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.
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