Date: August 26, 2010
Teacher: Mr. West
Subject: 6th Language Arts
Persuasion, Lesson 1
Introduction and Pre-Assessment
What we will learn (objectives):
Develop analytical and interpretive skills in literature
Administer pre-assessments for literature and persuasive writing
What we will read or study (content):
The Road Not Taken by Robert Frost
How we will study it (process):
The students will silently read “The Road Not Taken” by Robert Frost, then take the pre-assessment for literature and writing. Students will be given 30 minutes to complete both.
After everyone is finished, the gifted ed teacher will ask if the students have ever heard of a man named Socrates. Have students answer if they know, if not, tell students that he was an Ancient Greek philosopher and teacher who taught his students by asking a question and having them discuss the answer. Explain that we will be doing a modified Socratic discussion, where whoever has the ball will answer the question and then throw the ball to the next student to add on additional information, referencing either what was read or personal and/or historical info. Explain that only the person with the ball may speak everyone else, including the gen ed and gifted ed teacher included. We may ask for the ball if we have a comment or question, or are ready to move to the next topic.
Next, the gifted ed teacher will lead the discussion by asking one or more of the following questions, as appropriate:
Literary Response and Interpretation Questions:
Who is the speaker of the poem? How can you tell?
Is the poet speaking in the past, present or future? Explain.
How does Frost describe the two roads? What are the similarities and differences in them?
What do the two roads in the poem symbolize or stand for? How are choices in life like the choice made in the poem? What do you think the speaker facing?
What do you think he will do?
What do you think Frost means by the last two lines of the poem?
Reasoning Questions:
How does the speaker feel about each of the roads? Give evidence for your answer.
What reasons could you give to support taking a “less-traveled road” in life? What reasons could you give for taking a “well-worn path?”
Change Question:
This poem suggests that the choices we make determine the directions our lives take. Do you agree or disagree? How can choices change one’s life?
Middle School specific questions:
What are some examples of “roads traveled” by middle schoolers? For example: decisions about friends, styles; dilemmas about members of the opposite sex; choices in interests, activities and idea; decisions about school subjects; peer pressure
What might taking “the road less traveled by” mean to a middle schooler? Why might taking this road end up “making all the difference?”
If time:
In groups of 4, have students brainstorm a list of common dilemmas they face that involve choosing one or more “roads.” Each group will then select one dilemma and write a skit about the problem that shows what might happen in the future as the result of a decision now. The skit should include a realistic portrayal of a middle school situation and a logical outcome based on the decision regarding the “road taken.” Groups will then have an opportunity to perform for the class.
How we will know we learned something (product):
Pre-assessment for literature and writing
Who will score/grade what?:
The gifted ed teacher will score the pre-assessments
How will we differentiate content/process/product (if applicable):
Content: The Road Less Taken by Robert Frost
Process: Socratic discussion
Product: Pre-assessments
Extension:
Ask students to recall a time when they had to make a decision that was like choosing between two roads (for example: choosing being participating in two different activities whose schedules conflicted). Have them create a drawing which represents their choice as a decision between two roads. Illustrate the roads so that the picture explains more about the choice that was made, including such details as obstacles in the roads and potential destinations.
What will we do at our next meeting?
Discuss how this reading and discussion went, and then the first novel group.
Friday, August 27, 2010
Wednesday, May 12, 2010
Social Studies: Ancient Greece
Date: May 12, 2010
Teacher: Mr. Cavanaugh
Subject: 6th World History
Chapter 5 – Ancient Greece
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)
What we will learn (objectives):
Describe which segments of society were included in the original Athenian democracy. Students will compare and contrast early Greek democracy to democracy as it is exercised in the US today.
What we will read or study (content):
Chapter 11, Sections 1 and 2
How we will study it (process):
The general education teacher will teach Sections 1 and 2, through discussion, notes, guided reading and notes.
During Section 2, the general education teacher and the gifted education teacher will guide the students through Ancient Democracy simulation:
Have enough copies of the Ecclesia cards for one-half the male membership of class and enough copies of the Metic and servant cards combined for the other one-half of the male membership of class.
Start a discussion with the class regarding an upcoming project. Tell the students that we are undecided about what kind of project we want them to do as a final project on Greece. We have thought about a report, a diorama, a play or a mural. We thought it might be fun to let democracy rule on this project.
The gifted ed teacher will hand out the role cards to the male students only. Explain that only the students who possess an Ecclesia card may enter in discussion about the proposed project. As deftly as possible, garner responses only from those boys holding an Ecclesia card. Those holding other cards or the girls must be politely, but firmly, told that their opinion in this matter doesn’t count.
Hold a vote on the project choices, only allowing the ecclesia members to vote.
After the eligible voters have made their decision, the teachers may have to deal with some upset students. The following questions may help defuse and clarify the lesson succinctly:
• How was or wasn’t this a democratic way of dealing with the project dilemma?
• What part of the classroom membership was totally left out of the decision-making process?
• Who among the boys were able to participate in the “democratic” process?
Let students know that this activity simulates the earliest forms of democracy as it was born in Ancient Greece. Ecclesia means: 1.an assembly, esp. the popular assembly of ancient Athens, also from the Latin and Greek: to summon forth. Metics, or foreign males, and servants or slaves, as well as women, were denied a part in the governing process. Only those males age 18 and over whose ancestors had been citizens of Athens were given the right to vote. Have students compare those qualifications to modern voter qualifications in our country, where all citizens age 18 and older may vote, regardless of race, religion, gender or political beliefs.
How we will know we learned something (product):
Discussion
End of section quiz
Who will score/grade what?:
General ed teacher
How will we differentiate content/process/product (if applicable):
Content: Chapter 11, Ancient Greece, Prentice Hall World History
Process: Ancient Democracy Simulation
Product: n/a
Homework:
As needed
Extension:
Ecclesia: 1.an assembly, esp. the popular assembly of ancient Athens. 2. a congregation; church. Origin:
1570–80; < L < Gk ekklēsía assembly, equiv. to ékklēt(os) summoned (ek- ec- + klē-, var. of kal-, s. of kaleîn to call, + -tos ptp. suffix) + -ia -ia
1. The political assembly of citizens of an ancient Greek state.
2. A church or congregation.
[Latin ecclēsia, from Greek ekklēsiā, from ekkalein, to summon forth : ek-, out; see ecto- + kalein, klē-, to call; see kelə-2 in Indo-European roots.]
What will we do at our next meeting?
Discuss how the simulation went, how to incorporate more next year, plus/delta for the year.
Retrieved from:
http://dictionary.reference.com/browse/ecclesia
Retrieved and modified from:
Ancient History Simulations – Teacher Created Resources
Teacher: Mr. Cavanaugh
Subject: 6th World History
Chapter 5 – Ancient Greece
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)
What we will learn (objectives):
Describe which segments of society were included in the original Athenian democracy. Students will compare and contrast early Greek democracy to democracy as it is exercised in the US today.
What we will read or study (content):
Chapter 11, Sections 1 and 2
How we will study it (process):
The general education teacher will teach Sections 1 and 2, through discussion, notes, guided reading and notes.
During Section 2, the general education teacher and the gifted education teacher will guide the students through Ancient Democracy simulation:
Have enough copies of the Ecclesia cards for one-half the male membership of class and enough copies of the Metic and servant cards combined for the other one-half of the male membership of class.
Start a discussion with the class regarding an upcoming project. Tell the students that we are undecided about what kind of project we want them to do as a final project on Greece. We have thought about a report, a diorama, a play or a mural. We thought it might be fun to let democracy rule on this project.
The gifted ed teacher will hand out the role cards to the male students only. Explain that only the students who possess an Ecclesia card may enter in discussion about the proposed project. As deftly as possible, garner responses only from those boys holding an Ecclesia card. Those holding other cards or the girls must be politely, but firmly, told that their opinion in this matter doesn’t count.
Hold a vote on the project choices, only allowing the ecclesia members to vote.
After the eligible voters have made their decision, the teachers may have to deal with some upset students. The following questions may help defuse and clarify the lesson succinctly:
• How was or wasn’t this a democratic way of dealing with the project dilemma?
• What part of the classroom membership was totally left out of the decision-making process?
• Who among the boys were able to participate in the “democratic” process?
Let students know that this activity simulates the earliest forms of democracy as it was born in Ancient Greece. Ecclesia means: 1.an assembly, esp. the popular assembly of ancient Athens, also from the Latin and Greek: to summon forth. Metics, or foreign males, and servants or slaves, as well as women, were denied a part in the governing process. Only those males age 18 and over whose ancestors had been citizens of Athens were given the right to vote. Have students compare those qualifications to modern voter qualifications in our country, where all citizens age 18 and older may vote, regardless of race, religion, gender or political beliefs.
How we will know we learned something (product):
Discussion
End of section quiz
Who will score/grade what?:
General ed teacher
How will we differentiate content/process/product (if applicable):
Content: Chapter 11, Ancient Greece, Prentice Hall World History
Process: Ancient Democracy Simulation
Product: n/a
Homework:
As needed
Extension:
Ecclesia: 1.an assembly, esp. the popular assembly of ancient Athens. 2. a congregation; church. Origin:
1570–80; < L < Gk ekklēsía assembly, equiv. to ékklēt(os) summoned (ek- ec- + klē-, var. of kal-, s. of kaleîn to call, + -tos ptp. suffix) + -ia -ia
1. The political assembly of citizens of an ancient Greek state.
2. A church or congregation.
[Latin ecclēsia, from Greek ekklēsiā, from ekkalein, to summon forth : ek-, out; see ecto- + kalein, klē-, to call; see kelə-2 in Indo-European roots.]
What will we do at our next meeting?
Discuss how the simulation went, how to incorporate more next year, plus/delta for the year.
Retrieved from:
http://dictionary.reference.com/browse/ecclesia
Retrieved and modified from:
Ancient History Simulations – Teacher Created Resources
Language Arts: Lesson 9 - Declaration of Independence
Date: May 6, 2010
Teacher: Mr. West
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
How we will study it (process):
Tuesday, May 11
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?
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)
End by asking the students if they would still sign the list of complaints if it was posted in the office? What about if they got suspended? What if they got expelled?
Wednesday, May 12
At the beginning of class, have another teacher come in and say that they were just in the office and heard that the principals were angry about the list of complaints, and that the teachers may lose their jobs and all the students who signed will be put on contract and have to go to the hearing authority. Go on with the charade as needed. Then, “SIKE!” Talk about how the founding fathers were doing just this, but with their lives.
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. 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?
Thursday, May 13
The gifted ed teacher will facilitate the reading of document. Students will then work with a team member sitting next to them to answer the following questions:
o 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?
o 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?
o 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?”
o 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?
o 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.
o Imitative Language Patterns: Why does Jefferson continually refer to Laws throughout the document?
o 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?
o 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.
Friday, May 14 and Monday, May 17
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.
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):
Student Declaration
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)
*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.
*Creative writing assignment to conclude our civil rights unit – students will choose a time period, a type of writing and write about what is happening during that 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 this lesson went, as well as the year. How can we improve services next year?
Teacher: Mr. West
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
How we will study it (process):
Tuesday, May 11
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?
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)
End by asking the students if they would still sign the list of complaints if it was posted in the office? What about if they got suspended? What if they got expelled?
Wednesday, May 12
At the beginning of class, have another teacher come in and say that they were just in the office and heard that the principals were angry about the list of complaints, and that the teachers may lose their jobs and all the students who signed will be put on contract and have to go to the hearing authority. Go on with the charade as needed. Then, “SIKE!” Talk about how the founding fathers were doing just this, but with their lives.
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. 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?
Thursday, May 13
The gifted ed teacher will facilitate the reading of document. Students will then work with a team member sitting next to them to answer the following questions:
o 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?
o 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?
o 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?”
o 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?
o 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.
o Imitative Language Patterns: Why does Jefferson continually refer to Laws throughout the document?
o 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?
o 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.
Friday, May 14 and Monday, May 17
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.
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):
Student Declaration
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)
*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.
*Creative writing assignment to conclude our civil rights unit – students will choose a time period, a type of writing and write about what is happening during that 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 this lesson went, as well as the year. How can we improve services next year?
Tuesday, April 6, 2010
Destination Imagination: Team Challenge
Date: March 25, 2010
Teacher: Mr. Schali
Ms. Scarborough
Subject: Destination Imagination
6th Team Challenge
Standards:
Apply critical thinking skills to analyze information1. Use the problem-solving process to refine understanding by:
a. analyzing problems and solutions within various texts and situations;
b. utilizing the problem-solving process within various contexts and situations; and
c. constructing essays and presentations that respond to a given problem by proposing a solution that includes relevant details
What we will learn (objectives):
Students will demonstrate problem solving skills by presenting a relevant solution to a given problem.
What we will read or study (content):
Team Challenge
How we will study it (process):
Students have decided on challenges: We have one team working on Breaking DI News and the other working on DIbot.
Students are working in their teams, with both Mr. Schali and Ms. Scarborough acting as mentors.
How we will know we learned something (product):
Final challenge
Who will score/grade what?:
Both GATE teachers will score the final performance to take place in April/May
How will we differentiate content/process/product (if applicable):
Content: Destination Imagination Team Challenges
Process: Team work, following the challenge requirements
Product: Performance
Homework: when applicable
Teacher: Mr. Schali
Ms. Scarborough
Subject: Destination Imagination
6th Team Challenge
Standards:
Apply critical thinking skills to analyze information1. Use the problem-solving process to refine understanding by:
a. analyzing problems and solutions within various texts and situations;
b. utilizing the problem-solving process within various contexts and situations; and
c. constructing essays and presentations that respond to a given problem by proposing a solution that includes relevant details
What we will learn (objectives):
Students will demonstrate problem solving skills by presenting a relevant solution to a given problem.
What we will read or study (content):
Team Challenge
How we will study it (process):
Students have decided on challenges: We have one team working on Breaking DI News and the other working on DIbot.
Students are working in their teams, with both Mr. Schali and Ms. Scarborough acting as mentors.
How we will know we learned something (product):
Final challenge
Who will score/grade what?:
Both GATE teachers will score the final performance to take place in April/May
How will we differentiate content/process/product (if applicable):
Content: Destination Imagination Team Challenges
Process: Team work, following the challenge requirements
Product: Performance
Homework: when applicable
Destination Imagination: Team Challenge
Date: March 11, 2010
Teacher: Mr. Schali
Ms. Scarborough
Subject: Destination Imagination
6th Team Challenge – Organization and Schedule
Standards:
Apply critical thinking skills to analyze information1. Use the problem-solving process to refine understanding by:
a. analyzing problems and solutions within various texts and situations;
b. utilizing the problem-solving process within various contexts and situations; and
c. constructing essays and presentations that respond to a given problem by proposing a solution that includes relevant details
What we will learn (objectives):
Students will demonstrate problem solving skills by presenting a relevant solution to a given problem.
What we will read or study (content):
Team Challenge
How we will study it (process):
Students will continue to decide on which challenge their team will work on. When this has been decided, students will begin brainstorming ideas and/or assigning research topics.
How we will know we learned something (product):
Final challenge
Who will score/grade what?:
Both GATE teachers will score the final performance to take place in April/May
How will we differentiate content/process/product (if applicable):
Content: Destination Imagination Team Challenges
Process: Team work, following the challenge requirements
Product: Performance
Homework: when applicable
Teacher: Mr. Schali
Ms. Scarborough
Subject: Destination Imagination
6th Team Challenge – Organization and Schedule
Standards:
Apply critical thinking skills to analyze information1. Use the problem-solving process to refine understanding by:
a. analyzing problems and solutions within various texts and situations;
b. utilizing the problem-solving process within various contexts and situations; and
c. constructing essays and presentations that respond to a given problem by proposing a solution that includes relevant details
What we will learn (objectives):
Students will demonstrate problem solving skills by presenting a relevant solution to a given problem.
What we will read or study (content):
Team Challenge
How we will study it (process):
Students will continue to decide on which challenge their team will work on. When this has been decided, students will begin brainstorming ideas and/or assigning research topics.
How we will know we learned something (product):
Final challenge
Who will score/grade what?:
Both GATE teachers will score the final performance to take place in April/May
How will we differentiate content/process/product (if applicable):
Content: Destination Imagination Team Challenges
Process: Team work, following the challenge requirements
Product: Performance
Homework: when applicable
Lesson 14 - I Have A Dream
Date: April 1, 2010
Teacher: Mr. West
Subject: 6th Language Arts
Lesson 14 – I Have a Dream
Standards:
Explore expressive materials that are read, heard, or viewed.
Interpret and synthesize information from a variety of sources.
Use critical thinking skills and create criteria to evaluate text and multimedia.
What we will learn (objectives):
To analyze persuasive language in literature
To explore new vocabulary words
To display their understanding of the symbolism and references that Dr. King used to enrich his famous speech on August 28, 1963 from the steps of the Lincoln Memorial by constructing a “jackdaw,” a collection of documents and objects.
To understand that Dr. King’s personal experiences affected the words and references he made in his speech.
To understand that the Civil Rights movement had an impact on this speech.
To understand that American history influenced his speech and affected the literary references he made.
To interpret his use of metaphor and simile.
What we will read or study (content):
“I Have a Dream” speech by Dr. Martin Luther King, Jr.
How we will study it (process):
Students will be introduced to Dr. King and the era when he was alive. As we have recently finished reading “Roll of Thunder, Hear My Cry,” students will have some background knowledge regarding discrimination in the 30s.
Students will watch Dr. Martin Luther King, Jr. give his famous “I Have A Dream” speech. Copies of the speech will be made available for those who would like to read along.
After listening to the speech, we will have a class discussion using the following questions:
*What issues did MLK, Jr. talk about in this speech?
*Consider the sentence, “We have also come to this hallowed spot to remind America of the fierce urgency of now.” What does King mean by the phrase “this hallowed spot?” What does he mean by the phrase “the fierce urgency of now?”
*What perspectives did people have on those issues in the 1960s? What is your evidence?
*How have those perspectives changed since the 1960s?
Explain that the word “jackdaw” is an old-fashioned word for a crow, and crows are known to steal things and put them in caches. A jackdaw is a collection based on a historical event, historical figure or period, often includes facsimile copies of diaries, letters, newspaper articles, advertisements, or other evidence from the time. The gifted ed teacher will bring a previously constructed jackdaw on the poem “The Road Not Taken,” a poem we read at the beginning of the year.
Display the documents and objects in the model jackdaw and explain how they relate to the subject (you might have the kids guess the subject of the jackdaw). Tell the students that the container must also relate to the subject matter.
Go over the rubric used to evaluate their jackdaw. Remind them that the subject of the jackdaw is the speech, not Martin Luther King, Jr., although items about him will definitely be appropriate to use in this project.
Explain that they will have to create some items, others they include as is. Remind students that weapons are not appropriate for inclusion. Encourage neatness and creativity in completion of their projects.
Next, working in teams/partners, the students will highlight/underline metaphors (pink) and similes (yellow) in the speech.
Brainstorm information the students know about MKL, Jr.’s life. How might that have impacted his speech?
What documents did he refer and why did he include them?
Students will begin to create a list of 10 documents and 10 objects to include in their jackdaw (with a final list of 5). What type of documents/objects could be used to illustrate important points of the speech? What type of documents/objects connect the speech to you? What can be included as examples of similes/metaphors from the speech?
Students will have available to them paper bags and small boxes. Can they think of any other containers? How will these containers be made to relate to the speech?
Students will use their list of objects and documents to choose items for their jackdaw. They will need to use art supplies, reference materials and possibly the computer to create some items. Some may need to be labeled. Some reference material will be made available on our e-chalk class page.
Students will construct their jackdaw container by decorating and modifying the shape/size of the box/bag.
Students will present their jackdaws in class.
How we will know we learned something (product):
Jackdaw
Who will score/grade what?:
To be determined
How will we differentiate content/process/product (if applicable):
Content: MLK, Jr.’s “I Have A Dream” speech
Process: Student interpretation
Product: Jackdaw
Homework:
As needed to complete the project
What will we do at our next meeting?
Discuss how the lesson went, ways to modify for next year, next steps for the rest of the year.
Retrieved and modified March 30, 2010 from:
http://www.learnnc.org/lp/pages/3085
http://cosee-central-gom.org/seascholars/lesson_plans/lesson1web/car4a1.html
I Have A Dream by Martin Luther King, Jr.
Now that you have heard and read Dr. King’s I Have a Dream speech, you will now create a jackdaw. Remember a jackdaw is an old-fashioned word for a crow, and crows are known to steal things and put them in caches. A jackdaw is a collection based on a historical event, historical figure or period, and often includes facsimile copies of diaries, letters, newspaper articles, advertisements, or other evidence from the time.
The rubric on the back shows how you will be graded.
You will need to include at least 5 items in your jackdaw. Your container must relate to the speech as well. You may use items to represent actual items in the speech, or symbolic items. Some may need labels. You may create some of the items or gather them from home.
Our class e-chalk page will have some additional resources for you!
Did you include:
o Container design that represents the speech?
o Documents (copies of real documents, or ones that you created?)
o Objects
o Figurative Language (something that represents similes or metaphors found in the speech?)
o Historical coverage (Civil Rights movement, Dr. King’s life, slavery, U.S. documents, songs)
I Have A Dream Jackdaw Rubric
Your project will be graded as follows:
Strongly Weakly
1. Container design (20%) 5 4 3 2 1 0
Reflects something connected to the speech
Neatness
Originality
Comment:
2. Documents (20%) 5 4 3 2 1 0
Reflect ideas connected to the speech
Neatness
Completeness
Originality
Required number present
Comment:
3. Objects (20%) 5 4 3 2 1 0
Reflect ideas connected to the speech
Neatness
Completeness
Originality
Required number present
Comment:
4. Figurative Language (20%) 5 4 3 2 1 0
Inclusion of metaphors
Inclusion of similes
Comment:
5. Historical Coverage (20%) 5 4 3 2 1 0
Civil Rights movement
Dr. King’s life
Slavery
U. S. documents
Songs
Comment:
Teacher: Mr. West
Subject: 6th Language Arts
Lesson 14 – I Have a Dream
Standards:
Explore expressive materials that are read, heard, or viewed.
Interpret and synthesize information from a variety of sources.
Use critical thinking skills and create criteria to evaluate text and multimedia.
What we will learn (objectives):
To analyze persuasive language in literature
To explore new vocabulary words
To display their understanding of the symbolism and references that Dr. King used to enrich his famous speech on August 28, 1963 from the steps of the Lincoln Memorial by constructing a “jackdaw,” a collection of documents and objects.
To understand that Dr. King’s personal experiences affected the words and references he made in his speech.
To understand that the Civil Rights movement had an impact on this speech.
To understand that American history influenced his speech and affected the literary references he made.
To interpret his use of metaphor and simile.
What we will read or study (content):
“I Have a Dream” speech by Dr. Martin Luther King, Jr.
How we will study it (process):
Students will be introduced to Dr. King and the era when he was alive. As we have recently finished reading “Roll of Thunder, Hear My Cry,” students will have some background knowledge regarding discrimination in the 30s.
Students will watch Dr. Martin Luther King, Jr. give his famous “I Have A Dream” speech. Copies of the speech will be made available for those who would like to read along.
After listening to the speech, we will have a class discussion using the following questions:
*What issues did MLK, Jr. talk about in this speech?
*Consider the sentence, “We have also come to this hallowed spot to remind America of the fierce urgency of now.” What does King mean by the phrase “this hallowed spot?” What does he mean by the phrase “the fierce urgency of now?”
*What perspectives did people have on those issues in the 1960s? What is your evidence?
*How have those perspectives changed since the 1960s?
Explain that the word “jackdaw” is an old-fashioned word for a crow, and crows are known to steal things and put them in caches. A jackdaw is a collection based on a historical event, historical figure or period, often includes facsimile copies of diaries, letters, newspaper articles, advertisements, or other evidence from the time. The gifted ed teacher will bring a previously constructed jackdaw on the poem “The Road Not Taken,” a poem we read at the beginning of the year.
Display the documents and objects in the model jackdaw and explain how they relate to the subject (you might have the kids guess the subject of the jackdaw). Tell the students that the container must also relate to the subject matter.
Go over the rubric used to evaluate their jackdaw. Remind them that the subject of the jackdaw is the speech, not Martin Luther King, Jr., although items about him will definitely be appropriate to use in this project.
Explain that they will have to create some items, others they include as is. Remind students that weapons are not appropriate for inclusion. Encourage neatness and creativity in completion of their projects.
Next, working in teams/partners, the students will highlight/underline metaphors (pink) and similes (yellow) in the speech.
Brainstorm information the students know about MKL, Jr.’s life. How might that have impacted his speech?
What documents did he refer and why did he include them?
Students will begin to create a list of 10 documents and 10 objects to include in their jackdaw (with a final list of 5). What type of documents/objects could be used to illustrate important points of the speech? What type of documents/objects connect the speech to you? What can be included as examples of similes/metaphors from the speech?
Students will have available to them paper bags and small boxes. Can they think of any other containers? How will these containers be made to relate to the speech?
Students will use their list of objects and documents to choose items for their jackdaw. They will need to use art supplies, reference materials and possibly the computer to create some items. Some may need to be labeled. Some reference material will be made available on our e-chalk class page.
Students will construct their jackdaw container by decorating and modifying the shape/size of the box/bag.
Students will present their jackdaws in class.
How we will know we learned something (product):
Jackdaw
Who will score/grade what?:
To be determined
How will we differentiate content/process/product (if applicable):
Content: MLK, Jr.’s “I Have A Dream” speech
Process: Student interpretation
Product: Jackdaw
Homework:
As needed to complete the project
What will we do at our next meeting?
Discuss how the lesson went, ways to modify for next year, next steps for the rest of the year.
Retrieved and modified March 30, 2010 from:
http://www.learnnc.org/lp/pages/3085
http://cosee-central-gom.org/seascholars/lesson_plans/lesson1web/car4a1.html
I Have A Dream by Martin Luther King, Jr.
Now that you have heard and read Dr. King’s I Have a Dream speech, you will now create a jackdaw. Remember a jackdaw is an old-fashioned word for a crow, and crows are known to steal things and put them in caches. A jackdaw is a collection based on a historical event, historical figure or period, and often includes facsimile copies of diaries, letters, newspaper articles, advertisements, or other evidence from the time.
The rubric on the back shows how you will be graded.
You will need to include at least 5 items in your jackdaw. Your container must relate to the speech as well. You may use items to represent actual items in the speech, or symbolic items. Some may need labels. You may create some of the items or gather them from home.
Our class e-chalk page will have some additional resources for you!
Did you include:
o Container design that represents the speech?
o Documents (copies of real documents, or ones that you created?)
o Objects
o Figurative Language (something that represents similes or metaphors found in the speech?)
o Historical coverage (Civil Rights movement, Dr. King’s life, slavery, U.S. documents, songs)
I Have A Dream Jackdaw Rubric
Your project will be graded as follows:
Strongly Weakly
1. Container design (20%) 5 4 3 2 1 0
Reflects something connected to the speech
Neatness
Originality
Comment:
2. Documents (20%) 5 4 3 2 1 0
Reflect ideas connected to the speech
Neatness
Completeness
Originality
Required number present
Comment:
3. Objects (20%) 5 4 3 2 1 0
Reflect ideas connected to the speech
Neatness
Completeness
Originality
Required number present
Comment:
4. Figurative Language (20%) 5 4 3 2 1 0
Inclusion of metaphors
Inclusion of similes
Comment:
5. Historical Coverage (20%) 5 4 3 2 1 0
Civil Rights movement
Dr. King’s life
Slavery
U. S. documents
Songs
Comment:
Egypt - Project during State Testing
Date: March 29, 2010
Teacher: Mr. Cavanaugh
Subject: 6th World History
Egypt, cont. during state testing
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):
How to create your own tomb
What we will read or study (content):
Egypt notes
How we will study it (process):
Now that the students have learned all about Egypt, it is their turn! :
If you were a king or queen faced with the same challenges and beliefs as the ancient Egyptians, what would your tomb look like?
Assignment:
Create a detailed tomb that you design. Your diagram should answer these questions:
• How would you solve the common problems?
• How would your tomb look to show your greatness?
• What type of tomb art would be on the walls to accompany you to the afterlife?
• What types of treasures would you have in your tomb?
• Where would you put your tomb to keep it secret?
Your tomb diagram can be as creative as you like, but must include the following:
o An overall drawing of your tomb
o A summary paragraph explaining the locatin, features and reasoning for your tomb and how it connects ot Egyptian beliefs
o Inset pictures showing details of your:
o Tomb art
o Traps, hidden passageways and other ways to solve the problems of robbers, etc.
o Treasures, furniture and other tomb artifacts
o A map showing the location of your secret tomb
How we will know we learned something (product):
Completed tomb
Who will score/grade what?:
To be determined
How will we differentiate content/process/product (if applicable):
Content: n/a
Process: n/a
Product: n/a
Homework:
None – State Testing weeks
What will we do at our next meeting?
Discuss doing a simulation for this quarter – possibly something with Ancient Greece and the different forms of government.
Teacher: Mr. Cavanaugh
Subject: 6th World History
Egypt, cont. during state testing
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):
How to create your own tomb
What we will read or study (content):
Egypt notes
How we will study it (process):
Now that the students have learned all about Egypt, it is their turn! :
If you were a king or queen faced with the same challenges and beliefs as the ancient Egyptians, what would your tomb look like?
Assignment:
Create a detailed tomb that you design. Your diagram should answer these questions:
• How would you solve the common problems?
• How would your tomb look to show your greatness?
• What type of tomb art would be on the walls to accompany you to the afterlife?
• What types of treasures would you have in your tomb?
• Where would you put your tomb to keep it secret?
Your tomb diagram can be as creative as you like, but must include the following:
o An overall drawing of your tomb
o A summary paragraph explaining the locatin, features and reasoning for your tomb and how it connects ot Egyptian beliefs
o Inset pictures showing details of your:
o Tomb art
o Traps, hidden passageways and other ways to solve the problems of robbers, etc.
o Treasures, furniture and other tomb artifacts
o A map showing the location of your secret tomb
How we will know we learned something (product):
Completed tomb
Who will score/grade what?:
To be determined
How will we differentiate content/process/product (if applicable):
Content: n/a
Process: n/a
Product: n/a
Homework:
None – State Testing weeks
What will we do at our next meeting?
Discuss doing a simulation for this quarter – possibly something with Ancient Greece and the different forms of government.
Thursday, March 4, 2010
Destination Imagination: Team Challenge, Brainstorming
Date: March 4, 2010
Teacher: Mr. Schali
Ms. Scarborough
Subject: Destination Imagination
6th – Team Challenge, Brainstorming
Standards:Apply critical thinking skills to analyze information1. Use the problem-solving process to refine understanding by:
a. analyzing problems and solutions within various texts and situations;
b. utilizing the problem-solving process within various contexts and situations; and
c. constructing essays and presentations that respond to a given problem by proposing a solution that includes relevant details
What we will learn (objectives):
Students will demonstrate problem solving skills by presenting a relevant solution to a given problem.
What we will read or study (content):
Team Challenge
How we will study it (process):
Students will continue to decide on which challenge their team will work on. When this has been decided, students will begin brainstorming ideas.
How we will know we learned something (product):
Final challenge
Who will score/grade what?:
Both GATE teachers will score the final performance to take place in April/May
How will we differentiate content/process/product (if applicable):
Content: Destination Imagination Team Challenges
Process: Team work, following the challenge requirements
Product: Performance
Homework: when applicable
Teacher: Mr. Schali
Ms. Scarborough
Subject: Destination Imagination
6th – Team Challenge, Brainstorming
Standards:Apply critical thinking skills to analyze information1. Use the problem-solving process to refine understanding by:
a. analyzing problems and solutions within various texts and situations;
b. utilizing the problem-solving process within various contexts and situations; and
c. constructing essays and presentations that respond to a given problem by proposing a solution that includes relevant details
What we will learn (objectives):
Students will demonstrate problem solving skills by presenting a relevant solution to a given problem.
What we will read or study (content):
Team Challenge
How we will study it (process):
Students will continue to decide on which challenge their team will work on. When this has been decided, students will begin brainstorming ideas.
How we will know we learned something (product):
Final challenge
Who will score/grade what?:
Both GATE teachers will score the final performance to take place in April/May
How will we differentiate content/process/product (if applicable):
Content: Destination Imagination Team Challenges
Process: Team work, following the challenge requirements
Product: Performance
Homework: when applicable
Social Studies: Ancient Egypt
Date: February 18, 2010
Teacher: Mr. Cavanaugh
Subject: 6th World History
Ancient Egypt, Chapter 2, Section 2
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):
Egypt
What we will read or study (content):
Ancient Egypt from Prentice Hall World History, Connections to Today
DK Ancient Egypt
How we will study it (process):
General education teacher will have students explore this section by first creating vocabulary cards. The students will then begin working on a jigsaw activity where each group is assigned a different small section. Using the information in the text book as well as the DK book, each group must create a poster to teach the rest of the class the information. The students worked in self-selected groups.
The Gifted education teacher will create a PowerPoint for the rest of the section, in the 2-column note format. As an activity, the students will work to translate “a papyrus scroll found in Egypt near the Nile River.” (see attached)
How we will know we learned something (product):
Poster
2-column notes
Rosetta Stone translation
Who will score/grade what?:
To be determined
How will we differentiate content/process/product (if applicable):
Content: Prentice Hall World History, Connections to Today
Process: 2- column notes, taking own notes
Product: Poster, Rosetta Stone Translation Activity
Homework:
As needed
What will we do at our next meeting?
Discuss next section, possibly allow P. Miller to do an independent study; how can we include a “Socratic Method” discussion, gen ed teacher created a more challenging test for the end of the first section – only 3 students were proficient. Discuss possibly creating a study guide to help students understand how to study. Students came to the realization that they needed to study, something they had not realized before! Way to go Mr. C.
Retrieved from: http://www.teacherspayteachers.com/Product/Rosetta-Stonebehistun-Rock-Translation
Teacher: Mr. Cavanaugh
Subject: 6th World History
Ancient Egypt, Chapter 2, Section 2
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):
Egypt
What we will read or study (content):
Ancient Egypt from Prentice Hall World History, Connections to Today
DK Ancient Egypt
How we will study it (process):
General education teacher will have students explore this section by first creating vocabulary cards. The students will then begin working on a jigsaw activity where each group is assigned a different small section. Using the information in the text book as well as the DK book, each group must create a poster to teach the rest of the class the information. The students worked in self-selected groups.
The Gifted education teacher will create a PowerPoint for the rest of the section, in the 2-column note format. As an activity, the students will work to translate “a papyrus scroll found in Egypt near the Nile River.” (see attached)
How we will know we learned something (product):
Poster
2-column notes
Rosetta Stone translation
Who will score/grade what?:
To be determined
How will we differentiate content/process/product (if applicable):
Content: Prentice Hall World History, Connections to Today
Process: 2- column notes, taking own notes
Product: Poster, Rosetta Stone Translation Activity
Homework:
As needed
What will we do at our next meeting?
Discuss next section, possibly allow P. Miller to do an independent study; how can we include a “Socratic Method” discussion, gen ed teacher created a more challenging test for the end of the first section – only 3 students were proficient. Discuss possibly creating a study guide to help students understand how to study. Students came to the realization that they needed to study, something they had not realized before! Way to go Mr. C.
Retrieved from: http://www.teacherspayteachers.com/Product/Rosetta-Stonebehistun-Rock-Translation
Thursday, February 18, 2010
Destination Imagination - It's All News to Me
Date: February 18, 2010
Teacher: Mr. Schali
Ms. Scarborough
Subject: Destination Imagination
6th – It’s All News to Me
Standards:
Apply critical thinking skills to analyze information1. Use the problem-solving process to refine understanding by:
a. analyzing problems and solutions within various texts and situations;
b. utilizing the problem-solving process within various contexts and situations; and
c. constructing essays and presentations that respond to a given problem by proposing a solution that includes relevant details
What we will learn (objectives):
Students will demonstrate problem solving skills by presenting a relevant solution to a given problem.
What we will read or study (content):
Team Copy Destination Imagination: It’s All News to Me
How we will study it (process):
Check in with students about field trip on Saturday.
Students will be put in teams based on who is going to field trip.
Students will build a tower with the supplies provided. The tower must stand on its own, and then be flipped over and be able to stand for at least 5 seconds. The team must come up with a story regarding why the tower should be flipped.
Students will then self-select teams and work on “It’s All News to Me.” Students will have 4 minutes to plan 5 false news stories and 2 minutes to perform..
How we will know we learned something (product):
Towers and Performances
Who will score/grade what?:
Both GATE teachers will score the performance, using the scoring guide on the Team Copy. This will also be written on the board.
How will we differentiate content/process/product (if applicable):
Content: Destination Imagination Instant Challenges
Process: Team work, following the instant challenge requirements
Product: Tower and Performance
What will we do at our next meeting? Due to time, one team did not get to perform.
Teacher: Mr. Schali
Ms. Scarborough
Subject: Destination Imagination
6th – It’s All News to Me
Standards:
Apply critical thinking skills to analyze information1. Use the problem-solving process to refine understanding by:
a. analyzing problems and solutions within various texts and situations;
b. utilizing the problem-solving process within various contexts and situations; and
c. constructing essays and presentations that respond to a given problem by proposing a solution that includes relevant details
What we will learn (objectives):
Students will demonstrate problem solving skills by presenting a relevant solution to a given problem.
What we will read or study (content):
Team Copy Destination Imagination: It’s All News to Me
How we will study it (process):
Check in with students about field trip on Saturday.
Students will be put in teams based on who is going to field trip.
Students will build a tower with the supplies provided. The tower must stand on its own, and then be flipped over and be able to stand for at least 5 seconds. The team must come up with a story regarding why the tower should be flipped.
Students will then self-select teams and work on “It’s All News to Me.” Students will have 4 minutes to plan 5 false news stories and 2 minutes to perform..
How we will know we learned something (product):
Towers and Performances
Who will score/grade what?:
Both GATE teachers will score the performance, using the scoring guide on the Team Copy. This will also be written on the board.
How will we differentiate content/process/product (if applicable):
Content: Destination Imagination Instant Challenges
Process: Team work, following the instant challenge requirements
Product: Tower and Performance
What will we do at our next meeting? Due to time, one team did not get to perform.
Social Studies: Ancient Egypt
Date: February 18, 2010
Teacher: Mr. Cavanaugh
Subject: 6th World History
Ancient Egypt
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):
How Ancient Egypt compares with Mesopotamia
What we will read or study (content):
Ancient Egypt from Prentice Hall World History, Connections to Today
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, and group work. Gifted ed teacher will support the teacher and monitor and coach the students, as needed. Gifted ed teacher will create activities for students to practice what they have learned, as well as help with lecture, when appropriate.
Students were introduced to taking 2-column notes from a teacher-created PowerPoint for the first chapter. Students then took notes using a graphic organizer from the second chapter. Students then read a primary source from the book and used the GATE reasoning questions to help lead the discussion.
Students will have a choice of products to show their understanding of the complete unit.
How we will know we learned something (product):
Choice of products
Who will score/grade what?:
To be determined
How will we differentiate content/process/product (if applicable):
Content: Prentice Hall World History, Connections to Today
Process: 2- column notes, taking own notes
Product: Choice of products
Homework:
As needed to complete selection from choice menu
What will we do at our next meeting?
Discuss next section, possibly allow one student to do an independent study; how can we include a “Socratic Method” discussion.
Teacher: Mr. Cavanaugh
Subject: 6th World History
Ancient Egypt
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):
How Ancient Egypt compares with Mesopotamia
What we will read or study (content):
Ancient Egypt from Prentice Hall World History, Connections to Today
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, and group work. Gifted ed teacher will support the teacher and monitor and coach the students, as needed. Gifted ed teacher will create activities for students to practice what they have learned, as well as help with lecture, when appropriate.
Students were introduced to taking 2-column notes from a teacher-created PowerPoint for the first chapter. Students then took notes using a graphic organizer from the second chapter. Students then read a primary source from the book and used the GATE reasoning questions to help lead the discussion.
Students will have a choice of products to show their understanding of the complete unit.
How we will know we learned something (product):
Choice of products
Who will score/grade what?:
To be determined
How will we differentiate content/process/product (if applicable):
Content: Prentice Hall World History, Connections to Today
Process: 2- column notes, taking own notes
Product: Choice of products
Homework:
As needed to complete selection from choice menu
What will we do at our next meeting?
Discuss next section, possibly allow one student to do an independent study; how can we include a “Socratic Method” discussion.
Destination Imagination - Brazil
Date: February 11, 2010
Teacher: Mr. Schali
Ms. Scarborough
Subject: 6th - Destination Imagination
Brazil
Standards:
Apply critical thinking skills to analyze information1. Use the problem-solving process to refine understanding by:
a. analyzing problems and solutions within various texts and situations;
b. utilizing the problem-solving process within various contexts and situations; and
c. constructing essays and presentations that respond to a given problem by proposing a solution that includes relevant details
What we will learn (objectives):
Students will demonstrate problem solving skills by presenting a relevant solution to a given problem.
What we will read or study (content):
Brazil
How we will study it (process):
Students will have a copy of the Brazil challenge.
Students will self-select teams and create a new city and draw a map of its features.
Students will have 4 minutes to plan and 1 minute to present to the class.
How we will know we learned something (product):
Map of city
Who will score/grade what?:
Both GATE teachers will score the performance, using the scoring guide on the Team Copy. This will also be written on the board.
How will we differentiate content/process/product (if applicable):
Content: Destination Imagination Instant Challenges
Process: Team work, following the instant challenge requirements
Product: Map
Teacher: Mr. Schali
Ms. Scarborough
Subject: 6th - Destination Imagination
Brazil
Standards:
Apply critical thinking skills to analyze information1. Use the problem-solving process to refine understanding by:
a. analyzing problems and solutions within various texts and situations;
b. utilizing the problem-solving process within various contexts and situations; and
c. constructing essays and presentations that respond to a given problem by proposing a solution that includes relevant details
What we will learn (objectives):
Students will demonstrate problem solving skills by presenting a relevant solution to a given problem.
What we will read or study (content):
Brazil
How we will study it (process):
Students will have a copy of the Brazil challenge.
Students will self-select teams and create a new city and draw a map of its features.
Students will have 4 minutes to plan and 1 minute to present to the class.
How we will know we learned something (product):
Map of city
Who will score/grade what?:
Both GATE teachers will score the performance, using the scoring guide on the Team Copy. This will also be written on the board.
How will we differentiate content/process/product (if applicable):
Content: Destination Imagination Instant Challenges
Process: Team work, following the instant challenge requirements
Product: Map
Language Arts: Roll of Thunder, Hear My Cry
Date: February 8, 2010
Teacher: Mr. West
Subject: 6th Language Arts
Roll of Thunder, Hear My Cry
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.
Respond to historically or culturally significant works of literature to develop an awareness of perspectives
What we will learn (objectives):
Students will read Roll of Thunder, Hear My Cry and be guided through a variety of responses to text through discussions, comprehension questions and activities.
What we will read or study (content):
Roll of Thunder, Hear My Cry
How we will study it (process):
Students will read the book in class and at home. Students will be led through a wide-variety of activities to help with their comprehension of the story and allow them an opportunity to explore issues around race during the 1930s. The general education teacher will allow classtime to read and work on activities. The general education teacher will lead class discussions. The gifted education teacher will help lead the discussion around completing the lit webs.
The lit webs will be completed as follows:
Lit webs for chapters: 1-4; 5-8, 9-12
Vocab webs, as appropriate
See the list of activities below: students will choose which activities to complete to receive a total of 50 points. Many of the activities can be completed during the reading, different due dates, with all activities due by a specified ending date.
How we will know we learned something (product):
Literature webs
Vocabulary we bs
Choice of activities
Who will score/grade what?:
to be determined
How will we differentiate content/process/product (if applicable):
Content: Roll of Thunder, Hear My Cry
Process: Activities to be completed in and out of class, discussion
Product: Choice of products
Homework:
As needed – reading, lit and vocab webs, activities
What will we do at our next meeting?
Discuss student choice of activities – quality and depth. Start looking at reading “I Have A Dream” speech.
Activities for Mildred Taylor’s Roll of Thunder, Hear My Cry
Pick any combination of assignments that add up to 50 points.
EXTRA ASSIGNMENTS CAN EARN YOU UP TO 25 EXTRA CREDIT POINTS.
You can create your own assignment and then check with the teacher to negotiate a point value.
There are three different groups of assignments that you can choose from this activity sheet. You may use an activity only once.
All assignments must be typed or written neatly. All assignments must be on paper that is at least 8.5” x 11”.
The due dates for the assignments are:
10 POINTS EACH
1. Complete a storyboard of the most important events in the novel – have at least 6 squares, each square must include both a picture and words, pictures should be both creative and meaningful
2. Create a collage that depicts important images of your lifetime – pictures must be cut neatly from magazines/newspapers, label items as appropriate, compare to important events from the novel
3. Design and display a billboard that supports a boycott for a social cause – include a slogan, color picture
4. "Build Your Own Dictionary" - compile a glossary of terms to help other students better understand vocabulary in Roll of Thunder, Hear My Cry
5. Write a news article describing T.J.'s arrest – be informational, follow standard newspaper format, include picture with caption that supports article, at least 3 paragraphs
6. Write a news article describing the fire on the Logans' land– be informational, follow standard newspaper format, include picture with caption that supports article, at least 3 paragraphs
7. Design a crossword puzzle for other students to challenge their understanding of Roll of Thunder, Hear My Cry – at least 20 significant words or phrases, develop appropriate clues, include puzzle and answer sheet.
8. Recital Day: For your “civil rights performance day” (to be scheduled as we finish reading the novel), recruit a friend to perform with you. Your friend will be the master of ceremonies, who will introduce your recital. Choose and memorize a recital piece. Some suggestions: What to the American Slave is Your Fourth of July? By Frederick Douglass, July 4, 1852 or Ain’t I a Woman? By Sojourner Truth, Women’s Convention, 1851. (See Ms. Scarborough or Mr. West for copies of these).
Create your own original and creative assignment based on the novel.
15 POINTS EACH
9. Contribute three questions for one chapter section (1-4, 5-8, 9-12) for your teacher to use on a class quiz – one must be open-ended, one be true/false and one multiple choice. Include an answer sheet. Be sure to use the higher level of Bloom’s Taxonomy.
10. Explore 4 different pieces of artwork to determine which work best connects to the issues and themes found in the novel.
Ghost Form by William Christenberry
Plower by Benny Andrews
Mules to Market by John Kelly Fitzpatrick
Tenant Farmer by Marie Atchinson Hull
Use the worksheet attached to the artwork to complete this choice. See Ms. Scarborough or Mr. West for the materials.
11. Choose one of the conflicts in the novel, and retell it from the point of view of one of the characters involved - must be at least three paragraphs in length, can be in the form of a letter or journal entry.
12. Make a video of a news broadcast reporting on T.J.'s arrest or the fire on the Logan’s land, then show the video to the class – must address who, what, where, when, why and how; script of report turned in, may be performed live if recording not available
13. Investigate the contributions of an African-American writer, musician, artist, or leader from the 1930's and create a poster portraying his/her achievements. Poster will include: at least five pieces of important information, both words and pictures, with title.
14. Investigate a specific social issue during the 1930's and create a written or oral report explaining its impact on individuals who lived through the Depression. Written report should be five paragraphs. Oral report or speech, should be at least 2 minutes in length, voice must be clear, loud and easy to understand. Both will include at least 5 pieces of important information.
15. Select a significant story from your own life, or that of a family member, to share with the class through writing or storytelling - at least five paragraphs in length, can be written as a story, letter(s) or journal entry(ies).
16. Create a Time Capsule of artifacts from your lifetime to document "living history" for future students. Must include an explanation of how items connect to the novel, should have at least 4 items.
17. Research the Ku Klux Klan and “nightriders” and create a poster to share with the class. Should include at least 5 pieces of important information, and contain both words and pictures.
18. Research the “Scottsboro Boys” case and write a persuasive essay referring to the treatment of the men. Should be at least 3 paragraphs in length.
Create your own original and creative assignment based on the novel.
25 POINTS EACH
19. The Saga of the Logans: Read the first chronicle of the Logan family, Song of the Trees, or the next, Let the Circle Be Unbroken. Chart the major events in the lives of the family. You could also trace the development of Cassie and her brothers as they grow up. From what you learn in the two or three novels, make predictions about the Logan family. To check your predictions, read The Road to Memphis, which takes the Logans into the year 1941.
20. Cassie Logan is the same age as the character Lizbeth in the short story “Marigolds.” Read the Eugenia Collier story and explore other similarities between the two young girls and what they learn from their experiences. See Ms. Scarborough or Mr. West for the materials and further explanation.
21. Take a virtual field trip to the National Civil Rights Museum at http://www.civilrightsmuseum.org/home.htm.
Create a graphic organizer showing a problem and solution that you found at the museum, or one you created after visiting. Write an expository paragraph explaining the problem and solution.
22. Starting Somewhere Survey
Do you see separation of people of different skin colors in your town or school today? Do you see racism at work in your community? What are some examples of racism or separation that you have observed? What can you do in the continuing fight against hatred and racism?
Using the Starting Somewhere survey, work to understand what our community thinks about racism. See Ms. Scarborough or Mr. West for materials and further explanation.
23. Record Oral Histories
Oral history is a way of learning about a time in history by talking to people who lived through that time. Choose one or two people you would like to interview. Ask if they would be willing to talk to you about their memories of the Civil Rights Movement in the 1960s. See Ms. Scarborough or Mr. West for materials and further explanation.
Create your own original and creative assignment based on the novel.
Retrieved and modified on February 14, 2010:
http://www.beaconlearningcenter.com/Lessons/280.htm
http://www.indianastandardsresources.org/files/eng/ela_8_3_5.pdf
http://www.ogdenmuseum.org/education/pdf/ROLL-OF-THUNDER-lesson.pdf
http://faculty.buffalostate.edu/beaverjf/nbd/roll10.htm
http://www.patinsproject.com/universal_design_for_learning_project_files/avon_lesson2.pdf
http://www.multcolib.org/talk/guides-roll.html
Turck, Marcy C., The Civil Rights Movement for Kids, 2000
Which activity did you like the most? Why?
Which activity did you like the least? Why?
What suggestions for improvement would you make?
General Guidelines and Assessment
1. You must hand-in assignments on the due date. Reading and writing time during class will be available.
2. You must complete all unfinished assignments as homework.
3. Your progress will be recorded and will form part of your grade.
Week 1: points
Week 2: points
Week 3: points
Total points: (50 max points)
Extra: points(25 max points)
Total Activities points:
Teacher: Mr. West
Subject: 6th Language Arts
Roll of Thunder, Hear My Cry
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.
Respond to historically or culturally significant works of literature to develop an awareness of perspectives
What we will learn (objectives):
Students will read Roll of Thunder, Hear My Cry and be guided through a variety of responses to text through discussions, comprehension questions and activities.
What we will read or study (content):
Roll of Thunder, Hear My Cry
How we will study it (process):
Students will read the book in class and at home. Students will be led through a wide-variety of activities to help with their comprehension of the story and allow them an opportunity to explore issues around race during the 1930s. The general education teacher will allow classtime to read and work on activities. The general education teacher will lead class discussions. The gifted education teacher will help lead the discussion around completing the lit webs.
The lit webs will be completed as follows:
Lit webs for chapters: 1-4; 5-8, 9-12
Vocab webs, as appropriate
See the list of activities below: students will choose which activities to complete to receive a total of 50 points. Many of the activities can be completed during the reading, different due dates, with all activities due by a specified ending date.
How we will know we learned something (product):
Literature webs
Vocabulary we bs
Choice of activities
Who will score/grade what?:
to be determined
How will we differentiate content/process/product (if applicable):
Content: Roll of Thunder, Hear My Cry
Process: Activities to be completed in and out of class, discussion
Product: Choice of products
Homework:
As needed – reading, lit and vocab webs, activities
What will we do at our next meeting?
Discuss student choice of activities – quality and depth. Start looking at reading “I Have A Dream” speech.
Activities for Mildred Taylor’s Roll of Thunder, Hear My Cry
Pick any combination of assignments that add up to 50 points.
EXTRA ASSIGNMENTS CAN EARN YOU UP TO 25 EXTRA CREDIT POINTS.
You can create your own assignment and then check with the teacher to negotiate a point value.
There are three different groups of assignments that you can choose from this activity sheet. You may use an activity only once.
All assignments must be typed or written neatly. All assignments must be on paper that is at least 8.5” x 11”.
The due dates for the assignments are:
10 POINTS EACH
1. Complete a storyboard of the most important events in the novel – have at least 6 squares, each square must include both a picture and words, pictures should be both creative and meaningful
2. Create a collage that depicts important images of your lifetime – pictures must be cut neatly from magazines/newspapers, label items as appropriate, compare to important events from the novel
3. Design and display a billboard that supports a boycott for a social cause – include a slogan, color picture
4. "Build Your Own Dictionary" - compile a glossary of terms to help other students better understand vocabulary in Roll of Thunder, Hear My Cry
5. Write a news article describing T.J.'s arrest – be informational, follow standard newspaper format, include picture with caption that supports article, at least 3 paragraphs
6. Write a news article describing the fire on the Logans' land– be informational, follow standard newspaper format, include picture with caption that supports article, at least 3 paragraphs
7. Design a crossword puzzle for other students to challenge their understanding of Roll of Thunder, Hear My Cry – at least 20 significant words or phrases, develop appropriate clues, include puzzle and answer sheet.
8. Recital Day: For your “civil rights performance day” (to be scheduled as we finish reading the novel), recruit a friend to perform with you. Your friend will be the master of ceremonies, who will introduce your recital. Choose and memorize a recital piece. Some suggestions: What to the American Slave is Your Fourth of July? By Frederick Douglass, July 4, 1852 or Ain’t I a Woman? By Sojourner Truth, Women’s Convention, 1851. (See Ms. Scarborough or Mr. West for copies of these).
Create your own original and creative assignment based on the novel.
15 POINTS EACH
9. Contribute three questions for one chapter section (1-4, 5-8, 9-12) for your teacher to use on a class quiz – one must be open-ended, one be true/false and one multiple choice. Include an answer sheet. Be sure to use the higher level of Bloom’s Taxonomy.
10. Explore 4 different pieces of artwork to determine which work best connects to the issues and themes found in the novel.
Ghost Form by William Christenberry
Plower by Benny Andrews
Mules to Market by John Kelly Fitzpatrick
Tenant Farmer by Marie Atchinson Hull
Use the worksheet attached to the artwork to complete this choice. See Ms. Scarborough or Mr. West for the materials.
11. Choose one of the conflicts in the novel, and retell it from the point of view of one of the characters involved - must be at least three paragraphs in length, can be in the form of a letter or journal entry.
12. Make a video of a news broadcast reporting on T.J.'s arrest or the fire on the Logan’s land, then show the video to the class – must address who, what, where, when, why and how; script of report turned in, may be performed live if recording not available
13. Investigate the contributions of an African-American writer, musician, artist, or leader from the 1930's and create a poster portraying his/her achievements. Poster will include: at least five pieces of important information, both words and pictures, with title.
14. Investigate a specific social issue during the 1930's and create a written or oral report explaining its impact on individuals who lived through the Depression. Written report should be five paragraphs. Oral report or speech, should be at least 2 minutes in length, voice must be clear, loud and easy to understand. Both will include at least 5 pieces of important information.
15. Select a significant story from your own life, or that of a family member, to share with the class through writing or storytelling - at least five paragraphs in length, can be written as a story, letter(s) or journal entry(ies).
16. Create a Time Capsule of artifacts from your lifetime to document "living history" for future students. Must include an explanation of how items connect to the novel, should have at least 4 items.
17. Research the Ku Klux Klan and “nightriders” and create a poster to share with the class. Should include at least 5 pieces of important information, and contain both words and pictures.
18. Research the “Scottsboro Boys” case and write a persuasive essay referring to the treatment of the men. Should be at least 3 paragraphs in length.
Create your own original and creative assignment based on the novel.
25 POINTS EACH
19. The Saga of the Logans: Read the first chronicle of the Logan family, Song of the Trees, or the next, Let the Circle Be Unbroken. Chart the major events in the lives of the family. You could also trace the development of Cassie and her brothers as they grow up. From what you learn in the two or three novels, make predictions about the Logan family. To check your predictions, read The Road to Memphis, which takes the Logans into the year 1941.
20. Cassie Logan is the same age as the character Lizbeth in the short story “Marigolds.” Read the Eugenia Collier story and explore other similarities between the two young girls and what they learn from their experiences. See Ms. Scarborough or Mr. West for the materials and further explanation.
21. Take a virtual field trip to the National Civil Rights Museum at http://www.civilrightsmuseum.org/home.htm.
Create a graphic organizer showing a problem and solution that you found at the museum, or one you created after visiting. Write an expository paragraph explaining the problem and solution.
22. Starting Somewhere Survey
Do you see separation of people of different skin colors in your town or school today? Do you see racism at work in your community? What are some examples of racism or separation that you have observed? What can you do in the continuing fight against hatred and racism?
Using the Starting Somewhere survey, work to understand what our community thinks about racism. See Ms. Scarborough or Mr. West for materials and further explanation.
23. Record Oral Histories
Oral history is a way of learning about a time in history by talking to people who lived through that time. Choose one or two people you would like to interview. Ask if they would be willing to talk to you about their memories of the Civil Rights Movement in the 1960s. See Ms. Scarborough or Mr. West for materials and further explanation.
Create your own original and creative assignment based on the novel.
Retrieved and modified on February 14, 2010:
http://www.beaconlearningcenter.com/Lessons/280.htm
http://www.indianastandardsresources.org/files/eng/ela_8_3_5.pdf
http://www.ogdenmuseum.org/education/pdf/ROLL-OF-THUNDER-lesson.pdf
http://faculty.buffalostate.edu/beaverjf/nbd/roll10.htm
http://www.patinsproject.com/universal_design_for_learning_project_files/avon_lesson2.pdf
http://www.multcolib.org/talk/guides-roll.html
Turck, Marcy C., The Civil Rights Movement for Kids, 2000
Which activity did you like the most? Why?
Which activity did you like the least? Why?
What suggestions for improvement would you make?
General Guidelines and Assessment
1. You must hand-in assignments on the due date. Reading and writing time during class will be available.
2. You must complete all unfinished assignments as homework.
3. Your progress will be recorded and will form part of your grade.
Week 1: points
Week 2: points
Week 3: points
Total points: (50 max points)
Extra: points(25 max points)
Total Activities points:
Destination Imagination - Chair Challenge, Chain Challenge
Date: February 4, 2010
Teacher: Mr. Schali
Ms. Scarborough
Subject: 6th - Destination Imagination
Chair Challenge
Chain Challenge
Standards:
Apply critical thinking skills to analyze information1. Use the problem-solving process to refine understanding by:
a. analyzing problems and solutions within various texts and situations;
b. utilizing the problem-solving process within various contexts and situations; and
c. constructing essays and presentations that respond to a given problem by proposing a solution that includes relevant details
What we will learn (objectives):
Students will demonstrate problem solving skills by presenting a relevant solution to a given problem.
What we will read or study (content):
Chair Challenge
Chain Challenge
How we will study it (process):
Students will watch both GATE teachers show the Chair Improv and then split into 4 teams and have 3 minutes to create their own Chair improvs. Each group will have a chair and one student will sit in it. Another student will need to say something to get that student out of the chair, and that student will need to react to the statement and get up. Each student will have an opportunity to sit and to have another student get up out of the chair. After 3 minutes, each group will perform their best chair improvs, or create new ones.
Students will group themselves into three teams. Each team will receive an envelope with materials. The task will be to use the items to create the longest continuous chain as possible in five minutes. Students will also be given a pair of scissors to use as a tool. At the end of the time they are to put their chain onto the table and measure it. 1 point per centimeter. Teams will them predict where they think the chain will pull apart when they pull it gradually apart from both ends. If the team predicts correctly, they will also receive double their points.
How we will know we learned something (product):
Performances
Who will score/grade what?:
Both GATE teachers will score the performance, using the scoring guide on the Team Copy. This will also be written on the board.
How will we differentiate content/process/product (if applicable):
Content: Destination Imagination Instant Challenges
Process: Team work, following the instant challenge requirements
Product: Performance
Teacher: Mr. Schali
Ms. Scarborough
Subject: 6th - Destination Imagination
Chair Challenge
Chain Challenge
Standards:
Apply critical thinking skills to analyze information1. Use the problem-solving process to refine understanding by:
a. analyzing problems and solutions within various texts and situations;
b. utilizing the problem-solving process within various contexts and situations; and
c. constructing essays and presentations that respond to a given problem by proposing a solution that includes relevant details
What we will learn (objectives):
Students will demonstrate problem solving skills by presenting a relevant solution to a given problem.
What we will read or study (content):
Chair Challenge
Chain Challenge
How we will study it (process):
Students will watch both GATE teachers show the Chair Improv and then split into 4 teams and have 3 minutes to create their own Chair improvs. Each group will have a chair and one student will sit in it. Another student will need to say something to get that student out of the chair, and that student will need to react to the statement and get up. Each student will have an opportunity to sit and to have another student get up out of the chair. After 3 minutes, each group will perform their best chair improvs, or create new ones.
Students will group themselves into three teams. Each team will receive an envelope with materials. The task will be to use the items to create the longest continuous chain as possible in five minutes. Students will also be given a pair of scissors to use as a tool. At the end of the time they are to put their chain onto the table and measure it. 1 point per centimeter. Teams will them predict where they think the chain will pull apart when they pull it gradually apart from both ends. If the team predicts correctly, they will also receive double their points.
How we will know we learned something (product):
Performances
Who will score/grade what?:
Both GATE teachers will score the performance, using the scoring guide on the Team Copy. This will also be written on the board.
How will we differentiate content/process/product (if applicable):
Content: Destination Imagination Instant Challenges
Process: Team work, following the instant challenge requirements
Product: Performance
Destination Imagination - Accepting Circle
Date: January 28, 2010
Teacher: Mr. Schali
Ms. Scarborough
Subject: Destination Imagination
6th - Accepting Circle
Standards:
Apply critical thinking skills to analyze information1. Use the problem-solving process to refine understanding by:
a. analyzing problems and solutions within various texts and situations;
b. utilizing the problem-solving process within various contexts and situations; and
c. constructing essays and presentations that respond to a given problem by proposing a solution that includes relevant details
What we will learn (objectives):
Students will demonstrate problem solving skills by presenting a relevant solution to a given problem.
What we will read or study (content):
Accepting Circle
Rules of Improv
How we will study it (process):
Students will complete the GATE Visual Product Survey. Students will complete GATE student survey.
Ms. Scarborough will have the students do a warm-up activity called the Accepting Circle. The Accepting Circle: Students will get in a big circle. One player started by making a little gesture, perhaps a little sound. His/her neighbor then tries to do exactly the same. And so on. Although we expect the gesture/sound not to change, it will. Watch for movements that suddenly change, like arm or leg. This should then be accepted by the next player. Also watch/listen for little moans or sighs that players might make before or after their turn. These should also be taken over by the next player.
Students will then have one to two of the Improv rules reviewed.
Students will watch one GATE teacher and one student show the Chair Improv and then split into 4 teams and have 3 minutes to create their own Chair improvs. Each group will have a chair and one student will sit in it. Another student will need to say something to get that student out of the chair, and that student will need to react to the statement and get up. Each student will have an opportunity to sit and to have another student get up out of the chair. After 3 minutes, each group will perform their best chair improvs, or create new ones.
As a final reflection, have students answer the following: How is accepting a teammate’s idea helpful for the team?
How we will know we learned something (product):
Performances
Who will score/grade what?:
GATE teacher will score the performance, using the scoring guide written on the board.
How will we differentiate content/process/product (if applicable):
Content: Destination Imagination Instant Challenges
Process: Team work, following the instant challenge requirements
Product: Performance
Homework: n/a
What will we do at our next meeting?
Discuss where to pick up from, since plan did not happen due to weather and the delay day (much shorter class time).
Reflection:
Due to delay day, and that many of the students were late due to weather, we only did the Visual Creative product and the survey. Ms. Scarborough was also able to discuss study hall with the students and how mid-school inclusion is different from elementary school pull-out.
Teacher: Mr. Schali
Ms. Scarborough
Subject: Destination Imagination
6th - Accepting Circle
Standards:
Apply critical thinking skills to analyze information1. Use the problem-solving process to refine understanding by:
a. analyzing problems and solutions within various texts and situations;
b. utilizing the problem-solving process within various contexts and situations; and
c. constructing essays and presentations that respond to a given problem by proposing a solution that includes relevant details
What we will learn (objectives):
Students will demonstrate problem solving skills by presenting a relevant solution to a given problem.
What we will read or study (content):
Accepting Circle
Rules of Improv
How we will study it (process):
Students will complete the GATE Visual Product Survey. Students will complete GATE student survey.
Ms. Scarborough will have the students do a warm-up activity called the Accepting Circle. The Accepting Circle: Students will get in a big circle. One player started by making a little gesture, perhaps a little sound. His/her neighbor then tries to do exactly the same. And so on. Although we expect the gesture/sound not to change, it will. Watch for movements that suddenly change, like arm or leg. This should then be accepted by the next player. Also watch/listen for little moans or sighs that players might make before or after their turn. These should also be taken over by the next player.
Students will then have one to two of the Improv rules reviewed.
Students will watch one GATE teacher and one student show the Chair Improv and then split into 4 teams and have 3 minutes to create their own Chair improvs. Each group will have a chair and one student will sit in it. Another student will need to say something to get that student out of the chair, and that student will need to react to the statement and get up. Each student will have an opportunity to sit and to have another student get up out of the chair. After 3 minutes, each group will perform their best chair improvs, or create new ones.
As a final reflection, have students answer the following: How is accepting a teammate’s idea helpful for the team?
How we will know we learned something (product):
Performances
Who will score/grade what?:
GATE teacher will score the performance, using the scoring guide written on the board.
How will we differentiate content/process/product (if applicable):
Content: Destination Imagination Instant Challenges
Process: Team work, following the instant challenge requirements
Product: Performance
Homework: n/a
What will we do at our next meeting?
Discuss where to pick up from, since plan did not happen due to weather and the delay day (much shorter class time).
Reflection:
Due to delay day, and that many of the students were late due to weather, we only did the Visual Creative product and the survey. Ms. Scarborough was also able to discuss study hall with the students and how mid-school inclusion is different from elementary school pull-out.
Thursday, January 28, 2010
Social Studies: Seven Wonders of the World
Date: January 20, 2010
Teacher: Mr. Cavanaugh
Subject: 6th World History
Seven Wonders of the Ancient World Project
Standards:
Describe the relationships among ancient civilizations of the world
Explain how places and regions serve as cultural symbols and explore the influences and effects of regional symbols.
Compare and contrast the influences of man-made and natural environments upon ancient civilizations.
Explain how cultures create a cultural landscape, locally and throughout the world, and how these landscapes change over time.
What we will learn (objectives):
Seven Wonders of the Ancient World using the six Social Studies componants
What we will read or study (content):
Self-selected research utilizing library books and the internet
How we will study it (process):
The general education teacher created this project and will explain the following to the students:
What makes something wondrous? When studying the civilizations of southwest Asia its hard to overlook the Babylonians (sometimes called the “New Babylonians”) and their king/emperor, the infamous Nebuchadnezzer. The Bible has many great stories involving Nebuchadnezzer, including the tower of Babel, where it’s said that god confused the people of the earth by changing their languages. Nebuchadnezzer’s greatest legacy was most likely the Hanging Gardens of Babylon, one of the 7 Wonders of the Ancient World.
Your assignment for this week is to research one the 7 wonders of the Ancient World and create a mini-presentation to be displayed in a gallery walk for our class.
The Seven Wonders of the Ancient World are:
-The Pyramids as Giza
-The Hanging Gardens of Babylon
-The Statue of Zeus at Olympia
-The Lighthouse of Alexandria
-The Colossus of Rhodes
-The Mausoleum of Halicarnassus
-The Temple of Artemis at Ephesus
Your research will need to cover basic information and facts but also answer some important questions:
-What was the purpose of the Wonder?
-What sets it apart from other ancient monuments?
-What is its historical significance?
-What does it teach us about the people who created it?
-What happened to it?
Be sure to cover the major parts of Social Studies
-Economy: How much did it “cost”? How was it paid for?
-Geography: Where was it located? What was the geography of that location? Why was that site picked?
-Geology: What materials were used to create it? Were they found locally or did they have to travel off site?
-Religion: What part did the Wonder play in religion of the people?
-History: How long did it take to create? How long did it last? What happened to it? When?
-Government: How was your wonder connected to the leadership at the time?
Your presentation will need to include both written and visual information such as:
-basic facts, interesting/unique facts, pictures, maps, charts, diagrams, timelines etc…
Some possible presentation styles are:
-Poster, cardboard cutout/model, powerpoint
The gifted ed teacher will support and coach students during the project.
How we will know we learned something (product):
Presentations and gallery walk
Who will score/grade what?:
The general education teacher
How will we differentiate content/process/product (if applicable):
Content: Seven Wonders of the Ancient World
Process: Individual research, combining to a group presentation
Product: Group choice
Homework:
As needed – the majority of the work will be completed in class. Students had 2 – 3days in the library and 2 – 3days in the class.
What will we do at our next meeting?
Discuss the Ancient Egypt unit.
Reflection:
The project has taken longer than expected due to 2 delay days and 2 snow days. The students were very creative in their products ,using materials in the class to create a Lighthouse, a Pyramid, colossus of Rhodes, Mausolem, Hanging Gardens, etc. Had a poster of the Statue of Zeus.
Teacher: Mr. Cavanaugh
Subject: 6th World History
Seven Wonders of the Ancient World Project
Standards:
Describe the relationships among ancient civilizations of the world
Explain how places and regions serve as cultural symbols and explore the influences and effects of regional symbols.
Compare and contrast the influences of man-made and natural environments upon ancient civilizations.
Explain how cultures create a cultural landscape, locally and throughout the world, and how these landscapes change over time.
What we will learn (objectives):
Seven Wonders of the Ancient World using the six Social Studies componants
What we will read or study (content):
Self-selected research utilizing library books and the internet
How we will study it (process):
The general education teacher created this project and will explain the following to the students:
What makes something wondrous? When studying the civilizations of southwest Asia its hard to overlook the Babylonians (sometimes called the “New Babylonians”) and their king/emperor, the infamous Nebuchadnezzer. The Bible has many great stories involving Nebuchadnezzer, including the tower of Babel, where it’s said that god confused the people of the earth by changing their languages. Nebuchadnezzer’s greatest legacy was most likely the Hanging Gardens of Babylon, one of the 7 Wonders of the Ancient World.
Your assignment for this week is to research one the 7 wonders of the Ancient World and create a mini-presentation to be displayed in a gallery walk for our class.
The Seven Wonders of the Ancient World are:
-The Pyramids as Giza
-The Hanging Gardens of Babylon
-The Statue of Zeus at Olympia
-The Lighthouse of Alexandria
-The Colossus of Rhodes
-The Mausoleum of Halicarnassus
-The Temple of Artemis at Ephesus
Your research will need to cover basic information and facts but also answer some important questions:
-What was the purpose of the Wonder?
-What sets it apart from other ancient monuments?
-What is its historical significance?
-What does it teach us about the people who created it?
-What happened to it?
Be sure to cover the major parts of Social Studies
-Economy: How much did it “cost”? How was it paid for?
-Geography: Where was it located? What was the geography of that location? Why was that site picked?
-Geology: What materials were used to create it? Were they found locally or did they have to travel off site?
-Religion: What part did the Wonder play in religion of the people?
-History: How long did it take to create? How long did it last? What happened to it? When?
-Government: How was your wonder connected to the leadership at the time?
Your presentation will need to include both written and visual information such as:
-basic facts, interesting/unique facts, pictures, maps, charts, diagrams, timelines etc…
Some possible presentation styles are:
-Poster, cardboard cutout/model, powerpoint
The gifted ed teacher will support and coach students during the project.
How we will know we learned something (product):
Presentations and gallery walk
Who will score/grade what?:
The general education teacher
How will we differentiate content/process/product (if applicable):
Content: Seven Wonders of the Ancient World
Process: Individual research, combining to a group presentation
Product: Group choice
Homework:
As needed – the majority of the work will be completed in class. Students had 2 – 3days in the library and 2 – 3days in the class.
What will we do at our next meeting?
Discuss the Ancient Egypt unit.
Reflection:
The project has taken longer than expected due to 2 delay days and 2 snow days. The students were very creative in their products ,using materials in the class to create a Lighthouse, a Pyramid, colossus of Rhodes, Mausolem, Hanging Gardens, etc. Had a poster of the Statue of Zeus.
Tuesday, January 19, 2010
Destination Imagination - Picnic Pests
Date: January 14, 2010
Teacher: Mr. Schali
Ms. Scarborough
Subject: 6th - Destination Imagination
Picnic Pests
Standards:
Apply critical thinking skills to analyze information1. Use the problem-solving process to refine understanding by:
a. analyzing problems and solutions within various texts and situations;
b. utilizing the problem-solving process within various contexts and situations; and
c. constructing essays and presentations that respond to a given problem by proposing a solution that includes relevant details.
What we will learn (objectives):
Students will demonstrate problem solving skills by presenting a relevant solution to a given problem.
What we will read or study (content):
Team Copy Destination Imagination Picnic Pests
How we will study it (process):
Mr. Schali will go over the rules of improve, as well as give more specific instructions regarding performing a skit.
Students will then self-select team members, forming 5 different teams. Each team will receive a copy of the Challenge and the materials needed for the challenge. The teams have 4 minutes to plan an activity to answer the challenge, and then up to 2 minutes to present their solution.
All the teams present their solutions, discuss improvements as a class, and then have 3 minutes to make changes.
The teams present again.
As a reflection, each student will able to say one positive about the activity, and one challenge about the activity.
How we will know we learned something (product):
Performances
Who will score/grade what?:
Both GATE teachers will score the performance, using the scoring guide on the Team Copy. This will also be written on the board.
How will we differentiate content/process/product (if applicable):
Content: Destination Imagination Instant Challenges
Process: Team work, following the instant challenge requirements
Product: Performance
Homework: n/a
What will we do at our next meeting?
Discuss next challenge. Post improve rules.
Teacher: Mr. Schali
Ms. Scarborough
Subject: 6th - Destination Imagination
Picnic Pests
Standards:
Apply critical thinking skills to analyze information1. Use the problem-solving process to refine understanding by:
a. analyzing problems and solutions within various texts and situations;
b. utilizing the problem-solving process within various contexts and situations; and
c. constructing essays and presentations that respond to a given problem by proposing a solution that includes relevant details.
What we will learn (objectives):
Students will demonstrate problem solving skills by presenting a relevant solution to a given problem.
What we will read or study (content):
Team Copy Destination Imagination Picnic Pests
How we will study it (process):
Mr. Schali will go over the rules of improve, as well as give more specific instructions regarding performing a skit.
Students will then self-select team members, forming 5 different teams. Each team will receive a copy of the Challenge and the materials needed for the challenge. The teams have 4 minutes to plan an activity to answer the challenge, and then up to 2 minutes to present their solution.
All the teams present their solutions, discuss improvements as a class, and then have 3 minutes to make changes.
The teams present again.
As a reflection, each student will able to say one positive about the activity, and one challenge about the activity.
How we will know we learned something (product):
Performances
Who will score/grade what?:
Both GATE teachers will score the performance, using the scoring guide on the Team Copy. This will also be written on the board.
How will we differentiate content/process/product (if applicable):
Content: Destination Imagination Instant Challenges
Process: Team work, following the instant challenge requirements
Product: Performance
Homework: n/a
What will we do at our next meeting?
Discuss next challenge. Post improve rules.
Thursday, January 14, 2010
Language Arts: Lesson 4, The Adventures of Tom Sawyer and the Idea of Persuasion
Date: January 4, 2010
Teacher: Mr. West
Subject: 6th Language Arts
Persuasion – Lesson 4, The Adventures of Tom Sawyer and the Idea of Persuasion
Standards:
Interpret and synthesize information from a variety of sources.
Increase fluency, comprehension and insight through meaningful and comprehensive reading instruction.
Develop and apply appropriate criteria to evaluate the quality of communication
Demonstrate an awareness of language conventions and usage during oral presentations
What we will learn (objectives):
Develop analytical and interpretive skills in literature
Develop an understanding of persuasion
What we will read or study (content):
Selection from The Adventures of Tom Sawyer, by Mark Twain
How we will study it (process):
At beginning of each day, use the possible response journal questions as the writing prompts.
Students will independently read The Adventures of Tom Sawyer selection.
As a review of the selection read, class will answer questions from “Stranger in Role” (Action Strategies, pg. 72).
Students will then complete 3 vocab and 1 literature web on the selection from Tom Sawyer, to be finished for homework, if not finished in class.
The following day, the gifted ed and general ed will lead a discussion on the webs as a class.
In teams, students will rotate through the discussion questions. Teams will have 3 – 5 minutes at each question. Both gifted ed and general ed teachers will monitor and assist where needed. Discuss the questions as a class.
Review the idea of “Persuasion” as a class.
Individually students will list chores they are responsible for at home. Each student will then choose one chore and write a one-minute speech to persuade another classmate to do the chore, as Tom persuaded his friends to want to do his chore following the guidelines. Use note cards to prepare speech.
Students will give speech using note cards. After individual student has completed speech, the class will vote as to whether they were persuaded to do the chore and tell why or why not.
How we will know we learned something (product):
Lit web
Vocab web
Speech
Discussion questions
Who will score/grade what?:
Gifted ed teacher will score vocab and lit webs, discussion questions
How will we differentiate content/process/product (if applicable):
Content: selection from Tom Sawyer
Process: Independent reading, team questions, speeches
Product: vocab and lit web, discussion questions, completed 1 minute speech
Homework:
Complete the reading, as needed
Complete the vocab and/or lit webs, as needed
Practice speech
Extension:
Read The Adventures of Tom Sawyer by Mark Twain. Make a chart showing how the characters change over the course of the novel.
Play the game Persuade. In this game, each group of 6 students receives a set of “audience,” “audience background” and “persuasion goal” cards. To begin, a set of cards is drawn and the audience role plays according to the “audience” and “audience background” directions. The persuader then delivers a 4-minute speech to persuade the audience. Following the speech, the audience has 3 minutes to ask questions. At the conclusion of each round, participants rate the speaker using scoring sheets.
What will we do at our next meeting?
Discuss how the lesson went and what short story we would like to read next. Discuss how to incorporate the Learnia data into the lessons.
Selection from The Adventures of Tom Sawyer by Mark Twain – discussion questions
Name: Date:
Literary Response and Interpretation
What adjectives would you use to describe the character of Tom Sawyer, based upon this excerpt of the novel? What evidence from the story supports your description?
What was Tom’s “great, magnificent inspiration”? How did he “put the thing in a new light?”
Tom found the world “not so hollow” after all. What does he mean by that statement?
How does Aunt Polly perceive Tom? In what ways is this different from how he perceives himself? Are either of their perceptions more accurate? Why or why not?
What title might you give to this selection from the book? Give reasons for your selection.
Reasoning
What was Tom’s problem? What was his first solution? What was his second solution?
How were the consequences of Tom’s eventual solution different from the consequences he would have faced if Jim had agreed to trade places with him? Which solution was a better one for Tom?
Tom’s solution to his problem was based on certain assumptions or guesses he made about the other boys. What did Tom assume about the other boys? What is meant by the words “He had discovered a great law of human action, without knowing it – namely, that in order to make a man or a boy covet a thing, it is only necessary to make the thing difficult to attain”?
Would you have been persuaded by Tom’s argument? Why or why not?
Change
What techniques did Tom use to change people’s minds?
Would you classify the changes that took place in the story as positive or negative for the people involved? Why? In what ways was the white-washing arrangement thought to be positive by everyone?
How does the classification of something as work or as play change the way you feel about it?
Chore Persuasion Speech
A. Cleary describe what the chore is, in a way that makes it seem attractive to someone who might have to do it.
B. Give at least three reasons to persuade someone else to do the chore.
C. Make an outline of your description and persuasive reasons on note cards – your speech can only be one minute long!
D. Put note cards in order and practice with a partner. Use a timer.
E. Present to the class!
Possible Response Journal questions:
o Have you ever outwitted someone? Describe the occasion and how you managed to fool another person.
o What are some tasks you enjoy doing that others might think of as work? What are some things you think of as work which might seem like play to someone else?
Teacher: Mr. West
Subject: 6th Language Arts
Persuasion – Lesson 4, The Adventures of Tom Sawyer and the Idea of Persuasion
Standards:
Interpret and synthesize information from a variety of sources.
Increase fluency, comprehension and insight through meaningful and comprehensive reading instruction.
Develop and apply appropriate criteria to evaluate the quality of communication
Demonstrate an awareness of language conventions and usage during oral presentations
What we will learn (objectives):
Develop analytical and interpretive skills in literature
Develop an understanding of persuasion
What we will read or study (content):
Selection from The Adventures of Tom Sawyer, by Mark Twain
How we will study it (process):
At beginning of each day, use the possible response journal questions as the writing prompts.
Students will independently read The Adventures of Tom Sawyer selection.
As a review of the selection read, class will answer questions from “Stranger in Role” (Action Strategies, pg. 72).
Students will then complete 3 vocab and 1 literature web on the selection from Tom Sawyer, to be finished for homework, if not finished in class.
The following day, the gifted ed and general ed will lead a discussion on the webs as a class.
In teams, students will rotate through the discussion questions. Teams will have 3 – 5 minutes at each question. Both gifted ed and general ed teachers will monitor and assist where needed. Discuss the questions as a class.
Review the idea of “Persuasion” as a class.
Individually students will list chores they are responsible for at home. Each student will then choose one chore and write a one-minute speech to persuade another classmate to do the chore, as Tom persuaded his friends to want to do his chore following the guidelines. Use note cards to prepare speech.
Students will give speech using note cards. After individual student has completed speech, the class will vote as to whether they were persuaded to do the chore and tell why or why not.
How we will know we learned something (product):
Lit web
Vocab web
Speech
Discussion questions
Who will score/grade what?:
Gifted ed teacher will score vocab and lit webs, discussion questions
How will we differentiate content/process/product (if applicable):
Content: selection from Tom Sawyer
Process: Independent reading, team questions, speeches
Product: vocab and lit web, discussion questions, completed 1 minute speech
Homework:
Complete the reading, as needed
Complete the vocab and/or lit webs, as needed
Practice speech
Extension:
Read The Adventures of Tom Sawyer by Mark Twain. Make a chart showing how the characters change over the course of the novel.
Play the game Persuade. In this game, each group of 6 students receives a set of “audience,” “audience background” and “persuasion goal” cards. To begin, a set of cards is drawn and the audience role plays according to the “audience” and “audience background” directions. The persuader then delivers a 4-minute speech to persuade the audience. Following the speech, the audience has 3 minutes to ask questions. At the conclusion of each round, participants rate the speaker using scoring sheets.
What will we do at our next meeting?
Discuss how the lesson went and what short story we would like to read next. Discuss how to incorporate the Learnia data into the lessons.
Selection from The Adventures of Tom Sawyer by Mark Twain – discussion questions
Name: Date:
Literary Response and Interpretation
What adjectives would you use to describe the character of Tom Sawyer, based upon this excerpt of the novel? What evidence from the story supports your description?
What was Tom’s “great, magnificent inspiration”? How did he “put the thing in a new light?”
Tom found the world “not so hollow” after all. What does he mean by that statement?
How does Aunt Polly perceive Tom? In what ways is this different from how he perceives himself? Are either of their perceptions more accurate? Why or why not?
What title might you give to this selection from the book? Give reasons for your selection.
Reasoning
What was Tom’s problem? What was his first solution? What was his second solution?
How were the consequences of Tom’s eventual solution different from the consequences he would have faced if Jim had agreed to trade places with him? Which solution was a better one for Tom?
Tom’s solution to his problem was based on certain assumptions or guesses he made about the other boys. What did Tom assume about the other boys? What is meant by the words “He had discovered a great law of human action, without knowing it – namely, that in order to make a man or a boy covet a thing, it is only necessary to make the thing difficult to attain”?
Would you have been persuaded by Tom’s argument? Why or why not?
Change
What techniques did Tom use to change people’s minds?
Would you classify the changes that took place in the story as positive or negative for the people involved? Why? In what ways was the white-washing arrangement thought to be positive by everyone?
How does the classification of something as work or as play change the way you feel about it?
Chore Persuasion Speech
A. Cleary describe what the chore is, in a way that makes it seem attractive to someone who might have to do it.
B. Give at least three reasons to persuade someone else to do the chore.
C. Make an outline of your description and persuasive reasons on note cards – your speech can only be one minute long!
D. Put note cards in order and practice with a partner. Use a timer.
E. Present to the class!
Possible Response Journal questions:
o Have you ever outwitted someone? Describe the occasion and how you managed to fool another person.
o What are some tasks you enjoy doing that others might think of as work? What are some things you think of as work which might seem like play to someone else?
Thursday, January 7, 2010
Date: December 29, 2009
Teacher: Mr. Cavanaugh
Subject: 6th World History
Ancient Mesopotamia
Chap 3, Lesson 3: Life in Sumer
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):
Compile a list of accomplishments of the peoples of ancient Mesopotamia
Compose and type a paragraph that explains which of the Mesopotamian accomplishments has had the greatest impact on our world today
Draw a picture of a major Mesopotamian accomplishment
Create (or label and color) a map of the Middle East
Produce a circle graph that illustrates the religions of the Middle East
What we will read or study (content):
Text book
Teacher-created information packets
Middle East Information Network
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, 2-column notes and group work. Gifted ed teacher will support the teacher and monitor and coach the students, as needed.
As a culminating activity, the students will be asked to bring in an empty cereal box. Additional cereal boxes could be used as extra-credit points. Students will complete a list of 6 items for the project, starting with the paragraph, and then moving on to the next activities as completed. Gifted ed teacher will show a completed box and explain that over the next several days, students will be completing activities for their own display box. We will do a gallery walk in class, and students will score their peers.
Day 1:
Start with a challenge question:
What are the major cultural, political and economic achievements of the peoples of the Tigris and Euphrates River Valley?
Students will start by working in cooperative groups to compile information regarding the accomplishments, and the importance of said accomplishments, of the people of Mesopotamia. This information can be found in the text book, the internet, and/or teacher-made information packets. Students will create individual lists.
General ed and Gifted ed teachers will monitor and assist as needed.
Day 2:
Today’s challenge question: What are the major achievements of the peoples of the Tigris and Euphrates River Valley?
Review the accomplishments. Each student should have their own list, written neatly or typed.
The students will then use this information to construct meaning by composing a paragraph that shares what they think the most important accomplishment is and how it impacts the world today. This must be written neatly or typed.
Students will also begin work mapping the Middle East. The students will use atlases, text book and/or teacher-made packet to either create their own map or use the Map Worksheet. The map should include at least 15 labeled countries, a compass rose, legend and be neatly colored.
As the paragraph and map are completed, the students will cut them out and glue them to their individual cereal display boards.
Have several students share their display boards.
General ed and Gifted ed teachers will monitor and assist as needed.
Day 3:
Today’s challenge question: How do the innovations of ancient Mesopotamia affect the world today?
Have several students share display boards. Remind students that they will have today (and tomorrow, if needed) to complete their display boards.
Today students will be working on their circle graphs for the religions of the Middle East. Students will use teacher-made packets to complete their research. The circle graphs must include how many religions there are and what percentage of each in the region. Students will use available resources to create the graph – protractors, rulers, plastic lids, etc. The graphs must be labeled and colored neatly.
Students will also draw a picture to illustrate and connect the ideas on their display boards.
General ed and Gifted ed teachers will monitor and assist as needed.
Day 4 (if needed):
This is a work day to complete all final work. If students have completed their boards, they may do the extension activity for the “Help Wanted” lesson.
Day 4/5:
Students will be given an opportunity to make final adjustments to their boards (15 minutes), and then score themselves using the General Rubric (5 min). Students will then participate in a gallery walk. Each board will be assigned a number. Students will choose a number and using the General Rubric, score the number they have chosen (15 min). All students will have a chance to see all the completed projects. Rubrics will be turned in when finished scoring.
Students will share out their answers to the first challenge question: What are the major cultural, political and economic achievements of the peoples of the Tigris and Euphrates River Valley?
Completed boards will be displayed in GATE room.
How we will know we learned something (product):
Mesopotamia Display Board Project
Who will score/grade what?:
General ed teacher will score quiz
Gifted ed teacher will score and calculate Board project
How will we differentiate content/process/product (if applicable):
Content: Mesopotamia teacher-made packets
Process: Students will work to complete the Mesopotamia Display Board Project in class, as well as at home
Product: Cereal display board project
Homework:
Student choice, if they want to finish part of the project. The majority of the work will be done in class. If students are not finished on the final day, they will receive a grade based on incomplete work.
What will we do at our next meeting?
Discuss how the students did, the timeline and the quality of the work.
Teacher: Mr. Cavanaugh
Subject: 6th World History
Ancient Mesopotamia
Chap 3, Lesson 3: Life in Sumer
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):
Compile a list of accomplishments of the peoples of ancient Mesopotamia
Compose and type a paragraph that explains which of the Mesopotamian accomplishments has had the greatest impact on our world today
Draw a picture of a major Mesopotamian accomplishment
Create (or label and color) a map of the Middle East
Produce a circle graph that illustrates the religions of the Middle East
What we will read or study (content):
Text book
Teacher-created information packets
Middle East Information Network
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, 2-column notes and group work. Gifted ed teacher will support the teacher and monitor and coach the students, as needed.
As a culminating activity, the students will be asked to bring in an empty cereal box. Additional cereal boxes could be used as extra-credit points. Students will complete a list of 6 items for the project, starting with the paragraph, and then moving on to the next activities as completed. Gifted ed teacher will show a completed box and explain that over the next several days, students will be completing activities for their own display box. We will do a gallery walk in class, and students will score their peers.
Day 1:
Start with a challenge question:
What are the major cultural, political and economic achievements of the peoples of the Tigris and Euphrates River Valley?
Students will start by working in cooperative groups to compile information regarding the accomplishments, and the importance of said accomplishments, of the people of Mesopotamia. This information can be found in the text book, the internet, and/or teacher-made information packets. Students will create individual lists.
General ed and Gifted ed teachers will monitor and assist as needed.
Day 2:
Today’s challenge question: What are the major achievements of the peoples of the Tigris and Euphrates River Valley?
Review the accomplishments. Each student should have their own list, written neatly or typed.
The students will then use this information to construct meaning by composing a paragraph that shares what they think the most important accomplishment is and how it impacts the world today. This must be written neatly or typed.
Students will also begin work mapping the Middle East. The students will use atlases, text book and/or teacher-made packet to either create their own map or use the Map Worksheet. The map should include at least 15 labeled countries, a compass rose, legend and be neatly colored.
As the paragraph and map are completed, the students will cut them out and glue them to their individual cereal display boards.
Have several students share their display boards.
General ed and Gifted ed teachers will monitor and assist as needed.
Day 3:
Today’s challenge question: How do the innovations of ancient Mesopotamia affect the world today?
Have several students share display boards. Remind students that they will have today (and tomorrow, if needed) to complete their display boards.
Today students will be working on their circle graphs for the religions of the Middle East. Students will use teacher-made packets to complete their research. The circle graphs must include how many religions there are and what percentage of each in the region. Students will use available resources to create the graph – protractors, rulers, plastic lids, etc. The graphs must be labeled and colored neatly.
Students will also draw a picture to illustrate and connect the ideas on their display boards.
General ed and Gifted ed teachers will monitor and assist as needed.
Day 4 (if needed):
This is a work day to complete all final work. If students have completed their boards, they may do the extension activity for the “Help Wanted” lesson.
Day 4/5:
Students will be given an opportunity to make final adjustments to their boards (15 minutes), and then score themselves using the General Rubric (5 min). Students will then participate in a gallery walk. Each board will be assigned a number. Students will choose a number and using the General Rubric, score the number they have chosen (15 min). All students will have a chance to see all the completed projects. Rubrics will be turned in when finished scoring.
Students will share out their answers to the first challenge question: What are the major cultural, political and economic achievements of the peoples of the Tigris and Euphrates River Valley?
Completed boards will be displayed in GATE room.
How we will know we learned something (product):
Mesopotamia Display Board Project
Who will score/grade what?:
General ed teacher will score quiz
Gifted ed teacher will score and calculate Board project
How will we differentiate content/process/product (if applicable):
Content: Mesopotamia teacher-made packets
Process: Students will work to complete the Mesopotamia Display Board Project in class, as well as at home
Product: Cereal display board project
Homework:
Student choice, if they want to finish part of the project. The majority of the work will be done in class. If students are not finished on the final day, they will receive a grade based on incomplete work.
What will we do at our next meeting?
Discuss how the students did, the timeline and the quality of the work.
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