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.
Thursday, January 28, 2010
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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