.What great discovery does Equality make in this chapter?
2.Explain the following quotes in your own words, and discuss how they can be applied to your life:
1. “Whatever road I take, the guiding star is within me.”
2. “For the word “We” must never be spoken, save by one’s choice and as a second thought.”
3.What does Equality now realize is the proper goal and purpose of his life?
4.In what ways is “I” like a God?
5.Re-read the incident with the Saint of the pyre (pg. 50). What was he trying to communicate to Equality?
Chapter XII
1.Why do the main characters take the names Prometheus and Gaea? Why weren’t they allowed to choose their names in their old society?
2.What does Prometheus plan to do in the future?
3.Prometheus reaches the important realization that, “To be free, a man must be free of his brothers” (118). Cite several examples from Anthem that illustrate the truth of this statement.
Chapter III
1. What does Equality discover in this chapter?
How important is this discovery?
List 4–5 ways in which it would help society, and describe how each would make life easier or more enjoyable.
2.Outline some of the Council of Scholars’ beliefs, and Equality’s refutation of those beliefs.
Chapter IV
1. Discuss the appropriateness of Equality’s new name, “Unconquered.”
Chapter V
1. Equality understands that his invention will benefit mankind greatly; however, this was not his main motivation in conducting his experiments, and it is not the primary source of the great joy he experiences. Be prepared to discuss.
2. In your opinion, why is Equality so interested in seeing his own image at this point in the novel? What emotion is he feeling?
Chapter VI
1. The old locks and lack of guards in the Palace of Corrective Detention indicate that prisoners never tried to escape. Why not?
Chapter VII
1.List four of the Council’s reasons for rejecting Equality’s invention.
2.What are the real reasons behind the Council’s rejection and fear of the gift?
3.What does Equality mean, at the beginning of the chapter, when he says, “We are old now, but we were young this morning” (p. 68)?
Chapter VIII
1.What is Equality experiencing for the first time in this chapter, and what does he feel as a result?
2.Explain why Equality laughs when he remembers that he is “the Damned.”
3.What does the Uncharted Forest symbolize in Anthem?
Chapter IX
1.On pages 93–94, Liberty contrasts Equality to his fellow men. Paraphrase this passage.
2.In this chapter, Equality questions the morality of his former society. Contrast what he was previously taught about solitude, good, evil, and joy to what he now believes.
Chapter X
1.Describe the house and its contents in your own words, and explain why Liberty and Equality find it so strange and unique.
Chapter XI
1.What great discovery does Equality make in this chapter?
2.Explain the following quotes in your own words, and discuss how they can be applied to your life:
1. “Whatever road I take, the guiding star is within me.”
2. “For the word “We” must never be spoken, save by one’s choice and as a second thought.”
3.What does Equality now realize is the proper goal and purpose of his life?
4.In what ways is “I” like a God?
5.Re-read the incident with the Saint of the pyre (pg. 50). What was he trying to communicate to Equality?
Chapter XII
1.Why do the main characters take the names Prometheus and Gaea? Why weren’t they allowed to choose their names in their old society?
2.What does Prometheus plan to do in the future?
3.Prometheus reaches the important realization that, “To be free, a man must be free of his brothers” (118). Cite several examples from Anthem that illustrate the truth of this statement.
Language Arts: Anthem Chapter 2 questions
Anthem, Chapter 2 questions
1. Re-read the account of Liberty 5-300 on page 38. Which character traits are revealed in this brief description? Use the Character Webbing on the back to answer.
2. Find several examples of the ways in which this society tries to obliterate each individual’s mind (and self!) by quashing personal choices, desires and values. Include the page number for examples cited.
3. Using a Venn Diagram, contrast Equality 7-2521 with the rest of the men living in this society (pg.46).
4. Of the whole range of feelings possible to man (joy, excitement, anger, embarrassment, etc.) why is fear the prevalent emotion in this society?
5. Start a personal glossary in which you explain the following terms:
the Unmentionable Times, the Uncharted Forest, the Evil Ones, the Great Rebirth.
6. What word is Equality struggling to recapture on page 49? In your opinion, why is mentioning this word the only crime punishable by death in this society? How does this word contradict the ideals of this society? What could its rediscovery possibly lead to?
1. Re-read the account of Liberty 5-300 on page 38. Which character traits are revealed in this brief description? Use the Character Webbing on the back to answer.
2. Find several examples of the ways in which this society tries to obliterate each individual’s mind (and self!) by quashing personal choices, desires and values. Include the page number for examples cited.
3. Using a Venn Diagram, contrast Equality 7-2521 with the rest of the men living in this society (pg.46).
4. Of the whole range of feelings possible to man (joy, excitement, anger, embarrassment, etc.) why is fear the prevalent emotion in this society?
5. Start a personal glossary in which you explain the following terms:
the Unmentionable Times, the Uncharted Forest, the Evil Ones, the Great Rebirth.
6. What word is Equality struggling to recapture on page 49? In your opinion, why is mentioning this word the only crime punishable by death in this society? How does this word contradict the ideals of this society? What could its rediscovery possibly lead to?
Tuesday, September 22, 2009
Language Arts: Anthem Chapter 1 questions
Anthem, Chapter 1 questions
1. Using a web, describe the society in which Anthem is set. Some areas to consider are the political structure, degree of technology, social relationship, quality of life and education.
2. Would you want to live in this society? Explain why or why not.
3. In this chapter, Equality states that it is very unusual for men to reach the age of 45. Offer several possible explanations as to why life expectancy is so short in his society.
4. Clearly, Ayn Rand intended Equality to stand out from his “brothers.” Explain how she accomplishes this by contrasting Equality’s physical qualities and character traits to those of his fellow men through a Venn Diagram.
5. Why does the Council of Vocations assign Equality 7-2521 the job of street sweeper? Is it due to error, incompetence, or a more sinister motivation? Explain.
6. When does this novel take place—in the past, the present, or the future? How do you know?
7. How would your teachers react if you had Equality’s “curse”? Why do Equality’s teachers disapprove of his quick mind?
8. At this point in the novel, does Equality accept the moral teachings of his society? If so, why doesn’t he feel shame or remorse when he knows that he’s committing a crime? Find textual evidence to support your answer.
9. Would you want to be friends with someone like Equality 7-2521? Write a letter to him explaining your reasons why or why not?
1. Using a web, describe the society in which Anthem is set. Some areas to consider are the political structure, degree of technology, social relationship, quality of life and education.
2. Would you want to live in this society? Explain why or why not.
3. In this chapter, Equality states that it is very unusual for men to reach the age of 45. Offer several possible explanations as to why life expectancy is so short in his society.
4. Clearly, Ayn Rand intended Equality to stand out from his “brothers.” Explain how she accomplishes this by contrasting Equality’s physical qualities and character traits to those of his fellow men through a Venn Diagram.
5. Why does the Council of Vocations assign Equality 7-2521 the job of street sweeper? Is it due to error, incompetence, or a more sinister motivation? Explain.
6. When does this novel take place—in the past, the present, or the future? How do you know?
7. How would your teachers react if you had Equality’s “curse”? Why do Equality’s teachers disapprove of his quick mind?
8. At this point in the novel, does Equality accept the moral teachings of his society? If so, why doesn’t he feel shame or remorse when he knows that he’s committing a crime? Find textual evidence to support your answer.
9. Would you want to be friends with someone like Equality 7-2521? Write a letter to him explaining your reasons why or why not?
Language Arts: Anthem by Ayn Rand
Date: September 7, 2009
Teacher: Mr. West
Subject: 6th Language Arts
Anthem
Standards:
Increase fluency, comprehension and insight through meaningful and comprehensive reading instruction.
What we will learn (objectives):
Develop analytical and interpretive skills in literature
To explore new vocabulary words
What we will read or study (content):
Anthem by Ayn Rand
How we will study it (process):
General education teacher will give introduction to the story and using different literary elements (such as metaphor and simile, characterization), students will read the book in class. Students will also be assigned a book and be called by that number, instead of their name for the duration of the novel.
For each chapter: General education teacher will lead students through the reading. Gifted education teacher will monitor and coach, as needed. At the beginning of each chapter, students will receive a list of questions to complete by the end of the chapter. At the end of each chapter, the gifted ed teacher will allow the students 1 – 2 days to complete the chapter activities, as well as lead the chapter discussion. Students will also need to complete a vocab web for each chapter.
See below for Chapters 1 and 2. Additional Chapter questions will be posted.
How we will know we learned something (product):
Chapter questions
Culminating Product
End of novel quiz
Who will score/grade what?:
To be determined
How will we differentiate content/process/product (if applicable):
Content: Anthem
Process: Read in class, complete chapter packets
Product: Culminating product to be determined. Will be posted as class completes the novel.
Homework:
To be determined
What will we do at our next meeting?
Discuss best way to complete the next novel. What worked well, what could be impr
Teacher: Mr. West
Subject: 6th Language Arts
Anthem
Standards:
Increase fluency, comprehension and insight through meaningful and comprehensive reading instruction.
What we will learn (objectives):
Develop analytical and interpretive skills in literature
To explore new vocabulary words
What we will read or study (content):
Anthem by Ayn Rand
How we will study it (process):
General education teacher will give introduction to the story and using different literary elements (such as metaphor and simile, characterization), students will read the book in class. Students will also be assigned a book and be called by that number, instead of their name for the duration of the novel.
For each chapter: General education teacher will lead students through the reading. Gifted education teacher will monitor and coach, as needed. At the beginning of each chapter, students will receive a list of questions to complete by the end of the chapter. At the end of each chapter, the gifted ed teacher will allow the students 1 – 2 days to complete the chapter activities, as well as lead the chapter discussion. Students will also need to complete a vocab web for each chapter.
See below for Chapters 1 and 2. Additional Chapter questions will be posted.
How we will know we learned something (product):
Chapter questions
Culminating Product
End of novel quiz
Who will score/grade what?:
To be determined
How will we differentiate content/process/product (if applicable):
Content: Anthem
Process: Read in class, complete chapter packets
Product: Culminating product to be determined. Will be posted as class completes the novel.
Homework:
To be determined
What will we do at our next meeting?
Discuss best way to complete the next novel. What worked well, what could be impr
Social Studies: Mapmaker,Mapmaker, Make Me a Map!
Date: September 11, 2009
Teacher: Mr. Cavanaugh
Subject: 6th Social Studies
Maps: Mapmaker, Mapmaker, Make Me a Map!
Standards:
Draw complex and accurate maps from memory and interpret them to answer questions about the location of physical features.
What we will learn (objectives):
1. Write a journal entry defining what a map is, what different maps show, and how they do so; discuss the aspects of life affected by or relying on maps.
2. Read and discuss "Envy, Conquest, Revenge: It’s All in the Maps."
3. Work in small groups to analyze the historic, political, geographic, and social information provided in maps from the 16th to early 19th centuries.
4. Create their own maps of an area decided upon by the individual students.
What we will read or study (content):
"Envy, Conquest, Revenge: It’s All in the Maps." from: http://www.nytimes.com/learning/teachers/featured_articles/19990115friday.html
a variety of books containing easily-read color copies of maps from the 16th through 19th centuries OR maps obtained from the Discovery and Exploration section of The Library of Congress American Memory Project’s exhibition "Map Collections: 1597-1988" (http://memory.loc.gov/ammem/gmdhtml/gmdhome.html)
How we will study it (process):
The gifted ed teacher will have the students complete the Do-Now: In their journals, students will respond to the following questions (written on the board prior to class): What is a map?
What do different maps show, and how do they do so?
Students will then share their answers, and the gifted ed teacher will jot down responses on the board. Then, discuss the aspects of life affected by or relying on maps (e.g., economics, politics, travel, and communication).
As a class, students will read and discuss "Envy, Conquest, Revenge: It’s All in the Maps." Use the following questions as a discussion guide. Both gifted ed and general ed teachers will monitor and facilitate discussion, as necessary. Students will receive a copy as well to jot their answers down:
a. According to the first two paragraphs of the article, what types of things can be illustrated through maps, and why are these things important as a way to follow historical changes?
b. What types of maps can be found in the new map exhibit at the New York Public Library? How are these maps similar to each other?
c. What technical changes in how maps are made are detailed in the article, and what is their relevance to how maps are read and understood?
d. What historical information is found in the maps in this exhibit?
e. What topographical changes can be traced through comparing various maps?
f. How do maps demonstrate the view of the world and what countries or regions are significant in the world at different points in time?
g. What political changes can be traced through the maps in this exhibit?
h. How does the journalist feel about this exhibit, and how do you know through her description of the map exhibit?
Divide students into several small groups of three to four members each. Give each group a map from the late 16th to early 19th centuries. If possible, maps should be in full color from books found in your classroom or the school library. Maps can also be printed from The Library of Congress American Memory Project’s exhibition titled "Map Collections: 1597-1988" (http://memory.loc.gov/ammem/gmdhtml/gmdhome.html), particularly from the Discovery and Exploration section. Both gifted ed and general ed will monitor.
Students in each group carefully look at the map that they have been assigned, and the group answers the following questions about their map on a piece of paper. (Students should have access to global and United States history textbooks and other resources.)
--What is the title of your map, and what does it tell you about the map?
--When was this map made? What significant historical events were happening around this time in the countries on which the map focuses?
--What symbols are found on this map, and what do they mean?
--What other information, as discussed in the article, are found on this map? (latitude, longitude, compass roses, rhumb lines, boundaries, demarcations showing expedition routes, use of color)
--What does this map tell you about the perception of the world at the time in which this map was created?
If time allows, students will be able to look at the other groups maps and answers. Both gifted ed and general ed teachers will be monitoring and answering questions.
As final check-in, have students discuss what should be included in their maps.
Students will then complete a map of the east side of the school. The general education teacher will take the students on a data walk to take notes, and students will have 2 days in class to complete the map, with the due date the following class period. Gifted ed teacher will help monitor and coach, as needed.
Vocabulary:
empires, comprehensible, nautical, territories, surveyed, dominant, wresting, relinquishing, cartographers, portolan, vellum, projection, alluded, scope, geometric, antiquarian, elasticity, topography, deltas, tributary, skirmishes, retaliate, metamorphosis, succinct, shoals
How we will know we learned something (product):
"Envy, Conquest, Revenge: It’s All in the Maps" Discussion Questions
Group Map Activity: maps could be color-copied and displayed, along with the groups’ responses, on a bulletin board or other area of the classroom.
Individual Maps
Who will score/grade what?:
to be determined
How will we differentiate content/process/product (if applicable):
Content: New York Times article: "Envy, Conquest, Revenge: It’s All in the Maps"
Process: class discussion of article, as well as Group Map activity
Product: Individual Map
Possible Extension:
Each student will create a map of anything that he/she wishes. The only parameters that students must follow is that the map must include symbols and a key. Encourage students to use color in their maps. If time allows, students can brainstorm different maps that they could create. In a future class, ask students to compare their maps to find similarities and differences in the ways the maps were drawn, the areas that students chose to map, and symbols used.
Further Questions for Discussion:
--What are the different elements one could find on a map?
--What different kinds of maps exist, how are they used differently, and who uses them?
--What important historical information could a map provide?
--What can a map indicate about the perception of the world at the time in which the map was created?
--In what ways do maps affect our daily lives?
--In what ways have maps changed over the course of time?
--How can a map be viewed as a piece of art?
--What mathematical knowledge is necessary in understanding how to read a map?
Homework:
Complete map project if not completed in class
What will we do at our next meeting?
Discuss how lesson went and the next chapter in the book.
Retrieved and modified September 2, 2009 from: http://www.nytimes.com/learning/teachers/lessons/19990115friday.html?searchpv=learning_lessons
Name:
Date:
Class:
"Envy, Conquest, Revenge: It’s All in the Maps" Discussion Questions
As we read the article, jot down your answers for a class discussion.
1. According to the first two paragraphs of the article, what types of things can be illustrated through maps, and why are these things important as a way to follow historical changes?
2. What types of maps can be found in the new map exhibit at the New York Public Library? How are these maps similar to each other?
3. What technical changes in how maps are made are detailed in the article, and what is their relevance to how maps are read and understood?
4. What historical information is found in the maps in this exhibit?
5. What topographical changes can be traced through comparing various maps?
6. How do maps demonstrate the view of the world and what countries or regions are significant in the world at different points in time?
7. What political changes can be traced through the maps in this exhibit?
8. How does the journalist feel about this exhibit, and how do you know through her description of the map exhibit?
Name:
Date:
Class:
Name:
Name:
Name:
Name:
Group Map Activity
Your team has been assigned a map. After studying your assigned map carefully, answer the questions. You may use other resources, such as the textbook and atlas, in the room to help you.
1. What is the title of your map, and what does it tell you about the map?
2. When was this map made? What significant historical events were happening around this time in the countries on which the map focuses?
3. What symbols are found on this map, and what do they mean?
4. What other information, as discussed in the article, are found on this map? (latitude, longitude, compass roses, rhumb lines, boundaries, demarcations showing expedition routes, use of color)
5. What does this map tell you about the perception of the world at the time in which this map was created?
If time allows, you will have an opportunity to look at the other groups maps and answers.
Teacher: Mr. Cavanaugh
Subject: 6th Social Studies
Maps: Mapmaker, Mapmaker, Make Me a Map!
Standards:
Draw complex and accurate maps from memory and interpret them to answer questions about the location of physical features.
What we will learn (objectives):
1. Write a journal entry defining what a map is, what different maps show, and how they do so; discuss the aspects of life affected by or relying on maps.
2. Read and discuss "Envy, Conquest, Revenge: It’s All in the Maps."
3. Work in small groups to analyze the historic, political, geographic, and social information provided in maps from the 16th to early 19th centuries.
4. Create their own maps of an area decided upon by the individual students.
What we will read or study (content):
"Envy, Conquest, Revenge: It’s All in the Maps." from: http://www.nytimes.com/learning/teachers/featured_articles/19990115friday.html
a variety of books containing easily-read color copies of maps from the 16th through 19th centuries OR maps obtained from the Discovery and Exploration section of The Library of Congress American Memory Project’s exhibition "Map Collections: 1597-1988" (http://memory.loc.gov/ammem/gmdhtml/gmdhome.html)
How we will study it (process):
The gifted ed teacher will have the students complete the Do-Now: In their journals, students will respond to the following questions (written on the board prior to class): What is a map?
What do different maps show, and how do they do so?
Students will then share their answers, and the gifted ed teacher will jot down responses on the board. Then, discuss the aspects of life affected by or relying on maps (e.g., economics, politics, travel, and communication).
As a class, students will read and discuss "Envy, Conquest, Revenge: It’s All in the Maps." Use the following questions as a discussion guide. Both gifted ed and general ed teachers will monitor and facilitate discussion, as necessary. Students will receive a copy as well to jot their answers down:
a. According to the first two paragraphs of the article, what types of things can be illustrated through maps, and why are these things important as a way to follow historical changes?
b. What types of maps can be found in the new map exhibit at the New York Public Library? How are these maps similar to each other?
c. What technical changes in how maps are made are detailed in the article, and what is their relevance to how maps are read and understood?
d. What historical information is found in the maps in this exhibit?
e. What topographical changes can be traced through comparing various maps?
f. How do maps demonstrate the view of the world and what countries or regions are significant in the world at different points in time?
g. What political changes can be traced through the maps in this exhibit?
h. How does the journalist feel about this exhibit, and how do you know through her description of the map exhibit?
Divide students into several small groups of three to four members each. Give each group a map from the late 16th to early 19th centuries. If possible, maps should be in full color from books found in your classroom or the school library. Maps can also be printed from The Library of Congress American Memory Project’s exhibition titled "Map Collections: 1597-1988" (http://memory.loc.gov/ammem/gmdhtml/gmdhome.html), particularly from the Discovery and Exploration section. Both gifted ed and general ed will monitor.
Students in each group carefully look at the map that they have been assigned, and the group answers the following questions about their map on a piece of paper. (Students should have access to global and United States history textbooks and other resources.)
--What is the title of your map, and what does it tell you about the map?
--When was this map made? What significant historical events were happening around this time in the countries on which the map focuses?
--What symbols are found on this map, and what do they mean?
--What other information, as discussed in the article, are found on this map? (latitude, longitude, compass roses, rhumb lines, boundaries, demarcations showing expedition routes, use of color)
--What does this map tell you about the perception of the world at the time in which this map was created?
If time allows, students will be able to look at the other groups maps and answers. Both gifted ed and general ed teachers will be monitoring and answering questions.
As final check-in, have students discuss what should be included in their maps.
Students will then complete a map of the east side of the school. The general education teacher will take the students on a data walk to take notes, and students will have 2 days in class to complete the map, with the due date the following class period. Gifted ed teacher will help monitor and coach, as needed.
Vocabulary:
empires, comprehensible, nautical, territories, surveyed, dominant, wresting, relinquishing, cartographers, portolan, vellum, projection, alluded, scope, geometric, antiquarian, elasticity, topography, deltas, tributary, skirmishes, retaliate, metamorphosis, succinct, shoals
How we will know we learned something (product):
"Envy, Conquest, Revenge: It’s All in the Maps" Discussion Questions
Group Map Activity: maps could be color-copied and displayed, along with the groups’ responses, on a bulletin board or other area of the classroom.
Individual Maps
Who will score/grade what?:
to be determined
How will we differentiate content/process/product (if applicable):
Content: New York Times article: "Envy, Conquest, Revenge: It’s All in the Maps"
Process: class discussion of article, as well as Group Map activity
Product: Individual Map
Possible Extension:
Each student will create a map of anything that he/she wishes. The only parameters that students must follow is that the map must include symbols and a key. Encourage students to use color in their maps. If time allows, students can brainstorm different maps that they could create. In a future class, ask students to compare their maps to find similarities and differences in the ways the maps were drawn, the areas that students chose to map, and symbols used.
Further Questions for Discussion:
--What are the different elements one could find on a map?
--What different kinds of maps exist, how are they used differently, and who uses them?
--What important historical information could a map provide?
--What can a map indicate about the perception of the world at the time in which the map was created?
--In what ways do maps affect our daily lives?
--In what ways have maps changed over the course of time?
--How can a map be viewed as a piece of art?
--What mathematical knowledge is necessary in understanding how to read a map?
Homework:
Complete map project if not completed in class
What will we do at our next meeting?
Discuss how lesson went and the next chapter in the book.
Retrieved and modified September 2, 2009 from: http://www.nytimes.com/learning/teachers/lessons/19990115friday.html?searchpv=learning_lessons
Name:
Date:
Class:
"Envy, Conquest, Revenge: It’s All in the Maps" Discussion Questions
As we read the article, jot down your answers for a class discussion.
1. According to the first two paragraphs of the article, what types of things can be illustrated through maps, and why are these things important as a way to follow historical changes?
2. What types of maps can be found in the new map exhibit at the New York Public Library? How are these maps similar to each other?
3. What technical changes in how maps are made are detailed in the article, and what is their relevance to how maps are read and understood?
4. What historical information is found in the maps in this exhibit?
5. What topographical changes can be traced through comparing various maps?
6. How do maps demonstrate the view of the world and what countries or regions are significant in the world at different points in time?
7. What political changes can be traced through the maps in this exhibit?
8. How does the journalist feel about this exhibit, and how do you know through her description of the map exhibit?
Name:
Date:
Class:
Name:
Name:
Name:
Name:
Group Map Activity
Your team has been assigned a map. After studying your assigned map carefully, answer the questions. You may use other resources, such as the textbook and atlas, in the room to help you.
1. What is the title of your map, and what does it tell you about the map?
2. When was this map made? What significant historical events were happening around this time in the countries on which the map focuses?
3. What symbols are found on this map, and what do they mean?
4. What other information, as discussed in the article, are found on this map? (latitude, longitude, compass roses, rhumb lines, boundaries, demarcations showing expedition routes, use of color)
5. What does this map tell you about the perception of the world at the time in which this map was created?
If time allows, you will have an opportunity to look at the other groups maps and answers.
Language Arts: Metaphors and Similes
Date: September 10, 2009
Teacher: Mr. West
Subject: 6th Language Arts
Metaphors and Similes
Standards:
Identify and interpret figurative language in an oral selection.
Discuss and analyze the effects on texts of literary devices, such as figurative language, dialogue and flashbacks
Use of figurative language
What we will learn (objectives):
Metaphors and similes are two forms of figurative language that writers use to describe and compare people or things. Students will recognize and distinguish between the two forms and will begin to use them to enhance their own writing.
How we will study it (process):
Day 1:
Journal: What does "Proud as a Peacock" mean?
The gifted ed teacher will tell the students that they will be learning about two tools writers use to make their meaning clear. The two are metaphor and simile. We will start with simile.
The gifted ed teacher will write the definition of simile on the board and students will copy into their notebook.
Simile: A figure of speech in which things are compared using the words "like" or "as", a comparison between two unlike things that have something in common. Tell students that similes usually have the word like and as found in the sentence that compares two things.
Share several examples: The surface of the water looked as smooth as glass; The bird was like a plane flying up in the air; He ran as fast as a cheetah; As hungry as a bear. Ask students for other examples and write on the board. Have students copy examples in their notebook under the definition. Read the Poem Predictable by Bruce Lansky. Ask students to list the similes.
As practice, have students complete "Ugly as a Mud Fence" worksheet. Do the first one or two together as a class. Answer any questions as needed. Both gifted ed and general teacher will be monitoring and assisting as needed. Come back together as a class and review answers. Have students complete "Sharp as a Lark" for homework.
Day 2:
Journal: Create similes that compare the following:
traffic cop and tea kettle
miner and gopher
airline pilot and an elevator
lion tame and musician
Collect homework. Ask if there were any questions regarding the homework. Ask students to give the definition of a simile, followed by 1 -2 examples.
Gifted ed teacher will tell students we are now moving onto metaphors. Write definition on the board.
Metaphor: A figure of speech in which things are compared by stating that one thing is another. Metaphors never use as or like.
Share several examples: Patty was a raging tiger when she lost her lunch money; During the night the forest was a dark, frightening battlefield. Ask students for other examples and write on the board. Students will copy examples in their notebook under the definition. Share these questions with the students when making the comparisons: What does it look like? What does it sound like? What does it feel like? What does it do? Think of texture, color, scent. Read several examples written by other students - ask if the poems answer any of the above listed questions. Ask what the picture could look like if one were to draw one.
As practice, have students complete "Flying Females" worksheet. Read instructions together and work on the first one in class. Come back together as a class and review drawings. Do the next one the same. Have students complete the last 3 independently. Before end of class, come back together to share. As homework, have students complete "Some metaphors I've heard."
Day 3:
Journal: Write about one of the metaphors you heard yesterday. Explain where, when, why, and what it means.
Collect homework. Ask if there were any questions with the homework. Ask students to share any metaphors they heard.
Have class review definition of metaphor and simile.
Have students count off by twos. Give each students two index cards. The ones write the word "simile" on one side of the card and on the other write an example. The twos do the same with metaphors. Students write their names on the card. Collect the cards and shuffle. Give each student two cards and have them check for correct examples. The students who checked now write their names under the first name. Both gifted ed and general ed teacher will be monitoring and assisting as needed.
Collect the cards and briefly check. As a review game, have a "starter" and first player. Read the example and the first of the two to get it right (simile or metaphor) moves to the next player. All students will participate. Class must remain quiet so all can hear the sentence or example. Play until all students have had an opportunity to stand.
Share some additional poems, simile and metaphor and have students comment. As final assessment, have students write either their own simile poem or create their own metaphor poster.
Students will choose their own topic and create either a simile poem - written or typed neatly, or a metaphor poem/poster, written neatly.
How we will know we learned something (product):
Ugly as a Mud Fence worksheet
Sharp as a Lark worksheet
Flying Females
Some Metaphors I've Heard
Class Index Cards
Similes Poem or Metaphor Poster
Who will score/grade what?:
to be determined
How will we differentiate content/process/product (if applicable):
Content: Use of Language Lessons for Creative Learners
Process: n/a
Product: create own poem or poster
Homework:
Sharp as a Lark worksheet
Some Metaphors I've Heard
Simile Poem or Metaphor Poster
What will we do at our next meeting?
Reflect on lesson and how to improve for next time.
Retrieved and modified September 10, 2009 from:
www.mce.k12tn.net/reading39/poetry/poetic_devices.htm
http://lesson-plans-materials.suite101.com/article.cfm/figurative_language_lesson_plan
http://hubpages.com/hub/simile-and-metaphors
http://www.poetryteachers.com/poetclass/lessons/teachsimiles.html
http://www.lessonplanspage.com/LAFruitPoetryUsingSimiliesMetaphorsIdea37.htm
Word Play, by R.E.Myers
Teacher: Mr. West
Subject: 6th Language Arts
Metaphors and Similes
Standards:
Identify and interpret figurative language in an oral selection.
Discuss and analyze the effects on texts of literary devices, such as figurative language, dialogue and flashbacks
Use of figurative language
What we will learn (objectives):
Metaphors and similes are two forms of figurative language that writers use to describe and compare people or things. Students will recognize and distinguish between the two forms and will begin to use them to enhance their own writing.
How we will study it (process):
Day 1:
Journal: What does "Proud as a Peacock" mean?
The gifted ed teacher will tell the students that they will be learning about two tools writers use to make their meaning clear. The two are metaphor and simile. We will start with simile.
The gifted ed teacher will write the definition of simile on the board and students will copy into their notebook.
Simile: A figure of speech in which things are compared using the words "like" or "as", a comparison between two unlike things that have something in common. Tell students that similes usually have the word like and as found in the sentence that compares two things.
Share several examples: The surface of the water looked as smooth as glass; The bird was like a plane flying up in the air; He ran as fast as a cheetah; As hungry as a bear. Ask students for other examples and write on the board. Have students copy examples in their notebook under the definition. Read the Poem Predictable by Bruce Lansky. Ask students to list the similes.
As practice, have students complete "Ugly as a Mud Fence" worksheet. Do the first one or two together as a class. Answer any questions as needed. Both gifted ed and general teacher will be monitoring and assisting as needed. Come back together as a class and review answers. Have students complete "Sharp as a Lark" for homework.
Day 2:
Journal: Create similes that compare the following:
traffic cop and tea kettle
miner and gopher
airline pilot and an elevator
lion tame and musician
Collect homework. Ask if there were any questions regarding the homework. Ask students to give the definition of a simile, followed by 1 -2 examples.
Gifted ed teacher will tell students we are now moving onto metaphors. Write definition on the board.
Metaphor: A figure of speech in which things are compared by stating that one thing is another. Metaphors never use as or like.
Share several examples: Patty was a raging tiger when she lost her lunch money; During the night the forest was a dark, frightening battlefield. Ask students for other examples and write on the board. Students will copy examples in their notebook under the definition. Share these questions with the students when making the comparisons: What does it look like? What does it sound like? What does it feel like? What does it do? Think of texture, color, scent. Read several examples written by other students - ask if the poems answer any of the above listed questions. Ask what the picture could look like if one were to draw one.
As practice, have students complete "Flying Females" worksheet. Read instructions together and work on the first one in class. Come back together as a class and review drawings. Do the next one the same. Have students complete the last 3 independently. Before end of class, come back together to share. As homework, have students complete "Some metaphors I've heard."
Day 3:
Journal: Write about one of the metaphors you heard yesterday. Explain where, when, why, and what it means.
Collect homework. Ask if there were any questions with the homework. Ask students to share any metaphors they heard.
Have class review definition of metaphor and simile.
Have students count off by twos. Give each students two index cards. The ones write the word "simile" on one side of the card and on the other write an example. The twos do the same with metaphors. Students write their names on the card. Collect the cards and shuffle. Give each student two cards and have them check for correct examples. The students who checked now write their names under the first name. Both gifted ed and general ed teacher will be monitoring and assisting as needed.
Collect the cards and briefly check. As a review game, have a "starter" and first player. Read the example and the first of the two to get it right (simile or metaphor) moves to the next player. All students will participate. Class must remain quiet so all can hear the sentence or example. Play until all students have had an opportunity to stand.
Share some additional poems, simile and metaphor and have students comment. As final assessment, have students write either their own simile poem or create their own metaphor poster.
Students will choose their own topic and create either a simile poem - written or typed neatly, or a metaphor poem/poster, written neatly.
How we will know we learned something (product):
Ugly as a Mud Fence worksheet
Sharp as a Lark worksheet
Flying Females
Some Metaphors I've Heard
Class Index Cards
Similes Poem or Metaphor Poster
Who will score/grade what?:
to be determined
How will we differentiate content/process/product (if applicable):
Content: Use of Language Lessons for Creative Learners
Process: n/a
Product: create own poem or poster
Homework:
Sharp as a Lark worksheet
Some Metaphors I've Heard
Simile Poem or Metaphor Poster
What will we do at our next meeting?
Reflect on lesson and how to improve for next time.
Retrieved and modified September 10, 2009 from:
www.mce.k12tn.net/reading39/poetry/poetic_devices.htm
http://lesson-plans-materials.suite101.com/article.cfm/figurative_language_lesson_plan
http://hubpages.com/hub/simile-and-metaphors
http://www.poetryteachers.com/poetclass/lessons/teachsimiles.html
http://www.lessonplanspage.com/LAFruitPoetryUsingSimiliesMetaphorsIdea37.htm
Word Play, by R.E.Myers
Monday, September 21, 2009
Wednesday, May 20, 2009
Friday, May 8, 2009
Language Arts: May 14, Lesson 24 Post-Assessment
Date: May 14, 2009
Teacher: Ms. Gene
Subject: 6th Language Arts
Lesson 24 – Post Assessment of Literature Interpretation and Persuasive Writing
What we will learn (objectives):
Develop reasoning and interpretive skills in literature
Administer the unit post-assessment in literature interpretation and persuasive writing
Assess student progress on unit goals
What we will read or study (content):
Stopping by Woods on a Snowy Evening by Robert Frost
How we will study it (process):
Students will read the poem Stopping by Woods on a Snowy Evening and then take the post-assessment for Literature.
As a class, discuss the poem using the discussion questions.
Literary Response and Interpretation Questions:
Why does the speaker stop to watch the woods? Why would the horse think that to be strange? What is the difference between what the horse would want and what the speaker wants?
What kind of snowstorm is illustrated in the poem? What words tell you about the atmosphere of the evening?
Read the line, “The woods are lovely, dark and deep.” How would the meaning of the line be different if there were a comma after the word “dark?”
How are the structure and rhyme scheme of the last stanza different from those of the other stanzas?
Why does the poet repeat the line, “And miles to go before I sleep?”
Reasoning Questions:
What inferences might you make about the owner of the woods? On what evidence do you base your inferences?
How does the concept of responsibility apply to the poem?
Change Questions:
How do the generalizations about change apply to the poem?
What feelings might a reader get from the isolated phrase, “The darkest evening of the year”? How doe the rest of the poem change or dispel those feelings?
After discussion, have the class take the Post-Assessment for Writing.
How we will know we learned something (product):
Post assessment for literature and writing
Who will score/grade what?:
Gifted education teacher will score both
Teacher: Ms. Gene
Subject: 6th Language Arts
Lesson 24 – Post Assessment of Literature Interpretation and Persuasive Writing
What we will learn (objectives):
Develop reasoning and interpretive skills in literature
Administer the unit post-assessment in literature interpretation and persuasive writing
Assess student progress on unit goals
What we will read or study (content):
Stopping by Woods on a Snowy Evening by Robert Frost
How we will study it (process):
Students will read the poem Stopping by Woods on a Snowy Evening and then take the post-assessment for Literature.
As a class, discuss the poem using the discussion questions.
Literary Response and Interpretation Questions:
Why does the speaker stop to watch the woods? Why would the horse think that to be strange? What is the difference between what the horse would want and what the speaker wants?
What kind of snowstorm is illustrated in the poem? What words tell you about the atmosphere of the evening?
Read the line, “The woods are lovely, dark and deep.” How would the meaning of the line be different if there were a comma after the word “dark?”
How are the structure and rhyme scheme of the last stanza different from those of the other stanzas?
Why does the poet repeat the line, “And miles to go before I sleep?”
Reasoning Questions:
What inferences might you make about the owner of the woods? On what evidence do you base your inferences?
How does the concept of responsibility apply to the poem?
Change Questions:
How do the generalizations about change apply to the poem?
What feelings might a reader get from the isolated phrase, “The darkest evening of the year”? How doe the rest of the poem change or dispel those feelings?
After discussion, have the class take the Post-Assessment for Writing.
How we will know we learned something (product):
Post assessment for literature and writing
Who will score/grade what?:
Gifted education teacher will score both
Tuesday, May 5, 2009
Social Studies: Chapter 11, Lesson 2 - Beliefs and Customs
Date: April 21, 2009
Teacher Name: Mr. Cavanaugh
Grade/subject: 6th World History
Chapter 11 – Ancient Greece
What content will be covered (standards):
Compare and contrast the geographic, political, economic, and social characteristics of the Ancient Greek, Ancient Roman, Ottoman, Indian, Arabic, African, and Middle Eastern civilizations and their enduring impacts on later civilizations to include:
• influence of Mediterranean geography on the development and expansion of the civilizations
• development of concepts of government and citizenship (e.g., democracy, republics, codification of laws, Code of Hammurabi)
• scientific and cultural advancements (e.g., networks of roads, aqueducts, art, architecture, literature, theater, philosophy)
contributions and roles of key figures (e.g., Socrates, Plato, Aristotle, Alexander the Great, Julius Caesar, Augustus)
How will we determine mastery? What is the timeline for mastery?
Quiz at the end of each lesson in the chapter.
Use Study Guide for students who need independent practice
Use Extensions Menu for students who have completed class work adequately
How will we differentiate content/process/product (if applicable)?
Process: Study Guide and/or Extensions Menu
Content: n/a
Product: see study guide and extension menu
The general education teacher will: The general education teacher will allow students who need independent practice to work in gifted education class. The general education teacher will provide time for the students who are ready to work on the extensions menu either in class or in gifted education classroom.
The gifted education teacher will:
Create study guide for Chapter 11, Lesson 2.
Create the extension menu that fits appropriately with each lesson.
Introduce the idea of a study guide for the entire chapter for certain students.
Who will score/grade what?
To be determined.
What will we do at our next meeting?
Discuss strengths and challenges of this assignment. Discuss successes and challenges of independent study guide, and if student will continue doing the same for next lesson. Gifted education teacher will create study guide for next lessons.
Teacher Name: Mr. Cavanaugh
Grade/subject: 6th World History
Chapter 11 – Ancient Greece
What content will be covered (standards):
Compare and contrast the geographic, political, economic, and social characteristics of the Ancient Greek, Ancient Roman, Ottoman, Indian, Arabic, African, and Middle Eastern civilizations and their enduring impacts on later civilizations to include:
• influence of Mediterranean geography on the development and expansion of the civilizations
• development of concepts of government and citizenship (e.g., democracy, republics, codification of laws, Code of Hammurabi)
• scientific and cultural advancements (e.g., networks of roads, aqueducts, art, architecture, literature, theater, philosophy)
contributions and roles of key figures (e.g., Socrates, Plato, Aristotle, Alexander the Great, Julius Caesar, Augustus)
How will we determine mastery? What is the timeline for mastery?
Quiz at the end of each lesson in the chapter.
Use Study Guide for students who need independent practice
Use Extensions Menu for students who have completed class work adequately
How will we differentiate content/process/product (if applicable)?
Process: Study Guide and/or Extensions Menu
Content: n/a
Product: see study guide and extension menu
The general education teacher will: The general education teacher will allow students who need independent practice to work in gifted education class. The general education teacher will provide time for the students who are ready to work on the extensions menu either in class or in gifted education classroom.
The gifted education teacher will:
Create study guide for Chapter 11, Lesson 2.
Create the extension menu that fits appropriately with each lesson.
Introduce the idea of a study guide for the entire chapter for certain students.
Who will score/grade what?
To be determined.
What will we do at our next meeting?
Discuss strengths and challenges of this assignment. Discuss successes and challenges of independent study guide, and if student will continue doing the same for next lesson. Gifted education teacher will create study guide for next lessons.
Thursday, April 9, 2009
Social Studies: Chapter 11 - Ancient Greece
Date: April 2, 2009
Teacher Name: Mr. Cavanaugh
Grade/subject: 6th World History
Chapter 11 – Ancient Greece
What content will be covered (standards):
Compare and contrast the geographic, political, economic, and social characteristics of the Ancient Greek, Ancient Roman, Ottoman, Indian, Arabic, African, and Middle Eastern civilizations and their enduring impacts on later civilizations to include:
• influence of Mediterranean geography on the development and expansion of the civilizations
• development of concepts of government and citizenship (e.g., democracy, republics, codification of laws, Code of Hammurabi)
• scientific and cultural advancements (e.g., networks of roads, aqueducts, art, architecture, literature, theater, philosophy)
contributions and roles of key figures (e.g., Socrates, Plato, Aristotle, Alexander the Great, Julius Caesar, Augustus)
How will we determine mastery? What is the timeline for mastery?
Quiz at the end of each lesson in the chapter.
Use Study Guide for students who need independent practice
Use Extensions Menu for students who have completed class work adequately
How will we differentiate content/process/product (if applicable)?
Process: Study Guide and/or Extensions Menu
Content: n/a
Product: see study guide and extension menu
The general education teacher will:
allow students who need independent practice to work in gifted education class. The general education teacher will provide time for the students who are ready to work on the extensions menu either in class or in gifted education classroom.
The gifted education teacher will:
Create study guide for Chapter 11, Lesson 1.
Create the extension menu that fits appropriately with each lesson.
Introduce the idea of a study guide for the entire chapter for certain students.
Who will score/grade what?
To be determined.
What will we do at our next meeting?
Discuss strengths and challenges of this assignment. Discuss successes and challenges of independent study guide, and if student will continue doing the same for next lesson. Gifted education teacher will create study guide for next lessons.
Teacher Name: Mr. Cavanaugh
Grade/subject: 6th World History
Chapter 11 – Ancient Greece
What content will be covered (standards):
Compare and contrast the geographic, political, economic, and social characteristics of the Ancient Greek, Ancient Roman, Ottoman, Indian, Arabic, African, and Middle Eastern civilizations and their enduring impacts on later civilizations to include:
• influence of Mediterranean geography on the development and expansion of the civilizations
• development of concepts of government and citizenship (e.g., democracy, republics, codification of laws, Code of Hammurabi)
• scientific and cultural advancements (e.g., networks of roads, aqueducts, art, architecture, literature, theater, philosophy)
contributions and roles of key figures (e.g., Socrates, Plato, Aristotle, Alexander the Great, Julius Caesar, Augustus)
How will we determine mastery? What is the timeline for mastery?
Quiz at the end of each lesson in the chapter.
Use Study Guide for students who need independent practice
Use Extensions Menu for students who have completed class work adequately
How will we differentiate content/process/product (if applicable)?
Process: Study Guide and/or Extensions Menu
Content: n/a
Product: see study guide and extension menu
The general education teacher will:
allow students who need independent practice to work in gifted education class. The general education teacher will provide time for the students who are ready to work on the extensions menu either in class or in gifted education classroom.
The gifted education teacher will:
Create study guide for Chapter 11, Lesson 1.
Create the extension menu that fits appropriately with each lesson.
Introduce the idea of a study guide for the entire chapter for certain students.
Who will score/grade what?
To be determined.
What will we do at our next meeting?
Discuss strengths and challenges of this assignment. Discuss successes and challenges of independent study guide, and if student will continue doing the same for next lesson. Gifted education teacher will create study guide for next lessons.
Language Arts: April 2 - May 15, Hispanic-American Novels
Date: March 27, 2009
Teacher: Ms. Gene
Subject: 6th Language Arts
Lesson 15 – Discussion of Hispanic-American Literature
Standards:
Explore expressive materials that are read, heard, or viewed
Interpret and synthesize information from a variety of sources.
Increase fluency, comprehension and insight through meaningful and comprehensive reading instruction.
Use critical thinking skills and create criteria to evaluate text and multimedia.
Develop and apply appropriate criteria to evaluate the quality of communication
Compose a variety of writings that express individual perspectives drawn from personal or related experience
Describe the author’s use of various techniques to influence readers’ perspectives.
Respond to historically or culturally significant works of literature to develop an awareness of perspectives.
What we will learn (objectives):
Develop analytical and interpretive skills
What we will read or study (content):
Going Home by Nicholasa Mohr
Taking Sides by Gary Soto
How we will study it (process):
Thursday, April 2:
The general education teacher will tell the students that we are going to be reading two different novels, the girls: Going Home and the boys: Taking Sides. To introduce the novels we are going to be watching “Mad Hot Ballroom”. The general education teacher will give the students the video study guide, which will be turned in upon completion of viewing. The students will watch the first half of the video.
Friday, April 3:
The gifted education teacher will ask if the students have any questions regarding the first part of the documentary. The students will then complete the film, and finish the viewing guide. This will be turned in at this time.
When video and guide are complete, the students will brainstorm the definition of community as a class. Guide the students in creating their own definition of community using the ideas generated by the brainstorming. Share definition of community:
community -
/kəˈmyu nɪ ti/ Show Spelled Pronunciation [kuh-myoo-ni-tee] Show IPA
–noun, plural -ties.
1.
a social group of any size whose members reside in a specific locality, share government, and often have a common cultural and historical heritage.
2.
a locality inhabited by such a group.
3.
a social, religious, occupational, or other group sharing common characteristics or interests and perceived or perceiving itself as distinct in some respect from the larger society within which it exists (usually prec. by the): the business community; the community of scholars.
4.
a group of associated nations sharing common interests or a common heritage: the community of Western Europe.
5.
Ecclesiastical. a group of men or women leading a common life according to a rule.
6.
Ecology. an assemblage of interacting populations occupying a given area.
7.
joint possession, enjoyment, liability, etc.: community of property.
8.
similar character; agreement; identity: community of interests.
9.
the community, the public; society: the needs of the community.
Origin: 1325–75; < href="http://dictionary.reference.com/search?q=common&db=luna">common + -tās -ty 2 ; r. ME comunete <>
Monday, April 6:
The gifted education teacher will review the lit web and vocab web with the students. Assign books and review author bios with both groups. Let students know that both authors are still alive – give a teaser: have students be thinking about what they would tell the author about the books. Girls will be reading Going Home and boys will be reading (with audio book) Taking Sides. Give students the Activity Sheets and review questions and expectations. Preview the books with the students. Students will then partner read/silent read the first chapter and complete a lit and vocab web. General education and gifted education teachers will be monitoring. Students will write on class paper any words chosen for personal vocab webs. This will be our class list of vocabulary words. If time, have the two book groups come together to discuss lit web.
Tuesday, April 7 and on until end of book:
Students will continue to read chapters and complete lit and vocab webs in class. The class will be separated into two groups, Taking Sides and Going Home. The general education and gifted education teacher will take turns monitoring each group. The girls reading Going Home will have more responsibility of completing the activities chart. The boys reading Taking Sides will be using an audio book, as they have requested that support. They will also have the responsibility of completing activity sheet, but may have less class time. Have students complete appropriate discussion questions/activities as students complete chapters (include questions pertaining to individual stories, questions that can be answered across both books). Students will continue to add words to the vocab list – this will be used for vocabulary tests at the end of each week. One discussion question from the week will be used as an ACE+. Since there are 13 chapters in each book, anticipation date for completion of reading is end of April.
Also included are different appropriate products per sections of the book.
All the below listed questions/activities are due the week the book is finished.
Comprehension/Discussion Questions for Taking Sides:
List the main characters in the book. Complete a characterization chart for three of the characters in the book.
Draw a family/friend tree to see the relationship amongst the characters.
Chap 2 – James said Monica must be “full Mexican.” Why do you think Lincoln questioned him about saying “full Mexican” and called him “dumb?”
Chap 3 - Why do you think Lincoln and his mom don't speak much Spanish at home anymore?
Chap 6 – Lincoln seemed very upset when Tony said “You been livin’ with white folks too long.” Why do you think that he was so upset?
Chap 6 – Lincoln did not like how Tony was treating the thrift store worker. Have you ever been in a similar situation, where a friend was doing something that you did not like? Di d you speak up like Tony? Or did you react in a different way?
Chap 12 – Lincoln told his teammates they were going to loose. He also went over to say hello to the opposing team, his old team. Why do you think he did that? Why do you think it was important to him?
Chap 13 – Why did Lincoln say “life at Columbus was a piece of cake, unlike at Franklin, where it was knuckle city every day”?
What is the significance of Lincoln’s geography book always opening to “the guy on the camel.”
Are all people of Spanish backgrounds alike? Explain the differences.
What is the difference between a Mexican background and a Latino background? Is there one?
Coach Yesutis and Coach Ramos treated the basketball plays differently. Explain the differences in the treatment and why do you think these different treatments exist?
Explain the differences between school life in the Mission District of San Francisco, an urban barrio and in Sycamore, a suburb. Use a T-chart.
Explain life in the suburbs and life in the barrio. Use a comparison matrix.
Describe some of Lincoln’s experiences.
What did Lincoln’s basketball experience teach him?
Compare Lincoln’s feelings about his situation before and after the basketball game.
Write a short essay and include what you learned about life from this book. Use a Compare and Contrast-Text Comparison as your pre-write.
Comprehension/Discussion Questions for Going Home:
1. List the main characters in the book. Complete a characterization chart for three of the characters in the book.
2. Draw a family tree to see the relationship amongst the family members.
3. Why do you think Mami wants Tito to have dinner with the family instead of watching TV?
4. Papi is working the night shift at work in addition to his daytime shift. The family misses him but Mami explains they need the extra money for their trip to Puerto Rico. Have you ever saved for something over a period of time? What sacrifices have you had to make?
5. Gigi’s family structure is different from Felitas. In what way and how do you think it affected the family life?
6. Imagine you were Vinny Davila, having just arrived in a new country. What do you think life would be like?
7. Abuelita lived in this country for thirty years without learning the language. Do you think this created limitations for her? If so, in what way?
8. Felita’s family treated male and female children differently. Explain the differences in the treatment and why do you think these different treatments exist?
9. Vinny and Felita have a special relationship. What is the basis of it? How did it begin?
10. Are all people of Spanish backgrounds alike? Explain the differences.
11. What is the difference between a Puerto Rican background and a Latino background? Is there one?
12. Why did the Davila family move to the United States from Columbia?
13. Explain the differences between family life in Puerto Rico and New York City. Use a T-chart.
14. Explain life in San Juan and life in the mountains of Puerto Rico. Use a comparison matrix.
15. Describe some of Felita’s experiences.
16. What did Felita’s summer in Puerto Rico teach her?
17. Compare Felita’s feelings about her family before and after her trip to Puerto Rico.
18. Write a short essay and include what you learned about family life from this book. Use a Compare and Contrast-Text Comparison as your pre-write.
Both general education and gifted education will run a check-in with each student at least once a week – to check work as well as chapter student is reading, offer encouragement and answer any questions. Will also work to “score” the lit and vocab webs – this will become part of on-going grade.
After the reading of the books (end of April), the book groups will separate into smaller groups and answer all the reasoning questions in a round-robin fashion. Their worksheets will be turned in.
William and Mary Reasoning Questions:
Not only do different cultures have special customs and traditions, they also may perceive the world differently. How does this statement apply to the book you just read?
Literature from all cultures employs strong characters to tell a story. What characters from your reading impressed you? Why? Give specific evidence from the book to support your opinion.
What inferences can you make about what the characters learned in the book? On what evidence do you base your conclusions?
What predictions might you make about the life of your favorite character after the story ends? What data from the books can you provide to support your predictions? Use the Ongoing Outline.
Why does the author use a particular cultural group as the context for the story? What purposes does he or she have in doing so?
How do the issues in the book relate to problems of society today? What are the implications of these problems for us/you?
Culminating Activity
Write a postcard to the author to give him/her feedback on his/her writing:
1. Identify positives first:
a. What you liked in the story
b. Effective literary elements
c. Helpful characterizations
d. Descriptive language that allowed me to visualize a scene
2. Identify negatives next
a. Parts of the story that drag and might be deleted
b. Disruptive or annoying literary elements
c. Character actions that seem unrealistic
d. Bothersome or confusing language (specific words or phrases)
e. A theme that seems forced or unsupported
3. Use proper tone of voice
a. Consider how the author might feel receiving this postcard from a reader (will the author be surprised, pleased or nervous?
b. Tone when “talking back” – should be honest, with politeness and truthfulness with respect)
c. You are not writing a friend (should be formal)
4. Identify specific examples of likes and dislikes from the story
a. Use specific examples of what you liked
b. Use specific examples of what you did not like
How we will know we learned something (product):
Lit web
Vocab web
Activities List
Discussion questions
Cultures and Change Matrix
ACE+ questions
Vocabulary tests
Postcard to Author
Who will score/grade what?:
to be determined
How will we differentiate content/process/product (if applicable):
Content: Novels
Process: For the Asian-American books, students were told to read at home, but about half the class did not finish. To ensure full class participation, students will read in class and/or have chapter assignments nightly.
Product: List of activities/questions to be completed by end of book; postcard to the author.
Extension:
Complete a "Class Favorites Book" synopsis card
Read the lit selection which was assigned to the other group. Compare the two books.
Find more books by the author of the book you read. Read several of these books and prepare book reviews about them, with a brief synopsis of the life of the author.
Complete an extension menu: including writing a next chapter (use ongoing outline);
Response to Pictures (Action Strategies for Deepening Comprehension): Take on the Mantle of the Expert, pretending to be a historian trying to reconstruct what life is like in “the barrio” and how that experience compares to your life today. Or role play people in the photographs and respond to questions like: What is your biggest problem right now? What is causing the problem? What do you fear most? Regret most? Want most? What other people are most like you, from history? What do you want from the future? How do you plan to achieve this?
Homework:
To be determined
What will we do at our next meeting?
Discuss how this reading of the novel worked vs. the first novel. Plan for last month of school.
Lessons retrieved February 24, 2009 from:
http://community.rice.edu/focusresources/Lessons/1/teacher.html
http://www.classzone.com/novelguides/litcons/taking/guide.cfm
http://www.yale.edu/ynhti/curriculum/units/1990/4/90.04.02.x.htmlLessons modified February 24, 2009
Teacher: Ms. Gene
Subject: 6th Language Arts
Lesson 15 – Discussion of Hispanic-American Literature
Standards:
Explore expressive materials that are read, heard, or viewed
Interpret and synthesize information from a variety of sources.
Increase fluency, comprehension and insight through meaningful and comprehensive reading instruction.
Use critical thinking skills and create criteria to evaluate text and multimedia.
Develop and apply appropriate criteria to evaluate the quality of communication
Compose a variety of writings that express individual perspectives drawn from personal or related experience
Describe the author’s use of various techniques to influence readers’ perspectives.
Respond to historically or culturally significant works of literature to develop an awareness of perspectives.
What we will learn (objectives):
Develop analytical and interpretive skills
What we will read or study (content):
Going Home by Nicholasa Mohr
Taking Sides by Gary Soto
How we will study it (process):
Thursday, April 2:
The general education teacher will tell the students that we are going to be reading two different novels, the girls: Going Home and the boys: Taking Sides. To introduce the novels we are going to be watching “Mad Hot Ballroom”. The general education teacher will give the students the video study guide, which will be turned in upon completion of viewing. The students will watch the first half of the video.
Friday, April 3:
The gifted education teacher will ask if the students have any questions regarding the first part of the documentary. The students will then complete the film, and finish the viewing guide. This will be turned in at this time.
When video and guide are complete, the students will brainstorm the definition of community as a class. Guide the students in creating their own definition of community using the ideas generated by the brainstorming. Share definition of community:
community -
/kəˈmyu nɪ ti/ Show Spelled Pronunciation [kuh-myoo-ni-tee] Show IPA
–noun, plural -ties.
1.
a social group of any size whose members reside in a specific locality, share government, and often have a common cultural and historical heritage.
2.
a locality inhabited by such a group.
3.
a social, religious, occupational, or other group sharing common characteristics or interests and perceived or perceiving itself as distinct in some respect from the larger society within which it exists (usually prec. by the): the business community; the community of scholars.
4.
a group of associated nations sharing common interests or a common heritage: the community of Western Europe.
5.
Ecclesiastical. a group of men or women leading a common life according to a rule.
6.
Ecology. an assemblage of interacting populations occupying a given area.
7.
joint possession, enjoyment, liability, etc.: community of property.
8.
similar character; agreement; identity: community of interests.
9.
the community, the public; society: the needs of the community.
Origin: 1325–75; < href="http://dictionary.reference.com/search?q=common&db=luna">common + -tās -ty 2 ; r. ME comunete <>
Monday, April 6:
The gifted education teacher will review the lit web and vocab web with the students. Assign books and review author bios with both groups. Let students know that both authors are still alive – give a teaser: have students be thinking about what they would tell the author about the books. Girls will be reading Going Home and boys will be reading (with audio book) Taking Sides. Give students the Activity Sheets and review questions and expectations. Preview the books with the students. Students will then partner read/silent read the first chapter and complete a lit and vocab web. General education and gifted education teachers will be monitoring. Students will write on class paper any words chosen for personal vocab webs. This will be our class list of vocabulary words. If time, have the two book groups come together to discuss lit web.
Tuesday, April 7 and on until end of book:
Students will continue to read chapters and complete lit and vocab webs in class. The class will be separated into two groups, Taking Sides and Going Home. The general education and gifted education teacher will take turns monitoring each group. The girls reading Going Home will have more responsibility of completing the activities chart. The boys reading Taking Sides will be using an audio book, as they have requested that support. They will also have the responsibility of completing activity sheet, but may have less class time. Have students complete appropriate discussion questions/activities as students complete chapters (include questions pertaining to individual stories, questions that can be answered across both books). Students will continue to add words to the vocab list – this will be used for vocabulary tests at the end of each week. One discussion question from the week will be used as an ACE+. Since there are 13 chapters in each book, anticipation date for completion of reading is end of April.
Also included are different appropriate products per sections of the book.
All the below listed questions/activities are due the week the book is finished.
Comprehension/Discussion Questions for Taking Sides:
List the main characters in the book. Complete a characterization chart for three of the characters in the book.
Draw a family/friend tree to see the relationship amongst the characters.
Chap 2 – James said Monica must be “full Mexican.” Why do you think Lincoln questioned him about saying “full Mexican” and called him “dumb?”
Chap 3 - Why do you think Lincoln and his mom don't speak much Spanish at home anymore?
Chap 6 – Lincoln seemed very upset when Tony said “You been livin’ with white folks too long.” Why do you think that he was so upset?
Chap 6 – Lincoln did not like how Tony was treating the thrift store worker. Have you ever been in a similar situation, where a friend was doing something that you did not like? Di d you speak up like Tony? Or did you react in a different way?
Chap 12 – Lincoln told his teammates they were going to loose. He also went over to say hello to the opposing team, his old team. Why do you think he did that? Why do you think it was important to him?
Chap 13 – Why did Lincoln say “life at Columbus was a piece of cake, unlike at Franklin, where it was knuckle city every day”?
What is the significance of Lincoln’s geography book always opening to “the guy on the camel.”
Are all people of Spanish backgrounds alike? Explain the differences.
What is the difference between a Mexican background and a Latino background? Is there one?
Coach Yesutis and Coach Ramos treated the basketball plays differently. Explain the differences in the treatment and why do you think these different treatments exist?
Explain the differences between school life in the Mission District of San Francisco, an urban barrio and in Sycamore, a suburb. Use a T-chart.
Explain life in the suburbs and life in the barrio. Use a comparison matrix.
Describe some of Lincoln’s experiences.
What did Lincoln’s basketball experience teach him?
Compare Lincoln’s feelings about his situation before and after the basketball game.
Write a short essay and include what you learned about life from this book. Use a Compare and Contrast-Text Comparison as your pre-write.
Comprehension/Discussion Questions for Going Home:
1. List the main characters in the book. Complete a characterization chart for three of the characters in the book.
2. Draw a family tree to see the relationship amongst the family members.
3. Why do you think Mami wants Tito to have dinner with the family instead of watching TV?
4. Papi is working the night shift at work in addition to his daytime shift. The family misses him but Mami explains they need the extra money for their trip to Puerto Rico. Have you ever saved for something over a period of time? What sacrifices have you had to make?
5. Gigi’s family structure is different from Felitas. In what way and how do you think it affected the family life?
6. Imagine you were Vinny Davila, having just arrived in a new country. What do you think life would be like?
7. Abuelita lived in this country for thirty years without learning the language. Do you think this created limitations for her? If so, in what way?
8. Felita’s family treated male and female children differently. Explain the differences in the treatment and why do you think these different treatments exist?
9. Vinny and Felita have a special relationship. What is the basis of it? How did it begin?
10. Are all people of Spanish backgrounds alike? Explain the differences.
11. What is the difference between a Puerto Rican background and a Latino background? Is there one?
12. Why did the Davila family move to the United States from Columbia?
13. Explain the differences between family life in Puerto Rico and New York City. Use a T-chart.
14. Explain life in San Juan and life in the mountains of Puerto Rico. Use a comparison matrix.
15. Describe some of Felita’s experiences.
16. What did Felita’s summer in Puerto Rico teach her?
17. Compare Felita’s feelings about her family before and after her trip to Puerto Rico.
18. Write a short essay and include what you learned about family life from this book. Use a Compare and Contrast-Text Comparison as your pre-write.
Both general education and gifted education will run a check-in with each student at least once a week – to check work as well as chapter student is reading, offer encouragement and answer any questions. Will also work to “score” the lit and vocab webs – this will become part of on-going grade.
After the reading of the books (end of April), the book groups will separate into smaller groups and answer all the reasoning questions in a round-robin fashion. Their worksheets will be turned in.
William and Mary Reasoning Questions:
Not only do different cultures have special customs and traditions, they also may perceive the world differently. How does this statement apply to the book you just read?
Literature from all cultures employs strong characters to tell a story. What characters from your reading impressed you? Why? Give specific evidence from the book to support your opinion.
What inferences can you make about what the characters learned in the book? On what evidence do you base your conclusions?
What predictions might you make about the life of your favorite character after the story ends? What data from the books can you provide to support your predictions? Use the Ongoing Outline.
Why does the author use a particular cultural group as the context for the story? What purposes does he or she have in doing so?
How do the issues in the book relate to problems of society today? What are the implications of these problems for us/you?
Culminating Activity
Write a postcard to the author to give him/her feedback on his/her writing:
1. Identify positives first:
a. What you liked in the story
b. Effective literary elements
c. Helpful characterizations
d. Descriptive language that allowed me to visualize a scene
2. Identify negatives next
a. Parts of the story that drag and might be deleted
b. Disruptive or annoying literary elements
c. Character actions that seem unrealistic
d. Bothersome or confusing language (specific words or phrases)
e. A theme that seems forced or unsupported
3. Use proper tone of voice
a. Consider how the author might feel receiving this postcard from a reader (will the author be surprised, pleased or nervous?
b. Tone when “talking back” – should be honest, with politeness and truthfulness with respect)
c. You are not writing a friend (should be formal)
4. Identify specific examples of likes and dislikes from the story
a. Use specific examples of what you liked
b. Use specific examples of what you did not like
How we will know we learned something (product):
Lit web
Vocab web
Activities List
Discussion questions
Cultures and Change Matrix
ACE+ questions
Vocabulary tests
Postcard to Author
Who will score/grade what?:
to be determined
How will we differentiate content/process/product (if applicable):
Content: Novels
Process: For the Asian-American books, students were told to read at home, but about half the class did not finish. To ensure full class participation, students will read in class and/or have chapter assignments nightly.
Product: List of activities/questions to be completed by end of book; postcard to the author.
Extension:
Complete a "Class Favorites Book" synopsis card
Read the lit selection which was assigned to the other group. Compare the two books.
Find more books by the author of the book you read. Read several of these books and prepare book reviews about them, with a brief synopsis of the life of the author.
Complete an extension menu: including writing a next chapter (use ongoing outline);
Response to Pictures (Action Strategies for Deepening Comprehension): Take on the Mantle of the Expert, pretending to be a historian trying to reconstruct what life is like in “the barrio” and how that experience compares to your life today. Or role play people in the photographs and respond to questions like: What is your biggest problem right now? What is causing the problem? What do you fear most? Regret most? Want most? What other people are most like you, from history? What do you want from the future? How do you plan to achieve this?
Homework:
To be determined
What will we do at our next meeting?
Discuss how this reading of the novel worked vs. the first novel. Plan for last month of school.
Lessons retrieved February 24, 2009 from:
http://community.rice.edu/focusresources/Lessons/1/teacher.html
http://www.classzone.com/novelguides/litcons/taking/guide.cfm
http://www.yale.edu/ynhti/curriculum/units/1990/4/90.04.02.x.htmlLessons modified February 24, 2009
Thursday, March 12, 2009
Wednesday, March 4, 2009
Social Studies: Week of March 2 - 6: Chapter 5, Ancient Egypt
Date: March 3, 2009
Teacher Name: Mr. Cavanaugh
Grade/subject: 6th World History
Chapter 5 – Ancient Egypt
What content will be covered (standards):
Describe and compare the characteristics of the ancient civilizations of Egypt, Mesopotamia and China and explain the importance of their contributions to later civilizations, to include:
· significance of river valleys
· early irrigation and its impact on agriculture
· forms of government (e.g., the theocracies in Egypt, dynasties in China)
· effect on world economies and trade
· key historical figures
· religious traditions, cultural, and scientific contributions (e.g., writing systems, calendars, building of monuments such as the pyramids
How will we determine mastery? What is the timeline for mastery?
Quiz at the end of each lesson in the chapter.
Use extensions menu for students who have completed class work adequately
How will we differentiate content/process/product (if applicable)?
Process: Extensions Menu
Content: n/a
Product: see menu
The general education teacher will:
will provide time for the students who are ready to work on the extensions menu either in class or in gifted ed classroom. The general education teacher expanded and changed the extension menu, see post for New Extension Menu.
The gifted education teacher will:
Create the extension menu that fits appropriately with each lesson.
Introduce the idea of a study guide for the entire chapter for certain students.
Who will score/grade what?
To be determined.
What will we do at our next meeting?
Discuss strengths and challenges of this assignment. General education teacher changed up the extension menu to make it more challenging and better related to where the chapter lecture was going. Shared with teacher the idea of a study guide – gifted education teacher will work to create study guide and extension menu for chapters on Greece and Rome.
Teacher Name: Mr. Cavanaugh
Grade/subject: 6th World History
Chapter 5 – Ancient Egypt
What content will be covered (standards):
Describe and compare the characteristics of the ancient civilizations of Egypt, Mesopotamia and China and explain the importance of their contributions to later civilizations, to include:
· significance of river valleys
· early irrigation and its impact on agriculture
· forms of government (e.g., the theocracies in Egypt, dynasties in China)
· effect on world economies and trade
· key historical figures
· religious traditions, cultural, and scientific contributions (e.g., writing systems, calendars, building of monuments such as the pyramids
How will we determine mastery? What is the timeline for mastery?
Quiz at the end of each lesson in the chapter.
Use extensions menu for students who have completed class work adequately
How will we differentiate content/process/product (if applicable)?
Process: Extensions Menu
Content: n/a
Product: see menu
The general education teacher will:
will provide time for the students who are ready to work on the extensions menu either in class or in gifted ed classroom. The general education teacher expanded and changed the extension menu, see post for New Extension Menu.
The gifted education teacher will:
Create the extension menu that fits appropriately with each lesson.
Introduce the idea of a study guide for the entire chapter for certain students.
Who will score/grade what?
To be determined.
What will we do at our next meeting?
Discuss strengths and challenges of this assignment. General education teacher changed up the extension menu to make it more challenging and better related to where the chapter lecture was going. Shared with teacher the idea of a study guide – gifted education teacher will work to create study guide and extension menu for chapters on Greece and Rome.
Wednesday, February 18, 2009
Social Studies: Week of February 9 - 20, Ancient Egypt
Date: February 17, 2009
Teacher Name: Mr. Cavanaugh
Grade/subject: 6th World History
Chapter 5 – Ancient Egypt
**Due to scheduling challenges (snow day, etc), this plan will continue through February 20 and possibly into March 2 – 6th.
What content will be covered (standards):
Describe and compare the characteristics of the ancient civilizations of Egypt, Mesopotamia and China and explain the importance of their contributions to later civilizations, to include:
· significance of river valleys
· early irrigation and its impact on agriculture
· forms of government (e.g., the theocracies in Egypt, dynasties in China)
· effect on world economies and trade
· key historical figures
· religious traditions, cultural, and scientific contributions (e.g., writing systems, calendars, building of monuments such as the pyramids
How will we determine mastery? What is the timeline for mastery?
Quiz at the end of each lesson in the chapter. Possibly use extensions menu concept for the students who are able to do some additional research
How will we differentiate content/process/product (if applicable)?
Process: Extensions Menu
Content: Opportunity to choose a topic to delve deeper into
Product: see menuThe general education teacher will:Introduce the unit on Ancient Egypt with a film on Tuesday, Feb 3. Students will work through Lesson 1 on Thursday and Friday, Feb 4 and 5.
The general education teacher will :
provide time for the students who are ready to work on the extensions menu either in class or in gifted ed classroom.
The gifted education teacher will:
Create the extension menu that fits appropriately with Lesson 1.
Introduce the idea of a study guide for the entire chapter for certain students.
Who will score/grade what?
To be determined.
What will we do at our next meeting?
Discuss strengths and challenges of this assignment. Teacher is expecting to use this assignment throughout the chapter. Will look at rest of year and share draft plan. Shared with teacher the idea of a study guide – will make one for next chapter to share out at next meeting.
Teacher Name: Mr. Cavanaugh
Grade/subject: 6th World History
Chapter 5 – Ancient Egypt
**Due to scheduling challenges (snow day, etc), this plan will continue through February 20 and possibly into March 2 – 6th.
What content will be covered (standards):
Describe and compare the characteristics of the ancient civilizations of Egypt, Mesopotamia and China and explain the importance of their contributions to later civilizations, to include:
· significance of river valleys
· early irrigation and its impact on agriculture
· forms of government (e.g., the theocracies in Egypt, dynasties in China)
· effect on world economies and trade
· key historical figures
· religious traditions, cultural, and scientific contributions (e.g., writing systems, calendars, building of monuments such as the pyramids
How will we determine mastery? What is the timeline for mastery?
Quiz at the end of each lesson in the chapter. Possibly use extensions menu concept for the students who are able to do some additional research
How will we differentiate content/process/product (if applicable)?
Process: Extensions Menu
Content: Opportunity to choose a topic to delve deeper into
Product: see menuThe general education teacher will:Introduce the unit on Ancient Egypt with a film on Tuesday, Feb 3. Students will work through Lesson 1 on Thursday and Friday, Feb 4 and 5.
The general education teacher will :
provide time for the students who are ready to work on the extensions menu either in class or in gifted ed classroom.
The gifted education teacher will:
Create the extension menu that fits appropriately with Lesson 1.
Introduce the idea of a study guide for the entire chapter for certain students.
Who will score/grade what?
To be determined.
What will we do at our next meeting?
Discuss strengths and challenges of this assignment. Teacher is expecting to use this assignment throughout the chapter. Will look at rest of year and share draft plan. Shared with teacher the idea of a study guide – will make one for next chapter to share out at next meeting.
Thursday, February 12, 2009
Language Arts: Week of February 9 - 20, Pied Piper of Hamelin
Date: February 9, 2009
Teacher: Ms. Gene
Subject: 6th Language Arts
Lesson 12 – Pied Piper of Hamelin
Standards:
Recognize the point of view, setting, action and main characters
Describe the author’s use of various techniques
What we will learn (objectives):
Develop analytical and interpretive skills in literature
Explore new vocabulary words
Explore music as a means of persuasion
Revise student writing
What we will read or study (content):
Pied Piper of Hamelin
How we will study it (process):
Monday, February 9, we will finish student-made Declaration of Independence, to be posted in the hall.
Tuesday, February 10, SNOW DAY!
Wednesday, February 11, the general education teacher will give students a pre-assessment regarding view, setting, action, theme and summary using the Pied Piper of Hamelin.
Thursday, February 12, the gifted education teacher will have students listen to several different selections of persuasive music. Students will then write a sentence or two for each piece to describe how it made them feel or what thoughts it brought to mind. Discuss student responses and their ideas about how music can be used to make an impression on people. Explain that in the poem they are going to read, music plays an important persuasive role. (Due to Snow Day, this part of the lesson will be skipped)
The general education teacher will have the students complete vocabulary webs for the suggested words: vermin, subterranean, pied, piebald, pottage, paunch, mutinous, consternation. Students may work individually and/or in teams. These will be used for m/c vocab assessment on Monday.
Friday, February 13, students will read the poem by following along with United Streaming recording of the story (Orsen Wells) and complete a lit web individually. General education and gifted education teacher will review lit web with students as needed. The gifted education teacher will review students’ answers as a class.
Monday, February 16 – STUDENT/PARENT/TEACHER CONFERENCES
Tuesday, February 17, the gifted education teacher will review the vocabulary with the students. The students will complete their vocab m/c question as well as an ACE+ regarding the story.
The gifted education teacher will have the students work in small groups, rotate and answer the different literary response and interpretation questions. Both gifted education and general education teacher will monitor and help facilitate answers. Students will have no longer than 5 minutes at each question. Discuss answers as a group.
The gifted education teacher will give students their homework assignment, due on Friday:
Either: job advertisement poster “Ratcatcher Wanted: Hamelin Town Council, or a one-page narrative retelling the events that took place in Hamelin from the point of view of the Pied Piper.
Wednesday, February 18, the gifted education teacher will again have the students work in small groups, rotating, to answer the reasoning and change questions. Discuss answers as a group. Both teachers will monitor.
Thursday, February 19, the general education will work with the students on the literary elements of the story, with a focus on theme and summary. Remind students of their assignment due at end of class on Friday.
Friday, February 20, The students will complete a m/c and ACE+ based on what they learned this week and last. (covering point of view, theme, setting, action, characters, summary).
When the test is completed, students will complete their chosen assignment – either the poster or the narrative.
How we will know we learned something (product):
Lit web
Vocab web
Chosen Product: advertisement or story
Who will score/grade what?:
to be determined
How will we differentiate content/process/product (if applicable):
Content: Pied Piper of Hamelin
Process: Higher level thinking questions, including reasoning and change.
Product: Either advertisement or story
Extension:
If time, perform the Reader’s Theater version of The Pied Piper of Hamelin by Matthew Powell
Homework:
Chosen assignment – either advertisement or story
What will we do at our next meeting?
Discuss how the planning went, and how the paperwork needs of the general education teacher were met. Plan how we are going to have the students complete the next cultural readings: Going Home and Taking Sides.
Thoughts: Have students read chapters individually in class and complete lit and vocab webs. Next day have small group discussion about chapter. Use the student picked vocab for m/c on Friday, and use the Cultural Discussion Questions as the ACE+. Pick a different standard to work on each week: main idea, setting, action, main character, theme, summary.
Teacher: Ms. Gene
Subject: 6th Language Arts
Lesson 12 – Pied Piper of Hamelin
Standards:
Recognize the point of view, setting, action and main characters
Describe the author’s use of various techniques
What we will learn (objectives):
Develop analytical and interpretive skills in literature
Explore new vocabulary words
Explore music as a means of persuasion
Revise student writing
What we will read or study (content):
Pied Piper of Hamelin
How we will study it (process):
Monday, February 9, we will finish student-made Declaration of Independence, to be posted in the hall.
Tuesday, February 10, SNOW DAY!
Wednesday, February 11, the general education teacher will give students a pre-assessment regarding view, setting, action, theme and summary using the Pied Piper of Hamelin.
Thursday, February 12, the gifted education teacher will have students listen to several different selections of persuasive music. Students will then write a sentence or two for each piece to describe how it made them feel or what thoughts it brought to mind. Discuss student responses and their ideas about how music can be used to make an impression on people. Explain that in the poem they are going to read, music plays an important persuasive role. (Due to Snow Day, this part of the lesson will be skipped)
The general education teacher will have the students complete vocabulary webs for the suggested words: vermin, subterranean, pied, piebald, pottage, paunch, mutinous, consternation. Students may work individually and/or in teams. These will be used for m/c vocab assessment on Monday.
Friday, February 13, students will read the poem by following along with United Streaming recording of the story (Orsen Wells) and complete a lit web individually. General education and gifted education teacher will review lit web with students as needed. The gifted education teacher will review students’ answers as a class.
Monday, February 16 – STUDENT/PARENT/TEACHER CONFERENCES
Tuesday, February 17, the gifted education teacher will review the vocabulary with the students. The students will complete their vocab m/c question as well as an ACE+ regarding the story.
The gifted education teacher will have the students work in small groups, rotate and answer the different literary response and interpretation questions. Both gifted education and general education teacher will monitor and help facilitate answers. Students will have no longer than 5 minutes at each question. Discuss answers as a group.
The gifted education teacher will give students their homework assignment, due on Friday:
Either: job advertisement poster “Ratcatcher Wanted: Hamelin Town Council, or a one-page narrative retelling the events that took place in Hamelin from the point of view of the Pied Piper.
Wednesday, February 18, the gifted education teacher will again have the students work in small groups, rotating, to answer the reasoning and change questions. Discuss answers as a group. Both teachers will monitor.
Thursday, February 19, the general education will work with the students on the literary elements of the story, with a focus on theme and summary. Remind students of their assignment due at end of class on Friday.
Friday, February 20, The students will complete a m/c and ACE+ based on what they learned this week and last. (covering point of view, theme, setting, action, characters, summary).
When the test is completed, students will complete their chosen assignment – either the poster or the narrative.
How we will know we learned something (product):
Lit web
Vocab web
Chosen Product: advertisement or story
Who will score/grade what?:
to be determined
How will we differentiate content/process/product (if applicable):
Content: Pied Piper of Hamelin
Process: Higher level thinking questions, including reasoning and change.
Product: Either advertisement or story
Extension:
If time, perform the Reader’s Theater version of The Pied Piper of Hamelin by Matthew Powell
Homework:
Chosen assignment – either advertisement or story
What will we do at our next meeting?
Discuss how the planning went, and how the paperwork needs of the general education teacher were met. Plan how we are going to have the students complete the next cultural readings: Going Home and Taking Sides.
Thoughts: Have students read chapters individually in class and complete lit and vocab webs. Next day have small group discussion about chapter. Use the student picked vocab for m/c on Friday, and use the Cultural Discussion Questions as the ACE+. Pick a different standard to work on each week: main idea, setting, action, main character, theme, summary.
Friday, February 6, 2009
Tuesday, February 3, 2009
Social Studies: Week of Feb 2 - 6, Chap 5, Ancient Egypt
Date: February 3, 2009
Teacher Name: Mr. Cavanaugh
Grade/subject: 6th World History
Chapter 5 – Ancient Egypt
What content will be covered (standards):
Describe and compare the characteristics of the ancient civilizations of Egypt, Mesopotamia and China and explain the importance of their contributions to later civilizations, to include:
· significance of river valleys
· early irrigation and its impact on agriculture
· forms of government (e.g., the theocracies in Egypt, dynasties in China)
· effect on world economies and trade
· key historical figures
· religious traditions, cultural, and scientific contributions (e.g., writing systems, calendars, building of monuments such as the pyramids
How will we determine mastery? What is the timeline for mastery?
Quiz at the end of each lesson in the chapter. Possibly use extensions menu concept for the students who are able to do some additional research
How will we differentiate content/process/product (if applicable)?
Process: Extensions Menu
Content: Opportunity to choose a topic to delve deeper into
Product: see menu
The general education teacher will:
Introduce the unit on Ancient Egypt with a film on Tuesday, Feb 3. Students will work through Lesson 1 on Thursday and Friday, Feb 4 and 5. The general education teacher will provide time for the students who are ready to work on the extensions menu either in class or in gifted ed classroom.
The gifted education teacher will:
Create the extension menu that fits appropriately with Lesson 1.
Introduce the idea of a study guide for the entire chapter for certain students.
Who will score/grade what?
To be determined.
What will we do at our next meeting?
Discuss strengths and challenges of this assignment.
Only 50% of the students passed the Hammurabi quiz. The extensions menu is an opportunity for those who did pass to work deeper into a subject to help gain a deeper understanding of Ancient Egypt, as well as time for those who need additional study time to work with the general education teacher in a smaller group.
Discuss strengths and challenges of the study guide, and how it would look in the classroom.
Teacher Name: Mr. Cavanaugh
Grade/subject: 6th World History
Chapter 5 – Ancient Egypt
What content will be covered (standards):
Describe and compare the characteristics of the ancient civilizations of Egypt, Mesopotamia and China and explain the importance of their contributions to later civilizations, to include:
· significance of river valleys
· early irrigation and its impact on agriculture
· forms of government (e.g., the theocracies in Egypt, dynasties in China)
· effect on world economies and trade
· key historical figures
· religious traditions, cultural, and scientific contributions (e.g., writing systems, calendars, building of monuments such as the pyramids
How will we determine mastery? What is the timeline for mastery?
Quiz at the end of each lesson in the chapter. Possibly use extensions menu concept for the students who are able to do some additional research
How will we differentiate content/process/product (if applicable)?
Process: Extensions Menu
Content: Opportunity to choose a topic to delve deeper into
Product: see menu
The general education teacher will:
Introduce the unit on Ancient Egypt with a film on Tuesday, Feb 3. Students will work through Lesson 1 on Thursday and Friday, Feb 4 and 5. The general education teacher will provide time for the students who are ready to work on the extensions menu either in class or in gifted ed classroom.
The gifted education teacher will:
Create the extension menu that fits appropriately with Lesson 1.
Introduce the idea of a study guide for the entire chapter for certain students.
Who will score/grade what?
To be determined.
What will we do at our next meeting?
Discuss strengths and challenges of this assignment.
Only 50% of the students passed the Hammurabi quiz. The extensions menu is an opportunity for those who did pass to work deeper into a subject to help gain a deeper understanding of Ancient Egypt, as well as time for those who need additional study time to work with the general education teacher in a smaller group.
Discuss strengths and challenges of the study guide, and how it would look in the classroom.
Monday, February 2, 2009
Language Arts: Week of February 2 - 6, Declaration of Independence cont.
Date: January 27, 2009
Teacher: Ms. Gene
Subject: 6th Language Arts
Persuasion, Lesson 9
Declaration of Independence, cont.
Standards:
Interpret and synthesize information from a variety of sources.
Use specific strategies to clear up confusing parts of a text.
Respond to historically or culturally significant works of literature to develop an awareness of perspectives.
What we will learn (objectives):
To develop analytical and interpretive skills in reading historical documents
To apply the elements of reasoning to an argument
To explore new vocabulary words
To develop persuasive writing skills
Describe and list the sections of the Declaration of Independence and explain the basic purpose of each.
Give an example of a document that served as a precedent for the Declaration.
List and explain one or more of the colonists' complaints included in the Declaration.
Demonstrate an awareness of the Declaration of Independence as a historical process developed in protest of unfair conditions.
What we will read or study (content):
The Declaration of Independence
Elements of Reasoning handout
Standards of Reasoning handout
Language of Persuasion handout
How we will study it (process):
Monday, February 2:
The general education teacher will have the students continue the Spelling Connections. As we progress toward the state test, ten minutes of each class will be used for student review based on the Spelling Connections and Learnia.
Tuesday, February 3
The gifted education teacher will complete the Declaration of Independence lesson this week. The general education teacher will help moderate and facilitate groups.
Lesson 3 The Unanimous Declaration of the Thirteen United States of America
The Declaration of Independence was created in an atmosphere of complaints about the treatment of the colonies under British rule. In this unit, students will be given the opportunity to compose a document based on their own complaints; however, the resulting "declarations" might be more convincing if based on some models already proven effective. Provide every student with a transcript of the Declaration. There is no need to do a close reading of the entire document at this point. The immediate goal is to understand the structure of the document and the basic intent of each section. Discuss the Declaration with students, using the following section-by-section questions help students relate this overview of the Declaration to the previous discussion.
Preamble: the reasons for writing down the Declaration (from "WHEN, in the Course of human Events" to "declare the Causes which impel them to the Separation."). What reason(s) did the Founding Fathers give for their decision to write out a declaration?
Statement of beliefs: specifying what the undersigned believed, the philosophy behind the document (from "We hold these Truths to be self-evident" to "an absolute Tyranny over these States"). What beliefs did the Founding Fathers declare they held?
List of complaints: the offenses that impelled the declaration (from "To prove this, let Facts be submitted to a candid World" to "unfit to be the ruler of a free people"). What are a few of the complaints? Are any specific events mentioned? If not, is the information given sometimes sufficient to figure out to which events the complaints refer?
Statement of prior attempts to redress grievances: (From "Nor have We been wanting in attentions to our British brethren," to "Enemies in War, in Peace Friends.") In what way(s) did the framers claim to have already tried in addressing the complaints?
Declaration of independence: (From "WE, therefore" to "and our sacred Honour.") What will change in the colonies as a result of the Declaration?
The signatures: Which signers do students recognize?
Wednesday, February 4
The gifted ed teacher will facilitate the reading of document. Students will then self-select with up to, but no more than, 8 teams. The teams will then rotate around the room to answer various questions regarding the document:
Word Choice: Jefferson uses the words “dissolve the political bands” to describe the efforts towards separation from Great Britain. What efforts were actually taking place to dissolve those bands? Why are the words “rebellion” and “revolution” not used?
Word Choice: Find several adjectives used to describe the people of the colonies and adjectives used to describe the British. How do the word choices influence the reader’s understanding of events?
Figurative Language: Find examples of figurative language in the Declaration. Why does Jefferson use the phrase “swarms of Officers” and compare the actions of the “foreign Mercenaries” to those of “the most barbarous ages?”
Sentence Patterns: Look at the series of sentences in which Jefferson outlines the actions of the King. How does each sentence begin? What is the effect of the repetition?
Sentence Patterns: Some of the most well-known words of this document are near the beginning – “Life, Liberty, and the pursuit of Happiness” and at the very end – “our Lives, our Fortunes, and our sacred Honor.” What do you notice about the structure of these two phrases?
Why do you think they are memorable? Why did Jefferson not include four or five items, or only one or two, in each case? Try to find other examples in the document of phrases which reflect numerical patterns.
Imitative Language Patterns: Why does Jefferson continually refer to Laws throughout the document?
Concrete and Abstract Images: Find the instances of the words “tyrant” and “tyranny” in the document. What are the implications of the words? Does Jefferson ever call the King a tyrant directly? Why or why not?
Concrete and Abstract Images: Why does Jefferson not refer to any specific dates, events or colonies in the document? How does he make the words generalizable across the thirteen colonies?
Both general education and gifted education teachers will be facilitating the groups to help direct to appropriate answers. Teams will be given between 5 – 7 minutes at each question.
Teams will then come together to discuss answers as a whole class.
Thursday, February 5
The general education teacher will have the students reflect on what they learned and discussed yesterday. The students will then individually answer the following question in an ACE+ format:
Imagine that you were one of the representatives at the Second Continental Congress. Would you have signed the Declaration right away, or would you have still argued about certain pieces of it? Why? What would have persuaded you one way or the other? Write a paragraph to explain your decision and reasons.
The students will then get into small groups and looking at their list of class complaints, will begin to draft their own declaration. The Declaration of Independence will serve as a model. The student document should contain the same sections.
Remind the students that tomorrow they will have a vocabulary test over words from the Declaration of Independence.
Friday, February 6
The students will quickly review the vocabulary words with each other (10 minutes during breakfast).
The student will take the vocabulary test.
The students will then finish their draft declaration and share with the other groups. Each group will sign theirs, and will be posted in the hall.
How we will know we learned something (product):
Literature Web
Vocabulary Web
Student Response journals
Student declaration
Vocabulary test
Who will score/grade what?:
To be determined
How will we differentiate content/process/product (if applicable):
Content: Declare the Causes lesson plan added to the W&M as a way for students to have a personal understanding of the document.
Process: n/a
Product: Student declaration
Extension: (if time)
*Do some research on Thomas Jefferson. Read a biography of Jefferson and find out what led him to be part of the Second Continental Congress and how he was chosen to write the Declaration. What other important documents did Jefferson write?
*Many other groups that have worked for liberty since the time of the American Revolution have used Jefferson’s words to inspire their own actions. Find out about other revolutions that have based their own work toward freedom on the Declaration of Independence.
*Read another famous document of American history, Lincoln’s Gettysburg Address. Compare the Gettysburg Address to the Declaration of Independence. How did Lincoln imitate parts of the Declaration in order to make his own speech more effective? Complete a Literature Web for the Gettysburg Address, paying particular attention to key words and to structure.
Homework:
To be determined
What will we do at our next meeting?
Discuss how to incorporate Spelling Connections and Learnia needs into the W&M curriculum. Discuss when to assign the next cultural books, and how to have the students progress through them.
Teacher: Ms. Gene
Subject: 6th Language Arts
Persuasion, Lesson 9
Declaration of Independence, cont.
Standards:
Interpret and synthesize information from a variety of sources.
Use specific strategies to clear up confusing parts of a text.
Respond to historically or culturally significant works of literature to develop an awareness of perspectives.
What we will learn (objectives):
To develop analytical and interpretive skills in reading historical documents
To apply the elements of reasoning to an argument
To explore new vocabulary words
To develop persuasive writing skills
Describe and list the sections of the Declaration of Independence and explain the basic purpose of each.
Give an example of a document that served as a precedent for the Declaration.
List and explain one or more of the colonists' complaints included in the Declaration.
Demonstrate an awareness of the Declaration of Independence as a historical process developed in protest of unfair conditions.
What we will read or study (content):
The Declaration of Independence
Elements of Reasoning handout
Standards of Reasoning handout
Language of Persuasion handout
How we will study it (process):
Monday, February 2:
The general education teacher will have the students continue the Spelling Connections. As we progress toward the state test, ten minutes of each class will be used for student review based on the Spelling Connections and Learnia.
Tuesday, February 3
The gifted education teacher will complete the Declaration of Independence lesson this week. The general education teacher will help moderate and facilitate groups.
Lesson 3 The Unanimous Declaration of the Thirteen United States of America
The Declaration of Independence was created in an atmosphere of complaints about the treatment of the colonies under British rule. In this unit, students will be given the opportunity to compose a document based on their own complaints; however, the resulting "declarations" might be more convincing if based on some models already proven effective. Provide every student with a transcript of the Declaration. There is no need to do a close reading of the entire document at this point. The immediate goal is to understand the structure of the document and the basic intent of each section. Discuss the Declaration with students, using the following section-by-section questions help students relate this overview of the Declaration to the previous discussion.
Preamble: the reasons for writing down the Declaration (from "WHEN, in the Course of human Events" to "declare the Causes which impel them to the Separation."). What reason(s) did the Founding Fathers give for their decision to write out a declaration?
Statement of beliefs: specifying what the undersigned believed, the philosophy behind the document (from "We hold these Truths to be self-evident" to "an absolute Tyranny over these States"). What beliefs did the Founding Fathers declare they held?
List of complaints: the offenses that impelled the declaration (from "To prove this, let Facts be submitted to a candid World" to "unfit to be the ruler of a free people"). What are a few of the complaints? Are any specific events mentioned? If not, is the information given sometimes sufficient to figure out to which events the complaints refer?
Statement of prior attempts to redress grievances: (From "Nor have We been wanting in attentions to our British brethren," to "Enemies in War, in Peace Friends.") In what way(s) did the framers claim to have already tried in addressing the complaints?
Declaration of independence: (From "WE, therefore" to "and our sacred Honour.") What will change in the colonies as a result of the Declaration?
The signatures: Which signers do students recognize?
Wednesday, February 4
The gifted ed teacher will facilitate the reading of document. Students will then self-select with up to, but no more than, 8 teams. The teams will then rotate around the room to answer various questions regarding the document:
Word Choice: Jefferson uses the words “dissolve the political bands” to describe the efforts towards separation from Great Britain. What efforts were actually taking place to dissolve those bands? Why are the words “rebellion” and “revolution” not used?
Word Choice: Find several adjectives used to describe the people of the colonies and adjectives used to describe the British. How do the word choices influence the reader’s understanding of events?
Figurative Language: Find examples of figurative language in the Declaration. Why does Jefferson use the phrase “swarms of Officers” and compare the actions of the “foreign Mercenaries” to those of “the most barbarous ages?”
Sentence Patterns: Look at the series of sentences in which Jefferson outlines the actions of the King. How does each sentence begin? What is the effect of the repetition?
Sentence Patterns: Some of the most well-known words of this document are near the beginning – “Life, Liberty, and the pursuit of Happiness” and at the very end – “our Lives, our Fortunes, and our sacred Honor.” What do you notice about the structure of these two phrases?
Why do you think they are memorable? Why did Jefferson not include four or five items, or only one or two, in each case? Try to find other examples in the document of phrases which reflect numerical patterns.
Imitative Language Patterns: Why does Jefferson continually refer to Laws throughout the document?
Concrete and Abstract Images: Find the instances of the words “tyrant” and “tyranny” in the document. What are the implications of the words? Does Jefferson ever call the King a tyrant directly? Why or why not?
Concrete and Abstract Images: Why does Jefferson not refer to any specific dates, events or colonies in the document? How does he make the words generalizable across the thirteen colonies?
Both general education and gifted education teachers will be facilitating the groups to help direct to appropriate answers. Teams will be given between 5 – 7 minutes at each question.
Teams will then come together to discuss answers as a whole class.
Thursday, February 5
The general education teacher will have the students reflect on what they learned and discussed yesterday. The students will then individually answer the following question in an ACE+ format:
Imagine that you were one of the representatives at the Second Continental Congress. Would you have signed the Declaration right away, or would you have still argued about certain pieces of it? Why? What would have persuaded you one way or the other? Write a paragraph to explain your decision and reasons.
The students will then get into small groups and looking at their list of class complaints, will begin to draft their own declaration. The Declaration of Independence will serve as a model. The student document should contain the same sections.
Remind the students that tomorrow they will have a vocabulary test over words from the Declaration of Independence.
Friday, February 6
The students will quickly review the vocabulary words with each other (10 minutes during breakfast).
The student will take the vocabulary test.
The students will then finish their draft declaration and share with the other groups. Each group will sign theirs, and will be posted in the hall.
How we will know we learned something (product):
Literature Web
Vocabulary Web
Student Response journals
Student declaration
Vocabulary test
Who will score/grade what?:
To be determined
How will we differentiate content/process/product (if applicable):
Content: Declare the Causes lesson plan added to the W&M as a way for students to have a personal understanding of the document.
Process: n/a
Product: Student declaration
Extension: (if time)
*Do some research on Thomas Jefferson. Read a biography of Jefferson and find out what led him to be part of the Second Continental Congress and how he was chosen to write the Declaration. What other important documents did Jefferson write?
*Many other groups that have worked for liberty since the time of the American Revolution have used Jefferson’s words to inspire their own actions. Find out about other revolutions that have based their own work toward freedom on the Declaration of Independence.
*Read another famous document of American history, Lincoln’s Gettysburg Address. Compare the Gettysburg Address to the Declaration of Independence. How did Lincoln imitate parts of the Declaration in order to make his own speech more effective? Complete a Literature Web for the Gettysburg Address, paying particular attention to key words and to structure.
Homework:
To be determined
What will we do at our next meeting?
Discuss how to incorporate Spelling Connections and Learnia needs into the W&M curriculum. Discuss when to assign the next cultural books, and how to have the students progress through them.
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