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
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