Date: January 27, 2009
Teacher Name: Mr. Cavanaugh
Grade/subject: 6th World History
Chapter 4 – Early Empires
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?
After reading the article at : http://www.wccusd.k12.ca.us/stc/ethical/singapore.htm Students will participate in a debate: Why are laws necessary?
Students will then write a creative story/diary/letter either as an American teenager in Singapore or a Singapore teenager in America.
How will we differentiate content/process/product (if applicable)?
Process: n/a
Content: Article retrieved January 27, 2009 from: http://www.wccusd.k12.ca.us/stc/ethical/singapore.htm
Product: Creative story/diary/letter
The general education teacher will:
Complete Chapter 4, with a discussion of Why Laws Are Necessary, including the article found at http://www.wccusd.k12.ca.us/stc/ethical/singapore.htm, regarding the American who was whipped in Singapore. The focus will be on what is more important the good of society or the rights and liberties of individuals.
The gifted education teacher will:
Tie in what is being learned with regards to the law with the Declaration of Independence lesson during Language Arts.Who will score/grade what?The general education teacher will implement the alternative products, process, and content.
What will we do at our next meeting?
Discuss strengths and challenges of this assignment.
The last assignment of choosing one from a list of three products resulted in work on the product, but very little content. Students rotated to other projects to gain information, but were only able to complete approximately 50% of the worksheet review. Students were not able to verbalize the missing information and then reviewed individually, as class discussion was not an option due to behavior.
Students will have an opportunity to complete another Monument with a later assignment, after reviewing strengths and challenges with last assignment.
Tuesday, January 27, 2009
Language Arts: Week of January 26 - 30, Spelling Connections
Date: January 27, 2009
Teacher: Ms. Gene
Subject: 6th Language Arts
Spelling Connections
Standards:
Compose a variety of writings that express individual perspectives drawn from personal or related experience
Draft, revise, edit and proofread own written work
Demonstrate competence in writing essays.
Correctly spell frequently misspelled words (e.g., there, their, they’re).
What we will read or study (content):
Spelling Connections, Units 12, 18, 24, 30 and 36.
How we will study it (process):
Monday, January 26:
The general education teacher will facilitate housekeeping activities: PDSAs, data notebooks, vocabulary words, 6-traits – needed work on conventions and spelling. Reviewed book reports and when they are due.
Tuesday, Jan 27 – Friday, Jan 30
Students will be assessed using Spelling Connections, Units 12, 18, 24, 30 and 36.
The gifted education teacher will help facilitate individual work on Wednesday and Friday.
How we will know we learned something (product):
Completed classroom assignments.
Who will score/grade what?:
The general education teacher will score the classroom assignments and assessments.
How will we differentiate content/process/product (if applicable):
Content: n/a
Process: Two teachers in the classroom helping to facilitate activities
Product: n/a
Extension:
The gifted education teacher will show students two ways to practice their spelling: Spell Tic-Tac-Toe and Spell Checkers. This can be used for vocabulary as well.
Homework:
To be determined by general education teacher
What will we do at our next meeting?
Discuss how we will finish the Declaration lesson as well as incorporate spelling lessons.
Teacher: Ms. Gene
Subject: 6th Language Arts
Spelling Connections
Standards:
Compose a variety of writings that express individual perspectives drawn from personal or related experience
Draft, revise, edit and proofread own written work
Demonstrate competence in writing essays.
Correctly spell frequently misspelled words (e.g., there, their, they’re).
What we will read or study (content):
Spelling Connections, Units 12, 18, 24, 30 and 36.
How we will study it (process):
Monday, January 26:
The general education teacher will facilitate housekeeping activities: PDSAs, data notebooks, vocabulary words, 6-traits – needed work on conventions and spelling. Reviewed book reports and when they are due.
Tuesday, Jan 27 – Friday, Jan 30
Students will be assessed using Spelling Connections, Units 12, 18, 24, 30 and 36.
The gifted education teacher will help facilitate individual work on Wednesday and Friday.
How we will know we learned something (product):
Completed classroom assignments.
Who will score/grade what?:
The general education teacher will score the classroom assignments and assessments.
How will we differentiate content/process/product (if applicable):
Content: n/a
Process: Two teachers in the classroom helping to facilitate activities
Product: n/a
Extension:
The gifted education teacher will show students two ways to practice their spelling: Spell Tic-Tac-Toe and Spell Checkers. This can be used for vocabulary as well.
Homework:
To be determined by general education teacher
What will we do at our next meeting?
Discuss how we will finish the Declaration lesson as well as incorporate spelling lessons.
Language Arts: Week of January 20 - 23, Declaration of Independence
Date: January 19, 2009
Teacher: Ms. Gene
Grade/Subject: 6th Language Arts
Persuasion – Lesson 9, Declaration of Independence
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):
Thursday, January 15:
The general education teacher shared a background information packet with the students, to be completed by the end of the unit.
Tuesday, January 20:
The gifted ed teacher will complete Lesson 1 with the students, while the general ed teacher helps to facilitate the teams.
Lesson 1 Complaints, Complaints...
Discuss with students that you have overheard them, at times, make various complaints about the treatment of young people. Complaints not unlike those motivated the Founding Fathers at the time of the American Revolution. Give the students a short time in small groups to list complaints they have about the treatment of young people. The complaints should be of a general nature (for example: recess should be longer, fourth graders should be able to see PG videos, etc.). Collect the list. Choose complaints to share with the class, so you can guide the discussion to follow. Save the lists for future reference. There are moments when all of us are more eager to express what's wrong than we are to think critically about the problem and possible solutions. There is no reason to think people were any different in 1776. It's important to understand the complaints of the colonists as one step in a process involving careful deliberation and attempts to redress grievances. Ask questions to help your students consider their concerns in a deliberate way. WHO makes the rules they don't like, WHO decides if they are fair or not, HOW does one get them changed, WHAT does it mean to be independent from the rules, and finally, HOW does a group of people declare that they will no longer follow the rules?
Wednesday and Thursday, January 21 - 22
The gifted ed teacher will start Lesson 2 on the 21st and complete up through the 3rd questions. The general ed teacher will help facilitate the groups. The general ed teacher will complete Lesson 2, through the rest of the questions.
Lesson 2 So, What are You Going to Do About It?
Ask the students to imagine that, in hopes of effecting some changes, they are going to compose a document based on their complaints to be sent to the appropriate audience. As they begin to compose their document, they should consider the following questions. (Note to the teacher: The following questions correspond to the sections of the Declaration, as noted in parentheses, which will be discussed later. This discussion serves as a prewriting activity for the writing assignment.)
To whom would you send your complaints? Why? What reasons would you give for your decision to write out your complaints? (Preamble)
What makes you think your complaints are worthwhile? Aren't there good reasons why things are the way they are? Why should things as they are be changed? Would it be possible to summarize the thinking behind your desire for change in a single sentence? (statement of beliefs, or the thinking behind the complaints)
Is there anything in particular the reader should notice about your complaints? Is there anything you need to keep in mind to make sure your audience understands and appreciates your complaints? What kinds of events inspired your complaints? (the list of complaints)
Have you already tried to make any changes in the treatment of young people? In what way? (prior attempts to redress grievances)
Is it possible to say in a single sentence what it is you really want to happen? It would take time to change the system to accommodate all of your complaints. What should happen right away? (declaration of independence)
Who would be willing to sign his/her name to this list of complaints even if it were going to be seen and read by many people? (the signatures)
Friday, January 23:
The gifted ed teacher will lead the students in the game of SWAT! as a way to review their vocabulary words. Students will have 5 minutes to review the words, and the split into two teams and have to “swat” the word the teacher said the definition for. The team with the most points, “wins.”
Students will then take their spelling/vocab test. When completed, the students will continue work on their Declaration of Independence packet.
How we will know we learned something (product):
Literature Web
Vocabulary Web
Student Response journals
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: to be determined
Homework:
To be determined
What will we do at our next meeting?
Discuss the week of Jan 26 - 30 and how we will finish the Declaration lesson. Review of Thursday lesson did not go as well as planned; students did not seemed vested in answering the final 3 questions regarding What Are You Going to Do About It? When we continue the lesson during the following week, we will review the answers given and then continue. Students will become aware of how incomplete their own document is due to their own lack of interest.
Teacher: Ms. Gene
Grade/Subject: 6th Language Arts
Persuasion – Lesson 9, Declaration of Independence
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):
Thursday, January 15:
The general education teacher shared a background information packet with the students, to be completed by the end of the unit.
Tuesday, January 20:
The gifted ed teacher will complete Lesson 1 with the students, while the general ed teacher helps to facilitate the teams.
Lesson 1 Complaints, Complaints...
Discuss with students that you have overheard them, at times, make various complaints about the treatment of young people. Complaints not unlike those motivated the Founding Fathers at the time of the American Revolution. Give the students a short time in small groups to list complaints they have about the treatment of young people. The complaints should be of a general nature (for example: recess should be longer, fourth graders should be able to see PG videos, etc.). Collect the list. Choose complaints to share with the class, so you can guide the discussion to follow. Save the lists for future reference. There are moments when all of us are more eager to express what's wrong than we are to think critically about the problem and possible solutions. There is no reason to think people were any different in 1776. It's important to understand the complaints of the colonists as one step in a process involving careful deliberation and attempts to redress grievances. Ask questions to help your students consider their concerns in a deliberate way. WHO makes the rules they don't like, WHO decides if they are fair or not, HOW does one get them changed, WHAT does it mean to be independent from the rules, and finally, HOW does a group of people declare that they will no longer follow the rules?
Wednesday and Thursday, January 21 - 22
The gifted ed teacher will start Lesson 2 on the 21st and complete up through the 3rd questions. The general ed teacher will help facilitate the groups. The general ed teacher will complete Lesson 2, through the rest of the questions.
Lesson 2 So, What are You Going to Do About It?
Ask the students to imagine that, in hopes of effecting some changes, they are going to compose a document based on their complaints to be sent to the appropriate audience. As they begin to compose their document, they should consider the following questions. (Note to the teacher: The following questions correspond to the sections of the Declaration, as noted in parentheses, which will be discussed later. This discussion serves as a prewriting activity for the writing assignment.)
To whom would you send your complaints? Why? What reasons would you give for your decision to write out your complaints? (Preamble)
What makes you think your complaints are worthwhile? Aren't there good reasons why things are the way they are? Why should things as they are be changed? Would it be possible to summarize the thinking behind your desire for change in a single sentence? (statement of beliefs, or the thinking behind the complaints)
Is there anything in particular the reader should notice about your complaints? Is there anything you need to keep in mind to make sure your audience understands and appreciates your complaints? What kinds of events inspired your complaints? (the list of complaints)
Have you already tried to make any changes in the treatment of young people? In what way? (prior attempts to redress grievances)
Is it possible to say in a single sentence what it is you really want to happen? It would take time to change the system to accommodate all of your complaints. What should happen right away? (declaration of independence)
Who would be willing to sign his/her name to this list of complaints even if it were going to be seen and read by many people? (the signatures)
Friday, January 23:
The gifted ed teacher will lead the students in the game of SWAT! as a way to review their vocabulary words. Students will have 5 minutes to review the words, and the split into two teams and have to “swat” the word the teacher said the definition for. The team with the most points, “wins.”
Students will then take their spelling/vocab test. When completed, the students will continue work on their Declaration of Independence packet.
How we will know we learned something (product):
Literature Web
Vocabulary Web
Student Response journals
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: to be determined
Homework:
To be determined
What will we do at our next meeting?
Discuss the week of Jan 26 - 30 and how we will finish the Declaration lesson. Review of Thursday lesson did not go as well as planned; students did not seemed vested in answering the final 3 questions regarding What Are You Going to Do About It? When we continue the lesson during the following week, we will review the answers given and then continue. Students will become aware of how incomplete their own document is due to their own lack of interest.
Thursday, January 15, 2009
Monday, January 12, 2009
Social Studies: Week of Jan 12 - 16, Ancient Sumar
Date: January 8, 2009
Teacher Name: Mr. Cavanaugh
Grade/subject: 6th World History
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 (writing systems, calendars, building of monuments such as the pyramids
How will we determine mastery? What is the timeline for mastery?
Rubric
Completion of choice of product identifying the accomplishments of the Sumerians.
How will we differentiate content/process/product?
Process: n/a
Content: Use combination of on-grade level book as well as above-grade level book for content on Ancient Sumer.
Product: Students will have choice of three products: a 3-sided brochure, a monument or a poster
The general education teacher will:
Use information from on- and above-grade level books. Give class time to complete choice of product.
The teacher of gifted will:
Provide rubric as basis of scoring guide. Will assist in the scoring.
Who will score/grade what?
Both teachers will score using the rubric.
What will we do at our next meeting?
Discuss plus/delta with choices of products; how to differentiate for the next unit
Teacher Name: Mr. Cavanaugh
Grade/subject: 6th World History
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 (writing systems, calendars, building of monuments such as the pyramids
How will we determine mastery? What is the timeline for mastery?
Rubric
Completion of choice of product identifying the accomplishments of the Sumerians.
How will we differentiate content/process/product?
Process: n/a
Content: Use combination of on-grade level book as well as above-grade level book for content on Ancient Sumer.
Product: Students will have choice of three products: a 3-sided brochure, a monument or a poster
The general education teacher will:
Use information from on- and above-grade level books. Give class time to complete choice of product.
The teacher of gifted will:
Provide rubric as basis of scoring guide. Will assist in the scoring.
Who will score/grade what?
Both teachers will score using the rubric.
What will we do at our next meeting?
Discuss plus/delta with choices of products; how to differentiate for the next unit
Language Arts: Week of January 12 - 16, Discussion of Asian-American Literature
Subject: Language Arts
Persuasion – Lesson 7, Discussion of Asian-American Literature
What we will learn (objectives):
Develop analytical and interpretive skills
What we will read or study (content):
Dragonwings by Laurence Yep
Journey to Topaz by Yoshiko Uchida
Independent Reading Assignment and written responses
Literature Web
Cultures and Change Matrix
How we will study it (process):
Divide students into two groups, based on whether they finished the reading assignment or not.
Those that did not finish it, will write general ed and/or gifted ed teacher a post card as to the 3 reasons why they did not finish the reading. They will then say one thing they will do for the next reading assignment to make sure it is completed on time. The students will then spend the rest of the class time reading their assigned book.
The students who did finish their assignment, whether or not they turned in their book report will be divided by what book they read, group A/B. Students will be given 5 – 7 minutes to jot down their thoughts in answer to the discussion questions. In their groups, the students will then make a web based on the questions and their answers.
Upon completion: Students will present a tableaux to explain the book to the other group (Action Strategies, pg. 116). Use the guidelines/ brainstorming sheet to plan. (pg. 120) Students will have 20 – 30 minutes to create and rehearse and then present before the end of class.
After both groups have completed their tableaux, groups will complete a large lit web. Display both webs and create a class venn diagram.
Complete the Cultures and Change Matrix individually and then as whole group.
As a class, we will complete a plus/delta for the independent reading assignment and make adjustments as necessary.
How we will know we learned something (product):
Discussion questions web
Tableaux planning sheet
Lit web
Class Venn diagram
Cultures and Change Matrix
Homework:
Begin reading book 2 from Ind. Reading Assignment.
Enrichment (if time):
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.
Persuasion – Lesson 7, Discussion of Asian-American Literature
What we will learn (objectives):
Develop analytical and interpretive skills
What we will read or study (content):
Dragonwings by Laurence Yep
Journey to Topaz by Yoshiko Uchida
Independent Reading Assignment and written responses
Literature Web
Cultures and Change Matrix
How we will study it (process):
Divide students into two groups, based on whether they finished the reading assignment or not.
Those that did not finish it, will write general ed and/or gifted ed teacher a post card as to the 3 reasons why they did not finish the reading. They will then say one thing they will do for the next reading assignment to make sure it is completed on time. The students will then spend the rest of the class time reading their assigned book.
The students who did finish their assignment, whether or not they turned in their book report will be divided by what book they read, group A/B. Students will be given 5 – 7 minutes to jot down their thoughts in answer to the discussion questions. In their groups, the students will then make a web based on the questions and their answers.
Upon completion: Students will present a tableaux to explain the book to the other group (Action Strategies, pg. 116). Use the guidelines/ brainstorming sheet to plan. (pg. 120) Students will have 20 – 30 minutes to create and rehearse and then present before the end of class.
After both groups have completed their tableaux, groups will complete a large lit web. Display both webs and create a class venn diagram.
Complete the Cultures and Change Matrix individually and then as whole group.
As a class, we will complete a plus/delta for the independent reading assignment and make adjustments as necessary.
How we will know we learned something (product):
Discussion questions web
Tableaux planning sheet
Lit web
Class Venn diagram
Cultures and Change Matrix
Homework:
Begin reading book 2 from Ind. Reading Assignment.
Enrichment (if time):
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.
Recap of Important Dates during 2nd quarter
Sept 30 - Oct 3:Services suspended, Gifted Ed evaluations off-site
Oct 6 - 10:Fall Break
Oct 20 - 24:Services suspended, Gifted Ed evaluations at CMM
Nov 3 - 7:Services suspended, Gifted Ed evaluations scoring at EDC
Nov 24 - 28:Thanksgiving Break
Dec 15 - 19:Finals week - snow days for 4 out of 5 days
Oct 6 - 10:Fall Break
Oct 20 - 24:Services suspended, Gifted Ed evaluations at CMM
Nov 3 - 7:Services suspended, Gifted Ed evaluations scoring at EDC
Nov 24 - 28:Thanksgiving Break
Dec 15 - 19:Finals week - snow days for 4 out of 5 days
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