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
Tuesday, April 6, 2010
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.
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