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.
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